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AMERICA 


1 

•se  (two  years), 
'crtiSettM  for 
vear). 


SEPTEMBER,  1914 


^ 


INDEX  TO  CONTENTS 


A  Liberal  Education  .  - 

The  Mechanical  Mind 

Self  Unfoldment  - 

General  Suggestions  for  September  Program, 

Work  Done  by  Kindergartners 

Proposed  Constitution  for  Mother's  Circle  or  Club 

Little  Plays  and  Little  Pieces  for  Little  People 

A  Picture  Lesson 

A  Hard  Task  - 

"Come  Along,"  Study  Picture 

Mother  Play  Picture  .... 

Standards  for  Kindergarten  Training 

Block  Building,  Detroit  Public  Schools 

Barnyard  Illustration  - 

The  Greeting  ...  . 

Nero,  Rollo  and  Puss  - 

A  Finger  Play  -  -  - 

Straight  Line  Cutting 

Patterns  for  Doll's  House  .  .  .  . 

Toy  Making  in  the  Kindergarten 

A  Few  Wise  Thoughts  on  Discipline 

The  Committee  of  the  Whole 

Montessori  and  the  Kindergarten 

First  Grade  Construction  Work 

Book  Notes  - 

Suggestive  Gift  and  Occupation  Lessons  for  Primary 

Suggestions  for  Blackboard  Drawing 

Hints  and  Suggestions  for  Rural  Teachers 

Rural  School  Improvement 

Kindergarten  Progress  -  -  -   -         - 

Kindergarten  Appreciation  ... 


Alexander  Meiklejohn 
Dr.  John  Greer  Hibhen 
Dr.  W.  N.  Hailmann 
"Dr.  Jenny  B.  Merrill 


Mary  E.  Cotting 
Albert  Sprout 
Meyer  Von  Bremen 

Luella  A.  Palmer 


Bertha  Johnston 
Susan  Plessner  Pollock 
Carrie  L.  Wagner 
Carrie  L.  Wagner 
John  T.  Dunlop 
John  T.  "Dunlop 

Bertha  Johnston 
Elizheth  Harrison 


and  Rural  Teachen 

Laura  %ountree  Smith 
Grace  Do<w 


2 
3 
5 
6 
8 
12 
13 
14 
14 
15 
16-17 
18 
20 
20 
21 
22 
23 
23 
24 
25 
25 
26 
27 
28 
29  35 
30 


31 
32 
33 
33 
34 


Volume  XXVII.  No.  I 


$1.00  per  Year,  IB  cents  per  Cop? 


■ 


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Would  you  send  25  cents  away  if 
you  knew  you  would  get  back  $15.00 
In  a  short  time?'  If  you  are  a  teacher 
you  need  to  know  the  main  points 
in  present  history  quite  as  much  as 
past  history  or  arithmetic  or  lang- 
uage. If  you  are  a  citizen  of  a  great 
country  you  need  to  be  intelligent 
about  the  condition  of  the  country. 
It  is  worth  while  to  be  considered 
intelligent— brighter  than  the  ordi- 
nary person.  Can  you  figure  what 
it  would  be  worth  to  you  next  -year 
to  be  more  intelligent?  It  will  be 
worth  $25.00  to  you  the  poorest  year 
you  ever  will  see.  25  cents  will  bring 
The  World's  Chronicle  Weekly,  for  13 
weeks  Send  for  it  tod<iy.  This  is  one 
of  the  things  an  ambitious  person 
ought  to  do.  Thirteen  weeks  will 
show  its  real  value  to  you.  One  man 
had  to  attend  a  meeting  and  on  the 
way  read  the  Chronicle.  At  that 
meeting  he  found  the  knowledge 
just  gained  was  new  to  the  others 
and  marked  him  as  a  superior  per- 
son. It  meant  much  more  to  him 
than  $25.00 — how  much  more,  he  has 
not  figured  out  yet.  Why  be  ignor- 
ant of  the  most  vital  matters  when 
so  small  a  sum  places  them  within 
your  reach.  The  articles  are  written 
so  you  can  understand  them  readily, 
and  they  put  you  in  Jline  for  ad- 
vancement.: 

On  trial  13  weeks,  25  cents.  10r  send 
$1.00  for  a  full  year. 

THE     WORLD'S     CHRONICLE,    542    S. 
DEARBORN  STREET.  CHICAGO 


i 


BOWLDEN  BELLS 

FOR  SCHOOLS 

From  $8.00  to  $25  00 

FOR    CHURCHES 

From  $25.00  to  $125.00 

Write  for  free 

catalogue. 

flMERIGnN   BELL  St 

FOUNDRY  CO. 

Northville,  Mich. 


WHITE  MOUNTAIN 
=EDUCAT0R^ 


LANCASTER.  N.  H. 

A  new  periodical  devoted  to 
Interests  of  education  in  Vermont 
and  New  Hampshire  and  all  New 
England. 

Circulation  extending  through 
South  and  West. 

Terms:     $1.00  a  year. 

Advertising  rates  on  application. 


THE  KINDERGARTEN 

By  SUSAN  E.  BLOW 

PATTY  S.  HILL 
ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine- 
teen of  the  International  Kindergarten 
Union  should  be  carefully  studied  by 
every  kindergartner  who  purposes  to 
keep  abreast  of  the  times. 
$1.25  postpaid.    Address, 

J.  H.  Shulta  Co.,  Manistee.  Mich. 


: 


RELIABLE  KINDERQARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  BOUSE, 

54  Scott  St.,  Chicago. 


Diplomas  granted  for  Regular  Kindergarten  Coarse  (two  years), 

and   Post    Graduate  Course  (one  year).     Special  Certificate*  for 

Home-making  Course,  non-professional  (one  year). 

•  %+*r%^r%^%,  **'*%'*'%''*%<'%'%'%%'%%<'%%<'%'*'%'%'• 

Credit  in  connection  with  the  above  awarded  by  the  University  O-f 
Chicago. 

Mrs.  Mary  Boomer  Page, 

Directors:         Mrs.  Ethel  Roe  Lindgren, 

Miss  Caroline  C.  Cronise. 

For  circulars  apply  to  Chicago  Kindergarten  Institute,  M  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE 

ELIZABETH  HARRISON,  Pres. 

Summer  School  June  1 6  to  Aug.  8 

Kindergarten  Course 

All  Kindergarten  subjects.   Montes- 
sori  Methods.    Art.    Folk  Dancing. 

Primary  Course 

Primary  Methods.    Montessori  Me- 
thods.   Art.     Folk  Dancing. 

Credits  applied  on  Regular  Courses 

For  full  information  address 

Box  600,  2944  M  ichigan  Blvd. 

CHICAGO.  ILLINOIS 


WASHINGTON,  D.  C. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.      Graduate 

and  Special  Courses. 
319  Marlborough  st.  Boston.  Mass. 

EVERY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add    to    her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


Kindergarten  Teachers  and  Students 

will  be  interested  in  my  investigation  and  study  of 
the  MONTESSORI  METHOD  IN  ROME,  and  my 
practical  adaptation  of  the  Method  to  the  American 
School  for  little  children.  I  will  be  glad  to  send  il- 
lustrated pamphlet  on  request. 
Mrs.  J.  Scott  Anderson,  Directoress,TorresdaIe  House 

Training  course  begins  October  1st. 

AMERICAN    MONTESSORI  TEACHER-TRAINING  SCHOOL 

Torresdalfi,  Philadelphia,  Pa. 


•-PESTALOZZI-FROEBEL: 


KINDERGARTEN  TRAINING  SCHOOL 

S09  S.  'Wabash  Ave.,  opp.  Audito- 
rium. CHICAGO. 

Post-Graduate,  Home-Making, Primary 
and  Playground  courses.  Special  cour- 
ses by  University  Professors.  Includes 
opportunity  to  become  familiar  with 
Social  Settlement  Movement  at  Chica- 
go Commons. 
For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 
West  Chicago,  111. 


KINDERGARTEN  TRAINING  SCHOOL 

Resident    home   for   a    limited   number   of 

students. 

Chicago  Free  Kindergarten  Association 

H.    N.    Hlginbotham,    Pres. 
Mrs.    P.    D.    Armour,    Vlce-Pre*. 
SAKAH   E.   HANSON,    Principal. 
Credit  at  the 
Northwestern    and   Chicago    Universities. 
For    particulars   address    E*a   B.    Whit- 
more,   (Kupt.,  6   E.   Madison  St.,  cor.  Mich. 
ave.,  Chicago. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 
Richmond,  V? 

Virginia  Mechanics'  Institute  Building, 
Richmond,    Virginia. 

Two  years'  training  In  Theory  and 
Practice  of  Froebelian  Ideals.  Pottt- 
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 
Two    years  normal  course  accredited 
by  State  Board  of  Regents. 
SUMMER  COURSES 
May  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 

For  information  address 

MISS  HARRIETTE  M.MILLS,  Frtnejpsi 

New  York  University 
Washington  Square,  New  York  City. 


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,  Coma. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,    DIPLOMA    AND 
NORMAL    COURSES. 

CLARA  WHEELER,  Principal 
MAY  L.  OGILBY.  Registrar 

New  Quarters,       -         508    Fountain  St. 
GRAND   RAPIDS,  MICH. 


Atlanta  Kindergarten 

Normal  School 

Two    Tears'    Coarse   of    Study. 
Chartered   1897. 
For   particulars   address 

WTLLETTE   A.    ALLEN.    Principal, 
«»  Peaehtree  Street.         ATLANTA,  QA. 


1874— Kindergarten  Normal  Institutions— 1914 

1516  Columbia  Road,  N.  W.        WASHINGTON,  D.  C. 

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

Susan  Plessner  Pollock,   Principal 

Teachers'  Training-  Course — Two  Years 

Summer  Training  Classes  at  Mt.  Ghatauqua   -Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


The  Elizabeth  K.  Matthews  Kin- 
dergarten Training  School 

Lucretia  Court,  .   Portland,  Ore. 

Regular  course  two  years.    Theory  and 
practice  in  private,  public  and  settle- 
ment kindergartens. 
For  circulars  address 

MISS  ELIZABETH  K.  MATTHEWS 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 
ASSOCIATION 


THE- 


WILL  OPEN  A 


OCTOBER  1st,  1914 

UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

froebel  School  of  Kindergarten 

TJnrmnl  f!ln<a«A«     boston,  mass 

.mormai  Classes  P1EBCE BfaLDING 

COPLEY  SQ. 

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


Kindergarten  Norma!  Department 

of    the    Kate    Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For   Information,    address 

HORTBNSB     M.     ORCUTT,     Principal     of 

•he   Training   School    and   Supervisor   of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield   Kindergarten 


Normal  Training  School 

Two  Taars'  Course.    Terms,  $100  per  year. 
Apply    to 

HATTIE  TWICHELL, 

BnUNOFIBIJ) — LONOMEADOff,    MASS. 


Of  the  Buffalo  Kindergarten  Association. 
Two  Years'  Course.  For  particulars  ad. 
dress 


MISS    ELLA    C. 
86  Delaware  Avenue 


ELDER 

Buffalo.  IM.  Y. 


sellers  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  atid  Intermediate 
Grade  Teaching, 
Special  classes  in  Public  School  Draw- 
ing and  Music,   Domestic   Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

aiZA  A.  MAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 


TWO  YEARS'   COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT/  0   .       .       . 
SUSAN   C.  BAKER  \  "inc. pals 

2108  Conn.  Ave  .  Washington,  D.  C. 


Mice  Hart'c  TRAINING  SCHOOL 

111133  SSUSi  3   For  Kindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1M4. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledge.  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1S94 
Course  of  study  under  direction  of  Eliz- 
abeth Harrison,  covers  t  w  o  years  in 
Cleveland,  leading  to  Senior  and  Nor- 
mal Courses  in  the  National  Kinder- 
garten College. 

MISS    NETTA  FARRIS,    Principal 


Law  froek!  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND   AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central  Park  WeKt  and  63d  St. 


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 

CATHERINE    J.    TRACY 

Principal 


Offers  unusual  advantages  for  Graduate 

S  ndj'. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'   MEETINGS  AND  VISITPiG 

Miss  Fannicbelle  Curtis,  Director  0!  Public  School 

Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS        PROGRAM  MAKING 

LITERATURE  FOR   CHILDREN 
TUITION   FREE  Apply  lor  Prospectus  to 

MISS  LAURA  FISHER 

Director  Department  of  GRADUATE  STWDY 
524    jr.  42nd  Street,  NEIC  YOKK  CITY 

Miss  Wheelock's  Kindergarten 


Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

IOO  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


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 
School*.    No.  120  Boylston  street. 


1HE  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  Univtrsity  Block. 


THE  PRATT  TEACHERS'  AGENCY 

Recommends  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. 


THE 


THWESTERN  TEACHERS' AGENCY 


310-311  PfiOVTDENCE  BUILDING 


DULUTH.  MINN. 


RELIABLE  TEACHERS'  A6ENCY 

Trained  Primary   and  Kindergarten 
Teachers  needed.   Good  positions.  Per- 
manent membership.     Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City,  Okla. 


INTERSTATE  Teachers'  Agency 

5'il-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  §^a8 

We  wantKindergarten,  Primary, Rural 
and  otherteachers  for  regular  or  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 

P.  Wendell  Murray,  Manag-er, 


The  JMngle  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 

1892-1914 


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. 


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need  KINDERGARTEN,  PRIMARY  and  other  t-achers  for  private  and  public  schools. 
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Are  in  constant  demand  in  the  South  at 
good  salaries.  We  can  place  both. 

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exceed  our  supply.     No  charge  until  you 
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AN  AGENCY  SSSfflSfft 

its  influence  If  it  merely  hears  of  va- 
cancies and  tells  TLjAT  is  some- 
you  about  them  ■  !"/"*  9  thing, 
but  if  it  is  asked  to  recommend  ateach- 

youthadt  RECOMMENDS 

is  more.    Ours  recommends. 

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year.  Some  Kindergartners.  No  charge 
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A  PI  AN  Whereby  the  Teacher 
r-\  i  B_j-tiM  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 
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and  Kindergarten  teachers.  For  infor- 
mation write  CLAUDE  J.  BELL, 

Bell  Teachers'  Ag-ency. 

Nashville,  Tenn. 


'S 


AGENCY 


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Write  to-day.  E.  C.  ROGERS.  Mtfr. 


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LANGUAGE  SUGGESTIONS.       Let  the  children  tell  in  their  own  way  what  they  see  in  the  pic- 
ture,   AND    SOMETHING    ABOUT    THE    OBJECTS    THAT    INTEREST    THEM. — Marguerite  B.  SuttOU. 


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, 
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Canada  add  20c,  and  all  other  countries  30c,  for  Postage. 

J,  H.  SHULTS,  Manager. 


SEPTEMBER,   1914. 

EDITORIAL  NOTES 

"Es  fer  war,  I  call  it  murder; 
There  yer  hev  it,  plain  and  flat. 
I  don't  need  to  go  no  furder 
Than  my  testayment  fer  that." 


Oh  judgments!    thou  art  flown  to  brutish  beasts; 
and  men  have  lost  their  reason." 


We  are  pleased  to  continue  the  department  by 
Grace  Dow.  It  has  been  an  inspiration  to  rural 
teachers. 


An  excellent  series  entitled  "Toy  Making  in  the 
Kindergarten,"  by  John  Y.  Dunlop,  of  Glasgow,  Scot- 
land, is  begun  in  this  issue. 


We  are  pleased  to  present  another  article,  from  the 
pen  of  Dr.  W.  N.  Hailmann  in  this  issue.  Dr.  Hail- 
mann  has  recently  moved  to  California. 


We  feel  certain  that  the  picture  study  series,  by 
Mary  E.  Cotting,  begun  in  this  issue,  will  prove  help- 
ful to  all  trainers  of  little  children. 


We  are  re-publishing  in  this  issue  helpful  articles 
by  Lillian  Claxton  North,  on  Clay  Modeling.  They 
will  be  concluded  in  the  October  number. 


We  purpose  to  give  in  each  issue  this  year  a  full 
page  illustration  for  little  children,  by  Marguerite 
B.  Sutton,  of  Dansville,  New  York,  relating  to  langu- 
age and  story  lessons. 


We  give  in  this  issue  a  portion  of  a  most  excellent 
address,  by  Luella  A.  Palmer  entitled,  "Standards 
for  Kindergarten  Training."  The  remainder  of  the 
address  will  appear  next  month. 


The  article  on  Mother's  Meetings,  by  Dr.  Jenny 
B.  Merrill,  which  appears  in  this  issue,  should  be 
carefully  read  and  studied  by  every  Kindergartner. 
Her  valuable  program  suggestions  are  continued. 


In  these  troublesome  times  of  war  between  many 
nations,  what  must  be  the  attitude  of  the  teacher  hav- 
ing pupils  of  foreign  parentage  within  her  room; 
certainly  one  of  neutrality  as  regards  the  interests 
of  the  nations  involved,  but  incidentally  a  horror  of 


VOL.  XXVII— No.  1 

form    may    be    inculcated 


war    and    strife    of    every 

and  a  love  of  peace  and  good  will  fostered. 


We  shall  be  glad  to  hear  from  our  subscribers  as 
to  whether  or  not  they  would  like  us  to  continue  the 
small  pictures  which  appeared  with  each  issue  of 
our  magazine  last  year.  Were  you  able  to  make 
practical  use  of  these?  Have  you  any  preference  as 
to  subject?  Just  consider  this  a  personal  invitation 
to  you,  to  express  your  preference  in  the  matter. 


Miss  Bertha  Johnston,  editor  of  the  Committee  of 
the  Whole,  earnestly  solicits  correspondence  from 
kindergartners  primary  and  rural  teachers  relative 
to  any  problems  which  confront  them  in  their  work 
with  little  children.  All  communications  will  be 
answered  in  her  department  without  charge,  in  the 
hope  that  in  this  way  the  department  may  become 
more  and  more  helpful  to  kindergartners  and  primary 
teachers. 


Primary  teachers,  and  teachers  in  ungraded 
schools  should  seize  every  opportunity  to  become  fam- 
iliar with  kindergarten  methods.  Without  this  knowl- 
edge it  is  impossible  to  do  the  best  work  in  your 
schools.  Make  it  a  point  to  read  everything  you  can 
find  on  the  subjects,  and  if  possible,  take  a  course  in 
some  good  training  school.  The  expenditure  both  as 
to  time  and  funds  can,  in  our  opinion,  be  made  most 
profitable. 


Is  it  possible  for  any  kindergartner  and  primary 
teacher,  in  fact  any  one  in  any  calling  or  profession,  to 
make  a  real  success  of  their  work  unless  they  have 
learned  to  love  it?  Is  it  not  true  of  every  really 
successful  person  that  they  have  found  pleasure,  real 
enjoyment,  in  their  work?  Then  let  us  learn  to  love 
teaching  or  plan  to  quit  it.  We  can  not  do  our  best  by 
the  children,  we  can  not  do  as  well  by  the  children 
as  they  deserve  unless  in  the  main  our  labor  is  one  of 
love.  Of  course,  there  will  be  times  when  discourage- 
ment and  discontent  seem  to  overwhelm  us,  but  in  the 
main,  if  we  are  to  really  do  God's  work  with  these 
precious  souls  it  must  be  a  labor  of  love,  and  it  can 
be  if  we  so  will.  While  teaching  many  lessons,  let  us 
learn  this  for  ourselves, 


-E 


3- 


THE  K1NDERGARTEN=PR3MARY  MAGAZINE  HE 


$ 


CURRENT  EDUCATIONAL  THOUGHT 

FROM   SUCCESSFUL  AMERICAN   EDUCATORS 


« 


ffi 


A   LIBERAL   EDUCATION. 

D.e  Alexander  Meiklejohn 
president  of  amherst  college 

Excerpt  from  address  delivered  at  I.  K.  U.  con- 
vention, Springfield: 

The  liberal  college  stands  for  a  definite  educational 
principle.  The  liberal  element  throughout  its  en- 
tire scheme  of  education  is  threatened;  we  have  a 
fight  on  our  hands,  but  if  we  do  our  duty  we  will 
fight  the  battle  and  so  win.  The  critics  say:  The 
old  New  England  college  was  founded  for  the  pur- 
pose of  training  ministers;  the  early  settlers  wanted 
men  to  fill  the  pulpit  and  the  liberal  college  grew 
out  of  that  demand  for  religious  leadership.  The 
critics  also  argue  from  statistics  to  prove  their  point. 
Amherst  was  founded  largely  for  the  training  of 
ministers  and  last  year  less  than  2  per  cent  of  our 
graduates  were  preparing  for  the  ministry.  ,  Fifty 
per  cent  went  into  business  and  65  per  cent  into 
business    and   law   combined. 

This  being  so,  the  critics  say,  What  do  you  want 
of  your  old  college  now?  York  work  has  disap- 
peared. Now  the  ministers  are  trained  in  the  the- 
ological schools.  The  time  has  come,  so  is  the  cry, 
for  the  professional  schools.  The  day  of  the  old 
school  has  gone  by. 

The  worst  of  this  is  that  these  specious  pleaders 
have  gotten  the  ear  of  our  students  as  they  come 
into  college  without  faith  in  the  old  training;  they 
come  with  faith  in  athletics,  social  activities,  etc., 
but  they  come  wthout  faith  in  liberal  training  and 
if  this  continues  the  day  of  the  old  college  is  done. 
But  the  old  liberal  college  built  up  the  civilization 
of  New  England  and  woe  to  New  England  when 
the  liberal  college  goes. 

But  was  the  old  New  England  college  for  the 
training  of  ministers?  It  trained  for  four  profes- 
sions— the  teacher,  lawyer,  physician  and  minister; 
also  the  business  man  often  went  there  for  training. 
Was  it  a  limited,  narrow  school?  No,  it  was  not, 
for  the  New  England  college  did  not  prepare  the 
minister  to  preach  merely,  to  shut  himself  up  in 
his  church.  No,  the  minister  was  prepared  by  the 
college  to  be'  the  leader  and  man  of  ideas  who 
could  take  a  proposition,  understand  and  analyze  it. 
And  the  function  of  the  liberal  college  today  is  just 
that,  to  train  for  leadership  whatever  the  profession 
and  to  know,  analyze,  gain  ideas.  It  is  our  gospel 
today  that  our  common  life  together  cannot  be  lived 
successfully  unless  we  are  trained  to  understand 
and  to  think  correctly;  this  is  the  principle  on  which 
our  society  depends.  The  gospel  is  that  knowledge 
pays  in  human  living.  Men  have  no  doubt  now 
that  knowledge  pays  in  special  callings  and  the  ut- 


most pains  are  taken  in  preparation  for  special  call- 
ings. The  creed  of  the  liberal  college  is  that  in  the 
human  life,  as  a  whole,  knowledge  pays. 

There  are  those  who  prefer  that  their  boys  should 
not  know  much  about  religion  even  while  they  were 
most  desirous  that  they  thoroughly  understand  busi- 
ness. Other  fathers  want  their  boys  to  be  trained 
in  special  work,  but  not  awakened  to  the  claims  of 
sociology.  But  the  liberal  college  stands  today  just 
as  it  has  and  will  on  the  fundamental  belief  that  if 
men  understand,  they  can  live  better  and  can  build 
better;  that  if  they  understand  human  living  they 
can  think,  choose  and  live  better.  We  stand  for  the 
study  of  human  experiences  as  a  whole.  Proceeding 
to  the  question  why  knowledge  is  not  sought  after, 
President  Meiklejohn  stated  that,  as  the  boy  in  the 
story  told  his  father:  "Thinking  ain't  no  good,"  it 
is  often  because  a  misapprehension  in  regard  to  it 
exists. 

How  many  people  in  our  communities  believe 
that?  They  want  to  do  and  have  us  do  things,  but 
they  have  no  faith  in  thinking,  or,  in  other  words, 
"Thinking  ain't  no  good."  To  use  a  popular  figure 
of  the  football  field,  people  too  often  believe  that 
thinking  has  only  one  leg  to  stand  on.  As  in  the 
game  you  can  hold  the  fellow  if  you  catch  him 
with  one  leg,  so  just  that  trick  is  played  on  the 
intellectual    processes. 

How  does  thinking  come?  Only  as  men  come  to 
a  difficulty  and  then  find  a  way  out  of  the  difficulty. 
With  your  difficulty  before  you,  you  find  out  what 
is  the  matter.  You  discover  a  new  principle.  Peo- 
ple regard  thinking  as  ending  in  a  book,  but  there 
is  one  place  in  the  world  where  you  cannot  find 
knowledge,  and  that  is  in  the  book.  Your  writer 
has  another  task  than  that  of  writing  his  book;  he 
must  take  you  back  to  the  situation.  Only  as  man 
learns  to  explain  his  experiences,  only  as  man  works 
out  a  situation  does  knowledge  do  its  work.  With 
that  as  the  test,  we  are  ready  to  let  the  liberal  col- 
lege come  up  for  examination.  Has  the  liberal  col- 
lege   in    the    history   of   our   country   justified   itself? 

Do  our  boys  as  they  come  out  of  our  college 
justify  it  by  their  lives?  If  they  do  not  live  better 
lives,  then  let  the  liberal  college  go.  I,  for  one, 
have  no  desire  to  spend  much  time  in  it.  I  be- 
lieve that  just  as  far  as  we  teachers  can  give  to 
boys  and  girls  an  appreciation  of  their  lives,  an  un- 
derstanding of  their  experience  and  a  knowledge 
of  their  conditions  and  make  them  understand,  then 
they  will  be  better  and  will  live  better.  I  preach 
your  gospel  to  the  college  and  I  in  turn  ask  you  to 
start  your  pupils  along  the  line  of  educational  work 
with  some  bits  of  faith  in  intellectual  training. 
Boys  come  out  of  our  schools  with  but  little  faith 
in  thinking  and  if  you  can  give  them  faith  in 
knowledge  and  insight  then  this  that  you  do  will 
be  equal  to  anything  which  you  can  do  for  the 
training  of  your  children. 


THE*KINDERGARTEN-PRIMARY  MAGAZINE 


THE    MECHANICAL    MIND. 

Dr.  John  Greer  Hibben 
president  of  princeton  university 

"Whatever  may  be  the  method  employed  in  the 
various  stages  of  education,  whether  in  the  kin- 
dergarten, the  secondary  school  or  the  college, 
there  is  always  one  and  the  same  end — the  awak- 
ening of  the  mind.  To  make'  work  play,  and  play 
work,  to  lead  the  child  unconsciously  into  the  sur- 
prise of  discovery,  to  simulate  the  intellectual  cur- 
iosity and  interests  of  the  youth,  to  train  the 
powers  of  observation,  to  co-ordinate  the  hand 
and  eye  in  the  various  tasks  of  skill  and  precision, 
these  and  all  other  educational  devices  whatsoever 
are  merely  means  and  should  never  be  regarded  as 
ends  in  themselves.  They  have  value  only  so  far 
as  they  tend  to  communicate  the  spirit  of  life  to  the 
operations  of  the  mind  power  of  reason.  An  edu- 
cational method  which  fails  to  realize  this  supreme 
end  cannot  justify  itself.  It  may  give  to  the  mind 
a  certain  mechanical  facility,  but  it  is  incapable  of 
developing  it  as  a  living  organism. 

"All  theories  of  education  may  be  divided  into 
two  classes — those  which  create  this  living  mind 
and  those  which  produce  what  may  be  characterized 
as  the  mechanical  mind.  It  may  be  said  that  this 
phrase — 'the  mechanical  mind'  is  a  contradiction  in 
terms,  because  it  is  of  the  essential  nature  of  the 
mind  that  it  should  be  instinct  with  life.  The  pity 
of  it  is  that  we  may  so  train  the  mind  that  it  no 
longer  functions  as  a  living  thing,  but  its  activities 
deteriorate  into  the   operations  of  a  mere  machine. 

"It  is  the  characteristic  feature  of  a  machine  that 
it  is  capable  of  turning  out  a  certain  product  ac- 
cording to  an  exact  program.  The  machine  itself 
may  be  admirably  adapted  to  a  particular  series  of 
operations,  but  because  it  is  a  machine  it  possesses 
no  power  of  expressing  itself  beyond  the  restricted 
routine  that  has  been  designed  for  it.  It  may  ac- 
complish its  particular  task  supremely  well,  but  it 
is  helpless  in  the  face  of  emergency.  Nor  can 
it  avail  itself  of  the  passing  opportunity.  What 
the  machine  does  is  something  which  has  been 
thought  out  by  others  and  wrought  into  its  own 
mechanism.  It  has  no  power  of  initiative,  and  no 
life  within  itself.  A  spirit  outside  must  give  it 
energy  and  driving  power. 

"We  draw  the  distinction  between  various  articles 
which  are  machine  made  and  those  which  are  hand- 
made. The  superiority  of  the  latter  consists  in  the 
fact  that  the  hand  has  been  guided  by  the  brain, 
which,  because  it  is  free,  gives  to  the  hand  the 
freedom  of  life.  It  is  a  sad  state  of  affairs,  how- 
ever, when  even  the'  product  of  the  hand  itself  must 
be  confessed  to  be  machine  made;  for  the  hand 
is  merely  a  machine  when  the  brain  which  controls 
it  works  only  in  a  mechanical  way.  Consequently 
the  work  of  the  hand,  the  letter,  the  poem,  the 
painting,  the  statue,  whatever  it  may  be,  bears  the 
unmistakable   marks  of  a  mechanical  origin. 


"The  mind  is  exposed  to  a  peculiar  danger  in  its 
development,  owing  to  the  fact  that  there  is  a 
certain  economy  of  the  mental  processes  which  tends 
to  make  all  the  habitual  activities  of  the  mind  me- 
chanical and  automatic,  as  in  walking,  the  playing 
of  a  piano,  adding  a  column  of  figures  and  the  like. 
Moreover,  all  of  our  unconscious  life  is  carried  on 
by  these  mechanical  adjustments.  As  our  actions 
become  more  and  more  automatic  the  control  of 
them  becomes  less  and  less  conscious,  consequently 
the  habitual  set  of  activities  which  form  the  daily 
routine  can  be  wholly  directed  in  a  mechanical  man- 
ner by  the  lower  nerve  centers,  so  that  the  control 
of  the  skilled  hand  in  the  most  delicate  and  complex 
manipulation  can  be  directed  exclusively  by  the 
nerve  centers  of  the  spinal  cord.  The  brain  can 
very  easily  be  eliminated  when  it  is  no  longer  active- 
ly exercised  and  the  habit  of  a  complete  detachment 
readily    follows. 

"We  become  machines  when  the  activities  of  life 
are  no  longer  directed  by  the  higher  brain  centers. 
The  very  fact  that  the  lower  centers  can  care  for 
the  ordinary  routine  movements  of  the  human  body 
makes  it  possible  for  us  to  disconnect  the  great  cen- 
tral office  of  the  brain  and  reduce  our  living  to  a 
merely  mechanical  order  of  existence.  Where  there 
is  central  control,  however,  there  is  an  indefinite 
variety  of  possibilities,  new  adjustments,  new  adap- 
tations, new  associations,  which  give  life  to  thought 
and  vigor  to  action. 

"There  are  many  human  beings  who  from  birth 
are  doomed  to  the  fate  of  animal  machines  because 
of  their  deficient  or  impaired  brain  power  or  the 
untoward  circumstances  of  their  birth  and  breeding. 
But  while  this  is  true,  it  does  not  follow  that  we 
should  so  conceive  and  plan  our  methods  of  educa- 
tion as  to  cultivate  this  tendency  among  the  chil- 
dren of  our  public  schools.  On  the  contrary  a  most 
solemn  obligation  rests  upon  those  who  are  re- 
sponsible for  the  methods  of  school  training  to  de- 
vise some  means  of  freeing  the  mind  from  a  slavish 
dependence  upon  rule  and  routine,  in  the  case  of 
those,  at  least,  for  whom  a  machine-like  existence 
is  not  altogether  inevitable. 

"Whatever  has  been  accomplished  in  the  world 
of  significant  value,  its  notable  achievements,  its 
progressive  development,  its  valuable  works  of  hand 
and  brain  have  been  due  wholly  to  the  power  of 
living  thought  and  never  to  mechanical  activities 
and  automatic  reactions  of  the  brain.  It,  therefore, 
seems  only  fair  to  the  child  that  he  should  be  given 
a  chance  to  develop  his  mental  powers  in  the  only 
way  which  the  history  of  human  achievement  itself 
can  justify.  It  is  the  living  mind  which  has  domi- 
nated the  world,  and  every  complete  theory  of  edu- 
cation should  provide  for  the  possibility  of  develop- 
ing, to  some  slight  degree  at  least,  this  supreme 
power.  Now  the  period  of  education  is  peculiarly 
the  time  for  the  awakening  of  the  slumbering  mind 
and  for  stimulating  the  brain  cells  into  vigorous 
activity,    causing   even    the    brain    itself   to   expand 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


with  its  expanding  powers.  It  is  the  particular  func- 
tion of  the  teacher  to  call  forth  the  spirit  of  life 
within  the  child.  Whatever  lessons  may  be  taught, 
the  great  central  teaching  of  life  must  not  be  for- 
gotten or  ignored,  or  regarded  as  merely  secondary 
— namely,  the  solicitous  care  and  training  of  the 
powers  of  reasoning.  The  brain,  the  eye,  the  hand 
must  be  nicely  co-ordinated;  but  let  no  one  deceive 
himself  with  the  prevalent  modern  fallacy,  that  the 
eye  and  hand  can  be  trained,  while  the  central  factor 
of  the  combination,  the  brain  itself,  be  left  out  of 
account  altogether. 

"I  do  not  wish  to  criticize  the  value  of  manual 
training  or  of  vocational  study;  they  are  most  ad- 
mirable in  their  place,  provided  the  task  which  is 
taught  is  not  dissociated  from  the  directive,  com- 
pelling and  creative  power  of  the  mind.  It  is  a 
tragedy,  indeed,  for  the  child  to  narrow  down  to 
the'  special  activities  of  a  trade  before  the  mind  has 
had  a  chance  to  find  itself  and  assume  permanent 
control  of  the  operations  of  the  eye  and  of  the  hand. 

"In  emphasizing  the  necessity  of  quickening  the 
life  of  reason  as  the  end  of  all  education,  it  may 
be  well  to  point  out  the  characteristic  features  of 
reason.  Even  a  mere  statement  of  the  function  of 
reason  in  the  life  of  the  mind  will  tend  to  empha- 
size its  essential  significance  and  importance.  The 
peculiar  power  of  reason  is  due  to  the  fact  that  by 
the  reason  the  mind  is  able  to  liberate  the  essential 
idea  contained  in  any  particular  experience,  and  thus 
to  seize  upon  its  universal  meaning.  With  a  grasp 
of  the  universal  significance  of  an  idea,  the  mind 
is  consequently  in  a  position  to  give  it  a  deeper  in- 
terpretation and  wider  range  of  application.  It  is 
the  reason  which  holds  tenaciously  to  an  idea  and 
follows  it  persistently  in  spite  of  varying  contexts 
and  widely  different  settings.  It  is  reason  which 
sees  similarity  in  spite  of  difference  and  difference 
in  spite  of  similarity,  which  is  capable  of  applyng 
a  new  idea  to  old  circumstances,  and  new  circum- 
stances to  an  old  idea.  Where  reason  controls,  a 
man  is  no  longer  the  slave  either  to  ideas  on  the 
one  hand,  or  to  circumstances  on  the  other.  He  is 
free,  creative,  resourceful,  both  as  regards  himself 
and  his  environment.  Moreover  it  is  through  the 
living  activity  of  reason  that  we  are  able  to  dis- 
cern about  us  in  any  actual  situation  the  surround- 
ing area  also  of  the  possible.  The  mind  which  is 
alert  to  discriminate  between  what  is  and  what  may 
be  is  never  shut  out  to  one  method  of  procedure. 
It  possesses  a  potentiality  of  initiative.  It  is  singu- 
larly sensitive  to  defects  and  deficiencies,  and  finds 
itself  under  a  law  of  inner  compulsion  to  seek 
progress  and  improvement  at  all  hazards.  With  the 
living  mind  there  is  always  a  certain  divine  discon- 
tent. Call  it  ambition  or  aspiration,  or  the  spirt 
of  enterprise,  or  what  you  will,  it  is  always  the 
sign  of  life.  It  is  the  promise  and  potency  of  crea- 
tive power.  It  is  of  the  very  nature  to  create,  to 
produce,  to  command.  Wherever  this  function  is 
subordinated,  reason  at  once  abrogates  this  power 


to  automatic  and  mechanical  control.  Reason  is 
always  deadened  by  unreflective,  slavish  initiation, 
and  on  the  other  hand  thrives  on  the  difficulties 
which   tend   to   provoke   inventive    originality. 

"Such  being  the  high  offices  of  reason,  I  main- 
tain that  it  is  our  duty  in  every  phase  of  the 
teaching  profession  to  cultivate  in  the  minds  of  our 
students  those  living  sources  of  power.  It  is  true 
that  the  process  of  education  can  be  most  con- 
veniently carried  on  and  can  be  most  plausibly  jus- 
tified by  neglecting  this  fostering  care  of  the  mind 
itself,  or  at  least,  by  relegating  it  to  a  secondary 
place  and  endeavoring  the  rather  to  emphasize  the 
value  of  certain  particular  pursuits  which  can  be 
learned  by  imitation  and  the  unquestioning  and  un- 
reasoning pursuit  of  the  thoughts  and  methods  of 
others.  It  is  easier  to  be  superficial  than  to  be 
thorough  and  to  plow  deeply  into  the  lower  levels 
of  our  powers.  It  is  easier  to  act  than  to  think 
and  it  is  easier  to  be  taught  to  do  some  one  definite 
thing  which  by  doing  again  and  again  we  learn  to 
do  mechanically,  than  it  is  to  exercise  the  God- 
given  faculties  of  reason,  and  aspire  to  learn  to 
command  many  things.  It  is  easier  to  run  human 
nature  into  a  narrow  groove  than  to  develop  the 
concealed  possibilities  of  free  mental  power  and 
achievement.  It  is  easier  to  follow  a  program  which 
gives  immediate  returns  than  to  prepare  the  mind 
for  the  possibility  of  results  which  it  will  take 
years  perhaps  to  mature.  The  immediate  result 
may  be  most  gratifying,  but  we  overlook,  or  at  least 
we  do  not  care  to  see  the  immediate  limitations  also 
which  are  naturally  attached  to  such  immediate  re- 
sults and  which  make  a  continued  progress  of  the 
mitld   forever  impossible. 

"We  gain  nothing  by  making  a  short  cut  to 
mediocrity.  Where  the  mind  ceases  to  develop  at 
an  early  age  and  all  its  activities  become  mechanical 
and  fires  of  reason  die  out  in  the  brain,  the  youth 
is  doomed  to  the  round  of  unvarying  grind,  while 
the  future  holds  for  him  no  possibilities  beyond 
the  inevitable  limitations  of  his  machinelike  exist- 
ence. For  the  youth  of  today  the  only  door  of  op- 
portunty  is  the  open  mind.  The  world  acknowledges 
but  one  supremacy,  it  is  the  supremacy  of  mind;  but 
one  aristocracy,  it  is  the  aristocracy  of  mind. 

"Shall  we,  therefore,  as  teachers,  be  content  to 
train  the  child  so  that  his  activities  become  more 
and  more  detached  from  the  control  and  inspira- 
tion of  reason?  Shall  we  prepare  him  for  the  slavery 
of  routine,  and  no  longer  strive  to  make  him  a  free 
man  in  the  kingdom  of  the  mind?  Shall  we  crowd 
his  memory  with  facts  and  rules  of  procedure,  while 
we  keep  him  in  ignorance  of  fundamental  principles, 
and  of  the  possibilities  of  self-originating  thought? 
Shall  we  be  satisfied  to  show  him  a  confused  mass 
of  unrelated  results  and  fail  to  stimulate  his  inquir- 
ing mind  to  search  for  the  concealed  causes  which 
underly  them?  Train  the  child  by  all  means  for  a 
vocation,  but  I  charge  you,  let  it  be  the  vocation  of 
a  man  and  not  of  a  machine." 

(EXCERPT  FROM  ADDRESS  AT  I.  K,  U.  MEETING,  SPRINGFIELD) 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


SEJLF-UNFOLDMENT. 

By  Dr.  W.  N.  Hailmann. 

In  all  things  there  lives  energy.  Nothing  is  abso- 
lutely passive.  In  the  mineral  world  this  energy  is 
exercised  blindly  at  all  times  and  becomes  manifest  on 
every  occasion;  in  plants  it  is  specialized  for  an  uncon- 
scious inner  purpose;  in  animals  it  begins  to  see  its  way; 
and  in  man  it  attains  conscious  self-control  in  aim  and 
execution.  In  man  it  attains  in  fullest  measure  self- 
activity  which  implies  spontaneity  of  purpose  and 
freedom  of  action  limited  only  by  sense  of  power  in 
the   face  of  external  conditions. 

In  its  various  phases,  freedom  rests  primarily  upon 
obedience.  In  its  first  and  lowest  phase  it  appears  as 
obedience  to  impulse  and  belongs  to  a  life  of  caprice. 
In  a  subsequent  phase,  it  learns  to  yield  obedience  to 
necessities,  to  outer  conditions,  in  a  life  of  prudence. 
In  its  highest  and  only  worthy  phase,  it  yields  joyous 
obedience  to  inner  considerations  of  justice  and  rea- 
son, of  insight  and  good  will,  recognizes  itself  as  a 
responsible  agent  in  the  service  of  these,  attains  true 
self-control. 

The  criterion  of  every  educational  measure  is  found 
in  the  degree  in  which  it  aids  this  process  of  self- 
unfoldment.  More  and  more,  indeed,  the  conviction 
is  gaining  ground  that  instruction  and  discipline  in 
home  and  school  have  educative  value  only  in  the 
measure  in  which  they  serve  the  child's  natural  and 
instinctive  eagerness  for  such  self-unfoldment.  Ideally, 
therefore,  their  first  concern  must  be  to  provide  a 
more  or  less  suitable  life-sphere  in  which  the  children 
can  find  intelligible  conditions  favorable  to  the  devel- 
opment of  these  tendencies  which  rest,  primarily,  upon 
an  intense  desire  to  know,  to  imitate,  to  be  a  helpful 
factor  in  their  world.  Arbitrary  repression  of  spon- 
taneous interests  and  of  the  instinctive  yearnings  of 
the  soul  and  attempted  compulsion  with  reference  to 
interests  which  the  children  cannot  share  arrest  de- 
velopment. 

Indeed,  such  efforts  produce  weakness  where  we 
seek  strength,  rebellion  where  we  seek  obedience,  dis- 
gust where   we  seek  enthusiasm. 

The  pupils  make  no  real  and  lasting  progress  in 
things  for  which  they  have  no  real  use  in  life  as  they 
see  it.  Thus,  for  instance,  slow  and  unsatisfactory 
progress  in  reading  or  writing,  in  spelling  or  arithme- 
tic, in  callisthenics  or  singing,  are  due  mostly  to  the 
fact  that  we  labor  to  force  these  things  upon  the  chil- 
dren in  connection  with  problems  unintelligible  to 
them  and  which  do  not  appeal  to  their  interests  or 
needs. 

The  first  interests  of  children  lie  in  their  environ- 
ment, in  the  things  and  activities  of  the  life  that  sur- 
rounds them,  in  the  occupations  of  the  men  and  wo- 
men they  love  and  trust,  and  in  the  things  of  nature 
accessible  to  them.  Concerning  these  they  seek  knowl- 
edge and  control  in  their  untiring  questions,  in  their 
eager  offers  to  help  and  in  their  ardent  play-life. 

Teachers  and  parents,  therefore,  should  strive  to 
be  sympathetic  life-sharers  in  the  interests  of  their 
children  so  that  these,  in  turn,  may  become  sympa- 
thetic life-sharers  with  them   in  the   progressively   un- 


folding interests  of  the  school  and  of  the  home.  Arti- 
ficial incentives — such  as  marks,  prizes,  arbitrary  pun- 
ishments and  the  rest — should  be  avoided  as  much  as 
possible.  They  tend  to  exercise  a  pernicious  influence, 
inasmuch  as  they  are  apt  to  prevent  the  development 
of  joy  in  the  work  itself,  of  purposeful  doing,  of  cre- 
ative initiative,  and  to  substitute  for  these  eternal  mo- 
tives transient,  perishable  caprice.  The  school,  as  well 
as  the  home,  can  aid  effectively  in  the  establishment 
of  a  truly  progressive  attitude  in  the  children's  self- 
unfoldment  only  through  respect  for  their  spontan- 
eously developing  and  expanding  interests.  Only  on 
the  firm  foundations  of  learning  and  doing  for  life's 
sake  can  we  hope  to  stimulate  in  our  children  respect 
for  learning  and  art  as  such. 

In  other  words,  everything  the  children  do  must 
touch  their  whole  life;  intellectually,  esthetically  and 
ethically ;  individually  and  socially.  Everything  must 
lead  directly  and  right  now  to  growth  of  life-efficiency; 
to  increase  and  upward  progress  in  freedom,  good  will 
and  joy;  to  a  deepening  sense  of  duty  on  the  basis  of 
justice  and  love. 

On  this  principle  rest  all  the  measures  of  the  new 
educational  movement  of  today;  the  creation  of  edu- 
cational environments  that  represent  in  intelligible  form 
every  worthy  feature  of  the  civilization  into  which  the 
child  is  born;  freedom  of  interests  in  contact  with 
nature  and  life,  and  respect  for  individual  need  as  con- 
trasted with  still  current  Procrustean  practices  and 
lockstep  methods ;  substitution  of  guidance  and  en- 
couragement in  spontaneous  achievement  for  the  driv- 
ing and  coaxing  devices  of  current  mass-teaching;  life- 
sharing  comradeship  between  teacher  and  pupil  and 
between  pupils  of  varying  attainments,  and  consequent 
substitution  of  social  co-operation  for  more  or  less 
hostile  competition ;  the  elimination  of  all  mere 
formalism  in  the  work  of  the  school  and  the  libera- 
tion of  teacher  and  pupil  from  the  stupefying  prescrip- 
tions of  supervisory  system-mongers ;  the  substitution 
of  intensity  of  interest  for  mere  time,  as  well  as  of 
the  enthusiasm  of  initiative  for  constraint  and  artificial 
incentive  in  every  phase  of  the  work  of  the  school,  etc. 

In  this  fashion  education  is,  indeed,  coming  to  realize 
Goethe's  significant  maxim  of  method,  "From  the  use- 
ful, through  the  true,  to  the  beautiful,"  which  we  are 
tempted  to  supplement  by  adding,  "and  through  love  to 
duty."  Thus,  indeed,  the  "Century  of  the  Child,"  so 
beautifully  prophesied  by  Ellen  Key,  is  upon  us.  Moth- 
ers and  teachers  have  heard  the  impassioned  call  of 
Pestalozzi  and  Froebel  and  are  leading  the  way.  The 
child  is  conquering  and  is  becoming  the  leader  in  the 
work  of  self-unfoldment;  the  pedant  and  mere  instruc- 
tionist,  the  drowsy  owls  of  a  passing  age  that  called 
for  more  spelling  and  arithmetic  and  less  life  must  go. 
The  rich  promises  of  interest  and  efficiency,  of  eager- 
ness to  see  and  say  and  do,  of  love  for  the  beautiful 
and  the  good  which  each  child  brings  to  us,  must  no 
longer  be  nipped  in  the  bud  by  incompetence  and  self- 
conceit,  but  fostered  and  led  by  a  true  reverence  for 
childhood  and  by  a  strong  and  fervid  sympathy  on  the 
part  of  its  elders  into  precious  fruitage  in  a  life  of 
freedom,  good  will  and  joy.  The  deeper  meaning  of 
the  Master's  saying,  "Of  such  is  the  Kingdom  of 
Heaven,"  and  its  practical  identity  with  the  greatest 
triumph  of  modern  science  in  laying  bare  the  miracles 
of  self-unfoldment,  are  bursting  upon  the  world. 


GENERAL  SUGGESTONS  FOR  SEPTEMBER  PROGRAM 

.By  JENNY  B.  MERRILL,  Pd   D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special  Lecturer  on   Educational 

Topics 


I  have  often  advised  kindergartners  at  the  beginning 
of  each  month  to  look  over  the  Magazine  of  the  same 
month  for  several  years  back.  It  is  surprising  how 
this  re-reading  will  put  one  in  happy  touch  with  the 
month  recalling  songs,  stories,  games  and  other  experi- 
ences of  other  years  gone  by. 

If  a  kindergartner  keeps  a  daily  journal  or  plan  book 
of  her  own  it  is  well  to  review  it  too,  not  merely  to 
repeat  or  copy,  for  each  year  brings  growth.  To  in- 
sure this  very  growth,  nothing  helps  more  than  com- 
parisons. 

I  wanted  some  inspiration  myself  for  this  September 
article,  for  I  find  it  difficult  just  as  vacation  begins  to 
think  of  the  return  to  school,  but  in  order  to  be  in 
trim  for  September,  one's  article  for  September  starts 
in   July! 

I  wish  all  who  have  a  copy  of  the  Kindergarten  Mag- 
azine for  September,  1913,  would  re-read  my  sugges- 
tions therein  given   for  the  opening  month. 

Just  before  writing  last  year,  I  had  been  studying  the 
three  reports  of  the  Committee  of  Nineteen,  and  quot- 
ed Miss  Harrison,  Miss  Hill  and  Miss  Blood,  compar- 
ing their  suggestions  on  the  program. 

The  criticisms  of  recent  psychology  are  leading  kin- 
dergartners to  see  that  the  typical  kindergarten  pro- 
gram covers  too  much  ground  for  little  children.  It 
is  better  fitted  for  the  first  school  year.  Children  en^ 
tering  the  kindergarten  need  mainly  to  gather  first  hand 
experiences   preparatory   to   organizing   them. 

Miss  Alice  Corbin,  head  of  the  Department  of  Child- 
hood in  the  University  of  Pittsburgh,  advises  that  the 
kindergarten  program  be  based  upon  five  fundamental 
instruction  activities  which  she  names  in  the  following 
order : 

1.  Locomotion  (meaning  play  with  apparatus, 
rhythms,  games,  etc.). 

2.  Nurturing  (care  of  pets,  plants  and  dolls,  also 
of  newcomers   to  the  kindergarten). 

3.  Talking  or  Communicating  (how  the  little  ones 
love  to  tell  all  that  happens). 

4.  Constructing  (Is  there  any  toy  to  be  compared 
with  building  blocks?  If  only  one  plaything  can  be 
secured,  it  must  be  a  box  of  blocks  for  building,  but 
we  can  extend  this  thought  of  construction  to  many 
other  kindergarten  materials,  keeping  the  principle  ever 
in  mind). 

5.  Exploring,  Experimenting.  (This  inspirative  ten- 
dency is  receiving  more  and  more  attention). 

In  the  Kindergarten  number  of  Teachers  College 
Record,  January,  1914,  Miss  Grace  Brown  in  speaking 
of  experimentation  says,  "Experimenting  gives  an  op- 
portunity to   become   familiar  with   some  of  the  possi- 


bilities and  limitations  of  the  material,  and  gives  a 
feeling  of  independence  and  freedom." 

Dr.  Dewey  says  that  the  usual  kindergarten  program 
attempts  to  give  the  child  "a  bird's  eye  view  of  the  uni- 
verse." This  is  too  much  for  the  child  under  six.  The 
brain  centers  capable  of  correlating  such  ideas  are  not 
ripe  at  this  early  period.  The  child  lives  in  little  de- 
tails. He  must  gather  these  details  and  generalize  in 
later  years.  The  child  does  not  grasp  the  "relation  and 
interdependence"  which  the  philosophic  kindergartner 
strives  to  impress.  The  child  will  grow  up  to  such 
thoughts  when  the  association  fibers  of  the  brain  have 
ripened.  (Read  up  nascent  periods.)  Many  kinder- 
gartners now  believe  it  better  to  emphasize  activities 
rather  than  subject  matter. 

Stories,  games,  conversations,  occupations  grow  out 
of  these  activities.  The  intellectual  side  of  our  pro- 
gram has  been  too  prominent.  We  must  think  more  of 
hygiene,  ventilation,  walks  and  excursions,  out-of-doors 
plays,  caring  for  pets  and  gardening.  Some  years  ago 
I  asked  kindergartners  to  report  to  me  at  the  end  of 
September  how  many  children  could  throw  a  ball  up 
and  catch  it  on  return,  knowing  that  the  necessity  of 
making  this  report  would  focus  attention  upon  the  ball 
during  the  month  of  September,  and'  playing  ball  would 
become  a  kindergarten  exercise  daily.  Everywhere  I 
visited  I  found  children  playing  ball  before  nine,  at 
recess  and  in  the  game  yard.  I  found  one  intelligent 
boy  in  a  kindergarten  that  year,  who  could  even  be 
trusted  to  carry  a  message  to  the  principal,  and  yet 
could  not  throw  a  ball,  so  undeveloped  was  his  mus- 
cular system. 

The  mere  swinging  of  the  small  first  gift  balls  by 
the  string,  or  even  throwing  them  up  is  not  vigorous 
enough.  Large  rubber  balls  are  needed.  A  small  foot- 
ball to  be  thrown  and  kicked  about  the  playground  and 
also  back  and  forth  in  the  ring,  the  children  jumping 
out  of  its  way  as  it  approaches,  makes  good  fun  and 
frolic,  inducing  active  play  and  quick  decisions.  Dr. 
Dewey  reminds  us  that  these  activities  require  the  kind 
of  thought  a  child  can  and  should  give.  There  should 
be  a  heavy  suspended  ball  to  be  pushed  back  and  forth 
for  arm  exercise.  There  should  also  be  a  swing,  a 
sliding  board,  a  see-saw,  a  low  fence  or  bars,  rope 
ladders  and  walking  beam.  Such  apparatus  will  cover 
the  demand   for  "locomotion." 

Do  not  let  me  discourage  any  one  who  has  no  such 
supplies.  Get  one  item  at  a  time.  This  is  not  impos- 
sible. If  the  school  authorities  cannot  be  persuaded, 
take  your  need  to  the  mothers  in  their  club.  They  will 
furnish  one  or  two  pieces  for  you.  Perhaps  a  father 
will  make  them. 

2.    Nurturing.    If  you  cannot  secure  living  pets  you 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


can  have  dolls.  Living  pets  will  be  considered  in  other 
articles  in  this  magazine.  Dr.  Henry  W.  Holmes  in 
addressing  kindergartners  and  primary  teachers  says, 
"What  children  in  kindergarten  and  primary  school 
need  in  nature  study  is  the  chance  to  grow  things  or 
to  help  them  live.  If  kindergarten  and  primary  chil- 
dren unite  in  making  an  aviary  or  a  wild-flower  garden 
or  a  fernery  or  an  aquarium  they  will  get  closer  to 
nature  than  they  ever  can  by  playing  butterfly  or  even 
observing  specimens  of  butterflies." 

Froebel  singularly  omits  dolls  from  kindergarten  ma- 
terials. He  mentions  the  doll  in  connection  with  the 
second  gift  in  pedagogics  of  the  kindergarten,  but  even 
that  reference  is  not  often  quoted.  Miss  Hill  says  the 
kindergarten  materials  without  the  doll  furnish  a  stage 
but  no  actors.  All  kinds  of  dolls  are  finding  their  way 
into  our  kindergartens.  Sometimes  it  is  only  on  "doll 
day"  when  every  little  girl  is  invited  to  bring  her  own 
doll,  but  often  dolly  has  an  abiding  place  and  to  her 
the  lullaby  is  often  sung  providing  an  excellent  means 
of   securing  quiet. 

On  one  September  opening  day,  I  visited  a  kinder- 
garten where  fifty  little  ones  were  quieted  by  the  new 
baby  doll  presented  at  just  the  right  moment. 

Begin  with  a  baby  doll  but  gather  other  dolls  as  the 
other  months  come,  for  use  in  connection  with  build- 
ing. A  chair  built  of  blocks  needs  an  occupant,  and 
a  stable  needs  a  horse  and  a  miniature  boy  doll  to  lead 
him  out.  A  small  china  or  celluloid  dolly  in  a  toy 
bathtub  has  been  used  most  effectively  to  help  in  talks 
on  cleanly  habits.  One  very  successful  kindergartner 
told  me  that  when  a  young  child  did  not  initiate  build- 
ing readily  with  the  third  gift,  she  would  say,  "Here 
is  a  little  doll.     Make  a  chair  for  her,  or  a  bed." 

This  working  towards  an  end  with  a  little  problem 
as  it  were,  for  a  guide,  is  the  method  being  pushed  now 
as  a  means  to  develop  the  child's  reasoning  powers. 
Sometimes  the  kindergartner  suggests  a  problem,  some- 
times a  child.  Use  dolls  in  illustrating  stories  in  the 
sand  box. 

Mother  Goose  stories  are  often  used  in  September 
as  many  children  know  a  few  when  they  come  to 
school.  Ask  who  knows  "Little  Boy  Blue,"  or  "Hump- 
ty  Dumpty,"  or  "Bo-peep."  Little  faces  will  brighten 
at  the  mention  of  old  friends.  When  the  children  are 
building  hills  of  sand,  add  a  doll  or  two  and  some  one 
may  think  of  "Jack  and  Jill"  especially  if  there  is  a 
little  toy  pail  at  band.  Or  the  order  may  be  reversed 
and  "Jack  and  Jill"  may  suggest  to  some  child  the 
problem  of  making  a  hill  for  them  to  walk  up. 

The  September  program  should  have  close  affiliations 
with  the  home,  though  possibly  it  is  preferable  to  be- 
gin with  the  new  environment  for  two  or  three  days,  if 
it  has  been  made  home-like  with  a  few  toys  as  well 
as  flowers,  pictures  and  picture  books.  Avoid  too  many 
decorations  at  first. 

The  sand  table  with  a  few  shovels  or  spoons  and 
the  blackboard  with  inviting  crayons  at  hand,  a  box 
of  large  building  blocks,  paper  and  crayons  for  draw- 
ing are  sufficient  materials. 

We  have  now  passed  from  nurturing  instincts  to 
constructing  and  talking  in  the  most  natural  way. 


If  only  the  little  ones  are  free  to  play  in  small  groups 
and  talking  and  communicating  are  not  forbidden  or 
hushed,  there  may  at  times  be  a  little  babel ;  touch  one 
note  on  the  piano  if  it  grows  too  noisy,  and  wait,  or 
try  Dr.  Montessori's  lesson  in  "Silence,"  now  so  well 
known.  The  children  certainly  respond  to  it  and  love  it. 

"Getting  ready  for  kindergarten"  is  a  simple,  dra- 
matic play  for  early  September.  By  means  of  it  the 
kindergartner  can  impress  all  the  simple  home  activi- 
ties necessary  in  making  the  morning  toilet,  eating 
breakfast,  putting  on  hat,  walking  to  kindergarten,  or 
running  if  late,  entering  the  room,  saluting  the  kinder- 
gartner, etc.  This  may  well  be  the  first  dramatic  game. 
(The  use  of  this  game  is  fully  described  in  Kinder- 
garten Magazine,  April,  1912,  No.  201.) 

The  children  will  talk  freely  about  each  act  for  it  is 
a  familiar  one,  and  they  will  play-  intelligently  for 
they  love  to  imitate  home  activities. 

Our  mother  play  picture  this  month  will  emphasize 
"The  Greeting"  on  entering  the  room.  Little  social 
formalities  must  be  taught,  one  at  a  time.  They  prove 
very  helpful  in  discipline,  subduing  turbulent  natures, 
and  strengthening  shy  and  reticent  ones  by  giving 
them  something  definite  to  do  upon  entering  a  room. 

If  there  is  a  family  of  dolls  and  a  dolls'  table  pro- 
vided, "coming  to  the  breakfast  table"  after  washing 
and  dressing,  will  prove  of  great  interest.  Let  several 
children  assist  in  setting  the  table  with  toy  dishes  in 
the  circle,  and  then  place  father,  mother  and  children 
at  table.  If  the  table  is  large  enough,  children  can  rep- 
resent the  family — if  small,  use  dolls. 

The  lesson  in  orderliness  and  arrangement  will  doubt- 
less be  re-inacted  by  the  children  when  with  blocks 
and  paper  dollies  they  repeat  this  morning  exercise  to 
gratify  their  imitative  instinct,  all  unconsciously.  In 
some  of  our  city  kindergartens,  children  come  from 
homes  where  table  manners  and  customs  are  conspic- 
uous by  their  absence.  In  these  especially  is  such  an 
exercise  valuable.  Those  who  are  well  brought  up  be- 
come patterns  for  the  less  fortunate  ones. 

A  few  family  scenes  in  simple  pictures  placed  low, 
as  on  the  ledge  of  the  blackboard,  help  to  impress  just 
such  lessons.  Look  for  them  in  picture  books  and 
magazines.  Cut  them  out,  mount  and  preserve,  for 
they  will  serve  many  times. 

"A  Doll's  Tea  Party"  is  often  represented  and 
would  be  the  most  telling  picture  to  accompany  this 
morning  play.  Make  perhaps  a  vase  of  flowers  on  the 
table  in  the  picture,  and  perhaps  a  child  will  suggest 
one  at  home. 

For  kindergartners  who  have  access  to  the  Kinder- 
garten Magazine  for  1912,  I  suggest  a  study  of  "A 
Model  Kindergarten"  running  in  April,  May  and  June 
numbers.  The  June  number  treats  of  simple  rhythms 
and  games. 

It  is  our  desire  to  avoid  uniform  programs,  to  en- 
courage initiative  on  the  part  of  both  child  and  kinder- 
gartner. We  give  the  spirit  rather  than  the  letter  of 
the  opening  days,  but  for  those  who  still  desire  more 
detailed  guidance  and  for  those  lacking  full  training 
we  present  the  following  outlines  for  the  early  weeks 
of  the  term,  which  were  written  by  a  young  kindergart- 


s 


THE  KEVDERGARTEN-PRDIARY  MAGAZINE 


ner  preparatory  to  taking  charge  of  her  first  class  in 
September.  The  form  of  outlines  indicates  the  careful 
training  she  had  received.  I  have  selected  it  from 
among  a  number  of  September  outlines,  all  of  which 
show  care  in  adapting  work  to  the  child's  environment. 
Each  kindergartner  who  consults  this  outline  is  urged 
to  modify  her  own  in  like  manner. 

The  last  week  of  this  particular  September  was  mod- 
ified by  a  special  holiday.  Usually  his  week  would  be 
given  to  talks  of  pet  animals,  and  making  signs  of  fall. 
Many  happy  suggestions  can  be  gathered,  however, 
from  such  a  program  for  use  at  some  other  time,  pos- 
sibly during  November  in  telling  of  the  First  Thanks- 
giving Day  in  our  country  when  so  many  Indians 
lived  here,  or  in  case  some  child  brings  an  Indian 
canoe,  bow  and  arrow,  or  picture  of  Indians.  Except 
for  special  reasons,  I  should  advise  leaving  this  Indian 
work  for  a  primary  grade. 

We  cannot  present  such  a  detailed  program  every 
number,  hence  advise  that  the  form  of  this  one  be 
studied    closely   or    preserved    for   reference. 

The   term    "natural    reaction"    used    in   this    program 

simply  means  what  any  material  given,  as  "clay,"  in- 
cites the  child  to  do  of  his  own  accord.  It  is  what  we 
have  called  "experimenting."  The  habit  of  noting  "re- 
sults" should  be  formed  as  a  part  of  our  own  work. 


WORK  DONE  BY  KINDERGARTNERS 

1.  During  the  month  the  central  objects  of  interest 
were  toys  used  during  the  half  hour  playtime  and  the 
pictures  on  the  walls  which  are  children  and  animal 
pictures. 

1  have  the  children  divided  into  two  groups.  They 
were  all  entered  in  September,  but  I  have  tried  a  little 
more  advanced  work  with  the  older  ones  who  will  leave 
the  Kindergarten  in  February.  I  have  group  work  at 
all  periods  but  the  circle  and  game  times.       L.  E.  G. 

2.  Central  Objects  of  Interest:  The  room  (Kg.) 
and   its  contents.     How  to  keep  it. 

Color  Scheme:  Sept.  B.  B. — border  of  golden-rod. 
Oct.  B.  B. — border  of  chrysanthemums  (yellow,  white, 
dark  red  and  purple).  Nov.  B.  B. — We  are  to  have 
a  border  of  fruits,  grains  and  vegetables. 

Grouping  of  Tables:  1st,  by  twos  lengthwise  =  =; 
2nd,  by  twos  in  an  oblong  ||~|| ;  3d,  in  3  H  and  two  ||. 

A.  J.  H. 

3.  We  have  taken  no  walks  in  the  street  this  fall  but 
we  go  on  the  roof  at  least  once  every*  week.  From 
there  we  can  see  many  things  (one  day  there  was  a 
butterfly  there)  and  the  children  can  play  in  the  fresh 
air  and  sunshine. 

A  turtle  and  our  aquarium  have  been  central  ob- 
jects  of   interest. 

Autumn  branches,  berries  and  leaves  have  been  used 
as  room  decorations  as  much  as  possible.  A  pumpkin 
and  the  bright  leaves  and  flowers  make  a  good  fall 
color  in   the   room. 

The  children  are  always  divided  during  one  occu- 
pation and  sometimes  twice  a  day.  M.  E.  S. 

4.  Twenty-three  new  children  have  been  admitted 
into  the  kindergarten.  We  have  taken  for  our  sub- 
ject this  month  (September).  "Two  Weeks  in  the  Coun- 
try With  a  'Fre=h  Air  Cb'ld'."  and  it  has  proved  inter- 
esting to  the  children.  Each  year  some  of  the  chil- 
dren in  my  kindergarten  have  been  sent  to  the  country 
through  this  Mission  House  and  other  agencies.   S.  E. 

5.  At  present  we  have  three  distinct  groups.  The 
first  consists  of  nine  or  ten  children  who  were  in  the 
kindergarten   for  a  time   last  term,  and   who   are   able 


to  do  more  advanced  work.  The  second  group  con- 
sists of  seven  children  who  will  be  six  by  February  1st 
and  who  will  probably  be  promoted  at  that  time.  The 
rest  of  the  children  form  a  third  group.  These  will  be 
at  least  a  year  in  the  kindergarten,  some  longer,  and 
will  naturally  work  more  slowly.  Most  of  the  work 
is  done  in  groups  but  occasionally  there  will  be  an 
occupation  at  which   we  all  work  at  the  same  time. 

W.  VV.  M._ 

6.  Central  object  of  interest  during  the  month  has 
been  our  cluster  of  milkweed  pods,  which  at  the  slight- 
est breeze  send  their  seeds  floating  through  the  room. 
The  children  love  them  and  have  reproduced  them  in 
crayon,  sung  to  them  and  played  with  them.  Also  the 
autumn  leaves  and  berries,  nuts  and  acorns.  We  have 
planted  apple  seeds  and  acorns  hoping  for  a  little  tree 
in   time.  M.   S.   T. 

7.  During  September  our  chief  interest  has  been  in 
the  garden.  The  dwarf  sunflowers,  xenias,  and  Japan- 
ese morning:  glories  were  in  bloom  the  whole  month ; 
we  watched  the  gralual  turning  of  leaves  into  a  dark 
brown — also  the  opening  of  the  various  seed  pods.  We 
have  found  butterflies,  caterpillars  and  spiders.  The 
chickens  which  the  children  saw  when  first  hatched  in 
June  are  now  grown  up. 

Last  week  in  September — a  walk  around  block  to  lo- 
cate the  kindergarten  and  find  trees  along  our  way. 

Room  decoration — golden  rod  and  flowers  from  the 
yard. 

During  first  week  in  September  the  whole  kinder- 
garten worked  together,  while  the  children  were  getting 
used  to  each  other.  Now  we  have  two  groups  for  gift 
and  occupation  work.  The  last  period  they  usually 
work  together.  A.    M.   H. 

SEPTEMBER   13-17. 

General  Top.'c — No  general  topic.  (Children  not 
ready   for  one.) 

Literature — "Ginger-bread  Man."  Nursery  rhymes 
;to  test  their  knowledge  of  these).  (Some  people  pre- 
fer "The  Three  Bears"   for  a  first  story.) 

Music — "Good-morning  Song"  (Hill).  "Finger 
Dance." 

Rhythm — "Marching,  running,  skipping,  clapping  to 
4/4. 

Games — Looby-Loo,  Skipping  Tag,  games  with  1st 
gift  balls. 

Monday. 

Circle  Talk — Receive  and  welcome  the  children. 
Acquaint  them  with  each  other  and  their  new  sur- 
roundings. 

Plan. 

Group  I.  (1st  work  period.)  Sand — Free  play. 
(Teacher  observing  and  possibly  suggesting.)  (2nd 
work  period.)  Draw — Free  expression.  (Teacher  ob- 
serving and  possibly  suggesting.) 

Group  II  (younger  children).  (1st  work  period.) 
Draw — Free  expression.  (Teacher  observing  and  pos- 
sibly suggesting.)  2nd  work  period.)  Sand — Free 
play.     (Teacher  observing  and  possibly  suggesting.) 

Tuesday. 
Circle    Talk — Centered    around    a    plant    which    was 
brought  in  by  one  of  the  children  and  around  the  win- 
dow  boxes. 

Plan. 
Group      I.     Draw — Black-board.       Free      expression. 
Sand — Free   Play. 

Group  II.  Sand — Free  Play.  Draw — Black-board. 
Free   expression. 

Wednesday. 

Circle  Talk — Things  in  kindergarten  to  play  with. 
Keeping  kindergarten  clean.  Children  clean  when  they 
come  to  kindergarten. 

Plan. 

Group    I.    3    Gift — (Free    expression.      Draw — Free 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


expression.      Result — Children    run    to    sand    table    at 
every  opportunity  that  offers  itself. 

Group  II.  4  Gift — Free  expresison.  Draw — Free 
expression. 

Thursday. 

Circle  Talk.    Summer  picnics  or  excursions  to  parks. 
Plan. 

Group  I.  String — Stringing  with  yellow  squares  and 
straws.    Sand — Free  play. 

Group  II.  Sand — Free  play.  String — Same  as  older 
class. 

Result. 

Children  beginning  to  work  together — built  one  large 
house. 

Friday. 

Circle  Talk — Their  families,  brothers,  sisters.  What 
they  do  to  help  their  mothers.  Children's  interest  in 
their  homes  tested. 

Group  I.     Cut — Free  expression.     Soap-bubbles. 

Group  II.     Peg  boards.    Soap-bubbles. 

Were  taken  out-of-doors — bubbles  taken  up  by  wind 
— enjoyed  by  children. 

Remarks :  Children  unresponsive.  Sand  most  at- 
tractive. Same  work  for  all  children.  Free  expression 
in  all  work  to  help  get  an  idea  of  the  children's  ap- 
preciative basis  and  level  of  technique. 

SEPTEMBER  20-24. 

General  Topic — Summer  experiences. 

Literature — "The  Three  Bears."  Rhymes — "Jack  and 
Jill,"  "What  Are  the  Days  of  Every  Week?" 

Music — "Happy  Day." 

Rhythm — Same  as  last  week  continued  progressively 
by  variations — following  leader,  stopping  at  signal  from 
piano — fast,   slow,  lightly,   tramping. 

Games — Merry-Go-Round.  Dramatization  of  ani- 
mals at  zoo.     Hiding  the  ball.     Aiming  game. 

Monday. 

Circle  Talk — Summer  picnics.  Let  children  tell 
where  they  went,  how,  what  they  saw,  who  went  with 
them.     Luncheons  packed. 

Plan. 

Group  I.  Cut — Cut  oranges  freely.  Have  basket 
drawn — mount.  Basket  of  oranges  ready  for  the  picnic. 
3  Gift — Free  expression  of  boats,  trains,  street.  Result 
— Very  good.    Kept  for  decoration  of  room. 

Group  II.  Cars — Let  children  have  paper  dolls.  Cut 
— Free  expression.  Select  some  natural  reaction  and 
organize.  3  Gift — Free  expression.  Result — Cutting 
in  strips.  Sticks  of  candy  associated  by  children. 
Played  store  and  had  candy  to   sell. 

Tuesday. 
Circle  Talk — Excursions  to  parks  and  lakes.     Same 
points,  as  on  Monday.     Animals  seen  at  zoo.     Draw  or 
show   pictures  of  animals. 

Plan. 

Group  I.  Paint — Flat  wash  of  brown  on  animals  al- 
ready cut.  Mount  for  zoo  on  blackboard.  Technique 
observed.  Result — Children  still  seem  to  "scrub''  with 
brushes  although  in  kindergarten  last  year. 

Group  II.  Clayj — A  period  of  natural  reaction  today. 
Peg-boards — Pegs  for  fence.  Give  paper  animals  and 
let  children  play  "zoo."  Result — Kept  busy  with  dif- 
ferent reactions.  No  idea  associated  to  things— were 
satisfied  with  just  the  activity. 

Wednesday. 

Circle  Talk — A  trip  to  the  Hudson  Riyer  and  River- 
side  Park. 

Plan  not  carried  out — rainy  day.  Tuesday's  talk  em- 
phasized again.  Older  children  had  drawing  and 
3  gift,    Younger  children  stringing  and  sand. 


Thursday, 
Circle  Talk — Experiences  of   trip   recalled. 
Plan. 

Group  I.  Draw — Free  expression  of  things  seen  on 
the  trip.  Talk  of  past  experiences  to  river  recalled. 
4  Gift — Freely  build  boats.  Have  paper  sails  cut. 
Paper  sails  helped  children  to  form  a  better  image  of 
boats  and  stimulated  play. 

Group  11.  Draw.  Free  expression.  Close  observa- 
tion of  technique.  Let  children  tell  about  the  things 
they  draw.    Sand — Free  expression. 

Friday. 

Circle  Talk — The  country  which  some  child  visited. 
How  they  got  there — what  they  saw.  Children's  knowl- 
edge of  country  tested.     Show  pictures  of  country. 

Group  I.  Sand. — Let  children  represent  Hudson — 
making  hills  on  one  side — park  and  trees  on  other — 
boats  ready.  Clay — Freely  model  boats — have  sticks 
and  sails  ready. 

Group  II.  Draw — Blue  crayon  for  water — have  boat 
cut  to  mount.  Direct  movement  of  arm — back,  for- 
ward movement.  3  Gift — Natural  reaction.  Note  dif- 
ference between  reaction  of  Monday  and  of  today. 
Idea  of  cookies  associated  to  form  produced  by  a 
natural  reaction  of  pounding — cookies  to  play  store 
were  made. 

Remarks — Kindergarten  organized.  Children  very 
hard  to  manage  in  comparison  to  children  in  my  past 
experience.  Children  beginning  to  feel  a  little  more 
at  home. 

SEPT.  27— OCT.   1. 

General  Topic — Hudson-Fulton  Celebration. 

Literature — Sharp-Eyes  (a  story  of  Indian  life  em- 
phasizing dress,  food,  shelter  in  comparison  to  kinder- 
garten children). 

Music — "Indian  Lullaby,"  "Whistles  of  boats  for 
tone  work." 

Rhythm — Indians  on  running  and  galloping  horses. 
Soldiers  marching  with  flags  and  drums. 

Games — Dramatize  Indians  coming  to  dance  on 
horses  and  dance  with  Indian  suits.  Aiming  games 
with  4  gift  and  balls.  "Went  to  Visit  a  Friend  One 
Day"   (used   as  a  social  game).    • 

Monday. 

Circle  Talk — Let  talk  center  around  the  Naval  Par- 
ade of  Saturday  night. 

Group  I.  4  Gift — Boats — give  paper  sails,  cylinders 
for  cannon  and  for  smoke  stacks.  Draw — With  blue 
crayon  make  water  with  brown  boats  in  Naval  Parade. 

Group  II.  3  Gift — Same  as  Group  I.  Draw — Same 
as   Group   I. 

Groups  I  and  II.  built  together  on  circle — gave  effect 
of  a  parade.  Children  very  enthusiastic — played  can- 
nons were  being  fired. 

Tuesday. 

No  school. 

Wednesday. 

Circle  Talk — Talk  center  around  the  Historical  Par- 
ade and  the  children's  experiences  on  that  day.  Have 
American    flag  and   celebration   flag   in   kindergarten. 

Group  I.  4  Gift — Represent  parade.  Give  paper 
horses  for  the  floats.  Draw — Draw  Indians  emphasiz- 
ing feather  decoration.  Give  brown,  red  and  yellow 
crayons. 

Group  II.  2  Gift — Represent  Historical  Parade. 
Children  build  on  floor.  Fasten  string  to  boxes  to  play 
parade.  Draw — Represent  parade — long  narrow  pieces 
of  paper. 

Thursday. 

Circle  Talk — Talk  to  center  around  Indians.  Points 
taken  from  story  told  this  week.    Let  children  suggest 


10 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


how  they  could  dress  to  look  like  Indians — what  things 
in  kindergarten  could  be   used. 

Group  I.  String — String  2  gift  bead  for  Indian 
necklaces  to  be  worn  in  Indian  game.  Cut — Have 
water  drawn  on  large  piece  of  paper.  Freely  cut  boats 
and  mount. 

Group  II.     String — Same  as  Group  I. 

Miscellaneous  Work — Give  paper  tents  to  mount. 
Let  children  add  grass,  trees  and  Indians  with  crayon. 

Friday. 

Circle  Talk — Experiences  of  Military  Parade  re- 
called. Dress  of  soldiers.  Who  took  them  to  the 
parade  and  watched  that  no  harm  came  to  them. 

Group  I.  Color  Work — Have  American  flag  drawn. 
Let  children  sketch  in  the  color.  4  Gift — Free  expres- 
sion. 

Group  II.  Clay — Natural  reaction.  Select  some  re- 
action that  could  be  organized  to  a  boat.  Have  paper 
sails  ready.    3  Gift — Free  expression. 

Gertrude  Opperman. 


MOTHERS*  MEETINGS. 
Dr.  Jenny  B.  Merrill 

A  very  earnest,  enthusiastic  young  kindergartner 
greeted  me  after  a  kindergarten  alumni  luncheon  last 
June  with  the  question  "What  can  I  do  to  have  a 
mothers'  club?  I  just  don't  know  how.  I  have  had 
several  meetings  and  told  the  mothers  about  the  chil- 
dren's work,  but  I  don't  know  how  to  go  on." 

It  is  to  help  such  kindergartners  especially,  that  I 
am  sending  this  article  for  the  September  number  of 
our   Kindergarten   Magazine. 

Organization  is  important  for  it  helps  to  make  the 
meetings  permanent  and  regular.  Notices  for  the  year 
should  be  sent  out  in  September  or  October,  a  definite 
day  and  hour  will  thus  be  fixed  in  the  mind  of  both 
kindergartner  and  mother  and  "mothers'  meetings" 
will  become  an  established  institution.  Make  the  pro- 
gram and  then  try  to  live  up  to  it. 

The  kindergartner  should  call  upon  each  mother  as 
early  in  September  as  possible.  Make  this  call  a  social 
attention. 

The  kindergartner  in  this  way  will  obtain  a  knowl- 
edge of  each  child's  home  environment,  and  will  be 
better  prepared  to  understand  and  appeal  to  each 
child's  previous  experiences.  She  will,  of  course,  keep 
eyes  and  ears  open  while  calling,  ask  to  see  the  child's 
playroom  or  toys,  note  if  there  are  pets  or  a  garden, 
whether  there  are  grandparents,  uncles,  aunts,  brothers 
or  sisters,  or  whether  the  child  is  an  "only"  child,  put- 
ing  all  down  in  her  mental  notebook  but  be  sure  to 
transgress  no  social  forms  in  homes  accustomed  to 
them. 

The  call  need  not  be  long  and  can  be  made  ostensi- 
bly to  invite  the  mother  to  visit  the  kindergarten  on  a 
certain  day  to  meet  other  mothers  and  compare  views. 
It  may  be  well  to  leave  a  written  invitation  as  a  re- 
minder of  the  day,  or  in  some  cases  it  may  be  better 
to  inquire  what  day  will  be  most  convenient  for  the 
mother  to  come.  The  kindergartner  can  then  form  an 
opinion  of  the  most  generally  convenient  day  for  the 
meeting.  A  promise  to  send  a  written  invitation  by  the 
littfe  one  may  be  made  when  the  day  is  finally  settled, 
or  if  a  change  proves  necessary. 


Tell  the  mothers  that  it  is  your  wish  to  have  them 
form  a  mothers'  club  or  parents'  association.  A  par- 
ents' association,  usually,  however,  belongs  to  the  whole 
school  and  is  less  intimate  than  a  meeting  for  mothers 
alone  in  the  kindergarten  atmosphere.  Tell  the  moth- 
ers as  you  call  that  you  want  them  to  start  a  library 
containing  helpful  books  for  home  training  of  children, 
and  ask  if  any  one  has  a  book  or  magazine  that  has 
helped  them,  to  loan  it  for  a  few  weeks  until  others 
can  be  purchased.  Tell  them  that  some  mothers  have 
been  surprised  to  find  how  many  helpful  books  have 
been  written  for  mothers.  One  mother  expressed  her 
gratitude  for  the  use  of  such  a  library,  saying  I  never 
knew  such  books  were  in  existence. 

Give  the  most  intelligent  mothers  something  to  do 
and  if  they  do  not  need  help,  they  will  come  to  give 
you  help.  Ask  the  mothers  to  think  who  would  make 
a  good  president  and  also  a  good  secretary.  Let  them 
suggest  having  a  treasurer.  Ask  them  to  think  of 
questions  or  subjects  about  children  that  they  might  be 
discussed.  This  will  start  the  ball  of  thought,  and  the 
mothers  will  come  to  the  meeting  with  minds  partly 
prepared  to  act.  Remember  that  you  may  find  many 
able  women  and  assume  the  role  of  listener  and  learner 

If  it  should  not  be  possible  to  do  this  calling,  then 
invite  the  mothers  by  written  note,  and  tell  them  these 
same  items  by  way  of  introduction  at  the  first  meeting. 
If  the  mothers  are  foreigners  or  comparatively  ignor- 
ant women,  it  may  be  as  well  simply  to  call  them  to- 
gether for  a  social  afternoon,  and  act  as.  president  for 
the  first  term.  Appoint  a  committee  on  program,  and 
a  committee  on  hospitality.  If  there  is  to  be  a  library, 
there  may  also  be  a  committee  on  library.  The  organ- 
ization should  be  kept  simple,  but  remember  there  is 
power  in  organization. 

I  have  just  received  this  day  a  program  of  "The 
Fourth  International  Congress  on  Home  Education," 
which  is  to  meet  in  Philadelphia  September  22  to  29, 
1914.  Over  five  hundred  delegates  including  official 
representatives  of  twenty  foreign  nations  are  expected 
to  participate  in  this  meeting  which  promises  to  be  the 
greatest  congress  on  the  welfare  of  childhood  and 
youth  that  has  ever  been  held  in  any  country.  See 
what  organization  has  accomplished !  The  proceedings 
will  be  published  and  we  will  try  to  give  the  gist  of 
some  of  the  congress  papers  to  our  readers,  hoping  that 
they  will  pass  them  on  to  mothers.  Think  what  it 
means  to  have  organized  parents'  unions  all  over  Eu- 
rope and  America  to  consider  home  education.  Our 
own  beloved  Lucy  Wheelock  is  chairman  of  the  sec- 
tion entitled  "Before  School  Age."  Dr.  G.  Stanley 
Hall  is  chairman  of  the  section  on  "Child  Study."  Our 
U.  S.  Commissioner  of  Education,  Dr.  P.  P.  Claxton, 
is  chairman  of  the  section  on  "The  Vocational  Rela- 
tion Between  Home  and  School." 

There  are  six  other  sections:  Mothers'  Pensions,  In- 
fant Mortality.  Parent-Teachers'  Associations.  The  In- 
fluence of  Diet  on  Character,  Excursions,  How  the 
Home  and  School  May  Work  Together  to  Develop 
the  Moral  Strength  of  the  School  Child,  Pre-Natal  In- 
fluences. Sanitation  of  Home  and  School  are  a  few  ol 
the  many  subjects  that  will  be  discussed. 

Dr.   Brumbaugh,  the  well   known   superintendent  0» 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


11 


the  schools  of  Philadelphia,  is  president  of  the  con- 
gress. 

I  advise  kindergarten  mothers'  clubs  to  subscribe  for 
some  good  Philadelphia  daily  paper  for  the  weeR  from 
September  22  to  29,  and  thus  obtain  reports  of  the 
meetings  sooner  and  more  fully  than  in  any  other  way. 

There  will  Be  papers  in  several  languages.  This  will 
■merest  the  foreign  born  mothers  in  our  mothers'  cir- 
cles o.  Jubs.  Great  Britain,  France,  Germany,  Aus- 
tria, Russia,  Italy,  Spain,  Portugal,  Holland,  Belgium, 
Servia,  Switzerland,  Greece,  Turkey,  Japan,  Mexico, 
Argentina,  Bolivia,  Peru  and  even  Persia  have  ap- 
pointed delegates. 

Let  kindergartners  rise  to  this  occasion  and  work 
this  year  for  the  home  as  never  before.  Insist  upon 
organizing  the  mothers  promptly.  Prepare  a  program 
for  the  year.  Secure  a  good  penman  or  typewriter  if 
you  cannot  afford  to  have  the  program  printed,  and 
place  the  whole  year's  outline  in  the  hands  of  mothers 
so  that  they  can  see  ahead  what  is  on  the  way  to  in- 
terest and  help  them.  Then  trust  yourself  to  carry  out 
the  scheme. 

Secure  outside  speakers  for  several  of  the  meetings 
if  you  can,  as  a  nurse,  a  physician,  a„  clergyman,  a 
school  officer.  Have  music  if  possible.  Let  local  con- 
ditions decide  whether  refreshments  should  be  served 
at  each  meeting.  A  very  good  way  is  simply  to  serve 
tea  or  lemonade  and  light  cake  or  crackers  as  the  moth- 
ers come  in,  thereby  observing  good  social  form  and 
encouraging  friendly  conversation.  Older  girls  in  the 
school  from  the  classes  in  domestic  economy  are  often 
called  upon  and  are  delighted  to  help  at  such  a  time. 
As  they  do  not  take  part  in  the  meeting  later,  they  can 
remove  dishes  while  the  meeting  progresses,  and  no 
one  need  remain  after  the  close  of  the  program  to 
clear  up. 

During  the  social  tea-cup,  the  mothers  who  have 
come  earliest  may  be  entertained  with  a  children's 
exhibit.  If  the  kindergartner  will  prepare  each  month 
an  exhibit  of  one  phase  of  the  children's  work,  it  will 
not  be  a  great  tax  and  the  mothers  will  gradually  be- 
come familiar  with  all  aspects  of  kindergarten  work. 
The  exhibits  may  be  in  happy  touch  with  the  season 
or  holiday  and  thus  assist  in  the  way  of  suitable  deco- 
rations. 

The  following  suggestive  programs  are  given  as  they 
have  proved  helpful  in  the  past.  Modifications  may 
be  needed  to  suit  local  conditions.  The  age  of  the 
kindergartner  whether  young  or  experienced,  the  char- 
acter of  the  group  of  mothers  and  other  circumstances 
must  be  considered  for  there  can  be  no  uniform  pro- 
gram for  mothers'  meetings  if  they  are  to  be  successful. 

SUGGESTIVE   PROGRAMS  FOR   MOTHERS'   CLUBS. 

Note :  This  outline  is  for  mothers  who  do  not  know 
the  kindergarten  and  wish  to  become  familiar  with  its 
methods. 

1.  Work  and  Play  in  the  Kindergarten. 

SEPTEMBER. — The   aim   and    purpose   of   the   kindergarten. 
Its  relation  to  the  home. 

Song,  a  lullaby.     Finger  plays. 

OCTOBER.— Why  should   the  child   be  encouraged  to  draw, 
to  paint  and  model  In  sand  and  clay? 


Exhibit  of  children's  work  in  drawing,  painting  or  model- 
ing since   opening  of   kindergarten. 

NOVEMBER. — The  Harvest  festival  in  other  countries.  Our 
Thanksgiving  festival,  origin,  present  objectionable  features.  How 
can  we  keep  it  an  ideal  historic  holiday  for  the  children?  Na- 
ture work  during  the  fall  leading  up  to  Thanksgiving.  Games  for 
the  holiday   in  the  home. 

Song.  Kindergartner's  choice  of  a  Thanksgiving  program. 
Exhibit.     Nature  materials. 

DECEMBER. — Preparation  of  gifts  for  parents  by  the  chil- 
dren. The  selection  of  toys.  Home-made  toys.  Shall  we  tell 
the   children  of   Santa   Claus? 

Exhibit.  Doll's  house  made  in  kindergarten  and  other  sim- 
ply constructed  toys.     A  manger. 

JANUARY. — The  place  of  the  story  in  the  kindergarten.  The 
education  value  of  a  regular  story  hour  in  the  home. 

Stories,  the  beginning  of  literature.  Story-tellers'  league. 
Mothers  tell  stories.      Mother  Goose. 

FEBRUARY. — 1  he  realistic  story  as  a  means  of  awakening 
ideals.  All  about  Johnny  Jones.  Araballa  and  Araminta  stories. 
Brave  Mary  of  the  Light  House.  Little  Boy  Hero  of  Holland. 
Robert  Bruce  and  the   Spider. 

Exhibit.       Pictures    suggesting    ideal    child    life. 
MARCH. — How   the  child's  love  of  animals  is  fostered  in  the 
kindergarten.       Home    pets    a    necessity.       Visits    to    animals    in 
parks  and  aquarium. 

Exhibit.  Coloring,  free  cutting,  drawing  and  modeling  of 
animals. 

APRIL. — Garden  work  in  the  kindergarten.  The  value  of 
planting  one  seed.  Observation  of  the  nearest  tree.  Cocoons. 
Garden  tools  and  a  wheelbarrow   valuable  for  the  child. 

Exhibit.      Spring    planting,    painting    and    modeling.     Sand 
table,   a  farm   scene. 
MAY. — A   May   Pole   festival  and   its  significance. 

Exhibit.  Reproductions  of  the  May  Pole  in  drawings,  In 
painting  and  constructive  work.  Sand  table,  a  May  Pole 
scene  in   Central  Park. 

JL'NET. — The  value  of  kindergarten  walks  and  excursions  as 
a  basis  for  future  school  work.  The  relation  of  kindergarten 
training  to  the  Grade  work  in  reading,  writing  and  aritmetic. 

Exhibit.  Scrap  books  suggesting  a  review  of  the  year's 
work  in  the  kindergarten.  Sand  table,  a  scene  at  the  sea 
shore. 

REFERENCE   BOOKS. 

Boys'  and  Girls'  Handy  Book,  Baird. 

Finger   Plays,   Poulsson. 

Son  Stories,  Hill. 

Songs  for  Small   Singers,  Neidlinger. 

Home  Occupations,   B.  Johnston. 

Pianafore   Palace,   Wiggin  and  Smith. 

Drawing,   A   Real   Correlation,   Daniels. 

A    First   Year   in   Drawing,    Bailey. 

The  Story  of  a  Sand  Pile,  G.   S.  Hall. 

A   Mother's   List  of  Books  for  Children,   Arnold. 

Note. — Some  kindergartners  may  prefer  to  introduce  mothers 
to  Froebel's  book  for  mothers.  For  them  the  following  outline 
is   suggested: 

2.       STORIES     FROM     FROEBEL'S    MOTHER     PLAY    AND 
THEIR  MEANING. 

OCTOBER.— The  family.  Play  with  the  limbs.  Falling,  fail- 
ing. 

NOVEMBER. — Pat-a-cake.     Mowing  grass. 

DECEMBER.— The   toyman.      The   lightbird. 

JANUARY.— Ticktack.     The  window. 

FEBRUARY. — The  child  and  the  moon.  The  little  maiden 
and  the  stars.     The  shadow  rabbit. 

MARCH. — The  weather  vane.     The  target.     The  wheel. 

APRIL. — The  nest.     The  carpenter. 

MAY. — The   little  gardener.     The  flower  basket. 

JUNE.— The  farm  yard  gate.     The  little  artist. 

REFERENCE  BOOKS. 

Froebel's  Mother  Play  and  Mother  Song. 
Poulsson's  Father  Play, 


12 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Lindsay's  Mother  Stories. 

Poulsson's  Love  and  Law  in  Child  Training. 

Note. — Mothers  who  already  know  what  the  kindergarten  is 
may  prefer  to  take  up  Child  Study. 

3.     THE  STUDY  OF  CHILDREN. 

SEPTEMBER.— Readings  from  The  Child  by  Dr.  Amy  Tan- 
ner. 

OCTOBER.— What  do  children  love  to  do?  Why?  (These 
questions  lead  to  a  study  of  methods.)      (Papers  and  discussion.) 

NOVEMBER.— What  do  children  fear?  Why?  (These  lead 
to  study  of  the  emotions.) 

DECEMBER. — What  do  children  think  of  punishment?  Why? 
Why  is  running  errands  a  valuable  means  of  discipline?  Why 
do   children  love   to  be  praised? 

JANUARY.— Why  do  children  ask  questions?  Why  do  chil- 
dren love  to  choose? 

FEBRUARY.— What  do  children  imitate?  Why?  (Acquaint- 
ance  ideals  vs.   historic   ideals.) 

MARCH. — What  do  mothers  remember  of  their  childhood? 
(Recalling  ones  own  childhood  is  very  helpful.) 

APRIL. — Why  do  children  love  flowers  and  birds?  Flower 
stories. 

MAY. — Why  do  children  love  all  animals?     Animal  stories. 

JUNE. — Why  do  children  love  to  dig  and  to  build?  How 
should  they  play  during  vacation? 

Some  of  the  following  books  may  be  taken  as  a  basis  for  dis- 
cussion,  chapter   by    chapter: 

REFERENCE  BOOKS. 

How  We  Think,   John  Dewey. 

Fundamentals  of  Child  Study,  Kirkpatrick 

Studies  in  Education,  Barnes. 

Children's  Ways,  Sully. 

Contents  of  a   Child's  Mind,  G.  S.  Hall. 

The   Story   of  a  Child,   Loti. 

The  Care  of  Children  in  Health,  Oppenheim. 

The  Luxury  of  Children,  Martin. 

Morning  Glow,  R.   R.  Gilsen. 

Moral  Education,  Griggs. 

4.     CHILDISH  INSTINCTS. 
(Using  as   a  text   Kirkpatrick's   Fundamentals   of   Child  Nature.) 

SEPTEMBER.— Playfulness. 

OCTOBER. — Love  of  praise. 

NOVEMBER. — Fear. 

DECEMBER.— Curiosity. 

JANUARY. — Love  of  Making  and  Constructing. 

FEBRUARY.— Imitation. 

MARCH.— The   Fighting  Instinct.     Self-preservation. 

APRIL.— The  Rhythmic  Instinct. 

MAY. — Child's  love  of   Animals. 

JUNE. — The   Migratory   Instinct. 

REFERENCE  BOOKS. 

The  Child,  Tanner. 

The   Biography   of  a  Baby,   Shinn. 

The  Book  of  the  Child,  How. 

The   Physical  Nature  of  the  Child,  Rowe. 

N0TE. — A  very  simple  series  of  topics  that  will  interest  young 
mothers. 

SEPTEMBER.— What  is  a  kindergarten  for?     Why  so? 

OCTOBER. — Fall  Nature  work.     Out  for  walks. 

NOVEMBER.— The  Thanksgiving  festival. 

DECEMBER.— The  Christmas  festival.  Children's  toys.  How 
to  choose.  i 

JANUARY.— Children's  stories,  &c. 

FEBRUARY. — Children's  songs. 

MARCH.— Children's  pets. 

APRIL. — Children's  gardens. 

MAY.— The  May  Pole  festival. 

JUNE. — Summer  duties  and  summer  plays. 
GENERAL  SUGGESTIONS. 

Mothers  like  to  learin  the  children's  songs. 

A  story,  a  song  or  a  game  should  be  presented  at  each  meet- 
ing illustrative  of  the  subject  under  consideration,  or  the  season 
of  the  year.  Suggestions  on  cleanliness,  clothing,  food,  sleep, 
care  of  children   in  health  and  sickness  should  be  given  as  occa- 


sion demands  by  kindergartner,  nurse  or  physician.  Mothers 
should  be  encouraged  to  ask  or  write  questions,  and  to  contribute 
their  valuable   experiences. 

The  kindergartner  will  find  it  helpful  to  keep  in  touch  with 
the  life  in  some  one  family  circle  where  there  are  children  of 
kindergarten  age.     Learn  from  mothers  yourself. 

A  mothers'  meeting  in  some  localities  must  be  more  of  a 
social  nature  than  in  others,  but  in  all  meetings  the  chief  aim 
should  be  to  arouse  higher  ideals  of  child  training  in  the  com- 
munity. 


PROPOSED    CONSTITUTION    FOR   A    MOTH- 
ERS' CIRCLE  OR  CLUB. 

ARTICLE   I.   Name. 
This  association  shall  be   called  the  Mothers'   Union 
(Circle  or  Club),  of 

ARTICLE  2.    Objects. 

The  objects  of  this  Union  shall  be  first  to  study 
children;  second,  to  interchange  views  upon  the  train- 
ing of  young  children  with  kindergartners;  third,  to 
establish  the  "story  hour"  in  the  home ;  fourth,  to  en- 
courage the  use  of  good  picture  books  and  music  in 
the  home;  fifth,  to  encourage  indoor  and  out  of  door 
gardens  for  children ;  sixth,  to  assist  in  planning  walks 
and  excursions  for  children  during  the  entire  year  in- 
cluding vacation   time. 

ARTICLE  3.     Membership. 

Any  mother  of  a  child  attending  the  kindergarten  of 
the  school  is  eligible  for  membership.  Mothers  of  chil- 
dren who  have  been  promoted  from  the  kindergarten 
may  continue  as  associate  members  upon  a  vote  of  the 
regular   members. 

ARTICLE  4.    Officers. 

The  affairs  of  the  Union  shall  be  conducted  by  an 
Executive  Committee  which  shall  include  ex-officio, 
the  principal  or  the  assisting  principal  of  the  school 
and  the  kindergartners. 

This  committee  shall  have  power  to  add  to  its  mem- 
bers and  to  fill  vacancies  in  its  membership  as  they  oc- 
cur. A  president  and  secretary-treasurer  shall  be  elect- 
ed annually  by  the  executive  committee  or  by  the  whole 
club. 

ARTICLE  5.    Meetings. 

The  annual  meeting  of  the  Union  shall  be  held  early 
in  April  for  the  election  of  members  of  the  executive 
committee.  The  meeting  of  the  executive  committee 
for  the  election  of  officers  shall  be  held  later  in  April. 
The  regular  meetings  of  the  Union  shall  be  held 
monthly  throughout  the  school  year,  and  upon  a  statecl 
day  of  the  week. 

ARTICLE  6.     Standing  Committees. 

There  shall  be  appointed  from  time  to  time  the  fol- 
lowing standing  committees,  viz. :  A  committee  on 
topics  for  discussion,  a  committee  on  music  and  pic- 
tures, a  committee  on  literature  for  parents  and  for 
children,  a  committee  on  gardening  and  a  committee 
on  social  entertainment. 


A  Paper  Cutting  and  Pasting  Suggestion— Flying  Birds 


LITTLE  PLAYS  and  LITTLE  PIECES  for  LITTLE  PEOPLE 


THE  TELL-TALE  FACE. 
Mary  Burntox. 

They  say  if  I  feel  vexed  and  cross 
'Bout  trifles  that  take  place 

An  ugly  frown  the  truth  will  show 
Upon  my  tell-tale  face. 

I  s'pose  of  course,  it  muse  be  true 

So  I'll  more  careful  be, 
And  not  allow  my  face  to  tell 

Such  horrid  tales  of  me. 

I'll  try  to  feel  so  sweet  and  kind 

That  smiles  the  frowns  will  chase, 

And  then  perhaps  I  shall  not  mind 
The  tales  told  by  my  face. 


A  CHILD'S  PRAYERS. 
Mary  Burnton. 
I  always  say  my  prayers  at  night, 

'Cause  then  I  don't  feel  very  brave; 
And  sometimes,  in  the  morning  light, 

I  ask  the  Lord  my  life  to  save. 
But  mother  says  that  way  is  wrong, 

And  not  at  all  as  birdies  pray: 
Their  prayer  is  just  a  happy  song 

Of  thankful  praise  the  life-long  day. 


THE  EVENING  STAR. 
Mary  Burxton. 
I  love  the  little  star,  so  bright, 

That  through  my  window  peeps,  at  night, 
Just  seeming,  by  its  gleam,  to  say, 

"Dear  Child,  you  need  me  not  by  day; 
But  when  your  eyes  are  closed  in  sleep, 
Ah!  then,  o'er  thee,  a  watch  I'll  keep." 


A  GROWN-UP  PLAY4 

Laura  Rountree  Smith. 

{Book  rights  reserved) 

(The  children  dress  as  much  like  grand-ma  as 

possible.) 
All. 

Like    grown-up    ladies    we    will    play, 
And  visit  grandma  dear,  to-day! 
1st. 

I  borrowed  grandma's  Sunday  cap, 
When  she  was  settled  for  a  nap, 
'Tis  jolly  fun  as  you  suppose, 
To  wear  sucIl,  funny  grown-up  clothes! 
2nd. 

I  borrowed  grandma's  kerchief  white, 
One  she  wears  morning,  noon  and  night, 
'Tis  fun  at  grown-up  folks  to  play, 
I  wonder  what  will  grandma  say? 


3rd. 


4th 


All 


I   borrowed   one  of  grandma's  dresses, 
Oh  what  will  we  do  if  she  guesses, 
We  are  not  little  folks  at  all, 
But  grown-up  ladies  come  to  call? 

My  grandma's  spectacles  will  fall, 
I  can't  see  through  the  things  at  all, 
When  grandma's  looking  up  at  me 
Without  her  glasses,  can  she  see? 

Four  grown-up  ladies,  now  at  play, 
We'll  call  on  grandma  dear  to-day. 


(The  four  grandmas  are  seated  across  the  room, 
by  a  tea  table,  they  recite,  hear  a  knock,  and  admit 
the  first  four  children.) 
1st  grandma. 

I  settled  nicely  for  a  nap, 

But  cannot  find  my  snow-white  cap! 
2nd  grandma. 

I've  lost  my  kerchief  without  doubt, 

Has  any  one  seen  it  about? 
3rd  grandma. 

My  Sunday-go-to-meeting  dress, 

Is  missing  too  like  all  the  rest. 
4th  grandma. 

My   spectacles   are   missing  too, 

Without  them  what  can  grandma  do? 
All. 

Some  one  is  knocking!  who  can  it  be? 

We  are  not  quite  dressed,  oh  my!  oh  me! 
( Enter  children) 
All. 

Oh  grandma  dear  we've  come  to  call, 

Like  grown-up  ladies  one  and  all, 

We  bow  to  you,  we  all  bow  low, 

Like  ladies  most  polite  you  know. 
Grandma   (in  concert) 

Oh,  ho,  oh,  ho,  the  secret's  out, 
1st  grandma. 

Here's  my  new  cap  without  a  doubt! 
2nd  grandma. 

My  kerchief  too, 
3rd  grandma. 

And  Sunday  dress! 
4th  grandma. 

And  spectacles  are  here  I  guess! 
Grandma   (in  concert) 

We  love  you  darlings  as  you  see, 

Come  now,  and  help  us  drink  our  tea. 
(They  all  sit  and   drink  tea  while  soft  music  is 
played. 

MOTHER  KNOWS. 
Mary  Burnton. 
Who  can  tell  us  'bout  the  flowers 

And  the  weeks  and  days  and  hours? 
How  the  giant  oak  tree  grows? 

Mother; — she  knows. 
Who  can  hardest  tasks  explain, 

Ease  our  hours  of  ache  and  pain? 
Who  will  listen  to  our  woes? 

Mother: — she  knows. 
Who  will  teach  us  how  to  pray, 

At  the  close  of  each  glad  day, 
When  star-lighted  heaven  glows? 

Mother; — she  knows. 
Who  loves  us  the  very  best, 

Who  goes  with  us  to  our  rest, 
And  a  good-night  kiss  bestows? 

Dear  Mother;  she  knows. 


AUNTIE'S  BIRD 
Mary   Campbell 
The  little  bird  on  auntie's  hat 

Sits  there  so  very  still; 
He  cannot  sing  or  fly  about, 

Or  peck  things  with  his  bill. 
It  does  not  seem  to  me  quite  fair 

Just  'cause  he's  blue  and  red, 
He  should  be  taken  from  the  air 

And  worn  upon  her  head. 


14 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


A  PICTURE  LESSON 

By  Mary  E.  Cotting. 

Of  the  pictures  suitable  for  use  in  September  with 
young  children  that  of  Meyer  Von  Bremen  entitled 
"Come  Along",  is  one  of  the  most  appealing.  It 
abounds  with  that  action  and  sentiment  with  which 
children  are  familiar  and  makes,  therefore,  a  link 
between  that  with  which  they  have  been  occupied 
during  the  time  preceding  the  opening  of  study-time 
and  the  work  of  the  days  to  come. 

As  "Come  Along"  is  placed,  attract  attention  by 
questioning:  Who  do  you  suppose  these  persons  are? 
Where  are  they?  Why  are  they  here?  To  do  some 
work,  why  do  you  think  so?  Yes,  grandmother  is 
"shaking  up  the  crib,"  and  the  dust  pan  and  brush 
are  on  the  floor,  but, — why  did  they  all  stop  working? 
Of  course!  The  baby  waked  up  and  everyone  just 
had  to  stop  to  bid  him  good-morning.  How  do  you 
suppose  they  said  their  good-morning  to  him?  (Gentle 
hugs,  soft,  little  squeezes,  pats  and  kisses.)  Yes,  I 
suspect  that  is  just  how  they  greet  him.  How  did 
the  baby  greet  them?  He  surely  must  have  smiled  and 
smiled  and  said  "Goodmorning",  too.  Why  do  these 
persons  like  to  greet  one  another  every  morning? 
When  persons  are  kind  and  thoughtful  they  wish  to 
make  others  feel  just  as  the  sunshine  makes  us  feel, 
cosy  and  happy,  and  the  finest  way  to  begin  doing 
that  is  to  each  day  wish  the  people  around  us  a  cheer- 
ful goodmorning.  If  we  remember  this  the  day  will 
not  only  pass  well  for  ourselves  but  for  others. 

What  will  happen  when  baby  reaches  mother's 
arms?  Yes,  she  will  give  him  a  big,  "bear-hug,"  and 
then,  do  you  see  the  basin  and  pitcher?  Do  you  know 
why  they  are  there?  To  be  sure!  Baby  will  have  a 
fine  bath  and  then  he  will  be  ready  for  his  breakfast. 
What  will  happen  after  that?  Probably  he  will  go 
out-doors  to  play  with  brother  and  sister.  Do  you 
think  they  will  take  good  care  of  him?  Encourage 
the  telling  of  experiences  with  the  home-baby,  and 
make  evident  the  necessity  of  staying  in  charge  when 
mother  has  trusted  the  baby  to  older  children. 

Try  to  arouse  a  desire  to  be  gentle,  courteous,  to 
give  comfort  and  assistance  to  others  no  matter  in 
how   small  a  degree. 

Close  the  exercise  by  having  the  small  folks 
begin  to  learn  the  following,  or  any  rhyme  of  similar 
sentiment: 

Grandmother,  Mother, 

Sister  and  Brother, 
All  are  here  this  morning  to  see 

What  the  baby's  day  is  going  to  be: 
If  smiles  he  doth  show, 

And  laughter  and  shout, 
He  gives  all  about, 

Then — each  will  know — 
Grandmother,  Mother, 

Sister  and   Brother, 
That  baby's  day  most  happy  will  be. 

The  pictures  first  used  should  be  simple  of  con- 
struction, and  suggestive  of  conditions  of  which  the 
children  have  knowledge;  and,  little  by  little,  as  their 
ability  to  receive  new  and  unfamiliar  thought  is  de- 


veloped there  may  be  introduced  such  examples  of  art 
as  will  make  keen  the  eye  and  mind  to  discover  new 
values  in  that  which  is  presented,  and  an  understand- 
ing of  the  application  of  these  values  to  their  daily 
thought  and  action. 

It  is  to  be  remembered  that  pictures  are  to  be  used 
not  only  as  a  means  of  cultivating  imagination  and 
the  story-creating  impulse,  but — are  to  become  a  fact- 
or in  child  education,  that  sort  of  factor  which  makes 
for  the  development  of  a  large,  fine,  true  interpreta- 
tion of  life's  values  for  man  and  beast. 

Thought  for  teacher's  use  in  developing  exercises 
during  the  picture  study  periods. 

Home  Atmosphere. 

Helpfulness.  Consideration  of  needs  and  rights  of 
each  and  all.  Generosity.  Gentle  courtesy  toward 
the  old.       Protection  old  give  to  the  young. 

Members  Of  Family. 

Each  has  a  place  and  right  to  personality,  which 
however,  must  be  so  adapted  to  home-conditions  as  to 
insure  harmony. 

Duty  And  Attitude  Toward  Life 

Honesty  of  purpose  and  unafraid  therefore  to  ap- 
proach each  day's  duties.  Faithful  of  performance 
each  day.     Respectful.     Reverent. 

The  artist  belongs  to  the  modern  German  School, 
and  has  a  keen  knowledge  of  human — especially  child 
— nature:  is  intensely  sympathetic,  and  shows  that 
fine  sentiment  which  leads  to  a  belief  in  the  truth, 
beauty  and  love  to  be  found  in  life. 


A  HARD  TASK. 

Albert  Sproul. 

1140  Columbus  Ave.,  Boston  Mass. 

I  like  Rover,  he  likes  me; 

We're  as  friendly  as  can  be. 
And  I  like  my  Trixie  too 

Bestest  cat  I  ever  knew. 

But  my  Rover,  I  can  tell, 

Doesn't  like     poor  Trixie  well. 

Such  a  dog  and  such  a  cat 

Shouldn't  feel  at  all  like  that. 

I  tried  hard  the  other  day, 

When  we  all  were  out  to  play, 

Just  to  make  my  dear  pets  see 

Why  they  should  be  friends  like  me. 

I  said:     "Look  here,  Rover,  dear, 
This  is  Trixie — "  held  her«near. 

Naughty  Rover  barked,  "Bow,  wow!" 
Trixie  answered,  "Sst  Meow!" 

Then  she  jumped  away  from  me, 

Ran  high  up  a  maple  tree. 
Rover  barked  and  barked — oh,  my! 

Wouldn't  stop,  I  don't  know  why. 

Kitty  simply  couldn't  be 

Made  for  Rover,  I  can  see. 
So  I'm  feeling  dreadful  blue. 

Won't  you  tell  me  what  to  do? 


On  July  1st  and  2nd,  of  the  current  year,  was  cele- 
brated the  75th  anniversary  of  the  State  Normal 
School,  Farmington,  Mass.,  the  .first  State  normal 
school  in  America. 


"COME  ALONG" 

By  Meyer,  Von  Bremen 


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18 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


STANDARDS    FOR    KINDERGARTEN 
TRAINING 

Problems  of  the  Present,  Hopes  and  Ideals  fop.  the 
Futup.e 

By  Lltella  A.  Palmer 

At  the  first  glance  the  subject  seems  to  have  no 
definite  limit;  but  the  title,  as  given,  is  our  hope  for 
the  future,  not  our  wish.  Hope  holds  us  down  to 
what  may  bo  possible  in  a  near  future;  what  is  pre- 
sented must  be  practical  as  well  as  ideal.  The 
standard  set  up  must  be  in-  some  measure  an  adjust- 
ment between  our  professional  ideals  and  the  prac- 
tical situations  to  be  met  in  the  schools  and  the  com- 
munity. 

Let  us  start  with  our  professional  ideals.  "A  low 
standard  brings  reproach  on  our  profession."  Some 
one  has  said,  "We  should  have  a  standard  of  effi- 
ciency, the  highest  consistent  with  the  community 
which  wo  serve  and  the  conditions  under  which  we 
work."  That  is  adeo.uate  as  a  standard  of  efficien- 
cy, but  the  ideal  standard  should  be  higher,  it  should 
look  toward  raising  the  ideals  of  the  community 
and  improving  the  conditiorft  under  which  we  work. 

There  arc  two  convenient  ways  to  outline  for  our- 
selves our  present  standards  of  efficiency.  By  the 
negative  method,  we  think  of  all  the  undesirable 
qualities  and  conditions  that  we  have  seen  in  the 
kindergartner  and  kindergarten  practice  and  then 
determine  what  would  be  the  corresponding  pos- 
itive tendency.  By  the  positive  method,  we  think 
of  all  the  good  things  we  have  seen.  We  need  both 
of  these  methods  to  make  us  thoroughly  conscious 
of  our  standards;  we  may  enjoy  the  good  but  not 
reason  out  its  source  until  we  see  its  opposite  and 
strive  for  correction.  When  we  have  found  our 
present  standard,  we  must  consider  how  it  is  pos- 
sible to  bring  all  kindcrgartners  up  to  this  and  then 
to  improve  still  further  the  best  of  them,  to  better 
our  present  best.  What  shall  we  demand  of  all  kin- 
derf/artners  and  kindergartens  to  bring  them  to  the 
level  of  the  best  that  we  know  now?  In  what  di- 
rection shall  we  look  for  betterment? 

When  one  enters  the  door  of  an  ideal  kindergar- 
ten, the  room  itself  suggests  happiness,  health  and 
beauty.  It  is  large,  clean,  well  aired,  sunny,  and  of 
medium  temperature.  The  children's  eyes  are  pro- 
tected from  the  light;  the  chairs  are  suited  to  the 
size  of  each  child.  The  children  are  in  comfortable 
positions,  there  is  the  normal  noise  of  active  bodies, 
and  tongues.  Growing  plants,  animals,  and  other 
objects  of  interest  are  easily  accessible,  to  show  that 
the  children's  experiences  are  broadening  by  first 
hand-contact.  The  toys  of  selected  type  are  on  low 
shelves,  arranged  as  neatly  as  little  fingers  can  do  it. 
Pictures,  artistic  yet  with  child  like  interest,  are  ar- 
ranged with  restful  effect  on  the  walls. 

We  all  know  kindergarten  rooms  which  differ 
from  this  description.  We  have  experienced  them, 
dusty,  stuffy,  and  close.  We  have  seen  the  light 
streaming  in  the  children's  eyes  because  the  kin- 
dergartner felt  it  imperative  to  arrange  the  tables  in 


the  conventional  hollow  square.  We  have  seen  tall 
childreu  on  low  chairs  and  short  children  on  high 
chairs,  because  the  janitor  happened  to  leave  them 
in  this  order.  We  have  seen  some  children  with 
hands  folded  forty-five  minutes  out  of  the  hour  be- 
cause otherwise  they  might  do  something  not  di- 
rected by  the  kindergartner,  and,  on  the  other  hand, 
we  have  seen  kindergartens  where  the  children  were 
never  in  an  orderly  position.  Some  kindergartnors 
are  too  neat  to  be  bothered  with  animals  or  toys  or 
the  plants  of  which  the  children  take  charge.  In 
other  places,  the  picture  books  are  torn,  doll  clothes 
di/ty,  and  doll  dishes  broken.  We  have  seen  bare 
walls,  and  again  walls  with  a  superabundance  of 
valueless  pictures.  These  negative  examples  show 
that  individual  standards  may  be  too  high,  too  di- 
vorced from  the  child's  interests,  or  they  may  be  too 
low,  not  raising  the  level  of  the  child's  activity. 

In  the  present  discussion  we  have  nothing  to  do 
with  the  size  or  location  of  kindergarten  rooms;  we 
must  consider  only  those  points  for  which  the  kin- 
•  dergartner  is  mainly  responsible.  Comparing  the 
good  and  bad  types  of  kindergartens  just  mentioned, 
we  realize  that  a  kindergartner  should  stage  ideals 
of  art,  neatness,  orderly  activity,  etc,,  but  should  look 
at  these  through  the  child's  eyes  and  demand  from 
Lim  only  that  amount  which  will  be  the  equivalent  of 
Lis  best  effort  in  the  right  direction.  She  should  be 
mentally  balanced  and  open  minded  enough  to  place 
the  physical  welfare  of  the  children  above  any  me- 
chanical arrangement  of  seats  or  preconceived  idea/ 
of  quietness  and  order,  or  of  liberty. 

The  children  in  an  ideal  kindergarten  are  alort, 
responsive,  active,  self-controlled,  happy,  creative, 
purposeful,  developing.  Each  of  these  adjectives  has 
been  chosen  carefully  and  may  stand  without  fur- 
ther explanation  as  representative  of  the  best  type 
of  kindergarten. 

In  the  opposite  type,  the  children  are  sometimes 
so  "good"  that  they  never  make  a  mistake,  but  such 
children  in  all  probability  never  offer  anything 
spontaneously,  they  are  passive  little  followers  of  the 
teacher's  suggestions;  they  allow  the  kindergartiKr 
to  do  most  of  the  talking — as  well  as  the  thinkm,"1; — 
and  obediently  reply  or  suggest  the  proper  thing 
when  questioned;  they  are  passively  happy  because 
being  with  and  doing  the  same  thing  with  other 
children  bring  a  kind  of  pleasure.  In  other  kin- 
dergartens the  children  are  rude,  boisterous,  flit- 
ting from  one  trivial  idea  to  another,  all  talking  at 
the  same  time,  getting  in  each  other's  way  and  sel- 
dom arriving  at  results  of  value. 

The  kindergartner  who  can  develop  on  the  part  of 
the  children  the  attitude  indicated  by  the  adjectives 
used  in  connection  with  the  ideal  kindergarten,  must 
be  sympathetic,  tactful,  patient,  democratic,  a  be- 
liever in  the  earnestness  and  goodness  of  child  na- 
ture; she  must  be  watchful  to  present  educative  sit- 
uations which  will  arouse  and  retain  interest;  have 
foresight  to  plan  definitely  for  the  future,  and  yet 
wisdom  and  self-control  enough  tq  lay  aside  her  own 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


19 


-plans  when  the  good  of  the  children  leads  in  another 
direction. 

The  work  done  in  the  ideal  kindergarten  should 
show  two  aspects:  one,  the  immature,  crude  results, 
the  expression  of  the  child's  own  ideas;  and  the  oth- 
er, the  simple  yet  good  forms  supplied  by  the  kinder- 
gartner.  Along  the  lines  of  music,  literature,  play 
art,  and  construction  there  should  be  seen  results 
which  bear  every  evidence  of  a  child's  creative  efforts 
with  little  modification  by  the  adult.  The  adult's  in- 
fluence should  be  felt  in  the  models  presented  in 
these  lines,  many  of  which  the  children  may  be  able 
to  reproduce. 

Some  kindergartners  do  not  realize  that  little  child- 
ren can  create  simple  songs  under  the  stress  of  emo- 
tion, or  that  they  can  tell  simple  stories  that  are  of 
literary  value  from  the  child's  point  of  view,  or  that 
they  can  evolve  their  own  games  or  that  some  crude 
combination  of  color  may  be  a  development  for  the 
particular  child  in  the  artistic  line.  Many  kinder- 
gartners look  at  the  value  of  the  accomplishment  in 
these  different  lines  entirely  from  the  adult  stand- 
point. They  look  at  the  product  as  a  static  thing 
instead  of  looking  at  the  child  and  his  progressive 
development  in  and  through  the  product.  Other  kin- 
dergartners remain  too  close  to  the  child's  standard 
in  the  models  which  they  present;  they  confuse 
crudity  with  simplicity.  The  child  is  crude  because 
his  ideas  are  confused  and  his  technique  faulty.  It 
is  possible  for  the  kindergartner  to  simplify  because 
she  has  complete  control  over  both  ideas  and  tech- 
nique. 

The  ideal  kindergartner  supplies  situations  which 
encourage  the  creation  of  songs,  stories,  pictures, 
games,  dances,  and  playthings.  She  also  presents 
artistic  and  valuable  results  along  such  lines,  and 
most  of  these  suitable  for  the  children  to  reproduce 
or  copy. 

The  personality  of  the  kindergartner  is  the  strong- 
est force  within  the  schoolroom.  She  should  be  a 
model  in  health,  happy  temperament,  courteous  man- 
ners, suitable,  neat  dress,  and  pleasant  voice,  and 
above  all  she  should  have  the  play  spirit.  She 
should  actively  co-operate  with  mothers  and  with 
other  teachers,  and  be  interested  in  the  life  of  the 
whole  school  and  community. 

Dr.  Parlin  of  Cambridge,  in  a  paper  entitled 
The  Kindergarten  of  the  Future,  given  at  the  Na- 
tional Education  Association  in  1911,  offers  the  val- 
uable suggestions  of  a  progressive  educator  upon  our 
particular  problem.  He  says:  "In  the  kindergarten 
of  the  future  the  health  of  the  child  will  be  the 
prime  consideration,  the  chief  aim  being  to  develop 
a  strong,  well  organized  body  to  serve  later  as  the  ef- 
ficient instrument  of  a  well  trained  mind."  "The 
kindergarten  of  the  future  will  recognize  the  supreme 
importance  of  play  in  the  education  of  the  child  and 
will  provide  ample  time  and  suitable  places  for  it, 
— the  frolic  or  aimless  capering  and  laughing  due 
to  an  overplus  of  physical  energy;  the  imaginative  in- 
dividual play,  in  which  each  child  follows  his  own  ob- 
servation; and  the  group  plays  in  which  all  play  to- 


gether." "Our  kindergarten  will  surely  associate 
childhood  with  the  myriad  forms  and  voices  of  Na- 
ture." "Our  kindergarten  children  should  also  see 
the  works  of  man  and  man  at  his  work — locomotives, 
fire  engines,  boats,  and  beautiful  buildings;  the  car- 
penter, mason,  farmer,  and  blacksmith ;  policeman, 
fireman,  bootblack,  and  newsboy;  trench  digging, 
road  making,  street  cleaning,  and  house  building, 
in  fact,  every  place  and  everything  within  the  radius 
of  their  safe  and  possible  observation."  "The  kinder- 
garten of  the  future  will  give  much  attention  to  oral 
language  training,  the  children  will  do  most  of  the 
talking."  "The  kindergartners  will  continue  to  tell 
the  children  the  old  favorite  stories  which  have 
stood  the  test  of  ages,  and  will  teach  the  choicest  se- 
lections from  the  children's  poetry."  "When  the 
weather  drives  the  children  indoors,  they  will  go  to 
a  large,  well-lighted  and  well  ventilated  room, 
fringed  with  a  row  of  seats  and  furnished  with  a 
piano,  pictures,  and  story  books  and  all  sorts  of  play- 
things." 

"The  kindergartner  of  the  future  will  be  a  most  im- 
portant factor  in  the  community  and  in  the  lives 
of  the  children.  She  will  have  a  healthy,  well 
trained  body;  a  quick  sensible,  and  versatile  mind; 
and,  above  all,  a  great,  warm,  motherly  heart.  She 
will  be  the  friend,  companion  and  guide  of  the  child- 
ren. She  will  really  and  truly  love  them  and  under- 
stand them,  not  only  sympathetically,  but  scientifi- 
cally, the  laws  of  their  growth ,  the  order  of  their  de- 
velopment, their  instincts  and  interests,  their  physical 
needs  and  mental  requirements.  She  will  know  and 
love  Nature,  be  able  to  recognize  the  trees,  identify 
the  flowers,  call  the  birds  by  name,  and  tell  the  story 
of  the  hills  and  stones.  She  will  know  the  best  plays 
and  games,  the  bset  childhood  songs  and  be  able  to 
sing  them,  the  children's  favorite  stories  and  be  able 
to  tell  them  charmingly.  She  will  be  able  to  run, 
throw  a  ball,  roll  a  hoop,  skip  a  rope,  make  a  whistle, 
steer  a  sled,  and  do  all  the  other  things  which  little 
folks  expect  of  their  grown-up  friends."  Finally,  the 
kindergarten  of  the  future  will  respect  the  individual- 
ity and  spontaneity  of  the  child  and  give  ample  scope 
for  his  imagination  and  initiative.  It  will  provide  an 
environment  rich  in  its  opportunity,  inspiring  in  its 
suggestion,  wholesome  in  its  influence;  but  will  give 
far  less  attention  to  regular  programs,  formal  instruc- 
tions, and  sedentary  occupations." 

We  have  finished  outlining  in  a  sketchy  way  what 
we  hope  each  and  every  kindergartner  of  the  future 
will  be  and  do.  To  sum  up,  she  must  be  healthy, 
happy,  cultured,  have  a  pleasant  voice,  and  be  full  of 
the  play  spirit.  She  must  not  only  love  little  child- 
ren, but  she  must  understand  their  physical,  mental, 
social,  and  spiritual  nature  and  needs,  how  these 
can  be  developed  and  where  they  can  be  guided.  She 
must  have  wisdom  and  fitness  for  leading  her  child- 
ren. 

These  requirements  place  the  emphasis  on  a  dif- 
ferent point  from  that  which  is  usually  stressed  in 
our  training  schools.     Where  the  requirements  are 
of  sufficiently  high  grade  to  rank  the  training  school 


20 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


as  a  professional  school,  most  of  the  time  is  con- 
sumed in  learning  academically  about  the  materials 
for  educating  little  children,  and  then  how  to  make 
these  educative  things  of  interest  to  the  child.  The 
new  idea  would  be  to  stress  the  child,  his  interests 
and  possibilities,  and  then  to  select  from  these  the 
ones  which  seem  to  lead  toward  adult  ideals.  We  have 
taught  gifts,  occupations,  games,  etc.,  academically 
as  subjects,  and  then,  as  entirely  unrelated 
to  these  "subjects,"  we  have  taught  about  children, 
and  in  the  time  left  over  we  have  tried  to  connect 
the  two. 

A  schoolman  says  with  reference  to  all  training 
work:  "In  the  normal  school  the  various  branches  of 
study  are  to  be  organized,  not  so  much  with  regard 
to  their  inner,  logical  relations  as  with  regard  to  the 
interests  and  aptitudes  of  children." 

The  student  in  training  should,  from  the  first,  sec 
the  developing  child  and  the  means  for  his  develop- 
ment as  parts  of  one  process,  so  that  this  becomes 


the  habitual  way  of  seeing  the  process;  she  should 
never  for  a  passing  moment  entertain  the  idea  that 
education  is  to  be  made  interesting  to  a  child,  but 
should  feel  that  things  are  interesting  because  they 
educate,  and  the  teacher's  function  is  to  choose  the 
best  kind  of  education. 

In  studying  the  educational  process,  certain  recur- 
rent facts  will  be  found  and  generalizations  be  made. 
The  student  can  then  begin  to  crystalize  her  abstract 
ideas  of  education,  its  principles  and  theory,  out  of 
her  actual  experience.  This  gives  a  method  by 
which  she  can  continue  to  grow  after  she  has  left  the 
training  school. 

In  order  that  students  shall  develop  this  ability 
they  must  have  arrived  at  a  certain  maturity  before 
entrance  and  have  a  certain  background  of  knowl- 
edge. The  training  course  must  be  lengthened  to 
admit  of  observation  and  practice  in  the  kindergar- 
ten which  shall  serve  as  the  first-hand  experience 
with  children,  which  shall  lie  at  the  basis  of  the 
formulation  of  educational  theory. 
(To  be  continued) 


BLOCK  BUILDING— DETROIT  PUBLIC  SCHOOLS 


Barnyard  Made  of  Children's  Work,  Mounted. 
Ask  the  children  to  find  the  horse  and  sheep,  the  turkey,  the  chickens  and  the  ducks.      The  cow 
and  the  pig  are  in  the  barnyard,  too.     How  many  sheep?       How   many   chickens?       How   many   horses? 

Isn't  that  a  nice  fence  to  keep  them  all  in? 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


21 


Translated  from  the  German  of  Friedrich  Froe- 
bel's  "Mother  Play"  by  Bertha  Johnston: 

(SEE  MOTHER  PLAY  PICTURE) 

Motto  for  the  Mother. 

The  child,  becoming  sensible  of  his  limbs, 
Plays  with  his  hands  and  fingers. 
Mother  love  responds  to  this  manifestation 
Of  the  awakening  of  his  mental  powers. 
That  which  stirs  dimly  in  the  child, 
The  mother  nurtures  with  solicitude. 

SONG   FOR   THE   CHILD. 

See  the  fingers  in  a  row, 

Straight  they  stand  and  then  bend  low. 

Bow,   Thumbkin,  bend  your  pate, 

While  Pointer  stretches,  tall  and  straight. 

Middle   Finger,   courtesy   now, 

Goldie,  raise  up,  you  know  how. 

Little  ones,  now  lowly  bend, 

Joining  hands,  there,  at  the  end. 
All  the  fingers  in  a  row, 
Standing  straight,  then  bending  low, 
Learning  how  to  courtesy, 
Oh,  so  very  gracefully. 
Fingers  most  polite  and  kind, 
On  each  hand  we're  sure  to  find. 

FROEBBL'S  COMMENTARY. 

The  picture  and  song  accompanying  this  little  play 
indicate  its  outward  expression,  as  plainly  as  the 
motto  implies  its  inner  meaning,  so  that  there  re- 
mains little  to  be  said  about  it  as  a  whole. 

More  general  than  ever  before,  is  the  lament  over 
the  child's  improper  handling  of  his  body,  which 
excites  sensuality,  destroys  his  sense  of  delicacy,  and 
pollutes  the  purity  of  his  soul.  And  alas!  the  most 
superficial  observation  of  childish  actions,  and  of  the 
physical  and  spiritual  condition  of  children,  proves 
that  this  lament  is  not  only  not  unfounded,  but  sadly 
enough,  is  only  too  widely  justified. 

What  then  is  to  be  done,  to  provide  against  this 
spreading  evil,  which  like  an  insidious  pestilence, 
poisons  what  is  noblest  in  the  child  and  in  the  man 
to  be,  and  if  possible  to  remove  it  entirely? 

There  is  but  one  remedy,  but  rejoice,  O  friend  of 
childhood  and  of  humanity,  for  it  is  a  sure  one! 
Firstly,  the  cure  for  wrong  activity  is  found  in  those 
right  activities  and  occupations,  so  suited  to  and 
persisted  in  by  the  child,  that  they  task  to  the  ut- 
most his  entire  nature,  body  and  spirit,  throughts  and 
feelings. 

Secondly,  In  such  training  and  exercising  of  his 
limbs  conduces  to  the  above  ends,  and  the  endeav- 
or, through  such  use,  not  only  to  remove  all  that 
tends  to  a  vacant  mind  and  sensual  excitement,  but 
especially,  to  connect  such  activity,  with  an  intimate 
observation  of  all  that  lies  around  him. 

To  accomplish  which  is  the  purpose  of  the  sense 
and  limb  plays  here  presented. 

SUGGESTIONS  FOR  GRADE  TEACHERS. 

Nearly  all  of  Froebel's  Mother  Plays  draw  the  atten- 
tion of  the  child  to  things  external  to  himself,  whose 


activities  he  imitates,  thus  identifying  himself  to  an 
extent,  with  the  object  imitated,  and  at  the  same  time 
exercising  the  muscles  and  joints  of  his  limbs. 

There  is,  however  a  group  of  little  songs  which,  like 
the  one  here  presented,  respond  to  that  period  of  the 
little  child's  development,  when  he  is  becoming  ac- 
quainted with  that  most  immediate  part  of  his  soul's 
environment,  his  own  body.  One  of  these  plays, 
"Naming  the  Fingers,"  points  out  each  finger,  giv- 
ing the  popular  name,  as  thumb,  pointer  or  index, 
middle  finger,  etc.,  the  second  one,  is  the  one  here  giv- 
en, and  a  third,  "The  Family"  helps  the  child  to  feel 
that  the  many  often  form  one  whole,  as  the  members 
of  a  family  to  the  fingers  on  the  hand;  and  yet  an- 
other, helps  him  in  learning  to  count  his  fingers. 

The  one  presented  here,  so  attractive  in  the  picture, 
and  which  is  greatly  liked  by  the  children  as  a  play, 
suggests  the  solution  to  a  problem  that  teachers  of 
all  grades,  in  all  kinds  of  schools,  public  or  private, 
city  or  country,  church  or  secular,  are  sure  to  meet. 
If  a  serious  question  at  the  period  in  which  Froebel 
wrote,  it  is  even  more  so  now,  or  at  least,  the  general 
public  are  aware  of  its  importance  as  never  before.  In 
Parents'  Meetings,  the  teacher  can  help  the  parent, 
by  calling  attention  to  Froebel's  solution  of  the  dif- 
ficulty, i.  e.  the  affording  opportunity  to  the  child 
of  employment  for  all  the  activities  of  body,  mind  and 
heart.  This  is  one  of  the  values  of  hand  work  at 
home  and  in  school,  and  also  of  active,  happy  bodily 
exercise. 

If  a  child  is  seen  misusing  his  hands,  do  not  mag- 
nify the  evil,  by  telling  him  not  to  do  so,  but  give  in- 
stant employment  for  the  idle  fingers,  if  but  one  of  the 
little  finger  plays.  Overcome  evil  with  good,  but  still 
better,  if  possible,  forestall  evil  with  good.  Two 
things  cannot  occupy  the  same  place  at  the  same 
time  in  tbe  spiritual  world  any  more  than  in  the 
physical.  Fill  the  child  mind  with  pure  and  lov- 
ing thoughts,  and  give  occupation  suited  to  his  needs 
and  capacity  and  the  entrance  to  evil  is  closed. 

HOW  PLAYED. 

The  little  song  can  be  played  with  the  fingers  alone, 
or  with  older  children,  it  would  be  better  dramat- 
ized by  ten  children.  Call  the  attention  of  the  little 
ones,  to  the  children  in  the  picture;  the  gracefulness, 
the  stately  posture.  Also,  to  the  artist's  poetic  idea 
in  drawing  the  blossoms  nodding  and  bowing  to  each 
other. 

The  sunflower,  the  foundation  upon  which  all  these 
pretty  manners  rest,  symbolizes  co-operation,  helpful- 
ness, the  sunflower  being  a  composite  of  many  tiny 
blossoms  that  have  learned  the  value  of  co-operation, 
of  mutual  helpfulness.  A  bee,  creeping  from  one 
to  the  other,  distributes  thus  the  pollen  and  all  are 
benefitted.  So,  all  the  five  fingers  of  one  hand  com- 
bine to  help  each  other,  and  the  two  hands  together 
can  accomplish  what  one  alone  cannot  do,  and  child- 
ren can  help  each  other  and  the  teacher,  as  the  teach- 
er helps  the  children. 

The  dramatization  and  singing  of  the  little  song, 
the  practicing  each  day,  in  play,  of  this  little  visit- 
ing, greeting  song,  should  react  on  the  character,  the 
charm  of  manners  being  seconded  by  kindly  deeds. 
Let  the  children  tie  up  one  finger,  then  another,  then 
one  hand  and  see  how  much  they  are  handicapped. 


NERO,  ROLLO  AND  PUSS. 
By  Susan  Plessner  Pollock. 

The  little  house  in  the  wood  had  many  inhabitants, 
almost  a  dozen;  let  us  count;  the  parents  two,  the 
grandmother  (3)  the  children  (4)  and  (5)  Dora  (6) 
Nicks  and  Lizzie  seven  and  eight,  Nero  and  Puss  (9) 
and  (10)  and  Rollo  made  the  eleventh.  Rollo  was 
the  big  dog  who  was  harnessed  like  a  pony  every  day 
and  drew  the  milk  cans  to  town.  The  other  animals 
did  not  live  in  the  house;  the  cows  had  their  stalls 
where  they  slept,  the  hens  and  chickens  and  ducks 
and  geese  had  their  roosts  and  the  pond,  while  the 
pigeons  had  a  pigeon  house  of  their  own. 

Rollo  and  Nero  were  good  friends  and  had  been  ever 
since  they  were  pups;  both  had  been  born  in  Lerum, 
and  brought  up,  in  the  little  house  in  the  wood,  so 
they  both  had  delightful  memories  of  their  jolly 
younger  days;  often  had  they  plunged,  head  over 
heels  into  the  pond — and  made  such  a  rumpus,  rowing 
and  tumbling  about  in  there,  that  the  fishes  must 
have  all  danced  and  rocked;  they  would  surely  have 
shouted  for  astonishment,  if  that  had  been  possible, 
but  fish  cannot  tell  us  when  they  are  glad,  or  sur- 
prised, for  they  can  make  no  sound;  they  are  dumb. 
When  Nero  and  Rollo  were  puppies,  they  had  had 
grand  times,  but  now  they  must  work  industriously 
and  earn  their  meals  like  grown  up  people.  Nero 
was  a  thorough  hunting  dog,  while  Rollo  was  a 
thorough  working  dog,  that  is,  he  must  draw  the 
milk  cans  in  the  cart,  to  the  town  every  day.  Early 
in  the  morning,  as  soon  as  the  sun  was  up,  the  cows 
were  milked  and  the  nice  warm  milk  poured  into 
the  clean,  shining  tin  cans;  then  the  cans  were 
placed  in  the  little  cart,  each  packed  around  with 
straw  to  keep  them  from  rattling  about.  All  this 
was  attended  to  by  Mrs.  Forrester,  while  Dora  went 
into  the  room  where  the  dogs  and  puss  slept  and 
waked  Rollo  up;  this  she  did  by  patting  his  smooth 
coat  and  calling  "Rollo,  get  up,  we  must  go  to  town." 
Rollo  stretched  himself,  yawned,  stood  up  and  after 
another  good  stretch,  was  ready  for  work.  Nero 
opened  his  eyes,  too,  but  then  he  turned  over  and 
slept  and  snored  again  as  before.  One  must  say  that 
both  animals  could  snore  mightily;  it  made  a  great 
rattling  when  they  snored  in  concert.  Puss  slept  in 
the  same  place,  it  was  a  great  wonder  that  she  could 
close  one  eye  in  such  a  racket,  but  she  rolled  herself 
up  like  a  ball  and  hid  her  head  until  one  could  think 
sometimes  that  she  was  a  puss  without  a  head;  but 
perhaps  her  ears  were  closed  by  this  means,  and  after 
all,  puss  snored  herself,  altho  not  so  loudly  as  the 
big  dogs.  When  the  cat  snored,  one  called  it 
"Spinning,"- for  Puss  sounded  exactly  like  Mrs.  Frank 
Forrester's  spinning  wheel,  when  she  turned  the 
flax  into  thread  and  made  the  wheel  turn  by  moving 


her  foot  up  and  down.  The  town  in  which  the  milk 
was  sold,  lay  quite  a  way  beyond  Lerum.  Rollo 
tramped  with  his  milk  wagon  thro  Lerum,  past  Mast- 
er Pessumehr's  castle;  Dora  walked  always  beside 
him,  knitting  on  a  stocking  meanwhile.  She  had 
learned  that  from  the  Grandmother  in  the  little 
house  in  the  wood,  that  one  can  also  knit  while 
walking.  In  the  town,  Rollo  stopped  before  all  the 
houses  where  children  lived,  who  drank  milk  for 
breakfast.  There  lived  here  also  grand-mamas  who 
liked  good  cream  in  their  coffee  for  breakfast;  and 
here  and  there  a  cook  who  wished  to  cook  a  milk 
soup.  Every  one  who  wished  to  buy  milk  or  cream 
from  Dora,  gave  her  money;  this  she  put  in  her  pock- 
et to  save  for  Mrs.  Forrester.  While  Dora  went  into 
the  houses  with  the  milk,  Rollo  stood  still  and  rested, 
but  he  did  not  go  to  sleep,  he  was  always  on  the 
watch  and  as  soon  as  a  stranger  came  near  the  cart, 
he  made  a  great  fuss,  barking  with  all  his  might. 
Dora  often  placed  a  pan  with  fresh  cold  water  before 
him;  for  big  dogs  need  to  drink  often;  she  also  gave 
him  now  and  then,  a  piece  of  bread.  Sometimes  the 
people  who  bought  milk,  gave  him  something  to  eat 
too.  Once  an  old  lady  had  given  him  a  whole  saus- 
age. This  grandmother,  who  knit  as  much  as  the 
grandmother  in  the  little  house  in  the  wood  took  a 
thread  of  wool  from  her  knitting  work,  fastened  it  to 
the  sausage  and  let  it  hang  down  out  of  the  window; 
that  was  comical  enough,  Rollo  was  much  surprised 
as  all  at  once,  the  sausage  tapped  him  on  the  nose! 
How  excellent  it  must  have  tasted  to  him!  "Is  it 
good?"  asked  him  the  grandma  who  was  standing  at 
the  window?  Rollo  would  like  to  have  said  "Yes!" 
but  he  could  not  do  that,  so  he  only  said  "Nrrrrr,"  and 
wagged  his  tail  quickly  from  side  to  side.  At  eleven 
o'clock  generally,  Rollo  returned  to  the  house  with  the 
empty  cans.  Then  it  was  dinner  time;  he  and  Nero 
and  Puss  received  together  a  great  dish  of  food;  the 
dogs  began  to  eat  immediately,  great  mouthfuls 
from  the  middle  of  the  dish,  but  Puss  licked  gently 
from  the  edge  of  the  dish,  but  she  was  also  satisfied; 
she  did  not  have  so  large  a  stomach  and  caught  for 
herself  extra,  many  a  mouse-roast.  The  three  animals 
were  good  friends;  it  was  very  seldom  that  the  dogs 
growled  and  Puss  spit  at  them.  Puss  was  a  nice  cat, 
she  kept  herself  very  clean,  often  every  day,  she 
washed  and  licked  herself  to  her  very  tail-tip  and 
when  she  was  satisfied  with  herself,  she  licked  their 
ears  for  the  big  doggies,  who  allowed  it  very  willing- 
ly, often  sleeping  and  snoring  meanwhile. 
Sent  from  Leipzig,  Germany,  by  S.  Plessner  Pollack. 


We    find   in   life  exactly  what  we  put   in   it. — Em- 
erson. 


Despatch  is   the  soul  of  business. — Chesterfield. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


23 


A  FINGER  PLAY 

Carrie  L.  Wagner. 
Here  is  the  mountain 
Tall  and  high — 


MOUNTAIN 

This  is  the  moon 

Shining-  close  by. 


This  the  great  mantle 

Which  makes  the  dark  night. 


TO  MAKE  THE  DARK  NIGHT 

Here  is  the  window 

Through  which  we  may  peep, 


MOON 

These  are  the  little  stars 
Twinkling  so  bright, 


WINDOW 

And  this  is  the  bed, 

Where  we  fall  fast  asleep. 


Going  to  Kindergarten 

STRAIGHT  LINE  CUTTING 
By  Carrie  L.  Wagner 

A  child's  environment  is  his  world,  so  the  subject 
matters  in  the  kindergarten  should  be  of  vital  inter- 
est to  him.  When  he  first  comes  to  the  kindergar- 
ten he  wants  to  talk  of  his  home,  and  the  material 
given  him  is  used  to  picture  his  surroundings. 

In  the  folding  and  cutting  on  straight  lines  he  may 
make  many  things  relating  to  his  every  day  life. 
Prom  sixteen  squares,  houses,  chairs,  tables,  a  kinder- 
garten, and  numerous  other  intimate  objects  may  be 
cut.  To  cut  the  table,  fold  a  four  inch  square  into 
sixteen  little  squares.  At  one  side  cut  straight 
through  on  the  first  line,  thus  cutting  off  a  strip  of 
four  squares.  Fold  the  two  long  edges  of  this  strip 
together:  open  and  fold  the  two  ends  to  the  first  lines. 


Kindergarten  Chairs  and  Table 

At  the  lower  edge  cut  from  each  corner  one  small 
square,  formed  by  the  opening,  and  also  cut  out  the 
two  half  squares,  leaving  one  small  square  at  each 
side.  This  forms  a  kindergarten  table.  From  the 
twelve  squares,  cut  away  one  more  strip  of  four 
squares.  Cut  the  oblong  of  eight  squares  through 
the  center,  making  two  squares.  From  these  two 
small  squares  make  the  kindergarten  and  the  home, 
by  folding  the  two  top  squares  on  the  diagonal,  and 
cutting  away  on  the  line.  Cut  doors  and  windows 
The  strip  of  four  squares  left  will  make  the  chairs. 
Cut  into  two  pieces  on  the  center  line,  then  fold  the 
edges  of  these  pieces  on  the  oblong;  open  and  fold  the 
right-and-left-sides  to  the  center  crease.  Cut  both 
pieces  into  halves  forming  two  small  squares,  and  at 
the  top  of  each  square  cut  away  one  small  square, 
leaving  three  squares  in  the  shape  of  a  little  kinder- 
garten chair.  Cut  the  little  children  free  hand 
These  posters  delight  the  little  ones,  and  a  different 
one  each  month  makes  a  pleasing  border  for  a  room 


wm 


DO 


FICI 


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PATTERNS  FOR  DOLL'S  HOUSE 

By  John  Y,  Donlop 


THE  KINDERGARTEN-PRI31ARY  MAGAZINE 


25 


TOY  MAKING  IN  THE  KINDERGARTEN 

THE  DOLLS  HOUSE. 
By  Wm.  Y.  Dunlop. 

At  the  present  day  it  is  hardly  necessary  to  speak 
of  the  educational  value  of  handwork  as  a  subject 
of  practical  instruction  in  elementary  schools. 

One  of  the  chief  difficulties  in  using  it  is  the  diffi- 
culty of  finding  some  one  branch  to  be  useful  in  the 
whole  school  and  which  can  be  made  the  base  of 
other  lessons. 

The  value  of  correlation  even  at  this  early  stage 
is  too  well  understood,  for  it  to  be  worth  while  to 
speak  much  of  the  additional  value  of  the  scheme 
which  correlates  many  different  subjects  and  yet  it  is 
a  point  which  cannot  be  too  well  emphasized. 

Such  scheme  can  be  embodied  in  the  dolls'  house 
more  easily  and  effectively  I  think  than  in  anything 
else. 

It  includes  designing,  drawing,  modeling,  paint- 
ing, practical  woodwork,  weaving,  needlework,  knit- 
ting, nature  study  and  hygiene. 

It  can  also  be  brought  to  bear  on  the  history  les- 
son for  the  children  who  are  making  a  make  believe 
home  will  find  added  interest  in  the  homes  of  their 
forefathers. 

The  same  remarks  apply  to  domestic  arrangements 
and  to  dress  and  to  development  of  national  resources. 

There  is  no  other  occupation  which  can  form  a 
centre  for  such  a  large  group  of  interests. 

Some  additional  advantages  are  to  be  found  in 
the  facts  that  no  special  ability  on  the  part  of  the 
teacher  is  required  and  that  the  expense  of  the  whole 
thing  is  small. 

There  are  two  possible  ways  of  beginning  the 
doll's  house  and  naturally  each  teacher  must  decide  for 
herself  which  of  them  is  most  likely  to  appeal  to  her 
own  school. 

You  may  begin  by  first  finding  the  doll  and  then 
making  a  house  for  it  or  you  may  first  build  the  house 
and  then  find  the  inhabitants  for  it. 

But  whichever  you  decide  to  do  the  ultimate  pro- 
cedure when  you  get  to  the  building  of  the  house  is 
the  same. 

To  stimulate  the  children's  interest  each  teacher 
will  of  course  follow  her  own  individuality. 

But  I  think  a  very  good  plan  is  to  begin  by  telling 
the  children  that  we  will  go  for  a  walk  but  instead 
of  studying  flowers  we  will  study  houses. 

In  the  interval  between  those  imaginary  walks, 
we  ask  the  children  to  bring  pictures  of  houses  and 
more  varied  collections  it  would  be  most  difficult  to 
find. 

By  this  time  the  proposed  doll's  house  is  begin- 
ning to  be  a  topic  of  interest  to  the  fathers  and  the 
mothers  of  most  of  the  class  and  it  continues  to  be  so. 

Having  learned  as  much  as  possible  the  next  step 
is  to  select  a  type  and  then  with  the  idea  of  that  de- 
sign before  us  let  the  class  begin  to  build. 

It  is  absolutely  necessary  that  the  doll's  house 
should  be  a  cottage  and  another  point  which  is  worth 
considering  is  that  we  should  be  guided  by  our 
knowledge  of  the  cottages  in  the  district. 


The  chief  distinguishing  features  must  be  sim- 
plicity of  construction. 

In  this  I  would  suggest  that  the  side  walls  and 
the  floor  of  the  house  be  framed  together  with  heavy 
cardboard. 

Taking  a  house  as  shown  by  figures  1,  2,  and  3, 
in  that  case  build  in  the  first  place  as  shown  by  figure 
4,  which  consists  of  two  gables,  ground  and  first  floor 
and  two  partitions  and  top  piece, 
paint  in  the  positions  of  the  door  and  build  the  stair 

Add  the  roof  as  shown  by  figure  5  and  then  cut 
out  the  front  and  back  piece  of  cardboard  which  are 
be  hinges  on  the  one  side  with  a  strip  of  cloth. 

The  house  is  now  ready  to  be  decorated.  Paint 
in  the  doors  and  windows  as  shown  in  the  plan,  figures 
2  and  3. 

When  the  outside  is  finished,  open  the  front  and 
discuss  the  decoration  of  the  front  rooms. 

A  clear  idea  can  now  be  had  by  the  whole  class 
of  the  internal  shape  of  the  four  rooms. 

So  that  the  next  lesson  is  the  design  of  furniture 
to  be  and  the  color  of  each  room. 

This  is  really  a  very  interesting  pattern  for  a 
doll's  house  and  it  is  really  simple  although  it  may 
sound  rather  complicated  and  with  the  aid  of  the 
sketch  at  figure  6,  which  shows  the  living  room  and 
the  front  bed  room  furnished,  I  think  no  real  difficulty 
will  be  found,  and  I  would  recommend  that  those 
teachers  who  have  not  tried  this  occupation  should 
give  it  a  trial. 

JOHN  Y.  DUNLOP, 

Glasgow. 


A  FEW  WISE  THOUGTHS  ON  DISCIPLINE. 
■    (Copied  from  a  Student's  Note  Book.) 

1.  Give  children  right  attitude  toward  life  to  save 
many  later  sad  experiences  is1  teacher's  priilege  and 
duty. 

2.  Go  near  child  to  discipline  it. 
Never  punish  in  anger. 
Remember  your  own  commands. 
Reward  occasionally,  not  as  a  rule. 
Impart  standards — using  stories. 
See  ahead — thus  avoid  trouble. 
Believe  in  power  of  example. 
Before    speaking — have    perfect     silence — use 

sweet  voice. 

10.     Avoid  "Dont's.       Keep  the  good,  the  positive 
before  the  child — not  the  negative. 

12.  Whisper  corrections  when  possible. 

13.  Do  not  require  too  much  of  the  young  child. 

14.  Always  enter  into  the  child's  experience  before 
correcting.      Study  child's  motives  as  well  as  deeds. 


A  course  in  social  service  for  parents  has  just 
been  given  at  the  National  Kindergarten  College, 
Chicago.  Visiting  nurses,  playgrounds,  juvenile 
courts,  and  social  settlements  were  some  of  the 
topics  treated. 


There  is   no  friend   so  faithful  as  a  good  book. 
No   book   is   worth   anything   which    is   not   worth 
much. — Ruskin. 


THE  COMMITTEE q?THE  WHOLE 

CONDUCTED  BY  BERTHA  JOHNSTON 

THIS  COMMITTEE  OF  THE  WHOLE,  of  which  all  Subscribers  to  the  Kin- 
dergarten-Primary Magazine  are  members,  will  consider  those  various  prob- 
lems -which  meet  the  practicing  Kindergartner— problems  relating  to  the 
School-room  proper.  Ventilation,  Heating,  and  the  like;  the  Aesthetics  of 
School-room  Decoration;  Problems  of  the  Physical  Welfare  of  the  Child,  in- 
cluding the  Normal,  the  Defective,  and  the  Precocious;  questions  suggest- 
ed by  the  use  of  Kindergarten  Material,  the  Gifts.  Occupations,  Games,  Toys. 
Pets;  Mothers-meetings;  School  Government;  Child  Psychology;  the  relation 
of  Home  to  School  and  the  Kindergarten  to  the  Grades;  and  problems  re- 
garding the  Moral  Development  of  the  Child  and  their  relation  to  Froebel's 
Philosophy  and  Methods  All  questions  will  be  •welcomed  and  also  any 
suggestions  of  -ways  in  -which  Kindergartners  have  successfully  met  the 
problems  incidental  to  kindergarten  and  primary  practice.  All  replies  to 
queries  will  be  made  through  this  department,  and  not  by  correspondence. 
Address  all  inquiries  to 

MISS  BERTHA  JOHNSTON,  EDITOR, 

3£9  Clinton  St.,  Brooklyn,  N.  Y. 


A  MORNING  AT  SESAME  HOUSE. 

The  Mecca  of  the  kindergarten  visitor  in  London, 
is  assuredly,  Sesame  House,  which  trains  young 
women  along  the  lines  proved  good  by  Pestalozzi- 
Froebel  House  of  Berlin,  and  the  editor  of  this  Dept. 
of  the  Kindergarten  Primary  Magazine  will  describe 
two  delightful  visits  to  this  interesting  centre  of  Pest- 
alozzian-Froebelian  activities. 

First  a  few  words  about  how  it  came  to  be. 

We  had  formerly  thought  of  the  name  as  being 
derived  from  the  magic  formula  "Open  Sesame," 
which,  in  the  dear  old  Arabian  Nights  story,  opens 
the  treasure  cave  to  the  robbers  and  to  Ali  Baba,  but 
it  derives  its  title  only  indirectly  from  this  source, 
thus:  John  Ruskin  wrote  his  famous  little  essays,  "Se- 
same and  Lillies,"  addressed  primarily  to  people  of 
leisure,  the  Sesame  part  to  men  and  the  Lily  part  for 
women,  to  awaken  them  to  their  responsibility  to  use 
their  leisure  conscientiously;  it  is  a  call  to  high  think- 
ing and  noble  living,  to  a  sense  of  noblisse  oblige.  The 
text  of  the  Sesame  section  is  "Ye  shall  have  a 
cake  of  sesame  and  ten  pounds,"  and  it  calls  attention 
to  the  treasures  hidden  in  books, — an  "Open  Sesame" 
as  it  were,  to  these  treasures.  One  result  of  the 
publication  of  these  famous  essays,  was  the  formation 
by  an  earnest  group  of  people,  of  the  so-called  Sesame 
Club,  and  it  was  this  club  that  founded  Sesame 
House,  which  indeed  opens  to  its  students  and  child- 
ren, a  key  to  the  treasure-house  of  nature,  Man  and 
God. 

Fraulein  Schepel,  who  for  20  years  was  the  animat- 
ing spirit  of  the  Pestallozzi-Froebel  Haus  of  Berlin, 
was  called  in  1899  to  organize  and  direct  the  London 
college. 

A  few  years  ago  Fraulein  Schepel  resigned  altho 
she  is  still  a  frequent  visitor,  and  Miss  Emily  Last 
now  conducts  in  the  same  spirit  of  consecrated  and 
intelligent  devotion,  the  training  of  young  women 
for  ideal  womanhood  and  motherhood. 

Walking  along  an  attractive  street  Acacia  Road, 
we  come  to  an  arched  gateway,  witu  an  inscription 
that  lets  us  know  we  have  reached  our  destination. 

Entering,  we  follow  a  path  lined  with  lime  (or,  as  we 
call  them,  linden  trees,)  to  the  large,  old-fashioned 
house.  We  note  in  passing  strings  of  monkey-nuts 
(peanuts)  tied  to  the  trees  for  the  "Daws  (or  other) 


birds  to  peck  at,"  and  to  our  riglit,  is  the  bird's 
table  with  its  basin  of  water  for  the  bird  visitors. 
The  grounds  are  spacious,  and  some  distance  away 
is  the  henhouse,  where  real  fowls  disport  themselves, 
and  where  actual  egg-hunting  may  be  enjoyed  by  the 
little  ones.  There  are  flower  and  kitchen  gardens 
in  which  the  children  raise  their  own  plants  and 
vegetables  to  be  painted,  or  modeled  in  clay  at  all 
stages  of  development,  and  wherein  the  students  study 
plant  life  from  both  the  practical  and  the  more 
scientific  standpoint. 

Unfortunately  we  had  missed  our  way  in  finding 
the  place  and  so  we  arrived  too  late  to  see  one  of 
the  most  characteristic  exercises — the  feeding  of  the 
pets  and  the  cleaning  of  the  birdcage,  the  goldfish 
aquarium,  the  rabbit  hutch,  and  other  early  morning 
labors.  When  we  entered  the  room  the  children 
stood  in  three  rows  and  a  little  conversation  was  in 
progress  interspersed  with  singing.  Later,  the  child- 
ren sat  in  a  circle  and  a  mysterious  basket  was 
brought  in,  which  was  found  to  hold  a  most  beautiful 
black  Angora  cat,  a  pet  of  one  of  the  teachers  which 
she  had  taken  pains  to  bring  from  home  that  morn- 
ing, and  which  formed  a  subject  of  observation  for 
the  interested  onlookers. 

The  visitor  was  shown  seeds  of  various  kinds, 
which  the  children  themselves  had  collected,  and 
which  were  being  saved  in  paper  envelopes  and  card 
boxes  (made  by  the  children,)  until  they  should  be 
wanted  for  planting  in  the  spring,  or  in  occupation 
work  at  table. 

Much  stress  in  this  College,  is  laid  upon  "group 
work,"  that  is  to  say,  the  guidance  and  control  of  a 
group  of  children  of  varying  ages,  such  as  a  normal 
family  afford,  and  th  econtrol  of  which  requires 
quite  different  methods  from  those  employed  with  a 
circle  in  which  all  are  of  the  same  stage  of  develop- 
ment. Here,  in  a  small  room  we  saw  such  a  group 
engaged  happily  in  a  few  household  tasks.  A  boy 
of  about  five,  was  washing  the  windows,  making  them 
so  bright  and  shining;  two  little  girls  were  washing 
a  pair  of  vases,  another  was  shinrng  some  bit  of 
metal,  and  a  tiny  boy  was  arranging  flowers  in  a 
vase.  But  being  inexperienced  he  did  not  cut  the 
stems  short  enough,  the  vase  was  over-balanced,  it 
upset,  and  then  he  must  wipe  it  up  again  (cause 
and  effect,)  after  which  he  cut  the  stems  again,  with 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


21 


his  little  blunt  scissors  and  the  blossoms  were  suc- 
cessfully arranged. 

The  children  were  all  happily  active  without  be- 
ing noisy,  and  after  their  labors  were  concluded  the 
teacher  told  them  the  story  of  the  Golden  Windows, 
whose  beautiful  message  will  mean  more  and  more 
to  the  children  as  they  grow  in  years  and  life  exper- 
ience. A  few  games  were  played  also,  before  the 
group  was  dismissed. 

The  students  themselves  study  along  lines  that  pre- 
pare them  to  direct  intelligently  and  in  the  spirit  of 
the  two  great  Swiss  and  German  educators,  the  work 
with  children  and  later  to  superintend  similar  work 
in  parish  or  settlement  or  in  their  own  homes. 

They  have  courses  in  cooking,  vegetarian  and  other- 
wise; in  marketing,  and  shopping;  in  keeping  of 
accounts;  in  simple  laundering  (the  day  we  were 
there  a  large  red  quilt  had  just  been  washed,  accord- 
ing to  approved  methods  to  prevent  fading  or  running 
of  the  colors;  and  various  garments  had  gone  through 
suds  and  rinsing  and  blueing  waters.  Hygiene,  sani- 
tation and  like  subjects  are  studied;  also  needle  work, 
— the  cutting  and  making  of  children's  garments;  in 
fact  all  topics  that  are  essential  to  the  conduct  of  a 
home,  including  the  care  of  children  from  infancy 
up.  For  this  training  the  latest  subject-matter  in- 
troduced into  the  curriculum,  a  well-equipped  nursery 
is  established  in  an  attractive  house  a  few  blocks 
away  from  Sesame  House.  This  "Sesame  House 
Nursery"  accommodates  three  resident  infants,  with 
six  students,  in  addition  to  the  Lady  Superintendent 
and  the  physician.  Here  Sesame  students  may  study 
the  care  and  guidance  of  quite  young  children,  observ- 
ing side  by  side,  the  physical  and  the  normal  devel- 
opment. This  course  is  optional  except  for  those 
training  for  the  profession  of  Lady  Nurse.  Many 
however,  take  it  up  to  complete  their  own  Home-Life 
Training.  Among  these  are  young  women  expecting 
to  enter  homes  of  their  own.  It  is  a  three-months' 
course,  both  theoretic  and  practical,  including  the 
feeding,  bathing,  care  in  case  of  childish  ailments. 
Meanwhile,  all  of  these  courses  are  of  course  accom- 
panied or  rather  dominated  by,  the  study  of  Froebel 
and  Pestalozzi,  the  gifts  and  occupations,  and  all  the 
other  subjects  that  develop  in  the  kindergartner  that 
brooding,  mother-instinct  that  lies  innate  in  most 
women,  but  which  needs  intelligent,  sympathetic, 
efficient  training  in  order  that  not  onl>  the  individual 
child  but  the  great  world  at  large  may  be  intelligently 
and  sympathetically  mothered. 

It  is  the  great  importance  given  to  the  industrial 
and  the  home-life  side  of  the  training  which  differ- 
entiates the  Pestalozzian  from  other  kindergarten 
training  schools.  It  is  carried  on  in  the  spirit  of 
Froebel  as  expressed  in  his  statement,  "The  destiny 
of  nations  lies  far  more  in  the  hands  of  women — the 
mothers — than  in  the  hands  of  those  who  possess 
power.  We  must  cultivate  women  who  are  the  edu- 
cators of  the  human  race,  else  a  new  generation  can- 
not accomplish  its  task."  The  heart  and  imagination 
are  exercised  at  every  stage  of  the  work  so  that 
there  is  no  danger  that  the  materialistic  will  over- 
shadow the  spiritual  development. 


Sesame  is  a  seed  of  great  importance  in  the  life  of 
the  Orient — Sesame  House  seed  has  taken  root  in 
Egypt,  in  Brussels,  in  Milan,  and  the  School  of 
Mothercraft,  founded  in  New  York  City  a  few  years 
ago,  derived  its  inspiration  from  the  same  source, 
for  Mrs.  Ashton  Jonson,  who  came  to  the  States  and 
founded  it,  was  chairman  of  the  Sesame  House  Com- 
mittee from  the  beginning.  Many  well-known 
educators  belong  in  the  Council.  Among  the  original 
councillors  were,  besides  Miss  Schepel,  Lady  Isabel 
Margesson,  Miss  A.  M.  Buckton,  Miss  Fanny  Franks, 
Professor  Geddes,  Miss  Lyschinska,  Professor  Sadler, 
Harry  Schrader  of  Berlin,  Professor  Sully,  and  our 
own  Earl  Barnes,  besides  many  many  others. 

The  Chicago  Kindergarten  Institute,  with  its 
students  home  called  "Gertrude  House,"  after  Pesta- 
lozzi's  ideal  mother,  "Gertrude,"  caught  its  inspira- 
tion also  from  Fralein  Schepel,  is  animated  by  the 
same  spirit.     It  now  includes  a  home-making  course. 

Amidst  "Wars  and  rumors  of  war,"  strikes  and 
counter-strikes,  what  an  oasis  to  the  spirit  is  this 
centre  of  a  quiet,  beneficient  influence  which  will  in 
time,  leaven  the  whole  lump  of  human  society. 


MONTESSORI  AND  THE  KINDERGARTEN 
Miss  Elizabeth  Harrison. 

OF   THE   NATIONAL   KINDERGARTEN    COLLEGE,    CHICAGO,    ILL. 

Physically.  Dr.  Montessori  has  organized  defi- 
nite gymnastics  for  the  muscular  development  of  the 
child,  basing  the  same  on  their  relationship  to  the  ner- 
vous system,  but  so  far  has  introduced  no  dramatic 
play. 

Froebel  would  have  all  bodily  exercise  done  under 
the  stimulus  of  play,  leaving  the  definite  muscular 
development  to  the  body's  response  to  the  demand  of 
the  dramatic  instinct  of  the  child.     The  two  methods 

Psychologically:  Although  Dr.  Montessori  claims 
can  easily  be  united  to  the  betterment  of  the  child, 
that  the  unfolding  of  the  child's  inner  life  should 
be  the  chief  aim  of  education,  she  frankly  con- 
fesses that  she  knows  no  other  way  to  deal  with  this 
spiritual  life  than  definitely  to  train  the  senses.  She 
says,  "The  content  of  our  mind  is  made  up  of  what 
we  take  materially  from  our  surroundings  by  means 
of  sensation."  Therefore  she  emphasizes  sense- 
impressions  but  ignores  the  process  of  apperception, 
memory  and  imagination  by  means  of  which  the  mind, 
itself,  makes  use  of  these  sense-impressions  for  its 
own  development.  She  leaves  these  important  activ- 
ities of  the  Ego  undirected  and  uncorrected  by  the 
teacher,  although  often  directed  and  interfered  with 
by  the  other  children. 

Froebel,  in  all  his  writings,  insists  also  upon  the 
importance  of  clear  sense-impression,  but  he  then 
shows  how  each  new  sense-impression  should  be  cor- 
related, by  the  mind,  with  the  knowledge  already  ac- 
quired, else  the  growth  of  the  mind  will  be  confused 
and  hampered  by  unorganized  impressions.  He  thus 
emphasizes  the  energies  of  the  mind  as  inborn,  acting 
upon  the  material  brought  it  by  means  of  the  senses 
rather  than  as  something  built  up  from  the  outside 
world  through  sense-impressions. 

Pedagogically:     Dr.  Montessori  confines  her  "di 


28 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


dactic  material"  to  geometric  impressions  and  utilitar- 
ian purposes. 

Although  his  play-gifts  are  also  geometric  and  the 
child's  attention  is  sometimes  called  to  the  mathemat- 
ical qualities  of  his  material,  Froehel's  materials  are 
created  more  for  the  purpose  of  satisfying  the  child's 
instinctive  desire  to  take  to  pieces  and  put  together 
all  materials  that  come  into  his  hands;  in  other 
words,  to  learn  dimensions,  form,  weight,  etc.,  more 
through  creative  play  than  by  direct  dictation. 

Socially:  Dr.  Montessori  would  have  the  child 
learn  his  social  relations  through  the  actual  exper- 
iences in  the  classroom  and  on  the  playground. 

Froebel  would  have  these  experiences  strengthen- 
ed by  dramatic  play,  stories  and  songs  which  portray 
the  social  life  of  mankind  and  its  interdependence. 

Spiritually:  Dr.  Montessori  is  very  devout  in 
her  attitude  toward  the  spiritual  life  of  the  child:  she 
says,  "In  comparison  to  this  realm  all  the  rest  is  as 
nothing."  Yet  she  acknowledges  that  it  is  a  subject 
so  complex  and  so  deep  that  she  scarcely  dares  touch 
upon  it,  and  admits  that  it  is  to  her  as  yet  a  vague, 
unsolved  problem. 

Froebel  believed  that  there  is  a  spiritual  law 
of  development  as  definite  as  the  physical  law  of  de- 
velopment, and  that  each  child  comes  into  the  world 
with  an  inborn  spiritual  SELF  which  the  senses  do 
not  reveal  to  us,  but  which  nevertheless  is  self-evident 
and  must  be  recognized  and  developed  according  to 
this  law.  Although  he  urged  the  study  of  the  individ- 
ual temperament,  disposition  and  talents  of  each  child 
he  believed  that  all  should  come  under  this  spiritual 
law  of  unification;  because  by  means  of  it  each  human 
being  learns  to  submit  to  the  laws  of  nature,  to  har- 
monize his  relations  with  his  fellowman  and  to  ration- 
alize his  conception  of  the  Divine.  Froebel  created 
his  play-material  and  selected  and  rearranged  his  play 
circle  out  of  the  mass  of  objects  and  activities  which 
the  world  offers,  in  order  that  the  child  might  see  in 
his  play-tools  the  geometric  forms  that  unite  all  forms 
and  feel  in  his  dramatic  games  the  social  relationships 
which  unite  all  mankind,  and  learn  by  means  of  his 
stories,  songs  and  morning  talks  with  his  teacher  that 
"this  unity  is  God"  and  that  "all  things  come  from 
God  and  have  their  origin  in  the  Divine  Unity,  in  God 
alone. 

Many  kindergartners  seem  to  have  forgotten  to 
keep  in  mind  these  two  needs  of  the  child,  the  individ- 
ual and  the  universal,  hence  Dr.  Montessori's  special 
appeal  for  the  first  came  like  a  clarion  call  to  many 
parents. 

(From  Bulletin  issued  by  U.  S.  Bureau  of  Education) 


FIRST    GRADE    CONSTRUCTION    WORK. 

Construction  work  has  been  defined  as  the  ex- 
pression of  thought  through  the  hands  by  the  use 
of  some  plastic  material. 

Some  of  the  most  important  aims  are: 

(a)  To  satisfy  the  desire  to  express  self-individu- 
ality in  labor. 

(b)  To  satisfy  the  love  to  create. 

(c)  To  foster  originality,  which  is  in  every  hu- 
man soul,  and  is  awaiting  a  means  of  expression. 

(d)  To  correlate  the  class  work  with  the  manual 
modifying  so-called  busy  work. 

(e)  To  relate  more  closely  the  home  with  the 
school. 

With  the  definition  and  the  aims  in  mind,  let  us 
consider  some  of  the  ways  we  may  utilize  this  line 
of  work  in  a  practical  manner  in  the  school  room. 


My  first  caution  is  to  be  content  with  crude  ex- 
pression in  the  beginning.  For  the  highest  idea  of 
this  work  is  destroyed  if  all  the  work  is  imitative, 
but  some  imitative  work  is  allowable.  Out  of  crude 
but  original  work  done  in  first  primary  grades  will 
conic  artistic  expression  in  the  upper  grades,  how- 
ever. 

How  many  first  grade  teachers  have  a  doll  house 
in  their  school  rooms?  Not  an  expensive  one  that 
has  been  purchased  at  a  toy  shop,  but  one  made  of 
a  large  wooden  box,  which  some  child  has  donated. 
After  the  box  has  been  brought  into  the  school 
room,  have  one  of  the  older  boys  measure  and  cut 
the  windows  in  it.  Call  for  suggestions  as  to  the 
papering  of  the  walls,  curtains,  floor  covering,  wall 
decorations  and  furniture. 

It  is  necessary  for  the  children  to  decide  whether 
they  wish  the  house  to  be  inhabited  by  paper  or 
china  dolls.  Also  decide  which  room  this  is  to  be, 
whether  parlor,  bedroom,  or  kitchen.  If  they  de- 
cide parlor,  after  it  is  properly  furnished,  another 
room  may  be  added.  This  may  be  done  until  you 
have  a  house  of  four  rooms. 

Teachers  who  have  not  tried  this  plan  will  be 
astonished  at  the  materials  brought  and  made  by 
the  children,  the  taste,  suggestions  for  home-mak- 
ing, and  the  ingenuity  displayed  by  them. 

Each  week  some  little  girl  may  be  appointed  to 
care   for  the  house. 

In  what  way  may  the  furnishing  and  caring  for 
this  little  home  correlate  with  the  formal  teaching? 
These  are  some  of  the  practical  lessons  a  certain 
first  grade  teacher  has  worked  out  with  her  pupils. 
Out  of  the  variety  of  wall  paper  brought  in  by  the 
children,  came  the  lessons  in  color  and  design. 

A  color  lesson  used  as  busy  work  in  connection 
with  the  doiniouse,  was  the  following:  Each  child 
had  a  sheet  'of  6x9  drawing  paper  and  a  box  of 
Dixon's  colored  crayons.  The  children  tinted  their 
papers  a  light  green.  Each  child  was  then  given  a 
small  conventional  fleur-de-lis,  which  the  teacher 
had  cut  out  of  cardboard.  This  was  placed  on  the 
tinted  paper  by  the  child  to  make  a  simple  wall 
paper  design.  From  this  lesson  come  additional 
lessons  of  whether  this  design  was  to  be  used  for 
side  wall,  ceiling,  or  border  pattern.  Also  allow 
the  children  to  experiment  with  color  combina- 
tions, bringing  out  the  thought  that  soft  or  pastel 
colorings  make  a  better  background  for  pictures 
and  articles  of  furniture  than  large,  gaudy  effects. 

With  pegs  and  sticks  children  may  originate  de- 
signs for  either  wall  or  floor  covering,  drawing 
them  on  squared  paper,  and  perhaps  at  another 
time  working  out  these  same  patterns  in  color. 

With  slats,  children  may  weave  shades  for  the 
little  windows. 

The  floor  of  the  doll  house  gives  abundant  scope 
for  lessons  in  color  and  design.  As  the  children 
bring  in  carpet  for  one  room  the  teacher  may  direct 
the  children's  attention  to  the  harmony  with  the 
wall  covering,  the  appropriateness  of  color  to  the 
practical  use  of  the  room.  The  children  may  .decide 
to  paint  the  floor,  in  which  case  it  gives  an  impetus 
to  the  weaving  of  a  little  rug. 

It  is  not  necessary  to  buy  looms  for  weaving.  In- 
genious teachers  may  make  them  out  of  cigar 
boxes  or  chalk  boxes.  Take  the  bottom  from  the 
box  and  along  two  opposite  edges  about  *4  inch 
apart  drive  tiny  tacks.  String  up  your  loom  with 
twine.  Weave  with  yarn,  zephyr,  or  strips  of  cotton 
cloth. 

Another  rug  could  be  made  for  the  bedroom  or 
kitchen  by  braiding  rags  and  twisting  and  sewing 
them  in  spiral  fashion.  The  girls  could  bring  their 
own  material  from  home  and  make  curtains  for  the 
windows. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


29 


The  graduation  exercises  of  the  Harriette  Melissa 
Mills  Kindergarten  Training  School  occurred  May 
23,  1914,  in  the  New  York  University  Building,  "Wash- 
ington Square,  New  York  City.  Several  choruses 
were  sung  by  the  students,  trained  by  Miss  Elsie  A. 
Merriam,  and  "Words  of  Counsel"  were  spoken  by 
Dr.  James  E.  Lough.  Miss  Julia  Duncan  presented 
the  gold  link  for  the  school  chain,  Miss  Mills  present- 
ing the  diplomas.  Part  Two  was  a  most  charming 
Spring  Pageant,  the  original  work  of  the  class  of 
1914.  The  principal  characters  were,  Winter,  Spring 
and  June,  while  at  the  appropriate  moment,  the  Frost 
Sprites,  Sunshine  Fairies,  Violets,  and  Roses  garbed 
in  symbolic  raiment,  wove  in  and  out  of  the  dances, 
whose  figures  were  planned  by  the  students,  and  pre- 
sented a  spectacle  captivating  in  its  simplicity,  grace 
and  harmony  of  color — all  expressing  the  joy  of  the 
springtime. 


The  New  York  Kindergarten  Association  will  open  a 
Kindergarten  Training  School  October  1st,  1914,  under 
the  direction  of  Miss  Laura  Fisher.  Normal  Course,  two 
years;  observation  and  practice  teaching  in  the  kinder- 
gartens of  the  Association. 


Miss  Caroline  Crawford  gave  an  interesting  talk 
before  the  New  York  Public  School  Kindergarten 
Association  on  Wednesday,  May  20,  on  simiple  games 
and  dances,  explaining  that  the  first  known  art  form 
was  the  dramatic  dance  and  that  in  art  form  two 
things  must  invariably  be  looked  for — plot  and  char- 
acterization. A  plot  is  built  on  cumulative  repetition 
and  by  contrast,  the  simplest  plot  she  knew  being 
"Follow  the  Leader."  In  dramatizing  "Mother  Goose" 
instead  of  making  it  narrative  make  it  characteriza- 
tion of  moods  that  happen  very  frequently  in  a  child's 
life. 

Miss  Crawford  gave  demonstrations  during  her  talk 
which  were  very  suggestive  and  helpful  to  her  listen- 
ers. The  large  number  present  was  pleased  to  learn 
that  Miss  Crawford  was  having  a  book  published  en- 
titled "Dramatic  Games  and  Dances."  This  was  the 
final  meeting  of  the  association  of  the  year. 

Miss  Higgins,t  the  president,  gave  a  brief  outline  of 
a  varied  and  interesting  program  planned  for  the 
coming  year. 

MABEL  S.  ROGERS, 

Press   Com. 
N.  Y.  P.  S.  K.  A. 
245  West  104th  St. 


In  a  "rapid-advancement  class"  in  Boston,  com- 
posed of  the  36  brightest  pupils  of  the  fifth  and 
sixth  grades,  and  placed  under  one  teacher  from 
entrance  to  completion  of  course,  the  children  fin- 
ished all  the  work  of  the  sixth,  seventh  and  eighth 
grades  in  a  year  and  a  half.  Only  one  hour  a  day 
was  allowed  these  pupils  for  outside  study. 


BOOK   NOTES 

MONTESSORI  SCHOOLS  AS  SEEN  IN  THE  EARLY 
SUMMER  OF1  1913.  By  Jessie  White,  Dr.  Sc. 
(Lond.)  Pub.  by  Humphrey  Milford,  Oxford  Univer- 
sity Press.     Cloth,  185  Pps. 

This  little  volume  cannot  be  too  highly  recom- 
mended both  to  those  who  have  and  to  those  who 
have  not  had  the  privilege  of  studying  the  Montessori 
method  at  first  hand.  It  relates  with  sympathy  and 
yet  with  scientific  accuracy  and  detail,  the  author's 
observations  of  practice  in  thirteen  different  Montes- 
sori schools,  in  Milan,  Verona,  Rome,  Bellinsona  and 
Gerra-Gambierogma.  Besides  being  a  kindergarten 
vice-principal  and  author  of  a  book  on  Froebel,  Dr. 
White  has  had  scientific  training,  and  has  been  a 
science  teacher  for  many  years;  she  states  with 
authority,  therefore,  the  following  rules  for  sound 
observational  work,  and  which  may  well  be  handed 
down  by  kindergarten  training  schools,  to  their 
graduates  and  sutdents: — "Acquaintance  with  other 
methods  employed  for  children  of  the  same  age  so 
that  novel  points  may  not  escape  notice;  the  psycho- 
logical knowledge  necessary  for  appreciating  the  re- 
sults of  the  method;  impartiality  of  judgment  in 
estimating  the  value  of  results;  patience  in  studying 
the  phenomena  so  that  the  impression  formed  on 
one  day  may  if  necessary,  be  corrected  by  later 
impressions;  carefulness  in  weighing  the  judgments 
arrived  at  and  in  expressing  them  verbally." 

These  observations  covered  a  period  of  two  months 
and  the  comparison  of  one  school  with  another,  and 
the  detailed  description  of  individual  children  and 
their  doings,  as  well  as  of  the  different  teachers,  and 
of  the  precise  moment  at  which  one  occupation  gave 
way  to  another  gives  the  average  reader  as  good  an 
idea  of  what  is  being  accomplished  as  if  that  reader 
were  actually  present  but  had  not  the  power  of  ob- 
servation and  comparison  so  necessary  to  suond  judg- 
ment. We  close  with  one  important  conclusion  of 
interest  to  all  teachers:  "This  one  thing  these  schools 
have  conclusively  proved,  that  consciousness  of  pro- 
gress and  power  of  self-criticism  are  much  safer  and 
more  effective  motives  than  emulation,  and  that  the 
children  are  more  charming  and  better  just  because 
they  are  never  shown  off.  The  truth  is  valuable  to 
young  beginners,  as  a  guide  to  hear,  to  observe,  when 
visiting  day  comes. 

ENGLISH  SYNONYMS,  ANTONYMS,  AND  PRE- 
POSITIONS. By  James  C.  Fernald,  L.H.D.  Large 
12mo,  Cloth,  723  pp.  $150,  net;  average  carriage 
charges,  12  cents.  Published  by  Funk  &  Wagnalls, 
New  York. 

Not  one  in  a  thousand  of  average  students  would 
ever  discover,  by  independent  study  of  the  dictionary, 
that  there  are  fifteen  synonyms  for  beautiful,  twenty- 
one  for  beginning ,  fifteen  for  benevolence,  twenty  for 
friendly,  and  thirty-seven  for  pure.  The  mere  men- 
tion of  such  numbers  open  vistas  of  possible  fulness, 
freedom  ,  and  variety  of  utterance,  which  will  have 
for  many  persons  the  effect  of  revelation. 

The  work  contains  over  8,100  syuonyms,  classified 
and  discriminated,  with  nearly  4,000  classified  an- 
toyms;  together  with  the  correct  use  of  prepositions 
indicated  by  illustrative  examples. 

To  write  or  speak  to  the  best  purpose,  one  should 
know  in  the  first  place  all  the  words  from  which  he 
may  choose,  and  then  the  exact  reason  why,  in  any 
case,  any  particular  word  should  be  chosen.  No 
modern  book  covers  this  field  so  accurately  and 
thoroughly  as  does  this  newest  one  by  Dr.  Fernald. 
Continued  on  Page  35 


Note.  It  is  hoped  that  this  series  of  articles,  which 
will  probably  continue  during  the  coining  year,  will 
enable  inexperienced  primary  and  rural  teachers  to 
do  better  work  with  the  little  children.  Creative 
self  activity  is  a  fundamental  principle  in  kinder- 
garten education.  While  imitative  and  suggestive 
work  is  necessary,  yet  the  goal  of  the  teacher  should 
be  to  lead  the  pupils  to  plan,  think,  invent,  and  create 
for  themselves.  To  this  end  the  teacher  must  en- 
deavor always  to  conform  her  program  to  the  inter- 
ests, experiences  and  capacity  of  her  pupils. 

THE  FIRST  GIFT   IN  PRIMARY  AND  RURAL 
SCHOOLS. 

This  gift  as  designed  by  Froebel,  consists  of  six 
soft  rubber  balls,  covered  with  woolen  yarn  or  worst- 
ed, one  each  of  the  6  principal  colors,  red,  orange, 
yellow,  green,  blue,  and  violet.  Each  ball  has  a 
string  attached,  colored  like  the  cover.  The  whole 
is  usually  contained  in  a  wooden  box,  with  sliding 
cover,  cross  beams,  and  support.     Froebel  chose  the 


THE  F1KST  GiJb'T. 

ball  for  his  First  Gift  chiefly  because  its  shape  is 
most  pleasing  to  the  child,  and  it  can  be  easily 
grasped  and  held  in  the  hand,  but  perhaps  its  chief 
attraction  to  the  child,  aside  from  the  bright  colors, 
is  its  tendency  to  constant  motion.  The  fact  that 
this  form  represents  one  of  the  three  fundamental 
forms  of  the  universe,  the  sphere,  the  cube,  and 
the  cylinder,  has  been  emphasized,  but  this  is  of 
course  beyond  the  comprehension  of  little  children, 
and  need  not  be  enlarged  upon. 

In  the  kindergarten  with  the  smallest  children 
the  gift  teaches  form,  color,  motion  and  direction, 
but  the  pupils  of  primary  age  are  all  doubtless 
familiar  with  the  form  involved,  and  hence  the 
instructions  can  be  confined  chiefly  to  color  and  di- 
rection.     The  former    is  by  far  the  most  important. 

A  little  investigation  will  reveal  the  fact  that  a 
vast  majority  of  adults  do  not  have  a  correct  idea 
of  even  the  six  principal  colors, — red,  orange,  yellow, 
green,  blue,  and  violet.  Hence  the  importance  of 
emphasizing  the  color  lesson. 


In  the  kindergarten  and  primary  school  language 
should  play  an  important  part,  and  some  of  these  les- 
sons will  undertake  to  correlate  to  some  extent  the 
gifts  and   occupations  with  language  work. 

SUGGESTIVE  LESSONS. 

LESSON  AO.   1. 

I  have  something  in  my  hand.  I  am  going  to 
make  the  crayon  tell  you  what  it  is.  (Teacher  writes). 
"A  ball,"  both  in  print  and  in  script,  and  then  holds 
the  ball  in  view  of  the  class.)  What  have  I?  The 
children  ansewer,  "A  ball."  Yes.  The  crayon  has 
told  you,  a  ball  (pointing  to  the  print).  It  will  look 
like  this  when  you  read  it  from  the  chart  or  book. 
When  you  write  a  letter  the  words  look  like  this 
(pointing  to  the  script).  Now,  can  you  see  anything 
in  the  room  that  is  of  the  same  color? 

Teacher  encourages  all  the  children  to  talk  about 
the  color.  Now  can  you  think  of  something  that  you 
can  not  see  in  the  room  that  is  in  color  like  the  ball? 
Yes,  some  apples,  some  flowers,  some  cloth,  etc. 

Now  I  am  going  to  make  the  crayon  tell  you  some- 
thing more  about  the  ball.  (Writes,  "It  is  a  red 
ball.")  What  color  is  the  ball?  Yes  the  crayon  has 
told  you,  "It  is  a  red  ball."  Now  read  for  me  what 
my  crayon  has  said.  Let  each  member  of  the  class 
read  the  words  from  the  board. 

Now  look  at  the  color  of  the  ball  very  carefully  and 
try  to  remember  just  how  it  looks  so  you  can  bring 
me  tomorrow  a  bit  of  ribbon,  cloth,  paper,  or  some- 
thing that  looks  red  like  the  ball. 

Now  each  hold  out  your  right  hand  and  I  will  give 
you  a  ball.  Teacher  distributes  the  balls  to  the  class, 
repeating  the  lines: 

With  your  right  hand  take  the  ball, 
Be  careful  do  not  let  it  fall. 

Teach  each  pupil  receiving  a  ball  to  say,  "I  thank 
you,"  and  close  their  hands:  Then  csx  tliem  to  open 
their  hands  and  look  at  the  balls,  repeating  the  lines: 

The  little  balls  are  pretty,  quite, 
So  round  and  soft  with  color  bright. 

If  provided  with  a  sufficient  number  of  balls,  those 
of  one  color  only  should  be  used  at  a  time  by  all  the 
members  of  the  class.  Otherwise,  let  the  teacher  use 
a  ball  of  the  color  which  is  being  emphasized  for  that 
day. 

What  shape  is  the  ball?  Yes,  the  ball  is  round. 
Now,  I  will  make  the  crayon  say  that.  "The  ball  is 
round."     Let  each  child  read  the  sentence. 

Now  let  me  see  what  we  can  do  with  the  balls. 
Teacher  swings  ball  like  a  pendulum.  Children 
follow  her  in  the  motion  in  time  to  the  words: 

Tick,  tock, 
Like  the  clock, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


31 


First  right, 
Then  left, 
Tick,  tock, 
Like  the  clock 

Then  the  teacher  raises  the  ball  in  the  air  and 
drops  it  on  the  desk  or  floor  to  see  it  bound.  Child- 
ren do  the  same,  and  may  repeat  this  in  time  with 
these  words: 

Up  and  down, 
High  and  low, 

The  pretty  balls, 
So  swiftly  go 

The  motions  and  the  words  may  be  repeated  sev- 
eral times. 

Teacher  brings  out  further  qualities  of  the  balls,  as 
they  are  soft,  they  are  small,  they  can  roll  and  bound, 
stand  still,  etc.  Bring  out  the  fact  that  the  balls  are 
all  alike  except  in  one  respect, — that  of  color. 

Now  we  will  put  the  balls  away.     Charlie,  you  may 


gather  them  and  put  them  into  the  box.  When  you 
go  to  your  seats  take  your  pencils  and  let  me  see  how 
many  can  make  their  pencils  say  the  words  that  my 
crayon  has  said. 

For  additional  seat  work  let  the  children  fold, 
string  or  paste  red  kindergarten  papers,  or  sew  circles 
with  red  thread,  etc. 

These  lessons  or  plays  may  be  lengthened  or  short- 
ened as  seems  best  by  the  teacher.  They  should 
never  be  conducted  to  weariness. 

(To  be  continued) 


Close  observation  of  600  school  boys  through  a 
period  of  7  years  to  discover  the  effects  of  the  to- 
bacco habit  demonstrated  to  Supt.  Davis,  of  Me- 
nominee, Mich.,  that  the  non-smokers  averaged  from 
2  to  10  per  cent  higher  in  scholarship  and  were  at 
still  greater  advantage  in  the  athletics  of  the  school. 
Idleness  and  poor  conditions  of  home  life  were  the 
almost  invariable  accompaniments  of  all  cases  of 
smoking  and  all  cases  of  failure  which  he  observed. 


i.n.b. 


SUGGESTION   BY  LAURA  ROUNTREE  SMITH  FOR  BLACKBOARD  DRAWING,  LANGUAGE  OR  STORY  PLAY 


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. 


September,   1914. 

The  Lord  of  love  came  down  from  above, 

To  live  with  the  men  who  work. 
This  is  the  rose  that  He  planted 

Here  in  the  thorn-cursed  soil, — 
Heaven  is  blessed  with  perfect  rest, 

But  the  blessing  of  earth  is  toil. 

— Henry  Van  Dyke 

"Blessed  are  the  Happiness  Makers." 
"The  world  belongs  to  the  energetic  man." 
"Genius  begins  great  works;    labor  alone  finishes 

them." 

"Don't  let  the  stream  of  your  life  be  a  murmuring 

stream." 

SUGGESTIONS. 
There  is  always  more  of  the  beautiful  in  Nature 
than  of  the  disagreeable;   more  of  pleasure  than  of 
pain:  more  of  light  than  of  darkness. 

A  little  more  sunshine — few  rules  and  much  heart 
is  what  is  needed  in  our  schoolrooms.  Remember  in 
all  your  dealings  with  children  that  kindness  and 
patience  are  far  more  effectual  in  producing  desired 
results  than  rudeness  and  surliness. 

Make  an  outline  of  what  you  expect  to  accomplish 
in  each  of  your  classes  during  each  day;  devices  you 
will  use;  topics  you  wish  to  emphasize;  the  habits 
you  wish  to  correct,  and  how  and  why. 

In  all  recitations  call  upon  dull  pupils  more  often 
than  upon  the  quick  and  bright  ones.  The  dull  ones 
need  your  help  and  encouragement. 

Insist  upon  quickness  of  movement  at  all  times. 
Physical  quickness  tends  to  produce  mental  alertness. 
Be  definite  in  the  assignment  of  lessons.  Tell 
children  what  to  do  and  how  to  do.  Much  time  is 
wasted  from  lack  of  careful  planning.  You  have  much 
to  accomplish  in  a  few  hours. 

School  officers  are  being  reminded  by  the  County 
Commissioners  their  duties  in  reference  to  seeing 
that  all  buildings  are  in  good  repair  and  in  a  sanitary 
condition.  It  is  your  duty  as  teachers  to  see  that 
they  continue  so. 

BUSY  WORK. 
There  is  no  better  way  for  beginners  to  become 
familiar   with   the   school   room   and    its   furnishings 
than  by  the  use  of  sewing  cards. 

Hectograph  pictures  of  the  school  buildings  on 
heavy  paper,  and  give  to  the  children  to  prick  and 
sew.  Use  sansilk  for  sewing  as  near  the  color  of 
the  building  as  possible. 

In  the  same  manner  outline  the  familiar  objects, — 
as  pail,  cup,  globe,  waste-paper  basket,  clock,  book- 
case, etc.,  and  give  these  to  pupils. 

The  children  will  enjoy  making  frames  for  some 
of  their  best  sewing  cards.  We  suggest  the  use  of 
the  disconnected  slats,  or  "Ninth  Gift."     These  can  be 


arranged    in    a    variety    of    shapes,    diamond    shape, 

square,  or  oblong.     Card  board  frames  covered  with 

rafRa  may  easily  be  made  if  an  oval  one  is  preferred. 

PICTURE  STUDY. 

Study  a  few  of  the  best  pictures  yourself,  and  give 
some  instruction  to  arouse  the  interest  of  the  pupils 
along  this  line.  A  fine  picture  like  fine  music  is 
soul  inspiring. 

Place  upon  the  walls  nothing  but  the  copies  of 
masterpieces  of  art,  and  children  will  cease  to  care 
for  cheap  and  highly  colored  chromos.  Picture 
Study — The  Cat  Family.     The  artist — Adam. 

Little  is  known  of  the  personal  history  of  the  artist. 
His  father  was  a  famous  German  painter  of  battle 
scenes.  The  son  inherited  his  father's  tastes  and 
talents.      His  best  known  paintings  are  animals. 

The  picture — The  serious  old  cat  is  aroused  by  her 
frolicsome  kittens.  She  tries  to  quiet  them,  and 
while  she  holds  some  in  check,  others  are  engaged  in 
play  near  at  hand,  ready  at  any  moment  to  scramble 
over  her  body. 

The  children  should  tell  the  number  they  see  in 
the  picture  and  whether  wild  or  tame.  Have  them 
tell  about  their  own  cats. 

In  connection  with  this  study  we  suggest  that  the 
picture  page  in  the  Kindergarten  Magazine,  Sept. 
1913,  be  used  if  you  have  not  already  done  so.  Make 
simple  booklets,  or  mount  upon  Bristol  board  or 
construction  paper  and  frame  them. 
DEVICES. 

Number — Place  a  circle  upon  the  board,  and  just 
within  make  a  circle  of  figures  from  1  to  9  inclusive. 
In  the  centre  write  a  number  affixing  the  sign.  As 
you  point  to  a  number  in  the  circle  the  pupil  adds 
it  to,  or  multiplies  it  by  the  number  in  the  centre. 

Word  Games — 1.  For  review  of  the  words  learned 
in  the  reading  work.  Make  two  sets  of  cards  on 
which  are  written  the  words.  Distribute  one  set 
among  the  pupils.  Hold  up  one  card  after  another 
from  your  set  just  for  an  instant,  and  if  the  child 
recognizes  the  mate  to  one  of  hij  cards  he  is  entitled 
to  your  card.  Pupils  who  can  match  all  their  words 
may  be  given  stars  on  the  roll  of  honor. 

2.  Make  a  set  of  cards  having  words  on  one  side 
and  pictures  representing  the  words  on  the  other  side. 

Place  the  words  upon  the  children's  desks  with 
picture  side  down.  Have  another  child  point  to 
the  words,  if  a  word  is  not  recognized  quickly,  he 
must  turn  it  over  and  give  it  by  help  of  the  picture. 
Those-  who  can  give  all  without  having  any  pictures 
showing  upon  their  desks  receive  stars  of  reward. 

Color  work  and  cutting — Cut  pictures  of  autumn 
flowers  from  colored  paper,  and  mount.  These  may 
be  used  in  flower  games.  Each  pupil  may  describe  a 
flower  without  naming  it,  the  others  to  guess  the 
name  from  the  description.  At  another  time 
each  may  personate  a  flower,  and  the  name 
found  by  the  following  questions, — "Do  you  grow  in 
the  fields?"  "Are  you  yellow?"  "Have  you  a  long  or 
short  stem?"     etc, 


THE  KINDERGARTEN  PRIMARY  MAGAZINE 


33 


in  the  neighborhood  of  the  school.  It  is  planned  to 
repeat  the  demonstration  in  many  other  parts  of  the 
state. 


ONE  DAY'S  WORK  ON  A  COUNTRY  SCHOOL 
HOUSE. 

It  took  just  one  working  day  of  eight  hours  to 
transform  a  Tennessee  rural  school  house  that  was 
in  very  bad  condition  into  a  building  of  which  any 
community  would  be  proud.  What  was  accom- 
plished in  this  instance  by  community  co-operatio*i 
could  be  carried  out  effectively  by  any  county 
superintendent,  teacher,  or  school  improvement 
association. 

This  unique  and  practical  demonstration  in  public 
school  improvement  was  engineered  by  Prof.  D. 
Riley  Haworth,  of  the  East  Tennessee  State  Nor- 
mal School.  Prof.  Haworth  first  secured  the  co- 
operation of  the  county  board  of  education  of  Mc- 
Minn  County,  in  which  the  demonstration  was  car- 
ried out.  He  also  secured  the  co-operation  of  the 
public  school  teachers  of  the  county  and  of  the' 
patrons  of  the  Neil  school,  the  plan  being  to  show 
what  any  neighborhood  CAN  DO  IN  ONE  DAY 
BY  UNITED  ACTION  in  the  improvement  of 
school  buildings  and  grounds. 

A  band  of  teachers,  school  patrons  and  normal 
school  students  marched  out  to  the  Neil  school 
early  in  the  morning,  to  begin  operations.  An  offi- 
cial photographer  was  taken  along;  he  made  photo- 
graphs of  the  school  grounds,  the  building  and 
interior  at  8  a.  m.  before  work  began,  and  again  at 
4  p.  m.,  when  the  day's  work  was  completed.  The 
"Before"  and  "After"  pictures  made  it  look  as  if  a 
miracle  had  taken  place. 

The  building  at  8  a.  m.  was  in  as  disreputable  a 
condition  as  it  could  be  and  still  be  used  for  school 
purposes.  The  workers  were  armed  with  shovels, 
hoes,  axes,  carpenters'  tools,  paint,  whitewash,  and 
soap.  They  nailed  on  new  boards  where  they  were 
needed,  painted  the  building,  built  a  chimney, 
cleaned  up  the  rubbish,  scrubbed  the  floor,  reno- 
vated the  entire  interior,  constructed  a  bookcase  for 
the  teacher,  tinted  the  walls  a  pearl  gray  color, 
and  hung  pictures.  The  old  desks  were  removed 
and  new  desks,  supplied  by  the  school  district,  were 
placed  in  the  building. 

The  outlay  aggregated,  in  cash,  $33.  It  included 
12  gallons  of  paint,  5  gallons  of  linseed  oil,  4  paint 
brushes,  1-2  bushel  of  whitewash,  $2  worth  of 
weather  boarding  and  lathing,  2  pounds  of  nails,  4 
window  shades,  material  for  sash  curtains,  4  pic- 
tures, a  number  of  books  to  start  a  school  library, 
and  one  American  flag.  When  the  work  was  com- 
pleted the  building  presented  as  attractive  an  ap- 
pearance as  the  best  one-room  country  schools. 

One  of  the  most  delightful  features  of  the  day 
was  the  social  enjoyment  that  resulted  from  the 
gathering  together  of  such  a  large  group  of  work- 
ers.   At  noon  a  picnic  dinner  was  served  by  people 


KINDERGARTEN   PROGRESS. 

In  ten  years  kindergartens  in  the  United  States 
have  grown  from  3,244  kindergartens  with  205,000 
children  to  7,557  kindergartens  enrolling  364,189 
children,  according  to  a  bulletin  issued  by  the 
United  States   Bureau  of   Education. 

Notwithstanding  this  encouraging  increase  in 
schools  and  pupils,  the  great  majority  of  children 
are  still  without  the  advantages  of  kindergarten 
training.  Only  9  per  cent  of  the  children  or  kin- 
dergarten age — 4  to   6 — were  in  kindergartens. 

"Much  constructive  work  must  be  done,"  de- 
clares Miss  Myra  Winchester,  of  the  kindergarten 
division  of  the  Bureau,  reviewing  the  figures.  "The 
child  of  kindergarten  age  is  so  young,  so  impres- 
sionable, so  incapable  of  defending  himself  against 
the  faulty  words  and  actions  and  mental  attitudes 
of  the  teacher,  that  means  must  be  devised  to  elimi- 
nate or  at  least  diminish  the  number  of  faulty 
teachers.  Standards  of  requirements  as  to  person- 
ality and  academic  and  professional  training  must 
be  raised  and  maintained,  for  the  surest  guarantee 
of  the  extension  of  kindergartens  is  good  work  done 
by  good  teachers." 

Miss  Winchester  traces  the  path  of  progress  in 
kindergartens  from  private  philanthropy  to  public 
support.  "First  there  were  private  kindergartens, 
regarded  as  more  or  less  of  a  luxury  for  the  well- 
to-do.  Next,  good  men  and  women  began  to  pro- 
vide 'charity'  kindergartens  for  the  poor  and  neg- 
lected children:  churches,  settlements,  kindergarten 
associations,  and  mill  owners  gave  and  continue  to 
give  glad  and  generous  support  to  such  kinder- 
gartens. Then  as  a  direct  outgrowth  of  the  work 
of  the  kindergarten  associations,  there  have  evolved 
training  schools  for  kindergarten  teachers;  the  State 
legislature  has  been  induced  to  pass  a  bill  making 
it  legal  to  institute  public-school  kindergartens; 
local  boards  of  education  have  partially,  then  en- 
tirely, taken  over  the  care  and  education  of  little 
children,  and  finally  State  and  city  normal  schools 
have  incorporated  the  kindergarten  training  schools, 
making  them  into  a  regularly  integrated  depart- 
ment." 

The  Bureau's  bulletin  on  kindergartens  gives 
complete  statistics  for  private  and  public  kinder- 
gartens throughout  the  United  States,  so  far  as 
these  were  reported;  together  with  opinions  of 
superintendents,  supervisors,  and  teachers  as  to  the 
results  of  kindergarten  training  in  their  commu- 
nities. The  bulletin  is  illustrated  with  photographs 
of  real  kindergarten  children  in  real  kindergarten 
activities. 


A  series  of  meetings  for  vocational  discussion  in 
the  Abilene,  Kas.,  hi?h  school  promises  to  develop 
a  vocational  club.  The  bovs  of  the  school  listen 
to  representative  men  in  different  fields  of  work 
tell  of  the  requirements  and  rewards  of  their  par- 
ticular kind  of  work. 


34 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


KINDERGARTEN  APPRECIATION. 

With  a  view  to  ascertaining  the  actual  result  of 
kindergarten  work  in  the  Public  Schools — applying 
the  acid  test,  as  it  were — Hon.  P.  P.  Claxton,  Com- 
missioner of  Education,  sent  the  following  inquiries 
to  superintendents  of  schools,  primary  supervisors, 
and  first  grade  teachers  under  them,  in  127  cities 
of  the  United  States: 

"Your  city  has,  I  believe,  had  kindergartens  as  a 
part  of  its  public  school  system  for  several  years — 
long  enough  to  test  their  value  as  a  part  of  the 
system  of  public  education.  The  Bureau  of  Educa- 
tion wishes  to  ascertain,  as  nearly  as  possible,  just 
what  this  value  is.  To  assist  in  this,  will  you  kindly 
write  me  in  detail  your  candid  opinion  in  regard  to 
the  matter? 


HON.   P.  P.   CLAXTON 

U.  S.  COMMISSIONER  OF  EDUCATION 

EDMONSTON    PHOTO,   WASHINGTON,    D.    C. 

"I  desire  especially  to  know  what  advantage  chil- 
dren in  the  primary  grades  of  the  public  schools 
who  have  had  kindergarten  training  have  over  those 
who  have  not;  also,  what  adjustments,  if  any,  need 
to  be  made  between  the  kindergarten  and  the  low- 
est primary  grades.  Your  experience  and  observa- 
tion should  enable  you  to  speak  with  some  degree  of 
authority  on  this  subject.  May  I  therefore  ask  you 
to  write  me  fully  in  regard  to  both  points?" 

The  great  majority  of  all  the  replies  were  most 
favorable,  and  should  set  at  rest  forever  the  question 
of  the  value  of  the  kindergarten  in  connection  with 
the  public  schools.  We  publish  a  few  of  the  replies 
below,  which  will  be  continued  in  future  issues,  as 
space  will  permit. 

J.   V.    Brennan,   Ironwood,    Mich. — We   have   had 


kindergartens  as  a  department  of  our  public  school 
system  for  a  number  of  years.  This  community 
consists  of  many  nationalities  and  the  people  are 
practically  all  workers  in  the  iron  mines  or  about 
the  iron  mines.  Families  are  usually  large  and  the 
kindergarten  here  is  a  second  home  to  the  major- 
ity of  the  children.  It  is  a  place  for  the  children 
to  live  as  well  as  to  learn.  Very  many  of  the  chil- 
dren learn  to  speak  the  English  language  in  the 
kindergarten.  The  kindergarten  gives  these  children 
a  right  attitude  toward  schools  and  school  work. 
In  fact,  without  the  kindergarten  as  an  adjunct  to 
the  home,  school  progress  here  would  be  consider- 
ably retarded.  The  children  who  enter  the  grades 
from  the  kindergarten  do  much  better  work,  as  an 
a*verage,  than  those  who  do  not  get  this  training. 
In  my  judgment,  the  kindergarten  is  an  exceedingly 
valuable  part  of  a  school  system,  especially  so  in  a 
working  community  where  families  are  usually  large 
and  the  parents  occupied  in  the  matter  of  making 
a  living. 

Gerard  T.  Smith,  Peoria,  111. — Kindergartens  were 
introduced  into  the  Peoria  public  schools  five  years 
ago  by  popular  vote.  The  first  year  we  had  only 
six  schools.  They  have  increased  at  the  rate  of  one 
or  two  schools  each  year  until  we  now  have  thir- 
teen, with  the  prospect  of  the  introduction  of  new 
ones  until  each  of  the  nineteen  elementary  schools 
shall  have  a  kindergarten  connected  with  it.  This 
expansion  of  the  department  in  itself  answers  the 
question  as  to  whether  we  believe  there  is  value  in 
kindergartens  as  a  part  of  the  public  school  system. 
The  introduction  was  made  in  the  face  of  scepti- 
cism and  general  disbelief  in  their  educational  worth, 
by  primary  teachers  but  this  attitude  has  almost  en- 
tirely changed.  Personally,  I  consider  that  the  un- 
definable  influences  are  very  marked  in  our  schools. 
Moreover,  I  find  that  our  children  enter  the  subse- 
quent grades  with  much  better  mental  poise,  as 
well  as  ability  to  think  and  act,  than  children  who 
have  not  been  in  kindergartens.    In  our  intermediate 

H.  F.  Leverenz,  Sheboygan,  Wis. — The  schools  of 
this  city  would  not  appear  complete,  and  would  not 
be  complete,  without  the  kindergartens.  They  have 
been  a  part  of  the  public  school  system  of  this  city 
since  1890;  they  have  always  been  popular,  and  they 
have  been  liberally  supported,  although  a  few  in- 
dividuals have  occasionally  questioned  their  value. 
No  one  who  knows  kindergartens  will  question  their 
value  in  sense  training  and  also  physical  and  moral 
training.  Parents  who  have  children  in  the  kinder- 
garten are  often  found  giving  testimony  of  these 
values  without  intending  to  do  so. 

The  kindergarten  introduces  the  child  into  school 
life  in  the  proper  manner.  This  point  can  not  be 
overestimated,  for  this  attitude  toward  school  life 
accompanies  the  child  to  and  through  the  succeed- 
ing grades.  The  kindergarten  is  also  the  means  of 
bringing  parents  in  contact  with  school  more  than 
any  other  grade. 

Jeremiath  Rhode,  Pasadena,  Cal. — Pasadena  has 
well-organized,  thoroughly  equipped  and  modern 
kindergartens.  I  believe  thoroughly  in  the  kinder- 
garten idea  and  feel  that  our  experiment  in  Pasa- 
dena has  abundantly  proved  the  work  of  the  kinder- 
garten in  socializing  the  community;  in  bringing 
children  in  the  best  way  from  the  home  to  the 
primary  school  administration  and  teaching.  With- 
out question  we  are  getting  greater  value  from  the 
kindergartens  as  organized  in  our  city  than  from 
any  other  single  department  of  our  school  work._ 

Our    kindergartens    are    in    bungalows,    especially 
constructed  for  the   purpose,  and  at  the  same  time 
definitely  connected  with  our  schools,  each  being  lo-  ; 
cated  in  the  corner  of  the  campus. 

TO  BE  CONTINUED 


Jenny  B.  Merrill,  Pd.  D. 

Ex-supervisor  New  York  Kindergar- 
tens, and  special  lecturer  on  education- 
al topics,  can  be  secured  for  a  limited 
number  of  addresses  to  teachers  or  mo- 
thers, at  points  not  too  remote  from 
New  York  City.  Pier  subjects  are  the 
following: 

"Present  Dav  Modifications  of  the 
Kindergarten.'1 

"The  Report  of  the  Committee  of 
Nineteen  of  the  I.  K.  U." 

"How  to  Utilize  the  Results  of  Kin- 
dergarten Training  in  the  First  School 
Year." 

"Primitive  Knowledge,  or  the  ABC 
of  things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods." 

"The  Home  and  the  School  Working 
Together  " 
Address 

1  12 East  81st  St..  New  York  City. 

THE   STUDY  OF 

INDIVIDUAL  CHILDREN 


A  System  of  Records,  including  a 
complete  Child  History,  Medical 
Examinations,  Physio-psyco logical 
and  Mental  Tests,  Daily  Regimen 
and  Disease  Record,  also  Case  Dia- 
gnosis, Classification,  etc.  Sug- 
gested bv 


P.E. 


This  is  a  book  that  all  kindergartners, 
teachers  and  others  interested  in  child 
welfare,  especially  in  slightly  defective 
or  atypical  children  who  can  be  made 
normal  through  proper  education, 
should  be  greatly  interested  in,  The 
book  gives  the  results  of  many  tests 
and  experiments  covering  years  of  ex- 
perience, dating  back  to  the  founding 
of  the  Groszmann  School  for  Nervous 
and  Atypical  Children  founded  by  the 
author  in  1900.     Price  60c.     Address 

National     Association     for     the 

Study  of  Exceptional  Children 
"Watchung  Crest,"  Plainfield,  N.  J. 


[  OCCUPAT 


By  BERTHA  UOHNSTON 

Contents:- 1.  The  Secrets  of  the 
Market  Basket.  2,  Mother  Nature's 
Horn  of  Plenty.  3,  Saved  from  the 
Scrap  Basket.  4,  The  Sewing  Basket. 
5,  The  Paint  Box.  6,  Dolls  and  Doll- 
Houses.  7,  Plays  and  Games.  8, 
Festival  Occasions.  9.  The  Key  Bas- 
ket. 10.  The  Child's  Library.  11, 
Kindergarten  Materials — The  Gifts. 
12,  The  Occupations. 

Invaluable  to  Mothers  and 

Kindergartners. 

May  be  had  of  your  book-seller  or 

send  50  cents  in  stamps  for  a  copy. 

Money  refunded  if  not  satisfactory. 

GEORGE  W.  JACOBS  &  CO., 


Publishers. 


PHILADELPHIA 


BOOK  NOTES 

(CONTINUED) 

AT  THE  BACK  OP  THE  NORTH 
WIND.  George  MacDonald  Stories 
for  Little  Folks.       Simplified  by 
Elizabeth     Lewis.         Illuminated 
Cloth.       126  pages,  with  six  full 
page  illustrations  in  color.     Price 
$1.50,  Published  by  J.  B.  Lippin- 
cott  Company,  Philadelphia,  Pa. 
Contents:       Diamond  makes  the 
Acquaintance  of  North  Wind.  North 
Wind  Sinks  a  Ship.     The  Land  at 
the  Back  of  the  North  Wind.     Dia- 
mond's Father  Loses  His  Employ- 
ment.    Diamond  Learns  to  Drive  a 
Horse.     Diamond    Drives    the    Cab. 
Diamond  Visits  Nanny.     Things  Go 
Hard  With  Diamond's  Family.  Dia- 
mond in  His  New  Home.     Another 
Visit    From    North    Wind.        North 
Wind  Carries  Diamond  Away. 

DAILY  ENGLISH  LESSONS.  Book 
One,  By  Willis  H.  Wilcox,  Ph.  M. 
Cloth.     250   pages.     Published   by 
J.  B.  Lippincott  Company,  Phila- 
delphia, Pa.     No  price  given. 
We    have    received    book    one    of 
this  series,  which  embodies  an  at- 
tempt to   present   a   course   in   ele- 
mentary    English,     that     teachers 
with     limited     training     can     use. 
A  sufficient  number  of  lessons,  each 
year,  are  used  to  practically  fill  up 
the   year's   work.       We   advise   all 
teachers  of  English  to  examine  the 
series. 

THE   CRESCENT   MOON.       Child- 
Poems   by   Rabindranath   Tagore. 
Translated     from     the     Original 
Bengali     by     the     Author,     with 
eight      illustrations      in      Color. 
Cloth,  82  pps.       $1.25  net.       The 
MacMillan  Co.,  N.  Y. 
In   these   delightful   prose-poems, 
one  sees  anew  the  child  universal, 
though    here    clothed    in    the    flesh 
and  the  spirit,  of  the  Oriental — the 
imaginative    child    looking    at    the 
moon  and  stars,  playing  with  the 
clouds    or    with    the    flowers;    the 
child  in  the  home  and  on  the  shore; 
the  child   asleep,   and  the  child   a- 
study.        These    word-pictures    will 
appeal    and    interest    all    lovers    of 
childhood.         The    answer    to    the 
child's    question,    "Where    have    I 
come  from,  where  did  you  pick  me 
up?"  has  a  message  of  inspiration 
for    all    mothers,    the    world    over. 
Mother  and  child  are  seen  together 
as  charming,   sympathetic   compan- 
ions, in  each  short  poem,  in  which 
simplicity  of  expression  unites  with 
a     profound      insight     into     child 
nature. 

A  CHILD'S  STORY  OF  DUNBAR. 
By  Julia  L.  Henderson.  The 
Crisis  Publishing  Co.,  70  Fifth 
Ave.,  N.  Y.  Paper,  43  Pps. 
Price  25  cts. 
The  life  of  the  great  Negro  poet, 

arranged  in  short  sections  and  easy 

but    choice    language,    suitable    for 
I  reading    lessons    at    home    or    in 

school.      It  is  a  story  with  which 


every  American  child  of  whatever 
race,  should  be  familiar.  The  life 
history  of  this  boy,  (born  of  par- 
ents who  had  once  been  slaves,  be- 
fore they  found  a  home  in  Canada), 
his  struggles,  aspirations  and  suc- 
cess, is  an  honor  to  all  humanity, 
and  may  well  be  a  stimulus  for  all 
children,  to  nobler  living. 

A      METHOD      FOR      TEACHING 
PRIMARY  READING.      By  Lida 
Brown   McMurry.     Cloth,   80  pps. 
Price   50   cts.      Published   by  the 
MacMillan       Company,       Boston, 
New  York  and  Chicago. 
This  book  has  been  prepared  to 
be   used  as  a  manual  by   teachers 
of  beginning  reading  in  the  primary 
grades    in   the   elementary    schools. 
The  methods  that  are  outlined  may 
be    used    in    connection    with    any 
other    method    or    with   any    set    of 
basal  readers.     The  application  and 
the  suggestions  given  are  general; 
and  yet  teachers,  who  are  perplexed 
by    problems    in    the    teaching    of 
primary    reading,    will    be    able,    by 
following   this   step-by-step   process, 
to  overcome  many  specific  difficult- 
ies.    We  advise  teachers  to  investi- 
gate this  book. 

FRANCIS  W.  PARKER  SCHOOL 
YEAR  BOOK.  Volume  3,  June, 
1914.  188  pages.  50  illustrations. 
Francis  W.  Parker  School,  Chi- 
cago. 

This  volume,  prepared  by  the 
faculty  of  the  Francis  W.  Parker 
School,  Chicago,  deals  with  "Ex- 
pression as  a  means  of  Developing 
Motive,"  or  the  place  of  expression 
in  the  process  of  education.  It  is  a 
distinctive  contribution  to  litera- 
ture on  social  education,  and 
portrays  vividly  certain  fundament- 
al phases  of  educaton  as  they  have 
been  worked  out  in  this  school. 
Those  who  have  read  Volumes  I 
and  II  of  this  Year  Book  will  wel- 
come the  present  volume. 

THE     IDEAL    PHONIC    PRIMER. 
By   H.   M.   B.     With   illustrations 
by   Edward   M.   Buttimer.     Cloth. 
96  pages.     Price  20cts.       Publish- 
ed by  Edward  E.  Babb  &  Co.      93 
Federal  St.,  Boston,  Mass. 
This   book   is   a  valuable   aid   to 
primary  teachers  in  imparting  cor- 
rect pronounciation,  and  in  secur- 
ing    rapid     progress     in     reading. 
Write   Edward    E.    Babb   &  Co.   for 
circulars  and  full  description. 

THE  MONTESSORI   SYSTEM  EX- 
AMINED.      By  Wm.   Heard   Kil- 
patrick,    Ass't    Professor    of    the 
philosophy    of    education,    Teach- 
er's College,  Columbia  University, 
New     York.     Cloth.         72     pages, 
Price     35     cts.         Published     by 
Houghton,  Mifflin  Co. 
This    volume    constitutes    one    of 
the  series  of  the  Riverside   Educa- 
tional Monographs.       Every  educa- 
tor   in    America    should    read    and 
study    this    little    book.        We    can 
heartily  recommend  it, 


NATIONAL  ASSOCIATION 

FOR  THE  STUDY  AND 
EDUCATION  OF 

XCEPTIONAL  CHILDREN 


An  Eleemosynary  Society  incorporated  under  the  laws  of 
the  State  of  New  Jersey 

In  connection  with  its  broad  national  work  for 
exceptional  children,  this  Association  has  for  many 
years  been  conducting  a  special  institution  for  the 
POTENTIALLY  NORMAL,  though"different" 
child,  known  as 


her: 


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1st.  To  determine  the  individual  peculi- 
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vironment and  to  adjust  the  envi- 
ronment to  the  child  so  as  to  permit 
creative  self-expression. 

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are  employed  so  that  there  is  neither  guess-work  in 
the  diagnosis  of  these  exceptional  types  nor  hap- 
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Many  children  puzzle  parents  and  teachers.  They 
do  not  respond  to  ordinary  school  or  home  instruc- 
tion. Unless  taken  properly  in  hand,  they  will  be- 
come failures  in  life. 

(We  do  not  treat  feeble-minded,  epileptic,  degen- 
erate or  low  types) 

For  full  information  address 

NATIONAL  ASSOCIATION  S.  I  I C. 

WALDEMAR  H.  GROSZMANN 

Secretary- General 

Plainfield,  N.  J.  "WATCHUNG  CREST" 


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From  the  Philippine  Islands: 

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It  is  the  official  organ  of  the  Virginia  State  Board  of  Ed- 
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OCTOBER,  1014 


iNDEX  TO  CONTENTS 


General  Suggestions  for  October  Program 

Program  for  a  Week  in  October 

Suggestions  for  October 

Fall  Sequence  in  Games 

Hints  on  Drawing  in  the  Primary  Grades 

The  Baby  Club 

Living  Animals  in  the  Kindergarten 

Playing  Games  - 

Suggestive  Gift  and  Occupation  Lessons  for  Primary 

Columbus  Day,  October  14,  1492 

The  Two  Gates  - 

The  Acorn  ...... 

Mother  Play  Pictures  .... 

Straight  Line  Cutting  .... 

Patterns  for  Flags  ... 

Study  of  a  Picture  ... 

Finger  Play  Story  ..... 

New  Games,  Plays  and  Pieces  for  Little  People 

The  Story  of  an  Apple 

The  Committee  of  the  Whole 

Piano  Lessons  for  Tiny  Tots 

Hints  and  Suggestions  for  Rural  Teachers 

Patterns  for  October  Booklet  - 

Kindergarten  Appreciation 

Sewing  Card  Suggestions  .... 

Stick  and  Ring  Laying  Suggestions 


Dr.  Jenny  B.  Merrill 


Hediuig  Levi 
Dr.  Jenny  B .  Merrill 
Laura  Tijountree  Smith 
and  Rural  Teachers 
Mary  E.  Laiv 
Bertha  Johnston 
Susan  Plessner  Pollock 

Carrie  L.  Wagner 
John  Y.  'Dun lop 
Mary  E.  Cot  ting 
Carrie  L.  Wagner 

F.  G.  Sanders 
Bertha  Johns/on 
Laura  Rountree  Smith 
G  ace  'Dotu 
Marguerite  Li.  Sutton 


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Volume  XXVII,  No.  2 


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Sermons,       Lectures,       Essays,       Poems,       Sketches, 

Articles,   Stories. 

The  Oldest  and  Best  Literary  Agency  in  the  United  States 

Write  us  your  needs  and  ask  for  particulars. 


SOMETHING  TO  DO 

A  MAGAZINE 
For  Primary  and  Elementary  teachers.  It  furnishes  25  kinds  of 
useful  and  instructive  things  to  do  every  month.  Pronounced  the 
most  remarkable  magazine  of  its  kind  ever  produced.  Edited  by 
Henry  Turner  Bailey  on  the  same  high  plane  as  the  School  Arts 
Magazine. 

SOMETHING  TO  DO--$1.00  A  YEAR 

School  Arts  Publishing  Company 

BOSTON,  MASS. 


Have  You  A  Quarter  To  Invest? 

Would  you  send  25  cents  away  if 
youknew  you  would  get  back  $15.00 
in  a  short  time?  If  you  are  a  teacher 
you  need  to  know  the  main  points 
in  present  history  quite  as  much  as 
past  history  or  arithmetic  or  lang- 
uage. If  you  are  a  citizen  of  a  great 
country  you  need  to  be  intelligent 
about  the  condition  of  the  country. 
It  is  worth  while  to  be  considered 
intelligent— brighter  than  the  ordi- 
nary person.  Can  you  figure  what 
it  would  be  worth  to  you  next  year 
to  be  more  intelligent?  It  will  be 
worth  $25.00  to  you  the  poorest  year 
you  ever  will  see.  25  cents  will  bring 
The  World's  Chronicle  Weekly,  for  13 
weeks.  Sendfor  it  tocUy.  This  is  one 
of  the  things  an  ambitious  person 
ought  to  do.  Thirteen  weeks  will 
show  its  real  value  to  you.  One  man 
bad  to  attend  a  meeting  and  on  the 
way  read  the  Chronicle.  At  that 
meeting  he  found  the  knowledge 
just  gained  was  new  to  the  others 
and  marked  him  as  a  superior  per- 
son. It  meant  much  more  to  him 
than  $25.00— how  much  more,  he  has 
not  figured  out  yet.  Why  be  ignor- 
ant of  the  most  vital  matters  when 
so  small  a  sum  places  them  within 
your  reach.  The  articles  are  written 
so  you  can  understand  them  readily, 
and  they  put  you  in  .line  for  ad- 
vancement.; 

On  trial  13  weeks,  25  cents.  ;Or  send 
$1.00  for  a  full  year. 

THE    WORLD'S    CHRONICLE,    542   S. 
DEARBORN  STREET.  CHICAGO 


BOWLDEN  BELLS 

FOR  SCHOOLS 

From  $8.00 to  $25.00 

FOR    CHURCHES 

From  $85.00  to  $125.0* 

Write  for  free 

catalogue. 

AMERICAN  BELL  & 

FOUNDRY  CO. 

Northville,  Mich. 


WHITE  MOUNTAIN 
=EDUCAT0R= 

LANCASTER.  N.  H. 

A  new  periodical  devoted  to> 
Interests  of  education  in  Vermont 
and  New  Hampshire  and  all  New 
England. 

Circulation  extending  through; 
South  and  West. 

Terms:     $1.00   a  year. 

Advertising  rates  on  application. 

THE  KINDERGARTEN 

By  SUSAN  E.  BLOW 

PATTY  S,  HILL 
ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine- 
teen of  the  International  Kindergarten 
Union  should  be  carefully  studied  by 
every  kindergartner  who  purposes  to 
keep  abreast  of  the  times. 
$1.25  postpaid.  Address, 
J.  H.  Shults  Co.,  Manistee.  Mich. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  HOUSE, 

54  Scott  St.,  Chicago. 


Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 

and  Post   Graduate  Course  (one  year).     Special  Certificates  for 

Home-making  Course,  non-professional  (one  year). 

Credit  in  connection  with  the  above  awarded  by  the  University  of 

Chicago. 

Mrs.  Mary  Boomer  Page, 

Directors:         Mrs.  Ethel  Roe  Lindgren, 

Miss  Caroline  C.  Cronise, 

For  circulars  apply  to  Chicago  Kindergarten  Institute,  M  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE 

ELIZABETH  HARRISON.  Pres. 

Summer  School  June  16  to  Aug.  8 

Kindergarten  Course 

All  Kindergarten  subiects.   Montes- 
sori  Methods.    Art.    Folk  Dancing. 

Primary  Course 

Primary  Methods.    Montessori  Me- 
thods.   Art.     Folk  Dancing. 

Credits  applied  on  Regular  Courses 

For  full  information  address 

Box  600,  2944  M  ichigan  Blvd. 

CHICAGO.  ILLINOIS 


WASHINGTON,  D.  C. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 
Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 

and  Special  Courses. 
319  Marlborough  st.         Boston.  Mass. 

EVERY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add    to    her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  HEHANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


Kindergarten  Teachers  and  Students 

will  be  interested  in  my  investigation  and  study  of 
the  MONTESSORI  METHOD  IN  ROME,  and  my 
practical  adaptation  of  the  Method  to  the  American 
School  for  little  children.  I  will  be  glad  to  send  il- 
lustrated pamphlet  on  request. 
Mrs.  J.  Scott  Anderson,  Directoress.Torresd ale  House 

Training  course  begins  October  1st. 

AMERICAS    MONTESSORI  TEACHER-TRAUIIKG  SCHOOL 

Torresdale,  Philadelphia,  Pa. 


ffiTALOZZI-FROEBEL: 


KINDERGARTEN  TRAINING  SCHOOL 

509  S.  'Wabash  Ave.,  opp.  Audito- 
rium, CHICAGO. 

ost-Graduate,  Home-Making,  Primary 
and  Playground  courses.  Special  cour- 
ses by  University  Professors.  Includes 
opportunity  to  become  familiar  with 
Social  Settlement  Movement  at  Chica- 
go Commons. 
For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 
West  Chicago,  111. 


KINDERGARTEN  TRAINING  SCHOOL 

Resident    home   for    a    limited   number    of 

students. 
Chicago  Free  Kindergarten  Association 

H.    N.    Hlglnbotham,    Pres. 

Mrs.    P.    D.    Armour.    Vlce-Prea. 

SAKAH   E.  HANSON.   Principal. 

Credit  at  the 

Northwestern   and   Chicago    Universities. 

For  particulars   address   Eva  B.   Wtalt- 

more,   Supt.,  6   E.   Madison  St..  cor.   Mich 

ave.,  Chicago. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 
Richmond,  Ye. 

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— 1914 

1516  Columbia  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  Yeara 

Summer  Training  Classes  at  Mt.  Chatauqua—  M  ountain  Lake  Park- 
Garrett.  Co.,  Maryland 


THE  HARRIETTS  MELISSA  HILLS 
KINDERGARTEN  TRAINING  SCHOOL 

In  Affiliation  with  New  York  University 
Two   years  normal  course  accredited 
by  State  Board  of  Regents.' 
SUMMER  COURSES 
ay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 

For  information  address 

MISS  HARRIBTTE  M.MILLS,  Prtnslpd 

New  York  University 
Washington  Square,  New  York  City. 


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. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,    DIPLOMA    AND 
NORMAL    COURSES. 

CLARA  WHEELER,  Principal 
MAY  L.  OGILBY.  Registrar 

New  Quarters,       -        508    Fountain  St. 

GRAND   RAPIDS,  MICH. 


Atlanta  Kindergarten 

Normal  School 

Two    Tears'   Coarse   of   Stady. 
Chartered   1897. 
for    particulars    address 

WTLLETTK   A.    ALLEN,  Principal, 
««»  Peachtree  Street,        ATLANTA,  OA. 


The  Elizabeth  K.  Matthews  Kin- 
dergarten Training  School 

Lucretla  Court,  .  Portland,  Ore. 

Regular  course  two  years.   Theory  and 
practice  in  private,  public  and  settle- 
ment kindergartens. 
For  circulars  address 

MISS  ELIZABETH  K.  MATTHEWS 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 


WILL  OPEN  A 


% 


OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebe!  School  of  Kindergarten 

Normal  Classes  Pfffi«fl 

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 

HORTBN3B     M.     ORCUTT,     Principal     of 

"•fee   Training   School    and   Supervisor   of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield    Kindergarten 


Norma!  Training  School 

'wo  Tears'  Course.    Terms,  $100  per  year. 
Apply    to 

HATTIE  TWICHELL, 
'•DivftFtFi  r> — r.nwfi«T,*now.  mass 


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. 


■THE' 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,   Domestic   Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

0.IZA  A.  BLAKCR,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


TRAINING  SCHOOL 


TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT?  D  -       •       , 
SUSAN   C.  BAKER  \  Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Mice  Hafpc  TRAINING  SCHOOL 

IfSEijd  Hull  u   For  Kindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  101!. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledge.  Pa. 


-CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 
2050  East  96th  Street,  Cleveland,  Ohio 
Founded  in  1894 
Course  of  «tudy  underdirection  of  Eliz. 
abeth  Harrison,  covers  t  wo  years  in 
Cleveland,  leading  to  Senior  and  Nor 
mal  Courses  in   the  National  Kinder- 
garten College. 

MISS   NETTA  FARRIS,    Principal 


law  Froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Youns 


Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


thical  Culture  School 

Central  Park  Went  and  6Xrt  Sf 

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 


CATH  ERINE    J. 
Principal 


TRA  CY 


•ASSOCIATION- 


Offers  unusual  advantages  for  Graduate 

S  udy. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'    MEETINGS  AND  VISITING 

Miss  Fanniebelle  Curtis,  Director  of  Public  School 

Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS        PROGRAM  MAKING 

LITERATURE  FOR  CHILDREN 
TUITION   FREE  Apply  for  Prospectus  to 

RfilSS  LAURA  FISHER 


Director  Deyartmei 
S24    IV.  42nd  Street, 


•of  GRADUATE  STUDY 

NEW  Y01\K  CITY 


Miss  Whjeelock's  Kindergarten 


Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


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 

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 
eachers  in  New  York,  New  Jersey  and 
Tennsylvania  at  good  salaries. 
H.  E.  REED,  Manager,  Syracuse,  N.  Y. 

641  University  Block. 


THE  PRATT  TEACHERS'  AGENCY 

Recommends  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    rimary  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. 


-THE 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PfiOVTDENCE  BUILDING 
DULUTH,  MINN. 


RELIABLE  TEACHERS'  A6ENCY 

Trained      rimary   and  Kindergarten 
Teachers-  needed.  Good  positions,      er- 
nianent  membership.    Write  to-day. 
612-613  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,  Muskeflon,  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,     roprietor. 


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  LAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


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. 


WESTERN  TEACHERS'  AGENCY  SSK5 

We  wantKindergarten.  rimary , 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.EngleTeachers' Agency 

MINNEAPOLIS,   MINN. 

A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


DEWBERRY 

SCHOOL 
AGENCY 

1892-1914 


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. 


HIGHEST  SALARIES-BEST  OPPORTUNITIES  ^aSottfw'^we 

need  KINDERGARTEN,  PRIMARY  and  other  t-achers  for  private  and  public  schools. 
Write  for  "POSITION  AND  PROMOTION  PROBLEMS  SOLVED."  No  Regis- 
tration fee.     WESTERN  REFERENCE  &  BOND  ASSOCIATION, 

667  Scarrett  Building,  KANSAS  CITY,  Mo. 

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 outrigjht.  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. 


€RpcKyM7 Teachers Age/vsy 


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. 


AM  ARFNPYl9TaluaM«in 
y-vm    MUCIXU   I     proportion  to 

its  influence  If  it  merely  hears  of  va- 
cancies and  tells  TU  AT  is  some- 
yon  about  them  '  **ff  "  thing, 
but  if  it  is  asked  to  recommend  a  teach- 

youthal  RECOMMENDS 

is  more.     Ours  recommends. 

The  School  Bulletin  Atfency 

C.  W.  BARDEEN,  Syracuse,  N.  Y. 


WE   PLACE  m  an.y  rimary 
c-     '     l—r**<&     Teachers   each 

year.  Some  Kindergartners.  No  charge 

until  teacher  is  located  by  us.  Send  for 

registration  blank.    A.  H.  Campbell, 

American  Teachers'  Agency 

Myrick  Building,  Springfield,      ass. 


A  PI  AN  Whereby  the  Teacher 
r^  r  ^-^l'^  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 

rimary  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  OKLAHOMA  TEACHER'S 
AGENCY 

GEARY,   OKLAHOMA 

Only    Competent   Teachers     Enrolled. 
WRITE    US   YOUR   WANTS 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS,  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion. 
Write  to-day.  £.  C.  ROGERS.  Mtfr. 


-  Ciair^ue-nte  3  5y-tto 


y^kjM^ 


LANGUAGE  SUGGESTIONS.     Let, the  chileren  tell  in  their  own  way  what  they  see  in  the  picture,  and  some- 
thing ABOUT  THE  OBJECTS  THAT  INTEREST  THEM. 


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 
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J.  H.  SHULTS.  Manager. 


OCTOBER,  1914. 

EDITORIAL  NOTES 

"There  never  was  a  good  war  nor  a  bad  peace." 


Andrew  Carnegie,  the  great  champion  of  peace,  de- 
clares that  the  Kaiser  is  not  personally  responsible 
for  Germany's  part  in  the  war.  He  charges  it  to  the 
overpowering  spirit  of  militarism. 


"School  gardening  will  develop  habits  of  in- 
dustry; an  appreciation  of  the  value  of  money  as 
measured  in  terms  of  labor;  and  a  realization  that 
every  man  and  woman  must  make  his  or  her  own 
living,  and  contribute  to  the  welfare  of  the  commun- 
ity.— Hon.  P.  P.  Claxton. 

With  a  special  appropriation  from  Congress,  the 
United  States  Bureau  of  Education  has  just  begun 
the  work  of  investigation  and  promotion  of  home  and 
school  gardens.  The  new  division  will  be  under  the 
direction  of  a  specialist  in  school  gardening  and  an 
assistant,  both  of  whom  are  to  be  experts  in  this 
form  of  educational  activity. 


"Every  rural  school  should  provide  a  home  in- 
cluding a  small  farm  for  the  teacher.  This  teacher 
will  be  one  trained  for  rural  schools,  will  know  the 
child  and  his  needs,  will  cease  to  be  a  tramp  teacher, 
will  be  able  to  correlate  school  life  with  life  in  the 
country,  and  will  be  a  leader  of  men.  "We  favor 
a  county  or  a  larger  administrative  district  union 
for  rural-school  work,  thus  providing  equality  of 
educational  privileges,  equalization  of  taxes,  adapta- 
tion to  the  growing  needs,  and  efficient  supervision. 
— From  resolution  adopted  by  Department  of  Super- 
intendence, N.  E.  A. 


Practically  all  contributors  to  the  Kindergar- 
ten Primary  Magazine  are  experienced  as  kinder- 
gartners,  kindergarten  training  school  teachers,  or 
principals,  supervisors  of  great  public  school  kinder- 
garten systems  or  successful  primary  teachers.  You  re- 
ceive the  benefit  of  their  long  years  of  practical  exper- 
ience. Have  you  ever  known  a  really  successful  teacher 
in  any  line  who  does  not  take  advantage  of  informa- 
tion so  easily  obtained  as  through  the  columns  of 


VOL.  XXVII— No.  2 

educational  publications?  If  not,  how  can  you  other- 
wise hope  to  do  your  best  work  with  little  children. 
Do  you  not  realize  how  easily  and  unconsciously  the 
teacher  who  fails  to  read  educational  papers  along 
her  particular  line,  becomes  a  "back  number."  There 
are  none  too  many  kindergarten  periodical  publica- 
tions— you  should  not  only  read  but  study  them  all. 
If  you  are  to  be  a  real  live  kindergartner  doing  your 
work  efficiently  you  will  need  all  the  help  you  can 
get,  from  every  available  source. 


From  a  sermon  by  Jenkin  Lloyd  Jones  in  Unity, 
we  qoute:  "Tolstoy,  when  he  came  to  die,  selected 
the  place  of  his  burial  from  this  story,  too  little 
known.  When  a  little  lad  his  older  brother  Nicholas 
told  him,  that  there  grew  in  a  certain  ravine  a  tree 
with  a  green  bark  that  would  teach  people  ant — philo- 
sophy, which  was  the  philosophy  of  living  together 
in  the  interest  of  the  community,  and  so  the  other 
little  children  in  the  family  used  to  throw  a  cloth 
over  the  table  and  crawl  beneath  and  play  that  they 
were  ants  where  everybody  would  be  equal  and  all 
would  work  for  the  well-being  of  the  entire  com- 
munity." If  children  were  properly  guided  in  plays 
that  thus  trained  in  co-operation  rather  than  for 
war  it  would  not  be  many  generations  before  Reason 
swayed  where  passion  and  mistaken  ambition 
now  rule.  Let  us  hope  that  the  nations  will 
soon  follow  in  the  footsteps  of  Pestalozzi  and  Froc- 
bel  and  Tolstoy,  who  trusted  in  that  divine  spark 
that  lights  every  soul  born  into  this  world. — B.  J. 


This  war,  so  unspeakably  unnecessary,  so  awful  in 
its  magnitude,  so  incomprehensible  in  any  real  reason 
for  its  existence,  ought  surely  to  give  pause  to  the 
nations  of  the  earth,  and  men  and  women  ought 
everywhere  to  unite  in  prayer  that  in  some  way  its 
fearful  march  be  halted  and  in  some  way  peace  be 
brought  back  to  Europe  and  tens  of  millions  be  mad; 
to  rejoice  that  their  loved  ones  are  to  be  saved  froir 
the  useless  sacrifice  which  has  already  cost  so  many 
lives  and  broken  so  many  hearts.  And  surely  we 
should  pray  that  this  country  may  forever  be  saver 
from  any  spirit  of  war,  and  that  its  people  and  its 
officials  may  forever  remlember  that  a  soft  answer 
turneth  away  wrath,  and  that  the  world  is  to  be  con- 
quered not  by  might,  but  by  right.  Worthless  is  the 
commerce  and  the  wealth  of  the  world  when  weigl 
ed  in  the  balance  against  death  and  broken  hearts. — 
The  Burning  Bush. 


GENERAL  SUGGESTIONS  FOR  OCTOBER  PROGRAM 


ByJENN*    B.  MEHRILL,  Pd   D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturers  on  Educational 

Topics 


The  longer  I  try  to  help  kindergartners  prepare  a 
monthly  program,  the  more  thoroughly  convinced  am 
I  that  each  kindergartner  must  be  responsible  for  her 
own  if  she  wishes  to  live  up  to  the  best  thought  of 
the  day,  in  psychology,  in  child  study  or  even  in 
"common  sense!" 

I  have  been  re-reading  ten  October  programs.  I 
wish  the  magazine  could  publish  them  all  that  our 
readers  might  apply  that  great  gift  we  mentioned 
last  month,  comparison,  to  inspire  them  to  make 
their  own  decisions  as  to  what  is  best  for  the  en- 
vironment in  which  they  find  their  respective  kinder- 
gartens. 

Some  one  has  said  the  child  is  dependent  upon 
both  "Nurture"  and  "Nature"  for  his  development. 

It  would  almost  seem  that  some  of  our  little  ones 
had  had  no  "Nurture"  and  no  "Nature,"  as  we  usually 
interpret  those  words,  in  the  kindergarten  for  us  to 
build  upon.  Our  first  duty  is  to  seek  out  and  deter- 
mine what  they  have  had  of  each  for  unless  we  do 
we  will  waste  our  energies.  If  they  have  had  both  in 
good  measure,  that,  too,  should  be  considered.  We 
must  likewise  consider  our  own  ability  in  preparing 
a  program,  as  for  example,  our  ability  to  draw  well 
on  the  blackboard. 

Here  is  a  charming  description  of  a  program  which 
was  based  not  only  upon  environment,  the  children 
living  near  a  small  city  park,  but  also  upon  the 
kindergartner's  ability  to  sketch  well  upon  the  black- 
board. 

You  will  read  the  plan  with  pleasure  and  catch 
inspiration  from  it  as  I  have,  though  you  may  sigh 
and  say,  "I  wish  I  could  draw  like  that,"  or  "I  wish 
my  kindergarten  was  near  a  park!" 

Here  it  is:- 
Hoiv  I  used  the  blackboard  in  September  and  October. 

"A  cross-town  car  line  and  a  paving  of  cobble-stones, 
does  not  prevent  our  street  from  being  a  busy  thor- 
oughfare. The  children  see  loads  of  hay,  flour,  fruit 
and  vegetables  of  all  kinds,  coal,  iron,  huge  tree- 
trunks,  boards  of  all  sizes,  kindling-wood,  barrels  and 
furniture  frames;  and  one  happy  day  we  saw  a  load 
of  sand  which  stopped  at  the  school  and  was  de- 
posited in  the  basement.  The  children  tell  of  the 
truck-loads  of  chickens  and  ducks  that  they  see  and 
they  really  hear  the  sounds  they  make,  and  of  course 
they  want  to  know  where  all  these  things  come 
from. 

The  load  of  sand  was  accounted  for  first.  I  drew 
a  picture  of  a  beach,  the  length  of  the  black-board, 
with  children  digging  in  the  sand,  and  men  loading 
just  such  a  wagon  as  had  brought  our  sand  to  us! 


The  sea  shore  led  to  related  subjects  and  our 
picture  grew  until  it  had  illustrated  many  simple 
stories  and  songs. 

I  found  that  the  children  learned  much  about  fish 
from  the  loaded  push-carts,  and  there  is  always  some 
one  who  can  find  oyster  and  clam  shells  when  we 
want  them.  We  used  them  in  our  sand  box,  and  made 
a  beach  there  too. 

We  began  October  with  a  walk  to  the  park  at  the 
foot  of  the  street.  As  soon  as  we  returned  to  the 
kindergarten  we  mp.de  pictures  on  the  black-board  of 
the  trees  we  had  seen.  The  children  helped  by  telling 
about  the  different  trees  they  had  noticed  particu- 
larly. The  leaves  in  these  trees  were  green  at  first 
and  as  nearly  as  possible  we  follow  the  changes.  The 
children  who  live  near  the  park  tell  us  all  that 
happens  to  the  trees.  We  keep  them  in  the  picture 
until  all  the  leaves  disappear.  Later  these  few  trees 
in  the  park  that  they  know  so  well  stand  amongst 
others  which  I  have  also  drawn;  as  we  walk 
about  autumn  fruits.  There  are  fruit  trees,  nut 
trees,  and  oaktrees.  As  the  leaves  on  some  of  the 
trees  change  color  our  picture  becomes  brilliant  with 
fall  colors.  The  leaves  in  the  park  turn  from  green 
to  brown. 

It  is  a  great  satisfaction  to  be  able  to  bring  branches 
of  the  different  colored  leaves,  that  the  children  can 
handle.  I  let  them  make  impressions  of  leaves  on 
clay.  We  also  outline  leaves  and  paint,  draw,  cut 
and  tear  out  leaves. 

Later  in  month  barrels  and  wagons  appear  in  our 
sketch  under  the  fruit  trees,  and  just  such  loads  as 
the  children  see  in  the  street  also  appear  from  day 
to  day  in  our  picture." 

S.  Q. 

This  very  interesting  plan  was  carried  further  into 
November  and  December.  I  hope  to  continue  its 
story  in  the  months  to  come.  I  have  found  that 
children  love  these  "Growing  pictures."  You,  who 
draw  well,  try  such  a  sketch,  if  there  is  any  basis  for 
it  in  the  child's  experience,  and  also  think  how  you 
can  continue  the  growing  sketch  into  November,  for 
you  will  enjoy  its  progress  all  the  more  if  you  can 
work  it  out  yourself. 

Here  is  another  suggestive  outline,  strongly  con- 
densed with  more  than  enough  in  it  to  start  many 
happy  thoughts  for  the  month  of  October. 

Again  we  find  the  kindergartner  studied  what  was 
in  her  neighborhood  taking  advantage  of  a  small 
farm  or  garden  on  a  city  lot. 

Do  you  think  it  was  in  the  suburbs?  No,  it  was 
in  a  crowded  section  of  the  city  of  new  York.  I 
fear  some  kindergartners  would  not  have  found  "the 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


37 


farm,"  or  if  they  had,  would  not  have  persevered  in 
securing  permissions  to  visit  it  frequently.  I  trans- 
cribe this  outline  for  your  knowing  it  will  help 
whether  you  are  favored  with  a  kind,  nearby  farmer 
or  not,  for  every  child  should  be  introduced  by  story 
and  picture  to  farm  life  if  there  is  no  other  way. 

PREVIEW  FOR  OCTOBER. 
Walk — A  visit  to  the  farmer. 
Central  Object  of  Interests 

1.  Sand-box  as  a  farm — children  build  a  fence 
about  it  with  slats,  also  farmer's  house,  barn,  etc. 

2.  Pictures  of  the  farmer  at  work.  (Children's 
picture  books.) 

3.  A  lamb  in  a  barn.     (Use  a  small  box.) 

4.  A  doll  dressed  as  "Little  Red  Riding  Hood."  (To 
illustrate  story  told.) 

Talks: 

Signs  of  autumn. 
Flowers  of  autumn. 

Autumn  as  a  preparation  for  winter  applied  special- 
ly to  the  farmer. 

8to7-ies : 

How  the  corn  grew. 

The  scarecrow. 

Mary  had  a  little  lamb. 

Little  Red  Riding  Hood. 

Songs : 

Grandmamma    is    knitting. 

Twinkle,  twinkle  little  star. 

Clouds  of  gray  are  in  the  sky. 

Oh,  mother  how  pretty  the  moon  looks  tonight! 

Rhythms  and  Gymnastic  Exercises: 
Washing,  ironing,  sweeping,  scrubbing,  sewing. 
Farmer  plowing,  harrowing,  hoeing,  sowing,  reap- 
ing, pitching  hay,  gathering  fruits  and  nuts. 
High  stepping,  trotting,  creeping,  hopping,  etc. 

Animals:    (In  particular.) 

Horse. 

Sheep. 

Squirrel. 

Selections  to  be  memorized.  (Not  forced  upon  the 
children  but  recited  to  them  many  times.) 

How  the  corn  grew. 

An  autumn  song — (A  little  each  day.) 

Mary  had  a  little  lamb. 

Principal  gift  to  be  used. 

The  Fourth  Gift. 

Brush  work  and  Crayon  Drawings. 

Autumn  flowers. 

Vegetables. 

Autumn  leaves. 

Farmers'  tools,  etc. 

H.  K. 

By  comparing  these  two  plans  you  see  that  if  you 
cannot  draw,  you  can  make  your  scenes  in  the  sand. 
Sand  gives  us  the  third  dimension  and  is  more  real 
in  some  ways  than  pictures  and  less  real  in  others. 

It  is  always  well  to  use  both  sand  and  pictures  if 


possible,  as  they  supplement  each  other.  Some  kind- 
crgartners  keep  a  row  of  pictures  on  the  wall  near 
the  sand  box  illustrating  the  sea  shore,  or  any  scene 
that  may  happen  to  have  laid  out. 

SENSE   GAMES. 

Let  me  urge  attention  to  the  sense  of  hearing. 
Let  the  children  listen  to  the  rustling  sound  of  the 
leaves.     It  will  quiet  them. 

Keep  a  large  box  of  dried  leaves  letting  the  child- 
ren often  dive  their  hands  into  the  box.  Spread  the 
leaves  upon  the  floor  during  the  circle  period  and 
allow  the  children  to  scatter  with  their  feet.  Let 
them  use  the  rake  afterwards  to  clean  up,  bringing 
the  box  into  the  circle,  or  a  child's  wagon  to  cart 
them  off  as  the  men  in  the  park  do  it. 

DRAMATIZATION. 

I  once  saw  in  October  a  simple  little  dramatization 
in  the  morning  circle  after  a  conversation  about  the 
fall  of  leaves. 

Two  boys  were  appointed  to  be  the  workmen  to 
gather  up  the  leaves.  One  took  the  rake,  the  other 
a  child's  cart;  each  put  on  a  cap  as  the  scene  was 
supposed  to  be  out-of-doors.  The  two  boys  were  both 
to  talk  to  each  other  as  if  they  were  workmen.  It  was 
comical  to  hear  them  try  to  do  so.  "Come,  Jim, 
hurry  up,"  one  said.  "Here's  the  rake.",  "Bring 
the  shovel  and  load  up  the  cart."  "Get  the  horse." 
Another  child  was  called,  and  was  fastened  by  horse 
reins  to  the  cart.  Then  the  load  of  leaves  was 
carted  away.     So  the  play  restored  the  room  to  order. 

I  think  this  illustrates  well  how  a  play  may  he 
improvised  or  developed  on  the  spot,  using  the  sim- 
plest "properties"  and  as  far  as  possible  the  child's 
imagination,  and  his  own  language  in  dialogue.  The 
dialogue  was  changed  from  day  to  day  as  different 
children  took  part. 

Another  sense  game  may  appeal  to  touch  if  several 
kinds  of  fruits  or  nuts  are  secured.  Have  the  child- 
ren close  their  eyes  or  better,  put  their  hands  behind 
them  or  under  the  table,  and  without  looking  select 
an  acorn,  a  chestnut,  an  apple,  an  orange.  Gradually 
place  less  familiar  fruits  and  nuts  or  vegetables,  add- 
ing their  names  to  the  child's  vocabulary. 

Keep  always  in  mind  that  the  child's  vocabulary 
is  growing  day  by  day.  Call  frequently  for  the 
names  of  things. 

Some  children,  particularly  foreigners,  do  not 
known  the  names  of  the  very  objects  which  they 
handle  daily. 

As  the  children  build,  you  may  ask,  "What  is  this?" 
of  each  individual  child  as  you  move  about.  Tell  me 
something  about  it.  Just  one  little  sentence  may 
be  a  triumph  for  the  child  if  it  is  his  own  thought. 
Watch  him1  struggle  to  tell  you  even  the  simplest 
story.  Or  again,  "What  are  you  doing?"  This  ques- 
tion brings  out  the  important  verbs  or  action  words. 

Such  work  in  language  is  important  in  the  kinder- 
garten, but  should  not  be  forced  or  overdone.  Well  told 
stories  and   the  verses  of  songs  help  wonderfully  in 


38 


THE  KlNDERGARTEN-PElMARY  MAGAZINE 


language,  if  they  have  been  selected  with  care,  re- 
peated often  and  accompanied  by  emphasis,  gesture 
and  changes  in  voice. 

October  is  one  of  the  richest  months  in  the  year 
for  the  kindergarten  program. 

We  have  not  referred  to  the  flight  of  birds.  The 
"Crane's  Express"  seems  to  be  one  of  the  favorite 
stories  to  impress  it.  Before  telling  it,  have  pictures 
of  birds  around  the  room  for  a  week  or  more.  In- 
terest the  children  in  the  names  of  these  birds  and 
in  their  colors.  Play  bird  games  in  review  or  as  new 
ones,  if  the  children  are  all  new. 

Tell  the  story  of  the  nest  of  the  spring  time.  If 
there  are  children  who  were  with  you  then,  let  them 
tell  it.  Bring  out  your  nests  from  the  cabinet,  or 
visit  a  tree.  Talk  of  what  the  birds  have  been  doing 
laying  eggs,  feeding  the  little  birdies,  teaching  them 
to  fly. 

Now  they  are  going  for  a  long,  long  fly.  Why? 
Where?  Always  arouse  wonder.  It  is  the  precursor 
of  thought. 

It  will  all  depend  upon  the  age  and  development 
of  the  children  whether  this  wonderful  nature  story 
is  suitable. 

Do  not  spoil  a  good  story  by  telling  it  too  soon; 
nor  fail  to  tell  it  at  the  right  time. 

What  an  opportunity  for  your  own  growth  to  ex- 
ercise judgment,  in  all  this  program  work.  Our  pro- 
grams will  surely  vary  if  we  "follow  the  child"  as 
Froebel  and  other  educators  advise  us  to  do.  Read 
Montessori's  advice  for  the  children  to  help  in  the 
kindergarten  program. 

PROBLEMS. 

Many  kindergartners  are  trying  more  and  more  to 
let  the  children  set  little  problems  for  themselves, 
that  they  may  have  a  purpose,  an  aim,  and  recognize 
when  it  is  accomplished.  For  example,  during 
October  if  there  is  a  school  garden,  the  children  may 
have  gathered  seeds.  Let  them  think  what  to  make 
to  put  the  seeds  in.  This  is  problem  enough  for  a 
child.  Give  each  child  a  piece  of  paper  and  see  what 
he  can  make  that  will  really  hold  seeds.  Select  the 
best  result,  talk  about  it,  suggest  further  improve- 
ment if  necessary.  Let  all  try  again,  possibly  the 
same  day,  possibly  the   next. 

Exchange    initiative    however    crude    the    result. 


Follow   it   by    imitation    and    suggestions, 
dictation  in  the  background  until  much  later. 


Keep 


We  hope  to  follow  this  thought  of  having  the  child 
work  out  his  little  problems  more  fully  during  the 
coming  months,  meanwhile,  let  me  urge  a  close 
study  of  Miss  Luella  A.  Palmer's  paper  upon  this 
subject  given  last  July  before  the  kindergarten  depart- 
ment of  the  National  Education  Association. 


NOTE — The  above  detailed  account  of  a  week's  work 
was  prepared  by  a  young  kindergartner.  In  studying 
it  observe  the  following  points  that  she  has  intro- 
duced: 

1.  Practical  exercises  in  care  of  room  similar  to 
those  recommended  by  Dr.  Montessori  every  morning 
before  nine  o'clock. 

2.  Daily  use  of  the  lullaby  or  silence  exercise  to 
secure  composure  after  violent  exercise  in  the  play 
yard. 

3.  Group  work. 

4.  Carefully  selected  rhythms. 

5.  Games  in  which  all  take  part  followed  by 
choice. 

6.  Use  of  old  fashioned  finger  plays  as  well  as 
the  modern  kindergarten  finger  plays. 

7.  Children  allowed  to  count  each  other  at  roll 
call,  a  valuable  number  lesson. 

8.  A  Friday  review. 

9.  Distribution  of  work  to  take  home. 

(In  some  kindergartens  the  last  period  is  often 
given  to  play  with  the  thing  that  has  been  made  as 
the  children's  work  is  not  always  welcomed  at  home 
nor  understood.  Mothers'  meetings  gradually  remedy 
this.) 

PROGRAM  FOR  A  WEEK  IN  OCTOBER 

Central  thought:  Observation  of  changes  in  out 
door  life. 


Monday. 


8 :  40—9. 


Free  play  with  balls. 

Drawing  on  black-boards. 
Helping  to  prepare  room. 
9—9:30. 
Morning  ring. 
Greetings. 

Good  morning  to  you. 

Goodmorning  to  the  glorious  sun. 
Roll  call. 

Counting  girls. 

Counting  boys. 

Counting  all  children. 
Talk  on  weather. 

Kind  of  day. 

Name  of  day. 

Name  of  month. 

Changes  in  month  of  October. 

Fall  flowers. 

Bare  twigs  and  trees. 

Falling  leaves. 

Nutting  season. 
Turtle  draws  into  shell,  caterpillar  asleep. 

Birds  migrate,  etc. 

9:30—9:40. 

Marching. 

With  soldier  cap. 
With  trumpets. 
With  drums. 
With  flags. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


39 


9:40—10. 

Recess  in  yard. 
10—10:30. 
Gift  period. 
Five  minute  lullaby  and  rest. 
Emphasis  on  orderly  presentation  and  arrange- 
ment of  material. 
Group  A — 3rd  gift. 

Simple   life   forms — little   copies   of   daily    life 
around  them. 

Chairs,  beds,  tables,  side-board,  bureau,  etc. 
Group  B — Slats. 
Sorting  colors. 

Arranging  in  piles  of  5  each. 
10:30—10:45. 
Rhythms  and  physical  exercises. 
Running. 
Skipping. 
Hopping. 
Bouncing  balls. 
Tossing  balls. 
10:45—11:15. 
Occupation. 

Group    A — Tearing    red    and    yellow    autumn 

leaves. 
Group  B — Drawing  bare  trees. 
11:15—11:40. 
Games. 
Come  now  let  us  sing,  etc. 
Games  in  which  all  take  part. 
I  will  hold  my  right  hand  so. 
Did  you  ever  see  a  lassie. 
'Round  and  'round  the  city. 
Choice  of  individuals. 
I  wish  dear  little  playmate. 
Hiding  the  ball. 
We  are  playing  together. 
Sense  games. 
Feeling  objects  and  guessing  their  names. 
Tasting  fruits  and  guessing  their  names. 
11:40—11:55. 
Ring. 

Finger  plays. 

Here's  a  ball  for  baby.   (Followed  by  lullaby. 
Sleep  baby,  sleep,  or  Rock-a-bye  baby.) 
Mother's  knives  and  forks. 
Show  neat  work  around  ring. 
Ball  games. 
Nursery  rhymes. 
Dramatize  Miss  Muffett. 
Dramatize  Jack  Horner. 
Good-bye  songs. 
Distribution  of  work  to  take  home. 

Tuesday. 
8 :  40—9. 

Same  as  Monday. 
9—9:30. 

Morning  ring. 
Greetings. 
Good  morning  to  you. 
Good  morning  to  the  glorious  sun. 
How  do  you  do  (new). 


Roll  call. 

Counting  girls. 
Counting  boys. 
Counting  all. 
Review  of  songs  learned  thus  far. 

Choice  to  be  made  by  the  children. 
Continuation   of   talk   on   nature   activities   of 
October  Math  special  reference  to  the  squir- 
rel and  the  nutting  season.     How  the  squir- 
rel stores  up  nuts  for  winter   ( show  acorns 
and   chestnut  burrs)    kind   of  home,  habits, 
etc.     Mention  other  animals  or  insects  get- 
ting  in   their   winter   supplies.       Bees,  ants 
etc. 
Story.     Whiskey,  Friskey  and  Bushy  Tail. 
9:30—9:40. 
Marching. 

Following  the  lead  and  motions  of  captain. 
9:40—10. 

Recess  in  yard. 
10—10:30. 
Gift  period. 

Five  minute  lullaby  and  rest. 
Presentation  of  material. 
Group  A — Sticks.       Outlining  house,  bed,  table, 
chairs,   etc. 
Group   B — Third   gift.     Easy  life  forms.       Se- 
quence  of  household   furnishings.     Same  as 
rroup  A  on  Monday. 
10:30—10:45. 
Rhythms  and  physical  exercises. 
Squirrels  running. 
Mice  creeping. 
Ponies  trotting. 
High-stepping  horses. 
*       Giants  walking. 

Brownies  dancing. 
10:45—11:15. 
Occupation. 

Group  A — Coloring  large  squirrel  on  both  sides 

(with  crayons). 
Group  B — Drawing  acorns  on  paper  and  black- 
board. 
11:15—11:40. 
Games. 

Come  now  let  us  sing. 
Games  in  which  all  take  part. 
Tick-tock  goes  the  clock. 
Folk  dance:  Clap,  clap,  bow. 
Review  games  played  Monday. 
Games  in  which  individuals  are  chosen. 

The  squirrel  loves  a  pleasant  place,  (new) 
Skipping  games. 
Sense  games. 
Feeling. 
Tasting. 

Smelling,  (new) 
Review  games  played  Monday. 
Dramatize  story  told  in  morning  ring. 
11:40—11:55. 
Ring. 
Finger  plays; 


40 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Ball  for  baby. 

Mother's  knives  and  forks. 

Little  squirrel   living  there   in  your   hollow 

tree,   (new) 
Ball  games. 
Nursery  rhymes. 
Good-bye  songs. 

Wednesday. 
8:40—9. 

Same  as  Monday. 
9—9:30. 
Morning  ring. 
Greetings. 
Review  songs  already  learned. 
Thumbs  and  fingers  say  good  morning. (new) 
Roll  call. 
Counting. 
Girls. 
Boys. 

All  children. 
Continuation  of  talk  on  nature  activities  in 
October.  Special  emphasis  on  migration  of 
birds.  "Why  they  fly  south.  Mother  love. 
Habits.  Empty  nests.  Sparrows  always  with 
us,   etc. 

Show  bird's  nest. 

Story.     How  the  Robin's  Breast  Became  Red. 
Teach  new  song. 
Fly  little  birdie,  etc. 
9:30—9:40. 
Marching. 
9:40—10. 
Recess. 
10—10:30. 
Gift  period. 
Five  minute  lullaby  and  rest. 
Presentation  of  material. 

Group  A — 3rd  gift.       Make  bird  house,  fence 
where  birds  sit,  telegraph  poles  where  they 
perch,  etc. 
Group  B — Outlining  with  sticks.     Trees,  bird- 
house,  fence,  telegraph  wire,  etc. 
10:30—10:45. 

Rhythms  and  physical  exercises. 
Birds  flying. 
Birds  hopping. 
Squirrels  running. 
Mice  creeping,  etc. 
Clapping  hands  in  time. 
Tramping  feet  in  time. 
Tip-toes. 

Skipping,  running. 
10:45—11:15. 
Occupation. 
Marching  to  tables. 
Lullaby  and  rest. 
Presentation   of   materials. 
Group — A.     Paste  bird-house. 
Paper  triangle. 
Paper  square. 
Slat. 


Group — B.     Draw  on  black-board  the  deserted 
nest  in  a  tree. 
11:15—11:40. 
Games. 

Come  let  us  sing,  etc. 

Review  games  played  Monday  and  Tuesday. 
Five  little  chicadees. 
Pretty  little  blue  bird. 
Pigeon  house,    (new) 
11:40—11:55. 
Ring. 

Finger   plays. 

Review:     Little    squirrel    and    other    plays 
(new)  This  is  little  birdie's  nest. 
Ball  games. 
Dramatization  of  Mother-goose  rhymes. 

Review:   Miss    Muffett,    Jack    Horner,    King 
Cole. 

New:    Four-and-twenty  blackbirds. 
Good-bye   songs. 

Distribution  of  work  to  take  home. 
Thursday. 
8:40—9. 

Same  as  Monday. 
9—9:30. 
Morning  ring. 
Greetings. 

Review  all  good  morning  songs  learned. 
Roll  call. 
Counting. 
Girls. 
Boys. 
Both. 
Continuation  of  talk  on  October  nature  activi- 
ties.    Speak   of  Mr.   Wind   and   the  autumn 
leaves  falling  from  trees  make  a  warm  cov- 
ering for  seeds. 

Show  red,  green  and  yellow  leaves.     Discuss 
differences  as  to  shape,  size,  color,  etc.  Learn 
names  of  a  few  common  leaves. 

Learn   new  song:       Come   little  leaves  said 
the  wind  one  day. 

Story.       The     Anxious     Leaf.      (Henry     W. 
Beecher.) 
9:30—9:40. 
Marching. 
9:40— li. 
Recess. 
10—10:30. 
Gift. 
Group  A — Same  as  group  B  on  Wednesday. 
Group  B — Same  as  group  A  on  Wednesday. 
10:30—10:45. 

Rhythms  and  physical  exercises. 
Leaves  scattering  in  the  wind. 
Birds  flying  and  hopping. 
Squirrels  running. 
Skipping,  tip-toes,  heels,  etc. 
10:45—11:15. 
Occupation. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


41 


Marching  to  tables. 

Lullaby  and  rest. 

Giving  out  materials. 

Group    A — Parquetry — pasting    autumn    leaves 

on  paper. 
Group  B — Making  chains  or  (if  I  can  get  them) 
stringing  acorns  and  leaves. 
11:15—11:45. 
Games. 
Come  now  let  us  sing. 
Active  games  in  which  all  take  part. 
Children  to  choose  games. 
Dances. 
Little  play-mate  dance  with  me.  (new) 
Clap,  clap,  bow. 
I  will  teach  you  how  to  dance. 
11:40—11:55. 
Ring. 
Finger  plays. 

Pigeon-house  as  a  finger  play. 
This  is  little  birdie's  nest. 
The  squirrel. 
Ball  games. 

Repetition    of   story   told    in    morning   ring    and 
Good   bye   songs, 
dramatized  by  children. 
Distribution  of  work. 

Friday. 
8:40—9. 

Same  as  Monday. 
9—9:30. 
Morning  ring. 
Greetings. 
Review  all  songs. 
Finger    play:    Thumbs    and    fingers    say    good 

morning. 
Roll  call. 
Choice   of   songs   to   sing   made   by    individual 

children. 
General    review    talk    on    nature    subjects    dis- 
cussed during  week.     Squirrel,  birds,  nutting 
season,  leaves,  etc. 
Verses  recited  by  individual  children. 
I'd  rather  be  a  little  child,  etc. 
We  will  try  to  be  patient  and  loving,  etc. 
This  world  is  so  full  of  a  number  of  things, 
etc. 
Children  choose  story. 
9:30—9:40. 
Marching. 
9:40—10. 
Recess. 
10—10:30. 
Gift. 
Group    A— 3rd    gift.        Short   dictation    of    ob- 
jects  made   during  week   by  means   of   imi- 
tation.    Most  of  the  period  devoted  to  build- 
ing anything  they  like. 
Group  B— Sticks:    (Brief  suggestion  and  dicta- 
tion instead  of  imitation)  home  furnishings. 
Free  choice  later  part  of  period. 


10:30—10:45. 
Rhythms  and  physical  exercises. 
Review  skipping,  running,  etc. 
Gymnastic  exercises. 

Rolling,    bouncing,    throwing,    catching    make- 
believe  balls. 

Heads,  shoulders,  one,  two,  three,  etc. 
10:45—11:15. 
Occupation. 

Group  A — Stringing  Hailman  beads. 

Lesson  on  color. 
Group  B — Stringing  straws  and  circles. 
11:15—11:40. 
Games. 
Review. 

Ring.     (All  review  work.) 
Finger  plays. 
Ball  games. 

Nursery  rhymes  dramatized. 
Talk  on  cleanliness. 
Good-bye  songs. 


B.    L.    F. 


FALL   WALKS. 


We  go  for  a  walk  at  least  once  a  week. 

Once  to  see  the  squirrels  in  the  park. 

To  see  a  pigeon  house  and  pigeons. 

To  see  a  beautifully  colored  maple  tree. 

To  see  old  birds'  nests. 

To  observe  the  crickets  and  grasshoppers. 

To  gather  autumn  leaves. 

To  see  a  cow  in  the  meadow. 

These  walks  are  delightful  to  all  and  I  feel  that 
we  gain  a  great  deal  thereby. 

H.  S.  T. 

The  weather  has  been  so  fine  all  month  that  we 
have  been  out  nearly  every  day  for  a  short  walk. 
Have  gathered  leaves,  nuts  and  burrs  and  what  was 
the  most  enjoyable  walk  of  all,  to  see  the  squirrels 
on  the  parkway. 

K.    E.   D. 

Walks  average  two  a  week.  To  gather  flowers, 
fruit,  caterpillars,  grasshoppers,  watch  and  feed 
chickens.  To  climb  up  and  down  the  rocks,  to  get 
outside  of  the  Asylum  grounds. 

On  one  of  our  walks  this  month  we  visited  the 
Botanical  Gardens  to  see  the  gorgeous  trees,  and 
gather  nuts,  but  what  proved  of  greatest  interest 
was  the  Bronx  River. 

These  are  some  of  the  remarks  overheard. 

"Listen!   the  river  is  talking." 

"It  says  something  like  this  sh ." 

"See  how  it  is  running  along  with  us.  May  be 
it  will  go  to  school  with  us. 

"It's  alive.     It  could  if  it  wanted  to." 

"See  the  white  (meaning  the  foam)  that  is  a  sign 
of  snow." 

G.  E.  K. 

Miss  CI.  and  I  spent  Oct.  27th,  at  the  Bronx  Zoo 
with  both  kindergartens,  42  children  in  all,  with 
lunches  and  carfare.  We  started  at  10  a.  m.  and 
returned  at  three.  We  spent  a  most  enjoyable  and 
profitable  day,  having  seen  the  more  important  larger 


42 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


animals,  the  monkeys  and  the  birds.  On  the  follow- 
ing days  the  children  made  some  original  drawings 
illustrating  our  visit,  pasted  pictures  of  animals  and 
cut  out  silhouettes  which  we  used  in  an  animal  frieze 
to  help  decorate  our  room  for  the  Mother's  Meeting. 

I.    R. 
STORIES  FOR  OCTOBER. 

"The  Chestnut  Boys." 

"Friskey,   Bushy  Tail  and   Brownie." 

"Crane's   Express."    (modified) 
"Fleet  foot  and  Jack  O'Lantern." 
"The  Little  Wee  Women." 
"Dunny." 

PICTURES. 
Stories  told  of  the  pictures  in    the  room. 
Story  of  Girl  and  Dog  by  Reynolds. 
Story  of  Mother  and  Daughter. 
Story  of  An  Unexpected  meeting  by  Peel. 
Story  of  Tom,  Irenen  and  Prince. 
Story  of  The  Ducks. 
Story  of  The  Sunbonnet  Babies. 
Story  of  Dogs  eating  from  Plate. 


E.  R.  V. 


RHYMES. 

Little  Jack  Horner. 

Dickory  dock. 

Jack  and  Jill. 

Little  Boy  Blue. 

Baa,  Baa,  Black  Sheep. 

Little  Bo-Peep. 

Little  Miss  Muffet. 

Mary,  Mary,  quite  contrary. 

ANIMAL   STORIES. 
Susy's  Dream. 
Billy  Bob  Tail. 
The   Little    Pig. 
Baby  Ray,  Go  Sleep. 
Wake   up. 
The  Three  Bears. 
Coming  and  Going. 
The  Frisky  Family. 

A    FALL    SEQUENCE    IN    GAMES. 


M.  E.  P. 


B.   P.   W. 


After  several  games  have  been  developed,  it  is 
interesting  to  play  them  one  after  the  other  in  a  way 
to  illustrate  or  tell  a  connected  story  as  all  the  bird 
games, until  finally  the  birds  all  fly  away  South. 

1.  Building  a  nest. 

2.  Hopping  in  and  out  of  nest. 

3.  Learning  to  fly. 

4.  Flying. 

5.  Migration. 
Again. 

1.  The  orchard. 

2.  Loading  wagon. 

3.  Train.    (To  carry  to  city.) 

4.  Selling  fruit.    (In  city  store.) 

The  second  sequence  is  suggested  in  "Games  and 
Finger  Plays  for  the  Kindergarten,"  compiled  by  N.  Y. 


Public   School  Kindergarten  Association,   which  can 
be  ordered  through  this  magazine. 

It  is  also  interesting  to  take  a  day  to  play  all  the 
games  about  animals  although  these  would  not  make 
a  sequence. 


HINTS  ON  DRAWING  IN  THE  PRIMARY  GRADE. 

The  only  aim  that  any  subject  of  instruction  at  any 
reriod  of  the  school  life  should  have  is  that  of  giving 
just  the  natural  amount  of  development  to  some 
bodily,  mental,  moral  or  spiritual  tendency  at  just 
the  time  that  that  tendency  is  of  paramount  interest 
to  the  child. 

The  tendencies  that  characterize  the  primary  child 
are  those  of  restless,  bodily  and  mental  activity;  the 
latter  being  of  the  subjective  imaginative  kind.  It 
is  the  time  of  symbolism  and  spontaneous  play;  the 
time  of  all  times  to  inculcate  the  love  of  artistic  crea- 
tion which  will  blossom  at  a  later  period. 

He  is  intensely  interested  in  action,  in  human 
and  animal  life;  but  not  in  landscape  except  as  a 
conventional  background  for  some  kind  of  action. 


The  kindergarten  has  mcrs  than  justified  its  pres- 
ence as  an  integral  part  of  the  public  school.  It  gives 
children  the  power  to  play  rationally — a  power  which 
they  are  too  apt  to  lose  in  a  crowded  city — and  play 
is  nature's  method  for  preparing  the  young  of  all  ani- 
mals, including  those  of  the  human  species,  for  the 
serious  work  of  life. 

It  affords  them  occupation  §uited  to  their  years,  and 
thus  fulfills  the  fundamental  instinct  of  learning 
through  self-activity.  Not  only  so,  but  it  relieves  the 
tedium  of  everyday  life,  whether  in  the  mansion  of 
the  rich  or  the  tenement  of  the  poor,  and  lays  the 
foundation  of  habits  of  industry.  And  lastly,  its 
ethical  value  in  teaching  children  to  play  and  work 
together  as  a  social  group,  and  to  obey  without  fear 
and  without  coercion  the  voice  of  lawful  authority, 
is  of  incalcuable  benefit. — G.  A.  Maxwell,  superin- 
tendent OF  SCHOOLS,   NEW  YORK  CITY.. 


"There  is  only  one  comprehensive  rule  for  bringing 
up  children,  and  that  is  that  we  must  honestly  rack 
our  reluctant  minds  until  they  give  us  back  some- 
thing of  our  own  forgotten  emotions.  .  .  .  That  we 
must  acknowledge  the  child's  mind  and  emotions  re- 
semble our  own,  in  scarcely  limited  counter  part.  Sub- 
jective teaching  is  the  only  teaching  worth  while,  and 
Sympathy  the  only  kind  of  love  which  will  bring  us 
the  best.  Children  learn  most  by  example  and  they 
throw  open  the  doors  of  their  hearts  to  those  who 
have  shown  them  that  hearts  have  doors." — Wells 

The  teacher  of  mature  wisdom  and  judgment,  with 
her  deepened,  loving  understanding,  mothers  and 
grandmothers  the  race  and  with  the  skill  of  the  sculp- 
tor shapes,  moulds  and  re-creates  the  souls  entrusted 
to  her  care. 


"It  is  a  good  rule  to  endeavor  hour  by  hour,  and 
week  after  week  to  learn  to  work  hard.  It  is  not 
well  to  take  four  minutes  to  do  what  we  can  accom- 
plish in  three.  It  is  well  to  learn  to  work  intensely." 
— Charles  W.  Eliot. 


f  Mil  KINDERGARTEN-PRIMARY  MAGAZINE 


43 


THE  BABY  CLUB 

Hedwig  Levi. 

London,  England 

At  the  beginning  of  this  year  was  started  a  club 
which  has  its  home  in  the  East  End  of  London.  Its 
members  are  some  of  the  poorest  of  the  great  City, 
and  yet  we  are  certain  that  there  is  no  other  club  in 
London  where  a  brighter  spirit  prevails. 

The  club  house  was  once  a  public  house  called 
"The  Mitre"  but  there  is  now  nothing  more  to  be 
seen  of  a  "Public  bar,"  or  "Jug  and  bottle  depart- 
ment." 

The  founder  of  the  Club,  Dr.  Harry  Roberts,  who 
has  been  in  Stepney  long  enough  to  learn  what  is 
good  for  it,  put  his  scheme  before  Mrs.  Waldorf  Astor, 
and  under  his  command  fell  the  old  walls,  and  the 
transformation  took  place. 

Dr.  Roberts,  whom  we  have  not  the  pleasure  of 
knowing  personally,  must  be  the  ideal  good  doctor  for 
he  not  only  knows  what  is  best  for  the  bodily  ills  of 
his  clients  but  tries  to  remedy  the  effects  of  their 
environment  by  bringing  a  little  sunshine  into  their 
lives.  We  could  see  this  from  the  bright  light  which 
came  into  a  poor  woman's  eyes  when  we  asked  her 
the  way  to  the  "Babies'  Club." 

Then  babies  are  the  members  of  this  Club,  and  at 
present  their  number  varies  between  20  and  30.  The 
Club  was  started  partly  to  give  a  few  slum  children 
a  good  time,  and  partly  to  give  their  mothers  a  chance 
to  go  to  work. 

The  members'  ages  are  under  school-age  but  not 
under  2  1-2  years. 

Between  8  and  9  o'clock  in  the  morning  these  little 
ones  are  left  at  the  Club  by  their  brothers  and  sisters 
on  their  way  to  school,  and  they  remain  there  until 
about  half  past  four  in  the  afternoon,  when  they 
are  taken  home  again  by  their  mothers  or  some  other 
relative. 

In  this  Club  the  members  learn  to  be  good  and 
useful  but  they  have  not  the  faintest  idea  that  they 
are  learning  anything  at  all. 

Miss  Marie  Brahms,  the  lady  who  has  charge  of 
this  little  flock,  told  us  that  she  and  her  assistant — a 
very  handsome,  sweet  looking  Japanese  lady — are 
trying  to  give  every  child  individual  attention  (and 
here  "individual  attention"  does  not  mean  constant 
supervision;  the  children  are  watched  but  are  left 
a  great  deal  to  themselves)  and  therefore,  the  num- 
ber of  members  cannot  be  more  than  20  to  30  although 
many  mothers  constantly  ask  if  their  little  boy  or 
girl  cannot  also  come. 
At  ten  o'clock  the  children  receive  a  glass  of  milk 
and  a  biscuit,  and  their  dinner  hour  is  from  12:30 
to  1:30.  They  pay  Id  each  for  their  dinner,  which 
is  cooked  in  the  nice  little  kitchen  on  the  first  floor. 
The  children's  pantry  is  on  the  ground  floor,  adjoin- 
ing the  playroom. 

The  playroom — which  is  also  used  as  the  dinning- 
room — is  a  fine  spacious  room  with  distempered  walls, 


upon  which  hang  nice  pictures  of  knights,  of  polar 
bears,  and  landscapes.  A  piano  also  occupies  a  posi- 
tion in  the  room,  and  at  a  signal  upon  it  the  club 
members  run  off  to  the  scullery  to  fetch  the  table- 
cloth, the  plates  and  basins,  and  get  their  little  tables 
in  order.  They  also  help  to  serve  dinner.  They  do 
love  to  help!  Little  George, — a  healthy  looking  fel- 
low who  loves  to  work — and  another  little  boy  (was 
it  little  Albert?)  serve  out  the  "Helpings,"  which  two 
little  girls  carry  round. 

When  dinner  is  over,  the  members  wash  themselves, 
and  when  this  is  done  retire  to  rest.  The  place  for 
a  quiet  nap  is  screened  off  from  the  playroom,  and 
each  member  has  a  nice  mattress  and  a  dear  little  pil- 
low with  its  owner's  name  embroidered  in  red  upon 
it;  so  little  Charlie  cannot  make  any  mistake  and  put 
his  weary  head  upon  Bobby's  or  Bessie's  pillow. 

Those  who  do  not  wish  to  rest,  take  out  their  toys — 
and  they  have  plenty  of  nice,  useful  ones.  A  lovely 
big  doll  seemed  to  be  the  favorite  with  both  girls 
and  boys,  but  they  have  also  an  engine  and  hoops 
with  which  they  play  on  the  sunny  roof-garden.  They 
have  in  addition  "live"  toys — or  shall  we  say  "pets" — 
for  instance  mice,  lizards,  and  little  fishes.  These 
are  the  special  pride  of  the  Club  members. 

When  passing  their  room  to  the  roof  garden,  we 
also  noticed  a  clean  little  bathroom  containing  a 
white  bath  and  a  hot  water  geyser.  This  must  have 
been  a  surprising  place  to  the  slum  children  indeed! 
But  they,  as  well  as  their  mothers,  have  quickly 
learned  what  a  blessing  cleanliness  is,  and  the  little 
ones  can  now  even  go  home  in  their  nice  little  green 
jersey  suits,  as  they  come  back  clean  the  next 
morning. 

Twice  a  week  a  lady  doctor  comes  to  examine  the 
little  ones  and  to  give  them  drill  instruction. 

All  this  is  such  a  blessing  to  their  mothers;  but 
the  good  doctor  has  not  stopped  here.  There  is  still 
something  more  in  store  for  these  fortunate  Stepney 
inhabitants. 

The  good  doctor  thought  that  it  would  be  too  much 
for  the  mothers  in  the  long  summer  holiday  to  have 
the  babies  as  well  as  the  bigger  brothers  and  sisters, 
on  their  hands.  He  therefore  will  not  close  up  the 
Club  House  during  that  time,  but  will  remove  the 
little  flock  into  the  country. 

It  will  be  quite  a  journey  for  the  little  mites  to  go 
so  far  away,  and  what  eyes  they  will  make  when 
they  come  to  the  real  country! 

The  estate  is  about  70  acres  and  a  house  has 
been  built  there  but  is  not  quite  finished  yet.  So 
Miss  Brahms,  who  will  take  the  children  down,  will 
live  with  them  in  an  open  air  shelter  erected  on  a 
big  square  which  will  be  specially  reserved  for  them. 

It  is  hoped  that  the  first  Babies'  Club,  which  al- 
ready proves  such  a  blessing,  will  soon  be  followed 
by  more  Babies'  Club-houses,  to  give  other  mothers 
and  children  the  assistance  which  they  will  gladly 
accept  and  which  is  the  real  kind  of  help  as  it  is 
not  giving  only — one  who  takes  care  of  the  children 
receives  so  much  more  than  they  do — but  it  is  help- 
ing in  the  best  sense  of  the  word, 


44 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Living  Animals  In  The  Kindergarten. 
By  Dr.  Jenny  B.  Merrill. 

Many  authorities  have  called  attention  to  the  value 
of  the  association  of  children  with  pet  animals.  There 
seems  to  be  a  peculiar  affinity  between  children  and 
animals — a  feeling  of  kinship  between  them.  Parents 
and  kindergartners  should  unite  in  efforts  to  secure 
pet  animals  in  the  home  and  also  in  the  kindergarten 
as  an  invaluable  aid  in  moral  training.  A  desire  to 
fondle  and  to  protect  a  little  pet  arouses  kind  thoughts 
and  deeds. 

The  interest  in  kindergartens  throughout  the  coun- 
try in  pet  animals  has  been  extending  and  of  all 
animals  the  pet  rabbit  or  "Bunny,"  as  the  children 
call  him,  is  the  favorite.  The  kitten  and  the  canary 
are  also  most  welcome  visitors.  Even  a  chick  or  two 
sometimes  is  entertained  for  a  week  or  more  in  the 
springtime,  and  we  have  had  pigeons,  too. 

The  atm,osphere  of  the  kindergarten  room  is  chang- 
ed by  the  presence  of  Bunny  when  he  has  the  free- 
dom of  the  room.  The  children's  minds  seem  more 
active  and  alert,  and  not  only  the  games,  but  the 
drawing  and  brush  work,  the  free  cutting  and  oral 
expression  have  all  shown  decided  improvement  when 
the  children  have  this  little  living  creature  as  a  daily 
companion. 

If  it  is  not  possible  to  keep  a  living  animal  any 
length  of  time  in  the  kindergarten  room,  kindergart- 
ners have  sometimes  arranged  what  is  known  as  "The 
Traveling  Menagerie."  A  few  pets  are  purchased  in 
common  and  are  loaned  for  a  week  at  a  time  in  the  dif- 
ferent kindergartens.  Bunny  is  seldom  kept  in  a  cage, 
but  is  allowed  to  run  about  the  room,  and  if  he  cannot 
be  comfortably  settled  for  the  night,  an  additional 
pleasure  is  given  to  the  children  by  a  visit  first  to  one 
home  and  then  to  another.  In  this  way  the  parents 
have  become  interested  in  pets  for  the  home.  One 
child  returned  saying,  "Everyone  played  with  Bunny 
— even  papa  stayed  at  home." 

The  need  of  regularity  in  caring  for  pet  animals  be- 
comes one  of  the  best  means  of  training.  Feeding 
time  comes  regularly,  and  the  little  one  should  be 
held  at  least  partly  responsible,  although  some  older 
person  must  of  necessity  oversee  such  an  important 
matter.  The  canary's  bath  has  served  as  a  sugges- 
tion of  cleanliness. 

A  child's  greatest  interest  is  in  the  habits  of  ani- 
imals,  and  the  close  observation  aroused  naturally  by 
the  child's  curiosity  impresses  many  details  of  form 
and  movement.  The  child's  attention  is  closely  held 
and  the  knowledge  gained  grows  naturally  and  is 
easily  retained.  The  quick,  agile  movements  of  ani- 
mals suggest  grace  and  beauty.  The  gentle  curves 
of  the  body  and  the  dainty  colors  in  feathers  and  in 
furry  coverings  aid  in  developing  a  love  of  delicate 
color  tones  and  beautiful  outlines. 

In  the  kindergarten  there  should  be  very  little  act- 
ual instruction  about  animals;  for  example,  there 
should  be  no  formal  lessons  on  naming  parts,  but 
questions  may  be  asked  to  arouse  curiosity,  as, 
Does  birdie  ever  go  to  sleep?    Can  he  speak?    What 


does  he  say?  Can  you  make  a  sound  like  it?  What 
shall  we  feed  him  Why  does  Bunny  need  such  long 
ears?  How  can  pussy  walk  so  softly?  How  does  she 
wash  herself?  Such  questions  should  always  be  based 
upon  characteristic  activities  They  will  lead  the 
children  to  observe  thoughtfully  and  to  ask  further 
questions    themselves 

When  there  is  no  pet  animal  in  the  home  or  in 
the  school,  a  horse  or  dog  which  may  be  seen  pass- 
ing daily  in  the  street  should  be  known  by  name  and 
frequently  made  a  subject  of  inquiry  and  conversa- 
tion 

Whether  living  animals  are  observed  at  home,  in 
the  school,  on  the  street,  or  in  parks,  it  is  the  individ- 
ual animal  with  its  own  individual  name  that  is  most 
valuable  in  arousing  kind  thoughts  and  deeds  on 
the  part  of  the  little  child.  The  children  in  one  of  our 
city  schools  watched  every  day  at  noon  for  "Dobbin" 
to  appear,  and  some  one  was  always  ready  with  an 
apple  or  a  lump  of  sugar  for  him. 

Jack  was  the  pet  street  dog  of  hundreds  of  children 
on  one  crowded  city  block,  and  when  he  was  in  danger 
of  being  carried  away,  the  children  gave  their  pennies 
freely  to  provide  him  with  a  license. 

Every  small  park  should  be  provided  with  a  few 
animals  for  the  children's  delight.  Squirrels  at  least 
should  abound  for  the  little  ones  to  feed. 

Pigeons  and  sparrows  may  often  be  observed  in 
the  streets  and  the  sparrows  are  often  fed  on  the 
window  sills  of  the  schools,  especially  in  winter  time. 

Next  in  interest  to  these  living  creatures  of  the 
higher  types  are  those  to  be  found  in  the  kindergarten 
or  school  acquarium  or  terrarium.  As  many  as  six 
distinct  types  of  animal  life  have  been  observed  in 
these  by  kindergarten  children,  namely,  gold  fish, 
tadpoles  and  frogs,  toads,  turtles,  lizards,  snails  and 
water-bugs.  Living  bees,  butterflies,  spiders,  grass- 
hoppers and  crickets  have  been  entertained  in  kinder- 
garten window  boxes. 

Each  one  of  these  living  creatures  has  a  peculiar 
fascination  for  a  child  because  of  some  characteristic 
motion,  habit  or  sound.  From  the  movements  of  each 
one,  a  play  may  be  developed.  In  each  simple  little 
drama,  the  child  should  enter  heartily  into  the  life 
of  the  animal,  playing  quite  freely,  before  a  formal 
game  is  taught. 

When  I  was  a  little  girl  I  was  fond  of  a  story  about 
"Willie  Wildfire."  Willie's  name  suggests  a  wild  boy, 
but  I  only  remember  how  Willie  loved  the  bees  and 
birds  and  butterflies.  When  anyone  tried  to  catch 
them,  he  would  say,  "When  I  was  a  butterfly"  or 
"When  I  was  a  bird,  I  didn't  like  to  be  touched."  Per- 
haps Willie  went  to  kindergarten;  perhaps  he  was 
only  playing  with  his  own  imagination.  There  is  good 
moral  training  in  such  imaginative  animal  plays. 

However,  the  direct  influence  from  the  care  of  pets 
is  much  deeper.  Miss  Harvey,  of  Adelphi  College, 
says:  "I  know  the  value  of  our  kindergarten  pets,  and 
should  you  ask  me  whether  we  can  have  a  kindergar- 
ten and  leave  our  pets  out,  I  should  shake  my  head 
and  answer  with  the  good  old  Scotch  woman:  'I  hae 
ma  doots.' " 


THE  KINDERCHRTEN-PROTARY  MAGAZINE 


45 


PICTURES  AND  STORIES  OF  ANIMALS. 

Pictures  and  stories  supplement  the  living  animal 
but  never  can  take  its  place.  Pictures  of  children 
playing  with  animals  should  be  selected  for  the  walls 
of  the  kindergarten  and  the  nursery.  Several  excel- 
lent picture  panels  and  friezes  are  now  common  in 
our  kindergartens.*  Many  kindergartners  make  bor- 
ders by  repeating  an  animal  form,  alternating  with 
a  plant  form,  suggesting  the  food  or  the  native  haunt 
of  the  animal,  as,  the  duck  and  the  water  lily,  or 
the  rabbit  and  the  carrot,  the  swan  and  cat-tails,  etc., 
etc. 

Kindergartners  also  mount  pictures  of  animals  cut 
from  old  toy  picture  books  on  long  strips,  adding  a 
few  strokes  of  the  crayon  to  make  a  connected  scene, 
as  of  a  barnyard.  Even  the  children's  work  has  been 
used  by  a  kindergartner  with  excellent  effect  in  mak- 
ing these  decorative  borders.  For  example,  the  child- 
ren's trees,  fences  and  barns  have  been  mounted  with 
animal  pictures  as  a  border  or  arranged  in  groups. 
Toy  animals  are  valuable  in  making  picture  scenes 
on  the  sand-table.  Animals  modeled  in  clay  are  also 
used  in  this  way.  Plaster  casts  of  animals  are  used 
for  ornament. 

Every  kindergarten  should  be  well  supplied  with 
animal  picture  books.  Such  books  are  necessary  in 
extending  the  knowledge  of  animal  forms  not  com- 
mon in  the  city  and  also  in  suggesting  the  natural 
environment  of  animals.  Such  books  as  the  follow- 
ing have  proved  helpful:  "Cosy  Nook  Farm,"  "Father 
Tuck's  Animal  Pictures,"  "Little  Boy  Blue,"  Barn 
Yard  Pets,"  Friends  at  the  Farm,"  Four  Footed 
Friends,"  "Big  Animals,"  "Small  Animals,"  "Baby's 
own  Aesop,"  Derslow's  "Mother  Goose,"  Kate  Green- 
way's  "Mother  Goose,"  "Children's  Pets,"  "Little 
Chicks,"  "Little  Polly's  Pets,"  etc.  The  very  titles 
suggest  the  life-like  pictures  which  we  endeavor  to 
obtain.  Try  to  secure  some  books  which  show  both 
mother  and  father  animal  on  the  same  page  with  their 
young. 

The  many  songs  and  games  relating  to  animal  life 
we  have  already  referred  to.  It  would  be  helpful 
to  make  a  special  list  of  these  by  examining  care- 
fully such  books  as  Neidlinger's  "Small  Songs  for 
Small  Singers,"  Poulsson's  "Finger  Plays  and  Holi- 
day Songs,"  Hill's  "Song  Stories,"  Gaynor's  "Songs 
of  the  Child  World."  Humor  in  the  animal  world 
is  of  particular  interest,  and  we  are  indebted  to  Mr. 
Neidlinger  for  his  happy  treatment  of  "Mr.  Duck  and 
Mr.  Turkey,"  of  "Tiddledy  Winks  and  Tiddleby  Wee," 
as  well  as  many  other  amusing  songs  of  animals. 

A  list  of  about  one  hundred  animal  stories  has  been 
collated  by  the  New  York  Public  School  Kindergarten 
Association.  This  list  is  classified  under  the  follow- 
ing heads:  1.  Animal  Stories  from  Mother  Goose. 
2.  Stories  of  cats  and  kittens.  3.  Dog  stories. 
4.  Stories  of  horses  and  ponies.  5.  Stories  of  cows 
and  sheep.  6.  Stories  of  chickens.  7.  Bird  stories. 
8.  Stories  of  rabbits  and  squirrels.  9.  Stories  of  in- 
sects and  fishes.  10.  Fables.  (Only  a  few  fables  are 
suitable  for  children  under  seven.) 

It  would  be  valuable  for  any  kindergartner  or 


primary  teacher,  or  for  pupils  in  training  classes 
to  make  such  a  classified  list  for  herself,  using  such 
books  as  "In  the  Child's  World,"  "Mother  Stories," 
Wiltse's  "Kindergarten  Stories,"  back  numbers  of  "St. 
Nicholas,"  "The  Kindergarten  Review,"  "Kindergar- 
ten Magazine,"  supplementary  reading  books,  and  a 
good  edition  of  "Mother  Goose"  and  "Aesop." 

Such  a  list  would  serve  to  impress  upon  the  kinder- 
gartner the  value  of  stories  of  animals  in  the  moral 
development  of  the  child,  for  it  must  be  remembered 
that  it  is  by  no  means  merely  to  collect  facts  about 
animals,  or  to  study  Natural  History,  that  we  are 
urging  more  attention  to  them  in  the  kindergarten 
and  in  the  home.  The  character  training  resulting 
from  the  loving  interest  in  the  animal  itself  and 
the  sympathy  awakened  by  following  its  life  in  well- 
told  stories  and  pictures  is  far  the  most  important 
point  we  have  considered. 

INSPIRATION— SUGGESTIONS  TO  TEACHERS 

Inspire  the  child,  and  the  lessons  will  take  care 
of   themselves. 

Method  is  of  far  less  importance  than  manner. 

Awaken  the  wish  to  know,  to  have,  to  do,  or  to  be, 
and  you  have  performed  the  very  highest  office  for  hu- 
manity. 

What  the  child  volunteers  to  do,  gives  real  char- 
acter— good  or  bad.  Can  you  not  well  bend  your  en- 
tire effort  to  make  the  voluntary  action  noble? 

If  your  own  heart  overflows,  the  drippings  will  satu- 
rate all  within  their  reach. 

The  key  to  all  success  is  inspiration,  and  it  is  the 
teacher's  golden  key — reducing  her  work  to  the  lowest 
common  denominator,  but  multiplying  her  results  by 
a  thousand-fold. 

"Dry?"  "Dull?"  Then  permeate  the  study  with 
wisdom  and  light,  that  its  very  brilliance  shall  attract 
the  child  who  will  otherwise  be  repelled  by  it.  Your 
very  enthusiasm  will  be  infectious.  Do  not  let  even 
one  recitation,  nay,  even  a  study  period,  become  "flat, 
stale,  and  unprofitable";  but  fill  each  with  living 
germs,  even  as  the  very  air  about  us  is  filled. 

Since  the  days  of  Him;  who  "spake  as  never  man 
spake,"  the  influence  of  the  good  teacher  has  been  like 
the  casting  of  a  pebble  into  the  depths — creating  rip- 
ples whose  outermost  circles  wash  the  shores  of 
Eternity  itself. 


PLAYING    GAMES. 
Laura  Rounteee  Smith. 


Oh  many  games  we  like  to  play, 

Out  in  the  orchard  every  day, 
"London  Bridge  Is  Falling  Down," 

And  "Old  King  Cole  Has  Come  to  Town.1 
Clasp  your  hands  and  hold  them  high, 

To  pass  under  we  will  try. 
Then  marching  up  and  down  we  go. 

Such  happy  children  as  you  know, 
Some  day  we'll  play  a  game  for  you, 

With  flags  of  red,  and  white,  and  blue, 
Then  clasp  the  hands  and  hold  them  high, 

For  merry  children  passing  by  J 


In  the  September  number  we  referred  to  the  First 
Gift,  stating  that  it  consisted  of  six  balls,  usually  of  soft 
rubber,  covered  with  woolen  or  worsted,  one  each  of 
the  six  principal  colors,  red,  orange,  yellow,  green, 
blue,  and  violet.  For  children  of  the  primary  age  its 
chief  value  will  be  in  teaching  color,  motion,  and  di- 
rection. 

We  emphasized  the  importance  of  giving  correct 
color  perception  of  at  least  the  six  principal  colors, 
and  gave  a  suggestive  first  gift  lesson,  in  which  the 
teacher  introduced  the  ball,  asking  the  children  to 
give  its  name,  then  writing  the  words  on  the  black- 
board, afterwards  calling  attention  to  the  color  of  the 
ball,  and  ending  with  the  sentence  on  the  black- 
board, "It  is  a  red  ball."  The  pupils  were  invited  to 
bring  something  on  the  following  day  that  would  re- 
semble the  ball  in  color.  Afterwards  the  shape  of 
the  ball  was  emphasized  and  this  sentence  brought 
out,  "The  ball  is  round."  This  was  followed  by 
swinging  the  ball  like  a  pendulum,  bounding,  etc.  For 
supplementary  seat  work  it  was  advised  to  have  the 
children  fold,  string,  and  paste  red  kindergarten 
papers,  or  sew  circles  with  red  thread,  etc.  In  this 
issue  we  begin  with  lesson  2. 

Lesson  No.  2. 

A  review  of  words  learned  in  Lesson  1,  with  some 
variation,  as,  "The  red  ball  is  round."  etc.  I  am 
thinking  of  something  else  that  is  round.  Who  can 
guess  what  it  is?    Yes,  an  apple  is  round. 

Can  you  tell  me  something  else  that  is  round?  An 
orange  is  round,  a  cherry  is  round.  'Yes.  The  earth 
on  which  we  live  is  nearly  round.  The  children  name 
other  articles  that  are  round,  and  review  the  reading 
from  the  board.  "The  round  ball  is  red."  Whose  ball 
is  this?  "It  is  my  ball."  Children  read  sentence,  ^It 
is  my  ball."  Marion,  you  may  get  the  balls  and  give 
them  to  the  children,  who  receive  the  balls  in  their 
right  hand  as  before,  saying:  "I  thank  you,"  and  per- 
haps repeating  the  rhyme  of  the  previous  lesson. 
Children  may  toss  their  balls  to  each  other.  Teacher 
writes,  "Toss  the  ball."  Children  read  the  sentence. 
Then  teacher  tosses  her  ball  to  one  of  the  children, 
and  writes,  "I  can  toss  the  red  ball."  Have  children 
read  the  sentence. 

The  different  things  brought  by 'the  children  as 
representing  their  idea  of  red  are  then  examined  by 
the  teacher  and  pupils.  This  will  afford  an  oppor- 
tunity to  detect  and  correct  erroneous  conceptions  of 
the  color.  In  like  manner  as  the  lessons  continue 
let  all  the  colors  represented  by  the  balls  be  brought 
out  and  emphasized. 

In  teaching  the  colors  it  is  best  to  first  call  atten- 
tion to  the  color  and  talk  about  it  before  the  name  of 
the  color  is  mentioned. 


In  the  latter  case,  all  the  colors  may  be  referred  to 
in  the  first  lesson,  but  before  naming  the  different  col- 
ors of  the  balls  talk  about  them  in  such  manner  as  to 
lead  the  children  to  think  about  the  color  before  the 
name  is  given. 

Lesson  No.  3. 

After  distributing  the  balls,  begin  the  lesson  with  a 
talk  on  the  material  from  which  the  balls  are  con- 
structed. 

Can  you  tell  me  what  the  balls  are  made  of?  India 
rubber  inside  and  woolen  yarn  outside.  Can  you  tell 
me  how  india  rubber  is  made?  Well,  it  is  made  from 
india  rubber  milk  which  is  found  in  plants  and  trees 
that  grow  in  the  south,  where  it  is  nearly  always 
warm,  and  where  there  is  hardly  ever  any  snow  o,r  ice. 
The  men  cut  into  trees  and  the  yellow  rubber  milk 
runs  out.  It  is  then  more  than  half  water  but  it  is 
boiled  over  a  fire  and  in  that  way  rubber  is  separ- 
ated from  the  water  and  it  can  then  be  made  into 
many  things  besides  balls.  Can  you  think  of  anything 
else  that  is  made  of  rubber?  Yes,  rubber  bands,  rubber 
erasers,  rubber  corks,  rubber  dolls,  rubber  combs,  rub- 
ber buttons  and  even  shoes,  coats,  hats,  etc.,  are  made 
partly  at  least  of  rubber.  It  was  first  used  to  rub  out 
black  pencil  marks,  and  that  is  the  reason  they  called 
it  india  rubber.  In  our  next  lesson  I  will  tell  you 
something  about  the  woolen  yarn  that  covers  the  balls. 

Now  we  will  look  at  the  colors  you  have  brought 
me  and  to-day  we  will  think  about  the  color  that  is 
like  this  ball.  Can  you  see  anything  in  the  room  that 
is  in  color  like  this  ball?  Can  you  remember  anything 
that  is  fit  this  color?  Can  you  tell  me  the  name  of 
this  color.    Yes,  orange. 

Teacher  writes  on  the  board,  "I  can  play  ball," 
"See  my  ball  swing,"  "My  ball  is  rubber,"  etc. 

To-morrow  you  may  bring  me  something  that  has 
the  same  color  as  the  ball. 

Gather  the  balls,  and  for  seat  work  let  pupils  copy 
the  sentences  from  the  board  and  fold,  paste  or  string 
orange  papers,  etc. 

ANOTHER   SUGGESTIVE  LESSON   INTRODUCING 
ALL   THE   COLORS   AT   ONE   TIME. 

Lesson  No.  4. 
"Would  you  like  to  play  a  ball  game  this  morn- 
ing?   Then  let  us  repeat  these  words:" 

In  my  hand  a  ball  I  hold, 
Till  upon  the  floor  it  rolls. 
If  it  goes  in  the  ring 
We  will  clap,  we  will  sing. 
Tra  la,  la,  et^ 

(Clapping  if  the  ball  goes  in  the  ring.) 
"John  may  run  up  to  the  box   (have  the  six  balls 
suspended  from  the  crossbeam)  and  choose  the  ball 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


47 


he  likes  best  and  roll  it  in  the  ring  as  we  all  sing" 
(the  above  song.)  (Make  the  ring  on  the  floor  of 
third  gift  blocks  placed  close  together  with  an  open- 
ing to  allow  the  ball  to  enter  the  ring.) 

"Who  can  tell  us  the  color  of  the  ball  John  rolled 
into  the  ring?-' 

"Good;  Mary  guessed  it;  and  now  she  may  choose 
the  ball  she  likes  best  to  roll  in  the  ring." 

And  the  song  is  repeated  while  Mary  rolls  her  ball 
into  the  ring. 

This  little  song  and  game  may  be  repeated  until 
many  have  made  a  choice. 

In  case  all  the  colored  balls  are  not  ch«sen  ask  to 
have  those  which  have  not  been  chosen  rolled  for  the 
sake  of  naming  the  colors  not  already  chosen. 

As  a  close  to  this  lesson  take  all  the  balls  of  the 
beam,  except  the  red  one. 

"I  wonder,  children,  who  can  find  the  ball  here  in 
my  apron  that  looks  most  like  the  red  ball?" 

"Yes,  Nan  has  found  it." 

"What  color  is  it,  Nan?" 

Nan  answers,  "The  orange  ball." 

"Tie  it  on  the  beam,  Nan,  next  to  the  red  ball." 

"Who  can  find  the  ball  that  looks  most  like  the 
orange  ball?"  Proceed  in  like  manner  until  all  the 
balls  have  been  arranged  in  this  order — red,  orange, 
yellow,  green,  blue,  and  purple. 

In  this  step  you  are  leading  the  children  to  feel 
the  relationship  of  color  and  color  harmony. 

Later,  after  the  children  have  had  many  lessons  in 
color,  repeat  the  first  part  of  this  lesson  for  the 
purpose  of  noticing  the  growth  in  the  taste  of  the 
children. 

This  entire  lesson  should  not  be  longer  than  fifteen 
minutes. 

Lesson  No.  5. 

Continue  language  lesson,  and  close  with  motion 
lesson.     The  following  may  prove  suggestive. 

Teacher  directs  the  pupils  to  swing  the  balls  back- 
wards and  forwards,  singing  or  repeating  the  words: 

Merrily,  Merrily, 
Backwards   and   forwards, 

Cheerily,  Cheerily, 
Go  our  pretty  balls. 
Repeat  several  times. 

Change  to  the  circular  motion,  using  the  words: 

Round  and  round  in  a  ring, 
See  my  ball  quickly  swing. 

Repeat. 

Then  swing  the  balls  around  in  the  opposite  direc- 
tion, repeating  the  words: 

Now  back  again, 
In  circle  true, 
Swiftly  our  little 
Balls  will  go. 


Books   should    to    one    of   these   four   ends    conduce, 
For   wisdom,   piety,    delight    or   use. 

— Denham. 


COLUMBUS  DAY— OCTOBER  14,  1492 
By  Mary  E.  Law 

One  of  the  most  important  and  delightful  phases 
of  kindergarten  work  is  the  observance  of  holiday 
or  festivals  which  Froebel   did  much  to  encourage. 

The  first  celebration  of  the  year  is  Columbus  Day. 
The  teacher  of  the  Kindergarten  should  prepare  her- 
self by  a  thorough  study  of  Washington  Irving's  life 
of  Columbus,  or  some  equally  reliable  and  interesting 
account  of  the  great  discoverer. 

The  children  should  be  prepared  by  a  study  of  the 
first  gift,  adding  balls  of  different  sizes,  colors  and 
textures.  One  large  ball  can  represent  the  sun,  and 
be  tossed  into  the  air  and  allowed  to  turn  and  spin 
to  the  children's  delight.  A  smaller  one  should 
be  used  for  the  earth  and  a  still  smaller  one  for  the 
moon.  Others  should  be  called  stars,  for  the  child 
should  learn  at  once  and  forever  that  the  heavenly 
bodies,  spheres,  ball  or  globes  are  continually  revolving 
rotating  and  whirling  in  the  heavens.  Little  songs 
and  stories  should  be  used  to  fix  the  impressions  in 
the  mind.  The  earth  may  be  represented  by  a  ball 
half  white  and  half  black  or  some  other  color,  so 
that  day  and  night,  and  the  phases  of  the  moon 
may  be  illustrated.  The  occupation  work  should  be- 
gin with  the  sun,  sewed  in  a  radiating  pattern  in 
yellow  silk.  The  sun,  moon  and  stars  may  be  posted 
on  paper  in  the  form  of  a  poster.  The  moon  may  be 
represented  as  a  crescent  to  give  variety,  but  the 
stars  should  never  be  represented  as  five  or  six  print- 
ed affairs.  All  sorts  of  round  objects  should  be 
brought  in  by  the  children  to  emphasize  and  define 
the  spherical  form.  After  a  couple  of  weeks  of  this 
kind  of  preparation  the  story  of  Columbus  may  be 
begun  and  going  on  from  day  to  day.  Beginning 
with  his  childhood  and  emphasizing  the  qualities  of 
courage  and  perseverance. 

His  faults  should  not  be  mentioned  neither  should 
he  be  painted  as  an  ideal,  simply  as  a  man  of  won- 
derful courage  and  perseverance.  The  balls  should 
be  used  constantly  for  illustration  and  very  soon 
the  sand  table  sliould  be  brought  into  requisition.  The 
shores  of  Spain  and  the  port  of  Palos  are  made.  Then 
the  three  ships,  the  Nina,  the  Pinta  and  the  Santa 
Marie.  Then  the  Islands  of  the  West  Indies  which 
he  discovered  with  the  American  continent  in  the 
background.  The  Indians,  the  wigwams  and  the 
camp  fires,  give  color  and  interest  to  the  story.  All 
the  incidents  of  the  voyage,  should  be  brought  out, 
especially  where  Columbus  ordered  the  crew  to  "Sail 
on!  Sail  on!  Sail  on!"  After  the  story  is  completed, 
a  pageant  should  be  arranged  for  Columbus  Day, 
October  14.  There  should  be  Queen  Isabella  and 
King  Ferdinand  on  the  throne.  Then  Columbus  and 
his  followers  bearing  baskets  or  bags  of  potatoes, 
corn  and  other  products  of  the  new-found  land,  in- 
cluding six  Indians  in  native  costume,  with  moc- 
casons,  bows  and  arrows,  stuffed  birds  and  other 
gifts.  All  sorts  of  games  may  follow.  Some  of  the 
songs  that  may  be  used  in  preparation  follow: 
"Oh!  Lovely  Ball  of  Golden  Light" 

"The  round  beautiful  world," 

"Do  you  know  how  many  stars," 

"Try,  try  again,  and  Columbus  sailed  across 

[the  sea." 


48 


THE  KINDERGARTEN-PRD1ARY  MAGAZINE 


THE  TWO  GATES 

Commentary. 
Translated  by  BERTHA  JOHNSTON 

The  intention  of  these  little  plays,  that  gift  with 
which  they  are  meant  to  endow  the  child,  is  easily 
stated.  First,  teach  him  to  guard  that  which  he  has 
acquired.  Second,  help  him  to  distinguish  surround- 
ing objects,  and  seek  to  have  him  name  them — at 
first,  what  is  nearest  to  him  in  house  and  yard; 
garden  and  field,  and  then  later  on,  in  the  plain  and 
in  the  woods. 

Teach  him  to  recognize  things  not  only  by  their 
names,  but  also  by  their  attributes;  not  only  by  their 
attributes  when  in  action,  their  conduct;  but  also  by 
their  qualities,  when  in  repose. 

Have  you  not  observed,  Mother,  what  a  profound, 
an  imperative  desire  for  all  this  dwells  in  your  child? 
At  a  certain  time  in  his  life,  almost  as  if  by  magic, 
he  appears  to  invent  for  himself,  the  words  for  act- 
ivities and  qualities.  At  this  period  what  joy  is 
given  the  child  by  the  perception  of  smoothness,  wool- 
iness,  hariness,  brightness,  roundness,  as  well  as  by 
the  activities  of  rolling,  creeping,  hopping  and  the 
like.  And  with  admirable  ease  he  apprehends  and 
connects,  contemplation,  word  and  idea. 

Preserve,  nurture  this  feeling,  in  him.  For  if  you 
do  not  foster  it,  if  you  do  not  put  him  in  the  way  of 
right  activity,  he  is  lost  to  you:  he  will  as  if  it 
were,  rust,  as  the  magnet  rusts,  and  lose  those  fac- 
ulties, which  are  not  continuously,  increasingly  em- 
ployed. 

This  sense,  so  to  speak,  of  the  child,  resembles 
costly  wine  in  a  broken  glass;  what  is  not  made 
use  of  at  once  is  lost-powers  which  are  not  immed- 
iately exercised,  efforts  which  are  not  directly  sus- 
tained by  a  suitable  object  perish. 

The  honeysuckle,  mother,  has  familiarized  you  with 
flowers  in  pairs,  and  you  know  of  others  variously 
grouped,  as  in  catkins,  in  the  pyramidal  elderberry 
and  the  round   snowball. 

The  child  can  discover  many  other  things  about 
flowers.  The  colors,  delicate,  variegated,  plain.  The 
forms,  bell-shaped,  rayed,  round,  spurred  like  a 
knight,  spiralled  like  a  snail.  Bound  arrangement, 
bound  in  tufts,  in  umbels,  or  in  disks.  For  each  of 
these  a  term  can  soon  be  found,  when  aided  by  eyes 
that  are  clear  and  sound.  Each  is  strengthened  by 
what  he  finds  out  for  himself. 

Then,  only  have  courage,  dear  Mother,  and  use 
well  each  hour.  The  seeds  concealed  deep  within 
the  fruit  will  germinate,  to  refresh  and  rejoice  you. 
As  soon  as  this  is  perceived  it  will  bring  blessing  to 
your  child. 
Some  Additional  Suggestions  for  the  School  Teacher. 

The  above  Commentary  of  Froebel  refers  to  two 
pictures,  shown  in  this  number  of  The  Kindergarten 
Magazine,  (The  Farmyard  Gate,)  and  one  depicting 
the  Garden  Gate.  In  the  first  are  seen  the  various 
animals  and  fowls  of  the  farmyard,  the  presence  of 
colts  and  calves  indicating  the  spring  season,  which 
thus  serves  to  connect  our  Fall  subject  with  those 
of  a  few  months  previous.     In  the  background  we  see 


a  frisky  colt  taking  advantage  of  the  open  gate  to 
risk  adventure  into  the  unknown. 

The  pictures  and  commentary  suggest  several 
seeds  of  thought  for  the  teacher  to  drop  incidentally 
into  the  fertile  mind  of  parent  or  child,  as  occasion 
may  arise. 

What  are  some  of  the  differences  between  wild 
and  tame  animals?  Why  do  tame  animals  need 
special  care?  Through  dependence  on  man  they  have 
lost  certain  powers  of  discrimination  and  do  not 
know  how  to  care  for  themselves  as  they  do  in  their 
wild  state. 

What  are  some  of  the  needs  of  all  animal  life?  Food, 
drink,  salt,  shelter  from  heat  and  cold?  How  do 
wild  creatures  secure  these  necessities. 

Cbanges  in  thickness  of  fur  in  winter  and  summer; 
migration  for  warmth  or  cold,  or  for  food. 

Need  of  shepherds  in  some  countries;  sheep  die 
of  eating  sheep  laurel,  not  knowing  that  it  is  poison- 
ous for  them. 

What  dangers  threaten  animals  if  they  run  away 
from  home?  wild  animals,  as  wolves  and  foxes:  being 
run  over  by  locomotives;  getting  lost  or  stolen. 

What  special- care  do  our  farmyard  animals  need 
in  winter?  They  must  be  housed  from  wind  and  cold 
and  snow,  and  fed  with  grain  or  hay  stored  by  provi- 
dent farmer. 

What  do  they  give  us  in  return  for  our  care  of 
them?  Milk,  eggs,  wool,  feathers,  transportation, 
work  in  field  and  road. 

The  second  picture  shows  a  charming  formal 
garden,  a  rustic  fence  in  the  foreground,  with  a  little 
girl  reclining  upon  it  in  contemplative  attitude,  while 
another  little  niaiden  reaches  through  to  pluck  a  blos- 
som. Flowers,  trees,  shrubs  adorn  the  garden,  with 
a  fountain  in  the  center  and  a  decorative  gate  in  the 
background.  There  is,  however,  no  such  variety  as 
one  would  expect,  after  reading  the  commentary.  The 
teacher  would  be  under  the  necessity  of  supplying 
examples  of  various  types  of  flower,  leaf,  stem,  etc. 

A  discussion  about  the  treasures  which  we  most 
value  and  must  most  carefully  guard  leads  naturally 
to  Curran's  famous  declaration,  "Eternal  vigilance  is 
the  price  of  liberty."  How  can  we  best  preserve  this 
great  boon  which  has  been  purchased  at  the  cost  of 
such  sacrifice  in  the  past?  Why  is  liberty  such  a 
treasure?  What  is  meant  by  freedom  of  the  press? 
What  may  happen  if  we  abuse  this  privilege?  Liberty 
to  think  for  oneself;  liberty  to  express  one's  thoughts; 
liberty  to  act  according  to  the  dictates  of  conscience 
as  long  as  one  does  not  thereby  interfere  with  the 
liberty  of  another — that  is  what  America  stands  for. 
A  precious  privilege  that  one  must  not  endanger  by 
license. 

In  Mothers'  Meetings  the  teacher  may  lead  in  a 
discussion  as  to  the  value  of  the  "gate"  when  young 
people  reach  the  adolescent  period.  How  much,  how 
little  freedom  is  it  safe  to  give  the  young  boy,  the 
young  girl,  in  order  to  preserve  that  which  is  noblest 
in  them?  What  training  will  best  give  the  youth,  the 
maiden,  the  self-respect,  the  high  ideals,  the  will  pow- 
er and  self-restraint,  to  pass  safely  by  the  many  pit- 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


49 


talis  set  for  the  feet  of  the  unwary  and  unsophisti- 
cated.? To  help  them  conquer  the  temptations  inci- 
dent to  every  stage  of  development? 

Surely  one  safeguard  is  a  joy  in  Nature,  a  familiar- 
ity with  her  charms,  as  seen  in  the  life  of  farmyard, 
forest,  garden,  or  sunset  sky;  a  knowledge  of  the 
beauties  to  be  discovered  in  every  wayside  walk. 
When  the  collecting  instinct  siezes  the  boy  or  girl, 
guide  them  to  an  interest  not  alone  in  postage  stamps, 
but  in  all  the  wonders  of  the  natural  world. 

Help  the  parents  to  feel,  also,  that  although  we  want 
to  keep  the  young  people  in  the  Garden  of  Innocnce  as 
long  as  possible,  that  ignorance  is  not  necessarily  a 
safeguard.  When  they  must  pass  through  the  gate 
into  the  great  world  beyond,  they  must  be  equipped 
with  knowledge,  but  as  Sir  Galahad  sang,  "My 
strength  is  as  the  strength  of  ten,  because  my  heart 
is  pure." 


THE  ACORN. 

By   Susan   Plessner   Pollock. 

"Grandmother,"  said  Herman  one  day,  "I  have  had 
an  acorn  in  a  box  for  a  long  time,  but  still  it  is 
nothing  but  an  acorn;"  "And  what  should  it  become 
in  your  box?"  asked  grandmother."  Why  a  ship,  or 
a  cupboard,  such  as  Godmother  Athol  bought  in 
town;"  said  the  boy.  Grandmother  laughed:  "My  very 
dearest  little  monkey"  she  said,"  how  came  you  to 
have  such  a  strange  fancy?  How  can  an  acorn  be 
changed  into  ship  or  a  cupboard?"  "Godmother  told 
me  that  her  cupboard  was  once  an  acorn,  and  that 
the  ships  (which  she  had  herself  seen)  were  also 
once  acorns."  Your  Godmother  Athol  was  right,  but 
the  acorn  does  not  change  itself  in  such  a  short  time 
in  this  way."  "But  Boland  told  me  about  a  man  who 
dug  up  sand  in  the  woods  and  put  it  in  his  cellar 
and  the  next  morning,  it  had  turned  into  gold."  "Rol- 
and told  you  a  fairy  story  dear  boy;  such  stories  are 
not  true."  "Then  Roland  told  me  a  falsehood;  I  will 
never  believe  him  again!"  "He  was  joking  with  you, 
not  telling  you  a  falsehood;  it  is  allowed  to  tell  fairy 
stories  to  children,  because  they  give  children  pleas- 
ure and  because  every  one  who  hears  them  knows 
right  away  (immediately)  that  they  are  intended  for 
fairy  stories.  Only  those  falsehoods  are  sinful,  which 
are  told  as  if  they  were  true.  Roland  did  not  think 
my  little  Herman  was  such  a  little  stupid  one,  as  to 
believe  the  story."  "But  how  can  an  acorn  turn  into 
a  ship  in  any  other  way?"  "The  acorn  is  a  seed;  when 
it  lies  in  the  earth,  it  receives  life,  that  is,  it  develops 
a  germ  or  seed  bud;  the  Heavenly  Father,  has  given 
every  seed  the  magic  to  change  (transform)  itself. 
Just  so  the  acorn  develops  in  itself  a  seed  bud,  which 
bursts  its  hard  shell  house,  and  pushes  itself  deeper 
into  the  earth,  and  builds  roots, — then  the  acorn  push- 
es a  seed  bud  upward  and  from  it  there  grows  a 
tiny  tree,  as  fine  as  a  thread;  now  if  nothing  harms 
this  little  sprout,  no  hare  or  rabbit  nibbles  it  off, 
and  nobody's  heavy  foot  breaks  it  off,  it  grows  on, 
becoming  higher  and  stronger;  when  it  is  as  old  as 
Grandma,  then  it  has  a  fine  trunk  and  tough  knotty 


branches;  but  the  oak  lives  much,  much  longer  than 
man,  (people)  they  can  live  to  be  several  hundred 
years  old.  By  and  by,  when  the  tree  trunk  is  strong 
enough  it  is  cut  down  by  men,  then  the  ship  build- 
ers build  ships  and  the  cabinet  makers  make 
cupboards  from,  the  wood."  Herman  had  listened 
attentively;  as  grandma  stopped  talking,  he  shook 
his  head;  "It  is  still  too  bad"  (a  pity)  he  said,  "That 
the  acorn  is  not  changed  (transformed)  through  a 
miracle,  or  magic."  "Is  then,  the  opening  of  the  seed- 
kernel  and  the  growth  of  the  germ,  or  seed  bud,  no 
magic,  or  miracle?"  "Yes,  it  is  indeed  a  wonder 
miracle,  but  it  would  be  nicer  if  the  acorn  could  be 
changed,  or  transformed  in  one  night."  "There  are 
many  things  in  nature  which  are  changed  in  one 
night!  yesterday,  I  saw  a  large  basket  full  of  pretty 
pink  and  white  blossoms,  with  many  dewey,  fresh, 
green  leaves:  Gertrude  would  like  to  have  made 
wreaths  with  them,  they  pleased  her  so;  when  I  saw 
the  basket  today,  there  were  no  more  flowers  in  it; 
in  their  place  stood  a  vessel  filled  with  a  sweet  fluid, 
(drink)."  "Is  that  a  Fairy  story?"  asked  Herman. 
"No,  my  precious  boy,  it  is  a  nature  wonder;  the  flow- 
ers and  leaves  in  the  basket  yesterday,  were  clover 
blossoms  and  leaves  and  grass — mother  gave  them  to 
the  cow  for  her  supper  last  evening,  and  over  night 
they  were  turned  into  milk."  "Ah,  so!  that  happens 
every  day."  "Yes,  certainly  every  day,  but  is  it,  for 
that  reason,  any  less  a  great  wonder,  (miracle) 
magic?  The  fairy  stories  which  grown  up  people 
write  and  tell,  to  give  children  pleasure,  sound  more 
wonderful,  because  they  tell  things  of  which  we  have 
never  before  heard,  while  Nature  works  her  wonders 
and  her  magic,  daily  before  our  eyes,  in  exactly  the 
same  way.  When  one  is  uo  more  a  child,  tiey  com  Ider 
these  magical  happenings  with  astonishment.  It  is 
the  duty  of  grown  up  people,  to  bring  such  wonders 
to  the  notice  and  attention  of  children,  that  they  may 
early  have  the  joy  and  delight  of  observing  how  rich 
God's  Nature  is  in  remarkable  happenings;  it  is  a 
world  of  magic." 


A  Playground  Institute  was  recently  organized  in 
Cleveland,  Ohio,  to  train  workers  for  the  local  play- 
grounds and  recreation  centers. 


Five  in  every  ten  children  observed  outside  of 
school  hours  in  the  average  city  are  loafing — doing 
nothing  at  all  because,  as  they  say,  "There  is  nothing 
to  do,"  according  to  Arthur  C.  Moses,  of  the  Wash- 
ington Playground  Association. 


WAS  IT  YOU? 
By  Laura  Rountree  Smith. 

A  little  girl  sang  a  song  at  play, 
A  little  girl  helped  mother  all  the  day, 
A  little  girl  smiled  as  she  worked  away, 
Was   that   little  girl   you? 


Even    from    the   body's   purity,   the    mind. 
Receives   a   secret,    sympathetic   aid. — Thomson. 

"Don't   Care"  has  no  house. — Negro, 


"THE   FARMYARD   GATE" 

Mother  Play  Picture 


♦THE  GARDEN  GATE' 

Mother  Play  Picture 


52 


THE  KIKDEROABTEN-PRIMAEY  MAOAZIKE 


/   n 

\ 

X 

G- 

— ir> 

THE  BARN  AND  WHEELBARROW 


STRAIGHT  LINE  CUTTING 

By  Carrie  L.  Wagner. 

During  their  walks  in  October  the  children  will 
see  the  gardners  gathering  in  the  vegetables  and  ty- 
ing up  the  corn  shocks.  The  pumpkin  gleaming  in 
the  fields,  and  the  many  seeds  waiting  to  be  gathered, 
interest  them.  For  an  occupation  this  month,  a 
poster  may  be  made  from  a  square  cut  on  straight 
lines,  picturing  the  work  of  the  month.  From  one 
square  a  barn  and  wheel  barrow  may  be  made.  Fold 
into  sixteen  squares;  cut  from  the  right  on  the  first 
line  the  length  of  a  square,  then  up  the  length  of 
one  square,  across  on  the  center  line  the  length  of 
two  squares,  down  the  length  of  one,  and  out  to  the 
edge  on  the  line.  Thus  six  squares  are  cut  away. 
Fold  the  lower  edge  of  this  piece  of  six  squares  to  the 
first  line;  open  and  fold  the  edge  of  the  upper  left 
hand  square  to  the  lower  edge.  Cut  the  oblong  from 
the  lower  left  edge  and  leave  a  quarter  of  a  square; 
then  cut  the  other  quarter  and  half  square  out.  Fold 
the  upper  left  square  on  the  diagonal  and  cut  off. 
The  squares  on  the  lower  right  corner  may  be  cut 
into  the  shape  of  a  wheel  and  thus  a  realistic  wheel 
barrow  is  formed.  The  ten  squares  left  from  making 
the  wheel  barrow  m|ay  be  the  barn  where  many  ripen- 
ed grains  are  stored.  To  shape  the  roof,  fold  the  two 
upper  corners  on  the  diagonal  to  the  center  crease, 
open  and  cut  away  the  corners  on  the  line. 

Hoes,  rakes,  shovels,  and  other  utensils  may  be  cut 
free  hand,  and  mounted  around  the  edge  of  the  poster. 
Or  pumpkins  and  corn  shocks  drawn  around  the  edge 
would  make  a  pretty  border. 


BUSY  WORK 

The  one  teacher  of  eight  grades  in  a  country  dis- 
trict, or  the  teacher  of  forty  primary  children  in  the 
village  or  town  school,  may  believe  she  has  no  time  to 
arrange,  nor  the  pupils  any  time  to  execute  any  of 
the  work  done  by  the  kindergarten  or  manual  train- 
ing schools.  It  is  probable  that  if  she  should  spend 
the  time  devoted  now  to  restoring  and  maintaining 
order,  to  the  planning  of  some  such  work,  she  would 
be  more  than  pleased  with  the  result. 

In  a  certain  western  town  there  is  a  little  brown- 
eyed,  sweet-faced  lady  in  charge  of  a  Primary  Depart- 
ment enrolling  from  fifty  to  sixty-five  students.  She 
will  show  you  paper-mats,  baskets,  sewing,  clay  mod- 
els, paper  cutting,  etc.,  all  done  by  the  six  and  seven 
year-old  tots.  There  has  been  nothing  of  the  pre- 
scribed year's  work  neglected.  Not  only  is  the  read- 
ing excellent,  the  spelling  good,  the  number-work  up 
to  the  standard  and  the  language  work  far  above  the 
average,  but  the  problem  of  discipline  is  practically 
solved.  When  a  pupil  has  completed  the  preparation 
of  a  lesson,  he  is  permitted  to  busy  himself  with  some 
training  device.  It  may  be  the  weaving  of  a  paper- 
mat;  the  materials  are  ready,  the  directions  on  the 
board.  He  quietly  makes  his  own  selection  of  colors, 
and  is  busy,  happy,  and  therefore  orderly  until  the 
recitation  period.  A  little  thought  on  the  part  of 
the  teacher  and  a  surprisingly  small  amount  of  direc- 
tion will  accomplish  wonders  n  the  matter  of  disci- 
pline and  hand  training. 

Children  of  the  third  and  fourth  grades  may  con- 
struct geometrical  figures  of  pasteboard  or  clay,  learn- 
ing the  names  of  the  figures  and  writing  the  names  of 
objects  having  similar  form.  They  may  make  col- 
lections of  the  different  woods  in  the  neighborhood, 
and  spend  the  odd  moments  in  mounting  them  prop- 
erly. 

Second  grade  children  may  outline  plane  figures 
by  sewing  around  the  outlines  or  pasting  on  wooden 
toothpicks  or  colored  strips  of  paper.  The  colored 
strips  may  be  arranged  into  borders  of  conventional 
design  by  the  more  artistic.  They  may  write  a  story 
and  illustrate  it  by  pictures  clipped  from  advertise- 
ments. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


53 


HO  14; 


FIGI7 


I  I  I 

l  I  I 


noiq 


rgis> 


FIG2.C 


PATTERNS  FOR  FLAGS 

By  John  Y.  Dunlop 


54 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE  REAPERS-Jules  Breton 


STUDY  OF  A  PICTURE 

BY 

Mary  B.  Cotting. 

Isn't  this  a  beautiful  out-doors  picture!  Would  you 
like  to  tell  something  about  it?  No,  it  is  not  a 
garden,  why  did  you  think  it  was?  Yes,  there  is  a 
path  with  flowers  growing  beside  it,  and  the  little 
boy  has  been  gathering  some.  What  is  he  doing 
now?  Why  is  he  running?  Where  do  you  think  they 
all  are  going?  Yes,  they  are  going  home,  and  where 
have  they  been?  You  must  hear  a  story  about  that 
for  you  could  never  guess  what  they  have  been 
doing. 

One  morning  that  little  boy,  whose  name  is  Jean, 
woke  up  very  early,  for  his  mother  had  promised 
that  he  might  go  to  the  harvest  fields  where  she 
worked.  There  was  nothing  he  liked  to  do  better 
than  this,  so  he  dressed  very  quickly.  As  he  buttoned 
button  after  button  he  thought  of  the  last  time  he 
had  been  to  the  fields.  Then  he  had  gone  with  his 
father,  who  ploughed  the  ground  to  make  it  soft 
and  ready  for  the  seed  which  another  man,  called  the 
sower,  was  to  scatter  all  over  the  good-smelling,  up- 
turned, brown  earth.  That  was  a  good  while  ago,  and 
all  the  weeks  since  the  rain  and  sunshine  had  been 
helping  those  seeds  to  grow  into  tall  stalks  of  wheat, 
which  were  now  ripe  and  ready  to  be  cut  down,  and 
it  was  the  cutting  down,  or  reaping  that  Jean  was 
going  to  the  fields  to  watch.  He  loved  to  see  his 
mother  work;  she  cuts  with  a  queer  knife  called  a 
sickle  (like  this  which  the  woman  in  the  middle  of 
this  group  is  carrying,)  and  so  very  swiftly  no  one 
else  can  cut  as  much  in  a  day  as  she  can.  Jean  is 
very  proud  of  his  strong  mother  and  tries  to  keep  still 
for  he  knows  that  will  please  and  help  her.  When 
the  sun  is  high  over  the  tree  under  which  Jean  stays 
the  reapers  come  to  rest  and  eat  their  dinner.    If 


they  are  not  too  tired  they  tell  him  how  in  a  few  days 
the  heaps  of  yellow-covered  grain  will  be  piled  upon 
a  great  wagon  and  drawn  by  two  stout  horses  to, the 
shed  where  some  day  the  ripe  kernels  will  be  beaten, 
or  threshed,  from  the  tiny  husk-coverings  that  have 
protected  them  until  the  just-right  time  came  for- 
them  to  fall  away.  And  they  tell  him,  too,  how  these 
kernels  will  be  sent  to  the  mill  and  ground  into  the 
flour  from  which  bread  is  made.  If  they  are  not 
so  tired  as  to  need  to  take  a  nap,  the  reapers  will 
show  him  the  fields  where  grow  other  kinds  of 
grain — the  kind  that  will  be  used  for  food  for  the 
horses,  cows  and  fowls.  It  is  all  very  wonderful, 
Jean  thinks,  and  all  the  afternoon  as  he  plays  in  the 
shade  by  the  brook  he  wonders  and  wonders  if  his 
mother  will  take  him  to  those  other  fields  to  watch 
the  reaping  there.  When  the  bees  among  the  flowers 
and  the  birds  in  the  fields  and  trees  are  getting 
ready  for  night  the  mother  calls  Jean  for  it  is  time 
for  the  reapers  to  go  home.  As  they  slowly — for 
they  are  very  tired — walk  along  the  path  across  the 
fields  Jean  trots  behind  stopping  now  and  then  to 
gather  flowers  for  the  dear  grandmother  at  home. 
As  he  is  being  tucked  into  bed  after  supper  he  tells 
his  mother  he  thinks  it  si  the  finest  thing  in  the  world 
to  work  in  the  fields,  and  that  when  he's  grown  into 
a  man  like  father,  he  is  going  to  have  a  farm.  Mother 
pats  him  and  says  he  surely  will  if  he  is  good  and 
works  hard  enough. 

Let  the  story  form;  be  the  introduction  to  the 
picture.  From  time  to  time  let  he  child-questions 
determine  when  to  give  information  concerning  the 
harvests  of  various  countries,  emphasizing  especially 
those  of  our  own  land. 

That  which  is  of  first  importance  in  using  this 
picture  is  to  be  the  awakening  of  the  dormant  child- 
love  for  the  beautiful  through  the  impression 
made  by  the  French  artist's  (Jules  Breton)  represent- 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


55 


ation  of  magnificent  space,  over-reach  of  sky,  the 
peculiar  atmosphere  indicating  the  close  of  day,  the 
beautiful  pose,  and  relationship  of  the  figures  to  one 
another  and  the  entire  picture,  and  the  child's  care- 
free abandon  born  of  a  happy  day  in  the  open. 

Note  For  Teachers: 

Jules  Adolphe  Breton  (1827-1906)  like  his  great 
countryman  Millet  took  for  his  subjects  the  common- 
place, every  day  events  of  peasant  life.  He  works 
truthfully  never  over  representing  the  material,  or 
sentimental  phases  of  the  subject. 

There  is  grace  and  appeal  in  all  his  work  and  noth- 
ing of  the  morbid  and  heavy  atmosphere  sometimes 
shown  in  pictures  of  peasant  life. 


IN  OCTOBER 

By  substituting  plenty  of  good  social  opportunities 
at  the  school  and  meeting  the  pupils  halfway,  the 
school  authorities  succeded  in  getting  the  students  at 
the  West  Chester,  Pa.,  High  School  to  give  up  vol- 
untarily the  secret  societies  in  the  school. 


They  believe  in  "class  athletics"  at  Tacoma,  Wash., 
the  kind  where  all  the  members  of  a  class  take  part. 
For  the  boys  the  contest  is  kicking  the  football  for 
distance;  for  girls  the  event  is  throwing  the  basket- 
ball for  distance.  In  113  classes  the  entire  member- 
ship without  exception  took  part;  and  even  in  the 
upper  four  grades,  where  no  effort  was  made  to  organ- 
ize all  the  classes,  65  per  cent  of  the  pupils  partici- 
pated. 


A  FINGER  PLAY  STORY 

THE   SQUIRREL 
Carie  L    Wagner 
Here  are  the  tall  trees 
In  the  shady  wood, 


THE  TALL  TREES 

These  are  the  little  nuts 

That  grow  so  rich  and  good. 
The  little  squirrels  live 

In  these  big  hollow  trees, 
Keeping  snug  and  warm, 

And  safe  from  winter's  breeze. 


THE   NUTS 

These  are  the  pantries 

Dug  into  the  ground, 
Where  the  little  squirrels  bring 

All  the  nuts  that  they  have  found. 
And  in  the  sunny  springtime 

When  gentle  rains  tap  down, 
The  nuts  the  little  squirrels  left 


THE  PANTRIES 

Come  peeping  through  the  ground. 
Then  they  grow  and  grow 

In  all  the  sunny  weather, 
Until  they're  tall  trees  full  of  nuts 

For  the  children  and  squirrels  to  gather. 


COME  PEEPING  THROUGH  THE  GROUND 


NEW  GAMES,  PLAYS  AND  PIECES  FOR  LITTLE  PEOPLE 


WRITTEN    FOR    THE   KINDERGARTEN 
PRIMARY  MAGAZINE 


THREE   SHIPS. 
Mary  R.  Campbell. 
Enter  three  boys  with  toy  ships. 
First  boy — 
Here's  to  the  Nina,  the  Pinta,  the  Santa  Maria, 

Columbus'  ships  that  braved  the  Main 
Sailing  west  from  Palos,  Spain 
To  prove  the  earth  is  round. 
Second  boy — 
Hardships  and  trials  did  the  men  endure 

Before  they  finally  saw  bright  land 
With  strange  men  standing  on  the  strand 
And  Columbus  called  them  Indians. 
Third  boy — 

One  ship  was  wrecked  on  the  homeward  way 
But  the  others  filled  with  men  and  gold 
Arrived  and  many  stories  told 

Of  all  their  strange  adventures. 
All  three  boys — 
Three  cheers,  three  cheers  for  Columbus  true 
And  for  all  great  men  whose  deeds  are  brave 
"Who  do  not  try  their  lives  to  save 
But  follow  the  path  of  duty. 


PLAY  FOR  COLUMBUS  DAY. 
Maey  R.  Campbell. 

(Ferdinand  and   Isabella  on  their  thrones,  chairs 
with  a  red  drapery  concealing  them.) 
Enter  Columbus  and  followers,  bowing  low. 
Columbus — 

0  most  gracious  majesties! 
Ferdinand — 

My  wise  men  say  your  scheme  is  vain 

So  your  plan  I  must  disdain; 

If  as  you  say  this  earth  is  round 

No  one  could  stay  upon  the  ground. 
(Bows  his  head  and  looks  very  wise.) 
(Columbus  looks  sadly  around  and  sighs.) 
Queen  Isabella   (stretches  forth  her  hand.) 

1  have  talked  to  the  Abbot  kind, 

And  he  has  made  me  change  my  mind. 

Take  these  and  these  (dropping  her  bracelets  and 
necklaces  into  Columbus'  hat)  and  may  you  be, 

Successful  in  your  quest  at  sea. 
Columbus  and  followers — 

Long  live,  long  live  Isabella  the  queen 

Such  generous  faith  has  seldom  been  seen. 

Long  live,  long  live  Isabella  the  Queen! 
All,  (except  Columbus,  who  bows  as  he  listens) 

Here's  to  Columbus,  so  brave  and  so  true, 

Who  will  soon  sail  west  on  the  ocean  blue 

To— find— the— land— of— India! 


Headed  by  king  and  queen  all  march  around  and  off. 
One  returns — 

Columbus  safely  made  his  voyage 

And  now  though  he  never  knew  it 

He   discovered   this   land,   the  fair   land   of   our 

[birth, 

The  greatest  nation  on  all  the  earth! 
(Displays   flag.) 
All,  except  Columbus,  return  and  sing  America. 


COLUMBUS   GAME. 

Laura  Rountree  Smith. 

(Book  Rights  Reserved) 

The  children  stand  in  a  circle.     They  choose  one  to 

represent  Columbus.     The  children  all  sing  the  verse. 

As  they  sing  the  fifth  line  of  the  verse,  Columbus 

points  to  three  children  who  become  the  Nina,  the 

Pinta,  and  Santa  Maria.     These  three  children  come 

inside  the  circle,  and  wave  arms   up  and  down   as 

though   sailing.       The   children   now  all   repeat   the 

song,   marching   round    in   the   circle,   waving   arms 

up  and  down,  and  the  children  inside  the  circle  skip 

round  also. 

The  song  is  then  repeated,  the  children  standing 
in  the  circle,  and  the  three  chosen  as  Nina,  Pinta, 
and  Santa  Maria,  choose  three  children  to  take  their 
places,  by  pointing  at  any  three  children  in  the  circle. 
The  game  m)ay  continue  as  long  as  desired,  or 
until  all  the  children  have  had  a  chance  to  go  inside 
the  circle. 

It  will  be  very  pretty  to  dramatize  the  story  of 
Columbus  in  connection  with  this  game. 
The  children   sing  the  following  song. 

Columbus  Song. 
Columbus  was  a  sailor  boy, 

Many  years  ago, 
A  great  ship  was  the  sailor's  joy, 

Many  years  ago. 
The  Nina,  the  Pinta,  the  Santa  Maria, 

Little  vessels  three, 
The  Nina,  the  Pinta,  the  Santa  Maria, 
Sailed  out  across  the  sea. 


OCTOBER  GAME. 
Laura  Rountree  Smith. 
(Book  Rights  Reserved.) 
The  children  stand  in  a  circle.     They  choose  Miss 
October  who  goes  inside  the  circle. 

The  children  all  march  round  the  circle  singing  to 
the  tune  of  "Twinkle  Little  Star." 

Round  and  round  the  ring  we  go, 

Merry  children  as  you  know, 
All  the  school-bells  sing  a  song, 
Happy  children  march  along. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


57 


The  children  now  pause  and  face  toward  the  centre 
of  the  circle. 
Miss  October  says," 

All  the  months  go  passing  by, 
To  tell  my  name  now  who  will  try?" 
One    after    another    the    children    run    inside    the 
circle  saying,  "Is  your  name  June?"  "Is  your  name 
December?""  etc. 
Each  time  Miss  October  answers, 
"Guess  again  'tis  very  plain, 
That  you  do  not  know  my  name." 
The  children  may  keep  on  guessing  until  all  the 
other  months  have  been  guessed,  then  one  may  say 
"Is  your  name  October?" 

This  child  and  Miss  October  will  change  places  and 
the  game  continues. 

All  the  children  clap  hands  and  say, 
"The  summer  is  over, 
You  are  merry  October." 
To  vary  the  game,  or  to  end  it,  the  children  may 
again  march  around  the  circle  singing,  to  the  same 
tune, 

All  the  months  are  marching  so, 

One  by  one  they  come  and  go, 
Winter,  summer,  spring  and  fall, 

You  will  find  twelve  months  in  all. 
If  any  child  asks  if  the  month  is  October,  before  all 
the  other  months  are  named,  he  must  go  out  of  the 
game. 

This  game  will  help  the  children  to  learn  all  the 
names  of  the  months. 


OCTOBER   PLAY. 
(Miss  October  enters  and  scatters  autumn  leaves 
on  the  floor.) 
Miss  October. 

I  am  merry  October, 

That  gay  little  rover, 

Jack  Frost  I'll  call  if  you  please, 

The  fruits  are  all  mellow, 

The  leaves  red  and  yellow, 

They  wave  in  the  late  autumn  breeze. 
(Enter  Jack  Frost) 

I  am  little  Jack  Frost,  that  gay  little  rover, 

Good  morning,  good  morning  to  you,  Miss  October! 
Miss  October. 

Good  morning  Jack  Frost,  good  morning  to  you, 

Late  in  the  autumn  now,  what  can  you  do? 
Jack   Frost. 

I'll  paint  the  leaves  upon  the  trees, 

And  ripened  nuts  will  fall, 

I'll  freeze  the  little  silver  streams, 

"Good  skating"  the  children  will  call! 
(They  retire  to  one  side  of  the  room,  enter  children 
with  baskets  of  nuts  and  apples.) 
1st. 

'Tis  the  fall  of  the  year, 

Jack  Frost  has  been  here. 
2nd. 

He's  a  right  merry  fellow, 

See  the  leaves  red  and  yellow! 


3rd. 

The  skies  are  so  clear, 

Miss  October  is  here. 
4th. 

The  chestnuts  burst  open,  they're  ripe,  and  so, 

We  say  Jack  Frost  has  been  here,  we  know. 
5tn. 

See  the  apples  rosy  and  round, 

All  the  ripest  apples  I've  found, 

Hurrah!  for  Jack  Frost,  that  gay  little  rover, 

Hurrah!  hurrah!  three  cheers  for  October! 
6th. 

Nuts  are  very  good  to  eat, 

Children  find  them  quite  a  treat, 

Hurrah!  hurrah!  the  summer  is  over, 

Hurrah!    hurrah!   for  merry  October. 
(Miss  October  and  Jack  Frost  come  forward,  and 
bow  low.) 

Miss  October  and  Jack  Frost. 

Little  children  one  and  all, 

We  heard  your  merry  voices  call, 

We  will  bring  you  happy  days, 

While  you  sing  October's  praise. 
(All  sing,  swinging  their  baskets  to  and  fro.) 
Tune,  "Lightly  Row." 

We  will  play,  we  will  play, 

On  a  bright  October  day, 

We  will  play,  we  will  play, 

Singing  songs  so  gay, 

Welcome,  welcome,  we  all  sing, 

Merry  days  of  fall  or  spring, 

We  will  play,  we  will  play, 

Singing  songs  so  gay. 


LITTLE    HANDS. 
A  Recitation  for  Boys  and  Girls. 

Laura  Rountree  Smith. 
Girls. 
Two  little  hands  woke  up  one  day,  (hold  up  hands) 
Two  little  hands  for  work  and  play, 
They  swept  the  room  'till  the  floor  was  bright 

(sweep) 
Two  little  hands  so  clean  and  white. 

Boys. 

Two  little  hands  shook  the  old  plum  tree,  (shake) 
Down  fell  ripe  plums  for  baby  and  me, 
Two  little  hands  clapped  one,  two,  three,   (clap) 
For  we  were  happy  as  happy  could  could  be. 

Girls. 

One  little  hand  took  a  dinner  pail, 
Swinging  it  to  and  fro,  (swing  right  hand) 
One  little  hand  helped  to  bounce  the  ball   (bounce 
It  was  useful  as  you  know. 

Boys. 

One  little  hand  waved  a  friendly  greeting  (wave 

[hand) 
To  a  friend  across  the  way, 
One  little  hand  took  off  a  cap, 
And  bowed  in  a  proper  way.  (hand  to  head) 

All.  (holding  up  hands) 

Two  little  hands  that  work  and  play, 

Two  little  hands  that  we  wash  each  day, 

Two  little  hands  so  clean  and  white, 

We  will  clasp  them  in  prayer  at  night,  (clasp  hands) 


58 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


STORY   OP   AN   APPLE. 
F.  G.  Sanders. 
67  Hazelton  Ave.,  Toronto,  Canada. 
Cutting  of  the  bare  tree  in  winter. 
Cut  from  black,  use  white  chalk  or  crayon  for  snow, 
mount  on  blue  or  white. 


"You  think  I  am  dead,  the  apple-tree  said, 
Because  I  have  never  a  leaf  to  show 

Because  I  stoop,  and  my  branches  droop 

And  the  dull  gray  mosses  all  over  me  grow.! 


Apple-tree,  how  did  you  grow? 

I  came  from  a  little  seed. 

The  seed  was  in  the  ground. 

The  sun  and  the  rain  helped  the  seed. 

Little  roots  ran  up  from  the  seed. 

A  little  stem  ran  up  from  the  seed. 

A  little  stem  grew  tall  and  strong. 

Birds  came  to  the  tree. 

Blossoms  grew  on  the  tree. 

Apples  came  from  the  blossoms. 

All  came  from  a  seed. 

(From  Hall  and  Brambaugh  Standard  Primer. 


Cut  blossoms  from  pink  or  white,  the  branch  from 
black. 


"Bend  down  your  branches,  apple  tree! 

Said  little  May," 
"With  blossoms  I  must  trim  each  twig, 

And  I've  not  long  to  stay." 


Tell  the  story  of  Johnny  Apple  Seed. 


The  old  man  who  saved  all  his  apple  seeds,  and 
with  his  stick  dug  a  hole  and  planted  them  all  through 
the  state  where  he  lived,  so  that  many  lived  to  bless 
him  for  his  good  gifts. 


Cut  barrel  from  black  and  mount  on  white,  or  cut 
barrel  from  white  and  mount  on  black. 

Cut  apples  from  red,  yellow  or  green. 

Apples  in  the  orchard  mellowing  one  by  one. 

Tell  stories  of  packing,  storing  and  shipping  the 
apples. 

What  countries  they  grow  in. 

What  used  for. 

Names  different  kinds  of  apples. 

End  of  the  apple. 

Apple  pie. 


THE  COI 


ITTEEof  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  relatirvg  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  Norma],  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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


The  catastrophe  now  overwhelming  Europe  is  so 
much  in  the  public  mind  that,  to  offset  the  glamor  of 
war  in  the  minds  of  the  older  children,  it  is  perhaps 
just  as  well  to  let  them  understand  in  a  small  meas- 
ure, how,  when  one  nation  is  affected  by  good  or 
evil,  the  entire  world  to  greater  or  less  extent,  is 
affected  also.  What  will  perhaps  appeal  to  the  child- 
ren more  than  any  other  fact,  is  that  the  toy  market 
is  hard  hit.  Most  of  our  finest  as  well  as  our  cheaper 
toys  come  from  Austria,  Germany,  and  Russia.  For- 
tunately, they  are  usually  sent  over  about  six  months 
before  Christmas,  and  one  consignment  had  already 
been  shipped  in  the  "President  Lincoln"  just  before 
war  was  declared.  Its  cargo  is  the  last  received.  Doll- 
houses,  china  toys,  and  mechanical  toys  come  largely 
from  Germany  and  Austria,  and  innumerable  woolly 
lambs  and  Noah's  Arks  and  tiny  villages  as  well. 
Santa  Claus  will  therefore,  have  a  difficult  task  in 
supplying  all  the  needs  of  the  children,  as  our  own 
workmen  will  have  to  be  called  upon  and  they  have 
not  the  skill  which  the  Europeans  have  acquired  by 
many  years  of  experience. 

Do  not  let  the  children  rest,  however,  in  a  mere 
selfish  regret  as  to  their  own  possible  losses.  Awaken 
their  sympathy  for  the  people  abroad,  who,  being 
unable  to  find  a  market  for  their  toys  will  have  to 
suffer  want  and  distress;  many  little  children  may 
have  to  go  hungry  because  unable  to  sell  the  toys 
they  have  helped  to  make. 

The  teacher  naturally  wishes  to  utilize  every  op- 
portunity for  making  the  children  realize  their 
privileges  afforded  by  the  schools,  both  public  and 
private,  and  what  they  lose  if  they  miss  a  single 
day  while  school  is  in  session. 

Therefore,  while  this  terrible  war  is  in  progress, 
tell  the  children  Daudet's  wonderful  little  story  called 
"The  Last  Lesson,"  and  which  is  to  be  found  in  a 
volume  of  his  short  stories  entitled  "Monday  Tales." 

The  story  recounts  how  a  little  Alsatian  boy  starts 
for  school  one  fine  day,  and  then,  thinking  of  the  hard 
lesson  in  participles  before  him,  is  tempted  to  play- 
ing truant.  However,  he  changes  his  mind  and  goes 
to  school.  Approaching,  instead  of  the  wonted  hub- 
bub, amidst  which  he  hoped  to  creep  unnoticed  to 
his  seat,  there  is  an  unnatural  stillness,  and  entering, 
he  finds  all  quiet,  and  the  teacher   dressed   in   his 


holiday  suit,  while  some  of  the  important  people  of 
the  small  village  are  seated  upon  the  platform.  The 
teacher,  seriously  but  kindly,  tells  little  Franz  to  take 
his  seat  and  then  explains  to  the  children  that  this 
is  the  last  day  they  may  ever  have  their  lessons  in 
their  beloved  and  beautiful  French  tongue.  The  vil- 
lage has  been  captured  by  the  Germans  and  tomorrow 
a  German  pedagogue  will  take  charge  of  the  school 
and  henceforth  all  their  lessons  will  be  in  another 
language  than  their  own  own. 

Oh,  how  little  Franz  regrets  the  many  days  he  has 
played  truant  and  how  industriously  and  zealously 
all  of  the  children  perform  their  exercises  that  day. 
In  writing,  every  letter  is  made  with  such  care!  And 
each  recitation  in  grammar,  geography,  reading  is 
done  as  perfectly  as  possible.  But  alas,  little  Franz, 
in  his  sorrow,  bungles  over  his  participles,  and  the 
teacher  understands  and  expresses  his  own  regrets 
for  the  days  when  he  himself  has  not  come  to  school 
and  reproaches  the  parents  for  their  neglect  in  some- 
times permitting  the  children  to  be  absent. 

Twelve  o'clock  comes,  farewells  are  sadly  said,  and 
the  teacher,  turning  to  the  board  writes  for  last  time, 
"Vive  la  France!" 

In  telling  this  little  story  at  the  present  juncture,  in 
order  to  keep  strictly  to  the  spirit  recommended  in 
President  Wilson's  advice  as  to  neutrality  and  the 
avoidance  of  antagonism  between  citizens  of  dif- 
ferent races,  we  would  suggest  that  the  names  of 
countries  be  omitted  and  the  statement  merely  made 
that  two  countries  had  been  at  war,  and  this  event 
happened  in  one  captured  village,  the  teacher  nnallly 
writing  on  the  board,  "Long  live  our  country!"  ' 


COMMITTEE   OF   THE   WHOLE. 
Practical  Self -Examination. 

In  the  New  York  Evening  Sun  recently,  Eleanor 
Gilbert  tells  of  a  business  firm  that  charts  each  one 
of  its  employees,  the  applicant  giving  also  an  estimate 
of  himself,  and  every  six  months  the  records  are  gone 
over  to  learn  what  improvements  have  been  made 
and  who  are  eligible  for  promotion  or  dismissal.  We 
commend  to  our  teacher-readers  some  of  the  points 
listed  on  this  chart,  which  may  help  them  to  study 
themselves  and  to  decide  in  which  ways  they  may 


60 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


strengthen  themselves  mentally,  physically,  morally. 
Here  are  some  of  the  qualities  noted: 

Physical  qualities  of  applicant: 
Age,    height,    weight,    complexion,    condition    of 
teeth. 

Mental  qualities: 

Ambition,  energy,  industry,  persistence,  accuracy, 
promptness. 

Other  qualities: 

Fair  spirit,  loyalty,  cheerful,  what  progress  made 
in  last  year?  Condition  of  eyes,  neatness, 
carriage,  striking  physical  characteristics, 
what  kind  of  first  impression  made?  What 
marked  ability?  Imagination,  foresight,  cre- 
ativeness,  open-minded  or  obstinate?  Detail 
worker? 

It  is  well  to  frequently  take  stock  of  yourself  and 
qualities,  and  we  hope  this  extract  may  assist  many 
an  aspiring  teacher  to  self-knowledge  that  will  lead 
to  a  successful  career. 

A  graduate  of  one  of  the  colleges  for  girls,  and 
herself  an  educator,  in  a  recent  report  criticises  col- 
lege graduates  as  walking  badly,  stooping  being 
hollow-chested  and  indulging  too  freely  in  provin- 
cialisms and  slang.  This  suggests  some  of  the  lines 
along  which  the  teacher  may  criticise  herself  in  mak- 
ing out  her  own  personal  chart. 

On  her  way  to  market,  the  editor  passed  two 
little  tenement-house  girls,  one  wearing  a  yellow 
tissue-paper  cap,  wings  and  girdle,  and  the  other  sim- 
ilar accessories,  that  were  pink  in  color.  One  of 
their  playmates  left  them  and  as  she  caught  up  with 
us,  we  queried.  "Can  you  tell  me  if  those  winged 
creatures  are  butterflies  or  fairies?  I  cannot  quite 
tell."  Although  I  was  a  stranger  she  at  once  fell  in 
with  the  spirit  of  the  occasion  and  readily  replied, 
"Oh,  the  yellow  one  is  a  butterfly,  and  the  pink  one 
a  fairy." 

The  Binghampton  press  (N.  Y.)  ,  in  its  issue  of 
Aug.  11,  gives  a  column  to  a  graphic  description  of 
the  children's  department  of  the  Public  Library, 
which  department  is  in  charge  of  Miss  Ursula  John- 
stone, the  idol  of  the  children. 

The  3,000  volumes  which  compose  the  children's 
library  are  classified  in  various  sections,  one  of  which 
is  known  as  the  "Clean  Hands  Case."  "This  is  a 
collection  of  finely  bound,  beautifully  illustrated 
books,  secured  at  no  small  expense,  which  are  not 
allowed  to  be  taken  from  the  library  and  which  may 
be  obtained  for  perusal  in  the  reading  room,  only 
after  the  youngsters  have  presented  their  hands  for 
the  board  of  censorship  inspection.  These,  according 
to  the  law  of  the  room  must  have  recently  undergone 
a  change  from  the  normal  color.  They  must  be  clean 
and  must  be  passed  upon  by  the  board  of  censor- 
ship, which  is  Miss  Johnstone. 

"Little  tots,"  she  says,  "will  hustle  in,  and  with- 
out saying  a  word,  extend  their  hands,  palms  up, 
on  my  desk,  for  approval.  If  they  are  clean,  I  nod, 
and  they  tiptoe  around  to  my  left  and  gingerly  take 
down  a  coveted  book.  When  in  the  course  of  time  a 
volume   does   become    slightly   soiled    it   is   removed 


from  the  "clean  hands  case"  to  the  regular  shelves." 

It  is  interesting  and  important  to  learn  of  the 
fascination  that  United  States  history  has  for  the 
little  foreign-speaking  children.  German,  Slavs,  Rus- 
sians, Italians,  they  read  the  lives  of  the  presidents, 
war  stories,  and  semi-political  works,  in  fact  every- 
thing in  American  history  they  can  get.  Here  is 
a  hint  for  the  public  school  teacher. 

Miss  Johnstone  has  accomplished  good  work,  as 
have  librarians  in  other  places,  by  lecturing  to  wo- 
men's clubs  on  the  literature  which  should  be  put 
into  the  hands  of  children.  The  grade  teacher,  or 
country  school  teacher,  can  make  the  subject  of  the 
children's  reading  a  bond  to  link  her  with  the  home. 
She  can  help  the  parents  to  feel  the  need  of  guiding 
the  children's  taste  in  literature. 

From  the  New  York  Times  we  quote  an  editorial 
which  we  commend  to  the  teachers  of  all  grades  in 
every  kind  of  school  in  our  beloved  country.  It 
speaks  for  itself. 

THE  HOMING  TEACHERS. 

There  are  no  exact  figures  of  the  American  teach- 
ers who  went  abroad  this  year  early  in  July,  but  they 
must  run  up  high  among  the  thousands.  They  are 
beginning  to  return  now,  with  experiences  they  had 
not  counted  on,  and  for  many  with  a  change  of  out- 
look upon  the  world  such  as  no  like  class  has  ever 
won.  Most  of  them  are  women,  since  the  great  body 
of  teachers  in  the  United  States  are  women,  and 
since  women  are  more  eager,  adventurous,  and  ef- 
ficient as  travelers  than  men  in  like  calling.  A  very 
large  proportion  of  them  are  young,  because  in  the 
younger  women  of  late  years  the  desire  for  travel, 
the  sense  of  its  value  in  their  profession,  has  nota- 
bly extended,  as  well  as  the  self-reliance  which 
foreign  travel  demands  and  instills. 

They  are  beginning  t6  come  back,  like  the  beggars 
in  the  nursery  rhyme,  "some  in  rags  and  some  in 
tags,"  but  mighty  few  "in  velvet  gown."  Many  are 
coming  in  the  steerage,  as  did  multitudes  of  the 
children  with  whom  they  deal  and  their  parents. 
Some  are  coming  in  crowded  cabins  or  taking  such 
rest  as  they  can  get  on  sofas,  cots,  and  chairs.  If 
the  weather  on  the  sea  be  bad,  they  will  be  huddled 
in  comfortless  quarters  under  very  disagreeable  con- 
ditions. Most  of  them  are  weary  with  hardship  and 
mordant  anxiety.  Many  have  lost  baggage,  others 
are  pinched  for  means  and  return  to  face  a  period 
of  sore  embarrassment,  possibly  of  real  privation. 

Yet  we  venture  to  think  that  the  great  body  of 
them  are  cheerful,  stout-hearted,  and  with  plenty  of 
energy  to  take  up  their  wonted  task  with  a  new  and 
broader  notion  of  its  obligations  and  its  opportuni- 
ties. They  have  seen  and  shared  conditions  in  the 
various  lands  from  which  or  across  which  they  fled 
toward  home  and  safety  of  which  they  had  never 
dreamed.  But  in  these  conditions,  to  some  degree, 
their  pupils  and  the  families  of  their  pupils  always 
have  lived,  and  from  them  they  have  escaped  to  seek 
permanent  freedom  in  America.  The  suffering  is 
more  intense  and  general,  but  it  is  always  present,  and 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


61 


under  conditions  in  several  European  countries  is 
likely  to  become  acute  as  well  as  chronic.  The 
teacher  who  takes  up  next  month  the  care  of  the 
crowding  children  of  those  who  are  always  "refuge- 
es"— as  the  teacher  for  a  time  was  a  refugee — will 
look  upon  them  with  different  and  more  seeing  eyes. 
She  will  apprehend,  as  she  could  not  before,  their  sore 
and  persistent  needs,  their  heavy  handicap,  their 
pathetic  but  not  hopeless  shortcomings.  To  her  study 
of  them  to  her  efforts  to  guide  and  sustain  them, 
there  will  be  added  the  precious  force  of  sympathy. 
And  apart  from  this  result  of  the  distressful  ex- 
periences of  our  teachers  there  will  be  the  fact  that 
they  have  had  a  severe  but  rewarding  lesson  in  the 
stern  school  of  reality.  They  have  many  of  them  been 
engaged  in  their  calling  in  what  we  call  the  science 
of  civics,  one  aim  of  which  is  to  show  the  influence 
of  political  institutions  on  the  daily  life,  on  the  wel- 
fare and  advance  of  citizens.  They  have  now  seen 
and  felt  what  is  the  influence  of  institutions  one  of 
the  main  objects  of  which  is  to  train  citizens  for 
destructive  warfare  to  hold  them,  ready  for  such 
warfare  on  sudden  call,  and  meanwhile  to  load 
and  cripple  them  with  the  vast  burdens  of  prepara- 
tion for  war.  Our  teachers  will  have  learned, 
we  are  sure,  that  the  "civis"  of  our  towns  and  States 
and  nation  cannot  compare  in  importance  with  the 
study  of  the  affairs  of  the  world  and  the  intolerable 
conditions  under  which  scores  of  millions  have  to 
live.  The  pomp  and  circumstance  of  glorious  war  as 
it  pervades  our  textbooks  and  our  literature  will  be 
obscured  by  the  poignant  sense  of  what  the  scourge 
of  war  means  to  the  common  people,  the  unnumbered 
toilers  among  whom,  in  their  flight  to  secure  homes, 
they  have  passed.  The  generation  of  American 
citizens  who  next  month  pass  under  the  charge  of 
these  returning  teachers  will,  we  are  confident,  be 
trained,  consciously  or  unconsciously,  in  a  spirit 
made  broader,  clearer,  more  helpful  by  the  exper- 
iences of  this  Summer. 


We  have  had  kindergartens  in  our  city  for  a  good 
many  years.  We  would  hardly  know  how  to  main- 
tain a  public-school  system  without  them.  If  all 
home  conditions  were  ideal  and  children  could  have 
free  play  and  outdoor  exercise  until  they  were  6 
years  of  age,  the  need  of  the  kindergarten  would 
not  be  great.  But  no  such  conditions  exist  in  any 
city.  The  kindergarten,  therefore,  supplements  the 
home.  It  gives  training  in  how  to  work  and  how  to 
play  in  such  a  way  as  to  be  of  value  in  the  future 
work,  and  in  addition  to  this  it  also  supplements 
what  in  many  cases  is  a  meager  home  life. 

C.  Edward  Jones.        Albany,   N.   Y. 


PIANO    LESSONS    FOR    THE   TINY    TOTS. 
Laura  Rountree  Smith. 

(The  following  article  will  answer  many  questions 
in  regard  to  First  Piano  Lessons  at  Home — the  new 
system  of  teaching  the  piano  to  children  of  kinder- 
garten age,  by  means  of  daily  ten  or  fifteen-minute 
lessons  and  no  practice.) 

First  Piano  Lessons  at  home,  by  Anna  Heuermann 
Hamilton  is  the  most  original  and  interesting  method 
of  teaching  music  to  children  and  beginners.  It  ap- 
peals to  me  as  a  splendid  method  of  teaching  pharas- 
ing,  rhythm,  and  reading  notes.  The  method  of 
counting  is  specially  good. 

I  am  interested  in  the  remarks  made  on  every 
page;  they  can  not  fail  to  interest  the  child  and  help 
the  teacher.  New  elements  are  introduced  in  this 
charming  manner;  as  on  page  19;  "And  here  is  Mr. 
Thumb.  He  is  a  very  necessary  worker  and  we  are 
glad  to  welcome  him."  And  again  on  page  25: 
"High  E  thinks  he  can  sing  better  than  Low  E.  Do 
you  think  so?   And  here  is  P  on  the  top  line." 

The  selections  are  easily  played  and  melodious 
throughout.  The  books  are  based  on  the  psycho- 
logical principle  of  "Proceeding  from  the  Known  to 
Unknown."  The  facts  of  music  are  introduced  so 
gradually  that  they  will  not  confuse  the  child's  mind. 

The  writing  books  present  such  an  interesting  ap- 
pearance I  find  I  should  like  to  use  them  and  begin 
music  study  all  over  again. 

The  books  are  especially  adapted  to  the  needs  of 
the  kindergarten  teacher.  No  progressive  kinder- 
garten teacher  can  afford  to  be  without  them.  They 
will  be  an  invaluable  help  to  country  teachers,  pro- 
viding them  helpful  material;  and  to  mothers  who 
wish  to  help  their  children  at  home.  They  will 
make  the  children  familiar  with  the  position  of  notes 
on  the  staff,  and'  give  much  more  than  a  "speaking 
acquaintance"  with  many  characters  in  Music  Land. 

They  are,  in  my  opinion,  the  best  books  of  the 
kind  on  the  market. 


Kindergartens  for  colored  children  are  being  ad- 
opted in  different  parts  of  the  South  as  one  of  the 
agencies  for  improving  social  conditions  that  have 
troubled  two  generations. 


IMPORTANT  POSITIONS  OPEN. 

Examinations  for  important  positions  in  the  United 
States  Bureau  of  Education  at  Washington  will  be 
held  during  September  and  October. 

The  places  to  be  filled  are:  Specialist  in  Industrial 
Education,  at  $3,500;  specialist  in  educational  sys- 
tems, $1,800;  specialist  in  school  and  home  gardening, 
$3,000,  with  an  assistant  at  $1,600;  specialist  in  home 
economics,  $3,500;  specialist  in  agricultural  educa- 
tion, $3,500;  translator,  $1,800;  and  assistant  in  rural 
education,  $1,800.  Women  are  desired  for  the  posi- 
tions of  specialist  in  home  economics,  specialist  in 
educational  systems,  assistant  in  school  and  home 
gardening,  and  assistant  in  rural  education.  The 
other  positions  are  open  to  men. 

Full  information  as  to  date  and  place  of  the  ex- 
aminations may  be  obtained  from  the  Civil  Service 
Commission,  Washington,  D.  C. 


Take  the  world  as  it  is,  not  as  it  ought   to  be.— 
German. 


HINTS^ESUGGESTIONS  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  rny  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  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. 


OCTOBER   1914. 

Leaf  Booklet 

"October  gave  a  party; 

The  leaves  by  hundreds  came, 
The  chestnut,  oaks  and  maples, 
And  leaves  of  every  name." 

The  month  of  October  is  an  excellent  time  for  the 
study  of  leaves;  owing  to  the  variety  of  colors  the 
children  are  usually  more  interested  in  gathering 
them  than  at  any  other  season  of  the  year.  These 
may  be  made  useful  and  profitable  busy  work  for 
the  month,  and  the  work  may  be  completed  by 
having  each  child  prepare  a  booklet  with  his  best 
work  to  take  home. 

Have  each  child  gather  a  number  of  different 
shaped  leaves  and  press  carefully.  Outline  them  on 
paper  and  use  as  a  lesson  in  paper  cutting,  use  if 
possible  paper  the  color  of  each  leaf.  For  another 
lesson  we  suggest  that  the  outline  be  drawn  upon 
drawing  paper,  and  with  colored  crayon  or  crayola 
colored  the  same  as  the  original  leaf. 

The  smaller  leaves  may  be  used  in  a  border  design. 

The  materials  needed  for  the  booklet  will  be  one 
sheet  of  drawing  paper  about  9  x  12  inches  upon 
which  to  mount  the  leaves,  and  a  sheet  of  construc- 
tion paper  red,  yellow,  green,  or  brown  of  the  same 
size  for  the  cover. 

On  one  page  fasten  with  glue  a  few  of  the  pressed 
leaves,  on  another  page  the  leaves  cut  from  colored 
paper,  and  a  third  the  leaves  drawn  and  colored. 
These  may  be  tied  with  ribbon  the  prevailing  leaf 
colors. 

HOLLOWE'EN  SUGGESTIONS. 

Kindly  humor  and  harmless  sport  is  what  Hal- 
lowe'en should  mean  to  all  of  us.  Let  us  help  along 
a  reform  in  this  line  by  training  the  children  of  the 
kindergarten  to  make  it  a  season  of  harmless  merri- 
ment and  true  jollity. 

This  is  a  day  when  fairies  are  supposed  to  reign, 
and  for  a  morning  talk  have  the  children  relate  some 
fairy  story,  also  tell  or  read  one  from  Hans  Christ- 
ian Anderson,  many  of  which  are  suitable  for  this 
purpose. 

In  nearly  every  rural  school  the  children  will  have 
little  difficulty  in  providing  themselves  with  pump- 
kins. Jack-o'-lanterns  may  be  made,  which  may  be 
used  in  games,  and  also  as  models  for  a  lesson  in 
drawing  and  coloring. 

Children  may  make  caps  of  orange  colored  tissue 
paper,  and  decorate  with  shapes  of  pumpkins,  brown- 
ies, witches,  and  cats  cut  from  black  paper. 


They  will  enjoy  making  brownies  of  horse  chest- 
nuts and  toothpicks,  or  potatoes  and  picks. 

To  some  this  may  seem  like  a  waste  of  time  when 
so  much  of  real  work  is  to  be  accomplished,  but 
remember  that  the  spirit  of  the  day  is  felt,  and  it  is 
our  duty  to  make  it  in  some  way  a  benefit,  and  rob 
it  of  the  element  of  lawlessness. 

SENSE  TRAINING. 

The  eye: — The  teacher  can  do  much  to  help  her 
little  folks  to  see,  and  thus  greatly  aid  them  in  their 
later  work  in  arithmetic  and  language. 

Tb.3  first  exercises  in  sight  training  come  through 
the  use  of  color.  Teach  the  primary  colors  first,  and 
in  their  order  in  the  spectrum.  Have  samples  of 
colored  paper  and  ask  them  to  draw  colors  to  match. 
Give  them  pieces  of  paper  and  have  them  bring 
something  from  home  to  match  in  color. 

Draw  the  six  primary  colors  on  the  black-board, 
then  erase  one  color,  and  ask  them  to  find  from  their 
material  the  missing  color. 

The  ear: — Make  very  light  strokes  upon  the  desk, 
and  see  which  ones  can  detect  the  sound.  Call  atten- 
tion to  the  ticking  of  the  clock.  Suspend  pieces  of  wood 
and  metal  with  cords,  then  strike  them  letting  pupils 
name  the  material  by  the  kind  of  sound. 

The  hand: — The  sense  of  touch  may  be  cultivated 
by  giving  them  objects  to  handle,  asking  then  to  de- 
termine temperature,  texture,  rough  or  smooth,  rigid 
or  flexible.  They  may  be  taught  to  give  relative 
weight  by   feeling. 

The  children  will  enjoy  a  game  of  recognizing  by 
sense  of  touch.  Place  in  a  basket  a  large  number 
of  objects,  toys,  fruit,  and  vegetables.  Blindfold  the 
children  in  turn,  and  have  them  take  out  the  objects, 
naming  each.  The  ones  who  are  able  to  recognize 
and  name  correctly  the  largest  number  are  the 
winners. 

COLUMBUS. 

A  little  time  on  October  12th,  should  be  given  to 
the  discoverer  of  our  country.  With  the  youngest 
pupils  the  exercises  will  be  of  more  interest  if  given 
in  story  form. 

In  Italy  over  four  hundred  years  ago  a  little  boy 
was  born  who  later  became  very  famous.  At  that 
time  people  living  on  the  other  side  of  the  ocean 
did  not  know  that  this  country  where  we  live  existed. 

Little  Christopher  spent  much  of  his  time  on  the 
wharves,  and  made  friends  with  the  sailors  who  told 
him  wonderful  stories  of  their  voyages  to  far  away 
countries.     When  he  grew  up  he  became  a  sailor. 

He  thought  there  was  a  shorter  and  better  route 
across  the  sea  than  the  one  usually  traveled.  He 
had  no  ships,  nor  money  to  hire  sailors  to  go  with 


THE  KINDEBGARTEN-PKIMAKY  MAGAZINE 


53 


him.  His  own  country  refused  to  help  him.  He 
asked  the  king  and  queen  of  Spain  for  help,  and  they 
after  many  years  of  waiting,  provided  him  with  three 
small  vessels  and  one  hundred  twenty  men  to  take 
this  trip  across  the  ocean. 

After  many  weeks  Columbus  saw  signs  of  land,  on 
the  water  a  stick  of  wood  or  branch  of  a  tree,  and 
sometimes  birds  flying  in  the  air. 

On  the  morning  of  October  12th,  they  landed.  This 
land  that  they  reached  was  our  country,  and  was  later 
called  America. 

"Who  was  it  who  first  waved  a  flag  on  this  soil? 
Who  to  as  it  who  cared  not  how  painful  the  toil? 

Columbus,  Columbus,  with  soul  great  and  true! 
The  heart  of  our  nation  beats  fondly  for  you." 

Paper  Cutting — The  study  of  Columbus  will  furn- 
ish some  excellent  work  in  paper  cutting  ,and  folding. 
They  may  cut  circles  to  represent  the  earth,  a  boat 
as  in  time  of  Columbus,  sailors'  caps,  birds  seen  on 
the  journey,  Indians  who  were  found  there;  their 
bows  and  arrows,  wigwams,  drinking  cups,  etc. 

Related  Pictures — Place  one  or  more  before  the 
children  in  connection  with  this  study. 

Departure  of  Columbus. 

Columbus  at  the  Court  of  Ferdinand  and  Isabella. 

Columbus  on  the  deck  of  the  Santa  Maria. 

Landing   of   Columbus. 


WORK  WITH  KINDERGARTEN  BEADS 

The  advantages  of  the  little  half-inch  kindergar- 
ten spheres,  cubes,  and  cylinders  inprimary  school 
work  are  manifold. 

We  very  much  doubt  if  there  be  anything  in  the 
line  of  kindergarten  material  which  can  be  used  more 
successfully  for  really  profitable  busy  work  than  these 
kindergarten  beads.  Even  the  smallest  and  dullest 
child  can  do  something  with  them  without  instruc- 
tion, and  with  a  little  guidance  they  can  be  made  to 
serve  efficiently,  especially  in  acquiring  knowledge  of 
form,  color  and  number  work. 

The  beads  are  furnished  plain  and  also  in  the  six 
primary  colors;  they  can  be  used  over  and  over  again, 
and  never  wear  out. 

The  little  one  who  enters  the  school  for  the 
first  time  can  be  made  to  feel  at  home  in  his  new  sur- 
roundings very  quickly  if  given  a  shoe  string  and  a 
little  box  of  these  beads. 

It  may  be  well  at  first,  after  showing  him  how  to 
place  them  on  the  string,  to  let  the  child  play  with 
them  without  instruction.  Later  he  can  be  taught 
to  do  the  stringing  after  the  following  order: 

With  a  view  to  teaching  color,  first  ask  him  to 
select  all  the  beads  of  one  color,  by  name  or  not,  and 
place  them  on  the  string  together.  Then  all  of  another 
color,  and  thus  continue  all  through  the  six  principal 
colors.  He  may  then  be  required  to  place  one  of  one 
color  and  one  of  another  color,  following  this  rotation 
throughout.  Then  two  of  one  color,  one  of  another 
color:  two  of  one  color  and  two  of  another  color.  Two 
of  one  color  and  three  of  another  color.  Thus  he  will 
be  taught  number  work  unconsciously. 


This  work  can  be  continued  almost  indefinitely. 
He  may  also  be  taught  to  place  the  beads  on  in 
spectrum  order,  namely — red,  orange,  yellow,  green, 
blue  and  violet,  repeating  until  the  string  is  full. 

In  taking  up  the  study  of  form  it  is  better  to  use 
the  plain  beads.  Beginning  with  the  sphere:  let  him 
select  all  of  that  shape,  then  all  of  the  cubes,  then  all 
of  the  cylinders.  Then  let  him  alternate  with  the 
sphere,  cube  and  cylinder. 

He  can  then  be  given  the  colored  beads,  and 
taught  to  divide  them  both  by  color  and  by  form,  after 
the  manner  indicated  above.  Thus  he  may  be  taught 
to  string  two  red  spheres,  one  red  cube,  two  red  cubes, 
one  red  sphere,  two  orange  cubes,  one  yellow  sphere, 
etc. 

The  teacher  will  understand  how  these  combina- 
tions can  be  carried  on  almost  indefinitely. 

The  rural  teacher  who  has  many  grades  in  her 
room  and  finds  herself  on  a  rainy  afternoon  with  a  lot 
of  restless  little  ones  will  find  these  beads  very  helpful 
and  wonderfully  efficient  in  bringing  order  out  of 
chaos. 

Instructions  for  the  entire  class  or  room  can  be 
given  verbally,  or  if  time  will  permit  whispered  to 
each  pupil,  which  will  prove  more  effective. 

No  kindergarten  exercise  should  be  continued  too 
long  or  repeated  too  often,  or  the  interest  will  lag. 

If  it  is  desired  to  teach  number  combinations,  after 
working  with  the  beads  awhile,  other  material  can  be 
introduced,  as  sticks,  slats,  cubes,  or  tablets,  etc. 

The  one  unsatisfactory  feature  about  the  stringing 
of  beads  is  that  the  work  which  the  child  performs 
cannot  be  retained  permanently. 

To  overcome  this  disadvantage,  seeds,  nuts,  shells, 
etc.,  can  be  substituted,  and  gathered  by  the  pupils  in 
the  summer  or  fall  without  material  expense.  Many 
flower  seeds,  melon  and  citron  seeds,  sunflower  seeds; 
also  peas,  beans,  redberries,  etc.,  can  be  used  for  this 
purpose. 

Many  of  the  seeds  can  be  perforated  easily  after 
being  soaked. 


Kindergartens  have  been  maintained  throughout 
the  city  of  Newton  about  20  years,  and  are  accessible 
to  practically  all  children  in  the  city.  We  believe  the 
kindergartens  to  be  a  valuable  department  of  our 
public  educational  system.  Two  years  ago  I  made 
formal  inquiry  of  all  the  first  and  second  grade  teach- 
ers regarding  the  value  of  kindergarten  training  as 
they  observed  it  in  the  children  that  came  to  them. 
About  three-fourths  of  all  children  entering  our 
primary  grades  have  spent  from  a  year  or  a  year  and 
one-half  to  two  years  in  the  kindergarten.  The  replies 
of  our  first  and  second  grade  teachers  to  my  inquiry 
were  practically  unanimous  in  favor  of  the  kinder- 
garten training. 

F.  E.  Spaulding. 

Newton,   Mass 


A  boaster  and  a  liar  are  cousins. 


The  dog  that  means  to  bite  doesn't  bark. 


64 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


PATTERN  FOR  OCTOBER  BOOKLET 

MARGUERITE  B.   SUTTON 


DIRECTIONS  FOR  THE  PUMPKIN 
BOOKLET 

Use  a  piece  of  ordinary  school  drawing  paper  6  1-4 
inches  by  3  1-4  inches.  Draw  a  faint  dotted  line 
through  the  center  of  the  paper  where  the  booklet  is 
to  be  folded,  and  on  the  right  side  draw  the  outline 
of  a  pumpkin,  as  pictured.  With  heavy  lines  draw 
in  the  eyes,  nose  and  mouth.  Color  the  pumpkin 
orange  with  black  eyes,  nose  and  mouth.  After  colors 
are  dried  cut  around  the  outside  of  the  pumpkin, 
and  fold  on  the  center  line. 

This  booklet  may  either  be  used  for  spelling  folder 
or  invitation  booklet. 


KINDERGARTEN  APPRECIATION 

F.  H.  Beede,  New  Haven,  Conn. — We  have  had 
kindergartens  in  New  Haven  for  twenty  years  and 
I  believe  strongly  in  the  value  of  their  work.  In 
this  line  of  work,  as  in  any,  mistakes  will  be  made 
and  mistakes  have  been  made;  nevertheless,  the 
main  work  of  the  kindergartens  is,  in  my  opinion, 
wholesome  and  useful.  Fifteen  years  ago,  first 
grade  teachers  preferred  to  have  children  directly 
from  the  home,  without  previous  school  experience, 
rather  than  to  have  children  from  kindergartens. 
Their  feeling  was  that  kindergarten  children  had 
not  learned  prompt  obedience  and  the  formalities 
of  school  routine.  Today  probably  every  first-grade 
teacher  in  our  city  would  prefer  to  have  kindergarten 
children.  Their  testimony  is  that  these  children 
have  more  initiative,  more  experience,  a  larger  fund 
of  school  information,  and  a  habit  of  doing  school 


work  in  conjunction  with  other  children.  Their  so- 
cial instinct  has  been  developed.  The  old-fashioned 
teacher  who  wants  mainly  to  "hold  down"  school 
children  does  not  want  kindergarten  children.  The 
up-to-date  teacher  whose  thought  is  to  develop  her 
children,  to  enlarge  their  power  of  initiative,  and  to 
develop  responsiveness  on  their  part,  asks  every 
time   for   kindergarten   children. 


C.  E.  Chadsey,  Detroit,  Mich. — My  experience 
with  kindergartens  now  extends  over  a  period  of 
years,  both  in  Denver  and  in  Detroit,  and  I  can 
express  myself  most  emphatically  in  favor  of  very 
liberal  expenditures  for  kindergarten  purposes. 
While  the  results  of  the  kindergarten  are  not  always 
tangible,  that  is,  they  can  not  always  be  measured 
with  reference  to  the  specific  work  accomplished  in 
the  elementary  grades,  I  am  convinced  that  the 
general  value  to  the  child  through  increasing  his 
stock  of  general  emotions,  particularly  with  refer- 
ence to  his  social  relations  with  his  fellows,  justi- 
fies the  expenditure  incurred. 


Gather    ye    rosebuds    while    ye    may, 

Old   Time    is   still   a    flying; 
Arid    that    same   flower   that    blooms    today, 

Tomorrow    shall    be    dying. 

— Herrick. 


J   would   not  enter  in  my   list  of  friends, 

(Though    grac'd    with    polish'd    manners    and    fine 

sense, 
Yet    wanting   sensibility),    the    man 
Who  needlessly  sets  foot  upon  a  worm. 

— Cowper. 


Jenny  B.[  Merrill,  Pd.D. 

Ex-supervisor  New  York  Kindergar- 
tens, and  special  lecturer  on  education- 
al topics,  can  be  secured  for  a  limited 
number  of  addresses  to  teachers  or  mo- 
thers, at  points  not  too  remote  from 
New  York  City.  Her  subjects  are  the 
following: 

'Present  Day  Modifications  of  the 
Kindergarten. 

"The  Report  of  the  Committee  of 
Nineteen  of  the  I.  K.  U." 

"How  to  Utilize  the  Results  of  Kin- 
dergarten Training  in  the  First  richool 
Year." 

'rimitive  Knowledge,  or  the  ABC 
of  things.'' 

"The  School  of  Infancy,"  "Montes- 
sori  Methods." 

'The  Home  and  the  School  Working 
Together  " 
Address 
1  12East  Slst  St.,  New  York  City. 


THE  STUDY  OF 

INDIVIDUAL  CHILDREN 

A  System  of  Records,  including  a 
complete  Child  History,  Medical 
Examinations,  Physio-psycological 
and  Mental  Tests,  Daily  Regimen 
and  Disease  Record,  also  Case  Dia- 
gnosis, Classification,  etc.  Sug- 
gested by 

MAXIMILIAN  P.E.GROSZMANN 

This  is  a  book  that  all  kindergartners, 
teachers  and  others  interested  in  child 
welfare,  especially  in  slightly  defective 
or  atypical  children  who  can  be  made 
normal  through  proper  education, 
should  be  greatly  interested  in,  The 
book  gives  the  results  of  many  tests 
and  experiments  covering  years  of  ex- 
perience, dating  back  to  the  founding 
of  the  Groszmann  School  for  Nervous 
and  Atvpical  Children  founded  by  the 
author  in  1900.     Price  60c.    Address 

National     Association     for     the 

Study  of  Exceptional  Children 
"Watchung  Crest,"         Plainfield,  N.  J. 


HOME  OCCUPATIONS 
EOR  BOYS  AND  GIRLS 

By  BERTHA  JOHNSTON 

Contents:— 1.  The  Secrets  of  the 
Market  Basket.  2,  Mother  Nature's 
Horn  of  Plenty.  3,  Saved  from  the 
Scrap  Basket.  4,  The  Sewing  Basket. 
5,  The  Paint  Box.  6,  Dolls  and  Doll- 
Houses.  7,  Plays  and  Games.  8, 
Festival  Occasions.  9,  The  Key  Bas- 
ket. 10,  The  Child's  Library.  U, 
Kindergarten  Materials— The  Gifts. 
12,  The  Occupations. 

Invaluable  to  Mothers'and 

Kindergartners. 

May  be  had  of  your  book-seller  or 

send  50  cents  in  stamps  for  a  copy. 

Money  refunded  if  not  satisfactory. 

GEORGE  W.  JACOBS  &  CO., 

Publishers.         PHILADELPHIA 


WANTED,  back  number  of  the  Kin- 
dergarten-Primary Magazine  for  Janu- 
ary, 1907.  Address  Northern  State  Nor. 
School,  Marquette,  Mich. 


FOR  SALE— Five  bound  volumes  of 
the  Kindergarten  Magazine,  beginning 
with  the  first  number.  Address,  Nora 
A.  Smith,  Hotel  St.  Albans,  351  West 
28th  St.,  New  York  City,  N.  Y. 


Jt 

A 

!>• 

Ifl 

r 

SEWING  CARD  SUGGESTIONS. 

Draw  the  designs  large  on  card-board  or  strong  heavy  paper,  perforate 
with  large  holes  at  convenient  distances  or  have  older  pupils  do  it;  and  let 
the  little  ones  sew  the  cards.  Do  not  allow  them  to  work  too  long  at  a  time, 
thus  avoiding  eye  strain. 


A 


**L*> 


STICK  AND  RING  LAYING  SUGGESTIONS. 

Many  of  the  letters  of  the  alphabet  can  also  be  made  with  sticks  and 
rings.  They  are  especialy  adapted  for  flower  and  fruit  forms.  Let  very 
simple  forms  be  suggested  at  the  beginning. 


FOR  SALE— Two  Paradise  of  Child- 
hood, quarter  century  edition,  new,  at 
$1.00,  half  price.  J.  H.  Shults,  Manistee, 
Mich 


WANTED— Back  numbers  of  the  Kin- 
dergarten Primary  Magazine  for  June, 
1909.  Address,  Assistant  Inspector  of 
Schools,  Trichinopoly  District,  Madras, 
India. 


WANTED— Back  numbers  of  the  Kin- 
dergarten Magazine,  beginning  with 
September,  1896,  and  ending  with  June, 
1897.  Address.  Mrs.  Richard  H.  Wyman, 
512  Lee  St.,  Evanston,  III. 


WANTED— Back  number  of  the  Kin- 
dergarten Magazine,  for  January,  1913. 
Address,  Assistant  Inspectorof  Schools, 
Eaujaeu  District,  Madras,  India, 


66 


THE  KlNDERGAftTEN-PMMAliY  MAGAZINE 


COMENIUS    OR    KOMENSKY. 
By  Mary  E.  Law. 

What  sometimes  has  been  charged  against  kinder- 
gartners  that  Froebel,  the  founder  of  the  kindergar- 
ten, occupied  their  whole  field  of  vision  and  that 
they  did  not  do  justice  to  the  educators  who  preceded 
him  and  from  whom  he  borrowed  many  of  his  funda- 
mental ideas. 

Perhaps  that  charge  could  scarcely  be  sustained 
at  the  present  time  for  there  are  two  or  three  great 
educators  whom  we  must  credit  with  influencing  in 
a  marked  degree  not  only  Froebel  but  the  world  at 
large.  John  Amos  Comenius  was  one  of  these 
inovators.  He  was  a  Bohemian,  born  in  1592.  His 
parents  died  when  he  was  quite  young  and  his  early 
education  was  neglected.  At  sixteen  he  began  the 
study  of  Latin  at  that  time  the  key  to  all  knowledge 
and  culture.  Being  of  mature  mind  be  noted  the 
difficulties  of  mastering  the  language  by  the  old 
method  and  it  was  through  this  experience  that  he 
became  a  teacher.  A  few  years  later,  after  he  had 
prepared  himself  for  the  ministry,  he  was  appointed 
director  of  a  parish  school  and  he  set  himself  to 
work  to  prepare  a  simple  book  in  Latin.  The  book 
met  with  instant  success  and  was  translated  into 
many  languages.  It  was  the  custom  in  those  days 
to  educate  the  priesthood  and  nobility  only  by  tutors. 
He  suggested  classes  with  one  teacher  and  numerous 
cadets  or  pupil  assistants. 

He  recommended  that  all  classes  be  educated,  the 
poor  as  well  as  the  rich;  the  girls  as  well  as  the 
boys;  that  they  should  study  real  things  or  science 
and  he  prepared  some  little  text  books  upon  physics 
and  astronomy.  He  published  the  first  illustrated 
school  book,  primer  called  the  "Orbis  Pictus,"  of 
the  world  in  pictures. 

Later  he  published  many  books  for  schools,  and 
finally  a  book  on  infancy  for  mothers.  He  arranged 
a  graded  school  system.  He  established  a  school 
state  or  republic  which  was  the  forerunner  of  our 
modern  school  cities  and  student  government.  He 
recommended  short  hours,  two  in  the  morning  and 
two  in  the  afternoon.  He  objured  the  rod  and  severe 
and  humilitating  punishments  of  all  kinds.  He  ad- 
mitted teaching  the  vernacular  and  the  beginnings  of 
things.  He  believed  man  should  know  all  things. 
He  was  one  of  the  greatest  men  of  his  time  and  was 
invited  by  England,  Holland,  Sweden  and  America 
to  establish  his  new  educational  system  in  their  lands. 
Harvard  college  solicited  him,  to  found  their  new 
school  on  a  scientific  basis.  One  wonders  where  Amer- 
ica would  be  to-day  had  he  accepted  the  invitation. 
All  kindergartners  can  see  where  Froebel  accepted 
all  of  these  ideas  and  interwove  them  into  the  fabric 
of  the  kindergarten.  It  was  Comenius  who  said, 
"We  learn  to  do  by  doing." 


Books    are    men    of   higher    stature, 
And  the  only  men  that  speak  aloud  for  future  times 
to   hear! 

—Mrs.  Browning. 


PAPER    TEARING    AND    CUTTING. 
By  John  Y.  Dunlop,  Glasgow,  Scotland 

(See  Illustration,  Page  54) 

The  work  of  the  kindergarten  is  such  that  many 
little  fingers  can  be  actively  employed  in  a  paper 
tearing  lesson. 

A  great  number  of  objects  can  be  torn  from  mem- 
ory other  in  imitation  of  those  from  books. 

Paper  tearing  to  make  flags  of  other  countries  is 
very  interesting  and  can  be  correlated  with  the  other 
work. 

All  the  class  need  not  be  required  to  work  on  the 
same  object  but  except  in  the  free  play  period  each 
child  should  aim  at  one  like  the  picture  or  so  like 
the  teacher's  drawing. 

When  a  particular  good  object  has  been  torn  it 
is  advisable  to  pin  it  up  on  the  wall. 

Young  children  are  proverbially  impatient  and 
their  interest  lags  unless  the  teacher  shows  that  she 
means  to  preserve  their  work. 

The  various  flags  shown  with  this  article  are  the 
flags  of  England,  Scotland  and  St.  Patrick. 

The  Union  Jack,  the  flag  of  America  in  1776  and 
the  flags  of  France  and  Sweden. 

Fig.  1.  Made  of  a  piece  of  white  paper  6  inches 
by  4  inches  with  a  red  St.  George's  cross  mounted 
on  both  sides. 

Figs.  2  and  3  show  how  the  red  paper  is  folded  be- 
fore being  torn  into  the  shape  of  Fig.  4.  Fig.  5 
shows  the  pattern  opened  out. 

In  Fig.  6  the  colors  of  the  flag  is  blue  with  a 
white  St.  Andrew's  Cross. 

Fold  as  shown  at  Fig.  7.  Fig.  8  shows  the  pattern 
torn  and  Fig.  9  shows  it  opened  out. 

Fig.  10,  St.  Patrick's,  is  made  up  in  the  same  way  as 
the  flag  of  Scotland. 

To  make  the  flag  of  Britain  cut  or  tear  a  St. 
George's  cross,  a  St.  Andrew's  cross  and  several  strips 
of  paper  to  make  the  blue  portion  for  the  flag  of 
Ireland. 

Fig.  12  shows  the  early  flag  of  America  and  Fig.  13, 
14,  15,  16  and  17  shows  the  method  of  folding  for 
the  tearing  of  a  five  point  star. 

Tear  Fig.  17  on  the  dotted  line  then  open  out. 

In  the  flag  of  France  I  always  like  to  work  with 
6  inch  by  3  inch  paper;  fold  into  four  strips  and  tear 
one  strip  off. 

The  creases  now  show  the  portion  of  the  flag  to 
blue,  white  and  red. 

Tear  pieces  of  colored  paper  and  mount  in  position 
as  shown  at  Fig.  18. 

In  the  flag  of  Sweden  a  blue  ground  is  used  then 
tear  a  yellow  cross  and  a  small  yellow  strip. 

Tear  the  small  red  triangular  pieces  by  folding  as 
shown  at  Fig.  21. 

Paste  the  cross  first  in  position  then  add  the  tri- 
angular pieces  on  the  top  and  bottom. 

Then  paste  the  yellow  and  blue  strips  on  the  top. 

Many  other  flags  could  be  added  to  this  series  but 
the  teacher  should  be  the  best  judge  when  the  class 
have  had  enough  of  this  subject  and  if  more  is  re- 
quired a  reference  to  a  promgfamme  of  flags  for 
other  countries  will  supply  their  wants. 


BOOK   NOTES. 

NEW  AMERICAN  MUSIC  READ- 
ER No.  3,  PART  ONE.  by  Fred- 
erick Zuchtmann.  Cloth,  150 
pages,  price  35c.  Published  by 
the  MacMillan  Co.,  New  York. 
The  same  methods  of  procedure 
are  continued  in  the  New  Am- 
erican Music  Reader  No.  3  that 
characterize  No.  2  referred  to 
above.  The  voice  is  regarded  as  of 
first  importance,  and  all  songs 
and  studies  are  in  such  keys  and 
with  such  range  that  the  head 
quality  always  employed  in  the 
high  voice  may  be  blended  with 
the  lower  register  without  re- 
course to  the  harsh  tones  of  the 
chest. 

PRIMARY  HAND  WORK.    By  Ella 
Victoria  Dobbs,  Assistant  Profes- 
sor of  Manual  Arts,  University  of 
Missouri.    Cloth,  124  pages,  price, 
75c.    Published  by  the  MacMillan 
Company,  New  York. 
A  helpful  book,  with  many  illus- 
trations.    Its  scope  is  indicated  by 
the    contents    as    follows:       Paper 
Cutting  and  Poster  Making;    Book- 
lets;   Criticism    and    Standards    of 
Workmanship;  The  House  Problem; 
The    Village    Street;    Sand    Tables 
and   What  to   do  with  them;    Ani- 
mals and  Toys;    Holidays,  General 
Suggetions  and  Summary. 


These  pictures  can  be  cut  apart  and  used  in  decorative  work  or  given  to  the 
children. 


MOVING    PICTURES. 

We  sometimes  have  moving  pic- 
tures in  our  room  and  this  is  how 
we  do  it.  I  took  a  strip  of  paper, 
several  yards  long  and  about  twelve 
inches  wide,  and  printed  words  on 
it  about  six  inches  apart.  Then  I 
took  a  large  piece  of  pasteboard 
(the  kind  that  comes  between 
crackers)  and  cut  two  slits  in  it, 
about  six  inches  apart  and  wide 
enough  to  slip  the  long  piece  of 
paper  through.  After  putting  the 
paper  thro?h  the  slits  I  pasted  the 
ends  together  and  by  pulling  on 
the  paper  first  one  word  and  then 
another  comes  into  view.  The 
children  name  the  pictures  by  giv- 
ing the  words.  They  never  tire  of 
doing  this. — Ella  Mclntire  In 
Primary  Education. 


EDUCATIONAL  NOTES 

The  public  schools  of  the  United 
States  have  495,000  teachers,  and 
the  private  schools  80,000. 


Trees  for  beautifying  school 
grounds  are  furnished  free  to  rural 
schools  in  California  by  the  Chico 
State  Normal  School.  Chico  will 
also  send,  on  request,  a  man  to  lay 
out  school  gardens  in  rural  com- 
munities. 


On  account  of  the  European  war, 
the  Fourth  International  Congress 
on  Home  Education  and  Parent- 
Teacher  Unions,  which  was  to  have 
met  at  Philadelphia  September  22 
to  24,  was  postponed  to  a  date  to 
be  announced  later. 


BLACKBOARD  OR  LANGUAGE  SUGGESTIONS  FOR  OCTOBER-Laura  Rountree  Smith 


THE  TREE'S   SECRETS. 

Laura  Rountree  Smith 

(This  play  is  to  be  given  by  a  child  representing 
the  Tree  and  a  smaller  child.    Several  other  children 
may  stand   behind  them  waving  green  branches.) 
Child- 
Here  stands  the  tree  so  strong  and  tall  , 
The   tree  has  secrets  from  us  all.     (All   whisper.) 
Tree — 

Listen  carefully,  my  dear, 

Some  of  the  secrets  you  may  hear.     (Hand  to  ear.) 
Child— 

Oh,  tree,  what  do  you  whisper  about? 
You  have  many  secrets  without  doubt. 
Tree — 
I    hold    a    nest   with   birdies   two,    (form   nest    with 

fingers). 
A  wee  little  nest  with  eggs  so  blue. 


Child- 
Why  do  you  whisper  all  the  night  long? 
Are  you  not  tired  singing  your  song? 

Tree — ■ 

Come,    shake     my     branches,    then     you    will    see, 

(shake), 
Down  fall  the  ripe  apples,  one,  two,  three. 
Child- 
Thank  you,  tree,  so  strong  and  bold, 
Some  of  your  secrets  you  have  told. 
Tree — 
I  hold  up  my  branches  so  happy  am  I,   (hold  hands 

up), 
When  the  stars  come  out  in  the  evening  sky. 

All- 
Wave  your  branches  to  and  fro, 
Some  of  your  secrets  we  all  must  know, 
Wave  your  branches  to  and  fro, 
This  is  the  way  the  tree  will  grow. 


BOOK    NOTES. 

"BOBBY"  by  J.  J.  Bell.  Cloth,  160 
pages.  George  H.  Doran  Co.,  N. 
Y.     Net,  $1.00. 

Amost  delightful  study  of  a  small 
hoy  and  incidentally  of  his  parents 
and  a  few  other  grown-ups.  Writ- 
ten by  the  author  of  the  "Wee 
Macgregor."  It  is  as  entertaining 
and  as  true  to  the  life  as  its  pre- 
decessor; the  incidents  unique  but 
such  as  might  happen  in  any  fam- 
ily. The  chapters  are  short  and  will 
be  excellent  reading  for  Mothers' 
Meetings,  each  one  affording  a  text 
for  more  or  less  lively  discussions. 
Altho  somewhat  spoiled,  Bobby  is 
a  brave  and  loyal  little  soul,  whom 
one  must  love  despite  his  at  times 
decidedly  exasperating  conduct.  As 
an  accurate  study  of  childhood 
teachers  will  find  "Bobby"  an  aid 
to  a  better  understanding  of  the 
children  under  their  care. 

"ME  AND  THE  DOG."  Verses  by 
Fred  Emerson  Brooks.  Artist 
Dan  Sweeny,  Hand-lettered  by 
Mary  Crete  Couch.  Published  by 
Jo  Anderson  (owner  of  the  dog) 
at  his  print-shop,  Sacramento, 
Cal.     Price  four  bits.     Paper. 

A  unique  and  artistic  booklet, 
that  will  appeal  to  lovers  of  the 
dog.  There  are  nine  stanzas  in 
praise  of  the  dog,  each  accompany- 
ing a  picture  in  ink  drawing  of 
the  dog  and  his  master,  the  head 
of  the  latter  in  each  case  being  in 
half-tone  and  exaggerated  in  size. 
The  drawings  are  clever  and  one 
feels  at  once  the  perfect  rapport 
between  Mr.  Anderson  and  his  pet. 
One  picture  shows  him  soliloquiz- 
ing before  a  mirror  thus: 

"If  dogs  were  fashioned  after  men, 
What  breed   of  dog   would    I   have 

[been? 
And  would  I  e'er  reserve  caress 
Or  be  extolled  for  faithfulness 
Like  my  dog  here? 
On    the    cover    a    real    chain    at- 
taches the  dog  to  his  kennel. 

NEW  AMERICAN  MUSIC  READ- 
ER No.  2,  PART  TWO.  by  Fred- 
erick Zuchtmann.  Cloth,  148 
pages,  price  30c.  Published  by 
The  MacMillan  Co.,  New  York. 

This  is  one  of  a  series  of  Music 
readers  under  this  title,  published 
by  the  MacMillan  Company,  and 
which  we  can  most  heartily  recom- 
mend. The  general  purpose  of  this 
and  No.  2  is  to  present  attractive 
songs  for  practice,  to  introduce  new 
difficulties,  one  by  one,  at  suitable 
intervals,  with  plenty  of  drill,  and 
to  apply  the  skill  thus  gained  to 
the  interpretation  of  songs,  the  mat- 
erial used  for  practice  being  drawn 
from  and  leading  directly  to  the 
song  itself,  which  is  thus  the  source, 
the  basis  and  the  object  of  practice. 


These  pictures  can  be  cut  apart  and  used  in  decorative  work  or  given  to  the 
children. 


NATIONAL  ASSOCIATION 

FOR  THE  STUDY  AND  EDUCATION  OF 

EXCEPTIONAL  CHILDREN 


An  Eleemosynary  Society  incorporated  under  the  laws  of 
the  State  of  New  Jersey 

In  connection  with  its  broad  national  work  for 
exceptional  children,  this  Association  has  for  many 
years  been  conducting  a  special  institution  for  the 
POTENTIALLY  NORMAL,  though  "different"  child, 
known  as 

HERBART  HALL 


The  objects  of  this  institution  are: 
1st.     To  determine  the  individual  peculiarities 
and  tendencies  which  make  a  given  case 
vary  from  the  average. 
2nd.  To  harmonize  the  child  with  its  environ- 
ment and  to  adjust  the  environment  to 
the  child   so  as  to  permit  creative  self- 
expression. 
3rd.    To  direct  all  surrounding  influences  to  en- 
courage those  vocational  aptitudes  which 
will  best  prepare  the  child  for  independ- 
ent existence. 
Physical  and  mental  tests,  scientifically  developed, 
are  employed  so  that  there  is  neither  guess-work  in 
the   diagnosis    of   these    exceptional   types    nor    hap- 
hazard methods  in  their  education. 

Many  children  puzzle  parents  and  teachers.  They 
do  not  respond  to  ordinary  school  or  home  instuc- 
tion.  Unless  taken  properly  in  hand,  they  will  become 
failures  in  life. 

(We  do  not  treat  feeble-minded,  epileptic,  degen- 
erate or  low  types) 

For  full  information  address 

NATIONAL  ASSOCIATION  S.  1 1 C. 

WALDEMAR  H.  GROSZMANN 

Secretary-General 

Plainfield.N.  J.  "WATCHUNG  CREST" 


Statement  of  the  Ownership,  Management,  Circula- 
tion, Etc. 

of  KINDERGARTEN-PRIMARY  MAGAZINE,  published 
Monthly  except  July  and  August  at  Manistee,  Michigan 
required  bv  the  Act  of  August  24,  1912 

Name  of  Editor,  J.  H.  Shults ;  Post  Office,  Manistee,  Mich 
igari;  Managing  Editor,  J."  H.  Shults,  Business  Manager, 
J.  H.  Shults,  Manistee,  Michigan. 

OWNERS:  (If  a  corporation,  give  names  and  addresses 
of  stockholders  holding  one  per  cent  or  more  of  total 
amount  of  stock.)  J.  H.  Shults,  Manistee,  Michigan;  Grace 
Dow  Manistee,  Michigan.  Known  bondholders,  mort- 
gages, and  other  security  holders,  holding  one  per  cent  or 
more  of  total  amount  of  bonds,  mortgages,  or  other  securi- 
ties:   NONE, 

Signature  of  editor,  publisher,  business  manager  or  owner. 
J.  H.  Shults. 
Sworn  to  and  subscribed  before  me  this  "30  day  of  Sept.,  1914. 

F.  H.  Stone.  Notary  Public. 
(My  Commission  expires  Sept,  lst,1915.) 


The  KINDERGAETEN-PBIMAEY  MAGAZINE 
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of  Education 

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From   California;  '  '■  ~     *    -      iv 

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Cheap  and  Excellent  Books 

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

"PAT'S  P'  -x,  124  pp.  All  the  music  to  the  KNAP- 
SACK songs.  Sweetest,  sanest,  jolliest  song 
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INDEX  TO  CONTENTS 


Developing  Method  ..... 

General  Suggestions  for  November  Program 

How  One  November  Program  Developed  Thankfulness 

The  Tokyo  Kindergarten  Training  School 

Blackboard  Hints  - 

The  Child's  Expression  of  Animal  Life  in  the  Kinder- 
garten ...... 

The  Limited  Express  - 

Toy  Making  for  the  Kindergarten 

Patterns  for  Doll  Houses  .... 

The  Committee  of  the  Whole 

Thanksgiving  Day  ..... 

Study  of  a  Picture  - 

Mother  Play  "All  Gone" 

A  Beautiful  Chain  ----- 

Straight  Line  Cutting  -  -  -  .  . 

A  Pilgrim  Play  ---... 

A  Thanksgiving  Exercise 

The  First  Thanksgiving  - 

Hurrah  for  Thanksgiving  - 

The  Kindergarten  Gift  Known  as  Rings,  Correlated  with 
some  of  the  Kindergarten  Occupations,  .Adapted  to 
Primary  Grades  - 

I  Have  a  Little  Heart  of  Gold 

Standards  for  Kindergarten  Training 

Hints  and  Suggestions  for  Rural  Teachers 

The  Camel  has  Two  Dreadful  Humps 

A  Finger  Play — The  Kindergarten 

Suggestive  Gift  and  Occupation  Lessons  lor  Primal')  aad 
Rural  Teachers  ..... 

Ted's  Ride 

The  November  Booklet  .... 

Problems  vs.  Subject  Matter  as  a  BasiB  for  Kindergarten 
Curricula  ...... 


Dr.  W.  N.  Hailmann 

Harriet  B.  Dithridge 
Harriet  B.  Dithridge 


Dr.  Je>my  B.  Merrill 
F.  G.  Sanders 
John  V.  'Dun lop 
John  Y.  'Dunlop 
Bertha  Johnston 
Mai y  E.  Lava 
Mary  E.  Cot  ting 
Bertha  Johnston 

Carrie  L.  Wagner 
Laura  Kountree  Smith 
Edith  Gray 


Lillian  Claxton- North 
F.  G.  Sanders 
Luella  A.  Palmer 
Grace  Doiv 
F.  G.  Sanders 
Carrie  L.  Wagner 

Alice  C.  Rodeiuald 
Marguerite  Jl .  JSutton 

Luella  A.  Palmer 


70 
71 
72 
73 
13 


78 
80 
si 
81 
82 
SI 
85 
86 
86 
86 
67 


87 
88 
si) 
93 
94 
94 

95 
96 
97 

99 


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By  SUSAN  E.  BLOW 

PATTY  S.  HILL 
ELIZABETH  HARRISON 

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RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  HOUSE, 

54  Scott  St.,  CHICAGO. 


t 

Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 

and   Post    Graduate  Course  (one  year).     Special  Certificates  for 

Home-making  Course,  non-professional  (one  year). 

Credit  in  connection  with  the  above  awarded  by  the  University  of 

Chicago. 

Mrs.  Mary  Boomer  Page, 

Directors:         Mrs.  Ethel  Roe  Lindgren, 

Miss  Caroline  C.  Cronise, 

For  circulars  apply  to  Chicago  Kindergarten  Institute,  54  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE 

ELIZABETH  HARRISON,  Pres. 

Summer  School  June  1 6  to  Aug.  8 

Kindergarten  Course 

All  Kindergarten  subject's.  jMontes- 
soii  Methods.    Art.    Folk  Dancing. 

Primary  Course 

Primary  Methods.    Montessori  Me- 
thods.   Art.     Folk  Dancing. 

Credits  applied  on  Regular  Courses# 

For  full  information  address 

Box  600,  2£»44  Michigan  Blvd. 

CHICAGO,  ILLINOIS 


WASHINGTON,  D.  C. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

MISS  HARRIET  NILE 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal   Course  two  years.      Graduate 

and  Special  Courses. 
319  Marlborough  st.  Boston.  Mass. 

EVERY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add    to    her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  KEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


Kindergarten  Teachers  and  Students 

will  be  interested  in  my  investigation  and  study  of 
the  MONTESSORI  METHOD  IN  ROME,  and  my 
practical  adaptation  of  the  Method  to  the  American 
School  for  little  children.  I  will  be  glad  to  send  il- 
lustrated pamphlet  on  request. 
Mrs.  J.  Scott  Anderson,  Dircctoress,Torresd ale  House 

Training  course  begins  October  1st. 

AMERICAS    MONTESSORI  TEACHEft-TRAMKG  SCHOOL 

Torresdale,  Philadelphia,  Pa. 


=PESTALOZZI-FROEBEL= 


KINDERGARTEN  TRAINING  SCHOOL 

6 1 6-622  So.  Mich.  Boul.    Chicago 

(New  Location  Ovelooking  Lake  Michigan.) 
DIPLOMA  COURSE  2  YEARS 
Post-Graduate,  Primary  and  Play- 
ground courses.  Special  courses  by 
University  Professors.  Includes  oppor- 
tunity to  become  familiar  with  Social 
Settlement      Movement      at     Chicago 

Commons. 

For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 

Box  51.  616-622  South  Michigan 

Boulevaul,  Chicago,  III. 

KINDERGARTEN  TRAINING  SCHOOL 

Resident    homo   for   a    limited   number    of 

students. 

Chicago  Free  Kindergarten   Association 

H.   N.    Hlglnbotham,    Pres. 
Mrs.    P.    D.    Armour,    Vice-Pres. 
8AKAH  B.   HANSON,   Principal. 
Credit  at  the 
Northwestern    and   Chicago    ('diversities. 
For    particulars    address    Bra    B.    Whit- 
more,   Supt.,  6   E.   Madison   St.,  cor.   Mich 
've..  Chicago 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 

Richmond,  V? 

Virginia  Mechanics'  Institute  Building, 
Richmond,    Virginia. 

Two  years'  training  in  Theory  and 
Practice  of  Froebellan  Ideals.  Post- 
Graduate  Conrse,  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 
Two    vears  normal  curse  accredited 
by  State  B"ard  of  Regents. 
SUMMER  COURSES 
Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 

For  information  address 

MISS  HARRIETTE  M.MILLS.  Principal 

New  York  University 
Washington  Square,  New  York  City. 


Connecticut  Fro cbe I  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. 


GRAND  RAPIDS  KINDERGAR- 
TEN TRAINING  SCHOOL 

CERTIFICATE,     DIPLOMA    AND 

NORMAL    COURSES. 

CLARA  WHEELER,  Principal 

MAY  L.  OGILBY.  Registrar 

New  Quarters,       -        508    Fountain  St. 

GRAND    RAPIDS,    MICH. 


Atlanta  Kindergarten 

Normal  School 

Two    Tears'    Coarse   of    Study. 
Chartered    1897. 
For   particulars   address 

WTLLETTE    A.    ALLEN,    Principal. 
M»  Peaebtree  Street,         ATLANTA,  OA. 


1874— Kindergarten  Normal  Institutions— 1914 

1516  Columbia  Road,  N.  W.        WASHI  NGTON,  D.  C. 

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

Susan  Plessner  Pollock,   Principal 

Teachers'  Training-  Course — Two  Years 

Summer  Training  Classes  at  Mt.  Ghatauqua—  M  ountain  Lake  Park- 
Garrett  Co.,  Maryland 


The  Elizabeth  K.  Matthews  Kin- 
dergarten Training  School 

Lucretia  Court,  -   Portland,  Ore. 

(Regular  course  two  years.    Theory  and 
practice  in   private,  public  and  settle- 
ment kindergartens. 
For  circulars  address 

MISS  ELIZABETH  K.  MATTHEWS 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

garten  Training 

OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE  KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

|fnm o  1    ninecpe      BOSTON,  MASS 

mormai  viasses  PJEFrE  building 
coplev  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 

BfOHTBNSB    M.     ORCUTT,     Principal    of 

*4ie   Training   School    and   Supervisor   of 

Kindergartens,     826    Bull    Street. 

Savannah,    Qeorgla. 


Springfleld    Kindergarten 

Normal  Training  School 

Vearn'  t'oiirne.    Termn,  $100  pflr  year 

Apply    to 

HATTIE    TWICHELL. 
<rPBrNGFIE!L,D — LONGMEADOW.   MASS. 


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. 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,  Domestic  Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

MRS.  ELIZA  A.  BIAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS.    IND. 


COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 


SARA  K.  LIPPINCOTTi 
SUSAN  C.  BAKER  • 


Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Miss  Hart's 


MINING  SCHOOL 

For  Kindergartoers 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses,       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledtfe.  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kindergarten  Colleg-e 

2050  East  96th  Street,  Cleveland.  Ohio 

Founded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS   NETTA  FARRIS.    Principal 


law  froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical   Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


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 

CATHERINE    J.    TRACY 

Principal 

The  NEWYORK  KINDERGARTEN 

ASSOCIATION 

Offers  unusual  advantages  for  Graduate 

Study. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'   MEETINGS  AND  VISITING 

Miss  Fanniebelle  Curtis,  Director  ol  Public  School 
Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS       PROGRAM  MAKING 

LITERATURE  FOR  CHILDREN 
TUITION  FREE  Apply  for  Prospectus  to 

WilSS  LAURA  FISHER 

Director  Department  of  GRADUATE  STUDY 
524   W.  42nd  Street,  N EJV  YORK  CITY 

Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

IOO  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Mate  rial  s. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  inthe  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

HPHIS  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  nowemployed  you  may  be  able  to  secure  a  position  in  a  larger  or  better  school. 


The  TEACHERS'  EXCHANGE  of  Boston 

Recommends  Teacher*,  Tutors  and 
School*.    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 

Recommends  college  and  normal  gradu- 
ates, specialists,  and'other^  teachers  to 
colleges,  public  and  private  schools,  in 
all  parts  of  the  country.  Advisee  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    rimaryand  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. 


-THE 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PKOVTDENCE  BUILDING 
DULUTH.  MINN. 


RELIABLE  TEACHERS'  AGENCY 

Trained      rimary  and  Kindergarten 
Teachers  needed.  Good  positions,      er- 
manent  membership.    Write  to-day. 
612-613  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,    roprietor. 


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  LAN. 
W.  H.  JONES.  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  SEES 

We  wantKindergarten,  rimary, 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.EnglcTcachcrs?  Agency 

MINNEAPOLIS,  MINN. 

A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.    Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


DEWBERRY 

SCHOOL 
AGENCY 

1892-1914 


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,  K.  A.  CLAYTON,  Manager. 

BIRMINGHAM,  ALA 


HIGHEST  SALARIES-BEST  OPPORTUNITIES  KMntWe 

need  KINDERGARTEN,  PRIMARY  and  other  t-achers  for  private  and  public  schools. 
Write  for  "POSITION  AND   PROMOTION   PROBLEMS  SOLVED."      No  Regis- 

tr.tior.fee,    WESTERN  REFERENCE  &  BOND  ASSOCIATION, 

667  Scarrett  Building,  KANSAS  CITY,  Mo. 


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,  "Mow  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. 


■RpciorMT Teachers  Age/vcy 

EMPIRE  B£-D'G,  OE/VVEJR,  COLO. 


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,  Nishville.  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.  Mick. 


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  K8SS& 

its  influence  If  it  merely  hearsof  va- 
cancies and  tells  TU  AT  is  some- 
you  about  them  •  n^  I  thine, 
but  if  it  is  asked  to  recommend  a?teach- 

you^at  RECOMMENDS 

is  more.    Ours  recommends. 

Tbe  School  Bulletin  Agency 

C  W.  BARDEEN.  Syracuse.  N.  Y. 


WE  PLACE 


rnrl  \  \v  ary 
Teachers  each 
year.  Some  Kindergartners.  No  charge 
until  teacher  is  located  by  us.  Send  for 
registration  blank.    A.  H.  Campbell, 

American  Teachers'  Ag-enoy 

Myrick  Building,  Springfield,  Mass. 


API  AN  Whereby  the  Teacher 
'  ■—  »** ■  '  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 
celling  all  about  the  South  as  a  field  for 
rimary  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. 


THE  OKLAHOMA  TEACHER'S 
AGENCY 

GEARY,  OKLAHOMA 

Only    Competent   Teachers    Enrolled. 
WRITE   US  YOUR  WANTS 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 
A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion. 
W  rite  to-day.         E.  C.  ROGE  RS.  M  «r. 


"ALL  GONE" 

MOTHER  PLAY  PICTURE 


(See  Page  82)        NOTE— Thispicture  can  be  detached  and  placed  on  the  wall  or  used  otherwise  In  the  Kindergarten 


—..,->„  ,»■.«  -- — ...»--  ..-■■  nagaaa^aag  i..-..i..M..-iy,.v<-i.wT<.->-vf»r?, 


-■    -         •  ■••     ■■ ""i 


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. 


NOVEMBER,  1914. 


VOL.  XXVII—No.  3 


EDITORIAL  NOTES 

Another  excellent  article  entitled  "Developing 
Method"  by  Dr.  W.  N.  Hailmann  appears  elsewhere  in 
this  issue. 


Our  picture  study  department  is  a  comparatively 
new  feature  of  this  magazine.  Un£er  the  direction  of 
Mary  B.  Cotting  it  is  meeting  with  success. 


Dr.  Jenny  B.  Merrill  has  several  most  excellent 
articles  in  this  issue  and  is  arranging  for  others 
along  special  lines,  which  will  appear  during  the 
year. 


The  Committee  of  the  Whole  by  Bertha  Johntson, 
will  be  found  especially  interesting  this  month. 
Kindergartners,  Primary  and  Rural  tiachers  are  in- 
vited to  ask  questions,  which  will  be  answered  with- 
out charge. 


Unless  you  regard  your  work  as  a  Kindergartner 
the  most  important  thing  in  your  life  you  are  not 
likely  to  become  a  real  success.  Think  about  your 
work,  read  about  it,  study  it,  be  constantly  on  the  look- 
out for  information,  for  improved  methods.  Try  all 
things  that  seem  to  you  adapted  to  your  work,  hold  fast 
to  that  which  is  good,  keep  out  of  the  ruts,  be  alive, 
have  vision  enough  to  realize  your  responsibilities  and 
opportunities.  Do  not  expect  to  accomplish  all  this 
at  once,  but  work  toward  these  goals,  if  you  would  be 
a  real  Kindergartner. 


With  an  overwhelming  vote  the  state  convention  of 
the  national  progressive  party  of  Michigan  placed  in 
its  platform  an  unequivocal  denunciation  of  the  saloon 
and  furthermore  favored  a  submission  of  amendments 
providing  for  state-wide  and  nation-wide  prohibition 
of  the  liquor  traffic.  This  is  certainly  a  most  whole- 
some indication  of  the  trend  of  public  sentiment. 
— Moderator-Topics. 

The  same  political  party  showed  its  good  judgment 
by  nominating  Hon.  Henry  R.  Pattengill,  editor  of  the 
Moderator-Topics,  at  tha  August  primary,  as  its  can- 
didate for  Governor  of  the  State  of  Michigan. 


The  United  States  Bureau  of  Education  is  doing 
much  important  work  by  way  of  bringing  the  value  of 
the  kindergarten  to  the  attention  of  the  educational 
interests  of  America.  It  has  carefully  compiled  and 
published  much  needed  statistics  of  kindergartens;  it 
has  furnished  information  to  the  thousands  of  school 
officials  who  have  sought  aid,  and  it  has  supplemented 
the  bare  information  at  hand,  wherever  possible,  with 
that  constructive  suggestion  which  is  the  justification 
for  statistical  work  of  any  kind.  Throughout  this 
task  of  compilation  and  distribution,  the  Bureau  has 
endeavored  to  maintain  that  intimate  sympathy  for 
kindergartners  and  the  kindergarten  that  makes  in- 
formation welcome  and  advice  eagerly  sought. 

No  one  who  does  not  see  the  work  lrom  day  to  day 
can  realize  the  varied  opportunities  that  come  to 
spread  the  tidings  of  the  kindergarten ;  to  help  in 
special  cases,  here,  there,  and  everywhere,  to  make 
kindergartens  grow  where  none  erew  before.  One 
State's  law  becomes  another's  inspiration;  a  simple 
answer  to  a  simple  question  starts  a  chain  of  kinder- 
garten interest  little  dreamed  of  by  che  inquirer  or  by 
the  person  who  phrased  the  reply;  lists  of  books, 
handed  on  from  one  worker  to  another,  find  new  soil 
and  make  a  new  growth  of  the  Froebelian  spirit. 
Frank,  unprejudiced  comparisons  of  kindergarten 
work  with  Montessori,  and  other  methods;  the  prob- 
lem of  the  two-session  kindergarten;  the  reorganiza- 
tion of  training-school  courses;  to  furnish  accurate  in- 
formation and  enlightened  opinion  on  such  points  as 
these  is  to  stimulate  interest  in  kindergarten  edu- 
cation in  a  hundred  new  channels  and  advance  the 
cause  accordingly. 

What  are  the  methods  by  which  the  Bureau  gets  its 
information  out  to  those  that  need  it  most?  First  of 
all,  there  is  the  bulletin  series,  originated  in  1907. 
Bulletin  No.  6  of  the  1914  series  wan  devoted  solely  to 
kindergartens — a  statement  of  present  conditions, 
statistics,  opinions  of  school  superintendents,  and 
contributions  from  the  meeting  of  the  International 
Kindergarten  Union.  This  is  the  forerunner  of  a  line 
of  bulletins  to  be  issued  on  kindergarten  work.  „         ■■> 

The  annual  report  of  the  Commissioner  of  Educa- 
tion contains  a  chapter  on  kindergarten  progress,  and 
copies  of  this  are  also  reprinted  seperately  fttr 
pamphlet  distribution.  A  number  of  shorter  leaflets 
will  soon  be  issued;  and,  in  order  to  reach  all  kinder- 
garten teachers,  a  special  series  of  kindergarten 
letters  is  inaugurated  herewith.  These  letters  are  to 
be  mailed  at  regular  intervals  to  kindergartners'; 
school  superintendents,  university  professors  of  edu- 
cation, editors  of  school  journals,  and  others.  An  ad? 
dress  list  of  individual  kindergartners  is  being  ,pr©/ 
pared  for  this  purpose. 


76 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


By  De.  W.  H.  Hailmann. 

There  is  an  ambiguity  in  the  term,  depending  on 
the  object  of  the  development.  We  may  place  stress 
upon  the  development  of  the  child's  powers  or  upon 
that  of  a  given  subject  of  instruction.  In  a  measure, 
it  is  true,  the  one  will  involve  the  other;  neverthe- 
less, it  is  desirable,  if  not  imperative,  that  the  dis- 
tinction be  borne  in  mind,  lest  one  or  the  other  suffer. 

A  brief  review  of  the  bearing  on  each  will  render 
the  distinction  clearer.  In  the  development  of  the 
subject  of  instruction  we  follow  the  well-known  laws 
that  bid  us  pass  from  the  concrete  to  the  abstract, 
from  the  known  to  the  unknown,  from  the  near 
to  the  remote,  from  the  simple  to  the  complex,  etc. 
Our  method  is  essentially  inductive  and  analytic,  pro- 
ceeds from  facts  to  principles,  from  wholes  to  de- 
tails. 

Thus  in  arithmetic  we  deal  primarily  with  things, 
then  with  pictures  of  things  and  ultimately  with 
conventional  number  symbols;  in  form-study  we  be- 
gin with  solids  and  descend  through  surfaces  to  lines 
and  their  relations;  in  geography  we  start  with 
facts  and  rise  through  an  analysis  of  these  to  general 
laws  and  principles  which  we  may  or  may  not  apply. 
The  antithesis  of  our  procedure  is  the  didatic  meth- 
od which  is  essentially  deductive  and  synthetic,  pass- 
ing from  the  abstract,  from  definition  and  law  to  the 
concrete  facts  in  actual  experience. 

Classical  instances  of  the  application  of  the  de- 
veloping method  we  find  in  the  dialogs  of  Socrates  as 
reported  by  Plato  where  the  teacher  by  skillful 
questioning  leads  the  learner  through  an  analysis  of 
facts  to  the  establishment  of  valid  principle.  A 
modern  instance  I  find  in  an  address  by  Edward 
Thring  which  I  am  tempted  to  report  in  its  entirety. 
It  runs  as  follows: 

"Teacher  begins:  Do  you  ever  think? — Pupil:  I 
believe  so.  T.  Do  you  ever  think  your  thoughts 
worth  telling? — P.  Sometimes.  T.  What  do  you  do? 
—P.  Why,  I  tell  them.  T.  How,  pray?— P.  I  talk. 
T.  Indeed.  What  is  talking?— P.  Why,  talking,  to  be 
sure,  talking's  talking.  T.  No  doubt.  But  how  do 
you  do  it? — P.  I  open  my  mouth  and  talk.  Good. 
T.  You  open  your  mouth  and  talk.  A  dog  opens  his 
mouth  and  barks.  Is  that  it? — P.  No.  I  talk  sense. 
T.  But  how  do  you  talk  sense,  if  opening  your  mouth 
and  barking  won't  do? — P.  I  tell  what  I  think  about. 
T.  Do  you?  Well,  think  about  something. — P.  I  do. 
T.  Name  it. — P.  I  thought  about  a  horse.  Well. 
But  I  know  nothing  of  your  thought.  You  have 
named  a  horse,  but  I  am  no  wiser. — P.  I  must  tell 
you  something  about  a  horse.  T.  Do  so. — P.  A 
horse  runs.  T.  Now  I  know.  What  two  things  have 
you  had  to  do  in  order  to  talk  sense  instead  of  bark- 
ing?— P.  I  named  what  I  thought  about  first,  and 
then  I  told  something  about  it.  T.  True.  Suppose 
we  call  every  name  a  noun,  and  every  word  which 


tells  us  what  the  noun  does  a  verb,  what  is  the  word 
'horse'? — P.  A  noun.  T.  And  the  word  'runs'? — 
P.     A  verb."    And  so  on. 

With  reference  to  the  child,  the  developing  method 
implies  on  the  part  of  the  teacher  respect  for  inner 
potentialities  and  for  their  unfoldment  within.  This 
involves  encouragement  and  helpful  guidance  of  self- 
activity,  self-expression  and  self-realization.  In  motor 
life  the  movement  of  this  self-unfoldment  is  from 
play  through  productive  to  creative  activity,  and, 
from  another  point  of  view,  from  mere  mobility, 
through  many-sided  alertness,  to  purposeful  direct- 
ness. In  intellectual  life  it  passes  from  perception 
to  reflection,  from  experience  through  thought  to 
purposeful  adjustment  of  means  to  end,  or — as  Froe- 
bel  puts  it — "from  particular  to  general  and  from 
general  to  particular."  Esthetic  life  begins  in  pleasure 
and  rises  through  interest  to  aspiration,  proceeds 
according  to  Goethe's  formula  fromi  interest  in  the 
useful,  through  appreciation  of  the  true,  to  the  love 
of  the  beautiful.  Ethical  life  rests  primarily  upon 
impulse,  is  capricious,  learns  gradually  to  yield  to 
necessity  and  ultimately  attains  obedience  to  prin- 
ciple, to  the  dictates  of  good-will.  Throughout  there 
rules  a  transition  from  self-establishment  through 
many-sided  self-expansion  to  the  heights  and  depths 
of  self-devotion. 

For  a  comprehensive  summary  of  these  considera- 
tions we  may  turn  to  Froebel's  significant  maxim 
as  our  guide  in  child-development:  "From  life, 
through  life,  to  life,"  i.  e.,  from  the  life  of  experience, 
through  the  life  of  thought  and  feeling,  to  the  life 
of  achievement  and  conduct.  Possibly,  too,  a  closer 
analysis  of  the  Head — Heart — Hand  formula  may 
throw  additional  light  upon  our  problem.  Such  an- 
alysis, however,  demands  a  change  or  extension  in 
the  formula.  Sentient  life  begins  not  in  thought 
as  symbolized  in  the  term  head;  it  begins  with  sen- 
suous activity  of  which  the  exploring  hand,  as  the 
chief  organ  of  touch  and  of  the  muscular  sense,  is 
a  proper  symbol.  Sensuous  impressions  are  held  fast 
and  assimilated  in  thought  and,  in  the  heart,  stir 
attitude  and  purpose.  The  realization  of  such  pur- 
pose demands  appeals  to  the  treasures  of  thought, 
of  assimilated  experience,  that  the  hand,  now  the 
symbol  of  achieving  activities,  may  find  the  way. 
Thus  the  three  will  appear  in  extended  arrangement 
as 

Hand—Head — Heart — Head — Hand, 

fully  coinciding  with  Froebel's  lucid  principle  of 
life-development  that  bids  us  "make  the  external 
internal,  the  internal  external  and  show  the  unity 
of  both  in  life." 

Such  considerations  of  life-development  should 
guide  us  at  every  point  in  the  education  of  the  young. 
This  does  not  in  any  sense  invalidate  the  principles 
that  guide  the  teacher  in  developing  subjects  of  in- 
struction. Yet,  these  should  never  lead,  but  ever 
remain  means  to  the  end  which  lies  in  the  develop- 
ment of  the  child. 


When  in  doubt  what  to  do — don't  do  it. 


GENERAL  SUGGESTONS  FOR  NOVEMBER  PROGRAM 

ByJENN     B.  MEnRILL,  Pd   D. 

Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


SUGGESTIONS    FOR    A    NOVEMBER    PROGRAM. 
Jexny  B.  Merrill,  Pd.  D. 

We  take  it  for  granted  now  that  many  of  our  read- 
ers are  making  their  own  programs  adapting  them 
to  their  own  environment,  to  the  children's  previous 
experiences  and  to  their  own,  too. 

This  is  a  privilege  that  no  true  follower  of  Froebel 
should  yield  to  another. 

However,  we  love  to  exchange  experiences,  we  love 
to  compare  notes  with  our  fellow  teachers.  We  are 
glad  to  take  and  to  give  hints — from  year  to  year. 

One  of  the  more  recent  innovations  is  letting  the 
children  help  too  in  making  the  program.  How  can 
this  be  done,  do  you  ask? 

Recently  I  visited  a  kindergarten  where  the  child- 
ren were  asked  what  they  would  like  to  do  tomorrow. 
The  very  question  set  them  thinking,  and  the  exper- 
ience of  looking  ahead  had  a  tendency  to  establish  a 
good  habit.  The  children's  interest  in  what  they 
had  been  .doing,  naturally  led  them  to  suggest 
something  connected  with  it,  and  so  continuity  of 
thought  and  work  was  secured.  Naturally  the  wise 
kindergartner  would  ask  such  a  question  at  a  time 
when  the  children  were  anxious  to  go  on  with  a  cer- 
tain kind  of  work. 

Kindergartners  often  give  Friday  to  the  children 
depending  upon  the  work  of  the  week  to  incite  them 
to  good  choices,  and  with  a  little  skill  on  the  kinder- 
gartner's  part  this  usually  works  well. 

In  planning  the  work  for  November  we  have  an 
unusually  interesting  goal  ahead  to  work  towards. 
Write  "Thanksgiving  Day"  at  the  bottom  of  a  sheet 
of  paper  and  draw  a  series  of  steps  to  represent  the 
weeks  to  reach  it.  The  objective  point  will  guide  you 
in  selecting  songs,  stories,  games,  pictures,  conver- 
sations and  occupations. 

These  you  will  keep  in  mind  as  the  month  advances 
yet  some  you  selected  may  drop  out  and  others 
come  in  as  suggested  by  the  children  or  the  unex- 
pected developments  of  a  day. 

Home  and  Nature  interests  are  to  be  the  dominant 
factors  in  every  good  program  throughout  the  year. 
They  seem  to  unite  in  November  even  more  fully 
than  in  any  other  period  of  the  year. 

Nature  comes  first  as  in  talking  of  the  colder  days, 
the  sheep  that  gives  us  wool  for  our  warmer  cloth- 
ing, the  wood  and  coal  for  our  fires.  The  flowers 
and  birds  have  gone.  We  talk  a  little  about  them 
as  we  did  in  October.  We  walk  out  to  see  if  any 
tree  near  by  has  one  leaf  still  clinging.  We  may 
find  the  sparrows  have  not  gone.  We  look  for  a 
cocoon  if  we  have  not  one  already. 

Again  we  plan  to  visit  our  friend  the  grocer.    We 


see  how  many  vegetables  and  fruits  are  still  in 
market.  We  paint  and  model  a  few  that  we  did  not 
have  time  for  in  October. 

We  decide  to  have  a  barn  and  store  our  clay  vege- 
tables as  the  farmer  stores  his,  or  we  decide  to  build 
stores  with  our  blocks  and  sell  our  clay  fruits  and 
vegetables  as  our  grocer  does.  The  children  like 
to  use  the  colored  beads  for  fruits. 

Now  we  have  reached  the  middle  of  the  month, 
and  Thanksgiving  seems  pretty  near.  We  want  to 
have  some  "home"  experiences,  and  what  can  be  bet- 
ter or  more  interesting  than  a  kitchen  experience  in 
simple  cooking?  Perhaps  there  is  a  kitchen  in  your 
school.  The  older  girls  cook;  may  not  the  children 
try  a  little? 

Even  in  a  kindergarten  room,  grape  and  cranberry 
jelly  has  been  made  many  a  time.  Therefore  take 
courage.  Apple  sauce,  too,  is  an  easy  dish.  In  one 
kindergarten,  the  children  bought  the  apples  from 
the  apple  vender  who  passed  by,  carried  them  in, 
were  taught  it  was  proper  to  wash  the  apples  first, 
and  they  did  it  too.  Then  an  apple  was  cut  so  as 
to  show  the  pretty  star  in  the  center.  The  seeds  were 
removed  and  counted.  A  child  suggested  planting 
them  and  it  was  done.     Such  a  happy  time  it  was. 

The  children  watched  quietly  while  the  kinder- 
gartner pared  the  apples  and  quartered  them  for  the 
saucepan.  A  child  added  the  water  and  others  added 
the  sugar  and  the  spice.  All  went  to  the  kitchen  in 
the  basement  to  place  the  sauce  pan  on  the  fire,  thank- 
ing the  cook  who  presided  there.  This  kindergarten 
happened  to  be  in  a  settlement  house  in  a  big  city. 

There  have  been  kindergartners  who  enlisted  a 
janitor's  stove  or  a  next  door  neighbor's  stove  when 
no  other  accommodation  was  possible. 

Again  "Nature  and  Home"  suggest  "Malcing  butter" 
for  this  our  November  program.  Churning  needs  no 
kitchen.  If  any  kindergartner  who  reads  this  article 
has  never  had  the  pleasure  of  making  butter  herself, 
she  will  have  a  rare  treat  with  the  little  ones.  It  is 
so  easily  done. 

A  little  churn  is  an  addition  but  not  a  necessity. 
Simple  shaking  in  a  bottle  well  closed  will  bring  the 
butter.  Pass  the  bottle  of  cream  from  child  to  child 
or  to  avoid  accident  let  each  child  come  in  turn  to 
the  table,  and  if  butter  does  not  come,  let  each  child 
have  another  turn  at  shaking. 

One  teacher  thought  all  the  cream  would 
all  turn  into  butter.  She  was  wiser  for  her  effort,  but 
it  is  just  as  well  to  experiment  once  at  home  before 
trying  with  the  children.  I  once  found  a  kinder- 
gartner on  the  point  of  giving  up  just  as  butter  was 
coming. 


72 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


There  are  kindergartners  who  forget  the  salt;  let 
ehildren  taste  the  fresh  butter  and  note  the  difference. 
(Salt,  too,  is  a  gift  of  Nature  but  this  is  not  the  age  at 
which  to  tell  of  salt  mines.  Leave  that  for  a  later 
grade,  but  a  reference  to  taste  is  admissible  in 
kindergarten.  Froebel  gives  us  games  for  all  the 
senses.) 

Have  a  pretty  dish  for  the  butter.  Place  it  where 
it  Is  cold  that  it  may  harden.  Have  a  feast  of 
crackers  and  butter. 

Next  morning  after  the  real  experience  talk  it  all 
over,  and  let  the  children  tell  step  oy  step  what  was 
done. 

Have  good  pictures  of  the  milk-maid  and  the  churn 
at  hand  if  possible,  not  forgetting  pictures  of  a  cow, 
and  of  the  farm. 

"Peter  goes  out  fresh  and  early 

Mows  the  grass  so  long  and  sweet, 
Shining  with  the  dew  so  pearly 

Brings  it  for  the  cow  to  eat. 
She  will  give  us  milk  and  butter 

For  the  little  children's  supper. 
Forth  the  maiden  goes  at  even 

Milks  the  cow  with  skillful  hand 
Brings  the  pail  in  fresh  and  foaming, 

For  the  eager  little  band. 
Think,  my  little  children,  said  the  mother, 

Whence  so  many  blessings  fall. 
Thank  the  farmer  for  his  mowing 

Thank  the  cow  in  meadow  lowing.    , 
Thank  the  maiden  and  the  baker, 

But  the  Lord,  our  Heavenly  Maker. 

We  must  thank  for  each  and  all." 

Thus  our  churning  brings  us  close  to  Thanksgiv- 
ing Day.  Note  also  how  we  have  reached  Home  by 
means  of  these  experiences  with  food. 

Possibly  you  have  been  teaching  the  never  to  be 
forgotten  song,  "Over  the  River,"  the  children  are 
ready  to  play  it  all  out  in  the  kindergarten  room 
for  this  song  story  makes  one  of  the  prettiest  drama- 
tic plays  of  the  year.    Let  the  children  make  it. 

One  corner  is  chosen  for  Grandfather's  house. 
Grandma  puts  on  paper  spectacles  and  watches  at  the 
window  for  the  merry  load.  Chairs  and  tables  and 
children  combine  well  for  an  automobile  ride,  if  not  a 
sleigh  ride.  Perhaps  a  train  is  formed  for  the  jour- 
ney. The  song  tells  its  own  story,  and  any  kinder- 
sartner  can  work  it  into  dramatic  form.  Let  the 
ohildren  help  give  suggestions. 

Indeed  it  is  much  better  to  let  tlnm  make  simple 
suggestions,  and  add  to  them  from  day  to  day  modi- 
fying and  expanding  the  play  as  the  month  advances. 
The  play  should  be  started  at  least  a  week  or  ten  days 
before  the  holiday,  and  should  be  played  every  day 
until  Thanksgiving  arrives. 

I  have  known  this  play  to  develop  further  than  the 
Terse  of  the  song.  This  is  done  by  having  the 
ehildren  play  cirele  games  for  grandma.  Then  grand- 
ma or  auntie  tells  them  all  a  story  before  they  go 
home. 

The  whole  dramatic  play  would  then  be:   1.     The 


ride  to  the  farm.  2.  Grandma's  welcome.  3.  The 
Thanksgiving  dinner.  4.  Playing  circle  games  with 
grandma,  uncles  and  aunts.  5.  Grandma  tells  a  story. 
6.  Going  home.  In  some  kindergartens  the  feast  may 
prove  to  be  a  real  one,  the  day  before  school  closes, 
especially  if  it  is  probable  that  there  will  be  no  feast 
at  home. 

In  some  such  case  it  is  good  occupation  work  for 
the  week  previous,  to  fringe  paper  napkins,  cut  cir- 
cular plates,  possibly  decorate  them  with  touches 
of  paint  and  make  decorations  for  the  room  in  ap- 
propriate fall  colors.  Stringing  popcorn  and  cran- 
berries is  popular. 

Sometimes  odds  and  ends  of  red  paper  are  crushed 
and  used  for  stringing  instead  of  the  real  cran- 
berry.   Orange  and  brown  should  predominate. 

The  decorations  of  the  room  should,  if  possible,  in- 
clude much  nature  material  suggesting  the  harvest — 
the  grains  and  nuts  as  well  as  fruit,  and  vegetables 
should  be  massed  together  in  a  corner  or  window 
ledge  in  as  efficient  a  manner  as  art  can  suggest. 

These  may  be  secured  by  asking  different  children 
to  bring  an  apple,  an  orange,  a  potato,  a  banana,  a 
pepper,  a  carrot  or  any  thing  mother  can  spare  to 
send  to  a  particular  family  where  father  has  been 
sick  and  so  could  not  work  to  earn  money.  Use  those 
that  are  brought  first  for  decorating,  and  then  let 
the  children  help  pack  a  basket  ready  to  be  delivered. 
If  no  family  is  known,  select  an  inhabitant  as  near 
the  school  as  convenient. 

LIST  OF  QUESTIONS  ON  THE  PROGRAM. 

All  through  the  month  keep  the  points  mentioned 
in  September  in  mind  as  guides,  namely,  1.  Locomo- 
tion. 2.  Nurturing.  3.  Communicating  or  talking. 
4.    Constructing.    5.    Experimenting. 

1.  Locomotion..  Have  you  planned  sufficient  active 
exercises  and  plays  for  this  month?    What  are  they? 

2.  Nurturing.  Does  caring  for  the  needy  suggested 
at  Thanksgiving  time  come  under  this  head?  What 
else  have  you  planned?  Have  the  children  fed  any 
animals? 

3.  Communicating  or  Talking.  Do  you  talk  too 
much?    Do  the  children  talk  enough  and  connectedly? 

4.  Constructing.     What  have  the  children  made? 

5.  Experimenting.  Was  not  butter-making  an  ex- 
periment? 

HOW    ONE    NOVEMBER    PROGRAM    DEVELOPED 
THANKFULNESS. 
Harriet  Dith-ridge. 

We  started  with  the  thought  of  how  we  wero  going 
to  keep  warm,  in  cold  weather.  Indoors  we  use  fire, 
burning  wood  and  coal.  We  talked  about  wood,  where 
it  comes  from;  what  else  it  is  used  for  besides  fuel. 
For  wood,  and  wooden  things,  we  must  thank  the 
wood-man,  carpenter,  cabinet-maker  and  cooper. 

We  talked  about  coal,  where  it  is  obtained.  For 
it,  we  thanked  the  miner  and  the  coal  man;  and  the 
janitor  for  keeping  the  fires  going  in  the  school.  We 
can  see  the  furnaces,  and  the  coal  and  wood,  every 
day  when  we  go  down  to  recess. 

We  keep  warm  outdoors,  by  wearing  warm,  woolen 
clothing.    We  talked  about  the  sheep,  how  the  wool 


THE  KlNDEMAlfcTEtt-MtMAM  MAGAME 


n 


comes  to  us,  and  the  changes  it  undergoes. 

A  little  toy  sheep,  with  real  sheep's  wool  on  its 
back  came  to  be  our  playmate.  For  the  woolen  cloth- 
ing we  must  thank  the  sheep,  shepherd,  farmer, 
spinner,  weaver;  Mother,  who  maker  our  clothes; 
and  Grandma,  who  knits  for  us  stockings  and  mittens. 

Some  of  the  older  children  were  taken  to  the 
Williamsbridge  Tapestry  Mills,  to  see  how  cloth  is 
woven. 

We  keep  our  feet  warm  by  nice  warm  shoes.  They 
are  made  of  leather,  which  comes  from  the  cow. 

For  our  shoes  we  must  thank  the  cow,  the  farmer 
who  cares  for  the  cow,  and  the  shoemaker.  We  all 
went  to  visit  the  shoemaker,  and  saw  how  he  makes 
the  shoes. 

Besides  leather  for  our  shoes,  the  cow  gives  us 
milk  and  cream.  We  made  batter;  and  one  day  we 
went  out  to  see  the  cow  and  her  calf.  We  saw  a 
churn,  up  at  the  house. 

If  we  want  to  eat  our  butter,  we  must  have  bread 
to  put  it  on.  We  made  some  bread  trom  flour.  The 
flour  comes  from  the  wheat,  for  which  we  must  thank 
the  farmer  who  planted  it,  the  miller  for  grinding 
it,  and  the  baker  for  baking  the  bread.  Some  of 
the  children  were  taken  to  visit  a  grist  mill  in  the 
neighborhood. 

Flour  will  also  make  a  cake;  so  we  made  one; 
telling  where  the  eggs  and  sugar  came  from,  and 
whom  we  have  to  thank  for  them. 

Other  good  things  to  eat  are  fruits  of  all  kinds, 
including  cranberries  and  pumpkins;  turkeys  and 
ducks.  We  talked  about  all  these  things,  leading  up 
to  Thanksgiving;  going  to  church  to  thank  God  for 
all  things,  and  then  to  Grandma's  for  dinner. 

Note.  Miss  Harriet  Dithridge  is  new  principal  of 
a  kindergarten  training  class  in  Tokyo,  Japan.  The 
above  outline  was  carried  out  by  her  in  one  of  her 
first  kindergartens  in  New  York.  We  are  pleased  to 
publish  a  recent  letter  from  her  sent  to  the  kinder- 
gartners  of  America,  concerning  the  progress  of  her 
work  in  Japan. 

J.  B.  M. 


THE    TOKYO   KINDERGARTEN    TRAINING 
SCHOOL. 
101  Haramachi,  Koishikwa., 

TOKYO,   JAPAN. 

June    3,    1914. 

TO      THE     KINDERGARTEN      TEACHERS      OF 
AMERICA. 
Dear  Friends, 

It  has  been  our  earnest  purpose  and  desire  for 
some  time  to  write  a  letter,  taking  you  into  our 
confidence  in  regard  to  kindergarten  work  in  Japan, 
and  giving  you  the  privilege  of  helping  in  this  work, 
if  you  so  desire.  Thinking  that  the  work  among 
poor  chlidren  would  appeal  to  you  most;  we  have 
chosen  for  the  subject  of  this  letter  the  "Fukagawa 
Christian  Kindergarten." 

Will  you  come  with  us  into  the  poorest,  dirtiest, 
and  most  destitute  district  of  Tokyo,  that  called  Fuka- 
gawa? At  present  plague  and  typhus  are  raging  there; 
but  you  do  not  need  to  be  afraid,  for  you  are  going 


only  in  spirit.  As  we  step  from  the  trolley,  and  walk 
down  a  wide  street,  you  say;  "This  does  not  look 
dirty  or  poor;  these  little  shops  are  quite  neat!" 
True,  but  let  us  step  into  these  little  side  streets — or 
rather  alleys.  Muddy,  isn't  it?  The  sun  seldom  en- 
ters here,  but  the  rain  does;  and,  of  course,  there  are 
no  sidewalks.  Notice  the  open  drains  at  the  side  of 
the  alley;  see  how  they  are  stuffed  up  and  the  water 
(and  other  things)  stands  stagnant.  What  is  that 
awful  smell?  That  comes  from- — well,  you  know  there 
are  no  sewers  in  Japan.  We  hurry  past,  only  to  come 
to  the  end  of  a  blind  alley,  which  is  crossed  by  a  wide 
drain,  the  water  stagnant,  and  absolutely  too  foul  for 
description;  the  refuse  on  the  surface  of  the  water 
is  alive  with  maggots. 

It  is  getting  to  be  almost  too  much?  Let  us  turn 
back  down  the  alley,  and  notice  the  houses  and  the 
people.  The  houses  stand  wide  open,  so  we  can  look 
right  in.  See  this  tiny,  dirty  room,  only  rough,  refuse 
matting  on  the  bare  board  floor  (none  of  the  soft, 
thick  mats  of  the  ordinary  Japanese  house.)  If  you 
lift  the  coarse  matting,  you  will  find  cracks  as  wide 
as  your  hand  between  the  boards.  What  is  this  tiny 
place?  Why,  that  is  the  kitchen;  not  as  big  as  the 
top  of  your  kitchen  table,  is  it?  Here  is  an  empty 
house;  it  is  unlocked,  and  it  is  quite  proper  for  us  to 
push  aside  the  wooden  shutter  and  go  in.  What!  you 
don't  care  to  go  in?  Well,  I  don't  blame  you;  it  is 
dirty!  But  this  little  room  can't  be  all;  where  is  the 
rest  of  the  house?  Yes,  this  is  all  the  house;  and  a 
family  of  seven  may  rent  this  place. 

But  time  is  flying;  so  let  us  hurry  on  to  the  kinder- 
garten. Notice  the  children  we  are  passing.  What 
are  those  boys  doing?  They  are  playing  a  gambling 
game.  Yes,  they  ought  to  be  in  school;  but  there  are 
no  truant  officers  in  Japan.  See  that  little  girl,  stagger- 
ing under  the  weight  of  that  big  heavy  baby  on  her 
back.  And  here  are  some  little  girls  bowing  to  us; 
they  must  be  members  of  our  Sunday  School. 

Follow  me  down  this  alley;  we  have  to  go  single 
file  it  is  so  narrow.  Here  is  our  Kindergarten;  slip 
off  your  shoes  and  come  in.  Hear  the  children,  "Ko- 
cho  Sensei  ga  kita;  Kocho  Sensei  ga  kita."  (The 
principal  has  come;  the  principal  has  come.)  See 
them  squat  on  the  floor  and  bow.  That's  right,  drop 
to  your  knees,  and  bow  to  them.  You  did  very 
well.  My!  what  a  lot  of  children!  This  is  Makino 
San,  the  teacher  of  this  kindergarten;  the  two  assist- 
ants are  students  in  our  training  school.  Let  us 
watch  Makino  San's  first  gift  lesson;  she  is  playing 
with  the  babies,  19  of  them,  all  babies,  and  all  new  this 
spring.  See,  she  hasn't  enough  balls  to  go  around; 
but  she  keeps  every  child  busy  all  the  time.  There; 
can  you  beat  that  lesson  in  America?  Yes,  she  is  a 
graduate  of  our  Training  School,  class  of  1913.  See 
what  a  sweet  face  she  has;  this  kindergarten  has  done 
as  much  for  her  as  for  the  children. 

Look  over  the  house,  what  do  you  think  of  it?  See 
the  two  tiny  yards,  one  is  even  big  enough  for  a  little 
sand-box;  and  a  spindling  three.  This  place  is  two 
houses  thrown  into  one,  and  we  hunted  through  these 
vile  streets  two  months,  before  we  found  it;  and  we 


74 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


pay  eight  dollars  and  a  half  month  rent  for  it.  But, 
you  say,  it  is  too  small  and  dark;  you  ought  to  have 
a  bigger  place  for  these  children. 

Then  you  will  help  us  to  get  a  bigger  place.  You 
will  help  us  to  realize  our  dreams  for  the  children  of 
this  neighborhood.  Think  of  a  big,  kindergarten  room, 
all  sunshine  and  light;  and  a  big,  big  play-ground 
with  plenty  of  swings,  and  seesaws.  Think  of  Moth- 
ers' Meetings  (we  have  already  started  them) ;  in 
which  the  mothers  can  learn  the  proper  care  of  their 
homes  and  children,  as  well  as  the  worship  of  the  true 
God.  Think  of  a  free  bath,  and  a  day  nursery,  and  a 
dispensary,  a  visiting  nurse  and  doctor  (the  younger 
brother  of  two  of  our  kindergarten  children  died  of 
pneumonia  last  winter,  without  any  medical  aid)  — 
think  of  all  this,  and  more,  Sunday  Schools  and  re- 
ligious instruction,  too;  and  tell  me,  will  you  put 
your  hand  down  into  your  pocket — will  you  lessen 
your  bank  account  and  help  us  to  get  a  building  with 
plenty  of  land  around  it?  We  want  at  least  $12,000; 
and  we  are  asking  you  for  it.  If  you  will  help,  send  the 
money  directly  to  us  by  postal  money  order;  and  you 
will  be  kept  informed  of  the  progress  of  the  work. 

Some  of  you  who  read  this  know  us;  some  of  you 
don't;  but  whether  you  do  or  not,  you  know  now 
that  the  poor  children  of  Tokyo  need  help.  Will  you 
help? 

Signed: 
Habkiet  Dithridge. 
Amy  R.  Ckosby. 

KlRK    ISHIIIARA. 

BLACKBOARD    HINTS. 
Continued  from  October. 

In  October  we  drew  trees  with  autumn  foliage, 
changing  colors  as  the  month  advanced. 

As  November  comes  in,  we  watch  out  of  our  window 
and  pay  particular  attention  to  the  huge  trunks  of 
trees  that  pass  by  in  loaded  wagons. 

We  make  more  pictures  of  trees  and  soon  have  a 
forest. 

We  find  the  part  of  the  tree  that  is  called  the 
trunk. 

We  do  not  cut  down  our  trees  at  first  even  in  the 
picture. 

To  surprise  the  children,  we  draw,  after  they  had 
left,  a  few  squirrels,  here  and  there  in  the  trees.  A 
bear  prowling  around  looking  for  his  winter  quarters. 
How  delighted  the  children  were  next  morning  when 
they  spied  them  in  our  forest 

What  were  the  squirrels  doing?  Storing  nuts  away 
for  winter?    What  trees  had  nuts  for  them? 

Later  a  few  evergreen  trees  were  added  in  an- 
ticipation of  December  and  Christmas. 

With  our  forest  for  a  setting  we  tcld  the  good  old 
fairy  tales  that  are  set  in  the  forest,  Red-Riding 
Hood,  Ludwig  and  Marleen,  The  Hut  in  the  Forest, 
Hop  'o  My  Thumb  and  others. 

The  first  snowstorm,  reached  our  forest,  and  the 
surprise  on  the  children's  faces  when  they  first  saw 
the  snow  on  our  picture,  was  delightful. 

Just  before  Thanksgiving,  came  a  merry  sleighful  of 


children  through  the  woods  on  the     way    to    grand 
mother's  house. 

When  the  children  returned  after  Thanksgiving, 
they  found  many  more  fine  trees  for  the  December 
story.  Evergreen  trees  predominated  more  in  our 
blackboard  picture,  though  the  change  was  gradual. 

The  "Discontented  Fir  Tree"  was  there,  the  one 
that  wanted  to  change  its  leaves. 

Soon  the  woodman  appeared  with  axe  over  his 
shoulder.  What  was  going  to  happen?  Several 
Christmas  trees  are  chosen  by  the  children  to  be  cut 
down. 

They  are  tied  together  and  piled  on  the  woodman's 
wagon.  He  carries  them  to  the  train  which  we 
build  with  our  large  blocks  on  the  floor  near  the 
blackboard. 

Then  we  began  to  watch  for  the  real  wagons  loaded 
with  evergreens  as  they,  too,  pass  our  window.  Now 
It  was  easy  to  follow  the  story  of  our  Christmas  tree 
and  its  coming  to  us  from  the  forest. 

S.    Q. 


WAR  AND  PEACE. 

Today  a  world's  at  war.  Across  the  fair  fields  of 
France  is  heard  the  march  of  men.  They  come  from 
peasant  homes  on  the  steppes  of  far  off  Russia;  from 
the  unhappy  Danube  where  children  play  and  women 
weep;  from  a  million  German  firesides;  from  proud 
Belgium,  brave  and  bleeding;  from  England  with 
laws  and  language  parent  to  our  own;  from  France 
where  still  is  seen  the  blot  left  by  an  earlier  war.  The 
Rhine  sweeps  on  past  camps  and  forts;  there  rises  up- 
ward through  the  smoke  of  battle  the  cries  and 
groans  of  men;  the  sun  shines  down  upon  the  un- 
marked graves  of  thousands  whose  lives  have  gone 
out  in  a  quarrel  not  of  their  making  and  in  a  cause 
they  do  not  understand. 

Through  the  centuries,  on  the  way  from  savagery  to 
civilization,  men  have  warred  for  conquest,  for  re- 
ligion, for  glory.  But  today  an  unjust  war  has 
smitten  a  happy,  contented,  prosperous  people.  The 
weak  are  made  to  suffer  for  the  strong  and  future 
generations  shall  bear  the  heavy  burdens  imposed  by 
the  arrogant,  the  powerful  and  the  perverse. 

This  war  shall  cease.  Europe  will  emerge  broken 
and  bruised.  Monarchs  shall  be  brought  low  and 
there  shall  be  proclaimed  the  brotherhood  of  man.  But 
today  a  world's  at  war. — Arthur  Henry  Chamberlain. 


The  Pestalozzi  Froebel  Kindergarten  Training 
School  of  Chicago  opened  its  18th  year  with  the  lar- 
gest attendance  in  the  history  of  the  school.  Through 
the  generosity  of  a  friend  of  the  school  it  is  now 
located  in  the  new  building  on  the  Lake  Front  at  616- 
622  So.  Michigan  Boulevard.  The  class  rooms  com- 
mand a  beautiful  view  of  Lake  Michigan  and  have 
been  specially  fitted  up  for  the  work  of  a  Kindergarten 
Training  School.  One  of  the  new  features  of  the  year 
is  the  enlargement  of  the  Playground  Course  into  a 
Playground  Workers  Department  that  will  grant  a 
special  Playground  diploma. 


The   borrower  is  servant  to  the  lender. — Bible. 


THE  KINDERGARTEN-PRlMARt  MAGAZINE 


75 


THE  CHILD'S  EXPRESSION  OF  ANIMAL 
LIFE  IN  THE  KINDERGARTEN 

By  Dr.  Jenny  B.  Merrill, 
(Second   Paper.) 

In  my  previous  article  upon  the  value  of  living 
animals  in  the  kindergarten,  I  dwelt  especially  upon 
impressions  received  by  our  little  ones  in  the  care  of 
pets,  in  listening  to  stories  about  them  and  in  looking 
at  picture-books  illustrative  of  the  habits  of  animals 
principally  of  domestic  animals  and  birds. 

In  this  article  it  is  my  purpose  to  write  of  the 
means  which  are  employed  in  the  kindergarten  in 
leading  the  children  to  express  their  impressions  of 
animal  life. 

Our  readers  may  recall  that  I  stated  a  marked  im- 
provement has  been  noted  in  oral  expression  in 
games,  as  well  as  in  drawing,  brush-work  and  free- 
cutting  in  kindergartens,  when  the  children  have 
really  lived  with  bunny  or  kitty  or  any  other  pet.  The 
child's  keen  interest  in  the  little  living  creature  re- 
sults in  a  clearer  mental  image  of  its  form  and 
movements.  Dr.  Lukens  has  made  it  plain  that  the 
young  child  draws  from  the  image  in  the  mind  and 
not  consciously  from  an  object.  Hence  in  the  results 
secured  in  handiwork,  we  test  the  image  which  has 
been  impressed  through  observation.  When  kinder- 
gartners  fully  realize  this,  they  will  understand 
better  how  useless  it  is  to  expect  good  results  when  a 
child  is  asked  to  reproduce  unfamiliar  scenes  and  ob- 
jects. 

It  is  true,  however,  that  the  mental  image  is  often 
cleared  by  the  very  attempt  to  express  one's  self 
either  orally  or  by  means  of  any  form  of  manual  ex- 
pression. 

Before  proceeding  to  consider  the  child's  represen- 
tation of  animal  life  in  the  kindergarten,  let  me  brief- 
ly recapitulate  the  means  we  have  employed  to 
secure  good  impressions  and  clear  mental  images. 

First  and  most  important  is  the  actual  presence  of 
the  living  animal  in  the  kindergarten  room  for  several 
days  or  weeks  if  convenient, — second,  interest  in  some 
animal  at  home  or  in  the  street  or  park, — third,  toy 
animals  used  in  play  or  in  scenes  upon  the  sand 
table, — fourth,  well-chosen  pictures  of  animals  at  play 
with  children  or  at  feeding  time  in  a  natural  environ- 
ment,— fifth,  plaster  casts  and  pictures  used  in 
decoration, — sixth,  well  told  stories  of  animals,  finger- 
plays  and  Mother  Goose  rhymes  in  telling  which  the 
kindergartner  imitates  both  sounds  and  movements 
of  animals  as  naturally  as  possible. 

It  is  not,  of  course,  intended  to  use  all  of  these 
means  necessarily  before  any  attempt  at  expression 
is  made  by  the  children,  but  it  is  desirable  for  the 
kindergartner  to  have  in  mind  the  various  possibili- 
ties through  which  good  impressions  are  to  be  secur- 
ed, in  order  that  she  may  employ  any  one  or  all  as 
occasion  arises. 

MEANS  OP  EXPRESSION. 

The  simplest  means  of  expression  of  animal  life  for 
the  child  is  to  play  he  himself  is  the  animal  by  imi- 


tating the  sound  it  makes,  or  by  making  one  or  more 
of  its  characteristic  movements. 

This  simple,  natural  expression  of  the  child  should 
precede  any  formal  game  or  even  any  song  about  the 
animal.  It  should,  indeed,  be  used  as  the  basis  of  the 
game  or  song.  In  this  way  the  kindergartner  should 
gradually  develop  a  game.  By  so  doing  the  child's 
own  expression  is  secured  in  play. 

For  example,  during  the  first  few  days  or  weeks 
after  hearing  a  story  of  kitty,  the  children  may  mew 
and  run  softly  as  kitty  does;  they  may  play  horse 
and  driver  as  the  simplest  expression  of  their  know- 
ledge of  a  horse;  later  they  may  lead  the  horse  to  an 
imaginary  barn  or  stable  and  feed  him  with  oats. 

A  little  later,  when  the  stories  and  pictures,  if  not 
real  experiences,  have  enlarged  the  child's  notions  of 
the  life  of  the  horse,  the  kindergarten  room  may  be  a 
field  and  the  pony  may  run  freely,  all  the  child's  in- 
genuity being  aroused  to  catch  him  before  he  can  be 
harnessed.  After  playing  thus  freely  until  many  of 
the  children  have  entered  into  this  spontaneous  ex- 
pression of  the  horse's  life,  a  well  organized  pony 
game  with  music  and  song  may  be  taught.  Or  the 
game  comparing  pussy's  and  pony's  feet  may  be 
taught. 

Children  love  contrasts,  and  Froebel,  knowing  this, 
introduces  comparisons  of  hard  and  soft  in  the  first 
and  second  gifts.  In  a  similar  manner  the  children 
always  respond  with  great  interest  in  imitating 
pussy's  cushioned  feet  and  pony's  hard  and  clattering 

hoofs. 

"We  are  little  pussies, 

Running  round  and  round; 

We  have  cushions  on  our  feet 

And  never  make  a  sound." 

"We  are  little  ponies, 

Running  round  and  round; 
We  have  hoofs  upon  our  feet 
And  stamp  upon  the  ground." 

All  animal  games  should  thus  unfold  gradually, 
beginning  with  the  child's  spontaneous  expression  of 
sound  or  movement,  and  should  not  be  forced  upon 
him  by  direct  imitation  of  the  set  form  of  a  game 
which  the  kindergartner  has  learned  from  a  book  or  in 
a  training  class.  The  kindergartner  will,  however, 
be  greatly  helped  by  knowing  the  fully  developed 
game,  and  with  this  knowledge,  she  may  by  sug- 
gestion lead  the  children  to  a  more  complete  ex- 
pression than  they  would  reach  themselves. 

It  is  quite  noticeable  that  children  play  games  more 
naturally  and  with  keener  interest  when  they  do  not 
sing,  but  concentrate  their  attention  upon  the 
dramatic  representation.  Hence  it  is  becoming  more 
and  more  popular  in  the  kindergarten  to  sing  the 
words  after  the  play  is  over,  or  at  times  to  sing  while 
standing  still,  and  then  play  as  the  words  have 
suggested. 

Little  Boy  Blue  lends  itself  well  to  the  latter  plan. 
After  reciting  or  singing  this  familiar  Mother  Goose 
rhyme,  the  kindergartner  asks  "Who  wants  to  be 
Little  Boy  Blue?  Where  are  his  sheep?  His  cows? 
What  noise  do  I  hear  his  sheep  making?    His  cows? 


76 


THE  KIKDERGARTEtf-PItlMARY  MAGAZINE 


I  wonder  if  we  will  soon  hear  his  horn?  Who  will 
wake  him?  or  in  preparing  to  play  "Little  Miss 
Muffet,"  the  kindergartner  asks  "Who  wants  to  be 
Miss  Muffet?  Where  will  you  sit?  Who  will  he  the 
spider?"  The  child's  love  of  fun  and  make  believe 
finds  full  satisfaction  in  this  way,  and,  in  turn,  the 
bodily  expression  of  the  animal  life  puts  lively  ex- 
oression  into  the  tones  used  in  repeating  the  rhymes. 

After  the  children  have  become  acquainted  with 
the  names  and  sounds  of  all  the  domestic  animals, 
their  joy  is  great  in  making  a  veritable  farm-yard 
with  mooing  cows,  and  sheep  that  baa,  ducks  that 
quack,  turkeys  that  gobble,  and  crowing  roosters. 
The  pretty  pigeons  in  the  sun  with  their  gentle  coo, 
coo,  help  to  restore  quiet  after  all  the  noise.  There 
are  no  greater  favorites  among  animal  games  than  the 
games  of  the  squirrels  and  the  chicadees. 
EXPRESSION  IN  HANDWORK. 

The  five  occuptions  which  may  be  used  in  securing 
expression  of  animal  life  are  coloring,  modeling  in 
clay,  free  illustrative  drawing,  and  free  cutting. 

1.  Coloring.  Children  love  color  and  love  to  fill 
in  an  outline  if  it  is  large  and  not  too  restricting  to 
the  sweep  of  the  crayon  or  brush.  Some  of  our 
kindergartners  secure  the  best  patterns  of  animals 
for  this  purpose  by  tracing  the  forms  of  animals  in 
the  picture  books  with  which  the  children  are  famil- 
iar. These  the  kindergartner  cuts  out,  preparing  one 
for  each  child.  The  children  recognize  their  old  animal 
friends,  but  miss  their  pretty  coats  of  colored 
feathers,  or  fur.  At  the  kindergartner's  suggestion, 
they  gladly  proceed  to  color  the  animals,  matching 
the  colors  in  the  book  if  possible. 

If  any  of  the  older  children  become  sufficiently 
skillful,  they  may  be  trusted  to  do  the  cutting  out 
themselves  either  before  or  after  coloring  the  animal. 
It  will  be  found  easier  for  the  little  ones  to  color  the 
animals  after  they  are  cut  out,  for  the>  do  not  have 
to  work  so  hard  to  keep  within  a  drawn  line.  Sets  of 
animals  for  coloring  may  be  secured,  but  they  are 
usually  rather  small  for  the  wee  tots  who  cannot  con- 
trol the  finer  muscles  well  enough  to  keep  within 
small  spaces.  (Place  the  cut  out  animal  on  a  sheet 
of  paper  so  that  the  coloring  will  not  soil  the  table.) 

We  find  it  an  advantage  to  have  the  children  con- 
nect the  animal  they  color,  with  some  picture  they 
have  seen.    This  gives  more  life  to  the  work. 

After  coloring,  an  animal  may  be  mounted  upon  an 
appropriate  background  made  by  the  children  to  re- 
semble the  picture  in  the  book. 

The  animal  form  having  been  supplied  in  this  case, 
the  result  does  not  represent  as  much  self-expression 
as  the  later  work  in  free  cutting  and  drawing.  It 
answers  a  good  purpose,  however,  e<irly  in  the  term, 
and  resembles  the  color  work  recommended  by  Dr. 
Montessori.  It  serves  as  an  aid  in  impressing  the 
forms  of  animals  as  well  as  expressing  the  coloring. 

It  is  an  inexpensive  occupation.  Either  colored 
crayons  or  paints  may  be  used.  The  following  list 
of  animals  used  in  summer  work  may  prove  sugges- 
tive to  other  teachers:  (1)  A  horse,  mounted  on 
paper   washed   green   to   represent   grass,   the   horse 


standing  on  lower  half;  (2)  After  mounting  the 
horse  lines  may  be  drawn  to  represent  a  fence.  (3) 
Similar,  adding  a  colt.  (4)  A  duck,  goose,  or  swan 
mounted  on  paper,  with  blue  wash  below,  to  represent 
water.  (5)  A  squirrel,  mounted  on  paper  washed 
brown  to  represent  the  ground;  cut  out  a  tree  from  a 
green  wash,  and  mount  near  the  squirrel,  or  paint  a 
tree.    Other  arrangements  will  suggest  themselves. 

Let  the  children  look  at  an  animal  picture  book  to 
help  them  suggest. 

This  occupation  will  serve  to  impress  the  form  and 
coloring  of  animals  in  a  more  active  way  than  by 
merely  looking  at  pictures,  and  a  little  skill  in  hand- 
ling tools  and  materials  will  be  developed.  Such 
work  must  not  be  continued  very  long,  because  our 
aim  is  to  secure  a  free  expression  on  the  part  of  the 
child.  Hence  the  kindergartner  should  introduce  free 
drawing  and  free  cutting  of  animals  as  soon  as  pos- 
sible. 

(2)  The  free  drawing  should  follow  a  story  of 
some  sort,  the  children  being  asked  to  draw  some- 
thing they  remember  in  the  story,  or,  a  more  specific 
direction  may  be  given,  as,  "Now  make  a  picture  of 
bunny  eating  his  carrots,"  or,  "Draw  the  three  bears 
walking  out  in  the  woods,"  or,  "Draw  a  horse  and 
wagon  with  a  little  dog  following  it."  The  children 
will  attempt  anything,  and  the  sympathetic  teacher 
can  see  wonderful  stories  in  very  crooked  lines.  The 
children  naturally  prefer  to  draw  people  and  animals, 
not  squares  and  angles.  The  crudest  form  should  be 
praised,  and  the  children  encouraged  to  talk  about 
their  own  drawings,  for  the  wisest  kindergartner 
will  never  guess  all  that  they  may  mean  to  a  child. 

Mother  Goose  rhymes  are  full  of  active  animals 
and  make  excellent  stories  for  the  children  to  draw — 
such  lively  cows  as  I  have  seen  jumping  over  the 
moon!  and  very  remarkable  spiders  frightening 
"Little  Miss  Muffet!" 

Here  are  a  few  specimens! 

(3)  In  developing  the  occupation  of  free  cutting 
we  have  reached  success  by  allowing  the  children 
first  to  cut  out  their  own  free  drawings.  Many  kin- 
dergartners report  this  to  be  a  favorite  occupation, 
that  is  the  child  draws  and  then  cuts  out.  This  is 
also  in  the  interest  of  economical  use  of  paper.  There 
is  no  especial  value  in  trying  to  cut  easy  forms  at 
first,  for  it  is  the  animal  that  the  child  knows  best 
and  loves  best  that  will  inspire  good  results.  But 
even  if  the  results  are  not  good,  the  effort  to  pro- 
duce is  full  of  importance.  The  cow  sometimes  has 
one  leg,  and  sometimes  six,  but  if  the  teacher  says, 
"See  how  I  cut  one,"  the  children  will  soon  improve. 

The  child  seems  to  be  able  to  imitate  the  motion  of 
the  teacher.  He  gets  an  idea  of  how  to  begin.  Here, 
as  always,  the  teacher  should  be  able  to  set  the 
model.  It  is  well  to  talk  as  you  cut,  as,  "I  think  I 
will  begin  at  the  tail — now  I  am  cutting  the  back  of 
the  horse,  now  I  am  going  up  to  his  ear,  now  around 
to  his  mouth,  etc. 

The  children  need,  however,  to  learn  to  cut  by 
cutting,  no  amount  of  talking  will  take  the  place  of 
practice.    Let  the  child  experiment  freely.    Often,  the 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


77 


children  are  encouraged  by  seeing  resemblances  in 
little  scraps  they  have  cut  unexpectedly.  This  is  a 
great  means  of  inducing  them  to  experiment  further. 
Snipping  to  get  control  of  the  tool  usually  is  neces- 
sary at  first.. 

(4)  Best  of  all  the  occupations  for  freedom  in 
expression  is  the  modeling  in  clay.  Children  need 
not,  should  not,  be  kept  modeling  balls  and  marbles 
and  cubes  and  modifications  of  these.  They  love  to 
model  animals  and  are  not  afraid  to  attempt  to  do 
so.  If  no  one  suggests  difficulty  they  find  none.  We 
have  secured  the  best  results  in  squirrels  and  rabbits, 
in  which  the  children  are  so  deeply  interested.  They 
have  also  made  the  three  bears,  trying  to  show  the 
different  sizes.  Pussy,  mousie,  birdie  are  all  hopeful 
possibilities.  The  caterpillar,  the  cocoon,  and  even 
the  butterfly  are  frequently  modeled,  and  snakes  and 
fishes  are  not  despised.  Occasionally  we  use  color  on 
the  clay,  more  often  on  fruits  and  vegetables  than 
on  animals.  In  the  absence  of  toy  animals,  those 
made  of  clay  are  used  in  scenes  on  the  sand  table. 

(5)  At  Thanksgiving  time  kindergartners  often 
show  a  number  of  animals  made  from  vegetables. 
Mothers  are  interested  in  this  suggestion,  as  it  can 
be  best  carried  out  in  the  home.  A  turtle  is  made  of 
a  raisin  with  cloves  for  feet,  the  stem  answering 
for  the  tail.  Apple  seeds  and  thread  make  dainty 
little  mice.  Chickens  and  turkeys  are  made  with 
corks,  cranberries,  and  small  sticks  with  a  feather 
for  a  tail;  a  pig  from  a  lemon. 

In  all  these  methods  of  expression  the  teachers  as 
well  as  the  children  should  constancy  be  suggesting 
new  possibilities.  Much  must  be  learned  by  imitation 
of  the  teacher.  A  good  model  is  most  desirable,  but 
the  teacher  should  never  forget  the  distinction  be- 
tween "mechanical  copying  and  the  sradual  imitation 
of  methods  of  handling  tools  and  materials."  Of 
this  distinction  Dr.  John  Dewey  says:  "The  child 
may  learn  much  from  the  incidental  and  mainly  un- 
conscious imitation  of  the  methods  used  by  others. 
There  is  all  the  difference  in  the  world  educationally 
between  that  unconscious  assimilation  of  the  mode  of 
handling  used  by  another  better  trained  person  and 
the  mechanical  and  set  copying  of  that  persons  work. 
One  imitates  the  process,  and  tends  to  set  free  the 
child's  powers;  the  other  imitates  the  product,  and 
tends  toward  slavishness." 


ilELiSElO 


This  is  the  Limited  Express, 
It  is  the  fastest  train  I  guess, 
It  goes  at  seventy  miles  an  hour, 
The  engine  has  tremendous  power. 

P.  G.  SANDERS, 
Toronto. 


TOY  MAKING  FOR  THE  KINDERGARTEN. 
By  John  Y.  Dunlop,  Glasgow,  Scotland. 

Match  boxes  can  be  put  into  use  in  the  making  of 
toys  which  can  be  often  used  in  connecting  the  handi- 
work lesson  with  something  else  taught. 

For  example  the  class  may  make  the  furniture  for 
a  doll's  house  which  would  include  paper  work  and 
needlework,  and  a  set  of  furniture  would  be  most 
essential. 

A  very  unique  set  of  doll's  furniture  can  be  made 
from  the  match  box. 

BOX. 

Take  one  match  box;  the  outer  case  is  cut  along 
the  one  edge  to  make  the  lid. 

The  inner  and  outer  parts  are  then  stuck  together, 
four  short  bonnet  pins  make  the  legs. 

STOOL. 

One  match  box  is  required  for  this  model. 

The  inside  case  of  the  match  box  is  inverted. 

The  outer  case  is  cut  across  the  middle  into  two 
equal  parts. 

Gum  the  portions  of  the  outer  case  inside  the  in- 
verted part. 

SMALL  CHAIR. 

To  make  the  chair  three  boxes  are  required. 

Two  of  these  are  gummed  together  on  the  narrow 
edge  while  the  box  which  makes  the  seat  is  fixed  on 
the  lower  edge  so  that  the  lower  part  of  the  back 
forms  an  even  surface  underneath. 

GRANDMOTHER'S  ARM-CHAIR. 

Five  boxes  required.  Two  boxes  are  stuck  together 
to  form  the  back. 

One  box  fitted  on  to  the  lower  end  for  the  seat 

One  box  stuck  on  each  side  form  the  arms 

Four  laundry  pins  form  the  legs. 

SUGGESTED  CONVERSATION. 

Why  do  we  call  it  an  arm  chair. 

A  little  girl  is  invited  to  sit  in  an  imaginary  arm 
chair. 

Another  little  girl  represents  grandmother. 

Grandmother  comes  into  the  room.  What  a  thought- 
ful little  girl  to  jump  out  of  grandmother's  chair. 

What  does  grandmother  say. 

Teacher  recites  the  first  two  verses  of  the  quaiDt 
poem,  "The  Old  Armchair." 


When  around  again  came  Autumn, 
A  plenteous  harvest  saw  the  band, 

And  a  joyful  feast  they  made  there 
In  that  free  but  foreign  land. 

Ever  since,  with  joyful  feasting, 

Thankful  hearts  for  all  God's  giving, 

In  remembrance  of  the  Pilgrims. 

We  have  kept  the  glad  Thanksgiving. 

— M.  L.  PESCOD. 


Borrowing  is   the   mother   of  trouble. — Hebre\ 


Be   thankful  for  many  things  you  didn't  get. 
Business   neglected   is    business   lost. 


PATTERNS  FOR  DOLL'S  HOUSE.       By  JOHN  Y.  DUNLOP 


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THE  COMMITTEE SfTHE  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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


Chairman  of  the  Committee  of  the  Whole: 

A  comparatively  recent  addition  to  the  sum  of 
scientific  knowledge  should  be  of  interest  to  the 
training  teacher  and  the  student  when  taking  up  the 
subject  of  color.  It  has  been  discovered  that  many 
fishes,  more  pronouncedly  those  of  tropical  latitudes, 
are  capable  of  instantaneous  changes  of  color,  28 
tropical  species  having  been  observed  in  captivity  to 
make  anywhere  from  three  to  seven  alterations. 
These  can  be  seen  by  a  visit  to  the  New  York 
Aquarium,  the  tanks  containing  fish  subject  to  such 
rapid  changes  of  costume,  being  labelled  to  that  effect. 
The  color  cells  of  the  inner  skin  appear  to  be  under 
the  control  of  the  fish,  and  seem  to  be  used  for  this 
purpose  only  by  fish  that  can  see.  Blind  fish  do  not 
change  according  to  environment  since  unconscious 
of  color,  and  it  is  the  effort  to  adapt  themselves  to 
changes  in  the  environment  that  induce  the  modifica- 
tion in  the  fish.  If  frightened,  or  excited,  or  if  in  dis- 
tress, the  changes  occur  instantly  in  many  cases; 
more  slowly  in  others.  In  the  case  of  fish  that  are  not 
so  brilliantly  colored  but  are  distinguished  by  marks 
or  blotches,  an  instant  change  may  be  noted  in  these 
markings,  stripes  or  spots,  appearing  or  disappearing 
as  the  case  may  be.  In  the  natural  state,  the  light 
or  dark-colored  bed  of  a  stream,  the  yellow  or  green 
tone  of  seaweed,  and  the  like,  induce  the  change. 
Among  northern  sea  fish  that  change  their  pattern 
are  the  sea-bass,  tautog,  porgy  and  puffer.  It  can 
readily  be  seen  that  this  capacity  for  change  implies 
ability  for  successful  concealment  either  as  a  means 
of  escape  from  a  foe,  or  for  approach  upon  their  prey. 
An  article  describing  these  "Chameleons  of  the  Sea" 
was  published  in  1910  in  the  Century  Magazine, 
written  by  C.  H.  Haskins.  It  can  be  obtained  at  the 
Aquarium  in  pamphlet  form  for  15  cents. 

While  of  interest  and  value  for  the  teacher  and 
older  children  we  would  not  make  much  use  of  it  in 
kindergarten.  It  is  well  to  reserve  some  of  Nature's 
wonders  for  a  plane  of  development  when  they  can  be 
better  appreciated  than  at  the  kindergarten  age. 


To  the  Chairman  of  the  Committee  of  the  Whole: 

Why  not  have  the  children  in  the  country  schools 
save  a  few  ears  of  corn,  and  at  Thanksgiving  time 
shell  them,  and  make  their  own  festoons  by  soaking 
and    stringing?      Exercises    in    color    discrimination 


can  be  had  by  letting  the  children  select  and  make 
short  strings  of  kernels  of  same  hue.  Some  kernels 
are  darker  than  others  in  tone  and  some  are  actually 
different  in  colors,  as  the  black  Mexican  variety. 
Group  work  could  result  in  a  portiere,  several  chil- 
dren combining  their  strings  of  different  length.  A 
rose-haw  or  cranberry  could  be  inserted  between  the 
tenth  and  eleventh,  to  make  variety. 

Cornhusks  are  extremely  decorative,  and  are  beauti- 
fully appropriate  for  the  schoolroom,  at  this  season. 
Remove  husk  from  the  ear,  so  that  they  still  hold  to- 
gether, and  arrange  singly  or  in  clusters,  as  fancy 

dictates. 

S.  T. 

To  the  Editor  of  the  Committee  of  the  Whole: 

In  a  recent  daily  we  read  that  Eleanor  Gilbert 
suggests  that  "Experience  in  business  should  stand 
for  more  than  'so  many  years'  work'  ".  What  do  our 
teachers  think  of  such  a  plan  for  judging  capacity? 
It  is  certainly  true  that  two  teachers  may  begin  their 
life-work  at  the  same  time  and  in  the  same  school, 
and  when  the  year  is  completed  one  will  be  very 
much  more  valuable  to  the  State  than  the  other,  just 
because  she  has  seized  every  opportunity  to  enlarge 
her  experience  and  hence  her  capacity,  while  the  other 
has  stood  still.  The  question  is,  as  Miss  Gilbert  puts 
it,  "How  much  do  you  remember  and  apply  so  that 
the  same  mistake  is  never  repeated?"  We  would  also 
ask,  how  much  are  you  able  to  profit  by  the  mistakes 
and  successes  of  others?  A  new  school  year  begins. 
The  children  will  profit  much,  of  course,  under  your 
instruction.  How  much  will  you  yourself  have 
profited  at  the  end  of  the  year?  That  is  the  question 
I  ask  myself  as  the  new  term  commences. 

H.  M.  B. 
The  Editor  would  add  to  the  above  statement  and 
query,  the  remark  that  one  object  of  THE  KINDER- 
GARTEN-PRIMARY MAGAZINE'S  existence  is  to 
supply  vicariously,  to  pool,  as  it  were,  the  experiences 
of  many,  that  the  many  others  may  benefit  thereby. 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  think  an  interesting  exercise  would  be  to  have 
some  child  recite  the  part  of  "Hiawatha's  Fasting" 
which  relates  to  his  wrestling  with  Mondamin,  and 
while  so  reciting,  let  him  hold  a  choice  stalk  of  corn, 
with  its  leaves  and  an  ear  or  so,  and  the  tassel,  still 


80 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


intact.  Possibly  it  would  be  necessary  to  arrange 
some  weeks  before,  to  have  the  stalk  saved,  but  this 
would  be  an  excellent  lesson  for  the  children  in  fore- 
thought. A.  T.  L. 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  would  suggest  that  at  Mother's  Meetings  there 
should  be  discussion  as  to  the  seating  of  children  at 
moving-picture  shows.  The  films  move  so  smoothly 
now,  that  if  seated  at  the  proper  distances,  the  eyes 
need  not  seriously  suffer,  but  when  children  seat 
themselves  as  close  to  the  screen  as  the  seats  admit, 
one  can  readily  understand  that  the  focus  of  the  eyes 
may  be  severely  srained.  Should  not  the  parents 
protest  against  placing  seats  so  near  that  injury  re- 
sults? 

J.  M. 
Any  one  who  attends  the  Motion  Picture  shows  can- 
not fail  to  observe  the  large  attendance  of  children 
and  that  some  seats  are  placed  too  near  the  screen.  It 
would  seem  that  when  grown  to  adulthood,  the  eyes 
would  prove  very  defective,  and  thus  handicap  a 
life  career.  It  is  a  matter  well  worth  consideration  at 
a  parents'  meeting,  and  after  discussion  a  formal  pro- 
test might  well  be  addressed  to  the  local  Board  of 
Health  requesting  that  the  seat  be  placed  at  the  cor- 
rect distance  for  right  vision. 

At  the  beginning  of  the  season  the  teacher  should 
make  sure  that  the  children  are  seated  at  such  dis- 
tance from  the  blackboard  and  platform  that  those 
with  defective  sight  or  hearing  mav  see  and  hear 
to  best  possible  advantage,  and  thus  not  be  mistaken- 
ly blamed  for  apparent  stupidity  or  inattention. 

(Editor.) 

To  the  Editor  of  the  Committee  of  the  Whole: 

I  am  so  distressed  when  I  visit  the  Parks  at  the 
disgraceful  way  in  which  people  scatter  newspapers 
around  or  leave  their  lunchbox  wrappings  disfiguring 
long  stretches  of  otherwise  beautiful  lawn,  that  I 
think  a  really  patriotic  service  will  be  done,  if  every 
teacher  determines  to  impress  upon  her  pupils  the 
wrong  of  littering  up  (often  within  a  few  feet  of  a 
waste  paper  receptacle)  the  property  that  belongs  to 
the  community.  I  would  suggest  that  tiny  parks  be 
laid  out  in  sandbox,  or  even  a  green  paper  for  grass 
can  be  stretched  upon  a  desk;  then  make  paths  and 
plrce  tiny  trees,  and  then  ask  if  the  makers  think  it 
an  improvement  to  scatter  paper  around?  Make  tiny 
paper  receptacles  and  let  tiny  dolls  eat  their  lunch 
and  then  carefully  pick  up  the  papers  and  place  them 
in  the  little  box  or  tin  provided.  This  would  react 
also,  in  a  desire  for  better  kept  streets. 

To  the  Editor  of  the  Committee  of  the  Whole: 

What  part  does  fear  play  in  the  desire  of  the 
nations  to  be  armed  against  each  other?  If  fear  of 
Nature's  harmless  creature's  could  be  eliminated 
would  this  aid  in  the  movement  for  the  disarmament 
of  the  nations?  This  question  arose  in  my  mind 
when  I  read  that  extremely  interesting  article  by  H. 
D.  Bailey,  "Children  and  Bugaboos",  in  the  Indepen- 
dent for  August  10.     After     numerous     tests     Prof. 


Bailey  arrives  at  the  conclusion  that  little  children 
have  no  innate  antipathy  "for  creatures  such  as  call 
forth  dread  in  adult  man."  Several  delightful  pic- 
tures from  photographs  show  a  child  less  than  four 
years  old,  handling  with  cool  curiosity  a  hissing 
viper;  another  exhibits  his  interest  in  the  viper 
"playing  dead."  Others  show  him  stroking  a  toad 
and  studying  a  caterpillar.  We  recommend  this 
article  to  the  consideration  of  every  mother  and 
teacher. 


THANKSGIVING  BAY. 


By  De.  Maby  E.  Law,  Toledo. 

Like  our  national  holiday  the  Fourth  of  July, 
Thanksgiving  Day  is  essentially  of  American  origin 
and  unique  in  its  manner  of  celebration.  Not  that 
feasts  and  fasts  were  uncommon  in  those  days,  but 
the  wild  turkey,  the  Indian  corn,  the  potatoes  and 
tobacco  which  graced  the  feast  were  novelties  to  the 
beef-eating  Pilgrims.  The  story  of  the  first  Thanks- 
giving is  of  rare  interest  to  the  child.  The  teacher 
should  prepare  herself  by  reading  a  good  history  of 
the  United  States  or  of  the  early  settlers  and  settle- 
ments. 

The  story  of  the  Mayflower  is  of  thrilling  interest  to 
children  of  all  ages.  As  soon  as  a  foundation  has  been 
laid  by  the  story,  the  children  should  begin  the  work 
of  making  the  first  settlement,  rude  log  houses  out  of 
the  sticks  and  furniture  with  the  gifts  and  occupa- 
tions. Songs  and  games  should  be  sung  and  played 
relating  to  the  day.  The  carpenter,  blacksmith, 
baker  and  other  primitive  occupations. 

A  sand  table  should  again  form  the  center  ®f  the 
picture.  The  coast  of  Holland  should 'be  made  with 
its  dikes,  windmills  and  tulip  beds.  On  the  opposite 
side  the  coast  of  Mass.  with  Plymouth  rocks  in  the 
foreground.  Of  course  Mary  Chilton  who  was  first 
to  spring  upon  the  rocks  is  the  chief  figure  and  later 
Priscilla,  who  cooked  the  Thanksgiving  dinner. 
Miles  Standish  and  Squanto  the  good  Indian  who 
brought  the  popcorn,  must  not  be  forgotten,  nor  must 
we  forget  little  Oceana  White  who  was  born  on  the 
Mayflower  coming  over. 

It  is  well  to  have  the  children  dramatize  the  little 
play  especially  the  leading  characters.  A  feast  should 
be  prepared  by  the  children,  corn  popped  and  a  fowl 
roasted  if  an  open  fire  place  is  available.  Nor  must 
we  forget  the  little  children  all  about  us  who  may  have 
no  fine  dinner  on  that  day  unless  the  Kindergarten 
children  provided  it  for  them.  Each  child  should 
bring  something  and  a  basket  prepared  for  some  par- 
ticular family.  Sometimes  it  is  a  delight  to  the 
children  to  hollow  out  a  large  pumpkin  and  fill  it 
with  goodies,  for  it  makes  a  vivid  and  lasting  impres- 
sion upon  the  children,  both  the  givers  and  recipients. 
Children  should  be  taught  the  spiritual  meaning  of 
Thanksgiving  Day. 


Choose   an   author  as  you  choose   a  friend. — Earl 
of    Roscommon. 


The    empty    vessel    makes    the    greatest    sound,- 
Shakespeare. 


The  Sheepfold — C.  F.  Pierce 


STUDY  OF  A  PICTURE.     III. 
By  Mary  E.  Cotting. 

Ask  as  the  picture  is  placed — What  do  you  see  here? 
Why  where  are  the  sheep  Why  are  they  in  the 
shed,  or  sheep-fold?  No,  it  isn't  night — do 
you  think  the  door  would  he  left  open  at 
night?  It  is  cold  weather  and  they  kept 
all  summer?  Who  took  care  of  them?  Will  the 
shepherd  and  his  dog  still  care  for  them?  Can  you 
see  those  racks  along  the  wall?  Find  out  what  is  in 
them.  Do  the  sheep  have  nothing  but  hay  to  eat? 
(Meal,  corn  and  salt).  Where  is  their  drinking- 
trough?     Funny  one? 

It  looks  as  if  it  had  been  made  from  what?  Maybe 
some  of  the  boys  at  the  farm  made  it — they  love  the 
sheep.  What  animals  are  those  with  the  horns?  They 
are  the  rams.  They're  the  "lambs'  fathers."  See  where 
the  lambs  are — can  you?  What  are  the  fowls  doing? 
Do  they  stay  here  all  night?  Maybe,  they  like  to  be 
where  these  animals  are,  and  they  will  n®t  disturb 
them.  Sheep,  you  know,  are  timid,  and  would  be 
frightened  if  they  were  put  with  large,  noisy,  animals. 
These  sheep  seem  to  be  happy  and  contented,  don't 
they?  Why,  there  is  a  window!  What  is  it  for?  Of 
course,  for  sheep  and  even  fowls  need  to  have  air 
and  light  just  as  much  as  we  do.  Has  someone  forgot- 
ten to  shut  the  door?  No,  that  is  left  open  on  pleasant 
days  because  the  sheep  must  go  in  and  out  the  sheep- 
pen  just  outside.  They  must  have  exercise  during 
tie  winter.  On  very  fine  days  they  are  all  driven  out, 
the  door  is  closed  and  the  dog  set  on  guard  for 
nearly  all  day.     When  it  grows  colder  in  the  afternoon 


they  are  put  in  the  fold  again.  Why  does  their  own- 
er take  such  good  care  of  his  flock?  Would  Paul 
have  had  his  new,  warm  coat  if  there  were  no  sheep? 
Now  you  can  guess  why  the  sheep  are  well  treated. 
Have  any  of  you  ever  seen  any  sheep?  Where?  Be 
sure,  the  next  time  you  go  to  the  park  to  visit  them.. 
Try  to  find  out  what  they  eat;  watch  them  as  they 
eat;  notice  their  lips  and  teeth;  als©  look  carefully  at 
their  feet.  If  you  are  allowed  to  do  so  toucn  their 
wool  and  find  out  all  you  can  about  that  on  the  back, 
sides  and  under  part  of  of  the  body. 

It  is  not  necessary  to  give  one  exhaustive  lesson 
on  this  picture  of  Mr.  C.  F.  Pierce,  who  is  one  of  the 
foremost  painters  of  animal  pictures  of  this  character 
in  America.  Several  lessons  may  be  developed  aug- 
menting those  given  upon  preparation  for  winter. 
Stories  and  games  depicting  the  life  and  character 
of  sheep  may  be  taught. 

THE  LITTLE  GIRL   (BOY)   AT  OUR  HOUSE. 

Thumb — "This  is  the  little  girl  (boy)  at  our  house. 
Pointer — "This  is  the  mother  who  made  the  warm 

dress  (coat)  for  the  little  girl  (boy)  at  our  house. 
Long-man — This  is  the  weaver  who  wove  the  cloth 

from  which  the  mother  made  the  warm  dress  (coat) 

for  the  little  girl  (boy)  at  our  house. 
Ring-finger — "This    is    the    spinner   who    spun     the 

thread  from  which  the  weaver  wove  the  cloth,  etc. 
Little-man — "This  is  the  sheep  thai  gave  its  wool 

from  which  the  spinner  spun  the  thread  from  which 

the  weaver,  etc." 
Direction  For  Playing — 

Hold  left  forearm  upright.  Close  hand.  Raise 
thumb  which  touch  with  tip  of  index  finger  of 
right  hand.  As  the  story  progresses  raise  each  finger 
which  touch  with  index  finger.  Touch  each  finger 
every  time  the  person  or  animal  it  represents  is  nam- 
ed. When  the  game  is  finished  the  hand  is  upheld 
open,  and  fingers  and  thumb  are  outspread. 


82 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Translated  from  the  German  by  Bertha  Johnston 
ALL  GONE 
(See  Page  68.) 
(Motto  For  The  Mother) 
How  may  the  Baby's  soul  and  brain 
The  enigma  of  All  Gone  explain? 
Sense  and  meaning  therein  must  be 
Else  not  so  attracted  he. 
Oh,  puzzle  strange  to  baby  mind; 

What  but  now  he  saw, 

Is  here  no  more; 
And  what  was  above,  below  he'll  find; 

That  which  was  here 

Doth  disappear: 

Where  can  it  be? 

Oh,  mystery; 
See  thus  beholding  one  in  two  * 
Attracts  and  contents  our  Little  Boy  Blue. 

(Song  For  The  Child) 

All  gone,  my  child,  all  gone; 

The  supper  is  all  gone. 

Where,  O  Baby,  show  to  me — 

What,  inside  the  mouth  so  wee! 

Yes,  then  tongue  the  morsel  guides 

Till  down  Baby's  throat  it  slides 

Down  it  slips;  is  churned  and  churned, 

Then  to  bones  and  blood  is  turned. 

Making  Baby  plump  and  sweet 

Almost  good  enough  to  eat! 

When  his  dimpled  cheeks  and  eyes 

Laugh  to  see  our  great  surprise. 
The  movement  of  the  hand  turning  from  almost  hor- 
izontal to  almost  vertical  is  universally  known  as  a 
gesture  of  negation  or  one  which  signifies  that  of  a 
certain  thing  nothing  more  remains  or  that  a  certain 
person  is  no  longer  present. 

This  little  play,  it  is  true,  exercises  the  child's 
wrist  in  only  one  direction,  and  this  direction,  to- 
gether with  the  accompanying  illustration  and  reflec- 
tions is  the  complete  opposite  of  the  one  preceding. 
(The  Weather  Vane).  In  that  one  there  was  a  wide- 
ly-diffused Presence:  here,  is  a  lack.  As  there  was 
something  that  endured,  so  here,  there  is  a  general 
end  of  things.  As  there  was  there  a  lively  sugges- 
tion of  the  present,  here,  there  is  a  general  remind- 
er of  a  "had  been",  the  Past;  throughout,  the  pointing 
to  something  earlier,  or  something  gone  before,  in  con- 
trast with  Now.  Everywhere  is  the  suggestion  of 
something  that  was  there,  but  now  is  gone:  the  sup- 
per is  gone — the  plate  is  empty — the  candle  extin- 
guished— no  salt  is  left. 

Even  the  dog,  Watch,  who  accompanied  the  father 
to  and  from  the  field,  has  eaten  his  meal.  He  appears 
to  be  hungry  yet,  but — all's  gone.  The  boy  is  thirsty: 
"please  sister,  give  me  some  water."  "It's  all  gone," 
she  says,  holding  the  glass  upside  down  before  him, 
to  convince  him,  to  convince  herself.  This  unexpect- 
ed and  unwelcome  news  has  drawn  his  attention  from 
the  bread  and  butter  lying  behind  him;  the  cunning 

♦Literally,  "one  is  in  both   (or  two).     Therefore  is 
the  child  contented. 


cat  seems  to  have  noticed  this,  she  creeps  slowly  to- 
wards it,  and  snatches  the  bread  away  to  eat  it. 
When  the  boy  turns  at  last  to  get  it,  it  will  be  "all 
gone." 

I  am  sorry,  indeed,  for  the  little  girl  there;  she 
meant  so  well,  intending  to  feed  her  bird,  but  she  care- 
lessly left  the  tiny  door  open  as  she  looked  down  on 
the  empty  glass  of  her  sister.  "Where  is  your  canary, 
my  child?"  "Oh  dear!  it  is  gone!  It  flew  away." 
"Come  with  me,  little  sister,"  says  her  brother,  con- 
solingly. "Outside,  in  an  old  tree,  I  know  where 
there  is  a  nest  with  a  lot  of  little  birds.  I  will  fetch 
it  to  you:  in  place  of  just  one,  you  will  then  have 
many.  Come,  only  come!"  See!  there  they  stand, 
so  lost  in  expectation  that  the  still  hungry  dog,  follow- 
ing the  children,  eats  the  bread  from  the  boy's  hand, 
un-noticed  so  that  when  he  turns  round  again  hence 
we  hear  it  is  "all  gone!" 

The  brother  is  already  up  the  tree.  "But  what  do 
I  find?  there  is  nothing  here:  the  birds  have  flown." 
"But  one  of  the  nestlings  shall  be  mine,"  said  the 
other  brother.  "See,  I  have  caught  it  and-  hidden  it 
here  beneath  my  hat.  How  glad  sister  will  be,  bye 
and  bye,  when  I  give  it  to  her.  Just  as  glad  as  I  am 
at  sight  of  you,  you  beautiful  raspberries,  that  I  find 
here!  How  good  you  will  taste!  Just  be  patient 
awhile,  in  your  darkness,  little  bird!"  But  now  the 
wandering  wind  comes  stealing  long,  turns  the  hat 
over,  sets  the  bird  free,  and  when  the  boy  returns 
"Alas,  the  bird  is  gone." 

"Mother,  I  don't  want  to  look  at  the  picture  any 
more:  everything  in  it  disappears  and  no  one  keeps 
what  he  has  or  wants."  "Ah,  my  child,  if  we  would 
keep  anything  we  must  be  as  careful  and  watchful 
as  possible  and  never  let  oneself  be  misled  by  covet- 
ousness.  If  we  wish  to  possess  something  in  the  future 
we  must  exercise  foresight  in  season.  In  the  expect- 
ancy, unfulfilled,  of  quenching  his  thirst,  the  boy  for- 
got his  bread:  through  carelessness  the  canary  escap- 
ed from  the  little  girl:  the  boy  had  no  right  to  take 
the  birds  from  the  nest  and  cage  it:  it  gained  its  free- 
dom through  its  strength  and  courage:  the  dog  ate  the 
bread  from  the  hand  of  the  boy  who  had  given  him- 
self up  to  expectancy:  and,  unable  to  resist  the  temp- 
ting raspberries,  the  boy  lost  the  pleasure  which  he 
thought  to  give  his  sister. 

"Mother,  let  me  look  again  at  the  fluttering,  es- 
caping bird!' 

SUPPLEMENTARY  REMARKS 
ALL  GONE* 

All  gone! 
All  the  blossoms  fair  of  Spring — 

Bloom  of  apple,  peach  and  pear, 
Which  to  gladden  Mother  Earth 

Sent  sweet  fragrance  through  the  air. 

All  gone! 
All  the  dandelions  bright 

Fearless  'mid  green  spears  of  grass, 
Beckoning  with  their  golden  crowns 

Every  little  lad  and  lass. 

*We  give  these  verses  as  supplementary  to  the  first 
literal  translation.  The  teacher  may  find  them  useful 
in  her  autumn  lesson. 


THE  KINDERGARTEK-PBIMiRY  MAGAZINE. 


83 


All  gone! 

But  the  lost  may  soon  be  found 

Though  in  quite  another  guise; 
Changed  by  Nature's  magic  wand 

But  discerned  by  seeing  eyes. 

Blossoms  turned  to  luscious  fruit, 

Grassy  blades  to  fragrant  hay! 
Dandelion's  flowers  wee, 

Changed  to  airships,  flew  away. 

All  the  precious  hours  of  Spring 

Passed   away  to   ne'er   return 
But  their  seeds  rich  fruit  may  bear 

If  their  lessons  we  can  learn. 

And  my  girlie's  temper  lost 

Causing  grief  to  self  and  friends, 
May,  regained  and  self-controlled, 

Be  a  power  for  noble  ends. 

This  play  is  preceded  in  Froebel's  plan  by  one  upon 
the  weathervane,  which  fact  explain^  references  other- 
wise obscure.  Inasmuch  as  we  are  publishing  this 
series  of  translations  with  special  reference  to  grade 
work  we  will  not  always  take  them  in  the  exact  order 
given  in  the  original  but  will  be  regulated  by  what 
the  seasons  may  suggest  and  by  the  requirements  of 
the  grades. 

It  will  be  seen  that  in  this  case  the  Commentary 
does  not  in  its  thought  exactly  coincide  with  the 
verses  for  the  child.  The  supper  disappears  indeed, 
but  its  elements  still  exist  although  in  a  form  of  much 
more  value — bread  and  milk  have  become  transmuted 
into  baby's  flesh  and  muscles  which  are  again  trans- 
muted into  thought  and  smiles  and  pretty  play.  But 
in  the  Commentary,  that  which  disappears  seems  to 
have  gone  with  no  suggestion  of  retriving  the  loss — it 
is  gone  for  good  and  all.  There  are  thus  two  points 
of  view  suggested  and  the  teacher  can  therefore  study 
and  use  the  picture  for  two  distinct  purposes  as  will 
be  pointed  out  below. 

PHYSICAL  EXERCISES  AND  GAMES. 

The  physical  exercise  of  which  the  play  is  the  basis 
is  a  simple  wrist  movement  and  we  would  here  re- 
mind our  readers  that  the  exercises  and  plays  were 
planned  primarily  for  the  little  infant  just  learning 
to  get  control  of  his  body  through  play.  But  the  ex- 
ercise is  an  excellent  wrist-movement  for  all  ages. 
Older  children  may  vary  it  by  a  vigorous  waving 
"good-bye"  to  the  friends  they  have  made  during  the 
summer  vacation — a  farewell  to  someone  who  is  "go- 
ing away."  They  may  also  vigorously  shake  their 
hands  as  if  .flipping  off  water.  "Where  does  the  water 
go?"  \ 

A  little  mystery  play  that  children  enjoy  is  the  old 
nursery  play,  "Two  Little  Blackbirds"  which  we  here 
describe  for  those  to  whom  it  may  be  unfamiliar,  it 
being  appropriate  to  this  subject. 

Two  Little  Blackbirds — Upon  the  nail  of  each  fore- 
finger paste  a  tiny  bit  of  paper.  Place  the  two  fore- 
fingers side  by  side  upon  table  or  lap  repeating: 

"Two  little  blackbirds  sitting  on  a  hill 
One  named  Jack,  the  other  named  Jill; 


Fly  away  Jack — ■ 
Fly  away  Jill — 
Come  back   Jack — 
Come  back  Jill." 

At  the  words  "Fly  away  Jack,  Fly  away  Jill"  jerk 
the  right  and  left  hands  respectively  over  the  shoul- 
ders. Then  bring  each  back  in  turn  but  with  the 
middle  finger  extended,  and  the  forefingers  doubled 
beneath  the  hand,  the  paper  scraps  thus  being  in- 
visible. At  the  next  words,  "Come  back,"  etc.,  bring 
back  the  forefingers,  and  the  "birds"  are  again  to  be 
seen.  You  will  probably  hear,  "Do  it  again"  repeated- 
ly, as  the  mystery  of  the  whence  and  whither  puzzles 
and  delights  the  child. 

"The  Brown  Birds  Are  Flying  Like  Leaves  Through 
the  Sky,"  by  Eleanor  Smith;  "Fly  Little  Birdie," 
(Patty  Hill) ;  and  similar  bird  songs  which  picture 
the  migration  of  the  birds  are  appropriate  here. 

"Welcome  Little  Travelers,"  a  familiar  kindergar- 
ten game,  can  be  played  thus:  Send  a  group  of  chil- 
dren away,  to  whom  the  remaining  ones  w&ve  a  good- 
bye. Upon  the  return  of  the  absent  ones  (who  have 
been  in  this  case  coached  by  the  teacher)  they  are 
welcomed  with  the  usual  question: 

"Welcome  little  travelers,  welcome,  welcome  home. 

Tell  us,  little  travelers,  from  which  land  you  come." 

They  will  reply: 

'We  have  come  from  Tadpole  Land  where  people 
all  were  Tadpoles,"  etc.,  but  instead  of  representing 
tadpoles  they  will  now  act  the  part  of  frogs.  Similar- 
ly, they  may  sing:  "We  have  come  from  caterpilar 
land,"  but  will  act  the  part  now  of  butterflies.  The 
teacher  may  ask,  where  have  the  tadpoles  gone? 
What  became  of  the  caterpillars? 

This  may  be  varied  by  suggestions  from  the  vege- 
table world.  The  children  may  reply,  "We  have  come 
from  Lily-bulb  Land,  where  people  once  were  lily- 
bulbs."  Let  the  children  themselves  also  suggest 
different  forms  of  life  that  have  apparently  "gone" 
but  have  in  reality  simply  undergone  a  transfor- 
mation. 

Hide-and-Seek  games  and  others  such  as  "Hiding 
the  thimble"  may  be  played  also. 

Tidying-up — The  teacher  may,  when  it  seems  fit- 
ting, playfully  suggest  that  she  would  like  to  see  the 
scraps  of  paper  or  other  things  out  of  place  "all 
gone."  Let  us  see  if  the  dead  leave?  that  dropped 
from  the  window-plant  are  "all  gone;"  also  the  grime 
from  dirty  hands. 

Let  the  teacher  have  a  quiet  game  in  which  she 
suggests  that  she  is  thinking  of  something  one  foot 
tall,  green,  but  in  a  few  months  it  is  yellow,  is  cut 
down,  for  awhile  makes  the  air  fragrant  and  then  is 
"gone."  But  later  it  is  found  in  the  city  where  the 
horses  eat  it.  What  is  it?  Hay.  Have  similar  guess- 
ing games  centering  around  the  things  that  disappear 
from  one  place  and  one  form  only  to  reappear  in 
another. 

MENTAL  SIGNIFICANCE 

The  thought  hinted  at  in  the  child's  verses  is  closely 
akin  to  that  known  in  the  world  of  Force  as  the 
"conservation  of  energy."     Here  we  have  suggested 


84 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


the  conservation  or  rather  the  indestructahility  of 
matter,  the  transmutation  of  material  things.  The  sup- 
per disappears,  it  is  true,  but  it  is  by  no  means  lost; 
it  reappears  in  a  very  different  form — in  the  baby's 
bright  eyes  and  glowing  cheeks.  Let  the  older  chil- 
dren study  the  picture  and  determine  if  the  bread  and 
butter,  the  birds,  the  candle  are  completely  "gone,"  or 
merely  gone  in  the  sense  that  the  baby's  supper  is. 

A  side  question  of  ethics  may  come  up  by  discussion 
upon  what  happens  to  the  bird  unused  to  caring  for 
itself,  when  it  gets  in  the  open,  unable  to  recognize 
the  right  kind  of  food  and  in  danger  of  being  caught 
by  the  cat  or  killed  by  native  birds,  as  an  alien.  In 
a  later  song  Froebel  points  out  graphically  the  re- 
sponsibility of  wisely  protecting  and  caring  for  the 
animal  that  we  have  made  dependent  upon  our 
thoughtfulness. 

Older  children  may  be  able  to  tell  what  has  become 
of  the  nestlings.  "What  of  the  burnt  candle?  Instead 
of  trying  at  once  to  gratify  childish  curiosity  regard- 
ing this  mastery,  let  the  children  feel  that  it  is 
mysterious  but  that  when  older,  through  experiment 
or  study  they  will  be  able  to  find  for  themselves  the 
different  elements  into  which  it  has  been  resolved. 

A  burnt  candle  and  a  burnt  house  both  are  "all 
gone."  What  is  the  difference  to  man?  In  one  case 
the  consumption  has  been  to  him  a  gain,  in  the  other 
case  a  loss.  A  comparison  may  be  made  between  the 
light-giving  candle  in  this  picture  and  the  oil-lamp 
in  the  one  preceding.  In  the  September,  1909,  Phili- 
stine, Elbert  Hubbard  gives  a  sprightly  historic  sum- 
mary of  the  different  illuminants  in  order  of  their 
succession. 

When  the  children  make  soap-bubbles  let  them  feel 
the  mystery  of  the  sudden  disappearance  of  the  filmy 
sphere. 

ETHICAL  SIGNIFICANCE 

As  said  above,  the  picture  lesson  may  be  viewed 
from  two  aspects.  In  the  one  case  we  see  the  natural 
Gonsequences,  so  well  illustrated  by  Froebel,  that 
follow  carelessness  and  unthinking  greed  or  cove- 
tousness;  we  see  a  future  good  lost  because  of  present 
want  of  care,  and  forthought — a  fault  common  to 
childhood,  if  not  to  too  many  that  are  supposedly 
mature.  It  is  the  teacher's  privilege  as  it  is  that  of 
the  parent,  to  train  the  child  to  rightly  measure  the 
comparative  importance  of  things  and  events  and 
the  picture  is  an  aid  to  this  end.  Let  the  children 
give  examples  of  home  experience  in  finding  things 
"all  gone."  The  boy  comes  late  to  breakfast  and 
finds  things  cleared  away;  the  girl  forgets  to  fill  the 
lamp  in  the  morning  and  it  soon  burns  out  in  the 
evening.  (Wise  and  Foolish  Virgins.)  The  boy 
whose  money  goes  in  foolish  evannescent  pleasures — 
the  penny  slot-machine,  and  frequent  sodas,  has  noth- 
ing left  for  things  worth  while.  The  drinking,  ca- 
rousing Hessians  in  the  Revolutionary  war,  lost  an 
important  position  by  foolish  inattention  to  business, 
and  England's  short-sighted  King  lost  the  American 
colonies  by  inability  to  weigh  matters  wisely.  Lost 
time  and  lost  tempers  may  also  form  a  sub-topic 
of  this  subject. 


But  a  larger  thought  and  one  more  constructive  id 
character,  is  contained  in  the  child"s  song,  i.  e.,  in- 
destructahility of  matter,  as  before  suggested.  Al- 
though apparently  lost,  matter  is  never  "all  gone;"  it 
simply  changes  its  form,  sometimes  becoming  in- 
visible gas.  The  baby's  supper  becomes  blood  and 
muscle,  bone  and  sinew.  The  leaves  which  flutter 
down  from  the  sighing  tree  become  rich  soil  for  fu- 
ture generations,  and  in  time  the  tree  itself,  fallen, 
disintegrates  and  Mother  Nature  beautifies  it  with 
moss  and  lichen.  The  lost  canary  may  never  return 
but  the  child  may  garner  a  lesson  from  sad  experi- 
ence that  will  enrich  future  life.  Time  once  gone, 
never  returns;  let  us  improve  each  moment  that  for 
good  or  ill  leaves  an  impression  upon  the  future. 

Closely  linked  with  this  thought  is  that  of  the 
resurrection,  the  mystery  of  the  ages.  When  life 
departs  from  the  body  is  it  "all  gone?"  The  wise, 
thoughtful  teacher  must  decide  for  herself  which 
of  the  many  suggestions  in  this  Mother  play  best 
suit  her  children's  needs. 


CONFERENCE  ON  TRAINING  TEACHERS. 

The  United  States  Commission  of  Education  has 
called  a  conference  of  specialists  in  charge  of  depart- 
ments in  State  universities,  normal  schools  and  other 
institutions  for  the  training  of  teachers  for  vocational 
schools,  and  presidents  or  directors  of  such  institu- 
tions, to  be  held  in  connection  with  the  1914  annual 
convention  of  the  National  Society  for  the  Promotion 
of  Industrial  Education,  Richmond,  Va. 

The  conference  will  be  held,  by  invitation,  in  the 
rooms  of  the  Richmond  Business  Men's  Club,  Friday 
evening,  December  11.  The  conference  will  be  pre- 
ceded by  an  informal  dinner  at  6  p.  m.,;  tickets,  $1. 
Application  for  copies  of  the  programme  of  the  con- 
ference and  cards  of  admission,  should  be  addressed, 
before  December  1,  to  W.  T.  Bawden,  U.  S.  Bureau  of 
Education,  Washington,  D.  O,  who  is  in  charge  of  the 
arrangements. 


A  BEAUTIFUL  CHAIN. 

•  An  Ethical  Lesson. 

Children  are  like  links  in  a  beautiful  chain.  Every 
smile,  every  kind  word  or  action  adds  more  beauty 
to  the  link. 

Impatience,  anger,  disobedience,  shirking  of 
duties,  quarreling,  telling  falsehoods,  all  tarnish  and 
blacken    the   links. 

Let  each  one  keep  his  link  bright  and  beautiful 
and  we  shall  have  a  splendid  chain. 

A  little  girl  once  said  to  herself:  "I  shall  always 
try  very  hard  to  obey  my  parents  and  teacher 
cheerfully  and  quickly  in  everything  they  ask.  I 
know  they  are  given  to  me  by  my  Father  in  Heaven 
to  teach  me  what  is  right.  I  shall  always  try  to  do 
what  I  know  my  parents  and  teacher  would  like 
me  to  do  even  if  they  do  not  tell  me  about  it.  1 
will  try  to  be  always  kind  and  patient  with  my 
little  sister  and  brother." 

That  little  girl  was  loved  by  all  who  knew  her, 
and  so  if  you  want  to  be  happy  and  kept  from 
trouble  and  harm  always  remember  to  obey  your 
parents  quickly  and  cheerfully  and  to  do  nothing 
to  grieve  them. 


STRAIGHT  LINE  CUTTING 

By  Carrfe  L.  Wagner. 

The  kindergarten  children  enjoy  talks  on  Thanks- 
giving, and  find  pleasure  in  an  occupation  which  sug- 
gests the  festive  time.  The  paster  pictured  here  is 
made  from  a  four  inch  square,  folded  into  sixteen 
squares.  Cut  from  one  side  four  squares  in  a  straight 
line  from  the  bottom,  then  cut  off  in  the  lines.  Paste 
the  two  end  squares  on  the  diagonal,  and  cut  off.  This 
forms  the  boat.  Cut  the  sails  from  the  twelve  squares; 
fold  the  two  upper  corners  to  the  center  of  the  first 
line  from  the  bottom,  then  cut  off  on  the  lines.  Paste 
these  two  triangles  on  the  boat  as  illustrated. 

To  make  the  house:  cut  off  the  square  and  triangle 
from  each  side  of  the  piece  left  after  making  the  boat, 
then  cut  off  the  triangle  at  the  top.  Divide  the  four 
squares  into  eight  equal  parts,  and  cut  into  strips, 
Use  the  triangular  piece  for  the  roof;  paste  two  of  the 
strips  perpendicularly  at  each  side,  and  paste  five  of 
the  strips  horizontally  for  the  cabin.  To  form  the  door 
cut  half  an  inch  from  three  of  these  strips  before  past- 
ing. The  remaining  strip  may  be  cut  into  two  pieces 
for  the  door  facing.  The  chimney  is  a  small  strip 
cut  from  one  of  the  triangles  left  from  the  boat,  and 
the  canoe  is  cut  free  hand  from  the  other  triangle. 
The  wigwams  are  also  cut  free  hand  from  the  squares 
and  triangles  left  from  the  sides  of  the  house. 


A  READING  LESSON  CORRELATED  WITH  JACK 

AND  JILL. 

By  Harriet  Kahn. 

Suggestions  for  a  "Reading  lesson"  correlated  with 
the  teaching  of  the  nursery  rhyme  "Jack  and  Jill." 

Teacher  writes:   on  the  blackboard. 

I  wish  the  children  to  listen  to  me  while  I  read  this 
story  to  them.  Teacher  reads  the  whole  story  to  the 
children  with  expression.  "Now,  the  children  may 
read  the  story  to  me." 

Henry  may  read  the  first  line,  Ed  may  read  the 
third  line,  Florence  may  read  the  fourth  line  and 
Josie  the  second. 

The  children  of  the  first  aisle  may  come  to  the 
blackboard  and  see  how  quickly  they  can  find  the  word 
I  ask  for,  "Jack."  "That's  right;  next  boy  find  Jack 
again.     Yes,  that's  a     different    Jack.     Find     Jill, 


Another  Jill,    Find  water.    Find  up  the  hill,  etc.,  etc. 

Now  watch,  what  word  did  I  rub  off?  Watch  again, 
etc.,  etc.,  till  whole  rhyme  is  erased. 

Who  can  come  to  the  blackboard  and  make  a  pic- 
ture of  the  word  "Jack,"  of  "Jill,"  of  "hill"? 

Suggestions  for  a  Phonic  lesson,  correlated  with  the 
teaching  of  the  nursery  rhyme  "Jack  and  Jill." 

Teacher  writes  the  word  ill  on  the  blackboard.  She 
says:  The  name  of  this  word  is  ill  and  any  word 
that  look  like  that,  but  has  other  letters  before  it, 
belongs  to  he  same  family.  We'll  call  it  the  ill 
family.  Look  at  your  reading  lesson  and  see  if  you 
can  find  any  word  that  belongs  to  the  ill  family. 
"Yes,  J-ill."  Teacher  writes  Jill  under  ill  as  indicat- 
ed. 

ill 
J-ill 

What  is  the  sound  of  that  first  letter?      Children 
give  sound  of  J.    Now,  say  that  sound  and  then  say 
the  word  ill.    Now  say  one  right  after  the  other  J-ill. 
Now   run   them   together — Jill.     Find   another   word 
belonging  to  the  ill  family.    Yes,  hill. 
ill 
J-ill 
h-ill. 

Teacher  goes  through  same  process.  Can  any- 
body think  of  a  word  that  is  not  in  your  reading 
lesson  that  belongs  to  the  ill  family?  Children  sug- 
gest 6-ill,  /-ill,  fc-ill,  etc.  Teacher  writes  them  on 
blackboard  in  a  column  and  drills  upon  them 

Spelling  lesson  may  follow  the  phonic  lesson. 

"First,  child  spell  ill.  Next,  fill,  kill,  rill,  bill, 
Jill,"  etc. 

Presuming  that  the  and  family  had  been  treated  in 
the  same  manner  as  the  ill  family,  children  may  be 
taught  to  spell  and,  hand,  sand,  land,  band,  stand, 
etc.,  etc. 

Suggestions  for  a  "Geography  lesson,"  correlated 
with  the  teaching  of  the  nursery  rhvme  "Jack  and 
Jill." 

Laura  may  go  to  the  sand-box  and  make  a  hill. 
Make  another  one,  William.  Who  can  tell  me  what  a 
hill  is?  What  is  higher  than  a  hill?  Amy  may  make 
a  mountain.  What  do  we  call  the  land  between  the 
hills — or  the  mountains.  Milton,  show  me  the  valleys. 
Suppose  it  should  rain  on  the  top  of  the  hills  or  the 
mountains,  what  would  the  water  do?  Yes,  run  down. 
They  form  a  stream  and  run  down  into  the  valley, 
a  mountain.  What  do  we  call  the  land  and  between  the 
etc.,  etc, 


All- 


1  st- 


Snd- 


Srd— 


4th— 


5th- 


(All 
All- 


A  PILGRIM  PLAY. 

By  Laura  Rountree  Smith. 
Book  Rights  Reserved. 

We  are  litle  Pilgrim  mothers  gay, 
We  meet  to  keep  Thanksgiving  Day, 
We  bow  to  you  in  stately  way, 
Upon  this  glad  Thanksgiving  Day. 

We  are  the  Pilgrims,  as  you  know, 
We  came  from  England  long  ago, 

We  turned  the  spinning  wheels  around, 
With  very  pleasant  humming  sound. 

We  helped  to  plant  the  oats  and  corn, 
We  worked  away  from  early  morn. 

Some  friendly  Indians  we  met, 
Who  helped  us  as  did  Samoset. 


Song. 


On  Sundays  then  we  used  to  go, 
Marching  to  church  in  solemn  row, 
rise,  march  toward  the  front.) 

The  Little  Pilgrims  of  today, 
Are  not  as  solemn  as  they  say, 
They  used  to  be,  so  long  ago, 
But  still  we  pause  and  courtesy  low, 
We  will  sing  a  song  if  we  are  able, 
Of  little  Peregrine  in  his  cradle. 
Tune  "Lightly  Row."     (All  wave  arms.) 
To  and  fro,  to  and  fro, 
Rock  the  little  babies  so, 
To  and  fro,  to  and  fro, 
Singing  as  we  go, 
Pilgrim  mothers  quiet  keep, 
When  the  babies  are  asleep, 
To  and  fro,  to  and  fro, 
Rock  the  babies  so. 


A    THANKSGIVING    EXERCISE. 

For  12  Little  People. 
By  Edith  Gray. 
1st  Child— T  stands  for  Turkey 

A  splendid  big  bird. 
Thanksgiving  without  it 
Would  be  quite  absurd. 
2nd  Child— H  stands  for  Harvest 

The  grand  time  in  the  Fall 
When  the  barn  and  the  storehouse 
Are  full — wall  to  wall. 
1. 
3rd  Child — There  are  Apples,  and  Nuts, 

Grapes,  some  still  on  the  Vine, 
If  Jack  Frost  does  not  Kiss  them 
They  will  ripen  in  time. 


6th  Child— S  is  for  Sunshine 

We  can't  live  without  it. 
Thanksgiving's  a  good  time 
To  be  thankful  about  it. 
2. 
8th  Child — I  is  my  letter,  and  mine  too, 
You  can  see. 
It  stands  for  Ice-cream,  which 
Our  desert's  going  to  be. 

11th  Child — N  is  to  Never  forget 
Who  has  given 
These  wonderful  blessings, 
'Tis  our  Father  in  Heaven. 

12th  Child — G  stands  for  His  name— God; 
And  His  Goodness  to  all. 
Let  us  now  bow  our  heads 
As  to  Him  we  do  call. 

All  together — "Father,  we  thank  Th.3  for  the  night 
And  for  the  pleasant  morning  lisht, 
For  rest  and  food  and  loving  care 
And  all  that  makes  the  world  so  fair. 
Help  us  to  do  the  things  we  should 
To  be  to  others  kind  and  good 
In  all  we  do  in  work  or  play 
To  grow  more  loving  every  day.    Amen." 

Directions — Have  the  children  in  line  with  the 
letters  which,  at  the  close  of  the  exercise  show  the 
word,  THANKSGIVING. 

1. — Let  the  one  holding  A  say  this  verse  while  four 
of  the  smallest  children  hold  up  their  letters  at  the 
the  words, — Nuts,  Grapes,  Vine,  and  Kiss.  The  var- 
iety of  having  letters  shown  in  different  places  in 
the  line  is  a  pleasant  change  from  the  regular  order. 

2. — Have  tenth  child  now  hold  its  letter  up  and  join 
in  balance  of  verse  with  eighth  child. 

All  with  bowed  heads  sing  or  repeat  softly  the 
familiar  prayer. 

THE  FIRST  THANKSGIVING 
By  Laura  Rountree  Smith. 
Over  the  sea,  in  England; 

Some  people,  brave  and  true, 
Left  home  and  country,  that  they  might 
Serve  God,  as  they  should  do. 

In  Holland  first,  they  found  a  home, 

But  soon  they  left  that  shore; 
Their  children  all  were  growing  Dutch, 

They'd  English  be  no  more. 

So  to  a  country  new  and  strange, 

Where  they  could  English  be; 
This  little  band  of  pilgrims 

Set  sail,  across  the  sea. 

With  vessels  two  they  started, 

Speedwell,  and  Mayflower,  they; 
But  the  Speedwell  leaked,  so  the  Mayflower 

Bore  all  upon  their  way 


THE  KXNDERGARTEN-PRIMARY  MAGAZINE 


87 


On  Plymouth  Rock  they  landed, 

Their  houses  built  of  wood 
And  thankful  hearts  they  had,  that  they 

Might  worship  as  they  should. 

But  the  ground  was  hard  and  rocky, 
No  corn  or  wheat  would  grow; 

And  they  gathered  in  no  harvest 
For  the  winter's  frost  and  snow. 

Cold  and  bitter  was  the  Autumn, 
And  the  children  hungry  grew 

Those  poor  but  faithful  Pilgrims, 
Could  not  think  what  they  should  do 

But  a  ship  brought  more  provisions 
And  the  Indian's  friendly  were; 

Taught  them  how  to  plant  their  grain, 
And  in  their  labour  took  a  share. 


The  Kindergarten   Gift  Known  as  Rings  Correlated 

with  some  of  the  Kindergarten  Occupations, 

Adapted  to  Primary  Grades 


A    PRAYER. 

Father,    we    thank    Thee    for    our    mothers, 

And  for  our  fathers,  too; 
For  our  sisters   and  our  brothers; 

For  all   our  friends  so  true. 


Second  Gift  Game. 

I'm  a  little  farmer, 

My  field  I  must  prepare; 
My  horse  and  roller  I  must  use — 

The  ground  is  now  all  bare. 

My   horse  is   now  all   ready 

To  help  me  work  today; 
He  pulls  the  roller  back  and   forth 

As  tho'  it  were  mere  play. 

My  work  is  now  all  finished, 
Of  my  horse  I  must  take  care; 

He  must  be  very  thirsty  now, 
So  we'll  to  the  trough  repair. 


HURRAH  FOR  THANKSGIVING 

Tune:   "When  Johnny  Comes  Marching  Home" 
Thanksgiving    Day    is    here    once    more,    Hurrah! 

Hurrah! 
Of    fruits   and    grains    we    have    a    store,    Hurrah! 

Hurrah! 
We  come  from  the  north,  we  come  so  gay; 
We  come  from  the  south,  on  this  bright  day, 
For  we  all  will  greet  Thanksgiving  Day  again. 

We    bring   you    pumpkins    big    and    fair,    Hurrah! 

Hurrah! 
A.»d    turkeys    good    and    chickens    rare,    Hurrah! 

Hurrah! 
And  pies  and  cakes,  all  crisp  and  sweet, 
And  apples  red,  so  good  to  eat, 
For  we  all  will  greet  Thanksgiving  Day  again. 


"Had   I   Thought"   died   in  the  poor   house. — Ger- 
man. 


Better  a  mistake  avoided  than  two   corrected. 


By  Lileon  Claxton-North. 

The  kindergarten  gift  commonly  spoken  of  as  rings 
is  one  of  the  gifts  that  can  be  used  in  the  primary 
grade  with  satisfaction.  It  is  comparatively  inex- 
pensive, durable,  occupies  little  storage  room  and 
adapts  itself  to  regular  lines  of  grade  work;  all  of 
which  are  important  factors  to  a  Primary  teacher  who 
is  considering  introducing  kindergarten  materials  into 
her  program. 

The  gifts  consist  of  iron  rings,  one  inch,  one  and 
one-half  inches  and  two  inches  in  diameter;  also 
halves  and  quarters  of  each  of  these. 

The  keynote  to  successful  work  with  rings  is  that 
the  children  grasp  the  underlying  principle  of 
opposites  upon  which  the  gift  is  based.  This  is  not  to 
say  that  the  teacher  need  attempt  to  explain  what 
is  meant  by  opposite  or  that  she  talk  much  about  it  to 
her  class.  A  method  of  dictating  that  has  been  tried 
with  marked  success  is  this:  Take  two  rings,  one  in 
right  hand,  one  in  left  hand.  Place  them  side  by 
side,  touching.  Take  two  more,  place  one  in  front  and 
one  in  back  of  the  first  two,  touching.  Continue  this 
method,  using  both  hands  and  occasionally  introduce 
the  term  opposite;  as  place  one  at  right  side,  one  at 
left  side,  opposite  each  other.  Wher.  the  pattern  is 
finished  call  it  a  true  pattern.  Thus  the  principle  of 
opposites  becomes  the  child's  working  principle. 

Lesson  may  be: 

I. — Dictation — (a)  Teacher;    (b)  Pupil. 

II. — Imitation — Some  design  placed  before  class. 

III. — Combination  of  dictation  and  imitation. 

IV. — Original  work  of  children. 

V. — Imitation  of  the  best  original  design  of  chil- 
dren. ( In  this  case  if  the  child's  name  be  kept  before 
the  class  it  acts  as  an  incentive  to  original  thinking.) 

And  now  is  there  any  new  way  to  say  we  must  in 
this  work  as  in  all  other  go  from  the  simple  to  the 
complex?  If  there  be  let  us  have  it,  for  that  is 
absolutely  essential  to  satisfactory  work  with  the 
rings.  At  first  the  designs  must  be  simple  indeed. 
Gradually  they  grow  more  complex  both  as  to  pattern 
and  material.  At  times  the  class  has  limited  material 
and  then  again  an  unlimited  amount  is  placed  at  the 
disposal  of  the  individuals,  the  aim  being  that  the 
pattern  be  perfect. 

Again  new  life  is  given  by  naming  some  special 
use  for  the  design,  as  an  oilcloth,  dress  silk,  tiling, 
wall  paper,  or  a  pillow  top;  also  to  name  a  purpose  for 
which  a  given  design  would  be  suitable.  In  this  con- 
nection it  should  be  kept  in  mind  that  the  real  pur- 
pose of  this  gift  is  to  make  beauty  forms  rather  than 
forms  of  life,  though  no  great  crime  has  been  com- 
mitted if  the  children  are  allowed  to  make  Mrs. 
Pussy  or  the  snow  man,  and  they  do  get  so  much  real 
enjoyment  from  these  and  similar  forms.  Another 
opportunity  for  variety  is  afforded  by  naming  a  given 
space  and  having  the  class  make  patterns  suitable  to 


THE  KINDERGARTEN-PEIMARY  MAGAZINE 


that  space,  or  after  completing  a  pattern  let  children 
determine  the  amount  of  background  it  requires. 

A  dictated  pattern  need  not  always  be  finished; 
gi-ve  directions  for  part  and  let  the  children  finish  the 
design.  Examples:  In  a  design  for  a  pillow  top  direct 
the  center  and  let  children  make  corners  or  border; 
again,  give  the  children  the  center  of  the  design  to  be 
completed  with  limited  material  or,  later,  unlimited 
material. 

In  order  to  have  the  children  see  a  large  variety  of 
designs  it  is  well  to  allow  the  class  to  pass  around 
and  look  at  all  the  work  in  the  room,  taking  care  that 
all  incorrect  work  is  first  corrected  or  removed.  The 
rule  in  designing  that  a  prevailing  purpose  should 
govern  the  whole  pattern  must  be  always  kept  as  a 
guide  to  the  children  in  original  work,  and  as  a  basis 
of  criticism  by  either  teacher  or  pupil.  From  the 
first  grade  the  children  should  sort  their  own  mater- 
ials at  the  close  of  the  lesson.  It  can  be  collected 
while  marching,  recess  or  blackboard  exercises  are 
being  conducted. 

So  much  for  the  gift  as  a  gift.  Now  let  us  see  in 
what  way  it  may  be  related  to  kindergarten  occupa- 
tions that  are  either  already  in  the  primary  course  or 


circles  or  drawing  models,  and  should  be  done  with 
both  hands. 

Drawing  on  designing  paper  is  a  very  interesting 
development  of  the  ring  work.  Later  the  children 
could  rule  in  the  squares  with  given  dimensions  and 
place  the  patterns  at  required  distances. 

Color  may  be  introduced  in  drawing  as  well  as 
painting. 

Spinning  the  rings  like  a  top  shows  the  form  of  a 
sphere. 

Painting — Watercolor  washes  can  be  made  for 
backgrounds  for  the  drawing,  cutting  and  pasting  or 
laying  of  rings.  The  whole  design  may  be  painted  for 
silk,  tiling,  etc.  Colors  being  chosen  by  teacher  first 
and  later  by  the  pupil.  After  reproducing  exactly  the 
ring  patterns,  some  of  them  could  be  changed  into 
conventionalized  flower  patterns.  The  figures  on  the 
sewing  cards  may  be  painted  in  with  splendid  effect. 

Cutting  and  Pasting — Cutting  may  be  either  to  the 
line,  free,  or  a  combination  of  these  with  or  without 
given  dimensions.  The  circles  traced  as  indicated 
before  may  be  cut  and  pasted  to  reproduce  designs 
made  with  rings.  After  much  practice  with  cutting 
to  the  line  the  children  should  cut  circles  without  the 


Caateis. 


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may  easily  be  added. 

The  following  is  a  list  of  the  occupations  that  are 
practical  for  the  grades  in  connection  with  this  gift: 

Drawing  Painting  Cutting  Pasting  Sewing  Clay 
Sand. 

Drawing — The  patterns  and  designs  that  the  chil- 
dren make  can  be  drawn  to  a  greater  or  less  extent, 
according  to  the  grade.  The  children  in  any  grade 
could  make  many  patterns,  however,  that  they  could 
not  reproduce  with  pencil  or  brush.  Aside  from 
variety  of  design,  the  factor  of  measurement  can  be 
introduced  by  calling  for  circles  of  a  given  size. 
After  practice  in  the  work,  using  rulers  or  compasses, 
children  should  be  allowed  to  draw  given  sizes  with 
only  the  eye  to  guide.  These  should  be  tested  with 
measures  when  complete.  A  step  still  further  in  ad- 
vance of  that  is  to  require  children  to  draw  patterns 
without  having  first  made  them  with  rings,  allowing 
them  rules  and  compasses  in  the  beginning,  then  not. 
Such  drawings  should  very  often  be  reproduced  with 
the  rings  to  allow  children  to  see  the  perfect  patterns. 

For  blackboard  drawing  these  patterns  are  very 
effective  and  can  be  done  with  either  hand  and  later 
with  both  hands  working  at  once. 

Tracing  should  form  part  of  the  work  with  pencils. 
The  patterns  could  be  traced  around  rings,  cardboard 


line.  Later  the  children  should  divide  them  into 
halves  and  quarters,  thus  introducing  the  factor  of 
measurement  again. 

The  pasting  should  be  carried  on  to  a  limited  extent 
and  for  short  periods,  as  at  best  it  is  taxing  to  the 
finer  muscles  and  nerves  of  the  hand  and  eye.  Paper 
rings  already  gummed  may  be  secured  at  the  kinder- 
garten supply  house. 


I  have  a  little  heart  of  gold 

It  hangs  upon  a  chain, 
I  got  it  for  not  being  bold, 

And  pleasing  Cousin  Jane. 

F.  G.  Sanders,  Toronto. 


Better   lose    the    anchor    than    the    whole    ship.' 
Dutch. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


89 


STANDARDS   FOR  KINDERGARTEN 
TRAINING 

Problems   of  the  Present,  Hopes   and  Ideals   for 

the  Future 

By  Luella  A.  Palmer 

(Concluded  from  September  issue) 

Tho  requirements  for  entrance  to  a  kindergarten 
training  school  should  be,  then,  that  the  candidate 
be  eighteen  years  of  age,  have  a  high  school  diploma 
or  its  equivalent,  a  certificate  of  health  from  the  train- 
ing school  physican,  and  show  musical  ability. 
Where  a  course  in  Child  Study  has  not  shown  adapt- 
ability for  the  profession,  a  year's  probation  is  re- 
quired. Probation  of  one  year  is  also  required  to 
show:  (1)  Ability  to  co-operate  with  adults;  (2) 
General  culture;    (3)   Intelligence. 

Now,  we  come  to  professional  training.  Here  is 
the  knottiest  problem.  We  want  to  turn  out  kinder- 
gartners  who  are  fairly  good  at  the  start  and  war- 
ranted to  improve;  those  who  have  had  practice 
enough  with  the  children  to  know  what  to  do  now 
and  who  have  had  theory  enough  to  form  a  good 
basis  for  future  growth.  In  what  does  improvement 
consist?  In  raising  one's  own  ideals  and  also  in 
studying  children  to  find  better  methods  to  help  them 
to  develop.  This  means  getting  a  better  content  for 
education  and  a  more  developing  method.  This  sug- 
gests two  points  which  need  attention  in  every  train- 
ing school:  (1)  A  study  of  the  development  of  ideals 
and  principles  in  order  that  the  general  trend  of  de- 
velopment can  be  the  guide  as  to  future  educational 
movements;  and  (2)  The  study  of  children  in  such 
a  way  that  a  means  can  be  found  by  which  to  test 
the  values  of  methods. 

A  training  school  should  provide  not  only  for 
courses  in  educational  principles,  but  also  for  courses 
dealing  with  the  growth  of  these  principles  in  hu- 
man consciousness.  Other  courses  should  be  given 
which  allow  for  the  first-hand  testing  of  principles 
and  methods,  the  reaction  of  the  children  to  the  stim- 
ulus applied. 

It  is  said  that  there  is  "more  teacher  study  by 
pupils  than  pupil  study  by  teachers."  This,  I  think, 
reveals  the  most  glaring  defect  of  our  training  school. 
We  should  imbue  the  embryo  kindergartner  with 
the  idea  that  her  first  and  most  important  duty  is 
to  study  the  individual  child  and  provide  him  with 
the  material,  the  situation,  which  will  help  in  his 
development  at  this  particular  time.  The  old  idea 
of  education  was  the  "pouring  in"  process;  the 
new  idea  is  the  selection  from  what  the  child  has  to 
give  and  then  the  improvement  of  its  expression. 
Some  training  schools  do  not  give  enough  theory; 
the  kindergartners  these  turn  out  will  not  be  able  to 
improve  the  child's  expression  successfully.  In 
training  schools  which  provide  for  sufficient  theory, 
we  have  given  it  in  solid  lumps  when  it  should  be  a 
crystalization  out  of  practice.  To  change  the  figure, 
we  give  our  students  a  mass  of  theory  that  is  undi- 
gested when  leaving  the  school — and  much  of  it  is 
never  assimilated. 


There  is  too  great  a  gap  between  "subject  matter" 
and  "method  of  presentation."  We  should  teach  sub- 
jects in  a  professional  school  so  that  the  student  will 
learn  how  to  select  the  subject  matter  of  education 
from  a  child's  experience  and  interests.  We  give  6ut- 
and-dried  principles  and  methods  and  say  such  reac- 
tions should  follow  when  a  certain  material  is  present- 
ed to  the  children:  we  do  not  give  the  student  an  idea 
that  she  should  be  continually  testing  the  value  of 
her  principles  and  methods  by  the  reaction  which 
the  children  make,  nor  do  we  show  her  that  she  must 
question  the  value  of  those  very  reactions.  We 
must  give  to  our  students  more  of  Froebel's  spirit 
and  less  of  his  technique.  We  must  show  them  how 
he  was  continually  studying  little  children,  how  he 
built  up  out  of  this  study  his  educational  principles. 
We  must  not  teach  about  Froedel's  method  but  give 
the  training  in  such  a  way  that  his  method  will  be- 
come a  habit  of  life. 

A  kindergartner  said  to  me:  "I  could  write  reams 
on  the  gifts,  but  I  don't  know  how  to  help  the  child- 
ren to  play  with  them.  I  can  tell  them  to  do  certain 
things  or  get  the  children  to  suggest  doing  certain 
things,  but  I  see  it  isn't  play,  it's  just  moving  things 
about;  there  is  no  imagination  connected  with  it." 
In  her  training  school  the  subject  of  the  course  was 
probably  designated  The  gifts,  their  principles  and 
methods  of  use.  It  might  have  been  called  Play 
materials  for  the  kindergarten,  and  the  explanation 
read:  This  course  provides  for  experimentation 
with  play  materials  selected  for  educational  pur- 
poses. Its  purpose  is  twofold:  (1)  To  show  the 
natural  experimentation  with  materials  as  they 
touch  the  play  interests;  (2)  To  shape  these  towards 
the  school  arts."  A  course  so  described  would  pro- 
bably help  a  student  to  feel  the  educational  value  of 
the  blocks  and  sticks  and  yet  approach  this  in  such 
a  way  that  she  would  understand  how  to  use  the  na- 
tural interests  of  the  child  to  appreciate  these  val- 
ues. 

Kindergarten  training  schools  are  not  the  only 
ones  that  are  questioning  their  own  methods  of  teach- 
ing. The  normal  schools  in  Wisconsin  feel  it  as  one 
of  their  problems.     They  say:- — 

"We  seem  unable  to  solve  two  main  problems.  The 
first  is,  that  the  professional  work  is  all  thrown  on 
the  department  of  psychology  and  education  by  the 
teachers  of  the  academic  subjects,  who  claim  that 
they  have  time  to  give  only  the  subject  matter  of 
their  particular  subjects,  and  no  time  to  devote  to 
methods  of  teaching.  And  we  of  the  professional 
department  are  making  our  courses  in  psychology 
and  tneory  too  technical,  with  too  little  vital  bear- 
ing on  the  problems  which  these  young  people  will 
meet  as  teachers;  are  meeting  right  now  in  their 
practice  work  in  the  training  school." 

In  any  normal  school,  subjects  should  not  be 
taught  in  an  "academic  way"  for  subject  matter  only. 
While  the  content  should  not  be  neglected,  it  should 
be  learned  by  such  a  method  that  its  relation  to 
presentation  in  a  class  room  could  be  plainly  seen. 
The   "problem"   method   is  the  one  that   seems  to 


90 


THE  KINDEKGAKTEN-PKIMARY  MAGAZINE 


answer  this  demand.  It  might  be  well  to  take  an 
illustration  far  afield  from  our  own  special  subject 
in  order  to  show  this  method  clearly.  If  a  training 
class  were  learning  history,  instead  of  taking  the 
Revolution  as  a  center  around  which  to  gather  dates 
and  facts,  the  problem  would  be,  "What  are  the  facts 
you  would  wish  a  class  of  sixth  grade  children  to  re- 
member about  the  Revolution?  Why  would  you  select 
them?  How  would  you  preserve  them?  The  training 
student  would  need  to  read  widely  in  order  to  make  a 
wise  choice;  would  need  to  bring  the  facts  gleaned 
into  some  scheme  of  organization  in  order  to  find  out 
the  purpose — the  possible  modification  of  the  child's 
bent  of  mind  and  character;  and  besides  she  would 
need  to  bring  all  into  relation  with  the  main  point  of 
her  training  course,  the  teaching  of  children. 

As  an  illustration  of  the  "problem"  method  in  the 
kindergarten,  we  might  use  the  subject  of  color.  We 
would  ask  a  student  the  question,  "How  does  a  little 
child  learn  to  distinguish  color?"  From  observa- 
tion, helped  by  memory  of  her  own  childhood  the 
student  would  see  that  it  was  by  having  a  blue  dress 
which  was  a  favorite,  or  a  brown  book  which  con- 
tained a  certain  song.  Questions  might  then  be 
given  to  the  student  such  as,  "Why  is  it  wise  to  learn 
to  discriminate  color?"  "What  is  there  about  color 
that  it  would  be  well  for  a  little  child  to  know?"  Here 
would  enter  adult  theorizing,  but  to  counteract  this 
the  next  question  might  be.  "Why  should  you  select 
these  facts?"  "Of  what  use  will  they  be  to  the  child 
nowV  After  eliminating  some  of  the  adult  theoret- 
ical facts  in  the  light  of  the  possibility  of  the  child 
desiring  the  facts  and  using  them  and  so  drilling  him- 
self upon  them,  the  last  question  for  the  student 
would  be,  "How  will  you  help  the  child  to  learn 
these  facts  in  such  a  way  that  the  purpose  of  learn- 
ing to  discriminate  color  is  fulfilled?" 

A  student  with  such  problems  would  need  to  study 
children  attentively  and  read  books,  but,  above  all, 
she  would  need  to  use  her  own  reasoning  powers. 
Yet,  after  she  has  formulated  her  deductions,  she 
would  not  only  have  facts  and  a  theory  of  teaching 
about  them,  she  would  have  a  usaoie  method  for 
this  particular  point  in  technique  which  could  be 
put  into  immediate  practice,  and  also  a  method  by 
which  she  could  test  any  new  situation  which  present- 
ed itself  after  she  left  the  training  school. 

This  method  does  not  admit  of  cramming  facts,  it 
necessitates  reasoning,  working  over  the  facts,  and 
so  it  requires  a  longer  time  than  the  old  method,  but 
it  insures  success  and  the  prospect  of  continuous 
growth  after  teaching  has  begun. 

To  use  such  a  method  will  reqmre  a  training 
course  of  three  years.  In  advocating  this,  we  must 
remember  that  it  is  our  duty  to  think,  not  only  of  the 
individual  student  but  also  of  raising  the  teaching 
of  little  children  to  a  professional  standard.  As  a 
basis  for  discussion,  the  following  is  offered  as  a 
suggestive  minimum  course:  — 


Training  Course  For  The  Teaching  Of 

Little  Children. 

Minimum  Requirement 

First  Year.  Hours* 

Observation   in   kindergarten  and  first  grades.... 90 

Observational    child    psychology 30 

Adult   psychology 60 

Play    materials    for    young    children — Balls,    blocks, 

toys,   etc 60 

Constructive   and   artistic   interests   of  young   child- 
ren— Making  of  toys,  cutting,  painting,  etc 60 

Play  interests  of  little  children — Free  plays,  games, 

rhythms,   dances,   dramatizations 60 

Language  interests  of  little  children — Conversation, 

stories,  rhymes — also  songs    60 

Nature  interests  of  little  children — Animals,  plants, 

etc 30 

Hygiene  of  childhood   30 

Froebel's  Study  of  Childhood   60 

540 
Second   Year. 

Assistance  in  kindergarten  and  first  grades  90 

Psychology  of  Childhood   60 

Dramatic    arts.       Principles    and    adult    standards, 

function  of  festivals 60 

Application  to  young  children,  (a)  With  regard  to 
stories,    songs,    etc 60 

(b)  With  regard  to  games,  dances,  etc 60 

Educational    principles    as    seen    in   the    work    with 

little   children 60 

History  of  Education  with  special  emphasis  upon  the 

theories  of  Pestalozzi,  Rousseau,  Herbart,  Froebel, 

Dewey 90 

Curricula  for  first  school  years 60 

540 
Third  Year. 

First  half. 

Practice  teaching    225 

Consultation  with  director  or  training  teacher  ..90 
Second  Half. 
Methods  of  teaching  in  elementary   schools,  with 
special  reference  to  subjects  of  first  two  years. 60 

Observation  and  practice  in  first  two  grades 60 

Theory  and  practice  of  teaching 60 

Home  and  conservation  of  childhood   60 

555 
Elective  Courses. 

Selected  because  a  student  is  deficient  or  because 
she  prefers  some  special  line. 
Music,  instrumental. 
Music,  vocal. 
Voice  training. 
Physical  culture. 
Drawing,  painting,  design,  etc. 
Literature. 
Playground  methods. 
Methods  for  defective  children. 
Biology. 

*  On  basis  of  150  days  of  actual  work  per  year. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


91 


EXPLANATION  OF  MINIMUM  COURSE. 

1.     Amount  of  observation  and  practice  teaching. 

A  kindergartner's  business  is  to  lead  children,  she 
should  know  them  thoroughly.  All  subjects  should  be 
taught  with  relation  to  the  children  and  the  child- 
ren discussed  in  the  class  room  should  be  no  mere 
abstractions,  but  living,  concrete  realities. 

Observation  by  a  young  student  with  no  problem 
in  mind,  no  particular  point  to  be  watched  for,  is 
almost  wasted  time.  During  the  first  year  the  days 
of  observation  should  be  arranged  so  that  the  teacher 
of  psychology  will  give  the  "problem"  for  certain  days, 
the  teacher  of  "play  materials"  the  question  for  an- 
other day,  and  so  on.  By  thus  simplifying  the  pur- 
pose of  the  observation,  the  student  will  define  her 
ideas  of  child  nature  more  quickly  and  clearly. 

The  assistance  of  the  second  year  should  be  the 
care  of  the  play  before  nine  o'clock,  taking  the  child- 
ren for  walks  and  sometimes  taking  charge  of  a  group 
of  children.  Both  "observation"  and  "assistance" 
periods  would  be  of  more  value  if  arranged  so  that 
the  student  saw  the  consecutive  work  of  a  whole  day. 

Practice  teaching  occupies  all  the  morning  hours 
of  the  first  half  of  the  third  year.  It  is  arranged  in 
this  way  so  that  if  necessary,  a  student  may  take  a 
regular  position  and  be  paid  a  salary.  Little  work  is 
required  in  the  afternoon;  young  teachers  are  often 
exhausted  by  the  first  responsibility  of  a  class,  and 
they  should  be  careful  to  keep  in  good  health,  to  be 
fresh,  full  of  the  play  spirit,  and  mentally  alive  when 
they  go  to  the  children.  They  need  more  time  to 
think  over  their  work  and  more  time  to  react  from 
its  nervous  strain  than  will  be  found  necessary  when 
more  control  has  been  gained  over  the  technique  of 
teaching. 

In  the  last  half  of  the  third  year  arrangement  is 
made  to  do  practice  teaching  in  the  lower  grades. 
The  psychological  period  of  a  child's  development 
seems  to  connect  the  years  between  four  and  eight. 
The  break  does  not  come  at  six  as  we  now  cause  it 
by  transition  from  kindergarten  to  elementary.  Our 
teachers  should  go  out  trained  to  teach  anything  that 
a  child  needs  to  learn  between  his  fourth  and  eighth 
years.  The  plea  of  both  kindergartners  and  lower 
elementary  teachers  is  that  they  may  understand  each 
other's  work  better;  they  realize  that  whatever 
causes  the  change  in  methods  for  a  six-year-old  child 
hampers  his  development.  All  subjects  in  the  above 
training  course  are  given  with  regard  to  the  educa- 
tion of  the  child  between  four  and  eight  years. 
2.     Psychology. 

The  observation  in  the  kindergarten  and  grades 
gives  the  material  for  the  course  in  observational 
child  psychology.  Such  questions  will  be  given  the 
student  as,  "To  what  does  a  child  pay  attention?" 
"How  does  he  show  that  he  is  paying  attention?" 
"How  long  is  he  attentive?" 

The  study  of  "adult  psychology"  is  for  the  purpose 
of  bringing  to  the  consciousness  of  the  kindergartner 
how  she  can  improve  and  educate  her  own  self,  how 
she  can  break  undesirable  habits,  how  she  can  learn 
to  think  more  clearly,  etc. 


The  psychology  of  the  second  year  broadens  the 
line  of  thought  taken  up  in  observational  child  psy- 
chology by  showing  how  the  same  general  principles 
underlie  the  thinking  of  children  and  adults. 

3.  Children's  Interests. 

The  five  courses,  "Play  materials,"  "Constructive 
and  artistic  occupations,"  "Play  interests,"  "Language 
interests,"  and  "Nature  interests"  are  all  related 
in-  some  degree  to  the  observation  in  the  kinder- 
garten. At  the  beginning  of  the  year  the  stud- 
ent will  be  asked  to  observe  what  the  children 
choose,  perhaps  bringing  out  the  difference  in 
materials  called  for  by  younger  and  older  child- 
ren. Again,  the  student  will  be  asked  to  listen 
for  the  topics  about  which  the  children  converse 
freely.  She  will  be  asked  to  observe  how  the  child- 
ren show  their  interest  in  nature.  The  teachers  hav- 
ing these  five  courses  in  charge  will  occasionally 
visit  the  kindergarten  with  the  students  and  help  by 
questions  and  suggestions  to  make  them  more  keen  in 
their  observation. 

Branching  out  from  the  observation  of  what  the 
children  actually  do,  the  student  will  experiment  with 
the  same  materials,  discuss  the  possibilities  of  certain 
topics  of  conversation,  etc,  and  so  find  in  what 
direction  the  childish  activities  may  be  led.  Grad- 
ually she  will  formulate  her  ideas  of  the  values  of 
the  childish  expressions  and  how  these  can  be  im- 
proved. 

During  the  second  year  in  the  subject  of  Dramatic 
Arts,  will  be  discussed  the  principles  underlying  the 
best  expression  of  the  child's  and  adult's  interests. 
Much  time  will  be  devoted  to  the  study  of  adult 
standards  in  literature,  dances,  drama,  pictorial  and 
plastic  art,  and  song. 

4.  Care  of  Childhood. 

The  course  on  the  "Hygiene  of  Childhood"  will  give 
a  student  respect  and  reverence  for  the  physical  well- 
being  of  the  child  and  an  understanding  of  the  scien- 
tific care  needed  to  make,  or  keep,  the  children's 
bodies  fit  agents  for  healthy  minds. 

Kindergartners  should  see  their  particular  voca- 
tion in  its  broadest  relations.  They  have  the  care  of 
the  children  for  only  a  few  hours  each  day,  but  they 
should  consider  all  the  agencies  and  influences  that 
are  brought  to  bear  upon  the  lives  of  the  children. 
They  should  realize  that  the  conditions  of  the  home 
make  the  most  lasting  impressions  upon  the  child's 
personality,  and  the  community  as  the  school  which 
is  open  all  day,  every  day  in  the  year.  The  topic  given 
iii  the  last  half  of  the  third  year,  "Home  and  the  Con- 
servation of  Childhood,"  should  give  a  student  the 
power  to  see  her  particular  work  in  its  proper  pro- 
portion in  the  education  of  children,  and  should  deter- 
mine her  to  take  active  share  in  everything  that  per- 
tains to  the  welfare  of  all  children. 

5.  FroebeVs  Study  of  Childhood. 

This  course  should  be  based  upon  the  writings  of 
Proebel  to  encourage  in  the  student  Froebel's  attitude 
towards  children,  his  reverence  for  their  individual- 
ity, his  belief  in  the  divine  nature  of  their  creative 
impulses,  his  attentive  observation  of  their  actions, 
his  search  for  means  to  help  in  their  development, 


92 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


6.  Educational  Principles. 

These  principles  are  indicated  in  the  direction 
which  all  of  the  subjects  take  in  the  first  year,  but 
they  are  not  definitely  formulated  as  principles  until 
the  second  year.  In  this  way  the  rules  are  crystalized 
out  of  experience,  they  have  become  habits  of  thought 
and  a  name  is  given  to  the  habit.  They  bear  such 
a  vital  relation  to  experience  that  any  new  situation 
can  easily  be  brought  into  connection  with  its  illumi- 
nating principle. 

In  the  third  year,  the  principles  which  have  been 
found  eperating  in  the  education  of  young  children 
are  considered  in  relation  to  all  education,  they  are 
generalized  to  give  fundamental  pedagogical  theory. 

7.  History  of  education. 

If  a  student  is  to  continue  her  development  after 
she  leaves  the  training  school,  she  must  realize  that  the 
theory  which  she  is  studying  is  but  the  present  mo- 
ment's view  of  a  ceaseless  movement.  In  order  to  re- 
alize this,  she  must  study  the  theory  in  its  process  of 
formation,  she  must  gain  an  inkling  of  how  public 
opinion  and  current  philosophical  ideas  reshape  edu- 
cational theory  and  practice.  She  must  understand 
that  there  have  been  many  false  starts  in  unprofitable 
directions.  This  will  make  her  alert  to  the  significance 
of  any  new  pedagogical  movement.  If  she  studies 
only  the  present  theory  she  may  become  bigoted  and 
unprogressive;  if  she  sees  it  in  its  proper  place  as 
one  step  in  the  advance  of  civilization,  she  will  weigh 
and  consider  the  new  and  adopt  judiciously. 

8.  Curricula. 

After  studying  during  the  first  year  the  likenesses 
and  individual  variations  of  children,  a  student  will 
be  able  to  outline  in  her  second  year  tentative  plans 
for  the  work  of  the  kindergarten  and  first  grades. 
She  will  be  willing  to  formulate  these  on  very  general 
lines;  she  will  be  able  to  command  plenty  of  details 
to  fill  them  in,  but  will  appreciate  that  this  detail 
must  depend  upon  the  needs  of  any  particular  group 
of  children  which  she  teaches. 

9.  Year  of  probation. 

It  was  suggested  that  the  first  year  of  training 
should  be  one  of  probation  in  different  lines.  The 
year  would  not  be  wasted  if  a  student  was  dropped 
at  the  end.  The  subject  studied  would  be  valuable 
for  nurses,  homekeepers,  social  workers,  playground 
teachers,  teachers  of  defective  children,  etc. 

10.  Sedentary  occupations. 

Much  of  the  hand  work  given  in  the  present  train- 
ing classes  is  eliminated,  but  sufficient  is  given  for  the 
kindergartner  to  know  what  can  be  developed  out  of 
childish  efforts  along  various  lines,  and  it  is  given 
in  such  a  way  that  the  kindergartner  will  be  con- 
stantly watchful  to  seize  upon  any  valuable  contri- 
bution from  the  children.  Our  children  might  be 
more  creative  if  the  kindergartner  did  not  have  con- 
secutive series  of  work  that  she  thought  the  children 
ought  to  follow  out. 

11.  Last  half  of  third  year. 

This  is  a  very  valuable  culmination  to  the  training 
course.  It  is  possible  to  reconstruct  the  student's 
understanding  of  principles  in  the  light  of  practice. 
This  opportunity  to  discuss  actual  happenings  and 
problems  is  a  most  valuable  means  of  bringing  de- 
finitely and  clearly  to  consciousness  the  fundamental 


principles  that  may  be  revealed  in  the  seemingly  most 
trivial  acts 

When  a  student  is  graduated  from  the  training 
school  the  training  teacher  should  be  able  to  recom- 
mend her  without  qualification  as  regards  her  char- 
acter and  her  fitness  for  the  work  Most  permanent 
failures  are  found  to  be  kindergartners  who  as  stu- 
dents were  weak  along  some  lines  and  whose  gradua- 
tion was  doubtful 

Mr.  McKenny  in  1912  read  a  paper  before  the  nor- 
mal department  of  the  National  Education  Associa- 
tion on  Standards  of  Measuring  the  Efficiency  of  Nor- 
mal School  Students.  These  standards  cover  physical, 
intellectual,  moral,  temperamental,  executive,  social, 
and  teaching  factors.  If  we  marked  somewhat  on 
these  bases  instead  of  on  written  papers  we  should 
have  fewer  kindergartners  that  do  not  approach  the 
ideal. 

Dr.  Suzzallo  says:  "Society  demands  general  cul- 
ture preliminary  to  the  study  and  practice  of  a  pro- 
fession. This  means  it  requires  that  the  professional 
practitioner,  because  of  his  peculiar  powers  and  temp- 
tations, must  be  given  a  fundamental  knowledge  of 
those  values,  ideals,  and  traditions  which  are  funda- 
mental to  our  social  life.  Hence  the  youth  may  not 
start  his  work  as  a  teacher,  lawyer,  or  doctor  before  he 
has  passed  through  the  high  school.  "As  a  doctor  pro- 
tects life  and  health,  as  a  minister  faces  down  -the  dan- 
ger of  spiritual  sin,  so  the  teacher  protects  the  divine 
potentialities  of  childhood,  conquers  the  deathlike 
touch  of  error  and  discouragement,  fosters  intellectual 
courage  and  the  passion  for  goodness.  The  teacher  is, 
in  short,  a  minister  to  the  intellectual,  moral,  and  spir- 
itual crises  of  childhood.  Only  as  we  approach  child- 
hood with  the  traits  of  full  sympathy  and  versatile 
imagination  can  we  serve  little  children,  ministering 
to  their  difficulties  so  that  their  protentialities  have 
a  fair  chance  to  reach  a  full  stature."  "Expertness 
in  teaching,  therefore,  consists  in  four  typical  super- 
iorities: (a)  in  a  scholarly  command  of  subject  mat- 
ter; (b)  in  a  better  organization  of  character;  (c)  in 
a  larger  and  more  versatile  command  of  conscious 
modes  of  transmitting  facts  and  ideals;  and  (d)  in  a 
more  potent  and  winsome,  forceful  and  sympathetic 
manner  of  personal  contact  with  other  human  beings." 
"As  a  creative  work,  teaching  builds  with  precious 
human  stuff.  It  is  for  us  teachers  to  bring  the  quali- 
ties of  professional  life  into  our  daily  practice  and 
to  make  the  term  'teacher'  mean  four  things  in  one: 
master,  expert,  servant,  and  leader." 

The  kindergarten  problems  of  each  year  are  reflect- 
ed in  the  programs  of  the  I.  K.  U.  When  it  was  start- 
ed the  technical  kindergarten  theory  and  the  techni- 
que of  materials  were  the  main  points  for  discussion. 
Gradually  the  character  of  the  papers  has  changed; 
we  have  gained  control  over  that  side  of  our  work  and 
are  turning  our  attention  to  broader  things — "the 
development  of  initiative,"  "the  necessity  of  initia- 
tive." These  are  topics  which  might  be  considered 
at  any  educational  gathering  whether  of  elementary, 
high,  or  college  teachers.  The  kindergarten  and  the 
school  and  the  college, — we  are  outgrowing  our  ex- 
clusiveness!  "The  kindergartner's  responsibility  to- 
ward social  problems,"  "the  training  of  the  kinder- 
gartner for  social  cooperation" — this  far  transcends 
technical  kindergarten  theory.  We  now  see  that  the 
kindergarten  spirit  is  not  in  materials  nor  education- 
al theory,  but  it  is  in  the  living  of  principles  and 
these  in  relation  to  all  life,  the  school,  the  home,  the 
community,  the  nation.  To  be  leaven  in  the  world  we 
must  make  the  question  of  training  kindergartners 
not  a  question  solely  of  dealing  with  individuals,  but 
of  preparing  women  who  can  be  an  educational  force 
in  a  community.  We  must  reconstruct  our  training 
so  that  we  can  send  out  women  who  can  spread  the 
spirit  of  Froebel  in  the  land,  a  spirit  peculiarly  ad- 
apted to  raise  up  good  citizens  for  our  democracy. 


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  ray  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. 


NOVEMBER,  1914. 
November  days  are  stealing, 

All  swiftly  on  their  way; 
The  squirrels  now  are  working, 

The  leaves  are  out  at  play; 
The  busy,  busy  children 

Are  gathering  nuts  so  brown, 
And  birds  are  gaily  planning 
A  winter  out  of  town. 

— Selected. 
NOVEMBER  THOUGHTS. 
Call  attention  on  the  first  day  to  the  new  month. 
To  what  season  does  it  belong?  How  many  days  has 
November?  Call  attention  to  the  shorter  days  and 
longer  nights.  The  preparation  of  plants  and  animals 
for  rest.  What  changes  in  animals'  clothing  for 
winter.  What  preparations  do  men  make  for  winter 
in  homes,  in  food,  and  in  clothing. 

Has  November  any  days  of  special  interest?  When 
does  Thanksgiving  come?  How  and  why  do  we  ob- 
serve it? 

Make  a  November  calendar,  and  decorate  it  with 
pictures  suggestive  of  the  month,  such  as  harvest 
scenes;  or  the  picture  page  of  squirrels  and  turkeys  in 
the  Kindergarten-Primary  Magazine,  Nov.  1913,  may 
be  used  to  decorate  a  calendar  pad  for  the  month. 

An  excellent  calendar  will  be  found  in  the  Novem- 
ber number,  1912,  which  can  be  easily  sketched  upon  a 
blackboard  for  a  suggestive  model,  and  left  for  use 
during  the  month. 

BEADS  AND  SEEDS. 
There  is  no  reason  why  the  children  in  the  rural 
schools  cannot  furnish  most  of  the  material  used  in 
this  work  themselves.  Beans,  peas,  and  corn,  also 
flower  seeds  such  as  the  sunflower  and  the  very  small 
black  seeds  of  smaller  flowers.  Fruit  seeds  may  be 
used  especially  those  of  the  apple  and  pear.  Red 
berries  and  pumpkin  and  squash  seeds  combined  with 
other  small  seeds  may  be  made  into  attractive  neck- 
laces. 

We  suggest  first  the  use  of  beads  and  seeds  in  com- 
bination for  necklaces  or  boy's  watch  chains.  Use 
one  or  two  kinds  of  seeds  with  several  colors  of  beads. 
Pumpkin  seeds  may  be  colored  and  used  in  the  center 
as  a  pendant. 

Shell  and  bead  mosaic  work  is  also  very 
interesting.  Draw  the  design  upon  a  thin  piece  of 
board  or  stiff  card  board,  cover  with  liquid  glue,  then 
arrange  in  outline  only,  or  if  small  designs  are  given 
fill  in  the  background  with  the  light  colored  seeds 
and  the  designs  in  brown  or  black  peeds. 

BUSY  WORK. 
Represent  a  poultry  yard.     Give     each     child     a 


large  piece  of  drawing  paper.  Have  the  outline  of  the 
yard  made  of  sticks,  lentels,  or  seeds.  Make  coops 
and  hen  houses  of  paper,  also  boxes  in  which  a  few 
pieces  of  dried  grass  may  be  placed  for  nests 

Make  cuttings  or  paintings  of  different  families  of 
fowls.  Paint  one  corner  blue  to  represent  the  duck 
pond  around  which  and  in  which  the  ducks  are 
placed.  Make  the  turkey  a  special  feature,  as  it  is 
the  favorite  fowl  for  the  Thanksgiving  dinner. 

THE  TURKEY— OUTLINE  FOR   STUDY. 

How  does  it  compare  in  size  with  the  other  fowls? 
Which  has  the  prettier  plumage, — male  or  female? 
What  do  we  call  the  male  bird  and  why?  Food:  — 
Grass,  grain,  berries,  insects,  etc. 

Wild  turkeys  live  in  flocks.  The  wild  turkey  was 
the  principal  animal  food  of  the  Pilgrims  when  they 
first  came  to  this  country. 

The  Indians  used  the  wild  turkey  for  food  and  its 
feathers  in  making  their  headdresses. 

THE    DISOBEDIENT    TURKEY. 
Once  a  little  turkey, 

Fond  of  her  own  way, 
Wouldn't  ask  the  old  ones 

Where  to  go  or  stray. 
She  said,  "I'm  not  a  baby; 

Here  I  am,  half  grown; 
Surely,  I  am  big  enough 

To  run  about  alone!" 

Off  she  went;  but  somebody, 
Hiding,  saw  her  pass 
Soon,  like  snow,  her  feathers 
Covered  all  the  grass, 
So  she  made  a  supper 

For  a  sly  young  mink, 
'Cause  she  was  so  headstrong 
That  she  wouldn't  think. 

— Phoebe  Cary 
ANIMAL  WORD  GAME. 
Arrange  the  smaller  children  in  a  circle  with  one  in 
the  center.  The  one  in  the  center  starts  the  game  by 
touching  a  pupil  who  is  to  give  the  name  of  an 
animal  or  fowl.  If  he  names  one  quickly  he  takes  his 
place  in  the  center,  and  in  the  same  manner  indicates 
one  who  is  to  respond  with  another  name.  Repeat 
the  same  until  a  large  number  of  names  have  been 
given.  No  name  shall  be  given  more  than  once.  If 
the  name  has  been  given  the  pupil  repeating  it  for- 
feits his  right  to  the  place  in  the  center  of  the  circle. 
This  may  also  be  used  as  a  review  in  spelling.  The 
child  naming  the  animal  may  be  required  to  spell 
the  word. 


94 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


REED  AND  RAFFIA. 

We  notice  that  rural  teachers  are  making  more  use 
of  this  form  of  manual  training.  This  may  be  made 
easy  for  the  youngest  pupils,  and  sufficiently  intricate 
to  tax  the  ability  of  the  older  ones. 

Thanksgiving  time  will  suggest  many  uses  for  this 
material.  Allow  the  younger  ones  to  make  many  dif- 
ferent sized  mats.  Cut  the  foundation  of  cardboard  or 
bristol  board,  place  a  hole  in  the  center,  and  wind 
from  this  to  the  outer  edge,  keeping  the  strands  as 
flat  as  possible.  Napkin  rings  will  also  be  easy  work 
for  the  little  folks. 

The  older  pupils  may  combine  the  reed  and  raffia, 
making  baskets  for  fruit,  flower-pot  holders,  lamp 
shades,  card  cases,  brush-broom  holders,  photograph 
holders,  etc. 

INDOOR  AMUSEMENTS. 

Cold  weather  is  near  at  hand  and  every  rural 
teacher  should  be  planning  some  forms  of  amusement 
or  entertainment  for  the  noon  and  recess  hour. 

All  children  should  be  sent  out  of  doors  if  well  for 
at  least  a  few  minutes,  at  which  time  the  doors  and 
windows  should  be  opened,  that  the  room  may  be 
thoroughly  cleansed  of  the  impure  air. 

Books  and  games  should  be  provided  for  recreation. 
Postal  cards  showing  scenery  and  the  principal  build- 
ings, also  sets  of  bird  pictures  should  be  in  every 
room. 

More  attention  should  be  given  to  the  school  library, 
no  school  can  afford  to  be  without  at  least  a  few  good 
children's  books. 

Arrange  sets  of  picture  cards  using  the  inexpensive 
Perry  or  Brown  pictures,  mounting  same  upon 
bristol  or  the  regular  mounting  cards.  During 
November  give  them  the  following: — The  Exiles,  The 
Landing  of  the  Pilgrims,  Priscilla  and  John  Alden, 
Plymouth  Rock,  Puritans  Going  to  Church,  The  May- 
flower, Angelus,  and  a  variety  of  Indian  pictures. 

Bean  bags,  and  if  possible  a  rubber  ball  should  be 
in  each  school.  The  children  will  enjoy  the  games, 
and  the  exercise  will  be  beneficial. 


A  FINGER  PLAY— THE  KINDERGARTEN. 
Carrie  L.  Wagner. 


w 


The  camel  has  two  dreadful  humps, 
I  wonder  where  he  got  them, 
Perhaps  they  grew  from  two  small  bumps, 
And  that  he  couldn't  stop  them 

F.  G.  Saundees,  Toiounto 


Brevity  is  the   soul  of  wit 
And    tediousness    the    outward    lips,    and    nourishes. 

— Shakespeare. 

The   m;nn   who    minds    his    own   business   will   al- 
ways  have  business   to  mind. 


Here  is  our  kindergarten 


0v,  A 


And  these  the  children  dear, 
Skipping  gaily  down  the  street, 
For  they  may  be  late  they  fear. 


These  are  the  little  chairs, 

For  the  children  great  and  small, 
This  wee  one  for  the  baby 

And  this  for  the  boy  so  tall. 


Here  are  the  great  long  tables, 
And  these  the  blocks  and  balls, 

We  work  and  play  together 
Until  the  piano  calls. 


Then  we  go  marching,  marching 

And  have  such  loads  of  fun 
Till  playtime  is  over,  goodbyes  are  said, 

And  to  our  homes  we  run. 


FIRST  GIFT,  Continued. 

LESSON  NO.    6. 

After  the  balls  are  distributed  call  attention  to  the 
covering  and  talk  about  sheep,  wool,  how  it  is  made 
into  yarn  and  afterwards  into  cloth,  etc.,  letting  the 
other  grades  use  the  talk  as  a  subject  for  their  written 
language  work  for  the  day. 

Exchange  colors  brought  and  make  yellow  the  color 
study  for  the  day,  or  review  the  orange.  Conclude 
the  lesson  with  a  review  of  all  the  motions  learned, 
singing  or  repeating  these  or  similar  words: 

Swing  so, 
To  and  fro, 
Right  and  left, 
The  little  balls  go. 

Now  back  and  forth, 
In  perfect  time, 
We  swing  the  balls. 
Straight  in  a  line. 

Now  round  and  round, 

Round  and  round, 
See  the  balls, 

Go  round  and  round, 

Now  back  again, 

In  circle  true, 
The  pretty  balls, 

So  swiftly  go.. 

Follow  general  plan  outlined  correlating  with  lan- 
guage work,  also  number  work  if  desired,  until  all 
the  colors  have  been  taught.  Little  talks  on  objects 
suggested  by  the  different  colors,  etc.,  can  be  given 
and  used  by  pupils  of  other  grades  ror  written  lan- 
guage work. 

It  may  be  well  to  close  lessons  with  an  exercise  with 
the  balls,  which  may  be  suggested  ny  the  following: 

Place  a  ball  of  each  color  on  the  table  or  desk.  Let 
the  children  stand  around  the  table.  During  the  sing- 
ing of  the  song  one  of  the  children  designated  closes 
her  eyes  and  another  child  or  the  teacher  removes  one 
of  the  balls. 

Six  little  balls  are  lying  here, 

Lying  here,  lying  here, 
Six  little  balls  are  lying  here, 

This  bright  and  pleasant  morning. 

Or,  this  dark  and  cloudy  morning. 

Close  your  eyes,  one'll  disappear, 

Disappear,  disappear, 
Close  your  eyes,  one'll  disappear, 

This  bright  and  pleasant  morning. 


Now  open  wide  and  can  you  say, 
Can  you  say,  can  you  say, 
What  little  ball  has  gone  away. 

This  bright  and  pleasant  morning. 

And  if  you  rightly  call  the  name, 
Call  the  name,  call  the  name. 

We'll  clap  our  hands  and  sing  again, 
This  bright  and  pleasant  morning. 

If  the  child  gives  the  right  color  of  the  missing  ball 
repeat. 

We'll  clap  our  hands  and  sing  again, 

Sing  again,   sing  again, 
We'll  clap  our  hands  and  sing  again, 
This  bright  and  pleasant  morning. 

The  children  clapping  their  hands  during  the  sing- 
ing of  this  last  stanza.  This  can  be  repeated  until  a 
ball  of  each  color  has  been  taken  away  and  each  child 
has  had  an  opportunity  to  name  the  missing  ball. 

This  exercise  can  be  abbreviated  as  may  be  desired. 

Place  the  balls  on  the  table  the  children  standing  in 
a  circle  around  it.  While  singing  or  repeating  the 
following  lines  a  designated  child  attempts  to  pick 
up  the  balls  as  the  colors  are  mentioned  in  the  song: 

First,  a  ball  of  red  I'll  choose, 
Next  the  yellow,  then  the  blue. 

If  the  pupil  fails  to  select  the  correct  colors  he  is 
required  to  place  the  balls  back  on  the  table. Otherwise 
he  can  retain  them  until  all  the  balls  have  been  taken 
from  the  table. 

Another  child  attempts  to  select  the  right  colors 
while  the  following  lines  are  being  repeated  or  sung: 

For  me  I'll  take  the  orange  first, 
Then  the  green — the  violet,  too. 

Thus  continue  until  all  the  pupils  have  been  per- 
mitted to  select  the  color. 

ANOTHER  SUGGESTION. 
LESSON  NO.  7. 

The  aim  of  the  lesson  is  to  develop  the  powers  of 
observation  and  concentration  of  the  children  through 
color. 

The  material  necessary  are  six  card  board  sheets 
upon  each  of  which  is  mounted  one  of  the  primary 
colors. 

The  time  limit  is  ten  minutes. 

Place  these  mounted  colors  in  a  row  on  the  black- 
board. Give  the  children  time  to  observe  the  po- 
sition of  the  colors.  Children  close  their  eyes  or  turn 
their  backs  to  the  blackboard  and  sing  while  the 
teacher  changes  the  position  of  two  colors: 

When  we  play  here  together  we  are  happy  and  glad: 
We  don't  care  for  the  weather  and  we  never  grow  sad. 


% 


f  ItE  KINDEHGABtEN-PRiMABY  MAGAZINE 


One  of  us  has  disappeared,  you  shall  guess  who  it  is, 
And  if  you  guess  rightly  you  then  shall  he  cheered. 

Repeat  this  song  several  times,  changing  the  posi- 
tion of  the  colors  each  time  the  song  is  sung. 

"Hold  up  the  fingers  of  one  hand.  Let  us  call  the 
thumb  the  red  bird,  the  pointer  the  oriole,  the  middle 
finger  the  canary,  the  ring  finger  the  blue  bird,  and 
the  baby  finger  the  parrot:" 

Sing  the  following  song: 
Five  little  birdies  sitting  in  the  door, 
Red  bird  flew  away  and  then  there  were  four. 
Birdies,  birdies,  happy  and  gay, 
Birdies,  birdies,  fly  away. 
Four  little  birdies  sitting  in  a  tree, 
Oriole  flew  away  and  then  there  were  three. 
Birdies,  birdies,  happy  and  gay, 
Birdies,  birdies,  fly  away. 
Three  little  birdies  looking  at  you, 
Canary  flew  away  and  then  there  were  two. 

Birdies,  birdies,  happy  and  gay, 

Birdies,  birdies,  fly  away, 

Two  little  birdies  sitting  in  the  sun, 

Blue  bird  flew  away  and  then  there  was  one. 

Birdies,  birdies,  happy  and   gay, 

Birdies,  birdies,  fly  away. 

One  little  birdie  left  all  alone, 

Parrot  flew  away  and  then  there  was  none. 

During  the  singing  of  this  song  the  children  nod 
their  heads  slowly  and  rhythmically.  This  incidental- 
ly modifies  the  thought  of  motion  in  the  first  gift. 

The  lesson  may  close  with  free  play  with  the  balls. 

ANOTHER   REVIEW    SUGGESTION. 

Tie  the  balls  to  the  cross  beam  as  shown  by  the 
illustration,  the  three  primary  colors  on  the  lower 
line,  and  the  three  secondary  colors  just  above  them. 

Teach  words  primary  and  secondary  orally.  We 
call  red,  yellow,  and  blue,  primary  colors  because  we 
cannot  make  them  from  any  other  colors.  Secondary 
colors  are  so  called  because  we  can  make  them  from 
the  other  colors.  Thus  the  red  and  the  yellow  colors 
combined  make  orange,  the  secondary  color  hanging 
just  above  them.  Yellow  and  blue  make  the  green, 
and  blue  and  red  make  the  violet  or  purple.  Teacher 
should  have  tubes  of  the  primary  colors  in  oil  or  tab- 
lets of  water  colors  and  illustrate  to  the  class.  The 
children  will  be  much  interested  in  this  and  it  will 
materially  assist  in  fixing  the  colors  in  their  minds. 

SUGGESTIVE    FIRST    GIFT     STORY. 

Look  at  the  balls,  and  see  if  you  can  tell  what  they 
are  covered  with.  Yes,  with  woolen  yarn.  Do  you 
know  where  woolen  comes  from?  Yes,  from  sheep. 
Do  you  know  what  young  sheep  are  called?  Yes, 
lambs. 

Once  there  was  a  farmer  who  had  a  little  daughter 
named  Nancy.  He  gave  her  a  little  lamb  for  her  birth- 
day present.  Nancy  named  her  Woolly,  and  treated 
her  so  kindly  that  she  soon  became  very  fond  of 
Nancy  and  would  run  to  her  whenever  she  appeared. 

One  day  her  father  drove  Woolly  and  all  the  other 


sheep  iown  to  a  brook,  and  put  them  in  a  pen  leading 
to  the  brook.  Taking  one  sheep  at  a  time  he  led  them 
into  the  water,  and  washed  them  until  their  wool 
was  quite  clean  and  white. 

After  this  work  was  done  he  opened  the  pen  and 
they  all  went  home. 

A  day  or  two  after  a  man  came  to  shear  the  sheep. 
He  had  a  very  large  pair  of  sharp  shears.  He  caught 
Woolly  and  placed  her  upon  the  barn  floor,  began  to 
cut  off  her  coat  of  wool.  Woolly  was  greatly  fright- 
ened and  began  bleating  and  struggling  to  get  away. 

In  consequence  of  her  struggling  it  was  impossible 
for  the  man  to  avoid  cutting  her  in  several  places. 

Nancy  heard  Woolly  bleating  and  ran  out  to  the 
barn  to  see  what  was  the  matter.  As  soon  as  she  saw 
what  was  being  done  she  begged  the  man  to  let  her 
finish  cutting  off  the  wool. 

He  consented,  and  Woolly  followed  her  to  the  wood- 
shed, where  Nancy  first  dressed  her  wounds  with  vas- 
eline and  afterwards  placed  a  piece  of  court  plaster 
over  each.  She  then  took  a  pair  of  shears  and  Woolly 
stood  very  quietly  while  she  clipped  off  her  coat. 

The  next  day  her  father  took  the  wool  to  the  woolen 
mills,  where  it  was  cleansed  very  thoroughly,  and 
afterwards  made  into  rolls;  the  rolls  were  then  spun 
into  woolen  yarn,  very  much  like  that  used  in  cover- 
ing these  balls. 

The  yarn  was  afterward  colored,  and  some  of  it 
spun  into  cloth,  and  some  knitted  into  stockings  and 
mittens. 

ANOTHER  FIRST  GIFT   STORY. 

Mabel  was  a  farmer's  daughter,  who  owned  a  large 
flock  of  sheep. 

One  day  she  found  a  poor  lamb  in  the  field,  almost 
dead  from  hunger  and  cold.  Its  mother  had  been 
killed  by  a  wolf. 

She  brought  it  to  the  house  and  wrapped  it  in  a 
warm  blanket,  and  fed  it  with  nice  rich  milk. 

She  decided  to  call  it  Nanny.  Nanny  grew  very 
fast  and  became  very  fond  of  Mabel. 

One  day  Mabel  was  in  the  field  near  a  deep  pond. 
She  went  out  on  a  large  flat  log  to  watch  the  fishes. 
Nanny  saw  her  and  came  running  out  on  the  log  to 
meet  her. 

Mabel  became  interested  in  a  large  fish  and  leaning 
over  too  far,  fell  into  the  water.  In  falling  she  caught 
her  hand  in  the  long  wool  on  Nanny's  back,  and  drew 
the  lamb  into  the  water.  Mabel  was  very  much  fright- 
ened, but  clung  tightly  to  Nanny's  back. 

Nanny  began  swimming  for  the  shore  and  thus  re- 
paid Mabel  for  her  kindness  by  saving  her  life. 


PARENTAL   THOUGHTFULNESS. 

(.Eunice  Ward  in  October  St.  Nicholas.) 
My  big  doll  is  called  Hildegarde; 
The  little  one  is  Marjorie; 
ihe  paper  dolls  are  Evelyn, 

Bettiua     ,nd   Elaine, 
ihe  rag  doil  is  named  Claribel; 
The   baby   I   call    Gwendolen. 
I've  different  taste  from  my  mamma  — 

She  named  me  Susan  Jane. 
'Tis  not  how  much  but  how  well  we  read. 


THE  KDfDERGARTEtf-PRIMARY  MAGAZINE 


W 


A  NOVEMBER  BOOKLET 

By  Marguerite  B.  Sutton. 

Any  kind  of  school  drawing  paper  may  be  used  for 
this  booklet. 


for  the  side  a  bristol  board  rectangle  19  1-4  inches  long 
and  5  inches  wide,  including  the  paste  flaps,  which  are 
1  inch  wide.  The  side  should  be  covered  with  tin  foil 
or  silver  paper  to  give  the  suggestion  of  a  tin  tub. 
Paste  the  flaps  around  the  circumference  of  the  circle. 


SUGGESTION  FOR  NOVEMBER  BOOKLET 


Take  a  piece  of  paper  6  6-8x3  1-4.  Place  a  light 
dotted  line  through  the  sheet  so  that,  when  folded  on 
this  line  the  dimensions  of  the  covers  will  be 
3  1-4x3  3-8,  and  the  fold  on  the  left  side  of  the  front 
cover.  On  the  front  cover  draw  the  outlines  of  a 
turkey,  as  pictured,  and  then  cut  around  the  outlines, 
except  on  the  fold.  Leave  the  back  cover  in  the  form 
of  a  square. 

These  little  booklets  may  be  used  as  invitations  for 
Thanksgiving  Exercises,  monthly  spelling  booklets  or 
general  busy  work  for  the  little  folks. 


A     CONSTRUCTION  LESSON  FOR  MONDAY. 
Nellie  Crapser. 

Provide  cardboards  7x3  inches.  Measure  off  a  half 
inch  from  each  side  at  one  end  and  place  dots. 
From  these  dots  draw  lines'  2  1-2  inches  long,  length- 
wise of  the  cardboard.  Then  connect  these  two  lines 
by  another.  Have  the  children  cut  on  these  lines, 
which  will  leave  the  cardboard  in  this  shape.  A 
rectangle  of  corregated  paper,  2  1-2x2  inches,  is  then 
pasted  1  1-2  inches  from  the  top,  having  the  children 
be  careful  to  get  it  equidistant  from  both  sides.  A 
piece  of  white  paper  to  represent  a  bar  of  soap  will 
be  an  added  attraction  to  the  children.  They  will  also 
enjoy  printing  the  name  of  their  mother's  washboard, 
or  a  name  which  the  teacher  might  suggest,  across 
the  top. 

A  tub  to  go  with  the  washboard  can  be  made  in  the 
following  manner.  For  the  bottom  of  the  tub  a 
circle  of  cardboard  6  inches  in  diameter,  is  necessary, 


Next  paste  the  ends  of  the  rectangle  together,  which 
completes  the  tub. — Primary  Education. 


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THE  KIM)ERGAMEtt-PRtMAtt?  MAGAZINE 


TED'S  RIDE. 
By  Alice  C.  Rodewai.d, 
West  Brighton,  N.  J. 

As  Mother  was  haking  cake,  and  sunbeams  were 
calling  outdoors  Ted  thought  it  was  just  the  day  for 
trying  the  New  Horse.  Ted  loved  the  New  Horse 
even  better  than  the  rocking-horse,  because  the 
rocking-horse  always  stayed  in  the  nursery,  and  the 
New  Horse  carried  you  wherever  you  wished  to  go. 
The  New  Horse  had  just  a  stick  for  a  body  and  a 
gray  wooden  head,  but  his  eyes  sparkled  and  his  mane 
was  made  of  really-truly  horse  hair.  Ted  thought  him 
very  beautiful. 

"Good-bye,  Mother,"  he  called. 

"Good-bye,  Little  Son,"  answered  Mother. 

Then  away  Ted  rode — down  the  path  and  out  of  the 
gate  and  up  the  straight  road  that  lay  like  a  white 
ribbon  between  the  green  fields.  How  quickly  the 
New  Horse  ran!  The  chickens  scattered,  and  a  bird 
rose  high  in  the  air  for  fear  of  him! 

"They  needn't  be  afraid  'cause  I  am  riding  him," 
said  Ted  to  himself,  "and  I'll  take  care  of  them." 

It  seemed  to  Ted  as  if  all  the  world  was  out  riding 
— the  butterflies  riding  on  bright  wings  to  the  golden 
rod;  the  brook  racing  by  the  side  of  the  road,  the 
leaves  waving  goodbye  to  the  trees  as  he  had  to 
Mother),  and  hurrying  to  the  ground,  where  they  met 
the  wind,  who  started  them  on  new  journeys,  the 
birds  were  gathering  together  as  if  preparing  for  a 
long  trip,  and  way  up  in  the  sky  the  white  clouds 
seemed  to  be  riding  on  the  blue  heaven! 

Ted  wondered  if  the  flowers  were  homes  for  the 
butterflies — for  nestling  in  the  hearts  of  flowers  they 
seemed  at  home;  and  if  the  brook  had  a  home — 
he  wished  Mother  was  with  him,  as  she  knew  every- 
thing, and  he  decided  to  ask  her  on  his  return. 

Suddenly  the  little  boy's  horse  started — right  in 
front  of  him — thump!  fell  a  big  yellow  apple.  Ted 
looked  up  at  the  tree,  it  seemed  to  hold  out  its  apples 
to  him,  but  they  were  all  too  high  for  him  to  reach. 

"I  want  one  to  bring  home  to  Mother,"  said  Ted  to 
the  tree;  the  tree  had  nothing  to  say  to  this,  but  the 
New  Horse  looked  very  wise. 

"Oh,"  said  Ted,  "I  know!  My  horse  can  bite  one 
off!"  he  lifted  his  horse,  struck  the  branch,  and,  sure 
enough,  down  fell  another  apple! 

Just  then  a  squirrel  ran  across  the  road.  He  was 
carrying  a  nut  and  Ted  watched  carefully  to  see  what 
he  was  going  to  do  with  it.  Up  a  tall  tree  ran  Mr. 
Squirrel,  then  down  a  hole  in  the  trunk,  and  Ted 
could  not  not  see  him  any  longer  for  Mr.  Squirrel  had 
safely  reached  his  home. 

"I  believe  he  was  carrying  his  nut  home  to  his 
mother!  and  now  she  is  saying,  "Where  have  you 
been,  Little  Son?"  said  Ted  to  the  New  Horse,  and  he 
looked  at  the  apple  he  was  carrying,  and  thought  how 
pleased  Mother  would  be  to  hear  about  the  squirrel. 


Now  they  came  to  the  hill,  and,  as  Father  always 
stopped  the  big  busy  horses  on  this  bill,  Ted  stopped 
the  New  Horse.  By  the  side  of  the  road  was  a  plant 
with  thick  leaves,  and  on  it  hung  something  that 
looked  to  Ted  like  a  green  package  which  was  burst- 
ing open.  Ted  opened  it  a  little  wider,  and  inside 
were  brown  seeds  with  shining,  silken  wings.  Ted 
thought  it  was  pretty  enough  to  bring  home  to 
Mother,  so  he  pulled  it  off  the  plant  and  put  it  in  his 
pocket.  When  he  did  this  some  of  the  seeds  flew  away. 
Ted's  mother  had  told  him  that  when  seed  babies 
leave  their  cradles  the  wind  finds  new  homes  for  them 
in  the  brown  earth,  where  they  live  very  happily  until 
the  spring  sunshine  calls  to  them  to  come  back  and  be 
plants. 

"Good-bye,"  Ted  called  to  the  seeds,  as  he  watched 
them  fly  away,  but  the  seeds  were  too  busy  going 
home  to  answer  little  boys. 

When  Ted  pulled  the  package  off  the  plant  he 
found  some  sticky,  milky  juice  on  his  hand,  so  he 
started  down  to  the  brook  to  wash  it.  In  the  brook  he 
saw  a  round  white  stone,  it  was  very  pretty,  for  the 
water  had  washed  it  until  it  shone  and  the  other  stones 
had  rubbed  it  quite  smooth.  Ted  thought  Mother 
would  like  it.  Just  as  he  was  bending  to  get  it  a 
little  green  snake  ran  out  from  behind  a  rock  next 
to  him.  When  the  snake  saw  Ted  he  raised  his  little 
green  head  and  moved  his  tongue  in  and  out  as  fast 
as  he  could!  Ted  thought  he  was  trying  to  talk,  and 
he  waved  his  hand  and  said,  "Hello,  Snake,"  but  the 
snake  turned  and  glided  swiftly  away. 

"He  thought  I  was  saying  good-bye  when  I  waved," 
thought  Ted,  "or,  perhaps,  he  just  remembered  to 
hurry  home  to  tea." 

This  made  Ted  think  about  going  home,  and  he 
turned  the  New  Horse  and  started  down  the  road. 
Now  it  seemed  as  if  all  the  world  was  going  home! 
The  sun  was  hurrying  behind  pink  clouds — Ted  hoped 
he  would  reach  home  first,  for  sundown  is  supper- 
time  and,  in  spite  of  the  big  apple,  he  felt  very 
hungry.  Perhaps,  Mother  was  waiting  at  the  door — 
he  hoped  she  would  be.  Across  the  fields  Ted  could 
see  the  cows  going  home,  they  walked  slowly,  and  he 
wondered  if  they  were  as  tired  as  the  New  Horse,  if 
so  they  would  be  glad  to  reach  home.  Ted  could  see 
the  red  barn  now,  and  there  was  a  pigeon  flying  to- 
ward it. 

"If  I  didn't  have  the  New  Horse  I  should  like  to  go 
home  on  wings:"  he  thought. 

There  were  no  chickens  to  fear  the  New  Horse  now 
— Ted  knew  they  would  all  be  in  their  places  asleep 
on  the  long  pole  that  stretched  across  the  hen-house 
— and  the  bird,  who  had  flown  so  high,  must  be  safe 
in  the  nest  by  this  time. 

Mother  was  standing  by  the  door — 0!  how  quickly, 
even,  a  tired  New  Horse  can  run! 

"Where  have  you  been,  Little  Son?"  said  Mother 

"Par  away!"  said  Ted,  proudly. 

"I  baked  a  little  cake  for  your  tea,"  said  Mother, 
"and  you  can  tell  me  all  about  Far  Away  while  you 
eat  it." 

"See  what  I  brought  you!"  said  Ted. 

Then  Mother  took  the  gifts,  Little  Son,  and  New 
Horse,  too  in  her  arms,  and  they  all  went  in  to- 
gether. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


99 


PROBLEMS   vs.    SUBJECT   MATTER   AS   A   BASIS 

FOR  KINDERGARTEN   CURRICULA* 

By  Luella  A.  Palmeh. 

What  is  a  problem  and  how  can  it  be  used  in  edu- 
cation? It  has  long  been  thought  that  subject  matter, 
with  its  characteristics,  is  the  only  proper  basis  upon 
which  to  plan  a  course  of  study.  Histories,  geograph- 
ies, and  other  text-books  present  subject  matter  in  a 
logical  sequence  and  children  are  required  to  store  up 
bits  of  information  in  regular  order.  This  generally 
results  in  a  plentiful  supply  of  encyclopedic  facts,  but 
when  it  comes  to  actual  living  we  find  that  the  know- 
ledge cannot  be  brought  forth  when  occasion  demands 
it,  it  is  not  in  usable  form.  In  order  to  have  know- 
ledge carry  over  into  action  when  needed  in  a 
situation,  it  must  have  been  acquired  through  action 
in  a  similar  situation.  This  is  the  reason  we  need 
problems  as  a  basis  for  curricula. 

Education  is  to  fit  for  life  and  living;  it  must  give 
the  knowledge  needed  at  the  present  moment,  not 
only  that  which  may  be  needed  at  some  future  time. 
An  educational  problem  is  a  situation  which  appeals 
to  a  child  to  use  what  knowledge  and  effort  he  has, 
and  to  acquire  and  develop  more  in  the  process  of  his 
activity.  It  is  when  there  is  an  obstacle  in  the  way  of 
reaching  some  desired  end  that  an  individual  recalls 
the  knowledge  which  he  has  gained  in  similar  ex- 
periences; he  rearranges  this  and  hunts  for  more.  In 
planning  for  the  child's  educational  problems,  there 
must  be  a  situation  which  will  stimulate  a  child  to 
wish  to  reach  some  end  and  which  will  be  just  diffi- 
cult enough  to  encourage  him  to  put  forth  his  whole 
effort  and  to  search  for  knowledge. 

A  toy  train  is  such  a  situation  for  a  little  child.  It 
presents  an  invitation  to  his  activity  and  his  imagin- 
ation makes  him  desire  that  this  activity  shall  result 
in  the  toy  train  working  like  a  real  train.  The  size 
of  the  child's  problem  will  depend  upon  what  he 
knows  about  trains.  A  situation  which  would  present 
an  educational  problem  for  a  child  of  five  would  be  to 
have  building  blocks  near  at  hand,  so  that  the  child 
would  be  reminded  that  he  could  make  stations  and 
tunnels  for  the  train.  Perhaps  a  question  might  pre- 
sent the  situation  and  lead  him  to  discover  the  neces- 
sity for  stations  and  tunnels  in  order  to  perfect  the 
train  play,  and  then  he  would  demand  materials  of  a 
suitable  form  out  of  which  to  make  them.  This  latter 
method  is  for  more  developed  children.  Toys  which 
excite  a  desire  for  increasing  skill,  such  as  balls  and 
tops,  are  problems  for  children.  So  are  dolls  and 
wagons,  which  incite  to  reliving  experiences. 
Familiar  activities  such  as  sweeping  and  washing 
dishes  are  problems.  How  to  express  one's  ideas  so 
that  others  will  understand  is  a  problem.  These  and 
many  others  are  the  everyday  situations  which  can  be 
used  for  educational  purposes.  How  it  can  be  done  is 
for  further  consideration. 

The  two  bases  for  programs  suggested  by  the  title 
are  not  mutually  exclusive.  Subject  matter  is  a  large 
factor  in  the  working  out  of  a  problem  in  kindergar- 
ten, in  education,  in  life;  and  there  are  many  prob- 
lems for  children  to  consider  when  the  use  of  subject 
matter  is  treated  as  the  most  essential  element  in  edu- 
cation. The  subject  matter  concerned  in  a  problem  has 
richness  and  a  vital  relation  to  an  individual's  activity 
Any  subject  matter  which  is  actually  used  by  an  in- 
dividual must  differ  from  that  of  every  other  indivi- 
dual because  part  of  its  content  is  the  knowledge  gain- 
ed from  past  experiences.  A  problem  calls  for  all  the 
relevant  knowledge  which  will  interpret  and  throw 
light  upon  the  topic  under  investigation.  This  knowl- 
edge will  be  in  usable  form  if  it  has  been  acquired  in 
a  living  way  through  the  setting  of  previous  prob- 
lems; the  knowledge  will  then  be  a  deposit  which  has 
been  accumulated  in  the  process  of  arriving  at  some- 


thing which  is  more  important,  a  result  which  will 
be  a  solution  of  a  dilemma  and  the  wisest  possible,  be- 
cause it  focuses  all  the  energy  and  control  which  the 
individual  has  at  his  command. 

When  the  subject  matter  is  prescribed,  it  is  sup- 
posed to  have  the  same  content  for  every  individual, 
and  usually  there  is  an  effort  to  recall  only  that  re- 
levant knowledge  which  has  been  given  in  the  pre- 
vious course  of  study.  The  child  does  not  relate  the 
subject  matter  to  his  daily  life;  only  to  that  separated 
body  of  information  which  he  has  acquired  in  the 
class  room.  The  problems  for  pupils  in  connection 
with  the  acquisition  of  prescribed  subject  matter  are 
usually  only  indirectly  connected  with  the  meaning 
of  the  information  gained;  they  may  be,  how  to  store 
up  encyclopedic  knowledge,  how  to  surpass  one's 
fellows,  how  to  gain  approval,  or  how  to  avoid  un- 
pleasantness. The  right  kind  of  a  problem  unifies 
human  energy  and  allows  for  the  gaining  of  subject 
matter  so  that  it  will  be  related  to  action  in  a  work- 
able way.  It  will  have  many  cues,  and  can  easily  be 
recalled  when  needed  in  future  situations.  The  ac- 
quisition of  subject  matter,  as  such,  divides  the 
energy,  for  it  is  related  to  one  side  of  the  child's  life 
only,  and  it  requires  a  motive  extraneous  to  the  mean- 
ing of  the  thing  to  be  learned.  Of  the  two  bases  pro- 
posed for  curricula,  the  first  seems  to  promise  less 
waste  of  human  energy. 

These  two  so-called  bases  for  curricula  direct  at- 
tention to  the  fact  that  the  education  process  may  be 
viewed  from  different  angles  and  the  point  of  view 
gives  rise  to  different  attitudes  towards  education. 
All  educational  theories  recognize  two  factors  in  the 
process,  the  child  and  his  environment.  Some  theor- 
ies stress  unduly  the  share  of  either  one  or  the  other. 
When  subject  matter  is  emphasized,  as  in  the  so- 
called  conservative  school  of  kindergartners,  the  laws 
and  facts  found  within  the  environment  are  con- 
sidered of  prime  importance,  so  that  the  logical  aspect 
is  presented  without  due  regard  to  the  psychological 
tools  which  the  child  must  employ  to  understand  it. 
The  reverse  error  is  made  by  the  radical  school.  In 
the  latter  case  the  accent  is  placed  upon  the  child  and 
his  capacities;  no  attempt  is  made  to  lead  him  to  see 
the  more  significant  aspects  of  his  environment. 
(This  point  of  view  is  omitted  in  further  discussion 
in  this  paper.)  A  point  of  view  midway  between 
these  two  mkes  it  apparent  that  an  adequate  basis 
for  educational  procedure  must  take  cognizance  of 
both  factors  and  give  due  weight  to  both. 

Child  and  environment  must  be  equally  considered 
in  the  educational  process,  for  they  are  com- 
plementary to  each  other.  It  is  the  child  who  supplies 
the  activity  which  is  to  become  organized  through 
education,  and  it  is  the  environment  which  supplies 
the  stimuli  and  means  for  the  organization.  Edu- 
cation cannot  change  the  inherent  nature  of  the  child's 
activity,  it  can  only  plan  to  develop  it  to  the  highest 
degree  which  it  is  capable  of  reaching.  All  that 
education  can  do  is  to  modify  the  environment,  but 
any  artificial  limitation  must  keep  two  equal  pur- 
poses in  mind,  a  response  to  the  expanding  needs  of 
the  child  and  guidance  towards  the  understanding  of 
the  significant  features  of  the  environment. 

The  point  of  contact  between  an  individual  and  his 
environment  which  has  resulted  in  development 
has  always  been  in  the  shape  of  some  difficulty  which 
needed  to  be  overcome,  or  some  question  to  which  the 
individual  wanled  an  answer  in  order  to  satisfy  his 
craving  for  larger  life.  It  has  always  involved  hold- 
ing some  purpose  in  mind  strenu  )usly  enough  to  carry 
it  over  into  activity,  and  to  result  in  the  changing  of 
existing  conditions.  Race  progress  has  come  by 
means  of  the  increasingly  more  distant  and  complex 
ends  which  man  has  set  himself.  It  is  through  prob- 
lems, the  meeting  of  a  difficulty,  the  projection  of 


100 


THE  KINDEftGAttTEH-PKIMAIfct  MAGAZM 


possible  ways  to  overcome  it  and  the  striving  to  solve 
it,  that  a  child,  like  the  race,  becomes  related  to  his 
world.  It  is  for  education  to  choose  the  environment 
which  will  present  the  problems  which  in  their  solv- 
ing will  develop  right  attitudes  and  habits  in  the 
individual  and  furnish  the  most  servicable  knowledge. 

This  way  of  looking  at  education  as  based  upon 
problems  makes  the  relationship  between  child  and 
environment  stand  out  clearly;  it  is  a  developing  re- 
lationship. It  involves  activity  and  also  material 
upon  which  to  use  it.  As  the  activity  works  towards 
a  unified  end  it  is  brought  more  under  control,  and 
as  there  must  be  a  selection  of  material  to 
promote  this  end  more  logical  relations 
are  established;  so  organization  comes  to  both  the 
child  and  the  world  which  he  sees.  This  third  atti- 
tude gives  a  wide,  balanced,  and  developing  view  of 
the  educational  process. 

To  look  at  education  from  this  middle  point  is  to 
gain  a  dynamic  view  of  both  child  and  environment; 
when  viewed  from  one  side  of  the  process  some  artifi- 
cial vitality  has  to  be  introduced.  In  working  out  a 
problem  a  child  is  conceived  as  alert,  eagerly  reach- 
ing for  a  result,  and  searching  for  means  to  ac- 
complish it.  When  the  emphasis  is  on  subject  matter 
the  child  is  thought  of  as  active  but  in  a  more  re- 
ceptive way;  he  does  not  need  to  reconstruct  his  en- 
vironment but  only  to  accept  and  retain  it  as  present- 
ed. When  attention  is  directed  to  problems,  although 
the  environment  has  a  certain  stability  and  character 
of  is  own  which  conditions  change,  it  is  considered  as 
a  place  where  adjustments  and  improvements  can  be 
made.  If  the  attention  is  directed  more  towards 
subject  matter  or  the  nature  of  the  environment,  its 
static,  formal  qualities  come  into  prominence,  the 
activity  is  brought  to  a  standstill,  while  the  growth  is 
cut  up  into  a  series  of  cross  sections.  There  is  no 
organic  connection,  all  seems  settled,  fixed,  with  little 
appeal  to  the  child  to  expend  his  energy  in  rearrange- 
ment. It  is  in  working  out  a  problem  that  the  de- 
veloping child  is  seen  in  the  act  of  transforming  his 
environment. 

The  use  of  the  problem  method  makes  for  the  best 
development  at  the  present  time  and  in  the  future. 
When  a  child  feels  a  vital  problem,  one  which  calls 
forth  all  his  power,  he  has  the  desire  to  accomplish 
some  purpose,  but  there  are  obstacles  in  his  way;  he 
has  to  consider  how  he  can  overcome  the  hindrances 
to  gain  what  he  wishes.  He  arrays  his  past  know- 
ledge, selects  the  most  useful,  perhaps  searches  for 
new  which  will  be  relevant,  he  brings  these  ideas  into 
some  order  and  then  tests  through  expression.  The 
obstacles  divert  part  of  the  energy  which  might  have 
been  expended  in  mere  ctivity  over  into  thinking  out 
how  to  proceed.  This  method  appeals  to  the  child's 
interests  and  reasoning;  the  other  method,  the  use  of 
prescribed  subject  matter,  appeals  more  to  his  obedi- 
ence and  memory.  The  first  works  for  the  develop- 
ment of  initiative  so  that  a  child  can  learn  to  set  his 
own  ends  and  work  to  reach  them;  the  second  works 
for  comformity  in  the  child  so  that  he  will  accept 
what  is  established. 

Children  have  many  incidental  interests  and  not  all 
possible  problems  which  children  might  enjoy  are 
valuable  enough  to  be  chosen  as  material  for  educa- 
tion. The  problems  in  an  educational  environment 
must  appeal  to  the  most  fertile  interests  those  which 
promise  to  bring  to  the  child's  consciousness  the  best 
social  values.  The  best  expressions  of  adult  ideals 
should  always  form  some  part  of  a  child's  environ- 
ment, subconsciously  influencing  him,  but  the  greater 
portion  should  present  such  stimuli  as  will  provoke 
the  immediate  reaction  which  provides  the  step  for 
which  the  child  is  prepared  and  along  the  path  which 
the  race  has  already  taken  in  formulating  the  present 
ideals. 


The  most  fertile  interests  of  the  race  have  led  to 
the  formulation  of  bodies  of  knowledge  called  science, 
are  and  literature,  language,  social  and  political  in- 
stitutions, and  religion.  The  child  delights  in:  (1) 
Experimenting  to  find  out  what  he  can  do  with  his 
hands,  body,  tongue,  and  all  the  human  tools  he  has 
for  finding  his  relation  to  the  world.  Materials  of 
various  kinds  should  be  convenient  so  that  he  will 
learn  such  truths  and  logical  relations  as  he  is 
capable  of  comprehending.  This  will  aid  in  develop- 
ing a  child  in  scientific  directions.  (2)  After  a  child 
has  learned  something  about  the  objects  and  qualities 
in  his  environment  he  enjoys  at  times  changing  the 
form  of  his  experimenting;  he  tries  to  arrange  what 
he  already  knows.  He  uses  color,  form,  motion,  or 
sound  and  brings  them  into  relation  either  rhythmi- 
cally or  in  sequence;  for  instance,  when  a  child 
strikes  a  stick  twice  on  an  iron  railing  and  then  twice 
on  a  tin  can,  or  when  he  works  up  to  a  climax  as, 
"Papa  made  a  kite.  We  went  to  the  park.  The  kite 
went  so  high!"  Opportunities  can  be  given  a  child  to 
express  what  he  feels  in  the  most  beautiful  arrange- 
ment, and  encouragement  given  to  those  phases  which 
have  been  steps  on  the  road  to  present  artistic  ideals. 
(3)  The  child  loves  to  talk.  Experiences  which  are 
interesting  at  the  time  and  which  supply  the  best 
kind  of  happy  vivid  memories  will  lead  to  good  topics 
of  conversation.  Unhurried  opportunities  for  ex- 
pression either  in  dramatic  play,  drawing,  or 
language,  will  aid  in  developing  fuller  and  more 
definite  thought,  and  in  putting  it  into  sequences  or 
plots,  thus  making  language  a  more  adequate  vehicle 
for  ideas.  (4)  The  child  loves  to  play  with  other 
children,  and  about  the  occupations  of  adults  near 
him.  A  right  selection  of  opportunities  to  associate 
and  work  with  others  and  to  copy  or  lead  them  will 
help  the  child  to  form  the  best  idea3  with  regard  to 
social  and  political  institutions.  (5)  A  joyous  en- 
vironment with  the  right  attitude  towards  liberty, 
where  the  individual  is  limited  by  the  equal  rights  of 
others,  and  one  where  the  truth  and  beauty  of  the 
child's  world  is  emphasized,  will  guide  in  the  path  of 
a  workable  religion.  Problems  which  lie  along  these 
various  lines  provide  for  the  acquisition  by  the  child 
of  what  has  been  found  most  valuable  by  the  race. 

A  selection  of  problems  gives  probable  subject 
matter  in  the  environment  but  in  such  a  form  that  a 
child  may  take  the  kind  and  amount  which  it  is  pos- 
sible for  him  to  assimilate,  to  work  over.  The  selec- 
tion should  also  give  subject  matter  which  has  been 
found  of  value  by  racial  judgment. 

A  theoretical  curriculum  can  only  be  considered  as 
a  general  guide  for  actual  kindergarten  programs.  As 
the  most  vital  problems  to  a  five-year-old  child  arise 
out  of  his  daily  living  conditions,  a  general  problem 
curriculum  cannot  be  exhaustive;  it  can  only  touch 
on  the  more  universal,  interests  of  childhood  and  the 
typical  facts  in  most  environments,  and  show  how 
these  can  be  used  to  develop  thought.  It  can  mention 
the  usual  stimuli  in  an  average  child's  environment 
which  might  give  rise  to  valuable  experiences,  but  it 
could  not  include  many  experiences  in  particular  en- 
vironments which  it  might  be  valuable  to  enrich  for 
the  children  in  a  specific  situation.  A  general  pro- 
gram can  suggest  the  probable  significance  of  these 
experiences  in  the  child's  development,  judged  by 
the  response  they  usually  gain  from  the  children  and 
the  amount  of  value  found  in  them  by  the  race. 
Other  experiences  might  bring  similar  growth  to  a 
particular  group  of  children.  A  general  curriculum 
can  group  together  the  experiences  in  such  a  theoreti- 
cal sequence  that  each  fact  will  gain  its  widest  mean- 
ing through  relationship.  In  a  specific  program  some 
of  the  experiences  might  gain  greater  significance  for 
the  particular  children  by  being  considered  at  some 
other  time  or  in  some  other  relation  when  the  fact 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


101 


has  been  experienced  vividly.  A  theoretical  program 
can  suggest  the  different  means  by  which  a  child 
usually  enjoys  reacting  to  the  stiumulus,  but  the  parti- 
cular situation  must  control  the  actual  means  pro- 
vided. The  theoretical  program  can  give  a  logical  view 
of  the  child's  environment,  a  practical  program  must 
allow  for  the  psychological  presentation  of  a  parti- 
cular child's  environment. 

A  problem  curriculum  must  make  a  choice  from  the 
child's  environment  of  those  stimuli  which  touch  him 
Eiost  intimately  and  which  appeal  to  fertile  interests, 
those  which  humanity  has  found  produced  greatest 
growth.  For  instance,  the  nurturing  of  the  young 
and  the  upbuilding  of  the  home  has  been  a  great 
means  in  race  progress.  To  help  a  child  to  relive  in 
the  best  way  the  family  life  which  he  sees,  and  so  em- 
phasize through  play  the  values  which  the  race  has 
found  through  ages  of  actual  experiencing,  the  stimuli 
provided  may  be  dolls,  dishes,  furniture,  etc.  Honest 
cooperation  in  community  life  is  another  established 
value.  Through  the  play  activities  of  the  kindergar- 
ten the  children  discover  that  added  pleasure  is  given 
when  this  virtue  is  practiced,  although  it  is  the  actual 
living  together  with  other  children  which  makes  most 
directly  for  a  right  attitude.  A  pair  of  horse  reins 
and  possibly  a  horseshoe  will  give  the  opportunity  to 
emphasize  the  work  of  the  blacksmith,  an  adult  type 
of  one  who  works  honorably  for  others.  Contact  with 
nature  is  one  of  the  means  which  has  forced  man  to  a 
realization  of  his  power  and  limitations;  he  has  learn- 
ed that  he  must  work  with  it  in  order  to  conquer  it. 
The  child  will  find  by  means  of  a  pinwheel  or  the 
hanging  of  doll's  clothes  on  a  line,  that  with  care  he 
can  make  the  same  wind  aid  him  today  that  yesterday 
blew  off  his  hat  and  filled  his  eyes  with  dust. 

From  a  theoretical  standpoint  it  is  easy  to  judge  of 
the  probable  worth  of  certain  experiences  for  children. 
The  mention  of  a  few  possible  experiences  with  the 
wind  will  make  evident  different  types  of  values. 

Scientific  value:  Children  can  make  kites  and  pin- 
wheels,  they  can  try  to  run  against  and  with  the  wind, 
they  can  watch  clouds,  weather  vanes,  and  flags.  The 
senses  of  hearing,  seeing,  and  feeling  will  teach  the 
strength  and  direction  of  the  wind  and  its  influence 
on  weather. 

Art  and  literature  value:  Children  love  to  watch 
the  swaying  trees  or  falling  leaves,  and  to  imitate  in 
action.  They  like  to  imitate  the  sound  which  the 
wind  makes  on  a  winter  night  or  when  rustling  over 
the  grass.  They  like  to  draw  a  kite  flying  high  in  the 
sky.  As  models  there  are  many  good  pictures,  songs, 
and  stories  interesting  to  children  which  have  the 
work  or  play  of  the  wind  as  a  central  theme. 

Language  value:  The  effects  of  the  wind  are  so 
evident  and  unexpected  that  children  observe  it  close- 
ly and  converse  about  it  freely  making  their  thoughts 
more  definite. 

Institutional  value:  There  is  very  little  along  this 
line  for  small  children,  but  the  wind  helps  a  group  to 
have  great  fun  chasing  the  whirling  leaves  or  sailing 
the  toy  boats,  and  so  the  social  spirit  is  strengthened. 

Religious  value:  In  playing  with  the  wind,  a  strong 
force  yet  an  unseen  one,  the  child  finds  that  there  is 
power  which  is  manifest  in  things  done  yet  one  which 
is  itself  unseen. 

Just  at  the  kindergarten  age  there  is  a  perceptible 
change  in  the  kind  of  responses  a  child  makes  and  in 
the  character  of  the  problem  which  he  enjoys.  At 
four  it  is  usually  the  material  present  to  the  senses 
which  suggests  a  purpose  and  is  also  the  means  by 
which  to  accomplish  it.  The  process  is  short,  with 
little  variety,  usually  the  mere  repetition  of  one  in- 
cident, and  the  end  is  indefinite.  At  six  the  sense 
stimulus  may  suggest  the  end,  but  an  end  that  is  en- 
riched with  many  possibilities  found  in  two  years 
more  of  experience.    As  the  ideas  have  grown  clearer, 


the  purpose  will  probably  necessitate  search  for  and 
manipulation  of  suitable  materials  other  than  those  at 
hand.  Effort  can  be  more  sustained,  so  the  process  by 
which  the  end  is  reached  is  lengthened  and  varied  and 
the  climax  is  clearly  defined.  In  order  to  select  an 
educational  environment  for  children  between  four 
and  six  years,  a  kindergarten  should  provide  in  the 
play  room  various  materials  which  are  stimuli,  and 
also  means  for  expression,  such  as  balls,  dolls,  and 
other  toys,  also  simple  tools  and  materials  as  scissors, 
crayons,  paper,  etc.  Beside  this  it  should  plan  for 
giving  vivid  experiences  which  incite  children  to 
search  for  selected  materials  to  relieve  and  emphasize 
the  experience.  These  conditions  supply  the  right 
kind  of  problems  and  means  whish  the  children  can 
choose  to  work  them  out  according  to  their  capacity. 

Many  educational  problems  are  within  a  child's 
environment  and  of  interest  at  all  times.  If  possible 
some  logical  connection  should  be  made  between  them 
to  lift  them  from  their  casual  plane.  It  is  in  festivals 
that  mankind  has  unified  his  ideas;  he  needed  a 
climax  at  intervals  to  bring  a  rhythm  into  his  life 
and  to  help  him  accentuate  its  value.  The  deepest 
meanings  which  man  has  found  are  expressed  at  a 
time  of  festival.  If  the  experiences  in  a  program  can 
be  considered  in  such  a  sequence  that  they  help  to 
interpret  the  meaning  of  a  festival,  each  experience 
will  gain  greater  significance  by  this  connection.  The 
following  is  suggested  as  a  possible  sequence  which 
would  lead  up  to  Thanksgiving: — 

(1)  Interests  in  the  home. 

Dolls,  furniture,  washtub  and  irons,  etc.,  would  lead 
to  reliving  of  experiences  connected  with  different 
members  of  the  family. 

(2)  Excursions. 

The  children  can  take  trips  to  parks  to  see  fall 
changes  in  nature,  to  stores  to  see  the  quantities 
of  fruits  and  vegetables,  to  the  farm  to  see  the 
animals  and  bins,  etc.  While  the  social  spirit  is 
being  developed  through  these  enjoyable  group 
experiences  the  children  are  gaining  cumulative 
experience  which  point  toward  the  bounty  of 
harvest  time,  and  they  also  discover  a  few  links 
in  a  chain  which  leads  from  the  well  known  fact 
to  an  unknown  source. 

(3)  Seasonal  interests — fall. 

Food:.  The  children  can  bring  back  from  the  gro- 
cery some  cranberries  and  make  jelly,  or  they 
can  mix  biscuits  for  a  doll  party.  Sometimes 
milk  can  be  skimmed  and  butter  made  for  the 
biscuits.  Just  as  far  as  possible  the  children 
should  be  led  to  connect  their  knowledge  of  the 
farm  with  the  actual  objects  being  used.  Toy 
animals  will  help  the  child  to  express  what  h.Q 
knows  of  farm  life  and  will  help  him  to  carry  over 
into  another  situation, — that  of  the  farmer's  care 
of  his  animals, — the  nurturing  instinct  which  the 
child  has  developed  in  caring  for  the  live  animals 
in  the  kindergarten. 

Fuel:  The  children  will  enjoy  a  trip  to  the  base- 
ment of  the  school  to  see  the  bins  of  coal  ready 
for  the  winter. 

Clothing.  Warm  dresses  and  coats  should  be  made 
for  the  dolls  and  the  blankets  brought  out  for  the 
doll  beds. 

The  culmination  of  the  fall  program  will  come  at 
Thanksgiving  time.  If  these  actual  experiences 
have  been  lived  out  fully  a  child  will  be  better  able  to 
grasp  something  of  the  meaning  of  the  festival,  which 
is  gratitude  towards  the  source  of  all  things,  for 
physical  comforts,  for  the  beauty  of  the  world,  for 
home  and  friends,  for  the  bounty  and  care  which  pro- 
vide for  a  safe  future.     This     feeling     should     find 


102 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


childish  expression  through  song,  literature,  dance, 
and  representative  art,  all  the  forms  of  art  combined 
in  one  great  climax. 

It  is  an  art  to  plan  and  carry  out  a  good  specific 
problem  program,  to  know  how  to  balance  child  values 
and  race  values,  to  know  when  a  child  is  to  be  left  on 
his  own  plane  in  projecting  incidental  purposes  and 
when  he  should  be  encouraged  to  accept  related  pur- 
poses. As  an  artist  holds  in  his  mind  a  tentative  plan 
of  his  whole  work,  but  rearranges  and  alters  it  as  he 
is  inspired  to  catch  new  phases  of  the  subject  which 
will  fulfill  his  underlying  purpose,  so  the  teacher 
must  provide  a  tentative  outline,  but  change  and 
readjust  the  details  as  she  discovers  unexpected  needs 
of  her  children,  which  in  their  satisfaction  provide  for 
more  harmonious  development.  A  teacher's  work  will 
be  artistic  in  proportion  to  the  degree  with  which  the 
children's  important  vivid  experiences  of  the  moment 
are  caught  up  and  woven  into  the  central  scheme  of 
the  whole. 

A  program  which  deals  principally  with  subject 
matter  emphasizes  the  mechanieal  attitude  towards 
education.  Facts  can  be  kept  in  somewhat  separated 
yet  logical  relation,  there  is  no  necessity  for  seizing 
the  moment  of  inspiration  for  expression.  Instead  of 
the  warm,  emotional  attitude  of  the  artist  in  reaction 
towards  living  things  there  can  be  a  cool,  critical  way 
of  looking  at  the  passive  child  and  his  static  environ- 
ment. If  feeling  is  connected  with  this  latter  attitude, 
it  is  forced  and  becomes  sentimental.  The  mechanical 
method  may  result  in  a  more  orderly  appearance  in  a 
class  room,  but  the  well  balanced,  unified,  artistic 
method  will  provide  a  more  developing  atmosphere. 


It  is  the  chief  business  of  men  and  women  in  the 
home,  in  the  school,  in  the  church,  and  in  society,  to 
perform  religious  acts  and  to  lead  others  to  perform 
them.  The  religious  spirit  may  be  developed  through 
the  teaching  of  music,  literature,  science,  and  in  gen- 
eral through  the  curriculum  of  the  schools.  The  culti- 
vation of  the  spirit  of  wonder  and  reverence,  depen- 
dence and  humility,  spiritual  mastery,  and  faith,  are 
legitimate  in  the  schools.  Not  much  instruction, 
either  secular  or  religious,  can  be  given  without  a 
well  equipped  teacher,  whose  personality,  learning, 
moral  and  religious  life  appeal  to  those  under  her 
care.  The  teacher  cannot  teach  what  she  does  not 
know,  and  cannot  give  to  others  the  religious  life 
which  she  does  not  possess.  Neither  can  she  impart 
what  she  does  know  unless  she  has  learned  to  teach. 
The  great  need  of  citizenship  in  both  the  church  and 
the  school  is  a  band  of  strong  men  and  women,  who 
are  willing  to  give  their  lives  to  young  people,  who 
have  a  profound  faith  in  humanity,  who  believe  that 
the  heart  of  the  universe  is  sound,  and  who  believe 


that  we  are  placed  in  the  world  for  a  purpose,  and 
who  show  by  their  face  and  feature  and  every  act 
that  it  is  a  joy  to  give  a  helping  hand.  Fill  our 
schools  and  our  churches  with  such  leaders,  and  we 
will  not  need  the  terms  secular  and  religious  educa- 
tion, for  the  term  education  will  include  them  both. 

JOSEPH  SWAIN. 


The  teacher  must  never  forsake  the  teaching  point 
of  view,  in  the  view  that  his  duty  is  not  to  train  the 
boy  for  business,  but  to  use  business  as  a  powerful 
instrument  in  training  the  boy. — J.  P.  Munroe,  Bos- 
ton. 


CONTINUOUS  CUTTING. 

F.  G.  Sanders, 

67  Hazelton  Ave.,  Toronto,  Ont. 

Cut  paper  in  strips  and  fold  them.  If  teacher 
draws  an  outline  on  the  black-board  the  children  can 
cut  freehand. 

Cut  from  white  and  mount  on  black  or  any  dark 
color. 

Cut  butterflies  from  yellow,  mount  on  blue  to  re- 
present sky. 

Cut  trees  from  green,  mount  on  blue  or  some  neu- 
tral shade. 


The  children  of    the    kindergartens    of    Waverly, 
Iowa,  will  hold  an  annual  Thanksgiving  party. 


The  Connecticut  Valley  Kindergarten  Association, 
will  hold  its  annual  meeting  at  the  Central  High 
School,  Springfield,  Mass.,  November  7. 


Some  of  the  most  valuable  work  the  Bureau  does, 
however,  is  not  through  its  printed  material,  but  by 
correspondence.  The  highest  school  officials,  State, 
county,  city,  are  constantly  writing  for  information 
not  readily  available  in  printed  form.  The  kinder- 
garten division  receives  a  large  numDer  of  such  in- 
quiries from  most  important  sources,  and  the  infor- 
mation given  in  reply  frequently  forms  the  basis  of  a 
new  State,  county,  or  city  policy  in  education. 


THE  KODERGARTEN-PRIMARY  MAGAZINE. 


103 


beautiful  lore  that  it  is  with  regret  we  must  call  at- 
tention to  this  instance  of  misinformation. 


THE  BIRD  STORE  MAN,  an  old-fashioned  story 
by  Norman  Duncan.  Boards.  136  pages.  Illustrated 
by  C.  H.  Taffs.    Fleming  H.  Revell  Co  ,  75cents.    Net. 

Truly  a  most  delightful  tale  of  a  quaint  Dickens-like 
character  who  keeps  a  bird  and  animal  store,  and  in 
connection  therewith,  "the  Twitter  Academy  for  the 
Higher  Education  of  Canaries,  including  a  Course  in 
Polite  Deportment  and  Parlor  Tricks,  both  elementary 
and  advanced."  Every  child  will  delight  in  reading 
about  the  Little  Girl  and  her  pet  Alexander  who 
enters  on  a  scholarship  and  graduates  with  honor  to 
himself,  his  instructor,  and  his  little  mistress.  The 
little  girl's  loving,  anxious  care  for  her  veteran 
grandfather,  and  the  delightful  comradeship  that  de- 
velops between  her  and  Timothy  Twitters,  are  de- 
picted with  whimsical  tenderness  and  truth  to  child 
nature.    A  eharming  story  to  read  aloud. 


NEW  AMERICAN  MUSIC  READER,  No.  3.  By 
Frederick  Zuchtmann.  Cloth,  147  pages,  price  35 
cts.  Published  by  The  MacMillan  Company,  New 
York  and  London. 

This  is  the  third  book  in  this  most  excellent  series 
of  Music  Readers,  and  the  method  of  procedure 
which  has  characterized  the  previous  volumes  is  con- 
tinued. The  voice  is  regarded  as  of  the  first  import- 
ance, and  all  songs  and  studies  are  in  such  keys  and 
within  such  range  that  the  head  quality  always  em- 
ployed in  the  high  voice  may  be  blended  with  the 
lower  register  without  recourse  to  the  harsh  tones 
of  the  chest.  We  advise  all  teachers  having  pupils 
of  suitable  age  for  this  book  to  examine  a  sample 
eopy. 


"THE  HUMAN  SIDE  OF  PLANTS."  By  Royal 
Dixon.  Cloth.  201  pages.  Illustrated  with  four  pic- 
tures in  color  by  Mrs.  Ellis  Rowan  and  32  photographs 
by  J.  Horace  McFarland  Co.  Published  by  Frederick 
A.  Stokes  Co.,  N.  Y.    $1.50. 

This  exceedingly  interesting  volume  approaches 
the  study  of  plant  life  from  a  new  standpoint.  Many 
writers  of  animal  stories  have  been  accused  of  as- 
suming too  much  intelligence  and  reasoning  power 
on  the  part  of  the  creatures  whose  experiences  they 
recount.  Mr.  Dixon  goes  a  step  further  and  would 
lead  his  readers  to  believe  that  the  plant  is  endowed 
with  mentality  and  spirituality.  The  facts  he  states 
in  proof  of  his  claims  are  such  as  must  surely 
strengthen  our  sense  of  the  kinship  of  all  life. 
Whether  they  do  it  consciously  or  unconsciously,  here 
are  plants  that  set  traps  to  lure  their  ^rey;  that  swim 
and  fish,  keep  servants,  and  live  stock;  maintain  their 
army  and  navy;  carry  life-insurance;  and  the  like. 
The  weapons  with  which  they  defend  themselves  such 
as  daggers,  disagreeable  odors,  sticky  excrudescenses 
and  mimicry  are  described.  It  is  painful  to 
learn  that  an  aquatic  plant  is  really  deceitful 
and  imitates  the  mouth  of  a  mother  fish  so  that 
the  frightened  baby  fish  run  into  it  for  protec- 
tion, only  to  be  devoured.  Then  we  recall  that 
even  human  beings  are  equally  deceitful  when  they  go 
fishing,  and  so  we  have  nothing  more  to  say  on  that 
roint.  The  chapter  on  plants  that  indulge  in  athletics 
will  interest  the  boys  and  girls  and  indeed,  the  book 
as  a  whole,  will  be  a  valuable  aid  to  the  teacher  in 
stimulating  interest  in  the  investigation  of  nature's 
secrets.  We  note,  however,  one  important  slip  on  the 
author's  part.  He  states  as  a  fact  that  "the  sunflower 
always  points  toward  its  god,"  whereas  sunflowers 
face  every  point  of  the  compass,  as  can  be  readily 
verified.     The   book  contains   so   much   curious   and 


"FIFTY-ONE  TALES  OF  MODERN  FAIRYLAND" 
by  F.  Strange  Kolle.  Cloth,  270  pages.  The  Grafton 
Press,  N.  Y. 

Short  Stories  of  varying  merit.  Kindergartners 
will  be  able  to  use  a  number  of  them,  altho  at  times 
the  moral  is  almost  too  much  in  evidence. 

MORNING  EXERCISES  FOR  ALL  THE  YEAR. 
A  Day  Book  for  Teachers  by  Joseph  C.  Sinderlar. 
Illustrated.  192  pages.  Paper.  Price,  30  cents. 
Beckley-Cardy  Co.,  publishers,  312  W.  Randolph  St., 
Chicago. 

This  book  aims  at  a  systematic  and  orderly  presen- 
tation of  the  morning  or  opening  exercise  in  the  ele- 
mentary school.  Material  is  provided  for  every  day 
of  the  school  year,  beginning  with  the  first  day  in 
September  and  ending  with  the  last  day  of  June. 
There  are  as  many  exercises  as  there  are  days  in  the 
month,  thus  leaving  the  teacher  free  to  choice  of 
lesson  each  day. 


THE  PROGRESSIVE  SCHOOL  CLASSICS.  For 
supplementary  reading  and  study.  Published  by 
Beckley-Cardy  Co.,  Chicago.  Published  at  a  uniform 
price  of  5  cents  each. 

A  new  series  of  reading  books,  which  offers  the 
highest  class  of  literature  for  all  grades,  designed  to 
supplement  or  replace  the  regular  reading  books. 

Characteristics — accurate  and  authentic  texts — 
Notes  and  number  lines  for  reference— Portraits, 
biographical  sketches,  and  illustrations — New,  clean 
type,  graded  in  size  according  to  the  age  of  the  child 
— Good  grade  of  school-book  paper,  neat  and  durable 
binding — Uniform  and  convenient  size 

We  have  received  the  following: 

The  Legend  of  Sleepy  Hollow. 

Rip  Van  Winkle. 

The  King  of  the  Golden  River. 

The  Great  Stone  Face. 

Evangeline. 

The  Courtship  of  Miles  Standish. 

Enoch  Arden. 

The  Man  Without  A  Country. 


BOW-WOW  AND  MEW-MEW.  A  supplementary 
reader  for  First  to  Third  Grades  by  Georgiana  M. 
Craik.  Edited  by  Joseph  C.  Sindelar.  95  pages.  Cloth. 
Price  30  cents.  Beckley-Cardy  Co.,  publishers  112 
West  Randolph  street,  Chicago. 

Bow-wow  and  Mew-mew  is  one  of  the  few  books  for 
beginners  in  reading  that  may  be  classed  as  literature. 
It  is  the  story  of  a  young  dog  and  cat  that  became 
dissatisfied  with  a  pleasant  home  and  left  it.  As  the 
story  tells,  "They  did  not  find  good  in  any  thing." 
But  after  running  away  and  suffering  hunger,  neglect, 
and  bad  treatment,  their  characters  begin  to  change. 
They  naturally  come  to  reflect  their  mistress'  good- 
ness. They  learn  the  value  of  companionship  and 
friendship  and  the  appreciation  of  a  home — and  how 
glad  they  are  to  return  to  it! 

Songs  and  Verses  for  a  Baby.  Compiled  by  L.  A. 
Marsh.  Booklet,  71  pps.  Published  at  Belleville,  N. 
J.    Orders  sent  to  L.  A.  Marsh.    50  cents. 

This  is  an  attractive  little  booklet  comprising 
selections  from  the  verses  of  the  best  authors,  such  as 
are  suitable  to  the  youngest  listeners  and  learners. 
They  are  classified  according  to  Nature  poems,  among 
which  we  find  Stevenson,  Riley  and  Christina  Rossetti 
represented.  "Rhyme  and  Jingle  Story  Poems"  in- 
cluding Little  Dog  Rags  by  Celia  Thaxter,  the  old- 
time  favorite,  "Oh,  Where's  my  Little  Basket  Gone," 
and  shorter  poems  and  verses.  There  are  several 
pretty  sleeping  songs,  and  another  section  includes 
so-called  "Religious  verses."  It  would  make  an  ap- 
propriate and  acceptable  gift  for  a  six-months-old 
baby's  mother,  or  for  a  baby's  first  birthday. 


NEW  BLACKBOARD  STENCILS 

"We  can  supply  any  Blackboard  Stencil  made  at  low- 
est prices.  The  following  are  all  6c  each,  i  or  more  at 
4c  each,  unless  the  price  of  loc  is  given  after  the  name 
of  the  stencil.     In  such  case  the  price  is  loc  or  any  3,  8c. 

ANIMALS.  "We  can  stipply  stencils 
for  illustrating  all  domestic  ani- 
mals, wild  animals,  and  animals 
of  the  field.  Send  to  us  for  what- 
ever is  wanted  in  stencils. 

Birds.  Stencils  to  illustrate  all 
birds  of  every  clime.  Also  fowls. 
State  your  wants  and  will  supply 
it  promptly. 

INSECTS.     All  ordinary  in- 
sects,   including   silkworm 
and  cocoon  will  be  supplied; 
FISH.    Sword  fish,  Shark, 
Jelly  fish,  Star  Fish,  etc, 
FRUITS.    All  kinds,  also  plants,  trees,  etc. 
FLOWERS.    Many  different  kinds. 
MAPS.    Hemispheres,  Continents,  countries 
and  states.    Each  10c.    Any  three  8c.  each. 

WRITING  Charts.  Complete  set.  Vertical  or 
Slant.    State  which  is  wanted.    Per  set,  10c. 

Physiology.  1.  Skeleton;  2.  Lungs-.  3.  Heart; 
4,  Intestines;  5,  Brain;  6.  Nervous  System;  7, 
Eye;  8,  Ear.    Price,  10c.    Three  or  more,  8a 

CALENDAR.    An  appropriate  design  for  each 
month,  illustrating  principal  holiday  and  birth- 
days which  occur.    10c. ;  three  or  more,  8c.  each. 
AMERICAN  HISTORY    CHARTS.      Illustrating 
all  important  historical  events.     Send  for  list. 
We  can  supply  any  stencil  made  at  lowest  prices. 
Christmas  STENCILS.    A  complete  list  will  be  found  else- 
where in  this  price  list.  Also  Hallowe'en,  Thanksgiving,  New 
Years,  Washington's  Birthday,  Easter,  Arbor  Day,  Flag  Day, 
Memorial  Day,  and  birthdays'of  Longfellow,  at.  al.  See  index. 
PATRIOTIC.    U.  S.  Shield,  Statue  of  Liberty,  Coat  of  Arms, 
TJ.  S.,  Liberty  Bell,  Bunker  Hill  Monument,  Mayflower,  U.  S. 
Flag,  24x36,  Landing  of  Pilgrims,  Goddess  of  Liberty. 

DECORATIVE.  Roll  of  Honor,  "Welcome,  Program,  Good 
Morning,  Good  Night,  Memorial  Day,  Queen  of  May. 
CHRISTMAS  STENCILS.  Merry  Christmas,  Same,  24x63, 10c. ; 
Santa  Claus  Border.  Holly  Border,  Christ- 
mas Tree,  New  Santa  CJaus.  Santa  Claus, 
Sled  and  Reindeer.  Santa  and  Stocking, 
Happy  New  Year,  Christmas  Morning,  10c. 

Thanksgiving  stencils.  Landing  of  Pilgrims.  Home 
for  Thanksgiving,  Mayflower,  Pilgrims  Going  to  Church, 
John  Alden  and  Priscilla,  Corn,  Pumpkin.  Horn  of  Plenty, 
Pheaf  of  Wheat,  Motto,  "O,  give  thanks  unto  the  Lord,  for  He 
is  j.  ood ;  for  His  mercy  endureth  forever,"  10c. 

Many  other  stencils  are  listed  under  Special  Day 
Roods. 

SPECIAL  BRILLIANT  CRAYON 

To  be  used  with  these  stencils.  Two  sticks  each  red, 
yellow,  orange,  green,  blue  and  violet,  12  in  all.  The 
colors  are  most  beautiful.     Per  box,  2oc. 

New  Busy  Work  Stenciis 

Designed  to  be  used  by  children  at 
their  desks  on  paper  or  other  material 
and  most  excellent  for  teaching  draw- 
ing, coloring,  literature,  language,  &c. 
Ten  stencils  in  an  envelope,  at  10c.  per 
set.  Sold  in  sets  only,  never  singly. 
Set  1,    Large  Animals,  Horse, 

Elephant,  etc. 
Set    2.    Small  Animals,    Cat, 

Dog,  etc. 
Set    3.    Flowers,  Rose,    Lily, 

Tulip,  etc 
Set    4.    Birds,  Robin,    Eagle, 

etc. 
Set    9.    Fishes  from  the  Sea.         Set  23.  Vegetables. 
Set  10.    Language  Stencils.  Set  2«.  Borders. 

Set  11.    Maps   of    Continents,      Set  59.  Patriotic. 

etc.  Set  28.  Snowflake. 

Setd2.    Washington  Stencils.      Set  22.  Fruits, 
Set  13.    Lincoln  Stencil". 
Set  15.    Thanksgiving  Stencils. 
Set  16.    Christmas  Stencils. 
Set  17.     Valentine  Stencils. 
Set  18.    Hollowe'en   Stencils. 
Set  19,     Hiawatha   Ptenrils. 
Set  20.    Eskimo  Stencils. 
Set  21.     Indian  Stencils. 

Note — Abovs  busy  work  stencils  corns  ten  to  the 
sheet.  To  be  used  on  paper,  not  blackboard,  and  can 
only  be  used  with  powder,  costing:  loc  for  *4  lb.  pack- 
atre,  postage  is. 


THE  SCHOOL  BULLETIN 


Of  SYRACUSE,  the  old  esfablished  State  edu- 
cational paper  of  Ne.v  York,  and  the  Kindergar- 
ten-Primary Magazine,  both  one  year,  pos:age 
paid  anywhere  in  United  States  and  possessions 


SCHOOL  AND  HOME 

Of  Atlanta,  Ga.,  one  of  the  live,  progressive  educational 
papers  of  the  South,  and  the  Kindergarten-Primary 
Magazine,  both  one  full  year,  for  only  $1.15. 


>THE=™ 


MISSOURI  SCHOOL  JOURNAL 

Of  JEFFERSON  CITY,  Mo.,  one  of  the  best  rt>|    A  A 

State  educational   papers  in  the    West,    and  the  \|     nil 

Kindergarten-Primary  Magazine,  both  one  year,  il/fltUv 

postage  paid  in  United  States  and  possessions,  *.^^^m~ 

THE  OHIO  TEACHER 

$1.60 


A  vigorous,  efficient,  state  educational  paper, 
and  THE  KINDERGARTEN-PRIMA- 
RY MAGAZINE,  both  one  year  for 


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Of  NEW  YORK,  one  of  the  great  educational  rt>  f    QA 

periodicals  of    America,  and    the    Kindergar-  \\     All 

ten-Primary  Magazine,  both  one  year  postage  {)  i  t\j\9 

paid  in  United  States  and  possessions    for  only  ^_^_^_ 

EDUCATIONAL  FOUNDATION 

Of  NEW  YORK,  an  educational  publication  of  At  W    QA 

great  merit  ($1.25  per  annum)  and  the  Kinder-  \|     All 

garten-Primary    Magazine,    both   one   year,  <P  I  tvlv 

postage  paid  in  United  States  and  possessions,  ^^_ ».™ 


Of  COLUMBUS,  one" of  the  best  state  educa- 
tional journals  in  Ohio,  and  the  Kindergarten- 
Primary  Magazine,  both  one  year,  postage  paid 
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THE  PROGRESSIVE  TEACHER 


Of  NASHVILLE,  Tenn.,  one  of  the  very  best 
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dergarten-Primary  Magazine,  both  one  year, 
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NATIONAL  ASSOCIATION 


FOR  THE  STUDY  AND  EDUCATION  OF 

EXCEPTIONAL  CHILDREN 


An  Eleemosynary  Society  incorporated  under  the  laws  of 
thelState  of  New  Jersey 

In  connection  with  its  broad  national  work  for 
exceptional  children,  this  Association  has  for  many 
years  been  conducting  a  special  institution  for  the 
POTENTIALLY  NORMAL,  though  "different"  child, 
known  as 

HERBART  HALL 


The  objects  of  this  institution  are: 

1st.  To  determine  the  individual  peculiarities 
and  tendencies  which  make  a  given  case 
vary  from  the  average. 

2nd.  To  harmonize  the  child  with  its  environ- 
ment and  to  adjust  the  environment  to 
the  child  so  as  to  permit  creative  self- 
expression. 

3rd.    To  direct'all  surrounding'influences  to  en- 
courage those  vocational  aptitudes  which 
will  best  prepare  the  child  for  independ- 
ent existence. 
Physical  and  mental  tests,  scientifically  developed, 
are  employed  so  that  there  is  neither  guess-work  in 
the   diagnosis   of   these    exceptional   types    nor    hap- 
hazard methods  in  their  education. 

Many  children  puzzle  parents  and  teachers.  They 
do  not  respond  to  ordinary  school  or  home  instuc- 
tion.  Unless  taken  properly  in  hand,  they  will  become 
failures  in  life. 

(We  do  not  treat  feeble-minded,  epileptic,  degen- 
erate or  low  types) 

For  full  information  address 


u*  L.  Lt  l/» 


WALDEMAR  H.  GROSZMANN 

Secretary-General 

Plainfield.N.  J.  "WATCHUNG  CREST" 


Statement  of  the  Ownership,  Management,  Circula- 
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of  KINDERGARTEN-PRIMARY  MAGA7TTVTT  ™,ki;«v,^ 
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'/fn;  Managing  Editor.;.  H.  Shnlts,  Business  Manager, 
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of  «TnAfci^HiI£,lC?5Poration'givenames  and  addresses 
ot  stockholders  holding  one  per  cent  or   more   of   total 

n?£Un^°f-Stock-LJ-S'  Shults,  Manistee,  Michigan;  Grace 
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Signature  of  editor,  publisher,  business  manager  or  owner. 
J.  H.  Shults. 
faworn  to  and  subscribed  before  me  this  "30  day  of  Sept.,  1914. 

F.  H.  Stone,  Notary  Public. 
(My  Commission  expires  Sept,  lst,1915.) 


the  KDIDEItGABTEN-PEIMAItY  MAGAZINE 
With  the  Kindergarten  Review,  now  $1.25  a  year, 
both  for  $1.85 


THE  COAST  LINE   TO 

MACKINAC 

DETROIT,  T  TOLEDO, 

CLEVELAND,  BUFFALO,  |  PT. HURON,  ALPENA, 

NIAGARA  FALLS.      ^  ST.  IGNACE. 

"THE  LAKES  ARE  CALLING  YOU" 

ARRANGE  your  vacation  or  business  trip  to  include  our 
J-^  palatial  lake  steamers.  Every  detail  that  counts  for 
your  convenience  and  comfort  has  been  provided. 

Daily  service  between  Detroit  and  Cleveland,  and  Detroit 
and  Buffalo.  Day  trips  between  Detroit  and  Cleveland 
j  "rf  •'  y  and  AuS"8t-  Four  t"P8  weekly  from  Toledo 
and  Detroit  to  Mackinac  Island  and  way  ports.  Special 
steamer  Cleveland  to  Mackinac  Island  two  trips  weekly 
June  25th  to  September  10th,  making  no  stops  enroute 
except  at  Detroit  every  trip.  Daily  service  between 
1  oledo  and  Put-in-Bay  June  1  Oth  to  September  1 0th. 

Railroad  tickets  accepted  for  transportation  on  D.  or  C. 
Line  steamers  in  either  direction  between  Detroit  and 
Buffalo  or  Detroit  and  Cleveland. 

Send  two-cent  stamp  for  illustrated  pamphlet  giving  deta'led 
description  of  various  trips.  Address  L.  G.  Lewis,  General 
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Detroit  &  Cleveland  Navigation  Company 

Philip   H.    McMillan,   President. 

A.  A.  Schantz,   Vice  Pres.  and  Genl. 


The  Virginia  Journal 
of  Educationr 

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,  as  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  best,  most  lively, 
interesting  and  enterprising  publications  of  the  kind  that  I  have  had 
an  opportunity  to  examine.  Certainly  it  must  exercise  a  great  In- 
fluence for  good  among  the  schools  of  Virginia.  I  am  particularly 
pleased  at  your  ellorts  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  to  publish  your  journal  and  I  most  heartily  congratulate  vou 
and  the  people  of  Virginia  for  the  lively  and  creditable  periodical 
that  you  are  able  to  give  them.  " 

From  Oregon: 

"I  have  received  as  much  inspiration  and  benefit  from' reading  the 

Virginia  Journal  of  Education  as  I  have  from  reading  any  one  of 

the  numerous  ones  that  come  to  my  desk." 
From  Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest. 

and  feel  that  it  is  one  of  the  best-educational  journals  in  the  country." 
From  New  Jersey: 

"We  regard  the  Virginia  Journal  of  Education  as  among  the  most 

valuable  publications  received  at  this  office." 
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  subscription  price." 

From  the  Philippine  Islands: 

U,1IeiV.a!'iety-  of  a,rUc'es  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  good  work."  p' 

It  is  the  official  organ  of  the  Virginia  State  Board  of  Ed- 
ucation, and  is  an  excellent  medium  for  advertising,  as  it 
has  fully  5,000  regular  readers.  In  addition  several  hun- 
dred complimentary  copies  are  sent  throughout  the  conn- 
try  each  month. 

Subscription  Price,  $1.00 

The  Virginia  Journal  of  Education 

Richmond,  Va. 


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"WHAT   FUN   CLAY  IS" 

Clay  for  modeling  is  a  universal  favorite;  it  leads  to  growth  in  power  of  expression. 


ENTERTAINMENTS   NEW  CHRISTMAS  RECITATIONS,  DIALOGUES,  SONGS,  ETC. 


By  all  means  have  entertainments;  they  will  help  to 
put  you  out  of  the  hum-drum  teacher  line  Charge  a 
small  admission  Use  the  fund  for  the  benefit  of  the 
school.  Have  every  child  ttake  part  if  possible  and  in- 
vite all  parents  to  attend,  calling-  attention  to  the  fact 
that  their  children  will  take  part.  Show  that  you  are 
wide  awake  and  the  people  will  appreciate  it  and  pat- 
ronize your  entertainments.  Many  entertainments  can 
be  arranged  with  but  little  time  for  preparation  and 
will  prove  educative  to  every  pupil  taking  part. 

Little  Primary  Pieces 

A  collection  of  about  100  simple,  bright 
and  pretty  recitations  for  children  from 
five  to  eight  years  of  age.  They  range  from 
four  to  sixteen  lines  and  relate  to  matters 
of  interest  to  little  folks.  The  book  also 
contains  a  number  of  exercises,  each  to  be 
given  by  several  children,  ill.  Price,  15  cts. 

Practical  Dialogues,  Drills  and  Hardies.      By 
Marie  Irish 

Suitable  for  all  grades  and  all  occa- 
'!'.  -%r^mi^iM^{M  sions.  Contents:  Patriotic  Choppers,  Our 
\jgjgsgggfiglg  Flag,  Military  Drill.  The  Blue  and  the 
Gray,  Spring  Romance,  Mother  Nature's 
Party,  Picture  Gallery,  Be  Thankful,  Pumpkin  Pie,  At  Christ- 
mas Time,  Watchingfor  Santa,  Sunflower  March  and  Drill, 
Bopeep  and  Boy  Blue  March,  Butterfly  Drill,  The  Tea  Party 
Luck  at  Last.  The  Meeting  of  the  Ghosts,  Slight  Mistake, 
Scene  at  the  Ticket  Office,  The  Lost  Child,  Modern  Mid  Sum- 
mer Night's  Dream,  Midsummer  Fairies.  Illustrated  with 
diagrams.  Anyone  can  use  the  drills  without  difficulty.  15a 
pages.    Price,  25  cents. 

All  the  Holidays,  By  Clara  J.  Denton 

For  all  grades.  39  dialogues,  exercises 
and  plays,  31  recitations  for  the  following: 
New  Year's,  Lincoln's  Birthday,  St. 
Valentine's,  Washington's  Birthday, 
Easter,  Arbor  and  Bird  Days,  May  Day. 
Flower  Day,  Memorial  Day.'ClosingDay, 
Fourth  of  July,  Thanksgivingand  Christ- 
mas. The  material  is  all  new.  Contents: 
The  Minute  Men,  for  10  boys;  Making  the 
Best  of  things,  5  girls  and  5  boys,  Tongues 
in  Trees,  3  boys;  An  Arbor  Day  Medley, 
33  Children;  Keeping  the  Day,  5  girls  and 
2  boys ;  In  Honor  of  Thanksgiving,  21  girls 
and  12  boys;  Hanging  Up  the  Stockings, 
1  girl  and  2  boys ;  What  Christqias  Means. 
201  pages.    Price.  25  cents.  _ 

Primary  5peaker— Several  are  for 
girls  only,  some  for  boys  only,  and 
others  for  both  boys  and  girls.  The 
most  popular  book  of  dialogues  for 
little  folks  ever  published.  Price, 
15c. 

Special  Days  in  the  Primary  Grades, 
By  Mary  L.  Mood.  This  little  work 
contains  songs,  recitations,  dia- 
logues, exercises,  etc.,  for  May  day, 
»ai  Memorial  day,  Columbus  day,  Christmas, 
3*»  Lincoln  and  Washington  days.  Also  Mother 
Goose  opera,  suitable  for  closing  of  schools.  This  last  hn9 
over  twenty  pages,  words  and  music,  and  will  make  a  line 
entertainment.    64  pages.    Price,  15  cents. 

Twinkling  Fingers  and  Swaying  Fig= 
ures.  By  Clara  J.  Denton.  Full  of 
amusing  finger  plays,  motion 
songs  and  exercises  to  train  and 
restthe  body.  Simple  and  catchy 
songs  to  01  iginal  music.  The  plays 
and  songs  are  about  flowers,  birds, 
plants,  animals,  games  and  vari- 
ous other  subjects  that  will  please 
and  instruct  children.  Price,  25c. 
Favorite  Primary  Speaker— This  book  contains 
over  100  very  bright  and  fresh  recitations  for 

1  boys  and  girls  from  live  to  ten  years  of  age. 

CbcjnoSemBrill     Being  a    choice    selection  from  magazines 
they  afford  great  varietv     Price,  20  ceivts. 

Games  and  Exercises— This  little  work  con- 
tains many  exercises  for  playground  and 
schoolroom.  The  former  may  be  used  during 
intermission  and  the  latter  "for  general  exer- 
cises, at  playtime,  or  for  home  recitations. 
These  exercises  are  for  all  grades,  and  will  be 
found  to  till  a  want  every  teacher  has  felt.  76 
pages.     Price  20  cents. 

History  of  the  United  States-  A  play  by  K  A. 
Crowl.  Pupils  learn  much  of  history  while 
learning  the  play;  price,  15c. 

DOLLY  SHOW,  THE.  A  dialog  In  rhyme  for  seven  little  girls 
and  two  boys.  The  girls  have  a  baby  show  with  their  dollies. 
and  each  "mother"  shows  her  baby  oft*  to  the  best  advantage. 
The  Judge  is  unusually  wise,  awarding  the  prise  to  the  satls- 
ftaettoa  of  eeveh  one.  Tbe  saying'  of  the  little  ones  aj-e  ante, 
•ad   abe  wfceke  ■erfe-rsnua*  a  groat  •ueeeaa,     li  Mat*. 


^CELEBRATIONS  >. 


Thirty  New  Christmas  Dialogues  and  Plays.  By  Clara  J. 
Denton.  This  is  the  up-to-date  book.  For  all  grades.  176  pps. 
New  fresh  material.    It  will  please  you.    Price  30c. 

The  New  Christmas  Book.  Right  up  to  date.  SixVy  recita- 
tion*, 10  dialogues  and  exercises,  i  drills,  10  songs,  some  with 
music,  5  tableaux,  4  pantomimes,  50  quotations  and  a  novel 
entertainment.    165  pages,  30c. 

Little  Plays  and  Rhymes  for  Little  People,  Contents:  Plavs; 

Court  of  the  Little  New  Year;  The  Christmas  Snow  Flake; 
A  Christmas  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  Rofs;  Lazy  Kitty;  The  Keward  of  the  Cheerful  Candle; 
Memory  Gems;  Rhyme  for  Free  Hand  Cutting;  Drawing  and 
Seed  Laying;  Price  only  6c.  postage  ic. 

Christmas  Chimes,  with  Kindergarten  Exercises,  6c. 

Feast  of  Lights,  for  Primary  Classes,  6c. 

Christmas  Crowns,  6c. 

Christmas  Recitations,  6c. 

Select  Readings  and  Recitations  for  Christmas,  thirty-two  choice 
readings  and  recitations,  10c,  postpaid. 

Filmore's  Christmas  Recitations  and  Dialogues— Very  satisfac- 
tory.   Prepaid  10c 

FindeSiecle  Christmas  Exercises— Great  variety.  Postp'd  15c. 

CHRISTMAS  DIALOGS,  UUFTILL'S  ORIGINAL.  By  Elisa- 
beth F.  Guptlll.  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.     35   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  Rothaay. 
Original,  clever,  appropriate,  delightful.     16  cents. 

Th~  Cnming-ofthe  Christ-rhild.  The  story  of  the  com- 
ing of  Christ  and  of  the  first  Christmas,  told  in  such  a  way 
as  to  acquaint  thecbild  with  the  faces  that  figure  most  prom- 
inently  in  Madonna  and  Holy  Familv  pictures.  Well  lllus. 
trated";  32  pages.    Third  grade.    Price,  6c. ;  postage,  2c. 

Christmas  Celebrations 

The  matter  in  this  book  is  all  new. 
It  is  1-v  far  the  largest,  clioie-tandbest 
arranged  collection  for  Christmas  pub- 
li Tied.  'Ihree  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]  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  i  tableaux  for  all  grades. 
Illustrated      160  pages.     Price,  25  cents. 

CHRISTMAS  PLAYS 

TUB  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 
speaking  part.  This  Is  a  thrilling  play  for  boys,  teaching  a 
good  lesson  impressively.     Time — 20  minutes.     Price  10   cents. 

A  CHRISTMAS  RAINBOW.  A  play  for  four  girls  and  four 
boys,  six  or  seven  years  old.  by  Adaline  Hohf  Beery.  The  chil- 
dren play  Sunday-school,  and  at  the  close  represent  the  rain- 
bow In  tableau,  In  colors,  with  appropriate  recitations  and 
action.     Time — II   or  16  minutes.     Price   10   cents. 

HOW  SANTA  CAMS  TO  THE  HOMB.  A  play  fer  small 
ohildren,  by  Llssie  De  Armond.  The  characters  are  Santa 
Claus  and  Brownies  (about  ten  boys  in  all);  also  Pollie,  Jennie, 
Fannie,  and  nine  other  little  girls,  and  Miss  Bessie.  Time — 
IS   er   li   minutes       Price    16    cents. 

THE  SHIRKERS.  A  play  for  ten  or  more  small  children. 
Six  small  boys  and  girls  represent  Mother  Qoose's  children, 
and  four  or  more  boys  represent  little  Moon  Men,  and  Santa 
Claus,  by  Elisabeth  F.  Guptlll.  Time — 16  minutes.  Price  II 
eents 

A  HOME  FOR  THE  CHRIST.  A  play  for  eleven  boys,  by 
Adaline  Hohf  Beery.  In  this  play  the  boys  each  contribute  bis 
services  and  his  talent  toward  fixing  up  a  suitable  home  for  tbe 
Christ       Time — 1J   or  IB    minutes       Prioe   10   oents. 

SENDING  A  CHRISTMAS  BOX.  A  play  for  six  girls  and 
ene  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  Intex- 
eettnc    play       "Time—  II    er    IB    minutes.      Price    1*    eents 

WHY  CHRISTMAS  WAS  LATE.  A  play  for  small  ohildren, 
by  Llssle  De  Armond  The  oharaoters  are  Santa  Claus.  BrowTV- 
i«a,  Northwlnd,  Jaok  FTOst,  BITS*  and  Odwh.  Time— IS  at 
1c    «n'nnt*«        P-Hee     10    eenta. 

Address  all  orders  to 

THE  J.  H.  SHULTS  CO.,  MANISTEE,  MICH. 


RELIABLE  K1NDERQARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  HOUSE, 

54  Scott  St.,  Chicago. 


Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 

and  Post   Graduate  Course  (one  year).     Special  Certificate*  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,  M  Scott  St. 


Notes  on  Froebel's  Mo- 
ther Play  Songs 

By   JEAN   CARPENTER   ARNOLD 

"Mrs.  Arnold  has  caught  the  spirit 
of  the  Mother  Play,  interpreting 
clearly  the  meaning  of  each  lesson 
and  elaborating  it  as  only  an  artist 
Teacher  can  who  has  a  wealth  of  cul- 
ture, deep  spiritual  insight  and  a 
gift  of  expression.  It  is  the  most 
valuable  contribution  to  kindergar- 
ten literature  in  recent  years" — 
Netta  Faris,  Principal  Cleveland 
Kindergarten   Training  School. 

Cloth,  362  pages.  Postpaid,  $1.14 

Address 

National  Kindergarten  College 

2644  Michigan  Boulevard,  Chicago 


WASHINGTON,  D.  C. 
COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

MISS  HARRIET  NILE 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 

and  Special  Courses. 
319  Marlborough  9t.  Boston.  Mass. 

EVERY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add   to   her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON.  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


Connecticut  Fro ebel  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. 


=PESTALOZZI-FROEBEL= 
KINDERGARTEN  TRAINING  SCHOOL 

6 1 6-622  So.  Mich.  Boul.    Chicago 

(New  Location  Ovelooking  Lake  Michigan.) 
DIPLOMA  COURSE  2  YEARS 
Post-Graduate,  Primary  and  Play- 
ground Workers  courses.  Special 
courses  by  University  Professors.  In- 
cludes opportunity  to  become  familiar 
with    Social  Settlement  Movement  at 

Chicago  Commons. 

For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 

Box  51.61 6-622  South  Michigan 

Boulevard,  Chicago.  III. 


KINDERGARTEN  TRAINING  SCHOOL 

Resident    home   for   a    limited   number   of 

students. 

Chicago  Free  Kindergarten  Association 

H.   N.    Hlglnbotnam,    Proa. 

Mrs.    P.    D.    Armour,    VIce-Pres. 

SARAH   B.  HANSON.   Principal. 

Credit  at  the 

Northwestern    and   Chicago    Universities. 

For    particulars   address    Eva   B.    Whlt- 

more,   Supt.,  6   B.   Madison  St.,  cor.   Mich. 

ave.,  Chicago. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 

Richmond,  Ye 

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.  8ec.  and  Treae. 


THE  HAKRIETTE  MELISSA  MILLS 
KINDERGARTEN  TRAINING  SCHOOL 

In  Affiliation  with  New  York  University 

Two    yeais  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  II 
For  information  address 

MISS  HARRIETTS  M.MILLS. Principal 

New  York  University 
Washington  Square,  New  York  City. 


1874— Kindergarten  Normal  Institutions— 1914 

1516  Columbia  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  Training  Classes  at  Mt.  Chatauqua—  Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


Grand  Rapids  Kindergarten 
Training  School 


Certificate 
IDiploma 

and 
Normal 
Courses 

New 
Quarters 

No.  508 
Foun- 
tain St. 


CLARA  WHEELER.  Principal 


KINDERGARTEN 


COLLEGIATE    INSTITUTE 


Organized    in    1881    as    Chicago 
Free    Kindergarten   Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMORE,  Registrar. 

Room   706,   410   S.   Michigan  Avenue, 

CHICAGO 


Atlanta  Kindergarten 

Normal  School 

Two    Years'   Coarse   of   Study. 

Chartered   1897. 
For   particulars   address 

WILLETf E  A.   ALLEN.   Principal, 

MS  Petcbtree  Street,        ATLANTA*  OA. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 


WILL  OPEN  A 


Kindergarten  Training  School 

OCTOBER  1st,  1914 


UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

Normal  Classes  p1TbSc»i%iIg 

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 

BORTENSB    M.     ORCUTT,     Principal    of 

**»e   Training   School    and   Supervisor   of 

Kindergartens.     826    Bull    Street. 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Two  Year*'  Coarse.    Terms,  $100  per  year 
Apply    to 

HATTIE  TWICHELL, 

SPRTNGFITJLD— LONG  BUS  ADO  W,   MASS. 


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. 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in   Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,  Domestic  Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

MRS.  ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


TRAINING  SCHOOL 


TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT)  p  .      .       . 
SUSAN  C.  BAKER  ^Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Mice  Harf'c  GAINING  SCH001 

miOJ  Uml  J  ForKlndergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge,  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  College 

2050  Bast  96th  Street,  Cleveland,  Ohio 

founded  In  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS   NETTA  FARRIS,   Principal 


law  Froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical   Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND   AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central  Park  West  and  63d  St. 


gart 
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 

CATHERINE    J.    TRACY 

Principal 

The  NEW  YORK  KINDERGARTEN 


Offers  unusual  advantages  for  Graduate 

Study. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'   MEETINGS  AND  VISITING 

Miss  Fanniebelle  Curtis,  Director  of  Public  School 
Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS        PROGRAM  MAKING 

LITERATURE  FOR  CHILDREN 
TUITION  FREE  Apply  for  Prospectus  to 

MISS  LAURA  FISHER 

Director  department  of  GRADUATE  STUDY 
524    W.  42nd  Street,  N EJV  YORK  CITY 


Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

TPHIS  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 


rhe  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. 
641  University  Block. 


THE  PRATT  TEACHERS'  AGENCY 

Recommends  college  and  normal  gradu- 
ates, specialists,  andlother^  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    rimaryand  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  13  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS' AGENCY 

Which  proves  conclusively  its 

standing.  Try  them.  Address, 

Steinway  Hall,  Chicago;   Lincoln,  Neb. 

Spokane,  Wash. 


-THE 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PfiOVTDENCE  BUILDING 
DULUTH.  MINN. 


Trained      rimary  and  Kindergarten 
Teachers  needed.  Good  positions,      er- 
manent  membership.     Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City,  Okla. 


INTERSTATE  Teachers'  Agency 

5A1-503  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,    roprietor. 


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  LAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  &SS£ 

We  wantKindergarten,  rimary, Rural 
andotherteachers  for  regular  or  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 

P.  Wendell  Murray,  Manager. 


The  J.D.Engle  Teachers'  Agency 

MIN     EAPOLIS,    Ml      . 

A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.    Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


DEWBERRY 

SCHOOL 
AGENCY 

1892-1914 


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 


HIGHEST  SALARIES-BEST  OPPORTUNITIES  Kdlo^weK 

need  KINDERGARTEN,  PRIMARY  and  other  teachers  for  private  and  public  schools. 
Write  for  "POSITION  AND  PROMOTION  PROBLEMS  SOLVED."  No  Regis- 
tration fee.     WESTERN  REFERENCE  &  BOND  ASSOCIATION, 

667  Scarrett  Building,  KANSAS  CITY,  Mo. 


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,  "Mow  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. 


W0CKYMT7EA  CHERS'A  GE/VCY 


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,  Musketfon.  Mich. 


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 
proportion!  to 
its  influence  If  it  merely  hearsof  va- 
cancies and  tells  TU  AT  is  sorne- 
you  about  them  '  «""*  «  thing, 
but  if  it  is  asked  to  recommend  a^teach- 

youthadt  RECOMMENDS 

is  more.    Ours  recommends. 

The  School  Bulletin  Agency 

C   W.  BARDEEN.  Syracuse. N.  Y. 


WE    PLACE 


MANY    PRIMARY 
Teachers   each 
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. 


API     AM    Whereby  the  Teache 
•     ■— **■» I "    is  brought  in  touii 


er 

brought  i  n  t  o  u  ch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
elling  all  about  the  South  as  a  field  for 
rimary  and  Kindergarten  teachers. 
Get  it. 


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  OKLAHOMA  TEACHER'S 


GEARY,   OKLAHOMA 

Only    Competent    Teachers     Enrolled. 
WRITE    US  YOUR   WANTS 


ENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion 
Write  to-day.  £.  C.  ROGERS.  M«. 


(See  page  113.) 


"THE  CHURCH" 

MOTHER  PLAY   PICTURE 

NOTE-This  picture  can  be  detached  and  placed  on  the  wall  or  used  otherwise  in  the  Kindergarten. 


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. 


DECEMBER,  1914. 


VOL.  XXVII— No.  4 


The  Kindergarten-Primary  Magazine  is  entered  as 
second  class  matter  at  the  Post-Office,  Manistee,  Mich. 


INDEX  TO  CONTENTS. 

Page. 

Mother  Play  Pictures 104 

The  Developing  Method. . .  .Dr.  W.  N.  Hailmann    106 

Christmas Dr.  Mary  E.  Law     107 

General  Suggestions  for  the 

December  Program Dr.  Jenny  B.  Merrill     108 

How  to  Gather  Materials  for 

the  December  Program. .  .Dr.  Jenny  B.  Merrill  109 
An  Impromptu  Toy  Store. .  .Dr.  Jenny  B.  Merrill  111 
The   Relations   between   the 

Kindergarten       and       the 

Elementary  Schools Julia  Wade  Abbott     112 

Mother    Play— The    Church 

Door     and     the     Window 

Above  It Bertha  Johnston    113 

A  Language  Hint  to  Mothers  Dr.  Jenny  B.  Merrill     115 

Training  Imagination 116 

Toy    Making    for    the  Kin- 
dergarten   John  Y.  Dunlop    117 

The  Letter Susan  Plessner  Pollock     118 

How  the  Bite  was  Taken  Out 

of  the  Stone  Wall Jeannette  Ridlon     119 

Busy  Work  for  December F.  E.  H.     120 

Straight  Line  Cutting Carrie  L.  Wagner    121 

Picture  Studies Mary  £  .Cotting    122 

The  Kindergarten    and    the 

First  Grade Francis  McSherry    123 

Little  Plays  and  Little  Peace 

for  Little  People 124 

Hints    and    Suggestions  for 

Rural  Schools Grace  Dow    128 

Christmas  Suggestions Olive  Wills    129 

Suggestive  Gift  and  Occupa- 
tion Lessons  for  Primary 

and  Rural  Teachers 131 

The  Committee  of  the  Whole  .  .Bertha  Johnston    132 
Suggestive       Designs       for 

Blackboard      Illustrations 

Sara  Rountree  Smith     133 

Descriptions    for    December 

Booklet Marguerite  B.  Sutton    134 

Some  New  Books 135 

Madonna  Pictures  , , , , ,  ........  ..•>••  M  i  •    137-139 


EDITORIAL    NOTES 

The  greatest  need  of  the  world  today  seems  to  be 
kings  and  emperors  who  can  look  upon  war  as  just 
plain  murder. 


David  Star  Jordan  has  resigned  as  president  of 
Leland  Standford,  Jr.,  University  to  devote  his  time  to 
the  cause  of  universal  peace. 


Educational  institutions  everywhere  in  the  United 
States  are  ardently  enlisted  in  the  Peace  cause.  No 
section  of  the  United  States  is  luke  warm. 


"It  is  at  all  times  to  be  kept  in  mind  that  the 
schools  are  not  only  to  educate  the  people  in  order  that 
they  may  be  educated,  but  also  to  educate  them  in 
order  that  they  do  things.  They  are  to  be  trained  for 
labor  and  for  effectiveness.  Things  are  to  be  done, 
and  great  men  and  women  are  to  develop  them  doing 
them." — Andrew  S.  Draper. 


The  war  in  Europe  is  a  failure.  No  matter  what 
patriotic  hopes  and  aspirations  nor  altruistic  theories 
those  who  are  responsible  for  it  may  have  entertained 
at  the  outset,  the  result  to  date,  forces  home  to  every 
thinking  mind  the  inevitable  conclusion  that  the  war 
is  a  most  dismal  and  hopeless  failure.  No  possible 
good  can  come  to  humanity,  that  will  offset  the  mon- 
strous injury  already  wrought  against  the  human 
race. 


We  now  see  more  clearly,  perhaps,  than  ever  be- 
fore, that  "Peace  on  earth,  good  will  toward  men,"  is 
not  only  a  lofty  sentiment,  but  is  necessary  for  the 
preservation  of  the  human  race.  Without  it,  civiliza- 
tion with  all  its  advancement  in  letters,  the  arts  and 
sciences  is  a  menace,  and  not  a  protection,  to  human 
life.  It  but  teaches  how  to  destroy  life  more  mon- 
strously than  would  be  possible  without  this  intel- 
ligence. 


While  we  do  not  issue  a  special  Christmas  number, 
yet  we  believe  our  readers  will  find  something  especi- 
ally good  in  the  contents  of  this  issue.  Those  who  will 
carefully  read  and  study  what  Dr.  W.  N.  Hailmann, 
Dr.  Jenny  B.  Merrill,  Bertha  Johnston,  Dr.  Mary  E. 
Law,  Grace  Dow,  Carrie  L.  Wagner,  Laura  Rountree 
Smith,  Olive  Wills,  Marguette  B.  Sutton,  Mrs.  Harry 
A.  Carpenter,  Florence  Waitt,  Mary  E.  Cotting,  John 
Y.  Dunlop,  Susan  Plessner  Pollock,  Julia  Wade  Abbott, 
Jeannette  Ridlon,  and  others  have  to  offer  in  this 
issue,  we  feel  certain  must  receive  much  valuable  in- 
formation and  help, 


106 


THE  KINDERGARTEH-PRIMARY  31AGAZIKE 


By  Dr.  W.  N.  Hailmann 
II 

The  recognition  of  the  fact  that  the  unfoldment  of 
inner  tendencies  and  potentialities  is  the  central 
principle  in  the  growth  and  development  of  man, 
that  all  the  educator  can  do  is  to  supply  appropriate 
stimulus  from  without,  and  that  failure  to  respect 
this  fact  in  educational  practice  hinders  and  perverts 
growth  and  development,  is  not  new.  We  find  it 
clearly  indicated,  not  to  go  farther  t>ack,  in  the  prac- 
tice of  Homeric  Greece.  Nature,  instruction  chiefly 
by  example,  and  habituation  by  doing  constituted  in 
a  broad  way  the  code  of  educational  method.  We  find 
it,  notably  in  Athens,  in  the  high  regard  for  play  in 
early  childhood,  and,  later  on,  in  the  palestra  and  in 
the  gymnasium. 

With  Socrates  the  principles  of  the  developing  me- 
thod attain  theoretic  value.  In  the  account  of  his 
maieutics  he  presents  within  the  narrow  limits  of  his 
aim,  a  clear  statement  of  a  developing  or  heuristic 
proceeding  in  which  the  teacher  aids  the  learner  in 
his  efforts  to  give  birth  to  the  truth  that  is  within 
him.  The  method  is  inductive,  leading  from  percep- 
tions and  personal  experiences  to  concepts  and  their 
definitions.  By  skillful  questioning  he  seeks,  not  to 
impart  ideas  from  without,  but  to  develop  them  from 
within,  stimulating  the  self-activity  of  the  learner  by 
every  means.  "Myself,"  he  says,  "I  am  by  no  means 
wise  and  have  no  such  things  to  show  as  the  product 
of  my  mind ;  but  all  to  whom  it  is  granted  by  the  God 
to  be  with  me  are,  at  first  quite  ignorant,  but  as  they 
continue,  they  make  incredible  progress  as  it  appears 
to  them  and  to  others.  So  much  is  certain  that  they 
never  have  learnt  anything  from  me,  but  of  them- 
selves they  discover  much  that  is  beautiful  and  hold 
it  fast."  v 

Plato  and  Aristotle  are  so  explicit  in  their  state- 
ments that  these  often  remind  us  of  Comenius  and 
even  of  Pestalozzi.  The  former  demands  in  educa- 
tional practice  the  nurture  of  self-activity  and  regard 
for  the  individuality  of  the  pupil.  The  teacher,  he 
holds,  should  know  the  soul  of  the  child  and  the 
course  of  its  development  and  adjust  his  instruction 
thereto,  so  that  learning  may  appear  to  the  pupil  not 
as  a  matter  of  compulsion,  but  as  play  and  pleasure. 
In  the  matter  of  gaining  experiences  and  a  clear  per- 
ception of  things,  "we  should,  after  selecting  suitable 
objects,  lead  the  pupil,  if  possible,  to  the  objects, 
show  these  to  him,  induce  him  to  imitate  what  he 
has  observed,  to  use  it  and  to  practice  it."  Again, 
the  teacher  should  always  connect  the  work  with 
what  the  pupil  has  already  learnt  and  experienced, 
and  should  lead  him  by  questions  in  such  a  way  that 
he  may  find  the  answer  himself  or,  at  least,  believe 
that  he  has  thus  found  it.    Thus  the  pupil  will  expe- 


rience that  pure  pleasure  connected  with  finding  and 
learning  and  become  spontaneously  active  and  eager. 

"Nature,"  he  says  elsewhere,  "outside  of  man,  acts 
as  teacher  and  educator  of  man  in  order  to  unfold 
and  develop  within  him  the  slumbering  ideas  and, 
thereby,  the  good;  it  compels  man  to  become  self- 
active  and  to  develop  ideas.  The  senses  are  for  the 
soul  the  organs  by  which  nature  acts  upon  it,  by 
which  it  gains  experiences  which  then  are  elaborated 
by  it  into  judgments  and  conclusions,  thereby  stimu- 
lating and  developing  the  slumbering  ideas.  By  these 
the  immortal  soul  is  drawn  into  the  world;  but  finally, 
at  the  close  of  the  development,  it  withdraws  again 
from  the  world  and  becomes  occupied  purely  with 
the  ideas  as  such,  attaining  godlikeness." 

Aristotle,  in  even  more  modern  terms,  would  have 
education  develop  the  capacities  of  man  and,  there- 
fore, follow  nature.  It  should  aim  at  the  harmonious 
development  of  all  the  capacities — physical,  intellect- 
ual and  moral.  Instruction,  he  tells  us,  should  prog- 
ress from  the  fact  that  a  thing  is,  to  what  it  is,  and 
why  it  is.  All,  indeed,  that  the  educator  can  do  is  to 
aid  the  development  of  the  natural  gifts. 

In  similar  vein,  four  centuries  later,  the  great  Ro- 
man teacher  Quintilian  pleads  for  consideration  of  in- 
dividual talent;  for  "he  who  is  led  contrary  to  nature 
cannot  make  due  progress  in  the  studies  for  which  he 
is  unfit,  and  the  talents  for  the  exercise  of  which  he 
seemed  born  are  weakened  by  neglect  to  cultivate 
them."  "Let  the  child's  instruction  be  a  pleasure  to 
him;  let  him  be  questioned  and  encouraged;  let  him 
never  be  pleased  that  he  does  not  know;  let  him 
strive  for  victory  now  and  then,  and  generally  sup- 
pose that  he  gains  it." — And  again:  "Parents  should 
be  hopeful  of  their  children,  for  dullness  is  not  natur- 
al. As  birds  are  born  to  fly,  horses  to  run,  and  wild 
beasts  to  show  fierceness,  so  to  man  peculiarly  belong 
activity  and  sagacity  of  understanding,  whence  the 
origin  of  mind  is  thought  to  be  from  heaven."  With 
Plato  and  Aristotle,  he  emphasizes  the  value  of  play 
for  childhood. 

With  the  advent  of  Christianity,  regard  for  intel- 
lectual and  aesthetic  culture  was  more  and  more  dis- 
placed by  emphasis  upon  the  moral  and  religious 
phases  of  life.  This  attitude,  much  aided  by  the  in- 
flux of  oriental  asceticism,  ripened  in  medieval  Chris- 
tianity ^  more  especially  in  the  West,  into  distrust  and 
horror  of  Graeco-Roman  educational  ideals  and  into 
pronounced  hostility  to  pagan  literature  and  its 
teachings. 

Other  worldliness  ruled  the  hearts  of  men.  Earthly 
interests  were  condemned  or,  at  least,  regarded  with 
suspicion  as  Satanic  contrivances  for  the  ensnarement 
of  man.  The  earth,  indeed,  is  a  vale  of  tears,  and 
withdrawal  from  its  interests  is  the  highest  virtue. 
Every  vestige  of  free  development  of  the  inner  life  of 
man  is  suppressed,  more  particularly  in  children  as 
the  most  helpless  victims  of  original  sin.  "Not  in- 
sight," says  St.  Augustine,  "is  to  be  expected  form 
children,  nor  is  insight  the  first  thing  to  be  sought, 
but  the  first  thing  is  objective  compulsion,  discipline, 


*HE  SlNDERGAlttfEN-lPiiiMARt  MAGAZINE 


107 


and  subjectively  obedience."  Not  the  natural  devel- 
opment of  religious  and  moral  personality  was  to  be 
the  aim  of  education,  but  implicit  belief  and  obed- 
ience; man,  he  held,  could  gain  his  end  not  by  his 
own  effort  but  only  by  grace. 

Not  until  the  Renaissance  and  the  movement  of 
Humanism  is  there  hope  of  full  release  of  the  sup- 
pressed view  of  man  as  destined  for  unfoldment  from 
within  of  a  free  personality,  of  reverent  regard  for 
childhood  as  the  germinal  period  for  such  develop- 
ment. Here  we  find  among  others  Vergerius,  Aeneas 
Sylvius  (later  Pope  Pius  II),  Vegius,  Erasmus,  Vives 
and  Rabelais  returning  to  saner  views. 

To  teach,  Vives  holds,  is  to  communicate  what  one 
knows  to  others  who  do  not  know  it.  While  the 
teacher  does  this  he  should  not  neglect  self -activity; 
for  the  capacity  to  know,  intellectual  power,  lies  in 
man.  The  teacher,  therefore,  need  only  do  what  the  sun 
does  which  with  its  rays  stimulates  the  germs.  All 
else  is  drill,  and  not  teaching.  To  him,  the  first 
teachers  are  the  senses;  thought  begins  with  induc- 
tion; individuality  must  be  rospected  and  such  indi- 
viduality is  revealed  more  especially  in  play. 

Rabelais  calls  for  clearness  in  instruction,  not  for 
words  only  but  also  for  things  so  that  the  children 
may  learn  to  see  for  themselves  and  to  examine.  He 
would  seek  habituation  to  self-activity  and  to  self- 
dependence  in  thinking,  secure  harmonious  develop- 
ment and  application  of  what  has  been  learned,  in 
practical  life.  He  would  pass  from  things  to  words, 
from  personal  experience  to  understanding,  make 
learning  pleasant  by  the  stimulation  of  spontaneous 
interest,  by  encouragement  of  effort,  sympathy  and 
helpfulness. 

Lasting  progress  is  made  by  Comenius,  the  pedago- 
gic disciple  of  Lord  Bacon.  "Knowledge,  the  latter 
had  said,  delivered  to  another,  and  a  web  to  be  fur- 
ther wove,  should,  if  possible,  be  introduced  into  the 
mind  of  another  in  the  manner  it  was  first  procured. 
Any  one  might  review  his  knowledge,  trace  back  the 
steps  of  his  own  thoughts,  begin  afresh,  and  thus 
transplant  his  knowledge  into  the  mind  of  another 
as  it  grew  up  in  his  own."  Upon  the  senses  he  looks 
as  "the  port  of  entry  to  the  intellect"  proceeds  from 
the  easy  to  the  difficult,  and  would  suit  studies  to  in- 
dividual needs. 

To  Comenius  "man  is  a  microcosm;  his  mind  con- 
tains the  seeds  of  all  things."  Man's  essential  char- 
acteristic in  earthly  life  is  continuous  development 
into  rationality,  into  wisdom,  virtue,  piety,  These 
three  innate  principles  are  aided  in  their  develop- 
ment by  education.  He  takes  lessons  from  the  tree 
and  from  the  bird  hatching  its  young,  both  beginning 
from  within.  He  warns  against  haste,  against  the 
forcing  of  instruction;  demands  that  everything  be 
taught  thru  sensuous  perception  and  for  immediate 
application,  that  the  pupil  be  interested,  that  mere 
authority  yield  to  demonstration,  books  to  personal 
experience.  The  sun  teaches  him  that  each  thing  is 
to  be  generated  from  its  seed  and  that  everything  is 
to  be  taught  in  its  vital  relations,  that  all  things 
should  be  generated  in  a  regular  order,  each  step  pre- 


paring for  the  next  and  resting  on  a  preceding  step, 
and  that  nothing  useless  or  foreign  to  the  child's  na- 
ture be  taught.  For  "nothing  can  be  put  into  man 
from  without;  only  what  he  possesses  within  himself 
undeveloped,  can  and  should  be  developed  and  un- 
folded and  shown  to  be  what  it  is." 


CHRISTMAS. 
Dr.  Mary  E.  Law,  Toledo,  O. 

One  of  the  most  significant  things  that  Froebel  did 
for  the  kindergarten  was  to  recognize  and  make 
practical  the  fact  that  it  is  more  blessed  to  give  than 
to  receive.  Anyone  who  has  seen  the  radiant  little 
faces  and  the  busy  little  fingers  at  Christmas  time  in 
the  kindergarten  can  readily  believe  that  Froebel  an- 
nounced a  wonderful  law,  when  he  said  that  the 
young  child  was  unselfish  and  liked  to  do  for  others. 
The  Christmas  gifts  for  papa,  mamma  and  the  other 
dear  ones  should  be  the  work  of  the  children.  Then 
the  deft  fingers  and  the  skilled  taste  of  the  kinder- 
gartners  should  come  to  their  assistance  in  the  mak- 
ing of  the  bits  of  handiwork  into  useful  and  beautiful 
articles.  Sachets,  handkerchief  cases,  pen  wipers  and 
book  marks  are  mere  suggestions  of  the  many  beauti- 
ful things  that  the  children  can  make.  Of  course 
there  should  be  a  Christmas  tree  and  all  the  decora- 
tions should  be  the  children's  work.  Appropriate 
games  and  songs  should  be  played  and  sung  around 
the  tree  and  finally  the  presents  distributed  by  the 
children  themselves.  Nothing  should  be  placed  on  the 
tree  but  the  children's  own  work.  If  the  teacher  or 
kindergartner  wishes  to  make  each  one  a  little  pre- 
sent,— not  as  a  reward  for  merit, — let  it  be  done  in 
some  original  way,  as  a  Jack  Horner  pie  or  a  horn  of 
plenty  to  create  a  little  surprise.  Of  course  a  little 
feast  should  be  provided.  The  story  of  the  historic 
Christ  child  or  some  other  Christmas  story  should  be 
told,  but  religious  inferences  of  every  kind  should  be 
avoided.  The  Jewish  children  and  many  others  do 
not  believe  in  the  divinity  of  the  Christ  child  and  we 
must  remember  that  in  the  public  schools  we  have  no 
right  to  offend  the  least  of  the  little  ones.  The  sand 
table  can  be  used  and  the  old  city  of  Bethlehem 
made  with  its  quaint  houses,  inns  and  the  stables  and 
manger  where  the  Christ  child  was  born. 

Some  of  the  songs  are  "The  Little  Town  of  Beth- 
lehem," "Shine  Out  O  Blessed  Star,"  "Santa  Claus," 
"Around  the  Christmas  Tree,"  "Christmas  Chimes." 

Note. — Do  not  discuss  the  Santa  Claus  question.  Do 
not  put  candles  on  the  Christmas  tree. 


Oakland,  Cal. — An  artistic  Hallow'en  party  was  en- 
joyed Oct.  30th,  at  the  Horton  school  by  the  kinder- 
garten children,  their  parents  and  friends.  The  as- 
sembly hall  was  decorated  with  yellow  chrysanthe- 
mums and  the  children  wore  paper  Hallowe'en  cos- 
tumes of  most  attractive  design.  The  kindergarten  is 
in  charge  of  Miss  Alice  Rowell,  who  is  assisted  by 
Miss  Mabel  Pool. 


Our  greatest  glory  is  not  in  never  falling,  but  in 
rising  every  time  we  fall. — Confucius, 


GENERAL  SUGGESTONS  FOR  DECEMBER  PROGRAM 

By  JENNY  B.  MERRILL,  Pd   D. 
Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


Dear  Kindergartner: 

Have  you  joined  the  group  of  kindergartners  who 
are  studying  the  "problem  program?" 

If  not,  December  will  prove  the  very  month  to  be- 
gin for  the  children  will  have  more  little  problems 
than  usual,  and  what  is  more,  you  will  too! 

Miss  Hilda  Busick,  who  is  one  who  has  tested  the 
problem  program,  recently  addressed  the  N.  Y.  Public 
School  Kindergarten  Association  upon  the  subject. 

To  show  that  there  is  not,  externally  considered,  a 
very  great  difference  between  the  problem  program 
and  others,  Miss  Busick  said,  "We  may  have  the  chil- 
dren do  and  make  the  very  same  things  as  heretofore, 
but  we  work  with  a  different  purpose,  a  different 
attitude  towards  the  program.  We  are  forced  by  it  to 
keep  the  child  more  in  mind,  and  the  system  less." 

Surely  this  month  of  December,  Christmas  month, 
is  just  the  one  of  all  the  twelve  to  begin  if  you  have 
not  already  to  "follow  the  child."  It  is  the  children's 
month. 

It  is  also  a  month  during  which  the  children  will, 
all  unconsciously,  reveal  the  religious  prejudices  of  the 
home,  thus  giving  us  new  clues  to  follow  in  adapting 
the  program  to  their  previous  experiences. 

Again,  children  are  naturally  selfish.  Have  you 
considered  how  prudent  nature  is  in  making  them 
selfish?  She  wants  them  first  to  learn  the  important 
lesson  of  ownership,  so  that  they  can  respect  the  right 
of  others  to  possess.  "It  is  mine,"  the  child  exclaims, 
and  often  even  fights  for  his  own.  It  is  right  and 
necessary  that  he  should. 

If  we  interrupt  this  lesson  before  it  is  well  learned 
in  nature's  way,  the  child  may  lose  respect  for  the 
property  of  others  as  well  as  his  own. 

We  should  show  great  interest  in  these  little  pro- 
perty disputes  of  children  and  help  them  when  neces- 
sary to  settle  the  matter  fairly.  The  affair  may  seem 
so  small  to  us,  so  inconsequent  that  we  may  be  in- 
clined to  say,  "Never  mind.  Give  it  to  your  brother. 
He  is  younger  than  you  are." 

So  a  mother  told  me  recently  that  she  always  made 
her  four  year  old  Robbie  give  up  everything  to  his 
two  year  old  sister  in  order  to  teach  him  not  to  be 
selfish.  Was  this  good  for  the  sister?  Was  it  good 
for  Robbie? 

Robbie  could  not  learn  to  take  care  of  his  own  toys 
in  this  way,  and  the  little  sister  would  grow  more  and 
more  selfish  and  tyrannical. 

I  have  made  this  digression  because  at  Christmas 
time  we  can  off-set  this  excessive  love  of  getting  by 
making  it  also  pleasant  to  give. 

We  appeal  to  the  childish  imagination  by  telling 


how  much  work  Santa  Claus  has  to  do,  and  how  he 
asks  every  one  to  help  him. 

Who  wants  to  help?  What  can  you  do?  Lead  the 
children  to  suggest  their  own  little  problems.  Once 
started  they  will  soon  think  of  others. 

If  however,  you  have  cause  to  believe  that  the  chil- 
dren in  your  particular  kindergarten  will  have  no 
visit  from  Santa  Claus  in  the  home  to  supply  their 
love  of  owning  a  doll,  a  train,  a  set  of  dishes  or  a 
picture  book,  does  it  not,  should  it  not  become  your 
problem  to  find  friends  during  early  December  willing 
to  help  you  make  it  possible  for  every  child  to  re- 
ceive "the  very  thing  longed  for"  on  Christmas  day? 

To  prepare  the  way  for  this  happy  result  you  can 
encourage  each  child  to  tell  in  various  conversational 
exercises  just  what  he  wants  Santa  Claus  to  bring 
him.  Keep  the  list  without  letting  the  children  sus- 
pect you.  Suggest  writing  a  letter  to  Santa  Claus. 
(The  children  are  led  to  oral  composition  in  this 
way.)  Some  day,  give  each  child  a  piece  of  white 
paper,  let  him  scribble  his  letter,  then  read  it  aloud, 
make  his  envelope,  scribble  the  direction  and  mail  it 
in  a  box  especially  prepared  for  the  purpose.  It 
should  be  a  pretty  box. 

Such  work  is  truly  educational,  not  only  developing 
imagination,  but  also  ivill  power  to  choose. 

Some  grown  folk  never  can  choose  and  hold  to  a 
decision,  and  so  fail  in  life.  , 

Proebel  brings  forward  this  invaluable  lesson  of 
choosing  in  his  story  of  the  visit  to  the  "toy  man."  All 
kindergartners  should  re-read  this  story  at  this 
season  not  alone  for  themselves,  but  also  at  the 
December  mothers'  meeting. 

Do  you  perceive  that  I  have  been  suggesting  two 
probable  problems  that  will  arise  in  preparing  a  De- 
cember program? 

The  poorest  child  as  well  as  the  richest  will  enjoy 
making  little  gifts  but  his  little  mind  may  need 
stimulating  to  choose  what  he  wants  Santa  to  bring 
him  while  the  child  of  abundance  should  be  led  to  con- 
centrate his  attention  upon  bringing  gifts  for  others. 
He  may  be  led  to  select  some  of  his  toys  to  send  to 
sick  children,  possibly  helping  to  mend  them  if 
broken. 

No  child  should,  however,  be  forced  or  even  urged 
to  give  up  a  doll  or  other  favorite  toy.  Here  again 
ownership  should  be  respected. 

It  is  quite  right  to  let  children  choose  such  things 
that  they  have  discarded  saying  they  will  be  dear  to 
other  children.  Do  not  force  generosity  too  far  even 
with  those  who  have  many  toys. 

Some  day  in  the  circle,  after  the  children  have  told 
what  they  want,  ask,  "Now  what  do  you  think  your 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


109 


mother  wants?  father?  brother?  sister?  baby?  grand- 
ma? auntie?."     (Here  is  a  series  of  problems.) 

"Do  you  suppose  if  we  work  hard  this  month,  we 
could  make  a  little  present  for  every  one  in  the 
family?  For  whom  will  you  make  the  first  present?" 

Here,  you  see,  is  a  little  problem  for  each  child  to 
decide.  "And  what  shall  it  be?"  Here  is  a  bigger 
problem  to  set  little  minds  thinking.  Take  time  to 
talk  it  over.  Get  a  paper  and  pencil,  write  down  the 
name  of  the  child  who  has  an  answer  ready.  Many 
children  will  accept  what  others  have  suggested.  This 
will  simplify  your  problem  if  your  class  is  large. 
After  writing  one  child's  choice  you  may  even  ask, 
how  many  others  want  to  make  the  same  thing  for 
mother? 

If  no  children  are  ready  to  suggest  a  possible  gift, 
show  in  the  circle  several  little  tokens  similar  to  those 
made  last  year,  asking,  "which  of  these  would  you  like 
to  make  for  your  mother?  What  color  does  your 
mother  like  best?  Suppose  you  ask  her  but  be  sure 
not  to  tell  her  what  you  are  going  to  make  for  that 
is  our  Santa  Claus  secret,  you  know." 

Now  I  think  I  hear  a  kindergartner  saying,  some- 
thing like  this — "It  will  be  much  easier  to  decide  upon 
the  gift  myself  and  have  all  the  children  make  the 
same  and  also  use  the  same  colors." 

"Certainly,"  I  reply,  "it  is  much  easier,  and  also 
rather  stupid  and  mechanical  that  we  should  so  neg- 
lect individuality  after  all  that  Froebel  and  Mon- 
tessori  and  many  other  good  educators  have  been 
trying  to  teach  us  for  many  years. 

Still  if  this  must  be  done  because  of  undue  numbers 
or  because  of  uniform  supplies,  even  then  you  can  pre- 
pare several  little  gifts,  show  them,  and  let  the  major- 
ity decide  which  one  shall  be  for  mother,  which  for 
father  and  so  on. 

Then  a  little  rivalry  and  individuality  can  be  intro- 
duced in  seeing  who  will  make  the  gift  most  carefully, 
but  even  after  that  is  decided,  you  may  add,  "I  am 
sure  your  mother  will  like  yours  best  of  all  because 
you  made  it." 

"The  letter  killeth,  the  spirit  maketh  alive."  I 
have  been  trying  to  show  the  spirit  of  a  problem  pro- 
gram. Such  a  program  first  of  all  regards  the  indivi- 
dual child.  It  strives  to  work  with  a  purpose  in  view. 
It  stops  to  consider  what  is  worth  while.  It  permits 
the  child  to  help  in  organizing  the  work  and  best  of 
all,  it  respects  initiative  or  it  waits  and  stirs  it  up  if 
its  lacking. 

For  detailed  help,  we  suggest  that  you  re-read  back 
numbers  of  our  December  Kindergarten  Magazines.  I 
have  done  so  and  will  try  now  to  compile  some  of  the 
happy  hints,  but  you  will  do  well  to  hunt  these 
articles  up  and  select  for  yourself.  Those  given  in 
1907  and  1908  seem  particularly  rich  in  suggestions 
for  varying  environments.  They  are  far  too  many 
for  any  one  class.  Your  problem  will,  like  the  chil- 
dren's, be  one  of  choices. 

Even  though  you  may  be  an  experienced  kinder- 
gartner, one  who  has  for  years  made  many  little  ones 
rejoice   at   Christmas   time,   still   a   conference   with 


others,  may  bring  a  fresh  thought  for  this  another 
"Merry  Christmas." 

Wishing  all  my  readers  a  very  merry  Christmas  and 
a  Happy  New  Year  I  am,  very  sincerely, 
Your  friend, 

JENNY  B.  MERRILL. 


HOW  TO  GATHER  MATERIALS  FOR  THE 
DECEMBER  PROGRAM 

1.  Take  a  sheet  of  paper  and  write  rapidly  a  list 
of  words  that  are  associated  in  your  mind  with  Christ- 
mas. Do  not  try  to  think  of  any  logical  order  but 
rather  let  images  come  trooping  to  your  mind  from 
your  many  years  of  Christmas  joys.    Here  they  come: 

Christmas  tree. 

Santa  Claus. 

Reindeer. 

Babe  of  Bethlehem. 

Manger. 

Angel. 

Shepherds. 

Star  of  Bethlehem. 

Bells  ringing  chimes. 

Wise  men. 

Camels. 

Gifts  for  the  baby. 

Toys. 

Christmas  presents. 

Christmas  stocking. 

Chimney. 

Fireplace. 

2.  Make  three  lists  of  stories,  songs  and  pictures 
that  these  words  or  those  you  have  written  bring  to 
your  mind,  thus: 

1.    STORIES. 

(a)  The  story  of  the  Shepherds  who  were  watching 
their  flocks  one  night  and  were  watching  the  stars 
too.  What  they  heard.  What  they  saw.  Where  they 
went.    What  they  found. 

(b)  If  this  story  is  not  permissible,  tell  other 
stories  about  shepherds.  The  shepherds  in  Central 
Park,  if  you  happen  to  live  in  New  York.  How  a  kind 
shepherd  found  the  sheep  that  was  lost.  Story  of  the 
shepherd's  crook.    Nursery  rhymes  about  sheep. 

(c.)  The  story  of  the  wise  men  on  camels  who 
brought  gifts  to  the  Babe  of  Bethlehem  after  they  saw 
His  Star  in  the  east.  (Point  to  the  east.  Have  you 
ever  seen  a  star  in  the  east.    Look  tonight.) 

If  advisable  omit  this  story  and  substitue  a  picture 
of  a  camel  or  let  the  children  tell  about  camels  they 
have  seen. 

(d.)  A  story  of  Santa  Claus  and  his  home.  How  he 
works  for  the  children. 

(e)  "The  night  before  Christmas."  (Read  or  recited 
to  the  children  many  times). 

(f.)  Stars  in  the  sky.  Stars  in  the  snow.  (This 
will  be  a  story  of  your  own.) 

(g.)  Another  original  story  to  tell  how  Farmer 
Brown  sent  a  Christmas  tree  to  the  grocery  store  on 
our  corner.     (How  can  we  get  it?) 

(h.)  Froebel's  stories  of  "The  Toy  Man  and  the 
Boy"  and  "The  Toy  Man  and  the  Girl."  (How  chil- 
dren should  behave  in  a  toy  store.    Santa  Claus  does 


no 


THE  KETOERGABTEN-PRIMARY  MAGAZINE 


not  like  greedy  children  who  want  too  many  things. 
Can  you  choose? 

(i.)  "Bessie's  Visit  to  Toyland." — Maud  Lindsay. 

(j.)  Piccola— In  the  "Child's  World,"  "Santa  and 
the  Mouse." 

Note. — In  introducing  these  stories  or  others  of 
your  own  choosing,  be  guided  by  the  children  to  some 
extent.  No  particular  order  is  necessary.  The  chil- 
dren's questions  from  day  to  day  or  their  reports  on 
Mondays  of  their  home  experiences  will  enable  you 
to  judge  what  story  they  are  ready  for.  Tell  the 
stories  soon  enough  to  have  time  to  repeat  them. 

Let  the  children  dramatize  them  gradually  during 
the  game  periods.  Be  satisfied  with  very  crude  sug- 
gestions for  these  plays.  The  children  will  improve 
the  plays  themselves  from  day  to  day.  This  is  one  of 
their  problems.  Let  their  minds  work  as  well  as  your 
own.  Occasionally  make  an  improvement  yourself  if 
necessary. 

The  children  in  one  kindergarten  planned  a  chim- 
ney by  making  a  small  ring  of  four  children  and  had 
Santa  Claus  enter  on  one  side  of  the  little  ring  and 
come  out  on  the  other  where  two  of  the  children  held 
up  their  arms  to  form  the  fire-place.  Later  they  stood 
another  child  near  the  chimney  for  the  tree.  Later 
yet  several  children  impersonated  toys,  followed 
Santa  Claus  down  the  chimney  and  stooped  down  near 
the  tree  waiting  for  the  other  children  to  wake  up 
on  Christmas  morning. 

Two  children  who  represented  father  and  mother, 
woke  the  children  with  a  "Merry  Christmas"  and  they 
all  ran  to  the  tree  to  find  what  Santa  Claus  had  left 
for  them. 

Of  course  the  "live  toys"  soon  showed  by  motions 
what  they  were  supposed  to  be.  It  was  most  interest- 
ing to  see  the  children  devise  ways  to  play  with  these 
"live  play  things." 

The  game  of  the  "Toy  Man's  Shop"  which  they  had 
played  previously  was  suggestive  to  them. 

2.  SONGS. 

(a.)    Once  a  Little  Baby  Lay. 

(b.)   Once  in  Royal  David's  City. 

(c.)  Christmas  Bells. 

(d.)  O  Star  of  Wonder. 

(e.)  Twinkle,  Twinkle  Little  Star. 

(f.)   O  Wonderful  Tree. 

(g.)  "O  Christmas     Tree,  O  Christmas  Tree.     We 

Children  All  are  Fond  of  Thee." 
(h.)  Who  Comes  This  Way  So  Blithe  and  Gay? 
(i.)  Old  Santa  Claus  Puts  on  His  Cap. 
(j.)  Jingle  Bells. 

Note. — Examine  all  of  your  song  books  carefully. 
Select  a  few  old  or  new  songs  which  seem  best  suited 
for  your  kindergarten.  Usually  teach  but  one  stanza 
unless  the  song  gives  a  story.  If  the  words  are  too 
difficult  or  the  song  too  long,  let  the  children  listen 
while  you  sing.  They  may  join  in  the  chorus  or 
wherever  they  can.  Have  sleigh  bells  or  chimes  to 
ring  if  possible. 

There  is  a  musical  selection  called  "Santa  Claus' 
Workshop"  which  is  now  being  reproduced  on  the 
Gramophone. 


3.   PICTURES. 

(a.)  The  Toy  Man  from  "Mother  play"  and  other 
modern  pictures  of  toys  and  toy  shops. 

(b.)  Draw  a  border  of  toys  on  the  blackboard  as  a 
decorative  border. 

(c.)  Pictures  of  a  shepherd  and  his  sheep. 

(See  Kindergarten-Primary  Magazine,  Nov.  1914.) 

(d.)   Pictures  of  the  Wise  men,  or, 

(e.)  Pictures  of  camels. 

(f.)  A  country  scene  showing  fir  trees  and  snow. 

(g.)  "O  Christmas  Tree,  O  Christmas  Tree,  We 
Children  All  are  Fond  of  Thee." 

(h.)  Picture  of  family  around  a  fireplace. 

(i.)  Pictures  of  The  Nativity  and  Madonnas.  The 
Holy  Family. 

(j.)  Appropriate  Christmas  seals. 

Note. — A  few  of  these  pictures  may  be  secured  in 
quantities  in  tiny  sizes  and  used  in  mounting  upon 
the  Christmas  gifts.  Do  not  send  Madonnas  into 
Jewish  homes,  but  select  a  family  group.  Some  kin- 
dergartners  who  can  use  a  camera,  take  the  children's 
pictures  in  groups  of  three  or  four  and  use  them  as 
gifts  to  the  delight  of  parents.  Use  Christmas  seals 
on  gifts  or  on  invitations  to  the  party. 

MAKING   GIFTS. 

Prepare  several  simple  gifts  to  show  the  children  as 
previously  suggested  in  case  they  do  not  advance 
ideas  themselves.  Let  them  guess  what  they  are  and 
how  to  use  them.  Possibly  let  them  see  you  make 
some  of  these  gifts.    Useful  gifts  are  best,  as 

(1.)  Calendars  an  inch  or  two  square  mounted  on  a 
stiff  red  or  green  card  with  a  Christmas  seal,  or  a 
pretty  scrap  picture  above  the  dates.  There  is  no 
work  for  the  child  but  mounting  and  adding  a  ribbon 
or  worsted  loop. 

(2.)  The  child's  own  photograph  is  sometimes 
mounted  and  makes  a  welcome  gift  to  a  mother  who 
cannot  afford  to  have  her  child's  picture  taken.  The 
child  may  choose  the  picture  if  scrap  pictures  or  seals 
are  used.  Let  as  much  of  the  child's  thought  be  in  the 
gift  as  possible.    It  is  this  that  makes  it  his  gift. 

(2.)  A  favorite  gift  for  father  is  a  blotter.  If  red 
and  green  blotting  sheets  alternate,  it  makes  a  pleas- 
ing effect.  See  if  the  child  can  tell  why  it  is  best  to 
choose  these  colors  at  Christmas.  Let  the  child 
separate  the  leaves  of  a  small  calendar  and  count 
them.  Give  three  pieces  of  blotting  paper  and  let  the 
children  find  how  many  pieces  of  the  little  calendar 
can  be  mounted  on  each  piece  of  the  blotter.  Which 
months  must  be  pasted  upon  the  first  leaf?  the 
second?  third?  Let  the  child  place  the  pieces  and 
wait  before  pasting.  Tie  together  or  use  a  fastener. 
Talk  about  the  use  of  a  blotter.  Let  the  children  see 
you  use  one.  Ask  if  father  ever  uses  ink?  Why  will 
he  like  to  have  a  blotter? 

(4.)  A  napkin  ring.  See  if  child  can  choose 
materials.    Fringe  paper  napkins  for  the  ring. 

(5.)  A  picture  book  for  little  sister  or  brother. 
Where  will  we  get  the  pictures?  How  will  you  make 
the  book?  Can  you  fold  leaves  nicely?  Can  you  sew 
them  together?  What  color  will  you  sew  with?  How 
many  leaves  do  you  want? 

(6.)  If  the  children  are  old  enough  to  weave, 
show  a  sachet  case  made  of  two  small  mats  pasted 


ttHE  KltfDERGARTEN-PRIMABir  MAGAZDTE 


111 


together.  Let  them  guess  what  is  inside.  Will  grand- 
ma like  one?    Where  will  she  keep  it? 

(7.)  A  fancy  box.  Decorate  with  parquetry  or 
pictures.    What  can  be  kept  in  it? 

(8.)  A  fan.  Let  the  children  suggest  how  to  make 
it  and  decorate  it 

(9.)  A  doll.  Children  suggest  how  to  make  one  or 
dress  one  after  buying  it  with  their  pennies. 

(10.)  A  ball.  Made  of  paper  and  wound  with  cord 
or  worsted.    A  snow  ball  or  balloon  folded. 

(11.)  A  picture  frame.  Children  suggest  how  to 
make  one  and  what  to  put  in  it. 

(12.)  A  kite  for  brother. 

(13.)  A  picture  puzzle.  Children  select  a  pretty 
one.  Mount  it  on  a  card.  Cut  it  in  several  pieces. 
Make  an  envelope  or  box  to  hold  the  pieces.  Who  is  it 
to  be  for? 

(14.)  A  cornucopia  to  hold  candy  or  popcorn  or  to 
hang  up  as  a  receptacle  for  scraps.  Let  child  suggest 
how  to  line  a  mat  and  puzzle  out  how  to  turn  one  short 
edge  over  a  long  edge  to  make  it  the  right  shape. 

If  children  do  not  weave,  thin  cardboard  can  be 
used,  the  edges  being  tied  together.  A  colored  piece 
of  paper  of  the  same  size  should  be  used  as  a  lining, 
the  edges  being  pasted  together. 

Have  children  decide  what  is  needed  to  hang  it  up. 

(16.)  A  rattle.  Let  child  bring  from  home  a  box 
shaped  like  our  "cylinder."  It  may  be  of  tin  or  card. 
Perhaps  mother  has  a  hair-pin  box.  Let  child  suggest 
what  to  put  in  that  will  rattle  but  not  be  too  noisy.  Let 
him  experiment  with  different  sized  pebbles  and  seeds. 
(See  another  description  of  a  rattle  in  this  magazine.) 

(16.)  A  flag.  A  scrap  book  showing  many  kinds 
of  flags. 

(17.)  A  swing.  A  hammock.  Use  spools  to  hold 
uprights.  Fold  the  sofa  form  for  the  seat.  Let  chil- 
dren think  of  other  ways. 

(18.)  A  small  doll  house  in  a  shoe  box.  Child 
making  it  must  plan  the  furniture. 

(19.)  Stores  and  shops  in  small  boxes.  These 
make  nice  playthings  for  brothers.  Try  a  blacksmith 
shop.  Let  the  child  decide  what  to  put  in  the  box  to 
make  it  look  like  a  blacksmith  shop  or  carpenter's 
shop,  or  a  grocery  store,  etc.  A  man  to  tend  the  store 
may  be  drawn  by  the  child  at  the  back  of  the  box,  or 
if  one  can  be  found  on  a  picture  card  it  can  be 
mounted. 

Free  cutting,  folding,  coloring,  and  clay  modeling 
will  all  help  in  fitting  up  these  boxes. 

(20.)  An  old  fashioned  "poppy  show"  can  be  made 
in  a  box.  Paste  tissue  or  translucent  paper  over  the 
top  and  cut  a  hole  in  one  end  of  the  box  to  peep  in. 
Let  the  child  decide  what  pictures  to  paste  around  the 
sides  of  the  box  for  the  "show." 

(21.)  Decorations  for  our  kindergarten  room. 
Every  child  will  help.  Who  will  make  chains?  stars? 
lanterns?  icicles?  colored  balloon  balls?  what  else? 


How  sharper  than   a  serpent's  tooth  it  is 
To   have   a   thankless   child. — Shakespeare. 


AN  IMPROMPTU  TOY  STORE 
Jenny  B.  Merrill,  Pd.  D. 

Last  month  I  described  a  carefully  arranged  toy 
exhibit.  This  month,  let  me  relate  a  delightful  Christ- 
mas experience  connected  with  what  I  have  denomin- 
ated "An  Impromptu  Toy  Store." 

In  one  of  our  large  public  kindergartens  in  New 
York  City,  in  a  Jewish  quarter,  where  Christmas 
trees  are  not  deemed  expedient,  the  Christmas  celeb- 
ration consists  in  playing  toy  shop.  This  delightful 
play  is  not  excluded  from  any  kindergarten.  All  over 
the  city,  during  the  last  weeks  in  December  the  play- 
ful gymnastic  exercises  are  wont  to  take  the  form  of 
the  various  movements  of  toys.  For  example,  the 
children  love  to  stoop  down,  clasp  their  hands  above 
their  heads,  and  at  a  touch,  throw  their  arms  up, 
giving  a  spring  upward  at  the  same  time  to  represent 
a  jumping-jack.' 

It  is  a  fine  exercise,  developing  elasticity  and  poise. 

I  have  seen  children  play  "jump  the  rope"  imag- 
inatively, or  spin  a  top,  fly  a  kite  or  trundle  a  hoop. 

Sometimes  instead  of  imitating  one  toy  in  unison, 
each  child  chooses  in  turn  what  toy  he  will  be,  tries 
to  represent  it  and  those  not  acting  try  to  guess  what 
toy  is  meant. 

It  is  great  fun  to  play  "Noah's  Ark."  There  every 
child  is  an  animal.  Partners  are  chosen  and  two 
by  two,  the  little  ones  march  into  the  ark,  imitating 
as  they  walk  the  varying  motions  and  sounds  of  ani- 
mals. The  ark  is  made  by  two  adults  or  taller  child- 
ren who  clasp  hands  facing  each  other,  lifting  their 
arms  to  represent  an  arched  doorway. 

In  these  playful  ways,  the  interest  in  toys  contri- 
butes to  an  awakening  of  imagination  and  tests  well 
the  powers  of  imitation. 

But  the  child  wants  a  real  toy,  too,  at  Christmas 
time.  So  thought  Miss  Rita  Klein  and  her  associates 
in  P.  S.  75  Manhattan. 

To  add  to  the  celebration,  the  crippled  children  of 
the  kindergartens  of  P.  S.  2,  Manhattan,  were  invited 
to  visit  their  neighbors  in  P.  S.  75  a  few  days  before 
the  closing  of  the  school.  I  was  so  fortunate  as  to  be 
a  guest  of  honor. 

The  kindergartners,  assisted  by  a  few  generous 
friends,  had  provided  a  simple  toy  for  every  one  of 
a  hundred  and  fifty  children.  These  toys  were  ar- 
ranged openly  upon  the  kindergarten  tables  to  rep- 
resent a  toy  shop,  the  tables  being  the  counters  of 
show-tables. 

There  were  dolls,  sets  of  dishes,  both  china  and 
pewter,  blocks,  bean-bags,  engines,  drums,  nine-pins, 
steam  cars,  wagons,  toy  stoves,  wash  tubs  with  their 
accompanying  washboards  and  wringers,  soldiers, 
dolls'  rocking  chairs,  telescope  blocks.  I  think  this 
list  covers  all.  I  understand  that  each  toy  came  with- 
in the  ten-cent  price. 

This  impromptu  toy-shop  was  fascinating  in  ar- 
rangement.   It  was  no  careless  lay-out. 

At  the  opening  exercises  the  children  of  the  two 
visiting  kindergartens  were  given  the  use  of  the  kin- 
dergarten chairs  a,n.d.  the  other  children  sat  in  social 


112 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


rings  on  the  floor  greeting  their  visitors  with  a  song 
of  welcome.  The  little  cripples,  quite  unconscious 
of  their  afflictions,  which  we  could  never  forget  for 
a  moment,  sang  a  return  song  of  greeting. 

It  was  indeed  pathetic  to  see  them  represent  toys, 
but  they  did  it  finely,  especially  well  did  they  repre- 
sent the  motion  of  a  rocking  horse.  It  seems  that 
some  kind  friend  had  presented  a  big  hobby  horse  to 
the  kindergarten  and  the  wise  kindergartner  had 
used  it  to  encourage  even  the  worsr  cripple  to  try  to 
climb  on  the  horse's  back.  The  joy  of  a  horseback 
ride  led  to  desperate  efforts  to  climb,  and  now  chil- 
dren who  could  not  get  off  their  chairs'  manage  to 
work  themselves  around  a  room  with  the  help  of  such 
objects  as  they  can  reach.  So  much  for  the  history  of 
this  toy  horse. 

Miss  Klein  in  a  few  well-chosen  words,  asked  who 
ought  to  be  served  first  when  there  is  company.  All 
responded  readily,  "The  company."     ', 

"This  is  only  a  play  toy  store,"  continued  Miss 
Klein,  "and  no  one  needs  to  pay  for  his  toy.  I  am 
going  to  let  one  of  my  children  invite  one  of  our  visi- 
tors to  walk  around  our  toy-shop  until  he  sees  the  toy 
he  wishes  for  his  own  to  keep  and  take  home.  Bach 
child  may  have  one  toy.  Look  around  well  before  you 
choose.  Don't  you  think  it  will  be  nice  for  one  of 
our  children  to  invite  the  visitors  to  go  to  our  toy- 
shop? I  think  you  may  go,  two  by  two."  (A  few 
couples  at  a  time  went  to  the  store.) 

Thus  the  party  began.  There  was  no  noise,  no 
confusion,  but  also  no  unnecessary  constraint  Good 
company  manners  ruled. 

I  watched  with  eager  attention  to  catch  the  first 
choice  made  by  a  boy.  It  was  a  fire  engine.  But 
the  boys  soon  began  to  choose  drums  and  the  music 
began.  To  our  surprise,  one  boy  chose  the  washtub 
t:nd  its  accompaniments.  An  inquisitive  little  fellow, 
seeing  a  closed  box,  wanted  to  look  inside.  It  was  a 
game  of  lotto,  seemingly  beyond  a  kindergarten  child, 
but  the  little  circular  blocks,  the  card:?  and  t'ic.  square 
pieces  of  glass  had  relation  to  some  of  our  kinder- 
garten materials.  The  boy  was  satisfied  and  accepted 
the  box.  I  watched  to  see  if  later  he  wanted  an  ex- 
change. No,  indeed,  he  clung  to  his  game,  tne  only 
one  in  the  collection.  The  girls  did  not  choose  dolls 
as  quickly  as  sets  of  dishes.  We  decided  it  was  be- 
cause they  already  possessed  a  doll. 

When  the  noise  of  the  drumming  grew  rather  deaf- 
ening, one  of  the  kindergartners  stepped  quietly  to 
the  piano,  played  a  piece  with  marked  time,  and  at 
this  magic  touch  the  children  fell  into  a  rhythmic 
beat  which  was  restful,  as  well  as  a  training  in  the 
time-sense. 

The  most  natural  discipline  was  maintained 
throughout  the  morning.  No  one  shouted,  no  one  was 
hilarious,  but  all  had  a  genuine  good  time  and  a  wise 
training  in  entertaining  friends.  Not  one  of  the  chil- 
dren asked  to  change  his  choice  as  far  as  I  observed. 
It  is  an  excellent  plan  to  require  children  occasionally 
to  make  a  choice  and  adhere  to  it.  These"  children 
seemed  well  trained  along  this  line. 


Froebel  in  his  book  entitled  "Mother  Play,"  adv^es 
parents  to  converse  with  the  child  before  takin.-  him 
about  behavior  in  such  a  place.  "To  be  forewarned," 
will  prevent  the  child  from  touching  what  is  not  his 
and  impress  a  needed  lesson  in  self  restraint.  We  can 
enjoy  many  things  with  our  eyes  that  we  may  not 
touch. — From  Playthings. 


THE    RELATION    BETWEEN    THE    KINDERGAR- 
TEN AND  THE  ELEMENTARY  SCHOOLS 
,  By  Juiia  Wade  Abbott 

"The  introduction  of  industrial  education  as  a  ba- 
sis for  the  curriculum  of  the  elementary  school  has 
tended  to  unify  all  divisions  of  the  school,  including 
the  kindergarten,  which  has  always  emphasized  this 
phase  of  education  in  its  curriculum.  The  conception 
of  'handwork'  as  industrial  arts  has  dignified  the  use 
of  all  mediums  of  expression  and  placed  emphasis 
upon  their  intellectual  value.  They  have  too  often 
been  regarded  as  'busy  work'  by  the  primary  teacher, 
and  neither  kindergartner  nor  primary  teacher  has 
worked  out  the  possibility  of  original  thinking  that 
may  be  demanded  of  the  children  in  the  form  of  prob- 
lems that  come  through  using  materials  for  a  given 
end. 

"The  problem  of  adjustment  between  kindergarten 
and  elementary  school  means  that  every  kindergartner 
and  primary  school  teacher  should  regard  her  school 
room  as  a  laboratory,  only  in  this  way  can  she  do  real 
teaching.  When  the  teacher  recognizes  the  worth  in- 
herent in  each  division  of  the  elementary  school,  and 
tests  these  values  through  actual  experimentation, 
then  the  work  with  the  younger  children  will  become 
illuminated  and  she  will  discover  that  they  are  uni- 
versal, and  the  system  of  education  will  become  a 
unit  from  kindergarten  to  university." — Excerpt  from 
address. 


At  the  annual  meeting  of  the  Connecticut  Valley 
Kindergarten  Association,  held  at  Springfield,  Mass., 
Nov.  7th,  a  resolution  was  passed  favoring  the  post- 
ponment  of  the  annual  meeting  of  the  International 
Kindergarten  Union  until  August — the  meeting  then 
to  be  held  at  the  Panama-Pacific  Exposition  in  San 
Francisco,  in  connection  with  the  National  Education 
Association.  Francis  McSherry,  superintendent  of  the 
Holyoke  public  schools,  gave  an  address  on  the  re- 
lation between  the  kindergarten  and  elementary 
schools.  Miss  Ella  Imogene  Cass  of  the  New  York 
Kindergarten  Association  talked  on  kindergarten 
games,  and  her  address  was  followed"  by  an  hour  of 
games,  played  by  the  teachers,  with  Miss  Cass  as 
director.  Miss  Angeline  Brooks  spoke  on  the  early 
history  of  the  Connecticut  Valley  Kindergarten  As- 
sociation. Officers  were  elected  as  follows:  President 
— Miss  Anna  Bullard,  Hartford.  First  Vice  President 
- — Miss  Harriette  E.  Price,  Hartford.  Second  Vice- 
President — Miss  Caroline  E.  Meacham,  Holyoke, 
Secretary — Miss  Mabel  J.  Corwin,  Hartford.  Treas- 
urer— Miss  Grace  Davis,  Holyoke.  Auditor — Miss 
Nella  M.  Stockwell,  Springfield. 


THE  £l$1)£&#Aft¥£N-£fttttA£1r  MAGAZINE 


113 


MOTHER  PLAY 

THE  CHURCH  DOOR  AND  THE  WINDOW 
ABOVE  IT 
See  page  104. 
Translated   from  the   German   of  Friedrich   Froebel 
By  Bertha  Johnston.  ■  t .-■•• 

MOTTO  FOR  THE  MOTHER.  -■"'■■■ 

Since  whre'er  harmony  appears  to  rule  the  many, 

Where'er  it  speaks  in  form  or  hues  or  tone, 
The  young  child's  feelings 'early  are  attracted, — 

Do  not  neglect,  to  foster  this,  oh  parents. 
Help,  above  all,  the  little  one  to  feel, 

That,  strivings  toward  the  highest  all  unite. 
Thus  to  pave  the  way  for  life's  greatest  happiness, 

Is  not  so  difficult  as  you  may  imagine;      ,  . 
But  this  idea  must  live  within  yourself—  ", 
And  be  the  soul  of  everything  you  do.         . 

The  highest  gift  you  then  to  the  child  have  given; 

Safely  now,  it  rests  within  himself; 
Nothing  now,  has  power,  to  rob  him  of  it— 7    •  ..  :.  -;..,• 

Now,  at  one,  is  he,  in  mind  and  heart  and  spirit. 
Give,  O  parent,  to  the  child  this  faith, 

T'will  reward  you,  all  its  whole  life  long- 
Do  not  think  he  is  too  young  or  little, 

For  in  the  smallest  child  a  magnet  lies — 
Which  e'er  shows  him  whereto  life's  harmony  blesses, 

And  what  feelings  through  division  delude. 
If  you  then,  would  have  your  child  at  unity  with  you, 
Let  your  unity  with  the  one,  appear  in  all  that  you 
are  and  do. 


Song  For  The  Child,  (Free  Translation.) 
Through  the  window,  glorious,  bright, 
Shines  the  cheerful  morning  light. 
Turned  to  yellow,  red,  green,  blue, 
As  the  glass  it  shineth  through.  ;"'>''■ 

Splendid  are  the  portals  wide, 
Leading  us  to  seats*  inside. 
Here,  the  one  who  enters  will, 
Sit  attentive, — very  still. 

The  preacher  speaks  of  flowers,  birds, 
And  lambkins, — using  easy  words. 
Just  how  we  feel,  to  know,  he  seems, 
When  we  watch  the  moon's  bright  beams.— 
Just  how  we  feel  when  snuggling  near 
Father,  mother,  grandma  dear. — 
And  when  he  speaks  and  sings  so  true 
It  makes  us  feel  like  singing  too. 

Clear  the  bells  now  ring  the  hour,  high  up  in  the 
steeple  tower^ 
Bim,  bam,  bom! 
Hear  the  organ,  rich  and  sweet,  let  us  its  deep  tones 
repeat, 
Hum,  hum,  hum! 
Now  the  preacher's  tones  so  ringing,  sets  our  happy 
hearts  a-singing! 

♦Church  bench  can  be  made  by  placing  one  hand 
horizontally  lengthwise  against  the  other  held  verti- 
cally. 


what  spread  out  across  those  of  the  other,  making, 
as  it  were,  a  window  directly  above  the  door  while 
the  thumbs  stand  up  like  two  small  belfries. 

All  spontaneous  expressions  of  child  life  are  sym- 
bolic; their  external  manifestation  points  to  an  inne* 
reality,  a  spiritual  basis.  Hence,  the  spiritual  charm, 
the  attraction  of  all  guileless  expressions  of  child 
nature,  for  the  reflective  mind. 


COMMENTARY  FOR  THE  MOTHER. 

The  forearms   held   as  perpendicular   as   possible, 

form  the  doorposts;  the  hands,  so  inclined  that  the 

little  fingers  approach  each  other,  make  a  kind  of 

pointed  arch.    The  four  fingers  of  one  hand  lie  some- 


what the  child  anticipates  and  seeks,  quite  un- 
consciously and  obscurely  to  itself,  (and  therefore  so 
easily  mistakenly)  in  life's  manifoldness,  he  perceives 
preferably,  in  life's  unity, — the  oneness,  the  har- 
mony of  life,  wherever  it  declares  itself  to  him. 

Collective,  reflective  and  deliberative  gatherings, 
give  him  a  sense  of  this,  from  his  previous,  newly- 
acquired  plane  of  development,  on.  Hence  the  attrac- 
tion for  children  of  all  adult  meetings,  particularly  of 
their  deliberative  assemblies.  Hence,  where  the 
churchgoing  of  a  family  has  a  genuine  spiritual  sig- 
nificance, a  real  relationship  to  its  daily  life,  this  ac- 
counts for  the  genuine,  if  temporary  joy,  of  a  child,  in 
a  visit  to  the  church. 

It  is  not  the  content  of  the  words  there  said  and 
sung,  that  first  and  foremost,  so  allure,  but — that  all 
is  said  and  sung,  with  attentiveness  and  in  unison. 
The  charm  consists  in  the  fact,  that  in  everything, 
the  speaking,  the  order  of  exercises,  and  the  singing, 
there  is  positively  declared  a  common,  all-uniting  point 
of  contact,  of  relationship.  Consequently,  here  he 
finds  the  nurturing,  the  strengthening,  the  first  in- 
terpretation of  those  presentiments,  those  searchings, 
those  feelings,  that  life,  that  so  stirs  him.  Here  he 
experiences  unity,  agreement,  harmony,  in  the  com- 
munity life. 

But,  when  come  the  inevitable  questions  about  the 
words  and  their  meaning,  the  child  must  be  answered 
suitably,  according  to  the  range  of  his  experience,  his 
feelings,  his  imagination,  his  spiritual  development, 
and  needs.  This  playsong  aims  to  give  suggestions 
toward  this  end.  It  gives  hints  for  two  different 
planes  in  the  child's  development;  for  a  narrower  one 
and  a  broader  one;  an  early  one  and  a  later  one. 

You,  intelligent  mother,  must  thoughtfully  ex- 
amine, and  select  from  these,  develop  them  and  go  on 
with  them.  For  this  were  they  given.  One  thing, 
remains  however,  always  the  most  important.  That 
is,  the  fulfilling,  the  corroborating,  the  confirming,  of 
these  presentiments  of  the  child;  the  harmony,  that 
speaking  to  the  heart  is  re-echoed  in  the  heart,  and 
is  reflected  in  life's  serene  harmony;  unity  and 
harmony  with  life's  unity,  source  and  foundation; 
with 

The  Life  of  all  life, 
The  Light  of  all  light, 
The  Love  of  all  love, 
The  Good  of  all  good; 
God! 

ADDITIONAL    SUGGESTIONS    FOR    THE    GRADE 
TEACHER. 

This  mother  play  is  next  to  the  last  in  Froebel's 
series  of  49,  and  its  theme  is  that  ideal  which  domi« 


114 


THE  KtNDERGARTEN-frftlMAItY  MAGAZINE 


nated  his  own  life — the  search  amid  life's  tangles  and 
conflicts  and  opposing  forces,  of  a  reconciling  prin- 
ciple^— the  desire  to  create  order  out  of  chaos,  of 
harmony  out  of  discord;  in  his  own  words,  to  hring 
about  the  "reconcilation  of  opposites."  Every  one  of 
his  occupations  and  plays  and  games  can  be  made  to 
illustrate  this  principle.  Yet,  so  wise  was  this  teacher 
of  little  children,  that,  altho  the  principle  may  be 
clearly  enough  in  the  mind  of  the  mother  or  kinder- 
gartner  it  is  not  forced  upon  the  child;  he  is  led  to 
make  use  of  the  law  more  or  less  unconsciously  to 
himself;  later  its  meaning  will  dawn  upon  him. 

Proebel  calls  attention  frequently  to  the  need  of  an 
harmonious  environment  even  for  the  little  child; 
especially  important  is  it  that  the  spirit  of 
the  teacher,  the  parent,  should  radiate  serenity. 
Irritated  nerves  and  tempers  react  promptly  upon  the 
spirit  of  the  child.  And,  on  the  other  hand,  how  de- 
lightful it  is,  to  take  in  hand  a  child  who  shows  evi- 
dence of  being  continually  crossed  and  irritated  at 
home,  and  observe  how  little  by  little  he  responds  to 
the  serene  atmosphere  of  the  kindergarten  and  loses 
his  spirit  of  opposition. 

Particularly  at  the  Christmas  time  It  is  desirable 
that  boys  and  girls  should  be  helped  to  look  for  and  to 
create  harmonious  relations  wherever  possible.  Let 
them  realize  the  great  ideal  for  which  America 
stands — the  country  in  which  all  races,  all  creeds  are 
learning  to  live  in  happy,  self-respecting  harmony. 
Help  them  to  feel  that  despite  differences  of  race, 
creed,  and  business  competition,  that  where  there  is  a 
will  there  is  a  way,  and  true  happiness  and  well-being 
comes  from  being  true  to  one's  own  convictions  while 
making  due  allowance  for  the  point  of  view  of  others. 

Talk  of  the  bells,  eight  in  all  that  compose  the 
scale,  and  how  if  each  is  true  to  its  tone-ideal,  perfect 
harmony  ensues.  Also,  speak  of  the  organ  and  its 
wonderful  mechanism,  in  which  each  detail  is  neces- 
sary to  the  perfection  of  the  whole.  But,  even  if  the 
organ  be  perfect,  it  needs  a  beautiful  spirited  organist 
to  make  it  quite  all  that  it  should  be.  And  if  the 
preacher  does  not  ring  true,  the  entire  service  fails  of 
its  perfect  message.  Help  them  to  feel  that  one 
aspiration  underlies  the  true  believer  in  synagogue, 
church,  temple,  or  roofless  forest. 

The  picture  suggests  interesting  conversations  upon 
church  architecture,  and  the  reason  why  in  hot  and 
brilliant  sunshine,  the  stained  glass  windows  de- 
veloped to  such  perfection.  What  is  the  effect  upon 
the  spirit  of  harmonious  architecture  and  beautifully 
harmonious  colors? 

BELLS. 

Let  the  children  cut  bells  of  colored  silver  or  gold 
paper,  and  write  a  Christmas  motto  thereon,  or  draw 
a  bell  on  a  card  and  paste  a  tiny  calendar  on  it.  Mold 
bells  of  clay.  Read  yourself,  or  let  the  children, 
Schiller's  noble  "Song  of  the  Bell"  which  mingles  in 
a  wonderful  way  suggestive  of  the  various  processes 
of  bell-making,  as  symbolic  of  events  in  human  life. 
CHURCHES  AND  TOWN  HALLS. 

Let  the  children  build  churches  of  the  kindergarten 


blocks.  Even  boys  and  girls  of  ten  or  eleven  should 
enjoy  using  the  more  advanced  gifts  thus.  Let  them 
build  town-halls  also,  and  discuss  the  importance  of 
parliamentary  rules  in  maintaining  order,  harmony 
and  enabling  all  at  a  meeting  to  have  fair  play.  Dis- 
cuss the  characteristics  of  an  able  chairman. 

Have  children  bring  pictures  of  churches  and 
famous  town-halls  and  parliamentary  buildings  such 
as  the  capitol  at  Washington,  the  houses  of  parlia- 
ment, and  the  like. 

WINDOWS. 

Let  the  children  fold  a  piece  of  white  paper  once 
and  then  cut  out  a  framework,  such  that  when  opened 
out,  it  will  display  an  Imitation  of  a  church-window 
frame,  either  round  (rose  window)  or  gothic.  On  the 
back  of  this,  colored  papers  may  be  pasted  to  enhance 
the  resemblance.  The  occupation  gives  opportunity 
for  coniderable  ingenuity.  The  results  may  be  used 
as  book  covers,  or  at  the  base  of  each  a  tiny  calendar 
may  be  pasted. 

We  agree  with  Proebel  that  the  mother  can  give  her 
child  no  greater  gift  than  a  sense  of  the  underlying 
unity  and  harmony  of  all  life. 


Pittsburgh,  Pa. — Mrs.  Marion  B.  B.  Langzettel,  of 
the  Proebel  League,  New  York,  gave  two  lectures  in 
the  Twentieth  Century  club-house,  Oct.  30  and  31,  for 
the  Pittsburgh  and  Allegheny  Free  Kindergarten  As- 
sociation. "Comparison  of  Montessori  and  Kinder- 
garten," and  "Mother  and  Teacher." 


Schenectady,  N.  Y. — A  very  entertaining  time  was 
spent  by  the  members  of  the  Union  street  school  kin- 
dergarten Oct.  30th.  The  little  tots  took  part  in  a 
number  of  the  exercises.  Miss  Gertrude  Hart  had 
charge  of  the  progam,  and  a  number  of  the  parents 
were  present  duing  the  exercises. 


Springfield,  Mass. — Miss  Ruth  Cass  of  New  York 
spoke  on  "Kindergarten  Games"  at  the  meeting  of  the 
Connecticut  Valley  Kindergarten  Association  in  the 
Central  High  schol,  Nov.  6.  Miss  Fanniebelle  Curtis, 
supervisor  of  the  New  York  Public  Kindergartens, 
was  to  have  been  the  speaker,  but  she  could  not  be 
present. 


Hamilton,  O. — The  new  kindergarten  In  the  Lincoln 
school  building  opened  Nov.  2,  under  the  direction  of 
Miss  Mary  Schell  and  Miss  Wilson,  with  fifty-two  chil- 
dren in  attendance.  It  is  expected  that  before  the 
end  of  the  month  the  attendance  will  be  greatly  in- 
creased. 


World  Book  Company  has  moved  its  Chicago  office 
from  104  South  Michigan  Avenue  to  6  North  Michigan 
Avenue.  The  office  is  on  the  19th  floor  of  the  Tower 
building,  which  is  on  Michigan  Avenue  at  the  corner 
of  Madison  street,  halfway  between  the  Public  Library 
and  the  Art  Institute  of  Chicago.  Teachers  visiting 
Chicago  are  always  welcome. 


He   most  lives  who  lives  most  for  others, 


(TtiE  KlKDEifc<UHT£tf-PMMAUY  MAGAZINE 


115 


A  LANGUAGE  HINT  TO  MOTHERS. 
Jenny  B.  Merrill,  Pp  D. 

Note. — The  following  article  will  serve  to  open  up  a 
profitable  discussion  in  a  Mothers'  Meeting  upon  the 
general  topic  of  language  development  in  young  chil- 
dren. 

The  kindergartner  should  prepare  herself  by  read- 
ing up  the  subject  or  appointing  several  able  mothers 
to  do  so  before  the  meeting  or  after  it. 

The  following  readings  are  suggested: 

The  Child  Trainer,  pages  311-3SS. 

Fundamentals  of  Child  Study,  Kirkpatrick,  222-244. 

Education  of  Man.    Blow  Traverlatin  02-54. 

The  Psychology  of  Childhood,'  Tracy.    Chap.  V. 

The  last  is  an  advanced  study. 

A  child's  success  in  mastering  the  use  of  the  pro- 
nouns, especially  "I"  and  "you"  in  the  second  or  third 
year  is  quite  a  test  of  his  mental  ability.  Have  you 
ever  observed  a  little  one  in  his  first  attempts  to  use 
these  pronouns  instead  of  constantly  repeating  proper 
names? 

Sometimes  mothers  and  nurses  retard  unconscious- 
ly the  natural  progress  of  even  a  bright  child  in  this 
particular  by  constantly  using  his  name  in  addressing 
him. 

A  case  of  tin's  kind  came  to  my  notice  recently.  It 
was  so  marked  that  it  suggested  th5s  article  to  me. 

The  child  was  four  years  of  age  and  friends  were 
beginning  to  consider  her  defective  in  mentality  as 
she  never  used  "I"  but  always  repeated  her  name. 

I  chanced  to  spend  a  morning  wJtn  her  in  the  nur- 
sery. This  is  a  sample  of  the  conversation  of  her 
nurse.  "Sally  must  be  a  nice  girl."  "Sally  must  tell 
mother  all  about  her  doll."  "Sally  mustn't  touch  this." 
"Does  Sally  want  an  apple?" 

In  similar  fashion  the  nurse  used  her  own  name 
over  and  over  again  as,  "Katie  will  tell  mother  that 
Sally  is  a  good  girl."  "Katie  must  wash  Sally's  hands," 
etc.,  etc.,  etc.,  ad  nauseum. 

I  no  longer  wondered  at  Sally's  failure  to  use  pro- 
nouns! 

This  habit  is  formed  doubtless,  during  the  child's 
babyhood,  and  tends  to  persist,  because  there  seems 
to  be  a  tenderness  in  these  babylike  forms  of  expres- 
sion to  some  folk. 

It  may  be  necessary  to  familiarize  the  little  ones 
with  their  own  names  and  the  family  names  but  we 
should  gradually  drop  them  in  the  second  year. 

One  day  I  was  playing  "Trolley  Car"  with  a  little 
boy  about  two  years  and  a  half  old  who  was  beginning 
to  use  pronouns. 

I  determined  to  "practice  pronouns"  while  we 
played,  though  quite  unconsciously  as  far  as  "Bennie" 
was  concerned. 

As  we  began  to  play,  I  found  myself  using  the  third 
person,  so  strong  is  the  habit  in  addressing  a  baby.  I 
had  said,  "Does  Bennie  want  to  be  conductor?"  I 
changed  at  once  to  "Do  you  want  to  be  conductor, 
Bennie?" 

Our  later  conversation  ran  somewhat  as  follows: 
"When  I  hold  up  my  finger,  you  must  stop  the  car, 


Bennie."  The  car  stopped.  You  must  help  me  get  on. 
You  must  take  my  money."  (We  had  buttons  for 
coins.)  Now,  you  must  ring  the  bell."  Will  you 
please  give  me  a  transfer?"  (We  had  paper  slips  for 
transfers.)  "I  must  get  off  here."  "Ding-ding,  ding- 
ding." 

After  a  while  we  changed  places.  I  was  conductor 
and  the  little  fellow  took  great  dehght  in  holding  up 
his  finger  and  repeating. 

Bennie  hesitated  occasionally  in  using  the  pro- 
nouns, but  as  we  kept  up  the  play  for  nearly  an  hour, 
he  had  much  practice.  Children  do  so  love  to  repeat 
and  repeat  simple  imitative  acts  in  play  that  I  tired 
long  before  he  did  of  getting  on  ana  off  the  car  and  of 
practicing  pronouns. 

A  child  uses  "me,"  the  adjective  form,  more  readily 
than  "I."  "Give  it  to  me,"  is  not  difficult  for  the  child 
to  acquire,  but  sometimes  mother  hinders  even  this 
pronoun  by  using  the  noun  even  in  the  objective  case, 
as,  "Baby  give  the  ball  to  mother,"  in  speaking  of  her- 
self. 

It  is  wonderful  that  children  acquire  language  as 
early  as  they  do,  but  even  so,  do  we  need  to  put 
obstacles  in  the  way? 

Children  learn  language  as  they  do  almost  every 
other  thing  by  imitation  in  their  early  years.  There- 
fore beware  of  the  language  copy  set ! 

Suppose  instead  of  playing  the  desired  word  into 
baby's  mind  in  such  a  simple  game  as  I  have  sug- 
gested, that  a  mother  should  punish  a  child  for  using 
his  own  name  as  Sally  did! 

I  knew  a  mother  who  really  did  so,  for  her  little 
daughter  was  four  years  old,  and  she  feared  her 
friends  would  think  her  backward.  Such  a  plan  is 
very  unwise  and  leads  to  fix  the  error  in  mind. 

Those  who  have  read  Dr.  Montessori's  chapters  on 
discipline,  will  perhaps  recall  her  rather  unusual  ad- 
vice, "Ignore  mistakes."  It  is  surely  good  counsel  for 
talking  about  error  serves  only  to  fasten  it  upon  the 
child's  mind. 

Negative  discipline,  the  apparent  duty  to  correct 
mistakes,  so  long  held  sway  in  our  nurseries  and 
schools  that  it  is  exceedingly  difficult  to  oppose  it,  but 
those  who  are  trying  positive  discipline  find  it  works 
better.  It  is  more  effective  to  keep  suggesting  the 
correct  form  or  the  right  thing  to  do,  with  a  word 
of  approbation,  until  the  error  drops  away,  dying  for 
lack  of  notice. 

Those  who  adopt  "positive  discipline"  are  not  in 
danger  of  forming  that  dreaded  habit  of  "nagging"  at 
a  child.    Why  do  so  many  women  "nag?" 

May  it  not  arise  from  this  very  habit  of  watching 
for  every  little  mistake  a  child  makes  thinking  it  a 
duty  to  correct  it  at  once?  The  better,  healthier,  way 
is  to  watch  ourselves,  watch  the  helpers  in  the  family, 
and  trust  much  to  the  power  of  example,  and  of  sug- 
gestion. 

This  "positive"  method  which  is  being  recognized 
more  and  more  as  superior  to  the  "negative,"  is 
capable  of  far  wider  application  than  many  are  in- 
clined to  give  it. 


116 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


At  least  there  will  be  no  harm  in  applying  it  in 
helping  the  baby  learn  to  talk  correctly.  Give  him 
good  copy.  "Ignore  mistakes."  Keep  up  the  copy. 
Play  with  words.    Speak  distinctly.    Avoid  baby-talk. 

A  clever  kindergartner  once  told  me  that  each  week 
she  selected  just  two  new  words  to  impress  upon  her 
little  Italian  group.  She  used  them  over  and  over  in 
stories,  in  songs,  in  games  and  in  work  until  these  two 
words  stood  out  clearly,  and  the  children  began  to 
catch  their  meaning.  She  used  them  naturally,  cor- 
rectly and  frequently.  The  children's  progress  in 
learning  to  speak  English  was  remarkable  under  this 
method.  Strong  action  words  were  made  prominent 
at  first  with  gesture  and  in  playing  games.  Does  Dr. 
Montessori's  principle  of  discipline — "Ignore  mis- 
takes"—extend  to  some  of  the  big  things  of  life  as  well 
as  to  pronouns?    Try  it  and  see. 

"Go  make  thy  garden  fair  as  thou  canst, 

Thou  workest  never  alone, 
Perchance  he  whose  plot  is  next  to  thine 

May  see  it  and  mend  his  own." 


TRAINING  IMAGINATION. 

One  of  the  best  ways  to  develop  that  most  important 
power,  imagination,  is  to  give  the  child  a  fundamental 
idea,  and  allow  him  to  work  out  the  details  for  him- 
self in  free  play.  We  had  a  most  delightful  example 
of  this  method  just  before  Christmas  in  the  morning 
kindergarten.  We  had  talked  of  our  gifts  to  the 
different  members  of  each  family  and  had  asked  what 
the  boys  would  like  to  make  for  each.  James  said  he 
would  like  to  make  a  rattle  for  his  baby,  the  idea 
being  suggested  by  the  toys,  he  had  seen  in  the  shops. 
He  said  he  would  like  to  take  two  sticks,  fasten  them 
in  the  center  and  tie  on  some  bells. 

So  we  took  two  slats  and  fastened  them  so  as  to 
form  a  cross  (with  a  paper  clip.)  Then  some  chil- 
dren decided  that  the  wood  would  hurt  the  baby's 
hands,  so  one  of  them  suggested  winding  the  slats 
with  string.  We  improved  on  that  by  using  worsted. 
We  then  tied  three  bells  on  each  arm,  making  a  fine 
rattle.  The  children  were  more  pleased  with  and 
worked  harder  to  finish  this  invention  of  their  own, 
than  any  of  the  other  things  which  we  suggested  for 
them. 

Miss  Bryant  tells  us  that  the  best  way  to  get  results 
from  a  story  is  to  first  tell  it,  as  a  story,  and  then 
allow  the  child  to  dramatize  it  as  he  chooses,  thus 
getting  his  first  idea  of  a  world  of  people  and  things 
outside  of  himself. 

We  have  dramatized  the  Three  Pigs,  the  Old  Woman 
and  her  pig.  Both  were  crude,  but  interesting  from 
the  point  of  view  that  the  dramatization  was  all  the 
children's  own,  done  without  suggestion,  or  help, 
other  than  the  original  story,  told  once  or  twice. 

In  the  gifts,  the  children  are  especially  inventive. 
I  give  them  the  5th  gift  quite  early  in  the  year.  They 
delight  in  illustrating  with  it  the  stories  I  tell  them. 

Thanksgiving  and  Christmas  are  especially  good 
subjects.  As  soon  as  I  have  told  the  Thanksgiving 
story  the  children  begin  to  build  sleighs,  grandfather's 


house,  trains,  bridges  over  the  river.  Christmas  of 
course  brings  houses  with  chimneys,  for  Santa,  his 
work  shop,  fireplaces,  toys,  trees.  Dictation  is  almost 
unnecessary  once  the  children  get  the  dominant  idea 
thoroughly  in  their  minds. 

"Men  must  be  taught  as  if  you  taught  them  not, 
And  things  unknown  proposed  as  things  forgot." 

applies  to  the  child  as  well  as  to  us  older  ones,  and 
wise  is  the  kindergartner  who  can  remember  that  she 
must  draw  forth  what  the  child  already  knows,  as  well 
as  put  new  ideas  into  his  mind. 

Reality  seems  to  be  the  cry  of  these  modern  days 
but  a  vivid  imagination  will  go  far  toward  helping 
the  child  and  grown  up  over  many  rough  places.  We 
can  not  begin  too  young  to  develop  the  power  of 
imagination  and  the  power  of  producing  in  concrete 
form  the  thoughts  which  are  in  the  child's  mind. 

• — Anonymous. 

Note. — This  article  is  in  line  with  the  problem  pro- 
gram. 


PROGRAM    OP    THE    KINDERGARTEN    SECTION 

AT  THE  ANNUAL  MEETING  OF  THE  NORTH 

CAROLINA  TEACHERRS'  ASSEMBLY. 

Thursday  Morning,  9:30,  November  26. 

"The  Kindergarten." — Hon.  P.  P.  Claxton,  United 

States  Commisioner  of  Education. 

"An  Appeal  for  the  Kindergarten  as  a  Part  of  the 
School  System  in  the  Larger  Towns." — (For  Primary 
and  Kindergarten  Teachers,) — Mrs.  Bertha  Payne 
Newell,  Weaverville. 

Thursday  Afternoon,  3:00. 
"Stories     Suitable    for     the     Kindergarten" — Miss 
Hattie  Scott,  President  of  the  Story  Tellers'  League, 
Asheville  City  Kindergarten. 

Friday  Morning,  9:30,  November  27. 

"Round  Table  Discussions." 

Leaders — Mrs.  Newell,  Weaverville;  Miss  Mary 
Bonner,  Washington;  Miss  Ethel  Troy,  Raleigh;  Miss 
Vienna  Nichols,  Asheville. 

Game  Festival  Leaders — Mrs.  Newell,  Mrs.  Scott. 

(All  who  are  interested  are  invited  to  take  part.) 

Exhibit  of  work  from  kindergartens. 

Friday  Afternoon,  3 :  00. 
Business  meeting  and  election  of  officers. 


Wilkesbarre,  Pa. — The  children  of  the  kinder- 
garten classes  of  Grant  street  school,  in  charge  of 
Miss  Katharyn  Featherstone,  were  entertained  at  a 
Hallowe'en  party  Oct.  30.  There  are  fifty-four  chil- 
dren in  the  class.  Dressed  in  unique  costumes,  appro- 
priate to  the  holiday,  the  youngsters  sang,  drilled, 
played  games.  A  grand  march  that  went  from  the 
bottom  to  the  top  of  the  building  was  one  of  the  fea- 
tures. Baskets  filled  with  candy  were  given  as 
favors. 


How  poor  are  they  who  have  not  patience.- 
epeare. 


-Shake- 


TOY  MAKING  FOR  THE  KINDERGARTEN. 
By  John  Y.  Dunlop,  Glasgow,  Scotlnad. 
TABLE. 
Two  boxes  are  required  to  make  this  model. 


Boot  buttons  are  inserted  for  the  handles. 
Four  bonnet  pins  make  the  legs. 

BOOKCASE. 
Four  boxes  are  required,  two  large  and  two  small 


Stick  the  long  edges  of  the  two  boxes  together  so      boxes  for  the  upper  portion, 
that  they  are  perfectly  smooth  on  the  top. 
The  inside  case  now  makes  the  drawers. 


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118 


THE  KINDERGARTEN-PRIM  ARY  MAGAZINE 


Cut  the  outer  part  of  each  box  along  one  of  the  cor- 
ners and  stick  the  outer  and  inner  parts  together. 

Gum  the  long  narrow  sides  of  the  boxes  together 
so  that  the  two  small  boxes  form  the  upper  portion 
and  the  large  boxes  form  the  lower  portion. 

Gum  the  upper  and  lower  part  together. 

Middle  shelfs  could  be  added  and  are  thus  made. 

Four  strips  are  cut  and  inserted  one  in  each  portion 
of  the  case. 

The  children  fold  little  squares  of  paper  to  form  the 
book  and  make  "up  the  library. 

CHEST  OF  DRAWERS. 

A  chest  of  drawers  made  from  eight  or  ten  match 
boxes  make  a  most  effective  model. 

Take  the  boxes  in  the  case  and  glue  them  together. 

The  outside  can  be  made  neater  if  a  strip  of  paper 
is  fastened  over  the  top  sides  and  back  of  the  chest. 

The  drawers  to  slide  out  and  in  require  handles. 
Insert  boot  buttons  or  use  paper  fasteners. 

In  a  similiar  way  the  furniture  of  the  bed  room  can 
be  made. 

BED  ROOM 

The  chair  of  this  pattern  is  shown  made  from  an 
empty  spool  and  a  piece  of  tinted  paper. 

Cut  the  paper  by  folding  down  the  middle. 

Slash  in  the  lower  edge  and  gum  onto  the  bevelled 
edge  of  the  thread  space  of  the  wood  spool. 
BEDSTEAD. 

Make  the  bedstead  with  14  empty  spools  and  a 
piece  of  cardboard. 

Glue  12  of  the  spools  together  in  pairs. 

Glue  two  spools  at  each  corner  of  the  cardboard  to 
form  the  feet  for  the  bedstead,  then  add  the  remain- 
der to  form  the  pillars. 

TABLE. 

A  very  simple  table  can  be  made  with  thread  spools 
and  a  piece  of  cardboard. 

Three  spools  glued  together  form  the  legs  of  the 
table. 

Glue  on  to  the  corners  of  the  cardboard. 
DRESSING  CHEST. 

The  dressing  chest  is  made  with  empty  match 
boxes. 

Three  large  boxes  which  form  the  back  and  the 
table  and  two  small  ones  for  the  side. 

Glue  two  of  the  boxes  together  on  the  edge. 

Cut  one  of  the  large  boxes  on  the  long  corner  then 
gum  the  outer  and  inner  case  together. 

Glue  this  part  of  the  model  onto  the  lower  edge  of 
the  part  which  forms  the  back. 

Fix  one  box  at  each  side  and  cover  the  front  of  the 
case  with  a  piece  of  silver  paper  to  represent  the  glass. 
DOLLY'S  SWING. 

Four  boxes,  a  hair  pin  and  a  piece  of  thread. 

To  build  the  supports  for  the  swing  fasten  two  of 
the  boxes  together  by  placing  the  inner  case  of  one  of 
them  partly  into  each  outer  case. 

Straighten  out  the  hair  pin  then  bend  slightly  at 
the  points  where  the  ropes  pass  over. 

Make  the  swing  seat  out  of  the  inner  case  of  the 
match-box,  mount  with  thread. 


THE  LETTER. 
Susan  Plessner  Pollock 

Thoughts  about  the  many  poor  people  who  had  not 
enough  to  eat,  filled  the  heart  of  little  Gertrude  and 
Herman  with  sorrow  and  pity,  "Listen.Gertrude,"  said 
Herman  one  day  to  his  sister,  "I  have  thought  of  the 
grandest  plan,  I  will  write  to  Mr.  Pessumehr,  he  is  so 
rich  and  so  good,  he  can  buy  bread  for  the  poor." 
"That  would  be  fine,"  said  Gertrude,  "But  you  can- 
not write!"  "What  would  that  be  for  a  great  affair," 
declared  Herman,  "One  puts  on  a  pair  of  spectacles, 
like  Grand-mother,  dips  a  pen  in  the  ink  bottle,  and 
scratches  around  a  while  on  the  paper,  then  the  letter 
is  finished."  Gertrude  shook  her  head  doubtfully,  but 
Herman  quickly  brought  a  piece  of  paper  from 
father's  waste-basket,  with  a  pen  which  he  had  dipped 
in  the  ink,  and  now  he  scratched  away  on  the  paper, 
until  it  was  completely  covered.  "Pay  attention,  Ger- 
trude," he  then  said,  "I  will  read  you  the  letter 
aloud."  It  read,  "Dear  Mr.  Pessumehr,  now  the  poor 
are  hungry,  for  they  have  eaten  up  all  their  potatoes 
and  bread  costs  so  much  money,  we  beg  you,  that  is, 
Gertrude  and  I,  Herman,  do,  please  buy  with  your 
own  money,  bread,  and  give  it  to  the  poor." 

"Only  just  think,  dear  Mr.  Pessumehr,  we  have  a 
little  brother, — but  it  still  has  no  name — is  only 
called,  'Little  Heartleaf.'  It  will  have  another  name, 
when  it  is  baptised,  but  that  will  not  be  right  away 
(immediately)  not  until  the  raisin  cake  is  finished. 

"Just  think,  dear  Mr.  Pessumehr,  we  have  seen  your 
old  playroom  in  your  castle  and  the  little  playtown  of 
Lerum  with  the  tiny  Mr.  Pessumehr.  You  did  not 
know  that  we  caught  a  small  mousie  in  the  little  play- 
town;  he  lived  with  us  all  winter  in  a  (make  believe) 
glass — palace — did  you?  We  loved  little  mousie  very 
much,  but  we  could  never  let  puss  see  it.  Our  little 
brother  knows  nothing  about  Mousie-Mickerchen:  he 
is  the  biggest  little  stupid!  Dear  Mr.  Pessumehr,  we 
often  think  about  Christmas,  and  that  we  must  be 
obedient,  that  you  may  hear  good  news  about  us. 
And  farewell,  your  dear, 

HERMAN  AND  GERTRUDE." 

That  was  a  wonderful  letter.  Gertrude  did  not 
shake  her  head  any  more,  but  stood  there  quite 
astonished.  To  write  such  a  letter  and  then  to  be 
able  to  read  it  aloud,  that  was  remarkable;  she  had 
real  respect  for  her  brother.  In  the  afternoon  Ralph 
came  to  make  a  call,  with  his  mother,  Godmother 
Krany.  Ralph  was  much  older  than  the  foresters' 
children;  he  had  been  for  many  years  in  school. 
Herman  told  him  the  story  about  the  letter  and  de- 
sired him  to  read  it  "out  loud"  (aloud)  to  him — that 
was  a  difficult  matter — Ralph  said  quite,  "Those  are 
not  letters,  they  are  hen-tracks." 

"Hen-tracks,  what  kind  of  a  word  do  you  call  that?" 
said  Herman  touchily,  "If  I  can  read  the  letter  and 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


119 


have  never  yet  been  to  school,  you  old  school-boy 
ought  to  be  able  to  read  it!" 

Ralph  laughed  until  he  had  to  hold  his  sides. 

"You  do  not  need  to  laugh  so,"  continued  Herman 
angrily;  Just  wait!  I  shall  be  big  some  day  then  I 
will  laugh  at  you!" 

Gertrude  felt  grieved  thro  the  soul  of  her  brother 
and  began  to  cry.  Ralph,  who  loved  the  children  very 
much,  wished  to  make  good  the  offence  he  had  given 
and  said.  "You  must  tell  it  (dictate)  to  me,  then  I 
will  put  it  all  in  order  and  you  can  send  it  to  Mr. 
Pessumehr.  The  proposition  was  accepted.  Dora  pro- 
cured a  clean  piece  of  paper,  because  Herman  knew 
when  company  was  there  he  must  not  disturb.  Her- 
man dictated  and  Ralph  wrote.  When  the  letter  was 
finished,  it  was  carefully  folded  and  sealed  with  a  scar- 
let wafer.  Every  evening  the  postmessenger  went 
thro  the  wood,  he  took  with  him  all  the  letters  which 
had  been  written,  from  the  house  in  the  wood.  The 
forester  sent  word  from  time  to  time  to  Mr.  Pes- 
sumehr, the  owner  of  the  forest,  about  the  sale  of 
wood,  etc.  Such  a  report  lay  ready  there  and  when  the 
postmessenger  came,  Dora  brought  it  out.  The  chil- 
dren were  playing  in  front  of  the  door.  Herman  had 
his  letter  in  his  pocket.  This  letter  must  go,  too,  said 
the  boy,  with  an  air  of  importance,  taking  the  report 
of  his  father  from  the  post  messenger's  hand  and 
pushing  his  little  letter  in  on  one  side.  When  Grand- 
mother Krany  had  gone  home  and  they  were  allowed 
to  talk  again  they  told  the  whole  story  of  the  writing 
and  opportunity  of  sending  the  letter.  The  father  did 
not  laugh — he  was  very  much  displeased,  and  called 
the  children,  "impudent."  "Never  again  must  you 
touch  my  letters"  he  said  going  to  and  fro  in  the 
room  with  heavy  steps.  "What  will  Mr.  Pessumehr 
think  of  me  when  it  looks  as  if  I  had  laid  the  letter  of 
such  rude  children,  in  a  letter  of  mine?  Herman  and 
Gertrude  could  not  understand  what  they  had  done, 
that  was  so  wrong,  but  their  tears  flowed,  and  they 
went  weeping  to  bed.  Grandmother  came  to  the  bed- 
side and  said,  "You  will  never  again  be  so  rude  and 
must  never  touch  father's  things.  Children  do  not 
understand  what  is  proper;  they  must  always  have 
the  permission  and  advice  of  father  and  mother." 


HOW  THE  BITE  WAS  TAKEN  OUT  OF  THE 
STONE  WALL. 

By  Miss  Jeannette  Ridlon,  Rhuddlans-on-the-Cliff, 
Newport,  R.  I. 

Do  you  see  that  great  big  hole  in  the  wall  there,  Best 
Beloved,  that  looks  just  as  though  some  one  had  taken 
a  great  big  bite  out  of  it?  Well,  that  is  exactly  what 
did  happen!  Would  you  like  me  to  tell  you  about  it? 
All  right,  then,  I  will. 

Once  upon  a  time,  oh  long,  long  before  you  were 
torn,  that  wall  was  just  like  other  walls  and  the 
spring  here  ran  down  through  an  iron  pipe  to  the  sea. 
The  wall  and  the  spring  were  very  good  friends  you 
see,  they  had  lived  together  so  long  that  they  had 
found  out  it  wasn't  worth  while  fighting  and  so  they 
were  just  as  good  friends  as  they  could  possibly  bo 
and  never  said  a  cross  word  to  each  other.    'Cause 


cross  words  hurt  and  make  you  awfully  unhappy. 
And  so  because  they  were  never  cross  to  ^ach  other 
they  were  happy  all  the  day  loag  and  all  the  night 
long  too.  It  was  very  necessary  that  they  should  be 
happy  all  night  as  well  as  all  day  because  walls  and 
springs  never  sleep,  you  know.  But  one  day  an 
awful  thing  happened. 

Not  far  away,  that  is  not  far  aa  giants  count  it, 
there  lived  a  little  baby  boy  giant  with  his  Mummy 
and  his  Daddy.  Now  this  little  giant's  name  was 
Metronomalis  and  he  was  about  twice  as  big  as  the 
biggest  tree  on  Grandpapa's  farm.  Now  giants,  you 
know,  eat  anything  from  stone  walls  to  spiders  and 
one  day  little  Metronomalis  went  for  a  walk  without 
his  nurse  and  so  of  course  he  got  lost. 

He  had  been  walking  quite  a  long  time  and  had 
begun  to  get  very,  very  hungry  when  he  saw  the  stone 
wall  and  it  looked  so  good  that  he  ran  right  up  and 
took  a  great  big  bite.  That  made  the  spring  so  angry 
that  it  jumped  up  and  slapped  Metronomalis  in  the 
face,  oh  very,  very  hard,  and  that  frightened  poor  little 
Metronomalis  so  that  he  choked  on  the  great  big 
stones  and  ran  away  to  his  Mummy  just  as  fast  as  he 
could  go.  And  that  is  how  the  bite  was  taken  out  of 
the  wall,  oh  Best  Beloved. 


It  was  Froebel's  own  opinion  that  the  spirit  of  the 
American  nation  was  the  "only  one  in  the  world  with 
which  his  method  was  in  complete  harmony,  and  to 
which  its  institutions  would  present  no  barriers."  A 
short  time  before  his  death  he  said:  "If  they  will  not 
recognize  and  support  my  cause  in  my  native  country 
I  will  go  to  the  United  States,  where  a  new  life  is  un- 
folding itself,  and  where  a  new  and  better  education 
of  man  will  be  able  to  find  a  footing."  The  success 
with  which  the  kindergarten  met  here  after  the  first 
ones  were  established  in  St.  Louis  and  Boston  about 
thirty  years  ago  shows  how  prophetic  Froebel's  dying 
wish  was.  Today  the  kindergarten  is  an  accepted  part 
of  the  educational  system  of  every  town  or  city  of  any 
size. — Ex. 


Secretary  of  State  Wm.  J.  Bryan  says:  "If  the 
soldier  must  give  up  alcohol  because  it  interferes  with 
his  efficiency,  why  should  not  the  civilian  promote  his 
efficiency  by  giving  it  up?  And  if  it  is  demonstrated 
that  alcohol  is  an  evil  and  only  an  evil;  if  it  is  proven 
that  it  lessens  the  productive  value  of  the  citizen,  who 
will  say  that  the  nation  should  look  upon  this  great 
evil  with  indifference  merely  because  a  few  people 
want  to  grow  rich  out  of  a  drink  that  is  destruc- 
tive." 


Dr.  Merrill  will  give  two  addresses  during  Novem- 
ber and  December  to  the  juniors  and  senior  classes  of 
the  Connecticut  Froebel  Normal  Kindergarten  and 
Primary  Training  School  in  Bridgeport,  Miss  Mary  C. 
Mills,  principal.  Her  subject  will  be  "What  is  Meant 
by  a  Problem  Program,"  and  "What  Kindergarten 
Occupations  Lend  Themselves  Most  Readily  to  the 
Child's  Expression?" 


Present  neglect  makes  future  regret. 


120 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


BUSY  WORK  FOR  DECEMBER 

By  P.  B.  H. 
The  month  of  December  furnishes  much  material  for 
busy  work,  and  it  often  necessitates  a  process  of  elimi- 
nation to  decide  on  just  what  is  the  best  to  use. 
Material  for  decorating  should  not  be  neglected  and 
if  you  teach  in  a  vicinity  where  holly  or  mistletoe 
grow  in  abundance  have  the  children  bring  some  to 
school  and  let  them  fasten  small  sprigs  of  it,  with 
cord  or  ordinary  grocery  string,  to  wire  hoops  about 
eighteen  inches  in  diameter.  When  completed  tie 
large  red  bows  of  paper  on  the  garlands  and  fasten  in 


the  window.  These  make  the  most  attractive  decor- 
ations for  the  holidays  that  I  have  ever  used.  If  you 
are  unable  to  obtain  the  holly  or  mistletoe  substitute 
the  evergreen  or  cedar  twigs,  they  will  answer  the 
purpose  practically  as  well. 

On  sheets  of  white  manilla  paper  outline  the  figure 
of  Santa  Claus,  about  eight  or  ten  inches  high.  (See 
illustration.)  Color  one  of  these  yourself  and  fasten 
in  the  front  of  the  room  in  some  conspicuous  place. 
Give  the  children  each  one  of  the  outlines  and  a  box 
of  crayolas  and  let  them  color  their  figure  from  the 


one  before  them.  It  will  not  only  prove  a  successful 
busy  work,  by  which  you  can  attend  to  some  other 
task  and  leave  the  pupils  to  their  own  occupation,  but 
it  gives  splendid  color  training  as  well. 

Have  the  children  cut,  from  outline,  small  bells  of 
various  colors  about  an  inch  wide.  Place  about  thirty 
of  these  in  a  variety  of  shades  in  a  small  pasteboard 
box.  Hand  to  each  child  one  of  these  boxes  and  tell 
them  to  sort  the  bells  into  piles  of  the  same  color. 
Later,  when  they  have  become  more  familiar  with  the 
colors  have  them  place  the  bells  in  groups  of  so  many 
numbers,  beginning  by  putting  two  of  one  color  In 
each  pile,  then  three  and  so  on.  This  is  a  splendid 
way  to  teach  the  numbers  to  the  beginners  as  un- 
consciously while  apparently  playing  they  are  ac- 
quiring the  value  of  the  numbers. 

All  children  like  to  mold  with  clay  and  if  you  are 
unable  to  obtain  the  clay,  for  any  reason,  use  the 
simple  salt-starch  mixture,  it  will  give  practically  the 
same  results.  The  wee  beginners  who  are  not  capable 
of  moulding  anything  of  much  value,  will  be  able  to 
shape  little  pies,  cakes,  fruits  and  nuts  for  the  Christ- 
mas dinner  table.  After  these  have  dried  and  harden- 
ed the  older  children  may  tint  or  color  them  with 
water-colors. 

Another  device  for  seat  work  which  requires  no  aid 
from  the  teacher  is:  cut  out  little  squares  of  white 
cardboard,  on  the  top  or  in  one  corner  of  which,  paste 
miniature  pictures  of  toys  which  the  children  have 
previously  cut  from  catalogues  of  holiday-goods. 
Under  each  picture  write  the  name  of  the  toy.  On 
several  other  cards  paste  pictures  that  will  represent 
members  of  the  family  as  the  father,  mother,  grand- 
mother, brother,  sister  and  baby,  under  each  picture 
print  or  write  the  name.  Have  the  children  place  the 
cards  with  the  names  of  those  in  the  family  near  the 
top  of  the  desk.  Under  each  of  these  arrange  the 
cards  on  which  are  pasted  a  gift  Santa  Claus  might 
bring  them.  For  example;  under  baby  would  be 
rattle,  cup,  doll,  etc.,  under  brother  would  be  sled, 
skates,  and  so  on  under  each  one.  This  is  not  only  in- 
teresting for  the  children  but  unconsciously  they  are 
fixing  those  words  in  their  minds  and  learning  to  as- 
sociate them  with  their  proper  meanings. 

Something  quite  similar  to  the  gift  cards  and  yet  to 
the  children,  much  different,  is;  on  large  sheets  of 
manilla  paper  have  them  outline  and  color  a  Christ- 
mas tree,  for  the  very  smallest  ones  it  will  probably 
be  necessary  for  you  to  outline  the  tree  and  let  them 
color  it.  From  toy  catalogues  have  the  children  cut 
out  the  decorations  for  the  tree  and  also  a  gift  for 
each  member  of  their  family.  It  will  take  them  con- 
siderable time  to  choose  just  what  to  give  each  one 
as  there  will  be  so  large  a  variety  to  choose  from  in 
the  catalogue.  Nevertheless  they  will  enjoy  the 
occupation  immensely.  After  the  process  of  choosing 
and  cuting  out  the  pictures  has  been  completed,  have 
them  arrange  and  paste  on  the  tree. 

By  all  means  have  the  children  construct  little  gifts 
for  members  of  their  family.  There  are  the  pen- 
wipers which  may  be  cut  in  shapes  of  bells  or  stock- 
ings; the  shaving  pads  which  may  be  cut  the  same, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


121 


the  top-cover  of  which  may  be  nicely  decorated  with 
any  of  the  symbols  of  Christmas.  A  very  novel  blotter 
may  be  made  by  cutting  the  paper  in  the  shape  of  a 
shoe-sole  and  drawing  or  coloring  a  spray  of  holly 
across  the  top.  Near  the  center  write  the  words: 
"Wishing  You  a  Merry  Christmas  from  the  Bottom  of 
My  Sole."  For  their  mothers,  the  children  can  make 
the  ever  popular  recipe  books  and  calendars,  which 
furnish  so  many  ideas  for  original  work  that  I  hardly 
think  it  necessary  to  mention  any  of  them  here. 

December  is  a  busy  month,  but  try  to  have  some- 
thing for  every  child  to  be  doing  every  minute  of  the 
day.  Don't  think  that  it  is  necessary  for  you  to  stand 
by  them  and  direct  everything  they  do.  Get  them 
started  and  you  will  be  surprised  how  much  they 
really  will  acomplish  by  themselves. 


STRAIGHT  LINE  CUTTING. 
Carrie  L.  Wagner. 
The  kindergarten  children   are  very  busy   at  this 


wise  cut  as  for  the  fire  place.  At  the  left  side  fold  the 
top  square  from  the  right  corner,  and  the  lower 
square  from  the  left  corner  on  the  diagonal  and  cut 
away  on  the  lines.  From  the  large  piece  left  after 
making  the  sleigh,  cut  freehand  two  reindeer  for  the 
sleigh;  and  from  the  strip  of  four  squares  which  was 
first  cut  off  of  the  square,  stockings  may  be  cut  free 
hand. 


Dr.  Irwin  Shcpard,  for  twenty  years  Secretary  for 
the  National  Educational  Association,  has  for  the  past 
15  months  being  connected  with  the  Panama-Pacific 
International  Exposition  as  National  Secretary  of  the 
Bureau  of  Conventions  and  Societies.  He  has  been  as- 
sociated with  James  A.  Barr,  Director  of  Congresses, 
in  the  important  work  of  arranging  for  a  world  series 
of  Congresses,  Conferences  and  conventions.  His 
many  friends  throughout  the  nation  will  regret  to 
know  that  on  September  11th,  he  sneered  a  severe 
heart  attack  which  has  compelled  him,  much  to  the 


U      D 

\^_\Ll 

The  fire  place  and  stockings,  and  the  house  with  a  chimney  for 
Santa  Clans  to  come  down. 


The  sleigh  and  reindeer. 

season  making  preparations  for  Christmas.  There  is 
not  much  time  for  the  busy  little  fingers  to  make  any- 
thing but  their  gifts  and  tree  decorations.  But  early 
in  the  month  when  the  Christmas  talks  first  begin, 
perhaps  the  cutting  suggested  here  would  be  interest- 
ing to  them.  Fold  sixteen  squares,  and  cut  away  a 
strip  of  four  squares  on  one  side.  Cut  on  the  right 
side  center  line  to  the  first  line,  then  up  the  length  of 
one  square,  across  one  square  and  out  to  the  left-hand 
edge.  This  piece  formed  the  fire  place.  The  other 
piece  is  the  house  with  a  chimney.  Fold  the  two 
upper  squares  of  the  house  on  the  diagonal;  open,  and 
fold  the  corners  to  the  line  made  by  the  first  fold; 
open  and  cut  away  the  little  corners  to  form  the  shape 
of  the  roof.  Now  fold  another  four  inch  square  for 
the  sleigh.    Do  not  cut  away  four  squares,  but  other- 


regret  of  the  Exposition  authorities,  to  retire  from  the 
active  work  of  the  Bureau.  Dr.  Shepard  will  continue 
to  act  as  National  Secretary,  in  an  advisory  capacity 
as  his  wide  acquaintance  and  organizing  ability  will 
make  his  services  a  great  help  in  completing  arrange- 
ments for  the  great  series  of  meetings  to  be  held  in 
San  Francisco  from  February  20th  lo  December  4th, 
1915.  Secretary  Shepard  cordially  concurs  in  this 
arrangement,  gratefully  appreciating  t,he  opportuni- 
ties it  affords  for  continuing  in  itie  service  of  the 
many  important  public  interests  represented  by  these 
Congresses  and  Conventions. 


Woodsfield,  0. — The  children  of  the  public  schools 
and  kindergarten  paraded  Nov.  3rd,  in  the  interest  of 
temperance.  The  parade  was  under  the  auspices  of 
the  W.  C.  T.  U.    The  children  made  quite  a  showing. 


STUDY  OP  A  PICTURE— IV. 
By  Mary  E.  Cotting. 
Touching  the  part  of  the  picture  representing  the 
church  ask:  What  is  this?  For  what  is  a  church 
used?  When  do  we  go — and  how  does  the  bell  sound? 
What  causes  it  to  sound?  Ever  see  the  man  ringing 
the  bell?  (Explain  his  action  and  result.)  What  do 
you  do  in  church?  What  do  you  see?  Where  are  the 
colors?  What  do  the  colors  form  in  the  window? 
(Explain  the  "window-pictures.")  What  else  do  you 
see?  What  do  you  hear?  Does  everyone  talk?  Why 
must  people  be  quiet?  Who  does  talk?  What  does  he 
talk  about?  Do  you  ever  hear  anything  except  what 
the  preacher  says?  What  kind  of  music?  Which  do 
you  like  better — the  music  of  the  organ,  or  the  sing- 
ing? What  is  the  "music  about"?  Bring  out  the 
names  organist  and  choir;  and  make  a  connective 
thought  between  the  music  at  church  and  the  chil- 
dren's morning  hymns.  Do  you  think  it  is  Sunday  in 
the  picture?  Then  why  are  these  persons  here?  Oh, 
you  can  go  to  church  on  other  days  than  Sunday? 
What  are  such  days  called?  Well,  in  the  picture  there 
is  to  be  a  "special"  day  and  that  is  why  these  persons 
are  carrying  flowers.  What  will  be  done  with  the 
flowers?  Bring  out  names  of  various  places  where 
persons  are  carrying  flowers.  What  will  be  done  with 
the  flowers?  Bring  out  names  of  various  places  where 
they  will  be  put?  Do  you  notice  how  quiet  and  happy 
the  mother  and  her  boy  look!  The  old,  lame  woman 
must  love  her  church  to  come  hereself  with  her 
flowers,  mustn't  she?  Can  you  think  of  any  day  on 
which  we  soon  shall  decorate  our  churches?  Shall 
we  use  flowers?  What  shall  we  use?  Why  are  we  to 
celebrate?    Whose  birthday  is  it  that  we  are  to  cele- 


brate? Do  you  think  we  shall  look  as  happy  as  the 
people  in  this  picture?  We  are  going  to  look  very 
happy,  and,  also,  we  are  going  to  try  to  make  others 
look  happy. 

This  work  of  L.  Emile  Adan  illustrates  the  spirit 
which  should  posses  the  human  who  is  "at  peace  with 
life"  and  in  close  union  with  the  religious  thought  of 
that  sect  of  which  he  forms  a  part. 

In  connection  with  this  picture  there  may  be  used 
"The  Holy  Night"  (Coneggio) ;  "Nativity,"  (H.  Le 
Rolle) ;  or  those  representing  the  birth  by  W.  A. 
Bougureau  or  M.  Peuerstein. 

On  this  series  representing  various  phases  of  the 
natal  time  may  be  used,  "Announcement  to  the  Shep- 
herds," (Plockhurst) ;  "Adoration  of  the  Shepherds," 
or  "Nativity,"  (Le  Rolle) ;  "The  Magi  On  the  Way  to 
Bethlehem,"  (J.  Portaels) ;  "Worship  of  the  Magi," 
(Paolo  Veronese.) 


PICTURE  STUDY  V 
By  Mary  E.  Cotting. 

Let  all  the  reverence  of  which  the  kindergartner  is 
possessed  be  shown  by  her  manner  and  voice  as  she 
hangs  the  picture  meanwhile  saying,  "Here  is  some- 
thing of  which  I  am  very  fond.  I  am  going  to  leave 
it  here  so  you  may  all  enjoy  and  talk  about  it."  In- 
stead of  questioning  allow  the  children  to  comment, 
and  answer  all  their  questions  as  tactfully  as  may  be 
in  consideration  of  the  many  creeds  represented  in  the 
group  of  children.  When  the  most  propitious  time 
comes  for  doing  so,  tell  the  following  story: 

In  the  long,  long  ago  time  there  lived  in  a  faraway 
land  people  who  were  not  treated  kindly,  and  rightly. 
After  a  time  a  promise  was  made  that  a  new  king 
should  be  sent  to  rule  over  the  land.    This  new  king 


THE  KINDERGARTEN-PRDfARY  MAGAZINE 


123 


was  to  be  one  who  would  know  exactly  how  to  help 
the  people  to  live  rightly — in  peace  and  happiness. 
Of  course  all  the  people  waited  and  watched  longingly 
for  the  good,  new  king  to  come. 

One  night  while  shepherds  were  tending  their  flocks 
—  (it  was  not  cold  in  that  land  as  it  is  here  at  this 
season) — all  at  once  they  saw  a  most  glorious  light 
overhead,  and  heard  music  such  as  they  had  never 
heard  before.  The  music  came  from  a  band  of  angels, 
and  it  told  the  shepherds  that  the  new  king  had  been 
born,  and  the  promise  which  had  been  made  was  ful- 
filled. The  shepherds  thought  and  wondered  over  this 
welcome  news,  and  decided  to  start  in  search  of  the 
king.    They  knew  that  a  bright  star  would  show  them 


the  way  for  the  angels  had  promised  that  it  was  to 
be  so.  When  anyone  is  glad — more  so  than  ever  be- 
fore— because  someone  is  born  the  first  thing  that  he 
wishes  to  do  is  to  make  gifts  to  the  new-born,  and 
that  was  how  the  shepherds  felt.  They  decided  that 
as  their  flocks  were  their  most  precious  possessions 
the  rarest  gifts  for  them  to  offer  would  be  some  of 
their  dear,  little  lambs.  Finally,  they  started  just  as 
they  were  in  their  garments  of  skin,  each  with  staff  in 
hand  and  dog  trotting  beside.  As  they  traveled  the 
"star  shone  out  before  them."  After  a  while  it  seemed 
to  show  them  a  rough  looking  building,  so  into  its 
shelter  they  passed.  Great  was  their  surprise  at  what 
they  saw!  The  soft  eyed  cattle  stood  there  gently 
breathing,  and  there  were  racks  of  hay  and  near  one 
was  just  a  baby  and  its  mother.  The  shepherds  were 
beginning  to  think  some  mistake  had  been  made  when 


again  they  saw  the  most  glorious  light  and  heard  the 
wonderful  music.  Looking  at  the  child  they  felt  that 
something  strange  and  beautiful  had  taken  place,  and 
at  once  they  became  filled  with  peace  so  great  they 
knew  that  the  child  before  them  was  the  promised 
world  king.  Silently  in  awesome  adoration  they 
bowed  offering  with  tender  reverence  their  gifts. 
Their  hearts  so  overflowed  with  joy  they  soon  started 
upon  their  homeward  way  in  order  to  spread  the 
tidings  of  great  joy. 

Many  others — beside  the  shepherds  came  to  pay 
homage  and  offer  the  best  they  had  as  gifts,  and  so 
the  child  and  the  mother  whose  name  was  Mary  and 
Joseph  her  husband  tarried  in  the  rough  building 
until  there  came  a  message  which  told  them,  they 
must  not  stay  any  longer.  Right  away  Joseph 
brought  out  the  ass,  made  a  comfortable  seat  upon  its 
strong  back  and  placing  the  mother  and  child  upon  it 
started  off  on  the  long  journey  to  their  new  home  in 
another  country. 

Because  of  all  that  came  to  pass  after  the  World- 
King  was  born,  we  celebrate  His  birthday  every  year, 
and  do  our  very  best  to  make  others  happy,  not  only 
by  giving  presents,  but  by  being  thoughtful  and  kind. 


THE  KINDERGARTEN  AND  THE  FIRST  GRADE 
Frances  McSheery,   Holyoke,  Mass. 

It  is  enough  to  say  that  I  believe  in  the  kindergar- 
ten not  only  for  its  intrinsic  merit,  but  because  of  the 
good  it  can  do  in  the  home,  because  of  the  excellent  in- 
fluence it  may  exert  through  many  grades  and  many 
phases  of  school  work,  and  because  of  the  new  and 
useful  work  it  has  brought  to  woman  as  teachers. 

One  of  the  developments  in  recent  years  is  the  fact 
that  the  kindergarten  is  receiving  more  attention 
from  primary  teachers,  and  the  kindergartners  are 
in  turn  studying  their  work  in  relation  to  general 
education. 

Kindergartners  are  beginning  to  realize  that  if  the 
kindergarten  is  to  fulfill  the  function  in  the  edu- 
cational system  which  recent  educational  theory  has 
assigned  to  it,  both  kindergarten  and  school  alike 
must  take  the  present-day  knowledge  of  the  child's 
development  and  the  present-day  interpretation  of 
life  as  the  basis  of  their  procedure. 

Let  the  kindergartners  and  primary  teachers  come 
together.  Let  their  work  be  harmonized.  Let  the 
public  and  let  many  grade  teachers  know  that  the 
kindergarten  is  not  a  house  of  play  and  entertain- 
ment, but  a  place  where  teacher  and  child  share  in 
education. — Excerpt  from  address  delivered  at  Annual 
Meeting  of  Connecticut  Valley  Kindergarten  Associa- 
tion. 


Reading,  Pa. — The  pupils  of  the  newly  formed 
kindergarten  class  in  the  meeting  house  of  the 
Society  of  Friends  held  a  Hollowe'en  party  in  the  an- 
nex of  the  meeting  house,  on  North  Sixth  street. 
There  were  twenty-five  present.  John  Bowers  was  in 
charge.  Refreshments  were  served  and  many  amus- 
ing games  played.  The  decorations  consisted  of 
pumpkins,  autumn  leaves  and  shocks  of  corn. 


LITTLE  PLAYS  and  LITTLE  PIECES  for  LITTLE  PEOPLE 


AN  INTERVIEW  WITH   SANTA  CLAUS. 

By  Rebecca  Stkutton. 

Arrange  stage  to  represent  a  nursery,  covering  walls 
with  sheets  and  crepe  holly  paper,  or  similar  childish 
effects.  Several  small  beds  filled  with  children.  May 
becomes  restless,  stretches,  yawns,  raises  to  elbow, 
looks  about  and  finally  discovering  Santa  Claus,  ad- 
dresses him  as  follows: 

Isn't  your  name  Mr.  Santa  Claus? 

Just  call  me  little  May. 
Now  sit  down  and  please  don't  hurry 

'Caus  there's  things  I've  got  to  say. 

You  see  these  stockings  hanging, 

Well,  they're  not  all  for  me 
But  they  do  belong  to  children 

Whom  you  have  come  to  see. 

The  boy  around  the  corner 

You  know  his  name  is  Ted, 
Says  if  we  only  had  some  snow  here 

He  sure  would  want  a  sled. 

And  pretty  Mary  Brownlee 

And  her  little  sister  Kate 
Think  with  just  a  pair  between  them, 

They  both  could  learn  to  skate. 

Brother  Walter  wants  a  ladder, 
But  I'm  'fraid  he'd  get  a  fall — 

Says  he  wants  it  just  like  Jacob's 
With  the  angels  on — and  all. 

I'm  sure  dear  Mr.  Santa  Claus 

Our  Xmas  will  be  sweet, 
I'll  shut  my  eyes  up  tight  like  this 

And  promise  not  to  peep. 

I'm  off  to  slumber  land  now 

To  sleep  till  broad  daylight — 
Goodnight!  dear  Mr.  Santa  Claus, 

Goodnight!  Goodnight!  Goodnight! 

Santa  Claus,  by  gestures,  follows  out  the  spirit  of 
May's  lines,  during  her  recitation  of  them,  answering 
as  follows: 

Goodnight!   now  go  to  sleep,  May, 

While  I  proceed  to  work — 
On  the  job  of  filling  stockings 

You'll  find  Santa  Claus  no  shirk. 

Santa  Claus  next  distributes  the  stockings,  which 
should  be  made  of  bright-colored  material  and  filled 
with  candy. 


He  knew  what  I  wanted  so  don't  think  it  shocking 
For  I  left  him  a  note  on  the  toe  of  my  stocking. 

I  am  sure  that  all  children  would  get  everything 

They  wanted  to  have  Mr.  Santa  Claus  bring 

If  they'd  write  him  a  note    and    then    take    the 

bother 
Of  having  it  posted  by  mother  or  father. 


WRITING  TO  SANTA. 
Anna  Brownwell,  Dunaway,  Kearney,  Neb. 
I'm  writing  a  letter  to  Santa, 

But  I'll  not  ask  for  very  much, 
For  papa  says  Santa  is  poorer 

This  year  than  the  very  Dutch, 
And  he  says  that  he  thinks  its  likely 

Old  Santa  will  run  into  debt, 
If  he  tries  to  bring  all  the  children 

The  things  they  would  like  to  get. 

So  I'll  just  ask  for  a  baby  dolly, 
And  a  dear  little  fur  and  muff, 
And  dishes,  a  locket  and  bracelet 

And  a  case  with  a  powder  puff. 
And  I  want  a  big  toy  piano 

And  a  doll  bed  and  manicure  set, 
Now  if  every  one  else  asks  as  little, 

Dear  Santa  won't  run  into  debt. 


CHRISTMAS  BELLS 
Laura  Rountree  Smith 
(Children    wear    bell-shaped    dpesses    with    arms 
hidden  and  carry  little  tea-bells  which  they  ring.) 
All. 

Hear  the  bells  ring  a  chime, 
Merry  bells  of  Christmas  time: 


1st. 


2nd. 


3rd. 


4th. 


All 


MY  TOYS. 
S.  M.  T. 

These  toys  that  I  have  were  given  to  me 

My  dear  Santa  Claus  on  my  last  Christmas  tree 


All  the  bells  ring  sweet  and  clear, 
Merry  Christmas  time  is  here. 

Rin„  the  bells,  hang  up  the  holly, 
At  Christmas  time  we  all  are  jolly. 

Sweet  bells  of  Christmas  loudly  ring, 
"A  Merry  Christmas,"  we  all  sing: 

When  evening  bells  are  chiming  low, 
Come  hang  up  the  holly  and  mistletoe. 
(Sing — Tune — "Lightly  Row.") 
Ring  the  bells,  ring  the  bells, 
Hear  their  merry,  joyous  chime, 
Ring  the  bells,  ring  the  bells, 
Bells  of  Christmas  time, 
Ringing  out  across  the  snow, 
For  'tis  Christmas  time,  you  know, 
Merry  bells,  merry  bells, 
Bells  of  Christmas  time 


THE  KI1VDE11GARTE1V-PRIMARY  MAGAZINE 


125 


GAME  OF  CHRISTMAS  TREES. 
Laura  Rountree  Smith 
The  children  sit  in  chairs  in  two  rows  facing  each 
other 

The  children  are  given  names  of  trees. 
One  child  says: 

"I  am  looking  for  maple  and  hemlock  trees 
Who  will  come  help  me  look  for  them,  please?" 
The  children  who  are  named  "Hemlock"  and  "Ma- 
ple" change  places.  The  leader  always  tries  to  slip 
into  the  chair  vacated  hy  one  who  changes  places, 
with  the  other.  In  this  case,  at  any  time  the  one  left 
out  becomes  Leader. 

This  keeps  up  for  some  time.     The  Leader  keeps 
looking  for  various  trees. 

At  any  time  the  Leader  may  say: 

"I  am  looking  for  little  Christmas  trees, 
Who  will  come  and  help  me,  please?" 
The  children  then  all  change  places. 
One  is  always  left  out  of  a  seat,  so  the  game  con- 
tinues. 


CHRISTMAS  GIFTS 
Laura  Rountree  Smith 
(Child  with  a  bell.) 

Merry  bells  of  Christmas  ring, 
While  the  little  children  sing. 
(Child  with  a  star.) 

A  star  in  heaven  large  and  bright, 
Guided  the  Wise  Men  through  the  night. 
(Child  with  a  stocking.) 

Christmas  stockings  in  a  row, 
Will  soon  be  filled  from  top  to  toe. 
(Child  with  a  wreath.) 

Hang  up  a  pretty  wreath  of  holly, 
At  Christmas  time  we  all  are  jolly. 
(Child  with  a  candle.  ) 

A  Christmas  Candle  now  I  bring, 
While  the  bells  of  Christmas  ring. 
(A  child  enters  with  a  small,  decorated  Christmas 
tree,  they  all  circle  round  the  tree  and  recite.) 
All. 

Oh  Christmas  Tree,  oh  Christmas  Tree, 

That  in  the  forst  grew, 
Oh  Christmas  Tree,  oh  Christmas  Tree, 

I  wonder  if  you  knew, 
That  you  would  carry  dolls  and  toys, 
For  many  little  girls  and  boys. 
(Child  with  tree.) 

Merry  Christmas,  Merry  Christmas, 

I  am  bringing  toys, 
Merry  Christmas,  Merry  Christmas, 
Little  girls  and  boys. 
(They  sing  any  familiar  Christmas  song  and  march 
off.) 


CHRISTMAS  EVE 

By  Mrs.  Harry  A.  Carpenter, 

209  E.  Chestnut  St.,  Denison,  Iowa. 

(A  Christmas  playlet  in  which  any  number  of  char- 
acters desired  may  be  introduced.) 


Principal  characters,  Mother,  Bobbie,  and  Nellie, 
(two  small  children.) 

Mr.  and  Mrs.  Santa  Claus — Chorus  of  Boys  and 
girls  for  a  drill.     Costumes  very  simple. 

Scene — Any  ordinary  living  room.  Mother  and 
children  seated  in  the  room  with  the  curtains  pulled 
together.     Sound  of  approaching  music. 

Bobbie — "Oh,  Mother!  the  choir  boys  are  coming. 
Can't  we  pull  the  curtains  back  farther  so  that  we 
can  see  them?" 

Mother — "Yes,  Bobbie.  I  think  it  is  a  lovely  custom 
for  the  boys  to  go  about  from  house  to  house  singing 
the  carols  of  the  Christmastide.  I  hope  when  you  are 
a  little  older  you  can  go  with  them."  She  approaches 
the  window  and  pulls  back  the  curtains  and  returning 
turns  down  the  lamp.  Boys  dressed  as  choir  boys  in 
caps  and  gowns  (if  desired)  appear  at  the  window 
and  sing  two  old  Christmas  carols,  the  mother  and 
children  clapping  at  their  close.  The  mother  goes  to 
the  door  and  invites  them  in.  They  enter  and  give  as 
many  recitations  and  songs  as  you  desire,  and  then 
leave,  the  mother  and  children  following  them  to  the 
door. 

Nellie — "Oh,  mother,  wasn't  it  lovely?" 

Mother — "Yes,  indeed,  dear." 

Bobbie — "Mother,  won't  you  please  read  us  the 
Christmas  story?" 

Mother — "Yes,  dears,"  (taking  her  Bible  from  the 
stand  and  reads  Mathew  2:1  to  13  and  Luke  2:8-21. 

The  children  kneel  at  their  mother's  knee  as  if  in 
prayer,  and  all  leave  the  stage. 

(Here  the  Christmas  stocking  drill  may  be  intro- 
duced. ) 

Enter  Mr.  and  Mrs.  Santa  Claus  at  point  14  in  the 
drill  instead  of  as  the  drill  is  written. 

Mrs.  Santa:  "Now,  see  here,  Santa,  what  about  this? 
All  these  stockings  (pointing  to  those  left  by  the  chil- 
dren) and  I  am  sure  you  only  have  two  children  down 
for  this  house." 

Mr.  Santa — "Well,  well,  I  wonder  how  that  comes" 
(takes  out  book  and  examines  it)  "Yes,  yes,  I  am 
sure  there  are  only  two  here.  (Examines  stockings.) 
Well,  well,  I  am  sure  they  don't  belong  to  Nellie  and 
Bobbie  either,  for  see  every  one  is  of  a  different  kind 
and  their  mother  always  gets  the  same  kind,  iron  clad 
ones  I  think  they  are,  or  at  least  they  ought  to  be. 

Mrs.  Santa — "Now  see  here  Santa  they  aren't  any 
harder  on  their  stockings  than  any  other  children. 
These  must  be  the  stockings  of  those  little  babies  we 
heard  about  and  we  will  find  Bobbie's  and  Nellie's 
stockings  in  the  other  room." 

Santa — "Oh,  all  right  mama.  Fill  'em  up,  fill  'em 
up  clear  to  the  brim."  (The  two  fill  the  stockings.) 

Santa — "There,  wife,  these  are  nearly  full  and  our 
wagon  is  nearly  empty.  I  do  wish  folks  didn't  build 
their  chimneys  so  small  now  a  days  so  we  had  to  go 
in  and  out  of  doors  all  of  the  time.  I  am  just  longing 
for  a  good  slide  down  the  chimney,  aren't  you?" 

Mrs.  Santa  (nodding.) — "Yes,  but  we  must  hurry." 
(they  leave  the  stage,  a  clock  strikes  six)  and  Bobbie 
and  Nellie  enter  rubbing  their  eyes  and  carrying 
presents  in  their  arms.       Quick  curtain. 


126 


tfflt!  mDMGAfcm.plttMAS*  MAGA2rttS3 


A  WISH. 

By  Mrs.  Harry  A.  Carpenter, 
209  E.  Chestnut  St.,  Denison,  Iowa. 

I  wish  that  I  had  lived  long  ago  with  the  shepherds 

who  tended  the  sheep 
On  the  Judean  hills  when  our  Savior  was  born  and 

been  awakened  from  sleep 
To  see  up  above  me  the  heavenly  light  and  to  hear  the 

angels  proclaim 
That  Jesus  was  born  in  a  Judean  town  and  praise  him 

with  loud  acclaim. 

I  wish  that  I  could  have  been  with  those  men,  who 
heeded  the  angels  fair, 

And  came  to  the  manger  and  found  the  babe  with 
Mary,  his  mother,  there. 

Oh  wonderful,  baby,  so  humbly  born,  the  son  of  a  roy- 
al line, 

All  honor  to  thee  who  down  through  the  years  as  a 
Star  in  the  East  doth  shine. 


A  PRESENT  FOR  SANTA. 
Florence  I.  Waitt,  23  Spring  St.,  Maiden,  Mass. 

I  wonder  if  white  whiskered  Santa, 
Who  fills  all  our  stockings  each  year, 

Ever  finds  in  his  own,  Christmas  morning, 
A  single  stray  present  to  cheer. 

I'll  tell  you  what  will  fill  that  stocking, 

From  toe  to  it's  big  open  brim, 
A  million  or  two  "thank  you"  letters, 

O,  children,  let's  write  them  to  him! 

Just  lay  them  right  close  by  the  chimney, 
And  dear  Mr.  Wind  then  will  see 

That  straight  to  Old  Santa's  big  stocking, 
They  fly  with  the  greatest  of  glee. 

And  when  he  comes  home  Christmas  noontime, 

So  tired  he  almost  could  fall, 
And  sees  his  great  big  bulging  stocking, 

He'll  say,  "It's  worth  while,  after  all!" 


CHRISTMAS  EVE. 
Florence  I.  Waitt,  23  Spring  St.,  Maiden,  Mass. 
Let's  sleep, 
Don't  peep, 
Santa's  sleigh  I  hear, 
The  leastest  noise 
From  girls  and  boys 
Just  fills  him  full  o'  fear. 
So,  lest  he  in  a  panic  fly 
And,  with  his  goodies,  pass  us  by, 
Let's  sleep, 
Don't  peep! 


Sweep  the  chimney  clean  tonight, 

Bank  the  fires  low, 

For  Saint  Nick,  old  jolly  sprite, 

13  around  you  know. 


Hope  his  heavy  load  may  burst 
Right  upon  our  floor, 
And  we'll  catch  him  in  his  plight 
'Fore  he  gains  the  door! 

Then  we  can  our  wishes  tell, 
Whisper  in  his  ear, 
And  the  things  he  hasn't  brought 
He  will  bring  next  year! 


BAROUSKA. 

By  Mrs.  Harry  A.  Carpenter, 

209  E.  Chestnut  St.,  Denison,  Iowa. 

The  Russian  children  think  that  there's  a  woman  old 

and  gray 
Who  tries  to  find  the  Christ  child  in  all  their  homes, 

they  say, 
She  peaks  in  through  the  window  panes  as  eager  as 

as  can  be 
And  for  the  children  who  are  good,  she  leaves  a  gift, 

you  see. 

Long  years  ago  the  wisemen  asked  that  she  should  go 
with  them 

To  seek  the  Savior  who  was  born  that  night  in  Beth- 
lehem, 

But  she  refused  and  now  in  vain  she  seeks  the  wide 
world  through 

To  find  the  little  Christ  child,  here,  who  died  for  me 
and  you. 


THE  BEST  KIND  OF  STOCKING. 

Myrtle  Barber  Carpenter. 
Denison,  Iowa. 

The  best  kind  of  stocking  for  Christmas  eve 
Is  big  and  long  and  wide, 
With  a  great  big  hole  at  the  heel  and  toe 
So  that  nothing  will  stay  inside. 


A  BOY'S   CHRISTMAMS   PRAYER.  :' 

Myrtle  Barber  Carpenter. 
Denison,  Iowa. 

Dear  Father,  grant  that  I  may  grow  to  be, 
More  like  that  one  who  walked  by  Galilee, 
Of  whom  we  know  so  much,  and  yet  whose  boyhood 

days 
Were  chronicled  of  old  in  short  and  meaning  phrase, 
In  stature  we  are  told  he  grew,  and  growing  he  waxed 

strong 
Beloved  by  man  and  God  alike,  the  message  is  not 

long. 
And  yet  I  would  that  I  might  win  such  praise 
And  leave  no  blemish  on  my  boyhood  days, 
To  be  as  pure,  as  true,  as  loyal  as  was  he 
And  in  the  way  thou  hast  desired,  fulfill  my  destiny. 


CLOSING  SPEECH. 

Myrtle  Barber  Carpenter. 
Denison,  Iowa. 

We  wish  you  joy,  dear  people,  through  all  the  coming 

year, 
A  Very  Merry  Christmas  and  a  Happy  Glad  New  Year, 
We  hope  that  you'll  remember  us,  though  now  we  say 

Good-Bye 
We  wish  again  you'd  visit  us,  we  hope  that  you  will 

try. 


THE  KINfcEMAftTEtt-MtMAM  MA&A2tttE. 


Ill 


EDUCATIONAL  NEWS 

All  patrons  of  the  magazine  are  cordially  invited  to 
use  these  columns  for  an  nouncingjlectu  res,  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. 


Latrobe,  Pa. — Miss  Jean  Kelly  and     Miss     Louis 
Sazmon  has  opened  a  private  kindergarten  here. 


Davenport,  Iowa. — A  private  kindergarten  is  to  be 
established  in  Moline,  to  be  located  at  219-49th  street. 
Miss  Ivan  Connor  is  to  have  charge. 


Jacksonville,  Fla. — A  most  successful  entertain- 
ment was  given  by  the  Mothers'  Club  of  the  Fairfield, 
kindergarten.  Nov.  6.  The  Mothers'  Club  of  the  Mill- 
dale  Kindergarten  held  a  meeting  Nov.  6. 


Minneapolis,  Minn. — The  Lutheran  Kindergarten 
societ  held  its  regular  meeting  in  the  Kindergarten 
home,  516  Ninth  avenue  S.,  Nov.  2.  Mrs.  O.  Christen- 
sen,  Miss  Hanna  Hanson  and  Mrs.  C.  K.  Solberg 
served. 


College  Point,  N.  Y. — The  board  of  education  in- 
tended to  close  the  kindergarten  class  in  school  No. 
28,  the  old  Sixth  street  school,  because  it  has  not  the 
required  number  of  children.  A  petition  will  be  sent 
to  the  board  protesting  against  the  proposed  action. 


Galesbubg,  III. — A  pleasant  and  profitable  meeting 
of  the  Oneida-Altona  branch  of  the  Free  Kindergarten 
association  was  held  Oct.  28.  There  was  a  good  at- 
tendance and  much  work  accomplished.  A  nice 
dinner  was  served  at  noon. 


While  the  wets  of  Oregon  were  engaged  in  pasting 
up  their  big  posters  proclaiming  that  he  was  opposed 
to  prohibition,  Theodore  Roosevelt,  in  a  speech  at 
Toledo,  Ohio,  demonstrated  anew  his  progressiveness 
by  endorsing  strongly  the  anti-liquor  plank  of  the 
Ohio  Progressive  party  and  declaring  that  if  he  were  a 
citizen  of  Ohio  he  would  vote  for  the  dry  amendment. 


Dallas,  Texas. — Two  hundred  children  are  receiv- 
ing the  benefit  of  work  done  by  the  Dallas  Free  Kin- 
dergarten Association  in  North  Dallas.  A  movement 
is  on  foot  to  have  the  vacant  lot  adjoining  the  build- 
ing on  the  east  put  in  order  and  equipped  as  a  public 
playground  and  in  a  couple  of  weeks  the  passerby  will 
see  all  sorts  of  outdoor  sports  and  games  in  full  swing 


Portsmouth,  N.  H. — Mother's  meeting  at  the  Cabot 
street  kindergarten  was  held  on  Nov.  5th,  with  a  large 
attendance  of  the  mothers.  Miss  Coburn,  the  prin- 
cipal, was  assisted  by  the  kindergarten  teachers  of  the 
city.  Dr.  F.  S.  Towe  delivered  an  interesting  talk  on 
"A  Day  in  a  Child's  Life,"  in  which  he  dwelt  princi- 
pally on  what  was  necessary  for  the  Care  of  Children 
to  Preserve  the  health  of  Body  and  Mind.  Light  re- 
freshments were  served. 


Tacoma,  "Wash. — A  happy  gathering  of  little  chil- 
dren, the  kindergarten  pupils  of  Miss  Watson  and 
Miss  Stuart,  tasted  the  delights  of  Hallowe'en  Oct.  30, 
at  a  party  given  by  their  teachers  in  the  kindergarten 
home,  2121  North  Fife  street.  The  big  room  in  which 
the  children  usually  have  their  lessons  was  festive 
with  Hallowe'en  decorations  and  the  little  people 
spent  an  exciting  hour  with  novel  games  among  them 
a  Brownie  parade  in  which  they  were  dressed  with 
paper  caps,  false  noses  and  goggles.  They  sang  their 
usual  songs  and  romped  in  the  big  downstairs  play- 
room and  capping  the  climax  of  delight  a  Hallowe'en 
spread  was  served. 


As  regards  the  percentage  of  children  between  the 
ages  of  four  and  six  who  are  enrolled  in  kindergar- 
tens, New  Jersey  is  given  national  honors  in  a  bulletin 
of  the  United  States  Bureau  of  Education,  just  issued. 
The  bulletin  deals  specifically  with  kindergartens  in 
benevolent  institutions.  New  Jersey's  percentage,  it 
is  stated,  is  between  twenty-five  and  thirty.  Montana, 
Oregon,  Arkansas,  West  Virginia  and  North  Carolina 
stand  together  for  the  lowest  percentage — less  than 
one. 


BOOK  NOTES 

THE  PEACE  CHRISTMAS  CAROL,  Dramatic  version 
by  Kate  Douglas  Wiggins,  in  collaboration  with 
Hiller  Ihgers.  Cloth  103  pages.  Price  60c  net. 
Published  by  Houghton  Mifflin  &  Co.,  Boston  and 
Chicago. 

A  timely  book  at  this  season. 

HOW  TO  SHOW  PICTURES  TO  CHILDREN.  By 
Estelle  M.  Hurll,  Cloth,  132  pages.  iTice  not  given. 
Published  by  the  Houghton  Mifflin  Co.,  Boston,  New 
York,  and  Chicago. 

This  volume  will  certainly  fill  a  want  that  many 
teachers  must  have  felt.  Among  the  subjects  are — 
The  Child  and  the  Picture;  How  the  Picture  is  made; 
How  to  Make  Pictures  Tell  Stories;  The  Game  of  Pic- 
ture-Posing; Practical  Suggestions;  Use  of  Pictures  in 
the  Schoolroom;  Animal  Pictures;  Pictures  of  Chil- 
dren; Story  Pictures. 

NOTES  ON  FROEBEL'S  MOTHER-PLAY  SONGS.  By 
Jean  Carpenter  Arnold.  Cloth,  360  pages.  Price 
$1.14  postpaid.  Published  by  the  National  Kinder- 
garten College,  Chicago,  111. 

This  book  is  published  in  memory  of  Jean  Carpen- 
ter Arnold,  who  for  15  years  occupied  a  position  of 
training  teacher  in  the  National  Kindergarten  College 
of  Chicago.  It  is  none  the  less  a  volume  in  which 
kindergartners  everywhere  will  find  much  interest. 
The  Mother  Play  was  Miss  Arnold's  favorite  subject 
during  all  the  time  she  was  engaged  in  her  work  at 
the  National  Kindergarten  College;  and  her  notes  re- 
present her  practical  every-day  work  in  the  class 
room.  Elizabeth  Harrison  was  selected  to  edit  these 
notes;  but  after  making  an  effort  in  this  direction  and 
consulting  frinds  and  experts  it  was  decided  to 
print  the  notes  just  as  they  were  found,  hoping  that 
some  of  them  might  suggest  the  majesty  of  thought 
and  the  depth  of  sentiment  of  which  they  had  helped 
her  to  express.  Reference  to  these  notes  convinces  us 
that  they  can  hardly  prove  otherwise  than  helpful, 
and  inspiring  to  all  kindergartners  who  will  give  them 
a  careful  study. 

(For  additional  Book  Notes  see  page  135.) 


HI  NTS*™  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  or  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  unhesitatinglyrecommendthe 
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. 


DECEMBER— 1914. 

"Not  what  we  get  but  what  we  give 
Makes  up  our  treasure  while  we  live." 

So  long  as  we  love  we  serve.  So  long  as  we  are 
loved  by  others  I  would  almost  say  we  are  indis- 
pensable; and  no  man  is  useless  while  he  has  a  friend. 

— R.  L.  Stevenson. 

'Tis  the  time  of  the  year  for  the  open  hand, 
And  the  tender  heart  and  true, 
When  a  rift  of  heaven  has  cleft  the  skies 
And  the  saints  are  looking  through. 

— Margaret  Sangster. 

"Ceasing  to  give  we  cease  to  have, 
Such  is  the  law  of  love." 

CHRISTMAS  ETHICS. 

The  Christmas  spirit  should  be  shown  no  less  in  re- 
ceiving than  in  giving.  Too  often  this  is  forgotten 
even  by  older  people,  and  children  are  only  displaying 
perhaps  more  innocently  the  same  spirit  they  see 
manifested  by  their  elders. 

In  your  preparation  for  Christmas  do  not  neglect  to 
give  some  suggestions  along  these  lines. 

Often  people  show  disappointment  over  their  gifts 
so  plainly  that  the  givers  feel  hurt,  sometimes  they 
openly  complain,  or  criticise  what  they  receive. 

The  real  value  of  any  present  should  be  the  spirit  of 
love  or  friendship  which  inspired  the  giver,  and  the 
value  or  form  of  present  should  not  enter  into  the 
matter. 

If  you  value  the  friendship  of  the  giver  you  should 
receive  the  gift  as  though  expecting  nothing,  and  ex- 
press pleasure  when  receiving  no  matter  how  humble 
the  gift  may  be. 

Children  should  be  cautioned  against  bragging 
about  the  number  of  gifts  received,  and  the  value  of 
the  same  compared  with  other  children's  in  poorer 
circumstances.  Let  us  all  show  a  truer  Christian 
spirit  ourselves  and  help  others  to  do  the  same. 

"To  make  the  sad  world  merry  awhile, 

And  to  frighten  sin  away, 
And  to  bless  us  all  whatever  befall, 

Is  the  task  of  Christmas  Day." 

ANIMAL  STUDY. 

This  may  be  given  in  preparation  for  the  Christmas 
poster. 

The  camel:— Who  has  ever  seen  a  live  camel? 
<;Show  them  a  picture.)  Compare  the  camel  with  the 
horse  as  to  size,  shape,  covering,  etc.  Why  is  it  suited 
to  life  on  the  desert?  It  can  go  many  days  without 
food  and  drink.  Its  stomach  is  so  made  that  the  sup- 
ply of  water  which  it  takes  will  last  for  many  days, 
and  the  camel's  hump  is  its  storehouse  for  food.  When 
well  fed  the  hump  is  much  larger,  and  diminishes 


with  lack  of  food.  The, large;  padded  feet  are  suited 
to  desert  travel,  as  they  are  protected  against  the  heat, 
and  do  not  sink  so  easily  into  the  desert  sand.  The 
thick  skin  and  coarse  shaggy  hair  protect  its  body 
against  the  heat,  and  sand  storms  of  the  desert. 

Notice  the  animals  legs  and  knees.  Why  so  made? 
The  Arabian  children  teach  the  young  camels  to 
kneel  by  feeding  them  from  bowls,  and  switching  their 
legs  till  they  drop  on  their  knees  to  sip  the  milk. 

Camels'  hair  is  used  in  making  shawls  and  also  in 
artists'  paint  brushes.  The  flesh  is  sometimes  used 
for  food  where  other  flesh  food  is  not  obtainable. 

CHRISTMAS  POSTER. 
Give  each  child  a  sheet  of  blue  Bristol  board,  -or  a 
sheet  of  drawing  paper  about  9x12  inches.  Draw  an 
irregular  line  to  separate  the  earth  and  sky.  Paint 
the  ground  a  light  brown,  and  if  drawing  paper  is 
used  paint  the  sky  blue.  Cut  stars  from  gold  and 
silver  paper,  one  much  larger  to  represent  the  "Star  of 
Bethlehem."  Cut  three  camels  and  their  drivers  of 
brown  paper,  also  palm  trees.  A  few  touches  of  greeri 
might  be  placed  in  one  corner  to  represent  an  oasis. 
Mount  the  cuttings  in  appropriate  places  and  you 
have  the  story  of  the  "Three  Wise  Men." 

CHRISTMAS   TREE  DECORATIONS.  ' 

Make  strings  of  colored  paper  in  the  following 
manner:  Cut  circles  of  red  and  green  paper  about 
one  inch  in  diameter,  or  use  the  regular  parquetry 
papers.  Place  these  in  line  about  an  inch  apart,  cover 
with  paste,  then  place  an  ordinary  cord  across  the 
center,  and  cover  each  with  a  circle  of  the  same  size. 
These  are  more  easily  made  than  by  stringing  them, 
and  will  add  greatly  to  the  appearance  of  the  Christ- 
mas tree. 

Stars  may  be  used  in  the  same  way,  or  used 
separate  suspended.  Cut  holly  leaves  of  green  paper, 
poinsetta  flowers  of  red,  also  apples,  oranges,  pears, 
and  plums  using  paper  the  color  of  the  fruit.  Attach 
red  cords  and  hang  from  the  branches. 

Cover  marbles,  regular  shaped  stones,  or  small  nuts 
with  silver  or  gold  paper  and  suspend  with  red  cord. 
Tin-foil  may  be  used  instead  of  silyer  paper. 
CHRISTMAS  EXERCISE. 

For  three  boys  and  six  girls.  Dress  the  boys  to  re- 
present the  Three  Wise  Men  and  the  girls  to  represent 
Christmas  fairies.  Make  nine  stars  and  paste  upon 
them  the  letters  used.  One  may  be  larger  to  represent 
the  "Star  of  Bethlehem."  : 

When  all  are  in  line  we  have  the  word  Christmas. 

C  —  Christ  was  born  on  Christmas  Day. 
H. — "Hark  the  herald  angels  sing 
Glory  to  our  new  born  king." 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


129 


R.— "Raise  your  joys  and  triumphs  high, 
Sing,  ye  heavens,  and  earth  reply." 

I. — In  a  manger  the  Christ  child  lay. 

S. — "Shout  the  glad  tidings,  exulting  sing; 
Jerusalem  triumphs,  Messiah  is  king!" 

T. — There  were  shepherds  watching  their  flocks  by 
night. 

M. — A  message  was  brought  to  the  shepherds  by  an 
•    angel. 

A. — They  sang:    "All  glory  to  God  on  high,  and  to  the 
earth  be  peace." 

S:— "Sion,  the  marvellous  story  be  telling, 

The  Son  of  the  Highest,  how  lowly  his  birth!" 
The  brightest  archangel  in  glory  excelling, 
He  stoops  to  redeem  thee,  he  reigns  upon  earth." 

All. — Everybody  welcomes  me 

Friends  from  far  and  near 
For  I  the  Christmas  bring  the  joy? 
■    •    For  all  the  long,  long  year. 

CHRISTMAS  GIFTS. 

Christmas  Booklet. — Cut  the  outside  cover  of  green 
or  red  cover  paper  in  the  shape  of  holly  or  poinsetta 
flower.  Use  a  sheet  of  white  paper  for  the  inside,  of 
the  same  shape.  Decorate  the  cover,  and  print  or 
write  an  appropriate  sentiment  on  the  inside  sheet. 
Tie  with  red  or  green  ribbon. 

Blotters. — For  the  top  use  cover  paper  decorated  in 
holly.  Place  several  colored  blotters  of  the  same  size 
below,  and  tie  with  ribbon. 

Book  Marks. — Cut  two  pieces  of  light  mounting 
board  1%  in-  width  and  6  in.  in  length.  Paint  or 
write  the  words  "Merry  Christmas."  Tie  with  a  flat 
bow  of  ribbon  at  one  end,  and  at  the  other  hanging 
ends  of  narrow  ribbon. 

Pen  Wipers. — Use  several  pieces  of  colored  woolen, 
cut  in  leaf  shapes.  Outline  the  edges  with  sansilk. 
Fasten  to  stiff  cardboard  with  ribbon. 

Envelopes  for  Clippings. — Use  a  large  envelope  for  a 
pattern,  cut  and  paste  an.  envelope  using  dainty 
colored  construction  paper.  Leave  open  at  top  or  side. 
Decorate  the  front,  and  attach  ribbon  ties  for  closing. 

Calendar. — Purchase  small  calendars,  and  mount 
upon  cards.  Decorate  one-half  of  the  card  with  small 
Perry  pictures,  especially  the  Madonna  pictures.  The 
picture  page  found  in  the  Kindergarten-Primary 
Magazine,  Dec.  1914,  may  be  used  in  this  work. 

WORD  DRILLS. 

Among  the  many  ways  and  means  to  bring  about 
good  reading,  by  this  we  mean  the  ability  to  get  the 
thought  from  the  printed  page,  is  to  have  Word 
Drills. 

Pupils  must  be  able  to  grasp  each  individual  word 
instantly  before  he  can  recognize  the  words  when 
grouped  together  to  express  a  thought  in  the  sentence. 

Make  a  list  of  words  found  in  the  reading  lessons. 
Write  each  upon  the  board,  leave  for  an  instant,  then 
call  upon  some  pupil  to  give  the  word.  Use  the  same 
words  over  many  times,  erasing  more  quickly  each 
time. 

Divide  the  class  in  two  divisions,  and  call  on  a. 
pupil  on  one  side,  and  if  he  fails  to  answer  promptly 
the  other  side  answers  and  receives  the  credit.  Alter- 
nate each  time,  and  at  the  close  the  side  giving  the 
largest  number  of  words  in  the  shortest  time  are  de- 
clared the  winners. 

Acting  always  appeals  to  children. — Using  the  same 
list,  place  upon  the  board,  and  call  upon  a  child  to  act 
the  word.  Vary  this  by  having  the  children  think  of 
the  words  themselves  and  act  theru,  the  class  giving 
the  names. 


CHRISTMAS  SUGGESTIONS. 
Olive  Wills,  Manistee,  Mich. 
From  Thanksgiving  to  Christmas  we  have  four 
weeks  full  of  joyful  work  and  happy  dreams  for  the 
school  children,  but  also  very  trying  on  the  patience 
and  versatility  of  the  teacher,  who  will  say,  now 
what  can  the  children  make  for  their  Christmas  gifts? 
Something  that  will  be  of  educational  value,  a  lesson 
in  construction  and  design  and  at  the  same  time  but 
little  expense.  Perhaps  some  teachers  may  be  inter- 
ested in  a  few  of  the  problems  we  are  doing.  The 
youngest  children,  those  who  cannot  use  a  ruler,  will 
make  a  cornucopia.  Use  drawing  paper  6x9  inches  or 
you  may  find  some  soft  light  tan  or  grey  wrapping 
papers  cut  to  this  size.  Fold  on  the  dotted  lines,  cut 
on  the  solid  lines. 


rig  r  Ug  a. 

When  Fig.  I  is  folded  it  will  look  like  Fig.  II,  fold 
that  on  dotted  lines  and  you  have  Fig.  Ill,  fold  the 
corner  (a)  back  on  dotted  line  you  will  have  Fig.  IV, 
while  still  folded  cut  off  the  corner   (b);   now  open 


partly  as  Fig.  V  and  cut  as  indicated  by  the  very 
heavy  lines.  Open  fully  and  you  will  have  Fig.  VI. 
Lap  (c)  over  (d)  and  paste.  Cut  tne  ends  in  any 
shape  you  like.  Fig.  VII.  Decorate  the  back  and 
scalloped  flaps  or  decorate  the  sides  in  bands.  If  you 
wish  holly  decoration  like  Fig.  VIII,  cut  a  tiny  holly 
leaf,  trace  around  and  paint. 


In  grades  where  the  ruler  can  be  used,  II  or  III 
grades,  make  a  perfume  envelope,  paper  6x6V->  inches. 
When  completed  it  will  be  3x4%  inches.  Fold  (a) 
over  (b)  %  inch,  paste,  bottom  flaps  y2  inch,  top  flap 
1  inch.  Cut  a  tiny  holly  leaf,  color  and  paste  as  a  seal. 
Keep  the  decoration  on  the  face  of  the  envelope  very 
simple  and  neat.  Free  hand  cut  a  tiny  Santa  Claus, 
candle,  holly  leaf  or  Christmas  tree.  Trace  this  on 
the  envelope — arrange  as  a  single  unit  or  as  a  border 
top  or  one  side. 


<^&^^^ 


130 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


W 


If  you  wish  to  print  the  word  Christmas  do  it  first 
on  writing  paper,  all  capital  letters,  then  blacken  the 
back  with  the  lead  pencil,  place  on  envelope  and 
trace,  then  paint. 

Inside  the  envelope  place  a  thin  cloth  folded,  sifting 
a  bit  of  powdered  perfume  in  the  cloth. 

For  the  older  pupils  a  pleasing  gift  is  a  waste 
basket.  Use  any  kind  of  cardboard,  perhaps  old 
boxes.    Cut  four  pieces  the  shape  ana  size  you  wish 


your  basket.  Cut  one  piece  6%  inches  square  for  the 
bottom.  Cut  drawing  paper,  or  the  paper  you  will 
cover  basket  with  %  or  %  inch  larger  than  the  cards. 
With  brush,  rag  or  the  hand  cover  the  cardboard  with 
paste,  very  even,  place  on  the  paper,  rub  with  clean 
cloth  from  center  out,  fold  over  edges    and     paste. 


Place  under  a  heavy  weight  as  quickly  as  possible. 
When  dry  take  strips  of  cloth  and  paste  the  parts  to- 
gether, close  as  possible.  The  last  edge  you  will  have 
to  leave  and  lace  up  with  cord  or  raffia.  On  the  four 
lower  edges  paste  strips  of  cloth  to  extend  over  about 
1  in.  These  edges  you  will,  when  completed,  paste  over. 
When  any  dry  take  strips  of  cloth  and  paste  together, 
close  as  possible.  The  last  edge  you  will  have  to  leave 
and  lace  up  with  a  cord  or  raffia.  On  the  four  lower 
edges  paste  strips  of  cloth  to  extend  over  about  1  inch. 
These  edges  you  will,  when  completed,  paste  over  the 
bottom  to  hold  it  in  place.  When  these  strips  of  cloth 
on  the  sides  are  in  place,  paste  in  lining.  Always  put 
the  paste  on  the  hard  surface.  Let  the  lining  be  about 
y±  inch  smaller  than  the  card.  Decorate  the  face  of 
four  sides  before  lacing  together.  To  make  your  de- 
sign take  a  piece  of  paper  size  of  one  side,  fold  long 
ways  and  draw  with  heavy  pencil  lines,  half  of  a 
flower,  perhaps  bug,  butterfly,  bird  or  geometrical 
figure.  Draw  large  enough  to  fill  the  space  well  and 
draw  each  part  separately.  Fold  this  side  over  on  the 
other  and  rub  hard,  open,  and  you  will  find  your 
design  repeated  on  the  other  side.  Cut  out  the  figure 
thus  formed,  place  the  stencil  over  the  basket  sides 
and  paint.  Hold  stencil  down  firmly  and  paint  from 
the  outside  toward  the  center  so  the  edges  will  be 
clean. 

If  you  wish  to  decorate  in  a  border  around  the  top, 
take  a  piece  of  paper  as  long  as  basket  is  wide  at  top, 
and  about  4  inches  wide,  fold  into  three  parts,  fold  the 
one-third  part  through  the  center  and  draw  half  your 
figure  as  ebfore  suggested,  cut  out  and  paint.  Lace 
fourth  side  together,  paste  in  the  bottom  and  you 
have  a  useful  gift. 


SUGGESTIVE  GIFT  AND  OCCUPATION  LESSONS 
FOR  PRIMARY  AND  RURAL  TEACHERS 

IV. 

LESSONS  ON  THE  SECOND  GIFT. 

Froebel's  Second  Gift  consists  of  a  wooden  ball  or 
sphere,  a  cylinder  and  a  cube.  From  this  gift  the 
child  gains  ideas  of  form,  position  and  sound.  It  is 
based  on  the  laws  of  mental  development,  as  accord- 
ing to  Froebel,  each  step  taken  by  the  child  should 
evolve  out  of  the  former  one.  There  should  be  a  con- 
necting link  containing  some  of  the  qualities  of  the 
former  and  presenting  some  contrasts.  We  recognise 
at  once  the  connecting  link  between  the  first  and 
the  second  Gifts,  which  is  a  sphere. 

"The  chief  reason  for  selecting  these  (the  forms  of 
the  Second  Gift)  are  found  in  his  (Froebel's)  law  of 
the  connection  of  contrasts.  Every  idea  that  we  havp 
refers  to  some  object,  and  in  the  first  place  to  some 
sensible  object.  The  clearness  of  the  idea  will  depend 
upon  the  fullness  of  our  knowledge  of  the  object  in  all 
its  details.  This  knowledge  is  gained  by  observation; 
and  observation  implies  the  comparison  of  its  pro- 
perties with  the  similar  properties  of  other  objects 
with  which  we  are  acquainted.  *  *  *  If  there  were  no 
contrasts,  comparisons  would  be  impossible.  Even  in 
the  midst  of  many  contrasts  by  which  we  are  sur- 
rounded,  we  cease  to  compare  where  we  find  agree- 
ment, and  unite  objects  according  to  their  similarities 
in  lower  or  higher  groups,  represented  by  correspond- 
ing conceptions  in  minds. 

"Again,  contrasts  are  the  only  means  to  arouse  the 
mind  to  attention.  To  make  the  mind  conscious  of 
the  property  of  size,  it  is  necessary  to  present  great 
and  small  objects;  and  the  greater  the  contrast,  with- 
in convenient  limits  of  sensual  perception,  the  more 
readily  will  the  mind  be  aroused.  Thus  it  will  be  led 
to  attend  to  shape  much  more  readily  by  contrasting 
round  and  angular  bodies  than  by  contrasting  spheres 
and  spheroids 

"On  the  other  hand,  contrasts  are  connected  by  In- 
termediate degrees  of  the  same  properties  in  other 
objects.  Between  great  and  small  we  have  many  in- 
termediate sizes:  Black  is  connected  with  white  by 
all  the  shades  that  lie  between.  Froebel  designates 
these  intermediate  degrees  of  the  same  property  by 
the  term  'connection  of  contrasts.'  *  *  * 

"Perceiving,  observing,  comparing,  judging,  conclud- 
ing, are  the  succesive  stages  of  the  process  that  takes 
place  in  the  formation  of  an  idea;  and  in  each  of 
these  stages  the  process  rests  on  the  law  of  connection 
of  contrasts.  It  will  be  readily  seen  that  this  law 
holds  good  in  the  moral  as  well  as  in  the  intellectual 
world;  that  in  the  formation  of  taste  and  character, 
and  in  the  development  and  exercise  of  the  muscular 
and  expressive  powers,  the  law  prevails.  It  is  through 
contrast  that  we  perceive  and  feel;  and  the  desire  to 
connect  these  contrasts — the  effort  to  find  their  re- 
lationships, to  discover  or  establish  harmony  in  the 
apparent  dissonance,  the  struggle  for  equilibrium,  if 
you  choose — underlies  all  our  purposes  and  actions, 
all  our  own  saying  and  doing,  at  least,  as  they  lie  In 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


131 


the  direction  of  truth,  beauty,  and  virtue." — Prom 
W.  N.  Hailmann's  "Kindergarten  Culture." 

The  second  Gift  also  contains  contrasts  and  similar- 
ities within  itself  and  is  the  embodiment  of  more 
than  the  child  can  comprehend  in  his  early  develop- 
ment; but  there  is  much  that  he  may  understand,  and 
Froebel  gives  it  a  very  prominent  and  important 
place  in  the  Kindergarten. 

Beads  .are  manufactured  in  connection  with  this 
Gift  that  are  very  useful  and  interesting  in  a  variety 
of  ways.  These  consist  of  wooden  spheres,  cylinders 
and  cubes  (the  shapes  of  Froebel's  Second  Gift),  one- 
half  inch  in  diameter,  colored  in  the  colors  of  the  rain- 
bow and  are  perforated  for  stringing. 

It  is  important  to  know  that  the  ball  of  the  First 
Gift  is  so  called  because  it  is  the  name  of  that  form 
with  which  the  child  is  familiar.  In  the  second  Gift 
it  is  called  a  sphere  because  that  is  the  geometric 
name,  and  as  it  comes  with  two  other  geometric 
forms,  the  cube  and  the  cylinder,  it.  is  more  strictly 
correct.    The  name  ball  is  unknown  in  geometry. 

THE  FIRST  LESSON— SPHERE. 

Much  care  should  be  taken  in  presenting  the  Gift. 
Too  many  new  objects  given  at  a  time  confuses  the 
mind  and  tends  to  make  the  child  inattentive. 

Give  a  short  leson  on  the  sphere  without  showing 
them  the  other  parts  of  the  Gift.  They  will  call  it  a 
ball  and  for  the  present  they  may  call  it  a  wooden 
ball,  but  tell  them  its  other  name,  and  after  a  few 
lessons  have  them  learn  to  pronounce  it. 

Lead  them  to  discover  all  its  properties  by  ques- 
tions; or,  better,  suggestions: 

That  it  is  round  and  will  roll ; 

That  it  has  one  face  which  is  round ; 

That  it  is  smooth; 

That  it  is  made  of  wood; 

That  it  is  hard  and  noisy. 

They  should  compare  it  with  other  round  bodies 
same  as  they  did  the  ball. 

They  may  be  blind-folded,  one  at  a  time,  and  they 
should  try  to  tell  how  they  differ  and  how  they  are 
alike,  also  name  the  object  from  the  sense  of  touch. 

Such  exercises  should  be  conducted  as  little  games. 

The  little  songs  and  games  used  with  the  ball  may 
be  repeated  with  the  sphere,  and  finally  tell  a  little 
story  about  wood. 

In  telling  a  story  upon  any  subject,  first  find  out 
what  the  children  may,know  about  it.  In  this  parti- 
cular case  ask  where  wood  comes  from;  or  if  they 
know  anything  about  a  saw  mill  or  have  seen  one, 
ask  any  questions  the  circumstances  may  suggest. 
Then  tell  a  pretty  story  about  how  the  seed  sinks  into 
the  ground,  how  the  rains  and  snows  water  it,  and 
the  sun  warms  it;  and  that  it  sends  a  tiny  shoot  up 
through  the  soil,  and  grows  and  grows  for  many 
years,  until  it  becomes  a  large  tree,  when  it  is  then 
cut  down,  carried  to  the  mills  to  be  sawed  into  lumber. 
It  is  sometimes  made  into  balls  like  this  one,  and 
sometimes  into  chairs,  houses,  etc. 

Always  suit  the  lessons  to  the  age,  capacity  and 


interest  of  the  children.     In  many  cases  the  above 
might  well  serve  for  two  or  more  lessons. 

For  language  development  use  methods  similar  to 
those  suggested  in  relation  to  the  first  gift. 

SECOND  LESSON— SPHERE. 

Compare  the  sphere  with  the  ball  of  the  First  Gift. 

Lead  them  to  discover  first,  their  similarities;  both 
are  round,  both  will  roll,  both  have  but  one  face. 
Wherein  they  differ;  the  ball  feels  rough  to  the  touch, 
the  sphere  is  smooth;  the  ball  is  light  in  weight;  the 
sphere  is  heavy;  the  ball  is  noiseless,  the  sphere  is 
not;  the  ball  will  bound,  the  sphere  will  not;  they  are 
not  of  the  same  color. 

Suggestions:  Holding  up  the  ball  and  sphere,  say: 
Children,  do  you  think  there  is  anything  in  these  two 
forms  that  are  alike?"  or  "I  wonder  what  we  can  find 
out  about  the  sphere  that  is  not  like  the  ball,"  etc. 

Give  the  children  the  beads  to  string  after  they 
have  had  a  lesson  on  this  gift.  Give  the  ball  beads  with 
the  sphere,  the  cylinder  beads  with  the  cylinder,  the 
cube  beads  with  the  cube,  and  after  they  have  had  the 
three  forms  of  the  Gift  they  may  combine  them  in  the 
beads. 

THIRD   LESSON— CYLINDER. 

The  cylinder  follows  the  sphere  because  it  is  the 
connecting  link  between  the  sphere  and  the  cube. 
The  sphere  is  the  symbol  of  motion,  the  cube  the 
symbol  of  rest,  while  the  cylinder  possesses  the  quali- 
ties of  both ;  it  will  roll  and  it  will  stand. 

Compare  the  cylinder  with  the  sphere.  First,  how 
they  are  alike;  both  will  roll,  both  are  the  same  in 
color,  both  are  made  of  wood,  and  both  will  make  a 
noise. 

How  they  differ:  the  cylinder  has  three  faces,  the 
sphere  has  but  one;  the  cylinder  has  two  edges,  the 
sphere  has  none;  the  cylinder  has  two  flat  faces, 
upon  which  it  may  stand  or  rest;  the  sphere  has 
none. 

By  these  comparisons  the  child  finds  that  the  cylin- 
der has  three  faces,  two  of  which  are  flat  and  circular 
and  one  that  is  round;  that  it  has  circular  lines  or 
edges,  but  like  the  sphere  has  neither  point  nor 
corners. 

The  cylinder  may  be  held  firmly  by  a  string  passed 
through  the  eyelet  in  its  round  face  and  the  children 
may  hold  it  and  count  the  different  faces  and  edges  as 
follows:  The  cylinder  has  one  round  face,  two  cir- 
cular faces  and  two  circular  edges.  Point  to  each  as  it 
is  named. 

The  cylinder  is  represented  in  countless  things. 
Have  the  children  find  things  in  the  room  that  is 
cylindrical.  Their  fingers,  their  limbs,  their  necks, 
their  bodies;  legs  and  spindles  of  the  chairs,  the  stove 
pipe,  etc.,  etc.  Have  each  try  to  think  of  something 
away  from  the  room  that  is  cylindrical.  Have  them 
try  to  find  something,  to  bring  to  the  Kindergarten,  of 
the  same  or  similar  shape.  Trees,  stems,  branches, 
grasses  are  examples,  and  will  suggest  many  other 
things. 

(To  be  continued.) 


THE  COMMITTEE ofTHE  WHOLE 

CONDUCTED  BY  BERTHA  JOHNST©PJ 

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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


TO    THE    CHAIRMAN    OP    THE    COMMITTEE    OP 
THE  WHOLE. 

Have  you  any  suggestions  for  how  to  celebrate  the 
Christmas  period  in  a  Jewish  neighborhood?  These 
will  be  very  welcome. 

S.  T. 

Some  years  ago  a  kindergartner  met  this  problem 
by  centering  her  morning  talks  around  the  fine  old 
Jewish  legend  upon  which  they  base  their  festival  of 
the  Feast  of  Lights.  It  runs  as  follows:  While  in 
possession  of  the  Greek  rulers  the  Temple  had  been 
defiled  and  degraded.  In  the  year  165  B.  C,  Judas 
Maccabeus  re-dedicated  it  to  the  service  of  Jehovah. 
When  they  looked  for  oil  with  which  to  consecrate  it 
they  found,  after  long  search,  only  one  small  flask, 
miraculously  sealed  with  the  seal  of  the  High  Priest, 
and  containing  just  oil  enough  to  last  for  one  day. 
But  lo!  when  they  came  to  use  it  there  was  enough 
each  day  to  continue  the  service  for  the  desired  eight 
days.  Hence,  every  year,  in  commemoration  of  this 
tradition,  there  is  an  eight-days'  celebration.  On  the 
first  is  lighted  one  candle  or  lamp.  On  the  second 
day,  two  candles  or  lamps;  and  so  on.  Because  of 
the  youth  of  the  hero  who  led  their  fathers  to  victory 
it  became  customary  to  give  presents  to  the  children 
in  each  home. 

The  teacher  could  tell  this  story  to  the  children, 
but  in  more  detail,  and  each  day  light  an  additional 
candle  with  solemn  ceremony.  Let  the  children  make 
candles  as  has  been  described  in  previous  numbers  of 
THE  KINDERGARTEN-PRIMARY  MAGAZINE. 
Show  the  Mother  Play  picture  of  "Play  with  the 
Limbs,"  which  illustrates  the  oil-press,  and  the  old- 
fashioned  Tamp.  Olive-oil,  spikenard  and  myrrh  were 
among  the  ingredients  that  composed  the  oil,  used  in 
anointing  kings  and  prophets,  and  in  consecrating 
sacred  buildings. 


A  year  ago  the  Editor  attended  the  Christmas  festi- 
val at  Sesame  House,  London,  which  proved  very  in- 
teresting and  charming  in  its  delightful  simplicity 
and  its  following  of  the  real  interests  of  the  child. 

The  exercises  were  held  in  a  large  building  that 
adjoined  and  belonged  to  the  main  house.  As  one  en- 
tered one  beheld  a  very  large  tree  simply  decorated 
with  candles  and  large  shining  red  apples — nothing 


else — and  nothing  more  was  needed  to  make  a  truly 
beautiful  spectacle.  Color  was  afforded  by  numerous 
so-called  night-lights,  attached  to  the  walls.  These 
were  small  glass  cups  of  various  hues,  a  broad  low 
wax  candle  in  each,  which,  when  lighted,  made  the 
scene  like  fairyland. 

At  the  appointed  time  the  children  came  marching 
in,  each  carrying  a  spray  of  fragrant  fir,  and  they 
stood  in  quiet  line,  while  a  teacher  reverently  told 
the,  to  them,  already  familiar  story  of  the  Holy  Child, 
from  St.  Luke.  The  little  ones  then  sang  a  few  Christ- 
mas songs,  and  marched  away,  slowly,  passing  in 
front  of  a  table  whereon  was  a  white  screen,  upon 
which  were  fastened  pictures  of  the  Holy  Family. 
These,  it  seemed  to  the  observer,  were  almost  too  de- 
tailed and  complicated  to  be  readily  appreciated  by 
the  children  in  passing,  but  it  was  explained  that 
they  had  become  familiar  with  them,  on  other  occa- 
sions, in  the  kindergarten  room. 

The  children  were  now  dismissed  for  about  three 
quarters  of  an  hour  for  free  play.  Some  went  at  once 
to  a  screened-off  corner  where  were  dolls  and  doll's 
furniture.  Others  sought  picture-books,  and  one  small 
boy  asked  for  a  plaything  that  he  recalled  playing 
with  the  Christmas-time  a  year  before,  and  which 
had  been  carefully  stored  away  meantime,  for  the  hap- 
py Christmastide.  It  was  interesting  to  observe  how 
instantly  the  wee  folk  became  absorbed  in  these  new 
delights. 

After  this  period  of  relaxation,  they  returned  to  the 
other  room,  where  they  engaged  in  some  kindergarten 
games, — the  familiar  postman  and  others — and  then 
all  sat  and  listened  in  rapt  attention  to  the  telling  of 
the  Little  Tin  Soldier,  after  which  delightful,  large 
colored  pictures,  about  a  foot  high,  of  the  different 
characters  in  the  story  were  shown — these  being  the 
handicraft  of  the  story-teller. 

The  festival  throughout  was  characterized  by  sim- 
plicity, naturalness  and  withal  a  happy  reverential 
spirit  that  made  the  occasion  seem  ideal. 


To  the  Chairman  of  the  Committee  of  the  Whole: 

I  enclose  an  idea  for  playing  "Going  to  Jerusalem" 
without  chairs,  which  may  sometimes  fill  a  need.  Half 
the  children  stand  with  one  arm  akimbo  (it  is  called 
"Musical   arms"),   while   the   others    march    around 


THE  KIKBERGAETEN-PRIMAHY  MAGAZINE 


m 


them.  The  number  of  marchers  should  exceed  the  oth- 
ers by  one.  When  the  music  stops,  each  marcher  must 
seize  one  akimbo-arm.  The  one  too  many,  steps  out, 
and  the  game  continues  as  usual,  until  only  one  is 
ieft~as~victor7~~I "would"  like  to  hear  if  kindergartners 
find  this  available  with  little  children. 

L.  M. 

Miss  Mills,  principal  of  the  Harrette  M.  Mills  Kin- 
dergarten Training  School  invited  a  number  of  friends 
to  a  demonstration  of  the  possibilities  of  the  phono- 
graph in  the  kindergarten.  Miss  Hilborn,  a  trained 
kindergartner  of  very  pleasing  personality,  repre- 
sented the  Columbia  Graphophone  Co.,  as  demonstrat- 
or. 

Since  the  graphophone  has  been  already  installed  in 
200  kindergartens,  in  New  York.  It  behooves  the  in- 
telligent director  and  training  teacher  to  know  some- 
thing about  what  is  being  accomplished  in  this  line, 
and  those  thus  privileged  to  attend  this  demonstra- 
tion appreciated  the  opportunity,  the  reserving  judg- 
ment as  to  its  merits  until  further  experimentation 
and  consideration  of  the  subject. 

The  instrument  gave  to  us  the  musical  program  and 
story-telling  of  an  entire  kindergarten  morning,  as 
follows:  We  listened  to  quiet  music — selections  from 
Brahm's  Lullaby,  Handel's  Largo,  and  Mendelsohn's 
Spring  song.  Jessie  Gaynor's  Slumber  Song  was 
sung,  and  also  the  well-known  Clover  Song. 

Rhythmic  music  followed,  suitable  for  marching, 
treading,  clapping,  running  and  galloping.  The  Shoe- 
maker's Dance  was  a  dramatic  little  composition. 
Preparatory  to  the  story  we  listened  to  the  Herd- 
girl's  Dream,  and  then  Miss  Hilborn's  voice  told  us 
the  tale  of  "Epiminadoes  and  his  Aunt." 

A  great  deal  of  responsibility  attends  the  introduc- 
tion of  "machine  music"  into  the  kindergarten,  and 
therefore  judgment  should  not  be  given  hastily. 

Since  all  who  listened  upon  this  occasion  were 
adults,  it  is  impossible  to  state  what  would  be  the 
impression  made  upon  children.  It  would  seem, 
however,  that  it  would  benefit  the  children  to  hear 
occasionally  the  music  of  the  best  composers  given  by 
skilled  and  sympathetic  violinists  and  other  players. 
It  would  assuredly  be  desirable  in  those  cases  where 
the  kindergartner  is  a  mediocre  or  poor  pianist.  Just 
as  we  present  beautiful  pictures  of  the  masters  to  the 
little  folk,  so  should  we  at  times  let  them  hear  the 
best  music,  assuming  of  course  that  the  selection  is 
within  their  comprehension. 

As  to  the  story-telling  we  reserve  judgment  until  a 
later  date. 

We  would  suggest  this  much,  however, — the  record- 
ing of  a  voice  requires  many  months  of  practice  and 
trial.  Miss  Hilborn  informs  us  that  it  required  nine 
months  in  point  of  time,  and  fourteen  records  were 
made,  before  the  record  was  considered  perfect  enough 
for  presentation.  This  being  the  case  would  it  not  be 
well  for  the  phonograph  companies  to  ask  a  confer- 
ence of  kindergarten  training  teachers  to  select  those 
stories  which  they  regard  as  of  sufficient  value  for 
preservation  and  reproduction. 

This  also  remains  to  be  said.    It  is  not  every  voice 


that  has  the  timbre  that  can  be  recorded.  Few  voices, 
are,  like  Miss  Hilborn's  of  the  right  calibre  that  the 
machine  records.    This  limits  the  choice. 

THE  KINDERGARTEN-PRIMARY  MAGAZINE  re- 
quests kindergartners  who  have  had  experience,  to 
give  their  opinions  as  to  the  value  of  the  phonograph 
in  the  kindergarten. 


Suggestive  Designs  for  Stick  Laying 


134 


THE  KItfDEftaAHTEtf-£RIMAltt  MAGAZINE*. 


DESCRIPTION  FOR  DECEMBER  BOOKLET.. 
Marguerite  B.  Sutton. 

Use  a  piece  of  ordinary  school  drawing  paper 
6%x3%  inches.  Draw  a  faint  dotted  line  through  the 
center  of  the  sheet  where  the  booklet  is  to  be  folded, 
and  on  the  right  side  draw  an  outline  picture  of  the 
bells  and  holly  as  ilustrated.  Color  the  bells  yellow  or 
gold  color,  holly  leaves  dark  green,  and  the  berries  a 
deep  red.  The  ribbon  may  also  be  red.  After  the 
colors  are  thoroughly  dried  cut  out  the  design  along 
the  heavy  lines,  and  fold  through  the  middle  on  the 
dotted  line. 

This  little  booklet  may  be  used  as  invitation  folder 
to  Christmas  exercises. 


Too  much  attention  cannot  be  given  to  the  character 
of  the  books  given  to  children  for  supplementary  read- 
ing, when  the  child  is  old  enough  to  go  to  school,  but 
it  is  still  more  important  to  be  careful  in  regard  to  the 
books  given  to  very  young  children — in  the  home  and 
in  the  kindergarten — where  they  may  be  just  learning 
to  read  and  are  eager  to  pore  over  pictures,  words  and 
stories  of  a  simple  character.  The  influence  exerted 
upon  after  life  by  even  the  pictures  on  the  nursery 
wall  is  a  matter  for  thought.  Educators  and  parents, 
as  a  class,  are  recognizing  these  facts,  and  strong 
effort  is  being  made  by  them  to  control  the  literature 
offered  to  the  very  young,  both  in  school  and  home. 
Books  must  be  supplied  that  will  contain  matter 
readily  absorbed — that  will  not  tax  pnysicial  develop- 
ment— yet  that  will  also  interest  the  child,  as  it  is 
only  along  lines  of  interest  that  we  can  hope  to  in- 
fluence and  promote  spontaneous  development.  I  re- 
ceive many  letters  from  mothers  from  many  sections 
of  the  world,  and  I  can  safely  say  that  of  every  six 
letters  received  five  touch  upon  the  book  question — ■ 
either  books  for  the  child  or  for  tne  mother  or 
teacher.  One  mother  wrote:  "I  have  great  trouble 
in  controling  my  child  of  five  in  every  way.    He  loves 


me  enough  to  want  to  be  with  me  all  the  time,  but 
when  I  attempt  to  direct  him  against  his  inclinations 
he  rebels.  What  can  I  do?  Are  there  any  books  on 
the  subject?"  I  replied:  "Yes,  there  are  many  such 
books.  Two  of  them  are  Abbott's  'Gentle  Measures  in 
the  Management  and  Training  of  the  Young'  and 
Malleson's  'Early  Training.'  Old  Books,  but  very 
good.  Any  bookseller  should  be  able  to  find  them  for 
you."  This  mother  wrote  again,  after  getting  the 
books,  and  told  me  how  she  got  over  her  stumbling 
block,  and  how  she  and  her  child  were  drawing  to- 
gether more  closely  in  the  bond  of  love.  She  had 
learned  how  to  give  wise  discipline  with  careful  con- 
sideration for  her  individual  rights,  and  she  had  thus 
learned  how  to  control  him.  A  child's  sense  of  justice 
is  so  keen  and  he  reads  so  clearly  tfle  motives  actuat- 
ing those  about  him  that  it  is  unsafe  to  attempt  to 
coerce  his  will  or  lead  him  blindly. 

Louise  E.  Hogan. 


A  BLACKBOARD  ERASER  CLEANER. 

A  public  school  janitor  has  solved  the  problem  of 
cleaning  blackboard  erasers.  The  old  and  chalk 
covering  method  of  clapping  erasers  on  the  wall  has 
been  supplanted  by  a  square  box.  The  top  or  cover  of 
this  box,  which  is  twenty  inches  square,  is  a  wire 
screen  of  one-half  inch  mesh  held  on  the  box  by 
wooden  strips  nailed  along  the  edges.  Four  strips  act 
as  legs. 

To  clean  an  eraser  the  pupil  draws  it,  face  down, 
back  and  forth  across  the  screen.  This  causes  the 
chalk  to  drop  into  the  box.  Its  construction  is 
simple,  and  any  boy  should  be  able  to  make  one  for 
his  teacher. — John  8.  Elliott,  Newark,  N.  J.,  in  Jour- 
nal of  Education. 


Cincinnati,  O. — The  Alumnae  Association  of  the 
Kindergarten  Training  School  gave  a  reception  for 
Miss  Crawford  of  Columbia  University,  following  her 
lecture  Saturday,  November  7, 


*HE  KINDERGARTEN-PRIMARY  MAGA2M 


135 


THE  BOOK  OP  FRIENDLY  GIANTS  By  Eunice  Ful- 
ler, illustrated  by  Pamela  Colman  Smith.  Cloth, 
325  pages.    The  Century  Co.,  New  York.    $2.00  net. 

An  excellent  idea,  this — of  the  compiler  of  the 
volume  before  us — to  acquaint  us  with  the  adventures 
and  doings  of  the  more  friendly  among  the  giants 
with  whom  the  majority  of  us  are  not  very  well  ac- 
quainted. The  author  has  gone  to  various  sources  for 
her  heroes — Hungarian,  Norse,  Celtic,  German,  the 
Orient,  the  American  Indian,  and  includes  an  incident 
from  Rabelais'  Gargantua  and  Swift's  Brobdingnag. 
Each  chapter  is  introduced  by  verses  by  Seymour 
Barnard.    A  book  the  children  will  rejoice  in. 

HANS  ANDERSEN'S  FAIRY  TALES.  With  twelve 
drawings  in  colors  and  many  in  black  and  white  by 
Dugald  Stewart  Walker.  267  pages.  Doubleday, 
Page  &  Co.,  Garden  City,  N.  Y.    Net  $1.50. 

Twelve  of  Andersen's  poetical  fairy  tales  have  found 
a  sympathetic  interpreter  in  this  young  American 
artist  whose  obedient  hand  executes  most  charmingly 
the  quaint  and  lovely  fancies  born  of  his  own  fertile 
imagination  as  well  as  those  suggested  by  the  great 
Danish  genius.  It  is  difficult  to  decide  whether  Mr. 
Walker  is  most  skilled  in  depicting  the  somber  and 
mysterious,  or  spirits  ethical  and  dainty.  One 
is  certain,  however,  that  he  could  give  but  one  reply  to 
Peter  Pan's  momentous  question  "Do  you  believe  in 
the  fairies?"  We  know  that  he  does,  for  here  they 
are,  caught  by  his  magic  pen  and  brush.  The  publish- 
ers have  reproduced  the  beautiful  colors  with  grati- 
fying success. 

"FIVE  MESSAGES  TO  TEACHERS  OF  PRIMARY 
READING."  By  Nettie  Sawyer.  Cloth,  219  pages. 
Price  $1.00.  Published  by  Rand  McNally  &  Co., 
Chicago,  111. 

Five  Messages  is  a  thoroughly  practical  manual, 
containing  definite  plans  for  teaching  and  a  wealth  of 
suggestions.  Realizing  that  the  aim  of  all  primary 
work  should  be  not  merely  to  make  the  child  master 
of  the  printed  page  but  to  guide  his  mental,  moral  and 
physical  development,  the  author  has  shown  how  the 
simplest  reading  lesson  may  be  given  this  broad  ap- 
plication. All  phases  of  beginning  reading  are  com- 
pletely covered.  The  first  of  the  messages  deals  with 
blackboard  work,  the  second  with  the  teaching  of 
primer  and  first  reader  in  general.  Word  study  and 
seat  work  are  taken  up  in  turn,  and  the  closing 
section  consists  of  seventy  pages  of  outlines  of  sub- 
ject matter  suitable  for  opening  exercises,  general 
lessons,  and  work  supplementary  to  the  primer  and 
first  reader. 

FAIRY  TALES  OF  EASTERN  EUROPE  by  Jeremiah 
Curtin.  259  pages.  Illustrations  by  George  Hood  in 
color.  McBride,  Nast  &  Co.,  New  York.  Price  $1.50 
net. 

There  are  eighteen  stories  in  this  fascinating 
volume,  including  several  from  Russian,  Hungarian, 
and  Bohemian  sources,  and  one  from  the  Servian. 
Children  will  find  them  delightful  as  mere  fairytales, 
and  those  interested  in  the  study  of  folklore  will  be 
pleased  by  the  glimpses  they  give  into  quaint  customs 
and  modes  of  thought  and  speech  of  peoples  far  re- 
moved in  space  and  time.  There  are  two  curious  var- 
iants of  tales  from  the  Arabian  Nights.  One  is  a  near 
relative  of  the  Aladdin  story  and  the  other,  "The 


Golden  Fish,  the  Wonder-Working  Tree,  and  the 
Golden  Bird,"  is  strangely  like,  and  yet  interestingly 
different  from,  that  of  "The  Golden  Water,  the  Sing- 
ing Leaves  and  the  Talking  Bird."  Curtin  is  well 
known  as  the  translator  of  "Quo  Vadis,"  and  as  one 
of  the  foremost  linguists  and  travelers  of  modern 
times.  Many  of  these  tales  he  took  down  verbatim 
from  the  simple,  original  storytellers,  in  quaint 
peasant  huts.    Four  pleasing  illustrations  in  color. 

SEXUAL  KNOWLEDGE  by  Dr.  Winfield  Scott  Hall. 
320  pages.  Price  $10.0.  Published  by  International 
Bible  House,  Philadelphia,  Pa.  Brooklyn  represen- 
tative, Jane  Clark-Owen  M.  D.,  805  8th  Ave.,  Brook- 
lyn, N.  Y. 

This  is  an  extremely  important  and  valuable  book. 
In  reverent,  inoffensive  language  it  gives  in  scientific 
detail  such  information  concerning  hygienic  and  sex 
matters  as  every  husband  and  wife,  father  and 
mother,  young  man  and  young  woman  should  know. 
Its  facts  however,  are  not  limited  to  those  of  sex 
hygiene  by  any  means;  one  chapter  gives  suggestions 
for  the  way  in  which  a  mother  may  give  to  the  in- 
quiring child  such  answers  as  are  within  the  scope  of 
its  comprehension.  A  new  era  will  dawn  for  the 
world  when  reverent  knowledge  and  pure  intelligence 
replace  ignorant  prudery  and  silly  sex  consciousness. 
This  book  does  away  forever  with  the  ancient  super- 
stition of  the  need  of  a  double  standard  of  morality. 
Henceforth  the  youth  will  be  held  to  as  high  an  ideal 
of  chastity  as  the  maiden.  There  is  a  scientific  reason 
for  the  truth  as  sung  by  Sir  Galahad  "My  strength  is 
as  the  strength  of  ten  because  my  heart  is  pure." 

BLACK  TALES  FOR  WHITE  CHILDREN.  Trans- 
lated from  the  Swahali  By  Capt.  and  Mrs.  C.  H. 
Stigand.  Illustrated  by  John  Hargrave.  Cloth.  200 
pages.  Houghton,  Mifiling  Co.,  Boston  and  New 
York. 

The  Swahali  are  people  of  the  eastern  coast  of 
Africa,  who  represent  a  mingling  of  the  Arab  and  the 
African  and,  as  the  Foreword  tells  us,  tne  stories  form 
a  combination  of  the  elements  of  both  races.  The 
quaint  style  of  the  telling  is  evidence  that  the  authors 
have  kept  closely  to  the  spirit  of  the  originals,  which 
they  have  heard  narrated  by  professional  story-tellers 
in  the  coast-towns,  or  by  native  hunters  round  the 
camp-fires  or  the  mothers  to  their  children.  Folk-lore 
is  one  of  the  straightest  paths  to  the  heart  and  mind 
of  a  race  and  these  delightful  tales,  -vvith  their  quaint 
humor,  shrewd  common-sense  and  lively  imagination, 
help  one  to  feel  anew  the  oneness  or  Human  nature, 
the  world  over.  There  is  an  excellent  mother-in-law 
story,  and  "The  Lion  of  Manda"  will  probably  be  told 
again  and  again  to  white  children  as  it  has  for  gen- 
erations past  to  little  black  folk.  One  of  the  tales 
modestly  concludes,  "This  is  the  end  of  the  story,  and 
whether  it  is  good  or  whether  it  is  bad  I  do  not  know, 
but  if  it  is  good  its  goodness  belongs  to  all,  and  if  it  is 
bad  its  badness  belongs  to  him  who  tells  it  alone."  The 
illustrations  are  delightfully  animated  drawings  of 
natives  and  animals,  of  jungle  and  plain. 

Hazel  by  Mary  White  Ovington.  cloth,  162  pages. 
Published  by  the  Crisis  Publishing  Co.,  New  York 
City.    Price  $1.00  net. 

This  is  a  charming  little  story  whose  principal 
character  is  a  little  colored  girl,  of  Boston,  well- 
taught,  sympathetic,  sensitive.  Her  mother,  anxious 
concerning  her  health,  sends  her  South  to  spend  the 
winter  with  her  grandmother  in  Alabama.  We  are 
taken  into  a  new  world  which  nevertheless  proves  to 
be  remarkably  similar  to  the  world  of  white  children, 
except  that  because  of  race  prejudice,  Hazel  at  times 
faces  trying  experiences  that  shame  our  American 
ideals  of  common  justice.     But  sae  Is  naturally     a 


136 


THE  KINDEfcGARTEft-PMMARy  MAGAZINE 


happy-hearted  little  girl  and  brings  sunshine  where- 
ever  she  goes  and  she  will  go  right  into  the  heart  of 
whoever  reads  the  story.  How  skillfully  the  author 
touches  upon  the  problem,  of  race  misunderstanding 
is  shown  in  the  following  extracts: 

Hazel  has  been  lost  and  asks  the  way  of  two  white 
ladies  of  the  neighborhood  who  are  kind  to  her,  but 
hurt  her  feelings  by  calling  her  "nigger,"  and  by 
their  lack  of  intelligent  sympathy.  When  Hazel  re- 
hearses her  experience  to  her  illiterate  old  Granny, 
Granny  replies: 

"You's  a  hard  road  to  travel,  dearie,  as  you  goes 
through  life  with  your  pretty  face  and  your  gentle 
ways  *  *  *  *  Shall  I  give  you  a  token  to  keep  in  your 
heart  as  you  go  down  the  road? 

"Watch  how  folks  says  things  and  not  what  they 
says.  Now,  Miss  Jane,  she  didn't  do  that  today,  and 
she  hurt  my  baby  girl.  She  ain't  quality  and  that's  a 
fact.  She  was  thinking  of  the  words  when  you  said 
'Miss  Jane'  and  not  the  feeling  in  your  heart  and 
voice.    Don't  you  make  the  mistake,  she  made." 

Hazel  was  silent  for  a  few  seconds.  When  she 
answered  her  voice  was  trembling. 

"Nobody  knows  how  angry  I  am,  right  through, 
when  anyone  calls  me  a  nigger." 

"And  yet,  honey,  I's  heard  a  forlorn,  ignorant 
mammy  say  it  to  her  baby  when  it  sounded  like  she 
was  whispering  to  the  Lord.  It's  an  ugly  word.  I 
hates  it  too.  But  there's  white  folKs  as  don't  mean 
any  harm  by  it.  You  fell  in  good  hands  today  and  I 
thank  the  Lord  for  it." 

We  hope  this  book  will  hasten  the  time  when  that 
word  will  sound  as  hateful  to  the  ears  of  all  white 
people  as  to  Hazel  and  her  fine  old  Granny.  To  that 
end  may  it  find  a  place  in  many  a  Christmas  stocking. 
The  author  writes  from  a  long  and  intimate 
acquaintance  with  our  colored  citizens. 

STORIES  OF  THE  GOLDEN  AGE.     By  Mary  Gooch 
Anderson.    Cloth.    231  pages.    Price  40c  net.    Pub- 
lished by  The  MacMillan  Company,  New  York. 
Twenty  of  these  stories  of  old,  as  follows: 

Mount  Olympus  and  the  Gods,  Prometheus  and  Pan- 
dora, Minerva  and  her  Contest  with  Arachne,  The 
Story  of  Pegasus,  Lo's  Troubles,  Latona  and  the  Rus- 
tics, Baucis  and  Philemon,  Echo  and  Narcissus,  Her- 
cules, Cadmus,  the  Builder  of  a  City,  The  Oracle  of 
Apollo,  Apollo  and  Daphine,  Clythe,  Apollo  plays  with 
Hyacinthus,  Phaeton  in  the  Sun  Chariot,  How  Ceres 
lost  Proserpine,  Orpheus  seeks  Eurydice,  Cupid  and 
Psyche,  Pygmalion,  Leander  swims  the  Hellespont, 
Atalanta's  Race,  The  Halcyon  Birds,  A  Sea  God's  Woo- 
ing, Edipus  Solves  the  Riddle,  Pyramus  and  Thisbe. 
The  Gods  who  care  for  Orchards,  Tneseus,  Stories  of 
the  Trojan  War. 

INDIAN  LEGENDS.  Stories  of  America  before  Co- 
lumbus. By  Margaret  Bemister.  Cloth.  187  pages. 
Price  40c  net.  Published  by  the  MacMillan  Com- 
pany, New  York. 

The  folklore  of  our  North  American  Indians  is  rich 
and  varied,  some  legends  conveying  philosophy  in  a 
fable-like  form,  others  possessing  the  fascination  of 
quaint  old  fairy  tales.  Interesting  and  instructive 
facts  are  found  in  their  animal  stories,  while  the 
depth  and  beauty  of  many  others  remind  us  of  the 
stories  of  the  Old  Testament,  and  from  all  these  le- 
gends a  little  may  be  learned  of  the  habits  and 
thoughts  of  the  early  Indians.  We  are  accustomed 
to  think  of  them  as  uncivilized  and  barbarous,  but  we 
come  to  realize  the  extent  and  beauty  of  their  imagin- 
ation and  we  find  much  to  admire  and  respect  in  their 
obedience  -to  authority,  their  deference  to  old  age, 
their  love  and  care  for  the  young,  and  their  reveren- 
tial awe  for  the  Mighty  Spirit  whose  presence  spoke 
to  them  from  all  nature, 


PRIMER  LANGUAGE  READER  SERIES.  By  Frank- 
lin T.  Baker,  George  R.  Carpenter,  and  Fannie 
Wyche  Dunn.  Cloth.  118  pages.  Published  by  the 
MacMillan  Company,  New  York. 

This  Primer  is  an  attempt  to  lessen  the  difficulties 
in  the  necessary  task  of  learning  to  read.  To  this  end 
the  authors  have  sought:  (1)  to  appeal  to  the  inter- 
ests of  children  and  to  their  spirit  of  play;  (2)  to  base 
the  reading  upon  matters  already  familiar  to  the  child- 
ren, thus  saving  them  the  double  task  of  learning 
strange  things  and  learning  to  read  of  them;  (3)  to 
grade  the  reading  so  that  the  steps  from  one  lesson 
to  the  next  may  be  as  easy  as  possible;  (4)  to  follow 
up  the  new  words  by  frequent  repetitions,  until  the 
children  know  them  without  any  hesitation  or  uncer- 
tainty; (5)  to  provide  exercises  for  the  analysis  of 
words  into  their  phonic  elements  as  a  basis  for  recom- 
bining  these  elements  into  words,  such  analysis  and 
synthesis  being  the  foundation  of  independance  and 
self-reliance  in  reading;  (6)  to  present  to  the  child- 
ren a  book  made  up  of  reading  matter,  not  a  mere 
compilation  of  exercises. 

THE  ESKIMO  TWINS.  By  Lucy  Fitch  Perkins.  Il- 
luminated cloth.  192  pages.  Price  $1.00.  Pub- 
lished by  the  Houghton  Mifflin  Company,  Boston 
and  Chicago. 

Ten  excellent  stories  for  children  as  follows:  The 
Twins  go  Coasting,  Koolee  divides  the  Meat,  The 
Twins  go  Fishing,  The  Snow  House,  The  Feast,  The 
Reindeer  Hunt,  What  Happened  when  Menis  and  Koko 
went  Hunting  by  Themselves,  The  Woman-Boats,  The 
Voyage,  The  Summer  Day. 

GOOD  STORIES  FOR  GREAT  HOLIDAYS.  By  Fran- 
cis Jenkins  Olcott.  Illuminated  cloth.  475  pages. 
Price  $2.00  net.  Published  by  Houghton  Mifflin 
Company,  Boston  and  Chicago. 

This  is  a  book  of  stories  to  be  told  or  read  to  child- 
ren— or  read  by  children — in  the  celebration  of  our 
most  important  holidays. 

Seventeen  holidays  are  included — New  Year's  Day, 
Lincoln's  Birthday,  Saint  Valentine's  Day,  Washing- 
ton's Birthday,  Resurrection  Day,  (Easter  Sunday) 
May  Day,  Mothers's  Day,  Memorial  Day,  Flag  Day, 
Independence  Day,  Labor  Day,  Columbus  Day,  Hal- 
loween, Thanksgiving  Day,  Christmas,  Arbor  Day, 
and  Bird  Day. 

The  stories,  120  in  all,  are  gathered  from  a  wide 
range  of  sources,  old  and  new,  and  are  the  best  short 
stories  on  subjects  connected  with  these  holidays 
which  Miss  Olcott,  an  expert  in  such  matters,  has 
been  able  to  discover. 

THE  DOERS.  By  William  John  Hopkins.  Cloth. 
175  pages.  Price  $1.00  net.  Published  by  the  Hough- 
ton Mifflin  Company,  Boston  and  Chicago. 

This  book  contains  13  excellent  stories  for  little 
children  as  follows:  The  Digging  Men  Story,  The 
Mason  Story,  The  Dinner  Time  and  Jonah,  The  Car- 
penter Story,  The  Water-Men  Story,  The  Shingle  and 
Clapboard  Story,  The  Plumber  Story,  The  Painter 
Story,  The  Tree-Men  Story,  The  Clearing-Up  Story, 
The  Setting-Out  Story,  The  Pole-Men  Story,  The  Mov- 
ing-Men Story. 


Pittsburg,  Pa. — Miss  Susan  Blow,  the  noted  kinder- 
gartner  has  been  delivering  a  series  of  lectures  at  the 
Third  United  Presbyterian  church.  Subjects:  "Edu- 
cation of  Girls"  and  "Stories." 


Our  country  is  not  the  only  thing  to  which  we  owe 
our  allegiance.  It  is  also  owed  to  justice  and  to 
humanity.     Patriotism  consists  not  in  waving  a  flag, 

but  in  striving  tnat  our  country  shall  be  righteous  as 
well  as  strong.— James  Bryce, 


GEORGE    MACDONALD 
Stories  for  Little  Folks 

THE  PRINCESS  AND  THE 
GOBLIN 

THE  PRINCESS  AND  CURDIE 

AT  THE   BACK   OF 
THE    NORTH  WIND 

SIMPLIFIED  BY 

ELIZABETH  LEWIS 

Each  ivith  illustrations  in  color  by  MARIA  L.  KIRK, 

Cloth,  $0.50  net,  per  volume. 

Few  writers  of  stories  for  children  have  a 
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and  mental  and  moral  stimulus,  to  thousands 
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rare  good  judgment  in  the  simplification. 

J.  B.  LIPPINCOTT  COMPANY 

PUBLISHERS         PHILADELPHIA 


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This  book  covers  a  great  variety  of  work  from  pa- 
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The  Industrial  and  Social  History  Series.  Kath- 
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Supplementary  Readers.  Series:  The  Tree  Dwel- 
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CHICAGO  NEW   YORK 

PAUL  P.  MASON,  State  Representative.  Reed  City,  Mich. 


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THE  KINDDNU 

By  SUSAN  E.  BLOW 

PATTY  S.  HILL 
ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine- 
teen of  the  International  Kindergarten 
Union  should  be  carefully  studied  by 
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keep  abreast  of  the  times. 
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For  Xmas,  for  Prises,  for  General  Use  We  Recommend 

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decorated  with  letters,  numerals  and  designs  for  drawing.  Just  the 
thing  for  either  Day  Teachers  or  Sunday  School  Teachers  who  wish  to 
remember  their  pupils.  Looks  fine  on  a  Tree  or  just  fits  in  a  Christmas 
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FOR  THE  STUDY  AND  EDUCATION  OF 

EXCEPTIONAL  CHILDREN 

An  Eleemosynary  Society  incorporated  under  th;  laws  of 
thesState  of  New  Jersey 

In  connection  with  its  broad  national  work  for 
exceptional  children,  this  Association  has  for  many 
years  been  conducting  a  special  institution  for  the 
POTENTIALLY  NORMAL,  though  "different"  child, 
known  as 

HERBART  HALL 

The  objects  of  this  institution  are: 

1st.  To  determine  the  individual  peculiarities 
and  tendencies  which  make  a  given  case 
vary  from  the  average. 

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the  child  so  as  to  permit  creative  self- 
expression. 

3rd.    To  direct  all  surrounding'  influences  to  en- 
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will  best  prepare  the  child  for  independ- 
ent existence. 
Physical  and  mental  tests,  scientifically  developed, 
are  employed  so  that  there  is  neither  guess-work  in 
the   diagnosis   of   these    exceptional   types    nor    hap- 
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Many  children  puzzle  parents  and  teachers.  They 
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(We  do  not  treat  feeble-minded,  epileptic,  degen- 
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For  full  information  address 

ASSOCIATION  S.  I  1 C. 

WALDEMAR  H.  GROSZMANN 

Secretary- General 

Plainfield.N.J.  "WATCHUNG  CREST" 

THE  SCHOOL  BULLETIN 

Of  SYRACUSE,  the  old  esfablished  State  edu- 
cational paper  of  New  York,  and  the  Kindergar- 
ten-Primary Magazine,  both  one  year,  pos:age 
paid  anywhere  in   United  States  and  possessions 


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pilllHlllllllllliiiilllllllllllltllllllllllilU 

||P  Why  Mot  Gii)e tffour \Pupils 

1   the  same  opportunity  to  win  promotion  and  success  as 
H  the  lad  who  has 

1  Webster's  New  International 

H  Dictionary  in  his  school?     Would  not  a  requisition  to  your  school 

g  authorities  for  a  copy  bring  this  all-knowing  special  teacher  to  your 

§1  schoolroom?     This  New  Creation  answers  with  final  authority  all 

H  kinds  of  puzzling  questions  in  spelling,   pronunciation,  definition, 

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Ex-supervisor  New  York  Kinder- 
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Address 

500  Manhattan  Ave.,  NEW  YORK 


A  KINDERGARTEN  PROGRAM 

for  a  year,  with  Circle  Talks,  Gifts, 
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Bristol  Hotel,  Oklahoma  City,  Okla. 


Kindergarten  Teachers 

AND  STUDENTS 

will  be  interested  in  my  investigation  and  study  of 
the  MONTESSORI  METHOD  IN  ROME,  and  my 
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Mrs.  J.  Scott  Anderson,  Directoress.Torresd ale  House 

Training  course  begins  October  1st. 

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ITorresdale,  Philadelphia,  Pa. 


Pretty  Polly  Flinders 

By  MARY  FRANCES  BLAISDEL.L 
A  book  to  Are  the  imagination  and 
delight  the  heart  of  childhood.  Col- 
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year  children  can  read  it  themselves. 

IN  toYland 

By  LOUISE  ROBINSON 
A   visit   to   the    land   of   Christmas 

toys.   .Colored  pictures.   .Large  type. 

Advanced  first  year  Reading 

Each  volume,  40  cents  postpaid..  . 

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BOSTON,  MASS. 


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Parents  and  Teachers 


SAFE,    SANE,  ATTRACTIVE 

Temperance  and  Anti-Cigaret  Helps 

Stereopticon  Slides 
Handsome  Posters 
Interesting-  Literature 
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The  Scientific  Temperance  federation! 

23  TRULL  ST.,  BOSTON,  MASS. 


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Fruit  Ornaments 

No.  I79'4-     Pears,  5c  each;  postage  2c. 

No.  17014P.    Same  as  above -Plums,  Jc;  each  postage  2c. 


Santa  Oaus  Mask. 

No.  1887.  Santa  Claus  Pressed  Paper  flask,  natural  dull  finish ; 
beautifully  painted  eyes  and  eyebrows,  with  long  white 
wool  beard,  length  of  beard  15  inches ;  15c  each ;  postage  8c. 

No.  8086.  Net  Stockings  with  paper  girls  and  boys  assorted 
and  tinsel,  13  inches  long,  each  5c ;  postage  2c. 

No.  1806.  Cornucopias,  made  of  netting  with  figures  and  tin- 
sel. 9  inches ;  very  fine,  assorted  designs,  each  5c ;  postage  lc. 

No.  8444.  Tissue  Paper  Bells,  very  beautiful.  6%  inches  in  di- 
meter, red  or  red,  white  and  blue,  each  5c   postage  lc. 

No.  771.     Chicks,  yellow  Cotton,  15c  each;  postage  lc. 

No.  1908.  Pearl  Fastening  Wire,  assorted  colors,  per  bunch 
ic;  postage  2c. 


TINSEL  GARLAND. 


ROSE  WINDING-    GARLANDS. 
10    fnet    lone. 

No.  18085.  Crimped  Silver  Lametta,  or  Angel  Hair,  per  envelope 
3c;  postage  lc. 

No,  18086.     Same,  Crimped  Gold  per  envelope  4c  ;  postage  lc. 

No.  18250.  Artifical  Snow,  for  Christmas  Trees,  per  box  5c; 
postage  4c. 

Rose  Garlands,  Large  beautiful  roses  4  inches  in  diameter  on 
string  5  feet  long,  and  can  be  cut  apart  and  used  in  many 
ways;  very  beautiful ;  price  25c  ;  postage  3c. 

I  No.  1  Garland.  Expanding  capacity,  length  3  ft,  diameter 
about  Wz  inches,  usual  price  2c;  our  price,  15c.  per  dozen ;  post< 
age  3c. 

No.  2  Garland.  Expanding  capacity,  12  ft ;  diameter  about  2% 
inches,  red  or  green,  usual  price,  ibe;  our  wholesale  price  sc; 
postage  2C. 

No.  3  Garland.  Verv  beautiful,  expanding  capacity  14  ft., 
beautiful  shaped  border,  from  which  are  suspended  CO  paper 
bells  cut  from  flat  tissue  paper,  alternating  colors  red  and 
green ;  price  for  all  only  8c;  postage  2c. 


65  '  *?;' 


TINSEL,  GARLAND.     Per  roll  of  ten  yards,  SOc.  Very 

fine. 

TINSEL,  GARLANDS.  Made  of  the  sam«  material 
as  Tinsel  Festooning.  Nothing  finer  for  decorating 
trees,  costumes,  etc.  They  sparkle  like  diamonds.  16 
cents  a  dozen. 

No.  M261.  The 
Christmas  Stock- 
ing. Made  of  wo- 
ven fabric,  simitar 
to  Tarlatan,  but 
much  stronger. 
Has  cord  for  hang- 
ing, also  one  for 
fastening.  A  pres- 
entation card  Is 
attached.  This  Is  a 
new  and  excep- 
tionally unique  de- 
vice for  holding 
candy,  and  Is  sure 
to  delight  the  lit- 
tle folks  beyond 
measure.  2.1c.  doz., 
*1.T5  per  100.  post- 
paid. Samples.  3c. 
very  dainty  and  artistic. 


"si20.        .No.   T258. 
rornucoplfl   No.  S120. 

and  gold.     Very  choice, 
pie,   3  cents. 
The   Wind 


Mo.  512111. 

i    :  i    !;rt  !<•.     Printed  In   quiet  colors 

35  cents  per  dozen,  $2.50  per  100,  prepaid.     Sara- 


'rne  windmill  iiox.  -Maxes  a  most  artistic  etrect.  This  box  Is  a  pro- 
nounced novelty  and  a  complete  departure  In  'candy  packagea  Makes  a 
most  effective  display  and  Is  an  attractive  and  unique  method  of  packing 
candles.  Half  pound  size,  35  cents  per  dozen,  82.50  per  100.  prepaid.  Sample, 
3  cents. 

No.  T250.  Japanese  Poke.  A  fancy  Imported  paper  bag  made  of  Jap- 
nese  crepe  paper,  highly  decorated  and  lined  with  white.  Very  strong 
nd  pretty.  Holds  a  half  pound.  20  cents  a  dozen,  91.50  per  100,  prepaid, 
iample,  3  cc 


Christmas  Candles.  These  ate  of  a 
high  grade  of  steric  wax,  full  standard 
sizes,  cai>le  pattern,  bright  assorted  col- 
ors, perfect  finish,  and  put  up  in  hand- 
some box  containing  48  candles. 

Onlyi)c.  per  box:  postage,  10c. 

Extra  large  candles  per  box  of  18.  9cts.  j 
postage,  70c. 


No.  18215.  Tinsel  Fans,  with  center  piece,  5  inches  in  diame- 
ter, very  tine;  each  5c;  postage  lc. 

No.  18230  Silver  Tinsel  Stars,  with  Silver  star  in  center,  5  ins. 
extra  tine,  each  5c.  postage  lc.  1 

No.  P461  Tissue  Paper  Balls,  6V2  inches  in  diameter,  red,  each 
6c ;  postatre,  6c. 

No.  P4431.  Same,  12  inches  in  diameter,  9^  inches  high,  each 
10c  j  postage,  3c. 


Sectional  Animals  and  Birds  These  boxes 
of  sliced  animals  and  biids  make  an  attractive 
form  of  busy  work.  Each  completed  picture  has 
the  name  of  the  animal  or  bird,  thus  possessing 
educational  value,    Per  box,  15c.  Weight,  7  ozs| 

Dissected  Map  of  U.S.-  The  best  dissected 

map  of  U.  S-    .Lithographed,  cut  on  State  lines, 

flats  of  nations  on  back.  Size  12x20,  heavy  pulp 

board.    Beautiful  box.   Price.  25 cts.    Weight,  15 

ounces.  Size  15x22,  on  wood,  50c.    Weight,  24  ozs. 

Educational  Clock  Dials.— Used  for  teach- 

'in«'  time.    Two  sizes,  12-inch  dial  for  teacher,  4^ 

inch  for  pupils.    Hands  readily  moved  but  will 

remain  wherever  placed.     Strong  and  durably 

mai.e     Prices,  each,  postpaid  :    Pupil's  size,  10c. 

Large'  size  for  teacher,  85c. ;  weig'ts,  8  and  15  ozs. 

Drawing  Stencils  for  our  Little  Artist.— 

Four  different  sets  at  the  uniform  price  of  25c. 

per  box.  Weight  7  ounces.  Each  box  contains 

'»0stencils4MX6J^madeof  strongleatherpaper. 

Subjects  appeal  strongly  to  little  children. 


Addreis  all   orders  to 


THE  J.  H.  SHULTS  CO.,  MANISTEE,  MICH. 


THE  TEACHER'S  JOURNAL 

A  WIM-A-WAKE  PERIODICAL 

FOR 

PROGRESSIVE  TEACHERS 

In  matters  of  education,  Indiana  is  in  the  lime  light. 
The  new  vocational  law  is  revolutionary  in  its  effects  and 
the  results  will  be  valuable  to  all  grades  of  progressive 
teachers  no  matter  where  they  teach. 

The  Teacher's  Journal  conl  ains  other  features  of  interest 
to  teachers  everywhere.  It  is  practical  and  has  to  do  with 
the  problems  of  all  teachers. 


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Pathfinder 


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This  is  the  most  helpful  combination  ever  offered   teach- 
ers.   We  take  subscriptions   for  all    magazines  at  a  very 
low  rate.     If  you  are  interested  write  tor  special  prices. 
Address, 

TEACHER'S  JOURNAL  CO. 

MARION.  INDIANA 

Cheap  and  Excellent  Books 

BONO  KNAPSACK,  142  Bongs  for  schools,  10c;  $1 
dozen. 

"PAT'S  PT  -_,  124  pp.  All  the  music  to  the  KNAP- 
SACK songs.  Sweetest,  sanest,  jolliest  song 
book  made.     Cloth,  60c. 

PRIMER  OF  PEDAGOGY,  by  Prof.  D.  Putnam. 
Just  what  the  times  demand.    Cloth  122  pp.  25c. 

MANUAL  OP  ORTHOGRAPHY  AND  ELEMEN- 
TARY SOUNDS,  by  Henry  R.  Pattenglll.  Up-to- 
date.      104  pp.,   25c. 

CIVIL  GOVERNMENT  OP  U.  S.,  by  W.  C.  Hewitt. 
118  pp.,  complete,  new,  cloth,  25c;  $2.40  per  doz. 

MEMORY  GEMS,  1000  GRADED  SELECTIONS,  by 
H.  R.  Pattenglll.  143  pp.,  linen  morocco  finish, 
26c. 

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, 
•legant.     132  pp.,  26c. 

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,  60c. 

SPECIAL  DAY   EXERCISES,   165   pp.,   26c. 

Best  medicine  ever  to  cure  that  "tired  feeling" 
in  school. 

HENRY  R.  PATTENGILL.  Lansing,  Mich. 


MAKE  YOUR  READING  COUNT 


Read  This  Course 

(Thirty-sixth  C.  L.  S.  C.  Year.) 

Rambles  and  Studies  in  Greece.  By  J.  P.  Mahaffy, 
C.  V.  O.,  author  of  "Social  Life  in  Greece," 
"History  of  Greek  Literature,"  etc $1.50 

The  Message  of  Greek  Art.  By  Dr.  H.  H.  Pow- 
ers, Pres.  Bureau  of  University  Travel,  125 
illustrations    2.00 

Studies  in  the  Poetry  of  Italy:  Roman  and 
Italian.  By  Frank  Justus  Miller,  University  of 
Chicago,  and  Oscar  Kuhns,  Wesleyan  University  1.50 

The  Meaning  of  Evolution.  By  Samuel  C. 
Schmucker,  West  Chester  State  Normal  School, 
Pennsylvania    1.50 

"The  Chautauquan :  A  Weekly  Newsmagazine."  Il- 
lustrated.    Containing: 

Where  Civilizations  Meet:  Round  About  Con- 
stantinople. By  Frank  Chapin  Bray,  Managing 
Editor  Chautauqua  Press. 

Current  Events:  "Highways  and  Byways" 
news  perspective  2.00 

Total $8.50 

All  Four  Books  (cloth  bound)  and  the  Maga- 
zine     $5.00» 

♦Remit  30  cents  extra  for  postage  or  prepaid  express 
"Collect"  charges  are  more. 

Easy  for  Anybody,  Worth  While 
for  Everybody 

If  in  doubt,  send  stamp  for  handbook  of  testimonials 
Address 

CHAUTAUQUA  INSTITUTION 

Chautauqua,  New  York 


DON'T  READ  AT  RANDOM 


Are  You  Interested  In 

THE    SCHOOLS    OF   HAWAII? 

The  Hawaiian  Islands  (formerly  Sandwich  Is- 
lands) have  been  since  18(18  an  aulonomousTVrritory 
of  the  United  States.  The  School  System  is  thoroly 
modern  thruout.  from  the  numerous  kindergartens 
to  the  Territorial  College  of  Hawaii. 

For  any  information  regarding-  the  schools  or 
educational  work  of  Hawaii,  address 

HAWAII  EDUCATIONAL  REVIEW 

HONOLULU.  -  T.  H. 


NURSfRY  X  KINDERGARTEN  STORIES 

Selections  from  distinguished  authors  with  juvenile  poems 
and  songs  included.  Every  story  and  poem  illustrated.  3S0 
large  pages,  price  $1.00.  The  Southern  Teacher,  which  is 
a  real  live,  up-to-date  Educational  Journal  with  departments 
in  Current  Events,  Questions  and  Answers,  etc.,  price  $1.00, 
and  Nursery  and  Kindergarten  Stories  both  for  only  $1.50. 
Address 

THE  SOUTHERN  TEACHER 


COLLEGE  STREET 


GRAYSON,  KY. 


"STORY   TELLING   IN  THE  KINDERGARTEN" 


The  Educational  Value  of  Stories  is  Fully  Appreciated  by  Kindergartners  Everywhere. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 


WILL  OPEN  A 


Kindergarten  Training  School 

OCTOBER  1st,  1914 


UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE   ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

froebel  School  of  Kindergarten 

"Wnrrrml  C1a«s«»p<s    boston,  mass 
normal  i»idsseb  PIEBCE  building 

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 

80HTEN9B    M.     ORCUTT,     Principal    of 

**•   Training   School    and   Supervisor   of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield   Kindergarten 

Normal  Training  School 

fwo  Tsars'  Coarse.    Terms,  $100  per  year 

Apply    to 

HATTIE   TWICHELL, 
SrarNGFIEtD— LONOMEADOW,   MASS. 


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 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two.  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Snecial  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. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT  \  B   .       .       . 
SUSAN  C.  BAKER  j  Principals 

2108  Conn.  Ave  Washington,  D.  C. 


Mice  Harf'c  TRAINING  SCHOOL 

l?SlJJ  1 101  L   J   ForKiodergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledge.  Pa. 


•CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  06th  Street,  Cleveland,  Ohio 
Founded  in   1894. 

Regular  course  of  three  years  prepares 
for  Kindergaiten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS   NETTA  FARRIS,    Principal 


Law  troebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central  Park   West  and  03d  8t 


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    me'hods 
for  Kindergarten  teachers,  leading  to  a 
Kindergarten-Primary  diploma 
For  particulars  address 

CATHERINE    J.    TRACY 

Principal 


The  NEWYORK  KINDERGARTEN 
ASSOCIATION 


Offers  unusual  advantages  for  Graduate 

Study. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'    MEETINGS  AND  VISITING 

Miss  Fanciebelle  Curtis,  Director  of  Public  School 
Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS        PROGRAM  MAKING 

LITERATURE  FOR  CHILDREN 
TUITION   FREE  Apply  for  Prospectus  to 

MISS  LAURA  FISHER 

Director  Department  of  GRADUATE  STUDY 
534    Jl'.  42nd  Street,  NEW  YORK  CITY 


Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Pull  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teichers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE  KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

froebel  School  of  Kindergarten 

Normal  Classes  PIEBCE  building 

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 

BORTBNSK    M.     ORCUTT.     Principal    of 

"*•  Training  School   and  Supervisor  of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Tw»  Tmhw'  Conra*.   Terms,  V  10»  per  year. 
Apply   to 

HATTIE  TWICHELL, 

SPRrNGFIBLD— LONGMEADOW,  MASS. 


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. 


OF    INDIANAPOLIS 


Accredited  by  State   Board  of  Educa- 
tion. Professional  Training  for  all  prudes 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    Col'ege    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. 

.  ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


Ethical  Culture  School 

Central  Park  West  and  68d  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 


CATHERINE    J. 

Principal 


TRACY 


COLUMBIA  KINDERGARTEN 


TWO  YEARS'   COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT)p  .       , 

SUSAN  C.  BAKER  principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Miss  Hart's 


TRAINING  SCHOOL 

For  Kindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge,  Pa. 


■CLEVELAND. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland,  Ohio 
Founded  in  1804. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS  NETTA  FARRIS,   Principal 


Law  froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

Connecticut  Froebel  Normal 

Kindergarten  Primary  Training  School 

Academic,  kindergarten ,  primarv  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. 

Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

1C0  Riverway,    EOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teichers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Ma  te  rial  s  . 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Natur.-  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  Lnd  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept    23,  1914 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 


WILL  OPEN  A 


Kindergarten  Training  School 

OCTOBER  1st,  1914 


UNDER  THE  DIRECTION   OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION   AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


■THE- 


Miss  Annie  Coolidge  Rust's 


23rd  Year 


froebel  School  of  Kindergarten 

■Wnrmnl  f!lncs«»p«j    boston,  mass 

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,    addreBa 

aORTBNSE    M.     ORCUTT,     Principal    of 

**•   Training   School   and   Supervisor   of 

Kindergartens,     326    Bull    Street, 

Savannah,    Georgia. 


Springfield   Kindergarten 

Normal  Training  School 

riro  Yearn'  Coarse.    Terms,  $100  per  year 

Apply    to 

HATTIE   TWICHELL. 
SPUrNGFIBtD—  LONGMEADOW.   MASS. 


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 


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. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTTf  p   .    „.       . 
SUSAN   C.  BAKER  c  Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Mice  HarPc^AliilNG  SCHOOL 

I71IJJ  IIQIl  J   ForKindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledge,  Pa. 


•CLEVELAND. 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National   Kinderg-arten  Colleg-e 

2050  East  06th  Street,  Cleveland,  Ohio 
Founded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS   NETTA  FARRIS,    Principal 


Law  Froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central  Park   West  and  rt3d  8t 

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 

CATHERINE    J.    TRACY 

Principal 


The  NEW  YORK  KINDERGARTEN 
ASSOCIATION 


Offers  unusual  advantages  for  Graduate 

Study. 

SEASON  OF   1914-1915 

PUBLIC  LECTURES 

Subject 

MOTHERS'    MEETINGS  AND  VISITING 

Miss  Fanniebelle  Curtis,  Director  of  Public  School 
Kindergartens. 

GRADUATE  COURSES 

DANTE'S  DIVINE  COMEDY 
GAMES  KINDERGARTEN  OCCUPATIONS 

KINDERGARTEN  GIFTS        PROGRAM  MAKING 

LITERATURE  FOR  CHILDREN 
TUITION    FREE  Apply  for  Prospectus  to 

WilSS  LAURA  FISHER 

Director  Department  of  GRADUATE  STUDY 
524    II'.  42nd  Street,  NEW  Y0HK  CITY 


Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100   Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 

UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE  KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

Wnrmnl  fllqwp?     BOSTON,  MASS. 

■moniicu  victaacs  PIEBCE  building 

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    Eat*   Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For   Information,    address 

HOHTBNSB    M.     ORCUTT.     Principal    of 

•*•  Training  School   and  Supervisor  of 

Kindergartens,     32  6    Bull    Street, 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Iw»  Yaan'  Conn*.   Terms,  $1W  per  year. 
Apply  to 

HATTIE  TWICHELL, 

SPBrNQFIHLD— LONOMEADOW,  MASS. 


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. 


■THE- 


OF    INDIANAPOLIS 

Accredited  l>y  State   Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    Col'ege    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  iSchool  Draw- 
ing and  Music,   Domestic   Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

.  ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 


TWO  YEARS'   COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT)-  .      .       - 
SUSAN  C.  BAKER  principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Miss  Hart's 


TRAINING  SCHOOL 

For  Kindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge.  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland,  Ohio 
Pounded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS  NETTA  FARRIS.   Principal 


Law  Froefeel  Kindergarten 
Training  Schoo!  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


finical  Culture  School 

Central  Park  West  and  68d  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 

CATHERINE    J.    TRACY 

Principal 

WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

Connecticut  Froebel  Normal 

Kindergarten  Primary  Training  School 
Academic,  kindergarten,  prlmarv  and 
playground  courses,  Boarding anS  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. 

Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

1C0  Riverway,    EOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Ma  te  rial  s  . 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Natur.-  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept    23,  1914 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


#^%'^%%^%'^^'V%'t^^%%Vt'V^.%V^*%Vt 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  DOUSE, 

54  Scott  St.,  Chicago. 


Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 

and   Post   Graduate  Course  (one  year).     Special  Certificates  for 

Home-making  Course,  non-professional  (one  year). 


t 


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,  M  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE- — 

ELIZABETH  HARRISON,  President. 

SUMMER  SCHOOLJune  1 4  to  Aug.  6 

Kindergarten  and  Primary  Methods. 
Playground  Work.  Model  Demon- 
stration Schools.  Credits  Applied 
on  Regular  Courses.  Resident 
Dormitory    on    College    Grounds. 

Come  to  a  school  where  instruc- 
tion received  will  have  practical 
value  in  your  fall  work. 

For    full    information    address 

Box  600,  2944  Michigan  Boulevard, 

CHICAGO,  ILLINOIS. 

Kl  NDERG  ARTEN 

COLLEGIATE    INSTITUTE 

Organized    in    1SS1    as    Chicago 
Free    Kindergarten    Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMORE,  Registrar. 

Room   706,   410   S.   Michigan  Avenue, 

CHICAGO 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 

Richmond,  V? 

Virginia  Mechanics'  Institute  Building, 
Richmond,  Virginia. 
Two  years'  training  In  Theory  and 
Practice,  of  Froebellan  Ideals.  Poet- 
Graduate  Course,  also  Special  Classes  (or 
Primary   Teachers. 

LTTrT    S.   COLEMAN.    Director. 
MRS.   W.  W.   ARCHER,  Sec.  and  Trea.8. 


Grand  Rapids  Kindergarten 
Training  School 


:PESTALOZZI-FROEBEL: 


Certificate 

Diploma 

and 

Normal 

Courses 

New 
Quarters 

No.  508 
Foun- 
tain St. 


CLARA  WHEELER,  Principal 

EVERY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add    to    her   usefulness 

and  income. 

For  particulars  write  to 


KINDERGARTEN  TRAINING  SCHOOL  MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessonsat  Home 

MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 

qnd  Special  Courses. 
19  Marlborough  st.         Boston.  Mass. 


6 1 6-622  So.  Mich.  Boul.    Chicago 

(New  Location  Ovelooking  Lake  Michigan.) 

DIPLOMA  COURSE  2  YEARS 

Post-Graduate,  Primary  and  Play- 
ground Workers  courses.  Special 
courses  by  University  Professors.  In- 
cludes opi>ortunity  to  become  familiar 
with    Social  Settlement  Movement  at 

Chicago  Commons. 

For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 

Box  SI,  616-622  South  Michigan 

Boulevard,  Chicago,  111. 


SUMMER  SCHOOL 

NEW    YORK      UNIVERSITY,      UNI- 
VERSITY HEIGHTS,  New  York  City 

JULY  1  TO  AUG.  11,  1915 

DR.  JAMES  E.  LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered:  Kindergarten- 
Primary  Supervision;  Mother-Play; 
Program  Making  aud  Method; 
Stories;  Songs;  Gaines;  Gifts. 

For     information    address 
MISS  HARRIETTE  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New   York   University,    .Washington 

Square,  New  York  City. 

THE  BABRIETTE  MELISSA  MILLS 
KINDERGARTEN  TRAINING  SCHOOL 

In  Affiliation  with  New  York  University 

Two   years  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 
For  information  address 

MISS  HARRIETTE  M.MILLS, Principal 

New  York  University 
Washington  Square,  New  York  City. 


Jenny  B.  Merrill,  Pd.  D. 

Ex-supervisor  New  York  Kinder- 
gartens, and  special  lecturer  on  edu- 
cational topics,  can  be  secured  for  a 
limited  number  of  addresses  to  tea- 
chers or  mothers,  at  points  not  too 
remote  from  New  York  City.  Her 
subjects  are  the  following: 

"What  is  meant  by  a  Problem  Pro- 
gram in  the  Kindergarten." 

"A  Study  of  Children's  Drawings." 

"Primitive  Knowledge,  or  the  A 
B    C    of   things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods  for  Day  Nurseries." 
Address 
500  Manhattan  Ave.,  NEW  YORK. 


The  Monicssori  Method  in  Rome  j      i874-Kindergarten  Normal  Institutions-191 4 


If  you  arc  Interested  In  my  Investigation 
and  study  of  the  MONTESSOR1  METHOD 
IN  ROME,  and  my  practical  adaptation  of 
the  Method  to  the  American  School  for  little 
children  I  will  be  glad  to  send  Illustrated  pam- 
phlet  on  request.      Mrs.   J    Scott    Anderson, 
Dlrcctrees.  TorreBdale  House.    Training  course 
begins  October  1st. 
American  Montessorl  Teacher-Training  School 
Torresdale.  Philadelphia,  Pa 


1516  Columbia  Road,  N.  W.        WASHINGTON,  D.  C. 

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

&vip>*»>     Plessner  Pollock,  Principal 

Teachers'  Training-  Course — Two  Years 
'->    Timer  Training  Classes  at  Mt.  Chatauqua— Mountain  Lake  Park — 
Garrett  Co.,  Maryland 


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,  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. 


FEBRUARY,  1915. 

The  Kindergarten-Primary  Magazine  is  entered  as 
second  class  matter  at  the  Post-Office,  Manistee,  Mich. 
Subscription  price  $1.00  per  annum. 

INDEX  TO   CONTENTS 

Page. 

The  Developing  Method.  .  .  .Dr.  W.  N.  Hailmann  172 
Report  of  Address  given  by 

Mrs.  Johnson  of  Alabama 

at  the  Scudder  School,  .  .Dr.  Jenny  B.  Merrill  173 
General       Suggestions      for 

February  Program, Dr.  Jenny  B.  Merrill  174 

General  Suggestions  on  the 

Problem     Program,     for 

February Dr.  Jenny  B.  Merrill  177 

The  Hygiene  of  the  Indoor  Kindergarten 180 

The  Pioneer Frank  Walcott  Hutt  180 

The  Hygiene  of  the  Healthy, 

Normal  Child  in  Kindergarten 181 

Herr     Pessumehr's     Return 

Home Susan  Plessner  Pollock  182 

The  Cob-Fire  Stories, Bertha  I.  C.  Pitman  183 

Keeping  a  Record Dr.  Jenny  B.  Merrill  184 

Picture  Study,  VI Mary  E.  Cotting  185 

Mother     Play,     The     Joiner 

or  Cabinet-Maker Bertha  Johnston  186 

Kindergarten  Appreciation 187 

The  Committee  of  the  Whole,  Bertha  Johnston  188 

Rural  Schools  and  Hookworm  Disease 189 

Hints    and    Suggestions    for 

Rural  Teachers Grace  Dow  190 

Blackboard  Suggestions    for 

February Laura  Rountree  Smith  192 

Aims  in  Teaching 193 

Points  in  Story  Telling Susan  M.  Kane  194 

Washington's  Birthday Dr.  Mary  E.  Law  194 

Preparation  of    Women    for 

Twentieth  Centuary  Lif e . . . .  M ary  E.  Woolley  195 

Squared  Units  for  February F.  O.  Sanders  196 

Suggestions  for  February  Calendar 196 

Ten  Lectures  on  Psycho- 
logical Values-Forward 196 

Gems  forMemorizing 200 

Suggestions  for  Construc- 
tion Work Miss  Susan  M.  Frazier  201 

Kindergarten  for  the  Blind 201 

February  Drawing Miss  Olive  Wills  202 

Straight    Line    Cutting Carrie    L.    Wagner  203 

New     Games,       Plays     and 

Pieces  for  Little  People 204 

Book  Notes 205-206-207 


VOL-  XXVII— No.  6 

EDITORIAL   NOTES 

Remember  the  annual  meeting  of  the  Department  of 
Superintendence,  N.  E.  A.,  at  Cincinnati,  Feb.  22-28. 
Full  particulars  of  D.  W.  Springer,  secretary,  Ann 
Arbor,  Mich.  ;  , 

It  has  been  decided  to  postpone  the  annual  meeting 
of  the  I.  K.  U.  usually  held  in  April,  until  August,  at 
which  time  the  Union  will  meet  in  connection  with 
the  N.  E.  A.  at  San  Francisco.  The  first  meeting  will 
be  held  August  17,  in  connection  with  the  Kindergar- 
ten Department  of  the  N.  E.  A.  The  exercises  for  the 
other  days  will  be  briefly  as  follows:  August  18,  Dele- 
gates day;  August  19,  no  session;  August  20,  has  been 
designated  by  managers  of  the  Panama  Pacific  Ex- 
position as  International  Kindergarten  Union  day. 
Three  sessions  will  be  held;  August  21,  National 
Education  Association  day,  with  one  session  of  the 
I.  K.  U. ;  August  20,  will  be  observed  as  peace  day. 

The  annual  meeting  of  the  Department  of  Superin- 
tendence of  the  N.  E.  A.,  to  be  held  at  Cincinnati, 
February  22-28,  promises  to  be  unusually  successful. 
For  full  particulars  and  railroad  rates,  write  to 
Durand  W.  Springer,  Ann  Arbor,  Michigan. 

A  Kindergarten  Symposium  will  be  held  under  the 
direction  of  the  N.  E.  A.  committee  of  the  I.  K.  U., 
Miss  Lucy  Wheelock,  chairman.  "Correlation  of  the 
Kindergarten  with  the  Public  School  System  will  be 
the  general  topic.    The  sub-topics  are  as  follows: 

How  may  Kindergarten  Practice  be  Improved? 

A.  From  standpoint  of  the  superintendent. 

B.  From  standpoint  of  the  primary  teacher. 

C.  From  standpoint  of  the  student  of  education. 

There  will  be  ten-minute  addresses  by  Mr.  A.  W. 
Edson,  Associate  Superintendent,  New  York;  Prof. 
H.  W.  Holmes,  Harvard  University;  Prof.  Charles 
H.  Judd,  School  of  Education,  Chicago;  Mrs.  Alice 
O'Grady  Moulton,  Chicago  Normal  School;  Miss 
Annie  E.  Moore,  Teachers  College,  New  York;  Mr.  W. 
M.  Davidson,  Superintendent  of  Schools,  Pittsburgh; 
Mr.  C.  D.  Pearse,  Milwaukee  Normal  School;  Mr.  R.  J. 
Condon,  Superintendent  of  Schools,  Cincinnati. 


172 


THE  KIXDERGARTEN-FRIMARY  MAGAZIMU 


Dr.  W.  N.  Hailmann. 

IV. 

The  most  comprehensive  and  all-sidedly  satisfac- 
tory answer  to  our  problem  came  from  Froebel. 
Altho,  in  time,  he  precedes  Diesterweg  and  Spencer, 
in  his  application  of  the  principle  he  anticipates  and 
includes  them  both.  This  pre-eminence  he  owes  to  his 
standpoint  which  is  that  of  full,  all-sided,  practical 
humanity.  Diesterweg  limits  himself  to  school-in- 
struction; Spencer,  indeed,  includes  the  entire  edu- 
cational period,  but  approaches  it  almost  wholly  as 
concerned  with  the  acquisition  of  knowledge,  exclud- 
ing the  deeper  convictions  of  the  spirit  which  are  de- 
rived from  inner  contact  with  the  unknowable. 

Froebel,  on  the  other  hand,  rests  his  work  primarily 
on  these  convictions  as  offering  the  only  available, 
permanent  groundwork,  in  no  way  subject  to  the  stuff- 
ings of  science  which,  indeed,  may  approach  the  un- 
knowable, but  can  no  more  take  its  place  than  it  can 
reveal  its  mysteries.  To  Froebel,  therefore,  education 
is  primarily  and  in  every  phase  of  it  intensely  re- 
ligious, involving  constant  reference  in  all  that  is 
done  to  the  establishment  of  a  life  of  service  and  un- 
ceasing spiritual  self-improvement.  With  regard  to 
this  all  else — physical,  intellectual  and  esthetic  train- 
ing, the  acquisition  of  knowledge  and  skill,  of 
appreciation  and  insight — is  tool  of  the  spirit,  and 
because  of  this  in  no  way  slighted  but  rather  en- 
hanced in  value  and  scope. 

In  all  proximate  aims  and  every  device  of  method, 
he  bases  his  work  on  a  thoughtful  study  of  human 
nature  in  the  gradual  unfolding  of  its  individual, 
social  and  generic  essence  and  destiny.  True  to  his 
principle  that  outer  individuality  and  diversity  are 
the  expression  of  inner  unity,  he  fosters  and  cultivates 
in  individual  life  the  tendency  for  social  introordi- 
nation  and  leads  it  to  the  heights  where  the  indivi- 
dual may  see  himself  as  a  conscious  pulse  in  the  life 
of  humanity,  of  "the  Man  writ  large,"  whose  destiny 
lies  in  the  perfection  of  the  divine  ideal.  Mindful  of 
the  fact  that  in  all  life  the  higher  rests  on  the  lower, 
b.-e  bestows  eager  and  conscientious  care  on  the  low- 
liest phases  of  the  work;  and  equally  mindful  of  the 
fact  that  the  lower  derives  its  value  from  the  higher 
possibilities  it  implies,  he  unremittingly  directs  all 
streams  towards  higher  and  highest  life. 

In  the  bosom  of  the  family  the  child  is  received. 
Here  the  father's  "light"  and  the  mother's  "love" 
are  to  guide  him  in  gaining  individual  strength  and 
kindly  self-assertion,  are  to  enable  him  to  find  and  to 
possess  himself,  unobtrusively  yet  consciously;  as  a 
drawing  personality.  Kindergarten  and  school  are  to 
teach  him  the  helpful  use  of  these  qualities  and 
powers  in  the  widening  purposes  of  social  groups,  to 
lift  him  upon  higher  planes  of  rational  self-devotion 
to  common  purpose,  so  that  in  due  time  he  may  more 


or  less  clearly  reach  the  lofty  self-denial  that  "fills 
v. ith  heavenly  peace  the  soul  at  one  with  humanity 
and  with  God." 

Froebel's  intensely  religious  sense  talks  into  his 
service  physiology,  psychology,  history,  science  in  all 
its  interests.  He  avails  himelf  eagerly  of  wii'atevei 
light  and  help  they  may  afford  in  his  momentous 
work.  Hence,  in  all  that  pertains  thereto,  he  is  per- 
sistently scientific.  Free  from  prejudice,  free  from 
"idols  of  tribe,  den,  market  and  theater,"  he  seehs 
and  tests  all  knowledge  in  actual,  systematic, 
methodical  contact  with  the  world  and  with  life. 

Knowledge — wide  and  accurate — is,  indeed,  indis- 
pensable in  order  to  ensure  the  world-mastership  in- 
volved in  man's  destiny,  but  Froebel  demands  for  his 
pupil  in  gathering  such  knowledge,  direct  contact 
with  nature  and  life,  direct  personal  experience  and 
experiment.  He  is  opposed  to  all  proxydom  and 
vicariousness;  he  will  not  be  satisfied  with  second- 
hand men  and  women;  each  one  must  stand  on  his 
own  feet  and  live  out  his  own  self. 

Again,  he  would  make  education  practical, 
dynamic,  at  every  tep.  In  accordance  with  his 
pregnant  formula,  "From  life,  thru  life,  to  life" — i.  e. 
from  living  experience,  thru  living  thought,  to  living 
action — his  education  would  test  the  value  of  every 
income  of  knowledge  in  expression,  in  some  sort  of 
corresponding  outward  doing,  individual  and  social. 
His  measure  of  the  value  of  knowledge  to  the  learner 
is  its  actual  effectiveness  in  the  learner's  life.  Know- 
ledge must  increase  and  widen  conscious  power,  and 
this  it  can  do  only  in  related  action  under  suitable 
stimulus  and  judicious  guidance.  He  wants  not  less 
knowledge  but  rather  more,  and  all  sought  with  a 
living  purpose  on  the  part  of  the  learner.  No  subject 
is  to  be  taken  up  arbitrarily  or  forced  upon  the  chil- 
dren; they  should  want  it  and  demand  it  for  their 
own  purposes. 

The  very  destiny  of  created  beings  lies  in  self-ex- 
pressicn.  Hence  the  value  in  the  unfolding  life  of  the 
children,  of  play  and  manual  activity,  of  song  and 
spontaneous  speech,  of  artistic  doing,  of  consciously 
directed  spontaneous  conduct.  Froebel's  education 
finds  its  gravitating  center  in  self-expression,  in 
action;  it  judges  the  child  and  man  less  by  what  he 
may  have  or  know,  but  rather  by  what  he  may  be  or 
do.  It  learns  indeed  by  doing,  but  passes  beyond  the 
pernicious  inner  isolation  of  this  formula  and  would 
have  us  learn  in  order  to  do. 

Froebel  is  distinctly  opposed  to  blind  following  of 
his  practice  in  his  own  efforts  to  live  up  to  his  prin- 
ciples, but  would  have  us  hold  fast  the  spirit  of  his 
work  in  ever  clearer  and  more  effective  adjustment 
to  the  needs  and  the  light  of  the  hour.  Thus  educa- 
tional practice  in  the  hands  of  he  followers  of  his 
ideal  would  remain  forever  new;  its  today  would  ever 
be  a  prophecy  of  a  brighter  and  clearer  tomorrow. 

A  few  of  his  own  utterances  will  reveal  more  fully 
the  spirit  that  animates  his  educational  practice  in 
which  he  ever  sought  "to  aid  the  complete  develop- 
ment of  the  child  from  within."     For  this,  he  holds, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


m 


"there  is  but  one  law  under  which  all  things  develop 
and  perfect  themselves  and  according  to  which  every 
activity  in  man  becomes  manifest  as  something 
germinating,  as  an  assimilation  and  elaboration." 
"The  law  of  the  evolution  of  nature  must  guide  us  in 
finding  the  law  of  the  evolution  of  man;  and  this  law 
must  then  become  the  law  of  education."  "Every 
human  being  passes  thru  the  entire  former  develop- 
ment of  the  human  race;  else  he  could  not  understand 
his  world  as  it  came  to  be  what  it  is.  However,  he 
should  not  be  this  in  dead  imitation,  but  in  the  living 
way  of  self-active  and  freely  active  development  and 
elaboration."  "Education  is  the  encouragement  and 
aid  of  natural  development  as  it  is  manifest  in  free 
self-activity."  "Education  should  follow  the  steps  in 
the  development  of  man  and  offer  to  him  only  what 
he  can  bear,  understand  and  assimilate  and  what  at 
the  same  time  may  become  a  ladder  to  the  next  higher 
step."  "On  every  stage,  man  should  have  no  other 
aim  than  to  be  wholly  what  that  stage  demands;  then, 
every  following  stage  will  come  forth  as  a  new  shoot 
from  a  healthy  bud."  "The  world  of  nature  and  of 
man  can  be  apprehended  only  by  personal  experience. 
The  pupil  must  be  enabled  to  find  his  way  consciously 
in  his  outer  world."  "The  necessary  general  formula 
of  instruction  is:  Do  this  and  see  what  follows  from 
your  doing  and  what  it  teaches  you."  "Let  the 
teachers  not  lose  sight  of  this  truth.  It  is  needful 
always  and  at  the  sanfe  time  that  they  give  and 
take,  that  they  lead  and  follow,  that  they  act  and  let 
act."  "Instruction  and  self-activity,  apprehension  and 
representation  are  ever  one." 


REPORT  OF  ADDRESS  GIVEN  BY  MRS.  JOHNSON 
OP  ALABAMA  AT  THE  SCUDDER 
SCHOOL  N.  Y. 
Jenny  B.  Merrill,  Pd  D. 
Note.     Mrs.  Johnson's  original  methods  in  her  own 
school  have  attracted  the  attention  of  leading  edu- 
cators north  as  well  as  south.     Her  methods  empha- 
size the  principles  of  the  kindergarten.     She   gives 
greater  freedom  and  pays  more  attention  to  individual 
initiative  than  usual.    Her  methods  fall  in  line  with 
the  problem  program. 

Mrs.  Johnson  calls  her  work  "Organic  education." 
She  said  in  her  address  "Organic  education  means  a 
sound  body,  a  developed  mind  and  a  sweetness  and 
sincerity  of  spirit.  It  matters  not  how  much  know- 
ledge a  school  may  give,  how  informational  it  may 
be,  a  school  is  not  educational  if  it  is  not  organic. 

Education  at  present  generally  means  book  know- 
ledge. It  should  mean  more.  It  must  be  not  only 
mental  but  also  physical.  We  must  be  able  to  execute 
what  we  know  to  be  really  educated. 

There  are  two  points  of  view  of  education: 

1.  From  the  point  of  view  of  the  doer. 

2.  From  the  point  of  view  of  the  thing  done. 
Education  is  not  alone  preparation  for  life  but  it  is 

life  itself,  therefore  the  process  should  be  a  life-giving 
one— it  should  be  organic. 
The  child  is  a  reacting  organism, 


Organic  education  should  provide  a  healthy  environ- 
ment for  this  reaction. 

The  test  of  the  environment  is  the  reaction  of 
the  child. 

Teachers'  sssociations  rarely  discuss  the  needs  or 
demands  of  the  child,  as  "What  are  the  requirements 
of  a  child  of  twelve?"  "What  is  the  development  of 
mind  of  a  child  ten  years  of  age?"  What  they  do  dis- 
cuss is,  "How  much  more  can  we  jam  into  a  child  of 
ten?"  or  methods  of  teaching  arithmetic,  geography, 
etc.,  methods  of  teaching  the  subject,  not  of  teaching 
a  child. 

Organic  education  is  not  systematic,  the  minute  it 
becomes  so  it  is  spoiled. 

It  makes  little  difference  as  to  what  a  child  knows 
or  what  he  can  do,  but  what  he  is. 

There  is  a  tendency  for  children  to  become  ner- 
vous nowadays,  therefore  children  who  are  unde- 
veloped because  they  are  young,  should  not  be 
bothered  with  books  until  they  are  ten  years  old. 

Why  books?  Because  mothers  want  to  show  off! 
Why  not  teach  the  beauties  of  nature?  Because  such 
knowledge  is  not  definite  enough  to  be  commercial- 
ized. 

The  child's  interest  is  in  things,  then  why  not  give 
him  things  at  first  hand? 

Give  a  child  time  to  think  when  you  ask  a  question. 
Thinking  takes  time. 

It  means  experimenting  and  we  in  schools  are  not 
willing  to  wait.  The  tendency  is  to  tell  him  or  else 
mark  him  down! 

Children  learn  quickly  the  trick  of  memorizing 
anything  whether  they  understand  or  not.  Result — - 
when  older  they  have  lost  the  power  to  think. 

Children  must  have: 

1.  Interest  and  creative  work. 

2.  Experience  for  many  years  then  the  senses. 
Why  should  our  children  grow   round   shouldered 

over  books?  Why  should  they  take  the  burden  of 
school  home?    Why  should  growing  be  a  burden? 

The  school  must  ask,  what  can  I  do  to  make  this 
child's  body  better?  To  make  his  mind  better?  To 
help  him  morally?  (Query.  Will  marks  or  working 
for  promotion  do  these  things?) 

A  happy  spirit  must  exist  in  school  and  it  will  if 
there  is  freedom  and  sincerity. 

Note.  We  are  indebted  for  this  report  to  Miss 
Estelle  Torchheimer,  tutor  in  psychology,  Hunter 
College,  N.  Y.  C.  Attention  is  called  to  the  unique 
course  of  popular  lectures  on  "Applied  Psychology" 
soon  to  be  given  by  Miss  Torchheimer  at  Hunter 
College  during  January,  February  and  March. 


ABOUT  RIGHT 

On  his  teacher's  request  that  he  give  the  class 
his  ideas  on  the  subject  of  "Bravery,"  little  Johnny 
delivered  himself  of  the  following: 

"Some  boys  is  brave  because  they  always  plays  with 
little  boys,  and  some  boys  is  brave  because  their  legs 
is  too  short  to  run  away,  but  most  boys  is  brave  be- 
cause somebody's  lookin'," 


GENERAL  SUGGESTIONS  FOR  FEBRUARY  PROGRAM 

By  JENNi'  B.  MERRILL,  Pd   D. 


Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


INTRODUCTION   TO   FEBRUARY. 

Children  like  mirrors  reflect  their  environment. 
Children  are  naturally  sympathetic  and  imitative. 
Keeping  these  fundamental  truths  concerning  child 
nature  in  mind,  we  can  so  modify  the  environment  in 
the  kindergarten  room  from  month  to  month,  that  it 
will  be  suggestive  of  those  things  we  want  the  chil- 
dren to  think  about  and  ask  about. 

Suppose,  therefore,  knowing  that  February  is  the 
birthday  month  of  our  two  great  national  heroes,  we 
obtain  the  most  suggestive  picture  of  each,  and  with- 
out saying  a  word  hang  such  pictures  conspicuously 
or  place  them  upon  easels,  at  the  beginning  of  the 
month  with  a  flag  draped  over  each.  If  we  have  such 
pictures  for  permanent  ones,  they  will  not  be  as 
valuable  as  if  placed  for  a  time.  The  Japanese  set  us 
a  good  example  in  their  custom  of  placing  a  few 
choice  pictures  according  to  season  and  removing 
them  when  the  season  or  holiday  passes. 

I  should  choose  to  have  a  picture  of  Washington  on 
horseback,  or  having  an  interview  with  his  mother 
or  with  his  officers  at  the  close  of  the  war  rather  than 
a  head. 

I  should  choose  The  Lincoln  Family,  or  Lincoln 
Freeing  the  Slaves,  or  a  copy  of  some  noted  monu- 
ment of  either  president. 

I  should  expect  the  children  to  ask  a  few  questions 
about  each  picture  when  it  first  greets  them. 

I  should  answer  them  briefly,  saying,  perhaps,  to 
the  question,  "Who  is  it?"  This  is  President  Wash- 
ington. This  is  President  Lincoln.  .President 
Washington  and  President  Lincoln  were  very  good 
and  kind  men,  so  we  want  to  know  them.  They  loved 
our  flag,  too,  so  you  see,  I  have  draped  it  around  their 
pictures. 

February  is  their  birthday  month  so  we  will  keep 
them  with  us  all  this  month. 

Will  you  look  at  all  the  pictures  at  home  and  see 
if  you  have  any  of  President  Washington  or  of 
President  Lincoln?  I  want  you  to  tell  us  about  them 
when  their  birthdays  come.  See  if  you  can  find  out 
which  days  on  the  calendar  are  their  birthdays. 

As  soon  as  you  find  out,  I  will  let  you  mount  a 
little  flag  right  on  each  day. 

To  divert  attention  and  ease  the  mind  at  this  point, 
I  might  ask,  if  some  child  did  not  himself  volunteer, 
what  month  is  your  birthday  and  yours  and  yours? 
Children  love  to  tell.  Now  listen,  children,  I  want  to 
tell  you  a  story.  Once  there  was  a  dear  little  baby 
born  on  President  Washington's  birthday.  His  papa 
and  mamma  wanted  him  to  grow  up  to  be  a  good  boy 
and  a  good  man  just  as  your  papa  and  mamma  want 
you  to.     So  father  said,  "Let  us     name    the    baby, 


George  Washington."  "Yes,"  said  mother,  "I  like  that 
name  very  much."  So  the  new  little  baby  was  named 
George  Washington.  I  wonder  if  there  is  any  child 
in  our  school  named  George.  You  see  when  President 
Washington  was  a  little  boy,  his  name  was  George. 
(Here  let  the  children  tell  who  they  are  named  for. 
Children  are  always  deeply  interested  in  names.) 

I  advise  starting  the  ball  rolling  thus  early  in  the 
month,  not  that  I  would  dwell  on  the  full  history,  but 
simply  to  create  a  sympathetic  feeling,  and  start  the 
children  looking  for  pictures  to  fill  a  little  picture 
gallery  or  scrap  books,  and  to  lead  them  to  suggest 
other  decorations  for  the  room  and  other  objects  to 
make  for  these  holidays. 

SONG. 

"My  Country  'Tis  of  Thee." 

FIRST  WEEK,    (FEB.    1-5.) 

Consulting  our  calendar  for  1915  we  find  February 
opens  this  year  on  Monday.  It  has  exactly  four 
school  weeks. 

The  first  week,  if  there  have  been  promotions  and 
new  admissions  will  be  given  mainly  to  the  new 
groups. 

Use  the  older  children  as  much  as  possible  in 
making  the  new  ones  feel  at  home.  I  have  often  seen 
the  kindergartner  call  a  responsible  little  girl,  place 
the  new  child's  hand  in  hers  saying,  Mary,  will  you 
show  Annie  our  toys?  She  may  sit  by  you  and  will 
you  take  good  care  of  her? 

Show  her  where  to  hang  her  coat  and  hat,  and  take 
hold  of  her  hand  when  we  go  down  stairs.  She  has 
never  been  to  school  before.  Perhaps  she  would  like 
to  see  a  picture  book. 

This  feeling  of  responsibility  will  help  the  older 
child  as  well  as  the  younger.  The  younger  child  feels 
less  strange  with  another  child  than  with  the  kinder- 
gartner. Of  course  like  Miriam  of  old  the  kinder- 
gartner keeps  watch  at  a  distance  for  the  responsi- 
bility of  each  individual  child  is  hers — a  new,  fresh 
problem. 

Whether  there  are  new  children  or  not,  let  the  first 
week's  conversations  return  to  the  home.  Review  or 
teach  new  songs  or  finger  plays  connected  with  the 
home. 

As  this  month  is  the  month  to  impress  ideals  be- 
gin again  with  the  ideal  home,  continue  the  talks 
about  ideal  workers  in  the  child's  neighborhood,  and 
expect  very  litle  advance  towards  a  grasp  of  the 
nation.  It  is  too  big  a  unit  for  the  child.  He  can 
wave  the  flag  and  sing  "My  Country"  and  in  this  way 
sympathetic  feelings  will  be  associated  with  the 
month,  that  will  make  a  foundation  for  next  year  and 
next.  Do  not  attempt  to  overload  the  child's  mind 
with  thoughts  beyond  his  years. 


THE  KINDERGARTEtf-PMMARt  MAGAZINE 


175 


Towards  the  end  of  the  week  take  up  the  fireman 
as  new  children  must  at  once  learn  the  school  fire- 
drill.  Without  doubt  the  fireman  is  one  of  the  most 
attractive  community  helpers  to  a  child  of  any  large 
city.  Invite  the  child  who  has  a  toy  fire  engine  to 
bring  it  to  kindergarten  or  look  one  up  yourself. 
Find  pictures  of  firemen  at  work. 

Take  the  children  to  visit  an  engine-house  if  one  is 
near.  At  least  walk  to  the  fire-box  where  the  signal 
is  given.  Draw  ladders,  horses,  fireman's  caps,  the 
hose  line;  even  the  engine-pump  may  not  be  too  diffi- 
cult. 

Let  the  children  decide  how  to  dramatize  the 
story  of  the  fireman.  Impress  how  quickly  the  fire- 
man answers  when  called,  how  brave  he  must  be, 
how  strong.  How  even  the  horse's  run  to  their  places 
unless  autos  are  already  in  use.  Dwell  upon  what 
little  children  can  do  to  prevent  fires.  This  is  not  so 
dramatic  but  very  necessary. 

Let  them  tell  you,  for  most  will  have  received  home 
instructions  about  fires  before  coming  to  school.  Add 
to  these  as  necessary. 

What  should  a  child  do  if  his  clothes  catch  fire? 
Play  it  by  letting  children  lie  down  and  roll  a  mat  or 
heavy  cloak  around  them.  This  acted  illustration  will 
not  be  forgotten  when  words  might  be. 

We  mean  to  put  all  the  pictures  of  brave  men  on 
our  picture  chart  this  month.  Shall  we  put  the  fire- 
man? 

RHYTHMS. 

Many  kindergartners  use  the  varied  active  move- 
ments of  the  fireman  as  a  rhythmic  exercise.  Such  an 
exercise  is  described  in  "Games  and  Finger  Plays  for 
the  Kindergarten"  compiled  by  the  N.  Y.  Public 
School  Kindergarten  Association  as  follows: 

Ring  bell,  slide  pole,  wind  hose,  load  the  wagon. 
Going  to  the  fire — running.  Unload,  unroll  hose, 
mount  ladder,  squirt  water  with  s-sh-s-sh  sound;  use 
hatchet. 

Load,  bell,  return  walking  slowly. 

(See  for  a  fire  man's  game  with  music  Valentine 
and  Claxton's  song  book,  published  by  Milton  Bradley 
Co.) 

HAND  WORK. 

Lead  children  to  tell  what  they  would  like  to 
cut  out  or  draw  or  mount,  connected  with  the  home 
during  the  first  of  the  week,  and  connected  with  the 
fireman  later. 

In  cutting  let  the  children  practice  cutting  ladders 
and  see  who  can  make  the  longest.    Count  the  rounds. 

Fasten  two  ladders  together  as  firemen  do  some- 
times. (A  long  narrow  piece  of  paper  is  folded 
lengthwise.  Cut  from  the  closed  edges  many 
parallel  lines  as  possible.  Show  the  children  how  to 
cut  out  every  other  piece.  Then  open  and  they  find  a 
ladder.  If  the  kindergartner  uses  a  large  piece  of 
paper  and  cuts  several  ladders  while  all  observe,  a 
few  older  children  will  see  how  to  do  it,  and  show 
those  who  are  near  them,  the  kindergartner  helping 
the  weakest. 

Children  love  to  climb  and  they  will  consequently 
enjoy  making  ladders.   Perhaps  some  can  cut  out  men 


to  climb  or  let  the  kindergartner  prepare  a  quantity 
of  paper  men  beforehand. 

If  there  is  a  doll's  house,  make  a  wooden  ladder  if 
possible  and  place  it,  when  the  game  is  played,  against 
a  window  of  the  house.  Borrow  a  real  ladder  from 
the  janitor  or  go  to  the  gymnasium  several  times  and 
have  climbing  exercises. 

Find  places  in  the  room  where  it  is  allowable  to 
climb.  Have  real  climbing  up  a  pole  if  there  is  one 
in  the  building.  Have  jumping  exercises  to  learn  to 
be  quick  when  you  hear  the  engine  coming. 

GIFT   WOKK. 

Outlining  ladders  with  sticks.  Let  the  children 
make  them  as  long  as  they  like.  Before  doing  this, 
see  if  the  children  can  think  what  you  have  in  the 
closet  to  use  in  making  a  ladder.  Give  them  what- 
ever they  ask  for  and  let  them  show  how.  If  no  one 
thinks  of  sticks,  make  one  of  sticks  yourself.  Some 
child  will  doubtless,  outline  a  house  and  place  a 
ladder. 

Encourage  initiative  as  much  as  possible.  The 
older  children  may  be  able  to  weave  a  ladder  with 
splints. 

SECOND  WEEK    (FEB.   8-12.) 

During  this  week  we  are  to  work  towards  Lincoln's 
birthday  and  also  towards  St.  Valentine's  day  which 
occurs  on  the  Sunday  following.  The  children  may 
want  to  make  a  valentine  for  mother  before  that  day. 

If  there  appears  to  be  no  knowledge  of  valentines, 
then  leave  this  work  until  the  15th.  By  that  time  the 
children  will  have  noticed  valentines  and  be  ready  to 
talk  about  them  and  it  will  not  be  too  late  to  make 
one. 

CONVERSATIONS. 

Who  is  ready  to  tell  us  whether  there  is  a  picture  of 
President  Lincoln  at  home?  What  is  he  doing  in  the 
picture?  Find  our  picture.  Tell  me  what  you  see  in 
it.  (If  you  are  so  fortunate  as  to  have  the  Lincoln 
family,  tell  the  children's  names,  and  count  them. 
What  a  large  family!  Find  stories  about  them  if  you 
can.) 

Do  not  tell  stories  of  Lincoln's  childhood.  Leave 
that  for  later  years.  Let  the  children  think  of  him  as 
a  father. 

There  is  danger  in  dragging  our  great  men  from 
their  adult  dignity  by  presenting  them  as  children. 
After  the  children  have  realized  something  of  their 
greatness  and  goodness  is  the  proper  time  to  speak  of 
their  early  history. 

A  story  of  how  kind  President  Lincoln  was  to  ani- 
mals would  not  be  out  of  place.  Two  or  more  are 
familiar.  In  the  Kindergarten  Magazine,  Feb.  1909, 
Miss  Johnston  gave  several.  Young  children  are  not 
ready  to  have  the  thought  of  poverty  in  childhood 
presented,  but  if  there  should  be  a  log  cabin,  have  it 
built  and  say  President  Lincoln  lived  in  a  house  like 
this  in  the  country,  but  when  he  was  president  he 
lived  in  the  White  House  where  President  Wilson 
lives  now.    Have  a  picture  of  the  White  House. 

STORY. 

President  Lincoln  heard  that  some  people  were  not 
kind  to  colored  people. 


1H 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


He  heard  that  they  sold  little  colored  children  just 
like  the  man  in  the  store  sells  dolls!  He  said  he 
would  not  let  them  do  it  any  more.  Now  all  the 
colored  people  love  President  Lincoln  very  much. 
They  always  put  a  beautiful  wreath  of  flowers  on  his 
monument  for  his  birthday. 

Who  can  bring  a  flower  this  week  for  President 
Lincoln's  picture? 

President  Lincoln  loved  the  colors  and  stars  in  our 
flag.  What  are  they?  I  want  you  to  make  something 
pretty  in  red,  white  and  blue  to  decorate  our  room. 
I  want  every  one  to  help.  What  can  it  be?  (Perhaps 
some  one  will  think  of  chains.) 

Have  the  older  children  measure  the  strips  on  the 
squares  and  cut  them.  Make  them  a  half  inch  wide 
and  about  four  inches  long.     Alternate  colors. 

When  all  have  made  a  few  links,  let  the  children 
two  by  two  fasten  theirs  together  until  all  are  joined. 

Make  much  of  this  joining.  It  is  an  interesting  ex- 
ample of  co-operative  work.    Measure  the  whole  chain. 

Then  let  them  find  a  place  to  festoon  the  united 
chain.  (Do  not  follow  children's  suggestions  for 
decoration  unless  they  are  good,  but  modify  them  and 
so  raise  their  taste.) 

I  think  such  simple  stories  and  deeds  preferable  to 
history  details.  "An  idea  we  love,  tends  to  become 
an  ideal,"  says  one  of  our  great  students  of  child  life, 
Prof.  Earl  Barnes. 

Our  aim  is  simply  to  lead  the  children  to  love  Presi- 
dent Lincoln,  not  to  know  history. 

Some  kindergartners  bring  a  colored  doll  into  the 
kindergarten.  This  depends  upon  whether  there  are 
colored  children.  If  there  is  time  tell  of  the  way 
colored  people  work  in  the  South  and  gather  cotton 
for  us.  They  do  not  mind  the  sun  as  white  people  do. 
A  long  time  ago  they  all  lived  in  a  very  hot  country 
called  Africa  where  it  is  always  summer  time. 
(Little  glimpses  into  other  places  gradually  prepare 
the  way  for  geography.  Do  not  speak  of  this  point  to 
four  year  olds,  but  if  the  children  are  nearly  six,  they 
would  understand.) 

If  any  child  wears  a  Lincoln  badge,  or  speaks  of  a 
Lincoln  penny,  notice  it. 

Let  children  think  how  to  make  a  badge.  Show 
several.    Choose. 

One  morning  hold  a  Lincoln  cent  in  your  closed 
hand.  Describe  it.  I  have  something  here  in  my 
hand  which  feels  hard,  and  it  is  round  like  a  circle. 
It  has  a  good  man's  picture  on  one  side.  Call  a  child. 
Let  him  put  his  hands  behind  him,  place  the  penny  in 
it,  and  see  if  he  can  tell  by  touch  what  it  is.  Who  can 
tell  why  we  put  President  Lincoln's  picture  on  our 
new  pennies? 

Because  we  want  every  little  boy  and  girl  to  see 
him  often.  Sometimes  think  when  you  have  a  Lincoln 
penny  how  kind  President  Lincoln  was  to  colored 
people,  and  be  sure  to  look  at  his  kind  face  so  that 
you  will  know  him. 

RHYTHMS. 

Marching  with  the  flag  at  the  head  of  the  line. 
Marching,  each  child  carrying  a  smaller  flag. 


Waving  flag. 

Saluting  the  flag  in  front  of  Lincoln's  picture. 
Marching  single  file,   double   file,  by  fours,   under 
arches. 

THIRD  WEEK,    (FEB.   15,  1915.) 
CONVERSATIONS. 

Children  come  back  after  a  holiday  anxious  to  tell 
of  their  experiences. 

Listen  for  points  of  special  interest.  Give  all  an 
opportunity. 

If  valentines  are  uppermost,  do  not  refer  to  Lin- 
coln's  birthday. 

Let  children  show  their  valentines.  See  what 
ideas  they  have  about  them.  Ask  who  sent  them? 
Sometimes  it  is  a  secret.  Valentines  come  to  tell  us 
our  friends  love  us  and  want  us  to  be  happy  so  they 
have  hearts  on  them. 

Did  you  send  any?  Do  you  think  we  could  make 
one  today?  Shall  we  play  post  them?  Who  will  be 
our  postman? 

Where  will  we  put  a  letter  box? 

I  think  it  will  be  great  fun  to  make  valentines  and 
post  them  too!  Think  what  colors  you  want  and  to 
whom  you  will  give  your  valentine.  Suppose  we  send 
some  to  the  children  who  were  promoted. 

For  a  day  or  two  play  postman.  Get  the  children  to 
tell  how.    Teach  the  song  of  the  postman. 

Fold  his  bag.    Post  letters.    Give  them  out. 

Play  read  them.  What  does  yours  say?  Postmen 
are  very  careful  men.  They  must  never  lose  one 
letter. 

Playing  postman,  will  lead  naturally  to  a  talk  about 
President  Washington  whose  birthday  is  approach- 
ing. 

Have  children  fold  envelopes,  give  them  cancelled 
two  cent  stamps  to  mount. 

Whose  picture  is  on  this  stamp?    Why? 

Remind  the  children  to  bring  other  pictures  of 
President  Washington. 

If  you  have  a  mothers'  meeting  in  time,  ask  who 
will  volunteer  to  loan  pictures.  Increase  the  pictures 
day  by  day  in  the  little  picture  gallery  or  in  scrap 
books.  On  the  19th  they  should  be  ready  to  take 
home  for  the  holiday  comes  on  Monday.  If  there  are 
few  pictures  suggest  keeping  the  pages  blank  in  case 
more  are  found,  or  possibly  draw  on  them. 


Build  monuments  of  largest  blocks  on  the  floor. 
Unite  many  boxes  of  either  gift.  Tell  of  the  very 
high  Washington  mounment  in  the  city  of  Washing- 
ton. See  if  any  child  can  tell  why  we  built  such  a 
high  one  for  President  Washington.  See  how  high 
you  can  build  one. 

Walk  to  a  monument  if  convenient.  Try  to  build 
like  it  on  return. 

Try  to  build  President  Washington's  home  in  Mt. 
Vernon  having  a  picture  for  a  model. 

GAMES    AND    RHYTHMS. 

Avoid     soldier     games!        Continue     practice     on 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


177 


marches  with  flags  and  without.  Touch  flags  and 
march  under. 

Tell  of  President  Washington's  love  of  horses, — 
what  a  fine  rider  he  was. 

Play  horseback  riding.  Mount,  ready,  gallop,  trot, 
walk,  halt,  etc. 

OCCUPATIONS. 

Mount  pictures. 

Make  a  badge  of  a  blue  circle  on  a  large  white 
circle.  Mount  a  canceled  Washington  stamp  upon  it. 
The  badge  may  be  shield-shaped  or  simply  circular. 

Draw  the  flag  free  hand. 

Make  a  flag  carefully  by  mounting  several  red 
strips  upon  an  oblong  sheet  of  white  paper,  having 
first  mounted  the  blue  field  so  that  it  will  readily 
appear  where  the  short  red  strips  should  be  pasted. 

It  is  not  as  easy  to  reproduce  the  flag  as  one  might 
think.    How  many  stripes  are  short? 

Take  more  than  one  period  to  make  the  flag  giving 
out  only  the  white  sheet  and  blue  field  at  first. 

Let  each  stripe  be  laid  carefully  before  pasting.  Try 
for  good  proportions. 

FOURTH   WEEK,   FEB.   23-26. 

Give  this  week  to  nature. 

Secure  a  few  twigs.  Tell  where  they  came  from 
Name.  We  force  them  so  that  the  children  will  be 
led  gradually  to  thoughts  of  spring  and  watch  outside 
for  birds. 

Make  much  of  taking  care  of  these  things. 

Have  the  children  place  them  on  the  floor  in  the 
center  of  the  ring  every  day.  Tell  what  kind  of 
twigs  they  are,  remembering  that  children  like 
names. 

Towards  the  end  of  the  week  test  by  saying,  "Will 
Eddie  bring  our  horse-chestnut  buds  to  the  ring  this 
morning?"    "Who  can  bring  our  lilac  twigs." 

Talk  of  the  bare  tree  near  the  school  in  the  park, 
many  in  the  woods.  Tell  of  the  melting  snow. — 
Where  does  it  go?  Some  of  it  goes  down  to  the  roots 
of  the  trees  and  helps  to  make  something  very  nice 
for  us  to  eat!    Did  any  one  ever  hear  of  maple  sugar? 

Draw  trees.  Hang  on  buckets.  Use  the  second  gift 
to  build  a  maple  sugar  camp  in  the  sand  tray. 
Suspend  the  ball  for  the  kettle  to  boil  the  sap.  Collect 
the  sap  in  the  cylinder  for  a  barrel. 

Let  the  cubes  be  the  little  huts,  or  use  other  build- 
ing blocks  in  addition  to  make  shelters,  for  it  is  cold 
in  February. 

Have  a  maple  sugar  party  for  the  children  if  only 
a  taste  for  each. 

Tell  of  lumber  camps  and  floating  logs  if  the  en- 
vironment warrants. 

So  close  the  month  with  nature. 

OCCUPATIONS. 

Cut  logs  of  wood  from  brown  paper.  Make  a  wash 
of  blue  for  water. 

Mount  the  logs  and  tell  how  they  float. 

One  thoughtful  kindergartner  sawed  short  logs  from 
the  Christmas  tree  and  let  the  children  see  them 
float  in  a  basin  of  water.     If  this  is   done  before 


mounting  the  paper  logs,  the  exercise  will  mean  much 
more. 

Mount  pictures  of  trees,  lumber  camps,  saw-mills, 
if  environment  warrants. 

Cut  out  and  draw  the  ax,  the  saw.  Refer  to  carpen- 
ter who  uses  lumber. 

Cut  pails  to  hang  on  the  maple  trees  or  make  little 
buckets.  Let  the  children  experiment.  Cut  pretty 
shapes  for  maple  sugar  cakes. 

Draw  twigs.     Paint  them. 

RHYTHMS,  GAMES. 

Imitate  chopping  with,  an  ax,  sawing,  hammering, 
planing.  Dramatize  freely  the  maple  sugar  story  and 
the  lumberman's  also  if  the  children  are  responsive  to 
these  stories.  If  not  review  the  games  of  the  month, 
fireman,  postman,  rider,  and  the  knights  if  their 
story  has  been  told.  Does  not  George  Washington  on 
horseback  stand  for  as  true  a  knight  as  the  American 
child  need  know? 


GENERAL  SUGGESTIONS  ON  THE  PROBLEM 
PROGRAM  FOR  FEBRUARY 

Jenny  B.  Merrill,  Pd.  D. 

What  are  the  problems  that  we  face  this  month? 
They  differ  in  each  kindergarten  to  some  extent  and 
yet  we  may  find  others  common  to  all.  It  may  en- 
courage us  to  find  the  problems  of  others  are  not 
ours,  but  they  may  be  in  the  future  so  let  us  face 
them  together. 

In  many  kindergartens  come  the  mid-winter  pro- 
motions which  seem  to  break  into  the  continuity  of 
the  once  established  kindergarten  year,  but  they  have 
no  terror  for  those  who  are  planning  to  meet  the 
child's  problem  rather  than  to  forcefully  carry  for- 
ward subject  matter  preconceived  and  separate  from 
conditions  and  environment. 

The  forward  look  to  promotion  in  January  which 
we  considered  last  month  gives  way  this  month  to 
the  actual  parting. 

Parting  is  often  a  joyous  time  for  the  child  what- 
ever it  may  be  for  the  parent  or  parent-teacher. 

Childhood  sees  no  lions  in  the  way  but  is  eager  for 
new  experiences,  for  changes,  for  more  life.  The  kin- 
dergartner who  enters  into  this  joyous  expectancy 
with  the  children  will  have  her  full  reward.  She  will 
be  likely  to  make  more  friends  among  her  fellow 
teachers  and  thereby  improve  her  opportunities  to  in- 
fluence the  school.  If  she  acts  as  if  the  little  ones 
were  losing  their  best  friend  in  losing  her  rather  than 
finding  new  ones,  she  may  create  the  very  condition 
she  opposes  in  school  life. 

I  have  in  mind  one  of  the  sweetest,  most  genial, 
whole-souled  kindergartners  I  have  ever  known  or 
supervised. 

She  was  appointed  in  a  school  where  the  tones  of 
teachers  were  so  harsh  and  their  manners  so  for- 
bidding that  I  trembled  for  her.  She,  on  the  contrary, 
never  seemed  to  find  it  out. 

She  beamed  upon  every  one  and  her  sunshine 
melted  their  frowns  into  smiles.    She  has  never  asked 


178 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


for  a  transfer,  has  built  up  a  large  parents'  club  in 
the  face  of  trying  rules  and  regulations,  and  even 
when  invited  to  accept  a  position  in  a  more  favorable 
locality  clung  to  her  own  field. 

After  promotions  occasionally  find  it  necessary  to 
peep  into  the  primary  room,  and  when  there,  ask 
a  few  questions  about  John  or  Lucy  or  James.  Ask  to 
see  some  of  the  work.  If  it  does  not  interfere  with 
other  duties  or  school  regulations,  appoint  a  day 
when  the  children  may  come  back  to  the  kindergar- 
ten room  on  their  way  home.  This  may  be  the  means 
of  preventing  untimely  visits.  Do  not  have  all 
communication  with  the  kindergarten  cease  abruptly. 
Occasionally  lend  some  interesting  picture  or  nature 
material.  Invite  the  primary  class  teacher  to  use 
your  piano  if  there  is  an  opportunity.  Seek  inter- 
changes of  your  own  invention  during  the  first  half 
of  the  first  school  year. 

Another  problem  in  February  is  absence  growing 
partly  out  of  promotions  but  more  perhaps,  from  colds 
and  other  contagious  diseases  prevalent  at  this  sea- 
son. 

Our  magazine  gave  us  last  month  the  benefit  of  a 
report  of  the  Committee  on  Hygiene  to  the  I.  K.  U.,  a 
most  able  report  which  demands  the  close  attention 
of  every  kindergartner  who  believes  in  the  proverbial 
ounce  of  prevention.  Many  mothers  hesitate  to  send 
such  young  children  out  in  inclement  weather,  but  if 
persuaded  of  the  kindergartner's  motherly  appreci- 
ation of  the  need  of  care,  if  persuaded  also  of  the 
value  of  regularity  in  the  child's  life,  and  if  wise 
kindergarten  discipline  quiets  the  nervous  child, 
mothers,  possibly  fathers,  will  make  greater  effort 
even  in  trying  weather  to  bring  the  little  ones  and 
return  for  them  on  stormy  days. 

In  mothers'  meetings  topics  of  health  should  be  dis- 
cussed, and  the  school  doctor  or  nurse  should  be 
introduced  if  possible,  to  explain  how  colds  and  sick- 
ness may  be  averted. 

Another  problem  we  all  face  in  February  is  a  short 
month  with  two  holidays,  almost  three,  if  we  count 
St.  Valentine's  Day.  These  holidays  relate  to  historic 
events  quite  beyond  the  grasp  of  the  child  of  five. 
The  attempt  to  bring  this  history  into  the  kindergar- 
ten has  been  severely  criticized.  It  is  said  to  take  the 
freshness,  the  keen  edge  of  interest  away  from  the 
story  of  Washington  and  Lincoln  when  the  age 
arrives  suitable  for  their  presentation. 

The  kindergartner's  judgment  must  be  exercised 
with  care,  that  she  may  lead  the  little  ones  to  keep  in 
sympathetic  touch  with  the  historic  celebrations  in 
the  community  and  yet  not  force  historic  facts  into 
their  memory. 

Kindergartners  who  follow  the  mother-play  pro- 
gram enjoy  the  knight  games  hut  in  these  awful 
days  of  war,  can  we  not  pledge  ourselves  as  kinder- 
gartners to  make  less  and  less  of  the  soldier  ideal? 

Kindergartners  well  versed  in  child  study  know 
that  simple  "acquaintance  ideals"  are  the  ones  in 
force  in  early  childhood.  Later  heroes  of  books  rivet 
attention  and  furnish  ideals.    Forced  fruit  is  not  the 


best.  Let  us  then  be  content  with  simple,  homely 
stories  of  the  brave  and  faithful  ones  in  the  child's 
home  environment.  Let  us,  as  February  re-com- 
mences the  program  on  account  of  new  comers,  or 
even  if  it  does  not,  re-visit  the  home  in  our  conver- 
sations and  review  the  ideal  in  the  love  and  patience 
of  father  and  mother,  the  kindness  of  big  sisters  and 
brothers,  the  devotion  of  grandma  and  grandpa,  of 
Uncle  Ned  and  Aunt  Mary  and  Cousin  John.  Perhaps 
we  can  start  afresh  our  family  finger  plays  so 
familiar  to  all  kindergartners  and  in  so  doing  awaken 
family  ideals  that  will  grow  with  the  years. 

If  there  appears  to  be  little  ideal  family  life  at 
home,  make  it  a  problem  to  start  it,  or  fan  its  flame  in 
parents'  meetings. 

Let  us  combine  the  community  topics  based  on  the 
busy  men  of  the  neighborhood,  known  to  the  child 
and  let  them  stand  as  ideals  of  good  workmen. 

The  doctor  who  helps  the  sick,  and  who  tells  us 
how  to  keep  well,  the  nurse  who  sometimes  sits  up 
all  night  to  give  us  medicine,  the  policeman  who 
watches  our  houses  day  and  night,  who  even  helps 
little  children  cross  the  street,  and  finds  them  if  they 
are  lost,  the  firemen  who  put  out  fires,  the  sailor  who 
climbs  the  high  mast,  have  we  made  these  common 
folk  mean  heroes  as  we  should? 

Let  us  start  a  picture  gallery  in  one  corner  of  the 
room  for  pictures  of  hard  workers  and  brave  men  and 
women.  We  need  not  omit  a  brave  dog  and  a  noble 
looking  horse.  The  farmer  belongs  in  the  group  and 
the  engineer. 

The  children  love  engines,  you  know.  Can  we  not 
start  the  notion  that  the  icorker  is  to  be  looked  up  to 
from  childhood  rather  than  the  soldier. 

It  will  be  a  problem,  indeed,  to  do  it;  but  the  sol- 
dier has  had  his  day,  and  if  his  sword  is  to  be  beaten 
into  a  plow  share,  is  it  not  time  to  let  him  drop  out 
of  our  ideals  at  least  in  childhood? 

Later  when  the  historic  sense  has  developed  we  may 
idealize  him  to  some  extent,  and  then  show  his  new 
place  as  protector  of  nations,  the  man  to  prevent 
war,  not  to  make  it. 

Let  us  have  Washington's  home,  and  Washington's 
mother,  let  us  have  Lincoln  writing  a  letter  to  make 
little  colored  children  happy,  in  our  picture  gallery. 
Let  us  have  St.  Valentine  and  the  active  postman  who 
brings  us  valentines  and  letters  and  pictures,  the 
carpenter  who  builds  houses  and  bridges  and  the 
blacksmith,  with  his  strong  arm  who  can  even  ham- 
mer iron. 

Be  sure  mother  and  father  are  not  missing  in  the 
picture  gallery.  Have  several  family  groups  in  ideal 
relations,  one  gathered  to  greet  father,  as  he  returns 
from  work,  one  gathered  at  mother's  knee  listening  to 
a  story  or  in  prayer,  one  where  the  new  baby  is  the 
center  of  interest,  one  where  the  children  are  at 
play.     Idealize  family  life 

In  the  public  library  of  N.  Y.  C.  a  picture  gallery  of 
heroes  is  arranged  every  year  and  is  open  through 
February  and  March. 

Take  even  the  little  ones  to  see  it  but  start  your 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


179 


own  as  I  have  suggested  with  small  pictures  on 
charts,  and  if  enough  can  be  secured,  have  picture 
scrap  books  mounted  by  the  children  with  pictures 
of  good  men,  women  and  children  who  love  to  work 
and  help  each  other. 

Enter  President  "Washington  and  Lincoln  on  their 
birthdays,  and  have  a  flag  on  the  cover. 

If  there  is  no  public  library  or  no  collection  of 
hero  pictures  in  it,  perhaps  you  are  the  very  one  to 
suggest  the  idea  of  having  it. 

Perhaps  there  can  be  a  school  collection  of  such 
pictures,  perhaps  parents  can  be  induced  to  loan 
pictures  for  it.  Perhaps  the  kindergartner  can  be 
instrumental  in  making  the  month  of  February,  one 
of  ideals  in  her  community. 

Many  kindergartners  are  interested  in  settlements 
and  are  studying  sociological  problems.  Be  one  of 
these  to  bless  and  broaden  your  own  life  and  that  of 
others. 


"We  peace  advocates  claim  that  we  have  scored  one 
victory.  Nobody  dares  to  admit  that  he  had  anything 
to  do  with  bringing  on  the  war.  All  the  great  pirates 
and  murderers  of  former  times,  Alexander,  Caesar, 
Bismarck,  Napoleon,  were  proud  that  they  had 
brought  on  war — it  was  a  noble  and  glorious  thing  to 
do.    But  now  those  to  blame  do  not  dare  admit  it. 

"England  did  not  begin  it;  Russia  did  not  begin  it; 
Austria  says  she  did  not  begin  it.  We  have  been  told 
lately  that  Belgium  began  it  because  she  had  colonies 
in  Africa.  It  has  been  laid  to  the  charge  of  British 
envy  of  German  commerce.  Whoever  heard  of  an 
Englishman  who  ever  envied  anything?  Of  all  their 
faults,  envy  is  not  one — smuggling  is  the  one  I  object 
to  most  in  an  Englishman.  But  there  is  not  envy  in 
either  an  Englishman  or  an  American — and  it  is  right 
that  there  should  not  be. 

"So  the  war  was  a  foundling  left  on  the  doorstep  of 
civilization.     It  was  an  awful  foundling. 

"The  conditions  bringing  on  the  war  were  nurtured 
in  the  autocatic  governments  of  Europe.  The  very 
worst  government  by  the  people — and  you've  had 
samples  right  here  in  Albany — is  better  in  every  way 
than  the  best  government  ever  handed  down  'from 
above.'  Democratic  control  is  the  one  thing  that  will 
save  Europe.  This  cannot  be  enforced  by  arms;  it  is 
in  the  hearts  of  Ihe  people. 

"Militarism  is  anarchism.  Bernhardi,  now  so 
famous,  said  that  law  is  only  a  makeshift;  the  only 
adjustment  is  war;  the  strong  nation  knows  no  power 
above.    He  did  not  consider  public  opinion  and  God. 

"The  main  way  to  remedy  these  evils  is  through 
education.  Through  the  teachers  the  future  is  made. 
And  as  you  can  see  from  this  war,  in  teaching,  inter- 
national relations  are  just  as  important  as  local 
politics.  I  have  been  somewhat  impatient  during  the 
last  campaign  at  hearing  some  of  my  friends  plac- 
ing the  blame  for  conditions  in  the  United  States  on 
Mr.  Wilson's  tariff  policy.  Mr.  Wilson's  tariff  policy 
had  no  more  to  do  with  that  than  a  fly  on  the  wheel 
of  an  automobile  has  anything  to  do  with  its  stopping. 


"The  cause  of  the  war  was  military  efficiency.  No 
nation  can  be  such  wirnour  a  large  Dody  of  men  bent 
on  having  war.  It,  then,  soon  nnds  that  it  wants  war. 
Where  nobody  is  loaned  noDody  explodes.  Where 
everybody  is  loaded  somebody  is  sure  to  explode. 

"What  are  we  going  to  get  at  the  end  of  the  war? 
First  we  shall  get  exhaustion.  There  will  be  no  one 
to  do  our  killing  and  nobody  left  to  kill.  Instead  of 
the  pomp  and  glory  of  war  we  shall  have  the  cry  of 
children  lost  in  the  wilderness.  The  human  wail  will 
rise  above  all  this  nonsense,  above  the  glory  of  war. 
It  is  rising  now. 

"In  other  days  when  sura  a  thing  happened  it  did 
not  have  to  break  with  civilization.  But  today  the 
universities  of  Germany  are  marking  time;  in 
France  they  are  practically  closed;  the  men  are  in 
the  trenches.  In  Oxford  three  out  of  every  five  men 
were  taken  from  their  rooms  and  sent  into  the  army. 

"The  greatest  curse  of  war  is  that  war  destroys  the 
strong,  energetic  and  patriotic.  If  I  were  the  supreme 
genius  of  England  I  should  not  let  one  university 
man,  one  athlete  or  one  trained  laborer  go  to  war  be- 
cause they  are  worth  vastly  more  in  the  building  of 
the  future.  They  are  saving  the  'adenoid'  men  of 
London — and  you  teachers  know  what  that  means — 
to  be  the  fathers  of  the  next  generation.  These  men 
make  the  slums,  they  are  the  cause  of  the  slums  as 
well  as  the  effect.  There  would  be  no  slums  in 
London  if  there  were  no  wars. 

"Now  what  do  we  want?  We  want  obstacles  placed 
in  the  way  of  war  which  will  make  it  as  hard  to  make 
war— as  to  get  married.  We  want  treaties — 'cooling' 
treaties.  Is  there  any  nation  that  has  seen  the  'scrap 
of  paper'  experiences  of  this  war  that  does  not  believe 
this?  It  has  cost  Germany  more  than  any  defeat  be- 
cause it  has  cost  the  public  opinion  of  the  world,  and 
this  rules  the  world. 

"We  want  to  get  rid  of  the  tribe  of  war  traders — 
the  most  gigantic  and  cruel  trust  in  the  world. 
'Faith,  hope  and  hatred,'  is  their  gospel — faith  in 
their  country's  power,  hope  that  it  can  show  it,  and 
hatred  of  all  other  countries.  In  this  country  we 
find  other  things.  This  is  the  flag  under  which  hatred 
dies  away. 

"It  is  our  duty  as  Americans  to  be  neutral,  not  in- 
different, not  ignorant.  We  should  study  the  war 
carefully,  but  we  have  no  gain  whatever  in  partisan- 
ship. Germany  is  full  of  lovely  people.  We  who  call 
ourselves  scholars  are  all  indebted  to  Germany.  The 
culture  of  Europe  is  all  one  culture. 

"President  Wilson  is  right  in  maintaining  the 
strictest  neutrality,  because  he  represents  us.  I  may 
say  something  but  I  only  represent  myself.  But  he 
is  responsible  to  everyone  else  for  his  actions.  I 
heard  a  public  man  in  London  say  that  President 
Wilson  has  the  mightiest  opportunity  in  all  history. 
Let  us  hope  he  has,  and  then  we  shall  all  mobilize  in 
front  of  him  when  he  is  ready  to  move." — Excerpt 
from  address  by  David  Starr  Jordon  at  meeting  of 
New  York  State  Teachers. 


180 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE     HYGIENE     OF     THE      INDOOR     KINDER- 
GARTEN 

CONDITIONS     THAT     SHOULD     PREVAIL. 

I.  Conditions  controlled  by  the  principal,  superinten- 
dent, or  hoard  of  education. 

A.  Rooms.  '"*'■"  r  * 
(1.)   Of  a  size  to  permit  large  activities  and 

ample  space  for  floor  activities. 

(2.)  Sunny — on  account  of  extreme  suscepti- 
bility to  infection  of  children  of  kindergarten 
age. 

(3.)  Well  lighted,  low  windows. 

(4.)   Well  ventilated. 

B.  Sanitation. 

(1.)  Floors  washed  at  least  twice  a  week  and 
blackboards  every  day  to  prevent  accumulation  of 
dust. 

(2.)  Furniture  dusted  daily,  with  damp  or 
oiled  cloth. 

(3.)   Toilet  fixtures  adapted  to  little  children. 

(4.)  Paper  towels  and  powdered,  liquid,  or 
capsule  soap. 

(5.)   Drinking  fountains  or  individual  cups. 

C.  Furniture. 

(1.)  Chairs — Model  good  from  hygienic  stand- 
point.   Several  heights. 

(2.)   Tables — Steady.    Plain  dull  finish  surface. 
(3.)   Blackboards — Low. 

D.  Medical  inspection. 

(1.)   Daily  visit  by  physician  or  trained  nurse. 
(2.)   Immediate  exclusion  of  suspected  cases. 
(3.)   Prompt  disinfection  when  needed. 
(4.)   Temporary  closing  when  it  might  prevent 
an  epidemic. 

E.  Registration. 

Limited  to  average  attendance  of  15  to  18  per 
teacher. 

II.  Conditions  within  the  control  of  the  teacher. 

A.  Time  schedule. 

Activities  and  length  of  periods  arranged  with 
regard  to  healthful  reaction  on  children. 

B.  Seating. 

Tables  and  children  arranged  in  proper  hygie- 
nic relation  to  light. 

C.  Light. 

(1.)   Amount. 

(2.)  Avoidance  of  reflected  sunlight  on  work 
or  face. 

D.  Chairs. 

Right  height  for  each  child. 

E.  Cleanliness. 
(1.)   Of  children. 
(2.)   Of  room. 

Decorations  simple  to  make  thorough  cleaning 
possible. 

F.  Prevention   of  infection. 

(1.)  Through  materials.  Sterilize,  disinfect, 
or  discard  when  necessary. 

(2.)   Through  habits  of  children  with  colds  or 
coughs  not  demanding  exclusion. 


day    when    most 
simple     nutritious 


(3.)  Recognition  of  symptoms  of  common  dis- 
eases. 
G.  Temperature  and  humidity. 

(1.)   Even,  moderate. 

(2.)   Recognition  of  effect  on  children. 
H.  Ventilation    (where  controlled  by  teacher.) 

(1.)   Avoidance  of  direct  drafts. 

(2.)  Recognition  of  effect  of  impure  air. 
I.  Luncheon. 

(1.)   Selection  of  period    of 
needed. 

(2.)   Limited     amount     of 
food. 

(3.)   Not  hurried. 
J.  Rest  period. 

(1.)  Real  relaxation  without  tension. 
K.  Materials. 

Kind  and  size  selected  to  insure  freedom  from 
physical  strain  and  nervous  tension. 
L.  Method. 

Should  be  based  on  well  established  principles 
of  modern  child  psychology. 
M.  Avoidance  of  undue  amount  of  noise. 
N.  Avoidance    of    over-stimulation    and    unneces- 
sary repression. 

O.  Recognition  and  prevention  of  causes  of 
fatigue  and  nervousness. 

P.  Recognition  of  fact  that  inability,  inattention, 
restlessness,  apathy,  or  dullness  may  be  due  to 
some  physical  defect  or  other  physical  cause 
which  can  be  remedied. 

Q.  Cultivation  of  habits  conductive  to  health. 
Manner  of  sitting,  standing,  walking,  etc. 
Obedience,  self-control,  attention,  and  industry. 

III.  The  teacher. 

Health,  poise,  buoyancy,  adaptability,  are  essen- 
tial for  healthful  reaction  on  children. 

— From  report  of  the  I.  K.  U.  Committee  on  Hy- 
giene. 


THE  PIONEER 
Frank  Walcott  Hutt,  Myricks,  Mass. 
Come  Ted,  and  Bob  and  Joe,  I  say 
Let  's  play  we  're  pioneers,  today. 

The  snowstorm  came  along  just  right, 
And  drifted  round  the  house  all  night; 
And  that  's  the  wilderness  so  new 
That  we  shall  break  the  first  path  through. 
Come  on,  boys,  here  's  the  place  to  rally — 
This  hill  we  '11  level  to  a  valley, 
And  through  that  bigger  snowy  mass 
We  '11  dig  a  high-walled  mountain-pass; 
The  deepest  drift  we  '11  call  a  crag, 
And  there  suppose  we  place  the  Flag. 
And  so  we  '11  form  in  line,  to  meet 
The  snow-plow  turning  up  the  street; 
And  pretty  soon,  when  people  find 


Clear  paths,  they  '11  follow  on  behind, 
And  then  we  '11  give  three  rousing  cheers, 
For  we  shall  be  the  pioneers, 


THE  KlNDERGARTEtt-PRIMARY  MAGAZINE 


181 


THE    HYGIENE    OF   THE    HEALTHY,    NORMAL 
CHILD  IN  KINDERGARTEN 

The  average  height  of  child  of  five  years  is  between 
36  and  41  inches.  The  average  weight,  boys:  40% 
lbs.  The  average  weight,  girls:  37%  lbs.  In  some 
instances  (the  Mexicans  to  be  found  in  the  kinder- 
gartens of  San  Antonio  and  foreigners  in  the  settle- 
ment kindergartens),  the  children  are  under  size  and 
weight,  due  to  lack  of  or  improper  nourishment. 

Diet  varies  with  condition  of  child,  climate  con- 
ditions and  seasons  of  year.  Food  should  be  simple 
and  at  regular  times.  It  would  be  well  for  the  mother 
to  understand  the  uses  of  the  food  in  the  body  to  the 
growing  child,  the  foods  best  suited  to  meet  the  re- 
quirements of  the  growing  child,  best  method  for  pre- 
paring food,  amount  of  food  required,  and  when  to 
administer  food. 

Children  between  two  and  five  years,  of  normal  size, 
development,  and  activity  require  per  day  about  1200 
to  1500  calories;  children  same  age  over  or  under 
size  can  be  figured  from  40  to  35  calories  per  pound. 
The  calorie  measures  only  the  amount  of  food  and  it 
is  necessary  that  the  needed  number  of  calories  be  ob- 
tained from  a  mixed  diet  containing  protein,  fats, 
sugars,  starches,  and  minerals.  A  dietary  planned  on 
the  basis  of  100  calarie  portions  might  be  given 
mothers  who  do  not  know  food  properties  or  values  of 
different  foods  to  the  child. 

That  the  child  of  five  years  has  only  limited  facili- 
ties for  caring  for  his  foods  and  that  his  digestive 
organs  are  in  an  undeveloped,     immature     condition 
should  be  understood  by  his  mother. 
Recommendations. 

1.  Great  emphasis  should  be  laid  in  dealing  with 
healthy,  normal  children,  upon  personal  hygiene. 
Habits  of  cleanliness,  caring  for  teeth,  hair,  nails, 
should  be  formed  during  the  years  of  attendance  in 
kindergarten. 

2.  Greater  use  should  be  made  of  the  parks,  pro- 
viding play  apparatus  for  the  small  children,  and 
having  in  charge  a  trained  person  to  supervise  games 
and  give  instruction  in  folk  dancing. 

3.  Kindergarten  and  mothers  should  hold  meetings 
once  during  each  school  month  and  the  individual 
teacher  and  mother  should  confer  whenever  the  wel- 
fare of  the  child  demands  it.  Visits  to  the  home  by 
the  teachers  and  visits  to  the  school  by  the  mother 
will  do  much  to  promote  the  health  of  the  child. 

4.  A  very  urgent  plea  should  be  made  against  the 
indiscriminate  taking  of  healthy  children  to  moving 
picture  and  vaudeville  plays. 

5.  Pressure  and  influence  should  be  brought  to  bear 
upon  more  simple  dress  for  children.  (Note — 
Especial  care  should  be  taken  that  the  clothing  does 
not  in  any  way  restrict  free  movement  or  assist  in 
distorting  the  growing  organism  of  the  child.  Tight 
bands  about  the  waist,  stocking  supporters  which  drag 
down  the  shoulders,  should  find  substitutes  which 
will  allow  free  bodily  growth.) 

6.  Every  kindergarten  should  have  its  garden  plot, 
planted  and  cared  for  by  the  children. 


7.  Schoolhouses  should  be  provided  wjth  a  roof  gar- 
dens, part  of  these  to  be  utilized  for  kindergarten 
work. 

8.  School  boards  should  not  be  allowed  to  make 
use  of  basement  rooms  for  kindergartens.  School 
boards  should  employ  a  physician  or  physicians  to 
make  a  thorough  physical  examination  of  all  chil- 
dren attending  school.  The  kindergarten  children 
should  be  included  in  these  examinations;  many 
things  can  be  prevented  here  that  in  the  higher 
grades  will  be  difficult  to  cure. 

9.  A  trained  nurse  should  be  employed  to  have  her 
office  in  the  school  building. 

10.  All  elementary  public  school  buildings  should 
be  provided  with  a  well  equipped  kindergarten  room 
and  a  trained  kindergartner. 

11.  Every  state  should  have  a  compulsory  school 
law. 

12.  Formation  and  not  information  should  be  the 
watchword  of  today. 

13.  More  use  should  be  made  of  those  materials 
which  lend  themselves  best  to  the  child's  self-expres- 
sion— clay,  sand,  crayola,  etc. 

14.  We  should  remember  that  the  kindergarten  is 
for  the  child  and  it  is  his  right  to  be  joyous  through 
perfect  bodily  health. 

— From  report  of  the  I.  E.  U.  Committee  on  Hy- 
giene. 


SALT  BEADS  AND  WAYS  TO  USE  THEM 
Blanch  A.  Justice. 

Always  on  the  lookout  for  new  ways  of  busy  work 
to  occupy  the  little  fingers,  I  chanced  upon  the  follow- 
ing receipt: 

Take  one-half  cup  of  cornstarch  and  dissolve  in  one- 
half  cup  water.  Then  stir  salt  into  the  solution  and 
beat.  You  will  have  a  mass  of  creamy  dough  which 
you  can  color  any  desired  shade  with  ink,  stencil 
color,  or  dye.  Then  mold  small  portions  of  it  into 
beads.  String  on  coarse  straws  or  hatpins,  and  in  an 
hour  you  will  have  several  hundred  beads  which  will 
be  very  durable  and  a  delight  to  your  little  ones  to  use 
in  number  work. 

Give  a  handful  to  each  child  and  let  them  string  in 
groups  of  2's,  3's,  etc. 

Let  the  children  place  them  on  the  desk  in  geo- 
metrical forms. 

Let  them  form  the  Roman  numerals  with  them. 

Have  a  wire  across  one  corner  of  the  room.  On  it 
string  the  beads.  Let  the  little  ones  stand  and  count 
them  and  find  answers  to  little  examples  by  their  aid. 

I  have  also  used  the  same  dough  (which  will  keep 
moist  if  covered  with  a  damp  cloth)  for  molding  in 
the  same  way  that  I  would  use  clay. — Normal  In- 
structor. 


Now  let  the  New  Year  be  the  best  year  of  all  your 
life  in  the  school  room.  A  little  more  study  of  edu- 
cational books  and  periodicals  than  ever  before.  A 
little  more  thought  and  attention  to  the  individual 
child.    A  little  more  progress  all  along  the  line. 


HERR  PESSUMEHR'S  RETURN  HOME 
Susan  Plessnee  Pollock,  Gotha,  Germany. 

On  the  last  night  of  the  old  year,  the  day  before 
New  Year,  Herr  Pessumehr  had  taken  a  holiday  fare- 
well, from  all  the  village  children;  he  had  given  each 
a  gift  and  held  a  farewell  speech;  it  seemed  as  if  he 
were  going  to  remain  away  in  a  foreign  land,  for  a 
long,  long  time.  The  Lerum  castle  had  stood  since 
his  departure,  quite  as  if  it  were  deserted,  the  chil- 
dren from  the  little  house  in  the  wood,  had  seen  how 
lonely  it  looked  inside.  All  the  people  in  the  village 
loved  the  master  of  the  castle.  He  was  missed  by 
everybody,  he  was  their  friend  and  advisor  and  in 
need  their  support. 

"What  can  he  have  to  do  in  a  foreign  land?"  asked 
the  people,  one  of  another.  "It  must  be  better  to  live 
in  one's  native  land  and  on  one's  own  property." 

Mr.  Pessumehr  was  still  a  young  man,  not  very  long 
in  possession  of  the  estate.  A  few  years  before,  his 
father  had  been  called  from  earth  and  only  since  his 
death,  had  the  castle  and  the  garden,  the  wood  and 
the  fields,  belonged  to  the  young  man.  Here  with  his 
dear  mother,  he  had  done  much,  for  the  good  of  the 
peasants.  The  mother  had  also  been  a  loving, 
friendly,  woman  and  a  comfort  to  the  poor  people  in 
Lerum.  Now,  later,  when  his  mother  had  also  died, 
the  young  master  had  felt  very  lonely  in  the  great 
castle  and  as  much  as  he  loved  his  peasant  people,  he 
was  not  contented  any  more  in  Lerum;  that  was  why 
it  happened  that  the  thought  came  to  him,  to  leave 
his  home  and  move  into  a  large  city,  far,  far  away, 
from  Lerum,  there  lived  friends,  whom  he  loved  and 
he  wished  to  be  with  them, — but  what  rejoicing  there 
was,  throughout  the  whole  village, — as  suddenly  the 
news  came,  that  Herr  Pessumehr  would  return. 

"Our  good  gentleman  comes,"  the  people  called 
gladly  to  one  another  and  the  Lerum  children  re- 
gularly hurrahed  for  joy.  It  was  as  if  a  stroke  of 
magic  had  transformed  the  town;  one  saw  every- 
where, happy  faces  and  the  village  schoolmaster  for 
joy,  took  his  scholars  all  for  a  grand  walking  trip. 
Now  began  in  earnest,  house  cleaning  in  the  castle. 
The  easy  chairs  all  took  off  their  cloaks  and  the  pic- 
tures and  mirrors  could  again  show  themselves  with- 
out veils.  Every  window  was  opened  and  from  every 
corner  the  dust  was  brushed  and  swept  and  must  fly 
out  of  the  windows.  There  was  a  great  scrubbing  and 
dusting  and  polishing.  Mrs.  Inspector  ran  hither  and 
thither,  putting  the  rooms  in  order;  but  many  things 
were  changed  from  the  way  they  had  formerly  been 
arranged.  Many  rooms  which  Herr  Master  Pes- 
sumehr had  never  used,  were  unlocked,  beautiful 
things  arrived,  that  were  carried  in  to  the  rooms  and 
the  gardner  adorned  them  splendidly  with  flowers. 
You  see,  Mr.  Pessumehr  was  not  coming  back  alone 


to  Lerum,  no,  the  Heavenly  Father  had  led  a  lady  to 
the  lonely  one,  who  accompanied  him  home,  she  was 
now  Mrs.  Pessumehr;  that  was  the  cause  of  new  re- 
joicing among  the  villagers,  when  they  received  this 
news,  because  now  they  were  sure  that  their  good 
friend  would  not  wish  to  travel  away  again:  now  his 
life  in  the  castle,  would  not  seem  lonely  to  him  any 
more.  When  in  the  little  garden  of  the  god-mother 
Kranz, — the  apples  had  turned  red — then  was  Herr 
Pessumehr  awaited.  Yes!  exactly  for  these  festive 
days,  the  apples  had  put  on  their  prettiest  dresses, 
just  as  had  the  children  from  the  little  house  in  the 
wood.  The  red  apples,  must  indeed  remain  hanging 
on  the  tree;  for  in  spite  of  the  pretty  red  dresses  they 
wore,  they  could  not  go  to  meet  Herr  Pessumehr! 
But  Herman  and  Gertrude,  they  not  only  had  their 
best  clothes  on,  they  had  also  feet  and  could  march, 
and  march  they  did,  in  rank  and  file  with  the  school- 
children and  their  school  teacher,  a  long  distance  out 
from  the  village;  there  they  came  to  a  halt,  like 
soldiers;  they  had  no  swords  and  guns,  but  every 
child  carried  a  flag,  or  a  wreath  of  flowers,  it  looked 
magnificent!  The  little  Reinhard,  Wenderlin, 
Balthasar,  who  was  the  godchild  of  Mr.  Pessumehr, 
was  held  in  the  arms  of  his  mother,  he  could  not  yet 
stand  steadily  on  his  own  small  feet;  he  carried  also 
a  splendid  wreath,  the  very  largest;  Grandmother 
had  wound  it  of  oak  foliage  and  dahlias  and  on  one 
side  fluttered  a  crimson  bow.  The  wreath,  hung  over 
the  shoulder  of  Reinhard,  Wenderlin,  Balthasar  and 
the  leaves  and  flowers  almost  entirely  hid  his  little 
head.  The  carriage  came  rolling  by,  with  Mr.  and 
Mrs.  Pessumehr  sitting  inside,  bowing  to  right  and 
left;  just  then  the  schoolmaster  started  a  song,  and 
all  the  children  sang  with  him.  The  carriage  stopped 
and  Mr.  and  Mrs.  Pessumehr  got  out  and  then  they 
greeted  every  single  one  of  the  country  people:  also 
the  children  from  the  little  house  in  the  wood,  re- 
ceived their  individual  handshake.  The  little  Rein- 
hard though,  the  namesake  of  Mr.  Pessumehr,  Mrs. 
Pessumehr  took  in  his  arms  and  kissed  him. 

"Good  fortune  and  blessings  on  our  good  Mr.  Pes- 
sumehr and  his  wife,"  called  out  many  of  the  old 
people  rejoicingly  and  "Vivat-hoch";  shouted  all  the 
country  people,  the  old  and  the  young,  and  Reinhard 
struggled  so  for  joy,  with  his  arms  and  legs,  that  Mrs. 
Pessumehr  could  hardly  hold  him  tightly. 

"My  dear  wife,  will  take  the  place  of  my  mother 
with  you,"  said  Herr  Pessumehr.  "Those  of  you  who 
are  in  need,  or  sorrowful,  they  may  come  to  her  and 
receive  comfort.  The  children,  however,  shall  be 
under  our  special  protection,  for  they  must  be  edu- 
cated. We  shall  very  often  visit  the  school  and  watch 
carefully  every  single  scholar  and  require  information 
from  the  teacher.    Also  the  little  ones  from  the  house 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


183 


in  the  wood,  shall  be  under  our  protection,  and  we 
shall  beg  the  parents  always  to  tell  us  if  they  are 
obedient  and  industrious.  We  love  all  children,  but 
those  who  love  a  child,  wish  it  to  be  brought  up, 
under  earnest  discipline,  that  it  may  be  an  upright, 
God-fearing  citizen." 

"Vivat-hoch,"  cheered  the  country  people  again 
and  Herman  and  Gertrude  shouted  with  them,  as 
loudly  as  they  could. 

End. 

The  next  story  will  tell  how  Reinhard  Wendelin 
Balthaser  received  his  name. 


and  tomorrow  you  may  build  another  house  and  see 
if  we  can  find  another  picture  in  the  fire." 


THE  COB-FIRE  STORIES 
Bektha  I.  C.  Pitman. 

Out  in  the  barn  w?.s  a  large  pile  of  corn  cobs.  The 
corn  had  all  been  taken  off  to  feed  the  horses  and 
chickens,  and  these  lovely  clean  cobs  were  left 
to  be  burned  in  the  kitchen  stove. 

One  day  Charles  went  out  in  the  barn  to  get  a 
basket  full  for  Hannah,  and  he  thought  what  a  lovely 
fire  they  would  make  in  the  fireplace.  When  he  went 
into  the  house,  he  asked  his  mother  if  he  might 
have  some  and  put  them  in  the  fireplace  for  their 
twilight  fire,  and  she  told  him  he  might. 

He  got  another  basket  of  cobs,  and  placed  them 
criss-cross  in  the  fireplace  until  he  had  built  quite  a 
high  house. 

When  twilight  came,  his  mother  lighted  the  paper 
and  sticks  under  the  cobs,  and  they  watched  the  fire 
creep  up  around  the  cob  house.  It  made  such  a 
pretty  picture. 

After  Charles  had  watched  it  for  some  time,  he 
turned  to  his  mother  and  said,  "Mother,  do  you  know 
what  I  see  in  the  fire?" 

"No,  dear,  what  do  you  see?" 

"It  does  not  seem  to  be  a  fire,  but  all  the  little 
flames  are  fairies  and  elves  and  butterflies,  and  they 
are  dancing  and  flying  all  around  and  having  such  a 
nice  time. 

"The  little  fairies  are  dressed  in  such  beautiful 
colors — red,  orange  yellow,  blue,  green  and  violet,  and 
the  little  elves  are  gray,  while  the  butterflies  are 
golden. 

"See  the  little  elves  climbing  up  to  the  top  of  our 
cob  house  just  like  little  carpenters,  and  the  little 
fairies  are  having  such  a  nice  dance  in  and  out  of  the 
rooms  of  the  house,  and  the  butterflies  are  chasing 
each  other  all  around. 

"You  can  see  the  little  elves  peeking  out  of  the 
windows  at  the  fairies,  for  the  fairy  queen  has  called 
all  the  fairies  to  come  to  her  so  she  can  take  them 
home  and  put  them  to  bed. 

"There  goes  the  last  fairy  waving  a  good-by  to  the 
elves.  Now  see  the  little  gray  elves,  they  too  are 
coming  down  and  going  to  their  homes  in  the  woods, 
for  the  light  is  gone  and  night  has  come,  and  our 
house  of  cobs  is  just  beautiful  red  coals,  just  like  the 
sunset. 

"Did  you  like  my  story,  mother?" 

"Yes,  dear,  and  now  that  the  fairies  and  elves  have 
gone  to  bed,  I  think  it  is  time  for  Charles  to  go  too, 


THE   CRUEL   BOY 

Robert  was  a  cruel  boy.  He  liked  to  injure  his 
little  pets  just  to  hear  them  cry. 

One  day  Robert  walked  out  into  the  field  to  shoot 
some  birds  with  his  new  gun.  He  soon  found  a 
pretty  little  robin  sitting  on  a  limb,  singing  a  song  to 
the  other  birds. 

"There  is  a  bird  that  I  can  shoot,"  thought  Robert. 

He  took  careful  aim,  and  when  he  shot,  the  little 
bird  fell  to  the  ground  and  Robert  ran  to  pick  it  up. 

When  he  picked  up  the  bird,  it  began  to  cry,  for  the 
bullet  had  only  broken  its  wing. 

What  fun  Robert  had  with  this  little  bird!  He 
would  throw  it  up  in  the  air  and  watch  it  try  to  fly. 
He  played  with  it  for  a  long  time,  then  he  took  the 
bird  and  started  for  home. 

When  he  was  almost  to  the  house  he  stepped  on  a 
sharp  nail  and  ran  it  into  his  foot.  He  was  much 
frightened  when  he  saw  the  blood  on  his  foot,  and  it 
hurt  him,  so  bad  that  he  could  hardly  get  to  the  house. 

It  was  two  or  three  days  before  he  could  walk  on 
his  foot  again. 

One  day  his  mamma  said  to  him,  "Now,  Robert, 
you  see  how  it  hurts  your  little  pets  when  you  injure 
them." 

"Does  it  hurt  them  as  bad  as  my  foot  hurt  me?" 
asked  Robert. 

"Yes,"  said  his  mamma,  "it  hurts  them  just  s  bad." 

"Then,"  said  Robert,  "I'll  never  hurt  them  any 
more." 

After  that,  when  he  played  with  his  little  pets,  he 
remembered  his  sore  foot  and  always  tried  to  be  kind 
to  them. — School  Century. 


Temper  in  children  may  have  its  origin  in,  or  be  a 
perverted  expression  of,  any  of  the  following  desirable 
qualities:  self-dependence,  will-power,  high  spirits, 
a  desire  for  mental  or  physical  activity,  curiosity, 
initiative,  concentration  and  persistency,  imagination, 
personality,  emotional  strength.  We  must  get  the 
fact  into  our  heads,  and  get  it  there  to  stay,  that  the 
child  who  can  cry  hard  and  long  for  the  fulfillment  of 
a  desire,  keeping  all  the  time  to  the  point  of  his 
desire,  the  child  who  can  go  through  a  violent  fit  of 
temper  without  bodily  injury  to  himself,  has  physical 
energy,  emotional  strength,  will-power  and  the  power 
of  concentration.  That  same  child  can  use  his 
emotional  strength  just  as  well  for  expressing  happi- 
ness as  he  can  for  expressing  anger  or  disappoint- 
ment; furthermore,  that  child  can  use  his  physical 
strength,  and  will,  and  persistence,  in  doing  useful, 
constructive,  helpful,  positive  things  instead  of  using 
such  magnificent  forces  in  purely  negative  unhappy 
or  destructive  ways.  Our  great  problem  is  so  to 
handle  the  child  as  to  prevent  useful  forces  from 
going  to  waste  in  temper. — Good  Housekeeping. 


Drive    thy    business;    let    not    that      drive    thee.- 
Franklin. 


184 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


KEEPING  A  RECORD. 
Jenny  B.  Merrill,  Pd.  D. 

During  the  Summer  School  at  Columbia  University, 
Mr.  Reeder,  well  known  as  one  of  the  most  successful 
superintendents  of  an  orphanage,  was  invited  by  Dr. 
Frank  McMurry  to  address  a  large  audience  of  super- 
intendents gathered  from  all  sections  of  the  United 
States. 

Dr.  Reeder  has  charge  of  about  two  hundred  boys 
and  girls  of  all  ages  at  Hastings-on-the-Hudson. 

Dr.  Reeder's  suggestions  were  invaluable  not  only 
for  institutional  workers  but  for  all  teachers  and 
parents. 

He  considered  the  three  "Ls"  of  child  life,  viz., 
Letters,  Labor,  Leisure,  or  Books,  Work,  Play, 

For  fifty  years  we  have  made  too  much  of  "letters." 
We  are  beginning  to  recognize  the  educational  value 
of  "leisure"  introducing  play  into  all  grades  of  school, 
but  we  do  not  yet  provide  sufficient  healthy  respon- 
sible manual  work  for  our  boys  and  girls.  The  third 
"L,"  labor,  is  also  the  child's  birthright.  We  must 
plan  for  it  more  fully  than  we  have. 

In  his  "homes,"  for  the  children  live  in  cottage 
homes,  each  child  keeps  a  record  of  work  done.  Dr. 
Reeder  read  several  of  these  records. 

They  included  all  forms  of  house  and  garden  work, 
repairing  and  making  useful  articles.  Some  of  the 
girls  reported  a  long  list  of  foods  they  could  cook. 

Superintendent  Reeder  told  an  instance  of  a  few 
boys  and  girls  who  had  been  allowed  to  enter  High 
School,  becoming  rather  elated  as  students  and  show- 
ing a  tendency  to  neglect  manual  work.  So  impor- 
tant did  he  believe  some  form  of  industrial  work  at 
this  age  as  a  balance  that  he  decided  tht  the  boys  and 
girls  could  only  attend  High  School  half  a  day,  spend- 
ing the  afternoon  in  working.  He  believes  this  best 
even  tho  the  High  School  period  should  be  prolonged 
to  six  years.  But  it  was  not.  After  the  first  year 
the  boys  and  girls  found  plenty  of  time  for  both 
books  and  toork. 

Dr.  Reeder  spoke  of  the  interest  of  the  boys  in 
learning  to  swim  and  stated  that  in  the  last  12  years 
they  had  had  thirty  thousand  "swims"  in  the  Hudson 
River. 

Motives  for  progress  have  been  given  by  arranging 
progressive  feats  in  swimming,  thus  keeping  up  the 
interest,  as,  "using  the  spring  board,  going  outside 
the  crib, "  etc.    Boys  were  proud  of  their  records. 

Dr.  Reeder  gave  instances  of  tactful  discipline  in 
appealing  to  cottage  pride.  For  example,  too  many 
cnina  dishes  were  being  broken,  when  a  plan  was  de- 
vised to  limit  the  breakage  to  two  pieces  weekly. 
Soon  several  cottages  reported  no  breakages.  It 
was  suggested  that  if  the  breakage  was  excessive,  the 
cottage  should  use  tin  dishes  for  a  period.  These 
simple,  good  natured,  tactful  suggestions  presented  a 
motive  for  carefulness  and  breakages  were  reduced 
50  per  cent  in  a  short  time. 

These  successes  were  recorded  and  read  from  the 
platform  and  honored  as  much  as  records  of  progress 
in  book  studies. 


A  story  was  told  of  a  little  boy  who  stumbled  and 
fell  but  succeeded  in  holding  up  the  china  dish,  so 
anxious  was  he  for  his  cottage  to  have  a  good  record. 

Dr.  Reeder  said  he  had  been  surprised  to  find  how 
much  children  care  for  written  records. 

For  special  offenses,  as  stealing,  a  child's  first 
offense  was  recorded  in  a  special  book  in  lead-pencil, 
the  child  being  told  if  the  offense  was  not  repeated  in 
a  given  time,  he  would  be  permitted  to  erase  the  re- 
cord. The  child  was  present  and  saw  the  record  made 
but  it  was  seen  by  no  one  else. 

A  second  offense  was  recorded  in  ink  and  a  longer 
trial  given.  This  record  could  also  be  erased  but 
with  much  more  difficulty. 

The  children  also  receive  a  good  record  for 
courtesies  extended  to  each  other  and  for  social 
graces.  Very  slight  variations  in  methods  of  disci- 
pline often  work  wonders.  For  example,  a  habit  of 
impertinance  to  elders  was  treated  at  first  with  fines 
but  no  improvement  followed. 

The  older  girls  were  called  together  and  told  that 
hereafter  the  fines  would  not  be  collected,  but  only 
recorded,  and  by  abstaining  from  impudent  replies  for 
so  many  days,  the  fine  could  be  washed  off.  This  plan 
hit  the  mark  and  the  habit  yielded  to  this  simple 
tactful  plan. 

Each  child  keeps  a  record  of  what  he  earns,  what 
he  spends,  what  he  gives  and  what  he  saves.  As  the 
children  advance  in  years,  and  earn  more,  the  re- 
sponsibility of  paying  for  little  things  as  ribbons  is 
placed  upon  them,  gradually  hose,  gloves  and  shoes 
are  added,  all  tending  to  encourage  care  and  good 
management,  so  preparing  for  real  life. 

Dr.  Reeder  spoke  of  the  fact  that  the  children  were 
often  hard  to  govern  after  visiting  relatives  at  Easter 
or  Christmas  or  during  vacation. 

To  meet  this,  it  was  decided  that  the  children  must 
earn  the  right  to  visit  by  reaching  a  given  mark  dur- 
ing the  previous  term. 

Relatives  became  interested  in  the  children's  re- 
cords, and  encouraged  them  to  do  their  best  on  re- 
turn.   This  plan  was  a  success. 

Children  are  naturally  care  free  and  irresponsible. 
The  record  tends  to  "arrest  thought"  and  to  arouse  to 
a  sense  of  responsibility.  It  saves  scolding  and 
punishment. 

It  creates  a  personal  dignity  to  which  the  child 
responds  almost  invariably  with  better  conduct.  But 
much  depends  upon  the  judicial  temper  displayed  by 
the  parent  or  guardian. 

The  secret  is  to  keep  yourself  in  the  background. 
Thus  the  child  is  led  gradually  to  feel  the  force  of  his 
own  deeds,  and  the  "return  of  the  deed"  upon  himself. 

In  adapting  these  suggestions  to  home  discipline 
keeping  the  record  a  secret  at  first  between  mother 
and  child  might  be  a  valuable  expedient.  Under 
certain  circumstances  when  improvement  follows  the 
record  might  be  shown  to  father  or  grandma  or  a 
favorite  aunt  or  uncle,  unless  it  is  one  that  the  child 
prefers  to  erase,  althogether. 


Never   buy   what   you    do   not   want    because   it   is 
cheap. 


tttiE  KOffcEttGAftttEir.tfftltoAft*  MAGAtfltffc 


18S 


Would  it  be  safe  for  Mother  Bunny  to  go  away  and 
leave  her  children  out  side  the  burrow?  Do  you  sup- 
pose she  ever  does?  Of  course  she  does,  and  when  she 
comes  home  they  tell  her  all  that's  happened.  If  they 
have  made  mistakes  while  she  was  away,  she  will  tell 
them  how  to  do  better  next  time  they  are  left  alone. 
When  their  lesson  for  this  time  is  ended  what  do  you 
think  they'll  do?  Well,  I  guess  they  will  go  among 
the  bushes  and  play;  they  love  to  play  especially 
when  their  mother  plays  with  them.  She  gives  them 
a  frolic  in  the  fields  and  woods  because  they  are 
such  good  bunnies  and  try  hard  to  do  as  she  tells 
them. 

Mr.  S.  J.  Carter  has  not  only  given  us  a  charming 
picture  but  the  means  of  "bringing  home"  to  children 
the  necessity  and  desirability  of  being  obedient,  also 
the  incentive  to  tell  any  of  the  many  stories  which 
may  be  created  with  the  good  times  and  dangers  be- 
longing to  these  little  creatures  as  the  subject  matter. 


PICTURE  STUDY  VI. 
Bx  Mary  E.  Cotting. 
Is  this  an  out-of-doors,  or  in-the-house  picture? 
What  family  is  it  a  picture  of?  Is  "it  the  whole 
family?  Can  you  count  the  young  bunnies?  If 
Father-Bunny  were  there,  how  many  would  there  be 
in  all?  Where  can  he  be?  Hunting  for  more  places 
to  get  food?  What  do  bunnies  eat?  Do  these  wild 
ones  eat  the  same  things  as  younr  tame  ones?  Ever 
notice  their  quivering  noses  and  teeth  as  they  eat? 
Are  the  wild  and  tame  ones  the  same  color?  Have 
you  noticed  their  feet  and  legs?  What  is  there  about 
their  legs  that  helps  them  in  making  long  jumps? 
Can  they  burrow  any  better  because  the  front  are 
shorter  than  the  hind  legs?  Who  makes  the  burrow? 
How  big  is  it  likely  to  be?  Do  the  rabbits  stay  in  it 
all  winter?  Is  it  winter  in  the  picture?  Why  arn  all 
the  children  out  with  the  mother?  She  has  been 
teaching  how  to  do  things  which  they  must  learn, 
and  now  they  are  practicing.  Little  sister  is  washing 
her  face;  thoughtful  brother  is  smelling  over  the 
ground  trying  to  find  strange  smells;  fat  sister  beside 
him  is  thinking  how  to  crouch  close  to  the  ground  as 
she  may  be  obliged  to  do  when  danger  is  near;  big 
brother  just  beyond  her  is  stiff  and  straight — sitting 
in  "his  form"  as  maybe  he  will  sit  some  snowing  day; 
and  strongest  brother  over  there  by  mother  is  trying 
the  up-spring  that  bunnies  make  when  they  raise 
their  ears  to  listen;  he  must  learn  to  do  this  perfectly 
because  some  day  when  danger  is  near  he  will  need  to 
spring  into  a  long  leap  and  rush  away  at  top-speed. 
They  look  as  if  they  were  good  bunnies,  don't  they? 


THE  COMIC  SUPPLEMENTS 
Thoughtful  parents  and  teachers  are  still  pained  by 
those  parts  of  the  comic  supplements  which  are  sup- 
posed to  cater  to  the  child's  sense  of  humor.  The 
coloring  is  atrocious  in  most  of  these  pictures  and  the 
point  of  the  joke  and  the  drawings  that  elucidate  it, 
are  often  equally  reprehensible.  Many  of  the  daily 
papers,  are,  however,  making  appeals  to  the  child's 
better  feelings,  and  kindergartners  and  mothers'  clubs 
should  be  quick  to  recognize  and  encourage  such 
efforts.  As  an  example,  we  call  attention  to  the 
"Bedtime  Stories  Club"  of  the  New  York  Globe,  which 
every  evening  contains  a  little  story  about  the  Forest 
Folk,  by  Thornton  W.  Burgess,  and  illustrated  by 
Harrison  Cady.  Here  we  learn  entertainingly  of  the 
doings  of  Johnny  Chuck,  Peter  Rabbit,  Reddy  Fox, 
Buster  Bear,  Paddy  Beaver,  and  Danny  Meadow 
Mouse,  their  interests,  their  habits,  their  adventures, 
their  mistakes,  their  relations  to  each  other.  The 
short  tales  are  told  in  a  way  to  stimulate  the  child's 
observation  of  animal  life,  thus  personified;  the 
meaning  of  tracks  in  the  snow,  the  various  ways  by 
which  an  animal  detects  the  presence  of  an  enemy 
and  the  like.  Those  who  send  ten  cents  to  "The  Bed- 
time Story  Club"  of  The  New  York  Globe  rceeive  a 
certificate  acknowledging  them  as  members  of  the 
club  and  showing  that  the  holder  "Is  a  friend  of  Old 
Mother  Nature,"  etc.  Accompanying  this  is  an  ap- 
propriate and  fascinating  badge  bearing  a  picture  of 
Peter  Rabbit,  so  dear  to  the  nearts  of  the  children. 
In  addition,  quaint  colored  pictures  are  received,  of 
four  of  the  animals  in  human  garb,  delightfully 
drawn  and  well-colored  by  Mr.  Cady. 

The  protests  made  by  kindergarten  and  parents' 
associations,  are  evidently  bearing  fruit.  As  rapidly 
as  the  tastes  of  parents  can  be  trained  to  discriminate 
between  that  which  insults  and  that  which  elevates 
the  souls  of  their  children,  just  so  surely  will  the  pub- 
lic press  respond. 

It  might  be  well  at  a  mothers'  meeting  to  show  some 
of  the  vulgar  pictures  in  contrast  to  these  others.  The 
"Christian  Science  Monitor"  contributes  some  delight- 
ful semi-humorous  rhymes  for  the  children,  in  which 
plants  and  animals  figure, 


186 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE  JOINER   OR   CABINET-MAKER 
Translated  from  the  German  of  Friedrich  Froebel. 

SONG  FOR  THE  CHILD. 

(Motto  for  the  Mother.) 
That  every  object  has  a  tongue, 
Does  not  escape  the  child  so  young; 
But,  what  is  easy  we  little  rate — 
To  this,  O  parents,  give  due  weight. 

Zisch,  zisch,  zisch! 

Hear  the  joiner's  plane! 
Zisch,  zisch,  zisch! 

No  knots  or  holes  remain. 
What  a  funny  little  song — ■ 
Now  it's  short  and  now  its  long — 
Zisch,  zisch,  zisch — 
Zisch,  sh,  sh,  sh sch! 

Zisch,  zisch,  zisch! 

Hear  the  plane's  queer  song! 

Plane  the  long  board  smooth  and  white, 

Till  we  make  it  quite  light-tight — 

Long,  long,  long, 

Hear  the  plane's  queer  song. 

Sh sh sh! 

A  song,  too,  sings  the  saw — 

Sh sh sh! 

It  works  without  a  flaw! 
To  make  a  short  shelf 
I'll  saw  it  myself — 
Push,  draw,  push,  draw — 
Hark  to  the  song  of  the 
Bright  little  saw! 

Note — To  see  if  a  surface  is  "light-tight,"  place 
against  it  a  T  square,  hold  up  to  the  light,  and  if  per- 
fectly plane,  no  light  should  be  visible  between  the 
two  surfaces. 

Commentary  for  the  mother. 

The  clenched  fists,  held  perpendicularly,  glide  over 
a  level  surface,  (that  of  a  table,  for  example,)  first 
in  short,  then  in  long  strokes,  to  represent  the  move- 
ment of  the  plane  that  removes  all  irregularities. 

What  is  the  significance,  the  inner  meaning  of  this 
simple  little  play?    What  relation  has  it  to  life? 

By  means  of  the  "Finger  Piano"  (See  Kindergarten 
Primary  Magazine  for  )    the  child  was 

led  to  see  how  tone  was  linked  with  number  and 
movement;  but  tone  sound,  is  intimately  associated 
not  alone  with  number,  with  time  and  movement,  no; 
but  also  with  quiscent,  space-filling  form.  Yes, 
here  again,  tone  stands  intimately  related  even  to 
matter.  Deep  sounds  the  tone  of  substances  that  are 
elongated,  and  those  tone  of  substances  that  are 
elongated,  and  those  that  are  short  and  drawn  out 


thin  are  high  in  tone.  Long  and  short — which  may  be 
called  the  middle,  the  connecting  term  between 
space  and  time — (for  both  may  be  both  long  and 
short) — is  of  the  utmost  importance  when  we  are  con- 
sidering child-life.  "You  may  remain  awhile  out- 
side, but  not  too  long;  You  must  exercise,  but  not 
too  short  a  time. 

The  little  song  and  picture,  will  give  you  oppor- 
tunity, dear  mother,  to  lead  your  child  to  observe  the 
various  significations  of  "long"  and  "short;"  the 
many  ways  in  which  both  terms  are  used.  Thus 
doing  for  the  later  life  of  your  darling,  what  an 
earlier  picture  and  play  did  in  leading  him  to  an 
observation  of  crooked  and  straight  and  their  various 
significations,  and  applications.  As  there  we  found 
illustrations  of  crooked  and  straight  alone,  so  here, 
the  entire  picture  illustrates  for  your  child,  the  ex- 
pressions "long"  and  "short."  Give  him  the  pleasure 
of  discovering  for  himself,  resemblances  and  con- 
trasts. And  the  little  picture  will  early  lead  your 
child  to  see  that  external  size  by  no  means  always 
presupposes  inner  greatness,  and  vice  versa.  The 
child  will  be  early  led  to  this  conclusion  by  the  giant 
Goliath,  who  in  the  Childworld  plays  such  a  laugh- 
ably important  role  with  the  dear  little  David  who 
appeals  so  to  children.  You  will  surely  bethink  you 
here,  of  your  childhood's  song,  written  by  the  kindly, 
benevolent  Asmusppen — name  of  Matthias  Claudius, 
late  editor  of  the  "Wandsbecker  Boten." 

"There  was  once  a  giant  Goliath 

A  very  dangerous  man." 
His  youthful  feelings  and  perceptions  seem  also  to 
have  been  thronging  in  upon  the  artist. 

Shall  we  clarify  all  of  these  in  our  children  and 
through  them  in  ourselves. 

Happiness  and  peace  on  them  to  bestow; 

Friends,  then  will  it  soon  be  here  better,  below. 

ADDITIONAL   NOTES   FOE  THE   GRADE  TEACHER 

It  is  perhaps  unnecessary  to  call  the  attention  of 
the  teacher  to  the  numerous  illustrations  of  long  and 
short  depicted  here.  We  see  the  birds,  with  necks, 
beaks  and  tails  and  wings  of  different  lengths,  the 
columns,  one  with  horizontal  stones,  and  one  with  the 
vertical  flutings;  the  two  vases;  the  various  tools,  the 
musical  horns,  the  stringed  harp. 

As  Froebel  suggests,  the  child  will  enjoy  finding 
for  himself  examples  of  the  long  and  the  short.  He 
will  note  the  substantial  material  objects  that  express 
those  measures,  and  then  the  teacher  can  carry  his 
attention  on  to  the  musical  instruments,  which  repre- 
sent long  and  short  in  sound,  and  then  to  the  two 
human  figures  which  carry  thought  on  into  the 
spiritual  world,  the  world  in  which  a  giant  soul  may 
be  housed  in  a  short  physical  frame  and  a  low  brutish 
spirit  in  a  huge  body. 

The  sawing,  planing,  hammering,  motions  in  long 
and  in  short  strokes,  afford  excellent  physical  exer- 
cise, and  the  charming  little  marching,  skipping  song, 
"We'll  play  we  are  giants  tall"  with  its  second  stanza, 
dramatizing  the  short  dwarfs,  is  appropriate  here,  as 
are  stories  of  giants  and  dwarfs. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


187 


Imitation  of  some  of  the  horns  and  trumpets  is  de- 
veloping for  the  lungs  and  the  children  may  be 
called  upon  to  imitate  the  sounds  of  sawing,  planing, 
and  the  like.  Also  the  calls  of  various  animals. 
Which  animals  have  short  calls?  which  long  ones? 
The  baying  and  the  barking  and  yelping  of  a  dog; 
the  lowing  of  the  cow,  the  crowing  of  the  rooster,  and 
the  songs  of  different  birds. 

What  relation  has  the  length  of  a  horn  to  its  tone? 
The  difference  between  the  long  and  short  strings  of 
an  harp?  Let  the  children  experiment  with  a  narrow 
oblong  cardboard  box,  stretching  around  it  lengthwise 
an  ordinary  rubber  band,  and  then  twanging  it  and 
listening  to  the  sound;  then  place  the  same  band 
around  the  width  of  the  box;  it  will  be  considerably 
shorter;  and  the  difference  in  sound  can  be  detected, 
depending  upon  the  difference  in  the  length  and  thin- 
ness of  the  band. 

Have  the  children  illustrate  the  long  and  the  short 
vowel  sounds;  explain  long  and  short  meter  in 
hymnology;  and  long  and  short  syllables  in  poetry. 
Ask  the  children  to  think  over  who  is  the  most  valu- 
able man  in  civilization,  he  who  takes  a  long  look 
ahead  and  works  for  the  future  or  he  who  lives  merely 
from  day  to  day?  What  is  meant  by  "short-sighted" 
in  optics  and  how  is  the  term  figuratively  employed? 
Meaning  of  "art  is  long  and  time  is  short." 

What  effect  has  climate  in  regulating  the  size  of 
plant  life  and  animal  life? 

Returning  to  the  cabinet-maker,  help  the  children  to 
feel  the  wonderful  skill  and  muscular  control  achieved 
by  those  who  can  measure  so  accurately  each  small 
piece  of  wood  in  joinery  and  then  saw  and  plane  it  so 
perfectly  that  each  part  dovetails  and  fits  exactly  into 
the  other.  Bring  examples  if  possible  of  such  work,  in 
inlaid  boxes  or  chess-boards.  Tell  of  the  wonderful 
mechanism  of  the  violin,  made  of  many,  many  tiny 
pieces  of  wood,  each  well-seasoned,  exactly  fitted  to- 
gether, with  a  special  kind  of  varnish,  to  all  bring 
out  the  beautiful  tones  of  the  master,  upon  the  four 
strings,  of  varying  length  and  fineness.  Some  tones 
high,  some  low,  some  long,  some  short.  Music  con- 
sists of  their  perfect  relation  to  each  other  and  their 
control  by  the  master. 

We  append  a  few  verses  that  may  please  the  chil- 
dren and  also  exercise  their  observation  and  com- 
parison of,  the  things  around  them. 

GUESSING  GAME.      ' 

His  leg,  his  neck,  his  tail  is  short, 
And  curved  his  back; 
And  very  short,  too,  is  his  song, 
Quack,  quack! 


Ah,  very  very  long  his  nose, 

But  rather  short  his  dark  gray  hose. 

(Elephant.) 


His  legs  are  long,  his  bill  is  long, 

He's  found  in  Deutschland,  not  New  York; 

He  takes  long  flights  when  comes  the  fall; 
The  much-loved  stork. 


Short  are  his  horns,  but  long  his  legs, 

And  eke  his  neck; 
A  giant  beast;  and  large  dark  spots 

His  soft  coat  deck.     (Giraffe.) 


A  long  horn  and  a  short  one, 

One  queer  rhinoceros  wears. 
The  cow,  goat,  deer  have  two  horns  each; 

Of  equal  length  are  theirs. 


Short  are  the  ears  of  the  horse,  cat  and  bear; 
But  long  those  of  donkey,  of  spaniel  and  hare. 


A  long  stroke,  a  short  stroke,  tho  bad  be  the 

weather, 
Will  bring  us  to  port  if  we  all  row  together. 


When  the  pendulum  is  long,  solemn,  slow  the 

hall  clock's  song; 
Short  the  pendulum,  then  quick,  and  short  the 

parlor  clock's  tick-tick. 


Among  suitable  stories  is  the  fable  of  the  visits  of 
the  fox  and  the  crane,  the  fox  offering  the  crane  re- 
freshment in  a  shallow  dish  from  which  it  cannot 
eat,  and  the  crane  retaliating  by  offering  the  fox 
drink  from  a  long-necked  vase. 

Also,  Jack-the-giant-killer;  also  the  old  story  of  the 
long  nose  that  was  wished  upon  a  foolish  woman. 


The  United  States  Bureau  of  Education  has  issued 
a  pamphlet  on  "The  Kindergarten  in  Benevolent  In- 
stitutions."     Following    are    two    testimonials    from 
Brooklyn,  N.  Y.: 
Gardner  Day  Nursery  says: 

"Previous  to  the  time  we  were  able  to  secure  a 
kindergartner  the  little  ones  were  like  so  many  stray 
sheep.  Their  material  welfare  was  well  looked  after, 
but  we  were  unable  to  pay  for  someone  to  amuse 
them.  Now  we  get  the  services  of  the  undergraduates 
of  an  institute,  and  it  is  hard  to  express  the  in- 
estimable benefit  the  training  has  been  for  the  little 
ones.  The  work  the  children  do  is  not  enough  to  tax 
their  young  minds,  but  is  a  start  in  concentration 
very  necessary  for  children,  especially  for  children  in 
their  condition  of  life." 
From  the  House  of  St.  Giles: 

"The  kindergarten  has  proven  most  valuable  in  a 
threefold  sense.  Not  only  do  our  children  learn  to 
forget  their  deformities  through  pleasant  occupation, 
but  they  are  brought  to  a  realization  of  their  useful- 
ness. They  come  like  other  children,  playing  the 
same  games,  singing  the  very  same  songs  and  making 
exactly  the  same  kind  of  things  in  their  school  work. 
The  result  of  this  is  a  household  of  bright,  happy 
children,  keenly  alive  with  interest  in  all  their  sur- 
roundings, gaining  physically,  and  growing  in  mind 
and  spirit." 


More  than  70  per  cent  of  the  United  State's  area  is 
"dry"  and  52  per  cent  of  our  population  is  in  "dry" 
territory, 


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. 
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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


To  the  Chairman  of  the  Committee  of  the  Whole: 

You  have  called  our  attention  to  the  interesting-  and 
helpful  study  of  a  sensitive  child  nature  in  "Jean  Gilles, 
Schoolboy."  In  the  current  Cosmopolitan  Magazine 
there  is  now  running  a  series  of  studies  of  boy  nature 
by  Booth  Tarkington  that  are  certainly  delightful  and 
altho  Pen  rod  is  a  natural,  normal,  healthy  American 
boy,  the  very  fact  that  he  represents  the  average  boy, 
enables  us  in  a  measure  to  see  life,  and  to  view  people 
and  events  from  his  standpoint  and  should  help  the 
parents  to  better  understand  and  sympathize  with  their 
boys.  I  am  not  at  all  sure,  however,  that  I  would  re- 
commend my  hoy  to  read  the  series.  I  think  a  great 
many  books  describing  child  life  are  better  for  the 
parents  to  read  than  for  the  children  who  usually  are 
up  to  enough  mischief  without  new  ideas  being  put  in 
their  heads.  S.  M.  F. 


The  Bulletin  of  the  American  Medical  Association 
cites  the  instance  given  below  to  illustrate  the  close 
connection  between  eye-strain  and  crime.  This  may 
be  an  extreme  case,  but  any  teacher  who  has  a  seem- 
ingly incorrigible  child  in  her  class  may  well  investigate 
the  condition  of  his  eyes  and  his  teeth  before  giving 
him  up  as  hopeless.  Undoubtedly  the  reason  why 
many  children  do  not  "take  to  books"  is  because  of 
defective  vision  which  makes  reading  a  strain  and  a 
weariness. 

"A  San  Francisco  school  teacher,  who  had  suffered 
much  from  eye  troubles  herself,  described  an  incorrigi- 
ble child  in  her  school  who  appeared  to  have  some  de- 
fect of  sight.  This  suspicion'had  been  repeatedly  report- 
ed to  his  parents,  but  as  they  were  poor  as  well  as 
ignorant,  nothing  had  been  accomplished  so  far.  She 
decided,  therefore,  to  make  an  independent  effort  in 
the  boy's  behalf  and  solicited  the  assistance  other  ocu- 
list's aid. 

"His  teacher  said  that  at  the  age  of  11  years  he  wa.3 
the  worst  child  in  her  experience  of  many  years  in 
school  work.  He  frequently  played  'hookey,'  associat- 
ed with  the  worst  boys  o(  all  ages,  smoked  cigarettes, 
swore  like  a  trooper  and  lied  outrageously;  besides,  he 
seemed  to  take  a  stupid  pride  in  learning  nothing  and 
thwarting  all  her  efforts.  The  only  physical  defect  no- 
ticed was  that  he  held  print  unusually  close  to  his  eyes 

Examination  showed  one  eye  had  two-sevenths  and 
the  other  one-fifth  of  normal  vision. 


"More  than  a  year  afterward  the  doctor  saw  the 
teacher  again  and  inquiries  were  made  with  misgiv- 
ings. She  said  that  after  she  procured  the  glasses  and 
had  gained  consent  for  his  wearing  them,  the  child's 
transformation  was  rapid  and  complete.  He  had  be- 
come the  willing  slave  of  the  the  teacher,  where  before 
he  seemed  to  resist  her  every  interest  in  him;  he  never 
missed  a  day  in  school,  where  formerly  playing  truant 
was  chronic  with  him.  He  was  the  head  of  his  class 
now,  where  previously  he  was  too  dull  to  be  classed  at 
all;  he  had  voluntarily  stopped  his  numerous  bad  hab- 
its and  had  become  the  marvel  of  the  neighborhood  as 
well  as  the  joy  of  his  parents,  and  so  on. 

"  The  explanation  of  this  metamorphosis  is  simple 
and  natural.  The  child  was  more  than  three-fourths 
blind  and  no  one  had  known  it.  He  could  not  learn 
because  he  could  not  see,  and  his  eyes  and  head  un- 
doubtedly pained  him  when  straining  to  see.  His  in- 
correct aud  absurd  answers  made  the  other  pupils 
laugh  at  and  guy  him,  so  he  hated  everything  connect- 
ed with  the  school,  and  in  playing  truant  he  met  the 
worst  possible  associates  and  learned  from  them  his  nota- 
ble array  of  vicious  habits. 

"  When  he  put  on  his  glasses  he  saw  the  world  for 
the  first  time  clearly  and  in  comfort.  He  therefore 
was  able  to  learn  and  his  ambition  was  aroused. 

Hence  he  loved  schooling  and  the  opportunity  to 
show  his  real  capability,  and  by  regular  attendance  at 
school  lost  the  bad  companionship  which  was  really  re- 
sponsible for  his  show  of  criminal  tendencies.  After 
the  boy  became  the  pride  of  the  school,  his  parents  took 
an  interest  and  aided  him,  where  before  they  ignored 
so  unlovable  a  child.  A  boy  who  at  the  age  of  11  was 
the  worst  child  in  the  school  and  neighborhood  and 
was  absolutely  callous  to  all  moral  suasion,  would  prob- 
ably have  developed  into  a  criminal.  It  is  no  exagger- 
ation, therefore,  to  say  that  the  development  of  a  dan- 
gerous breaker  of  law  and  order  of  an  extreme  type 
was  prevented  by  a  pair  of  glasses." 


In  order  to  show  what  can  be  done  with  the  Christmas 
tree,  after  it  has  served  it's  purpose  as  a  thing  of  beauty 
and  joy,  the  editor  sawed  from  a'  small  tree  the  smaller 
branches  and  twigs,  and  made  a  wee  rustic  seat  about 
four  inches  in  length;  after  it  was  finished  she  found 
her  respect  for  the  Joiner,  his  skill  and  patience,  im- 
mensely increased.    The  measuring  and  cutting  of  the 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


189 


pieces  so  that  the  legs  rested  on  the  ground,  or  table,  and 
so  that  the  lengthwise  sticks  exactly  met  the  crosswise 
pieces,  required  a  good  deal  of  effort  and  continual  test- 
ing, on  the  part  of  one  not  used  to  such  work.  Our  fin- 
al conclusion  is,  that  such  work  i:  within  the  power  of 
older  boys  and  girls  and  is  doubtless  good  for  a  begin- 
ning, as  being  rustic,  it  does  not  require  precise  fitting 


together  of  parts,  that  is  essential  in  real  joinery;  i.  e. 
in  the  work  with  planed  and  rectangular  surfaces.  As 
seen  in  the  picture,  our  first  attempt  was  not  of  pleas- 
ing proportions -the  back  is  too  high  for  the  size  of 
the  seat.  Will  not  some  of  our  readers  tell  of  their  ex- 
periments with  Christmas-trees. 


RURAL  SCHOOLS  AND  HOOKWORM  DISEASE 
That  hookworm  disease  is  responsible  for  lack  of 
progress  in  many  country  schools;  that  it  can  be 
eradicated,  and  that  the  rural  schools  are  now  taking 
the  lead  in  the  movement  to  destroy  this  and  other 
handicaps  to  good  health,  are  some  of  the  conclusions 
of  a  bulletin  by  Dr.  John  A.  Ferrell  on  "Rural  School 
and  Hookworm  Disease,"  just  issued  for  free  dis- 
tribution by  the  United  States  Bureau  of  Education. 

"Hookworm  disease  is  one  of  the  most  prevalent, 
most  insidiously  harmful,  and  most  completely  pre- 
ventable diseases  known  to  man,"  declares  Dr.  Fer- 
rell. "It  causes  human  suffering  and  economic  waste 
altogether  out  of  proportion  to  its  apparent  death 
rate.  Many  ills  that  have  been  attributed  to  mental 
and  moral  weakness  of  wmole  bodies  of  people  are  now 
definitely  known  to  be  due  to  this  infection,  and 
curable  with  its  cure.  Its  eradication  is  one  of  the 
most  important  and  pressing  problems  before  the  peo- 
ple of  the  southern  half  of  the  United  States  and  of 
other  semitropical  lands. 

"In  combating  hookworm  disease  it  has  been  found 
that  the  rural  school  is  the  greatest  medium  for  the 
spread  of  the  infection  and  the  most  important  pro- 
tective agency  against  it.  In  some  schools  invest- 
igated the  infection  has  been  found  to  be  100  per 
cent — the  teacher  and  every  pupil  a  victim  of  the 
disease.  Records  of  the  International  Health  Com- 
mission show  an  average  infection  among  rural  chil- 
dren of  school  age  for  whole  counties   running  as 


high  as  70  to  90  per  cent,  while  in  some  sections  of 
Virginia,  Kentucky,  North  Carolina,  Tennessee, 
Arkansas,  and  other  states  the  disease  is  less  wide- 
spread, with  10  per  cent  or  less  of  the  school  popula- 
tion infected  with  hookworm.  The  general  average 
for  all  the  children  examined  to  date  is  40  per  cent  of 
infection. 

"It  is  through  the  rural  school,  whence  the  in- 
fection comes,  that  the  remedy  must  also  come.  The 
measures  necessary  for  permanent  control  of  hook- 
worm disease  are  health  supervision,  health  in- 
struction, and  perfect  sanitation.  The  rural  school 
can  aid  in  health  supervision;  it  can  supplement  and 
drive  home  health  instruction,  and  above  all  it  can 
teach  good  health  and  clean  living  by  being  itself  a 
model  of  sanitation  for  the  community.  No  matter 
how  energetic  a  National  or  State  campaign  for 
eradication  may  be;  no  matter  how  many  cases  of 
hookworm  disease  are  cured  for  the  time  being,  un- 
less the  school  and  the  community  maintain  a  con- 
stant vigilance  in  behalf  of  positive  measures  for  good 
health,  permanent  control  of  hookworm  or  any  other 
disease  transmitted  by  soil  pollution  will  be  impos- 
sible. 

"Hook  worm  disease,  like  typhoid  fever,  is  due  to 
careless  disposal  of  human  excreta.  Once  schools  and 
dwellings  in  country  districts  are  provided  with  sani- 
tary privies  of  one  type  or  another,  there  will  be 
little  danger  from  hookworm. 

"A  study  of  the  hookworm  problem  has  shown  not 
only  the  need  for  sanitary  privies,  but  the  need  for 
more  adequate  sanitary  supervision  by  competent 
medical  officers.  There  should  be  in  every  community 
a  capable  superintendent  of  health,  devoting  his  whole 
time  to  public  health  work. 

"Frequent  and  systematic  instruction  by  the  public 
schools  in  the  elements  of  personal  and  community 
hygiene  is  necessary  for  permanent  control  of  disease. 
When  the  citizens  of  a  community  are  taught  from 
early  childhood  the  necessity  for  the  care  of  health, 
they  will  need  no  urging  to  provide  expert  health 
supervision  and  sanitary  privies  in  every  community. 

"The  campaign  against  hookworm  disease  is  a 
campaign  of  education,  and  it  is  right  that  it  should 
be  waged  in  the  public  schools." 


QUESTIONS  ON  THE  TEACHER'S  ATTITUDE 

Is  the  smile  on  my  face  frozen  on,  or  does  it  show 
because  I  am  cheerful? 

Do  I  paralyze  my  pupils'  minds  by  filling  them  with 
fear? 

Do  I  consider  the  pupil's  weakness,  or  do  I  indulge 
him  to  save  myself  trouble? 

Do  I  class  the  slow  response  with  wanton  reticence? 
Or  with  stupidity? 

Do  I  think  a  pupil  stupid  because  he  can  not  meet 
the  school  tasks? 

Do  I  encourage  selfishness  and  egotism  by  constant 
censure?    Or  do  I  merely  alienate  the  pupils  from  me? 

Dp  I  abuse  my  pupils  to  improve  their  characters? 
Or  just  to  relieve  my  feelings? 

Do  I  use  sarcasm  and  ridicule  for  cheering  my 
pupils?    Or  what  do  I  use  them  for? 

Do  I  successfully  use  suspicion  and  cynicism  to 
arouse  the  confidence  of  my  pupils — in  me?  Or  in 
themselves?    Or  in  human  nature? — Exchange. 


HINTS^nhSUGGESTIONS  FOR  RURAL  TEACHERS 

CONDUCTED  BY  GRACE  DOW 
1~)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  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 


FEBRUARY— 1915 

Warmer  sunshine,  melting  snow, 

Longer  days  come  on, 
February's  here,  you  know, 

Winter's  almost  gone. — Selected. 

What  is  the  name  of  the  new  month?  How  many 
days  has  it  regularly?  How  often  does  it  have 
another  day  and  why?  To  what  season  does  February 
belong? 

What  birthdays  of  great  men  occur  during  the 
month? 

Make  a  February  calendar,  using  the  flag,  or  the 
colors  red,  white,  and  blue  in  decorating  same.  In- 
dicate all  special  birthdays  by  using  the  color  red 
for  the  figures.  Place  stars  to  indicate  the  national 
holidays. 

PATKIOTISM. 

The  story  is  told  of  an  immigrant  who  landed  in 
our  country  when  a  great  political  campaign  was  in 
progress,  on  being  asked  which  side  he  favored,  re- 
plied "I  am  agin  the  government." 

This  is  in  many  cases  the  attitude  of  foreigners  to- 
ward their  own  home  government,  but  in  very  few  in- 
stances do  we  find  this  true  of  a  native  American. 
One  can  not  be  a  loyal  citizen  without  being  true  to 
his  country. 

It  should  be  the  duty  of  every  teacher  to  teach 
patriotism,  and  there  is  no  better  month  in  which  this 
may  be  taught,  as  it  is  naturally  taught  in  connection 
with  the  birthdays  of  the  noted  men  during  the 
month. 

Celebrating  the  birthday  of  Lincoln,  Washington, 
Longfellow,  Edison,  St.  Valentine,  and  others;  and  by 
portraying  the  true  character  of  these  men,  and  by 
having  the  children  take  part  cannot  fail  to  give 
pleasure,  and  be  of  lasting  benefit. 

Younger  children,  especially,  picture  for  themselves 
an  ideal  world.  See  that  they  are  furnished  the 
highest  ideal  characters  possible  for  this  work  of 
imagination. 

FACTS  TO  REMEMBER. 

George  Washington  was  always  truthful.  He  was 
kind  to  his  mother,  and  gave  up  his  own  pleasures 
rather  than  displease  her.  He  was  painstaking  in  all 
that  he  did.  He  was  brave  and  fearless,  but  trusted 
in  God. 

Lincoln  was  honest  and  kindhearted.  He  sacrificed 
his  own  comfort  and  happiness  to  relieve  suffering 
even  of  animals.  No  task  was  too  difficult  in  the 
cause  of  right. 

Longfellow  was  the  friend  of  children.  He  wrote 
many  poems  of  special  interest  to  children.  He  was 
just,  gentle,  and  kind. 


Edison  is  the  greatest  inventor  living.  He  is 
always  trying  new  electrical  experiments,  with  the 
desire  to  find  more  inventions  to  make  work  easier, 
and  give  people  more  pleasure. 

St.  Valentine  loved  to  help  everyone,  and  when  he 
could  no  longer  visit  them  he  sent  them  messages  of 
cheer.    We  follow  his  example  on  his  birthday. 
"Heroes  are  not  all  six  feet  tall; 
Large  souls  may  dwell  in  bodies  small." 

PICTURE   STUDY. 

Washington — Gilbert  Stuart. 

Lincoln  statue — St.  Gaudens. 

During  the  month  of  February  the  school  rooms 
should  be  decorated  with  flags,  and  the  colors  red, 
white  and  blue,  also  as  many  pictures  as  possible  to 
represent  any  incidents  in  the  lives  of  the  heroes 
mentioned. 

Gilbert  Stuart,  an  American  artist,  ranks  with  the 
greatest  English  painters  of  portraits.  His  chief 
talent  lay  in  painting  heads. 

He  painted  many  portraits  of  men  and  women 
prominent  during  the  Revolutionary  period.  His 
greatest  ambition  was  to  paint  a  portrait  of  Washing- 
ton for  whom  he  had  the  greatest  respect.  This  is 
the  one  usually  studied.  The  style  of  dress  of  the 
time  is  shown  by  the  high  stock,  and  the  carefully 
dressed  hair. 

The  original  now  hangs  in  the  Boston  Athenaeum. 

Augustus  St.  Gaudens  stands  first  among  American 
sculptors.  He  was  born  in  Dublin,  but  brought  to 
America  soon  after  his  birth. 

His  especial  talent  was  shown  in  the  expression  of 
heroic  ideas  and  characters. 

The  artist  was  but  a  boy  at  the  time  of  the  Civil 
War,  and  he  learned  to  love  Lincoln  for  his  kindness 
of  heart  and  great  wisdom-  His  statue  is  placed  upon 
a  broad  foundation  at  one  of  the  entrances  of  Lincoln 
Park,  Chicago. 

Have  this  picture  before  the  children  if  possible 
when  giving  incidents  in  the  life  of  Lincoln,  as  the 
slightly  bowed  head,  thoughtful  and  kindly  expres- 
sion and  style  of  dress  are  nowhere  more  correctly 
portrayed. 

BUSY   WORK. 

The  children  will  enjoy  the  third  and  fourth  gift 
blocks  during  the  month.  They  will  enjoy  construct- 
ing bridges,  forts,  a  monument,  log  cabins,  fire 
places,  etc. 

Paper  cutting  may  be  swords,  soldiers,  caps,  horses, 
guns,  hatchets,  valentines  in  various  shapes,  envelopes, 
cherries,  bells.  A  February  poster  representing  the 
home  of  Lincoln  may  be  made.    It  should  contain  a 


THE  KINDERGAftTEtt-PMMAlfcY  MAGAZINE 


m 


rude  log  cabin,  a  few  bare  trees,  low  shrubs,  and  rail 
fences. 

Have  each  child  make  a  booklet,  either  Washington 
or  Lincoln.  If  Washington  is  chosen  the  cover  may 
be  decorated  with  hatchet  or  cherries,  and  for  Lincoln 
his  early  home,  the  log  cabin.  If  but  a  folder  the 
inside  may  contain  a  few  events  in  their  lives,  and 
each  should  be  tied  with  red,  white,  and  blue  ribbon. 

PRACTICAL  NUMBER. 

At  two  cents  each  how  many  valentines  can  you 
buy  for  ten  cents? 

How  many  one-cent  postage  stamps  can  you  buy 
for  8  cents?    How  many  two-cent  stamps  for  10  cents? 

If  oranges  cost  5  cents  each,  how  many  can  you 
buy  for  10  cents? 

If  you  have  8  sticks  of  candy,  and  you  wish  to 
divide  it  evenly  among  four  friends  how  many  sticks 
wil  each  have? 

If  a  pair  of  shoes  cost  $3,  how  many  pairs  will  $6 
buy? 

If  you  hand  the  clerk  5  cents  to  pay  for  pencils  at 
2  cents  each,  how  many  pencils  will  you  have,  and 
how  much  left? 

Boxes  of  number  cards  should  be  in  the  hands  of 
the  children  for  busy  work.  They  will  soon  learn  to 
make  their  own  problems,  and  for  oral  work  have  the 
children  give  examples  about  the  problems  they  have 
made  similar  to  the  ones  suggested. 

WORD  GAME. 

Give  the  children  a  talk  upon  the  use  of  the  tele- 
phone and  telegraph. 

Place  a  list  of  words  upon  the  board  for  review. 
With  two  cans  attached  to  strings  construct  a  tele- 
phone. They  are  to  use  words  only.  One  pupil  takes 
the  receiver  and  names  a  word  the  other  pupil  spells 
the  word  correctly  through  the  phone.  If  he  fails, 
another  takes  his  place.  They  may  vary  it  by  spelling 
a  word,  and  asking  the  other  child  to  name  the  word. 

The  children  will  enjoy  playing  the  "telephone 
game"  themselves.  Say  to  some  pupil,  Mary,  you  may 
telephone  a  word,  and  name  the  child  you  wish  to 
have  receive  your  message.  They  may  be  divided 
into  two  groups,  one  group  sending  the  messages,  and 
pupils  from  the  other  group  receiving  them. 


A  LANGUAGE  AND  COLOR  LESSON 
M.  Evelyn  Carroll,  New  York. 

The  following  is  a  practical  combination  of  langu- 
age and  art  work  for  first  grade  children. 

On  a  sunshiny  morning  the  children  observe  the 
standard  colors  shown  through  a  glass  prism.  The 
teacher  asks,  "John,  what  color  do  you  see?"  She  in- 
sists on  a  complete  story  in  reply. 

John — "I  see  red.  I  see  yellow.  I  see  blue,"  etc., 
until  all  the  colors  are  mentioned  and  all  the  children 
have  recited. 

After  the  children  have  had  a  pleasant  time  with 
the  prism  it  is  put  away  and  the  following  game  is 
played. 

Teacher — "I  see  a  pretty  hair  ribbon.  Can  you 
guess  which  one,  Jane?" 


Jane — "Are  you  thinking  of  Helen's  blue  hair  rib- 
bon?" 

Teacher — "No."  (The  child  whose  name  is  men- 
tioned has  the  next  turn.) 

Helen — ''Are  you  thinking  of  Ethel's  red  ribbon?" 

Teacher — "Yes.  (She  continues.)  I  see  a  pretty 
necktie." 

"The  game  goes  on  indefinitely,  the  teacher  think- 
ing of  flowers,  dresses,  etc.,  the  children  guessing 
and  each  time  giving  a  complete  sentence  in  response. 
The  game  works  especially  well  with  shy  backward 
children  because  of  their  love  for  color. — Normal  In- 
structor. 


JOYOUS  WORK 
And  what  more  joyous  work  could  one  ask  than 
that  of  the  teacher!  To  no  one  else  comes  the  oppor- 
tunity for  constructive  and  productive  work  that 
comes  to  the  teacher.  No  one  else,  except  perhaps  the 
parent,  touches  the  young  lives  in  such  a  way,  or  has 
such  an  influence  upon  them  for  good  as  has  the 
teacher.  And  what  more  precious  thing  can  we  give 
to  a  boy  or  girl  who  is  growing  into  manhood  or 
womanhood  than  a  healthy,  happy,  clean-minded 
outlook  on  life  and  its  duties,  pleasures  and  responsi- 
bilities.— Harold  0.  Cullen,  Educational  Exchange. 


She's  very  sweet,  my  mother  dear, 
I  want  to  tell  her  so  right  here; 

And  give  to  her  this  heart  of  mine, 
And  sign  myself  her  Valentine. 

We  send  you  this  sweet  valentine, 
Your  good,  true  heart  to  cheer, 

And  may  the  happiness  it  brings, 
Be  with  you  all  the  year. 


Here  is  February, 

Such  a  tiny  thing; 
She's  the  shortest  daughter 

Mother  Year  can  bring. 

Whenever  a  snowflake  leaves  the  sky, 
It  turns,  and  turns  to  say,  "Goodby, 

Goodby,  dear  clouds,  so  cool  and  gray," 
Then  lightly  travels  on  its  way. 


February  sunbeams 

Brighter  grow  each  day, 
Telling  that  the  winter 

Soon  will  pass  away. 


In  the  January  St.  Nicholas  is  an  excellent  repro- 
duction of  a  wax  tablet  of  the  second  century  A.  D. 
containing  a  schoolboy's  exercise  in  number  work.  It 
will  interest  educators  and  high  school  students.  The 
descriptive  sketch  is  by  one  of  the  editors  of  the 
Kindergarten  Primary  Magazine  who  saw  it  in  the 
British  Museum  a  year  ago. 


Difficulties  are  meant  to  rouse,  not  discourage.- 
Charming, 


■  Ml*    M<W      II      ■!■      .IH.IM—  ■'■■ll.^i.lWl.l      HIM    .III  ■■■■      I—!    I    II    MllWflfgTlil 


Blackboard  Suggestions  for  February,  by  Laura  Rountree  Smith 


CARRIER  PIGEON  SERVICE 
An  interesting  feature  of  the  United  States  and 
Dominion  Company's  steamers  plying  between 
Duluth  and  Port  Arthur  and  Isle  Royal  is  the  carrier 
pigeon  service  inaugurated  some  years  ago,  and  now 
carried  on  successfully  as  a  means  of  communication 
between  the  steamers  and  the  Duluth  agency.  The 
wise  little  birds  are  released  from  the  steamer 
carrying  messages  of  commercial  importance  as  well 
as  communications  from  passengers  to  their  friends. 
A  small  charge  only  is  made  for  such  service  to  cover 
cost  of  re-mailing,  etc. 


CURING  THE  DRINK  HABIT 
A  business  man  formed  the  habit  of  leaving  his 
office  each  morning  about  eleven  o'clock  to  get  a  drink 
at  a  nearby  bar.  One  morning,  when  he  was  in  a 
great  hurry,  be  dashed  into  a  nearer  drug  store  and 
bought  an  ice  cream  soda. 

Much  to  his  surprise,  he  found  the  drink  quite  as 
satisfying.  As  a  result,  he  has  changed  his  cocktail 
habit  into  an  ice  cream  soda  habit.    He  has  been  on 


the  new  drink  now  for  over  six  months  and  feels 
safe  enough,  and  so  gratified  that  he  no  longer  hesi- 
tates to  tell  about  what  he  considers  to  have  been  a 
narrow  escape. — Western  Teacher. 


MAKE   YOUR   OWN   DRINKING   CUPS 

If  drinking  cups  are  not  at  hand  you  can  make 
them. 

Material. — 8x8  inch  square  of  any  smooth  tough 
paper. 

Fold  on  one  diagonal.  Place  on  desk  with  fold  at 
bottom. 

On  the  left  hand  edge  measure  up  from  lower  cor- 
ner 4%  inches  and  place  a  dot. 

Fold  lower  right  corner  to  touch  dot  on  the  left 
side  and  crease. 

Turn  paper  over.  Fold  lower  right  corner  to  touch 
angle  of  fold  on  left  side.  Fold  down  the  tri-angles 
left  at  the  top,  one  on  each  side  and  tuck  into  the 
openings  of  lower  folds. 

These  may  prove  more  expensive  than  the  regular 
manufactured  cups  if  time  of  pupils  in  making  them 
is  considered,  but  the  hand  work  experience  will 
make  up  for  it. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


193 


AIMS  IN  TEACHING 

In  a  recent  address  to  principals,  on  the  subject  of 
elementary  history,  Dr.  Maxwell,  city  superintendent 
of  New  York,  emphasized  the  following  fundamentals, 
we  quote  a  part  of  his  address  from  School: 

CAUSE   AND   EFFECT 

"In  a  word,  inquiry  into  causality  should  be  the 
chief  means  used  in  the  study  of  history.  Schopen- 
hauer maintained  that  the  idea  of  cause  and  effect 
was  the  one  innate  idea  of  the  human  mind.  How- 
ever this  may  be,  of  one  thing  we  are  sure — the  desire 
to  determine  causes  is  the  most  fundamental  power 
of  the  human  mind.  It  is  easy  for  the  mind  to  pass 
from  a  preceding  event  to  a  consequent  event  when 
they  stand  in  the  relation  of  cause  and  effect.  "When 
two  events  are  presented  in  any  other  way,  they  re- 
quire an  arbitrary  act  of  memory,  which  is  always 
distasteful  and  never  produces  an  enduring  effect. 
The  inquiry  as  to  cause  and  effect,  on  the  other  hand, 
carries  the  young  mind  irresistably  along,  and  makes 
study  a  pleasure.  What  is  arbitrarily  memorized 
and  painfully  acquired  is  distasteful  and  the  mind 
casts  it  out,  just  as  the  body  refuses  to  assimilate  un- 
wholesome food.  On  the  other  hand,  the  pleasure  of 
following  up  a  logical  chain  of  carefully  connected 
events  is  keen  and  permanent.  Which  method,  the 
nation  method  or  the  selective  event  method,  lends 
itself  most  readily  to  the  determination  of  cause  and 
effect  in  history,  is  the  criterion  that  will  finally 
develop  a  method  that  will  endure. 

"I  wish  to  place  this  idea  of  causality  side  by  side 
with  three  great  aims  of  the  teacher  in  the  school, 
which  I  have  emphasized  during  the  last  three  or  four 
years. 

THE  THREE  GREAT  AIMS. 

"The  first  of  these  aims,  as  you  will  remember,  is 
to  give  special  help  to  the  slow  and  backward  child. 

"The  second  is  to  cultivate  in  both  teachers  and 
pupils  the  habit  of  concentration,  giving  the  whole 
mind  and  energy  to  the  task  immediately  at  hand. 

"The  third  is  to  cultivate  the  habit  of  systematic 
reflection — that  is,  going  over  carefully  in  one's  mind 
the  conduct  of  each  task  or  of  each  day,  in  order  to 
discover  and  correct  mistakes  or  to  lay  up  good 
precepts  for  future  conduct. 

"Besides  these  three  fundamental  principles  of 
school  administration,  I  place,  as  of  equal  importance, 
the  habit  of  tracing,  wherever  possible,  cause  and 
effect  in  all  phenomena  considered.  If  teachers  would 
regulate  their  teaching  by  this  procedure,  it  would 
improve  all  teaching  very  greatly  in  a  brief  period." 


Barracks  are  a  horrible  invention  of  modern  times. 
They  originated  in  the  seventeenth  century.  Form- 
erly there  was  nothing  but  the  guard-house,  where 
veterans  played  cards  and  told  fairy  stories.  Louis 
XIV  is  the  precursor  of  the  Convention  and  of  Bona- 
parte. But  the  evil  has  come  to  a  head  in  the  mon- 
strous institution  of  military  service.  To  have  forced 
men  to  kill  each  other  is  the  disgrace  of  emperors  and 


republics,  the  crime  of  crimes.  In  the  so  called  bar- 
barous ages,  cities  and  princes  entrusted  their  defense 
to  mercenaries,  who  made  war  deliberately  and 
prudently;  in  some  great  battles  there  were  only  five 
or  six  slain.  And  when  the  knights  engaged  in  war 
they  were  not  forced  to  it;  they  were  killed  of  their 
own  free  will.  It  is  true  they  were  good  for  nothing 
else.  In  the  days  of  Saint  Louis  no  one  would  have 
dreamt  of  sending  a  man  of  learning  and  intelligence 
into  battle.  Neither  was  the  laborer  dragged  from  his 
plough  and  forced  to  join  the  army.  Now  it  is  con- 
sidered the  duty  of  a  poor  peasant  to  serve  as  a 
soldier.  Now  he  is  driven  from  his  home  with  its 
chimneys  smoking  in  the  golden  evening  light,  from 
the  fat  meadows  where  his  oxen  are  grazing,  from  his 
cornfields  and  ancestral  woods.  In  the  courtyard  of 
some  miserable  barracks  he  is  taught  how  to  kill  men 
methodically;  he  is  threatened,  insulted,  imprisoned; 
he  is  told  that  it  is  an  honor,  and  if  he  desires  no 
such  honor,  he  is  shot. — Anatole  France  in  The  Con- 
servator. 


"I  consider  every  public  schoolhouse  a  sacred 
temple  of  education.  Within  its  friendly  walls  a 
message  of  hope  and  inspiration  has  been  brought  to 
the  American  boy.  There  he  has  learned  that  no  task 
is  too  hard  for  him  to  attempt,  no  height  too  lofty  for 
him  to  scale.  There  he  has  found  the  universal  key 
that  unlocks  all  the  mysteries  of  science  and  art,  the 
magic  key  of  study.  And  beyond  all  the  reading,  all 
the  writing,  all  the  arithmetic  that  have  taxed  his 
patience  through  snowy  winter  mornings  and  sultry 
summer  afternoons,  the  American  boy  has  learned 
something  else  in  the  public  school.  He  has  learned 
the  American's  first  lesson,  the  lesson  of  equality  and 
equal  opportunity. 

"There  are  no  favorites  in  'the  little  red  school- 
house.'  The  son  of  the  banker  and  the  son  of  the 
mechanic  meet  there  upon  a  common  footing.  Each 
school  is  a  miniature  republic  where  industry  and 
ability  are  the  only  roads  to  favor  and  success.  As 
everyone  of  Napoleon's  soldiers  carried  in  his  knap- 
sack a  field  marshal's  baton,  so  each  American  boy 
carries  in  his  school  bag  a  title  to  the  presidency  of 
the  United  States.  Whatever  else  they  do  the  schools 
of  America  produce  real  Americans,  fit  for  the  duties 
and  the  responsibilities  of  American  citizenship." — 
Gov.  Glynn,  New  York. 


A  PATTERN  BOOK 
For  years  I  have  gathered  patterns  and  placed  them 
in  envelopes  only  to  become  defaced  and  rather  use- 
less. Now  I  gather  them  all  in  a  blank  book.  This 
book  is  made  by  tying  together  full-sized  sheets  of 
commercial  note  which  can  be  bought  at  any 
stationers.  Into  this  book  I  trace  any  pattern  and 
with  a  sheet  of  transfer  paper  always  at  hand  can 
transfer  any  pattern  easily.  Thus  all  patterns  are  in 
a  neat  compact  form  where  they  may  be  easily  re- 
produced by  placing  transfer  paper  between  the  pat- 
tern and  the  paper  to  be  used.  s.  e.  b. 

— School  Arts  Magazine. 


194 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


POINTS  IN  STORY  TELLING 

Susan  M.  Kane. 

The  ability  to  tell  a  story  is  a  gift,  and  a  teacher 
who  has  it  is  to  be  congratulated.  But  even  when  one 
has  very  little  in  that  line  it  is  an  art  that  can  be  ac- 
quired. 

One  reason  that  so  many  teachers  read  stories  to 
their  children  instead  of  telling  them  is  that  they  want 
to  tell  a  story  as  they  heard  some  one  else  tell  it  and 
not  .in  their  own  way.  They  feel  they  have  not  the 
ability  to  give  it  dramatic  effect. 

Gesture  and  dramatic  posts  are  not  necesary  in  tell- 
ing a  story.  Neither  is  it  necessary  to  express  the 
varied  emotions  with  fetching  facial  expression.  One 
can  readily  recall  stories  that  made  a  lasting  impres- 
sion on  one's  mind  and  they  were  told  when  nestling 
in  the  crook  of  some  one's  arm  when  neither  hand  nor 
face  of  the  story-teller  were  seen.  The  best  story- 
tellers I  have  ever  listened  to  have  been  seated  about 
the  dim  light  of  a  dying  peat  fire,  the  person  only 
faintly  seen.  The  stories  were  told  as  though  talking 
to  an  intimate  friend,  simple,  sincerely,  allowing  the 
voice  and  expression  to  take  care  of  the  dramatic 
effect. 

A  beginner  in  story-telling  should  choose  a  story 
she  likes  and  she  should  tell  it  first  to  some  one 
whose  criticism  will  be  given  frankly.  An  honest 
friend's  criticism  is  always  enlightening  and  none  is 
more  so  than  when  the  friend  is  a  child.  Tell  the 
story  over  and  over  again.  Children  will  not  object  if 
the  story  is  a  good  one,  for,  when  you  are  telling  it 
aloud,  he  is  telling  it  to  himself,  and  feels  he  is  as 
good  a  story-teller  as  you  are,  which  is  part  of  the 
charm  of  the  story  to  him. 

The  telling  of  the  story  many  times  is  good  prac- 
tice in  gaining  self-confidence  and  ease  and  it  is  the 
very  best  way  to  break  one's  self  of  the  beginner's 
great  fault  in  story-telling — talking  too  fast.  Chil- 
dren love  the  deep  pauses  in  a  story  when  the  telling 
points  have  time  to  sink  in.  "A  rattling  good  story- 
teller" is  often  low  of  speech.  If  you  talk  too  fast 
the  children  cannot  keep  up  with"  you  and  lose  in- 
terest. 

Nothing  in  a  story  so  confuses  a  child  as  elabora- 
tion. Adults  may  like  it,  but  a  child  wants  the  plain, 
simple  facts. 

A  story  should  never  be  discussed  during  the  tell- 
ing. Its  completeness  is  spoiled.  Most  Sunday  school 
story-tellers  have  this  fault.  They  are  so  anxious  to 
rub  the  moral  of  the  story  in  that  they  are  constantly 
interrupting  the  story  with  their  own  questions  and 
not  infrequently  the  unexpected  results. 

The  story  should  be  told  so  well  that  all  uncon- 
sciously the  moral  sinks  in.  Often  a  well-told  story 
falls  flat  because  the  story-teller  moralizes  or  adds  a 
preachment  which  becomes  meaningless  words  to  the 
child. 

If  the  story  is  known  perfectly,  and  it  is  loved  and 
there  is  a  desire  to  tell  it,  one  does  not  have  to  be  a 
professional  story-teller  to  do  it  well. — Pimary  Edu- 
cation. \ 


WASHINGTON'S  BIRTHDAY. 
Dr.  Mary  E.  Law,  Toledo,  O. 

The  children  have  had  their  introduction  into  the 
history  of  their  country  by  the  celebration  of  Colum- 
bus day  and  Thanksgiving  day.  Now  they  come  to 
the  beginnings  of  our  government  or  the  idea  of 
liberty  for  which  their  ancestors  fought  and  bled.  An 
idea  which  was  crystalized  in  the  form  of  a  constitu- 
tion, which  guarantees  to  one  and  all  the  right  to  life, 
liberty  and  the  pursuit  of  happiness. 

Washington  should  be  presented  to  the  children  as 
the  first  president  of  this  nation,  a  man  of  truth  and 
honor  and  not  as  a  great  soldier.  Let  that  side  of  his 
character  be  reserved  for  the  children  in  the  higher 
grades.  We  can  only  give  a  vignette  of  Washington 
in  the  kindergarten,  not  a  portrait.  The  story  of  the 
cherry  tree  with  a  fable  or  not  should  be  told  the 
children  to  bring  out  that  side  of  his  character  which 
made  him  famous.  That  little  story  of  Washington 
has  done  more  to  inculcate  truth-telling  among  Amer- 
ican children  than  all  the  sermons  that  ever  were 
preached.  He  was  too  brave  and  courageous  to  tell  a 
lie.    Only  cowards  tell  falsehoods. 

The  story  of  the  flag  should  be  told  and  the  oath 
of  allegiance  taken.  "I  give  my  head,  my  heart  and 
my  hand  to  my  country;  one  country,  one  language, 
one  flag." 

The  toast,  "Washington: — first  in  war,  first  in 
peace  and  first  in  the  hearts  of  his  countrymen," 
should  be  learned  by  every  child.  The  colonial  flag  of 
thirteen  stars  and  stripes  should  be  made  and  the 
significance  of  the  colors  and  stars  explained.  A  flag 
of  the  present  year  should  be  exhibited.  Hats  and 
shields  and  other  red,  white  and  blue  occupations 
made. 

His  old  home  at  Mt.  Vernon  should  be  made  with 
the  gifts  as  well  as  the  capitol  at  Washington. 

Patriotic  songs  and  marches  and  other  suitable  ex- 
ercises should  signalize  an  event  long  to  be  remem- 
bered. 

Lincoln's  birthday,  which  comes  the  same  month, 
may  be  celebrated  in  alternate  years. 


SEAT  WORK  FOR  FEBRUARY 

Cut  out  a  flag  and  color. 

Make  a  shield. 

Draw  hatchets,  color  red. 

Cut  out  a  house.  Use  brown  crayon  to  make  it  a  log 
house. 

Illustrate  Lincoln  chopping  rails. 

Illustrate  Washington  marching  with  soldiers. 

Trace  around  hearts  and  make  a  valentine.  Other 
valentines. 

Make  up  little  rhymes  for  valentine  verses.  Give  a 
list  of  rhyme  words,  as  mine,  thine,  etc. 

Make  dominoes.    Use  hearts  instead  of  dots. 

Arrange  hearts  in  groups  of  3's.    Then  write  by  3's. 

Illustrate  child  going  to  letter  box  to  mail  valen- 
tines.— Primary  Educator. 


Hackensack,  N.  J. — The  borough  council  has 
granted  the  Board  of  Education  the  use  of  the  council 
chambers  in  the  Municipal  Building  for  kindergarten 
purposes. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


195 


PREPARATION  OF  WOMEN  FOR 
TWENTIETH  CENTURY  LIFE 

Mary  E.  Wooixey,  President  Mount  Holyoke  College 

That  education  should  prepare  for  life  is  not  a  new 
dictum,  a  recently  discovered  truth.  But  when  we 
say  that  education  should  prepare  for  twentieth  cen- 
tury life,  we  are  looking  at  an  old  truth  from  a  new 
angle. 

President  Jordan  of  Leland  Stanford  Jr.  University, 
in  an  address  to  his  students  near  the  opening  of  the 
century,  said:  — 

"Compared  with  the  centuries  that  are  past,  the 
twentieth  century,  in  its  broad  outlines,  will  be  like 
the  rest.  It  will  be  selfish,  generous,  careless,  de- 
voted, fatuous,  efficient.  But  three  of  its  traits  must 
stand  out  above  all  others,  each  raised  to  a  higher 
degree  than  any  other  century  has  known.  The 
twentieth  century,  above  all  others,  will  be  strenuous, 
complex,  and  democratic." 

The  characterization  of  the  century  applies  not  only 
to  men;  it  is  equally  true  for  women.  The  mere 
statement  that  an  age  is  strenuous,  complex,  and 
democratic, — interpreting  democracy  as  that  which 
"exalts  the  individual,"  values  "men  as  men"  and 
women  as  women, — gives  an  insight  into  the  kind  of 
preparation  necessary  in  order  to  live  its  life  strongly 
and  well.  Our  grandmothers  had  "faculty,"  to  use  a 
good  old  New  England  expression.to  a  marked  degree, 
but  new  conditions  demand  new  training,  and  the 
preparation  adequate  for  the  comparatively  simple 
life  of  their  day  is  not  adequate  for  the  complexity  of 
ours.  In  a  certain  sense,  the  consideration  must  be 
a  restricted  one,  for,  under  our  present  social  order, 
not  every  woman  can  have  preparation  for  the  life  of 
the  century  in  which  she  lives  and  that  restriction  in 
itself  puts  an  added  responsibility  upon  the  shoulders 
of  the  women  who  do  have  the  opportunity.  Modern 
life  has  not  outgrown  the  principle  of  noblesse  oblige; 
it  simply  presents  it  in  a  new  setting.  The  earnest 
woman  of  today  does  not  look  upon  education  as  a 
personal  acquisition,  without  bearing  upon  the  com- 
mon welfare,  or  consider  that  schools  and  colleges 
exist  in  order  that  she  may  be  "highly  accomplished," 
stamped  with  the  hall-mark  of  culture. 

Several  years  ago,  a  university  president,  whose 
views  on  general  educational  subjects  are  more  dis- 
criminating than  on  the  woman  question,  expressed 
the  fear  that  "modern  woman,  at  least  in  more  ways 
and  places  than  one,  is  in  danger  of  declining  from 
her  orbit."  Aside  from  the  difficulty  of  defining  afore- 
said "orbit,"  it  is  well  to  remember  that  the  century 
calls  for  many  kinds  of  service,  from  women  as  well 
as  from  men.  It  needs  the  service  of  the  home  maker, 
but  for  the  woman  of  the  twentieth  century  the  ques- 
tion of  home  making  must  broaden  into  a  conception 
not  to  be  confined  within  the  walls  of  her  own  dwell- 
ing. Her  responsibility  includes  the  home  of  the 
other  woman,  the  woman  who  is  living  in  a  tenement, 
not  differentiated  by  the  word  "model;"  whose  only 
"sleeping  porch"  is  a  fire  escape,  which  must  also 


serve  as  the  family  storeroom  and  the  family  coal 
bin;  who  has  never  heard  lectures  on  sanitation — 
probably  does  not  know  the  meaning  of  the  word — 
and  is  so  accustomed  to  inner  rooms,  where  sun 
and  air  have  never  penetrated,  to  close  hallways  and 
foul  odors,  that  light,  airy,  sunny  rooms  would  seem 
like  a  bit  of  heaven  brought  down  to  earth,  as  indeed 
they  are;  whose  children  learn  life  not  from  the 
wholesome  influences  of  the  home  but  from  the  un- 
wholesome influences  of  the  street;  who  ekes  out  an 
existence  by  an  unending  round  of  weary  toil  and 
never  knows  what  it  is  to  have  a  living  wage. 

In  other  ways  the  "home  maker"  of  the  twentieth 
century  has  a  very  much  wider  responsibility  than 
her  grandmother, — a  responsibility  for  the  industries 
taken  out  of  the  home  and  intrusted  to  bakeries  and 
restaurants,  laundries  and  soap  factories,  canneries 
and  dairies,  mills  and  tailoring  establishments;  a  re- 
sponsibility for  pure  food  and  clean  streets,  hygienic 
schoolrooms  and  wholesome  amusements,  for  the 
prevention  of  contagious  diseases  of  the  body,  and  the 
elimination  of  drunkenness  and  the  social  evil,  the 
contagious  diseases  of  the  soul.  Above  all,  upon  her 
rests  the  responsibility  for  the  child  life  of  the 
nation,  that  it  may  not  be  defrauded  of  the  child's 
right  to  play  and  happiness,  education  and  good  in- 
fluence. 

From  the  home,  as  the  center  of  the  century's  life, 
radiate  lines  of  activity  for  women  of  which  our 
grandmothers  little  dreamed.  Upon  the  one  which 
teachers  represent  so  impressively,  I  should  like  to 
dwell  for  a  moment  because  real  teaching  belongs  in 
the  category  of  the  great  enterprises  which  stir  the 
imagination,  excite  the  ambition,  and  stimulate  the 
powers. 

All  along  the  line,  from  kindergarten  to  university 
and  professional  school,  there  is  a  demand  for  men 
and  women  of  originality  and  force,  who  will  bring 
to  educational  problems  the  same  degree  of  intellec- 
tual power  that  is  blazing  the  way  in  the  physical 
sciences,  in  discovery  and  invention.  Teaching  de- 
mands also  the  comprehensive  mind,  the  mind  that 
can  master  details  and  not  be  mastered  by  them, 
that  can  see  a  subject  in  the  large.  The  more  ele- 
mentary the  course,  the  more  necessary  are  breadth 
of  vision,  mental  grasp,  and  power  of  selection,  for 
the  immature  student  must  have  blazed  for  him  the 
trail  which  the  more  advanced  can  discover  for  them- 
selves. 

The  promotion  of  a  great  enterprise  demands  the 
qualities  of  initiative,  comprehension,  and  insight;  if 
the  enterprise  concerns  the  development  of  human 
beings  instead  of  things,  it  must  define  insight  in 
terms  of  sympathy.  The  investment  of  one's  self  in 
others,  which  is  really  what  the  cultivation  of  this 
power  of  sympathetic  insight  means,  pays  big  divi- 
dends. What  those  dividends  are,  the  teacher  never 
fully  knows,  and  he  m!ust  be  willing  both  not  to  know 
and  not  to  expect  them  to  be  paid  to  him  in  recogni- 
tion and  appreciation.     As  Professor  Palmer  says  in 

(continued  on  Page  198) 


yvvvvvv 


>  rEBRUfiHY  <f 

SQUARED  UNITS  FOR  FEBRUARY— F.  G.  Sanders.       (See  following  page.) 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


196 


SQUARED    UNITS    FOR   FEBRUARY 
F.  G.  Sanders,  Toronto. 

(see  illustration  on  following  page.) 

These  simple  squared  drawings  can  be  copied  by 
the  children. 

First— Solid. 

Second — In  outline,  and  colored  with  paints  or 
crayon. 

Third — In  wool,  or  silk  on  canvas. 


DRAWINGS 

Love  birds. 

'Tis  said  the  birds  choose  their  mates  in  February, 
and  so  they  started  the  idea  of  sending  love  messages 
in  that  month. 

Children  with  valentine. 

George  Washington  and  the  cherry  tree. 

Lincoln's  cabin. 

Girl  posting  valentine 

Heart. 

Snow-flakes. 


"February  next  in  line 

Brings  lovers  true  their  valentine." 


HEW  TO  THE  LINE 
did 


you    get    that      8. 


Teacher — Now,  Willie,    where 
chewing  gum?    I  want  the  truth. 

Willie — You  don't  want  the  truth  teacher,  an'  I'd 
ruther  not  tell  a  lie. 

Teacher — How  dare  you  say  I  don't  want  the  truth. 
Tell  me  at  once  where  you  got  that  chewing  gum. 

Willie — Under  your  desk. 


TEN  LECTURES  ON  PSYCHOLOGICAL  VALUES 
FORWARD 

The  bearings  of  psychology  on  every  human  in- 
terest under  the  sun  are  daily  becoming  more  evident. 
The  author,  the  lawyer,  the  physician,  the  actor,  the 
artist,  the  business  man  are  learning  what  the  teacher 
has  long  known,  the  value  of  psychology  in  its  appli- 
cation to  their  work.  This  course  will  deal  with  some 
of  the  more  recent  psychological  literature.  It  will 
aim  to  show  how  psychology  may  aid  in  interpreting 
and  solving  some  vexing  problems  of  the  day. 

Wednesday,  4   P.   M.  Hunter  College  Room,   101 

1.  Psychology  of  Today  and  Yesterday Jan.  13 

"The  Classical  Psychologists" — Benjamin  Rand. 

2.  Laboratory  Psychology Jan.  20 

"Founders  of  Modern  Psychology" — G.  Staley  Hall. 

3.  The  Relation  of  Psychology  to  Present-day 

Problems Jan.  27 

"Psychology  of  Advertising" — Scott. 
"Human  Nature  Club" — Thorndike. 

4.  Tests  and  Training  of  Feeling Feb.  3 

"Psychology  of  Emotions" — Ribot. 

5.  Attention  as  a  Criterion  of  Intellect Feb.  24 

"Psychology  of  Attention" — Pillsbury. 

6.  How  to  Rest  Mentally Mar.  3 

Summer  Schools  vs.  Rest-Cure  and  Travel. 

7.  Stages  in  Human  Instinct Mar.  10 

"Fundamentals  of  Child  Study" — Kirkpatrick. 

"Outline  of  Psychology" — Titchener. 
The   Power  of  Transcending  Actual   Exper- 
ience   Mar.  17 

"Fact  and  Fable  in  Psychology" — Jasrow. 

9.  Dreams Mar.  24 

"World  of  Dreams" — Havelock  Ellis 

10.  Human  Progress Mar.  31 

"Race    Improvement    through    Eugenics" — Davenport 


Suggestion  For  February  Calendar 


198 


THE  KINDERGARTEN-PRIMARY  -MAGAZINE 


PREPARATION     OF    WOMEN    FOR 
TWENTIETH    CENTURY    LIFE 

(Continued  from  Page  195) 
his  Ideal  Teacher,  "One  root  of  success  or  character- 
istic which  every  teacher  must  possess  is  a  readiness 
to  be  forgotten.    If  praise  and  recognition  are  dear  to 
him,  he  may  as  well  stop  work." 

To  have  a  part  in  the  world's  work  is  not  simply 
or  chiefly  to  discover  new  applications  of  natural 
forces,  to  promote  industry,  to  develop  material  re- 
sources; it  is  concerned  also  with  the  discovery  of 
intellectual  and  spiritual  forces  and  their  application 
to  daily  living,  with  the  promotion  of  earnest  pur- 
poses and  high  ideals,  with  the  development  of  the 
resources  of  the  mind  and  of  the  heart.  The  really 
vital  things  come  within  this  province.  Society  can 
exist  without  great  wealth,  enlarged  industries,  in- 
vention, discovery;  it  cannot  long  stand  without  in- 
tegrity, honor,  truth,  purity,  idealism. 

Preparation  for  service  naturally  suggests  voca- 
tional training,  hut  it  is  apparent  that  in  a  general 
discussion  no  hard  and  fast  rule  can  be  laid  down. 
For  many  girls  the  vocational  idea  must  be  in  mind 
very  early  for  various  reasons:  the  necessity  for  an 
immediate  application  of  education  to  their  work  in 
life;  the  possession  of  strongly  marked  "aptitudes" 
for  some  particular  line;  the  lack  of  aptitude  for  pro- 
longed application  and  the  necessity  of  arousing  and 
holding  the  interest,  giving  definiteness  and  purpose 
by  directing  toward  a  certain  goal.  It  is  manifestly 
impossible  to  lay  out  one  program,  one  schedule  of 
studies,  that  shall  cover  all  cases;  to  say  on  the 
advent  of  a  daughter:  "This  is  a  girl.  She  shall 
graduate  from  the  course  in  domestic  science  at  the 
University  of  Minnesota  in  the  year  — ."  for  the  un- 
expected may  happen  and  the  aforesaid  maiden  be 
graduated  in  the  year — not  from  the  University  of 
Minnesota  domestic  science  course,  but  from  John 
Hopkins  University  medical  course. 

In  considering  the  subject  of  work  for  women,  one 
truth  is  very  often  overlooked  and  that  is,  that  they 
must  be  considered  as  individuals  and  not  exclusively 
as  members  of  a  sex.  A  man  would  more  naturally 
be  a  carpenter  or  a  machinist  or  a  merchant  than  a 
cook  or  a  dressmaker  or  a  milliner,  but  the  fact  re- 
mains that  many  of  our  cooks  and  some  of  our  dress- 
makers and  milliners  are  men  and  we  are  not  greatly 
shocked  thereby.  In  other  words,  we  consider  that  the 
individual  man  has  a  right  to  determine  the  career, 
the  manner  of  life,  for  which  he  is  best  fitted  and 
which  circumstances  make  most  feasible  for  him. 
Perhaps  the  greatest  change  which  the  education  of 
women  has  brought  about  is  the  extension  of  this 
principle  to  them.  The  opponents  of  higher  education 
are  right  in  their  fear  that  it  means  something  more 
than  the  opportunity  to  study  Calculus  or  to  read  the 
Greek  dramatists  in  the  original.  It  has  introduced 
into  many  a  household  the  startling  and  novel  ques- 
tion, "If  John  Jones  has  a  right  to  become  a  dress- 
maker because  he  prefers  it,  why  should  not  Jane 
Jones  become  a  doctor,  if  she  prefers  that?" 


In  the  light  of  the  pronounced  interest  in  vocational 
training,  it  is  perhaps  not  amiss  to  remind  ourselves 
that  the  first  essential  to  efficiency  in  any  vocation 
is  that  which  is  essential  to  the  stability  of  a  building 
— namely,  a  good  foundation.  The  man  about  to 
build  a  house  would  be  thought  insane  if  he  insisted 
that  bricks,  stone,  concrete,  should  be  discarded  and 
clapboards  and  shingles  substituted  for  the  foun- 
dations, because,  forsooth,  the  house  itself  was  to  be 
clapboarded  and  the  roof  shingled,  or  should  demand 
that  the  foundations  be  omitted,  that  the  house  might 
go  up  the  more  quickly.  The  result  would  be  a  shack 
for  fair  weather,  not  a  house  to  stand  the  strain  and 
stress  of  all  seasons. 

A  strenuous,  complex,  and  democratic  century  calls 
for  a  well-equipped  human  being.  Fifty-four  years 
ago,  before  the  outbreak  of  the  Civil  War,  our  New 
England  Seer  said,  in  his  essay  on  "Power":  — 

"For  performance  of  great  mark,  it  needs  extraor- 
dinary health.  If  Erie  is  in  robust  health,  and  has 
slept  well,  and  is  at  the  top  of  his  condition,  and  thirty 
years  old,  at  his  departure  from  Greenland  he  will 
steer  west,  and  his  ship  will  reach  Newfoundland. 
But  take  out  Eric  and  put  in  a  stronger  and  bolder 
man, — Biorn,  or  Thorfin, — and  the  ships  will,  with 
just  as  much  ease,  sail  six  hundred,  one  thousand, 
fifteen  hundred  miles  further,  and  reach  Labrador 
and  New  England.  There  is  no  chance  in  results. 
With  adults,  as  with  children,  one  class  enter  cordially 
into  the  game  and  whirl  with  the  whirling  world; 
the  others  have  cold  hands  and  remain  bystanders;  or 
are  only  dragged  in  by  humor  and  vivacity  of  those 
who  can  carry  a  dead  weight.  The  first  wealth  is 
health.  Sickness  is  poor-spirited,  and  cannot  serve 
any  one;  it  must  husband  its  resources  to  live.  But 
health  or  fullness  answers  its  own  ends  and  has  to 
spare,  runs  over,  and  inundates  the  neighborhoods 
and  cracks  of  other  men's  necessities." 

What  was  apparent  the  middle  of  the  nineteenth 
century  is  even  more  apparent  this  first  quarter  of  the 
twentieth.  A  century  strenuous  and  complex, — how 
can  one  hope  to  meet  its  demands  adequately,  without 
this  "first  wealth"?  It  is  true  that  some  fine  tasks 
have  been  performed  for  the  world  by  those  who  were 
physically  handicapped,  but  that  does  not  invalidate 
the  statement  that  physical  unfitness  is  a  handicap. 
Many  a  woman — and  man — of  earnest  purpose  and 
marked  ability  have  seen  their  ambitions  and  aims  in 
life  come  to  nothing  because  the  body  failed  at  the 
critical  moment,  or  because  there  was  no  physical 
reserve  to  carry  through  that  which  was  so  well 
planned.  The  day  is  past  when  the  sensible  woman 
"enjoys  poor  health"  or  considers  illness  a  "dispen- 
sation of  Providence."  She  realizes  that  health  is  an 
essential  factor  in  her  life  work.  If  a  teacher,  she 
must  have  buoyancy,  vitality,  a  cheerful  disposition, 
the  power  of  inspiring  others,  qualities  largely  de- 
pendent upon  physical  condition.  The  mother  in  the 
home  needs  the  same  qualities  and  has  as  an  added 
reason  for  health,  the  thought  of  the  priceless  legacy 
which  it  means  for  future  generations.  For  the 
physician,   nurse,   or  woman  engaged  in  other  pro- 


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199 


fessions,  making  an  enormous  draft  upon  physical 
endurance,  the  value  of  a  robust  constitution  and  a 
consequently  clear  brain  and  level  head,  needs  no 
emphasis,  and  in  the  distinctive  literary  or  scholarly 
pursuits,  its  influence  in  promoting  imagination  and 
creative  power,  is  not  less  marked.  "It  is  always  a 
misfortune  to  be  ill,  frequently  it  is  a  disgrace,"  said 
a  wise  teacher.  A  sane,  wholesome,  clean  life,  free 
from  stimulants,  nourished  by  pure  food,  strengthened 
by  exercise,  sleep,  water,  fresh  air, — and,  may  I  add 
cheerfulness, — this  is  not  too  much  to  expect  from  a 
rational  human  being  in  this  hygienically  enlightened 
age. 

I  should  like  to  add,  as  one  of  the  values  that  come 
naturally  from  physical  vitality,  although  fortunately 
not  absolutely  dependent  upon  that,  a  certain  joyous- 
ness  in  living,  the  ability  to  "take  the  old  world  by 
the  hand  and  frolic  with  it,"  to  quote  from  Stevenson; 
"to  keep  the  eyes  open,  the  heart  warm  and  the 
pulses  swift,  as  we  move  across  the  field  of  life," 
finding  that  things  taken  on  the  run" — in  Dr.  Jordan's 
suggestive  words.  To  live  earnestly  but  not  take 
one's  self  too  seriously,  is  a  lesson  that  is  well  worth 
the  learning. 

"Take  a  dash  of  water  cold 

And  a  little  leaven  of  prayer, 
A  little  bit  of  sunshine  gold 

Dissolved  in  the  morning  air; 
Add  to  your  meal  some  merriment 

And  a  thought  for  kith  and  kin; 
And  then  as  a  prime  ingredient 

A  plenty  of  work  thrown  in; 
But  piece  it  all  with  the  essence  of  love 

And  a  little  whiff  of  play; 
Let  a  wise  old  book  and  a  glance  above 

Complete  a  well  spent  day." 

It  may  not  be  out  of  place  to  suggest  the  training 
of  the  intellect  as  a  preparation  for  effective  living 
even  in  the  twentieth  century.  In  our  institutions  of 
learning  we  fall  into  a  rather  apologetic  attitude  in 
these  days,  when  we  can  think  of  no  reason  why  a 
subject  is  retained  in  the  curriculum  except  that  it 
is  useful  in  training  the  mind.  And  yet  since  the 
world  began  there  has  never  been  a  time  when  pro- 
gress was  not  dependent  primarily  upon  the  mind 
directing  the  work,  upon  the  thinker  behind  he  thing 
accomplished.  In  a  commencement  address  the  Dis- 
trict Attorney  of  New  York  said:  — 

"Can  there  be  any  question  that  for  practically 
every  advance  or  gain  in  the  physical  and  material 
things  of  life,  in  the  improvement  of  conditions 
under  which  men  and  women  live  and  work  and  play, 
in  the  vast  changes  of  the  century  past,  which  have 
made  better  homes  for  all,  better  food  for  all,  better 
clothing  for  all,  preservation  of  health,  facilities  for 
fighting  disease,  safe  and  speedy  transportation  and 
communication,  we  are  indebted  to  the  silent  men  at 
work  in  our  colleges  and  universities,  and  to  the  vast 
army  of  men  and  women  who  have  been  trained  in 
them  to  correct  thinking  and  accurate  work,  and  who 
are  inspired  as  well  to  the  highest  endeavor  of  which 
the  human  mind  is  capable?" 

No  one  can  stand  on  the  Gatum  Locks  or  at  the 
Culebra  Cut  on  the  Isthmus  of  Panama,  without  being 


impressed,  not  alone  or  chiefly  by  the  manual  labor 
which  that  great  achievement  represents,  but  by  the 
thinking  power  behind  that  made  it  possible.  The 
keen  mind,  the  mind  that  has  power  of  discrimin- 
ation, quickness  of  perception,  ready  observation; 
the  habit  of  clear,  accurate  thinking,  of  seeing  re- 
lations, of  eliminating  non-essentials,  of  blazing  a 
trail  through  a  forest  of  perplexities, — one  can  con- 
ceive of  no  condition  of  life  today  in  which  that 
power  is  not  only  desirable,  but  absolutely  essential 
to  progress.  And  the  demand  comes  home  to  women 
certainly  as  directly  as  to  men. 

The  alert  mind  is  not  the  only  desideratum.  An 
illuminating  article  entitled  To  Virtue  Knowledge, 
written  by  an  alumna  of  Smith  College,  reminds  us 
that  although  it  is  important  to  act  promptly  and 
accurately,  it  is  still  more  important  to  be  able  to  re- 
strain action,  to  see  things  as  they  are  in  themselves, 
apart  from  utilitarian  interest;  that  the  former 
furnishes  the  brain  with  useful  paths  of  habit,  the 
latter  develops  its  deepest  resources.  We  often  com- 
plain of  the  superficiality  of  the  manual  work  of 
today,  but  that  criticism  cannot  be  confined  to  the 
work  of  the  hands.  To  develop  the  deepest  resources 
of  the  brain, — is  that  not  a  function  of  education? 
Such  development  does  not  come  along  the  lines  of 
least  resistance;  it  is  akin  to  the  moral  and  spiritual 
wrestling  which  is  the  price  paid  for  character,  as 
this  is  the  price  paid  for  mentality.  The  acquirement 
of  information  or  knowledge  and  this  power  are  not 
necessarily  synonymous.  There  are  many  subjects 
valuable  in  their  content,  which  do  not  develop  it. 
"There  are  certain  studies,"  says  Dr.  Abraham  Flex- 
ner,  "in  respect  to  which  American  society  leaves  the 
boy  no  option.  It  is  impossible  to  substitute  some- 
thing else  for  them,  whether  taught  with  equal  effi- 
ciency or  greater.  There  are  other  subjects,  the 
value  of  which  to  the  individual  depends  almost 
wholly  on  what  follows." 

There  is  no  waste  time  spent  in  work  which  de- 
mands and  develops  this  power  of  gripping  a  subject, 
grappling  with  difficulties,  and  so  strengthening  the 
mental  muscle,  the  muscle  that  the  modern  world 
needs  for  the  solving  of  its  problems.  I  hope  we 
shall  never  weaken  the  influence  of  the  college  by 
eliminating  from  our  curricula  the  studies  which  call 
for  the  severest  concentration,  and  progress  only 
along  the  lines  of  least  resistance. 


O.  OH 

In  direct  address  use  O  with  a  noun,  as:  O  John, 
come  here.    No  punctuation  follows  O. 

In  expressions  of  joy,  pain,  surprise,  etc.,  use  oh, 
as:  Oh,  how  beautiful  the  mountain  is! 

When  the  sentence  as  a  whole  is  exclamatory  a 
comma  follows  oh,  and  an  exclamation  point  is  used 
at  the  end;  otherwise  this  is  the  correct  punctuation: 
Oh!  I  have  forgotten  my  camera. 

O  is  always  a  capital,  but  oh  is  capitalized  only  at 
the  beginning  of  a  sentence. 

Examples:  We  made  the  trip;  and,  oh,  how  en- 
joyable it  was! 

Oh!  Have  I  hurt  you? 

Come,  O  men  of  iron  will. 

0,  yes,  I  understand  you, — Western  Teacher. 


200 


THE  KINDERGARTEN-PEIMARY  MAGAZINE 


OUR  FLAG 
Blue  says,  "Be  true." 
White  says,  "Be  pure." 
Red  says,  "Be  brave." 


TRUTH 
Speak  the  truth  bravely, 

Cost  what  it  may; 
Hiding  a  wrong  act 

Is  never  the  way. 


Hearts  like  doors  can  ope  with  ease, 

To  very,  very  little  keys; 
And  ne'er  forget  that  they  are  these: 

"I  thank  you,  sir,"  and  "If  you  please.' 


GOLDEN  RULE 

There  are  no  fairy  folk, 
Who  ride  about  the  world  at  night, 

And  bring  you  rings  and  other  things 
To  pay  for  doing  right. 

But  if  you'll  do  to  others 
As  you'd  have  them  do  to  you, 

You'll  be  as  blest  as  if  the  best 
Of  story  books  are  true. 

— Alice  Gary. 


I  think  that  every  mother's  son 

And  every  father's  daughter 

Should  drink  at  least  till  twenty-one 

Just  nothing  but  cold  water. 


Whoever  you  are,  be  noble; 

Whatever  you  do,  do  well; 
Whenever  you  speak,  speak  kindly; 

Give  joy  wherever  you  dwell. 


My  heart  is  God's  little  garden, 
And  the  fruit  I  shall  bear  each  day 

Are  the  things  He  shall  see  me  doing 
And  the  words  He  shall  hear  me  say. 


Be  kind  and  be  gentle 
To  those  who  are  old, 

For  dearer,  is  kindness 
And  better,  than  gold. 

Work  while  you  work, 
Play  while  you  play; 

That  is  the  way 
To  be  cheerful  and  gay. 


When  icicles  hang  by  the  wall 
And  Dick  the  sheperd  blows  his  nael, 

And  Tom  bears  logs  into  the  hall, 
And  milk  comes  frozen  home  in  pail, 

When  blood  is  nipt  and  ways  be  foul, 
Then  nightly  sings  the  staring  owl 
Tuwhoo! 


SUGGESTIVE    LIST    OF    STORIES    FOR    SUB-PRI- 
MARY  AND   FIRST   GRADE 
Miriam  E.  Tobet. 

SUB-PEIMAKY  LIST. 

The  Three  Billy  Goats  Gruff. 
The  Old  Woman  and  Her  Pig. 
The  Three  Bears. 
The  Pancake. 
The  Gingerbread  Boy. 
The  House  That  Jack  Built. 
Chicken  Little. 
The  Pig  Brother. 

The  Little  Red   Hen   That    Found    the    Grain    of 
Wheat. 

The  Ant  and  the  Grasshopper. 

The  Dog  and  His  Shadow. 

The  Fox  and  the  Little  Red  Hen. 

Town  Mouse  and  City  Mouse. 

The  Town  Musicians. 

The  Hill  and  the  Little  Boy. 

Five  Peas  in  a  Pod. 

The  Lion  and  the  Mouse. 

Billy  Boy. 

The  Cat  Learns  to  Dance. 

Belling  the  Cat. 

Little  Red  Riding  Hood. 

The  Little  Plant. 

The  Straw,  the  Coal,  and  the  Bean. 

The  Three  Little  Pigs. 

Titty  Mouse  and  Tatty  Mouse. 

FIRST   GRADE    STORIES. 

Little  Mouse  Pie. 

Poplar  Tree. 

The  Anxious  Leaf. 

The  Little  Jackal  and  the  Alligator. 

The  Crane  Express. 

The  Elves  and  the  Shoemaker. 

The  Boy  Who  Cried  "Wolf,  Wolf." 

Epaminondas  and  His  Auntie. 

The  Foolish  Weathervane. 

The  Goose  and  the  Golden  Eggs. 

Little  Half-Chick. 

The  Fox  and  the  Grapes. 

How  the  Chipmunk  Got  His  Stripes. 

The  Discontented  Pine  Tree. 

Briar  Rose. 

One  Good  Trick. 

The  Blind  Man  and  the  Lame  Man. 

The  Lion  and  the  Jackals. 

Johnny  Cake. 

The  Sleeping  Apple. 

The  Thrifty  Squirrel. 

Lambikin. 

The  Hare  and  the  Tortoise. 

Jack  and  the  Beanstalk. 

Timothy's  Shoes. 

The  Brownies. 

Little  Black  Sambo. 

— Atlantic  Educational  Journal. 


One  scabbed  sheep  can  mar  a  whole  flock. 


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201 


SUGGESTIONS  FOR  CONSTRUCTION 
WORK 

Miss  Susan  R.  Frazier. 

WINTER  SCENES. 

Material:  Pure  white  drawing  paper,  green 
crayola,  soft  lead  pencil,  soft  crayon,  smoke  gray  royal 
melton  cover  paper,  for  mounts;  and  good  library 
paste. 

Eskimo  Girl  and  Dog:  First  trace  around  patterns, 
then  cut  to  line.  Paste  girl  and  dog  in  position. 
Draw  lines  for  dog's  harness,  with  pencil.  Take  one 
half  stick  of  crayon.  Hold  in  an  upright  position, 
and  with  flat,  broken  end  draw  wide,  heavy  lines 
across  lower  part  of  mount.  Go  from  left  to  right  in 
straight,  even  strokes,  the  same  as  handling  a  brush 
in  water  colors.  With  the  ends  of  first  two  fingers, 
rub  and  blend  crayon  marks,  in  a  rolling  movement. 
Touch  end  of  crayon,  lightly,  in  making  snowflakes. 

Eskimo  in  Boat:  First  cut  and  mount  picture. 
Next  draw  in  the  outline  for  icebergs,  then  fill  in 
with  crayon.  Rub  and  roll  with  finger  movement 
same  as  above.  With  crayon,  draw  the  wave  marks 
to  represent  water.    Add  snowflakes. 

Reindeer  and  Polar  Bears:  Same  as  Eskimo  in  boat. 
The  drawing  for  icebergs  and  cake  of  ice  made  after 
pasting  bear  in  position. 

Snow  Man:  Make  the  snow  on  ground  first,  then 
draw  in  the  snow  man  with  heavy  marks.  Use  pencil 
to  draw  and  color  hat,  and  to  mark  eyes,  nose,  and 
mouth. 

Eskimo  Hut:  Work  out  in  same  manner  as  snow 
man.  Scene  is  first  made  on  small  mount.  Paste  this 
mount  on  black  paper  cut  in  any  size  desired  for 
border.  Next  paste  on  larger  mount. — Nebraska 
Teacher. 


There  is  a  quaint  description  in  the  Book  of  Judges 
concerning  one  of  the  Tribes  of  Israel.  "For  the 
divisions  of  Reuben  there  were  great  searchings  of 
heart."  In  the  twentieth  century  there  will  be,  there 
already  are,  "great  searchings  of  heart,"  new  ethical 
standards,  higher  business  and  political  and  personal 
morality,  a  purer  civic  life. 


"Crime  is  not  necessarily  incident  to  crowded  cen- 
ters of  population,"  is  Mr.  Whitman's  statement. 
"Drunkenness  is  not  an  unavoidable  element  in 
civilization,  and  the  evil  that  is  so  prevalent,  so 
horribly  degrading,  and  so  awful  in  its  social  evil, 
the  human  race, — commonly  known  as  the  social  evil, 
— is  no  more  necessarily  incident  to  the  life  of  our 
American  people  than  are  the  plagues  known  in 
history  and  now  checked  by  scientific  pioneers.  The 
time  is  going  to  come  in  this  land  when  the  evils 
which  are  so  prevalent  today,  the  temptations  to 
which  young  men  and  young  women  are  subjected, 
will  be  regarded  with  incredulity  and  with  horror. 
The  world  is  not  waiting  for  the  college-bred  man 
and  woman  as  such,  but  the  great  field  of  human  en- 
deavor is  open  to  any  and  to  all  who  are  willing  and 
able  to  make  an  honest  contribution  to  the  sum  of 
human  knowledge." 

This  great  field  of  human  endeavor   is   not   the 


exclusive  responsibility  of  either  men  or  women — it 
belongs  to  both,  one  of  the  unanswerable  arguments 
for  equal  suffrage.  Revelations  of  political  corruption 
come  as  a  shock  to  the  high-minded  woman  as  to  the 
high-minded  man,  revelations  of  civic  corruption  ex- 
pressed in  the  social  evil  seem  to  her  to  touch  the 
very  depths  of  degradation.  The  supreme  need  of 
the  century  is  for  clean  hands  and  pure  heart  and 
our  schools  and  colleges  must  recognize  and  attempt 
to  meet  this  need,  not  only  for  the  sake  of  the  indivi- 
duals who  are  directly  affected  but  for  the  sake  of  the 
common  welfare.  The  strength  which  is  as  the 
strength  of  ten  because  the  heart  is  pure,  was  never 
more  needed  than  in  this  modern  day  of  ours  with  its 
insistent  demands,  its  perplexing  problems,  and 
heavy  responsibilities. 

On  Copley  Square  in  Boston,  at  the  side  of  Trinity 
Church,  there  is  the  bronze  figure  of  a  bishop  who 
was  in  a  peculiar  sense  the  Bishop  of  New  England,  a 
personality  too  great  and  inspiring  to  be  limited  to 
any  church.  One  of  his  messages  to  the  men  of  the 
nineteenth  century  we  may  well  take  as  a  message 
to  the  women  of  the  twentieth:  — 

"Oh,  do  not  pray  for  easy  lives.  Pray  to  be  stronger 
women!  Do  not  pray  for  tasks  equal  to  your  powers. 
Pray  for  powers  equal  to  your  tasks!  Then  the  doing 
of  your  work  shall  be  no  miracle.  But  you  shall  be  a 
miracle.  Every  day  you  shall  wonder  at  yourself,  at 
the  richness  of  life,  which  has  come  in  you  by  the 
grace  of  God." 


KINDERGARTEN  FOR  THE  BLIND 

Kindergarten  training  for  blind  children  is  not 
new;  but  the  plan  heretofore  tried  has  been  to  sim- 
ply enter  the  tiny  sightless  ones  in  regular  work 
with  "seein"  children,  and  let  the  less  fortunate  ones 
take  their  chances  of  understanding  and  absorbing. 
It  has  never  been  wholly  successful. 

R.  B.  Irwin,  superintendent  of  classes  for  the  blind, 
has  now  brought  to  a  realization  his  dream  for 
giving  the  right  sort  of  help  to  blind  children,  and 
last  week  organized  at  Goodrich  House  a  regular  kin- 
dergarten class. 

The  enrollment  is  small  as  yet,  only  three  are 
listed;  but  in  this  particular  branch,  it  is  Mr.  Irwin's 
purpose  to  keep  the  class  small. 

Said  Irwin:  "Blind  children  suffer  their  greatest 
disadvantage  when  small.  At  home,  realizing  their 
affliction,  the  mother  usually  waits  on  such  a  child  to 
the  extent  that  it  is  much  under  developed  physically. 
Guarded  from  the  danger  of  physical  hurt  or  accident 
such  a  child  does  not  learn  to  play. 

"When  entered  in  kindergartens,  it  is  usually  six 
or  seven  years  old.  A  blind  child  that  has  not 
mingled  with  other  children  up  to  this  age  is  self-con- 
scious and  appears  dull.  The  purpose  of  the  new  kin- 
dergarten for  blind  children  is  principally  to  teach 
them  to  play  seeing  children's  games,  to  forget,  as  far 
as  possible,  that  there  is  a  difference.  To  learn  to 
play  normally  and  naturally  is  the  child's  first  instinct, 
and  in  the  blind  child  this  instinct  is  stifled." — Jack- 
sonville {Fla.)  Times-Union. 


202 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


FEBRUARY  DRAWING 
Olive  Wills,  Manistee,  Mich. 

This  is  the  month  of  romance  so  full  of  sweet  senti- 
ment, also  the  month  for  stories  of  heroic  deeds  of 
great  soldiers  and  stateman,  for  the  birthdays  of  Lin- 
coln and  Washington  bring  to  mind  the  two  great 
epoches  in  our  country's  history  as  well  as  the  lives 
of  two  noble  men.  Lincoln  was  a  man  with  tender 
love  and  sympathy  for  humanity  so  we  may  weave  in 
with  our  valentine  work  stories  of  good  little 
Brownies  who  bring  love  and  great  deeds  into  the 
home. 

To  mother,  father  and  playmates,  and  may  thereby 


the  child  pencil  or  crayons  or  scissors,  tell  or  read  a 
story,  when  possible  have  them  act  some  parts,  calling 
attention  to  action  and  proportion.  They  rarely  need 
further  help.  Directions  for  cutting  in  the  January 
number  of  this  magazine. 

For  Washington's  birthday  study  and  draw  the  U. 
S.  flag.  Note  the  blue  field  is  an  oblong,  the  lower 
edge  comes  to  the  lower  edge  of  the  fourth  red  stripe. 
In  these  grades  do  not  attempt  to  place  the  stars,  but 
have  correct  number  of  stripes  and  placed  correctly. 

Make  a  tent  or  perhaps  a  fort,  a  cock  hat,  shield  or 
badge.  One  badge  we  make  is  of  three  two  inch 
circles  of  drawing  paper,  one  white,  then  color  one 
blue,  the  other  red.    Place  all  together  and  cut  up  to 


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bring  to  them  a  truer,  higher  sentiment  regarding 
the  valentine  and  the  use  of  the  valentine. 

Lincoln's  birthday  comes  first,  so  we  will  tell  stories 
of  his  life,  work  and  kindly  deeds  and  draw  and  cut 
pictures  of  these  stories.  Picture  making  is  one  of 
the  best  ways  of  impressing  a  lesson  on  the  child 
mind.  Of  course  some  of  their  pictures  will  be  crude 
and  quite  impossible  for  the  teacher  to  understand  but 
you  will  find  the  child  from  "1-4  grades"  full  of  un- 
bounded confidence,  sure  that  his  picture  is  very  clear 
and  very  beautiful.  I  once  heard  of  a  child  who  was 
working  very  earnestly.  Teacher  asked  "Johnny, 
what  are  you  making."  Answer — "A  picture  of  God." 
"Why,  Johnny,  don't  you  know  no  one  knows  how  God 
looks."  Johnny — "Well,  they  will  when  I  get  thru 
with  this." 

After  the  fourth  grade  the  pupil  is  more  conscious 
of  his  failures,  more  reticent  in  attempting  an 
imaginative  picture.     But  in  the  lower  grades  give 


the  center,  Fig.  I,  separate  and  fit  one  into  the  other, 
Fig.  II,  then  turn  and  slip  around  until  you  have  the 
colors  equally  divided,  Fig.  III.  A  bent  pin  thru  the 
center  will  hold  it  together  and  fasten  it  to  the  coat. 

A  fort — take  a  drawing  paper  Zy-ixZy*,  working 
drawing  given,  Fig.  IV.  You  can  make  the  circles  for 
canon  holes  by  tracing  around  a  rather  large  pencil 
then  cut  out.  For  cannons  cut  slips  of  paper  a 
trifle  larger  at  one  end,  roll  these,  place  in  the  holes 
small  end  out.  Cut  a  tiny  flag-staff  and  all  of  paper, 
color  and  paste  to  top  of  fort. 

The  older  pupils  will  enjoy  a  study  of  the  flags  of 
various  nations  at  this  time  particularly  of  the  waring 
nations. 

Draw  and  paint  the  flag  then  on  another  paper, 
write  some  few  notes  concerning  the  history  of  the 
flag,  fasten  these  all  together  in  a  booklet.  Decorate 
the  cover  in  some  conventional  way,  Fig.  V  an  ex- 
ample.    Print  in  capital  letters  the  word  "Flags." 


THE  KINDERGARTEN- PRIMARY  MAGAZINE 


203 


Neatness  and  care  in  spacing  is  the  all   important 
problem  in  this  part  of  the  work. 

No  doubt  all  teachers  will  have  many  ideas  for  the 
valentines.  Here,  too,  neatness  and  simplicity  are  the 
notes  to  emphasize.  On  these  do  all  lettering  in 
capitals,  it  is  easier,  but  notice  that  they  do  not 
sometimes  put  in  a  small  letter  with  the  capitals. 
Print  first  on  strong  ruled  writing  paper,  blacken  the 
back  with  soft  pencil  then  trace  into  the  valentine. 
The  decoration  might  be  a  flower,  violet,  pansy,  rose, 
or  forget-me-not.  Red  is  for  love;  violet,  faithfulness; 
blue,  true.  Or  perhaps  use  a  symbol  such  as  a  heart, 
for  love;  the  circle,  faithfulness;  the  cross  for  ser- 
vice; and  the  clover  for  luck.  A  bird  or  butterfly 
might  be  for  message,  but  I  would  urge  symplicity. 
Do  not  combine  flowers,  symbol,  birds  and  butterflies 
all  on  one  valentine,  use  but  one  motif.  It  is  often 
well  to  cut  of  stiff  paper  the  flower,  heart,  clover  leaf,  j 
etc.,  then  trace  these  on  the  card  in  desired  arrange- 
ment and  color. 

For  many  of  the  following  suggestions,  Figs.  VI,  cut 
a  pattern  first  by  folding  so  that  the  two  sides  will 
be  symmetrical. 

"Roses  red,  violets  blue, 
Candy's  sweet  and  so  are  you." 


BOOK  NOTES 


SIXTY  MUSICAL  GAMES  AND  RECREATIONS,  By 

Laura  Rountree  Smith.    Cloth,  153  pages,  price  75c. 

Published  by  Oliver  Ditson  &  Co.,  Boston,  Mass. 

This  book  was  written  in  response  to  the  inquiry. 

"How  can  I  make  my  pupils'  Recitals  Interesting?" 

"How  shall  I  present  the  facts  of  music  to  children." 

It  contains  30  games  and  30  recitals  relating  to  child 

interests,  and  is  a  most  valuable  book  for  kindergar- 

tners  and  primary  teachers. 

LIPPINCOTT'S      NEW     PICTURE      COMPOSITION 
BOOK.     By  J.   Berg  Esenwein,   with.  45   full-page 
illustrations,  many  of  them  in  color,  by  well-known 
illustrators.    Cloth,  110  pages.    J.  B.  Lippincott  Co., 
Philadelphia    and    London.      Price    50    cents    net. 
Accompanying  each  of  the  45  pictures  are  questions 
to  help  the  child  to  study  it  intelligently  and  thus 
train  his  powers  of     observation     and     description. 
There  is  a  short  foreword  explaining  the  purpose  of 
the  book  and  the  method  of  using  it,  and  there  are 
short  talks  to  the  pupils,  one  telling  "What  we  are 
going  to  do;"  one  upon  "Seeing  things  clearly,"  and 
still  another,  giving  suggestions  bout  how  to  tell  a 
story  when  you  have  one  in  mind.    The  little  volume 
should  be  very  helpful  to  the  teacher  of  English  com- 
position to  the  little  child  and  to  older  ones  as  well, 
in  securing  good   results  in  language     work,     botn 
spoken  and  written. 

ROBIN  HOOD,  by  Maude  Redford  Warren,  formerly 

instructor  in  English  in  the  University  of  Chicago. 

Author  of  King  Arthur  and  his  Knights.     Cloth, 

12mo,  290  pages.     Price,  50  cents.     Rand  McNally 

&  Company,  Chicago  and  New  York. 

Intrinsically  a  book  for     children.     Few     reading 

books  which  attempt  to     adapt     so-called     standard 

literature  to  the  comprehension  of  young  minds  have 

been  so  completely  successful  in  avoiding  manners 

of  thought  and  style  comprehensible  to  mature  minds 

only. 

Robin  Hood,  Maid  Marian,  Little  John,  and  all  the 
merry  men  live  and  move  again  in  the  bright  green- 
wood. The  blows  of  quarterstaves  resound,  some- 
times arrows  fly  and  green-clad  men  lurk  in  the 
forest,  but  more  often  amid  the  fragrance  of  the 
woods  is  laughter  and  singing  and  merry  play  to  the 
sound  of  chirping  birds  and  the  soft  gurgle  of  cool 
springs. 


STRAIGHT  LINE  CUTTING 

Carrie  L.  Wagner. 

The  children  are  busy  during  the  month  of 
February  making  soldier  caps,  flags,  forts,  and  tents. 
Perhaps  they  would  like  a  poster  which  may  easily  be 
made  from  a  square  folded  into  sixteen  little  squares. 
Cut  straight  through  on  the  center  line,  making  two 
oblongs  of  eight  squares  each.  From  one  of  these 
oblongs  make  the  fort.     Divide  the  piece  into  eight 


equal  parts  by  folding  the  two  ends  together,  then 
fold  the  right  and  left  sides  of  this  double  piece  to  its 
center  line;  open  the  whole  piece,  and  there  are  eight 
divisions.  Cut  away  one  of  these  at  the  right  end 
on  a  straight  line.  Now  fold  the  upper  oblong  edge  to 
the  center  horizontal  line;  open  and  cut  out  the 
second,  fourth,  and  fifth  small  squares  formed  at  the 
top  by  these  folds.  Draw  or  cut  some  port  holes,  and 
you  have  a  nice  fort. 

Cut  the  other  oblong  piece  of  eight  squares  through 
the  center  vertical  line,  making  two  squares  of  four 
squares  each.  Fold  one  of  these  squares  on  both 
diagonals,  open  and  cut  on  the  lines  into  four  trian- 
gular pieces.  These  are  the  tents.  Cut  soldiers  free 
hand  from  the  other  square  of  four  little  squares  left 
from  making  the  tent. 


STORY  TELLING 


Miss  Mabel  C.  Bragg,  of  Bragville,  Mass.,  in  an 
address  before  the  kindergarten  section  of  the  Mich- 
igan State  Teachers'  meeting  gave  the  following 
suggestions  relative  to  acquiring  the  art  of  story 
telling: 

1.  Read  the  story  in  the  best  literary  form  in 
which  it  may  be  found.  Read  it  several  times  for  the 
sake  of  forming  mental  images. 

2.  Make  an  outline: 

(a)  Write  out  the  first  sentence  as  you  wish  to 
begin  it. 

(b)  Compare  your  outline  with  the  book,  and 
choose  telling  words  and  phrases,  which  you  wish  to 
give  in  the  author's  own  words. 

(c)  Write  out  the  sentence  which  is  to  be  your 
climax. 

(d)  Write  out  your  concluding  sentence.  As  a 
warning,  Miss  Bragg  said  never  to  write  the  entire 
story  and  commit  it. 

3.  Self  examination: 

(a)  Try  telling  it  before  a  mirror  to  study  facial 
peculiarities  and  overcome  them. 

(b)  Put  meaning  into  the  words.  Make  the  final 
consonants  clear  and  the  vowels  round.  Final  1-m-n- 
and  ng-  may  be  made  beautiful  and  resonant  by  pro- 
longing them. 

4.  Practice  on  somebody,  preferably  a  member  of 
the  family.     Try  it  on  a  few  children. 

5.  Then  tell  it  to  your  room.  If  you  hold  their  at- 
tention you  will  know  that  you  are  telling  it  as  well 
as  you  can  and  it  will  be  easier  and  better  each  time 
you  try. 


Annual  meeting  of  the  Department  of  Superinten- 
dence, N.  E.  A,  at  Cincinnati,  Feb.  22-28. 


NEW  GAMES,  PLAYS  AND  PIECES  FOR  LITTLE  PEOPLE 


WRITTEN   FOR  THE  KINDERGARTEN 
PRIMARY  MAGAZINE 


ST.   VALENTINE  AND  THE  FAIRIES. 
Tune— Comin'  Thro'  the  Rye. 

All. 
We  are  happy  little  fairies, 

Dancing  as  we  go, 
For  Saint  Valentine  is  bringing 

Gifts  for  us,  we  know. 
Do  the  children  wish  to  please  him? 

This  shall  be  the  sign: 
Those  who  really  love  each  other 

Send  a  valentine. 

First   Fairy. 
St.  Valentine  so  good  and  true 
Brings  what  message  now  to  you? 

All. 

We  are  not  only  to  remember  a  friend, 
But  a  message  true  to  a  lonely  one  send. 

First  Fairy. 
Who  will  you  remember? 

First   Pupil. 

This  heart  so  blue  and  true, 
Sick  Johnnie,   I   send  to  you. 

Second   Pupil. 

Lame  little  Mary,  so  gentle  and  kind, 
A  token  of  love  from  me  you  will  find. 

Third  Pupil. 

Toor  Newsboy  Willie,  who  is  out  in  the  cold, 
With  this  tinseled  heart  I  also  send  gold. 

A  VALENTINE  PLAY. 

By  Latjka  Rountree  Smith. 

Book  Rights  Reserved. 

Saint  Valentine. — "I  have  so  many  valentines  to 
make  I  do  not  know  what  to  do." 

(Enter  February  with  a  flag.) — "I  am  little  Febru- 
ary, let  me  help  you,  let  me  help  you!" 

Saint  Valentine. — "Are  you  sure  you  have  time  to 
help  me?" 

February. — "I  am  busy  to  be  sure,  I  have  to  keep 
Longfellow's  birthday  and  Lincoln's  birthday,  and 
Washington's  birthday,  but  still  I  will  help  you  all  I 
can." 

Saint  Valentine. — "Suppose  we  ask  the  school  chil- 
dren to  help  us?" 

February. — "That  is  the  best  idea  of  all!" 

Saint  Valentine.— "Here  they  come,  here  they 
come!" 

(Children  enter  carrying  hearts  made  of  wall-paper, 
pasted  on  card-board.) 


Song. — Tune  "Little  Brown  Jug." 
Oh  we  are  merry  little  hearts, 
We  have  escaped  young  cupid's  darts, 
Who  will  accept  this  heart  of  mine, 
And  be  my  little  valentine? 
Chorus. 

Ha!  ha!  ha!  don't  you  see 

You  are  the  valentine  for  me, 
Ha!  ha!  ha!  don't  you  see 
You  are  the  valentine  for  me, 
(Hold  hearts  up,  down,  right,  left,  on  heads.    Face 
in  two  and  two,  hold  hearts  touching,  separate  in  the 
center,  couples  march  right  and  left,  pass,  meet  again, 
hold  hearts  up    while    the    others    march    through. 
Stand  in  two  lines  facing  each  other,  march  forward 
and   back   several   times   repeating   chorus    of   song, 
march  right  and  left,  meet  in  one  line,  and  take  posi- 
tion indicated  by  the  picture,  and  recite) : 
1st. 

Please  accept  this  heart  of  mine, 
And  be  my  little  valentine. 


2nd. 


3rd. 


4th. 


5th. 


6th. 


Hearts,  like  doors  have  little  keys, 
As  "Pardon  me,"  and  "If  you  please." 

A  heart-shaped  valentine  we'll  send, 
To  every  little  waiting  friend. 

On  each  heart  we'll  write  a  line, 
Will  you  be  my  valentine? 

Then  we'll  write  pretty  verses  too, 
Today  we  send  our  love  to  you! 


Happy  hearts,  soon  in  their  places, 
You'll  see  little  smiling  faces! 
(Hold   hearts   over  faces   and  lower  them,   repeat 
chorus  to  song,  all  rising,  and  march  out.) 


AN  OLD  STORY. 

Did  you   ever  hear   the   story   of  the  hatchet   and   the 

tree? 
Tis  told   so  very  often  that  'tis  old  as   old  can  be : 

Long  years   ago  there  lived   a  boy,   and   George  was 

his    name — 
To  him  was  given   a   hatchet — here's   a  picture   of  the 

same. 

As   forth  he  went  to  chop   with   it,   a  cherry  tree   he 

spied, 
And   down  he  cut  it. — chop,  chop  chop,  though   'twas 

his  father's  pride. 

And   later   when   his    father    saw   what   mischief   had 
been   done, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


205 


He  called   to   George   and  said   to   him,   "Did  you   do 
this,  my  son?" 

And  then,   brave   George,   with    saddest   air,    replied    in 

answer    true, 
"I    did   it    with    my   hatchet,    sir;    I'll    tell   the   truth    to 

you." 

A  FLAG  PLAY. 

(The  children  may  wave  right  arm  over  head  or 
carry  real  flag  as  preferred.  They  go  round  in  a  circle.) 
Wave  the  pretty  flag  on  high, 
Like  soldiers  we  go  marching  by, 
Waving,  waving  to  and  fro, 
It  is  our  banner  as  you  know, 
We  will  bow  our  heads  to  you, 
(Pause,  face  center  of  circle.) 

Dear  old  red  and  white  and  blue. 
(Repeat  first  four  lines,  sing  verse  of  song  while 
marching  in  a  circle,   sing  the  chorus   marching  to- 
ward center  of  circle  and  back.) 

THE  WREN 
By  Mary  E.  Cotting 
Music; — Old  Ball-Bird  Song:     "I'm  a  Robin." 
I'm  a  wren, 
I'm  a  wren, 
So  shy  and  so  brown; 
A  very  small  bird 
That  lives  in  bird-town; 
I'm  busy,  so  busy 
With  my  birdies  seven, — 
But  if  you'll  just  listen 
You'll  hear  us  all  sing:  — 
O,  love  us!  O,  love  us! 
That's  what  we  say, 
O,  love  us!  O,  love  us! 
O,  love  us  alway! 

THE  CROW 
I'm  a  crow, 
I'm  a  crow, 

I  suppose  you  all  know; 
I'm  big  and  I'm  black 
And  as  wise  as  I'm  big. 
And  though  not  a  beauty 
I'm  sleek  and  fat, 
My  nest's  not  fine, 
But  it  suits  Mother  Crow 
So  what  could  be  better, 
I'd  like  to  know! 

SLEEP,  BABY,  SLEEP! 

Sleep,  baby,  sleep! 
Thy  father  is  watching  the  sheep, 
Thy  mother  is  shaking  the  dreamland  tree, 
And  down  drops  a  little  dream  for  thee. 

Sleep,  baby,  sleep! 

Sleep,  baby,  sleep! 
The  great  stars  are  the  sheep, 
The  little  stars  are  the  lambs,  I  guess, 
The  bright  moon  is  the  shepherdess. 

Sleep,  baby,  sleep! 


SONG. 
Tune  "Yankee  Doodle." 

We  wave  the  bonnie  banners  high, 

With  lovely  colors  glowing, 
We're  soldier  boys  and  girls  at  play, 

And  to  the  war  we're  going. 
Chorus. 

Wave  the  banners  overhead, 

Skipping  then  so  lightly, 
Wave  the  banners  overhead, 

We  will  bow  politely 


LADY  MOON. 


Child. 

Lady  Moon,  Lady  Moon, 
Lady  Moon,  Lady  Moon, 
You  are  large  and  bright, 
May  I  ride  tonight? 
Lady  Moon. 

If  you  are  good  I'll  call  by  and  by, 
And  you  may  ride  with  me  up  in  the  sky. 
Child. 

Lady  Moon,  Lady  Moon, 
May  I  ride  and  float, 
Lady  Moon,  Lady  Moon, 
In  your  little  boat? 
Lady  Moon. 

If  you  are  good  as  a  child  should  be 
You  may  ride  to  the  land  of  dreams  with  me! 
Children  (waving  arms  up,  and  down,) 
Lady  Moon,  Lady  Moon, 

We  all  are  good  you  know, 
Lady  Moon,  Lady  Moon, 
Riding  we  will  go. 


SNOW  PATHS 
Frank  Walcott  Hutt,  Myricks,  Mass. 
A  thousand  paths  in  the  winter  snow 

All  the  world  is  bravely  making; 
Through  town  and  valley,  and  to  and  fro, 

Journeys  wonderful  they  're  taking 
The  way  that  leads  to  the  school  and  shop 

In  the  snow  leaves  many  traces — 
From  city  street  to  the  mountain  top, 

And  a  score  of  busy  places. 

But  have  you  been  to  the  woods,  to  see 

How  the  snow  paths  there  are  running? 
By  stone  wall  gray,  and  'neath  mossy  tree 

There  are  footprints  queer  and  cunning. 
The  rabbit,  chipmunk  and  wary  quail 

Make  their  roads  through  dale  and  hollow; 
Go,  look  today  for  the  wood  folk's  trail, — 

Though  you  '11  find  it  hard  to  follow. 


HOW  IT  HAPPENED 
"How's  your  brother,  Jimmy?" 
"Ill  in  bed,  miss.    He's  hurt  himself." 
"How  did  he  do  that?" 

"We  were  seeing  who  could  lean  farthest  out  of  the 
window,  and  he  won!" 


MOTHER  PLAY  PICTURE "THE  JOINER" 

NOTE— This  picture  can  be  detached  and  placed  on  the  wall  or  used  otherwise  in  the  Kindergarten. 


Learn  Ic! 


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SEAT 


BOOK  NOTES 

THE  FOREST  RING,  By  William 
C.  de  Mille,  founded  on  the  play 
written  by  Mr.  de  Mille,  in  col- 
laboration with  Charles  Barnard. 
Charmingly  illustrated  in  color 
and  in  ink  drawings  by  Harold 
Sichel.  Cloth,  180  pages.  $2.00 
net.  George  H.  Doran  Co.  38  W. 
32  St.,  N.  Y.  City. 

A  surprising  number  of  authors 
and  artists  have  taken  trips  to 
Fairyland  this  year,  and  none  have 
returned  with  more  interesting 
facts  concerning  that  remote  place 
than  those  who  have  made  this 
I  book.  It  is  truly  a  fairy  fantasy, 
The  Latest  and  Best  Busy  Work  gay  wjth  tender  humor,  and  with 
Series-  „        'surprising    information    about    that 

By    Elizabeth    Merrick    Ivnipp,    B. 

50  LANGUAGE   SHEETS 
50  ARITHMETIC   SHEETS 
50   GEOGRAPHY    SHEETS 
50  MISCELLANEOUS   SHEETS 
50  DRAWING   SHEETS 


S. 


mysterious  region.  We  are  told  the 
adventures  of  little  Jane  Adams, 
who  is  privileged  to  be  taken  inside 
the  Forest  Ring  because  she  truly 
believes  in  fairies  and  is  able  there- 
Size  of  sheet,  3y2x5 — Colored,  Illus-]f  f  j  ,  j  returning  her  cubs 
trated  with  full  directions  for  using*,™  ,p  ln  returning  ner  cuds 
each  set,  and  adapted  to  all  grades i to  Mother-bear  Ursa.  Dear  little 
of  school  work.  I  fairy  Moss  Bud  is  very  young,  being 
Prices,  25  cts.  per  set  of  50-5  sets  $ionl  several  hundred  thousand 
Keep  your  pupils  busy  and  they  will          J 


JUST   WHAT  YOU    ARE     LOOKING 
FOR. 


give  you  no  trouble. 

SPECIAL    OFFER 

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upon  receipt  of  50  cents  in  stamps. 
One  From  Many. 


years  old,  and  so,  in  her  first  experi- 
ments with  the  magic  wand  and 
book  of  fairy  instructions,  she 
makes  several  very  serious  mis- 
takes. And  actually,  naughty  little 
fairy  Quicksilver  forgets  his  lesson 


"The  Busy  Work  Series  are  just  J  and  fails  in  telling  where  Ali  Baba's 
what  people  want.  Send  me  500  cave  is  located;  and  he  cannot  say 
sets,  100  of  a  kind  The  series  arejwho  flrst  used  the  expression  "Fee, 
just    excellent   and   I    shall    do    some:.      ,,        „        ,  „    _,  r„,    ,  ,.  ' 

splendid  work  for  you  selling  them  A,  to,  film!  Tommy  Watson,  his 
in  Iowa."  Prin.  O.  A.  Collins,  Stuart,  I  mother,  and  Hank  Struble,  all  learn 
™™„    redress,     \V.     HAZLETONjtnr0Ugll     painfui     experience     that 

SMITH,  117  Seneca  St.,  Buffalo,  N.  Y.   ,         .  .         -        »         •  .-',    /.  , 

' ! I j  hunting  for  fun  is  against  the  rules 

When  answering  this  adv.  say  that  of    tne    forest    and    thanks    to    little 
vou  saw  it  in  the  Kind— Prim.  Mag.    T         ,     ,,    ...  -,         .   -,        .. 

i. „_mTOm_ _  |  Jane  s  faith,  courage  and  quick  wit, 

the  human  mother,  and  the  bear 
mother  eventually  have  their  chil- 
dren restored,  and  sympathy     and 


Volume  1.       By  Felix  Arnold,  Ph.  D. 

Model     Lessons       in       Arithmetic, 


Reading,      Phonics,      Spelling,      Die- i  make  nn 
tation,    Language    Forms,    Grammar,   nidite-uy. 

History 


good  will  are  brought  about  be- 
tween the  humans  and  the  animals. 
A  very  beautiful  book  in  spirit  and 


Composition,      Geography, 
and  Study  of  Nature. 

PUBLISHED  BY 
S.  MANDEL,  27  St.  Nicholas  Place 

NEW  YORK  CIITY. 

8  vo.   Bound   in  cloth   416   Pages 

Price   $1.65   Post.   6   cts. 


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SUNBONNBTS  AND  OVERALLS, 
A  dramatic  reader  and  an 
operetta  by  Etta  Craven  Hogate 
and  Eulaie  Osgood  Grover.  Illus- 
trations in  color  by  Bertha  Cor- 
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and  dance  and  sing.  They  do  the 
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games. 

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Endorsed  by  leading  educators. 

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FOR  PRIMARY   GRADES. 

By  Laura  Rountree  Smith  and  P.  F. 

Churchill,  are  intended   for  "First 

Steps"    in    Sight-Reading. 

The  book  contains  39  beautiful 
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words. 

The  underlying  principle  is  to 
eliminate  syllable  reading  to  an  ex- 
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sight. 

Each  exercise  was  written  with 
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sacrificing  melody,  and  the  words 
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With  this  combination  the  book 
should  appeal  to  every  kindergarten 
and   primary   teacher. 

CLAYTON  F.  SLMMY  CO., 
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A  collection  of  poems  for  use  in 
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Soine  point  or  moral  is  embodied 
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A  valuable  book  for  primary 
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GERTRUDE  HOUSE, 

M  Scott  St.,  Chicago. 


Credit  in  connection  with  the  above  awarded  by  the  University  of 
Chicago. 

Mrs.  Mary  Boomer  Page, 

Directors:  Mrs.  Lthel  Roe  Lindgren, 

Miss  Caroline  C.  Cronise, 

For  circulars  apply  to  Chicago  Kindergarten  Institute,  M  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE— - 

ELIZABETH  HARRISON,  President. 

SUMMER  SCHDOLJunc  1 4  to  Aug.  6 

Kindergarten  and  Primary  Methods. 
Playground  Work.  Model  Demon- 
stration Seliools.  Credits  Applied 
on  Regular  Courses.  Resident 
Dormitory   on    College    Grounds. 

Come  to  a  seliool  where  instruc- 
tion reeeived  will  have  practical 
value   in  your  fall  work. 

For    full    information    address 

Box  GOO.  2944  Michigan  Boulevard, 

CHICAGO,  ILLINOIS. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 
Richmond,  V«. 

Virginia  Mechanics'  Institute  Building. 
Richmond,  Virginia. 
Two  years'  training  in  Theory  and 
Prartlee  of  Froebelian  Ideals.  Vost- 
fJraduate  Connie,  also  Special  Classes  for 
Primary    Teachers. 

LCCT    8.    COLEMAN.    Director. 
MRS     W.   W    ARCHER.   Sec.   and  Trea* 

Grand  Rapids  Kindergarten 
Training  School 


Kl  NDERG  ART  EN 

COLLEGIATE 

INSTITUTE 

Organized     in     1SS1     as     Chicago 
Free    Kindergarten    Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMORE,  Registrar. 

Room   700,   410   S.   Michigan  Avenue, 

CHICAGO 


CLARA  WHEELER,  Principal 

EVERY  KINDERGARTNER 

Who  can    read   and   play  simple  music 

correctly,   can   add    to    her    usefulness 

and  income. 

For  particulars  write  to 

KINDERGARTEN  TRAINING  SCHOOL  MRS.  ANNA  HEMANN  HAMILTON 


:PESIALOZZi-FROEBEL: 


616-622  So.  Mich.  Boul.  Chicago 
(New  Location  Ovclooking  Lake  Michigan.) 
DIPLOMA  COURSE  2  YEARS 
Post-Graduate,  Primary  and  Play- 
ground Workers  courses.  Special 
courses  by  University  Professors.  In- 
cludes opi>orUinity  to  become  familiar 
with    Social   Settlement   Movement  at 

Chicago  Commons. 

For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 

Box  51.  616-622  South  Michigan 

Boulevard,  Chicago.  III. 


FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal   Course  two  years.     Graduate 

Htid  Special  Courses. 
10  Marlborough  st.  Boston.  Mass. 


SUMMER  SCHOOL 

SEW    YORK      UNIVERSITY,      TJNI- 
A  ERSITY  HEIGHTS,  New  York  City 

JULY  1  TO  AUG.  11,  1915 

DR.  JAMES  E.   LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered:  Kindergarten- 
Primary  Supervision;  Mother-Play; 
Program  Making  and  Method; 
Stories;  Songs;  Games;  Gifts. 

For    information    address 
MISS  HARRIETTS  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New  York   University,    .Washington 

Square,   New   York   City. 

THE  HARRIETTE  MELISSA  MILLS 
KINDERGARTEN  TRAINING  SCHOOL 

In  Affiliation  with  New  York  University 

Two    vears  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 
For  information  address 

MISS  H  AR.RIETTE  M.MILLS.  Principal 

New  York  University 
Washington  Square,  New  York  City. 

Jenny  B.  Merrill,  Pd.  D. 

Ex-supervisor  New  York  Kinder- 
gartens, and  special  lecturer  on  edu- 
cational topics,  can  be  secured  for  a 
limited  number  of  addresses  to  tea- 
chers or  mothers,  at  points  not  too 
remote  from  New  York  City.  Her 
subjects  are  the  following: 

"What  is  meant  by  a  Problem  Pro- 
gram in  the  Kindergarten." 

"A  Study  of  Children's  Drawings." 

"Primitive  Knowledge,  or  the  A 
B    C    of   things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods  for  Day  Nurseries." 
Address 
500  Manhattan  Ave.,  NEW  YORK. 


The  Monlcssori  Method  in  Rome        i874t-Kindertfarten  Normal  Institutions-191 4 


aLi'°lmlVo"Vi!.'^(!NT['ssOKYMETaHOb 
IN  ROME,  anil  my  practical  adaptation  ol 
the  Method  to  the  American  School  lor  little 

children  I  will  be  glad  to  send  lllustratedpam 
nhlet  on  request.  Mrs  3  Scott  Andereoi 
Dlrectresa.  Torresdale  House  Training  course- 
begins  October  1st. 
American  MonteBsorl  Teacher-Training  School 
Torresdale,  Philadelphia.  Pa 


1516  Columbia  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  Yeara 

Summer  Training  Classes  at  Mt.  Chatauqua     Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


ER  SCI 


NEW    YORK       UNIVERSITY,      UNI- 
YERSITY  HEIGHTS,  New  York  City 

JULY  5  TO  AUG.   18,    L9L5 

DR.  JAMES  E.  LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered:  Ivindergarten- 
Primary  Supervision;  Mother-Play; 
Program  Making  and  Method; 
Stories;  Songs;  Ganies;  Gifts. 

For    information     address 
MISS  HARRIETTE  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New   York   University,    .Washington 

Square,   New   York   City. 


Montessori  Summer  Course 

Montessori    Teaeher-training    School 

Instruction  in  the  theory  and  use 
of  the  Montessori  materials.  Resi- 
dent and  day  students.  $.'50,000 
building  adjoining  All  Saints  Epis- 
copal Church.  Elementary  and  col- 
lege preparatory  courses.  4th  year 
teacher-training  course  begins  Oc- 
tober 1,  1915.  For  illustrated  folder 
address 

Mrs.   J.    SCOTT   ANDERSON,   Direct- 
ress  Torresdale    House, 
Torresdale,    Philadelphia,    Pa.     .  . 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.   Mag. 


K 


INDERGARftN  TRAINING  SChCCL 

Two  years  course.     State  accredited 
List.     Address. 

Miss  GRACE   SMITH  BARNARD 
Hotel   Shattuck,  Berkeley,   Cal. 


SESSION 


June  17  to  August  28 

GEORGE   PEABODY 

COLLEGE   FOR 

TEACHERS 

The  summer  school  will  consist 

practically  of  a  double  ordinal  y 

summer  school. 

Special  emphasis  will  be  placed  upon 
courses  in  manual  training,  home 
economics,  rural  life,  rural  supervi- 
sion, sanitation,  and  health,  as  well 
as  upon  the  more  commonly  given 
courses  dealing  with  the  kindergar- 
ten,    primary     school,      grammar 

school,  etc. 
First  term  of  summer  school,  June 
17  to  July  23,  second  term  July  24  to 
August  28.  A  total  of  18  hours  credit 
may  be  obtained,  or  a  third  of  a  col- 
lege year's  work  accomplished. 
For  information,  address, 

BRUCE  R.  PAYNE,  Fres. 

George  Peabody  College  for  Teachers. 
NASHVILLE,  TENjSL 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.   Mag. 


NOTES 

Although  California  has  had  for 
more  than  ten  years  a  law  author- 
izing consolidation  of  schools,  con- 
solidation is  not  looked  upon  with 
favor  according  to  J.  C.  Muerman, 
on  official  of  the  Bureau,  who  is 
now  stationed  in  the  southwest. 
Two  of  the  schools  visited  by  Mr. 
Muerman  had  only  six  pupils  en- 
rolled. The  teachers  received  sev- 
enty dollars  a  month.  Both  schools 
had  good  libraries. 

In  spite  of  its  encouragement  and 
endorsement  of  "simplified  spell- 
ing," the  National  Education  As- 
sociation will  not  have  its  proceed- 
ings printed  in  that  style.  To  a 
lar^e  majority  of  those  who  read 
these  proceedings  the  simplified 
from  would  be  confusing,  and  no 
matter  how  much  the  Association 
officially  may  desire  the  change,  it 
realizes  that  it  would  be  a  draw- 
back to  have  this  important  volume 
co  printed. 

Close  observation  of  six  hundred 
school  boys  through  a  period  of 
seven  years  to  discover  the  effects  of 
the  tobacco  habit  demonstrated  to 
Superintendent  Davis  of  Menom- 
inee, Mich.,  that  the  non-smokers 
averaged  from  two  to  ten  per  cent 
higher  in  scholarship  and  were  at 
still  greater  advantage  in  the  ath- 
letics of  the  school.  Idleness  and 
poor  conditions  of  home  life  were 
the  almost  invariable  accompani- 
ments of  all  cases  of  smoking  and 
::11  cases  of  failure  which  he  ob- 
served. 

County  play  day  is  an  established 
annual  affair  in  Barnes  county, 
North  Dakota.  Inaugurated  prim- 
arily for  the  purpose  of  promoting 
the  play  idea  among  the  schools  of 
the  rural  communities  and  small 
towns,  the  ieda  was  taken  up  en- 
thusiastically by  the  people  of  the 
larger  twons.  The  day  is  observed 
at  a  number  centers  within  the 
county  so  as  to  bring  the  benefits 
within  the  reach  of  every  pupil. 
A  definite  schedule  of  contests  is 
planned  for  the  day,  and  conducted 
by  physical  education  teachers  from 
the  State  Normal  School. 

I  Resolve:  To  keep  my  health,  to 
do  my  work;  to  live;  to  see  to  it  that 
I  grow  and  gain  and  give;  never  to 
look  behind  me  for  an  hour;  to  wait 
in  weakness  and  to  walk  in  power; 
but  always  fronting  onward  to  the 
light;  always  and  always  facing  to- 
ward the  right.  Robbed,  starved, 
defeated,  fallen,  wide-astray — On 
with  what  strength  I  have.  Back 
to  the  way. — Charlotte  Perkins 
Stetson. 

Some  folks  call  an  unsightly  pile 
of  riff-raff  a  library  and  others  call 
a  pile  of  junk  a  laboratory. 


"Off  agin',  on  agin',  gone  agin'. 
Flanagin,"  was  the  laconic  report 
attributed  to  a  freight  train  con- 
ductor. Here  is  another:  Pat  Don- 
ahue, the  conductor,  reported  an 
accident  to  Mr.  Straight,  the  train 
dispatcher,  thus: 

"Twenty-two  has  a  busted  flue. 
What  shall  I  do?    Donahue." 

The  answer  came:  "Wait.  Two 
twenty-eight  will  take  your  freight. 
Dispatcher  Straight." 


The  Winona  College  Summer 
School  is  now  one  of  the  greatest 
in  the  country.  Every  summer  it 
draws  students  from  all  parts  of 
our  own  state  and  from  other  states. 

The  strength  of  its  faculty,  range 
of  work  offered,  healthful  and  beau- 
tiful location,  Christian  influences, 
educational  value  of  Winona  Chau- 
tauqua— taking-  into  consideration 
all  of  these  things,  the  Winona  Sum- 
mer School  is  second  to  none  in  the 
United  States. 

During  the  Summer  Term  a  stu- 
dent may  carry  a  program  made  up 
of  college  studies,  college-prepara- 
tory studies,  a  teachers'  professional 
course,  public  school  music,  voice, 
violin,  piano,  history  or  theory  of 
music,  elocution,  Public  Speaking, 
German,  French,  Latin,  Elementary 
or  Advanced  Mathematics,  History, 
English,  Literature,  Science,  Public 
School  Drawing'  and  Art,  Psycho- 
logy, Methods  and  Observation,  Pri- 
mary and  Kindergarten  Work,  and 
any  other  subject  one  is  likely  to  be 
interested  in. 

Don't  foget  the  date,  May  31  to 
August   20,   1915. 

This  is  the  preliminary  announce- 
ment of  the  Regular  Summer  Term 
beginning  May  31.  Our  First  Sum- 
mer Term  begins  April  19.  In  this 
First  Summer  Term  we  do  not  offer 
quite  so  many  classes,  but  enough  to 
meet  the  want?  of  nearly  all  stu- 
dents. 

WINONA   COLLEGE 


JONATHAN    RIGDOIV,   President 

WINONA   LAKE,   INDIANA 


Syracuse  University 


scnoo 


Jul.  5,  Aug.  15 

Graduate  Courses  for  a  Master's  Degree 
College  Courses  in  al!  Departments 
Elementary  Courses  in  Languages  and  Sci- 
ences  to    make   up    College    Entrance 

Deficiencies 
Courses  in  Painting,  Drawing.  Normal  Art. 
Hernial  Training,  Stenography  and   Type- 
writing 
Courses  in  Gymnastics,   and   in   Training 

Athletic  Coaches 
Tuilion.  525. CO  Board  and  Room,  $5.00  to 

$6.50  a  week 
For  further  information  write  to 

EDGAR  C.  MORRIS 

In  writing  for  information,    please  mention 
this  magazine 


"THE  WHEELRIGHT" 

MOTHER  PLAY  PICTURE 


(See  Page  213)        NOTE— This  picture  can.be  detached  and  placed  on  the  wan  or  used  otherwise  in  the  Kindergarten 


THE  KINDERGARTEN 


-PRIMARY- 


MAGAZINE 


Published  on  the  first  op  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. 


MARCH,  1915. 


VOL.  XXVII— No.  7 


INDEX  TO  CONTENTS 

Page. 
General    Suggestions   for   March 

Program Jenny  B.  Merrill  208 

Practical     Suggestions     on     the 

Program  by  Weeks Jenny  B.  Merrill  209 

Your  Child  Today  and  Tomorrow 212 

Mother      Play.        The      Wheel- 
wright   Bertha  Johnston  213 

Suggestions  on  Management 215 

The  Present Susan  Plessner  Pollock  216 

Alice  and  the  Key.  .  .  .  Mary  Elizabeth  Rodhouse  216 

The  Cob-Fire  Stories Bertha  C.  Pitman  218 

Health  Rules 218 

Ether  Land Elise  Spicer  Eells  218 

Straight  Line  Cutting Carrie  L.  Wagner  209 

"Miss  Sunbeam" Mary  E.  Jackson  220 

Easter Dr.  Mary  E.  Law  221 

The  Committee  of  the  Whole.. Bertha  Johnston  222 
Hints  ■  and       Suggestions       for 

Rural  Teachers Grace  Bow  224 

New  Games,  Plays  and  Pieces  for  Little  People  226 

Gems  for  Memorizing 228 

Kindergarten  Appreciation 228 

Animal  Booklet Miss  Olive  Wills  229 

A  Paper  Cutting  Magic 230 

Study  of  a  Picture Mary  E.  Cotting  231 

Rural  School  Improvement 232 

How  Can  We  Censor  "The  Movies" 233 

The  Reindeer  Industry  in  Alaska 233 

Bunnie's  Scare Bessie  Adams  233 

Blackboard       Suggestions       for 

March Laura  Rountree  Smith  234 

Picture    Language     Stories     for 

March Marguerite  B.  Sutton  235 

Carnegie  Endowment  for  International  Peace..  236 

The  Spring  Time  Messenger  .  .Elsie  Spicer  Eells  236 

Toys  an  Infant  can  Make John  Y.  Dunlop  237 

Book  Notes 238 

Poem  Study  for  Primary  Grades 240 


EDITORIAL  NOTES 

Several    new    departments    will   be    added    to    our 
magazine  in  the  near  future. 


We  have  received  during  the  past  year  seventy-nine 
letters  expressing  appreciation  of  the  Kindergarten- 
Primary  Magazine.  Some  of  these  may  be  published 
later. 


"I  consider  the  work  of  the  kindergartner  is  more 
important  than  that  of  any  other  teacher.  She  re- 
ceives the  children  at  the  most  impressionable  time 
of  all  their  school  experience,  and  how  great  indeed 
are  her  opportunities  and  responsibilities.  How 
much  indeed  does  she  need  a  real  vision." 


Dr.  Edward  C.  Hayes  said  recently  in  the  Educa- 
tional Review:  "No  one  is  fit  for  membership  in 
civilized  society  who  has  not  acquired  a  set  of  moral 
detestations  and  moral  enthusiasms  strong  enough  to 
inhibit  instincts  and  to  elicit  zeals,  detestations  and 
enthusiasms  that  are  not  inborn,  and  that  embody  the 
lessons  of  race  experience  respecting  the  conduct  of 
life.  Nature  does  not  give  us  conscience,  but  only  the 
capacity  to  acquire  one;  social  evolution  and  educa- 
tion must  do  the  rest."  Let  us  as  kindergartners  re- 
member that  it  is  our  duty  to  assist  the  child  in  every 
way  possible  to  begin  the  acquisition  of  moral  detesta- 
tions and  moral  enthusiasms. 


We  have  received  the  first  number  of  School  and 
Society,  a  weekly  educational  journal  which  begins 
publication  with  the  new  year  under  the  editorship  of 
Dr.  J.  McKeen  Cattell,  professor  of  psychology  in 
Columbia  University  and  the  Teachers  College,  editor 
of  "Science."  "The  Popular  Science  Monthly"  and 
"The  American  Naturalist."  It  is  announced  that  the 
journal  will  follow  the  general  lines  that  have  made 
"Science"  of  service  in  the  sciences,  co-operating  with 
publications  in  special  fields,  aiming  to  become  the 
professional  journal  for  those  engaged  in  the  work  of 
our  higher  and  lower  schools,  and  to  be  of  interest  to 
the  wider  public  for  whom  education  is  of  vital  con- 
cern. 


ISO 


GENERAL  SUGGESTIONS  FOR  MARCH  PROGRAM 

By  JENNY  B.  MERRILL,  Pd.  D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


We  have  now  reached  the  time  of  year  when  we 
want  our  program  to  be  indicated  largely  by  nature. 

So  much  now  depends  upon  the  location  of  the 
school  building  that  it  is  difficult  to  select  problems 
for  each  other  but  the  wind  will  visit  us  all. 

We  must  all  watch  for  opportunities  to  be  out-of- 
doors  with  the  children.  Note  what  interests  the 
children  out-of-doors  rather  than  what  interests  you. 

Learn  from  their  chatter  and  their  questions.  Do 
not  be  too  martial  or  there  will  be  no  questions. 

"March  comes  in  like  a  lion  but  goes  out  like  a 
lamb"  sometimes,  and  again  reverses  her  program. 
So  we  may  reverse  ours  too.  We  must  keep  in  tune 
with  nature,  and  be  ready  to  sing,  "Blow,  winds, 
blow"  on  her  windy  days. 

We  will  want  to  tell  the  fable  of  "The  Sun  and  the 
Wind"  some  time  during  the  month. 

How  shall  we  prepare  for  it?  We  must  first  take 
the  sun  for  an  observation  lesson,  note  which  window 
it  peeps  in  first.     Where  is  it  later? 

The  sun  sends  its  sunbeams  to  us  and  makes 
shadows  for  us.  Who  can  find  a  shadow?  Introduce 
or  continue  the  story  of  the  light  bird. 

"Over  there  the  sun  gets  up,"    Where?    Pointing. 

"At  noon  it  stands  above  our  heads."  Where  can 
we  go  to  see  if  it  is  up  so  high  today? 

"At  night  it  goes  away." 

Where  does  it  go? 

When  do  you  feel  warmer,  when  you  are  standing 
right  in  the  sun  or  when  you  are  in  the  shade?  At 
noon  or  at  night? 

The  sun  gives  us  light  and  keeps  us  warm.  We 
must  sing  a  song  to  the  sun. 

"Good  morning  to  you,  glorious  sun." 

Did  you  ever  peep  at  it  thru  a  pin-hole? 

Read  now  a  leaf  from  an  experienced  kin- 
dergartner's  note  book  and  catch  the  spirit  of  the 
wind  in  it. 

March  20.  "There  was  wind  enough  this  morning 
to  illustrate  anything.  So  strong  was  it  that  our 
windows  shook.  It  blew  dust  all  about  the  room.  Our 
shutters  banged.  Our  flag  held  in  the  window,  blew 
out  perfectly  straight, — 'that  way'  the  children  ex- 
claimed waving  their  hands  towards  the  east." 

"That  is  Mr.  West  Wind,"  I  said. 

"And  our  flag  can  be  what  we  played  yesterday," 
said  Terese,  who  meant  the  "weathervane,"  but  who 
could  not  remember  the  name. 

While  in  the  yard,  we  watched  the  wind  working 
and  playing.  There  was  a  line  of  clothing  hanging  in 
the  neighborhood.  "The  wind  will  blow  these  very 
dry." 

The  beautiful  white  clouds  wer«  scurrying  along, 


"all  running"  the  same  way  while  the  way  that  Mr. 
Wind  played  with  our  hats  and  our  hair  made  us  all 
laugh. 

March  21.  Such  a  beautiful,  wonderful,  bright  and 
clear  morning!  "While  in  the  yard,  we  played  a  few 
games  under  the  canopy  of  the  blue  sky  for  we 
could  not  resist.  We  had  two  visitors  and  they  joined 
in  our  games.  I  hope  they  enjoyed  them  as  much  as 
we  did!" 

March.  22.  Every  thing  concerning  the  wind  ap- 
pealed to  the  children,  even  to  the  sail  boats  but  not 
the  windmill.  The  picture  of  the  windmill  seemed  to 
mean  nothing  to  them  at  all.  Lydia  alone  said, 
"Once  in  the  country  I  saw  one." 

I  did  not  dwell  very  long  upon  this  unfamiliar 
object.  There  were  so  many  things  about  us, 
especially  the  moving  of  the  clouds  and  the  smoke 
from  a  neighboring  chimney  that  we  had  enough 
without  it. 

When  we  came  to  the  sailing  of  the  boats,  and  our 
little  sail  boat  was  taken  from  the  cabinet,  the  chil- 
dren did  not  see  why  something  big  enough  to  hold 
water  could  not  be  brought  into  our  room!  (Wise 
children.)  Rosa  did  not  see  why  I  couldn't  go  home 
and  carry  back  a  tub.  This  suggestion  was  taken 
quite  seriously  by  the  other  children.  One  said,  "we 
will  be  as  quiet  as  a  mouse  while  you  are  gone." 

March  29.  What  a  disappeintment  in  the  weather! 
Real  winter  again  just  when  Ave  were  watching  and 
waiting  for  "surprises"  out  of  the  ground  and  on  our 
trees  in  the  school  yard.  However,  our  window  box 
did  present  "surprises"  for  us.  Each  little  seed  that 
we  had  planted  showed  tiny  green  leaves  "on  stems" 
(as  Terese  explained.) 

"Our  onions  sprouted  up  and  down!"  to  quote 
Terese  again. 

OUR  AQUARIUM. 

We  make  a  great  deal  of  our  aquarium  always. 
The  children  feed  the  fish  daily,  take  out  some  water 
and  put  fresh  in.  Once  a  month  it  is  thoroughly 
cleaned,  and  at  that  time  the  fish  are  placed  in  a  basin 
of  clean  water  to  the  delight  of  the  little  people.  So 
I  do  not  have  to  call  attention  to  eyes  and  fins  and 
tails. 

These  were  dissovered  long  ago.  It  is  quite  a  usual 
thing  for  some  child  to  say,  "I  am  a  gold  fish,"  or 
"See  my  fins,"  and  start  off  swimming  around  the 
room. 

Today  we  dramatized  the  story  of  "The  Birds  and 
Fishes"  told  a  long  time  ago.  In  fact  Lottie  suggested 
it  and  told  us  how  to  play  it. 

It  was  quite  enjoyable  for  it  meant  action,  flying 
and  swimming,  the  hollow  in  our  tables  being  "the 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


209 


fountain"  in  the  park  where  the  fishes  live.  The  clay 
fishes  made  later  were  by  no  means  wonder- 
ful altho  the  children  were  interested.  Lottie  put 
but  two  fins  on  hers.  "You  must  put  another  here  and 
here"  explained  Carrie,  her  neighbor,  as  she  ran  over 
to  the  aquarium  to  show  where  the  extra  fins  must  be 
placed!   (Dear  little  teacher! ) 

From  this  glimpse  into  Miss  Felice  McLaughlin's 
kindergarten,  do  you  gather  the  happy  freedom  of  the 
management?  Do  you  note  the  children's  remarks 
are  utilised?  Do  you  note  the  nurturing  spirit? 
Is  communicating  with  each  other  encouraged?  Is 
initiative  being  developed?  Is  individuality  recog- 
nized? 

"The  good  shepherd  calleth  his  own  sheep  by 
name."    We  will  not  soon  forget  Rosa,  Lottie,  Terese! 


PRACTICAL  SUGGESTIONS  ON  THE  PROGRAM 
BY  WEEKS 

The  month  of  March  presents  the  teacher  with 
twenty-three  school  days  and  no  holidays!  an  unusual 
record  for  a  school  month!  It  is  a  harvest  time  for 
good  steady  work. 

As  already  suggested,  the  "winds"  of  March  change, 
so  that  what  we  may  plan  to  present  during  one  week 
of  this  month  may  need  to  be  reserved  for  a  later 
week.  Winter  may  return  with  a  heavy  blizzard. 
Spring  does  not  really  begin  until  the  21st.  We 
arrange  these  outlines  by  weeks  to  assist  young  kin- 
dergartners  and  those  who  have  not  had  regular  kin- 
dergarten training.  If  they  serve  to  bring  help  to 
others,  we  shall  be  glad,  but  one  and  all  must  select 
topics  for  conversations  according  to  weather  con- 
ditions, according  to  nature's  advance,  according  to 
school  surroundings,  according  to  children's  homes 
and  as  far  as  possible  also  fit  them  to  the  problems 
the  children  themselves  want  to  talk  about. 

Part  of  the  kindergartner's  skill  consists  in  making 
the  room  environment  and  the  out-of-door  walks 
suggest  problems  to  the  child,  remembering  that  a 
problem  is  any  little  obstacle  which  a  child  tries  to 
overcome  by  "thinking  of  a  way." 

March  1-5.  Topic  of  Conversations.     The  Wind  and 

What  It  Can  Do. 

Be  sure  that  the  wind  is  evident  in  some  way  when 
this  topic  is  introduced.  It  would  be  better  to  leave 
this  topic  until  the  day  has  been  so  windy  that  the 
children  themselves  begin  to  talk  about  what  the  wind 
has  done.  They  will  mention  personal  matters  first  as, 
"The  wind  blew  my  hat  off."  "What  did  you  do?"  "I 
ran  after  it."  "Could  you  catch  it  easily?"  "Why 
not?"    "Mine  nearly  got  under  a  wagon!" 

It  is  really  quite  an  experience  for  an  adult  to  have 
his  hat  blown  off,  but  a  bigger  one  for  a  child.  Did 
it  ever  happen  to  you?  It  was  a  problem  to  recover 
that  hat.  It  will  make  a  lively  conversation,  this  de- 
veloping language  in  the  best  way  possible. 

Remember  one  of  our  guide-posts  is,  "children  love 
to  communicate,"  and  we  may  add,  "to  an  interested 
listener." 


If  the  children  interrupt  each  other  as  they  are  likely 
to  do  when  excitedly  talking  about  such  an  experi- 
ence, you  have  a  good  opportunity  to  suggest  being 
polite  to  each  other  and  listening  first  to  one  and  then 
to  another.  We  have  not  mentioned  for  some  time 
that  "raising  hands"  to  secure  permission  to  speak, 
is  becoming  more  and  more  obsolete  in  our  best 
schools.  Raising  the  hand  and  waiting  does  not  favor 
free,  natural  conversation.  It  checks  it  and  also 
makes  the  child  who  wants  to  tell  more  and  more 
eager.  He  waves  his  hand  to  attract  attention  instead 
of  listening  to  his  neighbor. 

It  has  been  a  difficult  problem  for  the  kindergartner 
to  overcome,  but  it  is  wonderfully  well  solved  in 
many  kindergartens  already.  We  hope  our  readers 
will  continue  to  solve  it. 

Put  emphasis  upon  politeness  and  you  almost  solve 
all  practical  problems  in  discipline.  Why?  Because 
you  train  the  child  to  think  of  some  one  beside  him- 
self, which  is  a  very  difficult  thing  for  a  child  to  do. 

Sometimes,  the  kindergartner,  when  the  children 
are  trying  to  learn  to  enter  naturally  into  a  conver- 
sation without  too  much  speaking  together,  covers 
her  ears  with  her  hands  and  says,  "Why,  I  have  only 
two  ears  and  so  many  children  are  trying  to  tell  me 
something  I  want  to  hear!  Shall  we  all  listen  to  Ned 
first?  and  then  to  Mary  and  then  to  Susie?  Now  Ned, 
what  were  you  saying?"  Do  not  expect  a  perfect 
result  the  first  few  times  but  it  will  come  and  mean- 
while the  children  have  been  learning  the  greatest 
lesson  of  all,  that  of  self-control,  inhibition  as  the 
psychologists  call  it. 

After  the  children  have  talked  out  all  that  has 
happened  this  windy  day,  as  if  you  find  it  best  to  cut 
short  the  conversation,  divert  attention  by  asking, 
"Shall  we  open  the  windows  and  see  what  the  wind 
will  do  now?" 

You  will  have  silence  in  a  moment. 

"All  watch  quietly  as  you  open  the  window. 
'How  do  you  know  it  is  the  wind  coming  in?" 

"We  felt  it." 

"Listen.  Can  you  hear  it?  Can  you  see  it?  What 
can  you  see  it  doing?  Let  us  make  a  little  sound  like 
the  wind.  Who  can?  Did  you  ever  hear  the  wind 
whistle?  It  can  whistle  right  thru  a  key-hole!  Some- 
times it  bangs  shutters  and  at  night  if  little  children 
wake  up,  it  even  makes  such  a  noise  that  it  frightens 
them.  Were  you  ever  frightened  by  the  wind?  Is  it 
quiet  or  noisy  today?" 

Another  day  continue  similar  conversations,  letting 
the  children  talk  themselves,  then  suddenly  riveting 
attention  by  opening  the  window  again,  holding  out  a 
flag,  or  handkerchief,  saying,  "Don't  talk,  just  watch. 
Which  way  does  the  wind  blow  today?  How  do  you 
know?  Does  it  always  blow  the  flag  this  way?  We 
must  watch  another  day  and  see  if  the  wind  can  make 
the  handkerchief  blow  the  other  way. 

"Now  let  us  go  out  and  see  if  anything  else  is 
moving  with  the  wind."  You  may  have  to  suggest 
gmoke  and  clouds  or  the  children  may.    Take  what 


210 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


they  give  and  work  from  it.  It  is  a  great  thing  to 
observe  the  wind  intelligently. 

Do  not  hasten  over  this  experience  but  keep  it  up 
not  only  thru  the  week,  but  thru  the  month. 

Another  day  this  week  tell  a  story  about  the  wind, 
or  perhaps,  begin  to  memorize  Stevenson's  verses  on 
the  wind,  singing  them  and  imitating  the  motions. 
Many  prefer  to  imitate  the  motions  first,  and  then 
stand  still  while  singing,  or  vice  versa. 

Finally,  let  half  the  class  sing  while  the  other  half 
dramatizes.  Three  or  four  may  play  fly  kites,  another 
group  be  birds,  and  several  little  girls  can  play 
"lady"  whose  skirts  rustle  on  the  grass. 

The  second  stanza  should  be  spoken  and  sung  softly 
and  with  an  air  of  mystery. 

"I  saw  you  toss  the  kites  on  high 
And  blow  the  birds  about  the  sky; 
And  all  around  I  heard  you  pass, 
Like  ladies'  skirts  across  the  grass — 
O  wind,  a  blowing  all  day  long, 

0  wind,  that  sings  so  loud  a  song. 

1  saw  the  different  things  you  did, 
But  always  you  yourself  you  hid, 
I  felt  you  push,  I  heard  you  call, 

I  could  not  see  yourself  at  all — - 
O  wind,  a-blowing  all  day  long, 
O  wind,  that  sings  so  loud  a  song." 

OCCUPATIONS. 

1.  During  whatever  week  is  given  to  conversations 
and  observations  of  the  wind,  I  should  have  drawing 
as  the  principal  occupation.  There  will  be  clear 
images  in  the  child's  mind  and  he  will  put  more  life 
than  usual  into  illustrative  drawings. 

The  verses  of  the  song  and  the  game  played  will 
suggest  drawings.  I  once  saw  a  boy  so  interested  in 
his  drawing  of  a  kite  that  he  rose  up  unconsciously 
from  his  chair  and  began  to  make  the  motions  of 
flying  the  kite.  It  is  in  such  unconscious  acts  that 
the  real  artistic  spirit  is  developed. 

2.  Make  whatever  the  child  wants  to  make.  It 
may  be  a  kite  or  a  sail  boat  if  you  have  talked  of 
these. 

Make  several  during  the  week. 

It  is  better  to  repeat  and  improve  than  to  try  too 
many  objects.  The  second  day  use  a  different  color 
for  the  kite,  and  possibly  a  different  size.  Let  the 
children  suggest  modifications  in  shape,  color  and 
size.    Get  a  child  to  bring  a  kite  as  a  model. 

A  balloon  kite  can  be  made  by  taking  a  good  sized 
sheet  of  tissue  paper,  tying  a  light  string  to  each 
corner,  then  knotting  the  four  loose  ends  of  string 
together.     To  this  end  attach  a  tiny  light  paper-box. 

Go  out  in  the  open  and  let  the  wind  carry  the 
balloon  kite  upward.  If  it  does  not  rise  remove  the 
box. 

If  it  is  not  too  cool,  let  the  wind  carry  off  soap- 
bubbles  made  by  the  children. 

3.  If  the  children  have  watched  the  drying  of 
clothes,  they  may  suggest  cutting  out  various  gar- 


ments of  white  paper.  Perhaps  some  of  the  older 
children  can  cut  double  so  as  to  hang  the  clothes  on 
a  line,  (use  second  gift  box  and  posts  and  let  boys 
put  up  a  line  on  them.) 

Perhaps  even  a  better  occupation  will  be  to  have 
the  dusters  and  dollies'  clothing  washed  and  hung 
up.  Where  does  the  water  go  when  the  clothes  dry? 
What  a  problem  for  little  minds  to  think  about! 
Never  mind  the  answer,  yet,  arouse  curiosity. 

March  8-12.  Topic  foe  Conversation. 

Uses  of  the  Wind  as  Shown  in  the  Weather-Yane  and 

Wind-Mill. 

A  second  week  on  the  wind  may  be  this  week  or 
later.  The  weather-vane  and  the  wind-mill  are  in- 
teresting enough  for  a  whole  week  of  problems.  Watch 
out  to  find  one. 

Froebel  in  mother-play  advises  mothers  to  play 
"turn  the  weather-vane"  with  baby's  hand  after  he 
has  noticed  the  arrow  or  the  cock  turning.  Even  if 
he  has  not  observed,  it  is  good  exercise  for  the  wrist. 
Hold  the  fingers  stiffly  together,  set  the  right  elbow  in 
the  left  hand,  so  that  the  forearm  is  the  pole,  and  the 
hand  the  vane,  singing  meanwhile, 

"This  way,  that  way 
Turns  the  weather-vane." 

Tell  a  story  in  kindergarten  about  a  little  baby  who 
liked  to  have  mother  turn,  his  little  hand,  "This  way, 
that  way."  Let  us  all  do  it  here  and  when  you  go 
home,  perhaps  your  baby  will  like  to  do  it.  Who  likes 
to  play  with  baby  brother  or  sister?  I  am  sure  you 
all  do. 

I  know  a  way  for  big  children  like  you  to  play 
"weather-vane."  Do  you  know  a  way?  See  if  you  can 
think  of  one.  Use  suggestions  given  by  children. 
Another  morning  begin  the  week  by  saying: 

"Do  you  know  that  some  wise  people  can  tell  when 
it  is  going  to  rain  by  just  watching  the  weather-vane 
and  the  clouds?" 

"Do  you  know  what  wind  brings  us  rain?"  It  is 
the  east  wind. 

"Would  you  like  to  hear  a  story  about  the  east 
wind,  the  west  wind,  the  north  wind  and  the  south?" 
Tell  one  and  then  let  four  children  try  to  dramatize. 

Just  see  what  they  will  do.  It  is  not  necessary  for 
them  to  do  just  what  you  would  do.  Their  ideas  are 
often  better  than  our  own  for  them  at  least.  We  aim 
to  encourage  self-expression  in  action. 


The  story  and  conversation  about  the  different 
kinds  of  wind  may  well  occupy  several  morning  talks, 
and  simple  dramatic  representation  may  follow. 

The  wind  may  seem  like  a  bird  that  is  flying. 

Then  later  during  the  game  period  the  play  may 
be  further  developed. 

A  very  good  imitation  of  the  sound  of  a  light  wind 
can  be  made  by  rubbing  the  hands  together,  palm 
upon  palm;  then  to  increase  the  sound  move  the  feet 
too.  A  few  children  may  whistle  while  the  rest  move 
hands  and  feet  lightly. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


211 


Blowing  a  feather  is  a  good  game  for  this  week. 
See  how  long  it  can  be  kept  floating  in  the  air  by 
blowing  the  breath. 

OCCUPATIONS. 

Let  this  week's  handwork  be  given  mainly  to 
learning  how  to  make  pin-wheels.  It  will  not  be 
amiss  to  make  them  every  day.  Small  ones,  large 
ones,  and  of  various  colors;  towards  the  end  of  the 
week  use  double  papers  to  show  two  colors,  fasten 
two  or  more  pin-wheels  on  the  same  stick.  Some 
one  has  suggested  that  a  strong  paper  lighter  may  be 
rolled  to  answer  for  a  stick  if  good  wooden  sticks  to 
hold  the  pin-wheels  are  missing.  A  clothes  pin  is 
sometimes  used.  Ask  each  child  to  bring  one.  Let 
the  children  run  to  their  heart's  content  with  the  pin- 
wheels. 

There  are  simple  truths  in  science  back  of  the 
rotating  pin-wheel  which  we  have  no  mind  to  teach 
yet,  but  this  play  and  practice  will  pave  the  way  for 
the  later  science  lessons  in  school.  Children  without 
these  elementary  experiences  are  hard  to  teach. 

This  week  after  telling  the  story  of  the  wind-mill 
(See  Mother  Stories  by  Maud  Lindsay — also  her  later 
book — A  Story  Garden)  and  using  all  the  good  pic- 
tures you  can  find;  connect  the  pin  wheel  to  a  paper 
house.    This  suggests  the  wind-mill. 

Let  a  child  be  the  wind  and  blow  the  pin-wheel  on 
the  mill.  Let  another  child  play  he  is  the  miller.  It 
is  exceedingly  doubtful  that  a  child  of  kindergarten 
age  will  grasp  the  connection  between  the  arms  turn- 
ing and  the  machinery,  but  a  miller's  son  will.  In- 
terest in  the  motion  is  sufficient  in  this  case  for  the 
younger  children. 

If  there  is  time  and  the  children  are  old  enough,  tell 
of  the  wind-mills  of  Holland,  and  others  that  pump 
water  up  from  wells  deep  down  in  the  ground.  Toy 
wind-mills  are  made  that  do  this.  Children  love 
these  simple  experiments.    They  arouse  wonder. 

GIFTS. 

Froebel  introduced  "turning  figures"  in  his  forms 
of  beauty  using  them  in  the  building  gifts  and  with 
tablets  and  sticks.  If  there  is  time,  the  older  children 
may  try  to  make  a  few.  (See  Paradise  of  Childhood 
or  Kraus  Guide.) 

March  15-19. — Topic  foe  Conversations. 

Let  the  chief  conversation  this  week  turn  to  the 
sun.  The  children  must  now  be  able  to  notice  how 
much  longer  the  days  are. 

"The  sun  rises  before  you  do  now.  Last  winter  I 
think  you  arose  first.  You  remember  how  dark  it  was 
on  Christmas  morning."  Let  the  children  point  to 
the  east  where  the  sun  rises  and  ask  them  to  watch 
where  it  is  when  it  goes  away.  Let  them  report  next 
day.  Arouse  the  mind  by  a  single  strong  question. 
Watch  the  sun  at  noon. 

Talk  of  the  warmth  of  the  sun.  Why  do  we  put 
our  plants  in  the  sun?  Who  likes  to  walk  on  the 
sunny  side  of  the  street,  etc.,  etc. 

The  sun  not  only  gives  us  light.  It  helps  to  keep 
vs  warm, 


Now  you  are  preparing  for  the  old  fable  of  "The 
Sun  and  the  Wind." 

GAMES. 

Play  this  week  with  the  light-bird  and  find  shadows 
in  the  room  and  on  your  walks.  Tell  a  story  of  the 
little  Indian  girl  who  was  angry  because  her  shadow 
would  not  go  away!  I  think  it  is  better  to  play  with 
shadows.    The  sun  helps  make  the  shadows  for  us. 

Story — Benny's    Sunshine,    In    the    Child's    World. 
Play  it.    Enjoy  the  joke  together. 
occupations. 

Draiving.  Let  the  children  try  to  draw  children  and 
their  shadows.  It  will  make  fun.  Let  them  draw  the 
colors  in  the  band  of  light  trying  to  match  them  with 
crayons.  Let  them  draw  the  sun  rising  near  the 
right  edge  of  the  paper  on  one  side,  and  on  the  other 
side  draw  it  setting. 

Let  them  make  the  sunset  colors  too,  and  encourage 
them  to  watch  for  the  colors  as  twilight  comes  on. 

Illustrate  the  stories  told.  Ask  them  to  draw  what- 
ever they  please  and  see  if  you  can  guess  what  it  is. 
Have  a  large  box  of  loose  pieces  of  crayons  of  all 
colors  anl  let  them  be  free  to  go  to  it  and  select.  They 
love  to  do  this. 

Paper  Work.  Let  each  child  make  a  short  chain  of 
yellow  strips;  then  let  every  two  children  join  theirs; 
then  join  the  longer  chains  until  there  is  one  big 
bright,  yellow  sunny  chain  to  decorate  our  room  and 
help  us  think  of  the  sunshine  when  rainy  days  come. 
Do  not  forget  to  let  Friday  be  review  day  when  chil- 
dren choose  stories,  songs  and  occupations  as  far  as 
possible.  Make  a  mill  scene  in  the  sand  table  showing 
many  of  the  things  in  the  pictures. 

March  22-31. — Nature  Week. 

Topics  of  conversation — Our  growing  twigs.  Pos- 
sibly planting  a  few  seeds  or  at  least  digging  up  the 
soil  and  flower  pots  and  window  boxes.  Where  has 
the  melted  snow  gone?  A  talk  about  sap  and  a 
maple  sugar  week  if  omitted  in  February.  Early 
flowers.  Observe  the  aquarium.  Get  tad-poles. 
Secure  a  bunny  if  possible.  If  the  children  live  on  or 
near  farms  or  have  gardens,  talk  of  all  that  is  being 
done.  Get  tools  and  a  wheel-barrow.  Teach  a  spring 
song.    "To  the  Great  Brown  House"  is  a  favorite. 

-HANDWORK. 

Cut  twigs,  draw  them.  Cut  fishes,  mount  them  on 
a  paper  aquarium  cut  beforehand.  Cover  with  light 
green  tissue  or  translucent  paper.  If  there  have 
been  tulips  or  daffodils  shown,  cut  and  color  them. 
Make  borders  of  light  tints  of  green  and  yellow 
circles  or  squares  or  flowers. 

Begin  to  decorate  the  room  with  spring  colors.  Let 
the  childen  make  suggestions.  Remove  decorations 
which  the  children  may  be  fond  of  when  they  are  not 
present,  and  do  not  let  them  know  what  became  of 
them. 

They  are  dusty  and  should  be  burned.  Color  birds 
as  the  robin  and  blue  bird.  Mount  a  few  birds  among 
the  decorations.  Introduce  clay  modeling.  Model 
nests  and  eggs. 


212 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


GAMES. 

Play  many  ball  games.  Keep  out  of  doors.  Let  the 
children  frolic  with  the  lambs.  They  know  many 
games  now  so  that  choosing  may  be  frequent.  Review 
bird  games  and  play  about  the  return  of  the  birds. 
Hang  up  the  pictures  of  the  first  birds  that  return 
and  let  each  child  choose  which  bird  he  will  imper- 
sonate in  a  game.  Teach  the  bird  notes  if  you  can 
or  get  some  one  to  visit  the  kindergarten  who  can 
imitate  the  notes. 

Play  "A  little  bird  once  made  a  nest,"  if  a  nest  has 
been  seen  in  the  neighborhood.  Put  out  straws  for 
the  birds  to  find. 


YOUR  CHILD  TODAY  AND  TOMORROW 

A  thoughtful  mother  put  forth  a  book  last  year 
entitled  "Your  Child  Today  and  Tomorrow."  It  is 
published  by  J.  B.  Lippencott  Co.,  Philadelphia. 

It  is  a  book  that  will  do  kindergartners  and  prim- 
ary teachers  good  as  well  as  parents. 

After  reading  it,  describe  it  and  read  selected  par- 
agraphs in  a  mothers'  or  parents'  club. 

These  are  some  of  the  very  practical  problems  it 
considers: 

Punishment,  Will,  Work  and  Play,  Lies,  Ideals  and 
Ambitions,  Fear,  Imagination,  Adolescense,  Obedience, 
Reasoning,  Heredity. 

In  the  preface,  Mrs.  Gruenberg,  the  author,  very 
aptly  says,  "We  cannot  expect  the  children  with  their 
limited  experience  and  undeveloped  intellect  to  under- 
stand us,  if  we  are  to  have  harmony,  intensity  and 
cooperation,  these  must  come  thru  our  efforts  to 
understand  them." 

This  phase  of  the  question  is  often  forgotten.  We 
take  for  granted  children  understand  us. 

James  Whitcomb  Riley  exclaims: 

"Child  heart,  wild  heart, 
O,  my  little  wild  heart. 
Come  up  out  of  the  dark  to  me 
Or  let  me  come  down  to  you." 

Dr.  John  H.  Vincent  in  a  farewell  speech  of  this 
book  as  "an  exceptionally  sane,  practical  and 
valuable  treatment  of  the  problem  of  problems  sug- 
gested by  an  American  civilization,  namely:  The 
training  of  the  on-coming  generation — the  new 
Americans — who  are  to  realize  the  dreams  of  our 
ancestors  concerning  personal  freedom  and  develop- 
ment in  the  school,  political,  commercial  and  re- 
ligious life  of  the  Republic." 

Mrs.  Gruenberg  wisely  cautions  parents  not  to  over- 
estimate the  powers  of  the  school — great  as  they  are. 
"The  school,"  she  says,  "has  the  child  but  a  few 
hours  a  day,  for  barely  half  the  year  and  the  classes 
are  unconsciousably  large.  We  all  hope  the  classes 
will  be  made  smaller,  but  they  never  can  be  small 
enough,  within  our  own  times,  for  the  purpose  of  real, 
effective  moral  training.  The  relations  between 
teacher  and  pupil  can  never  be  as  intimate  as  are 
those  of  parent  and  child.  The  parents  can  watch 
their  child,  year  after  year  whereas  th«  teacher  sees 


the  child  for  a  comparatively  short  period  of  his 
development  and  then  passes  him  on  to  another." 

Mrs.  Gruenberg  has  done  well  to  choose  "Punish- 
ment" as  the  subject  of  an  early  chapter,  for  it  is 
ever  of  interest  to  parents. 

Among  other  wise  suggestions  she  enumerates 
these: 

We  must  never  punish  in  anger. 

We  must  consider  the  motive  and  temptation  before 
the  consequence  of  the  deed. 

We  must  consider  the  deed  and  not  the  child. 

We  must  be  sure  the  child  understands  exactly  the 
offense  with  which  he  is  charged. 

We  must  be  sure  he  sees  the  relation  of  the  offense 
to  the  punishment. 

We  must  never  administer  any  excessive  or  unusual 
punishment. 

We  must  not  exaggerate  the  magnitude  of  the 
offense. 

She  adds,  "If  we  keep  these  principles  in  mind,  we 
may  not  always  be  right,  but  we  shall  certainly  be 
right  more  often  than  if  we  had  no  policy  or  definite 
ideas." 

She  reminds  us  that  "punishment  is  only  a  correc- 
tive and  that  it  is  our  duty  to  build  up  the  positive 
virtues.  Let  us  expand  our  energies  to  establish  good 
habits  and  ideals,  and  the  child  will  shed  many  of  the 
faults  which  now  occupy  the  center  of  our  interest 
and  attention." 

"Punishment  is  a  medicine — a  corrective — and 
when  we  administer  it  we  must  do  so  in  the  spirit 
oi  the  physician." 

This  seems  to  us  to  be  a  very  helpful  comparison. 


APPEAL  FOR  FUNDS  FOR  PANAMA- 
PACIFIC  EXPOSITION  KINDERGARTEN 

The  authorities  of  the  Panama-Pacific  Exposition 
and  the  state  educators  of  California  expect  to  con- 
duct a  model  school  during  the  entire  nine  months  of 
the  great  exposition,  and  it  is  planned  to  have  a  kin- 
dergarten as  a  part  of  this  school.  The  I.  K.  U.  board 
is  asked  to  appoint  the  kindergartners  for  this  kinder- 
garten, to  help  in  the  plans,  and  to  aid  the  project 
financially. 

This  opportunity  to  present  strong  and  beautiful 
kindergarten  work  is  the  most  remarkable  that  the 
Union  has  ever  had.  The  greatest  need  is  money. 
One  society  in  San  Francisco  will  pay  $100  a  month 
toward  the  amount  needed,  but  at  least  $300  a  month 
will  be  required  for  the  nine  or  ten  months  of  the 
exposition.  The  I.  K.  U.  treasury  is  inadequate,  and 
unless  the  total  amount  ($200  a  month)  can  be  as- 
sured the  board  cannot  undertake  this  important 
work. 

It  is  urged  that  every  member  of  the  I.  K.  U.  and 
every  friend  of  the  kindergarten  contribute  some- 
thing toward  this  fund  and  thus  have  a  share,  even  if 
a  very  small  one,  in  this  work  of  promoting  the  kin- 
dergarten. 

All  contributions  or  pledges  should  be  sent  as  soon 
as  possible  to  the  treasurer  of  the  I.  K.  U.,  Miss  May 
Murray,  Kindergarten  Review,  Springfield,  Mass. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


213 


THE  WHEELWRIGHT 
(Translated  from  the  German  of  Friedrich  Froebel) 

By  Bertha  Johnston. 

motto  for  the  mother 
Early  the  child  observes  with  eager  joy, 
How  man,  his  hands,  can  skilfully  employ. 

SONG  FOR  THE  CHILD. 

Let  us  start  now,  one,  two,  three, 
The  wheelwright  at  his  work  to  see! 
'Mong  his  wheels  and  tools  we've  found  him, 
Spokes,  hubs,  rims  and  tires  all  'round  him. 
See,  what  trouble  now  he  takes; 
Smooth  and  straight  the  hole  he  makes, 
As  round  and  down  the  auger  goes: — 
Through  the  hub  its  point  now  shows. 

Hub,  spokes,  rim  together  bound, 

To  the  cart  then  fastened  sound, 

Fast  it  rolls  upon  the  ground. 

Faster  and  faster  round  and  round. 

COMMENTARY  FOR  THE  MOTHER. 

The  hands  held  perpendicularly,  with  the  fists 
lightly  closed,  move  themselves  in  horizontal  planes, 
in  half  circles,  and  in  opposite  directions,  so  that 
alternately,  while  one  hand  is  in  front,  the  other  is 
behind,  thus  representing  the  arm  and  hand  move- 
ment of  the  wheelwright  when  boring  a  hole.  Then, 
at  the  words  "Fast  and  faster,  round  and  round,"  the 
two  fists  move  vertically,  mutually  around  one 
another,  imitating  the  forward  rolling  of  a  wheel. 

"Nothing  is  indifferent  to  you  that  concerns  man- 
kind; you  are  a  man,  therefore  nothing  that  relates  to 
mankind  is  foreign  to  you!"  said  the  philosopher. 
And  as  often  happens,  the  child  puts  into  practice  the 
most  sublime  of  life's  great  truths. 

The  child  in  silence  and  simplicity  doth  practice, 
That  which  the  sage  proclaims  as  worldly  wisdom. 

Nothing  is  done  by  grown  people  that  does  not  ex- 
cite the  attention  of  the  child,  particularly  anything 
done  with  the  hands.  We  have  said  before,  Mother, 
that  because  the  work  done  by  man's  hand  is  so  im- 
portant, we  must  foster  this  feeling,  and  foster  it 
early.  We  must  nurture  the  child's  pleasure  in  the 
creations  of  man's  hands,  yet, 

You  would  early  raise  this  pleasure  into  achieve- 
ment, 

That  in  the  future  he  may  lead  a  truly  human, 
creative  life, 

For,  to  produce,  by  energetic,  thoughtful  activity, 

Brings  peace  and  joy  as  its  reward. 

Which  is  what  you  wish  to  give  to  your  child ; 

And  which  is  easily  done; — by  directing  him  to 
brave,  vigorous  achievement. 

This  little  play,  should  contribute  a  little,  should  be 
for  you,  O  Mother,  one  means  to  this  end. 

Richly  has  the  artist  embellished  this  page  for  your 
child's  delight.  I  do  not  believe  you  will  find  omitted 
one  essential  use,  one  characteristic  form  of  wagon 
wheel,  from  the  wheel  on  the  barrow  next  to  the 
signed  bale  of  goods,  at  the  right  of  the  little  picture, 


behind  the  moving-van,  to  the  wheel  on  the  chariots 
of  the  gods.  Surely,  he  would  thus  point  out  to  us  the 
importance  of  the  wheel  in  all  the  circumstances  of 
life.  Where  would  the  race  of  man  be,  where  our 
civilization,  were  we  deprived  of  the  wheel?  There- 
fore, it  is  that  all  that  the  wheel  is,  and  signifies,  has 
such  an  attraction  for  the  child,  such  importance. 
And  later,  the  child  values  counsel  (Rath,)  which  is  to 
him  like  the  wheel  (Rad),  in  its  application,  attri- 
butes and  uses;  in  that,  by  its  means,  that  can  be 
easily  moved,  which  is  otherwise  heavy  and  difficult 
to  move.  Otherwise,  the  child  follows  unwillingly  the 
counsel  of  its  elders,  because  as  with  the  wheel  (Rath 
counsel,  Rad,  wheel),  it  does  not  yet  know  directly 
and  instantly,  its  value  and  importance. 

Again,  the  knowledge  of  the  attributes  and  uses  of 
the  wheel  is  important  for  the  child,  even  in  its  quite 
ferres  symbolic  sense,  which  is  apparent  in  quite 
another  sphere,  as  that  of  the  mediating  circle,  the 
hoop,  the  wreath.  Surely,  that  is  what  the  artist 
would  bring  home  to  our  hearts,  with  the  two  boys 
there  below,  who  are  driving  their  hoops  in  opposite 
directions  and  it  almost  seems  to  me  that  at  the  end 
they  will  arrive,  perhaps  contrary  to  expectation,  and 
perhaps  against  their  wills,  to  the  same  place.  Would 
the  artist  thus  indicate  the  different  destinies  of  the 
child,  the  man,  which  according  to  the  decrees  of 
Providence,  will  yet  lead  each  one  to  what  is  best? 

What  further  would  the  artist  say  to  us,  in  taking 
us  back  into  the  legendary  era  of  the  heroes  of  anti- 
quity? No  artist  does,  any  thing  by  accident  or  unin- 
tentionally!— It  would  almost  appear,  that  he,  as  an 
artist,  anticipates,  that  through  such  a  childhood, 
truly  observing  the  laws  of  nature  and  of  life,  in 
every  direction,  and  solicitiously  preserving  what  is 
good  in  them,  the  fabled  age  of  a  noble  humanity, 
must  newly  reappear — cleansed  of  its  dross,  the  ob- 
scure made  plain,  and  purified  in  its  aims  and  in- 
stincts. 

Shall  we  be  offended  with  the  artist  because  of  his 
presentiments  and  his  desire  that  they  be  fulfilled? 

What  about  the  wheelwright,  there  below  to  the 
right,  and  the  wheel  he  rolls  along? 

Wheelwright  with  the  wheel  so  tall, 

What  teach  you  the  children,  big  and  small? 

"Let  each  guard  itself  against  a  fall!" 

COMMENTARY    FOR    THE    GRADE    TEACHER. 

In  this  Mother  play  we  find  an  excellent  example  of 
Froebel's  love  of  playing  upon  the  meaning  of  words — 
thus  sometimes  carrying  symbolism  to  extremes.  In 
German  a  final  D  is  pronounced  hard,  like  T;  thus 
"Rad,"  meaning  Wheel,  sounds  almost,  if  not  pre- 
cisely, like  "Rath,"  meaning  Advice,  Counsel:  And  in 
which  the  disk  revolves.  This  disk  may  be  solid  as 
when  a  very  elementary  wheel  is  made  by  sawing  a 
circle  from  the  trunk  of  a  tree,  or  it  may  be  made 
with  spokes  and  a  rim,  the  spokes  being  fitted  into  a 
one  paragraph  we  find  him  pointing  out  that  the 
"Wheel"  and  "Counsel"  resemble  each  other,  in  that 
each  is  a  means  of  moving  what  would  be  otherwise 
difficult  to  move.  The  analogy,  however  accurate, 
loses  its  force  somewhat  when  the  statement  is  tran- 
slated into  English,  where  the  two  words,  "wheel" 
and  "counsel"  are  quite  unlike. 

Altho,  as  Froebel  states,  the  picture  shows  almost 
every  use  of  the  wheel  for  transporting  the  cart,  and 
its  related  vehicles,  there  are  many  uses  of  the  wheel 
which  older  children  will  enjoy  naming,  and  which 
are  almost  equally  indispensable  in  the  progress  of 
civilization.  Among  these  we  find:  the  wheels  in 
machinery,  as  in  factories,  watches,  engines;  the 
pilot-wheel,  the  mill-wheel,  the  pulley,  the  wind-mill. 

Let  the  children  think  of  what  are  the  two  essen- 
tials of  a  wheel — the  frame  or  disk,  and  an  axle  round 


2J4 


the  kindergarten-primary  magazine 


central  hub  which  revolves  round  the  axle.  Speak  of 
further  modifications  in  form,  as  the  paddles  of  ferry- 
boat or  mill-wheel,  the  vanes  attached  to  a  wind-mill, 
the  grooves  in  a  pulley,  and  notches  and  sprockets. 

Let  the  children  imagine  living  in  a  country  where 
the  wheel  was  unknown  like  those  remote  regions 
found  by  Dr.  Howe  in  Greece,  many  years  ago.  How 
would  such  ignorance  retard  civilization?  What 
difference  would  it  make  with  the  communication  be- 
tween one  town  and  another?  What  difference  in 
trade  and  exchange  of  ideas?  How  did  the  Indians 
convey  their  belongings?  By  means  of  two  poles  at- 
tached to  a  horse  and  dragging  on  the  ground. 
Suppose  we  did  not  know  how  to  use  the  wheel  with 
the  machine,  for  sewing  and  manufacturing. 

Name  one-wheeled  instrument  or  toy;  hoop,  wheel- 
barrow, Mother's  sewing  pattern-marker. 

Two-wheeled  vehicles;  three-wheeled,  four-wheeled, 
etc.    Let  the  children  write  such  lists. 

It  being  the  month  of  wind  let  the  children  make  a 


gfga. 


wind-mill  with  the  tablets,  thus  and  explain  how  the 
fans  are  attached  to  a  shaft  that  revolving,  operates 
other  machinery  so  that  water  is  raised,  or  grain 
ground.  With  the  Second  Gift  make  barrow,  pulley, 
etc. 

Necessity  of  wagon-grease,  and  oil  for  wheels  of 
machinery. 

What  is  meant  by  phrase  "Wheels  within  wheels?" 

Have  children  write  composition  on  "Wheels  of 
Progress." 

Suppose  the  wheelwright  should  be  careless  in 
making  the  wheel  or  in  putting  it  in  place?  What 
might  happen  to  wagon  or  to  boat  or  to  railway  train? 
And  so  to  the  passengers?  What  happens  if  a  rubber- 
tire  bursts  on  a  motor-car?  Or  as  wheel  comes  off  a 
coal-cart  in  the  big  city. 

With  Froebel's  thought  in  mind,  that  if  children  are 
taught  to  truly  observe  the  laws  of  Nature,  and 
Man's  handiwork  and  to  preserve  what  is  best  in 
them,  that  then  the  Golden  Age  will  dawn  again,  help 
them  through  this  picture  to  feel  the  nobility  of  all 
true  workmanship,  and  to  realize  that,  as  in  the 
course  of  many  ages,  man  has  learned  to  utilize  the 
powers  of  Nature  by  means  of  the  wheel  and  other 
machinery,  so  we  must  show  our  appreciation  of  the 
toils  of  the  past  by  a  right  use  of  the  privileges  of 
the  present.  Do  we  make  the  best  use  of  the  Wheel 
when  we  recklessly  run  down  pedestrians  with  our 
fast  cars?  Do  we  make  a  good  use  of  machinery 
when  we  continue  to  overwork  the  laborers  in  factory 
and  shop? 

At  a  mothers'  meeting  it  might  not  be  out  of  place 
to  explain  Froebel's  pun  upon  the  words  Rath  and 
Rad  and  ask  the  mothers  in  what  way  Advice  re- 
sembles the  Wheel.  How  can  a  wise  parent  get  a 
child  to  do  that  which  it  doesn't  want  to  do?  Such 
an  illustration  sometimes  makes  an  impression  that 
a  plain  statement  would  not.  How  does  rolling  hoop 
teach  child  to  guard  against  a  fall? 

We  append  a  few  verses  the  teacher  may  find  ap- 
ropos upon  some  occasion,  either  in,  or  out,  of  school. 
The  first  is  a  variation,  suited  to  modern  city  life  of 
the  old  rhyme  "For  the  want  of  a  nail." 

Because  of  one  pin  the  wheel  was  lost, 
Because  of  the  wheel  the  cart  was  lost, 
Because  of  the  cart  the  coal  was  lost, 
Because  of  the  coal  he  trolley  was  lost, 
Because  of  the  trolley  the  boat  was  lost, 
Because  of  the  boat  the  excursion  was  lost, 
And  all  for  the  want  of  a  good  lynch-pin. 


THE  HOOP. 

You  roll  yours  one  way, 

And  I'll  roll  the  other; 
But  surely  Ave'll  meet, 

If  we  keep  on,  my  brother! 

How  could  we  move  the  first  of  May, 
Without  the  great-wheeled  moving-dray? 

Eight  little  wheels  take  me  to  school; 
Guess  how  I  go,  so  quick  and  cool. 

(Roller  skates.) 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


215 


SUGGESTIONS    ON    MANAGEMENT 

BY   A   PRACTICAL    KINDERGARTNER 

1.  The  kindergartner  should  reach  school  early. 
She  should  be  ready  to  receive  the  first  child  who 
arrives. 

2.  She  should  greet  the  parents  who  come  with 
their  children  as  well  as  the  children.  Each  child 
should  come  to  the  kindergartner  with  a  good  morning 
and  a  curtsey  or  bow.  (Avoid  kissing — children  soon 
understand.) 

3.  Invite  the  children  who  come  early  to  help  you 
in  the  care  of  the  room,  the  kindergartner  working 
with  them  and  afterwards  playing  with  them,  when 
not  greeting  others. 

4.  Let  the  children  be  free  to  choose  between  work 
or  play  before  nine  o'clock.  If  some  play  every  day, 
get  them  interested  in  the  preparations  for  the  day 
by  asking  them  to  do  some  little  thing  as  a  personal 
favor,  and  later  as  a  return  for  what  other  children 
have  been  doing  for  them.  Try  to  awaken  pride  in 
having  everything  in  order  when  it  is  time  to  go  to 
the  ring. 

5.  Be  sparing  of  praise.  Children  soon  grow  con- 
ceited and  self-important.  It  is  better  for  them  to 
concentrate  their  thoughts  on  their  work  or  play 
rather  than  on  themselves.  Children  differ  in  this  re- 
spect.   Shy  ones  may  need  praise. 

6.  When  new  children  arrive,  put  each  in  charge  of 
another  child  for  the  first  day  at  least.  This  will 
help  the  child  feel  at  home.  Suggest  lending  the  doll, 
or  a  picture  book  or  digging  in  the  sand  with  a  shell. 
Play  ball  or  draw  on  the  blackboard. 

7.  At  the  slightest  touch  of  the  piano  about  five 
minutes  before  nine,  every  toy  must  be  laid  neatly 
away  in  its  right  place.  A  few  children  will  not  want 
to  put  things  away  at  once. 

If  they  do  not  yield  after  explanation  that  parti- 
cular form  of  play  may  be  denied  them  for  several 
days. 

8.  Cultivate  soft  voices  in  the  children  by  example, 
by  occasionally  whispering  in  answer  to  their 
screams,  by  singing  soft  lullabies,  by  talking  softly  to 
the  dolls,  by  whispering  games.  Try  Dr.  Montessori's 
game  of  silence  when  voices  rise  above  a  good  pitch. 

9.  Play  listen  to  the  dolls  sing. 

10.  Cultivate  gentle  manners  by  example.  Be  as 
polite  to  a  child  as  to  an  adult  every  time.  Don't  in- 
terrupt a  child  who  is  talking  without  asking  pardon. 

11.  Cultivate  gentle  manners  by  playing  fairies, 
shadows,  sunbeams. 

12.  If  a  child  shakes  his  head  for  yes  or  no,  say 
"I  can't  hear  you." 

13.  Be  natural  with  the  children.  So  natural  that 
sometimes  they  will  spontaneously  call  you  "mam- 
ma." 

14.  Let  the  children  do  as  much  as  possible  for 
themselves  and  for  each  other.  Let  them  get  out  the 
materials,  put  them  away  carefully  every  day.  They 
will  soon  learn  places  and  order  in  this  way.     It  is 


time    well    spent,    not    wasted.      Never    let    piles    of 
material  collect  on  your  table. 

15.  Have  children  help  each  other  with  coats,  over- 
shoes. Have  them  water  plants,  remove  dead  leaves, 
lay  out  music  books  and  return  them  at  the  close  of 
the  day,  dust  tables  and  piano  and  window  sills.  Fre- 
quently let  them  have  water  and  soap  to  wash  the 
duster.  Have  a  cord  stretched  on  which  to  hang  it. 
All  these  little  services  should  be  mentioned  in 
mothers'  meetings  and  the  mothers  encouraged  to 
enlist  a  child's  help  at  home  in  these  and  other  ways 
rather  than  to  think  it  a  nuisance.  If  not  allowed  to 
help  when  they  are  young,  they  will  not  have  enough 
to  do  and  so  grow  naughty  or  lazy. 

16.  The  kindergartner  should  show  an  unfeigned 
interest  in  the  little  items  which  the  children  con- 
stantly bring  from  home.  Do  not  make  too  much  of 
them.  Have  a  box  to  drop  them  in  if  they  wish  to 
give  them  to  you.  If  pictures  are  vulgar  or  undesir- 
able in  any  way  say,  "I  think  this  isn't  very  pretty." 
Gradually  improve  their  taste  in  pictures  and  toys. 
Always  ask  what  is  this?  as  children  like  to  name 
and  it  helps  enlarge  their  stock  of  words.  If  time  ask 
a  second  or  third  question,  as  where  did  you  get  it? 
What  is  it  good  for?  If  it  is  an  article  a  child  should 
not  have  brought  ask,  whose  is  this?  Does  mother 
know  you  brought  it?  I  must  call  and  ask  her.  En- 
courage them  to  bring  crumbs  in  a  paper  bag  to  feed 
birds  or  carrots  for  a  bunny. 

17.  If  a  child  tells  tales  say,  "I  wish  you  could  tell 
me  something  pleasant,"  yet  do  not  wholly  ignore 
children's  tales  or  some  few  may  impose  on  others. 

18.  Attention  can  be  gained  before  saying  some- 
thing you  wish  to  impress  by  the  remark,  "I  want  to 
see  every  child's  eyes." 

19.  "Be  a  little  blind  and  a  little  deaf,"  that  is  do 
not  see  everything  that  goes  wrong.  We  often  learn 
by  mistakes. 

20.  Train  children  to  be  generous  and  thoughtful 
of  others  by  lending  flowers  and  pictures  to  other 
classes. 

Take  a  vase  of  flowers  occasionally  to  the  principal's 
desk  where  all  the  school  may  enjoy  it  at  the  open- 
ing. Have  the  children  go  with  you  to  see  you  place 
it.  In  this  way  they  gradually  feel  at  home  in  the 
large  building. 

21.  To  correct  a  child  seriously,  speak  to  him 
privately.  Never  use  shame  as  a  punishment.  If  the 
child  feels  it  himself,  be  pleased. 

22.  Impress  upon  children  after  coats  are  but- 
toned up,  gloves  on,  bows  tied,  the  necessity  of  going 
directly  home.  At  first  go  with  them  to  the  door  and 
watch. 

Use  stories  about  accidents  and  lost  children. 
Speak  of  mother  watching  at  the  window.  Caution 
about  taking  care  of  work. 

23.  Let  the  last  moments  be  the  happiest,  shake 
hands  with  each  child,  looking  right  into  his  eyes. 
Give  a  cordial  grip  and  a  smile.  It  is  worth  while  in 
character  building. 


216 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE  PRESENT 
S.  Plessner  Pollock,  Gotha,  Germany. 

In  January,  when  the  snow  time  came,  it  brought 
with  it,  a  perfectly  charming  little  being,  but  we  must 
tell  the  story  in  order.  Gertrude  and  Herman  had 
slept  for  some  few  weeks,  in  Grandmother's  room,  be- 
cause Grandmother  had  caught  a  cold,  by  getting 
up  in  the  night  to  go  and  get  the  tongs  for  her  fire. 
Grandmother  must  not  get  up  herself,  when  she  was 
warm,  the  children  must  be  helpful  to  her  and  bring 
to  her  what  she  needed.  One  morning,  before  break- 
fast was  ready,  the  two  children  had  hardly  buttoned 
their  little  skirts,  when  the  father  came  in  and  said, 

"We  have  received  a  wonderful  present,  should  you 
like  to  see  it?" 

A  present,  yes  indeed  the  children  wished  to  see  it. 

"Who  had  sent  it?"  "Had  Christmas  come  again?" 
they  asked  with  curiosity. 

"Not  Christmas  today,  not  the  Christ  child's  birth- 
day," said  the  father,  "but  another  birthday." 

That  was  astonishing!  the  parents'  birthdays  came 
in  the  time  of  the  roses — ,  they  had  congratulated  the 
grandmother  shortly  before  the  Christmas  festivities, 
— the  two  children's  birthdays  were  celebrated  to- 
gether, when  the  great  golden  plums,  which  grew  in 
Godmother  Kranz's  garden  were  picked,  the  children 
then  received  each,  as  many  plums,  as  they  were  years 
old.  While  they  were  considering  all  this,  chatting 
busily  about  it  all,  they,  with  father  and  grandmother, 
had  reached  the  bottom  of  the  stairs  and  entered  the 
lower  room.  Ah!  there  stood  a  large  basket,  long  and 
narrow,  like  that  in  which  mother  laid  her  fine,  clean 
wash;  it  was  there  as  a  cradle  and  was  half  covered 
over,  with  green  veiling.  The  father  threw  back  the 
green  veil:  not  the  clean  clothes  lay  in  the  basket, 
but  soft  pillows  and  from  between  the  pillows  peeped 
a  small,  tiny  baby  face — 

"Oh!  how  charming!  How  perfectly  dear!"  shouted 
Herman  and  Gertrude. 

"A  new  heart  leaf,"  said  grandmother. 

"Does  that  belong  to  us?"  asked  the  children. 

"The  dear  Heavenly  Father  gave  it  to  us;" 
answered  the  father. 

"Ah!  the  good  dear  God!  that  is  fine!  that  is  de- 
lightful!" called  out  the  children  and  they  ran  to  the 
mother  and  kissed  her  hands  and  to  the  father  and 
to  the  grandmother;  they  rejoiced  as  if  the  Christmas 
tree  had  been  lighted,  and  the  parents  cried  for  joy. 

Gertrude  bent  and  kissed  very,  very  softly — the  tiny 
face,  of  the  new  heart  leaf  and  Herman  took  hold  of 
its  delicate  little  hand  and  kissed  all  five  finger  tips. 

"Shall  I  give  him  Nicks  to  play  with,"  he  asked 
grandmother,  and  Gertrude  wished  to  bring  him  her 
best  playthings. 

"At  present,  all  baby  needs  is  food  and  rest,"  said 
father,  "Go  out  now,  you  little  chatterboxes,  and  let 
little  brother  sleep." 


"Sleep"  said  Herman,  "The  little  long  sleeper,"  he 
added,  "the  sun  has  only  just  risen." 

They  left  the  room — ,  directly  upstairs  to  grand- 
mother— they  could  not  go,  who  could  sit  still,  when 
they  had  just  had  such  a  wonderful  present.  It  is  no 
small  matter,  to  have  a  new  little  brother — ,  the  chil- 
dren must  tell  it  to  all  the  world — ,  all  the  inhabitants 
of  the  little  house  in  the  wood,  must  be  told  of  it. 
First  they  looked  for  Hector  and  told  him  the  whole 
story  and  old  doggie  looked  so  knowing  and  wagged 
so  pleasedly  with  his  tail, — that  one  saw  at  once,  how 
sympathetic  he  was.  They  could  not  tell  it  at  once,  to 
the  faithful  dog,  Andy,  for  he  was  now  gone  to  town 
with  the  milk  wagon,  but  puss  was  drawn  out  from 
behind  the  stove  and  Gertrude  took  hold  of  her  ears 
and  lifted  her  head,  while  Herman  screamed  in  her 
face,  "We  have  a  new  heart-leaf!"  but  puss  behaved 
exceedingly  stupid,  she  did  not  even  open  her  eyes, 
but  immediately  rolled  herself  together  again  and 
began  again  to  snore. 

"Old  lazy-bones,"  scolded  Herman,  "one  could  put 
you  and  sleepy-head  little  brother  together!" 

Now  they  went  to  doll  Lizzie,  the  two  rabbits  and 
the  little  sheep, — they  were  all  together  in  the  corner 
of  the  playroom.  Here  the  joy  was  great.  Doll  Lizzie 
wished  to  jump  up,  but  was  unsuccessful,  she  fell  off 
of  the  little  sheep's  back,  on  which  she  was  just  taking 
a  ride.  Old  rabbit  Nicks  nearly  jumped  out  of  his 
skin,  at  least  his  fur  was  again  split  open  in  several 
places.  Wholly  touching  however,  was  the  way  in 
which  the  mooly  cow  behaved.  As  the  children  came 
to  the  stall  and  called  to  her,  "Moo  cow — we  have  a 
little  brother."  She  quietly  turned  her  head 
around — she  had  just  had  a  little  calf,  so  she  could 
comprehend  what  joy  over  the  arrival  of  the  child, 
reigned  in  the  house.  She  mooed  very  gently — and 
as  the  small,  merry  calf,  came  and  stood  before  her — , 
she  licked  its  head  and  did  all  she  could,  to  show  that 
she  had  sympathy  and  feeling. 

(To  be  continued.) 


ALICE  AND  THE  KEY 
Mary  Elizabeth  Rodhouse,  Wellington,  Ohio. 

Alice  was  walking  along  the  dusty  road.  She  was 
barefoot  and  bareheaded,  and  carried  in  her  hand  a 
little  tin  pail  full  of  wild  blackberries.  All  at  once 
she  stopped  and  picked  up  something  bright  that  lay 
in  the  road  half  covered  with  dust.    It  was  a  key. 

At  last  it  had  happened, — what  she  had  been  ex- 
pecting all  her  life.  It  is  very  strange  when  one's 
name  is  Alice  not  to  have  been  to  Wonderland.  She 
had  often  looked  for  little  cakes  labeled,  "Eat  me," 
and  bottles  labeled  "Drink  me,"  and  though  she  had 
never  seen  either,  she  had  once  eaten  a  box  of  mys- 
terious looking  pills  which  had  made  her  very  ill  in- 
deed. She  had  drunk  various  mixtures  which  she 
had  found  about  the  house,  too,  but  usually  they  made 
her  sick,  and  Father  and  Mother  had  both  said  she 
really  must  not  eat  or  drink  any  more  strange  things 
without  first  showing  whatever  it  was  to  one  of  them. 

But  they  had  never  said  a  word  about  keys.  Here 
was  a  real  adventure.     Alice  began  to  look  at  the 


tftiE  KINDERGARTEN-PRIMARY  MAGAZINE 


2lf 


stones  aiong  the  side  of  the  road  and  at  the  tree 
trunks  to  see  if  she  could  find  a  keyhole. 

While  she  was  looking,  an  automobile  drove  up  and 
stopped  at  the  spring  by  the  side  of  the  road,  near 
which  Alice  had  found  the  key,  and  a  beautiful  lady 
stepped  out.  She  drank  some  water  and  then  looked 
curiously  at  the  little  girl  and  asked  her  what  she 
was  doing.  Alice  was  rather  shy  at  first,  but  the  lady 
looked  so  kind  that  before  long  she  told  her  all  about 
it,  and  showed  the  key. 

The  lady  gave  a  little  cry.  "Why,  that  is  my  key," 
she  said.  "I  lost  it  yesterday,  and  my  chauffeur  had 
to  climb  in  a  window  to  let  me  into  the  house."  Then 
seeing  how  disappointed  Alice  looked,  she  added, 
"Won't  you  jump  in  now,  and  ride  home  with  me  for 
a  little  visit    I  live  in  the  house  on  the  hill." 

Then  Alice's  disappointment  all  vanished,  for  the 
house  on  the  hill  was  one  of  the  places  about  which 
she  had  always  imagined  wonderful  stories.  It  was 
a  large  house  with  a  big  lawn  which  sloped  part  way 
down  the  hill  and  had  a  high  stone  fence  about  it.  It 
was  closed  all  the  year  except  for  a  little  while  in  the 
summer,  and  some  years  it  was  not  open  at  all. 

Mother  had  gone  to  town  for  the  afternoon,  and 
Father  was  off  in  the  fields,  so  there  was  no  one  to 
ask,  and  without  stopping  to  think  whether  she  ought 
to  ride  home  with  a  strange  lady  or  not,  she  climbed 
into  the  big  auto,  and  whizz,  along  the  road  they 
went  and  up  the  hill  to  the  big  house. 

Then  Alice  knew  she  was  in  Wonderland,  indeed. 
Such  a  wonderful  garden  she  had  never  seen,  with 
strange  beautiful  flowers,  and  fountains,  and  a  pool 
where  bright  little  fishes  played.  The  house  was 
more  wonderful  still,  with  big  looking-glasses  which 
Alice  did  not  walk  through  but  in  which  she  could  see 
her  whole  length,  and  thick,  soft  carpets,  and  a  parrot 
hanging  in  a  gold  cage  by  the  window.  The  lady 
took  her  to  the  attic,  too,  and  showed  her  a  chest  full 
of  old,  old  things  and  even  let  her  dress  in  a  beauti- 
ful stiff  silk  which  the  lady  said  had  belonged  to  her 
great-grandmother.  And  then,  Alice  still  wearing  the 
rustly  silk,  they  went  down  stairs  to  a  sunny  room 
all  glass  and  full  of  flowers,  and  they  had  chocolate 
with  whipped  cream  on  it,  served  in  thin  little  cups 
like  egg-shells,  and  sweet  cakes  which  melted  in  one's 
mouth.  At  the  end  of  this  wonderful  afternoon,  the 
lady  took  Alice  home  in  the  auto,  and  they  met 
Mother  just  coming  from  town.  You  may  imagine 
how  surprised  she  was,  and  Alice  and  the  lady  told 
her  the  whole  story. 

So  ended  Alice's  first  visit  to  Wonderland,  but  it 
was  not  the  last,  for  she  and  Mother  and  the  lady  all 
became  very  good  friends.  But  Mother  told  her 
another  time  to  ask  before  she  went  riding  with  a 
stranger,  for  it  might  not  always  end  so  happily.  Alice 
promised  and  kept  her  word.  But  she  still  expects 
wonderful  things  to  happen,  and  they  do.  They 
always  do, — if  we  know  when  they  come. 


THE  MONKEY'S  TRICK  AS  TOLD  IN  BRAZIL 
Elsie  Spicer  Eells,  1461  President  St.,  Brooklyn,  N.  Y. 

Once  upon  a  time  there  was  a  beautiful  garden  in 
which  there  grew  all  kinds  of  fruits.  There  were 
many  beasts  who  lived  in  the  garden  and  they  could 
eat  of  the  fruits  whenever  they  wished  if  they  would 
only  observe  this  rule.  They  must  make  a  low,  polite 
bow  to  the  fruit  tree,  call  it  by  name,  and  say,  "Please 
give  me  a  taste  of  your  fruit."  If  they  wanted  to  eat 
plums  they  had  to  say,  "Plum  tree,  plum  tree,  please 
give  me  a  taste  of  your  fruit,"  or,  if  they  wanted  to 
eat  peaches  they  had  to  say,  "Peach  tree,  peach  tree, 
please  give  me  a  taste  of  your  fruit."  They  had  to 
be  very  careful  to  remember  the  tree's  correct  name 
and  not  to  forget  to  say,  "please."  It  was  also  very 
important  that  they  should  remember  not  to  be 
greedy.  They  must  always  leave  plenty  of  fruit  for 
the  other  beasts  who  might  pass  that  way,  and  plenty 
to  adorn  the  tree  itself  and  to  furnish  seed  so  that 
other  trees  might  grow. 

In  one  corner  of  the  garden  there  grew  the  most 
splendid  tree  of  all.  It  was  very  tall  and  beautiful 
and  the  rosy  cheeked  fruit  upon  its  wide  spreading 
branches  looked  wonderfully  tempting.  No  beast  had 
ever  tasted  of  this  fruit  for  no  beast  could  ever  re- 
member its  name.  In  a  tiny  house  near  the  edge  of 
the  garden  there  dwelt  a  little  old  woman  who  knew 
the  name  of  all  the  fruit  trees  which  grew  in  the 
garden.  The  beasts  often  went  to  her  to  ask  the 
name  of  the  wonderful  fruit  tree  but  the  tree  was  so 
far  distant  from  the  tiny  house  of  the  little  old 
woman  that  no  beast  could  ever  remember  the  long 
hard  name  by  the  time  he  reached  the  fruit  tree. 

At  last  the  monkey  thought  of  a  trick.  The  monkey 
could  play  the  guitar.  He  always  played  when  the 
beasts  came  together  to  dance,  in  the  garden.  The 
monkey  carried  his  guitar  under  his  arm  the  next 
time  he  went  to  the  tiny  house  of  the  little  old  woman 
to  ask  the  name  of  the  wonderful  fruit  tree.  When 
she  told  him  the  long,  hard  name  which  no  beast  be- 
fore had  ever  been  able  to  remember  he  made  up  a 
little  tune  to  it,  all  his  own,  and  he  sang  it  over  and 
over  again  all  the  way  from  the  tiny  house  of  the 
little  old  woman  to  the  corner  of  the  garden  where 
the  wonderful  fruit  tree  grew.  When  any  of  the  other 
beasts  met  him  and  asked  him  what  new  song  he  was 
singing,  he  said  never  a  word.  He  just  marched 
straight  on,  playing  the  little  tune  over  and  over 
again  on  his  guitar  and  singing  softly  the  long  hard 
name. 

Finally  he  reached  the  corner  of  the  garden  where 
the  wonderful  fruit  tree  grew.  He  had  never  seen  it 
look  so  beautiful.  The  masses  of  rosy  cheeked  fruit 
glowing  in  the  bright  sunlight.  The  monkey  could 
hardly  wait  to  make  his  polite  bow,  say  the  long  name 
over  twice,  and  ask  for  the  fruit  with  a  "please." 
What  a  charming  color  and  what  a  delicious  oder  that 
fruit  had!  The  monkey  had  never  in  all  his  life  been 
so  near  to  anything  which  smelled  so  good.  He  took  a 
big  bite.  What  a  face  he  made!  He  threw  the  fruit 
from  him  as  far  as  he  could  throw  it.    That  beautiful, 


218 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


sweet  smelling  fruit  was  bitter  and  sour  and  nasty 
tasting.    ' 

The  monkey  never  forgot  the  tree's  long,  hard  name 
and  the  little  tune  he  had  sung  it  to.  Nor  did  he 
forget  how  the  fruit  tasted.  He  never  took  a  bite 
of  it  again.  When  the  other  beasts  heard  about  it 
they  liked  to  tease  the  monkey  about  it.  The  monkey 
was  such  a  jolly  monkey  that  he  laughed,  too,  the 
loudest  and  longest  of  anybody,  whenever  any  mention 
was  made  of  the  wonderful  new  fruit. 


THE  COB-FIRE  STORIES 
Bertha  C.  Pitman. 

Charles  did  not  get  any  cobs  for  a  number  of  days, 
as  he  went  to  visit  his  aunt  in  Chicago. 

Hannah  had  to  get  her  basket  of  cobs  herself,  and 
she  missed  Charles  very  much,  as  he  was  the  only  one 
who  ever  got  them  for  her. 

At  the  end  of  a  month,  his  father  brought  him 
home,  and  he  could  hardly  wait  to  see  his  mother,  but 
he  did  not  know  what  a  lovely  surprise  they  had  for 
him  until  he  got  to  his  mother's  room,  and  there  ly- 
ing in  her  arms  was  the  dearest  wee  baby  sister.  She 
had  the  dearest  fatest  face  and  such  cunning  little 
hands  and  feet! 

He  just  stood  and  looked  at  her  for  a  few  minutes, 
and  then  stooped  and  kissed  her  and  said,  "Oh,  moth- 
er, won't  we  have  a  lovely  time  telling  baby  all  about 
our  cob-fire  pictures?  Oh!  I  am  so  glad  she  has  come 
to  live  with  us!" 

He  did  not  want  to  leave  her  for  one  moment,  but 
dear  old  Hannah  had  to  be  seen,  and  she  was  so  glad 
to  see  her  boy  again,  that  she  nearly  let  her  fire  go 
out.  But  Charles  soon  had  a  basket  of  cobs  for  her, 
and  also  one  for  his  fireplace.  In  the  evening  after 
baby  had  been  put  to  bed,  mother  crept  softly  into 
the  sitting-room  and  there  in  front  of  the  fire  sat  her 
little  boy  quite  alone. 

She  went  over  and  sat  down  on  the  rug  beside  him, 
and  slipping  his  hand  in  hers,  he  snuggled  up  close  to 
her. 

"Well  dearie,  are  you  glad  to  get  back  to  mother 
and  your  cob-fire  again?" 

"Yes  indeed,  it  is  lovely  at  Aunties,  but  I  did  miss 
my  picture  so  much,  and  sometimes  I  dreamed  them 
after  I  got  in  bed. 

I  can  see  one  of  them  now  in  the  fire.  Do  you  see 
that  very  tall  cob  at  the  back?  Well,  that  is  a  very 
high  building  not  quite  finished,  but  someone  has 
dropped  a  lighted  match  near  some  rubbish,  and  the 
fire  has  slowly  crept  along  until  it  has  burned  a  good 
deal  of  the  building. 

But  there,  see,  one  of  the  builders  has  discovered 
it  and  is  running  to  the  alarm  box  to  call  the  firemen! 
There  they  come  galloping  down  the  street,  and  their 
engines  are  throwing  out  sparks  too! 

Now  watch  the  firemen  go  up  their  ladders  to  the 
very  top  of  the  building,  dragging  the  long  heavy  hose 
after  them. 

There  come  two  more  engines!  My!  what  a  big 
fire  it  is!     The  water  though  is  putting  it  out,  for  it 


is  all  dying  down.  But  look  out!  the  big  tall  building 
is  falling.  There!  over  it  goes,  and  the  firemen  are  run- 
ning away  from  danger.  Now  they  play  the  hose  on 
it  again,  for  as  it  fell  it  began  to  burn  again.  There, 
it  is  dying  out,  and  soon  there  will  be  nothing  left 
but  ashes,  just  like  my  cob-fire." 

"Yes  I  can  see  your  picture  very  plainly,"  said 
mother,  "but  come,  we  will  go  kiss  baby  and  then  off 
for  bed." 


HEALTH  RULES 


USED   IN    .MINNEAPOLIS   PUBLIC    SCHOOLS 

1.  Fresh,  outdoor  air  and  sunshine  are  necessary 
to  good  health. 

2.  Night  air  is  as  pure  as  day  air,  and  in  cities 
where  there  is  much  dust,  is  purer.  Sleep  with  your 
window  open,  top  and  bottom. 

3.  Eat  but  little  fried  food,  pastry,  candy,  cake  or 
sugar. 

4.  Wash  your  hands  before  you  eat. 

5.  Brush  your  teeth  after  each  meal. 

6.  Never  put  your  fingers  in  your  mouth. 

7.  Never  put  pencils,  money  or  pins  into  your 
mouth.  Never  put  into  your  mouth,  anything  that 
has  been  in  any  other  person's  mouth;  such  as  gum  or 
candy. 

8.  Never  wet  your  finger  in  your  mouth  when 
turning  the  leaves  of  a  book,  or  counting  money. 

9.  Avoid  spitting;  it  spreads  tuberculosis  and 
other  diseases. 

10.  Do  not  handle  strange  cats  or  dogs;  they  often 
carry  diseases. 

11.  Never  use  a  drinking  cup  that  is  used  by 
others. 


ETHER  LAND 
Elsie  Spicer  Eells,  1461  President  St.,  Brooklyn,  N.  Y. 

My  tonsils  and  my  adenoids 

Grew  very  big  and  bad. 
"They  must  come  out,  "the  doctor  said, 

"To  make  a  sturdy  lad." 

Two  doctors  came  one  April  day. 

They  brought  an  ether  cone; 
And  then  I  went  a-traveling 

A  journey  all  alone. 

I  went  a-whizzing  on  and  on, 

Through  tunnels  long  and  black. 

I  never  flew  so  fast  before. 
I  thought  of  turning  back. 

Such  voices  queer  I  heard  in  there, 

The  voices  of  the  lost. 
I  wished  that  I  could  help  them  out. 

I'd  try  at  any  cost. 

The  giants,  pixies,  gnomes  and  dwarfs 

Are  surely  in  that  land. 
I  know  'tis  there  that  they've  all  gone, 

And  all  the  fairy  band. 

We  do  not  see  them  any  more 

Like  children  in  our  books. 
I'm  sure  'tis  now  in  ether  land 

They  have  their  favorite  nooks. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


219 


STRAIGHT  LINE  CUTTING 
Cabbie  L.  Wagner. 
For  this  month  the  cutting  on  straight  lines  will 
develop  pictures  of  objects  emphasizing  the  work  of 
the  wind.  The  mill  is  made  by  folding  a  four  inch 
square  into  sixteen  little  squares,  open,  and  cut  the 
square  into  half  on  the  line.  At  the  right  end  of  this 
piece  fold  the  upper  and  lower  squares  on  the 
diagonal,  open  and  cut  away  on  the  line.  Cut  a  door 
at  the  other  end  on  the  center  line.  This  will  make 
the  mill;  mount  as  illustrated.  To  make  the  fans  of 
the  mill  cut  four  squares  on  a  straight  line  from  the 


MY  PAPER  DUSTPAN 
I  never  use  a  tin  dustpan  now.  I  have  found  the 
paper  one  so  satisfactory.  Fold  a  straight  edge  of 
newspaper  or  wrapping  paper,  dip  it  in  water  to  a 
depth  of  two  or  three  inches  and  when  thoroughly  wet 
lay  it  on  the  floor  and  smooth  out  with  the  fingers. 
It  will  adhere  to  the  floor  until  you  sweep  every 
particle  of  the  dust  on  it,  when  the  paper  is  folded  up 
and  thrown  in  the  waste  basket.  The  paper  will  stick 
to  any  smooth  surface,  as  wood,  matting,  brick,  etc. — 
Home  Companion.  l 

Every   why    hath   a   wherefore. — Dutch. 


other  oblong  piece.  Fold  the  two  end  squares  of  this 
piece  on  opposite  diagonals,  open  and  cut  away.  Now 
fold  the  long  piece  through  the  center,  open  and  cut 
into  two  pieces  on  the  line,  thus  making  two  fans 
which  may  be  pasted  on  the  mill.  The  house  is  made 
from  half  of  the  strip  of  four  pieces  that  was  left  after 
cutting  off  the  pieces  for  the  fans.  Use  one  of  the 
triangles  left  from  the  roof  of  the  mill,  for  the  roof 
of  the  house.  With  the  two  squares  left  from  the 
house,  form  a  boat  by  folding  the  two  lower  corners 
to  the  center  of  the  upper  edge;  open  and  cut  away 
these  triangles  formed  by  the  folds,  then  fold  the 
corner  left  at  the  lower  edge  of  the  boat  to  the  top 
edge,  open  and  cut  off  on  the  line.  The  kite  is  made 
from  a  two  inch  square;  fold  on  the  diagonal,  open, 
and  fold  the  right  and  front  edges  to  the  line  formed 
by  the  diagonal  fold;  open,  and  cut  away  on  the  lines. 
The  pieces  thus  cut  away  may  be  used  as  sails  for 
the  boat.  White  paper  mounted  on  blue,  or  light 
blue  on  dark  blue  is  effective  for  this  poster. 


The  younger  kindergarten  children  who  do  not 
know  how  their  own  name  looks  in  writing  will  be 
interested  in  an  exercise  like  this:  Write  the  names 
of  three  or  four  on  the  blackboard  and  point  out  to 
each  one  their  name.  Then  say  whenever  you  see 
your  name  written  on  the  blackboard  you  may  come 
to  me  or  perform  any  little  act  which  the  child  will 
love  to  do.  They  will  watch  eagerly  to  see  their 
names  on  the  board. 


TO  EXTRACT  A  CORK 
The  following  has  been  found  helpful: 
To  extract  a  cork  which  has  fallen,  or  been  pushed 
into  a  bottle  while  still  filled,  take  a  button,  thread  it 
on  a  string,  and  drop  into  the  bottle.  Then  pull  the 
cork  up  to  the  neck  with  the  aid  of  a  hatpin,  pull  the 
string  which  is  attached  to  the  button,  and  the  cork 
will  come  out. — Selected. 


Dr.  Charles  Elliot  says  "every  improvement  that 
has  taken  place  in  the  university  in  a  generation  has 
been  borrowed  from  the  kindergarten." 


A  professor  of  Columbia  University  recently  said 
"It  is  not  the  kindergarten  that  needs  the  university 
it  is  the  university  that  needs  the  kindergarten  and 
must  have  it  or  perish." 


March,  March,  March,  winds  are  blowing, 
But  to  school  we  all  are  going, 
March  winds  blow  the  kites  on  high, 
Merry  March  winds  singing  by, 
See  the  bunnies  as  they  run, 
March  has  days  just  thirty-one, 
Bunnies  all  will  learn  to  spell 
Names  of  months  now  very  well. 


"Oh,  March,  why  are  you  scolding? 

Why  not  more  cheerful  be!" 
"Because,"  said  growling,  blustering  March, 

"The  whole  world  scolds  at  me." 


220 


THE  KINDERGARTEN-PRIMAltY  MAGAZINE 


Mary  E.  Jackson,  Brighton,  Mass. 

Her  name  was  Miss  Sunina  Bemis,  but  of  course 
they  called  her  "Miss  Sunbeam"  from  the  very  first, 
and  it  being  an  easy  and  delightful  nickname,  and, 
withal,  so  appropriate,  it  clung  to  her  long  after  her 
reign  in  the  Dey  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 
windows  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  kin- 
dergarten 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  rail- 
road 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;  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  to  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  Sun- 
beam advanced  with  a  friendly  hand  extended. 

"This  is  Mr.  Morrisey,  isn't  it?"  she  inquired,  with 
her  best  "sunshiney"  smile. 

Mr.  Morrisey  took  the  proffered  hand  rather 
sheepishly,  and  not  having  experienced  many  sun- 
beams 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  and  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  afternooon's 
work  with  almost  a  sigh.    So  many  hour's  work,  and 


the  ceiling  only  half  done!  Tired  and  almost  dis- 
heartened she  walked  back  to  her  boarding-place. 
Once  there,  I'm  afraid  the  clouds  obscured  the  sun- 
shine for  a  time,  for  there  certainly  was  something 
of  a  shower  before  Miss  Sunbeam  slept  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  the  kindergarten  had  had  three  ceilings  in- 
stead 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  upon  the  step- 
ladder,  painted  the  higher  parts.  He  was  allowed  to 
give  her  one  day's  work, — the  "powers"  had  con- 
ceded that  much, — and  the  willing  janitor  worked  so 
hard  that  when  the  sun  set  the  walls  shone  resplen- 
dent 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  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;  returning  from  an  expedition  down 
town,  she  got  down  on  her  knees  and  gave  Morrisey 
his  first  scrubbing  lesson.  Morrisey  stood  meekly 
watching  her,  and,  when  the  demonstration  was 
finished,  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  con- 
quer. 

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  sup- 
plies, which  she  had  found  in  a  chaotic  state,  the 
second  day  she  spent  upon  the  dingy,  unlighted  cloak 
room.  When  she  had  finished  this  last  day's  work, 
the  little  cloak  room  looked  as  neat  as  a  pin.  Two 
candles  in  trimmed  brass  sconces,  (Miss  Sunbeam's 
summer  school  work)  stood  ready  to  be  lighted  when 
necessry;  a  neat  number  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  was  so  bright  and 
cheerful  that  it  looked  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 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


221 


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  Sun- 
beam 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  pre- 
ceding 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.  Pull  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  thmselves  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  you  with  the  music,  it  would 
be  perfect!" 

"That's  the  very  next  thing  I'm  planning  to  do," 
said  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  in  which  grew  ferns,  begonis,  and  such  foliage 
plants  as  would  grow  best  in  sunless  window.  A 
bowl  of  paper-white  narcisus  stood  upon  Miss  Sun- 
beam's table  and  red  and  green  chains  looped  the 
play  corner.  Snow  covered  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  contributed  its  share,  for  in  a  couple  of  years  it 
bore  a  creeping  vine,  planted  by  Miss  Sunbeam, 
which  in  its  gorgeous  coloring,  gave  back  in  full 
measure  the  light  which  the  wall  had  stolen. 

Thus  is  was  that  Miss  Sunbeam  made  blessings  out 
of  her  trials,  thus  it  was  that  she  "made  her  own 
sunshine." 


TO  SHARPEN  SCISSORS 
Close  the  scissors  on  the  neck  of  a  bottle,  exactly 
as  if  you  were  trying  to  cut  the  bottle.     Move  them 
so  the  entire  length  of  the  blade  will  be  rubbed  up 
and  down  on  the  bottle. — Selected. 


The  Houston,  (Texas)  Chronicle  states  that  the 
nitrate  of  silver  cure  has  been  tried  on  162  school 
boys  of  that  city.  While  it  is  not  considered  a  cure 
in  all  cases,  yet  it  is  well  worth  trying.  All  that  can 
be  done  for  such  boys,  is  to  put  him  in  such  condition 
that  the  indulgence  of  bad  habits  will  for  a  time 
cause  discomfiture.  The  nitrate  of  silver  cure  solu- 
tion is  administered  by  the  school  physician,  applied 
to  the  boy's  tongue,  which  renders  smoking  very  dis- 
agreeable, and  82  out  of  the  162  of  the  boys  gave  up 
the  habit. 


EASTER 
Dr.  Mary  E.  Law,  Toledo,  Ohio 

Easter  is  one  of  the  most  spiritual  and  significant 
of  all  the  memorable  occasions  celebrated  in  the  kin- 
dergarten. The  first  thing  a  kindergartner  must  do 
is  to  divest  herself  of  all  religious  prejudices  or  pre- 
sumptions. She  must  take  a  broad  view  of  the  time 
and  the  season  and  give  a  spiritual  but  not  a  religious 
interpretation  of  the  event.  It  is  a  season  dedicated 
to  the  resurrection  of  life,  a  spiritual,  invisible 
awakening  of  a  great  natural  force. 

The  prudent  teacher  has  already  brought  the  fall 
cocoons  into  the  room  and  told  the  children  of  the 
caterpillars  who  wove  them  and  of  the  moths  and 
butterflies  into  which  they  are  to  be  transformed. 
Under  the  proper  conditions  the  cocoons  will  gener- 
ally open  at  this  time  and  the  children  see  the  miracle 
or  new  birth,  or  change  that  will  leave  an  indellible 
impression  upon  childish  minds.  Bulbs  that  have 
been  planted  in  dry  sand  burst  into  bloom  and  little 
gardens  which  have  been  planted  on  net  cotton  or 
blotting  paper  or  in  tiny  pots  or  egg  shells  show  the 
power  and  beauty  of  unfolding  life. 

The  great  law  of  transformation  is  made  manifest 
and  the  orderly  sequence  of  all  the  life  possesses 
shown. 

The  Easter  lily  was  selected  by  Froebel  as  a  symbol 
of  the  kindergarten  on  account  of  its  perfection, 
purity,  beauty  and  power  of  self-perpetuation,  that  is, 
the  lily  contains  within  itself  all  the  parts  necessary 
for  reproduction,  pistil,  ouvles,  stamens  and  pollin- 
ated stamens.  The  children  should  examine  the  beau- 
tiful flowers  and  have  the  parts  pointed  out  to  them 
without  dissecting  or  destroying  the  blossom.  The 
picture  of  the  lily  should  be  sewed,  drawn  or  painted. 

The  fertilized  egg  is  also  used  as  a  symbol  of  life. 
Under  unusual  and  happy  conditions  the  egg  might  he 
artificially  hatched. 

There  are  any  number  of  suitable  songs  and 
games,  the  "Butterflies,"  "Caterpillar,"  "The  Tulips," 
"The  Little  Flowers  Come  from  the  Ground  at 
Easter  Time."  Van  Dyke's  story  of  the  lily  might  be 
told. 


FORMULA  FOR  FUMIGATING  A  SCHOOL  HOUSE 

Potassium  Permanganate — 4  ounces, 

Formaldehide — 16   ounces. 

Place  in  a  large  pan  or  on  a  sheet  of  tin  also  place 
small  pan  on  bricks.  Close  all  windows  and  doors, 
close  all  cracks  with  clothes  as  corking,  place  the  pot 
of  permanganate  in  the  smaller  dish  and  pour  the 
liquid  on  same,  and  get  out  at  once;  allow  room  to 
be  closed  for  12  hours,  then  open  and  allow  to  air. 
This  gas  must  not  be  inhaled  more  than  is  absolutely 
necessary. — H.  L.  Searle,  in  Brush  and  Pail. 


The  Wise  Old  Owl. 


A  wise  old  owl  lived  in  an  oak, 
The  more  he  saw  the  less  he  spoke. 
The  less  he  spoke,  the  more  he  heard. 
Why  can't  we  all  be  like  that  bird? 


THE  COMMITTEE ocTHE  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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


TO  THE  EDITOR  OP  THE  COMMITTEE  OF  THE 

WHOLE: 

I  once  heard  the  story  of  "Raggylug,"  told  in  kin- 
dergarten and  would  like  to  know  where  to  find  it. 
Please  give  author  and  publisher. 

S.  T. 

"Raggylug,"  the  story  of  the  little  disobedient  rab- 
bit, is  found  in  Ernest  Thompson  Seton's  "Wild  Ani- 
mals I  have  Known."  (  Scribner's. )  In  "How  to  Tell 
Stories  to  Children"  Sara  Cone  Bryant  has  admir- 
ably abridged  and  adopted  it  to  the  purposes  of  the 
story-teller.     Published  by  Haughton,  Mifflin  Co. 


TO  THE  EDITOR  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

What  colors  are  to  be  recommended  for  the  walls  of 
a  kindergarten  room?  Should  they  be  bright  in 
color  to  please  the  taste  of  the  children? 

INQUIRER. 

The  most  suitable  color  and  tone  for  any  room  de- 
pends largely  upon  the  exposure  and  upon  its  use.  A 
room  in  which  children  are  to  work  and  play  should 
be  cheerful  in  its  influence,  but  not  exciting.  Repose- 
ful but  not  dull.  Rooms  with  a  northern  exposure 
should  have  warm  color  schemes,  to  offset  the  cold 
quality  of  the  light,  while  those  with  a  sunny  ex- 
posure require  the  cooler  tints,  or  shades.  Buff, 
orange  and  yellow  are  suitable  for  dark  rooms.  The 
color  of  the  walls  should  be  such  as  will  form  a  good 
background  for  the  pictures  and  casts  which  every 
kindergarten  and  schoolroom  should  acquire  little  by 
little.  When  visiting  other  kindergartens  one  should 
remember  to  observe,  not  only  the  methods  of  the 
teacher,  but  also  the  decoration  and  other  accessories 
and  thus  educate  one's  taste  and  intelligence. 


TO  THE  EDITOR  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

Please  let  me  know  what  are  some  of  the  stories 
and  music  for  the  kindergarten  which  have  been 
recorded  by  the  phonograph.  Are  there  any  besides 
those  mentioned  in  your  December  number?  Where 
can  they  be  obtained? 

INSTITUTION. 

"The  Little  Half-Chick"  and  "Epaminondas  and  his 
Auntie,"    recited    by    Miss    Wanda    Hilbqrn;     "The 


Three  Little  Pigs"  and  "Chicken  Little,"  recited  by 
Miss  Georgene  Faulkner;  and  "The  Toyman's  Shop" 
and  "The  Story  of  Busy  Mary"  related  by  Miss  May 
Murray,  may  be  obtained  of  the  Columbia  Grapho- 
phone  Co.,  the  Educational  Department  being  in  the 
Woolworth  Building,  N.  Y.  For  music  lists  send  to 
them  for  their  catalogue  of  "Schoolroom  Music."  The 
Victor  Talking  Machine  Co.  also  have  records  of  "The 
Three  Bears,"  "Wolf,  Wolf"  and  "Wind  and  Sun." 


TO  THE  EDITOR  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

I  would  like  to  call  attention  through  your  columns 
to  a  little  forty-page  booklet  compiled  by  Mrs.  Ruth 
Ferriss  Russell,  being  "A  List  of  Selected  Books  pre- 
pared for  the  teachers  of  the  elementary  grades  of  the 
Brooklyn  Sunday  School  Union,  also  for  the  mothers' 
associations  and  the  home  circle." 

R.  F. 

We  are  pleased  to  note  this  convenient,  full,  well- 
selected  little  compilation,  which  will  be  further  re- 
viewed in  our  Book  Notes. 


TO  THE  EDITOR  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

The  children  in  my  kindergarten  come  from  very 
well-to-do  homes,  where  one  might  expect  that  the  en- 
vironment would  be  all  that  could  be  desired,  yet  at 
times  the  little  boys  will  use  language  most  discredit- 
able to  the  home— oaths  and  the  like,  and  I  do  not 
know  how  to  correct  the  difficulty  as  any  criticism 
brings  the  response  that  "father  does  it." 

What  would  you  suggest  should  be  done? 

ANXIOUS. 

The  teacher  in  a  private  school  frequently  meets 
with  problems  like  the  above  named  and  which  re- 
quire most  delicate  handling.  Unfortunately,  parents 
are  too  often  prone  to  regard  that  as  "cute"  in  little 
children  which  done  by  older  children  would  meet 
with  sure  punishment.  Again,  the  parent  will  say 
things  in  a  hurry  or  a  passion  which  he  would  not 
for  the  world,  hear  his  little  one  repeat.  Then  there 
are  the  uncultured  noveau-riche  parents,  who  use 
words  quite  unaware  that  they  are  not  included  in 
the  vocabulary  of  the  self-controlled  and  the  cultured. 
And  there  are,  besides,  our  Teutonic  friends,  who  use 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


223 


the  word  "Gott"  in  their  general  conversation  with  no 
intention  of  being  irreverent  and  quite  as  uncon- 
sciously as  others  use  the  words  "O  dear!"  which  are 
a  modification  of  "Dieu,"  "God."  While  seeking  a 
remedy  for  a  trouble  we  must  be  sure  we  have 
diagnozed  the  case  aright. 

Nothing  must  be  said  to  lessen  the  child's  natural 
respect  for  his  own  parents,  nor  to  arouse  his  obsti- 
nacy, or  stimulate  his  feeling  that  in  using  such 
language  he  is  acting  like  a  big  man.  A  story  is 
useful  for  conveying  a  lesson  in  an  impersonal  way, 
The  story  of  Sir  Issac  Newton  and  his  self-control 
when  his  little  dog  Diamond  upset  a  light  and  de- 
stroyed the  papers  containing  the  work  of  years,  is  an 
excellent  lesson  in  self-control  in  language.  An  illus- 
tration of  power  under  control  is  that  of  steam  in  the 
locomotive.  Tell  the  story  of  the  boy  and  the  echo. 
Father's  use  of  such  words  may  be  excused  to  the 
child  on  the  score  of  business  worries  and  harassed 
nerves,  and  at  a  mother's  meeting  it  might  easily  be 
possible  to  make  slang,  and  the  good  and  bad  use  of 
language  the  topic  for  discussion. 

In  choosing  leaders  for  the  march  and  helpers 
generally,  select  those  who  use  only  clean  language. 


TO  THE  EDITOR  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

Teachers  of  the  higher  grammar  grades  frequently 
find  difficulty  in  persuading  parents  to  keep  their 
children  in  school.  We  send  an  extract  from  a  cir- 
cular which  may  help  them  to  convince  parents  of  the 
value  of  continued  school  attendance.  It  is  addressed 
by  President  Churchill  and  City  Superintendent  Max- 
well of  the  New  York  City  public  schools,  to  the  public 
school  principles  and  says: 

"Owing  to  the  European  war,  and,  perhaps  to  other 
conditions,  tens  of  thousands  of  men  and  women  are 
out  of  employment  in  this  city.  The  principles  and 
teachers  can  render  great  social  service  to  the  com- 
munity at  the  present  time. 

"This  service  is  to  warn  pupils  and  their  parents 
that,  under  existing  conditions,  there  is  little  likeli- 
hood that  children  who  are  eligible,  under  the  law,  to 
go  to  work  can  obtain  situations.  The  evidence  col- 
lected by  the  Educational  Alliance  Employment 
Bureau  and  the  Child  Labor  Committee  and  various 
settlements  and  other  neighborhood  centres  through- 
out the  city  indicates  that,  for  months  to  come,  it  will 
probably  be  futile  for  children  to  seek  work.  Imme- 
diately before  or  immediately  after  promotion  in 
February  large  numbers  of  boys  and  girls  will,  it  is 
feared,  leave  school  to  search  for  work  because  of 
poverty  at  home. 

There  is  practically  no  chance  of  their  succeeding. 
The  labor  market  is  glutted.  Children  who  seek  work 
will  only  be  disheartened  and  demoralized,  while  they 
will  lose  golden  opportunities  for  educational  train- 
ing. Moreover,  the  boys  and  girls  who  start  out  early 
in  February  to  get  employment  are  almost  certain  to 
return  to  school  in  two  or  three  weeks,  just  as  the 
work  of  the  school  is  getting  under  way.    Their  re« 


turn  will  cause  distraction  and  confusion  in  the  en- 
deavor to  reorganize  classes  to  accommodate  them. 
Again,  the  evidence  of  the  past  shows  that,  once  a 
child  has  received  its  school  record  for  employment,  it 
is  almost  always  too  late  to  keep  that  child  regularly 
in  school.  Indeed,  it  has  been  found  that  even  the 
mere  suggestion  of  going  to  work  often  operates  like 
an  epidemic,  going  through  large  bodies  of  children 
who  imitate  one  another." 

Apropos  of  the  relation  between  physical  defects 
and  mental  and  moral  deficiency  the  following  testi- 
mony is  of  great  interest: 

In  "Chapters  from  a  Possible  Autobiography,"* 
Former  President  Roosevelt  said:  "Quite  unknown  to 
myself,  I  was,  while  a  boy,  under  a  hopeless  dis- 
advantage in  studying  nature.  I  was  very  near 
sighted,  so  that  the  only  things  I  could  study  were 
those  I  ran  against  or  stumbled  over.  When  I  was 
about  thirteen  I  was  allowed  to  take  lessons  in  tax- 
idermy. It  was  this  summer  that  I  got  my  first  gun, 
and  it  puzzled  me  to  find  that  my  companions  seemed 
to  see  things  to  shoot  at,  which  I  could  not  see  at  all. 
One  day  they  read  aloud  an  advertisement  in  large 
letters  on  a  distant  bill  board,  and  I  then  realized  that 
something  was  the  matter,  for  not  only  was  I  unable 
to  read  the  sign,  but  I  could  not  even  see  the  letters. 

"I  spoke  of  this  to  my  father,  and  soon  afterwards 
got  my  first  pair  of  glasses,  which  literally  opened  an 
entirely  new  world  to  me.  I  had  no  idea  how  beauti- 
ful the  world  was  until  I  got  those  spectacles.  I  had 
been  a  clumsy  and  awkward  little  boy  and  while 
much  of  my  clumsiness  and  awkwardness  was  doubt- 
less due  to  general  characteristics,  a  great  deal  of  it 
was  due  to  the  fact  that  I  could  not  see,  and  yet  was 
wholly  ignorant  that  I  was  not  seeing. 

"The  recollection  of  this  experience  gives  me  a 
keen  sympathy  with  those  who  are  trying  in  our 
public  schools  and  elsewhere,  to  renew  the  physical 
cause  of  deficiency  in  children,  who  are  often  un- 
justly blamed  for  being  obstinate  or  unambitious,  or 
mentally  stupid." 


With  the  opening  of  spring  nature  study  should  re- 
ceive added  attention,  and  it  has  been  said  that  the 
kindergartner  must  have  love  for  the  things  in  nature 
herself  before  she  can  successfully  tell  nature  stories. 

You  must  have  the  bird  in  your  heart  before  you 
can  find  him  in  the  bush.  If  the  teacher  does  not 
understand  this  big  out-of-doors  and  the  inhabitants 
thereof,  my  advice  would  be  to  get  acquainted  with 
both  through  John  Burroughs,  Thoreau,  or  other 
naturalists,"  says  Annie  Garner  Thorton,  "and,  my 
word  for  it,  the  flowers  and  trees,  the  birds  and 
waters  will  tell  her  stories,  beautiful  and  true,  which 
she  may  bring  back  to  tell  to  the  little  children." 


Kindergartners  should  cultivate  the  attitude  that 
they  expect  to  do  things  just  as  well  where  they  are 
as  any  one  can  do  anywhere.  Don't  figure  that  your 
work  will  long  be  second  best. 


HINTS^SUGGESTIONS  for  rural  teachers 

CONDUCTED  BY  GRACE  DOW 

TVEAR  RURAL  TEACHER.— In  undertaking  this  department  I  trust  that  my  somewhat  extended  experience  In 
1-' 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 
,o  use  this  material,  what  to  select,  what  substitutes,  etc.,  will  be  discussed  from  month  to  month  in  these  columns. 


MARCH,  1915 

"Bold  March!  wild  March! 

Oh!  you  saucy  fellow! 
Even  though  your  voice  is  rough, 

We  know  your  heart  is  mellow. 
Hush!     You'll  wake  the  children  up, 

They  are  sweetly  sleeping, 
Daffodill  and  buttercup 

Still  are  silence  keeping. 
Sing,  then,  low,  softly  blow, 

Whisper  sweetly,  softly  so." 

MAKCH 

What  is  the  name  of  the  new  month?  To  what  sea- 
son does  it  belong?  It  is  the  first  spring  month. 
What  are  the  other  two  spring  months?  When  does 
spring  really  begin?  How  many  days  in  March? 
What  is  March  called?  (the  windy  month.)  The 
wind  should  be  one  of  the  topics  of  study  during  the 
month.  From  which  direction  do  we  have  cold  winds? 
Warm  winds? 

Contrast  the  wild  boisterous  winds  with  the  mild 
gentle  winds.  Give  some  of  the  benefits  of  the  wind, 
also  some  of  the  disadvantages  of  strong  winds. 

Give  some  experiments  to  show  that  air  is  necessary 
to  light  and  heat. 

In  connection  with  the  study  of  winds,  teach  the 
children  the  poem  "The  Wind"  by  Robert  Louis 
Stevenson.  It  would  be  well  to  give  something  of  the 
life  of  the  author. 

JOLLY  MAKCH 

Of  all  the  months,  of  all  the  year, 
I  like  old  March  the  best; 

He's  such  a  jolly  gentleman- 
He  takes  no  time  to  rest. 

He  puffs  and  blows,  and  takes  my  kite, 

And  carries  it  up  high, 
Until  it  seems  a  tiny  bird, 

Far  in  the  deep  blue  sky. 

'Tis  true  he  sometimes  takes  my  hat, 

And  tosses  it  away; 

But  I  don't  care  a  fig  for  that — 

'Tis  only  done  in  play. 

— Selected. 

PAPER  CUTTING  AND  COLOR  WORK 

"Robbins  in  the  tree  tops, 

Blossoms  in  the  grass, 
Green  things  growing 

Everywhere  you  pass." 

Teach  the  children  the  above  poem  for  the  outline 
of  preparation  for  a  March  poster. 


Give  each  child  a  sheet  of  drawing  paper  9x12 
inches.  Give  them  instructions  as  to  drawing  the 
sky  line.  Color  the  sky  a  very  light  blue,  and  the 
grass  light  green.  Cut  trees  and  branches  of  shrubs 
of  brown  paper,  also  birds  flying,  and  at  rest.  Mount 
in  appropriate  places.  Put  touches  of  green  on  the 
trees  to  show  the  leaves  just  starting.  The  work  of 
the  wind  will  furnish  suggestions  for  many  lessons  in 
cutting — clothes  on  the  line,  boys  flying  kites,  pin 
wheels,  Dutch  wind  mills  and  canal  boats,  and  sail 
boats.  Weather-vanes  may  be  cut  of  black  and 
mounted  on  gray  or  white  paper.  The  Dutch  wind 
mills  should  be  cut  of  blue  and  mounted  on  white. 

Spring  playthings  such  as  tops,  marbles,  hoops, 
kites  and  balls  may  be  cut  of  black  or  brown  and 
mounted  on  white  or  light  yellow. 

On  St.  Patrick's  Day,  the  shamrock  will  be  a  good 
lesson  in  cutting.  They  may  be  worn  or  mounted 
upon  white  cards.  In  connection  with  this  work  tell 
them  the  story  of  the  good  St.  Patrick. 

Farm  implements  used  in  the  spring,  hoe,  rake, 
spade,  plow,  wagon  and  wheelbarrow  may  be  cut.  A 
farm  scene  may  be  represented  showing  the  farmer 
plowing,  and  children  with  hoes,  rakes,  etc.,  about  to 
begin  work. 

MARCH   CALENDAR 

Do  not  neglect  the  calendar  as  the  month  of  March 
presents  so  many  suggestions  for  decorations. 

The  Dutch  wind  mill,  colored  blue,  may  be  used 
also  pussy  willows,  the  chicken  in  half  shell,  the 
shamrock,  also  the  picture  page  of  rabbits  in  the 
"Kindergarten  Primary  Magazine"  of  March,  1914. 

PICTURE   STUDY 

Aurora — Guido  Reni. 

Guido  Reni  was  an  Italian,  the  son  of  a  musician. 
He  was  taught  from  earliest  childhood  to  love  the 
beautiful  in  music  and  art.  He  was  so  pleasant,  cour- 
teous, and  kind,  it  is  said  you  can  almost  feel  these 
qualities  in  his  pictures. 

The  Aurora  is  his  masterpiece,  and  ranks  among 
the  best  paintings  of  the  world. 

The  original  is  a  fresco  on  the  ceiling  of  a  palace  in 
Rome.  The  hours  hand-in-hand  dance  about  the  car  of 
Phoebus,  the  God  of  Day. 

Aurora,  the  Goddess  of  morning,  brings  light  and 
gladness  to  all.  The  roses  falling  from  her  hands 
are  showers  of  blessings  which  spring  brings  to  the 
earth. 

Outline  for  story: 

Phoebus,  God  of  Day;  the  myth  in  reference  to  his 
journey  across  the  heavens. 
Aurora,  Goddess  of  Morning,  leading  the  way. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


225 


The  Cherub  with  the  flaming  torch  represents  the 
morning  star. 

Notice  the  prancing  horses  in  haste  to  complete  the 
journey,  and  the  dancing  hours  around  thee  ar. 

The  showers  of  blessings  brought. 

NUMBEE  WORK 

Let  the  work  in  numbers  during  the  month  be  en- 
tirely upon  the  suggestive  topics  for  the  month. 

Boys  enjoy  marbles,  and  make  use  of  these  in  num- 
ber work.  Have  them  count  them.  Then  make 
practical  problems  as  John  has  five  marbles  and  James 
gives  him  three  more.  How  many  will  be  have? 
Charles  has  ten  marbles  and  gives  Henry  one-half 
of  them.    How  many  will  he  have  left. 

Make  cards  with  pictures  of  young  ducks,  chickens, 
lambs,  kites,  hoes,  rakes,  balls,  rabbits,  chicken  coops 
and  many  others. 

Use  these  in  the  number  work. 

If  a  card  has  pictures  of  five  chickens,  allow  them 
to  count  them.  Then  make  problems  similar  to  this. 
If  two  of  the  chickens  wandered  away,  how  many 
were  left  (cover  up  the  lost  ones.)  If  only  one  came 
back,  how  many  then,  etc. 

DILIGENCE 

The  progress  of  a  child  at  school  depends  less 
upon  exceptional  gifts  of  genius  than  on  diligent  ap- 
plication. 

When  genius  and  diligence  concur  we  have  the 
highest  perfection  of  intellectul  development. 

Genius  is  rare  and  beyond  the  power  of  acquisition, 
but  diligence  is  a  habit  which  every  child  can  acquire. 

It  is  the  duty  of  every  teacher  to  seek  to  cultivate  it 
to  the  utmost  of  his  power.  More  people  are  handi- 
capped in  later  life  from  lack  of  application,  rather 
than  from  lack  of  knowledge. 

A  child  in  school  should  be  always  at  work  or  at 
play.  Some  children  are  fitful  in  their  powers  of  ap- 
plication, and  this  is  fatal  to  real  progress  in  any  line 
of  work.  The  only  remedy  is  to  insist  on  the  per- 
formance of  a  certain  measure  of  work  regularly 
every  day. 


PRIZE  ESSAY 

Thru  the  generosity  of  a  resident  of  California,  and 
in  connection  with  the  Panama-Pacific  International 
Exposition,  the  National  Education  Assocition  is  able 
to  offer  a  prize  of  one  thousand  dollars  for  the  best 
essay  on  "The  Essential  Place  of  Religion  in  Educa- 
tion, with  an  Outline  of  a  Plan  for  Introducing  Re- 
ligious Teaching  into  the  Public  Schools." 

Religion  is  to  be  defined  in  a  way  not  to  run  counter 
to  the  Creeds  of  Protestant,  Roman  Catholic,  or  Jew. 
The  essential  points  to  be  observed  are  "A  Heavenly 
Father,  who  holds  nature  and  man  alike  in  the  hollow 
of  His  hand";  the  commandment  of  Hillel  and  Jesus 
of  Nazareth,  "Thou  shalt  love  the  Lord  thy  God  with 
all  thy  heart,  and  with  all  thy  soul,  and  with  all  thy 
mind,  and  thy  neighbor  as  thyself";  the  high  ethical 
teachings  and  spirit  of  service  and  sacrifice  indicated 
in  the  Sermon  on  the  Mount. 

Notice  of  intention  to  file  an  essay  must  be  given 


the  Secretary  of  the  Association  by  April  1,  1915. 
Essays  will  be  limited  to  ten  thousand  words  and 
must  be  in  the  possession  of  the  Secretary  by  June  1, 
1915.  Six  typewritten  copies  must  be  furnished  in 
order  that  the  preliminary  reading  may  be  done  in- 
dependently. 

The  right  is  reserved  by  the  Association  to  publish 
not  only  the  prize  essay,  but  any  others  which  may  be 
submitted  in  competition,  copyright  privileges  to  be 
vested  in  the  association  for  all  such. 

NATIONAL  EDUCATIONAL  ASSOCIATION, 
By  D.  W.  Springer,  Secretary. 

Ann  Arbor,  Michigan. 


The  Twelfth  Annual  Convention  of  the  Religious 
Education  Association  will  be  held  at  Buffalo,  New 
York,  March  3rd  to  7th,  1915.  The  thirty  different 
meetings  of  the  convention  will  focus  attention  on  the 
topic  of  "The  Rights  of  the  Child."  There  will  be 
about  one  hundred  papers  and  addresses  discussing 
the  place  of  the  child  in  the  family,  the  churches,  the 
state,  the  schools  and  the  civic  life,  and  the  plans  for 
properly  fitting  the  child  for  the  needs  of  modern  life. 

The  speakers  include  leading  representatives  of 
practically  all  the  different  religious  communions 
and  of  the  different  types  of  schools  and  colleges. 

Some  of  the  foreign  speakers  who  will  participate 
are:  Bishop  Charles  D.  Williams,  Bishop  F.  J.  Mc- 
Connell,  President  John  T.  Finley,  Mrs.  Anna  Garlin 
Spencer,  Dr.  Walter  Rauschenbusch,  Charles  T. 
Stelzle,  Hon.  Philander  P.  Claxton,  Rabbi  Abram 
Simon,  Mrs.  Ella  Lyman  Cabot,  Graham  Taylor,  Pres. 
Charles  F.  Thwing. 

Preliminary  programs  are  ready  and  may  be  ob- 
tained on  request  to  the  office  of  the  Religious  Edu- 
cation Association,  332  South  Michigan  Avenue,  Chi- 
cago,   111. 


The  kindergarten  teaches  the  children  cleanliness, 
punctuality,  and  regularity  of  attendance. 

It  develops  the  oral  expression  of  the  child,  which 
enables  him  to  express  himself  more  freely  when  he 
reaches  1A  than  the  child  who  is  admitted  from  the 
street. 

The  kindergarten  establishes  a  sympathetic  bond 
between  teacher  and  pupil  which  makes  the  child 
already  familiar  with  school  life. — Mary  T.  Johnson.. 


Education  and  culture  should  lift  us  above  the 
meaner  things.  The  most  ordinary  uneducated,  un- 
cultured individual  can  show  bad  temper,  act  boorish 
and  say  mean,  cutting  things. — Teacher's  Journal. 


Essential  things  are  not  useful  because  they  are 
interesting.  They  must  be  made  interesting  because 
they  are  useful. — A.  Duncan  Yocum. 


Briggs — We  are  coming  around  to  see  you  this  eve- 
ning. 

Griggs — That's  right;  but  do  me  a  favor.  Don't  let 
your  wife  wear  her  new  fall  suit;  I  don't  want  my 
wife  to  see  it  just  now. 

Briggs — Why,  that's  just  why  we  are  coming. 


NEW  GAMES,  PLAYS  AND  PIECES  FOR  LITTLE  PEOPLE 


WRITTEN   FOR   THE  KINDERGARTEN 
PRIMARY  MAGAZINE 


MARCH  GAME 
(book  eights  reserved. 
Laura  Rountree  Smith 
The  children  choose  the  March  Wind. 
He  goes  inside  the  of  a  circle. 
The  children  sit  in  chairs  in  a  circle. 
The   March   Wind   points   to   children   and    names 
them  either  ships,  trees,  or  kites. 
They  all  sing: 

The  March  Winds  are  blowing, 
The  March  Winds  are  blowing, 
The  March  Winds  are  blowing, 
The  wind — mills  turn  round. 

The  March  Wind  now  runs  round  the  circle,  saying, 

"The  March  Winds  blow  the  ships  at  sea, 
Come  dear  children  follow  me." 

The  children  who  were  named  "ships"  must  rise, 
and  follow  the  March  Wind.  The  song  is  repeated, 
and  these  children  are  seated,  and  the  March  Wind 
says, 

"The  March  Wind  is  stirring  every  tree, 

Come  dear  children  follow  me." 

The  children  who  were  named  "trees"  rise  and 
follow  the  March  Wind.  The  song  is  repeated  and  the 
Wind  says, 

"The  March  Wind  blows  kites  for  you  and  me, 
Come,  dear  children,  follow  me." 
The  game  continues  as  before  until  the  March  Wind 
says, 

"The    March    Wind    turns    the     wind-mills 

round, 
With  a  pleasant,  whirring  sound!" 
The  children  then  all  run  into  the  center  of  the 
circle  and  back  to  their  seats  whirling  round  and  the 
March  Wind  tries  to  get  a  seat.    The  child  who  fails 
to  find  a  seat  must  be  the  new  March  Wind. 
The  game  continues  as  before. 

When  the  children  imitate  ships,  they  wave  their 
arms  up  and  down. 

When  they  imitate  trees,  they  sway  their  whole 
bodies  to  and  fro.  When  they  imitate  kites  they 
wave  right  hand  high  over  head. 


TEN  LITTLE  RABBITS 
Ten  little  rabbits  ran  out  one  day,  (extend  arms) 
Par  out  across  the  snow  in  play,  (move  fingers) 

Ten  little  rabbits  left  tracks  in  the  snow, 
We  can  count  them  all  before  we  go,   (count  fingers 
out  loud.) 


Ten  little  rabbits  said,  "Hush,  don't  you  hear 
That  the  old  gray  fox  is  drawing  near?"    (hand    to 
ear.) 

Ten  little  rabbits  without  a  sound, 

Crouched  down  low  upon  the  ground,   (bend  down.) 

Ten  little  rabbits  ran  on  with  a  cry,   (extend  arms.) 
For  the  old  gray  fox  had  passed  them  by!    (move 
fingers.) 

They  ran  o'er  the  hills  'till    night    'tis    said     (wave 

arms.) 
When  their  old  mother  tucked  them  up  all  in  bed. 

Swinging  their   cradles,   she  sang  "Lullaby,    (swing 

arms) 
Lullaby,  the  gray  fox  is  passing  by!" 


SPRING   GREETINGS 


Claudia  May  Ferrin,  Boston,  Mass. 
"Peep,  peep!"  said  the  snowdrop.    "How  early  you 
seem, — 
I'm  sure  you  have  finished  a  very  strange  dream! 
Your  petals  are  blue  as  the  sky,  and  your  face 
Is  pale  as  the  moon  when  the  sun  is  in  chase." 

"Indeed!"  came  the  answer.  "Your  words  make  me 
laugh. 

Your  name  seems  to  chill  you — good  cheer,  or  be  off! 
You  say  I  am  blue?    'Tis  a  violet's  way, 

I'm  pleased  as  can  be,  and  I  hope  I  may  stay." 


KITTIE  ME-OOW 
Rebecca  Strutton,  1025  8th  St.,  San  Diego,  Calif. 
With  a  frock  of  soft  gray 

And  a  vest  of  pure  white, 
With  a  tail  long  and  graceful, 

A  step  soft  and  light, 
Your  eyes  seem  as  mellow  , 

As  if  brushed  by  dew, 
Oh,  you  are  a  darling! 

My  Kittie  Me-oow. 

To  show  that  you  love  me, 

You  give  a  light  tap 
On  my  hand,  when  you  beg 

For  a  place  on  my  lap. 
But  we  are  just  pals 

And  our  love  is  true  blue, 
I'm  my  Daddy's  "wee  maid" — 

You're  my  Kittie  Me-oow, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


227 


PUSSY  WILLOW 
Pussy  Willow,  Pussy  Willow, 
Growing  by  the  stream, 
Pussy  Willow,  Pussy  Willow, 
Had  a  funny  dream, 
Pussy  dreamed  that  she  could  purr 
Like  a  real  cat  dressed  in  fur! 


THAT  WOOLLY  DOG 
Rebecca  Strtjtton,  1025  8th  St.,  San  Diego,  Calif. 
Got  an  awful  woolly  doggie, 

Oh,  say  can  you  tell  me  how, 
I'm  to  know  the  end  that  wiggles, 
From  the  end  that  says  "bow  wow?" 

Sometimes  my  woolly  doggie 
Runs  ahead  and  sometimes  back, 

Rolls  and  turns  and  falls  all  over — 
Queerest  doggie! — name  is  Jack. 

Sometimes  I  think  I  see  some  eyes — ■ 

Most  always  out  of  sight, 
Guess  I'll  never  know  his  head  from  tail 
Unless  he  tries  to  bite. 

If  my  little  woolly  doggie, 

Dies  and  up  to  heaven  goes, 
Will  the  angels  know  one  end 

From  the  other — do  you  'spose? 


GOOD  NIGHT  GAME. 
(Book  Rights  Reserved.) 
Laura  Rountebe  Smith 
The  children  are  seated.     They  all  sing,  after  hav- 
ing chosen  North  Wind,  who  goes  out  of  the  room. 
"Who's  afraid  to  go  to  bed, 

All  alone  at  night? 
Who's  afraid  to  go  to  bed, 
"By  dim  candle-light?" 
Any  child  may  run  up  and  stand  in  front  of  the 
children  and  say, 

"I  am  not  afraid  at  night, 
I'll  go  to  bed  by  candle-light!" 
Enter  North  Wind.  He  runs  up  and  dow;a  crying, 
"Oooooo."  He  tries  to  tag  the  child  who  went  up  in 
front  of  the  rest  before  he  can  return  to  his  seat.  If 
the  child  is  caught  he  becomes  the  North  Wind,  if  he 
is  not  caught  the  game  begins  as  before  and  another 
child  goes  up  in  front  saying, 

"I  am  not  afraid  at  night, 
I'll  go  to  bed  by  candle-light!" 
While  North  Wind  is  trying  to  tag  the  child  the 
children  may  nod  their  heads  and  sing  to  the  same 
melody, 

"Close  your  eyes  and  go  to  sleep, 

Play  you're  safe  in  bed, 
Close  your  eyes  and  do  not  peep, 
That's  what  North  Wind  said!" 
At  any  time  the  teacher  may  say,  "You  may  clap 
the  North  Wind  out." 


The  children  then  rise,  clap  hands  and  sing  to  the 
same  melody, 

"Clap  the  hands  so  merrily, 

Turn  you  round  about, 
Clap  the  hands  so  merrily, 
Clap  the  North  Wind  out." 
So  the  game  may  end 

This  game  is  to  help  children  overcome  all  fear  of 
going  to  bed  alone. 


FROGGIE  MERRY 
Claudia  May  Ferrin,  Boston,  Mass. 
The  sun  had  sent  him  urgent  word 

To  leave  his  secret  cave  and  sing, 
Though  not  a  bee  nor  bug  nor  bird 

Had  ventured  near  with  notes  of  spring; 
No  twigs  were  green, — 'twas  far  too  soon 
To  croak  his  "Croaky-croaky"  tune. 

The  sand  was  warm  beneath  his  toes, 
The  water  gleamed  as  crystal  bright; 

He  blinked  a  moment,  scratched  his  nose, 
And  peered  about  with  keen  delight. 

Indeed,  a  song  would  do  him  good! 

So  "Croaky-croaky"  was  his  mood. 

But  one  gray  morning  froggie  found 
A  drift  of  snow  had  closed  his  door; 

The  winds  that  swept  the  forest  'round 
Must  rule,  he  knew,  a  month  or  more. 

Yet  he  was  snug — and  jolly,  too, 

So  "Croaky-croaky!" — all  day  through. 


GAME  OF  THE  GROCERY  STORE 
One  child  goes  in  front  of  the  rest  and  says, 

"Look  in  the  window,  what  do  you  see? 
Down  in  the  grocery  store? 
I  see  sugar  and  salt  and  tea, 
Perhaps  you  can  see  something  more." 

He  pauses  before  any  child  and  this  child  must  at 
once  say  something  more  he  can  see  through  the 
window,  or  take  the  place  of  the  first  child. 

The  game  may  continue  as  long  as  desired  and  the 
children  hold  their  hands  up  to  their  faces,  fingers 
and  thumb  touching  to  form  the  window  they  look 
through. 

They  may  play  they  look  through  any  window  they 
like. 

Looking  through  a  florist's  window  will  help  them 
name  flowers  rapidly,  etc. 


When  a  bit  of  sunshine  hits  ye, 

After  passing  of  a  cloud, 
When  a  fit  of  laughter  gits  ye 

An'  ye'r  spine  is  feelin'  proud, 
Don't  fergit  to  up  and  fling  it 

At  a  soul  that's  feelin'  blue, 
For  the  minit  that  ye  sling  it 

It's  a  boomerang  to  you. 

Captain  Jack  Crawford 


228 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


What  do  we  plant  when  we  plant  the  tree? 
A  thousand  things  that  we  daily  see. 
We  plant  the  spire  that  out-towers  the  crag, 
We  plant  the  staff  for  our  country's  flag, 
We  plant  the  shade  from  the  hot  sun  free. 
We  plant  all  these  things  when  we  plant  the 
tree.  — Henry  Abbey. 


God  will  His  blessing  send — 
All  things  on  Mm  depend. 

His  loving  care 
Clings  to  each  leaf  and  flower 
Like  ivy  to  its  tower. 
His  presence  and  His  power 

Are  everywhere. 

— Samuel  F.  Smith. 


The  winter's  shroud  was  rent  apart — 

The  sun  burst  forth  in  glee, 
And  when  that  bluebird  sung,  my  heart 

Hopped  out  o'  bed  with  me! 

— James  Whitcomb  Riley. 


Jest  rain  and  snow!  and  rain  again! 
And  dribble!  drip  and  blow! 

Then  snow!  and  thaw!  and  slush!  and  then- 
Some  more  rain  and  snow! 


Plant  in  the  springtime  the  beautiful  trees, 
So  that  in  future  each  soft  summer  breeze, 
Whispering  through  tree-tops  may  call  to  our  mind, 
Days  of  our  childhood  then  left  far  behind. — Anon. 


0,  winds  of  March,  as  you  come  and  go, 
What  do  you  do,  except  to  blow? 

We  melt  the  snow,  we  start  the  rain, 
Then  we  bring  the  cold  all  back  again. 

But  in  the  end,  what  do  we  do? 
Why,  we  bring  the  spring  and  the  flowers  to 
you! 


The  happy  children  cry,  with  laughter  and  shout, 
"Spring  is  coming,  coming!  Pussy  Willow's  out!" 

— Selected. 


THE  BEST  YOU  HAVE 
Give  love,  and  love  to  your  life  will  flow, 

A  strength  in  your  utmost  need; 
Have  faith  and  a  score  of  hearts  will  show 

Their  faith  in  your  word  and  deed. 
For  life  is  the  mirror  of  king  and  slave, 

'Tis  just  what  we  are  and  do; 
Then  give  to  the  world  the  best  you  have, 

And  the  best  will  come  back  to  you. 

— Selected.. . 


KINDERGARTEN  APPRECIATION 


SOME    TESTIMONIALS    PROM    NEW    YORK    PRI- 
MARY TEACHERS  RELATIVE  TO  THE  VALUE 
OF  KINDERGARTEN  TRAINING 

Children  coming  from  kindergarten  have  more 
general  knowledge  and  a  better  foundation  for  the 
work  of  1A. 

They  are  much  cleaner.  Their  attendance  and 
punctuality  are  better. 

There  is  a  closer  bond  between  children  from  kin- 
dergarten and  school,  as  kindergarten  teachers  have 
a  chance  to  visit  parents  and  get  them  interested  in 
school. 

Kindergarten  children  are  more  alert,  self-reliant. 
Their  expression  is  better,  also  their  manual  work, 
They  are  more  courteous  and  have  more  regard  for 
the  rights  of  others. 

They  are  happier,  as  they  have  been  taught  to  play 
properly  and  to  get  enjoyment  out  of  their  work. — 
B.  F.  Nichols. 


The  kindergarten  children  seem  to  me  to  be  more 
satisfactory  than  those  coming  directly  from  the 
street. 

They  are  better  trained  and  have  a  larger  vocabu- 
lary. They  have  a  broader  field  for  thought.  The 
manual  work  is  better.  They  have  been  trained  in 
habits  of  cleanliness.  There  seems  to  be  more 
sympathy  between  home  and  school,  due  to  the 
mothers'  meetings  and  the  visits  of  the  kindergarten 
teacher  to  the  homes. — S.  Levin. 


The  kindergarten  children  are  very  much  easier  to 
manage  in  the  grades. 

They  have  a  larger  vocabulary. 

They  are  more  intelligent  than  children  from 
the  streets  because  they  have  more  knowledge  of 
things  outside  the  home  and  so  a  broader  field  of 
thought. 

They  have  been  given  a  great  deal  of  memory  and 
sense  training. 

Clean  habits  are  inculcated. 

The  kindergarten  establishes  a  strong  bond  between 
the  home  and  school. — M.  Gilmartin. 


The   kindergarten   children   are   superior  to   those 
admitted  from  the  homes  of  the  poor. 

1.  They  are  prompt  in  attendance. 

2.  They  are  punctual. 

3.  They  are  clean  in  dress. 

4.  They  are   interested   in  the   work  about  them 
(basis  for  all  study.) 

5.  They  have  foundation  in  sense  training. 

6.  They  know  many  forms  of  knowledge. 

7.  Co-ordination  of  eye  and  hand  has  been  begun. 
— M.  E.  Berkan. 


THE  KlttDERGARTEN-PRtMAitY  MAGAZINE 


229 


ANIMAL  BOOKLET 
Miss  Olive  Wills 

With  us  animal  study  has  usually  been  a  little  try- 
ing, because  of  the  difficulty  in  having  the  live 
animals  in  the  school  room;  we  might  if  the  teachers 
were  particularly  persevering  have  a  dog,  a  cat,  or 
perhaps  even  a  rabbit,  but  there  the  subject  would 
drop  and  more  often  than  not  it  proved  too  unpopular 
a  subject  to  even  mention.  Then  we  thought  of  the 
animal  A.  B.  C.  book  and  with  this  got  many  pleasing 
results.  Both  pupils  and  teachers  were  on  the  alert 
to  find  good  pictures  of  animals  to  bring  pets  and 
sometimes  to  bring  a  really  good  toy  animal,  to  draw, 
to  cut  all  kinds.  When  presenting  the  subject  to  the 
children  mention  C  is  for  cow  and  all  hands  will  be 
eagerly  waving,  C  is  for  cat,  D  is  for  dog,  donkey, 
deer,  and  thus  they  drift  on  from  me  domestic  ani- 
mals and  suggest  many  wild  animals  both  of  their 
own  and  of  foreign  countries.  Here  the  teacher  may 
give  many  interesting  lessons  on  animal  life.  Their 
habits,  their  life,  their  homes  and  of  what  countries. 
Then  of  their  form  and  color. 

Some  rooms  made  their  books  of  drawings  but 
generally  we  have  better  success,  in  the  first  three 
grades,  with  free  hand  cuttings. 

When  we  had  our  animal  collection  finished  the 
question  of  mounting  arose,  each  room  doing  its  book- 
let as  it  chose.  Some  were  mounted  on  dark  brown 
paper,  others  on  black,  usually  9x12  inches  in  size. 
Only  the  best  in  the  room  were  selected,  sometimes  six 


or  eight  A's  or  B's  and  soon  nearly  all  could  get  in  on 
at  least  one  of  the  alphabets. 

The  covers  were  finished  in  various  ways — one  had 
the  letters  A.  B.  C.  cut  of  white  paper,  plain  block 
letters   and   mounted    on   the   cover,   another   had   a 


T'%  rr 


230 


THE  KXNDERGARTEN-PRIMARY  MAGAZINE 


border  of  squirrels  repeated  across  the  bottom,  still 
others  only  two  figures  to  form  a  balanced  decorative 
center  unit.    The  whole  was  tied  with  raffia  or  cord. 

Another  interesting  problem  in  our  bookmaking  was 
the  rhymes  for  the  letters  or  animals.  Some  were 
found  in  their  books,  all  hunting  with  interest. 
Others  were  evolved  by  the  teacher  and  a  few  were 
the  original  productions  of  the  children.  Their  lines 
were  sometimes  on  a  white  writing  paper  tied  in 
opposite  to  the  cuttings — ohers  were  written  on 
slips  of  paper  and  pasted  below  the  animals. 
Those  done  in  drawings  or  rather  with  colored 
crayons  had  the  rhymes  written  or  printed  on  the 
same  sheets.  During  this  study  the  work  might  be 
varied  with  a  story  of  some  animal,  as  "The  Cow 
Jumped  Over  the  Moon."  Fig.  VI.  "Tlie  Three  Bears" 
or  "The  Fox  and  the  Cat." 

Fig.  I  is  a  cover  and  Figs.  II,  V.  four  pages  from 
one  of  the  books. 

Below  are  a  few  of  the  rhymes: 

C  is  for  cow  so  gentle  and  shy, 
Who  gives  rich  milk  for  apple  pie. 

R  is  for  rooster  who  feels  so  proud; 

He  is  up  in  the  morning  and  crows  very  loud. 

F  stands  for  fox  very  cunning  and  sly; 

He  catches  the  chickens  when  no  one  is  nigh. 

H  is  for  horse  which  is  quite  able 

To  work  very  hard  and  lives  in  a  stable. 


A  PAPER-CUTTING  "MAGIC" 

I  brought  some  newspapers  to  school  (penny  ones, 
without  distracting  large  print  or  pictures),  and  cut 
them  up  quickly  into  squares  with  a  penknife,  while 
the  children  watched  and  speculated.  I  had  also 
some  brown  packing-paper — fairly  smooth — in  which 
some  school  materials  had  been  sent.  I  cut  that  also 
into  convenient  pieces,  a  little  larger  than  the  news- 
paper squares. 

The  children  each  fetched  one  or  two  of  the  latter 
and  their  scissors  from  the  scissor-box. 

I  said,  "Watch  me,  and  I'll  show  you  a  cutting-out 

magic See,  I  am  folding  my  square  into 

two,  corner  on  corner." 

"That  makes  a  three-corner,  like  our  baby's  shawl," 
said  a  little  girl. 

"And  then  I  fold  it  over  again — so."  I  waited  until 
the  children  had  got  as  far  with  their  own  squares. 

"Let  me  help  you,  Nelly,"  said  Jenny.  "You've  got 
it  wrong.     Look,  that's  the  way." 

"Then,"  I  said,  "you  cut  it  straight  across  the  little 
folded  corner.  ...  so.  And  then  comes  the  magic." 
I  opened  out  my  square,  and  lo  and  behold  there  was 
a  little  square  in  the  middle. 

The  children  shrieked  with  delight. 

"Now  I'm  going  to  do  it,"  they  all  cried. 

"Oh!  Oh!  Look,  a  little  square  in  the  middle!" 
flattened  it  with  a  heavy  hand  upon  the  table. 

"I've  found  another  square,"  she  remarked  with 
solemn  pleasure. 


TTl-rec       wa-MS        of    cul"tVn<]. 


□ 


o 


* 


All  the  others  found  theirs  too. 

"Would  you  like  to  stick  them  both  on  a  piece  of 
brown  paper,"  I  inquired. 

"Why,  how  nice!" 

"Shall  we  come  and  get  some?" 

"Shall  I  get  out  the  paste;  here's  some  old  bits  of 
newspaper  to  stand  the  pots  on,"  said  Jenny. 

"We'll  use  these  two  tables  for  pasting,"  said  Dicky, 
helping  to  arrange  things.  "We  must  put  some  news- 
papers on  first." 

They  cut  out  the  two  other  patterns  sketched,  and 
compared  the  "insets"  with  the  spaces  they  had  once 
filled. 

Then  inventive  minds  suggested  other  forms,  and 
we  had  a  variety  such  as  anyone  may  discover  who 
has  a  few  squares  of  paper,  some  scissors,  and  a  little 
ingenuity.  Some  were  merely  curious,  notched,  or 
spotty,  some  were  quite  beautiful  with  curved  out- 
lines, the  four-leaved  clover  and  the  Maltese  cross 
being  two  of  the  prettiest  and  simplest;  these  were 
obtained  by  folding  the  paper  yet  again  before  cut- 
ting. Any  that  I  approved — and  of  course  I  took  into 
consideration  the  age  and  ability  of  the  children  when 
approving  or  condemning — were  stuck  on  the  pieces 
of  brown  paper,  and  either  kept  at  school  or  taken 
home.  Most  of  them  found  time  to  colour  the 
patterns  with  their  chalks,  adding  thereby  to  their 
beauty  and  interest. 

(From  "Sense-Plays  and    Number-Plays,  for  the   School 
and    Nursery."      By   F,  Ashford,    B.    Sc.      Published    by 
Houghton,  Mifflin  &  Co.,  Boston,  New  York  and  Chicago, 
Price,  $0.65) 


The  latest  Boston  story  is  about  a  small  child  who 
fell  out  of  a  window.  A  kindhearted  lady  came  hur- 
rying up  with  the  anxious  question,  "Dear,  dear!  How 
did  you  fall?" 

The  child  looked  up  at  the  questioner  and  replied, 
in  a  voice  choked  with  sobs,  "Vertically,  ma'am." 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


231 


uaammaBma 


^mmmsm 


STUDY  OF  A  PICTURE   VII 

Mary  E.  Cottixg. 

What  is  happening  here?  Why  is  little  Anna  here? 
To  feed  the  ducks?  If  those  are  small  ducks  why  is 
Mrs.  Cluck-Cluck  calling  them?  She  has  chickens  for 
children  and  Mrs.  Duck  has  ducklings.  I  must  tell 
you  about  it.  Anne's  mother  had  some  fine  duck-eggs, 
and  she  wanted  some  ducklings.  She  had  no  mother 
duck  to  sit  upon  the  eggs  until  ducklings  should  be 
hatched;  so  she  did  what  is  very  often  done, — she  put 
those  duck  eggs  under  her  good  old  hen  Mrs.  Cluck- 
Cluck,  who  could  be  trusted  to  keep  the  eggs  warm, 
to  turn  them  just  when  she  ought  and  in  four  weeks 
have  a  nice  family  of  ducklings.  Mrs.  Cluck-Cluck 
didn't  know  the  difference  between  these  eggs  and 
those  of  a  hen;  she  took  the  best  of  care  of  them  and 
when  the  soft,  little  things  came  out  of  the  shell  they 
seemed  to  her  to  be  very  beautiful.  After  a  while  as 
she  tried  to  teach  them  to  scratch  for  food  they 
wouldn't  scratch  a  all.  They  were  good  little  things 
and  always  came  to  her  when  she  called  so  she  didn't 
know  what  to  do  about  teaching  them  to  scratch.  At 
last,  one  day,  the  ducklings  were  talking  to  one 
another  and  Mrs.  Cluck-Cluck  thought  it  didn't  sound 
like  chicken-talk,  so  she  spoke  crossly  and  told  them 
to  keep  still.  The  next  moment  one  ran  after  a  bug, 
and  she  noticed  its  queer  way  of  hurrying,  also  its 
strange  looking  beak  as  it  caught  the  bug.  She  began 
to  wonder  if  anything  had  harmed  her  children,  and 
just  then  noticed  that  the  rest  all  looked  queer  and 
had  feet  that  certainly  were  not  like  those  a  chicken 


should  have.  She  was  very  much  puzzled  and  when 
night  came  she  snuggled  them  under  her  wings,  and 
held  them  in  closely  for  she  didn't  want  anything  to 
happen  to  make  them  any  queerer.  Next  morning  it 
was  so  warm  she  called  her  family  to  follow  her  down 
to  a  big  bush  under  which  she  intended  to  teach  them 
to  make  holes  in  the  earth  where  they  could  lie  and 
be  nice  and  cool.  This  bush  was  not  far  from  the 
brook,  and  the  moment  those  children  of  Mrs.  Cluck- 
Cluck  got  a  peep  at  the  water  away  they  waddled. 
ihe  mother  called  and  coaxed  and  scolded,  but  those 
ducklings  didn't  pay  one  bit  of  attention  to  her.  No, 
indeed;  down  the  bank  they  went  and  slipped  into  the 
water.  The  mother  was  dreadfully  frightened  as  you 
can  see.  She  cannot  go  into  the  water  herself,  and 
she  didn't  know  how  in  the  world  she  was  ever  to  get 
those  children  out  of  the  brook.  The  ducklings 
paddled  with  their  little  webbed  feet  and  splashed 
with  their  wings  and  had  the  best  kind  of  a  time; 
they  didn't  even  seem  to  notice  how  troubled  their 
mother  was.  Now  Mrs.  Cluck-Cluck  loves  a  dust-bath, 
but  she  knows  nothing  about  one  in  the  water,  very 
likely  she  would  have  been  drowned  if  Anne  had  not 
heard  her  scolding  arid  came  to  find  out  what  the 
matter  was.  Just  as  Mrs.  Cluck-Cluck  was  about  to 
jump  into  the  brook, — or  so  Anna  thought — she 
called,  "Blackie,  Blackie!"  and  threw  to  her  some  bits 
of  her  bread  and  butter.  Blackie  made  such  a  cack- 
ling and  flapping  of  her  wings  that  Anne  understood 
right  away  that  the  young  ducks  must  be  coaxed  out 
of  the  water  before  their  mother  would  leave  the 
brookside.  So  down  on  the  bank  sat  Anne  and 
crumbled  some  bread  about,  coaxing  the  ducklings 
all  the  while.  Pretty  soon,  as  you  see,  they  began  to 
leave-  the  water  and  it  wasn't  long  before — by  scatter- 
ing crumbs  along  the  path — Anne  had  coaxed  them 
and  Mrs.  Cluck-Cluck  back  to  the  house-yard.  Their 
mother  never  said  a  word  to  those  children  for  she 
didn't  understand  what  they  had  been  trying  to  do; 
and  when  you  do  not  understand  about  anything 
which  happens  you  would  better  not  be  cross  about 
it.  Anne's  mother  after  this  put  the  ducklings  in  a 
house  by  themselves,  and  though  Mrs.  Cluck-Cluck 
tried  to  take  care  of  them  when  they  were  in  the  yard 
they  didn't  pay  any  attention  to  her;  so  very  soon 
she  left  them  to  take  care  of  themselves,  which  was  a 
very  good  thing.  When  you  are  large  enough  and 
know  how  to  take  care  of  yourself  it  is  not  right  to 
expect  mother  to  do  things  for  you. 

Another  exercise  that  may  be  developed  with  Mr.  A. 
H.  Dieffenbach's  picture  is  in  semi-analysis  form,  and 
should  be  followed  by  the  reproduction  by  the  chil- 
dren of  the  story  given  above. 

Is  a  brook  of  any  use  except  as  a  swimming  place 
for  ducks?  Birds  enjoy  bathing  in  the  still  places  in 
it;  horses  and  cattle  love  to  wade  and  cool  off  and 
drink  here;  and  it's  a  fine  place  in  which  to  wash  the 
sheep  before  they  are  sheared.  Do  you  know  of  any- 
thing which  lives  in  such  a  place?  Small  fish?  Yes, 
and  turtles  under  stones  in  mud  along  the  bank. 
Can  you  see  the  flowers?  What  flowers  have  you 
ever  found  near  a  brook?  What  is  way  off  at  the  back 
(background)  ?  What  is  right  in  front  (foreground)  ? 
Look  all  about  and  see  if  you  can  find  the  brook  in 
an  another  part  of  the  picture.  Look  up  at  the  sky — 
does  it  tell  what  kind  of  a  day  it  is?  Yes,  a  sunny 
one;  that  is  why  the  picture  makes  us  feel  pleasant 
and  happy  when  we  look  at  it. 


232 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


TEACHER  TRAINING  FOR  RURAL  SCHOOLS. 

At  the  first  national  conference  on  teacher  training 
for  rural  schools  in  Chicago,  September  24-26,  called  by 
the  U.  S.  Commissioner  of  Education  at  the  request 
of  several  of  the  State  departments  of  education,  the 
following  resolutions  were  adopted: 

Whereas,  an  investigation  recently  conducted  by  the 
National  Bureau  of  Education  discloses  the  fact  that 
32.7  per  cent  of  the  rural  teachers  now  in  service  in 
the  United  States  have  had  no  professional  prepar- 
ation for  their  work;  and  in  view  cf  the  accepted  sig- 
nificance of  rural  education  to  our  national  life  and 
as  the  success  of  all  rural  education  depends  to  a 
large  extent  upon  the  teacher;  therefore, 

Be  it  resolved,  That  it  is  the  sense  of  this  con- 
ference that  all  educational  institutions  which  can 
readily  lend  themselves  to  such  purpose  be  utilized  to 
train  teachers  for  the  rural  schools: 

1.  Universities  and  colleges  throughout  the  coun- 
try where  consistent  with  practical  administration, 
that  these  services  be  interpreted  to  include  the  estab- 
lishment of  high  standards  of  rural  life  and  education 
and  the  actual  work  of  training  for  rural  leadership. 

2.  State  and  private  normal  schools  in  special  de- 
partments of  rural  education,  and  in  the  preparation 
of  teachers  for  teachers-training  departments  in  high 
schools  and  county  normals. 

3.  State  agricultural  colleges  in  their  departments 
of  education  through  the  right  training  of  men  and 
women  to  teach  in  the  secondary  schools  such  sub- 
jects as  agriculture,  manual  training,  and  home 
economics;  that  the  agricultural  college  is  also  doing 
a  proper  work  in  this  direction  when  it  is  promoting 
the  idea  of  vocational  education  in  the  minds  of  all 
the  people — patrons,  teachers,  and  children;  that  the 
agricultural  college  should  be  looked  to  as  the  authori- 
tative source  of  agricultural  knowledge;  the  agricul- 
tural high  schools  should  not  only  have  for  their 
highest  purpose  the  training  of  young  people  for  the 
farm  and  home  and  in  the  promotion  of  vocational 
education,  but  they  should  be  expected  to  add  much 
professional  work  for  effctive  teaching  in  the  rural 
schools. 

4.  That  the  preparation  of  teachers  for  rural 
schools  in  county-training  schools  and  in  teacher- 
training  classes  in  high  schools  is  approved  as  a 
policy  where  more  extensive  training  is  not  at  present 
feasible;  and  it  is  recommended  that  such  training 
high  schools  should  not  be  given  before  the  junior 
year  and  no  diploma  of  graduation  be  granted  before 
the  twelfth  school  year  is  finished. 

5.  That  the  need  for  professionally  trained  teach- 
ers to  take  charge  of  training  in  high  schools  and  in 
county  normals  is  very  keenly  felt,  and  hence  we  urge 
upon  institutions  engaged  in  the  training  of  teachers 
the  necessity  for  their  offering  suitable  training  for 
such  positions. 


6.  That  we  urge  upon  normal  schools,  colleges,  and 
universities  the  reasonableness  and  justice  of  admit- 
ting high-school  training-class  graduates  with  rights 
and  privileges  equal  to  those  extended  to  other  high- 
school  graduates. 

7.  That  we  commend  the  extension  work,  the  rural 
school  and  rural  life  conferences,  and  summer  ses- 
sions of  our  normal  schools,  colleges,  universities,  and 
agricultural  schools  as  a  means  for  Uie  improvement 
of  rural  teachers  in  service,  the  promotion  of  agricul- 
tural education,  and  the  betterment  of  rural  life 
through  the  home,  school,  and  church. 

8.  That  the  training  of  teachers  for  the  rural 
schools  should  be  such  that  they  will  be  fitted  to  utilize 
the  boys'  and  girls'  home-project  worx  as  a  means  of 
motivating  the  industrial,  social,  and  educational  life 
of  the  school,  the  home,  and  the  community. 

9.  That  the  use  of  the  public  schoolhouse  as  a  civic 
center  should  be  correlated  with  its  use  for  children's 
instruction  in  both  country  and  town.  As  a  ready 
and  practical  means  of  saving  public  expense,  and  at 
the  same  time  vitalizing  the  service  of  the  public 
schools  in  civic  education,  we  favor  the  use  of  all  pub- 
lic-school buildings  as  centers  for  voting  and  for  that 
orderly  all-sided  presentation  and  discussion  of  public 
questions  which  is  the  prerequisite  of  intelligent 
voting.  In  order  that  this  use  of  the  public  school  as 
the  civic  center  of  the  community  may  be  properly 
correlated  with  its  use  as  the  center  for  children's  in- 
struction, we  recommend  that,  when  the  public  school- 
house  becomes  the  polling  place  and  civic  forum  of 
the  community,  the  school  principal  or  other  respon- 
sible employee  of  the  school  board,  associated  with 
the  school  principal,  be  authorized  to  serve  as  the 
civic  secretary  of  the  community  and  made  respon- 
sible for  the  systematic  organization  and  direction  of 
all  of  the  uses  of  the  public-school  property.  We  fur- 
ther recommend  that  the  administrative  organization 
necessary  for  the  systematic  development  of  the  use 
of  the  public-school  buildings  and  grounds  as  civic, 
social,  and  recreation  centers  be  incorporated  with, 
and  made  a  part  of  the  work  of  the  departments  of 
public-school  administration  in  city,  county,  and  state. 

10.  That  we  extend  to  the  United  States  Commis- 
sioner of  Education  a  vote  of  thanks  for  calling  this 
conference  from  which  we  have  gained  much  valuable 
help  and  which  we  believe  will  prove  of  far-reaching 
influence  for  good;  that  we  request  the  commissioner 
to  call  this  conference  in  annual  session  from  year  to 
year  as  a  clearing  house  for  information  to  guide  us 
in  a  nation-wide  campaign  now  begun  and  which  we 
pledge  ourselves  to  continue  through  the  best  agencies 
possible  until  there  shall  be  a  sufficient  number  of 
properly  trained  teachers  for  the  rural  schools  of  the 
United  States. 


Kansas  City,  Mo. — "Observation  and  Montessori 
System  of  Education  in  Italy"  was  the  subject  of  a 
lecture  by  Miss  Netta  Faris  at  the  Grand  Avenue 
Temple  November  .28  Her  lecture  was  attended  by 
the  kindergarten  teachers  of  the  public  schools, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


233 


HOW  CAN  WE  CENSOR  THE   "MOVIES"? 

Good  work,  so  says  Herbert  H.  Smith,  in  The 
Mother's  Magazine  for  December,  is  being  done  by 
the  National  Board  of  Censorship,  and  still  better 
work  by  the  Chicago  Board.  The  problem,  however, 
is  one  which  demands  further  local  action.  This  is 
his  suggestion: 

Here  is  one  thing  that  may  be  done  in  every  city, 
especially  of  the  Central  West:  Demand  that  no  film 
be  permitted  in  your  town  unless  there  is  with  it  the 
permit  of  the  Chicago  board.  If  eliminations  were 
ordered  by  this  board,  that  fact  will  be  stated  on  the 
permit. 

No  community,  however  can  be  absolutely  sure  of 
the  character  of  films  shown  unless  they  are  inspected 
from  the  standpoint  of  that  town.  This  inspection,  the 
National  Board  of  Censorship  recommends,  should  not 
be  by  an  official  body.  Chicago's  effective  board  is 
official.  It  is  suggested  by  the  national  board  that  all 
theaters  should  be  licensed;  then,  if  the  films  shown 
do  not  conform  to  the  moral  standards  of  the  town, 
the  license  may  be  revoked,  and  the  situation  con- 
trolled in  this  way.  In  general,  motion-picture  men 
are  very  ready  to  conform  to  the  moral  standards 
established  by  any  censorship  board,  although,  like  any 
other  business  men  who  put  money  into  something 
about  which  there  may  be  a  moral  question  raised, 
they  do  not  relish  the  loss  of  profits. 


THE  REINDEER  INDUSTRY  IN  ALASKA 
"In  twenty  years  the  reindeer  industry  has  made 
the  Eskimos  of  Alaska  civilized  and  thrifty  men," 
says  the  United  States  Bureau  of  Education  in  a 
bulletin  just  issued.  The  reindeer  industry  in  Alaska 
began  in  1892  when  the  bureau  of  education  imported 
from  Siberia  171  reindeer.  Object:  to  furnish  a  source 
of  supply  for  food  and  clothing  to  the  Eskimos.  This 
importation  was  continued  until  1902,  and  a  total  of 
1,280  reindeer  were  brought  from  Siberia.  There  are 
now  47,266.  This  industy  has  given  to  the  Alaskan 
Eskimos  not  only  food  and  clothing,  but  a  means  of 
transportation  superior  to  dog  teams.  Instead  of 
being  nomadic  hunters  eking  out  a  precarious  exis- 
tence the  Eskimos,  now  have  assured  support  and 
opportunity  to  acquire  wealth  by  the  sale  of  meat  and 
skins  to  the  white  men.  The  industry  is  carefully 
guarded.  No  native  is  permitted  to  sell  or  otherwise 
dispose  of  a  female  reindeer  to  any  person  other 
than  a  native  of  Alaska.  This  is  done,  lest  white  men 
deprive  the  natives  of  their  reindeer  and  destroy  this 
great  native  industry. 


HOW  TO  OPEN  A  BOOK 
Lay  the  book,  back  downward,  on  a  table  or  smooth 
surface.  Press  the  front  cover  down  until  it  touches 
the  table,  then  the  back  cover,  holding  the  leaves  in 
one  hand  while  you  open  a  few  of  the  leaves  at  the 
back,  then  at  the  front,  alternately  pressing  them 
down  gently  until  you  reach  the  center  of  the  volume. 
This  should  be  done  two  or  three  times.  Never  open 
a  book  violently  nor  bend  back  the  covers.  It  is  liable 
not  only  to  break  the  back  but  to  loosen  the  leaves. 


THE  BUNNIE'S  SCARE 
Bessie  Adams,  430  W.  Walnut  St.,  Louisville,  Ky. 

Mrs.  Bunny  washed  the  breakfast  dishes  clean  and 
nice.  Then  she  sat  down  by  the  fire.  She  wanted  to 
warm  her  toes. 

She  was  going  to  market 

Mr.  Bunny  was  sitting  there  too. 

But,  oh  he  was  so  cross. 

He  had  the  toothache. 

Mrs.  Bunny  was  afraid  to  speak  to  him. 

They  were  both  a  still  as  little  mice. 

Then  they  heard  a  loud  noise. 

It  was  right  at  their  window. 

Mr.  Bunny  forgot  his  toothache. 

He  jumped  up,  as  quick  as  that,  and  got  his  gun. 

Then  he  ran  to  the  window  to  see  what  was  the 
matter. 

Mrs.  Bunny  started,  but  ran  back. 

She  saw  two  great  big  boys  looking  in  the  window. 

But  Mr.  Bunny  was  brave,  and  fired  his  gun  right 
at  them. 

The  boys  just  laughed  at  him,  he  was  so  little. 

So  he  thought  the  best  thing  to  do  after  that  was 
to  run  away. 

So  off  he  started. 

Then  he  looked  back  and  told  Mrs.  Bunny  to  come 
on. 

She  jumped  up  quick  and  followed  him. 

And  away  they  hopped,  their  ears  laid  back. 

They  were  nearly  scared  to  death. 

The  man  who  took  care  of  the  horses  saw  them. 

He  hurried  up  the  steps  to  see  what  had  made  them 
run  away. 

He  saw  the  bad  boys  and  scared  them. 

They  let  go  and  dropped  down  to  the  ground  quick. 

Then  the  man  fastened  the  window  good  and  tight. 

And  then  he  brought  the  Bunnies  back  to  their 
home. 

Mrs.  Bunny  cuddled  up  by  the  fire. 

She  looked  like  a  little  white  ball. 

And  Mr.  Bunny  cuddled  up  by  her. 

And  there  they  sat  until  school  was  out. 

They  were  poor  little  scared  rabbits. 

And  oh,  they  were  so  hungry. 

Then,  by  and  by  Eunice  came. 

She  brought  them  some  lettuce. 

And  after  their  dinner  they  felt  better. 


RECEPTACLES  FOR  MATERIAL 
A  kindergarten  closet  does  not  always  suggest  a 
belief  in  the  familiar  saying,  "Order  is  Heaven's  first 
law."  A  multiplicity  of  odd  boxes  is  unsightly  and 
difficult  for  use,  while  those  obtainable  at  kindergar- 
ten supply  stores  are  expensive.  To  meet  the  need, 
knife  trays  with  handles  may  have  small  partitions 
added  to  give  six  compartments,  and  may  be  used  for 
holding  tablets,  rings,  or  sticks.  These  trays  of  fair 
quality  may  be  found  in  a  ten  cent  store.  They  pack 
closely  on  the  shelf  and  are  most  convenient  for  use 
at  the  table. 

P.   C.  CO.  KN. 


Blackboard  Suggestions  for  March 


SPRING  SUGGESTIONS 

1.  Take  care  of  the  chances  to  improve  the  work, 
and  the  salary  will  take  care  of  itself. 

2.  We  can  not  make  any  good  impression  on  the 
characters  of  the  children,  unless  our  lives  "square" 
with  our  precepts. 

3.  Even  an  unkept  promise — or  an  unfulfilled 
threat,  which  should  never  have  been  made — detracts 
from  your  money-value  as  well  as  from  your  char- 
acter-value. 

4.  Grade  up,  to  your  highest  limit,  even  in  most 
commonplace  lesson  or  exercise;  and  see,  not  only 
how  much  you  can  get  out  of  it,  but  how  much  you 
can  first  put  into  it. 

5.  Don't  underbid  another  teacher,  nor  any  one, 
for  sake  of  getting  a  place.  Do  your  part  toward  lift- 
ing work  and  salaries. 

6.  Dress  isn't  "all  there  is  of  it" — as  some  think 
— but  it  is  an  important  factor. 

7.  Live  with  the  children  all  that  is  possible  out- 
side of  school  hours;  for  there  is  where  you  find  the 
real  child — who  is  only  a  cog  in  the  wheel  in  the 


school  room,  doing  his  turn  with  each  revolution  of 
the  crank. 

8.  Find  the  thing  that  most  interests  each  child, 
and  you  have  the  key  to  success  with  each;  then  use 
it,  but  always  with  discretion. 

8.  Live  with  the  parents,  too;  and  if  they  are 
proud  of  their  children,  inspire  them  with  ambition  to 
keep  the  children  proud  of  their  parents. 

9.  Be  a  good  "mixer"  with  church  people,  clubs, 
civic  improvement  societies,  and  all  that  makes  for 
public  good;  but  don't  be  part  of  a  faction  or  a  clique, 
anywhere. 

10.  Be  true,  to  God  and  your  best  self;  and  you  can 
not,  then,  betray  any  lesser  trust. 


"Is  he  rich?" 

"I  should  say  he  is.  He's  got  three  lawyers,  four 
bookkeepers,  and  seven  expert  accountants  figuring 
out  his  income  tax." 


"I  hear  Wombat  is  a  gentleman  farmer  now." 
"Right  up  to  the  notch,  too.    Puts  evening  dress  on 
all  his  scarecrows  every  day  at  dusk." 


PICTURE  LANGUAGE  STORIES_FOR  MARCH 


236 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


CARNEGIE  ENDOWMENT  FOR  INTERNATIONAL 
PEACE 

2  JACKSON  PLACE,  WASHINGTON,  D.  C. 

The  undersigned  have  been  associated  for  some 
years  in  the  execution  of  a  trust  to  promote  inter- 
national peace  and  our  duties  have  involved  a  con- 
tinual survey  of  the  efforts  to  that  end  throughout  the 
world. 

We  wish  to  say  to  all  friends  of  peace  that  the 
dreadful  war  now  raging  affords  no  just  cause  for 
discouragement,  no  discredit  to  past  efforts,  and  no 
reason  to  doubt  that  still  greater  efforts  in  the  future 
may  be  effective  and  useful. 

The  war  itself  is  teaching  the  gospel  of  peace 
through  a  lesson  so  shocking  and  so  terrible  that  the 
most  indifferent  can  not  fail  to  attend  and  understand 
it. 

Not  onl  have  the  destruction  of  life,  the  devasta- 
tion and  the  suffering  in  the  warring  countries  passed 
all  experience,  but  the  cessation  of  production,  the 
closing  of  markets,  the  blocking  of  trade  routes,  the 
interruption  of  exchanges,  have  affected  industry 
and  caused  ruin  and  poverty  in  all  the  peaceful  coun- 
tries of  the  world. 

The  universal  interdependence  of  nations  has  been 
demonstrated  and  the  truth  forced  upon  every  mind 
that  the  peace  of  all  nations  is  the  vital  concern  of 
every  nation. 

To  cast  our  weak  protest  now  among  the  tremen- 
dous forces  that  are  urging  on  the  great  conflict 
would  be  futile;  but  the  end  of  this  war  will  come 
before  long  and  then  the  great  question  will  stand  for 
answer : 

Shall  the  lesson  be  forgotten;  the  sacrifice  lost? 

That  question  the  belligerent  nations  only  will 
have  the  power  to  answer;  but  every  one  in  the  world 
will  be  entitled  to  be  heard  upon  it,  for  it  will  be  a 
question  of  civilization,  the  most  momentous  of  our 
era. 

It  seems  incredible  that  after  this  the  stricken 
people  will  set  their  feet  in  the  same  old  paths  of 
policy  and  suspicion  which  must  lead  them  again  to 
the  same  result. 

Finding  expression  through  a  great  multitude  of 
voices  everywhere  the  general  public  opinion  of  man- 
kind should  influence  the  minds  of  the  negotiators 
who  settle  the  terms  of  peace  and  inspire  them  to  a 
new  departure  in  the  establishment  of  justice  as  the 
rule  of  international  relations. 

While  we  must  not  be  overconfident  of  our  individ- 
ual qualifications  to  point  out  the  detailed  methods 
through  which  the  result  may  be  accomplished,  we 
may  still  advocate  measures  which  seem  practicable 
and  appropriate  to  the  purpose. 

We  can  see  that  definite  rules  of  national  conduct 
should  be  agreed  upon;  that  a  court  of  competent 
jurisdiction  should  be  established  to  judge  of  national 
conformity  to  those  rules;  and  that  new  sanctions 
should  be  provided  to  compel  respect  for  the  judg- 
ments rendered. 

Above  all  the  motive  and  spirit  of  the  new  institu- 


tions should  be  clearly  and  fully,  not  the  promotion 
of  ambition  or  the  extension  of  power,  but  the  safe- 
guarding of  human  rights  and  the  perfection  of 
individual  liberty. 

Toward  this  high  end  the  courage  and  hope  and 
conviction  of  the  humblest  citizen  of  the  most  dis- 
tant land  may  contribute. 

Joseph  H.   Choate 
Andrew  D.  White 
John  W.  Foster 
Elihu  Root 
Luke  E.  Wright 
Charlemagne    Tower 
Robert  S.  Woodward 
Austen  G.  Fox 
Jacob  G.  Schmidlapp 
Thomas  BuskE 
Robert  S.  BROOkiNGS 
Oscar  S.  Straus 
Samuel  Mather 
James  L.  Slayden 
John  Sharp  Williams 
Charles  L.  Taylor 
Henry  S.  Pritchett 
William  M.  Howard 
Cleveland  H.  Dodge 
Robert  A.  Franks 
George  W.  Perkins 
Nicholas  Murray  Butler 
Andrew  J.  Montague 
Arthur  William   Foster 
James  Brown  Scott 


THE  SPRINGTIME  MESSENGER 

(Mrs.  B.  G.)  Elsie  Spicer  Eells, 
1461  President  St.,  Brooklyn,  N.  Y.    ■ 

There  was  trouble  in  Nature's  kingdom 
For  the  beautiful  lily  said, 
With  a  glance  that  was  cold  and  haughty 
And  a  toss  of  her  stately  head. 

"O,  I  think  it's  an  imposition, 

From  among  all  the  plants  that  bloom, 
To  be  chosen  the  only  flower 

To  depart  to  that  world  of  gloom; 

Just  observe  my  apparel  dainty; 

Do  you  think  that  this  wondrous  dress 
For  a  messenger's  suit's  intended? 

I'm  surprised  at  you,  I  confess." 

When  up  spoke  her  shy  cousin  crocus. 

With  a  soft  little  voice  she  said, 
"I  am  willing  to  be  the  first  one 

To  get  up  from  this  nice  warm  bed ; 

I  will  go  to  the  world  up  yonder 

To  discover  if  all  is  well; 
I  will  come  back  ever  so  quickly 

And  the  rest  of  you  here  I'll  tell." 

She  was  blest  by  good  Mother  Nature 
And  was  sent  in  a  shower  of  rain. 

Though  'twas  ages  ago  this  happened 
Every  springtime  she  comes  gain. 


Daddy — No,  yer  mother  never  drest  the  way  you 
girls  do  today  to  catch  a  husband. 

Daughter — Yes,  but  look  at  what  she  got. 


TME  KINDERGARTEN-PRIMARY  MAGAZINE, 


237 


TOYS  AN  INFANT  CAN  MAKE. 
PANORAMA 

JOHN  V.  DUNLOP, 
Crighead,    Tollcross,    Glasgow. 


1 * 

£4te 


CapQOPtfZD 


rjov/nq  pictures 


This  model  for  moving  pictures  is  made  out  of  one 
box,  two  strips  of  wood  and  a  small  roll  of  white 
paper. 

Perforate  the  narrow  side  of  the  box  to  receive  the 
wood  rollers. 

Cut  out  the  picture  space  on  the  front  of  the  box. 
Mount  the  rollers  in  position. 


The  panorama  is  now  ready  to  receive  the  roll  of 
pictures  which  should  be  drawn  on  the  strip  of  white 
paper  by  the  children. 

Mount  the  picture  in  position  by  gumming  the  one 
end  of  the  paper  strip  to  the  roller. 

Roll  the  paper  on  to  the  roller  and  fix  the  other  end 
to  the  opposite  roller. 


PUMP-WELL 

Provide  each  child  with  a  long  mantle  box,  small 
match  box  and  piece  of  cardboard. 

Cut  one  end  of  the  inner  case  of  the  match  box 
circle  on  the  end  to  form  the  basin. 

Glue  this  to  the  mantle  box  so  that  we  have  now 
the  pillar  for  the  pump  and  the  water  trough. 

Make  a  hole  in  the  front  of  the  mantle  box  and 
roll  a  little  piece  of  paper  for  the  spout. 

Cut  out  the  handle  and  fixed  into  a  cut  in  the  side 
of  the  well. 

Fix  inside  of  well. 


JEFFERSON    DAVIS'S   LAST    SPEECH 

(Delivered  at  a  meeting  near  his  home  at  Beauvoir, 
Miss.,  1888.) 
My  Friends:  The  faces  I  see  before  me  are  those  of 
young  men.  Had  I  not  known  this,  I  would  not  have 
appeared  before  you.  Men  in  whose  hands  the  des- 
tinies of  the  Southland  lie,  for  love  of  her  I  break 
my  silence  to  speak  to  you  a  few  words  of  respectful 
admonition.  The  past  is  dead;  let  it  bury  its  dead,  its 
hopes  and  its  aspirations;  before  you  lies  the  glory, 
before  which  all  the  world  shall  future — a  future  full 
of  golden  promise;  a  future  of  recompense  for  honor- 
able endeavor;  a  future  of  expanding  national  stand 
amazed.  Let  me  beseech  you  to  lay  aside  rancor,  all 
bitter  sectional  feeling,  and  to  take  your  places  in  the 
ranks  of  those  who  will  bring  about  consummation 
devoutly  to  be  wished — a  reunited  country. 


1 

5> 

J/D£  Or  WELL 


/iA^iOUzL 


238 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


BOOK  NOTES 


NEW   SLOAN   READERS.     By   Katharine   E.   Sloan. 

Published  by  MaeMillan  Company,  London  and  New 

York. 

We  have  received  the  primer  of  this  series  and  it 
is  superb.  We  advise  every  primary  teacher  to  secure 
a  sample  copy,  with  a  view  to  having  same  introduced 
in  the  school.    Price  of  primer,  30c. 

AFRICAN  ADVENTURE  STORIES  By  J.  Alden  Lor- 
ing.  Cloth.  Published  by  Charles  Scribner's  Sons, 
New  York  City.    Price  $1.50. 

Mr.  Loring  was  field  naturalist  to  the  Roosevelt 
African  expedition  and  in  this  volume  he  relates  ex- 
citing and  perilous  experiences  of  his  own  and  other 
explorers  with  the  wild  beasts  of  the  Dark  Continent, 
and  incidentally  gives  the  reader  a  glimpse  into  the 
habits  and  ways  of  these  interesting  creatures.  One 
chapter  which  tells  of  the  "Wild  Animals  I  have  'Et," 
describes  elephant  steak  and  other  table  delicacies, 
of  the  wilderness.  The  foreward  is  by  Col.  Roose- 
velt. 

SUNBONNET  BABIES  IN  HOLLAND,  by  Eulalie 
Osgood  Grover.  Illustrated  in  color  by  Bertha 
Corbett  Melcher.  Cloth,  159  pages.  Price,  50  cts. 
Rand  McNally  &  Company,  Chicago  and  New  York. 
In  Sunbonnet  Babies  in  Holland  little  children  are 
given  an  opportunity  to  renew  an  acquaintanceship 
which  has  already  proved  highly  delightful  and  enter- 
taining. To  their  little  readers  the  merry  Sunbonnet 
Babies  are  entities  as  real  as  any  living-  playmate.  To- 
gether they  have  enjoyed  many  games,  and  have  met 
many  new  experiences  with  mutual  surprise  and  de- 
light. And  now  these  same  Sunbonnet  Babies,  a  year 
older  with  their  little  readers,  come  to  lead  their 
friends  to  Holland,  to  play  with  the  babies  of  Holland 
and  to  see  and  hear  the  quaint  sights  and  sounds  of 
that  quaint  land.  Their  minds  are  ready  for  higher 
and  more  instructive  experiences,  and  this  second 
book,  bright  with  story  and  color,  benefits  in  interest 
by  the  broader  comprehension  of  the  little  people. 
The  Sunbonnet  babies  talk  of  what  they  see  and  hear, 
and  what  appeals  to  them,  in  their  own  words,  words 
every  child  would  use,  each  day  finding  new  words  to 
fit  new  experiences. 

A  LIST   OF   SELECTED   BOOKS   PREPARED   FOR 

THE  TEACHER  OF  THE  ELEMENTARY  GRADES 

OF  THE  BROOKLYN   SUNDAY   SCHOOL   UNION, 

Also  for  Mothers'  Associations  and  the  Home  Circle, 

by  Ruth  Ferriss  Russell.    Paper,  *0  pages. 

This  is  a  valuable  little  pamphlet  which  gives  a 

long,  carefully  selected  list  of  bocks  helpful,  as  the 

title  indicates,  to  Sunday  school     teachers     and     to 

parents,   and   incidentally  to  all  teachers.     The  list 

includes   several    pages    classified    according   to   the 

needs  of  the  beginning  primary,  junior  and  adoles- 


cent grades.  Then  there  is  a  list  for  the  mother's 
quiet  hour;  there  is  a  list  of  fifteen  helpful  school 
readers;  and  many  fairy  tale  and  nature  books;  also 
books  of  poetry  and  music  and  song;  besides  numer- 
ous Thanksgiving  stories  and  Christmas  tales.  To  the 
many  books  here  listed  we  would  suggest  that  there 
be  added  "Among  the  Farmyard  People"  by  Clara  D. 
Pierson,  which  gives  capital  fables  illustrating  the 
faults  and  virtues  of  children.  Also,  we  regret  that 
the  list  was  published  too  soon  to  include  among  the 
"Round  the  World  Stories;"  Miss  Ovington's  "Hazel;" 
The  booklet  would  be  more  helpful  if  the  names  of 
publishers  had  been  given,  but  the  compiler  is  to  be 
thanked  for  this  excellent  list  as  it  stands. 

DICTIONARY  Abridged  from  the  New  Standard 
Dictionary.  80,000  words  defined;  1,200  illustra- 
tions; 902  pages.    Price,  in  cloth,  $1.50,  net. 

This  work  which  is  the  most  recent  of  the  abridg- 
ments from  the  New  Standard  Dictionary,  contains 
80,000  terms  of  all  kinds.  In  addition  to  the  spelling, 
pronunciation,  meanings,  and  etymology  of  this  large 
number  of  words  this  volume  contains  several  thou- 
sands of  groups  of  synonyms  discriminated  and  an- 
tonyms, supplemented  by  prepositions.  Wherever  the 
definition  could  be  amplified  by  pictorial  illustration 
this  has  been  supplied,  and  1,200  of  these  are  included. 
Every  worthy  word  that  may  be  found  in  the  reading 
of  the  best  current  literature,  or  of  those  authors  who 
are  recognized  as  the  English  classics  has  been  re- 
corded. 

The  student  of  history  will  find  this  work  a  handy 
manual  to  the  principal  events  of  American  and 
English  history.  All  the  important  engagements  of 
our  Revolutionary  and  Civil  Wars  are  recorded  with 
judicial  impartiality.  The  up-to-date  character  of  the 
book  can  not  be  better  demonstrated  than  by  citing 
the  fact  that  it  registers  such  recent  historic  incidents 
as  the  battle  of  the  Marne,  the  razing  of  Louvain,  the 
bombardment  of  Reims,  etc. 

The  chief  characteristic  of  the  definitions  which 
commends  itself  as  of  practical  worth  is  that  they 
explain  the  meanings  of  words  by  definitive  state- 
ments and  not,  s  is  often  the  practice  in  condensed 
dictionaries,  by  synonym.  The  most  common  meaning 
of  a  word,  that  is,  its  meaning  today,  is  given  first, 
and  that  of  less  importance,  or  the  older  meaning,  is 
given  last. 

As  a  distinct  departure  from  the  weather-beaten 
track  traversed  by  lexicographers,  the  editors  of  this 
book  have  adopted  the  simple  plan  of  the  New  Stan- 
dard Dictionary  and  arranged  all  of  its  contents  in 
one  alphabetical  order.  In  addition,  they  present 
under  appropriate  heads,  as  is  done  also  by  the  parent 
work,  many  valuable  tables,  as  of  coins,  constellations, 
elements,  measures,  metric  system,  planets,  presi- 
dents, stars,  weights,  etc. 


Men   resemble    the   gods   in   nothing   so   much   as 
rn  doing  good  to  their  fellow  creatures. — Cicero. 


PRIMARY  PLANS 

A  sixty  page  pamphlet,  well 
illustrated  and  full  of  sugges- 
tions for  the  primary  teacher. 
Send  25  cents  for  a  copy. 

NEW  MEXICO  JOURNAL 
OF  EDUCATION 

PRICE  $1.00  PER  YEAR 
Address, 

New   Mexico    Journal 
of  Education 

Santa  Fe,  N.  M. 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.  Mag. 


ENTERTAINMENTS 


"The  Bugbee  Kind" 


Plays,  Dialogues,  Drills  Tableaux, 
Pantomimes,  Operettas,  Songs,  etc., 
for  all  occasions,  from  Kindergarten 
to   High   School. 

"Just  the  right  plays  for 
Schools" 

Send  for  FREE  catalogue 


"The  Cream  of  Entertainments" 

THE  WILLIS  N.  BUGBEE  CO. 

SYRACUSE,    N.   Y. 


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you  saw  it  in  the  Kind.-Prim.  Mag. 


Suggestions  to  Rural  Teachers 


By  MARIE  LOVSNESS 

This  very  helpful  little  booklet  de- 
dicated to  rural  teachers  brim  full 
of  many  helpful  suggestions  such 
as: — The  Teacher  Who  Wins;  Be- 
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for  State  Aid;  Daily  Program; 
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Supplies  for  your  School;  How  to 
Keep  the  Enrollment  Register; 
Grading  Your  School;  Reading; 
Spelling;  Phonics;  Phonic  Games; 
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for  Manual  Work;  Industrial  Work; 
Suggestions  for  Sewing;,  and  many 
others. 

PRICE  25  CENTS. 

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MARIA  LOVSNESS 

COUNTY   SUPERINTENDENT   OF 

SCHOOLS 

ADA,  MINNESOTA 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kina.-Prini.  Mag. 


NOTES 

State  Superintendent  Harris,  of 
Louisiana,  in  a  recent  official  letter 
commends  the  Natchitoches  Parish 
School  Board  for  inviting  the  count- 
ry boys  from  all  sections  of  the 
parish  to  assemble  for  a  week  to 
study  agricultural  questions  under 
the  direction  of  agricultural  ex- 
perts. The  boys  of  each  rural  school 
elected  one  or  more  representatives 
to  attend  this  institute.  The  sixty- 
eight  farmer  boys  were  given  free 
entertainment  in  the  homes  of  the 
people  of  Natchitoches.  These  boys 
were  intensely  interested  in  the 
work  of  the  institute  and  joined  in- 
telligently and  earnestly  in  the 
discussion  of  agricultural  questions. 

J.  C.  Timberman,  of  Chester, 
W.  Va.,  tells  of  a  certain  school  in 
his  State  where  forty  pupils  were 
enrolled.  All  forty  pupils  attended 
school  the  six  months  required  by 
the  compulsory  attendance  law, 
but  ten  stayed  away  the  last  three 
months  of  school.  "Now  it  cost 
just  as  much,"  argues  Mr.  Timber- 
man,  "to  operate  this  school  the 
last  three  months  with  the  reduced 
attendance  as  it  did  when  the  entire 
forty  attended.  There  is  a  loss  of 
25  per  cent  of  the  entire  expense 
of  the  school.  The  teacher  receives 
$55;  and  25  per  cent  of  $55  is  $13.75 
per  month  loss.  Multiply  this  by 
three  and  you  get  a  loss  of  $41.25 
for  3  months.  The  district  has 
eighteen  schools.  The  taxpayers 
therefore  lose  $41.25  multiplied  by 
18,  or  $742.50  each  year,  through  a 
weak  compulsory  education  law 
and  negligent  parents..  Do  you 
think  any  private  business  would 
permit  such  a  wilful  waste?  If  such 
criminal  waste  is  not  good  for  priv- 
ate business,  why  do  we  permit  it 
in  public  business?" 


BACH  NUMBER  CARDS 

Pictorial  Combinations  from  1  to  18 

I  Latest,  best  and  most  convenient  de- 
vice for  securing  thoroughness  in  pri- 
mary number  work.  Nothing  better 
for  review;  interest  never  flags,  tine  in 
the  home.  Cards  in  assorted  colors,  size 
H1/4X.41/z  inches.  Subjects— domestic  an- 
imals; a  different  animal  for  each  com- 
bination of  a  given  number. 


THE- 


JOHNS  HOPKINS  UNIVERSITY 

SUMMER  SCHOOL 

Six  weeks:   July  5  to  Aug.  12, 

1915. 

CREDITS     TOWARDS     M.     A. 

AND  B.  A.  DEGREES 

Courses  offered  in  Education, 
History,  Languages,  Mathematics, 
Politics,  Sciences,  Domestic  Science 
and  Manual  Training.  A  Demon- 
stration School  will  be  conducted. 
Libraries  and  Laboratories  avail- 
able. Living  inexpensive.  For 
circular  address, 

E.  P.  BUCHNER,  Director. 


Set      Cards 

Price 

Post 

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When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.  Mag. 


BE   YOUR   OWN 
PHOTOGRAPHER 


Filmless,  plate- 
less  camera  just 
out.  Amazing  in- 
vention. Elbert 
Hubbard  says: 
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240 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


POEM  STUDY  FOR  PRIMARY  GRADES 

1. 
Aim. 

1.  Interpretation. 

2.  Development  of  aesthetic  sense  (appreciation  of 
rhythm  and  beauty  of  expression.) 

9 

Material. 

Should  be  adapted  usually  to  the  child's  own  world. 
Kinds   of  poems:  — 

1.  Beautiful. 

2.  Graceful. 

3.  Light  and  playful. 

4.  Serious. 

5.  Humorous. 

6.  Moral. 

7.  Patriotic. 

8.  Instructive. 

9.  Narrative. 

3. 
Method. 

Varies  according  to  the  poem  and  the  inspiration  of 
the  moment. 

Simple  poem  (in  thought  and  expression)  should 
be  taken  first,  leading  up  to  the  more  difficult  ones. 

(«)   Questioning. 

1.  Direct. 

2.  Indirect. 

3.  Sometimes     should     refer     to     contrasted 
thoughts  and  ideas  suggested  by  the  poem. 

Questions  should  be  logical  in  order  of  reasoning, 
but  not  in  mere  sequence  according  to  the  verse. 
This  should  rather  be  avoided,  as  it  is  apt  to  do  harm, 
the  child  growing  to  expect  the  answer  to  the  next 
question  to  be  in  the  next  line,  as  it  very  often  is  in 
such  a  case.  In  questioning  straight  through  a  poem 
the  teacher  is  unable  to  determine  whether  the 
answer  given  is  a  lucky  guess  or  the  result  of  in- 
telligence. 

(b)   Answers. 

Insist  that  the  answer  be  given  in  the  child's  own 
words,  particularly  where  any  doubt  arises,  and  re- 
quire usually  the  "prose  form,"  as  this  not  only  is 
good  practice  in  sentence  training,  but'  shows  com- 
prehension or  the  lack  of  it. 

Words  which  require  explanation  may  sometimes  be 
discussed  before  the  interpretation  is  begun,  but  in  a 
long  poem  preferably  developed  with  it,  as  a  new 
word  becomes  the  property  of  a  child  by  association 
with  old  and  familiar  forms  rather  than  as  an 
abstract  case,  and  a  word  taken  too  far  in  advance  of  a 
question  will  not  be  remembered  by  a  majority  of  the 
class. 

4. 

Devices. 

1.  DRAMATIZATION. 

Some  poems  lend  themselves  readily  to  this,  as 
"The  Sick  Dolly." 

2.  WORD  PICTURES. 

Painted  sometimes  by  the  teacher,  sometimes  by  a 
child.     The  other  children  should  keep  eyes  closed. 


( Should  not  be  so  exact  and  detailed  as  to  interfere 
with  the  child's  conception.) 

3.      RIDDLES. 

Reading  of  descriptive  words  in  a  poem  applying 
to  some  object  not  mentioned  by  the  teacher.  Child 
must  guess  the  object  to  which  the  descriptive  words 
apply.  This  makes  a  very  popular  lesson  and  leads  to 
discrimination. 

4.      TITLES. 

Forms  a  good  drill  in  the  appreciation  of  essentials. 
Give  the  poem  without  a  title  and  let  the  children 
give  appropriate  titles.  Explain  the  reasons  why 
certain  titles  are  good  and  others  are  poor,  and  in  an 
amazingly  short  time  the  children  will  be  able  to 
discriminate  between  the  good  and  the  bad  for 
themselves. 

5.      RHYTHMIC    DRILLS. 

To  develop  poetic  feeling  or  a  sense  of  rhythm. 
Let  the  rhythm  of  the  poem  be  accompanied  by  some 
rhythmical  movement  of  the  body  from  side  to  side. 
This  may  be  contrasted  by  the  same  device  applied  to 

prose. 

6.      RHYME. 

In  very  simple  poems  let  the  children  endeavor  to 
supply  the  alternate  rhyme. 

It  goes  without  saying  that  the  teacher  should  read 
the  poem  first  and  more  than  once,  endeavoring  by 
tone  painting  to  help  in  the  interpretation  of  the 
poem  for  the  child. 

At  the  close  of  the  lesson  it  is  well  to  have  the  poem 
read  with  expression  by  the  class  entire. — The 
Teacher. 


DEVICES. 
Old  newspapers,  cut  or  torn  into  shreds  and  then 
boiled  in  water  for  several  hours  and  mash«d  fine 
with  a  potato  masher  or  similar  implement  will  make 
excellent  pulp  for  modeling.  After  boiling  let  cool 
and  then  press  out  all  the  lumps  with  the  hands. 
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in  a  half  cup  of  ground  glue  for  a  few  minutes.  When 
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necesary  athesive.  The  pulp  can  be  kept  in  a  jar  or 
crock.    An  agreeable  scent  can  be  added  if  desired. 

UNIVERSITY  OF  VIRGINIA 

SUMMER  SCHOOL 

June  22nd — August  5,   1915 

Attendance  1575  from  34  States.  Preparatory,  Col- 
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year. 

Tuition  $12  for  non-Virginians.  Reduced  R.  R. 
rates.  Excursions  to  Monticello,  Washington,  Luray 
Caverns,  Old  Point  Comfort.  Write  Director  of  Sum- 
mer School  NOW,  University,  Virginia, 


The  Educational  Exchange 

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Price  $1.00. 

COMBINATION     OFFERS 

For  a  limited  time  we  offer  the 
Educational  Exchange,  the  sub- 
scription price  of  which  is  $1.00,  in 
combination  with  a  few  other  jour- 
nals for  the  convenience  of  our  sub- 
scribers, as  follows: 

Regular     With  the 

Price     Exchange 

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The  Pathfinder 1.00  1.55 

Normal    Instructor   <fc 

Primary   Plans   .    .  .      1.25  1.S0 
Kindergarten  -  Prim- 
ary Magazine 1.00  1.65 

All  Combined 4.75  3.40 

ADDRESS    N.   R.    BAKER,    PUB., 
BIRMINGHAM,  ALA. 

EXTRAORDINARY 


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H.v    JEAN    CARPENTER    ARNOLD 

"Mrs.  Arnold  has  caught  the  spirit 
of  the  Mother  Play,  interpreting 
clearly  the  meaning-  of  each  lesson 
and  elaborating-  it  as  only  an  artist 
teacher  can  who  has  a  wealth  of  cul- 
ture, deep  spiritual  insight  and  a 
gift  of  expression.  It  is  the  most 
valuable  contribution  to  kindergar- 
ten literature  in  recent  years" — 
Netta  Faris,  Principal  Cleveland 
Kindergarten    Training   School. 

Cloth,  362  pages.  Postpaid,  $1.14 

Address 

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THE  KINDERGART 

By  SUSAN  E.  BLOW 

PATTY  S,  HILL 

ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine- 
teen of  the  International  Kindergarten 
Union  should  be  carefully  studied  by 
every  kmdergartner  who  purposes  to 
keep  abreast  of  the  times.  , 

S1.2o  postpaid.    Address, 
J.  H.  Shults  Co.,  Manistee.  Mich. 


LADY  TEACHERS  CAN  EARN 

$30  TO  $60   PEE  WEEK 

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Money  has  its  place  in  our  social 
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dollars  never  fed  a  soul,  for  souls 
grow  only  as  life  has  grown  on  this 
planet — by  service  to  one's  fellow 
creatures. — William  Allen  White. 


TEACHERS  Zy^XZ 

having  them  use  the   Muscograph.     Pita  auy  right 
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Historical  Stories  in 
Dramatic  form 

16   paper   covered   booklets    10   cents 

each. 

The  Set  of  1G  Booklets  for  $1.00. 

By   Gertrude  H.  Hand. 

Intended  for  use  in  first  five 
grades.  The  children  take  the  parts 
and  act  out  the  incidents,  thus  "sen- 
sing" and  indelibly  fixing  in  the 
memory  the  great  historical  events. 
The  plan  is  in  accordance  with  the 
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1  Columbus  anil  Magellan. 

2  Francis  Drake  and  John  Smith. 

3  The  French  in  Canada  anil  Henry 

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5  Peter  Stuyvesant  in  New  Amster- 

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6  William    Penn    and    LaSalle. 

7  The   Charter      Oak      and      Patrick 

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8  George  Washington. 

9  Washington,  the  Commander,     at 

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10  The   Boston   Tea   Party   and   Paul 

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12  Daniel  Boone. 

13  John    Paul   Jones   and    George   R. 

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14  The     Swamp     Fox     and     Thomas 

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15  Daniel     Webster     and     Abraham 

Lincoln. 

16  Ulysses  Simpson  Grant. 

THE   PALMER  CO. 

120  Boylston  St.,  BOSTON,  MASS. 


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Devoted  to  the  discussion  of  the 
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SEAT  WORK 

The    Latest    and    Best    Busy    Work 

Series. 
By   Elizabeth   Merrick    Knipp,   B.    S. 
50  LANGUAGE   SHEETS 
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Size  of  sheet,   3%x5 — Colored,  Illus- 
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SPECIAL    OFFER 

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SMITH,  117  Seneca  St.,  Buffalo,  N.  Y. 


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Special  Methods  of  Instruction 

A'olume  1.       By  Felix  Arnold,  Ph.  D. 

Model  Lessons  in  Arithmetic, 
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PUBLISHED  BY 

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JUST  WHAT  YOU    ARE    LOOKING 
FOR. 

Sixty  Musical  Games  and  Rec- 
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PRIMARY  FRIDAY 
AFTERNOONS 

BY  S.  C.  PEABODY. 

A   collection   of  poems   for   use   in 
the  first  three  years  of  school  life. 

Some  point  or  moral  is   embodied 
in  each  poem.     They  have  been  tried 

in   the    classroom   and   their  useful- 
ness proved. 


A     valuable     book     for 
teachers  to  have  in  hand. 


primary 


Paper.     Price  25  cents  postpaid. 

New  England  Publishing  Co. 

6   BEACON   STREET,   BOSTON. 


Sight-Reading  Melodies 


FOR  PRIMARY  GRADES. 

By  Laura  Rountree  Smith  and  F.  F. 

Churchill,  are  intended  for  "First 

Steps"    in    Sight-Reading. 

The  book  contains  39  beautiful 
Rote  Songs,  and  250  Melodies  with 
words. 

The  underlying  principle  is  to 
eliminate  syllabic  reading  to  an  ex- 
tent and  require  children  to  sing  at 
sight. 

Each  exercise  was  written  with 
this  end  in  view. 

The  authors  have  succeeded  in 
working  out  problems  without 
sacrificing  melody,  and  the  words 
appeal  to  children. 

■With  this  combination  the  book 
should  appeal  to  every  kindergarten 
and   primary   teacher. 

CLAYTON  F.  SUMMY  CO., 

64  East  Van  Buren  Street,  Chicago. 


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you  saw  it  in  the  Kind.-Prim.  Mag. 


RATS  AND  MICE  EAT  THE  MEAT 

OUT  OF  OATS  AND  CORN  AND 

HORSES  GET  THE  HUSK 


RATS  ARE  DISEASE  CARRIERS; 
ALSO  CAUSE  FIRES.  Device  resets 
itself;  always  ready;  catches  daily. 
Made  of  galvanized  iron;  can't  get 
out  of  order;  cheese  is  used;  doing 
away  with  poisons;  12  rats  caught 
one  day  in  one  catcher;  and  over 
100  rats  caught  in  one  month.  The 
Rat  Catcher  is  22  inches  high,  10  in- 
ches diameter.  Mouse  Catcher  is  10 
inches  high  and  5  inches  diameter. 
When  rats  and  mice  pass  device  they 
die,  no  marks  left  on  them.  The 
catcher  is   always   clean. 

One  sent  any  place  in  U.  S.  upon 
receipt  of  $3.  Catcher  for  mice,  on- 
ly $1.  On  account  of  shipping  char- 
ges being  prepaid,  remittance  re- 
quested with  order.  Money  back  if 
not  satisfactory. 

H.    D.    SWARTS,   Inventor   and   Mfr. 
Box  566,  Scranton,  Pa. 


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SUMMER  SCHOOL  IN  PHYSICAL  EDUCATION 

American    College   of  Physical  Education,  Inc.      (Co- Educational) 

Including  School  for  Physical  Directors,  School  for 
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FIVE  WEEKS  JULY  1  TO  AUGUST  5 
Classes  will  be  conducted  in  all  branches  of  Phy- 
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Address,  Secretary,  Box  20,  42nd  &  Grand  Blvd.,  Chicago,  111. 


BIRD  AND  NATURE  PICTURES  stories  for  children 


BIRDS 

93 

t   0,.lil.  11    Pheasant 

95 

7  Red  Bird  of  Paradise 

96 

9  R*d-rumped  Tanager 

97 

10  Golden    Oriole 

100 

Jl  American    Blue    Jay 

101 

13   Redheaded    Woodpecker 

105 

16  American     Robin 

108 

17   American     Kingfisher 

109 

19   Red- winged     Blackbird 

111 

20   Cardinal,    or   Red   Bird 

112 

21    Bluebird 

121 

22   Barn    Swallow 

123 

23  Brown  Thra6her 

124 

25  Bobolink 

125 

26  American    Crow 

126 

27  Flicker 

128 

29  Meadow   Lark 

131 

30  Great    Horned    Owl 

132 

81  Rose-breasted    Grosbeak 

1S3 

35  American    Red    Crossbills 

134 

38  Bohemian    Waswing 

137 

39  Long-billed    Marsh    Wren 

142 

41    Screech    Owl 

144 

42  Orchard    Oriole 

148 

43   Marsh    Hawk 

167 

47  Indigo    Bird 

48  Night    Hawk 

158 

49  Wood  Thrush 

159 

50  Catbird 

162 

51   Yellow  throated  Vireo 

163 

52  American    Mockingbird 

164 

54  Ring-billed    Gull 

165 

55  Logger-head   Shrike 

167 

56  Baltimore   Oriole 

172 

57  Snowy  Owl 

180 

58  Scarlet  Tanager 

199 

61   American  Bald  Eaglo 

212 

€3'  Mallard  Duck 

214 

65  Canvas-back   Duck 

222 

66  Wood  Duck 

233 

68  American   Woodcock 

242 

76   Skylark 

261 

78  Evening  Grosbeak 

79  Turkey  Vulture 

81   Summer  Yellow    Bird 

284 

82  Hermit    Thrush 

293 

83  Song  Sparrow 

294 

84  Yellow-billed  Cuckoo 

85  Ruby-throated    Humming 

316 

Bird 

86  House   Wren 

329 

87  Phoebe 

88  Ruby-crowned  Kinglet 

336 

89  Mourning  Dove 

90  White-breastad  Nuthatch 

360 

92   Goldfinch 

427 

435 

Tree  Sparrow 

490. 

Pariric  Warbler 

499 

Carolina  Chickadee 

505 

Palm  Warbler 

508 

Grasshopper    Sparrow 

55S 

English    Robin   Redbreast 

618 

Golden    Eagle 

634 

Black    Vulture 

650 

Ostriches 

651 

Glossy    Starlings 

B52 

Golden    Pheasants 

653 

Pine    Grosbeaks    and 

Crossbills 

654 

Birds   of    Paradise  ' 

655 

Macaws 

656 

King   Penguins 

657 

Weaver  Birds 

658 

Quezals,    or  Resplendent 

Trogons 

ANIMALS 

170 

Black  Wolf 

171 

Red    Squirrel 

174 

0  ray  Rabbit 

178 

Coyote          ''                   * 

17» 

Pox    Squirrel 

182 

American    Red    Fox 

184 

Mountain     Sheep 

1KB 

Raccoon 

190 

American  Gray  Fox 

191 

Gray     Squirrel 

208 

American   Otter 

206 

Canadian  Porcupine 

«0» 

African    Lion 

211 

Flying  Squirrel 

216 

Skunk 

217 

Chimpanzee 

KIN 

Puma 

223 

Snapping  Turtle 

B34 

Northern    Hare 

238 

Common  Ground  Hog 

24H 

Kangaroo 

247 

Swift   Fox 

265 

Pointer   Dog 

286 

Chipmunk 

','.05 

Wild   Cat 

300 

Black    Squirrel 

808  Gopher 

809 

Mink 

317 

Muskrat 

333 

Opossum 

842 

Brittany — (Cows) 

■AVI 

Black  Bear 

4115 

Beaver 

421 

Buffalo                    t 

430 

Indian  Elephant 

431 

Walrus 

Beautiful  Natnral  Colors,    The  finest  made.    Size,  6x9  ins. 
Only  12c  per  dozen,  postpaid. 

Chimney    Swift- 
Yellow  bellied     Sapsucker 
Warbling  Vireo 
Wood    Pewee 
Kingbird 
Summer  Tanager 
Wild-Turkey 
European    Kingfisher 
Vermilion    Flycatcher 
Mountain    Bluebird 
English    Sparrow 
Crowned    Pigeon 
Fox   Sparrow 
Bob-white 
Passenger  Pigeon 
Short-eared  Owl 
Mountain   Partridge 
Purple    Finch 
Red-bellied    Woodpecker 
Sawwhet  Owl 
Black  Swan 
Black  Duck 

American   Sparrow  Hawk 
Scnled  Partridge 
Nightingale 
Double  Yellow-headed 

Pan-ot 
Magnolia   Warbler 
Great    Blue    Heron 
Canada    Goose 
Brown    Creeper 
Downy  Woodpecker 
Old  Squaw  Duck 
Arkansas    Kingbird 
Prairie  Hen  , 

Loon 

Red-headed  Duck 
Humming  birds 
California  Vulture 
Whippoorwill 
Tufted  Titmouse 
American  Barn  Owl 
Golden-winged     Warbler 
Mourning  Warbler 
Rooster  and    Hen 
Canary 
Lyre  Bird 
Cow  bird 
Peacock 
Ruddy  Duck 
Western  Blue  Grosbeak 
Magpie 

Ring-necked   Dove 
Raven 

Vesper  Sparrow 
Domestic  Fowls 
White-throated  Sparrow 

Send  all  orders  to  The  J.  H.  SHULTS  CO.,  Manistee,  Mich, 

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,  as  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- best,  most  lively, 
interesting  and  enterprising  publications  of  the  kind  that  I  have  had 
an  opportunity  to  examine.  Certainly  it  must  exercise  a  great  in- 
fluence 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  to  publish  your  journal  and  I  most  heartily  congratulate  you 
and  the  people  of  Virginia  for  the  lively  and  creditable  periodical 
that  you  are  able  to  give  them.  " 

From  Oregon: 

"I  have  receiver!  as  much  inspiration  and  benefit  from' reading  the 
Virginia  Journal  of  Education  as  I  have  from  reading  any  one  of 
the  numerous  ones  that  come  to  my  desk." 

From  Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest, 
and  feel  that  it  is  one  of  the  best-educational  journals  in  the  country." 

From  New  Jersey: 

"We  regard  the  Virginia  Journal  of  Education  as  among  the  most 
valuable  publications  received  at  this  office." 

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  subscription  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, 
are  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  Ed- 
ucation, and  is  an  excellent  medium  for  advertising,  as  it 
has  fully  5,000  regular  readers.  In  addition  several  hun- 
dred complimentary  copies  are  sent  throughout  the  conn- 
try  each  month. 

^Subscription  Price,  $1.00 

THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Richmond,  Va, 


The  importance  of  good  literature  for  children  can 
hardly  be  overstated.  There  is  an  unlimited  demand  from 
teachers  and  parents  for  really  good  material  of  this  kind. 
Much  is  put  forth  that  has  no  claim  other  than  thdt  its 
sale  will  benefit  the  publisher.  Those  who  control  the 
reading  of  the  young  should  see  that  the  best,  most  help- 
ful, most  interesting  stories  are  provided.  The  expense 
need  not  be  great.  The  quality  of  the  stories  must  be  ap- 
proved by  the  judgment  of  the  best  judges 

We  have  just  brought  out,  at  only  12  cents  a  copy,  ten 
books  containing  TEN  OF  THE  BEST  OF  THE  WORLD'S  FAMOUS 
STORIES.  Each  is  a  "Classic,"  approved  by  the  judgment 
of  generations  of  critical  readers. 

They  were  edited  by  the  late  MR.  WILLIAM  T.  STEAD, 
Editor  of  the  English  Review  of  Reviews. 

Each  volume  is  fully  illustrated  with  charming  line 
drawings,  a  picture  for  almost  every  page.  The  illustra- 
tions speak  to  the  child.  They  tell  the  story  pictorially, 
that  is  related  in  the  text.  The  drawings  allure  the  child 
to  draw.    They  are  simple  and  easy  to  imitate. 

The  titlesof  the  volumes  are  as  folio  Vs: 
Aladdin  and  His  Lamp,  Gulliver's  Travels  in  Lilliput, 

Pilgrim's  Progress,  Aesop's  Fables, 

Stories  from  Chaucer,  Hawthorne's  Wonder  Tales, 

The  Lady  of  the  Lake,  King  Arthur  and  His  Knights, 

Travels  of  Baron  Munchausen,  Little  Snow-White  and  other 

Grimm's  Fairy  Tales 

Attractively  bound   in   decorated    covers,    14   cents 

each,  postpaid.     For  supplementary  reading  in  the 

grades,  and  for  home  use,   these  stories   cannot  be 

surpassed. 

The  PALMER  CO.,  Publishers 

120  Boylston  Stree  ,  Boston,  Mass. 

SUMMER  SCHOOL  Of  THflOUTH 

University  of  Tennessee,  Knoxville 

Fourteenth  Session.  Largest,  best  and  cheapest  Sum- 
mer School  for  Teachers  in  the  South.  Former  fea- 
tures retained.  New  Courses  in  Library  Administra- 
tion, Home  Economics,  Manual  Arts,  Agriculture, 
Country  Life  Problems,  Latin-American  History  and 
Trade  Conditions.  Preparation  for  College.  Credit 
toward  Degrees.  Reduced  Railroad  Rates.  June  22 
to  July  30. 

FINE    MUSIC,    LECTURES,    VISATURES,    EXCUR- 
SIONS 
Write  for  Announcement. 

school  andToH 

Of  Atlanta,  Ga.,  one  of  the  live,  progressive  educational 
papers  of  the  South,  and  the  Kindergarten-Primary 
Magazine,  both  one  full  year,  for  only  $1.15. 


FRFF  T0ILET 


i  ARTICLES 


Beautiful  Women 

OF  THE  MOVING  PICTURE  WORLD 

An    instantaneous   hit   has  been    made 
among  the  leading  lady  artists  by  CROSS' 

THEATRICAL  LIQUID  MAKE-UP 

a  thick  liquid  to  cover  neck,  face,  arms  and 
hands.  Blends  evenly  and  won't  rub  off, 
givingadainty,  pearl-like  whiteness,  cov- 
ering blemishes,  red  hands  and  all  defects 
and  benefiting  while  it  beautifies.  For 
street,  house  or  theatre  use,  and  especially 
recommended  to  those  attending  dances 
or  evening  entertainments.  If  you  will 
send  us  50  cents  for  a  bottle,  we  will  mail 
you  absolutely  free  a  box  of  COLONIAL 
FACE  POWDER  (five  shades),  one  of 
the  most  exquisite  powders  ever  made, 
extraordinary  in  its  smoothness  and  al- 
most invisible  fineness.  It  gives  an  un- 
usual looking   peach-bloom  effect  to  the 

skin.  We  will  also  send  freea  jar  of  the  celebrated  "Indian  Maid  Rouge 
Paste,"  so  natural  in  blood  color  that  it  cannot  be  detected  on  face  or  lips. 
It  may  be  also  used  to  tint  the  nails.  Our  One-Minute  Hair  Remover  may 
be  had  in  place  of  liquid  if  you  desire.  This  is  the  greatest  toilet  goodsfoffer 
ever  made,  and  you  get  a  maximum  of  quality  at  a  minimum  of  cost. 

W.  N.  CROSS.  4327  Grand  Blvd.,  CHICAGO.  ILL. 


AGENCIES  FOR  KINDERGARTNERS  AND  PRIMARY  TEACHERS 

TTIIS  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  REEO  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. 


-THE 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  psovidence  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 

Recommends  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 


nciliniCTCirUCnr)    irciirv    0UR  OPPORTUNITIES  for  placing 

RELIABLE  TEACHERS  AGENCY  ^S£%£.?gs£*$~ 

accept  position. 

Lewis  Teachers3  Agency 


Trained      rimary   and  Kindergarten 
Teachers-  needed.   Good  positions.      er- 
manent  membership.     Write  to-day, 
612-613  Majestic  Building, 

Oklahoma  City,  Okla. 


41  Lyman  Block,  Musketfon,  Mich. 


INTERSTATE  Teachers'  Agency  Satins'  Educational  Exchange 


MIDLAND  SPECIALISTS  AGENCY 

Station  A.  Spokane,  Wash. 

We  will  have  openings  for  a  large  num- 
ber of  rimary  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. 


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  LAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


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- 


WESTERN  TEACHERS' AGENCY  fitFa118 


Mont'na 


We  wantKindergarten.  rimary, 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.EngleTeachers' Agency 

MINNEAPOLIS,   MINN. 

A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.     Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


PLACE  A  CARD  OF  YOUR  AGENCY 
ON  THIS  PAGE.  IT  WILL  PAY  YOU 


KINDERGARTEN   AND    PRIMARY  TEACHERS 

Always  needed  in  our  territory.    We  have    placed   over   eleven    thousand 

brainy    men     and    women    with     discriminating   employers.      If   you   are 

a   qualified   teacher,      write     us     immediately.        No      registration      fee 

necessary. 

THE      WESTERN      REFERENCE   &     BOND  ASS'N.,   692   Scarrit  Bldg., 

KANSAS  CITY,  MISSOURI.  


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,  "Mow  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. 


WOCKYMrJFACffERStAGEMCY 

EMPIRE  Bt-D'G,  DENVER,  COLO. 


(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  JSSgSSSfft 

its  influence  If  it  merely  hearsof  va- 
cancies and  tells  TU  AT  is  some- 
you  about  them  ■  """^  '  thing, 
but  if  it  is  asked  to  recommend  a^teach- 

youthal  RECOMMENDS 

is  more.    Ours  recommends. 

Tbe  School  Bulletin  Agency 

C   W,  BARDEEN,  Syracuse.  N.  Y- 


IA/P  PLACE  MANY  PRIMARY 
WE.    rLM^C  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     AN    Whereby  the  Teacher 
•     l—'"^l~    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 
elling  all  about  the  South  as  a  field  for 
rimary  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  OKLAHOMA  TEACHER'S 
AGENCY 

GEARY,   OKLAHOMA 

Only    Competent   Teachers     Enrolled. 
WRITE    US  YOUR   WANTS 


CENTRAL  TEACHERS*  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion 
Write  to-day.  E.  C.  ROGERS,  Mff. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE  KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

Normal  Cla«is<»s    boston,  mass 
normal  washes  PJEPf E building 

COPLEY  SQ. 

Prppares  for  Kindergarten,  Primary  and 
Playground  positions/Theory  and  practice 
6trong.  Special  work  under  best  educators. 
Graduates  are  holding  valuable  positions. 
Circulars. 


Kindergarten  Normal  Department 

of   the   Kate   Baldwin 

Free  Kindergarten  Associatior 
Savannah,   Georgia. 

For    Information,    addre«» 

BORTENSK    M.     ORCUTT,     Principal    of 

♦he    Training   School   and   Supervisor   of 

Kindergartens,     326    Bull     Street, 

Sarannah,    Georgia. 


Springfield   Kindergarten 

Normal  Training  School 

fwt  Year*'  Coarse.   Termi,  $100  per  year. 
Apply   to 

HATTIE  TWICHELL, 

«PRrWOFIF)I,D — I.ONMMKAHOW.    MASS 


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 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing aiid  Music,   Domestic   Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

MRS.  ELIZA  A.  MAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 

SCHOOL 


TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT?  p  .      .       | 
SUSAN  C.  BAKER  i  Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Miss  Hart's 


TRAINING  SCHOOL 

For  Kind ergar  titers 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1911. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge,  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland.  Ohio 

Founded  in  1894. 

Regular  course  of  three  years  prepares 
for" Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montesson  methods 
with  observation  in  Montessori  School. 
Address, 

MISS   NETTA  FARRIS,   Principal 


Law  froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central   Park    Went   anil   rt.S.l   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    me' hods 
for  Kindergarten  teachers,  leading  to  a 
Kindergarten-Primary  diploma 
For  particulars  address 

CATHERINE    J.    TRACY 

Principal 


WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupila 


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. 


Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

IOO  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  inthe  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FTTTS,  Director 

Fall  term  opens  Sept    23,  1914 


KINDERGARTEN  FURNITURE 

AND   SUPPLIES 

Construction  Materials  of  all  Kinds,  also  Montessori  Goods 

THOMAS  CHARLES  COMPANY 


North-Western  Agents  of  Milton  Bradley  Co. 


207  North  Michigan  Ave.,  Chicago. 


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  recitations — 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  Childrens'  Home  Society  of  Ohio 

One  of  a  Federation  of  29  State  Societies 

We  invite  applications  from 
suitable  private  families  for 
children  of  both  sexes  and  all 
ages,  but  especially  boys  from 
one  month  to  ten  years  old. 

For  literature,  blanks,  etc., 
call  or  address, 

Dr.  F.  H.  DARBY, 

State  Superintendent 


Help  a  Child 
Find  a  Home 


Both  plionrs     Columbus.,  O. 
34  '♦-Vest  First  Avenue 


THE  SCHOOL  CENTURY 

Of  OAK  PARK,  III.,  a  most  helpful  educa-  rt>  1    M 

tional  monthly,  pi . 25  pel  annum,  and  the  Kin-  \  I     nil 

pergarten-Primary  Magazine,  both  one  year,  pre-  <P  I  •  V  V 

daid  anywhere  in  United  States  and  possessions  ,^____ 


American  Primary  Teacher 


Edited  by  A.  E.  WINSHIP 

Published  Monthly  Except  July  and  A'ltfust 

An  up-to-date,  wide  awake  paper  for  the  grades.  Illustrated 
articles  on  Industrial  Geography.  New  Work  in  the  Grades, 
Drawing,  Fables  In  Silhouette  and  other  school  room  work. 

Send  for  specimen  copy. 

Subscription,  $1.00  a  Year 

NEW    ENGLAND  PUBLISHING  CO. 

6  BEACON  STREET,  BOSTON 


AMERICAN  EDUCATION 

Of  Albany,  one  of  New  York's  leading  educa- 
tional papers,  $1.00  per  annum,  and  the  Kinder- 
garten-Primary Magazine,  both  one  year,  post- 
age prepaid  in  United  States  and  possessions 


$11 


KINDERGARTEN  MATERIAL 


Send  for  our  Price  List 


AMERICAN  KINDERGARTEN  SUPPLY  HOUSE 

276-278-280  River  Street,  Manistee,  Mich. 


1 

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"Court  of  the  Universe." 


THE  PANAMA-PACIFIC  EXPOSITION 


SAN  FRANCISCO,  CALIF. 


BIRD  AND  NATURE  PICTURES  stories  for  children 


Beautiful  Natnral  Colors,    The  finest  made.    Size,  Iix9  ins. 
Only  12c  per  dozen,  postpaid, 


BIRDS 

93 

Chimney    Swift 

435 

Tree  Sparrow 

Golden     Pheasant 

95 

Yellow  bellied     Sapsucker 

492 

Paririe  Warbler 

Bed   Bird   of  Paradise 

96 

Warbling  Vireo 

499 

Carolina  Chickadee 

Red mmped  Tanager 

97 

Wood    Pewec 

505 

Palm  Warbler 

Golden    Oriole 

100 

Kingbird 

508 

Grnsshopper    Sparrow 

American    Blue    Jav 

101 

Summer  Tanager 

553 

English   Robin    Redbreast 

Redheaded    Woodpecker 

105 

Wild-Turkey 

618 

Golden    Eagle 

American     Robin 

108 

European    Kingfisher 

634 

Black    Vulture 

American     Kingfisher 

109 

Vermilion    Flycatcher 

650 

Ostriches 

Red  winged     Blackbird 

111 

Mountain   Bluebird 

651 

Glossy    Starlings 

Cardinal,    or   Red   Bird 

112 

English    Sparrow 

652 

Golden    Pheasants 

Bluebird 

121 

Crowned    Pigeon 

653 

Pine   Grosbeaks   and 

Barn    Swallow 

123 

Fox    Sparrow 

Crossbills 

Brown  Thrasher 

124 

Bob-white 

354 

Birds  of    Paradise 

Bobolink 

125 

655 

Macaws 

American    Crow 

126 

Short-eared  Owl 

656 

King  Penguins 

Flicker 

128 

Mountain   Partridge 

657 

Weaver  Birds 

Meadow   Lark 

131 

Purple    Finch 

658 

Quezals.   or  Resplendent 

Great    Horned    Owl 

132 

Red-bellied    Woodpecker 

Rose-breasted    Grosbeak 

133 

Sawwhet  Owl 

ANIMALS 

American    Red    Crossbills 

134 

Black  Swan 

Bohemian    Waxwing 

137 

Black  Duck 

170 

Black  Wolf 

Long-billed    Marsh    Wren 

142 

American   Sparrow  Hawk 

171 

Red    Squirrel 

Screech    Owl 

144 

Scaled  Partridge 

174 

Gray  Rabbit 

Orchard    Oriole 

148 

Nightingale 

178 

Coyote 

Marsh    Hawk 

157 

Double  Yellow-headed 

179 

Fox    Squirrel 

Indigo    Bird 

Parrot 

182 

American    Red    Vox 

Night    Hawk 

158 

Magnolia   Warbler 

184 

Mountain     Sheep 

Wood  Thrush 

159 

Great    Blue    Heron 

180 

Raccoon 

Catbird 

162 

Canada    Goose 

190 

American  Gray  Fox 

Yellow  throated  Vireo 

163 

Brown    Creeper 

191 

Gray    Squirrel 

American    Mockingbird 

164 

Downy   Woodpecker 

203 

American   Otter 

Ring-billed    Gull 

165 

Old   Squaw  Duck 

206 

Canadian  Porcupine 

Logger  head   Shrike 

167 

Arkansas    Kingbird 

209 

African    Lion 

Baltimore   Oriole 

172 

Prairie  Hen 

211 

Flying   Squirrel 

Snowy  Owl 

180 

Loon 

216 

Skunk 

Scarlet  Tanager 

199 

Red-headed  Duck 

217 

Chimpanzee 

American    Bald   Eagle 

212 

Humming  birds 

218 

Puma 

Mallard  Duck 

214 

California  Vulture 

223 

Snapping  Turtle 

Canvas-back  Duck 

222 

Whippoorwill 

234 

Northern    Hare 

Wood  Duck 

233 

Tufted  Titmouse 

238 

Common  Ground  Hog 

242 

American  Barn  Owl 

243 

Kangaroo 

Skylark 

261 

Golden-winged     Warbler 

247 

Swift   Fox 

262 

Mourning  Warbler 

265 

Pointer    Dog 

Turkey  Vulture 

276 

Rooster    and    Hen 

286 

Chipmunk 

Summer   Yellow   Bird 

284 

Canary 

295 

Wild   Cat 

Hermit    Thrush 

293 

Lyre  Bird 

300 

Black    Squirrel 

Song    Sparrow 

294 

Cowbird 

808 

Gopher 

Yellow-billed  Cuckoo 

313 

Peacock 

309 

Ruby-throated    Humming 

316 

Ruddy  Duck 

317 

Muskrat 

Bird 

327 

Western  Blue  Grosbeak 

833 

Opossum 

House    Wren 

323 

342 

Brittany — (Cows') 

Phoebe 

332 

Ring-necked   Dove 

397 

Black  Bear 

Ruby-crowned  Kinglet 

336 

Raven 

405 

Beaver 

Mourning  Dove 

349 

Vesper  Sparrow 

421 

Buffalo 

White-breasted   Nuthatch 

300 

Domestic   Fowls 

430 

Indian  Elephant 

Goldfinch 

421 

White-throated    Sparrow 

431 

Walrus 

Send  all  orders  to  The  J.  H.  SHULTS  CO.,  Manistee,  Mich. 

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,  as  well  as  others  engaged  in  educational  work. 

What  Some  Well-known  Educators  Say  About  This  Journal: 

From   California; 

"I  appreciate  very  much  the  coining  of  the  Virginia  Journal  of 
Education  to  our  magazine  table.  It  is  one  of  the  best,  most  lively, 
interesting  and  enterprising  publications  of  the  kind  that  I  have  had 
an  opportunity  to  examine.  Certainly  it  must  exercise  a  great  in- 
fluence 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  vour  country  schools.  We  have  been 
trying  to  work  in  that  direction,  too,  in  this  State.  I  hope  you  may 
long  live  to  publish  your  journal  and  I  most  heartily  congratulate  you 
and  the  people  of  Virginia  for  the  lively  and  creditable  periodical 
that  you  are  able  to  give  them.  " 

From  Oregon: 

"I  have  received  as  much  inspiration  and  benefit  from"  reading  the 
Virginia  Journal  of  Education  as  I  have  from  reading  any  one  of 
the  numerous  ones  that  come  to  my  desk." 

From   Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest, 
and  feel  that  it  is  one  of  the  best  educational  journals  in  the  country." 

From  New  Jersey: 

"We  regard  the  Virginia  Journal  of  Education  as  among  the  most 
valuable  publications  received  at  this  office." 

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  subscription  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, 
are  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  Ed- 
ucation, and  is  an  excellent  medium  for  advertising,  as  it 
lias  fully  5,000  regular  readers.  In  addition  several  hun- 
dred complimentary  copies  are  sent  throughout  the  conn- 
try  each  month. 

Subscription  Price,  $1.00 
THE  VIRGINIA  JOURNAL  OF  EDUCATION 
Richmond,  Va. 


The  importance  of  good  literature  for  children  can 
hardly  be  overstated.  There  is  an  unlimited  demand  from 
teachers  and  parents  for  reallv  good  material  of  this  kind. 
Much  is  put  forth  that  has  no  claim  other  than  that  its 
sale  will  benefit  the  publisher.  Those  who  control  the 
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ful, most  interesting  stories  are  provided.  The  expense 
need  not  be  great.  The  quality  of  the  stories  must  be  ap- 
proved by  the  judgment  of  the  best  judges 

We  have  just  brought  out.  at  onlv  12  cents  a  cpv,  ten 
books  containing  TEN  OF  THE  BEST  OF  THE  WORLD'S  FAMOUS 
STORIES  Each  is  a  "Classic."  approved  by  the  judgment 
of  generation <  of  critical  readers. 

Thev  were  edited  by  the  late  MR.  WILLIAM  T.  STEAD 
Editor  of  the  English  Review  of  Reviews. 

Each  volume  is  fully  illustrated  with  charming  line 
drawings,  a  picture  for  almost  every  paye.  The  illustra- 
tions speak  to  the  child.  They  tell  the  story  pictorially, 
that  is  related  in  the  text.  The  drawings  allure  the  child 
to  draw.    They  are  simple  and  easy  to  imitate. 

The  titles  of  the  volumes  are  as  folio  *-s: 
Aladdin  and  His  Lamp,  Gulliver's  Travels  in  Lilliput, 

Pilgrim's  Progress,  Aesop's  Fables, 

Stories  from  Chaucer,  Hawthorne's  Wonder  Tales, 

The  Lady  of  the  Lake,  King  Arthur  and  His  Knights, 

Travels  of  Baron  Munchausen,  Little  Snow-White  and  other 

Grimm's  Fairy  Tales 

Attractively  bound   in   decorated    covers,    14   cents 

each,  postpaid.      For  supplementary  reading  in  the 

grades,  and  for  home  use,   these  stories  cannot  be 

surpassed. 

The  PALMER  CO.,  Publishers 

120  Bjylston  Street,    B   ston.  Mass. 


THE  SCHOOL  BULLETIN 

Of  SYRACUSE,  the  old  esfablished  State  edu-  j>  j    M 

cational  paper  of  Ne  v  York,  and  the  Kindergar-  \  I    nil 

ten-Primary  Magazine,  both  one  year,  pos:age  (jj  I  » vv 

paid  anywhere  in  United  States  and  possessions  ^^lam^m^ 

SCHOOL  AND  HOME 

Of  Atlanta,  Ga.,  one  of  the  live,  progressive  educational 
papers  of  the  youth,  and  the  Kindergarten-Primary 
Magazine,  both  one  full  year,  for  only  $1.15. 

EDUCATIONAL  FOUNDATIONS 

$1.80 


Of  NEW  YORK,  an  educational  publication  of 
great  merit  ($1.25  per  annum)  and  the  Kinder- 
garten-Primary   Magazine,    both    one   year, 
postage  paid  in  United  States  and  possessions, 


10  EDUCATIONAL  MONTHLY 

Of  COLUMBUS,  one~of  the  best  state  educa-  rf>  |    />A 

tional  journals  in  Ohio,  and  the  Kindergarten-  \l    l||J 

Primary  Magazine,  both  one  year,  postage  paid  <p  |  t "" 

anywhere  in  United  States  or  possessions,  only  _ ^^^_ 


■THE  = 


MISSOURI  SCHOOL  JOURNAL 

Of  JEFFERSON  CITY,  Mo.,  one  of  the  best  tf>|    M 

State  educational   papers  in  the    West,    and   the  \|    nil 

Kindergarten-Primary  Magazine,  both  one  year,  <JJl»  VV 

postage  paid  in  United  States  and  possessions,  mmm — mmm 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


g:SE?K3£,c  fiEHTRllDE  BOUSE, 

54  Scott  St.,  CHICAGO. 


•■%%■< 


Diplomas  printed  for  Relulir  Kindergarten  Coar>«  (two  y#e»), 
■nd  Post  Graduate  Course  (one  year).     Special  Certificate*  tor    £ 
Homt-imklni  Course,  non-professional  (on*  year).  A 

Credit  in  connection  with  the  above  awarded  by  the  University  e-f 

Chicatfe. 
Mrs.  Mary  Boonaer  F«g>» 
Directors!         Mra.  Ethel  Roe  Liadfraa* 
Miaa  Carolina  C.  Croalea, 
For  circulars  apply  to  Chicago  Kindergarten  Institute,  M  Scott  St, 


NATIONAL 

KINDERGARTEN 

COLLEGE 

ELIZABETH  HARRISON,  President. 

SUMMER  SCHOOLJune  1 4  to  Aug.  6 

Kindergarten  and  Primary  Methods. 
Playground  Work.  Model  Demon- 
stration Schools.  Credits  Applied 
•n  Regular  Courses.  Resident 
Dormitory   on    College    Grounds. 

Come  to  a  school  where  Instruc- 
tion received  will  have  practical 
value  In  your  fall  work. 

For   full    information   address 

Box  600,  2844  Michigan  Boulevard, 

CHICAGO,  ILLINOIS. 

KINDERGARTEN 


COLLEGIATE    INSTITUTE 

Organized    in    1881    as    Chicago 
Free    Kindergarten    Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMORE,  Registrar. 

Room  706,   410  S.   Michigan  Avenue, 

CHICAGO 


=PESTALOZZI-rROCBEL= 


KINDERGARTEN  TRAINING  SCHOOL 

616-622  So.  Mich.  Boul.  Chicago 
(New  Location  Ovelooking  Lake  Michigan.) 
DIPLOMA  COURSE  2  YEARS 
Post-Graduate,  Primary  and  Play- 
ground Workers  courses.  Special 
courses  by  University  Professors.  In- 
cludes opportunity  to  become  familiar 
with   Social  Settlement  Movement  at 

Chicago  Commons. 

For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt. 

Box  51.61 6-622  South  Michigan 

Boulevard,  Chicago.  III. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 
Richmond,  V» 

Vlrrlnla  Mechanics'  Institute  BuHdlac, 
Richmond,  Viraiala. 
Two  years*  training-  In  Theory  and 
Practice  of  FroebeUaa  Ideal*.  Pect- 
Gradnate  Coarse,  also  Special  Classes  ter 
Primary  Teachers. 

LUCT   S.   COLEMAN.   Director. 
MRS.  W.  W.  ARCHER,  See.  and  Trees. 


Grand  Rapids  Kindergarten 
Training  School 


Certificate 

Diploma 

and 

Normal 

Courses 

New 
Quarters 

No.  508 
Foun- 
tain St. 


CLARA  WHEELER.  Principal 


EVERY  K1NDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can  add    to   her   usefulness 

and  income. 

For  particulars  write  te 

MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


MISS  HARRIET  NIEL 

Successor  to  Miaa  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 

qnd  Special  Courses. 
19  Marlborough  st.  Boston.  Mass. 


SUMMER  SCHOOL 

NEW   YORK      UNITERSITT,      UNI- 
VERSITY HEIGHTS,  New  York  City 

JULY  5  TO  AUG.  13,  1915 

DR.  JAMES  E.  LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered  t  Kindergarten- 
Primary  Supervisions  Mother-Play t 
Program  Making  and  Method; 
Stories;  Songs;  Games;  Gifts. 

For    information    address 
MISS  HARRIETTS  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New  York  University,   .Washington 

Square,  New  York  City. 

THE  HARRIETT!?  MELISSA  MILL 
KINDERGARTEN  TRAINM  SCHOOLS 

In  Affiliation  with  New  York  University 

Two   years  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 
Tor  inf  ormatloa  adores* 

MISS  HARRIETTS  M.MILLS,  rttnataal 

New  York  University 
Washington  Square,  New  York  City. 

Jenny  B.  Merrill,  Pd.D. 

Ex-supervisor  New  York  Kinder- 
gartens, and  special  lecturer  on  edu- 
cational topics,  can  be  secured  for  a 
limited  number  of  addresses  to  tea- 
chers or  mothers,  at  points  not  too 
remote  from  New  York  City.  Her 
subjects  are  the  following: 

"What  is  meant  by  a  Problem  Pro- 
gram in  the  Kindergarten." 

"A  Study  of  Children's  Drawings." 

"Primitive  Knowledge,  or  the  A 
B    C    of  things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods  for  Day  Nurseries." 
Address 
500  Manhattan  Ave.,  NEW  YORK. 


The  Montessori  Method  in  Rome  i     1874-Kindertfarten  Normal  Institutions— 1914 


It  you  are  Interested  In  my  Investigation 
and  study  ot  the  MONTESSORI  METHOD 
IN  ROME,  and  my  practical  adaptation  of 
the  Method  to  the  American  School  for  little 
children  1  will  be  glad  to  send  Illustrated  pam- 
phlet on  request.      Mra.  J    8cott   Andenon, 
ulrectreaa.  Torreadale  Home.    Training  course 
begins  October  tst. 
American  MonUnori  teacher-Training  School 
lorrcBdale.  Philadelphia.  Pa 


1816  Columbia  Road,  N.  W.       WASHINGTON,  D.  C. 
The  titixinthif  of  the  future  depend)  on  the  children  of  today. 

Susan  Pleesnsr  Pollook,  Prinolpal 

Tsachers*  Training-  Course — Two  Years 
Summer  Training  Classes  at  Mt.  Chatauqua-Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 

UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION  AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

Nnrmfll  Clnqqpq    boston,  mass 
jMormai  masses  PIEK( E building 

COPLEY  SQ. 

Prepares  for  Kindergarten,  Primary  and 
Playground  positions.  Theory  and  practice 
Btrong.  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 

HORTBJN8E    M.    ORCUTT,     Principal    of 

*he   Training   School    and    Supervisor   of 

Kindergartens,     826    Bull     Street, 

SaTannah,    Georgia, 


Springfield   Kindergarten 

Normal  Training  School 

fw»  Ywtn'  Conn*.   Terms,  $100  per  ye»r, 
Apply   to 

HATTIE  TWICHELL, 

stPRrNGFIHI.D — LONGHEADOW.   MASS. 


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 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,  Domestic  Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

MRS.  ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 

SARA  K.  LIPPINCOTT^  p .,„._  „,„ 
SUSAN  C.  BAKER  ^Principals 


2108  Conn.  Ave 


Washington,  D.  C. 


Mice  Harfc  TRAINING  SCHOOL 

\u\jj  IIQIl  3   ForKindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1914. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines.  Rutledge.  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS  NETTA  FARRIS,   Principal 


Ethical  Culture  School 

Central  Park   West  anrl  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 

CATHERINE    J.    TRACY 

Principal 

WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

Connecticut  froebel  Normal 

Kindergarten  Primary  Training  School 
Academic,  kindergarten,  primarv 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. 

Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Law  Froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten ,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Mate  rial  s  . 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  inthe  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


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 

Recommends  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 


-THE 


NORTHWEST0N  TEACHERS'  AGENCY 

310-311  PROVIDENCE  BUTXDING 
DULUTH.  MINN. 


RELIABLE  TEACHERS'  AGENCY 

Trained      rimary  and  Kindergarten 
Teachers  needed.  Good  positions,      er- 
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    rimary  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  18  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS' AGENCY 

Which  proves  conclusively  its 

standing:.  Try  them.  Address, 

Steinway  Hall,  Chicago;    Lincoln.  Neb. 

. Spokane.  Wash. 


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  LAN. 
W.  H.  JONES,  Manager  and  Proprietor. 


WESTERN  TEACHERS'  AGENCY  §£?£ 

We  wantKindergarten,  rimary, 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  J-D^ngleTeachcrs'  Agency 

MINNEAPOLIS,  MINN. 

A  Placing  Agency  for  Teachers.  Estab- 
lished 20  years.    Register  for  Western 
Kindergarten-Primary  positions.  Send 
for  circular 


PLACE  A  CARD  OF  YOUR  AGENCY 
ON  THIS  PAGE.  IT  WILL  PAY  YOU 


KINDERGARTEN   AND    PRIMARY  TEACHERS 

Always  needed  in  our  territory.    We  have   placed   over   eleven   thousand 

brainy    men    and    women    with    discriminating'   employers.      If   you   are 

a   qualified   teacher,     write     us     immediately.         No      registration      fee 

necessary. 

THE     WESTERN     REFERENCE  &     BOND  ASS'N.,  692  Scarrit  Bldg., 

KANSAS  CITY,  MISSOURI. _____ 

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. 


€ Rocxr Mr  Teachers Agejvcy 

E/vrf=>iftE  BJLD'G,  DE/\r\fEf9,  COL  6. '■  §:&:•£ 


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. 


QUR  OPPORTUNITIES  for  placing 
Kindergarten  and  Primary  Teachers 
exceed  our  supply.     No  charge  until  you 
accept  position. 

Lewis  Teachers'  Agency 

41  Lyman  Block,  Muskejon,  Mich. 


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  £3835?/" 

its  influence  If  it  merely  hearsof  va- 
cancies and  tells  THAT  is  some- 
yon  about  them  '  I"^  I  thing, 
but  if  it  is  asked  to  recommend  a'teach- 

you  thai  RECOMMENDS 

is  more.    Ours  recommends. 

The  School  Bulletin  Agency 

C  W.  BARDEEN.  Syracuse. N.  Y- 


WE    PLACE 


MANY    PRIMARY 
Teachers  each 
year.  Some  Kindergartners.  No  charge 
until  teacher  is  located  by  us.  Send  for 
registration  blank.    A.H.Campbell, 

American  Teachers*  Ag-enoy 

Myrick  Building,  Springfield,  MASS. 


API    AN    Whereby  the  Teacher 
'     ■"■#•*» l^    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 
elling  all  about  the  South  as  a  field  for 
rimary  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-enoy, 

Nashville,  Tenn. 


THE  OKLAHOMA  TEACHER'S 
AGENCY 

GEARY,   OKLAHOMA 

Only    Competent   Teaohers    Enrolled. 
WRITE   US  YOUR   WANTS 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion 
Write  to-day.  J6.  C.  ROGERS.  M«r. 


SECTION  OF  COURT  OF  PALMS— SHOWING  THE  ITALIAN  TOWER 
Panama-Pacific  Exposition,  San  Francisco,  Calif, 


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. 


APRIL,  1915. 


VOL.  XXVII— No.  8 


INDEX  TO  CONTENTS 

Aphoristic  Mile-Posts  on  the 
Road  of  the  "New  Edu- 
caution" Dr.  W.  N.  Hailmann 

General  Suggestions  for  April 
Program Dr.  Jenny  B.  Merrill 

General  Suggestions  for  the 
Month  of  April  Program  Dr.  Jenny  B.  Merrill 

A  Child  Study Dr.  Jenny  B.  Merrill 


Page 

242 

243 

247 

248 

The  Birds  of  New  York 248 

Report  of  Lecture  Before  the  N. 

Y.  P.  S.  K.  A Mabel  Rogers     248 

Study  of  a  Picture Mary  E.  Cotting     249 

The  Cuckoo — Mother  Play  Picture 250 

The   Relation   of   Psychology   to 

Present  Day  Problems 251 

Mother  Play — The   Cuckoo Bertha   Johnston  251 

Panama  Pacific  Exposition 252 

Straight  Line  Cutting Carrie  L.  Wagner  253 

April  Spelling  Booklet 253 

Ten  Sanitary  Commandments  for 
Rural  Schools Dr.  Thomas  D.  Wood     253 

Portrait  of  Froebel 254-255 

Little    Plays    and    Little    Pieces 
for  Little  People 256 

The  Committee  of  the  Whole  .  .Bertha  Johnston    258 

Additional    Mother-Play   Sugges- 
tions   Bertha  Johnston  259 

The  Teachers'  Prayer Alice  A.  Clark  259 

The  Little  Gardner— Illustration. .  .E.  W.  Eddis  260 

The  Present Susan  Plessner  Pollock  261 

The  Yellow  Marigold     and     the 

Leopard  Spots,  Fannie  Louise  Burgheim  261 

The  Cobfire  Stories Bertha  C.  Pitman  262 

The  Leader  Sheep Mary  E.  Cotting  262 

An  Ideal  Country  School 263 

Hints      and      Suggestions      for 

Rural  Teachers Grace  Dow  264 

Spring  Days Olive  Wills  265 

Picture  Language  Story  for  April   266 

Individual  Tests  in  the  Kindergarten 268 


EDITORIAL  NOTES 

"Heroism  is  simple,  and  yet  is  rare, 
who  does  the  best  he  can  is  a  hero." 


Every  one 


A  large  picture  of  Froebel  suitable  for  wall  decor- 
ation is  presented  in  this  issue  which  we  trust  will 
assist  in  celebrating  Proebel's  birthday,  April  21st. 


We  are  tired  of  paying  the  social  bills  for  those 
booze  venders;  we  want  better  conditions  in  this 
country,  and  we  are  going  to  carry  the  thing  through. 
— Colliers. 


In  our  March  number  we  published  an  appeal  for 
funds  for  the  purpose  of  conducting  a  model  kinder- 
garten at  the  Panama  Pacific  Exposition.  We  have 
just  learned  that  this  matter  is  in  abeyance  and  that 
contributions  are  not  desired  at  this  time. 


Humanity  is  everything.  Governments  are  noth- 
ing, except  as  they  contribute  to  the  welfare  of  man- 
kind. A  patriotism  that  finds  expression  only  in 
hatred  of  another  land  is  a  menace  and  not  a  protec- 
tion to  humanity. 


On  the  inside  of  the  front  cover  of  this  magazine 
will  be  found  an  advertisement  of  colored  bird  pic- 
tures in  which  the  price  is  given  at  12c  per  dozen 
through  a  typographical  error.  The  price  should  be 
20c  per  dozen. 


An  earnest  effort  is  being  made  at  Gary,  Indiana, 
to  solve  the  question  of  religious  instruction  for 
children,  and  during  certain  hours  of  the  day  known 
as  "auditorium  hours"  children,  whose  parents  have 
requested  instruction,  leave  the  school  and  go  to  some 
church  or  neighborhood  house  for  religious  teaching 
by  some  person  employed  by  the  denomination  with 
which  the  parent  or  child  is  affiliated.  A  group  of 
the  Protestant  churches  is  working  together  in  this 
matter.  Church  teachers  are  in  several  instances  em- 
ployed by  the  general  missionary  bodies,  which 
organizations  are  deeply  interested  in  the  experiment. 
These  lessons  are  expected  to  take  up  one  of  two  of 
the  auditorium  periods  each  week.  The  priests  of  the 
Catholic  churches  also  instruct  large  classes  under 
this  plan,  ..,_,.   ,   , 


242 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


APHORISTIC  MILE-POSTS  ON  THE 
ROAD  OP  THE  "NEW  EDUCATION" 


Dr.  W.  N.  Hailjiann 
I 
Not  articles  of  a  creed,  but  tentative  statements  of 
near  truths  found  on  the  ascending  road  of  the  new 
education  to  ever  widening  outlook  and  clearing 
views.  Creeds  are  full  of  danger.  Exposed  to  the 
delusion  of  finality,  they  are  prone  to  gather  their 
followers  in  stationary  camps,  hostile  to  further  ad- 
vance. But  near  truths,  humbly  held  with  open  mind 
and  eager  heart,  will  secure  progress  unending. 

Education,  in  its  transitive  sense,  is  the  conscious, 
more  or  less  deliberate  guidance  of  man  in  his  growth 
and  development. 

Physically,    man    is    distinguished    among   animals 
chiefly  by  his  erect  posture,  the  structure  of  his  foot, 
the  liberation  of  his  arms,  the  structure  of  the  hand, 
the  expansion  of  chest  and  lungs,  the  development  ofi 
the  vocal  organs  and  of  the  brain. 

In  psychic  life,  he  excels  in  every  sense  thereof; 
in  the  refinement  of  the  instinct,  in  the  scope  and 
depth  of  intelligence,  of  esthetic  appreciation,  of 
ethical  sensibility  and  of  reason. 

To  language  he  owes  marvelously  extended  ability 
in  forming  concepts,  in  social  intro-ordination,  the 
clear  vision  of  past  and  future  and,  thereby  of  Hu- 
manity— "the  Man  writ  large" — as  a  progressively 
developing  entity. 

Intelligence  and  reason  place  instinct  and  habit 
within  his  control.  They  have  taught  his  hands  to 
fashion  tools  and  utensils  for  the  forceful  control 
of  his  environment  in  the  service  of  his  needs.  They 
have  brought  him  priceless  gifts  of  art  and  science, 
of  hope  and  aspiration. 

With  other  living  beings  he  shares  self-activity  as 
the  master  principle  of  unfolding  life.  But  he  alone 
has  learned  to  control  this  in  purposes  and  means. 
In  him  alone  it  reached  the  high  level  of  purposeful 
self-expression  and  deliberate  self-realization,  pro- 
gressive self-improvement— individual  and  social. 

Children  are  neither  "mere  animals"  nor  "mere 
savages,"  but  distinctly  human.  They  are  essentially 
what  they  are  meant  to  become  in  the  light  of  the 
civilization  into  which  they  are  born,  striving  ever 
upward  out  of  shadowy  animal  and  savage  heredities 
from  which  victorious  humanity  has  sprung. 

Their  characteristics  are  helplessness  and  depend- 
ence, docility  and  vigor  of  growth,  trust  in  their  el- 
ders— the  germ  of  faith,  hope  and  charity. 

In  the  child  the  possibilities  of  humanity  are  re- 
born in  pristine  vigor.  It  represents  the  supremacy 
of  spirit  over  matter,  of  tendency  over  hindrance,  the 
re-iteration  of  the  prophecy  of  ultimate  victory  of 
all  things  higher. 

The  proximate  aims  of  education  are  to  make  the 


human  being  within  himself  strong  and  self-reliant; 
in  his  experience  intelligent  and  thoro;  in  his  work 
cheerful  and  earnest;  in  his  attitude  towards  others 
sympathetic  and  helpful;  in  short,  to  lead  him  to  be- 
neficent individual  and  social  efficiency. 

The  ultimate  aim  of  education  is  to  liberate  man 
from  the  blind  forces  of  heredity,  to  give  him  con- 
scious control  of  his  powers  and  of  environment,  to 
place  him  in  possession  of  the  achievements  and 
ideals  of  humanity,  and  to  lead  him  to  an  adequate 
realization  of  his  responsibility  with  reference  to 
the  progressive  achievement  of  these  ideals. 

True,  full  education  places  man  into  conscious  pos- 
session of  his  destiny  and  of  the  means  for  its  ful- 
fillment. It  delivers  him  from  caprice  and  license, 
and  enables  him  to  become  a  free  wielder  of  the  re- 
cognized laws  and  forces  of  life,  a  consciously  self- 
active  factor  in  the  further  evolution  of  the  human- 
ity his  life  touches. 

The  "new  education"  is  the  education  demanded 
by  the  new  democracy,  which  recognizes  as  the  one 
essential  in  each  human  being  his  humanity,  de- 
mands of  each  beneficent  individual  and  social  effi- 
ciency, and  concedes  to  each  equal  claim  to  intel- 
lectual, esthetic  and  ethical  development. 

Under  its  ideal,  traditional  attention  to  informa- 
tion and  behavior  must  be  vitalized  by  creative  self- 
expression  and  the  rule  of  inner  principle.  Mere, 
quantitive  standards  must  yield  a  place  to  qualita- 
tive excellence;  verbal  memory  must  be  taught  to 
serve  imaginative  reason;  hostile  competition  must 
give  way  to  benevolent  co-ordination;  nagging 
criticism  must  make  room  for  the  urgings  of  en- 
couragement; courtesy,  consideration,  joy  must  gain 
admission,  and  the  wretchedness  of  fear  and  hatred 
must  go. 

In  the  mutual  attitude  between  teacher  and  pupil, 
the  teacher  appears  successively  as  guardian,  guide, 
examplar,  leader,  friend,  companion;  and  the  pupil, 
respectively,  as  implicitly  obedient,  intelligently  fol- 
lowing, reverently  imitating,  loyally  co-operating, 
sympathetically  appreciative,  in  devoted  co-operation 
with  reference  to  common  ends. 

The  teacher,  indeed,  needs  to  be  well  founded  in 
the  science  of  his  craft;  but  of  deeper  value  to  him 
is  his  art.  With  reference  to  this,  science  is  but  a 
tool.  It  reveals — and  this  is  much — the  nature  of 
his  material  and  the  course  to  follow,  but  it  cannot 
in  itself  urge  him  on  or  fashion  his  work  into  ideal 
perfection.  Not  what  he  knows  is  of  final  value,  but 
what  he  loves  and  does  lovingly  leads  his  children  to 
love  and  do,  being  to  them  in  weakness  a  strength,  in 
doubt  a  light,  in  all  things  worthy  an  exemplar. 


There  is  something  nobly  simple  and  pure  in  a  taste 
for  the  cultivation  of  forest  trees.  It  argues,  I  think, 
as  a  sweet  and  generous  nature  to  have  this  strong  rel- 
ish for  the  beauties  of  vegetation,  and  this  friendship 
for  the  hardy  and  generous  sons  of  the  forest.  He 
who  plants  an  oak  looks  forward  to  future  ages,  and 
plants  for  posterity.  Nothing  can  be  less  selfish 
than  this. — Washington  Irving. 


GENERAL  SUGGESTIONS  FOR  APRIL  PROGRAM 


By  JENNY  B.  MERRILL,  Pd.  D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


FIRST  WEEK. 

Topic,  Easter. 

Find  the  simplest  Easter  song  in  your  song  books. 
Sing  it  to  the  children.  Ask  them  what  it  is  about. 
Perhaps  it  will  be  about  flowers,  perhaps  about  birds 
or  butterflies. 

"The  little  flowers  came  thru  the  ground 

At  Easter  time,  at  Easter  time." 
Or 
"All  the  birds  have  come  again, 

Come  again  to  greet  us." 
Or 
"Waken  sleeping  butterflies 

Burst  your  narrow  prison." 

It  is  better  that  the  song  shall  be  your  choice  rather 
than  mine;  it  must  depend  upon  the  song  books  at 
your  command,  unless,  indeed,  some  happy  song  of 
your  own  childhood  comes  floating  back  to  you. 

Teach  a  few  lines  each  day  of  the  week  and  illus- 
trate them  with  pictures  and  drawings  on  the  black- 
board, and  watch  for  the  children's  remarks,  and 
use  these  to  lead  on. 

As  I  have  suggested  in  a  child  study  on  "America" 
this  month,  it  is  not  necessary  that  every  word  of  a 
song  should  be  fully  understood  at  first,  but  there 
should  be  a  growing  meaning.  A  simple  spring  song 
can  easily  be  selected. 

A  good  child's  song  makes  an  excellent  basis  for 
conversation  and  also  helps  fasten  in  the  memory 
some  truth. 

If  the  children  return  after.  Easter  with  little  gifts 
of  eggs  or  picture  cards,  it  may  be  better  to  talk  of 
these  rather  than  the  song,  or  there  may  be  time  for 
both. 

Children  are  really  more  interested  in  animals  than 
in  plants,  or  flowers,  hence  in  many  kindergartens  it 
may  be  the  hen  and  chickens  or  the  bunny  that 
comes  first.  Let  the  children  "talk  off"  what  is  upper- 
most in  their  own  home  experiences.  Judge  then  by 
these  conversations  what  Easter  experiences  are  lack- 
ing, and  supply  the  need  with  picture,  story,  song. 

If  a  cocoon  has  given  up  its  prisoner,  this  wonderful 
experience  should  be  kept  foremost  for  whichever 
week  that  brings  it. 

If  "April  showers"  come,  talk  of  rain  and  water  and 
clouds.    Play  and  sing, 

"Patter,  patter,  comes  the  rain  drops." 

OUT-OF-DOORS. 

Burst  the  narrow  walls  of  the  man  made  school 
room  whenever  it  is  possible,    Find  one  bird's  nest 


and  stand  quietly  observing  it  every  day  if  possible. 
Say  softly: 

"This  is  little  birdie's  nest, 

Where  she  sits  and  sings. 
Where  are  birdies'  little  eggs? 

Where  are  birdies'  wings. 
See  her  turn  her  pretty  head, 

"Peep,  peep,  peep,"  she  cries, 
Then  she  flaps  her  two  brown  wings 

And  away  she  flies." 

(In  the  class  room  this  verse  by  Mabel  Livingston 
Frank  may  be  used  as  a  finger  play  with  movements  of 
the  fingers  suggested  by  the  words,  similar  to  Miss 
Poulson's  well  known,  "Good  Mother  Hen,"  which,  by 
the  way,  is  also  appropriate  for  this  week.) 

Gather  spring  flowers.  Remove  a  few  roots  for 
closer  observation,  making  a  garden  for  wild  flowers. 
Caution  against  carelessly  digging  up  many  roots. 
Why?  Name  all  the  flowers  found.  Children  love  to 
name  things  and  a  name  helps  to  nx  the  flower  in 
mind.  Use  the  name  again  and  again  from  day  to  day 
as  the  buds  open. 

Watch  for  new  birds  returning.  See  if  you  have 
pictures  of  them  on  return  to  the  kindergarten  room. 
Watch  for  the  first  butterfly.  Find  pictures  of  butter- 
flies upon  returning. 

Visit  a  field  where  any  spring  garden  or  farm  work 
is  in  progress  as  a  basis  for  coming  work.  Observe 
the  sky  and  the  clouds. 

Talk  of  shadows.  Play  the  shadow  game  upon  re- 
turning. See  mother  play.  If  you  have  these  things 
in  mind  you  will  be  prepared  to  utilize  any  childish 
remark  that  you  overhear  while  out-of-doors.  The 
child  seems  freer  out-of-doors  if  the  walk  is  not 
made  too  formal,  and  expresses  himself  so  that  you 
can  judge  of  what  interests  him. 

Be  on  the  "still-hunt"  yourself  and  the  children 
will  lead  you  and  you  will  "follow."  It  becomes  very 
helpful  to  have  the  child  give  the  "cue"  as  it  were,  but 
unless  your  own  mind  is  alert,  and  unless  you  have 
prepared  yourself  faithfully,  you  will  not  recognize 
the  opportunity  when  it  comes. 

The  problem  program  is  made  mainly  by  watching 
the  children's  faces  and  questions  and  actions  to  see 
what  is  puzzling  them  and  where  they  can  be  led  a 
step  higher  by  you. 

If  the  walk  is  confined  to  the  city  streets,  select  the 
nearest  tree  to  the  building.  Name  it.  Watch  for  the 
opening  of  the  buds. 

Walk  to  a  park,  if  one  is  near. 
.  Walk  to  the  river. 


244 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Observe  the  florist  windows  and  the  grocer's  bright 
spring  vegetables.  Name  them.  Decide  to  plant 
radishes,  lettuce,  peas  or  beans  on  your  return. 

Connecting  life  with  school  is  nowadays  considered 
the  key  note  to  educational  improvement.  The  kinder- 
gartner  happily  initiates  this  connection  by  out-of- 
door  experiences  and  later  use  of  them  in  the  kinder- 
garten work. 

INDOOR   WORK. 

There  will  naturally  be  less  time  for  indoor  work  in 
April  and  May  if  the  suggestions  for  out-of-door  work 
are  followed. 

CLAY  MODELING. 

Use  clay  freely,  at  least  every  other  day.  See  what 
the  children  are  inclined  to  make.  Lead  on  from 
their  free  expression.  Some  of  the  objects  modeled 
will  surely  be  eggs,  nests,  birds,  cocoons,  flowers, 
possibly  bunny. 

COLORING. 

Spring  brings  us  beautiful  colors.  It  is  a  good 
time  to  introduce  water-colors.  The  children  love  to 
mix  colors.  Crayons  are  good.  Water  colors  are 
better.  A  small  paint  box  is  desirable  for  each  child. 
If  single  cakes  are  furnished,  use  them  on  small 
butter-plates.  Do  not  begin  with  a  whole  class  lest 
you  become  discouraged.  Arrange  one  table  for  paint- 
ing, and  let  five  or  six  children  use  it  at  a  time. 
Cover  it  with  white  oil-cloth  or  with  paper.  Note  who 
is  most  tidy. 

What  will  the  children  color? 

Ask  them  what  they  want  to  color? 

Surely  there  will  be  this  week  eggs  of  all  colors. 
Cut  several  ovals  from  card  board  and  let  the  children 
trace  around  them,  or  cut  oval  holes  in  card  board,  as 
in  the  Montessori  insets,  and  let  the  children  fill  in 
the  space.    The  latter  will  best  be  done  with  crayon. 

Patterns  of  a  few  simple  flowers  as  the  tulip  or 
daffodil  may  be  prepared  for  coloring. 

Show  the  children  the  patterns  on  a  side  table  and 
tell  them  to  choose  which  they  will  color. 

For  the  older  children,  prepare  stencil  borders  for 
coloring  and  use  them  for  decoration. 

The  earliest  coloring  of  the  race  was  on  clay.  After 
the  clay  forms  are  dry,  why  not  let  the  children  color 
them?    This  is  not  only  desirable  but  economical. 

Insist  upon  bringing  aprons  for  such  work.  Speak 
of  the  need  at  mothers'  meetings.  Perhaps  cut  out  a 
few  and  ask  mothers  to  make  them  for  those  who  are 
not  provided. 

PAPER  CUTTING. 

The  children  may  ask  to  cut  out  the  eggs  after 
coloring.  Let  them  also  cut  eggs  without  lines  as 
guides. 

Cut  robin's  eggs  one  day,  hen's  eggs  another.  Note 
differences  in  size  and  color.  Suggest  trying  to  make 
them  the  right  size.  Let  those  who  wish  draw  spots 
in  imitation  of  other  bird's  eggs.  Which  bird's  egg  is 
this?    This? 

DRAWING. 

1.    Free  illustrative  drawing  of  the  song  story. 


2.  Telling  about  Easter. 

3.  What  we  saw  on  our  walk. 

4.  An  April  shower. 

5.  A  garden  of  flowers. 

If  children  draw  readily  without  suggestion  let 
them  do  so  and  listen  patiently  to  their  story,  pos- 
sibly suggest  additions. 

If  children  do  not  seem  to  know  what  to  draw  sug- 
gest as  above,  tell  them  to  walk  around  and  see  what 
the  other  children  are  drawing. 

Draw  for  them  on  the  blackboard  or  on  their  own 
papers.  Children  who  see  any  one  draw  freely,  soon 
begin  to  imitate. 

Note.  A  very  fine  article  on  "Drawing  in  the  Kin- 
dergarten" by  Miss  Luella  A.  Palmer  appeared  in  Mc- 
Eray's  Magazine,  Mar.,  1915. 

I  hope  it  can  be  repeated  for  t'ne  Kindergarten 
Magazine  readers. 

SORTING    SEEDS   AND   OUTLINING    WITH    STICKS. 

This  is  the  time  for  play  with  seeds  before  and  after 
planting. 

Use  large  seeds  and  mass  them. 

The  use  of  small  seeds  on  lines  is  discarded  on  ac- 
count of  physician's  warnings  against  fine  movements 
of  the  fingers. 

Soaking  peas  or  beans  and  watching  for  change  in 
size  is  timely.  A  few  simple  forms  in  pea-work  are 
suitable.  Just  putting  one  pea  on  a  stick  and  letting 
the  child  call  it  a  pin  amuses  and  gives  a  valuable  ex- 
perience, illustrating  the  difference  between  the  hard, 
dry  pea  and  the  one  that  has  been  soaked. 

The  pea's  coat  may  be  found  and  the  tiny  leaf  germ. 

STICKS. 

Give  a  few  sticks  of  the  larger  size,  to  each  child, 
or  place  a  box  of  sticks  where  any  one  can  help  him- 
self. 

Observe  what  the  children  do  and  lead  on. 

Perhaps  if  they  have  been  using  tools  they  may  out- 
line the  rake,  the  spade.  They  may  make  a  house,  a 
ladder.  Outline  a  garden  fence  and  place  colored 
beads  or  bits  of  colored  paper  for  flowers. 

This  use  of  material  frees  the  child's  imagination 
and  suggests  possibilities  in  anything  at  hand. 

Use  the  peg-boards  for  gardens. 

BUILDING. 

Make  garden  walls  alternating  the  third  and  fourth 
gift  blocks. 

Build  a  bird-house  on  the  window  sill  and  watch 
who  will  be  first  to  copy  it. 

Birds  build  nests.  Then  build  houses  for  their 
homes.  Who  will  build  a  house?  Let  each  child  tell 
one  or  two  things  about  his  house.  Let  the  children 
leave  their  seats  and  visit  each  other's  houses. 

If  the  kindergarten  is  in  the  city,  let  the  children 
build  a  row  of  houses  close  together,  thus  co-operating. 

How  do  we  know  which  is  our  house?  What  did 
your  mother  write  on  the  paper  I  gave  you  to  take 
home,  so  that  I  could  find  your  house  when  I  want  to 
call? 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


24$ 


GAMES  AXD  RHYTHM. 

1.  Toys  used  out-of-doors  in  spring  time: 

Imitate  bouncing  ball. 
Flying  kites. 
Rolling  hoops. 
Sea-saw. 
Swinging. 
Nature. 

2.  Flying  of  birds: 

Hopping  of  birds. 
Digging,  planting. 
Pitter-patter. 

3.  The  following  sequence  of  games  may  be 
gradually  reached  during  the  month  in  part  or 
wholly: 

Come  let  us  make  a  garden — Gaynor. 

Making  the  garden.    Finger  plays — Poulssen. 

Garden  games. — Children's  old  and  new. 

Singing  games. — Hofer. 

Planting  seeds.    Dozen  and  two. — Warner. 

Rain.     Songs  for  a  little  child's  day. — Pouls- 
sen. 

Or 

Small  songs. — Neidlinger. 

Or 

Songs  and  games. — Walker  and  Jenks. 

Mistress  Mary. 

Choosing  a  flower.     Songs  for  a  little  Child's 

day — Poulssen. 
Butterflies,  bees.    Mother  play  songs. — Blow. 

Instrumental  rhythms — Andersen 

SECOND  AND  THIRD  WEEKS 

TOPIC. — THE   FARMER. 

Use  mother  play  picture  of  "Peter."  Name  him. 
Follow  his  work  day  by  day  in  the  rhyme.  Let  the 
children  bring  toy  tools.  Talk  of  them  in  the  ring. 
Ask  the  children  to  show  him  to  use  them  in  the  sand 
bringing  a  box  of  sand  or  earth  into  the  ring. 

Talk  of  the  farm  animals  one  each  day  and  ask  how 
they  help.  Dwell  on  the  farmer's  care  of  each  animal. 
What  he  feeds  them.  Do  they  need  water?  Let  chil- 
dren suggest  how  to  dramatize  what  does. 

This  they  can  do  very  simply  but  effectually.  Do 
not  make  suggestions  until  needed. 

Gradually  by  observation  of  the  farm  itself,  by, 
picture  study,  by  play  in  the  sand,  by  dramatization, 
familiarize  the  children  with  plowing,  sowing,  weed- 
ing and  any  other  phases  of  farm  life  possible. 

Teach  the  old  fashioned  games,  oats,  peas,  beans, 
changing  the  last  lines  to 

"Open  the  ring  and  choose  one  in 
To  skip  around  our  happy  ring." 

The  work  of  the  farmer  is  so  suggestive  and  so 
familiar  that  it  hardly  seems  necessary  to  enlarge 
upon  it.    It  may  well  fill  the  rest  of  the  month. 

BUHDING,  3RD,   4TH,   5'TH  GIFTS. 

Farmer  Brown's  house. 
Farmer  Brown's  barn. 


Farmer  Brown's  fences. 

Farmer  Brown's  chicken-house. 

Farmer  Brown's  dog  kennel. 

Unite  all  buildings  finally  on  one  table  in  collective 
cooperative  work.  Watch  for  the  children  to  suggest 
this. 

SAND  WORK. 

Plowing.    Use  hands  in  shape  of  plow. 

Digging  to  plant.    Use  tools. 

Planting  in  small  boxes,  oats,  peas,  beans,  barley, 
suggesting  different  fields.  Plan  these  forcer  boxes  in 
one  large  box  to  suggest  farm. 

Encourage  children  to  bring  toy  farm  animals  or 
secure  them  yourself.    Place  them  on  the  farm. 

PICTURE  BOOKS. 

Secure  toy  picture  books  of  farm  animals.  Let  the 
children  have  free  access  to  them.  Have  periods 
when  they  all  look  at  them.  Pass  around  and  ask  in- 
dividuals to  point  out  this  or  that  animal.  If  they  do 
not  know  them,  do  not  express  surprise.  This  will 
only  disturb  the  child's  mind.  City  children  are  very 
unfamiliar  with  farm  animals.  Say  simply  as  the 
child  points,  "That  is  a  cow."  Show  me  a  cow.  Then 
do  you  point,  and  ask  what  is  that? 

If  there  is  time,  take  "milk"  for  a  morning  talk. 
Begin  where  the  child  knows  it.  If  in  the  city,  trace 
it  from  his  cup  to  the  bottle,  to  the  milk-man,  to  the 
train,  to  the  farmer's  wagon,  to  the  cow. 

Tell  the  story  of  milking  time.  The  milk-maid  and 
the  boy  who  gets  up  early  and  calls  the  cows  home 
to  the  milking  shed.  It  is  all  so  familiar  to  the  child 
in  rural  schools  that  he  will  talk  freely  and  the  ad- 
vantage is  mainly  in  language.  Then  not  too  soon 
can  the  duty  of  clean  hands,  clean  clothes  and  a  clean 
shed  for  the  cows  be  impressed.  Little  babies  often 
die  if  the  milk  sent  them  is  not  very  clean. 

In  the  city  the  story  is  as  fascinating  or  may  be  as 
a  fairy  story. 

If  the  children  ask  for  a  churning  day,  don't  deny 
it  tho  you  may  have  had  one  in  the  fall.  There  are 
new  children,  and  two  churning  days  are  not  too  many 
for  this  wonderful  transformation  lesson  from 
nature's  wonderful  food. 

Learn  to  see  much  in  the  daily  round  and  life  grows 
in  interest. 

Milk,  butter, — what  would  your  table  be  without 
them?  Make  every  daily  object  of  food  more  interest- 
ing as  you  trace  one  after  another  both  to  Farmer 
Brown's  farm. 

Omit  killing  the  animals  for  meat  unless  the  chil- 
dren mention  it. 

Meat  is  not  good  for  children  and  many  adults  do 
not  use  it  these  days.  Dwell  on  the  living  animal, 
but  if  children  know  about  it  accept  their  knowledge 
without  much  comment. 

Many  advertising  pictures  are  well  worth  collecting 
for  such  talks  as  those  on  milk.  The  children  also 
may  make  illustrative  scrap  picture  books  relative  to 
farm-life. 


246 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


1.  A  glass  of  milk. 

2.  A  bottle  of  milk. 

3.  A  milk  wagon. 

4.  The  train  that  brings  the  milk. 

5.  Milking  the  cow. 

6.  Hey-diddle-diddle. 

7.  The  pig. 

8.  The  hen  coop  and  the  chickens. 

9.  Farmer  Brown's  house  and  barn. 

10.  Farmer  Brown's  tools. 

11.  Free  illustrative  farm  scenes  or  play  scenes. 

CUTTING  OR  FOLDING. 

The  barn. 

The  coop. 

Tools. 

A  cup  for  milk. 

A  bottle  for  milk. 

Animals — guess  what  it  is? 

COLORING   ANIMALS. 

Give  outlines  of  farm  animals  and  let  children 
decide  colors  to  use. 

Patterns  of  animals  may  be  secured  by  tracing  on 
tissue  paper  over  good  pictures  in  children's  toy 
picture  books.  Select  large  size.  After  getting  one 
pattern  mount  it  on  stiff  paper  or  cardboard,  cut  out 
and  let  children  use  the  cardboard  animal  for  tracing 
others.  In  this  way  the  youngest  children  will  soon 
become  familiar  with  animals  and  the  coloring  exer- 
cise helps  in  strengthening  the  hand  for  future 
writing. 

GAMES    AND    RHYTHMS. 

Do  you  know  how  the  farmer's  oats,  peas,  beans  and 
barley  grows.'  Dramatize  The  Milk  Story.  Play 
barn  yard — imitate  sounds  animals  make.  See  Froe- 
bel's  Mother  play. 

FOURTH  WEEK — TOPIC,  WATER. 

As  April  is  proverbially  a  rainy  month,  use  this 
week  or  any  other  for  talks  about  water  then  the 
children  will  talk  freely.  Surprise  them  by  asking 
what  color  water  is.    See  what  they  will  say. 

Interest  them  in  looking  thru  it  to  see  what  is  at 
the  bottom.  Could  they  see  if  it  were  white  like 
milk?  This  will  make  them  think  a  bit.  Thinking  is 
what  we  want  to  encourage. 

Where  do  we  get  water?  Some  city  children  have 
never  thought  beyond  the  faucet.  Possibly  some 
country  child  has  never  thought  beyond  the  pump  or 
the  well. 

Who  made  the  well?  Did  the  men  put  the  water 
in?    Where  can  it  all  come  from?    Arouse  curiosity. 

Listen  for  the  childish  replies  just  to  show  yourself 
how  little  a  child  knows  of  anything  not  present  to 
the  senses.  Do  not  be  amused  at  the  answers.  Take 
them  soberly  and  lead  on  a  little  way  at  least. 

"I'll  hie  me  down  to  yonder  bank 
A  little  raindrop  said." 

What  for?    What  is  a  raindrop  made  of?    Where 


was  the  rain  drop?    How  did  it  get  up  in  that  cloud? 
Shall  I  tell  you  a  story  about  it? 

That  little  rain-drop  climbed  up,  up  to  the  sky  from 
the  sun  and  it  climbed  on  it  right  up  to  the  blue  sky 
and  the  white  clouds.  Then  the  wind  came  and  blew 
the  clouds  over  the  garden  where  the  flowers  grew. 
Then  the  little  raindrops  sang  its  song: 

"I'll  hie  me  down  to  yonder  bank 

A  little  raindrop  said 
And  try  to  cheer  that  little  flower 

And  raise  its  drooping  head." 

You  see  the  flower  was  thirsty  as  we  are  sometimes, 
and  so  it  hung  its  head  over  like  this.  Then  drop, 
drop  came  the  rain-drops  and  the  flower  was  glad  and 
lifted  its  head  right  up  like  this. 

Another  wonder  story  about  water  for  the  city  child 
is  to  tell  about  the  long,  long  journey  from  the  coun- 
try in  a  long,  long  pipe  in  the  ground  until  the  pipe 
comes  to  our  school-house.  Let  us  go  now  and  see  if 
it  has  got  here.    Ah,  here  it  comes  right  cut. 

Good  morning,  sparkling  water.  How  glad  you  must 
be  to  see  the  sunlight  again  after  your  long,  long 
journey  in  the  water-pipes. 

We  are  so  glad  to  see  you  for  we  are  thirsty. 

Another  day  talk  of  water  used  to  help  us  keep  our 
faces  and  hands  and  feet  and  our  whole  body 
clean.  This  talk  must  be  repeated  many  times  in 
some  localities.  Dirt  makes  children  sick.  Water 
helps  us  keep  well. 

Another  day  talk  of  washing  dishes  and  clothing, 
our  floors  and  windows.  What  shall  we  wash  today? 
Dollies'  clothes;  our  duster;  our  tables;  our  window- 
sills,  etc. 

PAINTING. 

1.  Water  helps  us  paint.  What  shall  we  paint  to- 
day? 

What  animal  lives  in  the  water? 
Can  we  paint  fishes?    What  kind?     Shall  we  draw 
our  aquarium  and  paint  gold  fishes  in  it? 

2.  Shall  we  paint  the  sky  where  the  rain-drop 
went  visiting? 

3.  Shall  we  paint  the  garden  where  the  little 
flower  was  thirsty? 

Paint  the  rain-drops  falling  on  the  flower. 

4.  Paint  the  river  with  a  sailboat  on  it.  Two 
sail  boats — three. 

DRAWING. 

1.  Draw  the  long,  long  pipe. 
Draw  our  faucet. 

2.  Draw  the  umbrella  that  keeps  the  rain  off. 

3.  Draw  your  over  shoes  that  keep  your  feet  dry. 

4.  Draw  a  pump. 

5.  Draw  a  glass  of  water. 

6.  Draw  a  pitcher  of  water. 

7.  Draw  the  kettle  boiling.  Show  what  comes 
out.    What  is  steam? 


OUTLINING    WITH    STICKS. 


Outline  a  pump. 
Outline  a  garden. 


tf  HE  KINDERGARTEN-PRIMARY  MAGAZINE 


247 


3.  Outline  our  aquarium.  Put  fishes  in  it.  What 
colored  sticks  will  we  use? 

4.  Outline  a  window  where  we  stand  and  watch  the 
pretty  rain-drops  chase  each  other. 

5.  Outline  a  closed  umbrella — an  open  one. 

6.  Outline  a  bath-tub,  a  tub,  for  washing  clothes,  a 
wash-board. 

7.  Make  a  bright  sun  sending  out  bright  rays  after 
the  rain  has  gone. 

8.  Tell  me  what  you  would  like  to  make. 

Let  the  children  choose  their  own  sticks  as  to 
length  and  color  and  make  what  they  wish  to.  Sug- 
gest gradually  as  suggestions  seem  necessary,  as 
often  a  possible  letting  the  child  propose  the  object 
by  a  little  leading  on  your  part.  However,  follow  the 
child's  thought  wholly  if  his  mind  is  active. 

SONGS    AND    GAMES. 

Song  of  the  kettle.  Neidlinger  rain  song.  ( Imitate 
sound  of  falling  drops  on  the  tables  with  finger  tips.) 

"The  Fishes." — Mother  Play. 
"Give  Said  the  Little  Stream." 

Note.  The  stream  is  often  made  into  a  game.  The 
children  joining  hands  run  winding  in  and  out  to 
represent  running  water.  Let  them  enjoy  this  several 
days  before  adding  the  bridge.  Two  taller  children 
face  each  other,  join  hands  and  raise  them.  The 
others  run  under.  If  there  are  many  children,  there 
can  be  two  bridges  for  the  children  do  love  to  go 
under!  Stones  may  be  added  here  and  there  being 
children  stooping.  Flowers  may  be  placed  if  the 
children  want  them. 

PICTURES. 

Many  water  scenes  can  be  easily  found.  Have  a 
miniature  picture  gallery  of  ocean  scenes,  river 
views,  a  rainy  day,  home  scenes  illustrating  clean- 
liness, country  scenes  showing  "the  old,  oaken 
bucket,"  the  modern  well,  the  pump. 

If  possible  have  each  child  collect  pictures  at  home 
with  water  in  them  to  make  a  little  picture  book. 
Emphasize  cleanliness  if  necessary  or  if  children 
come  from  ideal  homes,  emphasize  whatever  interests 
the  child  in  water  views  as  the  bridge,  the  light 
house,  the  ocean  beach  for  bathing,  clouds,  steam- 
cars,  etc. 

Let  them  hold  their  books  on  review  day  and  tell 
little  stories  about  their  pictures  to  each  other,  show- 
ing their  pictures  to  as  many  as  ask  to  see  them. 
Never  fail  to  encourage  the  social  side  of  life  in 
Courtesy  and  gentle  breeding  take  root  in  the  kinder- 
garten. 


GENERAL  SUGGESTIONS  FOR  THE  MONTH  OF 

APRIL 

Jenny  B.  Merrill,  Pd.  D. 

April,  May  and  June,  the  crowning  months  of  the 
school  year  are  before  us! 

Look  about  and  think  over  carefully  what  of 
God's  wonderful  out-of-doors,  these  months  can  bring 
to  your  children — not  to  mine— to  yours. 


Are  they  children  who  have  home  farms  or  gar- 
dens? Do  they  live  in  villages?  in  towns?  In  a 
large  city?  Take  into  account  the  environment.  Do 
not  rely  wholly  upon  any  paper  program.  Make  your 
own  according  to  your  possibilities,  and  do  not  fail  to 
find  possibilities  where  at  first  they  seem  not  to  be. 

Well  do  I  remember  an  address  on  "Gardening" 
given  by  th2  Baroness  Bulow  upon  her  visit  to  this 
country.  In  her  excessive  zeal,  she  at  last  exclaimed 
"Make  a  little  garden  in  an  old  straw  hat,  if  you  can 
find  no  better  place." 

Ever  since,  I  have  rather  longed  to  see  a  garden  in 
an  old  straw  hat.  It  appeals  to  me.  I  think  it  might 
be  beautiful. 

Miss  Williams,  supervisor  of  kindergartens  in 
Philadelphia,  told  me  once  of  a  little  fellow  v/ho  filled 
a  little  tin  box  from  an  ash  heap  and  planted  a  seed 
carrying  all  in  his  pocket  lest  it  be  destroyed.  God 
bless  him. 

Children  take  so  naturally  to  Mother  Earth.  In  the 
city,  they  may  be  found  scratching  out  the  dirt  from 
between  the  paving  stones! 

If  there  is  building  going  on  or  a  vacant  lot,  or  a 
heap  of  sand  anywhere  nearby,  the  children  are  drawn 
as  by  a  magnet. 

April  will  bring  showers  and  water  will  be  one  of 
our  themes. 

The  birds  will  come  back  in  reality  to  so  many  of 
our  dear  out-of-town  readers,  while  less  favored  ones 
may  see  only  the  city  sparrow  and  occasionally  a 
flock  of  pigeons. 

Make  much  of  any  living  bird. 

Tell  of  its  wonderful  instinct  to  build  a  nest.  Tell 
the  ever  new  wonder  of  the  egg.  How  it  grows  in 
mother  bird's  warm  body  and  how  she  keeps  it  warm 
after  she  lays  it,  all  because  she  knows  baby-birds 
come  from  eggs  if  they  are  kept  warm. 

Do  not  miss  the  mystery  yourself.  Rise  out  of  the 
common  place  and  refresh  your  own  soul  with  the 
wonderful  Easter  story  of  the  egg. 

Play  with  eggs?  Certainly.  Make  them  of  sugar 
candy  if  you  will. 

Roll  them  on  the  green  as  the  children  do  in  Wash- 
ington at  the  White  House.  Hide  them.  Hunt  for 
them.  Color  them.  Draw  them  in  colors,  red,  yellow, 
blue. 

(What  color  do  you  want,  Mary?)  Model  them  in 
clay  and  paint  them.  Cut  them  out  of  yellow  paper, 
green,  purple,  red. 

Show  pictures  of  different  bird's  eggs  and  if  the 
children  are  interested  in  speckled  eggs,  let  them 
"speckle"  on  their  paper  or  clay  eggs. 

After  all  this  is  over,  re-tell  the  story  of  the  real 
egg  that  has  life  in  it,  and  from  which  the  Giver  of 
Life,  every  year  creates  new  birds  for  the  new  Easter. 

Do  not  be  sentimental  but  tell  this  simple,  great 
fact  of  nature  from  a  warm,  loving  heart  that  perhaps, 
is  rising  out  of  its  own  winter  of  doubt  and  sorrow, 
or  perhaps  out  of  a  heart  so  young  and  fresh  that  it 
sings  all  day  long.  We,  kindergartners,  differ  as  well 
as  our  environments. 


248 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Some  of  us  have  taught  one,  some  two,  some  twenty 
years  but  we  •  all  love  Easter,  and  the  spring  time 
renews  our  youth  every  year. 

"April,  month  of  smiles  and  tears, 
Hopes  and  sorrows,  joys  and  fears." 


A  CHILD  STUDY 
Jenny  B.  Merrill,  Pd.  D. 

Many  stories  have  been  told  of  children's  misunder- 
standing of  the  different  words  of  songs.  I  have  a  new 
one  to  relate  which  interested  me  more  than  any  I 
have  heard. 

Six  year  old  Johnny  who  has  been  in  school  but  a 
short  time  was  visiting  me.  Suddenly  he  looked  up 
in  my  face  and  said,  "I  know  Our  Country."  "Do 
you,"  I  replied.     "Tell  me  what  you  know." 

Johnny  hesitated  a  moment  and  then  said: 

"Land  where  the  fathers  died, 
And — and  the  children  cried." 

Could  anything  be  more  natural  and  childlike?  I 
made  no  corrections,  I  assure  you  for  I  was  sure 
"children  cried"  would  be  corrected  betimes  into 
"pilgrim's  pride,"  and  at  present  the  childish  render- 
ing had  a  real  meaning  for  Johnny. 

Children  love  to  sing  "America"  whether  they 
understand  every  word  or  not.  They  feel  a  little  of 
the  sentiment  with  their  elders.  They  ask  for  it  even 
in  kindergartens.  But  who  would  be  so  rash  as  to 
attempt  to  explain  "Pilgrim's  pride"  to  such  a  child? 
Let  such  mistakes  pass  and  sing  on.  Dr.  Montessori's 
maxim  "Ignore  mistakes"  surely  applies  here. 

When  the  child  has  advanced  far  enough  to  read 
just  a  stanza  of  "America"  or  other  song  before  him, 
he  will  gradually  correct  his  own  mistakes  and  grow 
into  a  further  knowledge  of  "Our  Country." 


THE  BIRDS  OP  NEW  YORK 
The  State  Department  of  Education  has  presented 
to  each  school  in  New  York  a  set  of  colored  plates  (104 
in  number)  from  the  "Birds  of  New  York,"  recently 
published  by  the  Museum.  In  a  circular  to  the  prin- 
cipals of  high  and  elementary  schools  City  Superin- 
tendent Maxwell  expresses  the  hope  that  these  plates 
will  be  in  their  hands  sufficiently  long  before  April  2, 
which  is  "Bird  Day,"  to  enable  them  to  use  the  plates 
in  their  exercises.  He  suggests  that  it  might  be 
advisable  to  obtain  the  loan  of  live  birds  from  neigh- 
bors for  exhibition  on  that  day. 


It  was  at  an  entertainment  where  a  woman  played 
several  selections  on  the  piano.  As  she  was  starting 
to  play  another,  a  charming  lady  leaned  over  to  one 
of  the  gentlemen  and  said,  "What  do  you  think  of  her 
execution?"    Says  he,  "I  am  heartily  in  favor  of  it." 


REPORT  OF  LECTURES  BEFORE  THE 

N.  Y.  P.  S.  K.  A. 

Miss  Luella  Palmer  gave  a  very  helpful  talk  on 
"Gifts,"  before  the  New  York  Public  School  Kinder- 
garten Association  on  January  sixth.  The  substance 
of  her  talk  was  the  following:  "If  the  gift  period 
carries  out  the  basic  principle  of  the  kindergarten, 
the  play  spirit  will  be  evident  in  the  child's  eager, 
joyous  use  of  materials.  What  should  be  play  has 
degenerated  into  a  "lesson"  if  after  the  teacher  has 
guided  the  child  for  a  short  time  she  remarks:  "you 
may  make  what  you  want  now."  The  first  part  of 
the  period  is  given  over  to  education  and  the  latter 
part  to  play." 

A  teacher  can  plan  situations  which  will  probably 
result  in  the  building  of  certain,  forms  and  she  can 
supply  the  material  for  such  forms,  but  if  it  is  the 
result  in  the  child  for  which  she  is  looking  and  not 
the  mechanical  result  in  the  material,  she  must  accept 
and  encourage  the  variations  which  the  thinking 
child  has  to  offer. 

If  the  gifts  are  looked  at  as  material  for  thinking 
minds  to  use,  results  must  not  be  seen  in  terms  of 
knowledge  only,  but  in  terms  of  thought,  attention, 
effort,  judgment,  reasoning.  "Many  people  study  all 
their  lives  and  at  their  death  have  learned  how  to 
do  everything  except  to  think."  A  child  should  be 
allowed  to  respond  to  the  gift  material  impulsively 
at  first,  to  experiment  with  it  but  the  teacher  should 
call  attention  to  the  results  which  he  accidentally 
achieves.  The  next  step  for  the  child  is  to  strive 
consciously  for  some  result  which  he  has  already  at- 
tained. Then  in  still  later  use  of  the  material  the 
teacher  should  supply  such  a  situation  that  the  child 
will  outline  some  new  end.  Select  the  material  which 
he  thinks  will  be  most  satisfactory  and  then  experi- 
ment to  arrive  at  this  self  projected  goal.  This  last 
step  is  seen  to  demand  attention,  knowledge,  effort, 
judgment,  reasoning.  A  teacher  must  be  keen  to  op- 
portunities presented,  she  must  supply  stimulus,  en- 
courage effort,  and  realize  how  children  and  mater- 
ials can  modify  each  other.  "To  know  what  to  teach 
is  an  attainment  of  knowledge,  to  know  how  to  teach 
is  an  attainment  of  art."  The  artist  kindergartner 
paints  the  facts  of  life  in  the  rainbow  tints  of  play, 
for  facts  catch  their  meaning  from  the  light  of  man's 
spirit. 


He  was  waiting  for  the  train  and  inquired  of  the 
agent,  "How  soon  will  the  train  be  in?"  "Very  soon 
now,  there  comes  the  conductor's  dog  around  the 
curve." 


On  January  20th,  the  New  York  Public  School  Kin- 
dergarten Association  held  a  Round-Table  at  which 
type  lessons  with  the  gifts  were  given  by  Misses 
Schwartz,  Roe  and  Rutter. 

Some  of  the  practical  suggestions  given  for  gift 
work  with  fifty  children  were: 

For  the  teacher. 

1.  Talk  less. 

2.  Keep  in  background. 

3.  Observe  children  as  Montessori  does. 

4.  Have  very  little  formal  work. 

5.  Keep  atmosphere  of  room  happy. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


249 


Use  outside  material — toy  animals,  paper  dolls, 
etc. 

The  kindergartner  must  be  more  elastic — give  the 
children  means  for  self-expression — one  or  more  gifts 
at  a  time  if  his  mind  can  control  them.  Thus  the 
children  grow  in  creative  ability — initiative,  self- 
expression  and  power.  It  was  also  suggested  that 
many  different  gifts  or  parts  of  gifts  be  placed  in  one 
box  and  to  watch  the  children's  ingenuity  after  they 
discover  the  contents. 

Miss  Grant,  principal  of  an  Infant  School  in  the 
East  side  of  London,  came  to  America  expecting  to 
find  freedom  of  curriculum  and  although  the  Statue 
of  Liberty  seemed  to  give  promise  she  found  very 
formal  work  in  some  places  and  was  delighted  to 
learn  that  many  of  the  members  of  the  New  York 
Public  School  Kindergarten  Association  stood  for  free 
and  individual  activity.  She  gave  a  brief  talk  which 
was  greatly  enjoyed  by  the  kindergartners. 


On  Wednesday,  February  17th,  Dr  William  H.  Kil- 
patrick  of  Teachers  College,  Columbia  University, 
gave  a  lecture  on  "Initiative,"  before  the  New  York 
Public  School  Kindergarten  Association.  He  declared 
that  initiative  in  its  full  sense  includes  both  ability 
and  tendency  on  the  part  of  an  individual  to  originate 
a  plan  of  action  and  the  tendency  to  carry  it  through 
to  the  end.  While  one  may  have  much  initiative  it 
doesn't  prove  that  it  will  be  made  manifest  in  all  de- 
partments of  life.  Nothing  is  truer  in  the  develop- 
ment of  initiative  than  the  saying,  "Nothing  succeeds 
like  success."  If  we  want  to  develop  initiative  in  the 
child  we  must  give  him  opportunities — and  later  en- 
couragement— the  fun  of  the  struggle  being  greater 
joy  than  gaining  the  desired  end. 

In  closing  Dr.  Kilpatrick  said  the  Kindergarten 
should  be  a  place. of  natural  living — with  a  minimum 
of  artificiality.  Use  suitable  toys — those  that  evoke 
deep  response  from  children  and  arrange  rooms  for 
the  child's  life  activities.  Programs  made  up  before- 
hand, he  said,  were  not  likely  to  fill  life's  situations 
and  the  kindergartner  should  be  careful  not  to  be  too 
much  in  evidence  in  the  room —  in  other  words — not 
to  occupy  the  center  of  the  stage.  Dr  Kilpatrick  an- 
swered questions  at  the  close  of  his  talk  and  the  large 
audience  present  felt  that  the  lecture  was  most  bene- 
ficial. 

Mabel  Rocers 
Press  Com.,  N.  Y.  P.  S.  K.  A. 


Among  the  new  members  of  the  Summer  School 
faculty  of  the  University  of  Virginia  will  be  Dr.  C. 
Alphonso  Smith  whose  work  in  English  literature  has 
international  recognition,  and  Dr.  A.  L.  Hall-Quest 
who  is  known  in  many  states  as  an  expert  in  Super- 
vised Study.  The  Summer  School  will  offer  also  un- 
usual opportunities  for  the  study  of  Spanish  and 
methods  of  teaching  German. 


STUDY  OF  A  PICTURE— IX 

Mary  E.  Cottixg. 

[See  page  260] 

What  shall  we  call  this  little  girl?  Edith  would 
be  a  very  good  name  indeed.  Where  is  she?  Then 
we  can  call  this  an  out-of-doors  picture,  can't  we? 
What  has  Edith  been  doing?  Yes,  she  has  been  at 
work  in  her  garden.  Notice  her  common  clothing 
and  stout  boots?  Why  has  she  turned  up  her  dress 
skirt?  What,  maybe,  is  in  her  basket?  She  doesn't 
act  as  if  it  were  heavy:  perhaps  she  has  flowers  from 
that  bush  just  behind  her.  What  kind  of  a  bush  is  it? 
What  do  you  suppose  lives  in  the  great  tree  behind 
Edith?  Robins,  I  hope,  because  they  would  eat  the 
"bad  bugs"  in  her  garden.  Mother  helped  her  make 
the  earth  soft  and  loose,  and  showed  her  how  to  plant 
carrot  and  lettuce  seeds  so  the  tame  rabbits  might 
have  fresh  food  in  plenty;  sun-flower  for  the  fowls 
and  winter-birds,  and  last  of  all  many  tiny  seeds  that 
would  grow  into  blossom-bearing  plants.  Can  you  tell 
the  names  of  any?  "This  day"  she  has  been  helping 
mother  care  for  the  baby  horsechestnut  and  acorn 
trees  which  have  grown  from  the  nuts  she  and 
mother  planted  a  long  time  ago.  ( Explain  about 
planting  these. )  Mother  said  there  must  be  new  trees 
started  for  the  homes  of  wild  creatures  and  to  fur- 
nish people  with  shade.  You  know,  queer  insects  have 
caused  many,  many  trees  to  die,  so  new  ones  must 
be  raised.  If  Edith  is  to  have  a  fine  garden  what 
must  she  do?  Keep  the  earth  loose  around  the  seed- 
lings (baby-plants),  pull  up  the  weeds,  and  water 
them.  She  has  a  small  watering-pot  (guess  what 
color)  that  she  fills  from  the  nozzle  of  the  garden 
hose.  One  day  as  she  was  going  to  fill  it  she  spied  a 
robin  getting  a  drink.  She  kept  very  still,  and  pretty 
soon  he  took  a  bath  in  a  small  puddle  made  by  the 
dripping  from  the  nozzle.  When  he  flew  off  to  the  old 
apple-tree  she  filled  her  watering-pot.  She  is  very 
careful  to  water  her  garden  just  right,  for  some  things 
need  a  denchins  (explain),  and  others  just  a  sprink- 
ling. For  what  does  she  use  her  rake  and  basket? 
When  she  weeds  she  rakes  the  rubbish  into  a  pile; 
and  when  she  is  done  the  pile  is  put  in  the  basket  for 
brother  to  carry  to  father  who  will  burn  the  weeds. 
Father  likes  the  home-place  to  be  in  order  so  he  burns 
dry  grass  and  weeds.  Do  you  think  Edith  likes  to 
work  in  her  garden?  Indeed  she  does,  she  loves  to 
watch  each  plant  for  no  two  grow  in  exactly  the 
same  way,  and  she  is  so  happy  planning  what  she 
is  going  to  do  with  the  blossoms  by  and  by.  Can  you 
think  of  any  way  she  will  use  them? 

Sometimes  as  she  works  she  says  softly  to  herself 
this  rhyme-story  that  her  mother  taught  her. 


At  least  forty-three  states  authorize  the  transporta- 
tion of  pupils  to  public  schools  at  the  expense  of 
school  districts,  according  to  a  bulletin  by  A.  C. 
Monahan,  of  the  United  States  Bureau  of  Education. 


Arrangements  have  been  made  for  unusually  cheap 
excursions  from  Charlottesville  to  Washington,  Luray 
Caverns,  Old  Point  Comfort  and  similar  points  of 
interest  for  members  of  the  University  of  Virginia 
Summer  School.  The  Summer  School  sessions  are  so 
scheduled  that  these  large  benefits  derived  from  per- 
sonal conducted  travel  may  form  a  part  of  the  general 
cultural  value  of  studying  at  the  Summer  School. 


"THE  CUCKOO" 

MOTHER  PLAY  PICTURE 


[See  page  251]  NOT^-This  picture  can  be  detached  and  placed  on  the  wall  or  used  otherwise  in  the  Kindergarten. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


251 


THE  RELATION  OF  PSYCHOLOGY  TO  PRESENT 
DAY  PROBLEMS 

We  have  not  been  able  to  secure  reports  of  Miss 
Forchheimer's  first  two  lectures,  of  which  the  subjects 
were: 

1.  "Psychology  of  Today  and  Yesterday"  with  a 
book  review  of  "The  Classical  Psychologists."  Ben- 
jamin Rand. 

2.  "Laboratory  Psychology."  In  this  lecture  Miss 
Forchheimer  showed  several  interesting  pieces  of 
present  day  laboratory  apparatus  and  made  several 
simple  experiments  or  tests  with  them.  She  reviewed 
"Founders  of  Modern  Psychology."    G.  Stanley  Hall. 

3.  "The  Relation  of  Psychology  to  Present  Day 
Problems"  was  of  great  interest  in  its  practical  ap- 
plications. 

We  have  secured  the  following  outline  of  this 
lecture. 

a.  In  business — psychological  aspect  of  salesman- 
ship— when  to  speak — when  to  keep  silent. 

/.  Fiction — interest  in  development  of  suggestive 
mental  changes. 

Meredith  in  "The  Egoist" — Henry  James,  Arnold 
Bennett. 

Drama — Ibsen. 

Portraiture — Interpretation  of  character. 

c.  Medicine — Physicians  are  slowly  awakening  to 
the  value  of  psychology  to  them.  Faith  cure  cults  due 
to  overemphasis  of  mental. 

Relation  of  mind  and  health,  a  close  one. 

d.  In  Law. — Unreliability  of  testimony.  Examiner 
able  to  develop  or  suppress  testimony.  Relation  of 
mentality  to  responsibility. 

e.  In  criminology — Com.  Katherine  B.  Davis  in  all 
her  recommendations  displays  knowledge  of  psycholo- 
gical needs. 

/.  For  mothers  and  teachers.The  case  of  the  young 
no  longer  left  to  intuition.  Comparison  has  developed 
a  theory  of  education. 

g.  In  economic  lines  as  in  advertising. — Matter  in- 
tense in  color,  suggestive  for  memory,  as  U-needa — 
arouses  curiosity,  movement  as  in  electric  signs — 
other  methods  appealed  to  as,  the  maternal  (children 
often  in  advertising  pictures)  aesthetic — a  halo  of 
sentiment.    Foods  done  up  in  pretty  packages. 

The  dead  animal  rarely  shown  in  advertisement. 

h.  Vocation. — Muensherbery  tests  qualitatively  for 
different  kinds  of  work,  attention,  intelligence, 
rapidity,  etc.,  in  a  telephone  operator.  These  are 
tested  experimentally.  Thus  a  candidate  for  chauf- 
fering  who  fails  to  make  good  in  tests  for  continuity 
of  attention,  quickness  of  reaction,  certain  kinds  of 
imagination  is  advised  against  the  course  for  chauf- 
feurs. 

i.  Efficiency — Conservation  of  energy,  fatigue,  etc., 
lend  themselves  to  psychological  tests.  Distribution 
and  frequency  of  rest  periods.  Edith  Wyatt  in 
"Making  both  ends  meet." 

This  lecture  closed  with  book  reviews  of  "The 
Psychology  of  Advertising."  —Scott,  Human  Nature 
Club,  Thorndyke. — Report  by  Helen.  L.  Tonics  of  Miss 
Forchheimer's  lecture  on  Psychology  at  Hunter  Col- 
lege, given  under  the  auspices  of  the  N.  Y.  C.  Associate 
Alumnae. 


CUCKOO 

(Translation  from  the  Mother  Play  of  Friedrich 
Froebel.) 

Bertha  Johnston 

(See  page  250) 

Motto  for  the  Mother. 

That  which  on  this  plane  of  childhood, 
The  cuckoo-call  of  the  Mother  is  to  the  child, 
Is  what,  on  a  higher  plane  of  development, 
The  call  of  conscience  some  day  becomes. 

If  he  hears  its  soft  call, 

And   follows   it   willingly, 
His  heart  will  not  be  left  lonely: 
It  will  always  then  be  happily  close  to  him, 

As  Life's  most  beautiful  mirror. 

SONG  FOR  THE  CHILD 

"Cuckoo!    Cuckoo!" 
The  cuckoo  calls  my  little  one: 

"Cuckoo!    Cuckoo!" 
Answer  him,  then  hide  in  fun: 

"Cuckoo!    Cuckoo!" 
You  look  so  lonely    on  that  tree, 

"Cuckoo!    Cuckoo!" 
Do  you  wish  my  child  to  see? 

"Cuckoo!    Cuckoo!" 
He  sees  you,  he  sees  you,  my  baby  wee! 
How  happy  together  you  both  can  be! 

"But  why  the  Cuckoo  play?"  perhaps  someone  says, 
who  considers  only  the  externals  of  those  children's 
plays,  which  are,  however,  so  significant,  so  full  of 
deep  meaning.  "Why  give  us  also  the  Cuckoo  play? 
Is  it  then  anything  more  than  just  a  mere  hiding- 
game,  in  which  we  cry  "Cuckoo?"  Yes,  truly,  it  is 
something  quite  different,  even  tho  fundamentally 
related.  It  is  a  further  development,  an  amplifica- 
tion of  the  Hiding-game,  the  true  Cuckoo  play  appear- 
ing later  in  the  series  of  children's  plays,  than  that 
which  is  purely  a  hiding  game. 

What  then  is  the  difference  between  the  two,  and 
what  is  the  nature  of  the  further  evolution  in  the 
latter? 

Observe  your  children's  play  more  closely,  thought- 
ful Mother,  and  you  will  readily  see  the  difference. 
In  the  first  (the  purely  hiding  game)  Separation  and 
Union  are,  it  would  seem,  more  distinctly  defined  in 
order  that  the  child  may  be  more  clearly  conscious 
of  them;  in  the  latter,  the  cuckoo-call  mediates  be- 
tween the  two. 

It  is  separation  in  union  and  union  in  separation, 
which  makes  the  cuckoo  play  so  peculiar,  and  because 
of  this  peculiarity,  so  dear  to  the  child. 

This  feeling,  this  consciousness  of  union  in  separ- 
ation and  of  separation  (of  the  personality)  in  union, 
is  the  fundamental  basis  of  conscience.  And  so  with 
the  play  of  the  cuckoo  with  its  cheerful  call,  comes 
to  the  child  the  call  of  conscience. 

Well  may  happiness  and  blessing,  peace  and  joy, 
come  to  that  child  to  whom,  throughout  his  life,  the 
serene  voice  of  conscience  presages  the  early  union 


252 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


of  mind  and  spirit,  with  what  is  highest  in  feeling 
and  in  consciousness, — with  God — never  again  to  be 
separated 

Serenely  then,  rises  the  unifying  sun  of  the  spirit- 
ual life,  as  in  the  picture  the  sun  rises  above  the 
mother's  head  as  if  to  unite  her  and  the  two  playing 
children,  in  a  holy  light  that  never  again  will  set. 

"If  I  knew,  dear  Mother,  just  one  thing  for  sure!" 
"If  you  hearken,  my  child,  to  your  conscience 

pure. 
You'll  know  being  good  brings  you  joy  serene — 

Then  listen  alway,  to  the  voice  unseen. 
You'll  know  that  you're  the  child  of  parents 

that  love; 
You'll  know  that  God  is  your  Father  above: 
But  this  happy  knowledge  depends,  too,  on 
you; 
On  your  being  loving,  and  grateful  and  true: 

"Oh,  that  I  do  know,  dear  Mother,  for  sure, 
And  that  your  love,  dear  Mother,  will  always 
endure!" 

ADDITIONAL  SUGGESTIONS  FOR  THE  GRADE 
TEACHERS 

This  Mother  Play  will  perhaps,  be  better  understood, 
if  wo  refer  briefly  to  the  one  that  precedes  it  in  Froe- 
bel's  Mother  Play  Book,  and  which  is  a  simple  hid- 
ing-game for  the  baby,  with  no  mediating  call.  Froe- 
bcl  points  out  that  the  child's  joy  in  the  game  consists 
in  the  certainty,  that  after  a  brief  period  of  separa- 
tion, be  will  be  found,  reunited.  Froebel  then  shows 
the  danger  to  the  child  in  too  long  a  period  of  separa- 
tion— the  danger  that  he  may  become  accustomed  to 
the  separation,  may  find  pleasure  in  it,  and  that  a 
permanent-  spiritual  estrangement  may  ensue.  He 
warns  the  Mother  to  be  on  her  guard  lest  the  child 
learn  to  hide,  not  only  his  person,  but  his  actions 
from  her.  The  remedy  for  this  is,  that  she  should 
see  to  it  that  he  always  anticipates  the  keenest  joy 
in  the  reunion  with  his  Mother.  If  she  has  the  right 
attitude  towards  him,  he  will  be  unhappy  at  any 
long  concealment  from  her,  whether  physical  or  spir- 
itual. 

In  the  Play  wTe  have  just  translated,  he  points  out, 
that  altho  there  is  the  physical  separation  and  con- 
cealment, the  hider  and  the  seeker  are  nevertheless, 
united  by  the  mediating  call. 

We  cannot  here,  enter  into  a  discussion  of  the  latest 
theories  as  to  the  origin  of  conscience.  There  is  no 
doubt,  however,  that  it  is  the  great  invisible  mediater, 
spiritual  and  moral,  that  unifies  human  beings,  both 
with  each  other,  and  with  the  "Power  that  makes 
for  Righteousness." 

It  is  not  until  he  is  conscious  of  his  separate  iden- 
tity, the  separateness  of  his  personality,  that  the  sense 
of  personal  obligation,  and  hence  of  the  demands  of 
the  invisible  conscience  can  develop  in  a  responsible 
being.  But  with  this  consciousness  of  separateness 
there  must  necessarily  be  a  sense  also  of  union,  of 
a  common,  uniting  bond,  or  there  can  be  no  feeling 
of  obligation.  As  the  consciousness  of  this  invisible 
bond  with  the  most  separate  and  remote  peoples 
develops,  the  sense  of  brotherhood  and  obligation 
grows,  until  all  prejudices  and  hatreds  are  lost  in  a 
faith  in  a  universal  brotherhood. 


How  can  the  teacher  apply  this  knowledge? 

Let  her  study  her  children  and  learn  which  may  be 
trusted  to  be  left  alone  in  the  class  room.  Which 
may  be  sent  on  errands.  Which  are  likely  to  pilfer, 
to  copy  their  examples,  to  say  the  indecent  thing 
behind  her  back,  in  short,  which  may  need  her 
strengthening  to  resist  temptation;  in  whom  the  call 
of  conscience  is  faint. 

Each  such  case  may  need  separate  and  different 
treatment  so  no  specific  cure  can  be  suggested.  But 
in  various  ways  the  child  can  be  helped  to  feel  that 
there  is  a  call  for  high  and  true  living  which  must 
be  obeyed  or  else  separation  from  fellow-human  be- 
ings will  inevitably  follow.  Help  the  child  to  feel  the 
invisible  bond  that  unites  all  and  should  mean  happi- 
ness to  all. 

Let  the  children  see  the  picture  and  arouse  their 
interest  by  telling  of  the  bird  that  returns  in  the 
springtime  after  the  separation  of  the  winter,  and 
whose  call  is  imitated  in  the  cuckoo-clock,  and  in  the 
play  of  the  children.  Does  the  "coop"  of  the  hiders  in 
our  game  of  Hide  and  Coop  come,  perhaps  from  the 
call  of  the  cuckoo?  What  other  birds  and  creatures 
return  in  the  springtime?  Birds,  butterflies,  moths 
How  have  they  spent  the  winter?  Is  the  world  they 
return  to  quite  the  same  that  they  left?  Difference 
between  Fall  and  Spring?  Is  the  world  the  butterfly 
and  moth  retur.i  to,  the  same  that  the  caterpillar 
left?  Is  the  world  of  the  butterfly  and  of  the  cater- 
pillar the  same?  Does  separateness  necessarily  con- 
sist always  in  real  space  or  in  difference  of  an  inner 
self?  Is  it  possible  to  be;  distant  in  body  but  Rear  in 
spirit?     Near  in  body  but  distant  in  spirit? 


THE  PANAMA-PACIFIC  EXPOSITION 
Tho  Panan:a-Pacific  Exposition  at  San  Francisco 
opened  its  doors  on  February  20,  to  remain  open  until 
December  4,  1915.  The  exposition  celebrates  the  com- 
pletion of  the  Panama  Canal,  the  union  of  the 
Atlantic  and  PaciSc,  the  dream  of  centuries.  The 
exposition  is  a  $50,000,000  undertaking.  Forty-two 
nations  with  G0,000  individual  exhibitors  have  as- 
sembled their  displays  in  a  manner  to  present  an 
epitome  of  the  world's  progress. 

The  site  of  the  exposition  grounds,  which  are  about 
two  and  one-half  miles  long  and  one-half  mile  wide, 
is  on  the  shore  of  San  Francisco  Bay.  Across  the 
sweep  of  one  of  the  most  beautiful  harbors  of  the 
world  rise  the  foothills  of  Marin  and  the  chain  of  the 
Coast  Range  Mountains  with  the  majestic  peak  of  Mt. 
Tamalpais  piercing  the  clouds.  On  these  grounds  are 
located  approximately  250  buildings,  ranging  in  size 
from  the  monster  Machinery  Palace,  nearly  1,000  feet 
in  length,  to  the  10-foot  front  of  the  postcard  conces- 
sions. Every  building,  irrespective  of  size  or  location, 
is  an  integral  part  of  the  general  ground  scheme. 
One  is  able  to  get  a  faint  idea  of  the  immensity  of  the 
exposition  where  in  any  part  the  exhibition  is  mar- 
velous. 


A    bird   in    the   net    is    worth   a   hundred    flying. — 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


253 


STRAIGHT  LINE  CUTTING. 

Carrie  L.  Wagner. 

Spring  and  Easter  are  the  central  thoughts  for 
this  month,  and  the  children  are  interested  in  the 
awakening  of  nature.  The  bulbs  are  sending  forth 
green  shoots  and  many  flowers  are  beginning  to 
bloom.  Perhaps  there  are  window  boxes  in  the  kin- 
dergarten where  plants  may  grow  in  the  sunshine. 
The  paper  cutting  will  be  more  interesting  if  it  sug- 
gests something  of  their  environment,  or  of  the 
morning  talks  they  have  had.  The  older  group  of  chil- 
dren will  enjoy  cutting  the  houses,  and  the  rabbit 
wagon,  which  will  make  a  pretty  Easter  card.  The 
younger  group  may  easily  cut  the  window  with  cur- 


place  it  so  that  a  small  portion  of  the  circle  will  fall 
beyond  the  fold. 

Use  the  same  center  and  draw  a  second  circle  with 
a  radius  of  17s  in. 

Carefully  trace  the  design  of  dogwood  on  tissue  or 
rice  paper.  Place  this  paper  face  downward  and  go 
over  the  back  with  a  soft  lead  pencil.  Next  place  this 
darkened  side  on  the  gray  paper  and  trace  over  the 
entire  design.    This  will  leave  a  print  on  the  cover. 

Fill  in  the  design  with  a  flat  wash  of  water  color. 
Use  dull  green,  gray  and  white  or  tones  of  gray  and 
white.  When  the  colors  are  dry  outline  with  a  black 
line.  If  you  do  not  have  the  white  paint,  the  black- 
board crayon  may  be  rubbed  in  for  the  white  portions 
of  the  design. 


n 

/    \ 

A 

J 

THE  HOUSE 


RABBIT  WAGON 


WINDOW 


tains.  One  four  inch  square  will  mak-3  the  house. 
Fold  into  sixteen  little  squares,  open,  and  fold  again 
into  book  form  by  folding  two  of  the  edges  together. 
Now  cut  out  four  squares  in  the  center  by  cutting 
two  on  the  double  fold.  Open,  and  cut  the  frame 
into  two  pieces  by  citting  from  right  to  left  on  the 
center  lines.  With  the  open  space  of  one  of  these 
pieces  at  the  bottom,  fold  the  two  upper  corners  on 
the  diagonal,  open  and  cut  off.  Mount  these  two 
pieces  as  illustrated  and  this  will  be  the  house  with  a 
window  and  door. 

The  rabbit  wagon  is  made  from  a  four  inch  square. 
Fold  into  sixteen  squares.  Beginning  at  the  right  cut 
the  length  of  a  square,  then  across  the  length  of  two 
squares,  and  down  again  the  length  of  one  square. 
This  piece  of  four  squares  will  make  the  wagon.  Cut 
the  wheels  and  the  rabbits  from  the  pieces  of  twelve 
squares  left. 

For  the  windows  fold  another  four  inch  square 
into  sixteen  little  squares.  Fold  into  book  form  and 
cut  out  four  squares,  as  for  the  house.  Open,  and 
mount;  fold  the  small  square  cut  from  the  center  of 
the  big  square  on  the  diagonals,  open  and  cut  from  the 
lower  right  corner  on  the  diagonal  line  to  the  center 
of  the  horizontal  line,  then  down  to  the  left  corner 
en  the  line.  This  makes  the  curtains,  and  they  may 
be  scalloped  or  left  plain.  Paste  these  in  the  window, 
and  cut  free  hand  from  the  remainder  of  the  small 
square  a  pot  of  plants. 


of  the  same  width  and  color  as  the  front  of  the  cover. 
The  pages  for  the  book  are  made  of  unruled  white 
paper.  They  are  sewed  to  the  cover  with  long,  even 
stitches.  The  ends  of  the  thread  are  brought  to  the 
middle  of  the  back  and  tied  in  a  hard  knot. — Primary 
Education. 


APRIL  SPELLING  BOOKLET 
The  April  cover  for  our  spelling  booklet  is  made  of 
gray  bogus  or  construction  paper  8  in.  x  4'i  in.    Fold 
the  paper  in  the  middle.     Ad.iust  a  compass  at  2  in., 


TEN    SANITARY    COMMANDMENTS    FOR    RURAL 

SCHOOLS 

Dr.  Thomas  D.  Wood 

In  every  school  which  may  be  considered  passably 
sanitary  the  following  conditions  shall  obtain: 

1.  Heating  by  at  least  a  properly  jacketed  stove. 
(No  unjacketed  stove  to  be  allowed.)  Avoid  over- 
heating. Temperature  should  never  go  above  68 
decrees  F. 

Ventilation  by  direct  outdoor  air  inlets  and  by 
adequate  and  direct  foul  air  outlets. 

2.  Lighting  from  left  side  of  room  ( or  from  left 
and  rear)  through  window  space  at  least  one-fifth  of 
floor  space  in  area. 

3.  Cleanliness  of  school  as  good  as  in  the  home  of  a 
careful  housekeeper. 

4.  Furniture  sanitary  in  kind,  and  easily  and 
frequently  cleaned.  Seats  and  desks  adjustable  and 
hygienic  in  type. 

5.  Drinking  water  from  a  pure  source  provided  by 
a  sanitary  drinking  fountain. 

6.  Facilities  for  washing  hands,  and  individual 
towels. 

7.  Toilets  and  privies  sanitary  in  type  and  in  care 
(with  no  cesspools  unless  water  tight)  and  no 
neglected  privy  boxes  or  vaults. 

8.  Flies  and  mosquitoes  excluded  by  thorough 
screening  of  school  house  and  toilets. 

9.  Obscene  and  defacing  marks  absolutely  absent 
from  school  house  and  privies. 

10.  Playground  of  adequate  size  for  every  rural 
school. 


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LITTLE  PLAYS  and  LITTLE  PIECES  for  LITTLE  PEOPLE 


c 


ARBOR  DAY 

Laura  Rounteee  Smith. 

(Children  carry  letters  to  spell  the  words  "Arbor 
Day." 
A— 

R— 

B— 

O— 

R— 

D— 

A— 

y— 


Arbor  Day!    Arbor  Day! 
Robin  red-breast's  come  to  stay. 
Back  again  the  birds  all  come. 
On  the  tree  woodpeckers  drum. 
Ready  then   for   planting  trees, 
Do  come  help  us  if  you  please. 
Arbor  Day!   Arbor  Day! 
Yes,  we'll  plant  a  tree  today. 


AN  ARBOR  DAY  PLANTING 
Bertha  E.  Bush,  Osage,  Iowa. 
We're  planting  here  a  little  tree 

Because  its  Arbor  Day. 
'Twill  grow  while  we  are  sleeping 
Or  while  we  work  or  play. 

Each  year  'twill  be  more  tall  and  large, 

And  be  more  useful  too, 
And  you  can  scarcely  reckon  up 

The  good  that  it  will  do. 

A  home  where  weary  wings  may  rest, 

A  squirrel's  safe  retreat, 
A  shelter  from  the  pelting  rain 

And  from  the  summer's  heat 

A  great  green  splendid  blessing 

This  twig  will  grow  to  be. 
0  what  a  wondrous  thing  it  is 

That  we  can  plant  a  tree! 


A  LULLABY 
Laura  Rountree  Smith. 
(To  be  recited  by  a  little  girl  with  a  doll.) 
Sing  us  a  lullaby,  old  apple  tree, 
Sing  a  sweet  song  to  dolly  and  me. 
Up  in  the  swing  we  go  riding  at  play, 
Up  in  the  swing  on  a  warm  summer  day 
The   leaves   are   all    whispering,    what   do   they 

say? 
"Come  out  little  boy,  little  girl,  come  and  play!" 
"Come  out,  little  boy,  little     girl,     come     and 

play!" 
Sing  a  sweet  song  to  dolly  and  me. 


A  BIRD  GAME 
Laura  Rountree  Smith. 

The  children  are  in  two  circles  one  outside  the 
other. 

Those  in  the  inner  circle  represent  children  and 
those  in  the  outer  circle  represent  birds. 

The  children  in  the  inner  circle  hold  hands  clasped 
up  high,  and  the  birds  skip  in  and  out  between 
them. 

The  birds  sing,  tune,  "My  Bonnie." 

"Oh  we  are  the  sweet  birds  of  summer, 

Oh  we  are  so  happy  and  free. 
Oh  we  are  the  sweet  birds  of  summer, 
We'll  build  our  nests  high  in  a  tree." 
( They   run    outside    to    their    own    circle   and    skip 
round,  while  the  children  in  the  inner  circle  sing,  to 
the  chorus  of  the  same  tune: 
Bring  back,  bring  back, 
Bring  back  the  birds,  little  Lady  Spring, 
Bring  back,  bring  back, 

Oh  bring  back  back  the  sweet  birds  to  sing." 
The  children  in  the  two  circles  now  change  places 
and  the  game  continues  as  before. 


THE  PLANTING  OF  A  TREE 
Doro  A.  Moxdore. 
(In  each  verse  adopt  motions  to  words.) 
1st  child   (carrying  spade.) 

This  is  the  way  to  spade  the  ground 

Digging  a  hole  both  deep  and  round. 

(Pass  spade  to  second  child.) 
2nd. 

This  is  the  way  we  place  our  spade 

Back  in  this  corner  in  the  shade. 
3rd. 

Here  is  the  twig  we  found  near  by— 

Of  course,  it  hasn't  grown  up  high. 
4th. 

This  is  the  way  we  plant  the  tree— 

Deep  in  the  soil  the  roots  must  be. 
5th. 

Then  the  loose  soil  is  all  put  back 

All  round  the  base  we  firmly  pack. 
6th. 

When  the  tree's  planted,  surely  you  know 

We'll  have  to  watch  it  and  see  it  grow. 
7th. 

God  will  send  rain  down  from  the  sky; 

Through  the  hot  summer  it  will  not  die. 
8th. 

Yes,  and  he'll  send  the  sunshine,  too; 

Trees  need  sunshine,  just  as  we  do. 

All — (sing  or  recite.) 

Now  the  tree's  planted  we'll  skip  away, 
Leaving  the  tree  where  the  squirrels  play. 

(Piano  plays  while  children  skip  away.) 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


257 


WHEN  THE  RAIN  COMES  DOWN 
Bertha  E.  Bush.  Osage,  Iown. 

When  the  rain  begins  to  fall 

On  a  summer  day 
Every  little  blade  of  grass 

Looks  as  green  and  gray. 

Little  ducks  run  gaily  out; 

Heated  air  grows  cool; 
Busy  mothers  smile  to  think 

The  cistern  will  be  full. 

Thirsty  flowers  lift  their  heads, 

Robins  softly  call; 
Every  one  is  happy 

When  the  raindrops  fall. 


THE  PREACHING  FLOWER 

Mrs.  Maurice  E.  Burnston,  14  East  129th  St..  N.  Y.  C. 

"Jack-in-the-pulpit" 
Is  a  queer  little  flower, 
That  stands  straight  and  tall, 
In  pulpit-like  bower, 

And  preaches,  away, — 

'Though  he  can't  speak  a  word, — 

A  sermon,  as  good, 

As,  'most  any,  you've  heard; 

For  flowers,  you  know, — 
By  their  pretty  lives, — say 
"I'm  doing  my  best, 
To  give  pleasure,  each  day." 


THE  S—  — ? 

Mrs.  Maurice  E.  Bukxstox,  11  East  129th  St.,  N.  Y.  C. 
Dark  round  face, 
Golden  hair: 
With  stately  air. 

Robe  of  green, 
Fashion  old: 
Never  shy, 
Nor  ever  bold. 

Face  upturned 
To  the  sky, 
Where  all  hope 
Of  life,  cloth  lie. 
Sunflower. 


WILLOW  BABIES 

Susan  M.  Kane. 

Bending,  blowing,  swinging,  swayins 

Down  where  the  brook's  set  free, 
Wrapped  in  coats  of  silver  gray, 
Are  the  babes  of  the  willow  tree. 

And  these  fur-clad  willow  babies, 
Are  calling  the  birds  to  sing; 
And  telling  the  little  children  folk, 
It  is  time  to  hunt  for  Spring. 


THE  BLUEBIRD 
Mary  Burntox 
Dear  little  bird  of  blue 
Is  it,  ah!  is  it  you 

Telling  of  Spring? 
In  yonder  apple  tree 
Your  pretty  wings  I  see, 
As  gaily  you  sing. 

Now  will  come  violets  blue 
And  robin-redbreast  too 

For  it  is  spring: 
So  Bluebird  build  your  nest 
Safe  where  your  babes  can  rest 

Warm  'neath  your  wing. 


VIOLETS 
Nellie  Buktox  Brock. 
Of  all  the  fragrant  sweet  flowers, 

Violets  I  love  the  best; 
They  are  so  shy  and  modest, 

Like  a  baby-bird  who  hides  in  its  nest. 

They  bloom  in  the  early  spring  time, 
When  the  robins  are  calling  clear; 

And  the  world  so  happy, 

For  summer  will  soon  be  hero. 

So  violets  are  the  sweetest  of  flowers; 

And  to  And  them  one  must  know, 
That  away  down  close  to  mother  earth 

Is  where  the  dear  violets  grow. 


Laura  Rouxtkee  Smith. 

April  comes  with  smiles  and  tears, 
Get  out  your  umbrellas,  dears, 
Then  the  sun  calls,  "April  fool," 
See  the  Bunnies  go  to  school, 
April  has  thirty  days  we  know, 
See  the  rainbow-colors  glow! 
Bunny  calls  with  laugh  and  shout, 
"Better  get  umbrellas  out!" 


THE  COMMITTEE  of  THE  WHOLE 

CONDUCTED  BY  BERTHA  JOHNSTON 

THIS  COMMITTEE  OF  THE  WHOLE,  of  which  all  Subscribers  to  the  Kin- 
dergarten-Primary Magazine  are  members,  will  consider  those  various  prob- 
lems which  meet  the  practicing  Kindergartner— problems  relating  to  the 
School-room  proper.  Ventilation,  Heating,  and  the  like;  the  Aesthetics  of 
School-room  Decoration;  Problems  of  the  Physical  Welfare  of  the  Child,  in- 
cluding the  Normal,  the  Defective,  and  the  Precocious;  questions  suggest- 
ed by  the  use  of  Kindergarten  Material,  the  Gifts,  Occupations,  Games,  Toys, 
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, 

389  Clinton  St.,  Brooklyn,  N.  Y- 


Chairman  of  the  Committee  of  the  Whole: 
Is  there  any  specially  approved  way  of  dismissing 
the  children  from  kindergarten?  I  very  much  wish 
that  I  might  have  a  chance  to  visit  other  kindergar- 
tens and  observe  different  methods  of  conducting  the 
circle  periods  and  the  table  and  other  exercises. 

B.  S.  J. 

The  kindergartner  in  a  big  city  certainly  has  an 
advantage  over  those  in  the  smaller  and  more  iso- 
lated villages  in  that  opportunity  is  usually  given  by 
the  intelligent  supervisors  or  school  boards,  to  visit 
other  kindergartens  or  to  attend  conventions  and  thus 
learn  invaluable  lessons  from  contact,  with  and  obser- 
vation of,  others.  The  kindergarten  magazines  are 
indispensable  to  the  earnest  kindergartners  in  the 
smaller  communities  because  they  supply  to  a  great 
extent,  the  inspiration  and  information  that  others 
can  obtain  through  their  regular  visiting  days. 

As  for  the  specific  question  asked  above; -We  have 
personally  been  most  impressed  with  the  dismissal 
exercise  which  called  the  children  to  the  circle  after 
their  wraps  were  put  on,  and  then  held  each  child 
quietly  there,  until,  one  by  one,  as  the  director  stood 
silent,  in  the  center,  she  caught  the  eyes  of  each  child, 
who,  as  he  saw  her,  came  forward  towards  her,  and 
cither  bowed,  curtsied,  or  shook  hands,  and  then  quiet- 
ly walked  away.  No  word  is  said  during  this  quieting 
exercise.  Sometimes  a  child  of  little  concentration, 
will  let  his  mind  and  his  eyes  wander  indefinitely  un- 
til all  the  other  children  have  gone,  when  he  sudden- 
ly realizes  this  fact,  his  eyes  meet  his  teacher's  steady, 
kindly,  uniting  gaze,  his  attention  is  held  for  the 
moment,  he  makes  his  little  bow,  and  he  is  gone.  This 
quiet  goodbye  holds  the  teacher  en  rapport  with  each 
child  for  a  brief  interval  and  those  who  have  tried  it 
feel  that  the  experience  is  a  most  beautiful  one,  and 
one  that  they  would  not  willingly  forego.  It  takes  a 
little  time,  especially  at  the  beginning  of  the  season, 
when  the  newcomers  do  not  understand  the  routine. 
Some  teachers  vary  this  by  standing  near  the  exit 
door  and  taking  the  hand  of  each  child  in  turn,  as  he 
passes  out.  Psychologically,  we  feel  that  it  is  good 
for  the  individual  child  to  feel  thus,  the  strong,  sym- 
pathetic bond  uniting  it  with  the  Director. 


To  the  Chairman  of  the  Committee  of  the  Whole: 
I  enclose  an  Educational  Creed  that  interested  me 
because  it  seems  to  express  the  principles  which  we 
kindergartners  recognize  as  fundamental  to  Froe- 
bel's theory  of  life;  the  fact  that  each  child's  in- 
dividuality must  be  respected  and  developed  and  that 
each  must  be  developed  with  reference  to  the  social 
order.  The  kindergarten  seems  to  be  the  only  depart- 
ment of  the  educational  system  which  definitely  gives 
the  child  opportunity  to  practice  in  daily  contact  with 
its  companions  the  social  virtues  necessary  to  the 
ideal  State.  How  can  kindergartners  help  to  modify 
the  other  department  so  as  to  introduce  the  practice 
of  these  important  qualities? 

AN   EDUCATIONAL   CREED. 

1.  I  believe  in  the  individual:  in  the  child  as 
father  to  the  man,  who  is  the  agent  of  all  progress. 

2.  I  believe  that  society  has  a  right  to  demand  of 
every  normal  man,  what  ever  his  wealth,  that  he  shall 
do  something  useful,  and  that  instruction  in  that  duty 
is  one  of  the  rights  and  obligations  of  the  public 
school. 

3.  I  believe  also  that  every  man  has  his  own  life 
to  live  and  personality  to  develop,  and  that  he  has  a 
right  to  instruction  in  things  that  are  his  own. 

4.  I  believe  that  no  society  can  permanently  gov- 
ern itself  unless  men  are  firmly  knit  together  by  a 
common  stock  of  universal  knowledge  and  of  sym- 
pathy with  each  other's  burdens. 

5.  I  believe  that  the  highest  civilization  is  possible 
only  as  each  man  developes  within  himself  the  best 
service  and  the  highest  ideals  of  which  he  is  capable 
and  is  both  free  and  willing  to  exercise  all  his  facul- 
ties. 

6.  I  believe  that  the  public  school,  which  has  pos- 
session of  all  the  children,  is  the  controlling  agent  of 
projress,  and  that  its  policies  both  reflect  and  estab- 
lish the  ideals  of  our  times  and  the  limits  of  our 
attainments. 

E.  DAVENPORT, 

Dean  College  of  Agriculture,  University  of  Illinois. 

P.  G. 

The  Cook  County  Normal  School  of  Illinois,  the 
Francis  W.  Parker  School,  Chicago,  and  others  have 
experimented  along  these  lines.     Little  can  be  done, 


THE  KIXDERGARTEN-PRIMARY  MAGAZINE 


259 


however,  until  public  opinion  requires  fewer  children 
in  each  class  room  and  a  more  flexible  public  school 
curriculum.  If  each  kindergartner  make  a  point 
of  informing  herself  about  such  model  schools  and 
sets  the  ideal  before  her  parents'  club,  in  time  the 
public  will  make  the  demand,  and  the  supply  will  be 
forthcoming. 


To  the  Chairman  of  the  Committee  of  the  Whole: 

In  many  kindergartens  I  observe  that  the  chairs 
are  supplied  with  rubber  tips  to  ensure  noiselessness 
when  moved.  I  can  understand  that  these  are  desir- 
able from  some  view  points,  but  it  seems  to  me  that 
the  use  of  the  ordinary  chairs  gives  the  children  prac- 
tice in  thought  for  others,  and  in  bodily  control,  since 
any  carelessness  in  carrying  them  is  distressful  to 
others.  Is  it  possible  to  have  our  environment  and 
equipment  too  perfect  for  the  best  good  of  the 
children? 

N.  M. 

The  adverb  '"too"  negatives  the  adjective  "perfect." 
Nothing  can  be  too  perfect,  as  it  then  ceases  to  be 
perfect.  It  is  quite  possible  to  supply  the  children 
with  material  and  with  equipment  that  is  too  finished, 
too  detailed,  and  unnecessarily  luxurious.  The  desir- 
ability of  supplying  the  rubber  tips  to  the  chairs  de- 
pends upon  the  age  and  number  of  the  children,  the 
number  of  assistants,  the  physical  condition  of  the 
kindergartner  and  other  conditions.  In  a  normal, 
wholesome  kindergarten  atmosphere,  we  would  say 
they  were  neither  necessary  nor  desirable,  because 
if  the  children  are  trained  how  to  rightly  carry  and 
move  the  ordinary  chairs,  they  should  make  but  little 
noise.  But  if  the  enrollment  is  very  large,  and  the 
teacher  under  a  heavy  strain,  any  equipment  that 
reduces  possible  strain  upon  the  nerves  is  desirable. 


ADDITIONAL  MOTHER-PLAY  SUGGESTIONS 
Bertha  Johxstox. 

Which  is  harder  for  a  parent.  To  have  a  child  who 
perhaps  is  living  in  a  far-away  city  but  is  nobly  oc- 
cupied, having  the  same  interests  as  the  home  people, 
or  to  have  a  child  living  right  at  home,  but  whose 
habits  are  evil  and  who  is  a  continual  cause  of  anxious 
care? 

What  are  some  games  besides  "Cuckoo"  in  which 
there  is  separation,  and  also  a  united  bond?  Hare 
and  hounds,  with  the  trail  of  paper;  Among  modern 
inventions  the  telephone  and  the  "wireless"  unite 
those  far  separated.  What  effect  has  difference  in 
language  in  separating  people?  Have  the  children 
discuss  the  value  of  Esperanto,  a  common  language 
devised  to  unite  peoples.  Has  it  place  in  commercial 
intercourse  as  stenography  has?  How  about  simpli- 
fied spelling? 

An  interesting  question  for  debate  might  be,  "Is  the 
development  of  nationality  in  Poland,  Siberia,  and  the 
like,  antagonistic  to  a  sense  of  unity  and  brotherhood 
with  all  mankind?" 

In  the  endeavor  to  strengthen  the  power  of  the 
child  to  resist  temptation  when  away  from  parent  or 
teacher  secure  the  cooperation,  by  judicious  action,  of 


the  most  manly  or  womanly  child  in  the  class— that 
is,  of  the  one  that  the  other  children  look  up  to. 

Denton  J.  Snider  in  his  extended  studies  of  the 
great  epics  of  Homer,  Dante,  Milton,  treats  them  from 
the  standpoint  of  Froebel's  principles  of  estrange- 
ment and  return;  it  might  be  well  to  tell  briefly  the 
story  of  Odysseus,  his  arduous  adventures,  travels,  the 
long  separation  from  home,  but  the  soul  unity  with 
his  faithful  wife  at  home,  that  eventually  brought  to 
both  the  joys  of  reunion.  She  was  noble  and  true 
during  his  long  absence. 

Help  the  children  to  feel  that  the  liar,  the  thief, 
has  already  separated  himself  from  the  common 
social  order,  and  hence  society  has  to  separate  him 
until  he  so  feels  the  shame  and  loneliness,  that  he 
longs  to  return  to  his  proper  place  in  the  human 
circle. 

Above  all,  help  him  to  feel  that  you  are  truly  his 
friend,  and  want  to  help  him  to  be  his  best  self. 


THE  TEACHER'S  PRAYER 
Alice  A.  Clark. 

O  Father,  Thou  hast  permitted  me  to  shape  my 
education  for  a  wonderful  life;  Thou  hast  given  unto 
my  teaching  this  class  of  impressionable  children; 

O  Father,  help  me  to  realize  that  my  personality  is 
greater  than  my  skill,  and  that  all  the  things  they 
learn  from  this  little  stack  of  books  are  as  nothing 
compared  to  what  they  discover  in  the  tones  of  my 
voice,  and  in  the  manifold  acts  which  I  perform  before 
them  every  day.  When  they  gaze  into  my  eyes  with 
comprehension  clarified  with  innocence,  may  they 
never  behold  anything  impure,  dishonest,  or  unjust. 

Let  me  be  firm,  O  Father,  in  the  maintenance  of  my 
decrees,  and  give  me  wisdom  in  the  penalties  I  in- 
flict. 

May  I  never  wake  to  a  day  when  the  thoughtless 
voices  of  childhood  irritate  me;  when  I  look  upon 
their  faces  grudgingly;  instead,  I  pray  Thee,  let  me 
rise  each  morning  with  a  pleasant  zest  for  the  routine 
of  the  day,  and  with  the  feeling  that  I  choose  my  life 
work  happily  and  wisely. 

If  one  of  these  little  ones  rouses  a  deeper  love  in 
my  heart  than  the  rest,  grant  that  I  may  not  exhibit 
the  selfishness  of  favoritism. 

When  the  last  class  has  said  good-by,  and  I  too 
have  learned  my  last  lesson  in  the  schoolroom,  may  I 
feel  that  inward  comfort  which  comes  from  having 
done  one's  best,  so  that  no  word  of  praise  nor  hint 
of  blame  will  elate  or  depress  me.  Even  so,  shall  I 
help  to  build  the  characters  of  these  little  ones,  and 
thus  shall  I  make  my  own  soul.  Amen. — Normal  In- 
structor and  Primary  Plans. 


A  HIRED  MAN'S  NECK 

The  small  boy  who  was  visiting  on  his  grand- 
father's farm  sent  his  mother  the  following  letter: 

"Dear  Mother — I  am  having  an  awful  good  time, 
and  have  seen  lots  of  animals  and  an  accident.  It 
was  an  exciting  accident.  You  know  Bill  Hitchcock, 
the  hired  man's  neck?  Well,  he  fell  in  the  creek  up  to 
it  yesterday.  Your  loving  son,  Jim." — Harper's 
Monthly. 


260 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


"The  Little  Gardener" 

E.  W.  Eddis 

[See  pa<£e249J 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


261 


NEW  KINDERGARTEN  STORIES 


n 


y 


THE  PRESENT 

S.  Plessker  Pollock 
(Continuation  of  story  last  sent.) 
Every  morning  after  breakfast,  the  children  had 
a  quiet  hour  with  Grandma.  This  was  the  name  the 
children  gave  the  instruction  time,  they  spent  there. 
In  the  quiet  house,  they  did  not  play  or  jump  around, 
but  sat  still  and  talked  together.  Grandma  talked 
and  the  children  were  allowed  to  ask  questions  and 
have  everything  explained  to  them,  which  they  did 
not  thoroly  or  clearly  understand.  They  were  very 
fond  of  the  quiet  hour,  for  Grandma  told  them  such 
interesting  things  and  had  beautiful  books  which  she 
had  formerly  had  when  she  lived  in  the  town  and 
taught  school.  Today  on  the  birthday  of  the  new 
baby,  books  were  not  to  be  thought  of;  there  were  too 
many  things  about  this  treasure  to  talk  about.  "Will 
little  brother  play  with  us?"  asked  Herman.  "Surely 
when  he  is  older,"  answered  Grandma.  "Now  he  does 
not  understand  anything  about  playing,  he  can  only 
sleep  and  drink  his  milk  and  have  his  little  body 
bathed  in  warm  water  and  stretch  his  little  limbs  this 
wray  and  that  and  when  he  is  tired,  yawn  and  sleep 
again."  "Can  he  then,  not  talk?"  Not  yet,  for  awhile 
he  must  look  about  him  dumbly  and  get  acquainted 
with  father  and  mother  and  then  with  his  brother 
Herman  and  sister  Gertrude.  After  awhile  he  will 
become  wiser  and  understand  when  one  says  a  love 
word  to  him.  Then  he  will  try  to  make  the  same 
sounds  and  finally  to  chat  as  you  do!"  "Can  the  baby 
walk?"  "To  walk  he  must  also  learn  as  time  passes, 
— at  present  his  feet  are  weak  and  would  not  support 
his  body;  he  cannot  even  stand  up  on  them."  "Little 
brother  must  for  awhile  be  carried  and  rocked  and 
lie  in  his  little  bed."  "Did  he  bring  the  pretty  little 
cap  and  ribbons  with  him  when  he  came  into  the 
world?"  "He  brought  with  him  as  a  covering  for 
his  body  only  his  soft  blonde  hair."  "You  know  that 
the  human  child  is  born  without  clothes,  not  like  the 
dog  and  cat,  with  a  fur  coat.  I  have  already  told 
you  that  the  dear  Heavenly  Father  of  the  parents  to 
whom  He  gives  a  child,  expects  them  to  clothe  him. 
People  have  brains  with  which  to  think  and  study 
and  judge  how  it  is  necessary  and  best  to  clothe  so 
helpless  a  little  naked  body.  You  know  the  bird  mo- 
ther covers  her  birdlings  with  the  warm  down  from 
her  breast,  until  they  have  feathers  of  their  own. 
The  bird  has  instinct,  this  takes  the  place  with  it,  of 
ability  to  think.  Your  mother  though,  is  a  wise,  lov- 
ing woman,  she  gave  her  new  treasure,  appropriate 
clothing — a  little  shirt,  that  you  once  wore,  a  little 
sack  of  yours  and  one  of  your  little  caps — yes,  a 
mother  is  very  loving;  from  the  first  day  of  baby's 
life,  she  cares  unceasingly  for  him,  therefore  it  is 
very  natural  that  the  children  love  mamma  so." 
"Will  brother  always  mind  them?"  May  God  grant 
it!  he  shall  be  brought  up  to  be  obedient;  he  shall  be 


taught  to  obey  God  and  his  parents.  It  is  an  earnest 
task  (responsibility)  which  is  given  to  parents  when 
God  gives  them  a  child.  They  must  not  only  care 
for  his  body,  but  also  for  his  soul — that  his  heart 
may  be  filled  with  God's  love.  Parents  must  give 
their  children  an  understanding  of  right  and  wrong, 
must  lead  them  to  the  good,  punish  wrong  doing  and 
above   all   things,    set   a   good    example   themselves." 

"You  have  also  received  something  to  do,  my  dear 
children,  you  must  also  help  with  little  brother's  edu- 
cation." "We?  we  are  so  little  ourselves."  "Yes,  you 
are  little,  but  much  older  and  have  much  more  un- 
derstanding than  little  brother.  You  already  have 
conceptions  of  right  and  wrong — you  already  hear  the 
voice  of  your  conscience.  You  know  many  of  God's 
commands.  You  know  about  the  child  Jesus,  who 
loved  us  first,  that  we  might  love  Him.  You  know 
what  you  owe  your  parents,  you  know  what  unques- 
tioning obedience  is;  you  must  also  give  little  bro- 
ther a  good  example,  that  he  must  follow." 

"Will  you  do  this,  my  heart  dearest?"  The  child- 
ren sprang  up  from  their  seats  and  threw  themselves 
into  the  arms  of  Grandma.  "We  will  do  it,"  cried 
out  Herman  joyfully — and  Gertrude  added — "Grand- 
ma, you  must  remind  us  when  we  forget. 


THE    YELLOW    MARIGOLD    AND    THE    LEOPARD 

SPOTS 

Fax  x  ie  Louise  Btjrgheim 

Once  upon  a  time  there  was  a  little  yellow  mari- 
gold who  grew  across  from  a  big  lot  where  the  circus 
camped  every  year.  One  day  when  all  the  circus 
animals  passed  by  on  parade,  the  yellow  marigold 
saw  a  beautiful  spotted  leopard,  and  she  immediately 
thought  him  the  most  wonderful  animal  in  the  world. 
Every  day  she  watched  him  in  the  parade,  and  at 
last  when  the  circus  went  away  she  was  very  sorrow- 
ful. 

One  day,  just  before  winter,  time,  a  poor,  torn 
winged,  many  colored  butterfly  went  from  flower  to 
flower  begging  for  a  home.  All  the  haughty  chrys- 
anthemums and  astors  sent  the  crippled  butterfly 
away,  but  the  yellow  marigold  opened  wide  her  doors 
to  the  little  sufferer. 

After  she  had  cooled  his  hurt  wings,  she  said, 
"How  did  you  bruise  yourself,  little  butterfly?"  And 
the  butterfly  answered,  "I  tried  to  stay  with  the  beau- 
tiful spotted  leopard  that  belonged  to  the  circus,  and 
I  beat  my  wings  against  the  bars  of  this  cage,  but 
somehow  or  other  I  couldn't  fly  in."  "How  sorry  I 
am,"  said  the  yellow  marigold,  "because  the  spotted 
leopard  was  very  beautiful." 

After  a  while  the  bruised  wings  of  the  many  col- 
ored little  butterfly  were  healed  and  he  flew  away 
to  spin  his  winter  house.  Before  he  left  he  thanked 
the  yellow  marigold  again  and  again  and  then  he  said, 
"Make  one  wish  and  I  will  see  that  it  comes  true." 
The  yellow  marigold  didn't  even  take  time  to  think. 
"I  want  a  spotted  dress  just  like  the  leopard's  coat," 
she  wished. 

That  fall  her  seeds  stirred  and  stirred  in  the  ground 
and  they  wondered  if  the  butterfly  would  keep  her 


262 


ME  KINDEKGARTEtt-PftiMARY  MAGAZINE 


promise.  Very,  very  early  that  spring  they  pushed 
their  little  green  sprouts  up  above  the  earth.  All 
through  the  lazy  summer  they  grew  greener  and 
leafier.  At  last  when  fall  came  around  again,  the 
marigold  plants  were  filled  with  buds. 

One  sunshiny  day  in  early  September  all  the  buds 
opened,  and  what  do  you  think? — every  one  of  the 
many  marigold  flowers  were  wearing  yellow  dresses 
spotted  and  splashed  with  reddish  brown  just  like 
the  leopard's  coat. 


THE   COBFIRE  STORIES 

Bertha  C.  Pitman. 
(Continued  from  last  issue  ) 

The  next  day  Charles  took  his  baskets  to  the  barn, 
filled  one  for  Hannah's  fire  and  one  for  his  own,  and 
carried  them  to  the  house.  Then  he  took  Bruno,  his 
dog,  and  went  off  to  play  with  some  of  his  little  neigh- 
bors. 

When  twilight  came,  he  and  his  mother  sat  in  front 
of  the  fireplace  and  Charles  built  another  house  of  his 
pretty  white  cobs,  lighted  the  paper  and  sticks  under 
it  and  then  sat  watching. 

"Now  for  our  story,"  said  mother,  "What  picture 
do  you  see  to  night?" 

"I  see  quite  a  different  picture  from  what  I  saw  last 
night,  mother,  for  the  cobs  are  burning  more  slowly. 

"The  gray  smoke  over  there  in  the  corner  looks  like 
mountains,  and  just  below  it  where  the  blue  flame 
comes  is  the  lake.  The  little  white  specks  of  the  cobs 
which  have  not  burned  are  the  little  sailboats. 

"See,  there  are  some  little  boys  in  the  boats  fishing. 
They  are  pulling  up  their  nets  and  have  caught  some 
gold  fish  which  they  are  putting  in  a  pail  of  water  in 
their  boat  until  they  can  get  home,  then  they  will 
put  them  in  their  fish-globes. 

"Now  they  are  taking  up  their  anchors  and  are 
sailing  home.  Back  of  them  it  looks  like  a  beautiful 
sunset. 

"See  all  the  different  colored  lights.  There,  out 
goes  the  red,  now  the  purple  is  left — now  only  orange, 
now  that  is  gone  and  the  blue  is  left — and  there  goes 
the  blue  and  we  have  only  gray. 

"Night  is  coming,  for  see,  the  stars  are  coming  out, 
and  now  the  ashes  look  like  little  houses  all  dark  for 
the  night,  for  the  lights  are  all  gone." 

"Yes,  dear,  your  picture  was  very  pretty,  and  now 
we  will  say  good-night  to  our  fire  and  go  to  bed." 


For  several  days  Charles  did  not  have  any  fires,  as 
the  weather  was  getting  warm,  and  they  did  not  need 
one.  But  one  day  it  rained  hard  all  day  and  Charles 
ran  out  to  the  barn  and  filled  his  basket  with  cobs,  and 
made  his  house  to  be  ready  when  twilight  came. 

You  see  he  was  a  thoughtful  child,  and  did  not  wait 
until  it  was  time  to  want  things  before  getting  them, 
but  had  everything  ready,  so  that  when  the  time  came 
to  need  the  fire  it  would  be  there. 

After  watching  his  mother  put  baby  to  bed,  he  said: 
"Come,  dearie,  our  fire  is  all  ready  to  light  and  I  want 
to  see  what  picture  I  will  find  tonight." 


They  went  down  stairs  to  the  sitting  room  and  sat 
down  in  front  of  the  fireplace.  The  match  was 
lighted  and  the  fire  started. 

"Your  fire  does  not  start  very  well  tonight  dear, 
what  is  the  trouble?"  asked  mother. 

"I  think  the  cobs  are  a  little  damp  from  the  rain, 
and  the  gray  smoke  reminds  me  of  this  rainy  day 
with  no  sunshine.  See  it  is  just  like  big  heavy  clouds 
in  the  sky.  But  look!  there  comes  a  wee  little  flame 
creeping  out  from  under  that  smoke,  just  like  the  sun 
coming  from  under  the  clouds.  Yes,  there  is  more 
and  more,  and  see,  here  come  some  more  little  flames 
over  in  this  corner,  and  those  must  be  the  children 
coming  out  to  play  after  having  to  stay  in  doors  out 
of  the  rain. 

"There  is  a  little  girl  rolling  a  hoople,  and  another 
jumping  rope.  And  there  are  two  boys  playing  ball, 
see  the  smoke  go  from  one  flame  to  the  other,  doesn't 
it  look  like  a  ball? 

And  there  goes  a  big  red  automobile  hurrying  along 
through  the  mud. 

"But  these  cobs  over  here  are  still  smoking,  as 
though  another  shower  were  coming  up.  Yes,  it  is 
all  getting  dark  again,  and  the  sun  has  gone  under 
the  cloud.    I  wonder  if  it  will  come  out  again. 

"Now  I  think  it  is  raining,  but  there  through  the 
cloud  comes  the  sun  again,  and  look,  mother,  back  of 
these  gray  cobs  is  the  bright  fire,  and  doesn't  it  look 
like  a  rainbow,  with  all  the  pretty  bright  colors? 

"See  how  beautiful  it  is.  Oh!  now  the  sun  has 
pushed  its  way  through  the  cloud  and  with  so  much 
sunlight  our  rainbow  disappears. 

"What  is  it  you  have  told  me— 'Rainbow  at  night, 
sailors  delight'?  Well  I  think  the  sailors  will  all  be 
happy  for  it  came  just  as  the  sun  was  going  to  sleep. 

"And  now  I  am  off  to  sleep  too,  and  I  hope  to- 
morrow will  be  a  bright  sunshiny  day,  so  I  can  play 
out  of  doors  with  the  boys  and  Bruno." 

"Very  well,  dear,  come  along.  Your  stories  rest 
mother  very  much." 


THE  LEADER  SHEEP 
By  Mary  E.  Cotting 

Dorothy  Merriman  was  eating  her  breakfast  of 
bread  and  milk  when  her  papa  came  into  the  kitchen 
and  asked,    "Who  knows  where  Don  is?" 

Don  was  the  big  dog  that  helped  take  care  of  the 
sheep  sometimes. 

Dorothy  knew  that  her  papa  was  going  to  give  the 
sheep  some  salt;  and  asked  if  she  might  carry  the 
measure  of  salt  to  the  pasture. 

"We're  not  going  to  see  our  sheep  in  the  sunshiny 
pasture,"  said  papa.  "We're  going  to  the  cow's  pas- 
ture; Farmer  Foster's  sheep  have  come  avisiting  and 
we  must  drive  them  home,  or  he  will  think  that  they 
are  lost." 

Dorothy  thought  it  was  strange  that  the  sheep  had 
come  to  visit  in  the  cow's  pasture  and  asked  her 
father  to  tell  her  all  about  it. 

"Well!"  her  father  said,  "the  fat  leader  sheep  saw 
how  green  the  grass  looked  in  the  cow's  pasture.    She 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


263 


thought  the  sheep  might  have  a  fine  feast  there;  but 
she  didn't  know  how  they  could  get  in. 

"She  ran  to  the  side  of  her  own  pasture  which  was 
nearest  to  the  cow's  pasture,  and  the  other  sheep  ran 
after  her.  When  this  wise  old  sheep  came  to  the 
fence,  she  put  her  head  under  the  lowest  rail  and  tried 
to  push  it  away.    It  was  too  heavy. 

"She  walked  away  and  waited  a  little  while;  then 
she  went  hack  and  pushed  against  the  end  of  the  rail 
with  her  body.    It  would  not  move. 

"Then  she  said,  'Baa!'  The  other  sheep  seemed  to 
know  that  she  needed  their  help,  and  the  whole  flock 
pushed  against  the  fence  so  hard  that  the  rail  fell 
out.     Then  in  ran  all  the  sheep. 

"When  I  drove  the  cows  to  the  pasture  this  morn- 
ing, there  were  all  those  sheep  having  a  party.  Now 
we  must  tell  Don  to  drive  them  home." 

By  this  time  Dorothy  and  her  papa  had  reached 
the  pasture;  but  there  were  no  sheep  to  be  seen.  Don 
went  off  with  her  papa  to  find  them  while  Dorothy 
stopped  to  pick  flowers. 

Down  by  the  brook  she  heard  a  noise.  She  thought 
it  sounded  like  a  sheep  bleating,  "baa,  baa."  She  ran 
to  find  out. 

Sure  enough  there  was  a  fat  sheep  caught  fast  be- 
tween the  bushes  near  the  cow's  salt  trough. 

When  the  sheep  heard  Dorothy,  she  cried,  "Baa,  baa, 
baa,  baa."  "I'm  coming,"  said  Dorothy.  But  although 
she  coaxed  and  showed  the  salt,  the  sheep  did  not 
move.    She  couldn't  move,  poor  thing. 

What  was  to  be  done?  Papa  was  at  the  back  of 
the  pasture,  and  the  old  sheep  couldn't  move.  Dor- 
othy coaxed  again;  then  she  tried  to  pull  her  out,  but 
the  sheep's  wool  was  caught  fast  in  the  brambles.  It 
was  of  no  use  to  try  any  more,  so  Dorothy  sat  down 
to  wait  for  her  papa. 

Pretty  soon  he  came.  When  he  saw  the  sheep  he 
said,  "We  must  cut  off  some  of  the  sheep's  coat,  then 
she  can  get  out." 

So  he  reached  among  the  bushes  and  cut  off  some 
wool  on  one  side  of  the  sheep's  body. 

"Now  you  must  coax  her  out;"  he  told  his  little 
girl.  "She's  afraid  to  move,  her  wool  was  caught 
so  fast." 

Dorothy  called  and  coaxed,  but  the  sheep  couldn't 
get  out.  Her  wool  was  caught  on  the  other  side,  too, 
so  papa  Merriman  cut  off  a  little  more.  Dorothy 
coaxed  again,  but  the  sheep  would  not  move. 

At  last  the  little  girl  ran  off  as  fast  as  she  could, 
and  cried,  "Baa!  Baa."  Then  out  scampered  the  fat 
sheep  leaving  bunches  of  wool  on  the  thorny  bushes. 

"Baa!  Baa!"  cried  ever  so  many  sheep,  and  across 
the  field  they  all  came  with  Don  barking  behind 
them. 

When  they  saw  the  fat  sheep  they  ran  to  her  and 
scrambled  through  the  bars  of  the  fence.  They  were 
glad  enough  to  have  their  leader  back  again. 


AN  IDEAL  COUNTRY  SCHOOL 
High  ideals  in    sanitary    requirements    for    rural 
schools  are  proposed  in  a  bulletin  that  is  distributed 
through  the  United  States  Bureau  of  Education.    The 


bulletin  comes  from  the  Joint  Committee  on  Health 
Problems  in  Education,  composed  of  members  of  the 
National  Educational  Association  and  the  American 
Medical  Association. 

The  general  ideal  proposed  is  that  "the  country 
school  should  be  as  sanitary  and  wholesome  in  essen- 
tial particulars  as  the  best  home  in  the  community." 

"The  school  should  be  located  in  a  healthful  place," 
declares  the  committee.  "Noise  should  be  eliminated; 
children  should  not  be  abliged  to  walk  farther  than 
two  miles  or  ride  more  than  six;  playgrounds  should 
be  ample  and  well  drained;  and  the  school  ground 
should  include  a  real  garden  or  experimental  farm, 
with  trees  and  plants  grouped  artistically." 

The  schoolhouse,  according  to  the  bulletin,  should  be 
as  nearly  fireproof  as  possible.  Doors  opened  out- 
ward. A  small  room  for  consultations  and  emergency 
purposes,  and  one  for  workshop,  instruction  in  cooking 
and  preparing  refreshments,  should  be  provided. 

In  the  matter  of  ventilation  and  heating,  the 
bulletin  gives  specific  suggestions.  "Fresh  air  should 
be  provided  through  window  board  ventilators  except 
where  the  furnace  or  jacketed  stove  is  used  in  which 
case  adequate  inlets  and  outlets  should  be  provided. 
Every  school  should  have  a  thermometer  and  tem- 
perature in  cold  weather  should  be  between  66  degrees 
and  68  degrees  F. 

Light  should  be  abundant.  "The  best  arrangement," 
says  the  bulletin,  "is  to  have  the  light  come  only  from 
the  left  side  of  the  pupil  and  from  the  long  wall  of 
the  classroom.  The  schoolroom  should  receive  direct 
sunlight  sometime  during  the  day,  but  the  main  win- 
dows should  not  face  directly  south.  East  or  west 
facing  is  desirable.  In  providing  shades  for  windows 
dark  ones  should  be  used  at  the  top  of  windows  to 
control  light  on  bright  days. 

"There  should  be  no  dry  sweeping  or  dusting,"  says 
the  committee.  "Floors  and  furniture  should  be 
cleaned  with  damp  sweepers  and  oily  cloths.  Scrub- 
bing, sunning,  and  airing  are  better  than  any  form  of 
fumigation." 

The  common  drinking  cup  should  not  be  tolerated. 
Care  should  be  taken  that  drinking  water  always 
comes  from  a  safe  source;  drinking  fountains,  located 
just  inside  or  outside  the  schoolhouse,  with  sufficient 
pressure  for  running  water,  should  be  provided.  That 
"water  for  washing  should  be  easily  accessible  and 
should  be  utilized  always  after  using  the  toilet  and 
before  eating  seems  little  enough  to  ask,  but  many 
schools  are  found  to  be  lacking  in  this  respect." 

The  bulletin  speaks  at  length  upon  sanitary  toilets. 
If  there  is  no  water  system,  separate  closets  for  boys 
and  girls  should  be  at  least  50  feet  from  the  school- 
house  in  different  directions. 

Copies  of  the  full  set  of  requirements  may  be  had 
free  by  writing  to  the  Commissioner  of  Education, 
Washington,  D.  C.  County  superintendents  of  schools 
ani  county  boards  of  education  may  obtain  a  suffi- 
cient number  to  supply  all  their  teachers  and  school 
committeemen. 


It 


better   to   be   sure   than  sorry. 


HINTSWSUGGESTIONS  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 
ju'elliepnt  use  of  kindergarten  material  a*  likely  to  produce  the  best  results  with  least  expend  it  me  <  f  time.  How 
,o  use  this  material,  what  to  select,  what  substitutes,  etc. ,  will  be  discussed  from  month  to  mot  thin  those  columns. 


APRIL 

What  is  the  name  of  the  new  month? 

To  which  season  does  it  belong?  How  many  days 
in  this  month?  What  is  April  sometimes  called?  (the 
rainy  month ) .  In  what  ways  are  the  rains  especially 
beneflcial?  All  nature  is  robed  in  green.  "April 
showers  bring  May  flowers."' 

Give  the  names  of  some  of  the  earliest  spring 
flowers. 

If  possible  bring  into  the  school-room  the  Bermuda 
lily  for  study.  Call  attention  to  the  shape  of  the 
leaves,  the  shape  of  flower,  color,  odor,  and  uses  of 
the  different  parts.  Show  the  pupils  a  bulb  from 
which  the  lily  grows.  The  children  will  bring  bulbs 
of  various  kinds  for  study. 

Bulbs  of  different  kinds  may  be  modeled  in  clay. 
They  may  be  used  also  as  models  in  drawing,  first  in 
a  dry  state,  then  with  sprouts,  and  also  with  sprouts 
and  roots. 

Make  an  April  calendar  using  the  lily  for  decora- 
tion. 

"I  love  you,  beautiful  lily, 

Made  of  the  sun  and  dew; 
I  wish  that  my  heart  could  always 
Be  spotless  and  pure,  like  you." 

*      Easter  Suggestions. 

The  children  will  enjoy  cutting  eggs,  cross-shaped 
bookmarks,  rabbits,  chickens,  and  Easter  lilies. 
Many  of  these  may  be  used  for  decorating  Easter 
booklets,  or  may  be  cut  larger  in  pairs,  daintily 
decorated  and  tied  with  jellow  ribbon,  forming  book- 
lets. 

Each  child  should  make  a  small  box  or  basket  of 
white  cardboard.  We  suggest  for  Friday  afternoon, 
preceding  Easter  an  Easter  egg  hunt.  Purchase  a 
quantity  of  small  candy  eggs  of  various  colors.  At  the 
noon  or  recess  hour,  hide  these  in  many  places  about 
the  room.  Allow  the  children  to  hunt  till  each  fills 
his  basket  or  box. 

These  are  to  be  taken  home  with  his  other  Easter 
work. 

THE  RABBIT. 

Bring  a  rabbit  into  the  school  room  for  study. 

Outline  for  study. 

Covering — Are  all  rabbits  the  same  color? 

Is  the  color  a  protection?  Does  the  color  change  in 
winter? 

Movements — Notice  the  difference  in  length  of  legs. 
Are  the  movements  fast  or  slow?    How  do  they  sit? 

Ears — Large  or  small?    How  held  and  why? 

Home  and  Food— The  food  is  principally  leaves  of 
cabbage,  lettuce,  turnips,  and  beets.  Corn  and  apples 
are  also  eaten.     The  home  is  called  a  burrow,  and 


may  be  deep  in  the  ground,  or  in  stumps  or  hollow 

trees. 

APRIL  POSTER. 

Give  each  child  a  sheet  of  drawing  paper  about 
12x18  inches.  Make  cuttings  to  represent  hollow  trees 
and  bushes.  With  brush,  crayon,  and  pencil  make 
rabbits  sitting  and  running. 

riCTURE  STUDY. 

"The  Litle  Rabbit  Seller." — This  painting  by  Meyer 
Von  Bremen,  a  German  artist,  would  be  an  interesting 
study  in  connection  with  the  above.  The  artist  took 
great  pleasure  in  bringing  happiness  into  the  lives 
of  the  poorer  children  of  his  country. 

The  children  will  find  it  an  attractive  picture.  In 
response  to  the  question,  "What  do  you  see  in  the 
picture?"  will  be,  I  see  six  children  and  a  basket  con- 
taining four  rabbits.  We  think  the  rabbit  seller  is  a 
poor  girl  as  she  is  barefooted.  Does  she  seem  to 
love  her  pets?  Why  do  you  think  she  wishes  to  sell 
them?  What  time  of  day  do  you  think  it  is?  Prob- 
ably in  the  early  morning,  as  one  child  has  a  book 
satchel. 

Notice  the  queer  houses  built  of  stone  and  wood 
surrounded  by  a  fence  built  of  rails. 

She  will  feel  happy  if  she  can  sell  her  pets  that 
she  may  buy  food  and  clothing. 

LANGUAGE    OR    READING    DEVICE 

Place  a  large  number  of  toys  in  a  box  or  covered 
basket,  and  allow  the  children  to  take  turns  in  grab- 
bing. 

Have  each  give  sentences  about  the  object  drawn. 
What"  is  its  shape?  Color?  Size?  Of  what  material 
is  it  made?  Other  similar  questions  may  be  given 
suitable  to  different  articles  drawn. 

Write  the  names  of  the  objects  upon  the  board,  and 
for  seat  work  have  each  child  draw  or  cut  the  object, 
and  write  two  or  more  sentences  describing  same. 

NUMBER    WORK. 

Purchase  a  box  of  toy  money.  This  will  be  twenty- 
five  cents  well  invested  for  its  real  teaching  value  as 
well  as  a  helpful  busy  work  device. 

Tell  the  children  they  are  to  have  a  real  store,  and 
ask  them  to  bring  a  few  apples,  other  fruits,  nuts,  and 
vegetables,  also  cards,  booklets,  pencils,  and  toys. 
Mark  prices  upon  them.  Select  the  pupil  most  apt  in 
figures  to  act  as  store-keeper.  The  buying  may  be 
managed  in  a  variety  of  ways.  We  suggest  the  fol- 
lowing,—John,  "Here  is  a  quarter."  "You  may  buy 
three  apples,  and  be  sure  you  return  with  the  correct 
change."  State  the  problem,  and  if  an  error  occurs, 
it  is  to  be  corrected. 

Politeness    and    business-like    methods    may     be 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


265 


taught  to  children  in  connection  with  this  work  which 
will  be  beneficial  to  them,  and  will  lessen  the  annoy- 
ance that  is  caused  by  children  handling  articles  with 
soiled  hands,  and  also  spending  much  time  in  pur- 
chasing a  small  article.  Show  windows  are  for  that 
purpose,  and  are  usually  attractive. 

SANITATION. 

April  is  the  month  of  rainy  weather,  and  in  con- 
sequence the  roads  and  playgrounds  will  be  muddy. 
Teach  the  children  the  hygienic  effect  of  the  proper 
care  of  the  feet,  also  of  breathing  dust.  Remember 
every  one  must  breathe  the  dust  if  all  are  not  careful 
in  cleaning  the  feet. 

No  child  should  be  allowed  to  sit  with  wet  feet. 
Allow  such  pupils  to  sit  near  the  stove  till  dry. 
Many  children  have  thus  weakened  an  otherwise 
strong  constitution,  and  lessened  the  resistance  to 
disease  later  in  life. 

The  drinking  water  and  manner  of  drinking  should 
receive  attention.  Use  no  water  that  has  stood  for 
some  time  in  the  room  in  an  open  pail.  Caution  the 
children  in  reference  to  drinking  when  overheated 
from  vigorous  exercise. 

"A  busy  time  is  the  fresh,  bright  spring 

For  birds  and  bee  and  for  flowers; 
There's  work  for  each  in  its  own  little  world 
And  joy  just  the  same  as  in  ours." 


The  hard  little  seed 

Hidden  away  deep,  deep,  deep, 

Lay  fast  asleep. 

Said  the  winds:  — 
"Wake  up  and  begin  to  grow; 
The  world  needs  many  flowers — you  know." 

But  the  seed  lay  quite  still 

In  its  dark,  little  cell 

Till  there  came  a  warm-weather  spell. 

Said  the  sun: — 
"Wake  up  and  begin  to  grow; 
The  world  needs  many  flowers — you  know." 

Then  from  the  dark,  little  cell 
There  crept  a  stout  little  sprout 
Down  into  the  soft,  brown  earth; 
And  up,  up  into  the  air 
Reached  the  baby-plant  so  fair. 


The  Campus  Beautiful  fittingly  describes  the  physi- 
cal environment  of  the  University  of  Virginia  Sum- 
mer School.  Every  inch  of  ground  in  Charlottesville 
and  the  immediate  surroundings  is  historical.  Monti- 
cello  overlooks  the  campus.  The  residence  of  Madison 
and  Monroe  are  part  of  the  University  buildings. 
The  rooms  of  Edgar  Allen  Poe  and  Woodrow  Wilson, 
used  by  them  when  at  the  University,  face  the  hand- 
some new  Education  Building.  Great  men  and  fam- 
ous women  have  passed  over  and  lingered  on  the 
unique  campus.  Practically  every  type  of  Greek  tem- 
ple is  represented  in  the  classis  quardrangle.  Every 
building  is  of  Grecian  or  Colonial  architecture.  Liv- 
ing here  is  like  enjoying  dreams  of  Athens  and  the 
Acropolis. 


SPRING  DAYS 
Olive  Wills 
"Make  me  over  Mother  April 
When  the  sap  begins  to  stir." 
The  children  are  all  awake  and  interested  in  birds 
and  bird  life,  of  the  birds  and  all  the  indications  of 
opening  spring.     Windy  days  and  the  many  spring 
sports. 

The  drawing  and  painting  of  birds  is  a  great  pleas- 
ure in  the  school  room  and  so  many  good  bird  studies 
are  to  be  found  in  magazines  and  various  cards  giv- 


ing  a  wide  range  of  study  of  both  foreign  birds  and 
those  of  our  own  climate.  Not  only  draw,  cut  and 
paint  birds,  but  study  something  of  their  habits  and 
life,  the  eggs,  the  nest  or  home. 

Here  the  teacher  may  give  some  good  talks  on  the 
care  and  love  of  birds,  read  and  illustrate  some  bird 
poems  or  stories.     In  the  higher  grades  pupils  may 


T^-m 


3  v 


make  bird  booklets,  of  several  birds  or  choose  one 
and  have  the  children  find  out  all  they  can  about 
this  one  bird,  then  write  a  short  composition  illus- 
trating it  all  thru.  For  example  we  will  say  the 
woodpecker  has  a  red  spot  of  feathers  on  the  top  of 
the  head.  This  is  followed  by  a  small  sketch  of  the 
bird's  head.  Fig.  1.  The  beak  is  long,  strong  and 
sharp,  well  fitted  for  its  special  use.  Fig.  II.  Con- 
tinue so  on  the  wings,  the  body,  the  feet.  Finish  by 
a  full  painting.  The  cover  may  be  made  very  attrac- 
tive. Here  are  given  two  suggestions,  Fig.  Ill,  IV. 
I  have  seen  some  in  borders  across  the  top  or  a  bird 
claw  repeated  as  a  border  all  around  the  edge.  One 
pleasing  unit  was  fig.  V. 

This  bird  study  is  also  excellent  opportunity  for 
clay  work.  The  clay  is  inexpensive,  51bs.  for  25c. 
This  is  plenty  for  a  large  room.  The  same  clay  may 
be  used  many  times.  Put  the  dry  clay  into  a  stone 
jar  and  pour  over  enough  water  so  when  well  dis- 


266 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


solved  it  can  be  kneaded  and  moulded  into  a  bread- 
like  loaf,  cut  it  into  small  pieces  for  each  child,  with  a 
stout  twine.  A  clean  paper  on  each  desk  to  work  on. 
This  also  may  be  used  again.    Break  off  enough  clay 


Fig.  IV 
to  make  about  a  2  inch  ball.  With  the  fingers,  not 
the  palms  of  the  hands,  model  the  ball.  This  is  a 
good  foundation  for  almost  anything  you  are  going  to 
make.  Now  we  are  going  to  make  a  nest,  we  will 
suppose  the  class  has  previously  made  spherical  and 
cylindrical  objects,  apples,  plums,  pears  and  pitchers. 
For  the  nest  hold  the  ball  with  the  fingers  of  both 
hands  and  press  the  thumbs  in,  turning  slowly  all 
the  time  to  model  the  walls  of  the  nest.  For  the  bird 
gradually  model  the  ball  into  an  ovoid  form,  then 
press  and  pull  out  the  clay  to  form  the  head,  then 
the  tail.  As  far  as  possible,  do  not  add  parts  in  your 
clay  work,  it  is  difficult  for  children  to  work  the 
parts  onto  the  whole  so  they  will  stay.  Use  tooth 
picks  where  a  tool  is  needed  to  smooth  off  or  press 
in  in  small  places.  This  month  when  we  study  the 
nest,  the  home  of  the  bird,  we  will  also  draw  the 
home  of  the  dog,  the  chicken  and  our  own  homes. 
The  following  verses  from  the  "Applied  Arts  Draw- 
ing books,"  are  pleasing  suggestions: 

"The  birds  as  happy 
As  happy  can  be, 

Build  a  nest  like  this 
In  the  apple  tree.  ..'._. 


In  a  home  like  this 

The  little  chicks  abide, 
At  night  beneath  wings 

Spread  warm  and  wide. 

When  you  make  a  place 

For  a  dog  to  rest, 
A  house  like  this 

Is  the  very  best. 

In  a  larger  house 

Built  much  the  same  way, 
The  boys  and  girls  with 

Their  parents  stay. 

In  our  land 

In  an  earlier  day, 
The  homes  were  made 

In  Indian  way. 

Spring  sports  and  stories  of  a  windy  day  may  be 
illustrated  both  with  pencil  and  with  scissors.  Dis- 
cuss the  action,  the  portion  of  figures  and  the  propor- 
tion of  different  parts  of  the  picture.  In  the  windy 
day  stories,  care  must  be  taken  that  all  the  parts 
are  blowing  in  the  same  direction.  One  day  a  draw- 
ing was  found  where  one  tree  was  was  going  in  the 
opposite  direction  from  the  others,  when  the  child's 
attention  was  called  to  this  he  quickly  replied,  "Oh, 
that  tree  has  just  come  back  getting  ready  to  blow 


over  again."  In  the  illustration  here  given,  Fig.  VI, 
note  the  little  girl's  figure  is  pressing  against  the 
wind,  while  her  dress  and  hair  blow  in  the  direction 


j^> 


I 
the  tree  is  swayed.     Fig.  VII,  boys  playing  marbles. 

Illustrations  here  given  are  the    work    of    Primary 

grades.  . 


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H 

c 

PJ 

r 
> 

z 

0 

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0 

m 

H 
0 

73 

0 

79 

> 

73 


268 


THE  KINDERGARTEN-PBiMARY  MAGAZINE 


II.  PHYSICAL  RECORD|(a)  Date..](b)  Date.  .|(c)  Date. 

Age 

Height  standing1.  .  . 
Height  sitting.  .  .  . 
Head  circumference 

1* 

Head  circumference 

No.  2 

Weight 

Eyes 

Ears 

Nose  .  .  

Throat 

Speech 

III.  BINET     MENTAL 
TEST  Age 

IV.  TEACHER'S 

ESTIMATE 

TYPE  OF  CHILD:: 
RELATIVE  STN'D! 

General  intelligence 

Self-control 

Independence  and  in- 
itiative  

Group    organization 
Attention  and  appli- 
cation. ,  .  , 


INDIVIDUAL  TESTS   IN  THE  KINDEDRGARTEN 
Ethel  Bushnell,  Long  Beach,  California 

The  purpose  of  individual  tests  in  the  kindergarten, 
is  that  the  director  may  know  for  each  child  how  he 
varies  from  the  normal  condition  for  his  age,  in  all 
the  growth  processes.  I  have  been  able  to  do  this 
only  in  a  small  way  in  my  experimental  work,  be- 
cause of  the  insufficient  data  on  record  upon  which 
to  determine  norms  for  the  ages  four  to  six  years. 

Although  the  norms  I  have  used  in  physical  and 
mental  tests  (computed  largely  from  the  data  of 
Whipple  and  McDonald)  have  been  inadequate  in 
placing  each  child  in  his  standard  relation  to  children 
of  the  same  physical  age  in  height,  weight,  sense  de- 
velopment, general  intelligence,  etc.,  the  tests  I  have 
carried  on  for  three  years  have  served  two  purposes: 
(1)  they  have  increased  the  data  for  determining 
norms  for  children,  especially  in  this  locality,  and  (2) 
they  have  shown  the  balance  or  lack  of  balance  within 
the  child's  individual  development. 

The  individual  record  of  each  child  shows:  — 

(1)  General   remarks   pertinent   to   health   and   de- 
velopment ; 

(2)  His  physical  age,  his  height,  weight,  and  head 
measures,  and  general  condition  of  sense  organs; 

(3)  His   mental   age   as   determined   by   the   Binet- 
Simon  tests; 

(4)  The  teacher's  estimate  of  the  type  of  child,  and 
of  his  relative  standing  in  the  group  in  general  in- 
telligence, self-control,  independence  and  initiative; 
group  organization,  attention  and  application,  motor 
co-ordination,     sense     discrimination,     hand     work,     1 

rhythm,  and  music.  2. 

The   complete   record    blank   for   the   child   is   as     3. 
follows : 

DAISY  AVENUE  SCHOOL.     LONG  BEACH,  CALI- 
FORNIA 

Record  for Date  of  entrance 

1.     GENERAL  REMARKS. 
Color? 

Places  of  residence? 

Sleeping  arrangements — with  whom,  in  the  same 
bed?  With  whom,  in  the  same  room?  ventila- 
tion? 


Motor  co-ordination 
Sense    discrimination 

Hand  work 

Rhythm 

Music 


(a)  Date.. |(b)  Date. 


(c)  Date. 


Remarks. 

*Head  circumference  1  means  the  circumference 
around  the  skul;  2  means  in  front  of  the  ears. 

::M — motor;   S — sensory;   Ms — mixed   type,  motor  pre- 
dominant; Sm — mixed  type,  sensory  predominant ;MS. — 
mixed  type,  balanced  motor  and  sensory. 

!A — excellent;  B — good;  C — mediocre:  D — poor. 

The  record  blank  used  for  the  Binet-Simon  tests  is 
as   follows:* 

Record  for  

TEST  AGE. 

4  year  tests. 

1.  Sex 

2.  Naming  objects.  .   . 

3.  Repeating   3   numer- 
als  

4.  Comparison   of   lines 

5.  Repeating      10      syl- 
lable   sentences 

5  year  tests. 

1.  Comparison        of 
weights 

2.  Copying  a  square  . 

3.  Divided  rectangle  .  . 

4.  Counting  four 

5.  12-14  syl.  sentences 

6.  Questions    of    com- 
prehension .... 

6  year  tests. 

1.  Right  hand,   left  ear 

2.  Esthetic   comparison 

3.  16  syllable  sentences 

4.  Definition  of  objects 

5.  Execution     of    three 
commands   . 

6.  Age 

7.  Morning    or    after'n 
7.  Year  tests 

1.  Omission  from  pict's 

2.  Number    of    fingers. 

3.  Writing  from   copy. 

4.  Copying  a  diamond. 

5.  Repeat'g  of  5  num'ls 

6.  Description    of    pic's 

7.  Counting  13   pennies 

8.  Naming  4  coins  . 
8   year  tests. 

1.  Read'g  for  2  mem'ies 

2.  Counting  value  of.  . 
stamps 

Naming  4   col's  6  sees 

4.  Counting    4    colors.. 

5.  Writing          from 
dictation 

6.  Comparison     from 
memory 

*The  writer  used  these  tests  under  the  direction  of 
Dr.  Lewis  M.  Terman  of  Stanford  University,  a  well- 
known  critic  of  the  Binet-Simon  tests,  and  author  of 
supplementary  tests  of  standardization. 

The  following  tabulated  record  for  the  promotion 

group  is  each  term  sent  to  the  first  primary  teacher,  to 

the    principal's    office,    and    to    the    superintendent's 

office.     An  individual  statement  is  sent  home  in  the 

form  of  an  attractive  promotion  card.     The  data  is 

also  on  file  for  consultation  with  parents  at  any  time. 

RECORD    OF    PROMOTION   GROUP 
Daisy  Avenue  School,  Long  Beach,  Cal. 

For  the  term to 

Teacher 

TEACHER'S  ESTIMATE  :: 

Name  of 

Pupil 
Physical  age  at  promotion 
Binet  test  age 
Type  of  child* 
General   intelligence 
Self-control 

Independence  and  initiative* 
Group  organization 
Attention  and  application 
Motor  control  and  co-ordinition 
Sense   discrimination 
Hand  work 
Rhythm 
Music 

Remarks 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


269 


CHILDREN  TESTED. 

The  children  tested  were  those  who  had  attended 


5.  !   .!!!!.'.!   . .   . .   . .   . .   ..   . .   . .   . .   . .   . .   . .   . .   . .   . .  kindergarten  one  full  school  year  and  the  children 

1^ who  had  entered  the  first  grade  without  kindergarten 

8 training. 

e    The  tests  were  made  the  last  two  weeks  of  the  term, 

*M-motor;    S-sensory;    MS-mixed    type,    evenly    bal-  ...    .,      .  .     ,     _     .                .,            ,  .,       _     .   .                 , 

anced;   Ms-mixed   type,   motor   predominant;    Sm-mixed  wlth  the  kindergarten  pupils,  and  the  first  two  weeks 

of  the  following  term,  with  the  primary  children.  Six 


type,  sensory  predominant 

::A-excellent;  B-good;  C-mediocre;  D-poor. 

In  fairness  to  teacher  in  the  ranks,  who  are  strug- 
gling as  I  am  with  this  kind  of  work,  I  must  say  that 
my  tests  on  some  150  children  have  proven  the  Binet- 
Simon  tests  inadequate  as  mental  standard  tests  for 
California  American-born  children  from  four  to  six 
years  of  age.  They  take  a  great  deal  of  time  and  do 
not  prove  accurate  enough  to  warrant  the  effort. 
They  rate  the  average  child  mentally  a  full  year 
ahead  of  his  physical  age.  They  are  fairly  accurate 
in  showing  tendency,  i.  e.,  relatively  they  bear  out  the 
teacher's  estimate  of  the  excellent,  good,  mediocre, 
and  poor  child;  but  the  test  age  established  is  a  year 
too  high.  For  example,  the  average  California  child 
of  five  and  a  half  answers  very  intelligently  questions 
of  comprehension  into  the  eight  year  tests.  Only  by 
testing  thousands  of  children  of  these  ages  all  over 
the  country  can  it  be  determined  whether  this  is  true 
only  locally,  or  whether  generally  American  children 
require  more  difficult,  more  inclusive,  or  different 
types  of  tests  from  these  established  by  the  Binet- 
Simon  method  of  procedure. 

Tests  in  the  future  will,  I  feel  confident,  of  neces- 
sity be  of  two  types:  — 

(1)  Individual  tests  of  scientific  accuracy  for  estab- 
lishing norms;  and 

(2)  More  general  tests,  based  upon  the  former,  for 
the  common  working  use  of  the  teacher,  which  will 

economize  time  by  adaptation  to  groups  instead  of 
to  individuals  wherever  possible,  so  that  they  may 
naturally  find  a  place  in  the  kindergartner's  pro- 
gram, and  thus  come  into  general  use. 
Report  made  to  I.  K.  U.  Child  Study  Committee. 


years  was  the  average  age  of  the  pupils. 

Ninety  normal  childen  were  examined,  forty-five 
each  from  the  kindergarten  and  first  grade,  or  ten 
per  cent  of  the  number  that  entered  the  primary 
school  the  first  two  weeks  of  the  term,  which  began 
January  26,  1914.  Children  of  the  same  nationalities 
and  from  the  same  range  of  homes  were  compared. 

NATIONALITIES  EXAMINED. 

Americn,  Jewish,  Swedish,  Portuguese,  and  Italian. 

METHOD   EMPLOYED. 

The  test  was  made  in  the  following  manner:  When 
the  child  entered  the  room  for  examination  he  found 
the  Form  Board  (or  game)  placed  on  a  table  with 
the  blocks  piled  at  the  right-hand  side  of  it.  He  was 
directed  to  fit  the  blocks  into  the  board.  Accurate 
time  was  kept  with  the  stop  watch  from  the  instant 
he  took  the  first  form  in  his  hand  until  the  last  one 
was  placed.  The  blocks  were  removed  and  the  act  re- 
peated three  times  with  the  right  hand,  three  times 
with  the  left,  and  three  times  with  both.  The  results 
secured  in  these  three  ways  were  averaged  and  the 
pupil's  record  obtained. 

THE  RESULT. 

The  following  statistics  make  evident  the  fact  that 

the     kindergarten     trained     children     have     greater 

rapidity  and  accuracy  of  movement  than  those  who 

have  not  received  such  training:  — 

STATISTICS 

KINDERGARTEN 


FORM  BOARD  TEST 

Julia  Pepper,  Director  of  Kindergartens,  Providence, 

R.  I. 

PURPOSE. 


Three   Trials 
Right         Left         Both 
Hand         Hand        Hands 
Sec.  Sec.  Sec. 


Average  length  of  time  expended 
29  27  24 


Nationality 


American 
Jewish 


Chil- 
dren 


Swedish 

Portuguese 

Italian 

Shortest  length  of  time  expended  by  one  child 

18   1-3  19  18   1-3       American 

Longest  length  of  time  expended  by  one  child 

43  2-3  36  29  2-3       Italian 

Shortest  length  of  time  expended  with  one  hand 
18   1-3  .  .  American 


The  purpose  of  the  test  was  to  measure  the  ability  to 
see  and  act,  of  both  kindergarten  and  non-kindergar- 
ten trained  children,  to  determine  which  have  greater   shortest  length  of  time  expended  with  onehand 

18   2-3      . .  American 

Shortest  length  of  time  expended  with  both  hands 

17   1-3       Italian 
Longest  length  of  time  expended  with  one  hand 
46   1-3  .  .  .  .  Jewish 


efficiency. 

MATERIALS  USED. 

The  tests  were  made  with  the  use  of  a  Form  Board 


Longest  length  of  time  expended  with  one  hand 
41  .  .  Portuguese 

Longest  length  of  time  expended  with  both  hands 

35  2-3         Portuguese 
Total  number  of  children  tested 


(Vineland  type)    and  a  stop   watch.     The  board   is 

large,  measuring  lZy^xlS1/}  inches,  and  is  recessed  to 

hold  ten  blocks  of  different  geometrical  design.     The 

blocks  to  be  fitted  into  the  recesses  are  ZH  to  6% 

inches  in  size. 

The  board  can  be  purchased  from  C.  H.  Stoelting 

Co.,  121  North  Green  Street,  Chicago,  111.,  price  $2.80,    Number  that   expended   30   seconds 'or' less' with 

.  „  .         ,    „onnn  right  hand,  left  hand,  both  hands 

number  of  board,  78002. 


Number  that  expended  60  seconds  or  less  with  the  right 
hand,  left  hand,  both  hands 


45 


45 
the 

30 


270 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


-NON-KINDERGARTEN- 


Right 
Hand 
Sec. 


Three   Trials 
Left         Both 
Hand        Hands 
Sec.  Sec. 


Average  leng 
76 


th  of  time  expended 
43  36 


Nationality 


American 

Jewish 


Longest  length  of  time  expended  with  one  hand 

112  .  .  American 

Longest  length  of  time  expended  with  both  hands 
Chil-  .  .  .  .  75  Italian 

drenNumber  that  expended  60  seconds  or  less  with  the  ri 
hand,  left  hand,  both  hands 


Vht 


Swedish 
Portuguese 
Italian 
Shortest  length  of  time  expended  by  one  child 

42  26   1-3        24   1-3        Portuguese 

Longest  length  of  time  expended  by  one  child 

286   1-3  62   1-3        54  Portuguese 

Shortest  length  of  time  expended  with  one  hand 

35   2-3  .  .  .  .  Jewish 

Shortest  length  of  time  expended  with  one  hand 
26   1-3        .  .  Portuguese 

Shortest  length  of  time  expended  with  both  hands 

24  Portuguese 

Longest  length  of  time  expended  with  one  hand 

286   1-3  .  .  . .  Portuguese    . . 

Longest  length  of  time  expended  with  one  hand 

189   2-3        .  .  American 

Longest  length  of  time  expended  with  both  hands 

78    2-3  American 

Total  number  of  children  tested 

45 

Number  that  expended  60  seconds  or  less  with  the  right 
hand,  left  hand,  both  hands 

26 

Number    that    expended    30    seconds    or    less    with    the 
right  hand,  left  hand,  both  hands 

0 


Number    that    expended    30    seconds    or    less    with 
right  hand,  left  hand,  both  hands 


16 
the 


0 

The  kindergarten  trained  pupils  accomplished  the 
work  in  less  than  two  fifths  of  the  time  expended  by 
the  non-kindergarten  trained  children. 

The  suggestion  for  the  use  of  the  Form  Board  came 
from  Prof.  Earl  Barnes  and  this  report  was  made  to 
the  I.  K.  U.  Child  Study  Committee. 


The  kindergarten  trained  pupils  accomplished  the 
work  in  about  one  half  of  the  time  expended  by  the 
non-kindergr.rten  trained  children. 


FIRST     TRIAL    KINDERGARTEN- 

Right         Left         Both             Nationality 

Hand         Hand        Hands 
Sees.            Sees.          Sees. 

American 
Jewish 

Chil- 
dren 

In  the  course  of  an  inquiry  regarding  several 
groups  of  children  at  all  ages  from  six  to  seventeen, 
tests  were  made  of  the  power  to  discriminate  weight 
and  color.  In  the  one  case  a  series  of  ten  weights, 
identical  in  size  and  shape,  weighing  84  grammes,  86 
grammes,  etc.,  were  submitted  to  the  children,  who 
were  asked  to  sort  out  all  those  of  exactly  the  same 
weight  as  one  of  82  grammes.  In  the  other  case  a 
series  of  ten  shades  of  red,  varying  progressively  in 
darkness,  had  to  be  sorted  out  in  relation  to  one 
s'ijhtly  lighter  than  the  lightest  of  the  series.  The 
following  table  shows  the  number  of  grammes  differ- 
once  which  was  required  in  order  that  the  median 
child  should  perceive  a  difference  in  weight,  and  the 
smallest  number  of  differences  in  shades  required  in 
dren  order  that  the  median  child  should  perceive  the  differ- 
ence in  colour. 


Average  length  of  time  expended 

35  27  25  Swedish 

Portuguese 
Italian 
Shortest  length  of  time  expended  by  one  child 
22  21  19  American 

Longest  length  of  time  expended  by  one  child 

37  50  44  Jewish 

Shortest  length  of  time  expended  with  one  hand 

19  ..•  ..  Italian 

Shortest  length  of  time  expended  with  one  hand 
19  .  .  Italian  1 

American    2 
Shortest  length  of  time  expended  with  both  hands 

16  American 

Longest  length  of  time  expended  with  one  hand 

64  .  .  .  .  Italian 

Longest  length  of  time  expended  with  one  hand 

50  .  .  Jewish 

Longest  length  of  time  expended  with  both  hands 

44  Italian    1 

Jewish  1 
Number  that  expended  60  seconds  or  less  with  the  ri| 
hand,   left  hand,   both  hands  43. 


ht 


Number    that    expended    30    seconds    or    less    with    the 
right  hand,  left  hand,  both  hands 


12 


-NON-KINDERGARTEN- 


Right 
Hand 
Sec. 


First  Trial 

Left 
Hand 

Sec. 


Both 

Hands 

Sec. 


;e  lenj 
146 


th  of  time  expended 

47  37 


Nationality 


American 
Jewish 


Chil- 
dren 


Averag 

Swedish 
Portuguese 
Italian 
Shortest  length  of  time  expended  by  one  child 
36  34  32  American 

Longest  length  of  time  expended  by  one  child 

685  96  71  Portuguese 

Shortest  length  of  time  expended  with  one  hand 

36  .  .  .  .  American 

Shortest  length  of  time  expended  with  one  hand 
27  .  .  Portuguese 

Shortest  length  of  time  expended  with  both  hands 

21  Portuguese 

Longest  length  of  time  expended  with  one  hand 

685  . .  .  .  Portuguese 


Age. 

Weight. 

Colour 

6   ... 

14.8   .. 

9.6 

1   ... 

13.6   .. 

9.0 

8    ... 

11.4   .. 

8.3 

9    ... 

10.0   . . 

6.3 

10   ... 

8.8    .  . 

5.4 

11    .  .. 

8.6   .. 

5.4 

12    ... 

5.1 

13    .  .  . 

5.4   .. 

4.6 

14      . 

5.6   .  . 

4  7 

15    .  . . 

6.8   . . 

4.4 

16   ... 

6.6   . . 

4.3 

17    .. 

5.8    .. 

3.9 

These  figures  show  very  strikingly  the  obtuseness  of 
the  child's  senses  up  to  the  age  of  eight,  and  suggest 
grave  doubts  as  to  the  theoretical  substructure  of  Dr. 
Montessori's  scheme  of  sense  training. 

But  the  argument  against  the  view  that  sensory 
activity  is  predominant  in  the  child  from  three  to 
seven  need  not  rely  on  experimental  investigation. 
The  absurdity  of  it  should  be  obvious  to  any  unbiased 
observer  of  young  children.  It  is  simply  not  the 
case  that  the  normal  child  of  three  (not  to  mention 
the  child  of  seven  at  all)  is  preoccupied  with  sensory 
stimuli.  One  has  but  to  think  of  the  range  and 
variety  of  his  questions,  jthe  vigorous  flights  of  his 
imagination — above  all,  his  ability  to  construct  and 
use  intelligently,  not  merely  simple,  but  complex 
sentences,  to  realize  how  far  he  has  risen  above  the 
sensory  level  on  which  Dr.  Montessori  assumes  that 
he  still  moves.  So  far  from  the  activity  of  the  senses 
being  the  characteristic  feature  of  early  childhood,  it 
is  a  more  incident  in  a  larger  intellectual  life,  which 
has  as  its  most  noteworthy  expression  a  surprisingly 
rapid  progress  in  the  mastery  of  language. 


Most  Dainty  Souvenirs  at  Close  of  School 

Send  at  once  10c  for  two  samples  of  our     heavy     Satin     Ribbon     Book 

Marks.  .Size  2%x9  and  I%x9  inches  including-  order  blank,  and  our  New 
Poems  "The  Good  Bye  Wishes"  and   "A  Parting-  Message." 

Price  Lists — Ten  large  size  Ribbon  Marks  with  Teacher's  name,  School, 
State,  etc.,  $1.30 — additional  ones,  at  10%  cents  each.  Ten  small  size 
Ribbon  Marks  with  Teacher's  name,   etc.,  85c — additional  ones,  56  cents. 

When  10  are  ordered  without  name,  either  or  both  sizes,  prices  10%c 
and  56c,  assorted  poems,  and  colors.  If  too  late  to  send  for  samples,  we 
will  select  for  you  the  same  day  received  and  guarantee  satisfaction. 
We  will  send  free  one  sample  with  Order  Blank. 

BROWN  &  BR0W1V,  Dept.  165%,  Danville,  N.  Y. 


Montessori  Summer  Course 

Montessori   Teacher-training-    School 

Instruction  in  the  theory  and  use 
of  the  Montessori  materials.  Resi- 
dent and  day  students.  $30,000 
building  adjoining  All  Saints  Epis- 
copal Church.  Elementary  and  col- 
lege preparatory  courses.  4th  year 
teacher-training-  course  begins  Oc- 
tober 1,  1915.  For  illustrated  folder 
address 

Mrs.   J.    SCOTT   ANDERSON,   Direct- 
ress Torresdale  House, 
Torresdale,    Philadelphia,    Pa.    .  . 


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WHITE  MOUNTAIN 
=EDUCAT0R== 


LANCASTER.  N.  H. 

A  new  periodical  devoted  to 
Interests  of  education  in  Vermont 
and  New  Hampshire  and  all  New 
England. 

Circulation  extending  through 
South  and  West. 

Terms:     $1.00  a  year. 

Advertising  rates  on  application. 


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you  saw  it  in  the  Kind.-Prim.  Mag. 


PRIMARY  PRIADY 
AFTERNOONS 

BY  S.  C.  PEABODY. 

A   collection   of   poems   for   use   in 
the  first  three  years  of  school  life. 

Some  point   or  moral   is   embodied 
in  each  poem.     They  have  been  tried 

in   the   classroom    and   their   useful- 
ness proved. 


A      valuable      book      for 
teachers  to  have  in  hand. 


primary 


Paper.     Price  25  cents  postpaid. 

New  England  Publishing  Co. 

6  BEACON   STREET,  BOSTON. 


A   PLAN    OF   DISCIPLINE   THAT 
SUCCEEDED 
Alice  Smith  Anderson 

Miss  March  discovered  that  con- 
ditions in  the  school  which  she  was 
to  teach  were  in  a  peculiar  state. 
Instead  of  pupils  regarding  punish- 
ments for  wrongdoings  as  a  dis- 
grace, they  actually  boasted  of  the 
whippings  they  had  received.  It 
seemed  as  if  their  standing  among 
the  other  pupils  actually  depended 
upon  their  defiant  attitude  toward 
the  teacher  and  her  authority. 

To  prevent  the  children  getting 
any  enjoyment  from  scenes  of 
punishment  for  disorder,  she  fell 
upon  this  plan.  Numbers  from 
calendars  were  pasted  upon  each 
desk,  and  she  kept  a  diagram  of  the 
room  with  each  number  properly 
placed,  for  her  own  use.  By  talking 
to  the  children  about  the  numbering 
of  engines,  automobiles,  hotel 
rooms,  etc.,  she  aroused  their  in- 
terest in  the  numbers  upon  their 
desks.  She  told  them  she  hoped 
their  desks  would  never  be  called 
into  account  for  acts  of  disorder 
upon  their  part.  Each  child  quickly 
learned  his  own  number,  but 
naturally  he  could  not  remember 
many  of  his  neghbors'.  So 
whenever  a  child  was  to  be 
kept  in  for  disorder,  the 
number  of  the  desk  was  called  out. 
In  the  hurry  to  get  out  to  play  the 
children  never  were  certain  just 
who  it  was  that  was  going  to  be  cor- 
rected. If  a  desk  was  untidy,  the 
number  of  it  was  referred  to.  If 
Miss  Marsh  had  to  call  a  pupil's  at- 
tention to  his  misdeeds  during  the 
school  hours,  his  number  was  men- 
tioned. Somehow  the  children's 
misdeeds  attracted  so  little  atten- 
tion that  they  lost  their  desire  to  do 
wrong.  However,  to  satisfy  their 
desire  to  be  the  center  of  notice, 
she  gave  great  publicity  to  all  their 
good  deeds  and  good  lessons  by 
writing  their  names  on  the  black- 
board with  colored  chalk,  by  having 
an  honor  roll,  or  by  verbal  praise 
before  the  other  children.  Soon  the 
children  were  striving  to  receive 
honor  for  doing  things  honorable. 
— Primary  Education. 


SUMMER  SESSION 

June  17  to  August  28 

GEORGE   PEABODY 

COLLEGE   FOR 

TEACHERS 

The  summer  school  will  consist 

practically  of  a  double  ordinary 

summer  school. 

Special  emphasis  will  be  placed  upon 
courses  in  manual  training,  home 
economics,  rural  life,  rural  supervi- 
sion, sanitation,  and  health,  as  well 
as  upon  the  more  commonly  given 
courses  dealing  with  the  kindergar- 
ten,    primary     school,      grammar 

school,  etc. 
First  term  of  summer  school,  June 
17  to  July  23,  second  term  July  24  to 
August  28.  A  total  of  18  hours  credit 
may  be  obtained,  or  a  third  of  a  col- 
lege year's  work  accomplished. 
For  information,  address, 

BRUCE  R.  PAYNE,  Pres. 

George  Peahody  College  for  Teachers. 
NASHVILLE,  TENN. 


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Syracuse  University 


SUMMER  SCHOOL 

Jul.  53  Aug.  15 

Graduate  Courses  for  a  Master's  Degree 
College  Courses  in  all  Departments 
Elementary  Courses  In  Languages  and  Sci- 
ences   to    make    up    College    Entrance 

Deficiencies 
Courses  in  Painting,  Drawing,  Normal  Art 
rianual  Training,  Stenography  and   Type- 
writing 
Courses  in  Gymnastics,   and   in   Training 

Athletic  Coaches 
TuiJoo.  $23. CO  Board  and  Room,  $5.00  to 

$6.50  a  week 
For  further  information  write  to 

EDGAR  C.  MORRIS 

In  writing  for  information,    please  mention 
this  magazine 


The  Educational  Exchange 

A  First   Class   Educational   Journal. 

Price  «1.00. 

COMBINATION    OFFERS 

For  a  limited  time  we  offer  the 
Educational  Exchange,  the  sub- 
scription price  of  which  is  $1.00,  in 
combination  with  a  few  other  jour- 
nals for  the  convenience  of  our  sub- 
scribers, as  follows: 

Regular     With  the 

Price     Exchange 

McCall's  Magaslne   .  .    $  .50  $1.35 

The  Pathfinder 1.00  1.55 

Normal   Instructor  & 

Primary  Plans  .    .  .      1.25  1.80 
Kindergarten  -  Prim- 
ary Magailne 1.00  1.65 

All  Combined 4.75  3.40 

ADDRESS   N.  R.  BAKER,   PUB., 
BIRMINGHAM,  ALA. 


EXTRAORDINARY 


I  have  undertaken  the  work  of 
teaching  a  great  many  years  and 
have  found  that  the  human  mind 
has  great  resources  for  resisting  the 
introduction  of  knowledge. — Wood- 
row  Wilson. 


There  are  three  principles  which 
all  children  must  understand:  They 
must  not  offend  against  any  moral 
law;  they  must  observe  the  de- 
mands of  courtesy;  and  they  must 
not  interfere  with  the  rights  of 
others. — Montessori. 


OFFERS! 

One,  if  not  all  of  them  of  interest 
to   every   teacher. 

FIRST — To  give  a  correspondence 
course  in  arithmetic,  grammar,  and 
other  common  school  subjects  for 
the  small  sum  of  $5  per  subject.  The 
courses  are  prepared  by  Prof.  J.  W. 
Lusby,  President  of  the  Grayson 
Normal  and  Editor  of  the  Southern 
Teacher,  and  are  aimed  to  prepare 
one  for  the  most  rigid  teacher's  Ex- 
amination. 

SECOND — To  accept  subscriptions 
to  the  Southern  Teacher,  a  live  up- 
to-date  teacher's  journal  with  a  list 
of  teacher's  examination  questions 
and  answers  every  month,  current 
events,  etc.,  etc.,  for  91.00  per  year, 
and  give  every  subscriber,  a  year's 
subscription  to  McCalls,  the  great 
Fashion  Magazine  or  a  copy  of 
Stocks  and  Bonds  Made  Easy,  a  small 
book  that  thoroughly  explains  this 
difficult  subject, 

THIRD — To  sell  you  for  $1.00  Lus- 
by's  Normal  Question  Book,  The 
County  Examiner,  the  latest  and 
best  on  the  market,  to  assist  you  in 
preparing  for  a  teacher's  examina- 
tion, and  give  you  a  premium  if  you 
mention  this  paper. 

FOURTH — To  send  you  the  South- 
ern Teacher  and  the  Kindergarten- 
Primary  Magazine,  both  one  year  for 
$1.50. 

Agents  wanted  everywhere.     Lib- 
eral commission. 
Address 

The  Southern  Teaoher 

N.  Main  Street,  GRAYSOM.  Ky. 


The  entire  object  of  true  education 
is  to  make  people  not  merely  do 
the  right  things,  but  enjoy  them; 
not  merely  industrious,  but  to  love 
industry;  not  merely  learned,  but 
to  love  knowledge;  not  merely 
pure,  but  to  love  purity;  not  merely 
just,  but  to  hunger  and  thirst  after 
justice. — Ruskin. 


THE  JOHNS   HOPKINS   UNIVER- 
SITY, BALTIMORE 

It  is  announced  that  the  program 
of  Summer  Courses  at  the  Johns 
Hopkins  University  will  this  year 
include  graduate  courses  in  a  num- 
ber of  departments.  These  ad- 
vanced courses  will  be  offered  in 
partial  fulfillment  of  the  require- 
ments for  the  degree  of  Master  of 
Arts.  Under  the  rule  of  the  Board 
of  University  Studies,  the  residence 
requirement  for  this  degree  is  at 
least  two  years.  The  arrangement 
for  summer  graduate  courses  pro- 
vides that  one  of  these  two  years 
may  be  satisfied  by  attendance  and 
study  during  not  less  than  three 
sessions  of  the  Summer  Courses. 

The  session  in  1915  will  open  July 

and  continue  six  weeks. 

The  program  will  be  sent  on 
application. 


WHY 

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JOURNAL? 

Devoted  to  Vitalising  school  chil- 
dren by  means  of  fresh  air  class- 
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Reports  of  work  in  all  parts  of 
United  States.  Interests  parents, 
Health  Officials,  Educators,  whole 
communities.  A  Big  Man's  Journal. 
Issued  monthly  $1.00  per  year. 
PHILADELPHIA,   Pa. 


Historical  Stories  in 
Dramatic  form 

16   paper   covered   booklets   10   cents 

each. 

The  Set  of  16  Booklets  for  $1.00. 

By  Gertrnde  H.  Hand. 

Intended  for  use  In  first  five 
grades.  The  children  take  the  parts 
and  act  out  the  Incidents,  thus  "sen- 
sing" and  indelibly  fixing  in  the 
memory  the  great  historical  events. 
The  plan  is  in  accordance  with  the 
latest  pedagogical  principles.  .The 
author  has  demonstrated  its  value 
in  her  own  classes  where  the  chil- 
dren have  taken  the  parts  with  the 
utmost  enthusiasm. 

1  Columbus  and  Magellan. 

2  Francis  Drake  and  John  Smith. 

3  The  French  in  Canada  and  Henry 

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4  Miles        Standish        and        Roger 

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5  Peter  Stuyvesant  In  New  Amster- 

dam and  Exploration  of  the  Mis- 
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7  The   Charter     Oak     and     Patrick 

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0  Washington,  the  Commander,     at 
Valley  Forge. 

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11  Israel  Putnam  and  Nathan  Hale. 

12  Daniel  Boone. 

13  John  Paul  Jones  and  George  R. 

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15  Daniel     Webster     and     Abraham 

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16  Ulysses  Simpson  Grant. 

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JUST   WHAT  YOU    ARE    LOOKING 
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Sixty  Musical  Games  and  Reo 

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Teaches  the  use  of  sharps  and 
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games. 

Contains  thirty  musical  entertain- 
ments for  months  of  the  school  year. 

Endorsed  by  leading  educators. 

should 


Kindergarten  "training  school 

Two  years  course.     State  accredited 
List.     Address. 

Miss  GRACE  SMITH  BARNARD 
Hotel   Sbattuck,  Berkeley,  Cal. 


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you  saw  it  in  the  Kind.-Prim.  Mag. 


WESTERN  JOURNAL  OE 
EDUCATION 

Established  in  1805. 

Devoted  to  the  discussion  of  the 
elementary  school  problems  in  Calif 
fornia  and  elsewhere. 

Price  $1.50.. 

HARR   WAGNER,   EDITOR, 

324   Phelan   Building, 

SAN   FRANCISCO.   CAL.      


No   kindergarten 

be  without  it. 


teacher 


OLIVER  DITSON  &  CO. 

150  Tremont  Street,  BOSTON 


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TEACHERS  Or  RURAL  SCHOOLS 

who  can  represent  us  in  their  local- 
ity  NOW   or  at   Institutes  this  sum- 
mer, will  find    liberal    compensation 
for  taking  subscriptions  to 
.  .  Aside    from    our    regular    compen- 
sation for  this  work,  attractive  gifts 
for   the   schoolroom   or   for   personal 
use  will  be  given. 
Address  Circulation  Dcpt., 
THE  RURAL  SCHOOL  TEACHER, 
SECURITY  BLDG.,   CHIGAGO. 


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DIALOGS 

By  Dora  H.  Stockman 

152  pp. — 21  Excellent  Exercises 
CLOTH 

25  CENTS 

BY  MAIL 

Jolly,  Catchy,  Snappy,  Happy,  Easy,  Pleasy,  Popular, 
Inspiring,    Varied,    Character-building. 

DIALOGS  AND   EXCERISES  FOR  SCHOOLS 

Such  heart-warmers  as  "The  Golden  Wedding,"  "A 
Master  Stroke."  "The  Bird's  Convention,"  "The  shadow 
on  the  Home"  and  "The  Old  and  New  Santa  Claus 
Then  the  nerve-thrillers  like  Neenah's  Gratitude  A 
Modern  Hero,"  "A  Patriotic  Party"  and  the  brain  de- 
veloper and  educators,  such  as  "Guessing  Game  of  the 
Trees,"  "Michigan  Playing  Fairy,"  "Stunt  Corn-stalk  s 
Lesson."  Can  be  put  on  in  an  ordinary  schoolhouse,  or 
will  grace  an  opera  house.     Address — 


WAR  ATLAS  OF  EUROPE 

Special — Just  off  the   Press 

Our  War  Atlas  of  Europe,  32  pages  in  four  colors,  is 
the  greatest  book  of  its  kind  in  America — everything 
fresh,  cock  full  of  Important  data,  from  the  History 
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all  countries.  This  is  really  a  wonderful  work  for  its 
size  and  is  made  to  meet  the  demands  and  pocket- 
books  of  today,  $0.25  per  copy. 
Everybody  can  afford  one!   !   ! 

Everybody  should  have  one!   !    ! 
COUPON 

Please  mail  me  today  for  the  enclosed  25  cents,  one 
copy  of  the  four  color  32  page  War  Atlas  as  above 
described. 

NAME 

ADDRESS 

STATE 

Address   The   J.    H.    Shults   Co.,    Manistee,    Mich. 


FARMERKIN'S  FARM  RHYMES       NATIONAL     ASSOCIATION 


By  Dora  H.  Stockman. 
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Who  would  not  wish  to  be 
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Ethical  lessons  subtly  veiled. 

Fine  supplementary  reading  for  first  three  grades.    A 
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Address, 

HENRY  R.  PATTENGILL,  Lansing,  Mich. 


THE  TEACHER'S  JOURNAL 

A  Wide-awake   Journal  for  Progressive 
Teachers 

In  matters  of  education,  Indiana  is  in  the  lime  liirht. 
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the  problems  ofall  teachers. 


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Pathfinder  (weekly) 

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Pathfinder 


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l.OO 


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This  is  the  most  helpful  combination  ever  offered  teach- 
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low  rate.    If  you  are  interested  write  for  special  prices, 
Address, 

TEACHER'S  JOURNAL  CO. 

MARION,  INDIANA 


TEACHERS  MAGAZINE 


Of  NEW  YORK,  one  of  the  great  educational 
periodicals  of  America,  and  the  Kindergar- 
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paid  in  United  States  and  possessions    for  only 


(1.80 


FOR  THE  STUDY  AND  EDUCATION  OF 

EXCEPTIONAL  CHILDREN 

An  Eleemosynary  Society  incorporated  under  th3  laws  o 
the  State  of  New  Jersey 

In  connection  with  its  broad  national  work  for 
exceptional  children,  this  Association  has  for  many- 
years  been  conducting  a  special  institution  for  the 
POTENTIALLY  NORMAL,  though  "different"  child, 

known  as 

HERBART  HALL 

The  objects  of  this  institution  are: 

1st.  To  determine  the  individual  peculiarities 
and  tendencies  which  make  a  given  case 
vary  from  the  average. 

2nd.  To  harmonize  the  child  with  its  environ- 
ment and  to  adjust  the  environment  to 
the  child  so  as  to  permit  creative  self- 
expression. 

3rd.  To  direct  all  surrounding  influences  to  en- 
courage those  vocational  aptitudes  which 
will  best  prepare  the  child  for  independ- 
ent existence. 

Physical  and  mental  tests,  scientifically  developed, 
are  employed  so  that  there  is  neither  guess-work  in 
the  diagnosis  of  these  exceptional  types  nor  hap- 
hazard methods  in  their  education. 

Many  children  puzzle  parents  and  teachers.  They 
do  not  respond  to  ordinary  school  or  home  instuc- 
tion.  Unless  taken  properly  in  hand,  they  will  become 
failures  in  life. 

(We  do  not  treat  feeble-minded,  epileptic,  degen- 
erate or  low  types) 

For  full  information  address 


L 


o*  L*  Lo  L» 


WALDEMAR  H  GROSZMANN 

Secretary -General 

Plainfield.N.J.  "WATCHUNG  CREsT" 


BIRD  AND  NATURE  PICTURES  stories  for  children 


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10  Golden    Oriole 

11  American    Blue    da; 
13  Red  headed     Wood]. 

16  American     Robin 

17  American     Kincflsh 
19  Rcdwineed     Blac' 
CO  Cardinal,    or   Red 
Jl  Bluebird 


khi 


allow 
23   Broivn  Thrasher 

25  Bobolink 

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27  Flicker 

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31  Rose-breasted    Grosbeak 
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42  Orchard    Oriole 

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47  Indigo     Bird 

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49  Wood   Thrash 

50  Catbird 

51  Yellow  throated   Vireo 

52  American    Mockingbird 

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58  Scarlet  Tanager 

61   American    Bald    Eagle 
6S   Mallard   Duck 

65  Canvas-back   Duck 

66  Wood  Duck 

68    American    Woodcock 
76   Skylark 

78  Evening  Grosbeak 

79  Turkey  Vulture 

81  Summer    Yellow    Bird 

82  Hermit    Thrush 

83  Song    Sparrow 

84  Yellow-billed  Cuckoo 

85  Ruby-throated    Humming 

Bird 

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87  Phoebe 

88  Ruby  crowned  Kinglet 

89  Mourning  Dove 

90  While-breasted   Nuthatch 
92   GnldnDch 


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95  Yellow  bellied    Sapsucker 

96  Warbling  Vireo 

97  Wood    Pewee 

100  Kingbird 

101  Summer  Tanager 
105  Wild  Turkey 

108  European    Kingfisher 

109  Vermilion    Flycatcher 

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121  Crowned    Pigeon 

123  Fox    Sparrow 

124  Bob-white 

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128  Mountain  Parlridge 

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132  Redbellied    Woodpecker 

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137  Black  Duck 

142  American    Sparrow    Hawk 

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148  Nightingale 

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arolina  Chickadee 
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olden    Eagle 
lack    Vulture 


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olden    Pheasan 
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CrossbillB 
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at     Bin 


He 


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Brown    Creeper 
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Prairie  Hen 


ling   Penguins 
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■uezals.    or  Resplendent 
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ANIMALS 
Block  Wolf 
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Raccoon 

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Grav     Squirrel 
American   Otter 


199  Redheaded   Duck 

212  Humming  birds 

214  California   Vulture 

222  Whippnorwill 

233  Tufted  Titmouse 

242  American  Born   Owl 

261  Golden  winged     Warbler 

262  Mourning  Warbler 
276  Rooster  and  Hen 
284  Canary 

293  Lyre  Bird 

291  Cowbird 


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216  Skunk 

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Oposaum 

Brittany — fCowg) 

Black  Bear 

Beaver 

Buffalo 

Indian  Elephant 


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The  Virginia  Journal 
of  Education 

V 

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,  as  well  as  others  engaged  in  educational  work. 

What  Some  Well-known  Educators  Say  About  This  Journal: 

From  Celifornia; 

"I  appreciate  very  much  the  coming  of  the  Virginia  Journal  of 
Education  to  our  magazine  table.  It  is  one  of  the  best,  most  lively, 
interesting  and  enterprising  publications  of  the  kind  that  I  have  had 
an  opportunity  to  examine.  Certainly  it  must  exercise  a  great  in- 
fluence 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  to  publish  your  journal  and  1  most  heartily  congratulate  you 
and  the  people  of  Virginia  for  the  lively  and  creditable  periodical 
that  you  are  able  to  give  them.  " 

From  Oregon  : 

"I  have  received  as  much  inspiration  and  benefit  from' reading  the 
Virginia  Journal  of  Education  as  I  have  from  leading  any  one  of 
the  numerous  ones  that  come  to  my  desk." 

From   Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  interest, 
and  feel  that  it  is  one  of  the  besteducational  journals  in  the  country." 

From  New  Jersey: 

"We  regard  the  Virginia  Journal  of  Education  as  among  the  most 
valuable  publications  received  at  this  office." 

From    Missouri 
"I  have 
time  anc 
and  shou.„ 
more  than  your  subscription  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, 
are  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  Ed- 
ucation, and  is  an  excellent  medium  for  advertising,  as  it 
lias  fully  5,000  regular  readers.  In  addition  several  hun- 
dred complimentary  copies  are  sent  throughout  the  conn- 
try  each  month. 


uri : 

!  been  receiving  the  Virginia  Journal  of  Education  for  some 
d  have  greatly  enjoyed  reading  it.  It  is  an  excellent  paper 
mid  be  read  by  every  teacher  in  the  State.     It  is  worth  far 

I  a  n    v  n  1 1  r    el  IK  enri  nt  inn    n  r  i  rr.  " 


Subscription  Price,  $1.00 
THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Richmond.V», 


The  importance  of  good  literature  for  children  can 
hardly  be  overstated.  There  is  an  unlimited  demand  from 
teachers  and  parents  for  really  good  material  of  thi*  kind. 
Much  is  put  forth  that  has  no  claim  other  than  that  its 
sale  will  benefit  the  publisher.  Those  who  control  the 
reading  of  the. young  should  see  that  the  best,  most  help- 
ful, most  interesting  stories  are  provided.  The  expense 
need  not  l>e  great.  The  finality  of  the  stories  must  be  ap- 
proved by  the  judgment  of  the  best  judges 

We  have  just  brought  out.  at  onlv  12  cents  a  copy,  ten 
books  containing  TEX  OF  THE  BEST  OF  THE  WORLD'S  FAMOUS 
STORIES.  Each  is  a  "Classic,"  approved  by  the  judgment 
of  generations  of  critical  readers. 

They  were  edited  by  the  late  MR.  WILLIAM  T.  STEAD, 
Editor  of  the  English  Review  of  Reviews, 

Each  volume  is  fully  illustrated  with  charming  line 
drawings,  a  picture  for  almost  every  page.  The  illustra- 
tions speak  to  the  child.  They  tell  the  story  pictorially, 
that  is  related  in  the  text.  The  drawings  allure  the  child 
to  draw.    They  are  simple  and  easy  to  imitate. 

The  titles?of  the  volumes  are  as  follows: 
Aladdin  and  His  Lamp,  Gulliver's  Travels  in  Lilliput, 

Pilgrim's  Progress,  Aesop's  Fables, 

Stories  from  Chaucer,  Hawthorne's  Wonder  Tales, 

The  Lady  of  the  Lake,  King  Arthur  and  His  Knights, 

Travelsof  Baron  Munchausen,  Little  Snow-White  and  other 

Grimm's  Fairy  Tales 

Attractively   hound    in    decorated    covers,    14    cents 

each,  postpaid.      For  supplementary  reading  in  the 

grades,   and  for  home  use,    these  stories   cannot  he 

surpassed. 

The  PALMER  CO.,  Publishers 

120  Boyiston  Stree  ,  Boston,  Mass. 


THE  SCHOOL  BULLETIN 

Of  SYRACUSE,  the  old  established  State  edu- 
cational paper  of  New  York,  and  the  Kindergar- 
ten-Primary Magazine,  both  one  year,  pos:age 
paid  anywhere  in   United  States  and  possessions 


SCHOOL  AND  HOME 

Of  Atlanta,  Ga.,  one  of  the  live,  progressive  educational 
papers  of  the  South,  and  the  Kindergarten-Primary 
Magazine,  both  one  full  year,  for  only  $1.15. 

EICATIOE^WDATIONS 

$1.80 


Of  NEW  YORK,  an  educational  publication  of 
great  merit  ($1.25  per  annum)  and  the  Kinder- 
garten-Primary   Magazine,    both   one   year, 
postage  paid  in  United  States  and  possessions, 


OHIO  EDUCATIONAL  MONTHLY 

Of  COLUMBUS,  one'of  the  best  state  educa-  rt>  |    M 

tional  journals   in   Ohio,  and   the    Kindergarten-  \  I     nil 

Primary  Magazine,  both  one  year,  postage  paid  ill)  |  |VV 

anywhere  in  United  States  or  possessions,  only  _^^__ 


■THE' 


MISSOURI  SCHOOL  JOURNAL 

Of  JEFFERSON  CITY,  Mo.,  one  of  the  best 
State  educational  papers  in  the  West,  and  the 
Kindergarten-Primary  Magazine,  both  one  year, 
postage  paid  in  United  States  and  possessions, 


i 


I 


INDEX  TO  CONTENTS 


Mother  Play  Picture — The   Bridge    

The  International  Kindergarten  Union — Preliminary 
Program   

General  Suggestions  for  the  May  Program   

Program  Suggestions  by  Weeks,  etc 

May     

Mother    Play— The    Bridge    

The  Bird  House  

Designs   

Little  Plays  and  Little  Pieces  for  Little  People 

Dancing  o'er  the  Green   

Betty's  Numbers    

The  Kitten  and  the  Bird    

In  the  Merry  Month  of  May  

The  Month  of  May   

Gems  for  Memorizing    

The  Jolly  Jump  Ups    

The   Yacht  Race    

The   San   Diego   Exposition    

Invitations  to  Our  May  Party    

Development  of  Thought  Which  Results  from  Pic- 
ture   Study    

Friedrich   Froebel 

An  Experiment  in  Kindergarten  Extension  Work   . . . 

May    Calendar    

Straight  Line  Cutting   

The  Committee  of  the  Whole   

Suggestions  for  Blackboard  Borders  or  Designs 

Picture  Language  Story  for  May   

Rural    School    Improvement    

Cob  Fire  Stories   _.- 

The   Telephone    Game    

Hints  and  Suggestions  for  Rural  Teachers 

Merry,  Merry  Month  of  May    

Miss   Sky's   Wardrobe    

Book  Notes    


Dr.  Jenny  B.  Merrill 
Dr.  Jenny  B.  Merrill 
Mrs.  Myra  A.  Buck 
Bertha  Johnston 
Mrs.  Myra  Buck 
Miss  Olive  Wills 
Laura  Rountree  Smith 
La.ura  Rountree  Smith 
Mary  Davis 
Lena  B.  Ellingicood 
Laura  Rountree  Smith 
J.  M.  Niven 

Mary  Davis 
John  Y.  Dunlop 

Dr.  Jenny  B.  Merrill 

Mary  E.  Dotting 
Dr.  Mary  E.  Law 
Dr.  Franklin  B.  Dyer 
Marguerite  B.   Sutton 
Carrie  L.  Wagner 
Bertha  Johnston 
Laura  Rountree  Smith 
Marguerite  B.  Sutton 

Bertha   C.   Pitman 
Helen  Gapperton 
Grace  Dow 

Laura  Rountree  Smith 
Mary  Davis 


270 

271 
273 
272 
275 
276 
277 
278 
280 
280 
280 
281 
281 
292 
293 
293 
293 
294 
295 

296 
296 
297 
298 
299 
300 
3^2 
303 
284 
287 
288 
289 
290 
290 
290 


Entered  at  the  Postoffice,  Manistee,  Mich.,  as  second    class    mail     matter. 


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 
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 


Fhc  TEACHERS' EXCHANGE  of  Boston 

Recommends  Teachers,  Tutois  and 
Schools.    No.  120  Boylston  street. 


-THE 


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  Univtrsity  Block. 

THE  PRATT  TEACHERS'  AGENCY 

Recommends  college  and  normal  gradu- 
ates, specialists,  and'otherl  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 


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  TeachersJ  Exchange 

P.  O.  Box  283,  Nashville.  Tenn. 


nriiimr  rn/Mimfl,    .„,„-,„    OUR  OPPORTUNITIES  for  placing 

RELIABLE  TEACHERS  AGENCY  LSS!S?.i%,ft52SS 

accept  position. 

Lewis  Teachers3  Agency 

41  Lyman  Block,  Muskejon.  Mich. 


Trained      rimary   and  Kindergarten 
Teachers  needed.   Good  positions.      er- 
manent  membership.     Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City.  Okla. 


MIDLAND  SPECIALISTS  AGENCY 

Station  A.  Spokane.  Wash. 

We  Twill  have  openings  for  a  large  num- 
ber of  rimary  and  Kindergarten  teach- 
ers. No  enrollment  fees.  Blank  and 
booklet  for  the  asking. 


INTERSTATE  Teachers'  Agency  Sabins'  Educational  Exchange 


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.AR.MSTR.ONG,     roprietor. 


REGISTER  WITH  US. 

We  need  Kindergarten  Teachers,  Supt., 
Principals,  Teachers  of  Science,  Math- 
ematics and  "Language. 

OHIO  VALLEY  TEACHERS'  AGENCY 


SOUTHERN  TEACHERS' AGENCY 

COLUMBIA,  S    C. 

There  is  an  increasing  demand  for  Pri- 
mary Teachers  am!  Kindergartners 
throughout  the  South.  Our  agency  is 
one  of  the  largest  and  best  known  in 
this  splendid  territory  for  teachers.  Ask 
for  booklet,  A  LAN. 
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  ftgSSSTA 

its  influence  If  it  meri-lv  hearsof  va- 
cancies and  tells  TU  AT  is  some- 
yon  about  them  '  t*r\  I  thing, 
but  if  it  is  asked  to  recommend  arteach- 

"^RECOMMENDS 

is  more.    Ours  recommends. 

The  School  Bulletin  Atfency 

C   W,  BARDEEN.  Syracuse.  N.  Y. 


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. 


WESTERN  TEACHERS'  AGENCY  SSSSX 

We  wantKindergarten.  rimary, Rural 
and  otherteachers  for  regularor  special 
work.  Highest  salaries.  Send  for  lit- 
erature and  enroll  for  the  coming  year. 

P.  Wendell  Murray,  Managrer. 


THIS  IS  THE  TWENTY-FIFTH  YEAR  OF 

The  CLARK  TEACHERS' AGENCY 

Which   proves  conclusively  its 

standing.    Try  them.  Address, 

Stelnway  Hall.  Chicago;    Lincoln.  Neb. 

Spokane.  Wash. 


The  J.D.Engle Teachers' Agency 

MINNEAPOLIS,   MINN. 

A  Placing  Agency  for  Teachers.  Estab- 

j  lished  20  years.     Register  for  Western 

Kindergarten-Primary  positions.  Send 

for  circular 


DEWBERR  Y 
SCHOOL 
AGENCY 

1892-1914 


CPECIALL/Y  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. 

BIR  MINGHAM,  ALA 


KINDERGARTEN   AND    PRIMARY  TEACHERS 

Always  needed  in  our  territory.    We  have    placed   over    eleven    thousand 

brainy    men    and    women    with     discriminating    employers.      If   you   are 

a   qualified    teacher,      write      us      immediately.         No      registration      fee 

necessary. 

THE      WESTERN      REFERENCE   &      BOND  ASS'N.,   692   Scarrit   Bldg., 

KANSAS  CITY,   MISSOURI. 


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. 


tRpcxrMT Teachers  Age/vcy 

'EMPIRE  Bi-DG,         DENVER,  COLO. 


WE    PLACE       MANY    PRIMARY 
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 
•     '--  *^  '  ~     is  brought  i  n  t  o  u  ch 
with  opportunity  at  that  critical  mo- 
ment when  each  is  in  search  of  the  oth- 
er, is  set  forth  in  our  forty-page  booklet 
elling  all  about  the  South  as  a  field  for 
rimary  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-enoy, 

Nashville,  Tenn. 


THE  OKLAHOMA  TEACHER'S 
AGENCY 

GEARY,   OKLAHOMA 

Only    Competent    Teachers     Enrolled. 
WRITE    US   YOUR    WANTS 


CENTRAL  TEACHERS'  AGENCY 

COLUMBUS.  OHIO. 

A  good  medium  for  trained  primary 
teachers  to  use  in  securing  promotion 
Write  to-day.  £.  C.  ROGERS,  M*r. 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OP  AMERICA 


Chicago 

Kindergarten 

Institute 


•^%"%^^%^%^^%^^%%^%^%^^%%^%^%^^^%.» 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  BOUSE, 

54  Scott  St.,  Chicago. 


t 


Diplomas  granted  for  Regular  Kindergarten  Course  (two  years), 
and   Post   Graduate  Course  (one  year).     Special  Certificate*  for     (^ 
Home-making  Course,  non-professional  (one  year).  A 

Credit  in  connection  with  the  above  awarded  by  the  University  of 

Chicago.   ' 

Mrs.  Mary  Boomer  Psfs, 

Director*!         Mrs.  Ethel  Roe  Lindf  ren. 

Miss  Caroline  C.  Cronise, 

For  circulars  apply  to  Chicago  Kindergarten  Institute,  M  Scott  St. 


NATIONAL 

KINDERGARTEN 

COLLEGE 

ELIZABETH  HARRISON,  President. 

SUMMER  SCHOOL,  June  1 4  to  Aug.  6 


Kindergarten  and  Primary  Methods. 
Playground  Work.  Model  Demon- 
stration Schools.  Credits  Applied 
•n  Regular  Courses.  Resident 
Dormitory   on    College    Grounds. 

Come  to  a  school  where  instruc- 
tion received  will  have  practical 
value  in  your  fall  work. 

For    full    information    address 

Box  600,  2944  Michigan  Boulevard, 

CHICAGO,  ILLINOIS. 


KINDERGARTEN 


COLLEGIATE    INSTITUTE 


Organized    in    1881    as    Chicago 
Free    Kindergarten    Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMORE,  Registrar. 

Room  706,  410   S.  Michigan  Avenue, 

CHICAGO 


==PESTALOZZI-EROEBEl== 
KINDERGARTEN  TRAINING  SCHOOL 

6 1 6-622  So.  Mich.  Boul.    Chicago 

(New  Location  Ovelooking  Lake  Michigan.) 

DIPLOMA  COURSE  2  YEARS 

Post-Graduate,  Primary  and  Play- 
ground Workers  courses.  Special 
courses  by  University  Professors.  In- 
cludes opportunity  to  become  familiar 
with    Social  Settlement  Movement  at 

Chicago  Commons. 
For  circulars  and  information  address, 

BERTHA  HOFER-HEGNER.  Supt.    319  Marlborough  st. 

Box  51.  616-622  South  Michigan  i 
Boulevard,  Chicago,  111. 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartners 
Richmond,  V%, 

Virginia  Mechanics'  Institute  Building:. 
Richmond,  Virginia. 
Two  years'  training  in  Theory  and 
Practice  of  FroebeUan  Ideals.  Post- 
Graduate  Coarse,  aviso  Special  Classes  for 
Primary  Teachers. 

LUCY   8.  COLBUAN,  Director. 
MRS.  W.  W.  ARCHER.  Sec.  and  Tress. 


Grand  Rapids  Kindergarten 
Training  School 


Certificate 

Diploma 

and 

Normal 

Courses 

New 
Quarters 

No.  508 

Foun- 
tain St. 


CLARA  WHEELER.  Principal 


OBERLIN  KINDERGARTEN 


TRAINING  SCHOOL 

Presents  a  two-year  course  in  kindergarten 
theory  and  practice.  Teachers  drawn  largely 
from  Oberliu  College  and  Conservatory  of 
Music.  Miss  May  has  returned  from  a  course 
of  study  with  Dr.  Montessori  and  will  give  in- 
struction in  the  Montessori  mtthod. 

For  catalogue  addiess  Secretary, 

Kindergarten  Training  School,  Drawer  17 

OBERLIN, OHIO 


MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 
qnd  Special  C 


ourses. 
Boston.  Mass. 


SUMMER  SCHOOL 

NEW    YORK       UNIVERSITY,      UNI- 
VERSITY HEIGHTS,  New  York  City 

JULY  5  TO  AUG.  13,  1915 


DR.  JAMES  E.  LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered  I  Kindergarten- 
Primary  Supervisioni  Mother-Play  ; 
Program  Making  and  Method; 
Stories;  Songs;  Games;  Gifts. 

For    information    address 
MISS  HARRIETTS  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New  York   University,    .Washington 

Square,  New  York  City. 

THE  HARRIETTE  MELISSA  HILL 
KINDERGARTEN  TRAINING  SCHOOLS 

In  Affiliation  with  New  York  University 

Two   years  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 
For  information  address 

MISS  HARRIETTE  M.MILLS.  Principal 

New  York  University 
Washington  Square,  New  York  City. 

Montessori  Summer  Course 

Montessori  Teacher-Training  School 

Instruction  in  the  theory  and  use 
of  the  Montessori  materials.  Resi- 
dent and  day  students.  $30,000 
building  adjoining-  All  Saints  Epis- 
copal Church.  Elementary  and  col- 
lege preparatory  courses.  4th  year 
teacher-training  course  begins  Oc- 
tober 1,  1915.  For  illustrated  folder 
address 

Mrs.  J.   SCOTT  ANDERSON,  Direct- 
ress Torresdale  House, 
Torresdale,    Philadelphia,    Pa.    .  . 


K 


•BARNARD- 


INDERGARTEN  TRAINING  SCHOOL 

Two  years  course.     State  accredited 
List.     Address. 

Miss  GRACE  SMITH  BARNARD 
Hotel  Shattucjt,  Berkeley,  Cal. 


1874— Kindergarten  Normal  Institutions — 1914 

1516  Columbia  Road,  N.  W.        WASHINGTON,  D.  C. 

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

Susan   Plessner  Pollock,   Principal 

Teachers*  Training1  Course — Two  Years 
Summer  Training  Classes  at  Mt.  Ch  at  auqua— Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS  LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION   AND  PRACTICE  TEACHING  IN 

THE  KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524.  W.  42nd  St.,  New  York  City 


Miss  Annie  Coolidge  Rust's  23rd  Year 

Froebel  School  of  Kindergarten 

Normal  Cla«w«?    boston,  mass. 
muiuidi  uxaaaea  PIEBCE  building 

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 

■ORTHW8H    M.     ORCUTT,     Principal    ol 

■lie   Training   School   and   Supervisor   of 

Kindergartens,     82  6    Bull    Street, 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Two  Tears'  Course.    Terms,  $  100  per  rear 
Apply    to 

HATTIE  TWICHELL, 
SPRTNOFTBTJ>~LONGMEADOW.   MASS. 


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. 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in    Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,   Domestic   Science  and 
Art.  and  Manual  Work. 

Send  for  catalogue. 

ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 


SARA  K.  LIPPINCOTT  i 
SUSAN   C.  BAKER  | 


Principals 


!  Conn.  Ave 


Washington,  D.  C. 


Mice  HarPc  TRAINING  SCHOOL 

lillJ^  11(111   5   For  kindergartners 
3600  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and   Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1915. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledge,  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kinderg-arten  Colleg-e 

2050  East  96th  Street,  Cleveland,  Ohio 

Founded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address,  | 

MISS  NETTA  FARRIS.   Principal 


Ethical  Culture  School 

Central   Park   Went  and  6Hd  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 

CATHERINE    J.    TRACY 

Principal 

WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 

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. 

Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Law  froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND    AVE. 
TOLEDO,  OHIO 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  inthe  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


BYZANTINE  DOORWAY— PALACE  OF  EDUCATION 

Panama  Pacific  Exposition,  San  Francisco,  Calif, 


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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. 


MAY,  1915. 

THE  INTERNATIONAL  KINDERGARTEN  UNION 

Twenty-Second  Annual  Convention  at 
San  Francisco,  August  16  to  22 

OFFICERS 

President,  Mrs.  Mary  Boomer  Page,  54  Scott  Street, 

Chicago. 
First    Vice-President,      Mrs.    Margaret    J.     Stannard, 

Boston. 
Second  Vice-President,  Miss  Marion  S.  Hanckel,  New 

York. 
Recording     Secretary,     Miss    Myra    M.     Winchester, 

Washington. 
Corresponding   Secretary  and   Treasurer,    Miss    May 

Murray,  Kindergarten  Review,  Springfield,  Mass. 
Auditor,   Miss  Lillian  H.  Stone,  Cincinnati 

OFFICIAL  HEADQUARTERS 

Inside  Inn,  Exposition  Grounds,  Panama-Pacific 
International  Exposition. 

INTERNATIONAL   KINDERGARTEN   UNION 

The  Union  holds  its  annual  convention  in  San 
Francisco  by  invitation  of  the  Golden  Gate  Free  Kin- 
dergarten Association,  Emmanu-El  Kindergarten 
Association,  Pioneer  Kindergarten  Society,  Occidental 
Kindergarten  Association,  Buford  Free  Kindergarten 
Society,  Pixley  Memorial  Free  Kindergarten  Associ- 
ation, the  Mayor  of  San  Francisco,  the  Panama-Pacific 
International  Exposition  through  its  president,  Mr. 
Charles  C.  Moore,  and  the  Director  of  Congresses  of 
the  Exposition,  Mr.  James  A.  Barr. 


LOCAL  ORGANIZATION 

EXECUTIVE   COMMITTEE 

Golden  Gate  Kindergarten  Association,  Miss  Virginia 

Fitch,  president. 
Emmanu-El  Kindergarten  Association,     Mrs.     E.     S. 

Heller,  president. 
Pioneer  Kindergarten  Society,     Miss     Louis     Smith, 

president. 
Occidental  Kindergarten  Association,    Miss    Florence 

Musto,  president. 
Buford   Kindergarten   Society,   Mrs.   A.   K.   Durbrow, 

president. 
Pixley  Kindergarten  Society,  Mrs.  M.    J.     McDonald, 

president. 


VOL.  XXVII— No.  9 

COMMITTEES 
Headquarters — Miss   Eleanor  Davenport,   Chairman. 
Accommodations — Mrs.  Milton  Esberg,  Chairman. 
Places  of  Meeting — Miss  Anna  M.  Stovall. 
Hospitality — Miss  Virginia  Fitch,  Chairman. 
Badges — Miss  Maud  Lissak,  Chairman. 
Music — Mrs.  A.  D.  Keyes,  Chairman. 
Press    and    Printing — Miss    Florence    Musto,    Chair- 
man. 
Credentials    and    Elections — Miss    Mary    E.    Gamble, 

Chairman. 
Local    Transportation — Mrs.    D.    N.    Walters,    Chair- 
man. 
Finance  and  Advisory — Mrs.  T.  D.  Boardman,  Chair- 
man. 

PRELIMINARY  PROGRAM 
Twenty-second    Annual    Convention    of    the    Inter- 
national   Kindergarten    Union,    San    Francisco,    Cali- 
fornia, August  16  to  22,  1915. 

PLACES  OF  MEETING 
Inside  Inn,  Exposition  Grounds. 
Municipal  Auditorium,  Oakland,  Cal. 
Festival  Hall,  Exposition  Grounds. 
Civic  Center  Auditorium,  San  Francisco. 

San  Francisco  kindergartners  and  friends  who  are 
well  acquainted  with  the  city  will  be  on  hand  every 
day  beginning  Monday,  August  16,  to  give  information 
and  assist  visitors  in  every  possible  way. 

MONDAY,  AUGUST   16 
10  a.  m,     Board  Meeting.    Inside  Inn. 
2  p.  m.     Board  Meeting.     Inside  Inn. 
8  p.  m.     Meeting  of  Committee  of  Nineteen.     Inside 
Inn. 

TUESDAY,  AUGUST  17 
Municipal  Auditorium,  Oakland,  Cal. 
The  I.  K.  U.  meets  in  conjunction  with  the  Kinder- 
garten Section  of  the  N.  E.  A. 

President,  Miss  Anna  M.  Stovall,  San  Francisco,  Cal. 
Vice-President,  Miss  Myra  M.   Winchester,  Washing- 
ton, D.  C. 
Secretary,  Miss  Anna  I.  Jenkins,  Pasadena,  Cal. 
9.30  a.  m.     Subject,  "Some  Immediate  Concerns  of  the 
Kindergarten." 
Industrial  Arts. 
Child  Study. 
2  p.  m.      (Joint  Session  with  I.  K.  U. ) 

Subject,  "Wider  Relations  of  the  Kindergar- 
ten." 
Kindergarten  and  Elementary  Grades. 
Kindergarten  Legislation. 

(Continued  on  page  282) 


GENERAL  SUGGESTIONS  FOR  MAY  PROGRAM 

By  JENNY  B.  MERRILL,  Pd.  D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


Dear  Kindergartners : 

We  will  plan  to  have  an  out-of-door  kindergarten 
for  the  rest  of  the  term,  shall  we  not? 

It  will  quiet  our  nerves  and  the  children's.  How 
can  any  one  be  other  than  restless  if  kept  in  doors 
during  this  wonderful  month  of  May,  if,  indeed,  it  is 
an  ideal  May?  Sometimes,  it  is  true,  there  are  dis- 
appointing May  days  when  long  rains  and  chilly 
days  send  us  gladly  indoors.  But  such  contrasts  make 
the  sunshine  all  the  brighter  when  it  comes. 

It  is  only  you  who  can  find  the  spot  in  your  school 
compound,  or  near  it,  where  the  big  boys  of  the  school 
Avill  carry  the  tables. 

Each  child  will  carry  his  own  little  chair  back  and 
forth.  Perhaps  you  will  only  need  chairs  for  the 
story  hour  under  the  trees.  Perhaps  you  will  only 
play  games  out-of-doors.  So  much  depends  upon  you 
and  your  environment  that  I  can  only  attempt  to 
suggest. 

We  are  trying  this  year  to  make  problem  pro- 
grams, and  it  is  your  problem  to  plan  this  month  for 
all  possible  out-of-door  tvork  as  you  probably  began 
to  do  last  month.  Will  you  send  me  a  report  of  your 
success? 

Remember  it  is  not  only  to  bring  the  child  in  touch 
and  tune  with  nature  that  we  wish  to  have  an  out-door 
kindergarten,  but  it  is  also  in  the  interest  of  health. 
Fresh  air  and  sunshine  are  the  great  germ  killers. 

We  hope  that  the  very  full  and  able  report  of  the 
committee  on  hygiene  of  the  I.  K.  U.,  Miss  Catherine 
J.  Tracy,  chairman,  which  was  published  in  this  maga- 
zine in  January  and  February  has  been  carefully  read 
by  you. 

The  excessive  use  of  the  piano  in  the  kindergarten 
was  mentioned'  in  this  report  as  one  cause  of  nervous 
strain.    This  will  surely  be  avoided  out-of-doors! 

In  out-of-door  work,  especially  if  hand  work  is 
attempted,  the  danger  to  the  eyes  of  sun-glare  and 
speckled  shadows  must  not  be  overlooked. 

Note  what  interests  the  children  out-of-doors  rather 
than  what  interests  you.  Remember  we  are  planning 
to  recognize  the  individual  and  to  develop  initiative. 
Yet  you  are  the  leader  tho  you  follow.  Do  not  hesitate 
to  suggest  frequently. 

But  nature  will  write  herself  upon  the  child's  soul 
even  without  your  help.  Your  part  is  to  see  that  the 
child  is  not  "shut  in"  more  than  is  necessary. 

Those  who  have  near  access  to  woods  or  gardens 
will,  perhaps,  be  able  to  say,  as  one  kindergartner  did 
last  year,  "We  have  gathered  36  different  kinds  of 
twigs,  plants  and  flowers,"  or  with  another,  "During 
the  early  days  of  May  the  children  dug  in  the  garden 
bed  and  prepared  the  earth  for  planting.  Soon  after 
they  planted  lettuce,  beans,  peas,  radish  seeds,  corn, 


nasturium,  sunflower  seeds,  sweet  peas  and  grass1 
seed,"  or,  with  another,  "We  made  May  baskets  and 
went  to  the  woods  to  find  wild  flowers  to  fill  them. 

The  gay  May  pole  will  be  your  month's  delight,  and 
you  will  sing  and  dance  around  it  during  game  time 
for  many  days,  but  one  day  you  will  have  a  fine  May 
party  and  I  hope  the  parents  will  come  to  enjoy  it 
with  you  and  their  little  ones. 

Possibly  some  mothers  will  help  beforehand  in 
making  suitable  decorations.  Let  spring  colors  rule 
rather  than  the  patriotic  red,  white  and  blue.  Reserve 
flag  colors  for  Memorial  Day  towards  the  end  of  the 
month,  but  in  the  May  pole  trimmings,  seek  for  light 
greens,  yellows,  pinks  and  violets  to  keep  in  touch 
with  spring  flowers. 

Do  not  forget  the  tissue  paper  wreaths  for  each 
child.  I  would  not  have  a  king  and  queen,  but  rather 
let  every  child  have  a  wreath. 

All  American  children  are  kings  and  queens. 
Jealousy  springs  so  quickly  especially  when  com- 
paratively ignorant  mothers  nurse  it  in  the  home. 
My  child  is  queen!  yours  wasn't  chosen. 

Yes,  many  talk  that  way,  altho  it  is  hard  to  believe. 
'  Let  all  the  children  be  good  fairies  and  possibly 
dress  them  as  flowers  and  brownies. 

I  attended  a  May  festival  once  in  Van  Courtlandt 
Park  where  the  little  ones  were  all  dressed  to  repre- 
sent flowers.  Very  simple  colored  paper  caps  with 
green  skirts  of  some  inexpensive  material,  as  cheese 
cloth,  is  all  that  is  needed. 

Find  an  artistic  friend  if  you  need  help  to  Suggest 
the  patterns  for  caps.  The  boys  were  dressed  as 
Brownies. 

Children  do  love  to  dress  up  and  occasionally  it  is 
worth  while  to  gratify  this  instinct  in  some  school 
festival,  no  one  more  appropriate  than  May  day  with 
its  historic  associations  and  its  ever  fascinating  May 
pole. 


PRACTICAL  SUGGESTIONS  BY  WEEKS.     MONTH 

OF  MAY 

Dr.  Jenny  B.  Merrill 

CONVERSATIONS   ON    THE    NEW    MONTH,    (MAY    3-7.) 
(A)    THE  NEW  MONTH. 

Its  pretty  name.     Teach 

"March  winds  and  April  showers 
Bring  forth  May  flowers." 

( b )  May  baskets.  What  are  they.  Show  one.  Tell 
story  of  children  gathering  flowers  for  their  baskets 
in  the  woods.  Tell  of  hanging  them  on  friends'  doors 
for  surprises. 

Shall  we  do  it?  How?  Let  children  make  sug- 
gestions-. Use  their  own  ideas  sq  far  as  possible. 
Show  several  baskets. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


273 


(c)  The  May-pole.  Let  the  children  tell  what  they 
remember  of  the  May  pole  of  last  year  either  in  kin- 
dergarten or  in  parks.  Shall  we  have  a  May  pole  this 
gestions.  Use  their  own  ideas  as  far  as  possible. 
Show  several  baskets. 

year?  How?  What  pole  can  we  get?  How  can  we 
trim  it?  Shall  we  learn  a  song  to  sing  as  we  dance? 
Teach  one  selected  carefully  from  such  books  as  you 
have  access  to.     See  list  below. 

Children  love  to  communicate.  These  topics  will 
call  forth  lively  talking  and  language  will  improve 
through  interesting  topics. 

EXPRESSION    IN   OCCUPATIONS   AND   GIFTS 

After  the  conversation  lead  to  expression  in  some 
way,  using  gifts  and  occupation  materials  as  the 
children  choose  or  as  you  direct,  sometimes  one  way, 
sometimes  the  other. 

MAY   BASKETS 

1.  Folding  colored  squares  or  circles  to  form  simple 
baskets.  See  if  children  can  suggest  ways.  How  can 
we  put  on  handles?  What  will  we  need?  If  there 
are  no  real  flowers  readily  found,  cut  circles  of  tissue 
paper  and  let  children  fold  to  find  center  and  then 
twist  into  a  flower,  cutting  also  a  few  green  leaves 
to  mingle  with  the  violets,  roses,  or  buttercups  as 
children  may  call  the  bits  of  twisted  paper,  according 
to  their  colors. 

If  any  children  think  of  stems,  lead  them  to  suggest 
ways  to  make  them,  or  show  them  how  other  children 
have  made  them  by  twisting  strips  of  green  tissue 
paper. 

Thinking  before  hand  with  a  purpose  or  motive  to 
guide  is  the  exercise  needed  for  mind  development. 

Even  to  think  about  it  a  very  little  beforehand  is 
worth  while — so  as  not  to  depend  wholly  upon  adult 
direction. 

There  is  no  objection  to  making  May  baskets  for 
several  days  if  the  interest  keeps  up.  New  shapes 
may  be  suggested,  new  colors,  other  flowers,  etc. 

Very  slight  variations  interest  children,  and  repeti- 
tion is  thus  secured  until  a  better  result  may  be 
reached. 

It  will  be  a  second  problem  to  decide  what  to  do 
with  our  May  baskets.  Whom  shall  we  surprise? 
Where  shall  we  hang  them? 

2.  Making  miniature  May-poles  for  the  sand 
table  may  precede  the  larger  pole  or  come  later.  In- 
vent simple  ways  of  doing  this.  Cut  paper  dollies  to 
hold  the  paper  or  worsted  streamers. 

3.  Drawing.  The  children  will  enjoy  showing  on 
the  blackboard  bow  the  May  pole  looked  last  year. 
Later  they  may  try  to  copy  the  new  one. 

This  gives  excellent  practise  in  drawing  a  vertical 
line  for  the  pole  and  slanting  lines  for  the  ribbons. 
Let  the  children  choose  their  crayons.  Some  little 
artists  will  not  hesitate  to  draw  a  child  holding  each 
ribbon. 

Some  may  draw  the  streamers  extended,  or  again 
hanging  down.  Call  those  who  draw  best  to  use  the 
blackboard  so  that  all  may  see  them  work.  Do  not 
tell  them  they  are   "models",  but  helpers.     Let  the 


children  walk  around  the  table  to  look  at  each  other's 
drawings. 

4.  Making  colored  paper  ring-chains  for  streamers. 

5.  Making  daisy  chains  for  streamers. 

6.  Cutting  strips  of  colored  cheese  cloth  for 
streamers. 

EXPRESSION    OF    JOY    IN    GAMES    AND    DANCES 

Skipping  around  the  pole.  Skipping  in  and  out  to 
and  from  the  pole.  Waving  the  streamers,  then  drop- 
ping them.    Teach  a  simple  dance  step. 

Children  of  kindergarten  age  love  to  hold,  shake 
and  wave  the  streamers.  They  should  not  be  expected 
to  braid  them,  though  they  may  wind  them  to  see 
the  colors  blend,  then  unwind. 

Review  any  games  children  call  for.  Play  garden 
games.  After  working  in  the  garden,  make  garden 
tools. 

May  10 — 14.  Conversations  and  stories  about  the 
May  pole  may  be  continued  if  the  interest  leads  that 
way,  but  if  the  kindergarten  is  out-of-doors,  nature 
may  lead. 

Birds,  trees,  nests  as  well  as  Roivers,  or  it  may  be 
the  garden  or  the  farm  work  that  attracts.  Have 
pictures  of  these  objects  to  put  in  the  hands  of  each 
child  if  the  real  things  are  not  in  their  environment. 
Let  each  child  tell  what  he  sees  in  his  picture.  Con- 
centrate attention  upon  a  few  objects.  It  matters  not 
which,  so  long  as  they  are  worth  while  and  interest. 

Expression  in  Games,  Rhythms,  etc.  Continue  May 
dances. 

Imitate  motions  of  garden  tools. 

Imitate  motions  of  spring  toys. 

Play  up  and  down  for  see-saw. 

Play  push  for  swinging. 

EXPRESSION    IN   WORK. 

1.  Brush  Work — Colored  ribbons. — Paint  the  May 
pole.  Paint  flowers.  (See  suggestions  for  brush- 
work  given  below). 

2.  Clay  Modeling. — Nests,  bird's  eggs,  baskets, 
flowers,  vases,  balls,  hoops,  marble. 

3.  Sand  Table. — Represent  a  May  party  with  paper 
dolls. 

4.  Paper  Cutting. — Cut  dollies  for  May  pole  on  sand 
table.    Cut  farmer's  tools.    Cut  birds  and  flowers. 

5.  Drawing. — Free  expression. 

STORY  WEEK.      ANIMALS.      MAY  17-21. 

Patsy  the  Calf. 

Billy  Bobtail. 

Little  Red  Hen. 

Little  Raindrop.     (Review). 

Baby  Ray. 

Nursery  Rhymes  of  Animals. 

It  may  be  of  interest  to  concentrate  for  a  week  on 
stories  of  animals  or  scatter  them  thru  the  month. 
Begin  with  the  animals  near  at  hand.  Any  one  is  of 
interest  to  a  child. 

Play  barn  yard  in  the  circle. 

Imitate  sounds.  Children  love  to  do  it,  first  one  at 
a  time,  then  all  the  various  animals  "talk"  at  once. 

How  the  little  ones  respond.    They  love  noises! 


274 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


EXPRESSION   IN   GAMES. 

Play  animal  games  as  called  for.  Teach  a  new  one 
as  "Caterpillar,"  if  not  known,  or  "Little  Boy  Blue." 
(In  this  game  a  few  children  are  chosen  for  each 
kind  of  animal  mentioned  in  the  rhyme.  Little  Boy 
Blue  has  a  paper  horn  to  blow,  etc.) 

Repeat  barn  yard  game  as  in  morning  circle  but 
with  greater  activity. 

EXPRESSIOX    IX    WORK. 

1.  Building.  Shall  we  make  barns  for  the  animals? 
How?    You  may  each  choose  something  to  build  with. 

2.  Directed  play  with  gifts  leading  to  a  farm  scene, 
farmer's  house,  barn,  kennel,  chicken  coop. 

3.  Cutting  or  Tearing. — Trying  to  cut  animals  and 
guess  what  they  are. 

4.  Coloring. — Color  animal  outline  pictures  choos- 
ing correct  color  if  possible.     Consult  picture  books. 

5.  Clay  Modeling. — Animals. 

ARBOK   DAY,    BIRD    DAY,    MEMORIAL   DAY.      MAY   24-28-31. 

The  conversations  during  the  last  week  may  lead  to 
some  knowledge  of  these  holidays  and  celebrations. 

It  is  rather  beyond  the  child's  ability  to  appreciate 
their  need  and  origin  to  any  great  extent. 

The  conversation  about  trees  may  begin  by  talking 
of  things  made  of  wood  in  our  kindergarten.  Where 
do  we  get  wood?  Review  carpenter's  work  if  known 
or  tell  about  it. 

Have  pictures  of  forests,  woods,  carpenters  at  work, 
etc.    Play  woodman,  play  sawing,  planing,  etc. 

If  we  cut  down  trees  to  make  our  tables  and  chairs 
and  houses  how  can  we  get  more  trees?  Show  seeds 
from  which  trees  will  grow. 

Plant  an  acorn  if  possible  or  orange  seeds. 

Tell  about  the  nurseries  for  young  trees.  Visit  one 
if  near.  Tell  about  transplanting  trees.  Arbor  day  is 
"tree  day."    Arbor  means  tree. 

Many,  many  children  will  help  plant  trees  on  Arbor 
Day. 

Our  governor  asks  us  to  do  it  every  year.  Thou- 
sands of  trees  were  planted  last  year  but  thousands 
were  cut  down.  What  must  we  do  again?  Why  do 
children  like  trees?  Talk  of  climbing,  swinging,  rest- 
ing under  trees,  etc. 

2.  On  Bird  Day  tell  stories  about  birds,  Your 
canary,  Tom's  poll  parrot,  Georgia's  pigeons;  show 
all  the  bird  pictures  and  let  each  child  hold  one  and 
tell  what  colors  it  has.  What  do  birds  do  to  help  us? 
What  can  we  do  to  help  them?    Teach  a  bird  song. 

Imitate  birds'  notes  if  you  can.  All  can  call 
"cuckoo" — all  can  say  "coo." 

3.  Memorial  Day  is  the  hardest  to  talk  about  this 
sad  year  of  war.  Tell  a  story,  not  too  sad  in  detail,  of 
a  little  girl  whose  papa  went  to  war,  and  was  killed. 
She  never  saw  him  again.  She  was  so  sorry  her  papa 
had  to  be  a  soldier  and  go  to  fight.  Tell  of  a  little  boy 
whose  papa  came  home  with  only  one  leg. 

Once  there  was  a  war  in  our  country  but  now  there 
is  none  and  we  are  glad.  We  hope  there  never  will 
be  any  more  war. 

On  Memorial  Day  we  think  about  the  soldiers  and 
put  flowers  and  flags  on  their  graves.  Soldiers  are 
like  policemen.    They  take  care  of  us  and  try  to  drive 


bad  people  away.  (Try  to  connect  the  thought  of  the 
soldier  with  the  policeman  who  is  not  supposed  to 
fight  except  when  people  do  wrong.  We  need  a 
World  police  force — that  is  all.  Let  us  forbear  glori- 
fying the  soldier's  life  in  the  future.  The  day  for  it 
is  past.     Talk  of  them  as  an  unfortunate  necessity.) 

EXPRESSIOX    IN    HANDWORK. 

1.  Coloring.  Paint  a  green  wash  and  when  it  is 
thoroly  dry  cut  out  a  tree  from  it.  Color  birds  in 
outline  patterns.     Color  flowers. 

2.  Cutting.  Cut  out  flowers  and  birds  and  trees. 
Cut  out  flags  and  color. 

3.  Drawing.  .Free  illustrative  of  anything  that 
children  choose;  also  draw  the  flag  carefully.  Count 
stripes  and  stars  first. 

4.  Clay  modeling.  Birds,  nests,  eggs,  trees,  fruits 
that  grow  on  trees,  acorns,  oranges,  apples, 

5.  Building.    Monuments. 

6.  In  Sand  Table  or  Peg  Boards.  Make  gardens, 
woods,  and  orchards. 

EXPRESSION    IN   GAMES,    SONGS   AND   RHYTHMS. 

Review  all  the  bird  games. 

Teach  a  new  one.  Let  children  imitate  rhythmi- 
cally climbing,  swinging,  sawing,  chopping,  planing, 
hammering. 

Play  a  carpenter's  game. 

Let  the  children  be  a  forest  of  trees.  Suggest 
having  a  few  birds  in  the  forest.  Let  a  woodsman 
come  to  find  trees  to  build  a  house.  (Follow  this  at 
the  tables  with  a  building  exercise  with  blocks  or  with 
sticks  to  outline  buildings.) 

MAY    SONGS. 

Look  carefully  thru  all  your  song  books.  You  may 
find  some  good  spring  song  that  you  have  never 
taught,  altho  the   old  ones  are  always  precious. 

"The  First  Bouquet"  in  Miss  Poulsson's  new  book 
"Songs  for  a  Child's  Day"  is  very  simple  and  is  appro- 
priate in  connection  with  the  garden  work.  These  are 
the  words: 

"He  dug  his  garden, 

He  sowed  the  seeds; 
He  kept  it  watered 

And  pulled  the  weeds. 

And  when  it  blossomed 

With  flowers  gay,  ,  i 

He  gave  his  mother 

The  first  boquet." 

Again,  we  are  indebted  to  Miss  Poulsson  in  "Holi- 
day Songs"  for  a  very  simple  song  "Around  the  May 
Pole"  It  begins,  "A  merry  little  skip  and  dance." 
There  are  several  dance  songs  in  "Songs  for  a 
Little  Child's  Day"  that  can  be  used  around  the  May 
pole  as  well  as  at  other  times  as, 

"Now  in  the  dance  we'll  float  around 
Follow  the  music's  merry  sound." 
Also  "The  Butterfly  Dance"  in  the  same  book, 
"Who'll  dance  with  me 
Who'll  prance  with  me 
To  music  sweet; 
Tripping  along  lj  '■    L  I 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


275 


Skipping  along 

With  nimble  feet?" 
In   Neidinger  we  find  a  song  which  may  be  used 
instead  of  soldier  songs  in  connection  with  Memorial 
Day  and  also  for  Flag  Day  next  month. 

"Hurrah,  hurrah,  we  march  along 
With  a  beautiful  flag  as  you  see. 
Look  at  the  stripes  of  red  and  white 
And  the  stars  in  the  sky  of  blue. 
Hurrah,  hurrah,  to  our  country's  flag 
Forever  we'll  be  true." 

In  "Neidlinger"  there  are  several  interesting  songs 
about  animals,  as  "I  think  when  a  little  chicken 
drinks"  which  is  always  a  favorite.  Also  in  this  very 
pretty  illustrated  book  we  find, 

Mr.  Rooster  and  Mrs.  Hen. 

The  Little  Lamb. 

Caterpillar. 

One  Little  Sparrow  learned  to  fly. 

The  Busy  Bee  at  work  all  day. 

In  "Gaynor"  there  are  several  flower  songs  and  one 
entitled  "The  Tree's  Friends"  which  would  be  very 
pleasing  for  "Arbor  Day." 

BRUSH    WORK. 

Children  do  love  to  mix  paints  with  water  and 
brush  better  than  to  use  colored  crayons.  Artists 
claim  too  that  the  colors  are  softer  and  the  mixing  is 
certainly  educative. 

In  "Paradise  of  Childhood"  directions  are  given  for 
this  invaluable  occupation,  and  also  a  series  of  illus- 
trations showing  how  children  have  been  led  to  pro- 
gress in  this  work. 

If  there  are  teachers  of  art  in  the  school,  consult 
them,  but  do  not  hesitate  to  begin  yourself. 

It  is  a  very  good  plan  to  practice  with  brush  and 
paints  yourself  unless  you  have  done  so  in  training 
classes.  Much  is  acquired  by  actual  experience  in 
handling  colors  that  comes  in  no  other  way. 

Let  the  children  see  you  use  the  brush.  Hold  the 
brush  far  away  from  the  painting  end  and  hold  it 
loosely,  and  nearly  vertical. 

Have  clean  water  in  which  to  cleanse  the  brush  if 
two  colors  are  used.  It  is  well  to  use  but  one  color 
at  first. 

Show  the  children  how  to  point  the  brush  for  fine 
lines. 

Practise  making  broad  red  ribbons  (lines)  and  then 
narrow  ribbons  (fine  lines.) 

Use  different  colors  from  day  to  day  in  making 
these  ribbons.  Finally  paint  the  May  pole  using 
several  colors. 

Make  green  washes,  covering  the  whole  sheet  of 
paper.  Call  it  a  grass  plat.  Paste  a  pretty  picture  on 
it  when  it  is  dry  of  a  child  playing  on  the  grass. 
Make  the  green  grass  another  day  and  when  it  is  dry, 
cut  out  a  tree.  Make  a  blue  wash  and  call  it  the  sky. 
Draw  or  mount  bird.  Paint  washes  and  use  them  as 
covers  for  a  scrap  book. 

In  all  these  cases  give  the  children  a  chance  to 
suggest  what  would  be  pretty  to  mount  and  let  them 


also  suggest  how  to  get  the  pictures.  It  is  not  desir- 
able to  have  everything  ready  to  hand. 

Let  the  children  think  and  help  to  collect  pictures. 
All  they  bring  need  not  be  accepted. 

After  practise  on  painting  the  ribbons,  a  fence  may 
be  painted  with  brown  or  gray,  and  a  horse  may  be 
mounted  near  it — tied  perhaps  to  it. 

Later  sky  and  grass  or  sky  and  ocean  may  be 
painted  on  one  sheet.  Let  children  think  how  to  do 
it. 

Where  paint  the  blue?  etc.  What  shall  we  have  in 
the  sky,  and  what  on  the  water? 

From  the  Montessori  classes  in  Italy,  I  have  seen 
outlines  of  flowers  very  carefully  colored,  also  butter- 
flies and  birds.  In  the  German  kindergartens  years 
ago  similar  filling  in  exercises  were  common.  While 
we  do  not  discard  these  we  have  found  free  splashes  of 
color  are  really  more  childish  and  more  artistic  be- 
cause they  show  more  feeling. 

The  children,  with  daffodils,  or  violets  or  roses  or 
geraniums  at  hand,  do  really  get  quite  pleasing  effects 
after  acquiring  a  little  skill  in  handling  the  brush 
in  painting  washes  and  ribbons. 

They  soon  see  how  to  spread  the  brush  to  get  broad 
leaves  and  also  how  to  draw  the  leaf  to  a  point.  Paint 
in  masses  not  in  detail. 

It  is  a  good  plan  to  pin  a  flower  on  a  sheet  of  paper 
as  a  suggestion  for  placing.  It  is  also  helpful  to  give 
paper  which  corresponds  in  shape  to  the  flowers. 

Laying  the  brush  down  on  its  side  carefully,  gives 
a  spot  shaped  like  a  petal.  The  children  soon  learn 
to  make  these  petals  around  a  center  four  or  five, 
according  to  the  flower,  more  for  daisies.  This  is, 
however,  mechanical,  and  should  not  be  used  too 
frequently. 

Watch  for  the  child  who  shows  artistic  instinct 
and  lead  the  others  to  observe  him  as  he  paints,  thus 
taking  advantage  of  the  God-given  ability  to  imitate, 
if  not  to  originate.     The  artistic  instinct  is  creative. 

All  children  have  it  in  a  greater  or  less  degree. 
Mechanical  work  crushes  it. 

Children  will  illustrate  whole  scenes  freely  with  the 
brush  as  well  as  with  pencil  or  crayon.  (See  Prof. 
Barnes  Studies  in  Education,  showing  a  copy  of  a 
boy's  painting  showing  the  ground  with  houses,  the 
sky  above,  a  star,  and  God  over  all). 


MAY 
Mrs.  Myra  A.  Buck. 
The  bees  are  all  humming, 
The  sunshine  is  bright. 
The  skies  are  all  smiling, 
From  morning  till  night. 
The  birds  are  all  singing, 
The  flowers  are  gay. 
The  trees  are  all  leafing 
We  know  it  is  May. 


Watch  for  the  good  in  every  child.  Look  for  the 
best  in  every  soul.  Influence  by  kindly  help.  See  the 
silver  lining  in  the  lowering  cloud  and  hear  the  song 
of  victory  from  the  heart  of  defeat. 


276 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE~BRIDGE 

(Translation    from    the   Mother    Play    of    Friedrich 
Froebel.) 

Bertha  Johnston 
motto  for  the  mother 
Help  your  child   in  play  to  find 
How  opposing  things  to  bind; 
That  with  heart,  head,  hand  well  skilled, 
Human  will  may  bridges  build; 
E'en  where  differences  seem  unconquerable; 
E'en  where  agreement  seems  unattainable. 

SO.NG  FOR  THE   CHILD 

Through  the  valley  is  flowing  the  brooklet  so  clear 

Too  swift  and  too  wide,  oh  my  children  dear, 
For  you  now  to  cross,  tho  the  squirrel  wee, 

Can  cross  on  the  branch  of  a  friendly  tree. 
Ah,  the  carpenter  comes,  and  him  we  will  thank, 

For  the  bridge  joining  us  to  the  opposite  bank; 
The  children  can  now  safely  run  o'er  to  play, 

With  newly  made  friends,  through  the  long  sum- 
mer day. 

COMMENTARY  FOR  THE  MOTHER 

The  Bridge,  Mother,  is  easily  developed  by  your- 
self and  by  your  child,  both  from  the  Charcoal  Burn- 
ers' Hut,  and  from  the  House.  (These  are  the  two 
preceding  plays  in  the  Mother  Play  Book. — Editor) 
The  two  thumbs  form  the  props  or  supports;  the  tip 
of  the  one  middle  finger  reaches,  just  a  little  bent,  to 
that  of  the  other,  so  that  the  rest  of  the  fingers  lie 
even. 

The  uniting  of  opposites,  the  seemingly  separated, 
(as,  to  the  children,  the  two  banks  of  the  stream, 
here  appear)  is  always  a  salutary,  a  happy  art,  wher- 
ever, by  whom,  and  for  whom,  it  may  be  exercised  and 
when  practiced,  is,  in  the  highest  degree,  worthy  of 
gratitude.  Let  your  child  feel  this  early,  Mother, 
through  the  bent  taken  by  your  maternal  solicitude. 
For  truly,  no  one  feels  more  profoundly  than  you 
that,  on  the  one  side,  unadjustable  differences  often 
bring  the  deepest  sorrows,  as,  on  the  other  hand, 
undreamt  of  reconciliations,  bring  the  peace  of  hea- 
ven, into  the  heart,  the  soul,  especially  in  the  domes- 
tic family  life. 

And  what  unites  opposites  more  extreme?  What 
on  earth,  unites  better,  the  greatest  antithesis,  earth 
and  heaven?  and  where  does  such  unification  bring 
greater  blessing,  than  in  the  family,  the  home! 

Therefore,  teach  your  child,  through  tho  external 
expression  of  this  blessing,  to  recognize,  to  appre- 
hend, in  the  home  of  domestic  peace,  the  thus-proven 
eoul  of  the  ordered  family  life.  To  recognize,  in  the 
Giver  of  the  external,  the  visible,  the  Giver  of  the 
invisible,  the  spiritual.  Teach  him,  in  the  carpenter, 
to  thank  Him  who  sent  the  carpenter  s  son  to  earth, 
that  in  the  dwellings  of  mankind,  the  greatest,  most 


perplexing  of  life's  antagonisms  might  be  reconciled, 
and  they  thus  become  the  abodes  of  joy  and  spiritual 
peace — veritable  heavenly  mansions. 

Show  to  your  child,  teach  him,  through  the  con- 
templation of  the  bridge  made  through  his  own  activ- 
ity— at  least,  let  him  anticipate  for  himself  and  find 
therein  how  through  self-activity,  he  can  find  in  him- 
self, the  reconciliation  of  opposites. 

Show  it  to  him  in  your  own  life  and  deed,  and 
then,  more  especially,  in  the  mediating  life,  and  ex- 
ample, the  unifying  teaching  of  the  Carpenter's  Son. 
Then  will  the  visible  bridge,  made  of  your  own  hands 
and  those  of  your  child,  and  all  that  is  connected 
with  it,  become  later,  a  means  wherewith  to  unite 
for  him,  the  invisible  to  the  invisible,  and  to  help 
him  recognize  and  to  love,  in  the  carpenter's  son, 
the  beloved  Son  of  the  Father  of  us  all,  and  the  me- 
diator between  Him  and  himself. 

ADDITIONAL  SUGGESTIONS  FOR  THE  GRADE 
TEACHER 

The  Bridge  contains  one  of  the  most  timely  and 
momentous  lessons  for  our  fighting,  struggling,  mur- 
derous world,  today.  It  is  the  symbol  of  that  spirit 
of  true  faith  and  justice  and  goodwill,  which  sees  a 
way  or  will  make  it,  to  settle  amicably  and  fairly  the 
disputed  questions  that  vex  mankind. 

Altho  these  are  often,  apparently  racial  or  religious, 
they  usually  prove  to  be  at  bottom,  economic.  But 
true  wisdom  and  goodwill  should  be  able  to  bridge 
over  even  the  worst  of  racial  or  economic  differences. 

How  can  we  help  our  children  to  desire  co-opera- 
tion rather  than  competition,  and  to  help  rather  than 
to  hinder.  How  can  we  carry  out  Froebel's  sugges- 
tions toward  this  end?  How  make  them  realize  the 
divine  truth,  "Blessed  are  the  Peacemakers." 

Discuss  with  the  children  why  we  wish  to  cross  a 
stream?  The  means  by  which  we  may  cross  it.  By 
wading,  by  stepping-stones,  by  logs,  by  boats,  by 
bridges  of  wood,  stone,  masonry,  steel.  The  American 
and  the  Encyclopedia  Britannica,  both,  have  well-illus- 
trated articles  upon  bridge-making  which  give  ex- 
tremely interesting  pictures  of  some  quaint  and  his- 
toric bridges.  A  study  of  them  will  help  the  child 
to  realize  some  of  the  ways  men  have  employed  to 
overcome  given  obstacles.  Streams  are  often  bound- 
ary lines.  Bridges  help  make  men  acquainted  with 
each  other  and  so  aid  in  settling  difficulties. 

Talk  about  suspension,  jackknife,  and  elevator 
bridges  and  draw  bridges.  What  is  a  viaduct?  An 
aqueduct? 

How  do  animals  cross  streams?  Monkeys,  leopards, 
spiders? 

(JAMES 

For  active  exercise  play  London  Bridge,  letting  the 
opposing  sides  represent,  one  Surrey  and  the  other 
Middlesex;  or,  one  Tide  and  the  other  Storm.  After 
it  has  been  pulled  apart  build  it  up  again  with  sev- 
eral of  the  children  representing  piers,  their  arms 
outstretched  so  as  to  touch  each  other.  Let  one  rep- 
resent the  part  that  draws  and  occasionally  revolve 
so  as  to  let  an  imaginary  boat  pass.    Tell  the  children 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


277 


that  the  first  stone  brodge  across  he  Thames  was  like 
a  street  with  houses  all  along  the  length  of  it.  Let 
them  think  out  the  importance  of  London's  bridges 
to  the  commerce  and  the  enlargement  of  the  city. 

Draw  two  chalk  lines  near  walls  of  room  to  repre- 
sent banks  of  shallow  stream.  Play  wading  across. 
Then  draw  outlines  to  simulate  stones  and  let  child- 
ren jump  from  one  to  another.  Next,  if  possible,  se- 
cure a  plank,  somewhat  narrow,  and  let  the  children 
across  this  log  (?)  carefully,  without  falling  into  the 
water.  Then  build  a  bridge  of  the  kindergarten  chairs, 
a  double  row,  the  backs  serving  as  the  rails.  Let 
the  children  plan  how  a  draw  can  be  made  of  one  or 
two  chairs.  In  this  play  help  the  little  folks  to  think 
out  why  they  want  to  cross  the  stream  and  just  what 
forces  of  nature  may  prove  inimical,  as  tides,  ice, 
freshets,  storms  of  wind  and  rain.  Lead  them  to  see 
how  men  have  conquered  all  kinds  of  obstacles  in 
their  determination  to  unite  opposing  banks  of 
streams  and  that  equal  determination  will  enable 
them  to  find  a  connecting  link  to  unite  apparently  un- 
friendly interests. 

What  are  some  of  the  things  which  apparently  se- 
parate mankind?  Quarrels  in  families,  baseball  dis- 
putes, umpires,  laws,  differences  in  race,  religion, 
business?  Need  these  be  cause  of  hatred  or  enmity? 
Assuredly  not.  All  races  have  something  to  contrib- 
ute to  enrich  the  world  of  knowledge  and  beauty. 
If  some  people  try  to  create  friction,  we  must  remem- 
ber that  the  divine  spirit  is  in  every  human  being, 
and  it  may  be  our  privilege  as  kindergartners  to  fan 
it  into  life,  to  renew  it,  to  help  our  Mothers  to  under- 
stand the  importance  of  keeping  alive  in  children  the 
goodwill  which  they  naturally  feel  toward  all  races. 
Pew,  if  any,  children,  know  any  race  prejudice  until 
it  is  instilled  into  them  by  adults.  We  bridge  this 
difficulty  by  ourselves  becoming  acquainted  with  peo- 
ple of  various  races  and  so  learning  that  human  na- 
ture is  much  alike  the  world  over. 

A  respect  for  the  opinion  of  other  people,  and  for 
the  individuality  of  the  human  spirit,  forbids  our 
trifling  with  the  religious  beliefs  of  other  people  and 
is  the  bridge  by  which  we  can  cross  over  to  see  their 
point  of  view  without  being  false  to  our  own  faith. 

Language  is  a  bar  between  races  but  one  that  can 
be  surmounted  and  Esperanto  may  in  time  bridge 
over  many  misunderstandings  in  the  business  world. 

In  the  economic  world  there  are  many  difficulties 
to  be  bridged;  especially  between  labor  and  capital, 
but  the  hearts  and  brains  of  men  will  find  a  way  to 
join  the  apparently  antagonistic  interests,  and  the 
kindergartner  can  do  much  to  lead  the  way,  by  train- 
in  the  children  to  co-operate,  and  by  awakening  their 
sympathies  and  sense  of  justice  through  well  chosen 
fairy  or  other  tales.  But  she  will  assuredly  need  the 
co-operation  of  the  home. 

Speak  of  Cammerrill  as  a  unifier. 

A  small  draw-bridge  can  be  made  of  the  Second 
Gift  cubes  and  cylinder,  the  box-cover  forming  the 
roadway,  resting  upon  the  cylinder,  which  is  made  to 
revolve  by  means  of  a  small  stick. 


The  rainbow  is  the  most  beautiful  symbol  of  the 
bridge   which   unites  earth   and   heaven,  and   carries 


the  spirit  of  man  upward,  even  tho  we  may  have  dis- 
carded the  faith  in  a  literal  sky-heaven.  And  nothing 
is  more  beautiful  than  the  way  in  which  Froebel  as- 
sociates the  bridge  builder,  with  the  carpenter's  son 
of  Nazareth. 

Walt  Whitman's  fine  little  poem,  "A  patient  noise- 
less spider,"  is  a  wonderful  symbol  of  the  outreaching 
spirit: 

Ceaselessly  musing,  venturing,  throwing,  seeking  the 
spheres  to  connect  them, 

Till  the  bridge  you  will  need  be  form'd,  till  the  duc- 
tile anchor  hold, 

Till  the  gossamer  thread  you  fling  catch  somewhere, 
O  my  soul." 

Help  the  children  to  look  upon  the  peacemakers,  the 
arbitrators,  those  who  bring  people  together,  who  ad- 
just differences  fairly,  as  the  real  heroes.  George 
Washington  as  a  boy,  was  such  an  one. 


THE  BIRD  HOUSE 

Mrs.  Myra  A.  Buck. 
My  brother  Charles  built  a  little  bird  house.  He 
put  some  tiny  windows  in  it,  so  that  the  sun  could 
peep  through,  and  made  a  little  chimney  in  the  roof. 
He  put  a  little  piazza  on  the  front  of  it,  to  make  it 
look  like  a  real  house.  We  placed  it  upon  a  post  near 
the  elm  tree.  Very  soon  two  pretty  little  blue  birds 
came  and  went  inside. 


V 


They  flew  out  and  in  all  day.  They  liked  it  so  well, 
they  have  come  there  to  live.  One  day  when  the  birds 
were  out  getting  worms  for  their  breakfast,  I  peeped 
in  at  the  windows.  I  saw  within,  a  little  nest.  It 
had  five  eggs  in  it.  I  like  the  pretty  blue  birds.  I 
love  their  sweet  song. 


278 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


DESIGN 
Miss  Olive  Wills 

It  is  with  considerable  hesitancy  that  I  write  this 
word,  design.  It  looks  a  mild  unobtrusive  little  word 
but  it  carries  with  it  such  a  big  meaning  one  might 
well  hesitate  to  write  upon  the  subject.  I  think  it  is 
a  subject  we  must  very  gradually  grow  into,  not  one 
to  put  on  in  haste.  It  is  not  telling  and  reading  only 
but  it  is  feeling  as  well.  Therefore  in  my  short 
article  I  will  not  attempt  to  impart  the  impossible  but 
will  only  suggest  a  few  of  the  problems  we  have  at- 
tempted hoping  the  children  may  cultivate  a  taste  for 
good  placing,  arrangement  and  color,  a  taste  for  the 
whole,  considering  the  fitness  of  things,  and  not 
regard  angels  as  pleasing  decoration  for  a  cook  stove, 
nor  horses,  dogs  and  fierce  Indian  heads  as  suitable 
design  for  a  pillow  cover,  the  pillow  which  suggests 
peace  and  comfort. 

One  of  our  first  lessons  in  design  to  the  lower 
grades  will  be  given  with  the  use  of  the  little  blocks 
called  stick  printing,  you  can  give  the  same  drill  with 
spots  of  paint.  First  make  a  border  asking  the  ques- 
tion "What  is  a  border."  The  answers  will  be  many 
but  summed  up,  a  border  is  to  decorate  an  edge,  wall 
paper,  carpets,  books,  dresses  and  so  on.      The  first 


D    D    D    D    D 


Fig.  1 


aaaaDonnn 


Fig.  2. 


D  D 


a 


a      d 


Fig.  3. 
made,  Fig.  I,  is  a  repeated   unit  at  equal  distances 
apart.    Which  is  the  most  pleasing,  Fig.  I,  II  or  III.  It 


DD  DD  □□  an  DD 


Fig.  4. 


ODODODODODOD   '^ 


Fig.  5. 


ODO    odo    ono    ODO 


Fig.  6  I 


00     DD      DD     DD 

Fig.  7. 


is  all  a  matter  of  space  proving  that  a  consideration  of 
space  has  as  much  value  in  the  design  as  has  the  unit. 
Children  will  soon  think  of  these  things  and  choose 
the  best  arrangement.  Now  vary  the  space,  Fig.  IV, 
and  is  it  not  more  pleasing  than  the  even  spacing 
thus  alternating  is  introduced;  after  a  few  such 
arrangements  alternate  the  unit  as  well,  Fig. 
V  or  VI.  Then  we  may  go  into  more  elaborate  design 
with  the  sticks  forming  flowers,  animals  or  people, 
Fig.  VII.  To  those  teachers  who  are  not  familiar 
with  the  stick  printing:  you  can  buy  the  sticks  of 
different  shapes  and  sizes,  by  the  hundred  very  reason- 
ably.     Also  tiny  pads  of  felt  but  you  can  use  any 


Fig.  8. 


pieces  of  felt  or  heavy  flannel  and  soak  these  in 
wald  craft  dye  or  in  paint.  Press  the  sticks 
on  this  soaked  felt  and  thus  transfer  the  paint  to 
your  paper  forming  your  decorative  motif.  We  will 
also  make  suface  coverings,  the  rows  may  be  even  or 
alternating,  the  latter  is  more  pleasing.  Fig.  VIII. 
Another  sample  and  interesting  motif  for  decoration  is 
to  cut  flowers,  leaves  or  buds  and  use  as  a  unit,  either 
trace  around  the  cutting  or  use  the  square  from  which 
the  flower  was  cut.  This  makes  a  good  stencil  and 
easy  to  fill  in  with  crayons  or  pencil.  In  arrange- 
ment note  very  carefully  the  spacing.    Fig.  IX. 

An  interesting  stencil  for  a  higher  grade  is  made  of 
a  diamond  shaped  figure  2x3  in.  Fold  this  both  ways 
and  cut  the  half  of  a  flower  or  an  abstract  form,    Be 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


in 


Fig.  9. 


careful  not  to  cut  out  many  tiny  forms  which  have  no 
relation  to  each  other  or  to  the  enclosing  form.  Fig.  X 


,  Fig.  12. 

is  one  of  this  kind  and  Fig.  XI  one  where  the  parts 
hold  together,  comform  to  and  fill  the  space.  The 
conventionalized  flower  forms  are  most  interesting  for 
design  but  we  will  have  to  leave  that  for  the  higher 
grades. 

We  have  now  had  for  our  design  study  repetition 
and  alternation  of  units  and  of  spacing,  in  borders 
and  in  surface  coverings  but  we  have  not  considered 
the  coloring  which  is  an  important  item.  In  the 
lower  grades  would  keep  to  tone  values,  using  first 
only  two  tones  of  black  then  of  a  color.    Next  tbree 


tones,  Fig.  VIII,  shows  the  two  tone  treatment  and 
Fig.  IX,  the  three  tones. 

The  higher  grades  may  use  complimentary  colors: 
for  example  with  a  soft  gray  green  predominating  in  a 
design  introducing  a  touch  of  red,  pink  or  a  warm 
brown.  If  a  purplish  grey,  a  little  yellow,  and  if  a 
dull,  old  blue,  a  bit  of  orange  will  brighten  it  up. 

Another  interesting  lesson  for  lower  grades  in 
design  is  to  copy  samples  of  plaids.  This  study  shows 
how  unequal  spacing  is  more  pleasing  to  the  eye  than 
the  even  squares;  besides  the  lesson  in  spacing  it  is 
also  helpful  in  good  color  training  and  the  children 
always  like  the  work.  Irregular  samples  are  pretty, 
Fig.  XII.  Paste  the  samples  on  the  paper  and  the 
drawing  placed  by  it. 

In  design  work  particularly  remember  neatness  and 
simplicity  and  the  lines: 

"Beauty  is  the  thing  made  perfect." 


1. 


MIND  WANDERING 
Inattention,   or   mind   wandering,   among   pupils   in 
the  classroom  may  arise  out  of  three  causes: 

I.  Those  affecting  the  pupil. 

II.  Those  affecting  the  teacher. 

III.  Those  affecting  the  subject  matter. 

I.     Among  the  pupils,  mind  wandering  may  be  due 
to  causes: 

a.  Physical  and  physiological. 

b.  Mental. 

Physical  causes  may  be  due  to: 
a.     Poor  home  conditions. 

Malnutrition. 

Lack  of  sleep. 

Physical  illness. 

Sense  difficulties — poor  sight  or  hearing. 

Uncomfortable  classroom  conditions. 
Poor  seating  facilities. 

2.  Insufficient  ventilation. 

3.  Improper  heating. 

4.  Distracting  surroundings. 
Mental  causes  may  be  due  to: 
a.     The  dominance  of  a  strong  emotion  due  to  pain, 

grief,  excitement,  etc. 
Lack  of  a  proper  apperceptive  basis  due  to  im- 
proper grading. 
Imagination  too  lively. 

Sluggishness  of   mind;    inability  to  keep   pace 
with  the  speed  of  the  teaching  process.    This 
produces    discouragement    and    leads    to    in- 
attention. 
CAUSE    OF   MIND    WANDERING     DUE     TO 
THE  TEACHER: 

1.     Personality;  peculiarities  or  idiosyncrasies  of 
Dress. 
Manner. 
Voice. 

— Teacher's  Magazine. 


b. 

c. 
d. 


II. 


a. 
b. 
c. 


True    happiness      consists    in      making 
-Italian, 


happy.— 


DANCING   O'ER   THE   GREEN. 
Laura  Rountkke  Smith, 
book  rights  reserved. 
This  game  may  be  played  out-doors. 
The  children  stand  in  a  circle,  they  choose  one  child 
to   go   inside   the   circle.     She   carries   a   tamborine, 
which  she  shakes,  holding  it  over  her  head. 

She  skips  round  the  circle.    The  rest  all  skip  round 
in  the  circle  singing, 

Who  comes  a-dancing  o'er  the  green, 
With  a  small  tamborine? 
Who  comes  a-dancing  o'er  the  green? 
The  Spanish  Maid  is  seen. 

The  children  all  pause  and  face  in.    They  sing  and 
bow  to  the  child  holding  the  tamborine. 


3rd  verse. 


Who  comes  a-dancing  o'er  the  green, 
In  fur  from  top  to  toe, 
Who  comes  a-dancing  o'er  the  green? 
A  jolly  Eskimo. 

4th  verse. 

Who  comes  a— dancing  o'er  the  green, 
With  wooden  shoes  to-day? 
Who  comes  a-dancing  o'er  the  green? 
A  Holland  Maid  so  gay. 

In  this  way  the  game  may  continue  and  many  na- 
tions be  represented.  The  child  with  the  tamborine 
may  choose  one  in  the  circle  to  go  out  and  get  para- 
sol and  fan,  and  this  child  in  turn  may  choose  one 
to  go  out  and  get  a  fur  coat,  to  represent  the  Eskimo, 
etc. 


Ban 


3E^fe 


3^ 


(D'jvr  Th.t  G-riy-r\ 


s    )n.  /^ro  mtr. 


JTl  J     J"  ^J^^fr-J^J^ 


\WKo    com*S    a. -cLoL.n<,-u^.a     o*€ r  ti\t    amrij  \A/,tk  a.    smiII 


m 


^-^  j-i> 


t=? 


"bnA\  -  W-  int  ?  Who  cowis  a.  -    da*w  Ck^9,  0'i.y  tkt    artcn  ?  Tk' 


$z£H^=^ji3^E 


J'      jl/J'** 


Sbo/w_iJ'k  N\*<.<L  i%  ittn.    Wt  will    bow    |oo -Ut\. -I y._  So,  ~rbou.vstftito<*i 


-JL-j^Ju^^ 


jE-J*iJ*  X'  f 


ttt?r^r 


^^ 


m 


Wt  wiK  ft*,  Wt  will    bovy  po.Utt.ly.  So,  To  onx  stats  "Htaxvye  wi  U  Jo  J 


The  children  sing, 

We  will  bow  politely,  so, 

To  our  seats  then  we  will  go, 

We  will  bow  politely  so, 

To  our  seats  then,  we  will  go. 

The  child  with  the  tamborine  now  chooses  any 
child  to  take  her  place  and  the  game  may  continue 
until  all  have  had  a  chance  to  hold  the  tamborine, 
then  they  may  go  to  their  seats. 

For  any  special  occasion  the  following  verses  may 
be  sung,  the  child  with  the  tamborine  passes  out,  to 
make  way  for  the  child  with  parasol  and  fan,  etc. 

2nd  verse. 

Who  comes  a-dancing  o'er  the  green, 
With  parasol  and  fan, 
Who  comes  a-dancing  o'er  the  green? 
A  maiden  from  Japan. 


BETTY'S  NUMBERS 
By  Mary  Davis,  Clinton,  Mass. 

I  learned  my  ands  and  take  aways 

By  counting  Baby's  toes, 
Until  the  answers  grew  as  plain 

As  her  wee  tilted  nose. 
I  counted  up,  I  counted  down, 

Until  I  came  to  ten, 
And  then  to  make  exactly  sure, 

I  counted  back  again 

And  Mistress  Baby  shrieked  with  glee, 

You  really  would  suppose, 
She  knew  that  I  was  doing  sums, 

Upon  her  plump  pink  toes. 
I  kissed  them  once,  I  kissed  them  twice, 

I  kissed  them  up  to  ten, 
Such  bliss  was  this  to  count  and  kiss, 

I  started  in  again, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


281 


THE  KITTEN  AND  THE  BIRD. 

LENA    B.    ELLINGWOOD. 

A  little  bird  sat  on  a  leafy  spray, 

And  chirped,  and  twittered,  and  trilled  away, 
And  these  were  the  words  one  might  have  heard 

Who  understood  the  talk  of  a  bird: 
"I'm  happy  today,  for  the  air  is  warm, 

There's  never  a  sign  of  a  coming  storm, 
The  trees  are  abloom,  and  the  breeze  is  sweet. 

Cheer-a-wee-weet!      Tweet-a-tweet-tweet!" 

He's  looking  at  me,  he's  looking  at  me! 

He  thinks  he  can  come  up  and  catch  me,  I  know. 

Now  he's  climbing  the  tree,  so  softly  and  slow. 
But  I'm  not  afraid — I  can  fly  quite  away. 

No  kitten  shall  eat  me  for  dinner  today. 
But  he  thinks  I  don't  see,  so  my  song  I'll  repeat! 

Cheer-a-weet!      Tweeta-tweet-tweet!" 

The  kitten  crept  gently  along  the  bough, 

Crouched  for  a  moment,  said  softly,  "Meow!" 
And  then,  with  a  wonderful,  terrible  leap, 

He — fell  to  the  ground  in  a  sad  little  heap, 
As  the  bird  lightly  flew  to  another  spray, 

And  chirped,  and  twittered,  and  trilled  away, 
And  cheerily  sang,  "Now,  wasn't  that  neat? 

Cheer-a-wee-weet !     Tweet-a-tweet-tweet ! " 


IN   THE    MERRY   MONTH   OP   MAY. 

We're  little  birds,  we  learn  to  fly,   (raise  and 
lower  arms) 

In  the  merry  month  of  May, 

To  leave  our  nests  we  all  will  try, 

In  the  merry  month  of  May, 

We   spread   our   wings,   with   scarce   a   sound, 
(wave  arms) 

And  fly   down    gently   to  the    ground,     (stoop 
down) 

We're  butterflies,  we  like  to  play, 

In  the  merry  month  of  May, 

We  spread    our  wings,  we  sail    away,     (wave 
arms) 

In  the  merry  month  of  May, 

We  flit  about  from  flower  to  flower,  (skip  about) 

Amid  the  sunshine  and  the  shower. 

We're  the  busy  little  bees, 

In  the  merry  month  of  May, 

We'll  gather  honey  if  you  please, 

In  the  merry  month  of  May, 
Buzz-buzz-buz;     here's    a    handsome    fellow, 
(buzz) 

In  his  jacket  of  black  and  yellow,     (point  to 
coat) 

We're  happy  children  as  you  see, 

In  the  merry  month  of  May, 

We  play  beneath  the  apple  tree,   (clasp  hands 
go  in  a  circle) 

In  the  merry  month  of  May, 

We   all    shake   hands   when    friends   we   meet, 
(shake  hands) 

And  throw  to  you  our   kisses   sweet,    (throw 
kisses. 


MAY  BASKETS. 
(Three  Boys  with  May  Baskets) 

Baskets  full  of  flowers, 
On  the  first  of  May, 
We  will  hang  them  up 
And  softly  steal  away. 


1st  boy. 


2nd  boy 


3rd  boy. 


All. 


Violets  and  anemones, 
Flowers  bright  and  gay, 
Get  a  basket  full 
For  the  first  of  May. 

Buttercups  so  yellow, 
Seem  to  rise  and  say, 
"We  are  pretty  flowers 
For  the  first  of  May." 

See  the  pretty  daisies 
Everywhere  you  pass, 
Pretty  little  daisies 
Nodding  in  the  grass. 

Baskets  full  of  flowers 
On  the  first  of  May, 
We'll  make  some  one  happy 
With  flowers  every  day. 


RED,   WHITE   AND   BLUE. 
(Three  little  girls  dressed  in  red,  white  and  blue,  and 
wearing  little  tissue  paper  caps,  of  the  appropriate 
colors  stand  in  front  of  the  school  to  recite.)     They 
all  carry  flags.) 

(Child  wearing  red  bonnet,  and  child  wearing  whita 
recite.) 

Little  Blue  Bonnet,  good  day,  good  day, 

Little  Blue  Bonnet,  come  out  and  play. 

(Little  Blue  Bonnet.) 

No,  I  cannot  come  out  to  play, 

I  make  the  blue  field  in  the  flag  to-day. 

(Child  wearing  blue  bonnet,  and  child  wearing  whita 
bonnet  recite.) 

Little  Red  Bonnet,  good  day,  good  day, 
Little  Red  Bonnet  come  out  and  play. 

(Little  Red  Bonnet.) 

) 

No,  I  cannot  come  out  and  play, 

I  help  to  make  the  red  stripes  so  gay. 

(Child  wearing  blue  bonnet,  and  child   wearing  red 

bonnet  recite.) 

Little  White  Bonnet,  good  day,  good  day, 
Little  White  Bonnet,  come  out  and  play. 

(Little  White  Bonnet) 

No,  I  cannot  play  with  you, 

I  make  the  white  stars  in  the  field  of  blua. 

All  Three  (bowing  low) 

Red  and  white  and  blue, 
•  Wave  the  flags  so  gay, 

Red  and  white  and  blue, 
i\  On,  Decoration  Day,  ^ 


282 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


PRELIMINARY        PROGRAM        TWENTY-SECOND 
ANNUAL      CONVENTION      OP      THE      INTER- 
NATIONAL KINDERGARTEN  UNION 
SAN  FRANCISCO,  CALIFORNIA 
(Continued  from  page  271.) 
8  p.  m.     Subject,  "The  Kindergarten  at     Home     and 
Abroad." 
Child  Education  as  a  Basis  for  a  new  Inter- 
nationalism. 

WEDNESDAY,  AUGUST  18 
INTERNATIONAL    KINDERGARTEN    UNION    DAY 
at  the  Panama-Pacific  International  Exposition, 
Exposition  Grounds. 
9:30  a.  m.     Delegates'  Day  Session. 
Invocation. 
Music. 

Delegates'  Procession. 
Resume  of  Work  in  the  Field. 

Roll   Call   of   Branch    Societies   by    States   or 
Correlated  Groups. 
Presentation  of  I.  K.  U.  Banner  to  State  having 
Largest  Delegation,  outside  of  California. 
2:30  p.  M. 
Music. 

Resume  of  Work  in  the  Union. 
Reports  of  Officers. 

Statements   of   Progress   through   Chairmen   of 
Standing  Committees. 
Addresses  on  our  International  Relations. 

(Speakers  to  be  announced.) 
Business  Announcements,  Appointments  of  Com- 
mittees. 
Reception    at    California    State    Building    and    Sym- 
posium— Prominent  Speakers. 

THURSDAY,  AUGUST  19 

INTERNATIONAL     CONGRESS     OF     EDUCATION, 
OAKLAND 
Dr.  David  Starr  Jordan,  President. 
I.  K.  U.  Members  are  cordially  invited  to  attend. 
FRIDAY,  AUGUST  20 
Exposition  Memorial  Auditorium, 
Civic  Center,  San  Francisco. 
9:15  a.  m. — 10:45  a.  m.     Conference  of  Training  Tea- 
chers   and    Supervisors.      ( Admission  by  card 
only. ) 
Chairman,  Miss  Luella  A.  Palmer,  Assistant  Su- 
pervisor of  Kindergartens,  New  York  City. 
11   a.   m. — 12:30  i».   si.     Conference   of   Kindergarten 
Directors  and  Assistants.     ( Not  open  to  Super- 
visors and  Training  Teachers.) 
Chairman,    Miss    Mary    B.    Fox,    Department    of 
Education,  Utah  University,  Salt  Lake  City. 
(Subjects  and  speakers  to  be  announced.) 
(Polls  open  for  election  of  officers  till  1  p.  m.) 
2  p.  M.     Short  Business  Session. 

Report  of  Credentials  Committee. 
Report  of  Election. 

Report  of  Committee  on  Time  and  Place. 
Addresses. 

The  Education  of     Girls.      (Speaker     to     be 

announced.) 
The  Education  of  Boys.     (Speaker  to  be  an- 
nounced.) 
General  Discussion. 
8  p.  m.     Subject:     "The  Relation  of  the  Kindergar- 
ten and  the  Elementary  Grades." 
Miss    Margaret    E.    Schallenberger,    Commis- 
sioner of  Elementary  Education  for  State 
of  California. 
(Second  speaker  to  be  announced.) 


SATURDAY,  AUGUST   21 
Exposition  Memorial  Auditorium. 
Civic  Center,  San  Francisco. 
9:30    a.    ^r.     Subject:       "The    Kindergarten    Curricu- 
lum." 
(Prominent  speakers  will  take  part.) 
Afternoon     devoted     to     study    of     Educational     Ex- 
hibits. 
NATIONAL  EDUCATION  ASSOCIATION  DAY 
Festivities  on  the  Exposition   Grounds. 
SUNDAY,  AUGUST  22 
Closing  Session. 
3  p.  M.     A  program  to  Promote  Peace. 
Subjects: 

"The  School  Peace  League." 

Mrs.  Fanny  Fern  Andrews. 
"Constructive  Peace  Measures." 

President  Joseph   Swain,   Swarthmore  Col- 
lege. 
"International  Peace  through  Universal  Edu- 
cation." 
Hon.  P.  P  Claxton. 
"Education  for  Peace." 

President  Edwin  B.  Craighead,   University 
of  Montana. 
(Other   speakers  to  be   announced.) 


ANNOUNCEMENTS 

The  Preliminary  Program  is  issued  early  in  order 
that  all  Branch  Societies,  Associate  Members,  and 
friends  may  be  promptly  informed  so  that  plans  can 
be  made  to  attend  the  convention. 

I.  K.  U.  DAY  AND  RECEPTION 

The  reception  will  be  a  delightful  climax  to  a  re- 
markable day  in  the  History  of  the  Union,  viz.,  Inter- 
national Kindergarten  Union  Day  at  the  Panama  Pa- 
cific International  Exposition.  This  is  the  first  time 
the  Kindergarten  has  ever  received  such  recognition. 
Be  sure  to  attend. 

EDUCATIONAL  EXHIBIT 

The  progress  of  education  may  be  studied  under 
remarkable  and  unusually  favorable  conditions  at  the 
Educational  Palace  on  the  Exposition  Grounds. 

SIGHTSEEING  AND  SPECIAL  TRIPS 

Trips  to  the  environs  of  San  Francisco  will  be  con- 
ducted by  leaders  of  the  Bureau  of  University  Travel. 

AFFILIATIONS  OF  I.  K.  U. 

National  Education  Association. 
National  Congress  of  Mothers. 
General  Federation  of  Women's  Clubs. 
Women's  Emergency  Peace  Organization. 

APPEAL  TO  I.  K.  U.  MEMBERS 
Members   of   all   associations   affiliated   with   the   I. 
K.  U.  are  urged  to  join  with  local  organizations  in 
Belgian  or  Red  Cross  relief  work,  and  in  local  Peace 
movements. 

MAKE  YOUR  ARRANGEMENTS   EARLY 

Visitors  to  San  Francisco  in  the  summer  should 
bring  medium  weight  wraps  and  be  prepared  to  dress 
as  they  would  in  the  Middle  West  or  Eastern  States 
during  early  fall  or  late  spring  months. 

LIST  OF  HOTELS  IN  SAN  FRANCISCO 

Inside   Inn    (Official   Headquarters) ,   Exposition 
Grounds. 

European  Plan.  Single  room  without  bath,  $2.00, 
$2.50,  $3.00,  with  bath,  $3.00,  $4.00,  $5.00.  Double 
room  without  bath,  $3.00,  $3.50,  $4.00;    with  bath, 


(Concluded  on  page  2!>1) 


THE  KINDERGARTEN-PRI?.IARY  MAGAZINE. 


283 


THE  PRIZE  COMPETITION 

In  offering  a  prise  of  one  thousand  dollars  for  a 
social  hygiene  pamphlet  for  adolescents,  suggested 
and  generously  provided  by  the  Metropolitan  Life  In- 
surance company,  The  American  Social  Hygiene  As- 
sociation is  presenting  a  problem  for  solution  by 
writers  in  the  social  hygiene  field.  The  conditions 
under  which  this  offer  is  made  are  printed  elsewhere 
in  this  number  of  the  Bulletin.  No  suggestions  or 
restrictions  as  to  methods  of  presentation  or  treat- 
ment of  the  subject-matter  are  made.  It  is,  perhaps, 
unnecessary  to  say  that  accuracy  of  statement,  such 
use  of  statistics  and  quotations  as  is  warranted  by 
the  context  from  which  they  are  taken,  broad  and 
practical  grasp  of  the  subject  as  presented,  soundness 
of  pedagogical  method,  and  attractive  and  convincing 
form  are  among  the  important  points  to  be  considered 
in  judging  the  merits  of  manuscripts  submitted. 

The  question  most  frequently  asked  by  those  inter- 
ested in  the  competition  are:  "What  kind  of  pamphlet 
is  wanted?  Is  it  to  be  written  for  boys,  or  for  girls, 
or  for  both — or  for  parents?  Must  it  cover  the  entire 
period  of  the  four  years  specified?  Must  it  take  up 
the  physiological  changes  of  adolescence?  What  sort 
of  instruction  may  the  author  assume  that  the  chi'd 
has  had  before  reading  the  pamphlet?"  To  such  in- 
quiries the  reply  is  that  the  prize  has  been  offered  for 
the  best  solution  of  the  problem  of  approaching 
through  the  printed  word  the  youth  of  America  from 
twelve  to  sixteen  years  of  age.  If  the  author  is  con- 
vinced that  the  indirect  approach  through  the  parent 
is  the  proper  method,  he  may  prepare  his  manuscript 
for  use  by  the  parent.  If  he  thinks  that  the  most 
pressing  need  is  for  a  pamphlet  to  be  placed  in  the 
hands  of  boys,  ho  may  prepare  his  manuscript  for  that 
purpose.  Similarly,  he  may  prepare  it  for  the  use  of 
girls,  or,  if  he  thinks  it  more  desirable,  he  may  com- 
bine his  information  into  a  single  pamphlet  for  the 
use  of  both  boys  and  girls.  If  he  believes  that  adol- 
escents from  twelve  to  sixteen  years  of  age  do  not 
form  a  practical  group,  he  may  direct  his  effort  to- 
ward any  portion  of  tins  age  group  (for  example, 
those  from  twelve  to  fourteen  years,  or  those  from 
fourteen  to  sixteen  years,)  and  may  so  indicate.  He 
may  submit  his  manuscript  as  one  of  a  series  de- 
signed for  special  groups,  but  should  present,  also  the 
other  numbers  of  the  scries  to  show  its  character  as  a 
whole.  Notes  explaining  the  points  of  view  from 
which  it  has  been  prepared  may  be  submitted  with  the 
manuscript,  bearing  the  same  identifying  mark  or 
pen-name  but  not  the  name  of  the  author. 

It  is  generally  recognized  that  the  early  adolescent 
period  in  the  life  of  both  boys  and  girla  presents  one 
of  the  most  difficult  problems  iii  educational  work.  In 
the  special  fields  of  instruction  or  education  with 
which  the  social  hygiene  movement  deals,  this  period 
is  probably  the  most  difficult.  There  is  substantial 
agreement  as  to  what  information  ought  to  be  given 
the  young  child  and  as  to  the  desirability  of  thorough, 
scientific  instruction  touching  on  the  problems  of  sex 
and  reproduction  for  persons  of  mature  years.     But 


the  problem  of  the  early  adolescent  period  still  awaits 
a  satisfactory  solution. 

(Reprinted  from  The  American  Social  Hygiene  As- 
sociation Bulletin,  March  1915.) 

THE  AMERICAN  SOCIAL  HYGIENE  ASSOCIATION 

Has  been  offered  a  prize  of  $1,000  by  the  Metropoli- 
tan Life  Insurance  company  to  be  awarded  to  the 
author  of  the  best  original  pamphlet  on  social  hygiene 
for  adolescents  between  the  ages  of  twelve  and  sixteen 
years,  approved  by  a  committee  of  judges  to  be 
selected  by  the  association. 

Competition  for  this  prize  is  open  to  all 

The  Metropolitan  Life  Insurance  company  desires 
to  use  the  winning  pamphlet  among  its  industrial 
policy  holders. 

The  committee  of  judges  will  conduct  the  competi- 
tion in  accordance  with  the  following  conditions: 

Contests  closes  July  31,  1915,  at  midnight;  any 
manuscript  received  later  will  not  be  considered. 

Manuscripts  should  not  exceed  3500  words  and  must 
be  in  English  and  must  not  have  been  previously  pub- 
lihed. 

Manuscripts  must  be  typewritten  on  one  side  only 
of  plain  white  paper  8  in.  x  10%  in. 

Manuscripts  must  be  paragraphed  and  punctuated 
for  submission  as  "copy"  to  printer. 

Each  manuscript  must  bear  some  identifying  mark 
or  pen-name,  tut  not  the  name  of  the  author. 

The  author's  name  and  address,  and  the  identifying 
mark  or  pen-name  should  be  in  a  sealed  envelope,  ac- 
companying the  manuscript;  the  face  of  the  envelope 
should  bear  the  mark  or  pen-name  only. 

More  than  one  manuscript  may  be  submitted  by  the 
same  author. 

The  winning  manuscript,  in  consideration  of  the 
award  of  $1,000,  becomes  the  property  of  the  donor  of 
the  prize,  all  rights  therein  being  surrendered  by  the 
author. 

The  right  to  purchase  any  manuscript  submitted,  at 
ih'>  rate  of  5c  a  wrord,  is  reserved  by  the  Metropolitan 
Life  Insurance  company  and  by  The  American 
Social  Hygiene  Association. 

Any  manuscript  not  winning  the  prize  or  purchased 
will  be  returned  to  the  author  if  return  postage  is 
provided. 

Address  manuscripts  and  requests  for  further  in- 
formation to  The  American  Social  Hygiene  Associ- 
ation, 105  West  40th  street,  New  York  City. 


ILLITERACY  AMONG  CHILDREN 
Illiteracy  in  the  United  States  is  doomed.  Statistics 
compiled  by  the  United  States  Bureau  of  Education 
for  use  at  the  Panama-Pacific  Exposition,  show  that 
of  children  from  10  to  14  years  of  age  there  were  in 
1910  only  22  out  of  every  1,000  who  could  neither 
read  nor  write.  In  1900  there  were  of  the  same  class 
42  per  1,000.  If  reduction  in  illiteracy  is  still  proceed- 
ing at  even  the  same  rate,  the  illiterate  children  in 
this  country  between  the  ages  of  10  and  14,  inclusive, 
now  number  not  more  than  15  out  of  every  1,000. 

From  the  standpoint  of  proportional  reduction  of 
illiteracy  Oklahoma  leads  all  the  states  of  the  Union. 
In  1900  this  state  had  124  illiterate  children  of  the 
ages  named.  In  1910  it  had  but  17;  Delaware  had  20 
in  1900  and  but  4  in  1910;  New  Hampshire  reduced 
from  4  to  1;  New  Jersey  from  7  to  2;  Missouri  from 
35  to  11;  Montana  from  3  to  1;  Oregon  from  3  to  1; 
Vermont  from  6  to  2;  New  Mexico  from  182  to  69,  and 
Idaho  from  5  to  2. 


284 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


The  following  states  report  only  1  child  in  1,000  be- 
tween the  ages  of  10  and  14  as  illiterate:  Connecticut, 
District  of  Columbia,  Massachusetts,  Minnesota, 
Montana,  New  Hampshire,  North  Dakota,  Oregon, 
Utah,  and  Washington. 

Some  of  the  states  have  reduced  their  illiteracy  by 
one-half  or  a  little  more.  These  states  are  Alabama, 
California,  Colorado,  Connecticut,  District  of  Colum- 
bia, Kansas,  Maryland,  Massachusetts,  Michigan, 
Minnesota,  Mississippi,  North  Dakota,  Tennesee,  Utah, 
and  West  Virginia. 

Only  one  state,  Nevada,  has  lost  ground  since  1900 
Its  illiteracy  was  then  4;  in  1910  it  was  5.  Two 
states,  South  Dakota  and  Nebraska,  each  having  the 
low  rate  of  2  per  1,000  report  no  reduction  in  illiter- 
acy between  1900  and  1910. 

The  states  having  the  largest  proportion  of  illiterate 
children  per  1,000  are  Louisiana,  with  115  (from  174 
in  1900);  South  Carolina,  83  from  150;  Alabama,  77 
from  157;  New  Mexico,  69  from  182;  North  Carolina, 
68  from  167;  Kentucky,  59  from  79;  Georgia,  57  from 
106,  and  Virginia,  57  from  97;  Tennessee,  54  from  119; 
Florida,  50  from  73;  Arkansas,  47  from  113. 

It  is  evident  that  the  public  schools  will  in  a  short 
time  practically  eliminate  illiteracy  among  children. 
But  according  to  Bureau  of  Education  officials  there 
are  between  4  and  5  millions  of  adults  that  are  illiter- 
ate and  that  can  not  be  reached  by  the  public  schools. 
To  wipe  out  illiteracy  in  the  United  States  one  of  two 
things  must  happen:  Either  the  country  must  wait 
for  the  generation  of  present  adults  to  die  off,  or  by 
some  extraordinary  means  reach  these  illiterate 
millions. 

On  the  basis  of  these  figures  Dr.  P.  P.  Claxton, 
commissioner  of  education,  estimates  that  with  an 
average  annual  expenditure  of  $20,000  for  10  years  he 
could  put  forces  to  work  that  would,  by  means  of 
night  schools  and  other  agencies,  eliminate  illiteracy 
among  the  adults  of  this  country.  The  Abercrombie 
Illiteracy  Bill,  H.  R.  15470,  now  pending  before  Con- 
gress, requires  the  Bureau  of  Education  to  undertake 
this  work  in  any  state  upon  request  of  the  proper 
state  authorities  and  makes. an  appropriation  of  $15,- 
000  for  1915,  $22,500  for  each  succeeding  year  until 
1920;  and  $17,500  for  each  year  thereafter  until  1925, 
at  which  date,  it  is  believed,  illiteracy  would  be  elimi- 
nated. 


The  American  League  to  Limit  Armaments,  43 
Cedar  Street,  New  York  City,  offers  to  send  gratis 
to  school  superintendents,  principals  and  teachers  its 
printed  matter  specially  prepared  for  debating  upon 
the  increase  of  America's  military  forces.  Other  ma- 
terial useful  in  the  preparation  of  essays  and  orations 
on  this  subject  is  also  offered  by  the  same  organiza- 
tion without  charge. 


Goon  grain  must  be  put  into  the  hopper  if  the  grist 
is  to  be  good.  Good  thoughts  must  be  put  into  the 
child  mind  if  a  pure-minded  man  is  to  be  the  result 
of  the  training. — Progressive  Teacher. 


MINIMUM  SANITARY  REQUIREMENTS  FOR  RU- 
RAL SCHOOLS 

It  is  the  desire  and  purpose  of  this  Committee  to 
help  establish  a  standard  of  fundamental  health  essen- 
tials in  the  rural  school  and  its  material  equipment, 
so  that  attainment  of  this  miminum  standard  may  be 
demanded  by  educational  authorities  and  by  the  public 
opinion  of  every  rural  school  throughout  the  country. 

Possession  of  the  minimum  sanitary  requirements 
should  be  absolutely  necessary  to  the  pride  and  self 
respect  of  the  community,  and  to  the  sanction  and 
approval  of  county,  state  and  other  supervising  and 
interested  official  or  social  agencies. 

Neglect  of  anything  essential  for  health  in  construc- 
tion, equipment  and  care  of  the  rural  school  plant  is 
at  least  an  educational  sin  of  omission  and  may  rea- 
sonably be  considered  a  social  and  civic  crime  or  mis- 
demeanor. 

The  country  school  should  be  as  sanitary  and  whole- 
some in  all  essential  particulars  as  the  best  home  in 
the  community.  Further,  it  should  be  pleasing  and 
attractive  in  appearance,  in  furnishings  and  in  sur- 
roundings, so  that  tbe  community  as  a  whole  may  be 
proud  of  it;  so  that  the  pupils  and  teacher  may  take 
pleasure  in  attending  school  and  in  caring  for  and 
improving  it. 

1.     LOCATION  AND  SURROUNDINGS 

Tbe  school  should  be  located  in  as  healthful  a  place 
as  exists  in  the  community. 

Noise  and  all  other  objectionable  factors  should  be 
eliminated  from  the  immediate  environment  of  the 
rural  school. 

Accessibility. — Not  more  than  two  miles  from  the 
most  distant  home,  if  the  children  walk.  Not  more 
than  six  miles  from  most  distant  home,  if  school 
wagons  are  provided. 

Drainage. — Schoolground  must  be  well  drained  and 
as  dry  as  possible.  If  natural  drainage  is  not  ade- 
quate, artificial  subsoil  drainage  should  be  provided. 

Soil. — As  every  rural  schoolground  should  have 
trees,  shrubs  and  a  real  garden  or  experimental  farm, 
the  soil  of  the  scboolgrounds  should  be  fertile  and 
tillable.  Rock  and  clay  soil  should  always  be  avoided. 
If  the  soil  is  muddy  when  wet,  a  good  layer  of  sand 
and  fine  gravel  should  be  used  to  make  the  children's 
playground  as  useful  as  possible  in  all  kinds  of  wea- 
ther. 

Size  of  Schoolg  rounds.  For  the  schoolhouse  and 
playground,  at  least  three  acres  are  required.* 

Playground  is  not  a  luxury  but  a  necessity.  A  school 
without  a  playground  is  an  educational  deformity  and 
presents  a  gross  injustice  to  childhood. 

Arrangement  of  Grounds. — The  schoolground  should 
have  trees,  plants  and  shrubs  grouped  with  artistic 
effect  but  without  interfering  with,  the  children's 
play-ground. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


285 


II.     SCHOOLHOUSE 

The  schoolhouse  should  be  made  as  nearly  fireproof 
as  possible.  Doors  should  always  open  outward  and 
the  main  door  should  have  a  covered  entrance;  a  sep- 
arate fuel  room  should  be  provided,  also  separate 
cloak-rooms  for  boys  and  girls. 

A  basement  or  cellar,  if  provided,  should  be  well 
ventilated  and  absolutely  dry. 

The  one-teacher  country  school  should  contain,  In 
addition  to  the  classroom: 

(a)  A  small  entrance  hall,  not  less  than  6  by  8 
feet. 

(b)  A  small  retiring  room,  not  less  than  8  by  10 
feet,  to  be  used  as  an  emergency  room  in  case  of 
illness  or  accident,  for  a  teacher's  conference  room, 
for  school  library  and  for  health  inspection,  a  fea- 
ture now  being  added  to  the   work  of  the  rural 

school. 

(c)  A  small  room,  not  less  than  8  by  10  feet,  for 
a  workshop,  for  instruction  in  cooking  and  for  the 
preparation  of  refreshments  when  the  school  is  used, 
as  it  should  be,  for  social  purposes. 

Classroom  should  not  be  less  than  30  feet  long,  20 
feet  wide  and  12  feet  high.  This  will  provide  space 
enough  for  a  maximum  of  thirty  pupils. 

III.     VENTILATION  AND  HEATING 

The  schoolroom  should  always  receive  fresh  air 
coming  directly  from  out  of  doors  in  one  of  the  fol- 
lowing arrangements: 

(a)  Through  wide  open  windows  in  mild  wea- 
ther. 

(b)      Through  window   board   ventilators   under 

all  other  conditions,  except  when,  with  furnace  or 

jacketed  stove,  special  and  adequate  inlets  and  exita 

for  air  are  provided. 

Heating.  Unless  furnace  or  some  other  basement 
system  of  heating  is  installed,  at  least  a  properly 
jacketed  stove  is  required.  (No  unjacketed  stove 
should  be  tolerated  in  any  school.) 

The  jacketed  stove  should  have  a  direct  fresh  air 
inlet  about  12  inches  square,  opening  through  the  wall 
of  the  schoolhouse  into  the  jacket  against  the  middle 
or  the  hottest  part  of  the  stove. 

A  fireplace  with  flue  adjoining  the  stove  chimney 
makes  a  good  exit  for  bad  air.f 

Temperature. — Every  school  should  have  a  ther- 
mometer, and  the  temperature  in  cold  weather  should 
be  kept  between  66  and  68  Fahrenheit. 

IV.     LIGHTING 

The  schoolroom  should  receive  an  abundance  of 
light,  sufficient  for  darkest  days,  with  all  parts  of  the 
room  adequately  illuminated. 

The  area  of  glass  in  windows  should  be  from  one- 
fifth  to  one-fourth  of  the  floor  area. 

The  best  arrangement,  according  to  present  ideas, 
is  to  have  the  light  come  only  from  the  left  side  of 
the  pupils  and  from  the  long  wall  of  the  classroom. 
Windows  may  be  allowed  on  rear  as  well  as  on  the 
left  side,  but  the  sills  of  windows  in  the  rear  of  the 
room  should  be  not  less  than  7  feet  above  the  floor. 


High  windows  not  less  than  7  feet  from  the  floor  may 
be  permitted  on  the  right  side  if  thoroughly  shaded, 
as  an  aid  to  cross  ventilation,  but  not  for  lighting. 

There  should  be  no  trees  or  shrubbery  near  the 
schoolhouse  which  will  interfere  with  the  lighting  and 
natural  ventilation  of  the  classroom. 

The  school  building  should  so  face  with  reference 
to  the  windows  that  the  schoolroom  will  receive  the 
direct  sunlight  at  some  time  during  the  day,  but  the 
main  windows  of  the  schoolroom  should  not  face 
directly  south.    East  or  west  facing  is  desirable. 

Shades  should  be  provided  at  tops  and  bottoms  of 
windows  with  the  dark  shades  at  top,  so  that  light 
may  be  properly  controlled  on  bright  days. 

Schoolroom  colors.     The  best  colors  for  the  school- 
room in  relation  to  lighting  are: 
Ceiling — white  or  light  cream. 
Walls — light  gray  or  light  green. 
Blackboards — black,  but  not  glossy. 

V.     CLEANLINESS 

The  schoolhouse  and  surroundings  should  be  kept 
as  clean  as  a  good  housekeeper  keeps  her  home. 

(a)  No  dry  sweeping  or  dry  dusting  should  be 
allowed. 

(b)  Floors  and  furniture  should  be  cleaned  with 
damp  sweepers  and  oily  cloths. f 

(c)  Scrubbing,  sunning  and  airing  are  better 
than  any  form  of  fumigation. 

VI.     DRINKING    WATER 

Drinking  water  should  be  available  for  every  pupil 
at  any  time  of  day  which  does  not  interfere  with  the 
school  program. 

Every  rural  school  should  have  a  sanitary  drink- 
ing fountain  located  just  inside  or  outside  the  school- 
house  entrance. 

Drinking  water  should  come  from  a  safe  source. 
Its  purity  should  be  certified  by  an  examination  by 
the  State  Board  of  Health  or  by  some  other  equally 
reliable  authority. 

A  common  drinking  cup  is  always  dangerous  and 
should  never  be  tolerated. 

Individual  drinking  cups  are  theoretically,  and  in 
some  conditions  all  right,  but  practical  experience  has 
proved  that  in  schools,  individual  cups,  to  be  used 
more  than  once,  are  unsatisfactory  and  unhygienic. 
Therefore,  they  are  not  to  be  advocated  nor  approved 
for  any  school. 

Sufficient  pressure  for  running  water  for  drinking 
fountain  or  other  uses  in  the  rural  school  may  always 
be  provided  from  any  source  without  excessive  ex- 
pense by  a  storage  tank  or  by  pressure  tank  with 
force  pump. 

VII.     WATER  FOR  WASHING 

Children  in  all  schools  should  have  facilities  for 
washing  hands  available  at  least: 

(a)  Always  after  the  use  of  the  toilet. 

(b)  Always  before  eating. 

(c)  Frequently  after  playing  outdoors,  writing 
on  blackboard  or  doing  other  forms  of  handwork 
connected  with  the  school. 


286 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


Individual  clean  towels  should  always  be  used.  . 
Paper  towels  are  the  cheapest  and  most  practicable. 
The  common  towel  is  as  dangerous  to  health  as  the 
common  drinking  cup. 

VIII.     FURNITURE 

School  seats  and  desks  should  be  hygienic  in  type 
and  adjusted  at  least  twice  a  year  to  the  size  and 
needs  of  growing  children.  Seats  and  desks  should 
be  individual — separate — adjustable — clean. 

Books  and  other  materials  of  instruction  should 
not  only  be  sanitary  but  attractive  enough  to  stimu- 
late a  wholesome  response  from  the  pupils. 

■       IX.     TOILETS    AND   PRIVIES 
Toilets  and  privies  should  be  sanitary  in  location, 
construction  and  maintenance. 

(a)  If  water  carriage  system  for  sewage  is  avail- 
able, separate  toilets  for  boys  and  girls  should  be 
located  in  the  schoolhouse  with  separate  entrances  on 
different  sides  or  corners  of  the  school  building. 

(b)  If  there  is  no  water  carriage  system,  separate 
privies  should  be  located  at  least  50  feet  in  the  differ- 
ent directions  from  the  schoolhouse,  with  the  en- 
trances well  screened. 

(c)  The  privy  should  be  rainproof,  well  ventilated 
and  one  of  the  following  types: 

1.  Dry  earth  closet. 

2.  Septic  tank  container. 

3.  With  a  water-tight  vault  or  box. 

All  containers  of  excreta  should  be  water-tight, 
thoroughl;  screened  against  insects  and  easily  cleaned 
at  frequent  intervals. 

No  cesspool  should  be  used  unless  it  is  water-tight 
and  easily  emptied  and  cleaned. 

All  excreta  should  be  either  burned,  buried,  treated 
by  subsoil  drainage,  reduced  by  septic  tank  treatment 
or  properly  distributed  on  tilled  land  as  fertilizer. 

X.  ALL  SCHOOLHOUSES  AND  PRIVIES  SHOULD 

BE   THOROUGHLY   AND   EFFECTIVELY 

SCREENED  AGAINST  FLIES  AND 

MOSQUITOES 

XI.  SCHOOLHOUSES  AND  OUTHOUSES  SHOULD 
BE  ABSOLUTELY  FREE  FROM  ALL  DEFACING 

AND   OBSCENE   MARKS 

XII.  BUILDINGS    SHOULD    BE    KEPT    IN    GOOD 
REPAIR  AND  WITH  WHOLE  WINDOWS 


STANDARDS 

Provision  and  equipment  of  adequate  school  plant 
depends  on  intelligence,  interest,  pride  and  financial 
ability  of  community. 

Maintenance  of  a  cl^an  and  sanitary  school  plant 
depends  on  efficient  housekeeping  and  on  interest  and 
willing  cooperation  of  pupils. 

No  community  should  be  satisfied  by  the  minimum 
requirements  indicated  in  the  foregoing,  but  every 
i  country  school  should  be  so  attractive  and  well 
equipped  as  to  minister  with  some  abundance  of  satis- 
faction to  the  physical,  mental,  aesthetic,  social  and 
moral  well  being  of  those  who  provide  it,  who  own  it, 
who  use  it  and  who  enjoy  it. 


PRESENT  CONDITIONS 
Among  the  reasons  which  explain  the  present  de- 
plorable condition  of  rural  schoolhouses,  the  follow- 
ing are  prominent: 

(a)  Low  architectual  and  sanitary  standards  in 
rural  regions  general  throughout  the  country. 

(b)  Ignorance  regarding  the  physical,  mental, 
social  and  moral  effects  of  unattractive  and  insanitary 
school  buildings  on  the  children  and  on  the  com- 
munity as  a  whole. 

(c)  False  economy  expressed  by  local  school 
boards  in  failure  to  vote  enough  money  to  build  and 
maintain  suitable  school  buildings. 

(d)  La,<?k  of  supervision  or  assistance  by  the  state 
which  is  usually  necessary  to  maintain  desirable 
standards. 

IMPROVEMENT 
How  shall  the  rural  schools  throughout  this  country 
be  improved  up  to  a  reasonably  satisfactory  standard? 

I.  By  a  popular  campaign  of  education  regarding 
the  conditions  desirable  and  possible  in  the  country 
school.  Such  a  campaign  would  profitably  include 
many  or  most  of  the  following: 

(a)  The  United  States  Bureau  of  Education  and 
State  Departments  of  Education  should  furnish  plans 
and  instructions  for  construction  and  equipment  of 
rural  school  buildings. 

The  United  States  Bureau  of  Education  in  Wash- 
ington is  already  supplying  on  request  valuable  help 
of  this  kind,  and  a  few  state  departments  of  education 
are  demonstrating  what  may  be  done  by  supervision 
and  support  which  aids  without  controlling. 

(b)  State  departments  of  education  should  supply 
supervision  of  rural  schools  and  should  have  power: 

(1)  To  condemn  insanitary  and  wholly  unsuit- 
able buildings  and  school  sites. 

(2)  To  give  state  aid  to  rural  schools  when  the 
local  authorities  fulfil  certain  desirable  and  reason- 
able conditions. 

(c)  Ideas  and  standards  of  school  sanitation 
should  be  inculcated  in  minds  of  local  school  patrons 
and  school  authorities  who  control  funds  and  who  ad- 
minister the  affairs  of  the  schools.  Public  lectures 
on  health  topics  should  be  provided  in  the  school- 
house  and  elsewhere. 

(d (Effective  school  health  courses  should  be  intro- 
duced in  normal  schools  and  teachers'  institutes. 

Better  education  of  rural  schoolteachers,  county 
superintendents  and  rural  school  supervisors  in  the 
principles  and  practice  of  school  hygiene  and  sanita- 
tion should  be  assured. 

(e)  Interest  in  and  enthusiasm  for  the  improve- 
ment and  care  of  all  features  of  the  school  and  its 
surroundings  which  affect  health  and  happiness 
should  be  inspired  in  the  minds  of  rural  school  pupils. 

Organizations  such  as  "Pupil's  Board  of  Health," 
"Civic  Leagues,"  or  "Health  Militias"  may  profitably 
be  formed  among  pupils. 

(f)  Organizations  like  "The  Granges,"  Women's 
Clubs,  County  Medical  Societies  and  other  groups  so 
situated  that  they  may  further  the  cause  of  health 
and  efficiency,  should  cooperate  with  the  rural  school. 

(g)  Attractive  but  reliable  health  information 
should  be  furnished  abundantly  by  the  public  press. 

II.  Emulation  and  competition  should  be  recog- 
nized and  rewarded  in  ways  that  will  promote  whole- 
somely and  progressively  the  welfare  of  the  com- 
munity as  a  whole.— Joint  Committee  on  Health  Prob- 
lem, N.  E.  A. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


287 


COB  FIRE  STORIES 

Bertha  C.  Pitman. 

"Tonight  mother,  dear,  I  am  going  to  take  you  on  a 
journey  for  there  are  many  things  I  want  to  show 
you. 

"Right  down  here  in  front,  is  the  railroad  station, 
and  our  train  is  waiting.  See  the  smoke  and  sparks 
coming  from  the  engine?  Now  we're  off!  and  here 
we  go  over  a  long  bridge,  but  we  shall  have  to  stop  in 
the  middle  of  the  bridge  while  the  draw  is  opened 
and  a  boat  passes  through.  Now  the  draw  is  closed 
again  and  we  can  go  on. 

"Look  out  of  the  window  and  see:  all  of  the  boats  on 
the  river,  but  we  go  so  fast  that  we  hardly  have  time 
to  see  what  the  boats  are. 

"Now  we  come  to  another  station,  and  a  lot  of  peo- 
ple get  on  here,  for  they  are  off  for  a  picnic,  and  have 
their  baskets  of  lunch  with  them.  What  a  good  time 
we  will  have,  for  you  and  I  are  going  with  them. 

"Our  train  runs  right  up  over  the  mountain,  then 
down  the  valley,  then  winds  around  the  big  rocks, 
and  here  we  are  at  the  picnic  grounds.  Our  train 
stops  and  we  all  get  out.  Some  go  in  one  direction 
and  some  in  others. 

"Let  us  go  to  the  lake  first  and  see  if  we  can  get  a 
canoe.  (See,  those  blue  flames  over  there  are  the 
lake.) 

"Here  we  are  and  now  you  can  rest  while  I  paddle 
you  around  the  lake,  and  we  will  see  what  kind  of  a 
place  this  is. 

"There  comes  the  launch,  and  we  shall  have  to  get 
out  of  the  way,  or  we  might  get  in  the  trough  of  the 
waves  it  makes,  and  then  our  canoe  would  upset. 
See  the  children  waving  at  us  from  the  boat! 

Now  I  shall  paddle  you  back  to  the  shore,  and  you 
may  still  rest  while  I  go  in  swimming.  There  are  a 
lot  of  the  children  in  swimming,  and  some  of  them 
have  water-wings  on. 

"Now  I  am  going  to  duck  Bobbie  for  he  and  I  like 
it,  but  most  of  the  boys  are  afraid." 

"Oh!  there  is  the  whistle  for  everyone  to  come  to 
the  train  for  it  is  time  to  go  home,  so  we  must  hurry." 

"Let  us  stop  and  buy  baby  a  doll  and  toy  horse,  so 
she  will  be  happy  when  we  get  back,  and  she  will  let 
us  come  again.  Won't  it  be  fun  when  she  is  big 
enough  to  come  with  us?" 

"Well,  here  we  are  back  home  again,  and  it  is 
dark  for  our  fire  has  burned  all  out. 

"Did  you  have  a  nice  journey  mother?" 

"Yes,  dear,  you  made  it  very  pleasant  for  mother, 
and  now  off  for  bed?" 


Winter  has  come  and  Charles  has  made  an  extra 
large  house  in  the  fireplace,  for  mother  has  promised 
to  bring  baby  down  to  see  it  with  them  tonight,  and 
Charles  is  very  happy. 


He  loves  his  little  sister  very  dearly,  and  always 
wants  her  to  share  all  his  pleasures 

When  she  cries  it  makes  him  most  unhappy,  but 
when  she  smiles  and  tries  to  talk  to  him,  he  just  hugs 
her. 

So  to-night  he  is  going  to  make  her  very  happy,  and 
has  laid  his  cobs  so  they  will  make  a  nice  big  fire  and 
give  a  good  picture. 

"Now,  mother,  I  am  all  ready,  so  bring  baby  and 
come  to  our  fire." 

They  all  sit  down  on  the  rug,  and  Charles  strikes 
the  match  and  lights  the  paper.  The  cobs  are  all 
very  dry,  so  they  begin  to  burn  at  once.  Baby  claps 
her  hands  and  coos,  and  seems  to  know  that  Charles 
is  doing  it  for  her  tonight. 

"Hurrah!  mother,  this  is  the  circus!  See,  over 
there  at  the  right  hand  are  all  the  animals.  There  in 
the  first  cage  is  the  elephant,  then  the  monkies,  and 
see  how  they  climb  up  in  their  cage  and  then  drop 
down  again,  and  now  they  are  chasing  each  other  all 
around  the  cage. 

"Then  next  is  the  pony,  and  then  the  beautiful 
horses  all  ready  to  go  into  the  ring. 

Here  in  the  center  is  the  ring,  and  there  come  the 
horses  with  the  girls  standing  on  their  backs.  See 
the  girls  jump  through  the  ring  which  the  clowns  are 
holding  for  them. 

"Now  there  comes  the  pony  with  a  dog  on  his  back, 
and  see,  the  dog  jump  through  the  ring  too.  Isn't  he 
a  dear  doggie,  see  him  jump  over  the  pole,  and  then 
land  right  on  pony's  back.  I  guess  he  and  pony  are 
very  good  friends. 

"Look  back  of  the  ring,  doesn't  that  flame  look  like 
the  elephant  walking  up  the  plank  and  then  standing 
in  the  middle  while  he  balances  it  on  the  barrel? 

"Away  up  there  at  the  top  of  our  cob  house  are  the 
acrobats.  See  them  jumping  from  one  trapese  to  the 
other,  now  they  are  hanging  by  their  hands,  now  by 
their  heels,  and  now  they  take  hold  of  hands  and 
toss  each  other  up  in  the  air 'and  over  their  heads. 
My!  I  should  think  they  would  fall! 

"But  look,  here  come  the  little  white  dogs,  and  they 
do  all  sorts  of  tricks  for  their  master,  dance,  sing, 
write,  say  their  prayers,  walk  on  their  hind  legs  and 
carry  flags  in  their  front  paws.  See  those  two  dressed 
like  a  boy  and  girl,  with  books  under  their  arms  as 
though  they  were  going  to  school.  Now  they  are 
sitting  down  on  stools  and  reading. 

"Here  comes  the  monkey  on  the  pony's  back,  and 
see  how  he  wraps  his  tail  around  the  pony's  neck! 
There  he  goes  through  the  ring  and  as  he  goes  he 
strikes  the  clown  and  over  the  clown  tumbles. 

"Now  here  comes  the  chariot  race.  My!  see  how 
fast  those  horses  go,  and  the  men  stand  so  still  in 
their  chariots.  Ah!  the  one  with  the  white  horses 
has  won! 

"Over  there  is  the  man  on  the  bicycle,  and  he  is 
doing  all  sorts  of  tricks.  Riding  on  one  wheel,  stand- 
ing on  one  peddle,  standing  on  the  saddle,  and  now  he 
lifts  his  body  from  the  .  wheel    and    lies    right    out 


288 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


straight    over    the    saddle    with    his    hands    on    the 
handle-bars! 

"See  this  big  cob  over  here,  it  must  be  the  strong 
man,  who  has  a  big  weight  on  his  head.  Now  see 
him  balance  the  big  plank,  and  there  are  two  other 
men,  and  one  jumps  up  on  the  strong  man's  shoulder, 
and  the  third  man  gets  up  on  the  second  man's 
shoulder,  and  the  strong  man  holds  them  both.  But 
there  they  go,  and  there  goes  my  cob-house,  too,  all 
tumbling  down! 

"Now  the  little  sparks  look  like  all  the  people  going 
home,  for  the  circus  is  over. 

"Well  baby,  dear,  how  do  you  like  our  cob-fire 
stories?" 

But  baby  can  only  clap  her  hands  and  laugh,  so 
Charles  knows  he  has  made  her  happy. 

"I  think  dear,  pretty  soon  baby  will  be  telling  us 
some  stories  too,  don't  you?"  said  mother.  "And  now 
we  will  just  sit  here  quietly  until  the  fire  dies  out, 
and  baby  goes  to  sleep." 


THE  NEED  OF  A  PERMANENT  SCHOOL  CENSUS 
IN  LARGE  CITIES 

(Abstract  of  the  paper  read  at  the  convention  of 
the  department  of  superintendence  of  the  National 
Education  Association  in  Cincinnati,  Thursday,  Febr- 
uary 25,  1915,  by  John  W.  Davis,  director  of  the 
Bureau  of  Compulsory  Education,  School  Census  and 
the  Child  Welfare  of  the  City  of  New  York.) 

The  state,  through  its  compulsory  education  law, 
seeks  to  guarantee  to  each  child  of  the  city  of  New 
York,  up  to  the  time  it  is  14  years  of  age,  an  education 
equal  to  graduation  from  a  public  elementary  school. 
Most  of  the  children  in  the  city  take  advantage  of  the 
opportunities  offered  them;  many  do  not  wish  to — ■ 
some  for  subjective  reasons  and  others  for  objective. 

The  state  contemplates  that  every  child  shall  re- 
ceive the  benefits  of  an  elementary  education.  It  is 
gradually  raising  the  standard  of  educational  require- 
ments before  the  child  may  be  lawfully  employed.  It 
is  a  commonplace  that  the  wards  and  charges  of  the 
state,  adults  and  minors,  are  recruited  for  the  most 
part  from  the  inefficient  and  the  ill-trained — those 
whose  hereditary  equipment  and  early  environment 
have  not  been  favorable,  or  who  have  been  forced  to 
meet  both  handicaps.  The  justification  for  our  sys- 
tem of  popular  education  is  the  elimination  of  these 
handicaps,  as  far  as  possible. 

The  state  shows,  by  the  establishment  of  an  atten- 
dance bureau,  that  it  wishes  and  demands  the  atten- 
dance of  all  pupils  of  school  age  at  school,  who  are 
mentally  and  physically  qualified;  because  this  bureau 
is  charged  with  watching  over  all  children  of  the  city 
between  the  ages  of  4  and  18  years,  with  the  idea  that 
no  children  can  disappear  from  view  if  they  are 
properly  watched. 

To  be  properly  watched  requires  a  sufficient  number 
of  attendance  officers,  and  this  is  the  crux  of  the  whole 
situation.  Without  a  sufficient  number  of  attendance 
officers,  the  work  cannot  be  properly  done.  The 
population  of  the  city  of  New  York  is  in  a  constant 
state  of  flux,  and  It  requires  a  number  of  officers  to 


observe  and  note  its  changes.  With  the  proper 
number  of  field  workers  and  the  proper  number  of 
office  workers  to  tabulate  the  results  of  the  field 
workers'  efforts,  the  state  will  be  immediately  pro- 
tected, as  under  these  conditions,  no  child  who  should 
be  in  school  will  be  permitted  to  remain  out  of  school; 
because  he  has  disappeared  from  view,  as  his  where- 
abouts will  be  known  to  the  bureau.  With  every 
child  of  school  age  in  school,  there  will  follow  a 
diminution  in  illiteracy,  as  well  as  in  truancy  and  in 
crime,  because  crime  begins  with  truancy. 


COTTAGES  FOR  RURAL  TEACHERS 
In  many  of  the  states  a  cottage  for  the  teacher  of 
the  rural  school,  built  side  by  side  or  near  the  school 
building,  is  proving  very  popular.  The  teacher  no 
longer  has  to  "board  round"  and  her  own  home  gives 
her  a  more  settled  status  in  the  community.  In 
many  places  the  kitchen  is  used  for  teaching  domestic 
science,  and  the  repair  work  of  the  cottage,  largely,  is 
done  by  the  boys  in  their  manual  training  classes. 
Such  a  place  attracts  better  teachers,  and  more  men 
are  willing  to  take  the  task  of  teaching  the  rural 
schools.  The  teacher  has  some  member  of  her  family 
living  with  her — a  man  may  have  his  wife  or  mother. 
The  school  garden  furnishes  food  and  teaches  the 
children  modern  methods.  Washington  state  has 
more  than  a  hundred,  and  Texas  is  rapidly  building 
them  wherever  possible.  When  there  is  a  good  deal 
of  ground,  the  teacher  sometimes  occupies  the  place 
at  a  nominal  rental,  and  turns  an  extra  penny  out  of 
the  garden  stuff. 


THE  TELEPHONE  GAME 

HELEN    <  APPERTON 

We  have  been  playing  a  telephone  game  this  last 
week  in  our  language  work.  The  teacher  puts  one 
hand  to  her  mouth,  the  other  to  her  ear.  She  then 
calls  some  pupil  over  the  phone  who  puts  his  hands 
to  his  mouth  and  ear  to  answer  her. 

"Ting-a-ling-ling,"  says  teacher. 

"Hello,"  says  the  child. 

"Who  is  this  talking?"  says  teacher. 

"It  is  I,"  says  the  child. 

"Who  ran  a  race  on  the  yard  to-day?"  says  teacher. 

"It  was  he,  or  she,  or  they,"  says  the  child. 

"Who  played  a  game  at  recess?"  says  teacher. 

"It  was  we,"  says  the  child,  etc. 

In  this  way  the  child  falls  into  the  habit  of  using 
the  right  pronouns. 

"Done,"  "seen"  and  "taken"  are  three  words  we 
work  out,  too,  in  a  game.  They  each  have  three 
little  partners  who  never  desert  them,  have,  has  and 
had. 

We  look  out  of  the  window  and  see  things,  then 
actually  work  out  the  tenses. 

We  do  things  and  work  out  the  tenses  and  we  take 
things  and  work  out  the  tenses.  It's  all  lots  of  fun 
and  school  is  not  so  tiresome  when  there  is  move- 
ment. Don't  forget  that  primary  children  get  tired. 
— Oklahoma  School  Herald 


HINTS^ESUGGESTIONS  FOR  RURAL  TEACHERS 

CONDUCTED  BY  GRACE  DOW 

pjEAR  RURAL,  TEACHER.— In  undertaking  this  department  I  trust  that  my  somewhat  extended  experience  in 
l"-*  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 
jntelligent  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  column  p. 


One  day  a  sunbeam  met  a  cloud; 

'Twas  in  the  month  of  May. 
Frowning,  the  cloud  said,  angrily, 

"You're  always  in  the  way!" 
The  sunbeam  smiled,  and  said,  'My  clear, 

Why  can't  we  work  together? 
The  flowers  need  us  both  you  know, 

Sunshine  and  rainy  weather." — Selected. 
MAY 
What  is  the  name  of  the  new  month?       To  what 
season    does    it   belong?      How    many    clays    in    this 
month?    Is  it  a  longer  or  shorter  month  than  April? 
What  is  the  meaning   of  the  word   "May?"     The 
Indians  called  May,  "The  moon  of  green  leaves."     In 
some  other  languages  the  word  means  "green  leaf." 

Has  May  any  days  of  special  interest?  Any 
holidays? 

It  would  be  well  to  revive  the  old  custom  of  cele- 
brating May  day.  Tell  the  children  the  manner  of 
celebrating  the  day  in  different  countries.  Encourage 
them  in  observing  one  of  the  prettiest  May  day 
customs,  that  of  hanging  May  baskets  on  the  doors 
of  their  friends'  homes. 

Take  the  children  to  the  woods  to  gather  the 
flowers  for  their  baskets. 

The  baskets  should  be  made  during  the  busy  work 
period  of  stiff  card  board  or  Bristol  board,  covered 
with  bright  colored  crepe  paper,  and  tied  with  dainty 
ribbon. 

Another  day  of  special  interest  is  Memorial  Day. 
It  was  first  observed  in  1868,  and  is  now  in  every 
state   a  day   on   which   to   honor   the   brave,   and   to 
think  of  our  country,  and  what  we  can  do  for  it. 

PATRIOTIC   QUOTATIONS 

Give  me  liberty  or  give  me  death. 

Those  who  deny  freedom  to  others,  deserve  it  not 
for  themselves. 

Education  is  a  better  safeguard  of  liberty  than 
a  standing  army. 

Mercy  brings  richer  rewards  than  strict  justice. 

The  God  who  gave  us  life  gave  us  liberty  at  the 
same  time. 

No  man  is  good  enough  to  govern  another  man 
without  that  other's  consent. 

MAY    POSTER 

Many  of  the  cuttings  during  the  month  may  be 
used  in  posters. 

Soldiers,  tents,  swords,  guns,  flags,  cannon  balls, 
soldiers'  hats,  also  trees,  flowers,  maypole,  boys,  girls, 
etc. 

Give  each  child  a  large  sheet  of  drawing  paper. 
Have  each  represent  either  the  soldiers'  camp,  or  a 
May  day  scene.    For  the  soldiers'  camp  draw  a  num- 


ber of  trees  and  low  shrubs,  and  among  these  mount 
the  tents,  and  soldiers  lying  and  sitting,  also  soldiers 
on  guard.  Their  guns,  swords,  caps,  etc.  may  be 
mounted  in  appropriate  places. 

Many  girls  will  enjoy  representing  a  May  day 
festival.  Start  with  a  rustic  scene  similar  to  the 
camp.  Draw  a  May  pole,  and  downward  from  same 
paste  many  narrow  strips  of  colored  paper.  Chairs, 
tables,  baskets,  and  a  number  of  boys  and  girls  drawn 
or  mounted  paper  cuttings  will  complete  the  scene. 

THE    RAINBOW 
When   the   sun   shines   out  very   suddenly   after   a 
rain  what  do  we  see  in  the  sky?     Where  do  we  see 
it   in  the  morning?     In  the  evening?     What   is   its 
shape?     What  are  the  rainbow  colors? 

"If  all  were  rain  and  never  sun, 
No  bow  could  span  the  hill; 
If  all  were  sun  and  never  rain, 
There'd  be  no  rainbow  still." 

By  means  of  what  can  we  make  an  artificial  rain- 
bow? 

Bring  a  prism  into  the  school  room,  and  have 
the  children  observe  the  different  colors. 

For  busy  work  give  the  children  parquetry  papers, 
and  have  them  lay  and  paste  the  colors  of  the  spect- 
rum. They  may  also  arrange  different  designs  using 
the  rainbow  colors. 

WORD    STUDY 

Ask  the  children  to  cut  from  papers  and  magazines 
pictures  suited  to  the  month,  such  as  a  man  with  a 
hoe,  a  boy  going  fishing,  a  girl  with  a  basket  of 
flowers,  a  boy  with  a  kite,  birds  and  birds'  nests,  boys 
playing  ball. 

Mount  these  upon  card  board.  Give  each  child 
a  card,  and  have  him  write  below  all  the  words  which 
the  picture  suggests.  For  example,  if  he  has  the  pic- 
ture of  a  boy  going  fishing,  some  of  the  following 
words  will  be  given: — boy,  hat,  fish,  hook,  line, 
pond,  etc. 

For  class  work  sentences  may  be  given  and  the 
words  used  for  spelling  lessons. 

GARDENS 

The  tendency  of  the  schools  has  been  largely  to 
lead  children  away  from  the  farm.  Some  may  argue 
that  it  is  not  the  business  of  the  school  to  train 
farmers,  but  it  is  the  business  of  the  school  to  train 
all  for  the  greatest  efficiency  and  usefulness  in  what- 
ever work  is  undertaken. 

Many  of  the  children  now  in  the  rural  schools  will 
remain  upon  the  farms  the  early  part  of  their  lives, 
and  will  be  concerned  with  the  activities  associated 
with  country  life.  Help  them  to  find  enjoyment, 
and  pride  in  farm  life.  Farming  should  have  a  fair 
chance  with  other  occupations. 

If  the  school  grounds  are  large  enough,  each  boy 
may  be  given  a  small  amount  to  be  used  as  a  vege- 
table garden,  or  instructions  may  be  given  and  he 
may  have  his  garden  at  home.  Boys  and  girls  may 
unite  in  beautifying  the  school  grounds  with  flower 
gardens. 

Stone  piles  and  fences  may  be  covered  with  vines, 
and  all  the  unsightly  spots  transformed  by  the 
children  into  bowers  of  beauty 


290 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


MERRY,  MERRY,  MONTH  OF  MAY 
Lauka  Rounteee  Smith. 

Merry,  merry  month  of  May, 

Blue-bird  is  coming  back  to  stay, 
Bunnies  in  the  merry  spring, 

Round  the  May-pole  dance  and  sin? 
Thirty  one  days  in  a  row, 

Come  with  merry  May  we  know. 
All  the  little  Bunnies  say — 

"Welcome,  welcome  merry  May!" 


MISS   SKY'S   WARDROBE 
By  Mary  Davis,  Clinton,  Mass. 

Fleecy  white,  blue,  buff,  and  rose; 
Doesn't  Miss  Sky  wear  pretty  clothes? 

Sleepy  little  Lie-A-Bed 
Never  spies  her  kirtle  red. 

When  she  smiles  in  dainty  blue, 
Ponds  and  puddles  choose  that  hue. 

When  she  wraps  herself  in  gray, 
Silver  raindrops  fall  all  day. 

Posies  mix  rich  colors  rare 
For  her  sunset  mantle  fair. 

Velvet  black  she  wears  at  night 

Trimmed  with  bands  of  moon  beams  bright. 

Lilac,  green  and  tender  rose, 

Doesn't  Miss  Sky  wear  pretty  clothes? 


A  little  girl  may  love  the  flag 
That  floats  above  her  land, 

And  she  can  bravely  do  her  part 
To  make  her  country  grand. 


BOOK  NOTER 

LITTLE  BOY  BLU.E     By  William  L.  and  Irene  Fin- 
ley.     Illuminated  cloth,  60  pages.     Price  75c.     Pub- 
lished by  Houghton  Mifflin  Company,  Boston,  New 
York  and  Chicago.     The  Biography  of  a  Bird, 
a  beautifully  illustrated  volume  in  story  form  for 

children  relating  to  the  blue  bird. 

THE  WHOLE  YEAR  AROUND  By  Dallas  Lore 
Sharp.  Illuminated  cloth,  135  pages.  Published 
by  Houghton  Mifflin  Co.,  Boston,  New  York  and 
Chicago.     Price  $2.00  net.     The  book  is  beautifully 

illustrated.  The  purpose  and  hope  of  the  author 
are  indicated  in  the  introduction  which  follows: 

The  writer  of  this  book  has  four  children  of  his 
own,  and  not  so  very  long  (he  can  remember  it)  he 
was  a  child  himself,  and  roamed  the  fields,  as  still  he 
does,  with  all  the  child's  love  of  freedom  and  joy  in 
the  companionship  of  wild  things — wild  lives,  wild 
winds,  wild  places,  and  the  wild  hours  along  the  edge 
of  dusk  and  dawn.  And  if  he  has  any  right  to  ask 
other  children  than  his  own  to  tramp  the  wild  places 
with  him  through  the  pages  of  this  book  it  is  because 
he  is  still  a  child  and  cannot  outgrow  his  love  of 
Saturdays  and  skates  and  deep  woods  and  the  ways  of 
the  wild  folk,  great  and  small;  and  because,  again, 
he  has  tramped  the  wild  places  (for  his  home  is  in 
and  tramped  them  the  seasons  round — stormy  night's 
and  tramped  them  the  seasons  round — stormy  nignts 
and  lazy  autumn  days,  and  summer  and  winter;  and 
he  has  seen — only  what  his  readers  have  seen,  no 
doubt, — the  ordinary  things,  but  he  has  often  felt,  as 
all  thildren  do  at  times  feel,  strange  deep  things, 
things  more  wonderful  than  anybody  ever  saw.  And 
yet  the  ordinary  things,  ordinary  only  because  we 
have  not  watched  them  and  thought  about  them,  are 
really  what  we  are  going  out  to  see;  and  we  are  going 
out  in  an  ordinary  way — upon  our  two  feet,  barefoot 
when  we  can,  in  rubber  boots  if  we  must;  sometimes 
with  a  fish  pole;  sometimes  with  a  hoe;  some- 
times with  a  camera — but  never  with  a 
gun;  and  if  we  see  nothing  more  than  the  sky  and 
the  earth,  we  shall  not  have  had  our  tramp  in  vain — 
not  if  the  sky  is  full  of  clouds  or  storm  or  stars;  and 
not  if  the  earth  is  full  of  wildness  and  freshness  and 
freedom;  and  not  if  our  hearts  are  full  of — it  may 
be,  of  those  strange  deep  feelings  that  the  hearts  of 
children  know. 

And  so  the  author  hopes  that  this  book  in  its  new 
cover,  with  its  new  name  (It  is  made  of  four  books 
of  the  seasons  bound  in  one)  will  find  its  way  into 
many  homes,  where  the  four  separate  books  went  only 
to  the  schools.  And  if  it  comes  to  your  home,  he 
hopes  that  it  will  take  you  into  the  fields  and  v.^ods 
and,  if  possible,  cause  you  to  love  them  and  all  their 
wild  life  more. 


Rhyme-;:fory  of  the  seed  found  on  pa^e  265  in  April 
issue  is  to  be  tau?ht  after  the  children  have  studied 
the  picture  "The  Little  Gardner," 


HOW  MOTHER  ELEPHANT  CARES  FOR  HER 
BABY 

Here  is  a  little  animal  story  that  all  the  children 
will  enjoy: 

In  the  forest  and  jungles  of  India  and  Africa 
where  the  elephant's  home  is  there  are  many  big 
snakes  that  might  harm  the  baby  elephant.  The 
mother  makes  the  bed  of  grass  and  leaves  and  then 
treads  it  down  to  make  sure  that  there  are  no  snakes 
hidden  in  it  She  then  gathers  up  some  fine  dust  in 
her  trunk  and  blows  a  cloud  of  it  into  the  folds  of  his 
skin  till  he  is  thoroughly  powdered.  This  is  done  to 
keep  the  poisonous  insects  from  gettih.e'  into  the 
tender  folds  of  skin  and  biting  him.  She  then  covers 
him  with  grass,  leaves,  and  sticks  so  that  no  hunter 
can  find  him. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


291 


(Concluded  from  page  2S2) 
$4.00,    $5.00,    $7.00.      Breakfast,    75    cents.      Lunch., 
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Admission  fee  50  cents  per  day  will  be  added 
to  the  rate.  Hotel  card  entitles  guest  to  readmis- 
sion  to  Exposition  grounds  as  many  times  a  day  as 
is  desired. 

The   Bellevue,   Geary   and   Taylor   Streets.     Exposi- 
tion cars  pass  door. 

European  Plan.  All  rooms  with  hath.  Two  per- 
sons in  room,  $4.00,  $5.00,  $6.00.  Breakfast,  50 
cents,  75  cents,  $1.00.  Luncheon,  75  cents.  Dinner, 
$1.25.     Also  a  la  carte  service. 

The    Ci.ift,    Geary   and    Taylor    Streets.      Cars    pass 
door  direct  to  Exposition  grounds. 

European  Plan.  Single  room,  $3.00,  $4.00.  Two 
persons  in  room,  $5.00,  $6.00.  Breakfast,  75  cents. 
Lunchen  75c;  Dinner,  $1.00;  Sundays,  $1.25.  Also 
a  la  carte  service. 

The  Ramona,  174  Ellis  Street. 

European  Plan.  All  rooms  with  bath.  Rates, 
$1.50  a  day  and  up.  Breakfast,  a  la  carte  service. 
Luncheon,  50  cents.     Dinner,  75  cents. 

Exposition  Inn,  California  and  Pierce  Streets. 

European  Plan.     Seventy-five  cents  to  $1.00  a  day, 
per  person.     Weekly  rate,  $5.00,  $7.00,  $8.00.     Meals 
a  la  carte. 
Women's  Hotel,  642  Jones  Street. 

No  dining  room.  All  rooms  with  bath.  $1.00  to 
$1.75  per  person,  single.  $1.00  to  $1.50,  per  person, 
two  in  room.  $9.00  per  week,  per  person,  single. 
$5.00  to  $7.50,  per  week,  per  person,  two  in  room. 

Younc  Women's  Christian  Association,  1259  O'Far- 
rel  Street. 
Room  and  board,  $1.25  a  day. 

Visitors  desiring  accommodations  at  the  hotels 
must  secure  the  same  by  direct  communication  with 
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Applications  for  list  of  other  hotels  or  for  accom- 
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the  chairman  of  the  committee  and  should  state  rate 
per  day,  with  or  without  meals. 

MRS.  MILTON  ESBERG, 

560  Union  Street, 

San  Francisco. 
MAKE    YOUR    RESERVATIONS    EARLY 


OFFICIAL  TOUR 
The  official  trip  to  the  Pacific  Coast  will  be  under 
the  auspices  and  leadership  of  the  Bureau  of  Uni- 
versity Travel,  leaving  Chicago  August  1.  The  officers 
of  the  Union  heartily  indorse  the  plan  of  this  tour. 
The  trip  via  the  Canadian  Rockies  is  beautiful  beyond 
description,  and  any  one  who  is  so  fortunate  as  to 
enjoy  the  marvels  of  its  scenery  under  conditions 
of  such  comfort  as  are  offered  by  the  Bureau  will 
double  the  value  of  her  vacation.  The  itinerary  is 
a  comprehensive  one,  as  it  includes  in  addition  to 
the  Canadian  Rockies  the  advantages  of  a  tour  in 
Southern  California  and  the  Grand  Canyon  of  Ari- 
zona. Large  economy  of  time  will  be  gained  in  at- 
tending the  Exposition  and  the  Convention,  as  well 
as  in  travel  arrangements,  by  registering  under  the 
auspices  of  the  Bureau  of  University  Travel.  Printed 
itineraries  and  information  may  be  obtained  from 
the  Secretary,  Miss  May  Murray,  Kindergarten  Re- 
view, Springfield,  Mass. 


HEALTH   SUPERVISION  OF  CHILDREN  BEFORE 
SCHOOL  AGE 

That  special  medical  attention  should  be  given  to 
children  in  the  four  or  five  early  years  before  school 
begins  is  asserted  by  Dr.  David  Forsyth,  an  English 
physician,  whose  views  are  published  in  a  bulletin 
just  issued  by  the  United  States  Bureau  of  Education. 
Dr.  Forsyth  declares  that  medical  inspection  of  ele- 
mentary school  children  points  to  a  widespread  physi- 
cal deterioration  during  the  first  four  or  five  years  of 
life,  which  leaves  the  majority  of  children  with  ser- 
ious but  preventable  defects. 

"Little  or  nothing  has  been  done  as  yet  by  way  of 
solution,"  says  D.  Forsyth.  "Preventive  measures 
limited  to  the  first  years  are  unlikely  to  have  much 
influence  in  warding  off  later  troubles.  A  gap,  at 
present  unabridged,  stretches  from  the  first  year  to 
the  fifth,  when  the  school  medical  inspection  begins," 

As  a  suggested  remedy  Dr.  Forsyth  describes  a  plan 
adopted  in  the  city  of  Westminster,  England.  In 
January,  1912,  a  medical  inspection  center  was  opened 
for  children  of  school  age  in  the  north  half  of  the 
city.  Here  a  staff  of  health  visitors  is  maintained,  to 
get  into  touch  at  once  with  every  family  where  a  child 
is  newly  born.  Through  this  staff  every  child  in  the 
district  is  kept  under  medical  supervision  from  the 
time  of  its  birth  until  the  end  of  its  fifth  year,  the 
purpose  being  to  hand  the  child  over  sound  and 
healthy,  to  the  school  authorities. 

Of  374  children  examined  during  the  first  year  of 
the  center,  131  were  under  1  year  of  age,  77  under  2 
years,  83,  50,  and  33  under  3,  4,  and  5  years,  re- 
spectively. The  medical  record  cards  showed  a  rapid 
rise  in  the  tide  of  disease  with  each,  year  of  life.  It 
was  found  that  while  most  children  in  the  first  period 
are  healthy,  only  a  small  minority  come  through  to 
the  fifth  year  without  at  least  one  physical  defect  of 
some  kind. 

Dr.  Forsyth  concludes:  "Large  numbers  of  chil- 
dren, healthy  in  all  respects  at  birth,  become  within 
five  years  the  physically  defective  entrants  whom  the 
education  authority  is  required,  at  no  small  cost,  to 
restore,  so  far  as  possible,  to  their  original  state  of 
health.  Yet  most  of  these  cases  are  preventable,  or, 
if  taken  in  time,  can  be  remedied  more  speedily,  and 
therefore  more  cheaply,  than  if  left  until  school  age, 
by  which  time  not  a  few  will  have  received  permanent 
damage — physical  or  mental.  The  problem  of  the 
defective  child  largely  resolves  itself  into  the  problem 
of  the  under-school  age  child,  and  seems  hardly  likely 
to  be  solved  by  anything  short  of  a  general  plan  in- 
suring to  all  children  regular  medical  supervision 
from  birth  to  school  age.  And  this,  to  be  fully  suc- 
cessful, must  run  side  by  side  with  educational  mea- 
sures for  instructing  the  mothers  themselves  who, 
from  ignorance  far  more  than  from  willful  neglect  or 
even  from  indigence,  are  unable  to  safeguard  their 
children's  health." 


They  that  will  not  be  counseled  can  not  be  helped. 

Benjamin  Franklin. 


292 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


J.  M.  Nivex,  39  Yorkville  Ave.,  Toronto,  Can. 

"O  bonnie  May  in  work  or  play 

She  sets  the  world  to  laughter, 
In  pink  and  white  the  blossoms  bright 
Come  gaily  out  to  greet  her." 

I  am  the  smallest  month  in  the  year,  if  you  judge 
me  by  the  number  of  letters  in  my  name.  But  that  is 
the  only  small  thing  about  me,  for  I  will  try  to  show 
you  how  hard  I  work  to  make  the  whole  world  beauti- 
ful and  happy. 

The  children  call  me  Merry  May.  I  heard  some  of 
them  singing  one  day  while  in  school.  This  is  what  I 
heard  through  the  open  window: 

"Welcome,  welcome,  lovely  May, 
Merry,  merry,  May;  merry,  merry  May, 
Welcome,  welcome,  lovely  May, 
Merry,  merry,  merry,  merry  May." 

And  the  best  of  it  was,  they  sang  as  if  they  meant 
every  word. 

I  bring  thirty-one  days  with  me.  I  try  to  make 
them  as  full  of  sunshine  as  possible.  Sometimes  I 
bring  a  shower  or  two  along,  but  the  people  do  not 
object,  for  I  hear  one  and  another  say:  "This  rain 
will  do  a  lot  of  good,  its  just  what  the  ground  needs. 

Have  you  ever  gone  out  to  the  country  in  May  to 
see  how  beautiful  are  the  fruit-trees  with  their  blos- 
som coats?  Not  in  any  other  month  can  you  see 
such  a  sight.  The  perfume  of  the  blossoms  is  every- 
where. 

Out  of  the  velvet  buds  they  come,  covered  with 
pollen,  and  as  it  is  shaken  into  the  heart  of  the 
flowers,  we  know  that  fruit  will  come  later  on. 

See  the  butterflies  of  all  colors  darting  about  in 
every  direction,  as  if  they  were  having  a  game. 
Resting,  perhaps,  a  dozen  at  a  time,  on  some  bush, 
then  off  again  in  a  zig-zag  flight,  which  helps  them  to 
escape  from  their  pursuers. 

How  the  children  like  to  gather  the  first  wild 
flowers,  and  how  happy  my  May  buds  make  them. 
The  waxen  white  blossom  with  the  yellow  centre  per- 
fumes the  woods,  especially  after  a  shower. 

Mine  is  the  month  when  the  gardens  are  dug  and 
seeds  planted.  Boys  and  girls  get  their  school- 
gardens  ready  and  vie  with  one  another  as  to  whose 
garden  will  be  the  best  kept.  Think  of  the  exercise 
people  are  getting! 

The  joyful  feeling  in  the  human  breast  which  the 
sight  of  so  much  beauty  in  nature  arouses,  has  been 
celebrated  in  some  way  by  nearly  all  peoples.  The 
ancient  Romans  had  their  floral  games.  Many  other 
nations  had  their  first  of  May  fetes.  Back  in  the  16th 
century  the  people  on  May-day  in  England,  gathered 
flowers  and  branches  of  hawthorn,  and  brought  them 
home,  singing  as  tbey  marched  along, 


The  fairest  maid  in  the  village  was  crowned  with 
flowers  as  the  queen  of  the  May. 

In   every   town   and   village   in    England    in   olden 
days,  a  pole  was  set  up  on  May  day.     It  was  twined 
with  flowers  and  around  it  the  village  people  danced. 
Some  old  proverbs  regarding  May: 
"Change  not  a  clout 
Till  May  be  out." 

"Mist  in  May,  and  heat  in  June, 
Make  the  harvest  right  soon." 

"A  swarm  of  bees  in  May 
Is  worth  a  load  of  hay." 


"O  the  shining  days  of  May, 
Don't  you  hear  them  coming,  coming? 
In  the  whispers  in  the  ground, 
Where  the  blossom  life  is  stirring; 
In  the  music  in  the  air, 
In  the  laughing  of  the  waters, 
Surely  hearts  must  needs  be  gay 
In  the  shining  days  of  May." 
The  birds  and  the  bees  will  tell  you  that  they  are 
having  the  time  of  their  lives.     The     birds    are     so 
happy   in   May  that   they   cannot   help   but  trill  out 
their  sweet  notes.     They  know  that  the  leaves  will 
soon  be  big  enough  to  shelter  their  nests  from  prying 
eyes,  and  then  they  will  be  safer. 
Watch  the  bees  as  they 

"Gently  flit  from  flower  to  flower, 

While  the  sun  is  shining, 
Gather  honey  all  the  day 
Till  the  sun's  declining." 


A   WREATH,   A   FLAG,   A   SONG. 
Laura  Rountkee  Smith. 
1st,   (with  wreath) 

I  bring  a  wreath  of  evergreen, 

To  place  o'er  the  Blue  and  the  Gray. 
2nd.  (with  flag) 

I  bring  the  red  and  white  and  blue, 

To  wave  where  the  soldier  lay. 
3rd.   (with  song-book) 

I  bring  a  song  we  sing  to-day, 

For  the  soldier  boys,  the  Blue  and  the  Gray. 
All.  (Tune — "Annie  Laurie") 

We're  bringing  for  the  soldiers 

Our  dear  red,  white,  and  blue, 

We're  singing  of  the  soldiers, 

Bring  evergreen  wreaths  too, 

Then  scatter  flowers  sweet, 

Our  heroes  names  repeat, 

We're  singing  of  the  soldiers, 

On  Decoration  Day. 


The  present  war  is  by  no  means  indicative  of  the 
progress  made  by  humanity  against  wars,  and  the 
destruction  of  human  life.  It  is  beneath  the  standard 
of  the  commonest  and  least  educated  people  of  Amer- 
ica and  those  who  are  responsible  for  this  horrible 
butchery  will  always  be  considered  little  better  than 
"murderers  of  men." 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


293 


May  we,  like  the  clock, 
Keep  a  face  ever  bright, 

With  hands  ever  ready 
To  do  what  is  right. 

This  is  my  country's  glorious  flag, 
And  I  am  my  country's  boy, 

To  love  and  serve  my  native  land, 
Will  ever  be  my  joy. 


Sleep,  baby,  sleep! 

Thy  father  watches  his  sheep; 
Thy  mother  is  shaking  the  Dreamland  tree 

And  down  comes  a  little  dream  on  thee. 


Saucy  little  bluebird 
Singing,  off  he  flew; 

With  his  pretty  brown  vest 
And  his  suit  of  blue. 


Robins  in  the  tree  tops, 
Blossoms  in  the  grass, 
Green  things  a-growing 
Everywhere  you  pass. 

Swallows,  robins,  thrushes, 
Singing  loud  and  gay, 
Who  could  ask  for  sweeter  sounds 
Than  these  on  a  spring  day? 


A  little  bird  with  feathers  brown, 
Sat  singing  in  a  tree; 
The  song  was  very  soft  and  low, 
But  sweet  as  sweet  could  be. 


Said  robin  to  the  blue  bird, 
"My  nest  I  now  must  build, 

And  shortly  you  shall  see  it, 
With  pretty  blue  eggs  filled.' 


Would  you  know  the  baby's  skies? 

Baby's  skies  are  mother's  eyes; 
Mother's  eyes  and  smiles  together 

Make  the  baby's  pleasant  weather. 


What  do  they  do  in  Baby  land? 

Dream  and  wake  and  play, 
Laugh  and  crow, 

Shout  and  grow; 
Jolly  times  have  they. 


Only  a  little  seed, 

Very  small  indeed; 
Put  it  in  the  ground, 

Wait  and  see 
What  it  will  be. 

THE  JOLLY  JUMP  UPS 
By  Mary  Davis,  Clinton,  Mass. 
The  jolly  little  Jump  Ups 

Are  'special  friends  of  mine, 
They  laugh  when  matters  go  amiss, 
And  never,  never  whine. 

Fat,  little  Johnny  Jump  Up 

Fell  flat  upon  his  nose, 
Instead  of  screaming  loudly 

As  you  might  p'raps  suppose, 
He  picked  himself  up  quickly 

And  scampered  down  the  street, 
A  chap  as  brave  as  Johnny 

Is  worth  my  while  to  meet. 

For  jolly  Jump  Ups  laugh,  "Ho,  ho," 

When  they  go  tumbling  down, 
And  wear  a  plucky  little  grin, 

Instead  of  a  black  frown. 
Sweet,  rosy  Janie  Jump  Up, 

Mislaid  her  chain  of  gold, 
Still  not  a  single  tear  she  shed, 

Nor  did  she  sigh  or  scold, 
But  calmly  looked  in  likely  spots 

Upon  the  grass  and  ground, 
Her  playmates  swarmed  to  help  her 

And  soon  the  chain  was  found. 

Oh,  jolly  Jump  Ups  say,  "One  smile 
Is  mightier  than  ten  tears, 

And  if  we  carol  in  the  storm 
A  rainbow  will  appear." 


THE  YACHT  RACE 
John  Y.  Dunlop 


A  little  rain  and  a  little  sun, 

And  a  little  pearly  dew, 
A  pushing  up  and  a  reaching  out, 

Then  leaves  and  blossoms  all  about; 
And  that's  the  way  the  flowers  grow, 
Don't  you  know? 


yac/it    R&ec: 


A  MATCH  BOX  YACHT 

Two  boxes  and  strips  of  paper  for  the  sails  and  body 
of  the  yachts. 

Cut  a  piece  of  paper  the  shape  of  the  deck  of  the 
yacht.    Glue  on  the  top  of  the  match  box. 

Cut  the  strips  for  the  sides.  Fold  for  the  bow  gun 
on  the  sides. 

Cut  out  the  sail.  Fix  the  mast  by  passing  through 
a  hole  in  the  match  box, 

Mount  the  sails. 


294 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


"Every  American  should  see  the  San  Diego  Exposi- 
tion. Architectually,  it  is  the  most  wonderful  achieve- 
ment I  have  ever  seen." 

This  opinion,  expressed  by  John  Barrett,  director 
general  of  the  Pan-American  Union,  gives  in  a  few 
words  the  sentiment  of  the  hundreds  of  thousands 
who  have  visited  the  grounds  of  the  Panama-Cali- 
fornia Exposition  at  San  Diego,  which  opened  on  New 
Year's  Eve  for  the  entire  year  1915. 


sion  are  rallying  in  force  at  the  Panama-California 
Exposition,  which  divides  with  the  San  Francisco  Ex- 
position the  field  of  special  1915  interest  on  the 
Pacific  coast. 

The  two  world's  fairs  are  entirely  different,  San 
Diego  laying  special  stress  on  the  outdoor  features  of 
the  display,  such  as  the  orange  and  lemon  and  grape- 
fruit orchards,  the  intensive  farm  modeled  after  the 
best  scientific  farms  of  this  sort  in  the  west,  the  tea 
plantations,  the  large  scale  farming  display  and 
similar  exhibits,  these  supplementing  the  exhibits  in 
the  Spanish  Colonial  building  along  El  Prado  and 
the  Plaza  de  Panama. 

The  architecture  is  singularly  interesting,  being  of 
the  beautiful  style  which  produced  the  missions,  the 


Even  the  most  optimistic  prophets  failed  to  realize 
what  a  drawing  card  the  San  Diego  Exposition  would 
be  to  persons  from  all  parts  of  the  country.  More 
than  42,000  persons  attended  the  opening  New  Year's 
Eve;  and  since  then,  thousands  have  passed  through 
the  exposition  gates  every  day.  Although  the  low 
railroad  rates  from  eastern  points  did  not  go  into 
effect  until  March  1,  the  great  stretch  of  country  east 
of  the  Rocky  Mountains  is  well  represented  among 
the  visitors  who  throng  the  exposition  grounds. 

With  San  Diego  one  of  the  most  important  military 
and  naval  centers  on  the  Pacific  Coast,  the  army  and 
navy  of  the  United  States  of  course  play  prominent 
parts  in  the  life  of  the  exposition.  The  land  parade 
on  January  2  to  celebrate  the  opening  of  the  first  all- 
year  exposition  in  history  was  one  of  the  largest 
military  parades  ever  seen  on  the  Pacific  Coast.  Since 
that  time,  the  First  Battalion,  Fourth  Regiment  U.  S. 
Marine  Corps,  which  is  camped  on  the  exposition 
grounds,  has  held  daily  drills,  music  being  furnished 
by  the  regimental  band,  which  also  is  stationed  at  the 
exposition  for  the  entire  year  1915.  A  division  of 
United  States  cavalry  accompanied  by  the  First 
Cavalry  band  is  also  stationed  in  the  park,  while 
sailors  and  bands  from  the  warships  in  the  harbor 
furnish  the  naval  features. 

Convention  bodies  from  every  industry  and  profes- 


cathedrals  and  the  palaces  of  Spanish  America  one, 
two  and  three  centuries  ago,  but  never  before  de- 
veloped in  the  United  States.  The  style  is  in  amaz- 
ing harmony  with  the  landscape  development  on  the 
crest  of  the  mesa  and  the  slopes  of  the  surrounding 
canyons,  a  great  jungle  of  palm  and  acacia  and  a 
thousand  flowering  trees  and  shrubs  which,  attain 
their  finest  growth  in  southern  California's  coast 
country.  From  all  points  of  the  grounds  one  looks 
back  to  the  citrus  valleys  and  the  mountains  of 
Mexico  and  California  or  out  to  sea. 

There  are  many  special  features  along  the  Isthmus, 
the  amusement  street,  in  the  building  and  in  the 
special  events  such  as  the  recitals  on  the  largest  out- 
door organ  in  the  world,  the  daily  reviews  of  the  U. 
S.  Marines  encamped  on  the  grounds  and  the  spec- 
tacular events  of  like  character,  but  the  great  feature 
of  San  Diego's  Exposition  Beautiful  will  remain  the 
extraordinary  landscape  with  the  rare  harmony  of 
grounds  and  buildings. 


THE  KINPERGARTEN-PRIMARY  MAGAZINE 


295 


INVITATIONS  TO  OUR  MAY  PARTY 
Di;.  Jenny  B.  Merrill 

Many  of  the  kindergartners  formerly  under  my 
supervision  were  quite  original  in  preparing  attrac- 
tive invitations  for  the  May  party.  Recently  I  found 
among  my  treasures  a  few  specimens  of  such  invita- 
tions which  may  prove  suggestive  to  others. 

The  teacher  sometimes  colored  them  herself,  and 
at  others  the  older  children  assist  after  the  pattern 
is  prepared.  Such  an  artistic  invitation  is  educative. 
It  has  a  drawing,  an  enticing  power  and  helps  to 
hring  parents  to  the  school. 

The  little  ones  are  delighted  to  carry  it  to  mother 


even  if  mother  cannot  attend.  The  pretty  invite  gives 
real  joy  in  the  home.  We  have  chosen  the  butterfly 
basket  as  it  is  quite  unique.  Opened  it  is  a  circle  with 
one  handle  above  and  one  below. 


If  stencils  are  used  the  children  may  be  able  to 
outline  the  flower  and  butterflies  before  folding  the 
basket.    The  basket  when  folded  is  a  "surprise." 

Figure  1  shows  inside  of  the  basket,  containing  an 
invitation,  size  6x9  inches. 


Figure  2  shows  outside  of  basket,  folded. 
When  open,  design  for  this  shows  a  sunflower  in  the 
center  with  butterfly  border,  harmonizing. 


Figure  3,  size  2y±x5,  has  portion  of  flower  and  stem 
cut  out,  purple  Iris,  green  stem,  invitation  on  front  of 
card. 


/■*"¥ 


.  ¥> 


Figure  4  shows  a  wild  rose,  pink  flower,  center 
yellow,  left  half  of  flower  cut  out,  invitation  to  the 
right. 

Figure  5  shows  three  fold  card,  size,  when  open, 
4x7%.    Invitation  on  the  inside.    Sunbonnet  babies  in 


oclors  on  outside  fold,  with  these  words  at  the  bottom: 


296 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


"May  party  in  Mt.  Morris  Park." 

Figure   5,  cut  out  design,   using  paper  about  7x5 


(Fig.  5.) 


inches.     Colors  pink  and  green,  invitation  on  second 
sheet,  cut  same  shape  as  flower. 


DEVELOPMENT  OF  THOUGHT  WHICH  RESULTS 
FROM    PICTURE-STUDY 

Mary  E.  Cotting. 

Pictures  tell  a  story  of  some  brave  deed;  beautiful 
act;  interesting,  or  beautiful  place;  an  occupation; 
pleasures  of  man  alone,  and  in  relationship  to  others 
and  much  else;  customs  of  foreign  lands;  customs  of 
long  ago  times;  the  duty  of  man  toward  God,  man, 
nature. 

The  artist  may  show  things,  or  events,  exactly  as 
they  appear,  or  he  may  create — or  make  up  from 
his  mind — a  picture,  and  with  paint  and  brush  put  his 
thought-picture  upon  the  canvas  for  us  to  sec. 

There  are  pictures  of  out-of-doors  and  indoors.  In 
some  there  have  been  introduced  the  figure  of  man  or 
beast  alone;  and  sometimes  in  groups.  Also  the 
bushes  and  trees  may  be  shown  singly,  or  in  groups.. 
In  some  pictures  there  is  much  light;  in  others  shade 
(sunshine  and  not  sunshiny.) 

Pictures  are  to  make  us  think,  give  us  pleasure, 
and  add  beauty  to  our  homes. 

Through  studying  pictures  the  child  is  introduced 
to  many  conditions  of  life:  this  will  lead  him  to  give 
to  nature  and  her  dependencies  that  active  attention 
and  close  observation  which  shall  enable  him  to  grow 
by  degrees  into  an  understanding  of  and  reverence 
for  that  which  makes  the  common  daily  life  of  man 
and  beast. 

The  child  is  to  realize  that  beauty  is  all  about  him. 
Family  life  exists  in  many  forms.  Care,  responsibility 
and  labor  are  the  portion  of  the  units  of  the  family 
whether  human,  or  animal,  or  plant.  That  all  are 
dependent  upon  one  another;  and  all  upon  the  Giver 
of  all  life.  One  great  law  holds  everything  together— 
and  this  law  is  obedience.  Who  breaks  the  law  not 
only  suffers  himself  but  causes  suffering  to  others. 
So— we  must  he  truthful,  brave,  thoughtful,  kind, 
cautious,  industrious,  reverent,  and  greatest  of  all 
obedient. 


FRIEDRICH   FROEBEL 

BORN  APRIL  21,  1782,  DIED  JUNE  21,  1852. 
Dr.  Mary  E.  Law,  Toledo,  O. 
(omitted  from  last  issue.) 

The  twenty-first  of  April  is  not  observed  as  an  uni- 
versal holiday  as  yet  but  the  time  is  coming  when  it 
will  be,  for  Froebel  was  one  of  the  world's  greatest 
benefactors. 

Froebel,  though  of  German  birth,  was  a  cosmopolite 
by  nature  and  belongs  to  humanity  or  the  world  at 
large.  His  scheme  for  the  development  of  the  young 
body,  mind  and  soul  was  founded  on  scientific  and 
psychological  laws  as  true  today  and  as  universal 
in  their  application  as  they  have  always  been  from 
the  beginning  of  time.  Froebel  was  an  educational, 
or  pedagogical  genius  and  only  those  who  approach 
him  in  a  measure,  in  at  least,  knowledge  and  intuition  . 
can  understand  his  method  or  appreciate  his  philoso- 
phy. Froebel  is  a  great  sun  in  the  educational  uni- 
verse whose  light  will  grow  brighter  and  brighter, 
while  the  lesser  planets,  like  Herbart,  Montessori,  and 
many  smaller  ones  are  already  receding  from  view. 
There  are  many  ways  of  observing  his  birthday  but 
one  of  the  most  effective  is  to  unveil  a  bust  or  picture 
of  Froebel.  The  children  should  be  prepared  in  the 
usual  way  by  talks  upon  the  childhood  of  Froebel  and 
what  led  to  the  founding  of  the  kindergarten.  His 
house  and  monument  should  be  made  with  the  gifts 
and  after  suitable  songs  and  games  the  bust  or 
picture  be  reverently  unveiled.  Flowers  and  greens 
should  be  used  in  profusion.  Why  not  celebrate  the 
heroes  of  peace,  and  place  them  on  a  pedestal  for 
children  to  love  and  emulate? 


CARE  OF  THE  EYES 

Things  which  hurt  the  eyes: 

Looking  directly  at  anything  very  brilliant 
suddenly,  or  a  long  time,  injures  the  eyes  and  is  a 
dangerous  practice. 

Reading,  sewing,  or  otherwise  using  the  eyes  in  an 
imperfect  light,  as  moonlight,  twilight,  or  firelight. 

Reading  so  long  as  to  strain  the  eye. 

Reading  too  fine  print  or  constantly  changing  the 
focus  of  the  eye  from  coarse  to  fine  print,  or  vice 
versa. 

Squinting  or  rolling  the  eyes  strains  the  muscles. 

Facing  the  light  when  using  the  eyes. 

Bending  over  one's  work  or  book. 


Seventy-one  courses  in  religious  education  are  now 
offered,  as  courses  training  undergraduates  for  use- 
fulness in  the  educational  work  of  the  churches,  by 
thirty-four  college.  Of  these  nineteen  have  special  de- 
partmental libraries  of  religious  education,  ten  have 
special  exhibits,  eleven  have  practice  schools  and 
seven  have  established  some  form  of  organization  for 
the  culture  of  the  professional  spirit,  such  as  religious 
education  clubs.  In  six  colleges — Carleton,  Columbia, 
Drake,  Grinnell,  James  Millikin,  Yale  and  University 
of  Chicago — students  are  permitted  to  major  in  re- 
ligious education. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


297 


AN  EXPERIMENT  IN  KINDERGARTEN 
EXTENSION  WORK 

In  the  spring  of  1913  Dr.  Franklin  B.  Dyer,  superin- 
tendent of  schools  in  Boston,  called  for  volunteers 
from  among  the  kindergartners  to  try  the  experiment 
of  doing  advanced  kindergarten  work  with  the  child- 
ren of  the  primary  grades  for  two  afternoons  a  week. 
The  response  was  immediate  and  cordial;  in  Septem- 
ber there  were  49  kindergartners  at  work  at  this 
problem  in  30  school  districts,  with  the  children  of 
60  primary  classes. 

The  organization  varied  somewhat,  but  the  most 
common  arrangement  was  for  the  kindergartner  to 
take  one  division  of  the  lowest  primary  grade  for  the 
first  hour  of  the  afternoon  session  and  the  other  divi- 
sion for  the  second  hour  of  the  session,  reversing  the 
order  of  the  divisions  on  the  second  day.  Occasionally 
her  work  was  with  only  the  lower  divisions  of  the 
two  first  grades,  and  again  it  extended  into  a  second 
grade. 

Great  freedom  was  allowed  in  the  choice  of  activi- 
ties and  arrangement  of  the  programme,  though  at 
Dr.  Dyer's  request  all  the  teachers  gave  ample  oppor- 
tunity for  the  free  conversations  familiar  in  the 
kindergarten,  but  often  lacking  in  the  primary  classes, 
with  their  larger  numbers  and  more  formal  proced- 
ure. Advanced  gift  and  hand-work  were  used  in  most 
classes,  the  former  for  free  construction  and  for  num- 
ber work,  the  latter  for  hand  training  and  for  free 
expression  of  experiences,  drawing  and  paper  cutting 
proving  especially  valuable  in  this  work.  Games 
were  played,  stories  were  told,  and  many  delightful 
excursions  were  taken  to  woods  and  parks  and  farms 
and  beaches,  both  stories  and  excursions  furnishing 
rich  supplies  of  material  for  conversations  and  expres- 
sion through  hand-work. 

It  is  hard  to  measure  the  results  of  such  work;  they 
come  in  ways  that  do  not  yield  to  statistical  measure- 
ments. Most  noticeable  of  all  was  the  joy  the  child- 
ren themselves  took  in  the  kindergarten  afternoons. 
Instead  of  feeling  it  "babyish"  to  go  back  to  the 
kindergarten  room  for  session,  they  openly  rejoiced 
in  it.  Those  afternoons  were  "perfect-attendance" 
sessions,  and  more  than  one  primary  teacher  said 
that  the  only  discipline  needed  in  her  class  was  to 
deprive  a  child  of  his  "kindergarten  afternoon." 

At  the  close  of  the  year  the  60  primary  teachers 
were  asked  for  reports  and  frank  comments  on  the 
experiment.  All  but  one  reported  favorably,  many 
with  enthusiasm.  The  chance  which  it  gave  them 
to  work  with  smaller  groups  was  greatly  appreciated, 
and  several  reported  specifically  that  this  had.  resulted 
in  having  a  larger  number  of  children  than  usual 
ready  to  promote.  That  the  experiment  had  awak- 
ened intelligent  interest  among  the  teachers  is  shown 
by  their  questions:  Could  we  arrange  for  conferences 
between  kindergarten  and  grade  teachers?  Could 
primary  teachers  be  given  time  for  home  visiting? 
Is  there  any  way  of  furnishing  instruction  in  kinder- 
garten work  as  a  whole  to  primary  teachers  in  active 
service?    Can  the  ideals  of  the  kindergarten  be  made 


the  ideals  of  the  school?  Can  the  grades  be  given  a 
more  flexible  programme?  Can  there  be  more  time 
for  this  extension  work  another  year?  It  is  hoped 
that  some  of  these  questions  may  be  answered  by 
degrees  through  the  new  three-year  kindergarten 
primary  course  to  be  established  in  the  Boston  Nor- 
mal School  in  the  fall  of  1915,  which  is  to  give  special 
training  for  teaching  in  the  kindergarten  and  first 
three  grades,  a  step  which  ought  to  do  much  toward 
bridging  the  gulf  that  so  often  exists  between  the 
kindergarten  and  school. 

This  "kindergarten-extension"  experiment  was  a 
gift  on  the  part  of  the  kindergartners  during  its  first 
year;  no  pay  was  given  for  the  additional  two  after- 
noons of  teaching  each  week.  This  year,  however, 
the  experiment  is  continuing,  and  the  kindergartners 
are  granted  $1  an  afternoon  for  the  work. 

The  following  extracts  from  letters  written  by 
kindergartners  who  carried  on  the  experiment  last 
year  will  give  a  more  vivid  idea  of  its  significance 
than  can  be  conveyed  by  general  statements: 

1.  ( Prom  a  kindergartner  in  a  crowded  suburban 
dictrict  where  very  few  children  come  from  even 
comfortably  well-to-do  homes:  ) 

"As  the  spring  began  I  took  the  children  out  when- 
ever I  could  to  see  the  awakening  of  nature.  We 
noticed  the  grass  and  leaf  buds  and  early  flowers  as 
they  came — snowdrops,  tulips,  and  hyacinths.  Previ- 
ous to  this  the  children  were  interested  in  the  grow- 
ing plants  that  I  had  in  the  kindergarten ;  I  had  a  pan 
of  daffodils,  two  pots  of  hyacinths  and  two  pans  of 
paper  white  narcissus  at  different  times,  and  the 
children  enjoyed  noticing  each  week  how  they  had 
developed.  We  had  drawing  lessons  based  on  these 
observations  and  on  the  flowers  I  took  to  the  kinder- 
garten from  week  to  week,  such  as  pussy-willows, 
anemones,  may  flowers,  dandelions,  violets,  lady- 
slippers,  columbine,  etc. 

"One  week  we  went  to  a  friend's  house  and  saw 
in  her  yard  ducks,  hens,  and  two  turkeys,  one  a  very 
fine  gobbler.  The  day  being  windy  we  noticed  che 
clouds  and  weather  vanes.  One  vane  we  studied 
and  the  children  noticed  the  different  letters  on  it, 
and  with  a  little  careful  looking  and  some  explana- 
tion we  found  that  the  wind  was  S.  W.  On  each  walk 
we  usually  had  a  few  minutes  for  free  play  in  one 
of  our  two  parks,  and  on  this  same  windy  day  we  stood 
under  a  group  of  pine  trees  and  heard  the  song  of  the 
wind  through  them.  *  *  *  We  went  to  the  aquarium, 
a  visit  thoroughly  enjoyed.  Out  of  a  class  of  40 
children  only  7  or  8  had  ever  been  there  before.  We 
also  had  a  half  hour's  fun  on  the  beach  each  day,  and 
for  some  of  the  children  the  car  trip  was  an  unusual 
treat.  They  were  well-behaved,  and  we  had  a  good 
time  all  around." 

2.  (From  a  kindergartner  in  a  suburban  district, 
close  to  the  country,  where  many  of  the  people  own 
their  own  homes: ) 

"After  much  groping  about  among  the  many  allur- 
ing possibilities,  I  decided  that  first  and  foremost  I 
would  take  those  primary  children  out  of  doors  into 


298 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


the  woods  and  fields  each  week,  and  that  I  would 
also  train  them  to  careful  and  accurate  use  of  scissors 
and  paintbrush.  This  latter  work  was  carried  on 
for  several  months  and  resulted  in  marked  improve- 
ment in  the  quality  of  their  hand-work  throughout 
the  first-grade  year. 

"The  children  loved  the  excursions.  We  climbed 
out  upon  Sally's  Rock  and  reveled  in  the  far-reaching 
view;  we  wandered  in  the  woods  listening  together 
to  the  music  of  the  wind  in  the  tree  tops,  or  watching 
red  and  gold  leaves  drift  silently  down  against  a  back- 
ground of  dark  evergreens;  we  were  blown  about  the 
open  fields  by  the  'Wild  West  Wind,'  who  swayed  the 
tall  grasses  like  ocean  billows  around  us  and  sent 
masses  of  great,  fleecy  clouds  flying  over  our  heads. 
Back  in  kindergarten  again,  we  talked  our  excursions 
over  together,  occasionally  weaving  our  experiences 
into  a  simple  story,  which  I  often  wrote  down  bit  by 
bit  as  the  children  gave  it  to  me.  Dearest  of  all  to 
the  children's  hearts  was  the  trip  to  the  zoo  and 
nothing  could  be  more  spirited  and  graphic  than  the 
set  of  drawings  in  which  next  day  they  immortalized 
every  slightest  detail  of  that  experience." 

"As  the  weather  became  too  severe  for  excursions, 
story-telling  and  games  were  substituted.  The  child- 
ren were  always  delighted  and  eager  to  cut  or  draw 
their  version  of  the  story  given  them,  and  some  of 
these  versions  proved  most  entertaining.  The  best 
drawings  were  those  illustrating  the  stories  of  David 
and  Goliath  and  How  Cedric  Became  a  Knight.  The 
class  gained  perceptibly,  too,  in  power  to  retell  the 
stories  in  response  to  a  few  leading  questions." 


AmiA.NGEMExTs  have  been  made  with  the  Des  Moines 
school  board  to  give  credit  for  Bible  study  in  the 
three  high  schools  of  Des  Moines.  Classes  have  been 
organized  in  each  school,  with  instructors  from  the 
faculty.  The  work  will  be  carried  on  outside  of  school 
hours.  This  is  the  first  time  that  credits  have  been 
thus  given  in  Iowa,  but  it  is  in  line  with  a  resolution 
adopted  by  the  Iowa  State  Teachers'  Association  in  its 
recent  convention  in  Des  Moines. 


Some  interesting  figures  appear  in  Dr.  Carroll's 
report  of  church  statistics  for  1914.  The  total  in- 
crease in  all  faiths  in  membership  was  over  three- 
fourths  of  a  million.  But  this  is  only  an  average  in- 
crease of  two  per  cent.  The  grand  total  of  members 
is  38,708,149,  of  whom  17,438,862  are  in  the  churches 
of  the  Federal  Council. — Religious  Education. 


It  requires  a  peculiarly  gifted  individual  to  teach 
and  train  children  properly;  a  diligent  and  conscien- 
tious schoolmaster  who  educates  and  instructs  boys 
faithfully  can  never  be  sufficiently  rewarded  or  paid 

in  money. — Martin  Luther,  Sixteenth  Century. 


And  I  will  trust  that  he  who  heeds 
The  life  that  hides  in  mead  and  wold, 
Who  hangs  yon  alder's  crimson  beads, 
And  stains  these  moses  green  and  gold, 
Will  still,  as  he  hath  done,  incline 
His  gracious  care  to  me  and  mine. 

— John  Greenleaf  Whittier, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


299 


Carrie  L.  Wagner. 

The  children  always  enjoy  the  song  "A  Little  Boy's 
Walk"  in  Poulsson's  Finger  Plays,  and  they  will 
delight  in  picturing  it  in  their  paper  cutting.  The 
rabbit  may  be  drawn  free  hand,  cut  out  and  mounted. 
Fold  a  four  inch  square  into  sixteen  squares;  open 
and  cut  through  on  the  center  line  making  two  pieces. 
Fold  the  two  top  corners  of  one  of  these  pieces  on  the 


cut  a  square  away  from  the  lower  left  corner,  and  then 
cut  out  the  third  square  at  the  bottom  of  this  piece. 
Mount  these  two  pieces  together  as  illustrated  forming 
a  nice  long  bridge. 

Fold  another  four  inch  square  into  sixteen  squares, 
open  and  fold  into  book  form.  Now  cut  on  the  center 
horizontal  line,  on  each  side  within  the  fraction  of 
an  inch  of  the  center  vertical  line  of  the  folded  piece: 
then  cut  down  on  each  side  through  the  lower  edge, 
making  the  trunks  of  the  trees.  There  are  no  lines 
to  shape  the  tops  of  the  trees,  so  cut  on  each  side 
from  the  center  horizontal  line  on  the  diagonal  to  the 
top  of  the  center  vertical  line.     This  makes  the  two 


The  rabbit  and  mill  wheel 


The  little  church  so  still 


diagonal  and  cut  off  on  the  line.  This  is  the  mill.  Cut 
a  wheel  out  of  the  other  half  of  the  square,  then  mark 
it  to  form  the  spokes,  and  paste  it  on  the  mill.  The 
little  church  is  cut  from  a  four  inch  square  folded  into 
sixteen  squares.  Cut  on  the  center  lines  to  the  fourth 
vertical  line,  then  cut  on  that  line  through  the  top 
edge.  This  cuts  away  six  squares,  leaving  ten,  which 
may  be  cut  into  the  church.     On  the  right  side  fold 


trees.     Mount  them,  and  cut  from  the  pieces  left  the 
birds  and  clouds. 


Lucy  Wheelock,  chairman  of  the  I.  K.  U.  Peace 
Committee  has  issued  an  appeal  urging  that  all  wo- 
men should  enlist  in  the  campaign  for  peace  as  a 
member  of  the  local  branch  of  the  Woman's  Peace 
Party.  She  states  that  an  educated  public  sentiment 
is  the  only  means  of  securing  peace  which  can  be  per- 


The  bridge  above  the  waters 

the  first  upper  square  on  the  diagonal,  open  and  cut 
off  on  the  line.  This  forms  the  roof  at  the  back  of  the 
church.  Now  fold  the  top  square  of  the  tower  on  two 
diagonals,  open  and  cut  through  on  both  lines,  form- 
ing the  roof  to  the  steeple.  Draw  doors  and  windows, 
and  the  church  will  be  complete.  The  bridge  is  cut 
from  a  four  inch  square  folded  into  sixteen  little 
squares.  Cut  the  square  into  two  pieces  through  the 
center.  From  the  end  of  one  of  the  pieces  cut  away 
two  squares  on  the  first  vertical  line,  then  cut  out 
the  center  square  at  the  bottom.  From  the  other  pieces 


c 

- '                               V s-s 

M 

The  trees,  birds  an  J  clouds 

manent  and  universal.  Each  community  and  each  in- 
dividual helps  to  create  public  sentiment.  No  woman 
can  be  excused  from  active  participation  in  the  great 
world-wide  movement  for  promoting  ideals  of  peace. 
These  ideals  are  best  promoted  through  education. 
The  kindergarten  is  the  beginning  stage  of  our  educa- 
tional system.  Hence  the  kindergartner  occupies  an 
especially  responsible  position.  Her  relations  with 
the  family  and  neighborhood  are  more  intimate  than 
most  teachers.  She  is  in  a  position,  therefore,  to  be 
able  to  create  opinion  in  a  neighborhood  favorable  to 
any  cause.  All  members  of  branches  of  the  I.  K.  U. 
are  urged  to  identify  themselves  with  tihs  movement. 


f= — = 

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, 
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, 

389  Clinton  St.,  Brooklyn,  N.  Y. 

. 

-    fin  &L    w 

To  the  Chairman  of  the  Committee  of  the  Whole:     l 

Memorial  Day  comes  this  month  and  while  paying 
due  honor  and  tribute  to  the  heroic  dead,  who  gave 
their  lives  for  their  country,  it  offers  opportunity, 
also,  to  make  the  children  realize,  that  the  true  way 
to  honor  their  sacrifice,  is  to  do  our  civic  duty  faith- 
fully in  times  of  peace;  be  kind  and  true  in  the  home 
circle;  honest  in  business;  to  vote  intelligently  and 
to  pay  taxes  faithfully;  and  to  take  an  interest  in  the 
welfare  of  one's  immediate  environment.  While 
honoring  the  soldier,  the  teacher  of  the  older  children 
may  remind  them  that  Froebel  was  a  soldier  but 
served  his  country  and  the  world  best  by  his  contri- 
tribution  to  education.  That  Colonel  Parker  was 
wounded  in  the  Civil  War,  but  that  his  services  did 
not  end  there,  but  after  the  war  he  introduced  new 
and  important  educational  methods  that  added  to  the 
joy  of  the  schoolroom;  that  General  Armstrong 
served  nobly  in  the  war,  and  afterwards  with  great 
moral  courage  and  faith,  founded  Hampton  Institute; 
and  that  the  Southern  General  Lee,  after  the  defeat  of 
the  Confederacy,  served  the  re-united  country  nobly  as 
president  of  Washington  University,  Lexington.  Do 
we  teachers  sufficiently  honor  our  own  profession  in 
our  history  work? 

PEDAGOGUE. 


One  of  the  most  fascinating  of  autobiographies  is 
that  of  Frederic  Douglass,  and  the  paragraphs  in 
which  he  tells  of  his  desire  to  learn  to  read  and  how 
he  accomplished  it,  should  interest  all  children  who 
are  struggling  over  their  first  reading  and  writing 
lessons,  as  well  as  all  who  have  already  crossed  these 
first  stepping-stones  to  knowledge.    He  says: 

"The  frequent  hearing  of  my  mistress  reading  the 
Bible  aloud,  for  she  often  read  aloud  when  her  hus- 
band was  absent,  awakened  my  curiosity  in  respect 
to  this  mystery  of  reading,  and  roused  in  me  the 
desire  to  learn.  Up  to  this  time  1  had  known  nothing 
whatever  about  this  wonderful  art,  and  my  ignorance 
and  inexperience  of  what  it  could  do  for  me,  as  well 
as  my  confidence  in  my  mistress,  emboldened  me  to 
ask  her  to  teach  me  to  read.  With  an  unconscious- 
ness and  inexperience  equal  to  my  own  (she  had  not 
been  a  slaveholder  before  her  marriage)  she  readily 
consented,  and  in  an  incredibly  short  time,  by  her 
kind  assistance,  I  had  mastered  the  alphabet  and 
could  spell  words  of  three  or  four  letters." 

When  she  exultingly  tells  her  husband  of  her  suc- 


cess in  teaching  the  little  slave  boy,  he  is  astonished, 
and  at  once  forbids  it,  it  being  "unlawful  as  well  as 
unsafe"  "If  he  learns  to  read  the  Bible  it  will  for- 
ever unfit  him  to  be  a  slave.  He  should  know  noth- 
ing but  the  will  of  his  mater,  and  learn  to  obey  it." 
*  *  *  If  you  teach  him  how  to  read,  he'll  want  to 
know  how  to  write,  and  this  accomplished  he'll  be 
running  away  with  himself." 

Which  is  exactly  what  happened,  after  he  nad 
taught  himself  how  to  write,  which  he  did  as  follows: 
He  was  sent  to  work  in  a  shipyard,  his  work  being  to 
keep  fires  under  the  steam-box  and  to  watch  the  ship- 
yard while  the  carpenters  went  to  dinner.  He  ob- 
served that  the  ship  timbers  were  marked  S.  for  star- 
board, and  L.  for  larboard;  L.  F.  for  larboard  for- 
ward, L.  A.  larboard  aft;  S.  A.  starboard  aft;  S.  F. 
starboard  forward.  He  soon  learned  these  letters  and 
what  they  meant  on  the  timbers,  and  when  the  car- 
penters were  at  dinner  practiced  making  those  letters. 
Then,  when  he  met  boys  at  play  "I  entered  the  lists 
with  them,  in  the  art  of  writing,  and  would  make  the 
letters  which  I  had  been  so  fortunate  as  to  learn,  and 
ask  them  to  'beat  that  if  they  could.'  With  play- 
mates for  my  teachers,  fences  and  pavements  for  my 
copy-books,  and  chalk  for  my  pen  and  ink,  I  learned 
to  write." 

He  copied  the  italics  in  Webster's  spelling  book 
until' he  could  make  them  without  looking  at  the 
book,  and  when  the  mistress  and  the  family  were  cut 
of  the  house  he  got  "Master  Tommy's"  old  copy- 
books and  between  the  lines,  copied  the  letters  for 
himself.  He  slept  in  a  loft  over  the  kitchen,  and 
managed  to  smuggle  a  Hour-barrel  into  it,  and  a 
chair,  and  upon  the  head  of  the  barrel,  when  all  the 
family  were  sleeping,  he  would  write,  copying  from 
the  Bible  and  the  Methodist  hymn-book,  always  in 
danger  of  being  severely  punished  had  it  been  known 
that  the  child  was  thus  continuing  his  own  educa- 
tion. 

It  is  pleasant  to  know  that  years  after  his  escape  he 
revisited  his  old  home,  and  his  old  master,  who  told 
him  that  "Had  I  been  in  your  place  I  would  have  done 
as  you  did." 

The  proceedings  of  the  twenty-first  annual  meeting 
of  the  I.  K.  U.  has  come  to  hand  and,  as  usual,  offers  to 
the  kindergartner  who  was  unable  to  attend  the 
convention,  a  rich  kindergarten  feast,  practical  and 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


301 


inspirational.     If  you  cannot  afford   it   yourself,  try 
to  get  your  local  library  to  secure  it. 


The  Stryvelyne  Shop,  New  York  City,  7-9-11,  W. 
45  St.,  has  devised  a  new  sand  outfit  which  is  prac- 
ticable and  all  but  invaluable,  especially  in  the  home. 
The  container  is  a  well-built  low  wagon,  which,  when 
not  in  use  can  be  used  for  a  seat.  In  this  wagon  is 
packed  the  sand  and  the  small  water-tank,  etc.  A 
valuable  adjunct  is  to  be  a  large,  waterproof,  canvas 
floor-covering,  which  can  be  placed  where  desired, 
and  the  wagon  then  rolled  into  the  center  thereof. 
Thus  the  sand  is  kept  from  scattering. 


Some  years  ago  a  bridge  was  built  in  Japan  which 
was  so  slight  that  a  notice  was  put  up:  "No  animals 
allowed  to  cross."  But  rats  were  seen  crossing  on  it, 
and  as  they  could  not  be  stopped,  the  sign  was 
changed  to  read:  "No  large  animals  allowed  to 
cross." — Boston  Transcript. 


The  so-called  "Council  Schools"  of  London,  England, 
correspond  to  our  public  schools.  We  have  just  re- 
ceived a  clipping  from  the  London  "Times,"  which 
gives  in  part,  the  report  of  Mr.  Pearson,  chief  ex- 
aminer of  the  London  county  council  on  the  examin- 
aiton  held  during  the  last  two  months  of  1914. 
The  children  were  between  the  ages  of  10  and  11.  So 
interesting  is  this  extract,  and  so  valuable,  because  of 
the  glimpse  it  gives  into  the  child  mind  and  into  its 
capacity  for  sympathetic  imagination,  that  we  reprint 
it  with  the  suggestion  that  our  own  grade  teachers 
may  find  it  illuminating  and  interesting  to  give  to 
their  children  the  same  subject  for  composition 
writing,  i.  e.  a  letter  to  the  Sun  and  the  Sun's  reply. 
The  extract  is  as  follows: 

"The  young  students  were  given  an  essay  to  write 
in  the  form  of  a  letter  to  the  Sun  and  the  Sun's 
reply.  The  variety  of  the  addresses,  as  well  as  the 
signatures  of  the  writers  showed  a  surprising  in- 
genuity, and  the  letters  themselves  bore  out  the  belief 
that  children  very  often  are  the  best  composers  of 
fairy  tales. 

The  letter  written  by  one  child  was  addressed  to 
"Golden  Mansions,  Skyland;"  another  was  forwarded 
to  "Solar  System-road,  Space-street,  Nowhere,"  and 
another — it  is  difficult  to  know  whether  the  pun  was 
intentional — to  "The  Sun  Hotel,  Sky."  But  possibly 
the  most  ingenious  address  was  the  simple  phrase 
"19,000,000th  Milestone."  Not  less  striking  were  the 
allusions  to  the  war.  The  writers  were  entirely  con- 
fident as  to  the  issue,  although  they  seldom  said  so  in 
so  many  words.  A  vindictive  spirit  appeared  in  a 
minority  of  references  and  was  nearly  always  inspired 
by  thoughts  of  the  sufferings  of  the  Belgians.  The 
examiner  quotes  the  following:  —  (a)  "I  shine  on 
Germany  as  well  as  on  the  Allies'  countries  because 
God  made  me  shine  on  every  country.  I  shine  on 
Germans'  crops  because  if  I  shine  only  on  the  Allies' 
crops  it  would  not  be  fair  to  the  Germans."  (6) 
"The  Germans  are  driven  back  at  all  places,  and  the 
bravery  of  the  Allies  is  marvelous."  (c)  "Dear 
:  Sun,  shine  upon  the  unhappy  Belgian  refugees  so  as 
to  cheer  them  up  at  the  hour  of  leaving  their  so-loved 
country.  Shine  upon  the  soldiers  who  are  in  the 
trenches  or  who  are  in  hospital  suffering  from  their 
wounds."  .  ...  "I  have  seen  the  terrific  fight- 
ing of  the  Allies  and  the  enemies.  I  have  seen  the 
barbarous  acts  of  the  enemies,  too." 


A  child  who  wrote  from  "The  Poplar  Tree,  the 
Wood,  Essex,  S.  \V.,"  began: — "Let  us  imagine  that 
I  am  an  owl,"  and  complained  to  the  sun  of  the  in- 
convenience of  having  to  reverse  the  accepted  order 
of  things  and  be  wakeful  at  night  time.  The  reply  to 
this  letter  was  delivered,  we  have  the  writer's  as- 
surance for  it,  by  the  postman  robin  and  regretted 
that  the  owl  would  have  to  take  things  as  they  were. 
"If  I  shine  my  light  in  the  opposite  direction  the 
people  on  this  side  of  the  earth  would  always  be  in 
darkness." 

Some  letters  afford  glimpses  into  the  puzzles  which 
beset  a  child's  mind.  A  little  girl  tells  the  sun  "I  very 
much  envy  you,  for  there  is  nothing  your  bright 
eye  doesn't  see.  You  are  loved  by  everybody  when 
you  shine.  It  is  very  curious  how  you  are  made  to 
shine  by  our  God  and  no  mortal  can  make  you  out. 
.     .     .     .  And   the    sun   replies,      "You   must   not 

envy  me,  and  besides,  I  have  my  faults  as  well  as 
everybody  else.  One  day  I  shine  and  another  I  do 
not.  That  is  a  fault  although  I  cannot  help  it.  People 
hardly  ever  think  of  me  although  it  is  through  me 
they  can  go  out  and  enjoy  themselves.  You  have  got 
your  position  in  the  world  and  God  thinks  it  suits 
you.  You  cannot  alter  God's  work.  Remember  that. 
From  your  friend.  The  Sun."  "The  remark  "That  is 
a  fault  although  I  cannot  help  it,'  "  says  the  examiner, 
"may  induce  some  serious  thinking." 

In  the  cosmogony  of  many  children  the  sun  is  era 
rapport  with  Paradise  or  even  situate  in  Heaven 
itself.  "Give  my  love  to  all  the  angels,  moon,  stars, 
and  God."  For  them  the  Heavens  have  not  gone  afar 
off  and  become  astronomical. 

Here  and  there  appears  evidence  that  the  children 
had  seized  upon  some  scientific  fact  and  hastened  to 
make  use  of  it.  "Eric,"  for  example,  wanted  to  know, 
with  reference  to  Mars,  "if  the  lines  we  see  through 
our  telescopes  are  really  canals."  In  the  answer  to 
another  question  on  the  examination  paper  there 
appeared  a  paragraph  which  showed  that  the  writer, 
if  the  slave  of  his  pen,  was  at  least  the  owner  of  an 
unusually  good  vocabulary.  He  wrote: — "Climbing 
the  tree,  he  was  just  about  to  take  a  nice  apple  when 
the  keeper,  a  quaint,  grotesquely  humorous  agile,  and 
smart  man,  appeared.  He  was  elegant  aristocratic  in 
manner,  and  hospitable.  He  was  lithe-limbed,  saga- 
cious, and  ferocious,  with  a  level  head.  He  possessed 
self-reliance  and  coolness.  Placing  a  natural-looking, 
valiant,  ferocious  dog  with  keene  teeth,  glinting, 
murderous  eyes,  epimagraphic  claws,  and  lithe  limbs, 
he  went  away  chuckling." 

Throughout  the  answers  to  other  questions,  striking 
and  fanciful  phrases  continually  appeared  as  "The 
moon  would  not  shine  over  London  because  it  was 
foggy  and  she  had  just  washed  her  face."  One  ques- 
tion asked — "What  do  you  know  of  steam,  apple 
butter?"  A  very  young  child  penned  the  following:  — 
"Butter  is  what  father  puts  on  his  saw.  Some  people 
put  butter  on  their  hare."  "We  put  butter  on  trum- 
pets." One  girl,  writing  of  locomotion,  said  that  if 
you  put  wheels  on  a  saucepan  and  fastened  the  lid 
down  tight,  it  would  run  along  the  top  of  the  range 
when  it  boiled.  Another  student  asserted  that  "Mr. 
Watts  was  the  first  man  to  get  up  steam";  while 
"Isaac  Newman  was  the  first  man  to  know  that  when 
apples  were  ripe,  they  fell  off  of  the  tree."  References 
to  the  medicinal  value  of  the  apple  occasionally 
appeared,  and  one  examiner  was  assured  that  "it  is 
not  wise  to  eat  the  core  of  an  apple,"  as  the  con- 
sequence may  be  "Pendersitas  or  Appentersitus  or 
Abdomana  pains." 

The  examiner  concludes  his  report: — "The  ex- 
aminers, and  still  more  convincingly  the  children's 
papers,  testify  that  the  children's  minds  are  not  being 
cast  in  a  mould  or  machined  to  pattern.  If  I  might 
venture  to  record  the  impression  made  upon  me  by  the 


302 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


work  of  the  last  three  examinations,  and  particularly 
of  this  last,  I  would  say  that  expansion  and  develop- 
ment are  taking  place  along  varied  lines,  with  the 
broad  general  result  that  intelligence  is  being  aroused, 
and  that  children  of  unusual  promise  find  in  most  of 
the  schools  incentive  and  opportunity  to  develop  their 
individual  powers." 


Loyalty  is  the  quality  that  prompts  a  person  to  be 
true  to  the  things  he  undertakes.  It  means  definite 
direction,  fixity  of  purpose,  and  steadfastness. 
Loyalty  supplies  power,  poise,  purpose,  ballast,  and 
works  for  health  and  success.  Nature  helps  the  loyal 
man.  If  you  are  careless,  slipshod,  or  indifferent, 
nature  assumes  you  wish  to  be  a  "nobody,"  and  grants 
your  desire.  Success  hinges  on  loyalty.  Be  true  to 
your  art,  your  business,  your  employer.  Loyalty  is 
for  one  who  is  loyal.  It  is  a  quality  woven  through 
the  very  fabric  of  one's  being,  and  never  a  thing  apart. 
■ — Philippine  Education. 


Let  me  fail  in  trying  to  do  something  rather  than 
to  sit  still  and  do  nothing. — Cyrus  Hamlin. 


"The  highest  culture  is  to  speak  no  ill; 
The  best  reformer  is  the  man  whose  eyes 
Are  quick  to  see  all  beauty  and  all  worth, 
And  by  his  own  discreet,  well-ordered  life, 
He  best  reproves  the  erring." 

— Ella  Wheeler  Wilcox. 


The  success  of  vocational  guidance  depends  on  the 
skill  of  the  "guider."  How  many  Indiana  school  sys- 
tems really  have  real  vocational  guidance?  We  are 
not  counting  talk  and  names — we  are  counting 
facts. — Educator-Journal. 


Dr.  Leonard  Ayers,  of  the  Sage  Foundation,  is 
authority  for  the  statement  that  during  the  last  seven 
years  the  number  of  pupils  graduating  from  the 
elementary  schools  in  this  country  has  doubled.  The 
reasons  for  this  situation  are  two  in  number,  accord- 
ing to  Dr.  Ayres,  The  first  reason  is  the  universal 
effort  to  reduce  backwardness  among  school  children 
and  the  second  is  the  school  survey  movement. 


JL.R.S. 

SUGGESTIONS  FOR  BLACKBOARD  BORDERS  OR  DESIGNS  by  Laura  Rountree  Smith 


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TEACHERS  Of  RURAL  SCHOOLS 

who  can  represent  us  in  their  local- 
ity SOW   or  at   institutes   this  sum- 
mer, will   find     liberal    compensation 
for  taking:  subscriptions  to 
.  .Aside     from    our    regular    compen- 
sation for  this  work,  attractive  gifts 
for   the   schoolroom   or   for   personal 
use  will  be  given. 
Address  Circulation  Dept., 
THE  RURAL,  SCHOOL,  TEACHER, 
SECURITY   BLDC,   CHIGAGO. 


When  answering  this  adv.  say  that 
you  saw   it  in   the  Kind.-Prini.  Mag. 


JUST   WHAT   YOU     ARE     LOOKING 
FOR. 

Sixty  Musical  Games  and  Rec- 
reations for  Little  Musicians 

By    Laura    Rountree    Smith. 

Teaches  the  use  of  sharps  and 
flats  and  other  facts  of  music  by 
games. 

Contains  thirty  musical  entertain- 
ments for  months  of  the  school  year. 

Endorsed  by  leading  educators. 

No  kindergarten  teacher  should 
be  without  it. 

Price  75  cents,   postpaid 

OLIVER  DITSON  &  CO. 

150  Tremont  Street,  BOSTON 


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you  saw  it  in   the  Kind.-Prim.  Mag. 


PRIMARY  FRIADY 
AFTERNOONS 

BY  S.  C.  PEABODY. 

A   collection   of   poems   for   use   in 
the  first  three  years  of  school  life. 

Some  point   or  moral   is   embodied 
in  each  poem.     They  have  been  tried 

in    the    classroom    and   their   useful- 
ness proved. 

A      valuable      book      for      primary 
teachers  to  have  in  hand. 

Paper.     Price  25  cents  postpaid. 

New  England  Publishing  Co. 

6    BEACON    STREET,   BOSTON. 


ENTERTAINMENTS  Jc"«yB.  Merrill,  Pd.D. 


"The  Bugbee  Kind' 


Plays,  Dialogues,  Drills  Tableaux. 
Pantomimes,  Operettas,  Songs,  etc., 
for  all  occasions,  from  Kindergarten 
to   High    School. 

"Just  the  right  plays  for 
Schools33 

Send  for  FREE  catalogue 


'•The   Cream  of  Entertainments" 

THE  WILLIS  N.  BUGBEE  CO. 


Ex-supervisor  New  York  Kinder- 
gartens, and  special  lecturer  on  edu- 
cational topics,  can  be  secured  for  a 
limited  number  of  addresses  to  tea- 
chers or  mothers,  at  points  not  too 
remote  from  New  York  City.  Her 
subjects  are  the  following: 

"What  is  meant  by  a  Problem  Pro- 
gram in  the  Kindergarten." 

"A  Study  of  Children's  Drawings." 

"Primitive  Knowledge,  or  the  A 
B    C    of   things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods  for  Day  Nurseries." 

Address 

500  Manhattan  Ave.,  NEW  YORK. 


SYRACUSE,    N.   Y. 


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you  saw  it  in   the  Kind.-Prim.  Mag. 


Suggestions  to  Rural  Teachers 

By  MARIE  LOVSNESS 
This  very  helpful  little  booklet  de- 
dicated to  rural  teachers  brim  full 
of  many  helpful  suggestions  such 
as: — The  Teacher  Who  Wins;  Be- 
ginning a  New  School;  Discipline; 
Apparatus  for  a  One-Room  School; 
Special  State  Aid;  Necessary  Rules 
for  State  Aid;  Daily  Program; 
Traveling  Libraries:  How  to  Order 
Supplies  for  your  School;  How  to 
Keep  the  Enrollment  Register; 
Grading  Your  School;  Reading; 
Spelling:  Phonics:  Phonic  Games; 
Arithmetic;  Hygiene;  'Suggestions 
for  Manual  Work;  Industrial  Work; 
Suggestions  for  Sewing;,  and  many 
others. 

PRICE  25  CENTS. 
Postage   Prepaid 

MARIA  LOVSNESS 

COUNTY      SUPERINTENDENT      OF 

SCHOOLS 

ADA,   MINNESOTA 


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you  saw  it  in  the  Kind.-Prim.   Mag. 


THE 


LVLRY  KINDERGARTNER 

Who  can  read  and  play  simple  music 

correctly,  can   add    to    her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  First  Piano  Lessons  at  Home 


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you  saw  it  in  the  Kind.-Prim.  Mag. 


JOHNS  HOPKINS  UNIVERSITY 

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Six  weeks:    July  5  to  Aug.   12, 
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Libraries  and  Laboratories  avail- 
able. Living  inexpensive.  For 
circular  address, 

E.  P.  BUCHNER,  Director. 


PRIMARY  PLANS 

A  sixty  page  pamphlet,  well 
illustrated  and  full  of  sugges- 
tions for  the  primary  teacher. 
Send  25  cents  for  a  copy. 

NEW  MEXICO  JOURNAL 
OF  ECUCATiON 

PRICE  $1.00  PER  YEAR 
Address, 

New    Mexico    Journal 
of  Education 

Santa  Fe,  N.  M. 


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you   saw  it  in  the  Kind.-Prim.  Mag. 


WHY 

AN  OPEN  AIR  SCHOOL 
JOURNAL? 

Devoted  to  Vitalizing  school  chil- 
dren by  means  of  fresh  air  class- 
rooms and  Open  Air  Schools.  Beauti- 
fully printed:  profusely  illustrated; 
Reports  of  work  in  all  parts  of 
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communities.  A  Big-  Man's  Journal. 
Issued  monthly  $1.00  per  year. 

PHILADELPHIA,    Pa. 


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you  saw  it  in  the  Kind.-Prim.   Mag. 


SUMMER   SESSION 

Classes  in  Drawing,  Designing  and  Painting, 
Special  Course  in  Primary  Manual  Training 

for  Kindergarten  and  Elementary  School. 
June  21  to  July  31,  1915 


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=  111' 


Why  Not  Give Q/our \Pupils 

the  same  opportunity  to  win  promotion  and  success  as 
the  lad  who  has 

Webster's  New  International 

Dictionary  in  his  school?     Would  not  a  requisition  to  your  school 
authorities  for  a  copy  bring  this  all-knowing  special  teacher  to  your 
schoolroom?     This  New  Creation   answers  with  final  authority  all 
kinds   of   puzzling  questions  in  spelling,    pronunciation,  definition 
history,  geography,  biography,  sports,  trades,  arts,  and  sciences. 


400,000  Vocabulary  Terms. 
Hundreds  of  NEW  Words  not 

given  in  any  other 

dictionary. 
12,000  Biographical  Entries. 


WullW,:!!!J>iiii;;!!!!!iii.;:!!!lll|{|i 

New  Gazetteer,  nearly  I  s 

30,000  Subjects. 
Thousands  of  other  References,   gj 
6000  Illustrations.  2700  Pages.    1 


Colored  Plates  and  Half -Tone  Engravings. 


Regular  Edition.  Printed  on 
strong  book  paper  of  the 
highest  quality.  Size,  12  5-jx 
9%x5 inches.  Wt.,14?4lbs. 


India-Paper  Edition.  Only  half  as  thick,  only 
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II  Jl  I  Mi  IIIIIIIINIf  II 


The  University  of  Chicago 

Offers  instruction  during  the  Sum- 
mer Quarter  on  the  same  basis  as 
during  the  other  quarters  of  the 
academic  year. 

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University  staff  which  is  augmented 
in  the  summer  by  appointment  of 
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Summer  Quarter,  1915 
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2d  Term  July   29--Sept.  3 

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336  Raven 

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349  Veaper   Sparrow 

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360  Domestic  Fowls 

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431 

Walrub 

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Notes  on  Froebel's  Mo- 
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By   JEAN    CARPENTER   ARNOLD 

"Mrs.  Arnold  has  caught  the  spirit 
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clearly  the  meaning'  of  each  lesson 
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gift  of  expression.  It  is  the  most 
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By  SUSAN  E.  BLOW 

PATTY  S.  HILL 
ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine 
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Historical  Stories  in 
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16   paper   covered   booklets    10   cents 

eaeh. 

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By   Gertrude  H.  Hand. 

Intended  for  use  in  first  five 
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utmost  enthusiasm. 

1  Columbus  and  Magellan. 

2  Francis  Drake  and  John  Smith. 

S  The  French  in  Canada  and  Henry 
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4  Miles         Standish        and        Roger 

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5  Peter  Stuyvesant  in  New  Amster- 

dam and  Exploration  of  the  Mis- 
sissippi. 

6  William    Penn    and    I.aSalle. 

7  The   Charter      Oak      and      Patrick 

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J)  Washington,  the  Commander,     at 
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DIALOGS  AND   EXERCISES  FOR  SCHOOLS 

Such  heart-warmers  as  "The  Golden  Wedding,"  "A 
Master  Stroke,"  "The  Bird's  Convention,"  "The  shadow 
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Lesson."  Can  be  put  on  in  an  ordinary  schoolhouse,  or 
will  grace  an  opera  house.     Address — 

FARMERKIN'S  FARM  RHYMES 

By  Dora  H.  Stockman. 
Seventy    Sprightly    Jingles    full    of    nature    lore.      A 
Mother  Goose  recall  to  the  farm! 

"Farmerkin,  Farmerkin, 

In  wonder-world  of  joy, 
"Who  would  not  wish  to  be 
A  little  farmer  boy?" 
Ethical  lessons  subtly  veiled. 

Fine  supplementary  reading  for  first  three  grades.  A 
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INDEX  TO  CONTENTS 

General  Suggestions  for  June  Program   Dr.  Jenny  B.  Merrill  304 

Program  by  Weeks   Dr.  Jennie  B.  Merrill  306 

Humor  in   Children's   Stories    Marrietta  Stoekart  308 

Mother  Play — The  Children  in  the  Tower   Bertha  Johnston  309 

Overcrowded   Kindergartens    310 

Baby  Prodigies  Dr.  Montessori  310 

Educational  Opportunities  in  Chicago Prof.  Nathaniel  Butler  311 

Two  Kinds  of  Teachers   312 

How  the  Pestalozzi-Frobe!  Kindergarten  is  Con- 
ducted in  Berlin  Henrietta  Rodman  313 

Miss  Curtis  is  not  Given  a  Fair  Chance 313 

Cheap  Schooling  must  be  Kept  Out  of  the  Kinder- 
gartens    Tristram  Walker  Metealfe  314 

Instincts  of  Childhood   314 

Little  Plays  and  Little  Pieces  for  Little  People 315 

A  Funny  Little  Thing '. Glare  Lyon  315 

Which  Shall  it  be   Julia   Graydon  315 

The  Spring  Wind    Clara  Lyon  315 

Gems  for  Memorizing 316 

Paths   Jeannie  Pendleton  Ewing  316 

Bread — Want    Susan  Plessner  Polloek  317 

Blue  Byes  and  Fluffy  Ball Julia  Graydon  317 

Hints  and  Suggestions  for  Rural  Teachers Grace  Dow  318 

The  N.  E.  A.  Meeting  at  San  Francisco   318b 

Picture  Language  Story  for  June  Marguerite  B.  Sutton  318c 

Straight   Line    Cutting    Carrie  L.  Wagner  318d 

Blackboard  Suggestions  for  June    Laura  Rountree  Smith  318d 

Sense  Training  in  the  Montessori  System   William   Bloyd  319 

Spring    Pleasures    Olive  Wills  320 

Study  of  a  Picture — X  Mary  E.  Cotting  321 

Incidental  Festivities   Mary  E.  Law  322 

The  Committee  of  the  Whole  Bertha  Johnston  323 

Landmarks    Jeannie  Pendleton  Ewing  324 

June  Paper  Cutting   J.  M  .Niven  325 

The  Story  of  the  Silly  Lamb   F.  G.  Sanders  326 

The  International  Kindergarten  Union 327 

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child    can    operate    it.      In- 
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THE 


KINDERGARTEN- 

AGAZIN 


VOLUME  XXVII 


9      JL  %J>  JL  *_, 


THE  KINDERGARTEN  MAGAZINE  COMPANY 

NEW  YORK  CITY  AND  MANISTEE,  MICH. 
OFFICE  OF  PUBLICATION 
MANISTEE,  MICH. 


Index  to  Volume  XXVII—1914-1915 


A  Liberal  Education Alexander  Meiklejohn  2 

The  Mechanical  Mind Dr.  John  Greer  Hibben  3 

Self  Unfoldment Dr.  W.  N.  Hailmann  5 

General    Suggestions    for    September 

Program Dr.  Jenny  B.  Merrill  6 

Work  Done  by  Kindergartners 8 

Proposed  Constitution    for    Mother's 

Circle  or  Club 12 

Little  Plays  and  Little  Pieces  for  Little  People. . .  13 

A  Picture  Lesson •.  .Mary  E.  Cotting  14 

A  Hard  Task Albert  Sproul  14 

"Come  Along"  Study  Picture  Meyer  Von  Bremen  15 

Mother  Play  Picture 16-17 

Standards  for    Kindergarten     Train- 
ing   Luella  A.  Palmer  18 

Block  Building,  Detroit  Public  Schools 20 

Barnyard  Illustration 20 

The  Greeting Bertha  Johnston  21 

Nero,  Rollor  and  Puss... Susan  Plessner  Pollock  22 

A  Finger  Play Carrie  L.  Wagner  23 

Straight  Line  Cutting Carrie  L.  Wagner  23 

Patterns  for  Doll's  House John  Y.  Dunlop  42 

Toy  Making  in  the  Kindergarten.  John  Y.  Dunlop  25 

A  Few  Wise  Thoughts  on  Discipline 25 

The  Committee  of  the  Whole  . .  .Bertha  Johnston  26 

Montessori  and  the  Kindergarten   

Elizabeth  Harrison  27 

First  Grade  Construction   Work 28 

Book  Notes 29-35 

Suggestive     Gift       and     Occupation 

Lessons  for  Primary  and  Rural  Teachers 30 

Suggestions  for  Blackboard  Drawing 

Laura  Rountree  Smith  31 

Hints   and    Suggestions     for     Rural 

Teachers Grace  Dow  32 

Rural  School  Improvement 33 

Kindergarten  Progress 33 

Kindergarten  Appreciation 34 

General     Suggestions     for     October 

Program Dr.  Jenny  B.  Merrill  36 

Program  for  a  Week  in  October 38 

Suggestions  for  October 42 

Fall  Sequence  in  Games 42 

Hints  on  Drawing  in  the  Primary  Grades 42 

The  Baby  Club Hedwig  Levi  42 

Living    Animals    in    the    Kindergar- 
ten   Dr.  Jenny  B.  Merrill  44 

Playing  Games Laura  Rountree  Smith  45 

Suggestive      Gift      and      Occupation 

Lessons  for  Primary  and  Rural  Teachers 46 

Columbus  Day,  October  14,  1492  Mary  E.  Law  47 

The  Two  Gates Bertha  Johnston  48 

The  Acorn Susan  Plessner  Pollock  49 

Mother  Play  Pictures  50-51 

Straight  Line  Cutting Carrie  L.  Wagner  52 


Kindergarten   Appreciation    64 

Patterns  for  Flags John  Y.  Dunlop  53 

Study  of  a  Picture Mary  E.  Cotting  54 

Finger  Play  Story Carrie  L.  Wagner  55 

New  Games,  Plays  and  Pieces  for  Little  People..  56 

The  Story  of  an  Apple F.  G.  Sanders  58 

The  Committee  of  the  Whole. . .  .Bertha  Johnston  59 

Piano   Lessons   for    Tiny   Tots 

Laura   Rountree   Smith  61 

Hints  and     Suggestions     for     Rural 

Teachers Grace  Dow  62 

Patterns       for       October       Booklet 

Marguerite  B.   Sutton  64 

Sewing  Card  Suggestions  65 

Stick  and  Ring  Laying  Suggestions 65 

Developing  Method Dr.  W.  N.  Hailmann  70 

General    Suggestions    for    November 

Program 71 

How  One  November  Program  De- 
veloped Thankfulness  . . .  .Harriet  B.  Dithridge  72 
The  Tokyo   Kindergarten     Training 

School Harriet  H.  Dithridge  73 

Blackboard  Hints 73 

The    Child's    Expression    of    Animal 

Life  in  the  Kindergarten  .Dr.  Jenny  B.  Merrill  75 

The  Limited  Express F.  G.  Sanders  77 

Toy  Making  for  the  Kindergarten  John  Y.  Dunlop  77 

Patterns  for  Doll  Houses John  Y.  Dunlop  78 

The  Committee  of  the  Whole   ..Bertha  Johnston  80 

Thanksgiving  Day Mary  E.  Law  81 

Study  of  a  Picture Mary  E.  Cotting  81 

Mother  Play  "All  Gone." Bertha  Johnston  82 

A  Beautiful  Chain 84 

Straight  Line  Cutting Carrie  L.  Wagner  85 

A  Pilgrim  Play Laura  Rountree  Smith  86 

A  Thanksgiving  Exercise Edith  Gray  86 

The   First   Thanksgiving    86 

Hurrah  for  Thanksgiving 87 

The    Kindergarten    Gift    Known    as 

Rings,    Correlated    with    some     of 

the      Kindergarten      Occupations, 

Adapted  to  Primary  Grades 

Lillian  Claxton-North  87 

I  Have  a  Little  Heart  of  Gold F.  G.  Sanders  88 

Standards  for  Kindergarten  Training 

Luella  A.  Palmer  89 

Hints   and   Suggestions     for     Rural 

Teachers Grace  Dow  93 

The     Camel     Has     Two     Dreadful 

Humps F.  G.  Sanders  94 

A  Finger  Play — The  Kindergarten.. 

Carrie  L.   Wagner  94 

Suggestive      Gift      and      Occupation 

Lessons  for  Primary  and  Rural  Teachers 95 

Ted's  Ride Alice  C.  Rodewald  96 

The  November  Booklet Marguerite  B.  Sutton  97 

Problem  vs5.  Subject     Matter     as     a 

Basis  for  Kindergarten  Curri- 
cula   Luella  A.  Palmer  99 


Index  to  Volume  XXVII— 1 9 1 4- 1 9 1 5— Continued 


Mother  Play  Pictures 104 

The  Developing  Method  ....Dr.  W.  N.  Hailmann  106 

Christmas Dr.  Mary  E.  Law  107 

General'  Suggestions  for  the  Decem- 
ber Program Dr.  Jenny  B.  Merrill  108 

How  to    Gather    Material's    for    the 

December  Program  Dr.  Jenny  B.  Merrill  109 

An  Impromptu  Toy  Store  .  .Dr.  Jenny  B.  Merrill  111 
The  Lelations   Between  the  Kinder- 
garten      and       the       Elementary 

Schools Julia  Wade  Abbott  112 

Mother      Play — The     Church      Door 

and  the  Window  Above  It  ...Bertha  Johnston  113 
A  Language  Hint  to  Mothers  Dr.  Jenny  B.  Merrill  115 

Training  Imagination 116 

Toy  Making  in  the  Kindergarten  John  Y.  Dunlop  117 

The  Letter Susan  Plessner  Pollock. US 

How  the  Bite  was  Taken  Out  of  the 

Stone  Wall Jeannette  Ridlon  119 

Busy  Work  for  December F.  E.  H.  120 

Straight  Line  Cutting Carrie  L.  Wagner  121 

Picture  Studies Mary  E.  Cotting  122 

The  Kindergarten     and     the     First 

Grade Francis  McSherry  123 

Little    Plays    and    Little    Pieces    for 

Little  People 124 

Hints  and   Suggestions     for     Rural 

Schools Grace  Dow  128 

Christmas  Suggestions Olive  Wills  129 

Suggestive      Gift      and      Occupation 

Lessons  for  Primary  and  Rural  Teachers 131 

The  Committee  of  the  Whole..  Bertha  Johnston  132 
Suggestive    Designs    for    Blackboard 

Illustrations Laura  Rountree  Smith  133 

Descriptions    for    December    Booklet 

Marguerite  B.  Sutton  134 

Some  New  Books 135 

Madonna  Pictures    137-139 

The  Developing  Method    ..Dr.   W.  N.  Hailmann  138 
General   Suggestions  for  the  January 

Program Dr.   Jenny   B.   Merrill  140 

Practical    Suggestions    for    January 

Dr.    Jenny    B.    Merrill  141 

Why  I  Attend  Church  Honorable  Claude  Weaver  144 
Forms   of   Nervous    Strain    to  which 

Kindergarten  Children  are  Subjected 145 

The  Hygiene  of  the  Healthy,  Normal 

Child  in  the  Kindergarten 147 

Training    Schools    148 

Kindergarten   Appreciation    149 

Mother  Pl'ay — The  Carpenter Bertha  Johnston  150 

Picture  Study Mary  E.  Cotting  153 

The  Committee  of  the  Whole Bertha  Johnson  154 

Drawing  for  January Olive  Wills  155 

Department    of    Superintendents 156 

Suggestions     for     January     Booklet 

Marguerite  B.   Sutton  157 

Straight  Line  Cutting Carrie  L.  Wagner  157 

Book  Notes 158 

Hints  and     Suggestions     for     Rural 

Teachers Grace  Dow  159 

Educational  News 160 

The  Woods Susan  Plessner  Pollock  161 

Control  of  Contagious  Diseases  in  the 

Kindergarten 162 

Open  Air  Kindergartens  in  Winter 164 

Gems  for  Memorizing 166 

Bird  Play Mary  E.  Cotting  167 

Bird  Cradles  Still  in  S£yle  Alice  Crowell  Hoffman  167 


My  Bath  Tub  Doll Alice  Crowell  Hoffman  167 

Jack  Frost „. E.  L.  Searles  167 

Sand  Man  is  Coming Mrs.  0.  V.  Roe  168 

May's  Tune Anna  Brownell  Dunaway  168 

My  Doll Claudie  May  Ferrin  168 

Suggestive      Gift      and      Occupation 

Lessons  for  Primary  and  Rural'  Teachers 168 

Picture  Language  Story   ..  .Marguerite  B.  Sutton  169 

Kindergarten   Pictures   170-173 

The  Developing  Method Dr.  W.  N.  Hailmann  172 

Report  of  Address     given     by     Mrs. 
Johnson  of  Alabama  at  the  Scudder 

School Dr.  Jenny  B.  Merrill  173 

General    Suggestions    for    February 

Program Dr.  Jenny  B.  Merrill  174 

General  Suggestions  on  the  Problem 

Program,  for  February  . .  .Dr.  Jenny  B.  Merrill  177 

The  Hygiene  of  the  Indoor  Kindergarten 180 

The  Pioneer Frank  Walcott  Hutt  180 

The  Hygiene  of  a  Healthy,  Normal 

Child  in  the  Kindergarten 181 

Herr     Pessumehr's     Return     Home 

Susan  Plessner  Pollock  182 

The  Cob-Fire  Stories Bertha  I.  C.  Pitman  183 

Keeping  a  Record Dr.  Jenny  B.  Merrill.  184 

Picture  Study,  VI Mray  E.  Cotting  185 

Mother  Play,  The  Joiner  or  Cabinet- 

Maker Bertha  Johnston  186 

Kindergarten  Appreciation 187 

The  Committee  of  the  Whole.  .Bertha  Johnston  188 

Rural  Schools  and  Hookworm  Disease 189 

Hints   and    Suggestions     for     Rural 

Teachers   Grace  Dow  190 

Blackboard    Suggestions    for    Febru- 
ary   Laura  Rountree  Smith  192 

Aims  in  Teaching 193 

Points  in  Story  Telling Susan  M.  Kane  194 

Washington's  Birthday Dr.  Mary  E.  Law  194 

Preparation  of  Women  for  Twentieth 

Century  Life    Mary  E.  Wolley  195 

Squared  Units  for  February F.  G.  Sanders  196 

Suggestions  for  February  Calendar 196 

Ten  Lectures  on  Psychological  Values — Forward  196 

Gems  for  Memorizing 200 

Suggestions   for   Construction    Work 

Miss  Susan  M.  Frazier  201 

Kindergarten  for  the  Blind  201 

February    Drawing Miss    Olive    Wills  202 

Straight  Line  Cutting Carrie  L.   Wagner  203 

New  Games,  Plays  and  Pieces  for  Little  People..   204 
General'  Suggestions  for  March  Pro- 
gram    Jenny  B.  Merrill  208 

Practical    Suggestions    on    the    Pro- 
gram by  Weeks Jenny  B.  Merrill  209 

Your  Child  To-day  and  Tomorrow 212 

Mother  Play,  "The  Weelwright"  Bertha  Johnston  213 

Suggestions   on   Management    215 

The   Present Susan   Plessner  Pollodk  216 

Alice  and  the  Key. ..  .Mary  Elizabeth  Rodhouse  216 

The  Cob-Fire  Stories Bertha  C.  Pitman  218 

Health   Rules    218 

Ether  Land Elise  Spicer  Eells  218 

Straight  Line  Cutting   Carrie  L.  Wagner  209 

"Miss  Sunbeam" Mary  E  Jackson  220 

Easter   Dr.  Mary  E.  Law  221 

The  Committee  of  the  Whole. .  .Bertha  Johnston  222 
Hints    and    Suggestions    for     Rural 
Teachers    Grace  Dow  224 


mdex  to  Volume  XXVII™- 1 9 1 4- 1 9 1 S— Concluded 


New  Games,  Plays  and  Pieces  for  Lit- 
tle People  226 

Gems  for  Memorizing    228 

Kindergarten  Appreciation  228 

Animal   Booklet    Olive  Wills  229 

A  Paper  Cutting  Magic 230 

Study  of  a  Picture   Mary  E.  Cotting  231 

Rural  School  Improvement    232 

How  Can  We  Censor  "The  Movies" 233 

The  Reindeer  Industry  in  Alaska   233 

Bunnie's    Scare Bessie   Adams  233 

Blackboard   Suggestions   for   March 

Laura  Rountree  Smith  234 

Picture  Language  Stories  for  March 

Marguerite  B.   Sutton  235 

Carnegie  Endowment  for  International  Peace. . . .   236 
The  Spring  Time  Messenger.  .Elsie  Spicer  Eells  236 

Toys  an  Infant  Can  Make John  Y.  Dunlop  237 

Book  Notes    238 

Poem  Study  for  Primary  Grades 240 

Aphoristic    Mile-Posts    on    the    Road 

of  the  "New  Education''.  .Dr.  W.  N.  Hailmann  242 
General    Suggestions    for    April    Pro- 
gram    Dr.  Jenny  B.  Merrill  243 

General  Suggestions  for  the  Month  of 

April  Dr.  Jenny  B.  Merrill  247 

A  Child  Study   Dr.  Jenny  B.  Merrill  248 

The  Birds  of  New  York 248 

Report  of  Lecture  Before  the  N.  Y. 

P.  S.  K.  A Mabel  Rogers  248 

Study   of  a  Picture    Mary  E.   Cotting  249 

The  Cuckoo— Mother  Play  Picture  250 

The  Relation  of  Psychology  to  Present 

Day  Problems   251 

Mothed  Play — The  Cuckoo Bertha  Johnston  251 

Panama  Pacific  Exposition  252 

Straight  Line  Cutting   Carrie  L.  Wagner  253 

April  Spelling  Booklet    253 

Ten  Sanitary  Commandments  for  Ru- 
ral Schools Dr.  Thomas  D.  Wood  253 

Portrait  of  Froebel    254-255 

Little    Plays   and    Little    Pieces    for 

Little   People    256 

The  Committee  of  the  Whole. .  .Bertha  Johnston  258 
Additional      Mother-Play      Sugges- 
tions  Bertha    Johnston  259 

The  Teacher's  Prayer Alice  A.  Clark  259 

The  Little  Gardner— Illustration E.  W.  Eddis  260 

The  Present   Susan  Plessner  Pollock  261 

The  Yellow   Marigold   and   the   Leo- 
pard Spots  Fannie  Louise  Burgheim  261 

The  Cob-Fire  Stories -. Bertha  C.  Pitman  262 

The  Leader  Sheep    Mary  E.  Cotting  262 

An  Ideal  Country  School   263 

Hints    and     Suggestions    for    Rural 

Teachers    Grace    Dow  264 

Spring  Days    Olive  Wills  265 

Picture  Language  Story  for  April    266 

Individual  Tests  in  the  Kindergarten    268 

Mother  Play   Picture— The  Bridge 270 

The  International  Kindergarten  Un- 
ion— Preliminary    Program    271 

General  Suggestions  for  the  May  Pro- 
gram   Dr.  Jenny  B.  Merrill  273 

Program  Suggestions  by  Weeks,  etc. 

Dr.  Jenny  B.  Merrill  272 

May  .  .  : Mrs.  Myra  A.  Buck  275 

Mother  Play — The  Bridge   Bertha  Johnston  276 

The  Bird  House Mrs.  Myra  A.  Buck  277 

Designs    Olive    Wills  278 


Little    Plays    and    Little    Pieces    for 

Little  People  Laura  Rountree  Smith  280 

Dancing  O'er  the  Green  ..Laura  Rountree  Smith  280 

Betty's  Numbers   Mary  Davis  280 

The  Kitten  and  the  Bird  . . .  .Lena  B.  Ellingwood  281 
In  the  Merry  Month  of  May  Laura  Rountree  Smith  281 

The  Month  of  May    J.  M.  Niven  292 

Gems  for  Memorizing    293 

The  Jolly  Jump  Ups    Mary  Davis  293 

The  Yacht  Race    John  Y.  Dunlop  293 

The  San  Diego  Exposition   294 

Invitations  to  Our  May  Party  Dr.  Jenny  B.  Merrill  295 
Development  of  Thought  Which  Re- 
sults from  Picture  Study    .  .  .  .Mary  E.  Cotting  296 

Friedrich  Froebel  Dr.  Mary  E.  Law  296 

An  Experiment  in  Kindergarten  Ex- 

.  .tension  Work Dr.  Franklin  B.  Dyer  297 

May  Calendar   Marguerite  B.  Sutton  298 

Straight  Line  Cutting   Carrie  L.  Wagner  299 

The  Committee  of  the  Whole  ..Bertha  Johnston  300 
Suggestions  for  Blackboard   Borders 

or  Designs   Laura  Rountree  Smith  302 

Picture  Language  Story  for  May 

Marguerite  B.   Sutton  303 

Rural    School    Improvement    284 

Cob-Fire   Stories    Bertha  C.  Pitman  287 

The  Telephone  Game  Helen  Capperton  288 

Hints    and     Suggestions    for     Rural 

Teachers    Grace  Dow  289 

Merry,  Merry  Month  of  May 

Laura  Rountree  Smith  290 

Miss   Sky's  Wardrobe    Mary  Davis  290 

Book  Notes 290 

General    Suggestions    for    June    Pro- 
gram   Dr.  Jenny  B.  Merrill  304 

Program  by  Weeks Dr.  Jenny  B.  Merrill  306 

Humor  in  Children's  Stories  .  .Marrietta  Stockart  308 
Mother    Play — The    Children    in    the 

Tower Bertha  Johnston  309 

Baby  Prodigies Dr.  Montessori  310 

Educational     Opportunities     in     Chi- 
cago   Prof.  Nathaniel  Butler  311 

How  the     Pestalozzi-Frobel     Kinder- 
garten  is     Conducted     in     Berlin 

Henrietta   Rodman  313 

Cheap   Schooling  must  be  Kept  Out 

of  the  Kindergartens.  Tristram  Walker  Metcalfe  314 
Little  Plays  and     Little    Pieces    for 

Little  People 315 

Gems  for  Memorizing 316 

Paths Jeannie  Pendleton  Ewing  316 

Bread — Want Susan  Plessner  Pollock  317 

Blue  Eyes  and  Fluffy  Ball Julia  Gray  don  317 

Hints  and     Suggestions     for     Rural 

Teachers Grace  Dow  318 

The  N.  E.  A.  Meeting  at  San  Fran- 
cisco     318b 

Picture   Language   Story     for     June 

Marguerite  B.  Sutton  318c 

Straight  Line  Cutting Carrie  L.  Wagner  318d 

Blackboard     Suggestions     for     June 

Laura  Rountree  Smith  318d 

Sense  Training    in    the    Montessori 

System William  Bloyd  319 

Spring  Pleasures Olive  Wills  320 

Study  of  a  Picture — X Mary  E.  Cotting  321 

Incidental  Festivities Mary  E.  Law  322 

The  Committee  of  the  Whole. . .  .Bertha  Johnston  323 

Landmarks Jeannie  Pendleton  Ewing  324 

June  Paper  Cutting J.  M.  Niven  325 

The  Story  of  the  Silly  Lamb F.  G.  Sanders. 326 

The  International'  Kindergarten  Union 327 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


Chicago 

Kindergarten 

Institute 


Class  Rooms  and 
Students'  Residence 


GERTRUDE  HGCSE, 

54  Scott  St.,  CHICAGO. 


Diploma*  granted  for  Regular  Kindergarten  Course  (two  years). 

and  Post   Graduate  Course  (one  year).     Special  Certificate*  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,  M  Scott  8t. 


NATIONAL 

KINDERGARTEN 

COLLEGE— 

ELIZABETH  HARRISON,  President. 

SIMMER  SCHOOL  June  1 4  to  Aug.  6 


Kindergarten  and  Primary  Methods. 
Playground  Work.  Model  Demon- 
stration Schools.  Credits  Applied 
on  Regular  Courses.  Resident 
Dormitory  on   College   Grounds. 

Come  to  a  school  where  Instruc- 
tion received  will  have  practical 
value  In  your  fall  work. 

For   full    information   address 

Box  600,  2944  Michigan  Boulevard, 

CHICAGO,  ILLINOIS. 


Kl  NDERG  ARTEN 

COLLEGIATE    INSTITUTE 

Organized    in    1881    as    Chicago 
Free    Kindergarten   Association. 

Oldest  kindergarten  training 
school  in  Chicago.  Located  in  Fine 
Arts  Building,  overlooking  Lake 
Michigan.  Regular  two  years'  dip- 
loma course.  Special  courses  open 
to  teachers  and  mothers.  Universi- 
ty instructors.  University  credits. 
Address 

EVA  B.  WHITMOEE,  Registrar. 

Room  706,   410   S.   Michigan  Avenue, 

CHICAGO 


THE  RICHMOND  TRAINING  SCHOOL 

for  Kindergartnera 
Richmond,  Yg 

Virginia  Mechanics*  Institute  Building, 
Richmond,  Virginia. 
Two  years'  training  in  Theory  and 
Practice  of  Frooberlan  Ideals.  Post- 
Grado&te  Coni-se,  also  Special  Classes  for 
Primary   Teachers. 

LUCY    8.    COLEMAN.   Director. 
MRS.   W.  W.   ARCHER,  See.  and  Treas. 


PLAYGROUND  WORK 


THE  NEW  PROFESSION 

Thorough  training-  for  Playground  Workers, 
Folk  Games,  Pageants,  Festivals,  Story    Tel- 
ling, etc,,  by 

Marie  Reuf  Hofer 

and  other  specialists . 

Fall  term  begins  Sept,  21.         Address 

Pestalozzi-Froebe!  Training  School 

Box  55,      622  Michigan  Blvd.,       Chicago,  111. 


Kindergarten! 


ARO" 


Training  School 


i*.  • ' 


Certificate 

Diploma 

and 

Normal 

Courses 

New 
Quarters 

No.  508 
Foun- 
tain St. 


CLARA  WHEELER,  Principal 


OBERLIN  KINDERGARTEN 


TRAINING  SCHOOL 

Presents  a  two-year  course  in  kindergarten 
theory  and  practice.  Teachers  drawn  largely 
from  Oberlin  College  and  Conservatory  of 
Music.  Miss  May  has  returned  from  a  course 
of  study  with  Dr.  Montessori  and  will  give  in- 
struction in  the  Montessori  method. 

For  catalogue  address  Secretary, 

Kindergarten  Training  School,  Drawer  1  7 

OBERLIN, OHIO 


MISS  HARRIET  NIEL 

Successor  to  Miss  LAURA  FISHER 

Training  School  for  Kindergartners 

Normal  Course  two  years.     Graduate 

qnd  Special  Courses. 
319  Marlborougti  st.         Boston.  Mass. 


SUMMER  SCHOOL 

SEW   YORK      UNIVERSITY,      UNI- 
VERSITY HEIGHTS,  Ken  York  City 

JULY  5  TO  AUG.  13,  1915 


DR.  JAMES  E.  LOUGH,  DIRECTOR. 

KINDERGARTEN  DEPARTMENT 

Courses  offered!  Kindergarten^ 
Primary  Supervision;  Mother-Play i 
Program  Making  and  Method; 
Stories;  Songs;  Games;  Gifts. 

For    information    address 
MISS  HARRIETTS  MELISSA  MILLS 

Principal  of  Kindergarten  Dept. 

New  York  University,    .'Washington 

Square,  New  York  City. 


THE  HABRIETTE  MELISSA  MILL 
KINDERGARTEN  TRAINING  SCHOOLS 

In  Affiliation  with  New  York  University 

Two   years  normal  course  accredited 
by  State  Board  of  Regents. 

SUMMER  COURSES 

Pay  be  taken  for  Kindergarten  Train- 
ing School  and  University  credit. 
New  York  University, 
University  Heights 

July  1,  August  11 
For  information  address 

MISS  H AR.RIETTB  M.MILLS.  l*rinotpal 

New  York  University 
Washington  Square,  New  York  City. 

Montessori  Summer  Course 

Montessori  Teacher-Training  School 

Instruction  in  the  theory  and  use 
of  the  Montessori  materials.  Resi- 
dent and  day  students.  $30,000 
building  adjoining  All  Saints  Epis- 
copal Church.  Elementary  and  col- 
lege preparatory  courses.  4th  year 
teacher-training  course  begins  Oc- 
tober 1,  1915.  For  illustrated  folder 
address 

Mrs.  J.   SCOTT  ANDERSON,  Direct- 
ress Torresdale  House, 
Torresdale,   Philadelphia,   Pa.    . . 


TRAINING  SCHOOL 


Two  years  course.     State  accredited 
List.     Address. 

Miss  GRACE  SMITH  BARNARD 
Hotel  Shattuck,  Berkeley,  CaL 


1874— Kindergarten  Normal  Institutions — 1914 

1516  Columbia  Road,  N.  W.        WASHINGTON,  D.  O. 

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

Susan  Plessner  Pollock,   Principal 

Teaohera"  Training-  Course — Two  Years 
Summer  Training  Classes  at  Mt.  Chatauqua— Mountain  Lake  Park- 
Garrett  Co.,  Maryland 


RELIABLE  KINDERGARTEN  TRAINING  SCHOOLS  OF  AMERICA 


THE     NEW     YORK 

KINDERGARTEN 

ASSOCIATION 

WILL  OPEN  A 

Kindergarten  Training  School 

OCTOBER  1st,  1914 
UNDER  THE  DIRECTION  OF 

MISS   LAURA   FISHER 

NORMAL  COURSE,  TWO  YEARS 

OBSERVATION   AND  PRACTICE  TEACHING  IN 

THE   KINDERGARTENS  OF  THE  ASSOCIATION 

For  Circulars  address 

524.  W.  42nd  St.,  New  York  City 


Miss  Annie  CooEidge  Rust's  23rd  Year 

Mel  School  of  Kindergarten 

Normal  f!ln»Rf«t    boston,  mass 
■mormai  Classes  P|EPCE  Bi,IIiDING 

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    Eat*   Baldwin 

Free  Kindergarten  Association 
Savannah,   Georgia. 

For  Information,   address 

■ORTDNSB    M.     ORCUTT,     Principal    of 

«*>•  Training  School   and  Supervisor  of 

Kindergartens,     328    Bull    Street, 

Savannah,    Georgia. 


Springfield  Kindergarten 

Normal  Training  School 

Twa  Years'  Course.    Terms,  $100  per  year 

Apply    to 

HATTIE  TWICHELL. 
SPRIWOFTBLB — LONOMEADOW.   MASS. 


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 


■THE- 


Teachers  College 

OF    INDIANAPOLIS 

Accredited  by  State  Board  of  Educa- 
tion. Professional  Training  for  all  grades 
of  teaching.    Two,  Three  and  Four  Year 
Courses. 
This    College    specializes    in   Kinder- 
garten, Primary  and  Intermediate 
Grade  Teaching. 
Special  classes  in  Public  School  Draw- 
ing and  Music,  Domestic  Science  and 
Art,  and  Manual  Work. 

Send  for  catalogue. 

ELIZA  A.  BLAKER,  President 

The  William  N.  Jackson  Memorial 

Building. 

23rd  and  Alabama  Street, 

INDIANAPOLIS,    IND. 


COLUMBIA  KINDERGARTEN 
TRAINING  SCHOOL 

TWO  YEARS'  COURSE 

Instruction  in  Primary  Methods. 

STUDENTS'  RESIDENCE. 


SARA  K.  LIPPINCOTTi 
SUSAN   C.  BAKER  ! 


Principals 


2108  Conn.  Ave. 


Washington,  D.  C. 


Mice  Hart' c  TRAINING  SCHOOL 

iflidiJ  lIUll  a  For  Klndergartners 
3800  Walnut  Street,  Philadelphia 

Junior,    Senior,  Graduate  and  Normal 
Trainers'    Courses.       Practice    Kinder- 
gartens.   Opens  October  1st.  1915. 
For  particulars  address 

MISS  CAROLINE  M.  C.  HART 

The  Pines,  Rutledtfe.  Pa. 


■CLEVELAND- 


Kindergarten  Training  School 

IN  AFFILIATION  WITH  THE 

National  Kindergarten  College 

2050  East  96th  Street,  Cleveland,  Ohio 
Founded  in  1894. 

Regular  course  of  three  years  prepares 
for  Kindergarten  and  Primary  posi- 
tions. Lectures  in  Montessori  methods 
with  observation  in  Montessori  School. 
Address, 

MISS  NETTA  FARRIS,   Principal 


Law  Froebel  Kindergarten 
Training  School  and  School 
of  Culture  for  Young  Ladies 

Forty  Practice  Schools. 
Medical    Supervision. 
Certificate  and  Diploma 
Courses. 
2313    ASHLAND   AVE. 
TOLEDO,  OHIO 


Ethical  Culture  School 

Central  Park  West  and  68d  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 

CATHERINE    J.    TRACY 

Principal 


WASHINGTON,  D.  C. 

COLUMBIA  KINDERGARTEN 

TRAINING  SCHOOL 

2108  CONNECTICUT  AVE. 

Kindergarten  and  Primary  Courses 
A  limited  number  of  resident  pupils 


Connecticut  Froebcl  Normal 

Kindergarten  Primary  Training*  School 

Academic,  kindergarten,  primarv  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. 


Miss  Wheelock's  Kindergarten 
Training  School 

Child  Welfare  course  one  year. 
Regular  course  two  years. 
Full  course  three  years. 
Address 

LUCY    WHEELOCK 

100  Riverway,   BOSTON 


Pratt  Institute 

School  of  Kindergarten  Training 

BROOKLYN,  N.  Y. 

Normal  Courses  for  Kindergarten,  two 
years.  Special  Courses  for  Teachers 
and  Mothers.  Plays  with  Kindergar- 
ten and  Supplementary  Materials. 
Kindergarten  Games.  Outdoor  Sports. 
Tennis  and  Swimming.  Gardening. 
Nature  Study.  Music,  Voice  and  Pi- 
ano. Literature  for  Children.  Sto- 
ry-telling. Educational  Subjects.  Psy- 
chology and  Child  Study.  Practice 
Teaching  and  Observation  in  the  Kin- 
dergartens of  Greater  New  York 

ALICE  E.  FITTS,  Director 

Fall  term  opens  Sept.  23,  1914 


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  nowemployed  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. 


WE   PLACE 


MANY    PRIMARY 
Teachers   each 
year.  Some  Kindergartners.  No  charge 
until  teacher  is  located  by  us.  Send  for 
registration  blank.    A.  H.  Campbell, 

American  Teachers'  Ag-enoy 

Myrick  Building,  Springfield,  M  ASS. 


THE  PRATT  TEACHERS'  AGENCY 

Recommends  college  and  normal  gradu- 
ates, specialists,  and'otherl  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 


MIDUND  SPECIALISTS  AGENCY 

Stition  A.  Spokane,  Wash. 

We  will  have  openings  for  a  large  num 
ber  of  rimaryand  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. 


-THE 


NORTHWESTERN  TEACHERS'  AGENCY 

310-311  PROVIDENCE  BUIXDTNG 
DTJLUTH.  MINN. 


RELIABLE  TEACHERS'  AGENCY 

Trained      rimary   and  Kindergarten 
Teachers  needed.  Good  positions,      er- 
manent  membership.     Write  to-day. 
612-613  Majestic  Building, 

Oklahoma  City.  Okla. 


INTERSTATE  Teachers*  Agency 

50133  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. 


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. 

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(See  page  309) 


THE  KINDERGARTEN 


-PRIMARY- 


AGA2INE 


Published  on  the  first  of  each  Month,  except  July  and  Aug- 
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JUNE,  1915. 

EDITORIAL  NOTES 

The  right  of  conquest  by  force  of  arms,  should  no- 
where be  recognized. 

This  is  the  last  number  of  the  Kindergarten-Pri- 
mary Magazine  until  September. 


The  interesting  and  inspiring  thing  about  America 
is  that  she  asks  nothing  for  herself  except  what  she 
has  a  right  to  ask  for  humanity  itself.  We  want  no 
nation's  property,  we  wish  to  question  no  nation's 
honor,  we  wish  to  stand  selfishly  in  the  way  of  no 
nation.  — President  Wilson 


The  public  press  is  responsible  for  the  statement 
that  Rev.  Thomas  S.  Anderson,  pastor  of  a  fashionable 
Presbyterian  church  of  Bay  City,  Michigan,  denounced 
the  peace  policy  of  President  Wilson  in  a  recent  ser- 
mon, claiming  that  the  president  should  have  sent  at 
least  thirty  battle  ships  to  deliver  his  note  to  the 
Kaiser,  and  demanding  immediate  war  on  Germany. 
In  consequence  his  church  is  discomfited,  as  it  well 
might  be.  It  seems  a  shame  in  this  time  of  strain  and 
trial,  when  Christian  people  are  trying  so  hard  to 
practice  and  inculcate  that  forbearance  which  is  a 
fundamental  principle  of  Christianity,  that  one  who 
professes  to  teach  and  to  preach  the  gospel  of  the  One 
who  came  to  bring  peace  on  earth  and  good  will 
toward  men  should  use  his  position  to  hurl  firebrands 
of  hate  and  revenge.  We  sincerely  hope  that  the  re- 
verend gentleman  has  been  misquoted,  but  if  not  he 
should,  in  our  opinion,  step  down  and  out,  or  be  com- 
pelled to  do  so.  There  is  not  a  decent  excuse  for  this 
war.  It  is  based  on  jealousy,  avarice,  hatred  and  re- 
venge, and  any  American  who  seeks  to  draw  America 
into  this  seething  pool  of  hate  is  an  enemy  of  his 
country  and  of  humanity.  The  people  of  America 
want  peace.  They  realize  that  wars,  where  no  great 
principles  are  involved,  never  settle  anything.  Bach 
blow  but  increases  the  difficulty.  We  want  no  blood 
thirsty  men  in  the  pulpits. 


FOR 


KINDERGARTEN     PRIMARY       MAGAZINE 
NEXT  YEAR 

We   have   about   completed    arrangements    for    the 
magazine  during  the  coming  year,  and  we  believe 


VOL-  XXVII—No.  lO 

that  it  will  be  better  than  ever  before.  Nearly  all  our 
present  contributors  will  be  with  us  next  year.  Misi 
Bertha  Johnston  will  continue  her  Mother  Play  trans- 
lations, and  also  conduct  a  department  entitled 
"Hints  and  Suggestions  for  Kindergartners."  Most 
of  our  present  contributors  will  follow  their  present 
line  of  work  and  some  features  will  be  added. 

We  offer  the  following  information  relative  to  Dr. 
Jenny  B.  Merrill's  work: 

As  kindergartners  are  becoming  more  and  more  in- 
terested in  early  primary  work,  and  as  superintend- 
ents are  endeavoring  to  relate  the  kindergarten  more 
and  more  closely  to  the  grades,  and  the  grades  to  the 
kindergarten,  we  have  asked  Dr.  Merrill,  who  was  for 
many  years  a  teacher  of  primary  methods  in  the 
Normal  college,  to  write  a  series  of  articles  on  kinder- 
garten materials  and  methods  available  for  primary 
work,  using  the  term  "Materials"  in  its  broad  sense; 
the  topics  discussed  will  include: 

(a)  Stories,  conversations,  songs. 

(b)  Dramatic  plays;  games;   rhythms. 

(c)  Nature  work;   gardens;  excursions. 

(d)  Drawing  and  painting. 

(e)  modeling  in  sand  and  clay. 

(f)  Form  and  number  work  with  building  blocks. 
(2nd,  3rd,  4th,  5th,  and  6th  gifts.) 

(g)  Designing  and  counting  with  seeds,  sticks, 
rings  and  tablets. 

(h)  Various  uses  of  paper  in  the  occupations  of 
folding,  cutting,  mounting,  weaving,  and  constructing. 

Dr.  Merrill  will  also  continue  her  suggestions  on  the 
kindergarten  program  by  weeks  and  months  to  aid 
young  kindergartners. 

This  program  work  is  a  pre-view  of  the  month,  aid- 
ing the  kindergartner  to  forecast  the  possibilities 
ahead  but  not  limiting  her  to  a  fixed  outline. 

Jt  encourages  initiative  and  creative  work  on  the 
part  of  both  kindergartner  and  child. 

It  is  in  line  with  the  "problem"  method,  so  earnestly 
advocated  by  Dr.  Dewey  as  a  means  of  making  a 
thoughtful  child, 


GENERAL  SUGGESTIONS  FOR  JUNE  PROGRAM 

By  JENNY  B.  MERRILL,  Pd.  D. 

Former   Supervisor  of  Public  School  Kindergartens,   New  York  City:    Special   Lecturer  on  Educational 

Topics 


"The  letter  killeth  but  the  spirit  niaketh  alive,"  is 
the  thought  uppermost  in  my  mind  after  re-reading  an 
old  kindergarten  diary  of  a  kindergartner  who  "lived 
with  her  children"  as  Froebel  bade  us  do. 

It  was  written  before  we  talked  of  "problem"  pro- 
grams, before  we  talked  so  much  of  initiative,  indeed, 
when  many,  too  many,  were  following  prescribed  pro- 
grams, but  all  the  life  and  progress  of  today  are  in 
this  diary.  Read  a  few  extracts,  and  scent  the  sweet- 
ness of  June  and  the  sweetness  of  children  in  them! 
I  will  not  have  to  tell'  you  that  it  was  just  as  much  an 
out-of-door  kindergarten  as  possible. 

June  4. — Such  a  glorious  day,  truly  as  tho  summer 
had  at  last  arrived!  It  made  us  feel  as  tho  we  must 
start  at  once  for  the  country.  Henrietta  could  hardly 
wait  in  our  morning  talk  to  tell'  us  "cows  are  there;" 
this  was  followed  by  "sheep,"  "horses  and  wagons," 
"Chickens,"  "porches,"  "hammocks."  "picnics," 
"grass,"  "frogs,"  "row  boats,"  "trees,"  "birds,"  (I 
have  tried  to  give  them  in  the  order  the  children 
did.)  I  had  to  suggest  flowers  in  the  grass.  I  had  not 
thought  any  one  knew  wild  roses  but  Teresa  did. — 
"They  are  pink  with  stickers  and  you  find  them  in  the 
woods."  Mrs.  Z's  bird  was  hanging  in  the  yard.  How 
beautifully  it  sang! 

Not  only  did  he  sing  for  us  as  we  stood  around 
his  cage,  but  all  morning  we  could  hear  him  in  our 
room.  Ever  now  and  then,  when  the  voices  threat- 
ened to  grow  too  loud,  we  stopped  to  listen  to  the 
singing.  "We  can't  sing  like  that,  can  we?"  asked 
Sallie. 

Our  garden  was  fresh  and  lovely  after  the  rain  and 
all  our  nasturtiums  are  peeping  up. 

June  6.— A  little  visit  to  our  garden  makes  such  a 
difference  in  our  day!  We  talked  about  the  dande- 
lions, not  forgetting  the  clover  that  the  cows  love  so 
well.  "Make  a  picture  of  the  clover,"  cried  the  chil- 
dren," and  when  this  was  done,  "now  put  the  cow  in." 
I  answered  it  would  take  a  long  time  to  make  a  cow! 

"Make  it  any  old  way,"  exclaimed  Elizabeth,  laugh- 
ing as  she  said  it.  "I'll  put  a  cow  in  the  picture," 
volunteered  Lottie,  and  this  pleased  the  other  chil- 
dren greatly.  "Don't  forget  the  horns,"  admonished 
Teresa,  "and  its  tail,"  added  Lydia,  as  Lottie  went  to 
work,  and  completed  the  picture  very  creditably. 

Because  of  this  little  cow  episode,  we  had  the  story 
of  "The  Red  Calf"  scheduled  for  tomorrow. 

Jtjne  11.  We  had  such  a  pretty  little  experience  in 
our  garden  today,  and  one  that  fell  in  with  our  work 
so  nicely.  A  baby  bird,  a  sparrow,  was  lost.  It  flew 
up  the  school  stairway,  and  could  not  find  its  way  out. 
I  tried  to  take  it  in  my  hands,  but  the  little  creature 
grew  so  frightened  and  struggled  so  hard  to  fly  that 


finally  it  succeeded  in  spreading  its  small  wings 
and  flying,  calling  out  at  the  same  time. 
As  it  reached  the  garden,  (and  the  end  of  its  flying 
powers)  the  mother  bird  answered  the  call,  and  flew 
right  down  to  her  baby.  It  all  took  such  a  little  while 
to  happen,  but  the  children  talked  of  it  fully  half  an 
hour. 

Our  garden  had  genuine  surprises  for  us  too, 
a  wee,  tiny  nest,"  which  we  sang  three  times. 

Teresa  and  Hedwig  applied  it  to  our  song,  "There's 
yellow  iris!  tall  and  slim  and  straight,  quantities  of 
buds  full  of  promise.    The  children  were  delighted. 

June  12.  Teresa  recalled  the  bird  episode  today, 
saying,  "Wasn't  it  a  cunning  birdie?'' 

When  we  had  blocks,  she  made  the  birdhouse  and 
then  asked  for  one  of  our  toy  chickens.  "I'll  play  it  is 
the  birdie,"  she  said. 

Then  Rosa  made  "the  school"  where  the  bird  was 
lost,  asking  for  a  bird  and  two  dollies. 

Sallie  looked  on  admiringly.  "I  am  going  to  make 
the  stairs  where  the  birdie  was  lost,"  she  exclaimed 
suddenly,  and  when  they  were  finished,  "now  I  want 
a  bird  and  a  dolly  for  every  step,  because  we  were 
all  on  the  steps." 

Soon  every  child  was  at  work  building  one  of  these 
three  forms,  and  calls  for  chickens  soon  emptied  our 
chicken  box.  Unfortunately  I  did  not  have  enough 
mamma  birds  to  go  around,  but  there  were  plenty  of 
lost  birdies! 

There  was  no  need  of  my  prepared  lesson  with  the 
sixth  gift.  The  children's  own  gift  play  was  decidedly 
successful,  and  it  all  came  from  the  children  them- 
selves. 

Our  singing  this  morning  was  genuine  warbling. 
Never  have  my  children  sung  so  sweetly.  (No 
wonder.) 

My  heart  quails  for  Teresa  when  I  think  of  pro- 
moting her.  She  is  full  of  sweet  and  lovely  qualities 
hidden  under  abnormal  restlessness  and  clumsiness 
due  to  defective  eyesight.  She  can  do  no  close  work, 
and  one  has  to  consider  the  intelligent  effort  back  of 
the  poor  work,  so  as  not  to  discourage  the  sweet 
willingness  to  "try  again."  She  is  a  sensitive  child 
and  inclined  to  hold  herself  alof.  I  have  given  her  a 
great  deal  of  love. 

I  have  appealed  to  the  lovely  qualities  in  her, 
always  successfully. 

June  14.  Three  little  girls  went  on  an  excursion 
yesterday.  They  gathered  daisies  and  brought  us  a 
large  bunch.  So  much  interest  was  felt  in  this  new 
arrival  of  daisies  that  we  gave  up  painting  our  clay 
strawberries  and  drew  daisies.  Lydia  and  Hedwig 
showed  us  how  to  draw  daisies.  The  results  were 
excellent. 


TttE  KINDERGARTEN-PRIMARY  MAGAZINE. 


303 


We  sang  about  the  raindrops  and  listened  to  them 
pattering  down  on  our  window  panes.  Hedwig  said, 
"It  didn't  rain  on  the  excursion."  Rosa  remarked, 
"Tne  rain  is  making  flowers  grow." 

We  had  the  story  of  Red  Riding  Hood  using  Elsie's 
doll,  Louisa's  Teddy  bear  and  all  our  daisies  for  the 
"flowers  in  the  woods"  which  Red  Riding  Hood 
stopped  to  pick.  The  story  was  enjoyed  very  much 
with  all  these  little  touches. 

June  28.  (Our  last  day.)  All  our  thoughts  were 
on  promotion.  The  children  asked  to  sing  all  the 
songs,  to  visit  all  the  garden  beds  and  to  play  all  the 
games!  While  in  the  yard  during  playtime,  the  girls 
of  the  graduating  class  were  floating  about. 

There  were  a  few  who  had  been  children  in  my 
kindergarten.  They  asked  if  they  might  play  with  us. 
What  a  jolly  time  we  had,  and  how  my  babies  enjoyed 
it!  (Babies  no  longer  for  promotion  day  has  come.) 
The  big  girls  were  sorry  when  the  games  were  over. 

I  had  made  books  of  the  children's  brush  work 
which  I  gave  to  them  to  look  over  the  last  half  hour 
of  the  morning. 

These  gave  much  pleasure  as  the  children  talked 
about  the  "pictures"  and  recalled  our  many  little  con- 
versations when  they  were  painted.  It  was  a  happy 
review. 

I  am  sure  it  is  hardly  necessary  to  draw  program 
lessons  from  this  diary  for  they  are  so  apparent,  but  to 
recapitulate  I  may  say. 

1.  The  kindergartner  turned  little  incidents  to  ac- 
count that  some  kindergartners  would  not  recognize 
as  valuable.  She  was  even  willing  to  depart  from  her 
pre-arranged  program  to  do  so.     (See  June  11  and  14.) 

2.  There  is  vivacious  conversation,  children's  chat- 
ter, some  would  call  it,  but  it  was  expressive  of 
genuine  interest  and  it  was  cultivating  expression  in 
language. 

3.  The  children  often  led  the  way — the  kinder- 
gartner "following,"  yet  she  never  failed  to  lead 
them  to  step  higher  than  they  could  go  alone. 

4.  The  kindergartner  in  making  such  a  diary  re- 
viewed the  events  of  the  day  for  her  own  benefit. 

Loving  sympathy  with  individual  children  is  shown 
by  the  very  use  of  their  names,  and  what  a  wonderful 
memory  of  each  one's  little  contribution  to  the  pro- 
gram is  in  evidence. 

5.  The  spirit  of  nurturing  is  manifest. 

6.  The  daily  program  was  skillfully  organized 
around  the  children's  own  ideas. 

Our  standards  for  the  year  have  been: 

1.  To  see  that  the  children  work  with  a  purpose 
in  view. 

2.  To  encourage  initiative  in  them. 

3.  To  organize  their  own  ideas. 

4.  To  have  them  judge  simply  of  values. 

5.  To  encourage  communicating  or  talking. 

6.  To  encourage  experimenting. 

(Note  the  little  girl  who  was  willing  to  "experi- 
ment "in  drawing  a  cow,  and  was  encouraged  by 
kindergartner  and  playmates.) 

7.  To  let  their  work  function    into    life    needs. 


(They  made  their  garden  to  play  in  and  to  enjoy  its 
fruitage.) 

8.  To  encourage  nurturing.  (Will  they  ever  for- 
get, "The  lost  sparrow?"  and  it  might  have  been  over- 
looked by  some  teachers,  tho  surely  not  by  a  kinder- 
gartner, and  yet  do  we  all  watch  for  such  opportuni- 
ties?   They  come  to  those  who  seek  them.) 

THE   KINDEUGARTj\ER's   FORECAST. 

Little  children  live  by  the  day,  nay  by  the  hour,  the 
very  moment.  The  adult  thinks  ahead — forecasts. 

In  forcasting  June,  the  kindergartner  realizes  the 
coming  of  vacation,  and  will  plan  to  suggest  ways  for 
the  children  to  spend  a  useful,  happy  month  or  months 
whether  in  the  country,  in  the  city  or  at  the  seashore. 
Is  it  well  to  begin  talking  about  vacation  early  in  the 
month?  or  promotions?  When  should  we?  Can  we 
let  the  children  guide  us  in  choosing  the  time?  Pos- 
sibly so.  When  the  older  brothers  and  sisters  begin 
to  talk  about  "school  closing,"  the  little  ones  will  be- 
gin to  ask  questions.  Always  try  to  remember  that  a 
first  experience  is  an  important  one  and  this  is  kin- 
dergarten child's  first  experience  of  a  vacation  in  most 
cases.  Rarely  now  do  children  remain  two  years  in  a 
kindergarten.  If  there  are  those  who  do  remember 
past  vacation  experiences,  let  them  tell  of  them  to 
their  heart's  content. 

In  early  June  be  guided  by  the  weather.  Keep  out- 
of-doors  when  it  is  not  too  warm.  Watch  the  birds, 
the  bees,  the  butterflies,  the  sky,  the  flowers.  Observe 
the  farmer's  work  and  the  gardeners.  Talk  a  little  of 
summer  clothing,  how  to  keep  cool,  the  value  .-f  a 
drink  of  cold  water,  but  not  ice  water,  talk  of  the  long, 
long  days  and  how  early  the  sun  rises. 

Talk  especially  of  roses  and  strawberries  and  paint 
them  on  paper  and  the  latter  n  clay. 

Plan  for  Flag  Day,  and  for  a  birthday  party  if  any 
child's  birthday  comes  in  June,  or  if  you  have  not 
celebrated  birthdays  thruout  the  year,  have  one  birth- 
da}  party  for  all  the  birthdays  that  will  come  in  June, 
July  and  August.  Make  it,  perhaps,  a  soap-bubble 
party  out-of-doors,  or  if  possible,  make  it  a  picnic 
party  in  the  woods. 

During  the  last  week,  or  two,  separate  the  group  to 
be  promoted  and  require  a  little  more  concentration. 
Let  them  find  their  own  names  on  their  work  many 
times.  See  to  it  that  their  names  are  written  with 
grea  care.  Give  them  slips  to  carry  home  on  the  last 
day  to  look  at  during  vacation  and  to  copy,  so  as  to 
surprise  their  new  teacher.  If  a  child  can  read  one 
word,  even  his  name,  it  is  a  great  achievement.  To 
test,  introduce  a  game  mixing  four  or  five  slips 
together,  and  call  the  children  whose  names  are  on 
them  to  select  their  own  name.  They  love  to  do  this. 
Have  more  counting  with  blocks  and  sticks.  Let  the 
children  weave  several  mats  by  twos,  threes,  fours 
and  fives.  Some  kindergartners  reserve  mat-weaving 
until  the  last  month  as  it  is  trying  to  the  eyes  of  very 
young  children.  It  interests  the  older  children  very 
much  to  have  a  new  occupation  in  these  closing  days. 
Weaving  is  an  occupation  that  requires  concentration, 


306 


THE  KINDERGABTEN-PKiMAKY  MAGAZINE 


and  so  trains  the  attention  to  a  task,  which  is  an 
excellent  preparation  for  the  primary  grades. 


PROGRAM  BY  WEEKS 
Dr.  Jenny  B.  Mebbill 

FIEST    WEEK 

GENERAL  TOPICS  FOR  CONVERSATIONS,  STOR- 
IES   AND    SONGS 

Summer — what  does  it  mean?  What  is  the  first 
month  of  summer?  Can  we  sing  a  summer  song? 
Shall  we  learn  one?  What  shall  it  be  about?  (Let 
the  children  suggest.)  If  no  week  has  been  given  to 
bees,  teach  a  song  about  the  bee,  let  the  children  turn 
it  into  a  game  by  dramatizing  in  the  circle. 

Find  a  good  story  about  a  bee,  or  simply  tell  one 
yourself.  Why  does  a  bee  put  its  head  far  down  into 
the  flowers?  What  is  it  doing?  Where  does  it  live? 
What  does  it  carry  back  to  its  house?  Where  is  the 
bee's  pocket?  Where  is  its  little  brush?  What  a  won- 
derful little  insect!  (See  Edith  and  the  bees,  H.  Keller, 
The  Child's  World.)  Consult  your  own  song  books, 
to  And  a  song  of  the  bee,  or  teach  Miss  Poulssen's 
Finger  Play — "The  Bees."  Make  much  of  the  hum- 
ming and  buzzing. 

Tell  of  the  sting,  but  that  a  bee  very  seldom  stings 
unless  it  is  disturbed.  What  is  good  for  a  sting  if  it 
smarts?  A  little  wet  clay.  The  children  are  hardly 
old  enough  to  understand  about  the  kinds  of  bees — 
or  the  structure  of  the  honey-comb  in  cells.  Leave 
that  for  the  higher  grades  and  present  mainly  the 
sounds  and  acting  in  flying  from  flower  to  flower  and 
carrying  its  load  home  to  feed  the  baby  bees. 

EXPRESSION  IN  HAND  WORK 

1.  Drawing.  The  hive,  the  bee,  clover  that  the 
bee  loves  so  well. 

Brush  Work.     Many  bees. 

Free  expression  from  results  of  observation  on 
walks. 

2.  Construction.    A  honey  box. 
A  bee  hive. 

A  Clover  blossom. 

Any  simple  box  fold  will  answer.  Show  a  box  of 
h«ney  if  convenient.  Double  small  brown  or  yellow 
circles  and  play  they  are  bees.  Paste  them  on  the 
boxes,  putting  the  paste  along  the  diameter  and  hav- 
ing the  uplifted  semi-circles  for  wings.  How  many 
wings  has  a  bee?  Two,  not  four,  as  I  have  heard  some 
kindergartners  say.  The  butterfly  has  four,  not  the 
bee. 

The  clover  blossom  may  be  made  of  small  white 
or  pink  circles  of  tissue  paper  twisted  into  a  ball 
shape  with  green  tissue  paper  stems.  Roll  a  strip  of 
green  tissue  paper  about  an  inch  wide  between  the 
hands  for  the  stem.  Make  a  clover  bed  in  the  sand 
box  with  these  clover  blossoms,  each  child  contrib- 
uting one. 

3.  Cutting  and  mounting  clover  leaves — Give  each 
child  a  real  clover  leaf.  Let  them  try  to  imitate. 
Later  give  a  square  pattern.  Make  designs  with  real 
clover   leaves,   then   in  paper,   and   mount  the   best. 


Draw  a  clover  leaf  on  a  folded  square  and  open  after 
cutting  out. 

4.  Sand  and  clay  modeling.  A  clover  field  in  the 
sand  box. 

A  hive  in  clay. — Making  it  the  old  fashioned  cone 
shape.    Indent  the  door  of  the  hive. 

5.      STICK  AND  EING  LAYING 
SEEDS 

Flowers  with  rings. 

Pees  with  3  short  sticks,  one  for  the  body  and  two 
for  the  wings;  also  use  colored  seeds  for  flowers  and 
bees. 

Give  the  children  these  materials  at  first  to  experi- 
ment with. 

Note  whether  any  child  makes  the  semblance  of 
a  flower  or  bee.  Speak  of  it  and  let  other  children 
go  to  see  it.  Make  a  few  on  your  table  if  no  child 
does,  and  ask  what  you  have  made.  Suggest  that 
they  try  to  make  some  like  yours  and  others  too.  It 
is  well  to  mass  seeds.  Yellow  centres  can  be  made 
with  corn.  White  petals  with  white  beans.  A  green 
stick  can  be  used  for  the  stem,  etc. 

6  BULBS. 

If  the  children  are  using  the  5th  gift,  the  quarter 
cubes  may  be  the  bees;  several  hives  may  be  made 
in  a  row,  using  two  cubes  surmounted  by  a  half  cube. 

"The  little  bees  are  bringing  honey  to  these  hives.'' 

7.      PICTURES 

For  city  children  who  have  no  garden  and  little 
experience  with  bees,  there  should  be  as  many  pic- 
tures as  possible  arranged  on  a  chart  low  down  where 
all  may  see  them  frequently.  Bees  should  be  com- 
pared to  flies  in  size.  Bees  do  not  fly  into  our  houses 
usually  as  flies  do,  and  soil  our  'food,  so  that  we  need 
not  kill  them.  What  do  they  make  for  us  to  eat?  The 
bee  is  such  a  busy  useful,  little  insect!  Teach  "how 
doth  the  busy  little  bee  improve  each  shining  hour.'' 

GAMES 

Review  any  flower  games.  Let  each  child  finally 
choose  which  flower  he  will  be.  All  stoop  down 
and  make  a  flower  garden!  Where  is  the  path?  How 
can  we  get  bees  to  visit  these  flowers?  Let  the 
children  find  the  way.  They  will  soon  think  of  it. 
Where  is  the  hive?  How  can  we  make  it?  A  small 
group  of  children  may  form  a  circle  for  the  hive 
and  those  who  are  chosen  as  bees  fly  back  and  forth 
to  the  hive,  carrying  honey  from  the  flowers.  Do  not 
try  to  represent  anything  further.  Leave  something 
to  the  imagination  and  for  later  grades. 

Encourage  much  humming  and  buzzing.  Let  the 
play  grow  from  day  to  day.  Do  not  play  it  all  at 
once  unless  the  children  are  very  responsive. 

We  are  inclined  to  play  too  many  games,  and  often 
grow  weary  of  repeating  them  before  the  children 
do 

2.  Draw  a  circle  on  the  floor  with  chalk  and  play 
it  is  the  hive. 

What  shall  we  have  as  bees?  Our  balls?  Who  will 
send  a  bee  into  the  hive?  Give  each  child  a  ball. 
Each  rolls  a  ball  into  the  ring  on  the  floor. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


307 


3.  Dramatize  Miss  Poulssen's  Finger  play  of  "The 
Bees,"  with  the  children.  Let  the  children  tell  how 
to  do  it  if  they  can.  Small  group  in  circle — They 
raise  arms  and  inclose  them  together  for  roof  of  hive. 
Five  children  hide  inside. 

4.  Blindfold  a  child  or  have  him  close  his  eyes. 
Motion  to  some  child  to  be  a  "bee"  and  say  "z — z" 
near  the  child's  ear.  Have  the  blindfolded  child 
tell  which  ear  the  bee  was  near,  right  or  left.  What 
did  it  say?     (This  is  a  sense  game.) 

SECOND    WEEK. 

CONVERSATIONS,  STORIES,  SONGS. 

1.  The  bridge  I  saw  in  the  park.  The  bridge  I 
saw  in  the  country.  The  bridge  I  saw  over  the  river. 
The  bridge  I  ran  over.    The  bridge  I  ran  under. 

Show  the  picture  of  "The  Bridge"  of  The  Mother 
Play,  given  last  month  unless  you  used  it  then,  or 
if  so  possibly  review  it.  I  was  so  impressed  in  read- 
ing Miss  Johnston's  fine  commentary  on  "The  Bridge" 
that  I  want  any  one  who  omitted  it  in  May  to  be  sure 
to  have  the  children  enjoy  it  this  month.  They  are 
likely  to  find  bridges  during  the  summer,  and  this 
play  will  enhance  their  value.  What  child  does  not 
love  a  bridge?  Play  echo — under  the  bridge?  Of 
course  some  one  has.    Let  them  tell  about  it. 

If  you  have  reason  to  think  no  one  has  seen  a 
bridge,  have  many  pictures  of  bridges.  What  are 
they  for?  Tell  a  story  of  some  little  children,  who 
saw  a  puddle  in  their  yard  after  the  rain.  They  did 
not  want  to  wet  their  shoes,  so  what  do  you  think  they 
did?  They  put  a  board  over  the  puddle.  It  was  a 
little  bridge. 

2.  Fishes  in  the  brook.  Our  aquarium.  (Make  a 
bridge  over  the  aquarium.) 

3.  Pebbles  in  the  aquarium.  Show  many  stones, 
pebbles  in  a  little  brook.  Compare  rough  colors  of 
pebbles  and  smooth. 

4.  Summer  rain.     Thunder  storms. 

5.  Rainbows,  and  soap  bubbles. 

These  topics  are  suggested  for  the  five  days  of  the 
week  as  they  are  all  more  or  less  connected  with 
water  and  bridges.  To  induce  the  children  to  express 
themselves  in  language  about  these  subjects,  present 
pictures  and  let  them  tell  what  they  see  or  give  each 
child  an  object  as  a  pebble  to  hold,  or  let  them  recall 
past  experiences  if  they  have  any. 

When  experiences  and  pictures  give  out,  tell  stories 
about  what  you  have  seen,  or  what  some  other  child 
saw,  as: 

"One  day  Annie  was  walking  out  with  her  mother 
in  the  rain.  Soon  the  rain  stopped  and  out  came  the 
sun.  Mother  said,  'Perhaps  there  will  be  a  rainbow 
now.'  'What  is  a  rainbow,  mother?'  'There  it  is  right 
up  in  the  sky.  Look,  Annie.'  Annie  looked  right  up 
at  the  sun.  'No,  dear,  look  the  other  way.  The  rain- 
bow is  opposite  to  the  sun.'  Anna  soon  found  it  for 
she  went  to  kindergarten,  and  she  knew  well  what 
opposite  means.  'Why,  mother,  it  is  all  pretty  colors. 
Oh,  isn't  it  pretty?  Who  painted  it  up  in  the  sky?' 
"Tell  me  what  colors  you  see,  Annie.  They  are  not 
painted.'     'Oh,   mother,   they   have   gone!'     'Watch, 


perhaps,  we  will  see  them  again.'    'There  they  are.'  •* 

The  kindergartner  now  should  draw  a  rainbow  for 
her  little  people  on  the  blackboard,  saying,  "This 
summer  I  want  you  all  to  watch  for  one  in  the  sky." 
Remember  that  the  rainbow  comes  and  goes  quickly 
after  the  rain  is  over,  but  not  always — only  when? 
Do  you  know  what  a  little  Indian  boy  thought? 

He  thought  it  was  a  flower  garden  up  in  the  sky. 
The  sky  has  beautiful  things  in  it.  You  must  watch 
for  them  every  day  this  summer.  You  must  watch  in 
the  evening,  too,  for  it  is  so  warm  in  the  summer 
time,  and  the  day  is  so  long  that  little  children  often 
play  out  near  the  house  even  after  dark. 

EXPRESSION   IN   HAND   WORK. 

1.  Drawing.  Free  expression  mainly  for  these 
topics  will  arouse  the  children  surely  to  draw 
bridges,  boats,  fishes,  pebbles,  rain,  the  sun,  rainbows, 
etc. 

2.  Brush  ivork.    Paint  the  rainbow. 

Outline  the  aquarium  with  a  dark  color.  Paint  the 
water  a  light  gray  or  blue.  After  it  dries,  mount  or 
paint  little  fishes  and  a  few  green  plants. 

3.  Cutting.  Pebbles,  fishes,  a  bridge,  (See  May 
Magazine.) 

4.  Stick  laying,  rings,  seeds.  Outline  the  aquar- 
ium with  sticks.  Use  rings  for  fishes  and  seeds  for 
pebbles. 

Lay  the  rainbow  colors  in  order.  Make  rain  with 
short  sticks.  Make  the  sun  with  a  ring  and  short 
sticks  for  rays. 

5.  Sand  Table.  A  park  or  country  scene  intro- 
ducing a  bridge  built  of  blocks. 

6.  Clay  modeling.    Fishes  and  pebbles. 

EXPRESSION    IN    PLAY    AND    GAMES. 

1.  The  bridge.  Children  love  to  play  London 
Bridge. 

2.  Play  "Give"  said  the  little  stream.  Let  two  tall 
children  make  an  arch  for  a  bridge  for  the  little 
stream  of  children  to  run  under.  If  the  class  is  large 
have  two  bridges.  (See  also  Miss  Johnston's  sug- 
gestions for  using  chairs  in  May  Magazine.) 

3.  Teach  The  Mother  Play  game  of  "The  fishes  in 
the  brook.'' 

4.  Play  "walking  in  the  rain,"  running  to  get  home, 
holding  up  a  make-believe  umbrella,  stepping  over 
puddles.  Try  in  all  these  games  to  play,  let  the  chil- 
dren suggest  as  much  as  possible,  before  setting  into 
a  formal  game. 

This  keeps  up  the  spirit  and  the  games  are  more 
natural  and  full  of  life. 

5.  Play  with  the  Light  Bird,  comparing  its  colors 
with  the  rainbow. 

THIRD   WEEK. 

CONVERSATIONS,  STORIES,  SONGS. 
1.  The  coming  vacation.  What  is  it?  What  will 
you  do?  Where  will  you  go?  If  you  stay  home,  what 
will  you  do?  What  toys  have  you  at  home?  Shall  we 
make  some  dolls  to  play  with?  What  else  shall  we 
make  to  take  home  for  vacation?  Think  about  it  and 
tell  me  tomorrow. 


308 


THE  KEVDERGARTEN-PRIMARY  MAGAZINE 


2.  Reports  of  what  they  want  to  make.  Kinder- 
gartner  shows  several  toys  she  has  made,  as  a  doll 
house  in  a  box,  a  store,  a  kitchen,  a  box  with  paper  or 
tin  foil  dishes,  several'  dolls,  a  clothes-pin  dolly,  a 
worsted  dolly,  a  paper  dolly  and  her  wardrobe,  a 
wagon  for  boys,  pin-wheels,  a  card  board  top,  showing 
colors  on  the  circle,  and  any  thing  else  your  own  in- 
genuity can  contrive.  Look  over  your  magazines  for 
patterns. 

Pass  these  toys  around,  or  place  them  in  the  center 
of  the  ring  on  a  table,  and  let  children  choose  which 
they  will  make. 

Spend  the  week  in  talking  about  these  toys  and  in 
making  them. 

Leave  this  work  for  the  last  week  in  June  whether 
third  or  fourth.  Have  much  informal  play.  Visit  the 
garden  if  there  is  one.  Let  children  help  pack  things 
away  neatly  for  the  summer,  washing  anything  that 
needs  cleansing.  Meanwhile  give  hints  about  clean- 
liness during  the  summer,  often  to  wash  hands  and 
face,  etc. 

Suggest  both  to  children  and  to  mothers  that  it  is 
advisable  to  have  a  quiet  hour  in  the  hottest  part  of 
the  day  when  the  children  should  take  off  shoes  and 
stockings,  sit  in  bed  or  on  an  easy  chair  and  look  at 
picture  books  or  draw. 

Give  all  the  waste  paper  possible  to  children  to  take 
home  to  draw  on,  instead  of  throwing  it  away,  ami  a 
few  crayons  if  you  know  they  cannot  have  such  things 
otherwise. 

Have  a  soap-bubble  party  and  suggest  saving 
pennies  for  pipes  to  blow  bubbles  during  the  summer. 

Why  should  each  child  keep  his  own  pipe  to  blow? 

If  children  are  to  be  promoted  try  to  take  them 
yourself  to  visit  the  new  classroom  before  promotion 
day. 

Note  the  suggestion  in  my  first  article  to  make  a 
book  of  the  term's  work  for  the  children  to  take 
home,  letting  them  look  thru  it  on  the  last  day  as  a 
final  review,  singing  the  songs  that  the  work  brings 
to  mind,  and  telling  the  stories  over  again  as  the  chil- 
dren call  for  them. 

May  I  leave  a  word  with  you.  dear  kindergartner, 
to  repay  you  for  all  you  have  done  this  year  for  the 
children?  It  is  from  that  lover  of  children,  Charles 
Dickens. 

"I  love  these  little  people  and  it  is  not  a  slight  thing 
when  they  who  are  so  fresh  from  God  love  us." 


THE  GRAND  RAPIDS  KINDERGARTEN  TRAIN- 
ING SCHOOL. 

The  beginning  of  the  24th  year  of  this  most  ex- 
cellent kindergarten  training  school  was  celebrated 
April  30th  by  a  public  meeting. 

Addresses  were  given  by  Dr.  Frances  Rutherford  on 
"The  First  Private  Kindergaten,"  Mrs.  J.  M.  Wheeler 
on  "The  First  Free  Kindergarten,''  Mrs.  F.  M.  Koon 
on  "The  First  Mother's  Club,"  and  Mrs.  Harry  Cres- 
well,  Mrs.  Frederick  Wheeler,  Mrs.  H.  N.  Moore,  Mrs. 
Theodosia  Arendsen,  Miss  Lucy  Bettes,  Miss  Hettie 
M.  Raynor  and  Rev.  G.  P.  T.  ^argent  spoke  on  sub- 
jets  pertaining  to  the  kindergarten.  C.  H.  Gleason, 
president  of  the  training  school,  presided. 


HUMOR  IN  CHILDREN'S  STORIES 

Marrietta  Stockart,  Washington,  D.  C. 

Story-telling  fills  so  many  purposes  in  the  child's 
life.  It  supplies  information  and  vocabulary.  It  also 
stimulates  imagination.  And  the  old  idea  that 
imagination  is  visionary  and  without  practical  value 
is  exploded.    No  one  can  go  very  far  without  it. 

Another  purpose  in  story-telling  to  stimulate  the 
child's  sense  of  humor.  And  here  is  an  open  field  for 
the  writers  of  children's  stories.  For  the  very  most 
difficult  of  child  stories  to  find  is  the  properly  humor- 
ous one.  Comic  supplement  humor  grows  on  every 
bush,  but  the  right  kind  of  humor  for  the  child  is  as 
rare  as  the  pot  of  gold  at  the  foot  of  the  rainbow. 

Stories  also  stir  the  child's  artistic  sense  as  well  as 
the  dramatic  instinct.  The  need  of  some  source  of  self 
expression  is  vital  to  all  of  us.  It  is  the  means  of 
communicating  our  treasures  to  others  and  of  receiv- 
ing theirs  in  return.  And  it  is  the  dramatic  instinct 
that  provides  this  medium.  And  as  for  the  artistic 
value  of  the  story — each  story  is  a  big  canvas,  word- 
painted  into  the  child's  mind.  It  helps  to  develop  the 
aesthetic  sense. 

And  lastly,  story-telling  has  a  tremendous  interpre- 
tative value.  The  stories  told  must  in  some  way  pic- 
ture or  explain  the  child's  own  experiences  and  en- 
vironment. Sometimes  it  is  even  necessary  to  enlarge 
the  child's  stock  of  experiences  for  the  simple  purpose 
of  telling  a  certain  story.  Age  plays  a  big  part  in  the 
choice  of  stories  to  be  told.  But  a  safe  rule  to  follow 
in  dealing  with  a  'mixed  crowd'  is  to  tell  within  the 
comprehension  of  your  youngest,  and  your  oldest  will 
be  perfectly  content  as  well'. 

The  prepartion  for  story-telling  is  very  simple. 
Choose  your  story,  and  then  proceed  to  absorb  it. 
Never  try  to  study  words— they  get  between  you  and 
your  audience.  Get  the  heart  and  atmosphere  of  your 
message  in  pictures  in  your  own  mind.  Then  free 
yourself  utterly,  and  tell  your  story  as  it  passes  like  a 
moving  picture  before  your  own  mind.  It  is  the 
persona!  and  pictorial  quality  of  the  told  story  that 
gives  it  its  advantage  over  the  read  one. 

There  is  nothing  that  children  love  more  than  story- 
telling. And  it  can  be  made  a  tremendous  factor  in 
their  lives.  There  is  a  big  future  ahead  as  a  profes- 
sion just  in  that  line  alone.  The  great  essentials  for 
the  story-teller  are  a  keen  personal'  love  and  interest 
in  the  stories. — Excerpt  from  address. 


Some  years  ago  the  State  Entomologist  made  an 
estimate  of  the  amount  of  damage  done  every  year 
to  the  crops,  forest  and  shade  trees  of  the  State, 
through  the  activity  of  the  insects  which  the  birds 
failed  to  catch.  The  figures  rose  to  forty  or  fifty  mil- 
lion dollars  every  year!  The  birds  have  too  much  to 
do;  in  other  words  there  are  not  enough  of  them! 
This  loss  practically  represents  the  annual  loss  to 
the  people  from  the  killing  of  birds. — Teachers'  Maga- 
zine, New  York, 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


309 


THE  CHILDREN  IN  THE  TOWER 
Translated  from  the  German  by  Bertha  Johnston. 

MOTTO  FOR  THE  MOTHER. 
That  which  you  singly,  with  your  child  have  played, 

Into  a  charming,  pleasing  whole,  unite. 
One  playing  child,  oft  glad  the  heart  has  made, 

But  more,  when  with  companions,  playing  bright. 
A  single  flower  gives  joy  to  girl  or  boy, 
But  the  gay  wreath  enhances  still  their  joy. 
Thus,  they  a  premonition   gain,  through   these,   our 

songs, 
That  even  the  smallest,  to  the  whole  belongs. 

SONG  FOR  THE'CHILD. 
Two  hands,  with  eight  little  fingers, 

Whose  thumbs,  two  grandmothers  make; 
'Tis  long  since  they've  seen  each  other, 

So  to  visit,  a  walk  they  will  take. 
See,  now  each  other  meeting, 
They  stop,  in  friendly  greeting. 

"How  do  you  do?    How  do  you  do? 

"How  glad  I  am  to  see  you!" 

Saluting  each  other,  the  hands  extending, — 

In  graceful  bows  the  body  bending: 
And  now  they  must  talk  of  so  many  things, — 
Of  baskets,  nests,  eggs,  doves  with  wings, 
That  in  and  out  of  the  dovecote  fly; 
And  the  fishes  swimming  in  streams  near  by 
They  speak  of  the  sphere  and  the  softer  ball, 
Naming  the  finger  plays,  one  and  all;  — 
The  carpenter,  wheel,  the  church-door  wide, 
Bridge,  cuckoo  and  games  in  which  you  hide. 
"But  our  talking  done,  what  now  shall  we  do?" 
The  fingers  say  "up  in  the  tower  we'll  go. 
From  there  we  have  such  a  wide,  wide  view, 
Of  city  and  country  and  sky  so  blue.'' 
The  thumbs  say,  "Not  for  us,  no,  no!" 
Into  the  church-house  we'd  rather  go! " 
The  fingers  mount  so  high  in  air, 
That  one  can  scarcely  see  them  there, — 
They  mount  the  tower  so  very  steep, 
Then — down  they  fall  in  a  hole  so  deep! 
Crash  comes  the  tower  on  the  church-house  stout, 
But  the  grandmothers,  safe  and  sound,  walk  out! 
And  see,  0  see! 
Yes,  just  see, 

Alive  are  all  the  fingers  wee! 
They  climb  up  out  of  the  hole  so  deep, 
Gratefully  praising  and  praying  and  saying, 
"In  the  future  more  careful  we'll  try  to  keep." 
COMMENTARY  FOR  THE  MOTHER. 
As  the  motto  of  this  little  play  indicates,  it  is  a 
summary  of  all  of  the  hand-and-finger  plays  thus  far 
considered,  beginning  with  the  "patty-cake." 

The  hands  are  kept  apart  until  reaching  the  words 
"So  now  each  other  meeting,''  when,  for  the  first  time, 


they  are  clapped  together.  All  further  positions  of 
the  hands  proceed  naturally  and  easily  from  the  sug- 
gestions in  this  song  itself  and  those  preceding.  The 
position  of  the  fingers  as  the  grandmothers  enter  the 
church  is  shown  by  the  drawing  on  the  left,  and  that 
on  the  right  represents  all  in  the  act  of  prayer  and 
praise.  Altho  the  position  of  the  hands  when  folded 
in  prayer  is  well-known  it  is  shown  in  the  drawing, 
illustrating  the  preceding  song. 

The  four  ingeniously-grouped  pictures  explain 
themselves  so  readily  that  you  will  as  easily  explain 
them  to  your  questioning  children.  Below  to  the  left 
are  the  visiting  fingers,  the  two  little  grandmothers  at 
the  head.  In  the  second  picture,  below  to  the  right, 
the  little  children  are  telling  each  other  about  the 
baskets,  nests,  eggs,  pigeon-houses,  sphere  and  ball; 
the  two  little  grandmothers  looking  on  from  above, 
rejoicing  in  the  friendly  play  of  the  children. 

The  third  picture  shows  both  grandmothers  enter- 
ing the  church  and  the  children  mounting  the  tower. 
The  fourth,  above  to  the  right,  shows  the  fallen  tower 
and  the  thankful  exit  of  those  happily  preserved. 
Any  further  observations  regarding  the  employment 
of  the  whole  for  the  nurture  of  the  inner  life  of  your 
child,  in  its  connection  with  the  foregoing,  lies  so  close 
to  your  heart,  thoughtful  mother,  that  further  em- 
phasis of  detail,  would  only  serve  to  limit  you. 

ADDITIONAL  SUGGESTIONS  FOR  THE  GRADE 
TEACHER. 

This  little  play  is  an  excellent  one  for  the  conclud- 
ing number  for  the  season,  summing  up,  as  it  does,  the 
various  songs  used  throughout  the  year,  linking  them 
together  with  exercises  that  demand  the  practice  of 
the  little  courtesies  employed  when  friends  meet.  The 
teacher  may  vary  it,  when  the  time  comes  for  the 
farewells  for  the  summer,  by  having  the  children  sug- 
gest what  they  expect  to  see  and  do  during  the  vaca- 
tion months,  and  then  have  the  children  bow  and 
curtesy  as  they  say  "goodbye,  goodbye,"  in  place  of 
"How  do  you  do." 

Even  with  the  little  children  Froebel  recognizes  the 
value  of  a  review,  an  "examination,"  one  might  say, 
of  the  children's  observations  during  the  year  just 
past,  altho,  as  usual  with  the  very  young  children,  he 
makes  it  a  matter  of  play.  Get  out  all  the  mother 
play  pictures  used  during  the  year  and  hang  them  in 
line,  and  ask  for  volunteers  to  sing  the  different  songs. 

Study  this  picture  and  have  the  children  note  the 
various  styles  of  architecture, — the  arch  that  is  slight- 
ly rounded,  the  pointed  Gothic  arch,  the  horizontal 
lintels  of  the  windows  in  the  house,  and  the  slender 
spire  of  the  steeple.  Their  own  experiments  in  build- 
ing with  the  blocks  will  help  them  understand  any- 
thing you  may  tell  them  of  the  long,  slow  experiments, 
extending  through  the  centuries,  by  which  men 
learned,  little  by  little,  to  point  the  arch  more  and 
more,  until  the  extremely  pointed  one,  symbol  of 
aspiration,  was  successfully  accomplished.  They  can 
copy  the  steps  with  their  blocks. 

The  only  example  we  recall  of  a  tower  that  did  thus 


310 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


fall  down,  without  the  impetus  of  the  cannon-ball,  is 
that  of  the  exquisitely  beautiful  Giotto's  Tower,  in 
Florence,  which,  a  few  years  ago  crumbled  down  in  a 
few  moments,  to  the  great  grief  of  the  citizens,  who 
wept  as  if  a  dear  friend  had  been  taken  away.  It  has 
since  been  restored,  according  to  the  original  plans. 
Let  the  children  feel  how  people  learn  to  love  a  beauti- 
ful temple  that  has  taken  centuries  to  build  and 
which  has  been  a  part  of  the  history  of  their  city. 
Should  we  ever  deface  or  injure  a  piece  of  property 
that  belongs  to  the  community? 

How  should  we  feel  when  our  lives  have  been  pre- 
served from  some  terrible  calamity?  Should  we  not 
feel  that  we  have  been  saved  in  order  that  we  may 
henceforth  serve  the  community,  if  we  have  not  felt 
this  responsibility  before? 

Children  like  puns  or  plays  upon  words,  so  tell  them 
that  just  as  in  building  a  house  one  story  is  built 
upon  another,  so  our  little  stories  or  songs  have  been 
linked  together  through  the  year. 

By  placing  the  fingers  of  the  left  hand,  as  shown 
in  the  accompanying  picture  a  kind  of  spiral  stair- 
case can  be  represented,  that  winds  up  to  the  tower, 
and  the  fingers  of  the  right  hand  can  mount  these  and 
stand  on  the  thumb  at  the  top,  to  note  the  beautiful 
view  and  tell'  what  is  seen.  Let  the  children  imagine 
what  they  see. 

If  a  ladder  is  available,  let  them  mount  that  and 
describe  a  view. 


OVERCROWDED  KINDERGARTENS 

The  proposal  in  New  York  of  50  children  in  a  room 
and  kindergartners  serving  in  two  rooms  is  strongly 
opposed  by  all  leading  kindergartners.  We  quote  a 
few: 

Mrs.  Langzettel,  director  the  Froebel  League,  con- 
demns kindergartens  of  50  children  and  declares  30 
"the  largest  number  of  children  that  one  kindergart- 
ner  can  direct  without  losing  the  opportunity  of 
doing  the  necessary  individual  work."  Miss  Patty 
Hill,  of  Teacher's  College,  does  not  believe  the  kin- 
dergarten can  do  justice  to  more  than  35  children. 
"Herding  at  any  period  is  disastrous,  but  it  is  posi- 
tively cruel  at  this  tender  age." 

Miss  Aborn,  supervisor  of  kindergartens  in  Boston, 
records  the  fact  that  there  the  plan  is  to  secure  an 
average  attendance  of  40  for  the  month.  Two  teach- 
ers are  allowed,  but  for  a  continuous  attendance  of 
55,  a  third  teacher  is  appointed. 

"A  dangerous  practice,"  is  what  Miss  Jones  of  the 
Albany  Training  School  characterizes  this  proposal, 
while  Miss  Grace  Parsons  of  Denver,  would  not  coun- 
tenance 50  children  in  one  or  two  sessions  with  that 
number." 

This  is  convincing  testimony.  It  is  needed  as  a 
warning  against  bringing  into  the  kindergarten  the 
evil  of  mass  instruction. 


BABY  PRODIGIES 

Dr.  Moxtessori 

The  world  has  run  along  with  average  human  be- 
ings for  so  long  I  am  inclined  to  believe  we  do  not 
reed  the  superman  just  yet. 

I'd  rather  see  a  child  cuddled  and  mothered  up 
to  the  time  he  is  six  than  talking  learnedly  in  Greek 
and  glibly  running  off  Latin  words. 

I  don't  like  child  prodigies.  I  like  children  just 
natural,  unaffected  and  full'  of  what  we  mistakenly 
call  baby  ignorance,  for  there  is  more  real  wisdom 
packed  in  a  baby's  head  than  most  of  us  have  any 
idea  of.  Mothers  should  be  students  in  their  own 
'child  laboratories"  instead  of  cramming  a  lot  of 
miscellaneous  information  into  the  child's  head,  in- 
formation that  the  child  does  not  want  and  cannot 
make  use  of. 

I  grant  that  mothers  have  done  wonderful  things 
by  giving  their  children  constant  care  and  atten- 
tion. A  baby's  mind  is  the  most  plastic  thing  in  the 
world.  Every  new  idea  leaves  its  impression,  and 
a  well-developed  memory  in  a  child  will  give  wonder- 
ful results. 

But  what  does  it  all  amount  to?  Teach  a  parrot 
and  he  will  speak  different  languages.  While  such 
work  with  a  child,  of  course,  lays  the  basis  for  future 
educational  progress,  still  a  child  at  six  simply  re- 
peats by  rote  the  Greek,  Latin  and  other  languages. 

A  Montessori  child  can  barely  read  and  write  at 
the  age  of  six,  but  he  can  control  himself.  He  knows 
something  of  the  big  lessons  in  life  that  will  stand 
him  in  good  stead  every  minute  of  his  childhood  and 
maturity.  I  have  reference  to  the  homelier  virtues, 
concentration,  love  of  the  work  he  is  doing,  what- 
ever may  be  the  task  assigned.  All  these  things  are 
latent  in  every  child.  I  work  simply  to  liberate 
them. 

Every  mother  will  agree  with  me  when  I  say  the 
child  is  the  most  important  memDer  of  the  commun- 
ity. The  secret  of  useful  citizenship  lies  within  the 
child. — Excerpt  from  address. 


Winthbop,  Mass. — Miss  Nancy  Brigham  has  been 
engaged  to  take  charge  of  the  kindergarten  here. 


"Trees  come  close  to  our  life.  They  are  often 
rooted  in  our  richest  feelings  and  our  sweetest  memo- 
ries, like  birds,  build  nests  in  their  branches.  I  re- 
member the  last  time  that  I  saw  James  Russel  Lowell; 
he  walked  out  with  me  into  the  quiet  garden  at 
Elmwood  to  say  good-bye.  There  was  a  great  horse- 
chestnut  tree  beside  the  house,  towering  above  the 
gable  and  covered  with  blossoms  from  base  to  sum- 
mit— a  pyramid  of  green  supporting  a  thousand 
smaller  pyramids  in  white.  The  poet  looked  .up  at 
it  with  his  gray,  pain-furrowed  face,  and  laid  his 
trembling  hand  upon  the  trunk,  "I  planted  the  nut," 
said  he,  "from  which  this  tree  grew,  and  my  father 
was  with  me  and  showed  me  how  to  plant  it." — Henry 
Tan  Dyke.  

Children  in  the  public     schools     of     Chattanooga, 
Tenn.,  draw  maps  of  South.  America  on  which  they 
indicate  by  marks  all  places  where  goods  manufac- 
tured in  their  city  are  sold. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


311 


EDUCATIONAL     OPPORTUNITIES     IN     CHICAGO 
Prof.  Nathaniel  Butler 

Chicago  is  pre-eminently  a  city  of  educational  op- 
portunities. It  ranks  fourth  or  fifth  among  the 
world's  metropolitan  centers,  but  from  the  point  of 
view  of  the  student  it  is  in  many  respects  at  the  very 
head  of  the  list.  While  it  has  been  rightly  called 
the  most  "American"  of  cities,  Chicago  is  at  the  same 
time  representative  of  every  nationality  in  the  world, 
and  it  is  an  object  of  peculiarly  interesting  and  profit- 
able study  just  because  it  epitomizes  America  in  the 
making.  Experimentation  is  here  in  process  in  every 
department  of  human  life,  but  it  is  experimentation 
conducted  with  the  conservative  caution  of  trained 
experts. 

Because  of  this  high  and  remarkably  varied  char- 
acter of  its  representative  institutions,  Chicago  has 
become  the  resort  of  many  thousands  of  students. 
The  Art  Institute  ranks  among  the  first  world's  cen- 
ters for  the  study  and  practice  of  the  various  forms  of 
graphic  and  plastic  fine  arts;  the  musical  colleges 
have  an  estimated  attendance  of  more  than  five 
thousand  students;  the  Chicago  Symphony  Orchestra 
founded  by  Theodore  Thomas  and  the  Chicago  Grand 
Opera  Company  are  attractions  of  the  highest  cul- 
tural value;  and  whatever  is  best  in  the  world  of 
dramatic  art  is  presented  in  the  leading  Chicago 
theaters.  Moreover,  every  kind  of  experiment  in 
musical,  dramatic,  and  other  fine  arts  is  being  car- 
ried out  by  different  organizations  in  Chicago. 

The  great  libraries  of  the  city  are  conveniently 
located  and  are  always  accessible.  There  is  the  Pub- 
lic Library,  with  its  thirty  branches  embracing  in 
all  a  half-million  volumes;  the  Newberry  Library, 
with  almost  four  hundred  thousand  volumes  espec- 
ially rich  in  American  and  musical  literature;  the 
John  Crerar  Library,  with  about  three  hundred  thou- 
and  volume;  the  Field  Museum  of  Natural  History, 
at  present  housed  in  the  building  erected  for  the 
Chicago  World's  Fair  and  standing  near  the  Univer- 
sity of  Chicago  in  Jackson  Park;  and  finally  the  great 
library  of  the  Univerity  itself. 

Chicago  is  particularly  attractive  to  summer  stu- 
dents. Its  unsurpassed  situation  on  Lake  Michigan 
and  its  magnificent  system  of  great  parks  and  bou- 
levards attract  thousands  who  would  no  doubt  be 
drawn  to  other  academic  sections  for  summer  study 
if  it  were  not  for  these  natural  advantages.  The 
city  of  Chicago  is  relatively  cool  in  summer,  the 
average  temperature  being  lower  than  that  of  most 
cities  of  its  class,  owing  to  the  influence  of  Lake  Mich- 
igan. In  addition  to  the  great  parks  and  boulevards, 
there  are  scattered  all  over  the  city  small  parks  and 
municipal  play-grounds  which  are  of  especial  interest 
to  the  student  of  social  conditions. 

To  the  summer  student  all  the  advantages  thus 
far  described  are  easily  accessible.  Of  course  the 
great  student  center  for  the  summer  is  the  Univer- 
sity of  Chicago.  The  situation  of  the  University  is 
far  more  fortunate  in  this  respect  than  even  the 
most  sagacious  of  its  founders  could  have  foreseen. 


It  offers  in  the  midst  of  a  great  city  the  unusual 
advantages  of  broad  parks  and  meadows,  charming 
drives,  and  expanse  of  lake.  The  student  is  as  free 
from  interruption  as  in  a  secluded  rural  community. 
A  half-hundred  tennis  courts  are  at  his  disposal. 
There  are  the  best  opportunities  for  swimming  and 
rowing  and  motor-boating.  At  the  same  time,  he  is 
in  immediate  touch  with  all  the  facilities  and  advan- 
tages of  a  great  and  highly  developed  city  community. 
He  may  organize  his  life  on  almost  any  scale  of  ex- 
pense or  economy  he  chooses,  and  the  student  of 
limited  means  may  obtain  satisfactory  meals  at  the 
inexpensive  cafetaria  of  the  University  and  in  the 
neighborhood. 

Professor  Huxley's  definition  of  a  university  as  a 
place  where  everything  is  taught  is  exemplified  to  a 
striking  degree  in  the  University  of  Chicago,  where 
a  child  may  enter  the  kindergarten  and  proceeding 
through  the  elementary,  secondary,  collegiate,  pro- 
fessional, and  graduate  departments  may  at  least  re- 
ceive the  Doctor's  degree  without  having  gone  beyond 
the  classroom  of  the  University.  The  summer  stu- 
dent may  not  only  receive  instruction  in  most  of 
these  departments,  but  as  a  professional  student  may 
observe  and  participate  in  experiments  conducted  for 
the  express  purpose  of  the  better  organization  and 
administration  of  every  type  of  educational  activity. 
Indeed,  this  is  the  chief  purpose  of  the  elementary 
and  high  school  sections  of  the  University.  These 
schools  do  not  exist  as  rivals  of  the  splendid  public 
schools  of  the  city,  nor  for  the  purpose  of  affording 
a  place  for  the  exclusive  education  of  the  children  of 
the  wealthy.  The  elementary  and  high  schools  of 
the  University  of  Chicago  exist  as  educational  ex- 
perimental stations  for  the  purpose  of  discovering 
how  elementary  and  secondary  education  may  be  bet- 
ter organized  and  administered;  and  as  training 
schools  for  prospective  teachers.  These  schools  were 
first  organized  by  Colonel  Francis  W.  Parker  and 
Professor  John  Dewey.  With  the  College  for  the 
training  of  teachers  they  constitute  the  division  of 
the  University  known  as  the  School  of  Education. 
That  department  enrolls  college  undergraduates, 
graduate  students,  school  principals,  superintendents, 
and  college  and  university  professors  and  officials. 
During  the  last  four  years  (1910-14)  the  attendance 
at  the  School  of  Education  alone  has  been  1,033,  990, 
1,018,  and  1,239.  The  last  four  summer  sessions,  739, 
770,  954,  and  991  have  been  in  attendance  respectively. 
The  summer  attendance  at  the  University  as  a  whole 
in  the  last  four  years  has  been  3,249,  3,526,  3,759,  and 
3,974. 

One  of  the  most  popular  and  valuable  of  the  at- 
tractions of  the  summer  session  at  the  University 
of  Chicago  is  the  elaborate  system  of  "Open  Lectures" 
and  "Concerts,"  most  of  them  accessible  without  extra 
fee  and  others  with  a  very  slight  fee,  and  all  of  them 
held  in  the  classrooms,  halls  and  auditoriums  of  the 
University.  The  summer  faculty  of  the  University 
is  made  up  of  a  large  proportion  of  the  regular  fac- 
ulty and  also  of  many  eminent  professors  from  other 


/ 


312 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


American  and  European  universities.  These  men 
are  heard  not  only  in  their  own  classrooms  at  the 
University,  hut  in  many  of  the  open  lectures.  Some 
of  the  best  musical  talent  released  from  the  regular 
winter  engagements  is  enjoyed  in  connection  with 
the  summer  concerts.  In  this  way  some  hundred  and 
twenty-five  special  lectures  and  other  entertainments 
are  afforded  to  members  of  the  University  commun- 
ity. 

The  holding  of  a  summer  session  of  the  Univer- 
sity work  identical  in  duration,  character,  and  credit 
value  with  that  of  other  quarters  of  the  University 
was  included  in  the  plan  of  the  University  of  Chicago 
as  first  conceived  in  the  mind  of  President  William  R. 


NEWBERRY  LIBRARY— UNIVERSITY  OF  CHICAGO 

Harper,  and  the  work  was  organized  in  the  very 
first  summer  of  the  University's  history.  The  sum- 
mer session  is  divided  into  two  short  terms  of  about 
six  weeks  each  and  it  is  possible  to  complete  minor 
courses  in  each  of  these  periods.  The  coming  Sum- 
mer Quarter  begins  on  June  21  and  ends  September 
3. 

Other  great  educational  agencies  operating  within 
the  limits  of  Chicago  are  the  Young  Men's  Christian 
Association  with  its  seven  regular  branches  and  six 
railroad  departments  where  class  work  is  organized 
in  business,  engineering,  special  vocational,  and  col- 
lege-preparatory work.  An  enormous  work  is  done  by 
this  agency  as  well  as  by  the  public  schools  of  Chicago 
In  the  organization  of  evening  classes  for  giving  in- 
struction in  English  to  foreigners.  The  educational 
work  of  fifteen  highly  organized  social  settlements 
should  be  mentioned  as  well  as  the  undergraduate 
and  professional  work  of  Northwestern  University, 
the  Chicago  School  of  Civics  and  Philantrophy,  Loy- 
ola University,  and  the  Armour  Institute  of  Techno- 
logy. 

From  even  this  brief  and  partial  survey  of  the 
educational  side  of  Chicago's  activities  it  will  seem 
what  unusual  possibilities  of  culture  and  intellectual 
training  are  open  to  the  serious  and  ambitious  student 
not  only  during  the  regular  academic  year  but  during 
the  summer  months  as  well. 


TWO  KINDS  OF  TEACHERS 

A  teacher's  surest  critics  are  her  pupils.  The  pu- 
pils' estimates  of  their  teachers,  tho  often  severely 
keen,  are  generally  sound  and  often  more  correct 
than  the  estimates  of  superintendents  and  supervisors. 


Supt.  Maddock,  of  the  Superior  city  schools,  Wiscon- 
sin, collected  the  following  criticisms  on  teachers  as 
given  by  the  pupils.  They  furnish  food  for  thought 
and  will  help  many  a  teacher  to  see  herself  as  her 
pupils  see  her.  Read  these  two  groups  of  criticisms 
depicting  two  groups  of  teachers  and  if  you  do  not 
now  belong  to  group  II,  resolve  to  get  there  as  quickly 
as  possible: 

GROUP  I 

"If  a  teacher  don't  take  no  interest  in  us,  w'y,  of 
course  we  don't  take  no  interest  in  her." 

"She  gets  mad  every  time  a  kid  does  something." 

"She  don't  think  I'm  any  good,  so  I  s'pose  I  aint." 

"If  she  hits  you  over  the  head  it's  just  like  fightin', 
only  it's  worse,  'cause  you  can't  hit  back." 

"She  scolds  you  without  finding  out  why  it  hap- 
pened." 

"She  makes  a  lot  of  fuss  about  every  little  thing." 

"She  scolds  all  the  time  and  never  says  nice  things 
like  Miss did." 

"She's  all  the  time  telling  us  if  we  don't  do  things 
she  won't  pass  us.  That  don't  make  nobody  want  to 
work." 

"She  makes  fun  of  us  for  coming  into  the  class 
room  late  (high  school)  when  she  does  it  herself 
sometimes." 

"She's  all  the  time  telling  you  about  the  bad  things 
you  do  and  not  when  you  do  something  that's  all 
right." 

"She  tells  one  thing  one  day  and  something  else  the 
next  day  and  we're  never  sure  what  she  expects  of  us." 

"She  hasn't  smiled  since  school'  began  in  September 
and  she  never  allows  us  to  laugh  in  school." 

"She  has  her  pets  and  she's  always  telling  how 
good  they  are.     I  hate  them." 

"She  dosn't  like  me,  and  she  shows  it  in  the  way 
she  treats  me." 

"She  marks  us  'poor'  in  our  studies  because  our 
deportment  isn't  good  even  when  we  know  our  les- 
sons." 

GROUP  II 

"If  all  the  teachers  were  like  her  I  think  every  kid 
would  want  to  stay  till  he  graduates." 

"She  makes  you  want  to  be  somebody." 

"Some  way  she  seems  to  believe  in  us." 

"She  never  'bawls  you  out'  before  the  other 
children." 

"She  is  polite  to  us  and  it  makes  us  want  to  be 
polite  to  others." 

"  She  doesn't  expect  us  to  do  things  she  wouldn't 
want  to  do." 

"I'll  be  glad  when  vacation  is  over  so  I  can  see  my 
teacher's  face  again."    (Kindergarten). 

"When  you  try,  she  says  things  that  make  you 
feel  good  and  you  want  to  try  harder." 

"She  doesn't  hurt  your  feelings  if  you  make  a  mis- 
take." 

"She's  the  best  teacher  I  ever  had." 

"She  doesn't  all  the  time  threaten  and  do  things 
to  us." 

"I  like  to  talk  things  over  with  her  because  she 
seems  to  understand  how  you  feel." 

"I  know  I  hadn't  ought  to  said  it  and  I  sure  didn't 
have  no  brains  when  I  done  it.  She  never  done  no- 
thing wrong  to  me." 

"She'll  go  to  heaven  if  anybody  from  this  town 
does." — The  School  Century. 


1'HE  KUVDERtiARTEN-PRDTAlty  MAGA^lftE 


313 


HOW    THE    PESTALOZZI-FROEBEL   KINDERGAR- 
TEN IS  CONDUCTED  IN  BERLIN. 

By  Henrietta  Rodman. 

"The  kindergartens  in  this  country  are  very  far 
from  Froebel's  idea  of  a  kindergarten,"  Helen  Todd 
told  me  yesterday. 

"I  studied  kindergarten  methods  for  six  years  in 
this  country  and  in  Europe,"  she  said,  "and  I  found 
th  widest  differences  between  the  original  Froebel 
methods  in  the  Pestalozzi-Froebel  School  in  Berlin, 
for  example,  and  in  our  schools  here. 

"In  our  kindergartens  the  children  are  given  mater- 
ials, directed  how  to  use  them,  permitted  to  enjoy 
them  for  a  few  minutes  and  then  they  are  required 
to  do  the  next  thing.  The  work  is  formal,  over-direct- 
ed and  not  related  to  real  life. 

"But  in  the  Pestalozzi  School,  which  was  subsi- 
dized by  the  Kaiserin,  the  children  work  more  nearly 
as  they  do  in  the  Montessori  schools.  The  Froebel 
School  is  in  a  suburb  of  Berlin.  It  has  several  acres 
of  garden  and  cows,  horses  and  chickens. 

"There  are  several  hundred  little  children  in  the 
school  and  about  fifty  girls,  who  are  studying  child 
culture. 

"Under  the  leadership  of  the  older  girls  and  the 
supervision  of  the  teachers,  the  little  ones  plant 
seeds,  and  water  and  weed  their  tiny  gardens.  They 
learn  to  milk.  Then  they  set  the  fresh  milk  away, 
and  later  cream  and  churn. 

"They  pick  the  vegetables,  cook  them  on  their  toy 
stoves  and  preserve  them  in  doll  sized  jars.  The 
school'  is  a  miniature  world — only,  the  plants  and  ani- 
mals are  of  full  size.  Everything  else  that  the  child- 
ren use  is  of  toy  size.  The  youngsters  take  their 
little  baskets  and  go  out  to  find  eggs,  then  cook  them 
in  a  doll's  frying  pan  or  bake  a  tiny  cake,  with  as 
much  delight  as  you  and  I  had  when  we  were  allowed 
to  play  in  the  kitchen." 

"But  we  weren't  allowed  to,''  I  reminded  Miss  Todd. 

"Of  course,  we  weren't,"  she  agreed.  "We  lived 
in  a  grown  folks'  world,  and  our  child  world  in  the 
schoolroom  was  a  dull  artificial  affair.  In  the  Froebel 
School  the  most  interesting  activities  of  the  grown 
people  were  arranged  on  a  smaller,  lighter  scale 
for  the  children,  and  drudgery,  the  requirement  of 
long  continued  activity,  was  eliminated.  There  were 
plenty  of  dancing  and  singing,  and  of  course,  the 
famous  Froebel  games,  but  there  were  also  the  real 
life  activities,  which  our  kindergartens  leave  out  and 
Montessori  is  bringing  back. 

"The  letter  killeth,  but  the  spirit  giveth  light," 
Helen  Todd  quoted. — N.  Y.  Tribune. 


Bridgeport,  Conn. — The  annual  exhibition  of  the 
work  in  drawing,  design  and  illustration  of  the  train- 
ing class  of  the  Fannie  A.  Smith  Froebel  Kindergar- 
ten, was  held  April  30.  The  work  includes  original 
designs,  illustrations  of  nursery  rhymes,  posters  for  a 
bird  sanctuary  for  the  Panama  Pacific  Exposition,  and 
eharoal  landscape  drawings. 


MISS    CURTIS   IS    NOT   GIVEN   A   FAIR   CHANCE 

May  I  say  a  word  in  reference  to  the  kindergartens 
and  the  director  as  commented  on  by  a  member  of 
the  Board  of  Education  in  Thursday's  Eagle? 

Miss  Fanniebelle  Curtis  has  never  had  a  fair  chance 
to  show  what  the  real  kindergarten  may  mean  and 
should  mean  in  a  child's  life.  I  say  this  after  care- 
ful study  of  the  situation  for  twenty-five  years  in 
Brooklyn  and  twelve  years  as  secretary  of  Local 
School  Board,  District  No.  29. 

In  the  early  years  there  was  more  opportunity  for 
individual  work  on  the  part  of  both  kindergarten  and 
director.  To-day  we  have  961  kindergartens  in  the 
City  of  New  York,  and  three  women  to  supervise 
them.  It  is  simply  an  impossibility.  If  Miss  Curtis 
is  in  Queens  and  is  wanted  in  Richmond,  it  means  a 
day's  journey,  with  a  waste  of  time  and  strength.  I 
do  not  wonder  either  that  she  says:  "Hands  off"  (if 
she  ever  did ) . 

Only  last  week  a  principal  said  to  a  kindergartner: 

"You   know,   Miss the   principal   thing   in   the 

kindergarten  is  your  attendance.  That's  all  we  ex- 
pect there." 

I  wondered  if  she  ever  thought  or  knew  that  the 
greatest  moral  force  was  developed  right  there. 

The  trouble  is  that  too  few  principals  and  heads 
of  departments  care  or  know  what  real  kindergarten 
work  is.  Play?  Yes,  but  play  with  a  purpose.  Just 
as  the  gifts  and  occupations  all  have  an  educational 
value  which  goes  with  the  child  through  life. 

If  a  principal  or  head  of  department  could  enter 
a  kindergarten  with  the  same  amount  of  intelligence 
that  he  or  she  can  enter  any  other  classroom,  we  will 
admit  that  we  would  have  better  supervision  and 
better  kindergartens. 

Miss  Curtis  should  be  relieved  from  all  secretary's 
work  and  everything  else  that  takes  her  from  her 
proper  post,  and  for  which  the  city  is  paying  her — a 
supervisor. 

Not  only  Miss  Curtis  but  other  heads  are  suffering 
from  work  which  should  never  be  theirs.  In  the  Boys 
High  School  there  are  heads  of  departments  who 
scarcely  have  time  to  supervise  because  they  are  teach- 
ing in  the  classroom  twelve  and  fourteen  hours  a. 
week. 

But  to  return  to  the  kindergarten  question.  Can 
anyone  read  Dr.  Maxwell's  last  annual  report  and  not 
feel  an  uplift  in  the  reports  from  Miss  Kearns  from 
her  kindergarten  for  the  deaf;  the  experiments  Miss 
Palmer,  assistant  director,  is  trying-in  the  kindergar- 
ten for  blind  children;  the  experiment  District  Super- 
intendent Edsail  made  in  District  No.  37,  of  keeping  in 
a  certain  1A  grade  all  children  with  kindergarten 
training,  and  in  another  those  who  had  no  such 
training? 

Then  the  Mothers  Clubs.  There  are  thousands  of 
mothers  in  our  borough  to-day  who  would  never  stand 
to  have  Miss  Curtis  criticised  for  work  she  does  not 
do,  when  they  are  living  to  testify  to  what  she  has 
done  for  them  and  their  babies. 

Visit  the  Mothers  Ciubs  Day  Camp  at  Coney  la- 


314 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


land  during  the  summer.  Last  year  6,858  children 
had  the  benefit  of  the  ocean  breezes  and  good  fresh 
milk. 

It  is  impossible  to  tell  all  the  good  things;  but 
look  on  the  other  side — there  are  forty  thousand 
children  on  the  streets  who  should  be  in  kindergartens 
to-day,  for  which  our  city  has  made  no  accommoda- 
tions Why  not  study  Miss  Curtis'  report,  and  act  on 
her  well-studied  recommendations?  And  will  all 
those  who  criticise  the  work  so  adversely  start  to- 
morrow and  try  to  visit  961  kindergartens — the  terri- 
tory over  which  these  kindergartens  extend  is  325 
square  miles — and  with  only  two  assistants,  spend  at 
least  one  hour  in  supervision — may  need  a  whole  ses- 
sion— and  see  how  much  will  be  done? 

We  have  brought  experts  for  other  things — why 
not  begin  at  the  beginning,  and  bring  to  this  city 
experts  chosen  by  Miss  Curtis,  (personally  I  believe 
she  could  do  it  herseif  with  proper  assistance)  and 
reorganize  our  kindergarten  system  until  we  have 
what  we  should  have,  the  best  in  the  world? — Brook- 
lyn Daily  Eagle. 


CHEAP    SCHOOLING    MUST    BE    KEPT    OUT    OF 
KINDERGARTENS 

By  Tristram  Walker  Metcalfe. 

Parents  view  with  serious  concern  the  proposal 
being  advocated  by  John  Martin  and  William  Willcox, 
members  of  the  Board  of  Education  from  Staten 
Island,  to  crowd  the  kindergartens  of  New  York  and 
double  the  labors  of  the  teachers.  Scores  of  letterc 
have  come  to  me  condemning  the  suggestion  that  the 
Board  of  Education  save  money  first  at  the  expense 
of  the  youngest  children.  More  and  better  kindergar- 
tens are  demanded,  not  cheaper  ones. 

The  testimony  of  members  of  mother  clubs  identi- 
fied with  the  existing  kindergartens  is  universal  that 
there  has  been  untold  profit  to  the  mothers  from  them 
and  from  the  visits  of  the  kindergarten  teachers  to 
the  homes. 

If  the  teachers  are  to  be  responsible  for  double 
the  number  of  children  now  intrusted  to  their  care, 
it  is  not  going  to  be  possible  to  continue  home  visiting, 
or  to  conduct  the  mothers'  clubs  as  efficiently  as  now. 
Both  have  proved  of  great  value  and  should  be  ex- 
tended, not  curtailed  or  abandoned. 

PRINCIPALS  CONDEMN  PLAN 
It  is  a  splendid  thing  to  find  the  principals  coming 
to  the  defense  of  the  kindergartners.  Mr.  Martin  en- 
deavored at  the  last  meeting  of  the  Board  of  Educa- 
tion to  give  the  impression  that  the  principal's  did 
not  like  to  have  the  kindergartens  seperately  super- 
vised and  that  they  found  it  difficult  to  connect  them 
with  the  rest  of  the  school.  He  said  that  he  had 
gathered  this  impression  from  certain  Richmond 
principals.  The  testimony  of  hundreds  of  principals 
is  to  the  contrary.  They  find  no  trouble  with  the 
kindergartens.  They  give  them  every  encouragement 
and  in  many  schools  are  carrying  out  constructive 
experments  with  them. — N.  Y.  Daily  Globe,  May  6. 


INSTINCTS  OP  CHILDHOOD 
Some  one  is  writing  "Kindergarten  Notes''  to  the 
Bangor,  (Me.)  Commercial  and  News.    We  quote: 

"The  human  child  is  born  to  fulfill  a  high  destiny, 
and  that  destiny — the  fine  purposes  of  the  mind,  will 
and  spirit — demands  an  admirable  tool.  The  child's 
body  is  the  tool  with  which  he  must  work  through 
life.  Any  education  that  does  not  promote  the  effi- 
ciency of  that  tool  is  baneful.  By  offering  the  best  of 
opportunities  for  the  natural,  normal  activity  and 
growth  of  the  child  under,  hygienic  and  health-giv- 
ing conditions  the  kindergarten  promotes  physical 
efficiency.  Idleness,  aimlessness,  dissipation  of  en- 
ergy are  nerve-fasting  and  devitalizing.  Little  child- 
ren are  exceedingly  active  by  nature.  Give  them  a 
fitting  environment  and  right  channels  for  the  expres- 
sion of  that  activity.  What  is  mischief?  Primarily, 
hunting  employment.  The  first  mischief  is  not  pre- 
meditated but  comes  accidentally  and  incidentally 
while  the  child  is  endeavoring  to  patch  out  the  neglect 
of  its  elders  in  providing  legitimate  employment.  The 
habit  once  gained,  there  is  perhaps  enough  of  the 
humorous  in  the  child's  make-up  to  induce  him  to 
repeat  the  act  for  pure  mischief. 

Children  delight  in  the  activities  of  the  kindergar- 
ten, all  of  which  are  based  upon  their  natural  in- 
stincts, such  as: 

1.  The  instinct  to  construct. 

2.  The  instinct  to  seek  playmates  and  to  organize 
games. 

3.  The  instinct  to  investigate. 

4.  The  instinct  to  play  in  the  sand. 

5.  The  instinct  of  self-expression,  which  is  the  art 
instinct;  painting,  drawing,  modeling. 

6.  The  instinct  to  sing. 

7.  The  instinct  to  listen  to  stories  and  to  narrate 
them. 

The  association  of  happiness  with  organized  activ- 
ities in  a  class  under  the  leadership  of  a  teacher 
eends  the  child  to  school,  eager,  expectant,  anxious 
to  co-operate  and  eminently  teachable. 


WHICH  LOVED  HER  BEST? 

Breakfast  was  over  and  Jack  and  Betty  and  Tina 
were  clustered  around  Mama.  Tina  and  Jack  each 
hugged  and  kissed  Mama  and  told  her  how  much  they 
loved  her.  Betty  was  a  little  girl  that  didn't  say 
very  much. 

Jack  got  his  cap  and  scampered  off  to  the  garden 
swing  as  soon  as  he  had  finished  his  breakfast.  He 
had  forgotten  that  there  was  coal  to  bring  in  and 
water  buckets  to  fill.  So  Mother  had  it  to  do.  Tina 
fussed  and  fretted  almost  the  whole  morning.  She 
was  so  cross  that  Mama  was  glad  when  she  finally 
went  to  play. 

While  Mama  was  busy  in  the  kitchen,  Betty  took 
the  broom  and  swept  and  dusted  the  room.  She  then 
minded  the  baby  for  an  hour,  so  Mama  could  rest. 

When  night  came,  do  you  suppose  Mama  wondered 
which  loved  her  best? — School  Century. 


zzzzz; 

LITTLE  PLAYS  and  LITTLE  PIECES  for  LITTLE  PEOPLE 


WINKING 

When  your  eyeball  feel's  too  dry, 
Then  you  simply  wink  your  eye 
And  you  wash  the  dust  and  grime 
Prom  your  eyeball,  every  time; 
And  you  do  not  have  to  think 
Every  time  you  ought  to  wink! 


]®0 


He  cocks  one  eye  up  toward  the  sky 
And  the  other  at  me  below. 

He  is  gla'd  it  is  Springtime  too 
For  he  swings  and  nutters  around! 
His  tiny  head  and  his  breast  are  red 
In  the  leaves  he  is  peeping  through. 


Mother  doesn't  have  to  cry, 

"Come,  my  son,  and  wash  your  eye!" 

Eyelids,  by  a  tiny  jerk, 

Save  a  boy  just  lots  of  work, 

For  the  wetness  is  supplied 

By  some  tear-glands,  'way  inside. 

Don't  you  wish  that  ears  could  be 
Fixed  like  that  for  you  and  me? 
For  your  mother  always  fears 
That  you  haven't  washed  your  ears, 
And  with  soap  and  washcloth  wet 
How  she  scrubs — when  you  forget! 

GRACE  M'KINSTRY. 
— Exchange. 


Swinging  and  hopping  so  high 

Glad  as  the  wind,  and  I; 

Why  don't  you  sing?   You  little  red  thing! 

There!     Hear  his  song  to  me? 


A  FUNNY  LITTLE  THING. 
Clare  Lyon. 

I  saw  a  little  thing  today, 

A  little  crawly  thing, 
Not  like  a  worm,  nor  like  a  mouse — 

I'm  sure  it  had  no  fur  or  wing! 

It  was  not  bigger  than  my  hand, 

But  Oh  it  wiggled  so 
All  up  and  down  the  big  oak  tree — 

I  laughed  to  see  it  go! 

It  had  a  funny  long  thin  tail 

And  splatty  little  feet. 
It  was  all  brown  and  wrinkly  too; 

Wish  I  could  see  it  eat! 

It  surely  was  not  pretty  though 

Like  butterflies  so  bright! 
I'll  ask  my  Papa  what  it  was 

When  he  comes  home  tonight! 


MY  LITTLE  FRIEND 


Up  in  the  big  oak  tree 

On  a  swinging  leafy  twig 

A  little  bright  bird,  without  saying  a  word, 

Is  tilting  his  head  at  me. 

He  is  going  to  laugh  I  know 
For  he  looks  just  like  folks  do — 


WHICH  SHALL  IT  BE? 
Julia  Graydon,  1709  N.  Second  St.,  Harrisburg,  Pa. 
"Which  shall  it  be?    Which  shall  it  be?" 
I  looked  at  Puss  and  Puss  looked  at  me. 
Four  fluffy  balls  in  a  basket  of  straw 
Were  guarded  by  Pussy's  protecting  paw. 

"Which  shall  it  be?    Which  shall  it  be?" 
I  smiled  at  Puss  and  Puss  smiled  at  me. 
"I  promised  wee  Mabel  a  kitty  today. 
1  "Black  one,  or  white  one,  or  that  little  gray 

"Which  shall  it  be?    Which  shall  it  be?" 
I  spoke  to  Puss  and  Puss  spoke  to  me, 
And  while  I  was  wondering  what  to  do 
The  four  little  kittens  began  to  mew. 

"Which  shall  it  be?    Which  shall  it  be?'' 
I  turned  from  Puss  and  Puss  turned  from  me. 
I  hurried  away  and  said  in  low  voice, 
"She  must  choose  one  herself,  for  I  CAN'T  make 
a  choice." 


THE  SPRING  WIND 
By  Clare  Lyon 
The  wind  is  soft  and  warm  today- 
It  was  so  cold  last  week, 
And  Oh  it  has  the  nicest  smell 
In  the  woods  down  by  the  creek! 

It's  whirling  little  seeds  to  me 
Down  from  the  green  tree-tops, 

And  fluttering  little  dingly  things 
Like  Grandma's  bright  ear-drops. 

It  feels  good  on  my  face  and  eyes 
When  I  am  warm  with  play; 

I  wish  it  would  blow  all'  the  time 
Just  like  it  does  today. 


A  free  moving  picture  show  is  given  every  night 
at  the  Public  High  School  of  Santa  Rosa,  Cal. 


316 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


A  little  bit  of  patience 

Often  makes  the  sunshine  come, 
And  a  little  bit  of  love 

Makes  a  very  happy  home. 


Work  while  you  work, 
Play  while  you  play; 

That  is  the  way 

To  be  cheerful  and  gay. 


I'll  be  a  little  sunbeam  true, 

A  tiny  ray  of  light. 
And  try  in  all  I  say  and  do, 

To  make  the  world  more  bright. 


Be  kind  and  be  gentle 
To  those  who  are  old, 

For  dearer,  is  kindness 
And  better,  than  gold. 


A  little  girl  may  love  the  flag 
That  floats  above  her  land,- 

And  she  can  bravely  do  her  part 
To  make  her  country  grand. 


A  LITTLE  CHILD'S  WONDER 

I  wonder  just  how  far  it  is 

From  me  up  to  the  sky. 
They  say  that  God  is  way  up  there — 

Why  does  He  stay  so  high? 

And  yet  my  loving  Mother  said 
When  we  told  thoughts  today, 

That  He  was  in  my  little  heart, 
How  could  He  live  that  way? 

And  when  so  many  people  drowned 

Out  in  the  big  wide  sea, 
She  said  that  God  was  with  them  there- 

And  still  He  was  with  me. 

I  think  God  must  be  everywhere; 

I'd  surely  like  to  know 
For  then  I'd  never  be  afraid 

Wherever  I  might  go. 


PATHS 
Jeaxnie  Pendleton  Ewing 
A  country  path  is  very  wise; 

It  really  seems  to  go 
To  places  by  the  nicest  way, 
As  if  a  path  could  know. 

A  country  road  is  hard  and  gray 
With  stones  to  hurt  your  feet, 

Not  many  trees,  such  dusty  flowers 
They  never  seem  as  sweet, 


But  Oh,  our  little  field-path  runs 

The  way  we  children  love, 
Right  through  the  daisies  and  the  ferns, 

From  our  own  farm,  above, 

To  grandpa's  in  the  valley,  where 

It's  joy  enough  to  be, 
But  more  to  go  there  prettily 

With  flowers  and  nests  to  see! 

High-roads,  like  grown  folks,  march  along 

And  take  the  quickest  way, 
But  paths  are  like  us  little  ones 

Who  pause,  and  look,  and  play. 


THE  ANNUAL    PAGEANT     OF    KINDERGARTEN 
CHILDREN  AT  DULUTH,  MINN. 

The  annual  pageant  of  the  kindergarten  pupils  of 
Duluth  was  held  April  23.  The  first  part  of  the 
pageant  dealt  with  a  little  girl  who  is  lost  in  the 
woods.  While  she  is  asleep  a  group  of  Brownies  cover 
her  with  leaves,  but  the  fairy  queen,  Miss  Evonne 
Roberts,  kindergarten  teacher  at  the  Emerson  school 
finds  the  child  and  chases  the  Brownies  away. 

The  second  part  of  the  entertainment  was  a  pageant 
of  nations.  Kindergarten  children  represented  Ger- 
man children;  Japanese  children;  French  children; 
English  children  and  American  children. 


Chicago,  III. — The  Chicago  Educational  club  have 
organized  a  Kindergarten  and  Domestic  science 
school  in  the  First  Ward  and  made  Mrs.  Meder  presi- 
dent of  same. 


Portland,  Oregon. — The  women  of  Portland  are 
asking  for  kindergartens  in  the  public  schools,  and 
the  question  may  be  placed  on  the  ballot  at  the  Annual 
School  election  in  June. 


New  Orleans,  La. — The  kindergarten  department 
held  its  session  April  24th,  in  the  Convention  street 
school.  The  relation  of  kindergarten  to  grade  work; 
the  practical  demonstration  of  kindergarten  work,  the 
growth  of  the  kindergarten  idea  in  this  country  and 
the  scientific  principles  underlying  kindergarten  work 
and  various  other  subjects  were  discussed. 


Washington,  D.  C. — Miss  Catherine  R.  Watkins, 
director  of  kindergartens,  has  been  made  a  member  of 
the  Committee  which  is  considering  the  feasibility  of 
organizing  a  relief  association  for  teachers  of  the 
public  schools;  the  plan  adopted  in  some  of  the 
departments  of  the  federal  government  will  probably 
be  followed. 


Richmond,  Va. — The  Richmond  Kindergarten  as- 
sociation gave  an  entertainment  entiled  "Wizard  of 
Oz"  April  27th.  The  proceeds  from  the  benefit  goes 
to  the  support  of  the  Mission  Kindergarten  on  South 
Beach  street,  in  charge  of  Miss  Lucy  Witt,  assisted 
by  seniors  from  the  Richmond  School  for  Kinder- 
gartners. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


317 


BREAD— WANT. 
Susan  Plessxer  Pollock 

The  spring  time  is  a  delightful  season,  but  often  a 
hard,  or  trying  time.  The  farmer  cares  for  his  land; 
grain  and  potatoes  are  planted  in  the  freshly  ploughed 
earth,  that  they  may  become  rooted  there,  in  order 
that  they  may  rise  out  of  the  earth,  grow,  ripen  and 
give  a  rich  harvest.  This  is  beautiful,  and  wonderful 
and  important  for  man  and  beast,  but  when  a  whole 
winter  has  passed  when  bread  and  potatoes  have 
been  eaten  and  when  in  the  spring  so  many  potatoes 
are  planted  and  so  much  corn  is  put  into  the  earth, 
then  all  of  a  sudden  there  is  much  need  and  want 
among  the  people.  For  when  there  is  little  grain, 
then  bread  is  dear.  When  the  potatoes  have  been 
nearly  all  used  up,  then  they  are  not  to  be  had  for 
money.  What  shall  then  become  of  the  poor,  who 
have  all  they  can  do  to  get  a  living  when  the  times 
are  good?  The  rich  must  help  them  as  much  as  pos- 
sible. 

Often  the  poor  of  the  neighborhood  come  to  the 
little  house  in  the  wood  and  Mrs.  Forester  gave  many 
a  plate  of  soup  and  many  a  piece  of  bread 
to  the  needy.  When  Herman  and  Gertrude 
sometimes  heard  the  complaints  of  the  poor, 
it  made  them  quite  sorrowful  and  they  would  all  too 
gladly  have  done  something  for  them,  but  what  could 
such  little  children  do?  They  had  knit  stockings  and 
sold  them,  but  that  money  had  long  been  given  to  the 
poor.  One  day  they  saw  Lerumer  (Banern)  farmer 
planting  their  fields,  then  the  thought  came  to  Her- 
man to  also  plant  seeds  in  his  little  garden  and  then 
he  could  also  harvest  for  the  hungry  poor. 

"That  is  good"  said  Gertrude  dancing  gleefully 
around.  "But  do  you  know,  we  will  not  strew  corn 
around,  but  bread-crumbs,  then  the  whole  loaves  of 
bread  will  grow  up." 

"You  are  a  wise  Trudie,"  cried  Herman  joyfully, 
"Yes,  we  will  sow  bread-crumbs;  Ah!  how  surprised 
father  and  mother  and  grandmother  will  be  when  the 
loaves  of  bread  grow  in  the  garden." 

When  the  children  reached  home  they  quickly 
fetched  their  spades  and  spaded  (dug)  up  their  little 
garden;  then  they  ran  to  grandmother  and  begged  for 
their  afternoon  pieces  of  bread:  the  hard  crusts  were 
swallowed  into  their  little  stomach  (s),  but  the  soft 
part  was  strewn  out  as  seed,  over  the  little  garden 
plot. 

"When  will  the  crumbs  grow  up?"  said  Gertrude. 
"It  will  surely  take  a  long  time  before  they  grow 
large." 

"First  they  must  make  roots  in  the  earth,"  declared 
Herman  sagely.  "Then  they  get  little  germs,  you 
know  grandmother     always  explained  that." 

The  children  sat  down  under  a  tree  and  gazed 
earnestly  at  their  seed  bed,  almost  as  if  they  thought, 
roots   and    germs   could    quickly   grow,    while    they 


watched  and  as  if  bread  could  immediately  stand  be- 
fore them.  Yes,  if  fairy  tales  were  true,  then  there  is 
no  doubt,  a  little  magician  would  have  appeared,  who 
would  have  wished  bread  out  of  the  earth,  enough  to 
satisfy  the  hunger  of  all  the  poor  of  the  neighborhood. 
As  the  children  stared  thoughtfully  at  their  strewed 
field,  a  little  bird  fluttered  down.  "Shush'' — there  it 
had  seized  a  bread  crumb  and  flown  away  with  it. 

"Hi,  the  little  thief,"  called  Herman  and  clapped 
his  hands  to  drive  the  little  rogue  away.  "That  will 
never  do,  the  little  birds  will  eat  up  all  the  seeds,  we 
must  put  up  a  "Scare-crow,"  like  those  that  stood  in 
the  fields  at  Lerum." 

Right,  that  must  be  done,  but  how  does  one  trim 
up  such  a  little  man,  so  that  it  looks  quite  "Fierce?" 
Grandma  will  tell  us.  The  dear  Grandma  always 
could  advise  when  the  children  were  perplexed,  but 
this  time,  she  would  not  hear  a  word  about  the 
"Scare-crow,"  she  shook  her  head  when  the  little  ones 
had  told  their  story. 

"Bread  crumbs  have  you  planted,  my  heart 
treasures,"  said  she,  "They  will  not  grow  up;  the 
Heavenly  Father  has  not  given  to  everything  that 
lies  in  the  earth,  the  power  to  transform  itself  and 
grow;  only  seeds  from  ripened  fruit,  receive  life, 
throw  out  roots,  grow  and  increase  as  soon  as  they 
feel  the  soft,  fresh  earth  about  them,  but  because  of 
this,  do  not  grieve,  you  dear  little  monkeys,  you 
wanted  to  invite  guests  to  your  bread  harvest,  that 
did  not  succeed  and  now  you  have  invited  guests  to 
your  seed-bed;  it  is  true,  it  is  not  the  poor  people  of 
the  neighborhood,  but  the  poor  little  birds.  Let 
them  feast,  the  "Seare-crow"  would  frighten  them 
away,  and  your  seed  belongs  to  them.  Should  they  lie 
on  the  ground,  the  breadcrumbs  would  dry  up." 

The  great  shock  which  the  children  had  received 
through  the  declaration  of  the  grandmother  was 
soon  overcome.  They  entertained  the  birds  and  that 
was  also  a  delight. 


BLUE  EYES  AND  FLUFFY  BALL 
Julia  Graydon,  1709  N.  Second  St.,  Harrisburg,  Pa. 

Once  there  was  a  little  girl  named  Blue  Eyes,  and 
she  had  a  dear  little  white  kitty  named  Fluffy  Ball, 
and  one  day  she  went  out  for  a  walk  with  Fluffy  Ball, 
and  a  big  black  dog  named  Towser  Brown  Eyes  ran 
after  Fluffy  Ball.  So  Blue  Eyes  ran  into  a  little 
house  at  the  end  of  the  lane  carrying  Fluffy  Ball 
in  her  arms;  and  a  nice  old  lady  who  was  baking 
cakes  in  her  kitchen,  gave  Blue  Eyes  two  cakes  and 
Fluffy  Ball,  one.  But  naughty  Fluffy  Ball  found  an 
open  door,  and  out  he  ran  and  began  to  chase  a  dear 
little  yellow  peep  all  around  the  yard. 

Then  the  little  yellow  peep  ran  to  its  mother  and 
hid  under  her  big  wings  and  Mrs.  Hen  looked  at 
Fluffy  Ball  so  crossly  that  he  thought  he'd  better  run 
home  to  his  mother.  So  he  started  to  run  and  he 
never  stopped  running  until  he  reached  Blue  Eyes' 
house  and  there  he  found  his  nice  fat  grey  and  white 
mother  lying  on  a  rug  beside  the  fire,  and  he  cud- 
dled up  close  to  her  and  she  put  her  paw  around 
him  and  he  fell  fast  asleep. 

Now  when  Blue  Eyes  came  home  and  saw  Fluffy 
Ball  with  his  mother  she  ran  to  find  her  mother,  and 
she  jumped  up  into  her  lap  and  put  her  arms  around 
her  mother  and  said,  "Its  so  nice  to  have  a  mother." 
"Little  Peep  has  one  and  Fluffy  Ball  has  one  but 
they  can't  tell  her  how  much  tkey  love  her,  they  can 
only  say  "peep,  peep,"  and  "me — ow."  And  then  Blue 
Eyes  fell  asleep  too,  right  there  in  her  mother's  arms. 


HINTS*noSUGGESTIONS  for  rural  teachers 

CONDUCTED  BY  GRACE  DOW 

TYEAR  RURAL  TEACHER.— In  undertaking  this  department  I  trust  that  my  somewhat  extended  experience  in 
•L^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. 


JUNE,  1915 

If  little  things  that  God  has  made 

Are  useful  in  their  kind, 
Oh,  let  us  learn  a  simple  truth 

And  bear  it  in  our  mind, 
That  every  child  can  praise  Him, 

I-Iowever  weak  or  small; 
Let  each  with  joy  remember  this, 
The  Lord  has  work  for  all. 

— Selected. 
JUNE 
What  is  the  name  of  the  new  month?    To  what  sea- 
son does  June  belong?  Is  it  a  longer  or  shorter  month 
than  May? 

What  day  of  special  interest  in  this  month?  Flag 
Day.  Make  a  calendar  for  the  month  using  flowers, 
bees,  or  butterflies  for  the  decoration.  Indicate  flag 
day  on  the  calendar  by  the  use  of  a  small  flag. 

Flag  day  should  be  a  day  on  which  the  meaning  of 
true  patriotism  should  be  taught.  More  than  ever 
should  teachers  bring  to  the  child's  mind  the  advan- 
tages of  peace,  and  show  them  that  true  patriotism 
is  not  best  shown  by  fighting  or  by  noisy  parades,  but 
by  bravely  upholding  the  right  at  even  the  sacrifice  of 
self.  The  greatest  battles  of  our  day  are  not  fought 
with  firearms,  but  in  our  homes,  on  the  playground,  or 
in  our  daily  work. 

True  patriotism,  means  living  nobly  rather  than 
dying  on  the  battlefield. 

FLOWERS  AND  INSECTS 

Lead  the  children  to  see  the  relation  between 
flowers  and  insects,  how  they  help  each  other.  The 
flowers  attract  the  insects  by  their  bright  colors,  and 
their  fragrance  and  the  insects  carry  the  pollen  from 
one  flower  to  another  which  helps  to  produce  the 
seeds.  Give  the  children  the  lesson  to  be  learned  from 
this — the  spirit  of  helpfulness. 

It  is  better  not  to  encourage  children  to  collect  in- 
sects, but  for  study  bees  and  butterflies  might  be 
placed  in  glass  jars  during  the  month. 

The  butterfly. — How  many  legs  has  the  butterfly? 
Of  what  use  are  its  claws?  Are  all  butterflies  the 
same  color?  Which  sides  of  the  wings  have  the 
brightest  colors? 

When  resting  they  usually  close  their  wings,  that 
only  the  duller  colors  may  show,  which  being  nearly 
the  shade  of  branch  or  leaf  they  are  nearly  invisible. 

Like  flowers,  the  color  of  butterflies  varies  with  the 
season.  What  are  the  colors  of  flowers  and  butter- 
flies during  the  month  of  June? 

The  bee. — The  farmer  is  indebted  to  the  bumble  bee 


for  carrying  the  pollen  from  flower  to  flower,  and  thus 
help  to  raise  his  clover  seed. 

Give  the  principal  parts  of  the  bee.  Of  what  use  is 
the  sting?  Tell'  something  of  the  family  life  of  the 
bee.  What  are  drones?  Name  several  flowers  from 
which  bees  gather  honey. 

"Ah,  the  wise  little  bees!  they  know  how  to  live, 

Each  one  in  peace  with  his  neighbor; 
For  though  they  dwell  in  a  narrow  hive, 

They  never  seem  too  thick  to  thrive, 
Nor  so  many  they  spoil  their  labor." 
BUSY  WORK 

Draw  and  paint  butterfly  borders.  Draw  and  paint 
flowers.  Bee  hives  may  be  drawn,  or  may  be  cut  and 
pasted.  The  flag  may  be  drawn  and  painted,  and  sug- 
gest also  that  each  child  be  given  strips  of  red  and 
white  paper,  also  the  blue  for  the  field  of  blue  and  the 
cut  stars,  and  have  each  mounted  on  paper  making  a 
flag. 

Colored  construction  paper  should  be  used  in  cutting 
flower  designs.  The  cutting  for  one  day  may  be  all 
red  flowers,  and  another  day  those  of  pink,  yellow, 
or  blue. 

The  Eleventh  Gift. — Rings  for  ring  laying  may  be 
used  to  advantage  during  the  month,  as  the  flower 
study  affords  so  many  suggestions  in  the  use  of  the 
curves.  The  gummed  paper  rings,  and  strips  in 
bright  colors  will  make  beautiful  border  designs. 
HOW   TO   MAKE   A  BUTTERFLY 

Cut  the  wings  of  brown  or  yellow  construction 
paper,  cut  holes  in  the  wings,  back  of  which  paste 
rice  or  tissue  paper  which  will  represent  dark  spots 
seen  on  the  wings.  Mount  on  brown  slats,  and  when 
blown  by  the  breeze  they  will  closely  resemble  real 
butterflies. 

A  NUMBER  GAME 

Draw  a  number  of  squares  upon  the  blackboard,  and 
in  each  place  a  number,  from  1  to  12  inclusive. 

Use  this  for  review  work  in  addition  and  multipli- 
cation. 

Give  a  child  a  rubber  ball.  Tell  him  to  throw  the 
ball  at  one  of  the  numbers,  and  the  number  within 
the  square  where  the  ball  strikes  is  to  be  added  to,  or 
multiplied  by  a  number  suggested  by  the  teacher. 

The  same  child  may  try  a  number  of  times,  or  until 
he  fails  to  give  the  correct  answer  when  another  takes 
his  place. 

This  may  be  played  by  choosing  sides,  and  having 
the  leaders  on  each  side  throw  the  ball.  Those  who 
fail  are  to  be  seated,  and  the  side  having  the  largest 
number  standing  when  the  time  for  closing  the  game 
arrives  are  declared  the  winners. 


THE  KINDERGARTEN-PROIARY  MAGAZINE. 


318a 


DEVICES  FOR  WORD   STUDY 

1.  Place  a  list  of  words  upon  the  board  as  run,  still, 
see,  hear,  etc.  Ask  a  child  to  act  one  of  the  words,  and 
have  the  class  guess  the  word  from  the  acting. 

2.  Have  words  upon  cards.  Stand  these  in  various 
places  where  they  can  be  seen  easily.  Hold  up  a 
picture  that  represents  the  word,  and  ask  child  to 
find  the  word. 

3.  Place  lists  of  words  upon  the  board,  and  tell 
something  about  the  word; — as  find  the  word  that  tells 
what  the  dog  says.    Ask  a  child  to  point  to  the  word. 

4.  Using  the  list  as  before,  give  a  word  and  ask  a 
child  to  draw  a  colored  line  below  the  word. 

These  happy  days  of  school  time 

Will'  seem,  when  passed  away, 
Like  brilliant  hues  of  sunset 

That  beautify  the  day. 
Through  all  our  life  with  pleasure, 

These  sunny  hours  will  shine 
And  with  each  thought  of  sadness 

These  golden  hours  will  twine." 


The  spontaneous,  undirected  play  of  childhood  is  an 
educative  medium  of  great  value.  When  that  instinct 
is  directed  by  trained  teachers  toward  certain  edu- 
cational aims,  the  effectiveness  of  play  as  an  educa- 
tional medium  becomes  unlimited  in  its  possibilities. 


Practically  all  of  the  national  and  international 
organizations  of  the  world  have  been  invited  to  hold 
regular  or  special  meetings  or  to  send  delegations  to 
San  Francisco  to  participate  in  the  activities  of  the 
Exposition.  Up  to  date,  822  Congresses,  Conferences 
and  Conventions  have  been  scheduled  to  meet  in  or 
near  San  Francisco. 


FROEBEL  CLUB  SPRING  FESTIVAL 

The  Boston  Froebel  Club  celebrated  the  coming  of 
spring  with  a  festival  May  15,  in  the  courtyard  of  the 
Boston  Normal  School,  Huntington  Avenue.  A  group 
of  three  hundred — kindergartners,  children  and  stu- 
dents from  the  kindergarten  training  schools  of  Bos- 
ton and  Cambridge — participated  in  the  plays  and 
games  which  finally  culminated  in  the  winding  of 
the  Maypole. 


Fall  River,  Mass. — Three  new  public  school  kinder- 
gartens are  under  consideration  by  the  Board  of 
Education,  one  each  in  the  Globe,  Davis  and  High- 
land districts. 


TONAWANDA,  N.  Y—  Miss  Ruth  Anderson  of  Ken- 
more,  has  been  engaged  as  teacher  of  the  kindergar- 
ten class  opened  in  the  Murray  school'  recently  with 
36  children  in  attendance.  The  increase  in  students 
at  the  school  since  the  Easter  vacation  made  it  nec- 
essary to  start  the  class. 


Topeka,  Kansas. — The  board  of  education  will  open 
a  kindergarten  in  the  Potwin  building  in  September. 


EDUCATION  NOTES. 
Social  dancing  for  young  and  old  has  taken  place 
in   200   schoolhouses   throughout   the   country   during 
the  past  season,  according  to  the  Russel  Sage  Founda- 
tion. 


An  eye  dispensary  has  been  opened  in  Springfield, 
111.,  for  the  benefit  of  children  who  need  treatment 
and  can  not  pay  for  it.  Local  oculists  give  their 
services  free  and  the  Board  will  provide  glasses  for 
children  who  can  not  purchase  them. 


Seeds,  seedlings,  hedge  plants,  shrubbery,  etc.,  are 
furnished  free  to  country  schools  in  North  Dakota 
by  the  State  School  of  Forestry.  In  addition,  the 
services  of  the  State  Forester  in  planning  and  laying 
out  school  grounds  are  available  without  cost. 


A  veteran  teachers'  association,  composed  of 
teachers  with  25  or  more  years  experience,  is  organ- 
ized in  Berks  County,  Pa.  The  association  has  60 
members,  25  of  whom  have  taught  30  years  or  more. 
Two  have  taught  more  than  40  years,  and  one  has 
seen  52  years  of  service  as  a  teacher. 


Manchester,  N.  H. — At  the  meeting  of  the  Antrim 
Woman's  Missionary  Alliance,  April  22nd,  an  inter- 
esting paper  on  "The  Value  of  the  Kindergarten  in 
the  Orient"  was  given  by  Mrs.  J.  Blake  Robinson. 
Mrs.  Nathaniel  Farrant  read  a  paper  on  "Children  of 
the  Philippines.'' 


Two  out  of  every  thousand  public  high-school  boys 
receive  military  instruction  in  school,  as  compared 
with  five  in  every  thousand  15  years  ago.  While  the 
total  number  of  boys  in  public  high  schools  has  in- 
creased since  1900  from  216,207  to  541,486,  the  number 
of  boys  taking  military  drill  has  decreased  from 
10,455  to  9,532. 


Chicago.  III. — May  1,  the  directors  of  the  Chicago 
Kindergarten  institute  gave  a  reception  in  honor  of 
the  senior  class  of  the  institute  in  the  Art  institute. 
Raymond  Robins  spoke  on  "The  World  Movement  in 
Religion." 


THE  SHORT  DAY 

The  teacher  was  trying  to  explain  to  her  class  the 
effects  of  heat  and  cold,  says  Pearson's  Weekly.  She 
told  her  little  charges  that  an  iron  bridge  would  ex- 
pand several  inches  in  hot  weather  and  contract  a  like 
amount  in  cold  weather. 

She  then  asked  a  little  girl  for  another  instance  of 
the  expansion  and  contraction  caused  by  heat  and 
cold.  The  child  hesitated  for  a  minute  or  so,  and  then 
replied: 

"In  hot  weather  the  days  are  longer;  in  cold 
weather  they  are  much  shorter." — Exchange. 


Hamilton,  Ohio. — The  board  of  education  has  voted 
to  take  over  the  private  kindergartens  of  the  city. 


318b 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


THE  N.  E.  A.  MEETING  AT  SAN  FRANCISCO 

We  have  received  from  Mr.  Durand  W.  Springer, 
secretary  of  the  National  Education  Association,  the 
following  program  for  the  general  sessions  to  be  held 
August  16,  19,  25,  28. 

President's  address,  "The  Teacher  and  War — David 
Starr  Jordan,  Stanford  University,  Cal. 

"Women  and  War" — Jane  Adams,  Chicago,  111. 
"Educational  Progress  of     Fifteen     Years" — Elmer 
Ellsworth  Brown,  New  York  University,  New  York,  N. 
Y. 

"Organization  of  Public  Education'' — Payson  Smith, 
Augusta,  Me.,  and  Ellwood  P.  Cubberley,  Stanford 
University,  Cal. 

"The  Montessori  System" — Madam  Montessori, 
Rome,  Italy. 

"Financing  Public  Education" — James  Y.  Joyner, 
Raleigh,  N.  C. 

"Secondary  Education  in  South  America" — Ernsto 
Nelson,  Argentine  Republic. 

"Adaptation  of  Rural  Education  to  Needs  of  Rural 
Life"— P.  P.  Claxton,  Washington,  D.  C. 

"Preparation  and  Efficiency  of  Rural  Teachers  in 
the  U.  S  —  Harold  W.  Foght,  Washington,  D.  C. 

"Education  and  Race  Improvement" — S.  J.  Holmes, 
University  of  California,  Berkley,  Cal. 

"Rural  Education  and  Genetics" — H.  J.  Webber, 
University  of  California,  Berkley,  Cal. 

"Self  Government  in  Secondary  Schools'' — Richard 
Welling,  New  York,  N.  Y. 

"Cost  and  Labor  of  English  Teaching'' — E.  M.  Hop- 
kins, University  of  Kansas,  Lawrence,  Kansas. 

"The  Junior  College" — Alexis  F.  Lange,  University 
of  California,  Berkley,  Cal. 

"School  Hygieni — Recent  Developments  and  Future 
Possibilities" — Lewis  M.  Terman,  Stanford  Univer- 
sity, Cal. 

"Vocational  Training" — Ella  Flagg  Young,  Chicago, 
111. 

"Mothercraft" — Martha  Foote  Crow,  Tuckahoe,  N. 
Y. 

"Vocational  Aspect  of  Home  Economics" — Ednah  A. 
Rich,  Santa  Barbara,  Cal. 

"Teachers'  Organizations" — William  B.  Owen,  Chi- 
cago, 111. 

"Elimination  of  Adult  Illiteracy" — Cora  Wilson 
Stewart,  Frankfort,  Ky. 

"Sex  Morality  and  Sex  Hygiene,  as  the  Aim  of  Sex 
Education" — Thomas  M.  Balliut,  New  York  Univer- 
sity, N.  Y. 

"Education  of  the  Negro" — Hollis  B.  Frissell,  Hamp- 
ton Normal  and  Agricultural  Institute,  Hampton,  Va. 

"Education  of  the  Filipinos" — John  B.  De  Huff, 
Carlisle,  Pa. 

"Education  of  the  Japanese"— Sydney  F.  Gulick, 
Kyoto,  Japan. 

"Agricultural  Education" — Percy  G.  Holden,  Chi- 
cago, 111.;  H.  J.  Waters,  Manhattan,  Kans.;  D.  B.  John- 
son, Winthrop  Normal  and  Industrial  College,  Rock 
Hill,  S.  C. 


"Professional  Education" — James  Parker  Hall,  Chi- 
cago University,  Chicago,  111. 

"Education  of  the  Physician" — Ray  L.  Wilbur,  Stan- 
ford University,  Cal. 

"Education  of  the  Engineer" — Charles  B.  Mars. 
Stanford  University,  Cal. 

"Higher  Ideals  in  Education" — Charles  F.  Thwing, 
Western  Reserve  University,  Cleveland,  Ohio,  and 
William  T.  Foster,  Reed  College,  Portland,  Ore. 

THE   CONGRESS   ON   SCHOOL   ADMINISTRATION 
To  be  held  August  20  presents  the  following  program: 
President's  Address — 0.  M.  Plummer,  Portland,  Ore. 
"School   Survey'' — E.   P.   Cubberley,   Stanford   Uni- 
versity. 

"School  Board  Members" — W.  E.  Chancellor,  Uni- 
versity of  Wooster,  Wooster,  O. 

"Problems  of  a  Director — R.  E.  Blight,  Los  Angeles, 
Cal. 

"School  Buildings  and  Grounds" — John  J.  Donovan, 
Oakland,  Cal.,  and  William  B.  Ittner,  St.  Louis,  Mo. 

"The  School  and  the  Teacher"— T.  W.  Churchill, 
New  York,  N.  Y. 

"Tenure  of  Office"— E.  C.  Elliott,  University  of  Wis- 
consin, Madison,  Wis.;  Grace  De  Graff,  Portland,  Ore. 

"Some  Problems'' — P.  P.  Claxton,  Washington,  D.  C. 

THE  CONGRESS  ON  SECONDARY  EDUCATION 
Will  be  held  on  Aug.  23  with  the  following  program: 

"The  Place  and  Function  of  the  High  School  in  the 
American  System  of  Education — J.  Stanley  Brown, 
Joliet,  111. 

"The  Possibilities  of  the  High-School  Library" — R. 
T.  Bargreaves,  Spokane,  Wash. 

"Faculty  Advisers  in  the  High  School — Their  Need 
and  Function'' — Herbert  O.  Williams,  Sacramento, 
Cal. 

"The  Extra  Activities  of  the  High  School:" — "The 
Relation  of  the  Faculty  to  the  Social'  Interests  of  the 
School";  "The  Relation  of  Athletics  to  the  School"; 
"Organized  Literary,  Debating,  and  Social  Clubs." — V. 
K.  Froula,  Seattle,  Wash. 

"Practical  Arts  for  Girls  in  the  High  School" — 
Mary  Putnam,  Los  Angeles,  Cal. 

"Sex  Pedagogy  in  the  High  School" — Henry  E. 
Brown,  Kenilworth,  111. 

"High  School  Efficiency  and  What  It  Means  to  a 
Community — W.  H.  Snyder,  Los  Angeles,  Cal. 

"The  Organization  of  High  Schools  Into  Junior  and 
Senior  Sections'' — P.  P.  Claxton,  Washington,  D.  C. 

"The  High  School  of  the  Future"— Lewis  R.  Avery, 
Oakland,  Cal. 

AMONG  THE  OTHER  CONGRESSES  ARE  THE 
FOLLOWING: 

Congress  of  School  Hygiene,  August  17. 

Congress  on  Music  Education,  August  18. 

Congress  on  Physical  Education,  August  18. 

Congress  of  Elementary  Education,  August  20. 

Congress  of  Scientific  Education,  August  20. 

This  certainly  promises  to  be  one  of  the  most  in- 
teresting meetings  the  N.  E.  A.  ever  held. 

For  full  information,  including  railroad  rates,  etc., 
address  Durand  W.  Springer,  Ann  Arbor,  Mich. 


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PICTURE  LANGUAGE  STORY  FOR  JUNE 


318d 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


STRAIGHT  LINE  CUTTING 

CxUiitiE  L.  Wagner 

A  barn  yard  and  animals  always  appeal  to  children, 
and   an   interesting   poster   may   be   made   from   one 


1    '       ] 

—  _            - 

tf-r 

I     II    \l.L..^iC 

"I          II      -i/H       :iW     11 

four  inch  square,  folded  into  sixteen  little  squares. 
From  each  side  cut  away  four  squares  on  a  straight 


line;  then  at  the  top  of  the  eight  remaining  squares 
fold  the  corners  to  the  intersection  of  the  vertical 
and  first  horizontal  lines,  and  cut  the  two  corners  off 
on  the  lines  made  by  the  fold.  This  forms  the  roof 
of  the  barn.  Prom  the  lower  edge  cut  off  two  squares; 
then  cut  up  on  the  center  crease  to  the  first  line,  and 
cut  half  way  across  on  each  side,  thus  forming  the 
double  doors. 

The  fence  may  be  made  from  the  strips  of  four 
squares  first  cut  from  the  sides  of  the  big  square. 
Fold  these  into  four  equal  parts,  and  cut  on  the  lines. 
From  the  two  squares  and  two  triangles  left  from 
cutting  the  barn,  animals  may  be  cut  free  hand. 
White  paper  is  used  for  the  cutting,  mounted  on 
green  or  blue. 

If  the  children  have  visited  a  farm,  or  have  a  barn 
yard  at  home,  and  have  learned  Miss  Poulsson's 
"Barn  Yard  Song"  they  will  enjoy  the  result  of  this 
cutting. 


L-    ft. 


BLACKBOARD  SUGGESTIONS  FOR  JUNE 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


319 


SENSE  TRAINING  IN  THE  MONTESSORI  SYSTEM 
By  William  Boyd,  M.A.,  B.Sc,  D.Phil. 

It  is  evident  from  the  reports  which  have  appeared 
of  the  recent  Montessori  Conference  at  East  Runton 
that  what  most  of  Dr.  Montessori's  English  disciples 
regard  as  fundamental  in  her  system  is  the  attempt  to 
give  the  fullest  possible  opportunity  for  self-regulated 
activity  in  education.  It  would  be  easy  to  criticize 
their  view  by  saying  that  the  principle  of  freedom  by 
which  they  swear  is  not  a  new  discovery,  and  that 
neither  leader  nor  disciples  have  as  yet  said  or  done 
anything  to  give  it  a  new  meaning  or  value.  It  might 
even  be  urged  that  there  is  an  absolute  incompati- 
bility between  the  anarchistic  individualism  of  Dr. 
Montessori  herself  and  the  educational  conceptions  of 
those  who  advocate  the  conversion  of  the  school  into  a 
self-governing  community.  But,  even  if  these  criti- 
cisms are  true,  as  I  believe,  they  are  no  real  condem- 
nation of  the  movement.  Human  progress  depends 
on  fresh  inspiration  as  often  as  on  fresh  ideas,  and  the 
contradictions  and  inconsistencies  of  an  inspiring  per- 
sonality stimulate  rather  than  retard  the  advance  of 
thought  and  practice.  The  significant  fact  in  the  pre- 
sent case  is  that  once  again  the  banner  of  the  free 
spirit  has  been  raised  in  education.  Those  of  us  who 
have  learned  to  value  freedom  from  the  teaching  of 
Pestalozzi  or  Froebel  or  Dewey  or  any  other  master 
have  assuredly  no  cause  for  misgiving  at  the  renais- 
sance of  our  own  ideals  in  a  different  form. 

But  it  does  not  follow  that  we  must  accept  the 
methods  of  Dr.  Montessori  with  the  uncritical  faith 
shown  by  most  of  her  disciples.  It  is  a  great  delusion 
'to  imagine  that  freedom  in  the  school  can  be  achieved 
by  stereotyping  curriculum  and  teaching  on  her  model 
or  on  any  other.  These  methods  of  hers  have  been 
worked  out  on  the  basis  of  a  particular  conception  of 
the  nature  of  mind  and  the  purpose  of  human  life, 
and  can  only  be  adopted  by  those  who  are  in  personal 
agreement  with  it.  To  follow  her  blindly  in  the  detail 
of  her  system  because  of  a  general  appreciation  of  its 
spirit  involves  the  surrender  of  the  teacher's  own 
freedom  and  stultifies  the  system  itself. 

So  far  as  the  upbringing  of  young  children  is  con- 
cerned, the  main  difficulty  arises  with  regard  to  the 
view  that  all  education  should  begin  with  a  thorough 
training  of  the  senses.  This  is  not  a  novel  idea.  In 
some  form  or  other  it  has  been  accepted  as  a  general 
maxim  by  educational  thinkers  since  the  time  of 
Rousseau.  What  is  new  in  Dr.  Montessori's  practice 
is  the  concentration  on  the  training  of  the  senses  as 
the  first  form  of  intellectual  discipline  and  the  elabor- 
ate systematizing  of  a  drill  in  sensory  discrimination, 
apart  from  and  prior  to  other  activities  of  mind.  It 
is  in  this  detachment  of  the  senses  for  special  treat- 
ment, and  not  in  the  giving  of  a  wider  freedom,  that 
she  differs  fundamentally  from  Pestalozzi  and  Froebel 
and  all  those  who  have  sought  to  make  education  not 
a  mere  preparation  for  life,  but  an  essential  element 
of  life  itself. 

To  appreciate  the  significance  of  this  departure 
from  the  best  educational  tradition,  we  must  begin  by 


considering  the  conception  of  mental  development 
which  underlies  it.  This  is  summarily  stated  by  Dr. 
Montessori  in  these  words:  "The  development  of  the 
senses  precedes  that  of  higher  mental  activity,  and 
the  child  between  three  and  seven  is  in  the  period  of 
formation."  Here  we  have  two  propositions:  (l)that 
sensory  activity  precedes  what  Dr.  Montessori  vague- 
ly calls  higher  intellectual  activity;  (2)  that  the  for- 
mative period  of  the  senses  is  from  three  to  seven. 
Let  us  consider  them  separately. 

In  the  first  place,  we  are  told  that  the  senses  are  the 
first  faculty  to  develop.  What  exactly  that  means  is 
not  very  clear,  but  it  would  seem  that  we  are  im- 
plicitly invited  to  think  of  the  mind  as  a  group  of 
faculties  which,  like  the  organs  of  the  body,  come  to 
maturity  in  a  definite  order.  If  that  be  a  correct  in- 
terpretation of  Dr.  Montessori's  view,  we  can  only 
meet  it  with  a  point-blank  refusal  to  regard  mental 
development  as  involving  a  sequence  of  separate 
functions.  For  the  convenience  of  psychological 
thinking,  it  may  be  necessary  to  consider  the  senses 
or  the  imagination  or  the  will  in  detachment  from  the 
whole  context  of  mind,  but  in  actual  fact  there  never 
is  any  such  detachment  at  any  period  of  life.  Sen- 
sation is  analytically  simpler  than  perception,  and 
perception  analytically  simpler  than  conception,  but 
sensation  does  not  precede  perception,  nor  perception 
precede  conception.  From  the  first  dim  beginnings  of 
consciousness  every  one  of  the  so-called  faculties  is 
involved  in  the  exercise  of  any  one  of  them.  If  in 
the  early  years  of  life  the  faculties  which  Dr.  Montes- 
sori and  the  sensationalist  psychologists  call  "higher" 
are  very  imperfectly  developed;  so  also  are  the 
"lower."  The  growth  of  mind  does  not  take  place  by 
the  addition  of  faculty  after  faculty,  but  by  the 
gradual  organization  of  capacities  present  from  the 
first.  This  applies  to  the  senses  precisely  as  to  every 
other  faculty.  Sensory  discrimination  in  any  form 
and  at  any  stage  is  an  act  of  the  whole  mind.  It  is 
never  merely  a  receiving  and  comparing  of  impres- 
sions, but  a  process  of  interpretation,  and  therefore  be- 
comes more  perfect  with  the  greater  ability  to  inter- 
pret which  results  from  the  general  development  of 
mind. 

Let  us  come,  in  the  second  place,  to  Dr.  Montes- 
sori's affirmation  that  the  right  age  for  sense-training 
is  from  three  to  seven.  The  first  point  to  be  noted 
here  is  that  it  is  made  without  any  attempt  at  proof. 
Is  it,  then,  self-evident?  Or  has  it  been  so  securely 
established  on  scientific  grounds  that  it  can  be  as- 
sumed as  a  matter  of  course?  On  the  contrary,  so 
far  as  I  know,  there  is  not  a  scrap  of  evidence  that 
would  warrant  any  person  free  from  preconceptions 
(as  Dr.  Montessori  professes  to  be)  in  characterizing 
these  particular  years  as  a  time  of  special  activity  of 
the  senses.  There  is  very  little,  exact  information 
available  on  the  subject,  but  such  as  there  is  is  de- 
cidedly unfavorable  to  Dr.  Montessori's  view.  One  in- 
vestigation may  be  mentioned:  partly  to  illustrate 
this,  partly  to  bear  out  what  has  already  been  said 
more  generally  about  the  dependence  of  the  senses  on 
the  development  of  mind  as  a  whole. — Child  Life. 
(To  be  continued 


326 


THE  ftINDEEGARTEtf-f  RIMAHY  MACtAfctffl: 


SPRING  PLEASURES 

Miss  Olive  Wills 

Never  was  there  a  happier  time  to  study  poses 
than  spring  when  children  are  everywhere  playing 
games.  The  joyous  running  here  and  there,  jumping 
the  rope,  playing  marbles,  baseball,  basketball,  roller 
skating,  flying  kites  and  many,  many  more  activities 
that  give  such  fine  opportunity  for  study  of  action  in 
pose  drawing:  for  all  teachers  know  how  happy 
children  are  to  tell  of  their  sports  in  pictures,  and  of 
how  they  enjoy  dramatizing  these  sports  in  the  school 
room.  In  the  first  grades  if  we  can  get  pupils  to 
show  action  and  something  of  proportion  we  will  be 
satisfied;  therefore  the  skeleton  figures  are  excellent 
work  for  quick  observation.  Notice  how  almost  in- 
variably children  get  the  head  too  large  for  the  legs. 

This  skeleton  work  will'  help  to  impress  this  pro- 
portion upon  them. 

Here  are  given  several  examples:  playing  ball,  roll- 


£) 


P 


\ 


ft 


ing  the  hoop,  running,  playing  marbles,  working  in  the 
garden.  Then  later  we  will  clothe  their  skeleton 
figures,  examples  given. 

In  a  higher  grade  pupils  may  be  taught  to  measure 


At 


O 


O 


n 


A 


with  the  pencil  and  thus  get  relative  proportion 
more  accurately — note  it  is  proportion,  not  size,  as  so 
many  will  get  it.  To  measure  with  the  pencil  pupil 
must  sit  erect,  arm  extended  full'  length,  emphasize 
arm  at  full  length,  hold  the  pencil  so  the  thumb  can 
be  easily  passed  up  and  down  from  the  top  to  the 
middle  while  grasping  the  pencil  firmly  with  the 
other  fingers.  We  will  always  hold  it  vertical  or 
horizontal,  again  you  will  find  you  must  emphasize 
this  point.  Close  one  eye.  An  interesting  experiment 
in  this  connection.  Make  a  large  chalk  spot  on  the 
black  board.  Pupils  in  above  position  hold  pencil  so 
it  will'  seem  to  cover  the  white  spot.  Now  close  the 
other  eye,  keeping  the  pencil  as  it  was  and  it  will 
seem  as  if  the  spot  had  jumped.  This  will  show  the 
necessity  of  closing  one  eye.  Now  we  have  the  posi- 
tion, place  the  end  of  the  pencil  so  it  appers  to  touch 
the  top  of  the  head  and  slipping  the  thumb  down  un- 
til it  covers  the  collar  line.  Hold  this  measure  and 
drop  the  top  of  the  pencil  to  collar  line  and  you  will 
find  the  thumb  now  is  about  half  way  down  the  boy's 
blouse.  Still  holding  thumb  as  before  drop  top  of 
pencil  to  point  where  thumb  just  covered  and  you 


will  see  the  blouse  measures  twice  as  long  as  the 
head  or  often  only  one  and  one  half  times.  Thus 
measure  legs,  arms,  and  width  across  the  shoulders, 
all  in  proportion  to  the  head.  Many  times  a  little 
girl's  waist  will  measure  one  and  one  half  times  the 
head,  the  skirt  the  same  and  legs  same.  Note  the 
hand  when  hanging  at  the  side  is  about  half  way 
between  the  thigh  and  the  knee. 

In  the  higher  grades  these  proportions  and  the 
anatomy  of  the  body  are  still  more  closely  noted.  In 
all  the  lower  grades  do  not  attempt  the  face.  If  the 
face  is  seen  represent  it  only  with  a  curved  line. 

The  first  attempt  at  the  full  figure  would  be  easier 
done  in  charcoal  mass  drawing,  than  in  crayon  and 
in  pencil.  In  all  of  these  mediums  it  is  pleasing  to 
do  them  in  two  or  three  tones  of  grey. 

Another  interesting  way  to  finish  the  pose  is  in 
decorative  style,  that  is  flat  washes  of  color,  not  in 
the  shadings  and  tones  of  the  naturalistic. 

Then  draw  in  a  simple  landscape  as  a  setting  for 
our  figure,  perhaps  only  sky,  distant  foliage  or  a  hill 


and  foreground,  or  place  a  tree,  road  or  stream,  then 
paint  these  in  very  simple  coloring. 

The  example  here  given  is  sky  a  very  light  blue, 
stockings  and  can  echo  of  the  same  tone,  distant  foli- 
age and  dress  of  a  brown,  shoes  and  hair  a  very  dark 
brown  all  outlined  in  same  dark  brown,  leaving  the 
ground  and  the  face  the  creamy  tone  of  the  paper  or 
the  whole  picture  might  be  done  in  three  tones  of 
one  color. 


Boston,  Mass.,  April  23. — Dr.  Maria  Montesori,  the 
teacher  whose  methods  of  education  have  revolu- 
tionized established  theories  of  child  receptiveness, 
has  paid  Boston  a  visit. 

She  describes  her  method,  now  famous  as  the 
"Montessori  Method,"  as  one  of  training  the  natural 
curiosity  of  the  child  into  selected  channels. 


Erie,  Pa. — The  South  Erie  Improvement  association 
requests  the  school  board  to  acquire  additional  ground 
around  that  building,  so  that  an  addition  can  be 
erected  for  manual  training,  domestic  science  and 
kindergarten  classes. 


STUDY  OF  A  PICTURE— X 
Mary  E.  Cotting. 

Well,  well!  What  have  those  "tiger-twins"  been 
doing  now?  "Chasing  about?"  Why  do  you  think  so? 
How  did  the  pitcher  happen  to  be  broken?  You  "spect 
the  "tiger-twins"  climbed  upon  the  table  and  upset 
it?"  Just  look  at  the  table-cloth,  do  you  see  where 
it  is?  That  tells  us  that  those  "tiger-twins"  were 
having  a  fine  swing  on  the  corners  of  the  cloth,  as 
kittens  sometimes  will,  when  crash — splash  down 
came  the  pitcher — milk  and  all!  What  do  you  think 
the  "tiger-twins"  did  then?  Scampered  out  of  sight? 
Would  you  do  that  if  you  got  into  a  scrape?  I  should 
hope  not,  but  "kittens  are  different"  as  you  say.  What 
did  they  do  next?  The  one  wearing  a  ribbon-bow 
peeped  out,  and  seeing  no  one,  said  to  her  sister, 
"Let's  go  and  see  what's  on  the  floor."  Out  they  crept 
very  cautiously,  and  when  they  found  all  that  milk 
they  knew  no  reason  why  they  should  not  drink  it: 
so  they  lapped,  and  lapped  until  the  floor  was  quite 
dry.    You  couldn't  have  told  there'd  been  an  accident 


but  for  the  broken  pitcher.    What  do  you  think  those 
"tiger-twins"  did  next? 

Yes,  they  washed  their  faces  and  paws  nicely  just 
as  their  mother  had  taught  them  to  do,  and  then 
walked  over  to  that  step  at  the  back  of  the  room. 
What  are  those  things?  Isn't  that  a  queer  place  for 
them  to  be?  Why  are  they  there?  That  is  just  the 
reason.  Mother  had  started  to  put  the  "flat"  in  the 
closet,  and  was  carrying  the  kettle  to  the  place  where 
she  fills  it  with  water;  she  was  about  to 
begin  getting  dinner — when  the  door-bell  rang. 
She  set  these  things  down  in  a  hurry,  and 
off  slippped  the  cover  of  the  kettle.  Who 
rang  the  bell?  Perhaps  you  can  tell,  you  know  who 
comes  to  see  the  mothers.  When  the  "twin"  wearing 
the  bow  had  looked  into  the  kettle  she  popped  in  and 
called  to  the  other  one  to  come,  for  it  was  a  fine  place 
in  which  to  have  a  rest.  When  mother  came  back 
those  "tiger-twins"  were  cuddled  into  a  round  heap, 
and  fast  asleep.  What  do  you  think  she  said?  She 
just  laughed.  She  wished  the  children  were  at  home 
to  see  the  funny  sight — kittens  asleep  in  the  stew- 
kettle!  That  was  a  very,  very  funny  sight!  While 
she  cleared  away  the  bits  of  the  broken  pitcher  and 


322 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


mopped  the  floor  till  it  was  very  clean  again  she 
thought,  "I'm  sorry  this  milk  is  gone,  and  the  pitcher 
broken:  but  I  must  not  blame  the  "tiger-twins."  I 
should  not  have  left  the  milk  on  the  table."  Do  you 
knew  why  she  thought  so?  She  didn't  punish  the 
kittens,  either,  for  sleeping  in  the  stew-kettle,  for  that 
should  not  have  been  left  on  the  step.  You  know  there 
is  a  proper  place  for  each  thing  which  we  use,  and  we 
should  be  careful  to  put  everything  in  its  place.  This 
mother  understood  all  about  this  so  she  spread  the 
cloth  on  the  table,  and  gently  took  the  "tiger-twins" 
out  of  the  kettle— of  course  it  needed  to  be  well  washed 
before  using  again — and  put  them  out  in  the  pleasant 
yard.  When  Betty  came  to  dinner  she  wondered  how 
pussy's  bow  came  to  be  spotted,  and  of  course  her 
mother  told  her  what  had  happened  that  forenoon. 

"Did  you  punish  the  tiger-twins?"  brother  Jack 
asked.  Mother  told  him,  "no;  it  isn't  right  to  punish 
animals  when  they're  not  to  blame.  The  milk  and 
kettle  should  not  have  been  left  where  they  were. 
We  must  always  find  out  the  true  cause  of  trouble  be- 
fore we  place  blame  and  give  a  punishment."  This 
made  the  children  think  of  some  of  the  times  they  had 
punished  their  pets  and  they  decided  to  be  more  care- 
ful how  they  treated  them  after  this. 


The  practical  life  is  the  life  of  steady,  persistent, 
intelligent,  courageous  work,  widening  its  horizen 
as  the  worker  grows  in  knowledge,  and  by  doing 
well'  what  lies  before  him,  fits  himself  for  harder  and 
higher  tasks. — L.  R.  Briggs. 

Happiness  should  be  the  accompaniment  of  the 
everyday  life  of  all  who  are  doing  good,  honest  work 
with  an  intelligent  mind. — Bishop  Creighton. 


Kindergarten  babies  are  visiting  the  farmyards  to 
become  acquainted  with  the  animals  and  are  going 
on  trips  to  the  ,fiel'ds  and  woods  to  pluck  violets 
and  other  spring  flowers.  The  teachers  of  the  vari- 
ous classes  accompany  their  pupils.  Gardens  which 
were  started  some  time  ago  by  the  tots  are  respond- 
ing to  the  unceasing  care,  and  radishes,  lettuce  and 
nasturtiums  are  plentiful.  Radish  and  lettuce  par- 
ties will  be  held  soon.  Several  distributions  of  spring 
flowers,  especially  violets,  have  been  made  in  some  of 
the  most  congested  districts  by  interested  mothers 
and  patrons. 


Another  step  toward  closer  relations  between  pri- 
mary and  kindergarten  teachers  in  the  Pittsburgh 
public  schools  was  taken  when  Miss  Jessica  Childs, 
member  of  the  faculty  of  the  Training  School  for 
Teachers,  addressed  a  joint  meeting  of  400  primary 
teachers  in  the  Central'  Y.  W.  C.  A.,  April  23,  on  sto- 
ries for  children.  The  Misses  Florence  Kessler,  Edna 
Rosenberg,  Martha  Craig  and  Bertha  Saklowsky  il- 
lustrated with  examples  the  different  kinds  of  stories 
mentioned.  Miss  Ella  Ruth  Boyce,  director  of  kin- 
dergartens, introduced  Miss  Childs  and  afterward  the 
Kindergarten  Alumnae  Association  gave  a  tea. 


INCIDENTAL  FESTIVITIES 
Mary  E.  Law. 

After  the  regular  festivities  mentioned  in  the  kin- 
dergarten there  are  a  number  of  incidental  festivities 
which  help  to  interest  the  kindergarten  and  keep  it  in 
touch  with  home,  school  and  society.  These  festivals 
require  but  little  preparation  and  should  be  treated 
as  incidents,  not  as  a  matter  of  importance. 

Hallow'een  is  the  first  of  these.  The  meaning 
must  not  be  explained  as  it  is  merely  fanciful,  but  the 
lanterns  should  be  made  of  small  pumpkins,  squashes, 
turnips  or  potatoes  and  a  tiny  candle  placed  inside. 
Great  care  must  be  taken  in  playing  with  Are  and  that 
is  a  lesson  that  any  child  must  learn.  No  frightful 
masks  or  sheeted  figures  should  be  used.  Just  a  little 
innocent  fun  in  the  daytime.  Let  the  parents  take  the 
responsibility  for  the  night  frolic,  the  teachers  re- 
moving the  little  candles  before  the  lanterns  are  taken 
home. 

St.  Valentine's  day  is  another  festivity  that  may 
degenerate  into  a  boorish,  vulgar  affair  by  the  use  of 
comic  valentines.  Never  permit  children  to  see  them 
if  it  can  be  avoided,  never  allow  them  to  send  them. 

The  story  of  good  St.  Valentine  should  be  told,  the 
mating  of  the  birds  touched  upon  and  as  much 
originality  as  possible  used  in  making  simple  valen- 
tines. The  teacher  should  always  have  a  few  in  re- 
serve so  that  .the  child  will  be  overlooked. 

Mayday  may  be  observed  by  making  little  May 
baskets,  filling  them  with  early  blossoms  and  present- 
ing them  to  little  friends  with  as  much  mystery  as 
possible.  Hanging  them  on  the  doorbell  is  a  simple 
way. 

Children's  birthdays  should  be  observed  when  con- 
venient with,  the  assistance  of  the  mother.  A  little 
birthday  cake  with  candles  which  the  children  blow 
out  giving  a  little  toast  as  "John,  I  wish  you  many 
happy  birthdays,''  is  a  pretty  social  custom  which  in- 
troduces the  children  into  some  of  the  refinements  of 
social  usage. 


La  Salle,  N.  Y. — At  the  annual  exhibition  of  school 
work  held  April  14th,  the  kindergarten  exhibition  was 
especially  fine,  and  attracted  much  favorable  atten- 
tion. 


Dallas,  Texas. — An  address  was  given  April  12th 
by  Professor  F.  M.  Bralley,  president  of  the  College  of 
Industrial'  Arts  at  Denton,  by  invitation  of  the  Free 
Kindergarten  Association  at  the  Neighborhood  House. 
Professor  F.  M.  Bralley,  expressed  his  surprise  and 
appreciation  of  the  good  work  accomplished  and  com- 
plimented the  ladies  of  the  Kindergarten  Association 
for  their  efforts. 


Greenfield,  Mass. — Miss  Eunice  G.  Hunt  of  Marl- 
boro, has  been  engaged  as  kindergarten  teacher  at  the 
Green  River  school.  Miss  Hunt  is  a  graduate  of  the 
Wheelock  Kindergarten  Training  School  and  is  a 
successful  kindergartner. 


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. 
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, 

'■■  j    389  Clinton  St.,  Brooklyn,  N.  Y- 


TO  THE  CHAIRMAN  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

A  friend  returned  from  a  banquet  recently,  wearing 
a  tiny  souvenir  which  was  attached  to  his  coat  by  a 
bun- — instead  of  by  a  pin.  I  would  suggest  that  the 
children  who  go  to  the  country  or  who  are  fortunate 
enough  to  live  near  fields  and  meadows,  be  asked  to 
gather  burrs,  during  the  summer  for  their  own  and 
for  kindergarten  use.  With  a  supply  on  hand,  these 
can  be  used  to  attach  badges,  ribbons  and  the  like, 
when  the  little  folks  are  playing  their  kindergarten 
games  or  marching.  This  will  give  an  inducement  to 
observe,  collect  and  select,  all'  of  which  involves 
powers  of  the  the  mind  it  is  desirable  to  exercise  and 
develop.  T.  M.  S. 


TO  THE  CHAIRMAN  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

Perhaps  some  of  your  readers  will  be  interested  in 
hearing  of  a  playground  for  "poor  little  rich,"  children, 
recently  established  in  New  York.  Here  the  boys  and 
girls  who  have  been  hampered  and  restricted  by 
nurses  and  fine  clothes  and  the  "do's  and  don't's''  of 
their  elders,  are  allowed  to  play  in  the  dirt,  and  romp 
and  yell  to  their  heart's  content, — under  the  direction 
however,  of  two  child  specialists,  who  established  the 
playground,  believing  in  the  importance  of  real  play 
for  the  boys  and  girls  of  the  conservative  rich,  not 
only  for  the  physical  development  implied,  but  for  the 
life  lessons  in  morals  and  ethics  which  they  learn  in 
play  with  their  companions.  This  new  departure,  we 
are  told,  has  won  the  approval  of  experts  in  child 
psychology  in  several  cities.  Certainly,  the  unhappy 
"only  child"  of  wealthy  parents  will'  undoubtedly  re- 
joice in  this  opportunity  for  happy  play  with  comrades. 
The  children  are  received  in  groups  of  not  more  than 
ten.  The  need  of  such  play  opportunities  for  the  rich 
child,  would,  I  think,  be  a  timely  topic  for  discussion 
at  mothers'  meetings.  We  usually  think  that  it  is 
the  child  of  the  poor,  only,  that  needs  play  opportuni- 
ties. L.  B. 


to  the  children  for  emulation.  Therefore,  the  follow- 
ing letter  which,  appeared  in  The  New  York  Times 
may  prove  helpful  to  teachers  who  are  searching  for 
the  names  of  such  men. 

"I  read  in  the  Times  of  General  Gorgas's  acceptance 
of  the  offer  of  the  trustees  of  the  Rockefeller  Foun- 
dation to  take  charge  of  the  organization  of  the  medi- 
cal relief  expedition  which  is  being  sent  to  Serbia  to 
eradicate  the  typus  fever  epidemic.  Any  man  who 
takes  his  own  well-conditioned  life  in  his  hands  in  the 
hope  of  saving  others,  may,  I  think,  be  justly  consider- 
ed a  hero;  and  the  man  who  undertakes  to  fight  a 
treacherous,  insidous  disease,  a  fight  without  the  in- 
spiration of  the  shout  of  the  multitude,  or  the  im- 
mediate vision  of  a  captured  foe,  is  a  hero  of  the 
highest  order.  MARJORIE  COOK." 

S.  T.  W. 

The  letter  quoted  may  well  form  a  subject  for  dis- 
cussion with  older  children.  While  we  must  not  fail 
to  honor  the  men  who  enter  the  army  and  navy  that 
they  may  be  ready  to  protect  their  country  in  time 
of  danger,  it  is  well  to  help  the  children  to  realize  that 
heroism  assumes  many  different  forms  and  expresses 
itself  in  various  ways — and  of  the  heroes  of  peace,  Gen- 
eral Gorgas  assuredly  ranks  high. 


TO  THE  CHAIRMAN  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

Not  long  ago  it  was  suggested  in  your  columns  that 
heroes  of  peace  as  well  as  of  war  should  be  presented 


TO  THE  CHAIRMAN  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

What  do  you  think  of  the  "Natural  Educational" 
methods  of  Mrs.  Winifred  Sackville  Stoner  who  has 
been  giving  lectures  upon  that  topic  in  New  York  this 
winter?  S.   D. 

The  editor  attended  one  of  these  lectures,  the 
theater  being  thronged  and  many  disappointed  wosaen 
being  turned  away.  It  was  interesting  from  beginning 
to  end,  but  we  do  not  fee!  competent  to  judge  of  the 
methods  and  their  results  without  having  read  the 
book,  which  we  hope  to  review  in  a  later  number  of 
The  Kindergarten  Primary  Magazine.  One  of  the 
topical  lessons  illustrated  how  the  children  learned 
certain  geographical  facts,  about  Tasmania,  for  in- 
stance, by  reciting  impromptu  rhymes,  like  "To  Tas- 
mania we  will  go,  where  the  tallest  wheat  will  grow," 
and  then  similar  rhymes  describing  other  products  of 
that  distant  land.  We  do  not  now  recall  what  those 
products  are,  but  perhaps  the  children  do  who  sang 
the  songs.     We  were  shown  also,  how  Mrs.  Stoner's 


324 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


daughter  learned  her  Virgil,  by  reciting  the  lines  as 
she  tossed  a  ball  to  her  mother.  We  have  the  feeling 
that  Virgil  would  not  feel  especially  complimented  to 
have  his  verses  committed  to  memory  thus,  but  until 
one  has  really  studied  a  theory  and  knows  it  by  its 
fruits  or  its  lack  of  them,  it  is  unfair  to  criticise  it. 
We  certainly  agreed  with  Mrs.  Stoner  when  she  in- 
sisted that  classes  should  be  smaller  if  we  expect  the 
best  work  of  both  teacher  and  pupil.  And  it  is 
claimed  that  her  little  daughter  has  attained  wonder- 
ful proficiency  in  many  branches  of  knowledge  with- 
out being  an  exceptional  child. 


The  editor  has  been  telling  stories  to  a  group  of 
children  who  have  had  experience  in  the  public  school, 
in  dramatizing  some  of  the  well-known  fables — the 
Crow  and  the  Hunter,  Sour  Grapes  and  the  like. 
They  acted  the  various  parts  admirably,  but  the  voices 
were  unnecessarily  loud,  piercing,  strident,  unmusical. 
The  dramatization  of  stories  is  invaluable  in  develop- 
ing freedom  and  expression  in  reading,  and  in  enlarg- 
ing the  vocabulary;  but  the  teacher  misses  a  great 
opportunity,  if  she  fails  to  insist  that  the  children 
should  employ  pleasing  tones,  and  sweet  voices. 
Brooklyn,  N.  Y.  is  proverbially  hard  on  the  voice, 
and  the  New  England  climate  is  also  supposed  to  be 
trying  to  the  vocal  cords;  therefore,  residents  of  such 
districts  should  be  especially  careful  to  see  to  it  that 
practice  in  pleasing  speech  is  frequently  given. 


TO  THE  CHAIRMAN  OF  THE  COMMITTEE  OF  THE 

WHOLE: 

An  active  outdoor  game  is  suggested  by  an  Indian 
legand  in  Sara  Cone  Bryant's  book  "How  to  Tell 
Stories  to  Children.''  This  tale  relates  how  the  Gray 
Wolf  brought  fire  to  mankind.  While  the  Fire  Spirits 
are  dancing  on  the  Burning  Mountain,  the  Gray  Wolf 
seizes  a  blazing  brand,  and  dashes  off  with  it.  He  has 
previously  stationed,  a  day's  journey  apart,  the 
swiftest  runners  of  the  tribe.  Weary  and  faint  he 
reaches  the  first  in  line,  the  swiftest  of  the  tribe,  who 
seizes  the  brand  and  hastens  on  with  it  to  the  next, 
who  in  turn  races  on,  till  the  next  one  is  reached,  and 
so  on.  The  last  one  finally  reaches  the  safety  of  the 
snow-clad  mountains  beyond  which,  the  .Fire  Spirits 
who  are  in  hot  pursuit,  all  this  time,  cannot  pass. 

Read  or  tell  the  story  and  ask  the  children  how  to 
turn  it  into  a  game?  This  can  be  done  as  follows: 
Some  children  must  be  placed  at  regular  distances 
apart  to  represent  the  awaiting  tribesmen.  Others  re- 
present the  Fire  Spirits  dancing  at  a  given  spot,  with 
a  stick  lying  near.  Some  distance  away  a  line  must 
be  marked  out  to  represent  the  boundary  beyond 
which  the  fire  cannot  go.  The  swiftest  is  the  wise, 
beneficent  coyote,  to  whom  the  Spirits  have  said,  that 
if  clever  enough  to  get  a  brand  from  them  he  is 
welcome  to  it.  He  manages  to  creep  up  and  snatch 
it  and  then  away  he  goes.  Reaching  number  one,  he 
gives  it  to  him,  and  away  he  dashes,  and  so  on,  till 
safety  is  reached,  and  the  boon  of  fire  received,  by  the 
grateful'  people. 


LANDMARKS 

Jennie  Pendleton  Ewing 

We  went  to  spend  the  summer  in  a  little  hillside 
town, 

And  in  it  there  were  shady  trees,  and  long  streets 
up  and  down, 

And  little  cunning  cross-streets  that  just  seemed 
made  for  play — 

But  when  I  tried  to  go  alone  I  sometimes  lost 
my  way. 

Then  "You  must  learn  the  landmarks,  dear,"  the 
people  would  repeat; 

"The  stone  church  at  this  corner  shows  the  way 
to  Water  Street; 

You  go  home  past  the  baker's" — but  when  I  found 
that  gay 

Sweet  flowers  grew  in  each  garden,  I  knew  a 
nicer  way! 

There  was  something  bright  and  showy  at  each 
corner  that  I  turned; 

Quite  near  the  old  post-office  the  scarlet  poppies 
burned 

Like  fire;  another  corner  I  called  "Nasturtium 
Place;'' 

(Such  velvet  flowers,  each  hiding  the  queerest 
pointed  face!) 

Then  came  "The  House  with  Sunflowers,"  and 
next  "The  Bush  of  Box," 

And  a  little  lawn,  all  shades  of  pink, — "The 
Garden  with  the  Phlox." 

I  would  turn  where  roses  pointed,  or  a  peony's 
bright  cheek, 

And  with  hollyhocks  for  guide-posts,  what  need 
for  folks  to  speak? 

I  like  my  own  home-city,  but  I  think  it's  rather 
tame 

To  look  upon  a  lamp-post  to  l'earn  a  corner's 
name ! 

In  that  village  it  was  easy  to  walk  and  under- 
stand 

When  the  people  used  such  pretty  things — dear 
flowers — to  mark  their  land! 


THE  PRATT  INSTITUTE  EXHIBITION 
Pratt  Institute  opened  its  twenty-eighth  annual  ex- 
hibition April  29,  the  school  throwing  the  doors  open 
to  all  the  rooms,  Avhere  the  work  of  the  day  students 
was  arranged  attractively.  Besides  the  finished  work 
on  view,  methods,  equipment  and  general  facilities 
of  the  school  were  shown. 

In  the  kindergarten  building  the  first  floor  exhibit 
was  very  interesting,  with  its  buildings  of  blocks  and 
clay  work,  paper  designs  and  pressed  flowers  and 
innumerable  other  ways  of  training  young  children. 
This  work  is  carried  on  under  the  supervision  of  Miss 
Franklin.  Gift  materials  and  value  work  were  also  on 
exhibition,  showing  the  historic  development  of  kin- 
dergarten material,  beginning  with  the  original 
Froebel  material.  Miss  Alice  E,  Fitts  is  the  director 
of  this  school. 


THE  KEVDERGARTEN-PRDIARY  MAGAZINE. 


325 


JUNE  PAPER  CUTTING 

J.  M.  Nivex,  39  Yorkville  Ave.,  Toronto,  Can. 

Butterflies  may  be  cut  out  of  yellow  or  white  paper 

and  mounted  on  gray.     Narrow  strips  of  the  same 

color  as  the  butterflies  may  be  pasted  at  the  top  and 

bottom  to  form  a  border. 

The  story  of  the  "Yellow  White,  and  Many-colored 
Butterfly"  should  be  told,  and  illustrated. 

JUNE  ROSES 


The  shearer  came,  and  with  his  shears 

Cut  off  the  heavy  wool. 
When  Mary's  sheep  had  lost  its  coat 

It  was  so  nice  and  cool. 


The  wool  that  came  from  Mary's  sheep 
Was  spun  and  woven,  dears 

And  made  into  a  nice  warm  coat 
That  Mary  wore  for  years." 

SHEEP  TOPICS 

Fleece.  Sheep  farmer. 

Wool.  Sheep  dogs. 

Shearing.  Care  of  sheep. 

Cleaning.  Kind  of  sheep. 

Carding.  Angora  wool. 

Spinning.  Orkney  sheep. 


"There's  never  a  rose  in  the  world 
But  makes  some  green  spray  sweeter." 
"So  sweet,  so  sweet,  the  roses  in  their  bloom- 
ing." 

June  is  Nature's  gala  month,  when  her  world  is 
aglow  with  the  wealth  of  color  she  has  scattered. 

The  wild  rose,  typical  of  June,  may  be  used  as  a 
lesson  with  the  scissors. 


"Mary  had  a  little  lamb, 
That  grew  to  be  a  sheep, 

The  wool  upon  its  back  became 
Too  rough,  and  long  to  keep. 

So  Mary's  lamb  did  with  the  rest 

Down  to  the  river  go, 
And  soon  again,  its  fleece  became 

As  soft  and  white  as  snow. 


The  pretty  little  lambs  that  lie 
And  sleep  upon  the  grass, 

Have  none  to  sing  them  lullaby, 
But  the  night  winds  as  they  pass. 

While  I,  a  happy  little  maid, 
Bid  dear  papa  good-night, 

And  in  my  crib  so  warm  am  laid, 
And  tuck'd  up  snug  and  tight. 


Here  is  a  nice  warm  ball  of  yarn, 
It  can  be  used  your  socks  to  darn; 
For  it  you'll  have  to  thank  the  sheep, 
She  grew  it  just  for  you  to  keep 


326 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


How  proud  we  are;  how  prone  to  show 
Our  clothes,  and  call  them  rich  and  new 

When  the  poor  sheep,  and  silk-worm  wore, 
The  very  clothing  long  before. 


THE  STORY  OF  THE  SILLY  LAMB 
A  lamb  that  lived  in  the  fold  with  all  the  lambs  and 
sheep  on  the  farm,  said  to  his  mother,  "Mother,  may  I 
go  out  of  the  fold  into  the  big  wide  field?" 

"No,  my  child,"  said  the  old  sheep,  "there  is  a  wolf 
out  there,  and  he  might  see  you.  The  field  you  see,  is 
large,  and  you  might  be  lost  there,  and  not  find  your 
way  back." 

"I  do  not  fear  the  wolf,  and  I  know  I  should  be  able 
to  find  my  way  back,"  said  the  poor  lamb;  "I  hate  to 
be  shut  up  in  a  fold  all  day  and  all  night." 

"Go,  go"  said  his  mother,  "play  with  the  other 
lambs,  and  frisk  your  long  tail.  It  will  be  cut  off  one 
of  these  days,  and  then  you  will  have  no  tail  to  frisk; 
then  you  will  wish  for  it  again." 

"Shall  I  be  wise  like  you  when  I  lose  my  tail?"  said 
the  lamb. 

"Yes,  you  will,"  said  the  mother  sheep;  "lambs 
grow  wise  when  that  time  comes.  How  can  you  play 
when  you  have  no  tail  to  play  with?" 

"That  is  true,"  said  the  lamb,  and  off  he  ran  to 
play.    But  he  did  not  play  long,  for  he  went  to  the  side 


of  the  fold  to  look  through  at  the  field,  and  he  felt  sad 
that  he  could  not  get  out.  At  last,  one  night  he  found 
the  gate  open,  and  when  the  sheep-dog  was  not  near, 
he  ran  out  and  hid  among  the  bushes. 

All  the  sheep  and  the  lambs  in  the  fold  went  to 
sleep  but  the  lamb  in  the  field  outside  ran  and  jumped 
in  the  light  of  the  moon.  "Oh  this  is  nice!"  said  the 
lamb;  "I  am  glad  I  came  out  of  the  fold.  My  mother 
is  not  so  wise  as  I  am,  although  she  has  not  a  tail. 
Ah!  ah!  an  old  sheep  is  not  so  wise  as  a  young  lamb." 

Then  he  jumped  and  ran  till  he  was  far  away  from 
the  fold  and  could  not  see  it.  But  for  a  long  time  he 
could  still  hear  the  sheep-dog  say,  "Bow-wow."  He 
was  close  to  the  fold  to  watch  the  sheep.  He  did  not 
know  that  one  lamb  had  run  off,  or  he  would  have 
said  "Bow-wow,"  and  run  to  find  him.  At  last  the 
moon  did  not  shine,  and  it  grew  very  dark.  The  lamb 
said  "I  will  go  to  sleep,"  but  he  was  cold,  for  the  old 
sheep  was  not  there  to  keep  him  warm,  and  he  could 
not  sleep. 

Then  he  got  up  and  went  on,  but  it  was  so  dark  that 
he  did  not  see  a  bush  full  of  sharp  thorns.  His 
wool  caught  in  the  thorns,  and  he  could  not  get  out. 
He  began  to  cry  aloud,  and  then  the  wild  wolf  heard 
him. 

"Ah!  ah!"  said  he,"  a  stray  lamb;  that  will  be  good 
for  me,"  and  he  gave  such  a  loud  howl  that  it  made 
the  lamb  shake  with  fear,  for  he  knew  what  it  was. 

"Oh,  poor  me!"  he  said  "here  is  the  wild  wolf;  I 
shall  die,  and  it  will  be  all  my  own  fault,  for  I  would 
not  mind  what  my  mother  said.  Oh,  if  I  were  only 
safe  back  in  the  fold,  I  would  never  leave  it  again." 

Soon  the  wolf  came  near;  his  howl  was  loud,  for 
it  was  close  by;  but  some  one  else  heard  the  wolf  howl 
as  well  as  the  silly  lamb.  It  was  the  dog  who  took 
care  of  the  fold.  He  gave  a  loud  bark  and  it  brought 
the  shepherd  with  his  gun.  He,  too,  heard  the  lamb 
cry  and  the  wolf  howl,  and  he  ran  quickly  into  the 
wood.  There  he  found  the  lamb  stuck  fast  in  the 
bush,  and  he  pulled  off  the  sharp  thorns,  and  spoke 
kind  words  to  him  and  took  him  up  in  his  arms  and 
carried  him  back  to  the  fold.  You  may  be  sure  he 
was  glad  to  be  safe  again,  and  to  lie  down  beside  his 
kind  mother. 

"How  now,"  said  the  old  sheep,"  where  have  you 
been,  you  silly  lamb?" 

"I  was  so  foolish  as  to  go  out  into  the  fields"  said 
the  lamb,  "and  the  wild  wolf  came  up  to  eat  me." 

"I  said  he  would  come,"  said  the  old  sheep,  "and 
you  now  see  how  foolish  it  was  of  you  to  go  out  of  the 
fold  alone." 

"Yes"  said  the  lamb,  who  still  shook  with.  fear.  "I 
was  foolish,  but  I  shall  be  wise  now,  for  I  have  had 
half  of  my  fleece  torn  off,  and  that  must  be  the  same 
as  losing  your  tail." 

"I  don't  know  that,"  said  the  old  sheep,  and  then 
they  both  went  to  sleep.  But  the  lamb  did  not  run 
out  of  the  fold  any  more,  and  the  wolf  had  to  do 
without  any  supper  that  night,  and  did  not  like  it  at 
all. 

F.  G.  Sanders,  67  Hazelton  Ave.,  Toronto,  Can. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


327 


THE  INTERNATIONAL  KINDERGARTEN  ONION 


Twenty-Second  Annual  Convention  at 
San  Francisco,  August  16  to  22 


OFFICERS 

President,  Mrs.  Mary  Boomer  Page,  54  Scott  Street, 

Chicago. 
First    Vice-President,      Mrs.    Margaret    J.     Stannard, 

Boston. 
Second  Vice-President,  Miss  Marion  S.  Hanckel,  New 

York. 
Recording    Secretary,    Miss    Myra    M.     Winchester, 

Washington. 
Corresponding   Secretary  and   Treasurer,    Miss    May 

Murray,  Kindergarten  Review,  Springfield,  Mass. 
Auditor Miss  Lillian  H.  Stone.  Cincinnati 

OFFICIAL  HEADQUARTERS 

Inside  Inn,  Exposition  Grounds,  Panama-Pacific 
International  Exposition. 

INTERNATIONAL   KINDERGARTEN   UNION 

The  Union  holds  its  annual  convention  in  San 
Francisco  by  invitation  of  the  Golden  Gate  Free  Kin- 
dergarten Association,  Emmanu-El  Kindergarten 
Association,  Pioneer  Kindergarten  Society,  Occidental 
Kindergarten  Association,  Buford  Free  Kindergarten 
Society,  Pixley  Memorial  Free  Kindergarten  Associ- 
ation, the  Mayor  of  San  Francisco,  the  Panama-Pacific 
International  Exposition  through  its  president,  Mr. 
Charles  C.  Moore,  and  the  Director  of  Congresses  of 
the  Exposition,  Mr.  James  A.  Barr. 


LOCAL  ORGANIZATION 

EXECUTIVE   COMMITTEE 

Golden  Gate  Kindergarten  Association,  Miss  Virginia 

Fitch,  president. 
Emmanu-El  Kindergarten  Association,     Mrs.     E.     S. 

Heller,  president. 
Pioneer  Kindergarten  Society,     Miss     Louis     Smith, 

president. 
Occidental  Kindergarten  Association,    Miss    Florence 

Musto,  president. 
Buford   Kindergarten   Society,   Mrs.   A.   K.   Durbrow, 

president. 
Pixley  Kindergarten  Society,  Mrs.  M.    J.    McDonald, 

president. 

COMMITTEES 

Headquarters — Miss   Eleanor  Davenport,   Chairman 

Accommodations — Mrs.  Milton  Esberg,  Chairman. 

Places  of  Meeting — Miss  Anna  M.  Stovall. 

Hospitality — Miss  Virginia  Fitch,  Chairman. 

Badges — Miss  Maud  Lissak,  Chairman. 

Music — Mrs.  A.  D.  Keyes,  Chairman. 

Press  and  Printing — Miss  Florence  Musto,  Chair- 
man. 

Credentials  and  Elections— Miss  Mary  E.  Gamble, 
Chairman. 

Local  Transportation— Mrs.  D.  N.  Walters,  Chair- 
man. 

Finance  and  Advisory— Mrs.  T.  D.  Boardman,  Chair- 
man, 


PRELIMINARY  PROGRAM 

Twenty-second  Annual  Convention  of  the  Inter- 
national Kindergarten  Union,  San  Francisco,  Cali- 
fornia, August  16  to  22,  1915. 

PLACES  OF  MEETING 

Inside  Inn,  Exposition  Grounds. 
Municipal  Auditorium,  Oakland,  Cal. 
Festival  Hall,  Exposition  Grounds. 
Civic  Center  Auditorium,  San  Francisco. 

San  Francisco  kindergartners  and  friends  who  are 
well  acquainted  with  the  city  will  be  on  hand  every 
day  beginning  Monday,  August  16,  to  give  information 
and  assist  visitors  in  every  possible  way. 

MONDAY,   AUGUST   16 
10  a.  m.     Board  Meeting.    Inside  Inn. 
2  p.  m.     Board  Meeting.    Inside  Inn. 
8  p.  m.     Meeting  of  Committee  of  Nineteen.     Inside 
Inn. 

TUESDAY,  AUGUST  17 
Municipal  Auditorium,  Oakland,  Cal. 

The  I.  K.  U.  meets  in  conjunction  with  the  Kinder- 
garten Section  of  the  N.  E.  A. 

President,  Miss  Anna  M.  Stovall,  San  Francisco,  Cal. 
Vice-President,  Miss  Myra  M.   Winchester,  Washing- 
ton, D.  C. 
Secretary,  Miss  Anna  I.  Jenkins,  Pasadena,  Cal. 
9.30  a.  m.     Subject,  "Some  Immediate  Concerns  of  the 
Kindergarten." 
Industrial  Arts. 
Child  Study. 
2  p.  m.     (Joint  Session  with  I.  K.  U. ) 

Subject,  "Wider  Relations  of  the  Kindergar- 
ten." 
Kindergarten  and  Elementary  Grades. 
Kindergarten  Legislation. 
8  p.  m.     Subject,  "The  Kindergarten  at     Home     and 
Abroad." 
Child  Education  as  a  Basis  for  a  new  Inter- 
nationalism. 

WEDNESDAY,  AUGUST  18 
INTERNATIONAL   KINDERGARTEN   UNION   DAY 
at  the  Panama-Pacific  International  Exposition, 
Exposition  Grounds. 
9:30  a.  m.     Delegates'  Day  Session. 
Invocation. 
Music. 

Delegates'  Procession. 
Resume  of  Work  in  the  Field. 

Roll   Call  of  Branch   Societies   by   States  or 
Correlated  Groups. 
Presentation  of  I.  K.  U.  Banner  to  State  having 
Largest  Delegation,  outside  of  California. 

2:50  p.  m. 
Music. 

Resume  of  Work  in  the  Union. 
Reports  of  Officers. 

Statements  of  Progress  through  Chairmen  of 
Standing  Committees. 

Addresses  on  our  International  Relations. 
(Speakers  to  be  announced.) 

Business  Announcements,  Appointments  of  Com- 
mittees. 


328 


THE  KINDERGARTEN-PRIMARY  MAGAZINE. 


Reception    at    California    State    Building    and    Sym- 
posium— Prominent  Speakers. 
Hostesses,  Kindergarten  societies  of  San  Francisco 
and  kindergartners  of  California. 

THURSDAY,  AUGUST  19 

INTERNATIONAL     CONGRESS     OF     EDUCATION, 

OAKLAND 

Dr.  David  Starr  Jordan,  President. 

I.  K.  U.  Members  are  cordially  invited  to  attend. 

FRIDAY,  AUGUST  20 

Exposition  Memorial  Auditorium, 
Civic  Center,  San  Francisco. 
9:15  A.  m.— 10:45  a.  m.    Conference  of  Training  Tea- 
chers   and    Supervisors.      (Admission  by  card 
only.) 

Chairman,  Miss  Luella  A.  Palmer,  Assistant  Su- 
pervisor of  Kindergartens,  New  York  City. 
11   a.   m. — 12:30  p.   m.     Conference   of  Kindergarten 
Directors  and  Assistants.     (Not  open  to  Super- 
visors and  Training  Teachers.) 

Chairman,    Miss    Mary    B.    Fox,    Department    of 
Education,  Utah  University,  Salt  Lake  City. 
(Subjects  and  speakers  to  be  announced.) 

(Polls  open  for  election  of  officers  till  1  p.  m.) 

2  p.  m.     Short  Business  Session. 

Report  of  Credentials  Committee. 

Report  of  Election. 

Report  of  Committee  on  Time  and  Place. 
Addresses. 

The  Education  of     Girls.     (Speaker     to     be 
announced.) 

The  Education  of  Boys.     (Speaker  to  be  an- 
nounced.) 

General  Discussion. 
8  p.  m.     Subject:     "The  Relation  of  the  Kindergar- 
ten and  the  Elementary  Grades." 
Miss   Margaret    E.    Schallenberger,    Commis- 
sioner of  Elementary  Education  for  State 
of  California. 
(Second  speaker  to  be  announced.) 

SATURDAY,  AUGUST  21 

Exposition  Memorial  Auditorium. 

Civic  Center,  San  Francisco. 

9:30    a.    m.     Subject:      "The    Kindergarten    Curricu- 
lum." 
(Prominent  speakers  will  take  part.) 

Afternoon    devoted    to    study    of    Educational    Ex- 
hibits. 

NATIONAL  EDUCATION  ASSOCIATION  DAY 
Festivities  on  the  Exposition  Grounds. 

SUNDAY,  AUGUST  22  jj 

Closing  Session. 

3  p.  m.     A  program  to  Promote  Peace. 
Subjects: 

"The  School  Peace  League." 
Mrs.  Fanny  Fern  Andrews. 
"Constructive  Peace  Measures." 
President  Joseph  Swain,  Swarthmore  Col- 
lege. 
"International  Peace  through  Universal  Edu- 
cation." 
Hon.  P.  P  Claxton. 
"Education  for  Peace." 

President  Edwin  B.  Craighead,  University 
of  Montana. 
(Other  speakers  to  be  announced.) 


ANNOUNCEMENTS 

The  Preliminary  Program  is  issued  early  in  order 
that  all  Branch  Societies,  Associate  Members,  and 
friends  may  be  promptly  informed  so  that  plans  can 
be  made  to  attend  the  convention. 

I.  K.  U.  DAY  AND  RECEPTION 

The  reception  will  be  a  delightful  climax  to  a  re- 
markable day  in  the  History  of  the  Union,  viz.,  Inter- 
national Kindergarten  Union  Day  at  the  Panama  Pa- 
cific International  Exposition.  This  is  the  first  time 
the  Kindergarten  has  ever  received  such  recognition. 
Be  sure  to  attend. 

EDUCATIONAL  EXHIBIT 

The  progress  of  education  may  be  studied  under 
remarkable  and  unusually  favorable  conditions  at  the 
Educational  Palace  on  the  Exposition  Grounds. 

SIGHTSEEING  AND  SPECIAL  TRIPS 

Trips  to  the  environs  of  San  Francisco  will  be  con- 
ducted by  leaders  of  the  Bureau  of  University  Travel. 

AFFILIATIONS  OF  I.  K.  U. 

National  Education  Association. 
National  Congress  of  Mothers. 
General  Federation  of  Women's  Clubs. 
Women's  Emergency  Peace  Organization. 

APPEAL  TO  I.  K.  U.  MEMBERS 
Members  of  all  associations  affiliated  with  the  I. 
K.  U.  are  urged  to  join  with  local  organizations  in 
Belgian  or  Red  Cross  relief  work,  and  in  local  Peace 

movements. 

MAKE  YOUR  ARRANGEMENTS  EARLY 

Visitors  to  San  Francisco  in  the  summer  should 
bring  medium  weight  wraps  and  be  prepared  to  dress 
as  they  would  in  the  Middle  West  or  Eastern  States 
during  early  fall  or  late  spring  months. 


NOTES  FOR  DELEGATES 

Note  change  in  delegate's  ticket.  No  tickets  are 
transferable.  Each  delegate  must  be  officially  ap- 
pointed by  her  branch,  and  must  present  delegate's 
ticket,  properly  filled  out,  at  registration  room. 

Names  of  delegates  should  be  sent  beforehand  to 
Mrs.  Margaret  J.  Stannard,  19  Chestnut  St.,  Boston, 
Mass.,  chairman  delegates'  day. 

The  name  and  special  interests  of  each  individual 
branch  should  be  shown  on  banners  or  transparencies. 
All  branches  are  asked  to  help  in  making  the  dele- 
gates' procession  full  of  color,  interest,  and  enthus- 
iasm. 

The  I.  K.  U.  prize  banner,  won  by  Illinois  in  1914, 
will  be  given  to  the  state  having  the  largest  dele- 
gation, California  excepted. 

LIST  OF  HOTELS  IN  SAN  FRANCISCO 

Inside   Inn    (Official   Headquarters),   Exposition 
Grounds. 

European  Plan.  Single  room  without  bath,  $2.00, 
$2.50,  $3.00,  with  bath,  $3.00,  $4.00,  $5.00.  Double 
room  without  bath,  $3.00,  $3.50,  $4.00;  with  bath, 
$4.00,  $5.00,  $7.00.  Breakfast,  75  cents.  Lunch, 
1.00.    Dinner,  $1.50.    Also  a  la  carte  service. 

Admission  fee  50  cents  per  day  will  be  added 
to  the  rate.  Hotel  card  entitles  guest  to  readmis- 
sion  to  Exposition  grounds  as  many  times  a  day  as 
is  desired. 


THE  KINDERGARTEN-PRIMARY  MAGAZINE 


329 


The  Ramona,  174  Ellis  Street. 

European  Plan.  All  rooms  with  bath.  Rates, 
$1.50  a  day  and  up.  Breakfast,  a  la  carte  service. 
Luncheon,  50  cents.     Dinner,  75  cents. 

Exposition  Inn,  California  and  Pierce  Streets. 

European  Plan.    Seventy-five  cents  to  $1.00  a  day, 
Weekly  rate,  $5.00,  $7.00,  $8.00.    Meals 


per  person. 
a  la  carte. 


Women's  Hotel,  642  Jones  Street. 

No  dining  room.  All  rooms  with  bath.  $1.00  to 
$1.75  per  person,  single.  $1.00  to  $1.50,  per  person, 
two  in  room.  $9.00  per  week,  per  person,  single. 
$5.00  to  $7.50,  per  week,  per  person,  two  in  room. 


Bellevue  Hotel 
The   Bellevue,   Geary  and   Taylor   Streets.     Exposi- 
tion cars  pass  door. 

European  Plan.  All  rooms  with  bath.  Two  per- 
sons in  room,  $4.00,  $5.00,  $6.00.  Breakfast,  50 
cents,  75  cents,  $1.00.  Luncheon,  75  cents.  Dinner, 
$1.25.     Also  a  la  carte  service. 


Young  Women's  Christian  Association, 
rel  Street. 

Room  and  board,  $1.25  a  day. 


1259  O'Far- 


Visitors  desiring  accommodations  at  the  hotels 
must  secure  the  same  by  direct  communication  with 
the  hotel  managers,  and  reservations  should  be  made 
early. 

Applications  for  list  of  other  hotels  or  for  accom- 


The   Clift,   Geary   and   Taylor   Streets 
door  direct  to  Exposition  grounds. 

European  Plan.  Single  room,  $3.00,  $4.00.  Two 
persons  in  room,  $5.00,  $6.00.  Breakfast,  75  cents. 
Lunchen  75c;  Dinner,  $1.00;  Sundays,  $1.25.  Also 
a  la  carte  service. 


Inside  Inn 
Cars    pass      modation   in  boarding  houses   may  be  addressed   to 
the  chairman  of  the  committee  and  should  state  rate 
per  day,  with  or  without  meals. 


MRS.  MILTON  ESBERG, 

560  Union  Street, 

San  Francisco, 

MAKE   YOUR    RESERVATIONS    EARLY 


Hqtei,  Rasjqna 


Exposition  Inn 


J 


330 


THE  KKVDERGAKTEN-PRIMARY  MAGAZINE 


I.  K.  U.  AFFILIATIONS 

National  Education  Association. 
National  Congress  of  Mothers. 
General  Federation  of  Women's  Clubs. 
Women's  Emergency  Peace  Organization. 

APPEAL  TO  I.  K.  U.  MEMBERS 
All  members  of  the  I.  K.  U.  are  urged  to  co-operate 
with  local  organizations  for  Belgian  relief  and  Red 
Cross  work,  and  with  local  peace  movements. 

I.  K.  U.  PEACE  COMMITTEE 

Miss  Annie  Laws,  Miss  Anna  Littell,  Miss  Alice 
Temple,  Mrs.  Alice  O'Grady  Moulton,  Miss  Elizabeth 
Harrison,  Miss  Nina  Vandewalker,  Miss  Luella 
Palmer,  Miss  Grace  Mix,  Miss  Frances  Newton,  Miss 
Grace  Brown,  Mrs.  M.  B.  B.  Langzettel,  Mrs.  Bertha 
Payne  Newell,  Hon.  P.  P.  Claxton,  Mrs.  Fanny  Fern 
Andrews,  Mrs.  Edwin  D.  Mead. 

All  the  members  of  this  committee  are  urged  to  en- 
list in  the  constructive  movement  for  propagating  the 
ideals  of  peace. 

"In  time  of  war  prepare  for  peace."  A  pro-move- 
ment is  stronger  than  an  anti-movement.  Peace  is  our 
slogan  and  not  anti-war.  To  enlist  for  peace  is  to  join 
the  army  of  the  future.  The  little  children  of  this 
country  and  of  all  countries  should  be  enrolled  in 
this  great  army.  Kindergartners  may  help  in  this 
enrollment. 

The  committee  earnestly  asks  for  original  songs  and 
games  from  kindergartners  to  take  the  place  of  our 
soldier  songs  and  marching  games  which  introduce 
the  martial  element.  Such  contributions  will  be 
welcomed  in  this  magazine. 

Kindergartners  are  also  urged  to  discuss  in  mothers' 
meetings  and  among  themselves  the  effects  on  chil- 
dren of  military  toys  such  as  soldiers,  cannon,  and  toy 
pistols,  and  to  advise  substitutes.  Picture  books  such 
as  The  Child's  A.  B.  C.  of  War,  The  Crown  Prince's 
First  Lesson  Book,  and  Wicked  Willie  foster  the  spirit 
of  antagonism  and  revenge  and  are  not  desiable  in- 
fluences in  child  life.  Pictures  and  rhymes  which 
repeat  the  song  of  peace  and  good  will  of  a  Christian 
world  are  essential  in  creating  the  right  atmosphere 
for  childhood. 

The  kindergarten  teaches  the  brotherhood  of  man 
through  its  plays,  its  group  work,  and  its  lessons  of 
service  and  humanity.  This  brotherhood  includes 
people  of  all'  races  and  climes.  The  children  of  all 
nations  are  within  our  schools  and  in  our  kindergar- 
tens. They  belong  in  this  brotherhood  as  do  their 
little  brothers  and  sisters  over  the  seas.  A  word 
peace  is  possible  when  the  world's  children  are  trained 
into  teh  idea  of  universal  brotherhood.  The  kinder- 
garten is  the  place  where  this  training  begins. 

All  kindergartners  are  advised  to  secure  and  cir- 
culate peace  literature  and  to  ally  themselves  with  the 
local  peace  party.  The  peace  movement  is  essentially 
a  woman's  movement,  as  the  women  and  children 
bear  the  great  burdens  of  war.  Literature  may  be 
secured  at  the  World  Peace  Foundation,  40  Mount 


Vernon  street,  Boston,  or  the  American  School  Peace 
League,  405  Marlborough  street,  Boston.  The  mem- 
bers of  the  peace  committee  are  urged  to  contribute 
definite  and  practical  suggestions  in  the  columns  of 
this  magazine  which  will  aid  in  the  peace  movement. 

LUCY  WHEELOCK, 
Chairman  Peace  Committee. 


OFFICIAL  TOUR 
The  official  trip  to  the  Pacific  Coast  will  be  under 
the  auspices  and  leadership  of  the  Bureau  of  Uni- 
versity Travel,  leaving  Chicago  August  1.  The  officers 
of  the  Union  heartily  indorse  the  plan  of  this  tour. 
The  trip  via  the  Canadian  Rockies  is  beautiful  beyond 
description,  and  any  one  who  is  so  fortunate  as  to 
enjoy  the  marvels  of  its  scenery  under  conditions 
of  such  comfort  as  are  offered  by  the  Bureau  will 
double  the  value  of  her  vacation.  The  itinerary  is 
a  comprehensive  one,  as  it  includes  in  addition  to 
the  Canadian  Rockies  the  advantages  of  a  tour  in 
Southern  California  and  the  Grand  Canyon  of  Ari- 
zona. Large  economy  of  time  will  be  gained  in  at- 
tending the  Exposition  and  the  Convention,  as  well 
as  in  travel  arrangements,  by  registering  under  the 
auspices  of  the  Bureau  of  University  Travel.  Printed 
itineraries  and  information  may  be  obtained  from 
the  Secretary,  Miss  May  Murray,  Kindergarten  Re- 
view, Springfield,  Mass. 


Bangor,  Me. — The  sixth  meeting  in  the  course  ar- 
ranged by  the  kindergarten  teachers  of  the  city  for 
mothers  of  children  in  all  grades,  from  the  kinder- 
garten through  the  high  school,  was  addressed  by 
State  Superintendent  Payson  Smith  on  April  27  in 
the  assembly  hall  of  the  high  school. 

Mr.  Smith  recognizes  that  there  is  much  of  worth  in 
every-  boy  and  girl,  he  sympathetically  enters  into 
the  life  of  childhood  and  youth  and  in  an  optimistic 
and  convincing  manner  presents  his  opinions  upon 
educational  topics.    His  subject  was  an  important  one. 


Boise,  Idaho,  is  exemplifying  the  get-together  spirit 
in  promoting  evening  meetings  in  the  schools.  The 
Board  furnishes  light  (putting  in  extra  fixtures  in 
several  buildings),  pianos  and  janitor  service  free 
for  any  evening's  entertainment.  At  four  school- 
houses  in  different  sections  of  the  city  one  entertain- 
ment a  week  is  given,  these  being  furnished  once  a 
fortnight  by  a  joint  committee  from  the  three  large 
women's  clubs  of  Boise  and  in  the  alternating  weeks 
by  the  mothers'  circles.  Representatives  from  the 
mothers'  circles  are  present  at  each  meeting  to  care 
for  the  smaller  children. 


Country  school's  in  Washington  State  are  special- 
izing in  warm  lunches.  The  teachers  are  trained 
in  household  arts  and  the  school  lunch  is  used  not 
only  to  better  the  physical  condition  of  the  pupils 
but  to  teach  domestic  science. 


They  that  will  not  be  counseled  can  not  be  helped,— r 
Benjamin  Franklin. 


THE  KIXDERGARTEN-PRIMARY  MAGAZINE 


331 


BOOK  NOTES 

METHODS  FOR  ELEMENTARY  AND  SECONDARY 
SCHOOLS.  By  E.  L.  Kemp,  Sc.  F.,  Litt.  D.  Cloth, 
311  pages.  Price  $1.25.  Published  by  J.  B.  Lippin- 
cott  Co.,  Philadelphia,  Pa. 

This  is  volume  13  of  the  famous  Lippincott's  Edu- 
cational series.  Edited  by  Martin  G.  Brumbaugh, 
Philadelphia,  and  is  a  volume  of  much  interest  to 
educators,  especially  those  whose  work  falls  along  the 
line  of  elementary  training. 


ANDERSEN'S  FAIRY  TALES.  New  edition.  Edited 
by  J.  H.  Stickney  with  illustrations  by  Edna  F. 
Hart.  First  series.  12mo.  cloth,  300  pages,  45  cents. 
Second  series.  12mo,  cloth.,  368  pages,  45  cents. 

This  new  edition  of  Andersen's  "Fairy  Tales"  in  the 
classics  for  children  series  presents  these  enjoyable 
stories  in  a  more  attractive  form  than  ever.  A  dis- 
tinctive feature  is  the  helpful  grouping  of  the  stories. 
The  first  volume  includes  only  stories  with  a  genuine 
appeal  to  the  youngest  readers  of  fairy  tales  carefully 
selected  and  adopted  to  the  reading  of  the  growing 
child,  while  the  second  gathers  together  those  stories 
in  which  the  somewhat  older  child  of  the  fifth  to 
eighth  grades  will  find  delight.  Together  the  volumes 
contain  all  the  old  favorites  and  many  others  of  equal 
worth  that  are  not  so  familiar. 

Hans  Andersen's  "Fairy  Tales"  will  be  one  of  the 
most  popular  books  for  children  as  long  as  books  are 
read. 

The  present  edition  forms  a  valuable  acquisition  to 
the  classics  for  children.  For  library  or  supplemen- 
tary reading  it  has  no  superior. 


FAIRY  PLAYS  FOR  CHILDREN,  By  Mabel  R.  Good- 
lander,  instructor  of  primary  children  in  the  Ethical 
Culture  School,  New  York  City.  Illustrated  with 
32  half  tones  from  photographs.  Cloth,  137  pages. 
Price,  $0.40.  Rand  McNally  &  Company,  Chicago 
and  New  York. 

It  is  almost  as  natural  for  a  child  to  imitate  as  to 
breathe;  therefore  much  school  dramatic  work  proves 
to  be  but  the  staging  of  everyday  example  and  expe- 
ience.  But  fairy  plays  for  children  opens  out  a 
broader  vista,  calling  for  exercise  of  the  imagination 
and  for  originality  of  concept  and  interpretation. 
There  is  no  precedent  of  daily  practice  for  the  child's 
impersonation  of  elves  and  gnomes  and  dwarfs  and 
brownies,  so  the  inventive  dramatic  spark  is  ignored, 
producing  spontaneous  action  and  untrammeled 
characterization. 

The  nine  plays  which  compose  this  dramatic  reader 
are  conveniently  graded  to  suit  the  needs  of  advan- 
cing pupils.  Teachers  who  find  it  difficult  to  secure 
appropriate  music  will  be  delighted  at  the  inclusion 
of  examples  of  accompaniment  for  such  dances  and 
drills  as  may  be  introduced  to  permit  a  number  of 
little  folk  to  take  an  active  part  in  the  performance. 

The  stories  are  all  familiar,  and  such  as  cater  least 
to  self-consciousness,  while  the  "Suggestions  to  Teach- 
ers" advocate  the  simplest  costuming  and  accessories 
to  produce  an  effect. 


ALL  FOR  THE  LOVE  OF  A  LADDIE.  By  C.  Y.  and 
H.  W.  Douglass.  Cloth,  323  pages.  Price  $3.00  post- 
paid. Send  M.  O.  to  Bertha  Johnston,  389  Clinton 
St.,  Brooklyn,  N.  Y. 

We  learn  from  the  title  page  that  this  charming 
book  is  "written  for  children  and  those  who  love 
them,"  and  we  feel  the  truth  of  this  statement  in 
every  delightful  sentence.  We  further  read,  that  The 
Scene  is — God's  Out-of-Doors.  Time — From  Spring 
to  Autumn.  Aim — Perfection:  Mental,  Moral  and 
Physical.  This  a  pretentious  claim,  some  readers 
will  be  thinking,  but  such  is  its  spirit  and  style,  that 
the  book  stands  out  conspicuously,  even  among  the 
many  attractive  ones  that  the  presses  yield  every 
month.  Little  Laddie  is  ordered  to  the  country  by 
the  family  physician  who  advises:  "Give  the  child 
plenty  of  pets,  and  turn  him  loose  in  the  place — and 
Mother  Nature  will  do  the  rest.''  Father  and  Mother 
seek  and  find  the  right  place  and  Laddie  is  told  that 
every  bird,  tree,  flower  and  stone  has  an  interesting 
story  to  tell  those  who  love  them  but  that  he  must 
"listen  carefully  and  watch  closely.  That  is  all  that 
is  necessary."  Succeeding  chapters  relate  the  truly 
interesting,  enlivening  and  informing  conversations 
which  Laddie  overhears  or  in  which  he  participates. 
For  one  thing,  after  overhearing  the  orators  at  a  Con- 
vention of  flies,  declaim  against  mankind  their 
wrongs,  and  plan  how  to  retaliate,  he  learns  so  much 
about  their  habits  that  he  determines,  never  again 
to  leave  the  screen  door  open.  The  story  of  the  ma- 
ternal Plymouth  Rock  hen,  and  that  of  the  homesick 
Alpine  goat  awaken  his  sympathies.  And  in  the 
closing  chapter,  the  Giant  (a  tree)  explains  to  the 
Laddie  the  Great  Lesson  which  all  must  eventually 
learn.  In  each  case,  the  animal'  speaks  for  himself — 
life  is  seen  as  viewed  from  his  standpoint,  and  the 
facts  presented  are  scientifically  true.  It  is  evident 
that  the  authors  combine  a  great  love  of  and  sym- 
pathy with  Nature,  with  insight  into  the  spirit  of 
childhood,  together  wit-h  a  quiet  humor  and  a  natural, 
easy  style  of  writing.  It  is  a  book  for  parent  as  well 
as  child;  read  together  it  will  strengthen  the  bond 
between  the  two.  It  will  prove  a  boon  to  the  mother 
desiring  to  nurture  in  the  child  those  traits  which 
will  conduce  both  to  his  own  happiness  and  peace, 
and  to  the  happiness  of  all  with  whom  he  comes  in 
contact.  One  mother  of  a  wee  infant,  was  so  much 
impressed  by  the  book  that  she  made  it  the  first  in 
the  library  she  has  started  for  the  child,  realizing 
its  value  as  an  aid  to  correct  observation  and  right 
feeling. 

In  externals,  it  is  a  model  of  the  publisher's  art; 
paper,  type  and  arrangement  are  all  that  could  be 
desired.  There  are  twelve  beautiful  illustrations  in 
color,  and  each  chapter  is  introduced  by  appropriate 
verses  and  an  attractive  pen-drawing  of  the  subject 
of  the  following  story.  The  same  pictures  appear 
upon  the  handsome  cover.  The  child  who  possesses 
it  is  to  be  congratulated. 


Boston,  Mass. — The  Lucy  Wheelock  Kindergarten 
Alumnae  Association  met  April  24  at  the  South  End 
House,  where  they  were  addressed  by  Robert  A.  Woods 
and  Miss  Bruce,  both  of  the  house.  The  members 
also  visited  the  kindergarten  of  the  settlement,  in 
which  the  association  is  especially  interested  and  of 
which  Miss  Grace  T.  Poole  is  in  charge.  Music  was 
furnished  by  children  from  the  music  school  settle- 
ment. 


BIRD  AND  NATURE  PICTURES        INSPIRATORS 


Beautiful  Natnral  Colors,    The  finest  made. 
Only  20c  per  dozen,  postpaid, 


Size,  6x9  ins. 


BTRD9 
4  Golden    Pheasant 
7  Red  Bird  of  Paradise 
9  Jted-ruinped  Tanagor 

10  Golden    Oriolo 

11  American    Blue    Jay 

13   Redheaded    Woodpecker 

16  American     Rohin 

17  American     Kinpflsher 

19  Red-winged     Blackbird 

20  Cardinal,   or   Red   Bird 

21  Bluebird 

22  Barn    Swallow 

23  Brown  Thraehcr 

25  Bobolink 

26  American   Crow 

27  Flicker 

29  Meadow   Lark 

30  Great    Honied    Owt 

81  Rose-breasted    Grosbeak 
35  American    Red    CroaBbillB 

38  Bohemian    Wax-wing 

39  Long  billed    Marsh    Wren 

41  Screech    Owl 

42  Orchard    Oriole 

43  Marsh    Hawk 

47  Indigo    Bird 

48  Night    Hawk 

49  Wood  Thrush 

50  Catbird 

61  Yellow  throated  Vireo 

62  American    Mockingbird 

64  Ring-billed    Gull 

55  Logger-head  Shrike 

56  Baltimore  Oriole 

67  Snowy  Owl 

58  Scarlet  Tanager 

61   American  Bald   Eagle 

63'  Mallard  Duck 

65  Canvas-back  Duck 

66  Wood  Duck 

68  American  Woodcock 
76  Skylark 

78  Evening  Grosbeak 

79  TuTfcey  Vultnre 

81  Summer  Yellow  Bird 

82  Hermit   Thrush 
88  Song   Sparrow 

84  Yellow-billed  Cuckoo 

86  Ruby-throated    Humming 

Bird 
88  House    Wren 

87  Phoebe 

88  Ruby-crowned  Kinglet 

89  Mourning  Dove 

90  White-breasted  Nuthatch 
92  Goldfinch 


aded 


Chimney    SwTft 

Yellow  bellied     Sapsuckcr 

Warbling  Vireo 

Wood    Pewee 

Kingbird 

Summer   Tanager 

Wild-Turkey 

European    Kingfisher 

Vermilion    Flycatcher 

Mountain    Bluebird 

English    Sparrow 

Crowned    Pigeon 

Fox    Sparrow 

Bob-white 

Passenger  Pigeon 

Short-eared  Owl 

Mountain   Partridge 

Purple    Finch 

Red-bellied    Woodpecker 

Sawwhet   Owl 

Block  Swan 

Black  Duck 

American  Sparrow  Hawk 

Scaled  Partridge 

Nightingale 

Double  Yello 

Parrot 
Magnolia  Warbler 
Great    Blue    Heron 
Canada   Goose 
Brown    Creeper 
Downy  Woodpecker 
Old  Squaw  Duck 
Arkansas    Kingbird 
Prairie  Hen 
Loon 

Red-headed  Duck 
Humming  birds 
California  Vulture 
Whippoorwill 
Tufted  Titmouse 
American  Barn  Owl 
Golden-winged     Warbler 
Mourning  Warbler 
Rooster   and    Hen 
Canary 
Lyre  Bird 
Cowbird 
Peacock 
Ruddy  DucV 
Western  Blue  Grosbeak 
Magpie 

Ring-necked  Dove 
Haven 

Vesper  Sparrow 
Domestic  FowIb 
White- throated  Spairov 


Tree  Sparrow 
Purine   Warbler 
Carolina  Chickadee 
Palm   Warbler 
Grasshopper    Sparrow 
English   Robin    Redbre 
Golden    Eagle 
Black    Vulture 
Ostriches 
Glossy    Starlings 
Golden    Pheasants 
Pine    Grosbeaks   and 

Crossbills 
Birds  of    Paradise  ' 


Ma 

King  Penguins 


ANIMALS 
J70  Black  Wolf 
171  Red    Squirrel 
174   Gray  Rabbit 

178  Coyote 

179  Fox    Squirrel 

182  American   Red   Fox 
184   Mountain     Sheep 
186  Raccoon 

190  American  Gray  Fox 

191  Gray    Squirrel 
203  American   Otter 
206  Canadian  Porcupine 
209  African   Lion 

211  Flying  Squirrel 

216  Skunk 

217  Chimpanzee 

218  Puma 

223  Snapping  Turtle 

234  Northern    Hare 

238  Common  Ground  Hoj 

243  Kangaroo 

247  Swift  Fox 

265  Pointer    Dog 

286  Chipmunk 

295  Wild  Cat 

300  Black    Squirrel 

808  Gopher 

809  Mink 
S17  Muskrat 
833  Opossum 

842  Brittany — (Cows) 
897  Blaok  Bear 
405  Beaver 
421  Buffalo 

430  Indian  Blepbftn) 

431  Walrus 


Send  all  orders  to  The  J.  H.  SHULTS  CO.,  Manistee,  Mien. 


e 


Better  Than  Most  and  as  Good  as  Any  Pedagogical  Magazine 

Stands  for  the  highest  ideals  in  (he  school  and  home,  and  meets  the 
demands  of  the  teacher,  as  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  best,  most  lively, 
interesting  and  enterprising  publications  of  the  kind  that  1  have  had 
an  opportunity  to  examine.  Certainly  it  must  exercise  a  great  in- 
fluence for  good  among  the  schools  of  Virginia.  I  am  particularly 
pleased  at  your  efforts  to  improve  school  conditions,  the  grounds.  Hie 
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  to  publish  your  journal  and  I  most  heartily  congratulate  you 
and  the  people  of  Virginia  for  the  lively  and  creditable  periodical 
that  you  are  able  to  give  them.  " 

From  Oregon  : 

"I  have  received  as  much  inspiration  and  benefit  from' reading  the 
Virginia  Journal  of  Education  as  I  have  from  reading  any  one  of 
the  numerous  ones  that  come  to  my  desk." 

From   Kentucky: 

"I  have  been  reading  the  Virginia  Journal  of  Education  with  Interest, 
and  feel  that  it  is  one  of  the  beskeducational  journals  in  the  country." 

From  New  Jersey: 

"We  regard  the  Virginia  Journal  of  Education  as  among  the  most 
valuable  publications  received  at  this  office." 

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  subscription  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, 
are  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  Ed- 
ucation, and  is  an  excellent  medium  for  advertising,  as  it 
has  fully  5,000  regular  readers.  In  addition  several  hun- 
dred complimentary  copies  are  sent  throughout  the  conn- 
try  each  month, 

Subscription  Price,  $  1  .OO 

THE  VIRGINIA  JOURNAL  OF  EDUCATION 

Richmond,  V«. 


"Pat's  Pick,"  124  pp.     All  the  music  of  the  Knapsack 

songs.     Sweetest,  sanest,     jolliest     song     book     made. 
Cloth,  50c. 

Song  Knapsack.     142  songs  of  schools.     10c. 

Primer  of  Pedagogy,  by  Prof.  D.  Putman.  Just  what 
the  times  demand.     Cloth,  122  pp.,  25c. 

Civil  Government  of  Michigan  and  United  States, 
Hewitt  and  Pattengill.     250  pp.,  cloth,  price  50c. 

Manual  of  Orthography  and  Elementary  Sounds,  by 
Henry  R.  Pattengill.     TJp-to-Date.     104  pp.,  25c. 

Civil  Government  of  IT.  S.,  by  W.  C.  Hewitt.  118  pp. 
Complete,  new.     Cloth,  25c. 

Memory  Gems,  1000  Graded  Selections,  by  H.  R.  Pat- 
tengill.    143  pp.,  linen  morocco  finish,  25c. 

Civil  Government  of  Michigan,  by  H.  R.  Pattengill. 
Revised  to  date.     Cloth,  137  pp.,  25c. 

Morning  Exercises  and  School  Recreations,  by  C.  W. 
Mickcns.   .New.   .209  pp.  50c. 

Farmerkin's  Farm  Rhymes,  by  Dora  H.  Stockman.  A 
beautiful  book  of  70  simple  rhymes  and  sayable  jingles 
to  picture  real  fairy  lore  in  nature.  72  pp.,  cloth,  40c. 

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.,  25e. 

Primary  of  Michigan  History,  with  chapter  on  Na- 
tional Resources,  by  W.  J.  Cox.  The  choicest  little 
History  of  the  State  published.  Revised  to  date.  102 
pp.    25c. 

Hints   from    Squints.      144    pp.      Hints    comical,   hints 

quizzical,  hints  pedagogical,  hints  ethical,  hints 
miscellaneous.     Cloth  50c. 

Dialogs,  by  Dora  H.  Stockman.  More  than  twenty 
excellent  exercises  and  dialogs  for  schools.     Cloth  25c. 

Special  Day  Exercises.  165  pp.,  25c.  An  aid  in  pre- 
paring programs  and  exercises  for  special  days. 

Sentence  Builders.  For  beginners  in  reading.  Quiet, 
educational,  busy  work.  600  cards  with  a  word  on 
each  side,  25c. 

Michigan  Cards.  100  cards,  500  facts.  Historical, 
geographical,  civic.     50c.     Address: 

HENRY    R.    PATTENGILL,,    Lansing,    Mich. 


CABINET  MINERAL 
COLLECTION 
This  collection  In- 
cludes 50  specimens, 
put  up  in  a  neat  cab- 
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separate  compart- 
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is  numbered  to  cor- 
respond to  the  num- 
ber used  in  the  Des- 
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descriptions  are  ac- 
curate and  complete 
and  form  a  valuable  aid  in  acquiring  a  knowledge  of 
mineralogy.  The  specimens  are  choice  throughout, 
averaging  about  lxl  in.  Size  of  cabinet  12x6x1%  in. 
Weight,  2i/2  lbs. 
No.  F.128  Price,  complete  with  manual $2.20 

Send  all  orders  to  The  J.  H.  SHULTS  CO.,  Manistee,  Mich. 


FLAGS 


U.  S.  STANDARD  GOVERNMENT 
BUNTING  FLAGS. 

Best  quality  U.  S.  Standard 
Government  wool  bunting,  well 
and  strongly  finished.  Seams  all 
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TEACHERS  Of  RURAL  SCHOOIS 

■who  can  represent  us  in  their  local- 
ity NOW  or  at   institutes  this   sum- 
mer, will  find    liberal    compensation 
for  taking  subscriptions  to 
.  .Aside    from    our    regular    compen- 
sation for  this  work,  attractive  gifts 
for  the   schoolroom  or  for  personal 
use  will  be  given. 
Address  Circulation  Dept., 
THE  RURAL  SCHOOL,  TEACHER, 
SECURITY  BLDG,   CHIGAGO. 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.  Mag. 


JUST  WHAT  YOU    ARE    LOOKING 
FOR. 

Sixty  Musical  Games  and  Rec- 
reations for  Little  Musicians 

By    Laura    Rountree    Smith. 

Teaches  the  use  of  sharps  and 
flats  and  other  facts  of  music  by 
games. 

Contains  thirty  musical  entertain- 
ments for  months  of  the  school  year. 

Endorsed  by  leading  educators. 

No  kindergarten  teacher  should 
be  without  it. 

Price  75  cents,   postpaid 

OLIVER  DISON  &  CO. 

150  Tremont  Street,  BOSTON 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind. -Print.  Mag. 


PRIMARY  FRIDAY 
AFTERNOONS 

BY  S.  C.  PEABODY. 

A  collection  of  poems  for  use  in 
the  first  three  years  of  school  life. 

Some  point  or  moral  is  embodied 
in  each  poem.  They  have  been  tried 
in  the  classroom  and  their  useful- 
ness proved. 

A     valuable     book     for     primary 

teachers  to  have  in  hand. 

Paper.     Price  25  cents  postpaid. 

New  England  Publishing  Co. 

6   BEACON   STREET,  BOSTON.        j 

EVERY  KINDERGARTNER' 

Who  can  read  and  play  simple  music 

correctly,  can   add    to    her   usefulness 

and  income. 

For  particulars  write  to 

MRS.  ANNA  HEUERMANN  HAMILTON 

FULTON,  MISSOURI 
Author  of  Firet  Piano  Lessons  at  Home 

When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Frtm.  Mag. 


TRUTHS  FOR  TO-DAYJi 

ABSTINENCE. — Always  rise  from  the 
table  with  an  appetite,  and  you  will  never 
sit   down   without   one. — Penn. 

ACTION. — The  acts  of  this  life  are  the 
destiny  of  the  next. — Eastern  Proverb. 

ADVERSITY. — Adversity  is  the  diamond 
dust  Heaven  polishes  its  jewels  with. — 
Leighton. 

Heaven  often  smites  in  mercy,  even  when 
the  blow  is  severest. — Joanna  Baillie. 

Sorrows  remembered  sweeten  present  joy. 
— Pollok. 

ADVICE — Let  no  man  p resume  to  give 
advice  to  others  who  ha«  not  first  given 
good  counsel  to  himself. — Seneca. 

AGE. — A  graceful  and  honorable  old  age 
Is    the    childhood    of    immortality. — Pindar. 

No  snow  falls  lighter  than  the  snow  ol 
age;  but  none  lies  heavier,  for  it  never 
melts. — L.   M.    Child. 

AGITATION. — Agitation  is  the  method 
that  plants  the  school  by  the  side  of  the 
ballot-box. — Wendell  Phillips. 

AMBITION. — Ambition  is  like  love,  impa- 
tient  both    of   delays   and    rivals. — Dcnham. 

AMUSEMENTS.— Dwell  not  too  long 
upon  sports;  for  as  they  refresh  a  man  that 
'is  weary,  so  they  weary  a  man  that  is  re- 
freshed.— Fuller^ 

ANCESTRY. — Every  man  is  his  own  an- 
cestor, and  every  man  is  his  own  heir.  He 
devises  his  own  future,  and  he  inherits 
his  own  past. — //.  F.  Hedge. 

ANGER. — Anger  begins  in  folly,  and  ends 
In  repentance. — Pythagoras. 

He  that  would  be  angry  and  sin  not,  must 
not    be    angry    with    anything    but    sin. — 

Seeker. 

ANXIETY. — Let  us  be  of  good  cheer.,  re- 
membering that  the  misfortunes  hadrest 
to  bear  are  those  which  never  come. — -J.  R. 

Lowell. 

APOLOGIES. — Apologies  only  account 
for  the  evil  which  they  cannot  ^-ler. — T.  L. 
Cuyler. 

ASPIRATION. — The  desires  anu  long- 
ings of  man  are  vast  as  eternity,  and  they 
point  him  to  it. — Tryon  W.  Edwards. 

ASSOCIATES.— Tell  me  with  whom  thou 
art  fond,  and  I  will  tell  thee  who  thou  art. 
— Goethe. 

ATTENTION. — The  power  of  applying 
attention,  steady  and  undissipated,  to  a 
single  object,  is  the  sure  mark  of  a  superior 
genius. — Chesterfield. 

AVARICE. — Avarice  is  to  the  intellect 
and  heart,  what  sensuality  is  to  the  morals. 
— Mrs.  Jameson. 

AVARICE. — Avarice  is  the  vice  of  de- 
clining years. — Bancroft. 

BABBLER. — Fire  and  sword  are  but 
slow  engines  of  destruction  in  comparison 
with   the  babbler. — Steele. 

BASHPULNESS.— Bashfulness  is  an  or- 
nament to  youth,  but  a  reproach  to  old  age. 
— Aristotle. 

BEAUTY. — The  best  part  of  beauty  is 
that  which  no  picture  can  express. — 
Bacon. 

That  which  is  striking  and  beautiful  Is 
not  always  good :  but  that  which  is  good 
is    always    beautiful. — Ninon   de   VEnclos. 

BEHAVIOR. — Behavior  is  a  mirrior  in 
which  every  one  displays  his  image. — 
Qoethe. 

BENEVOLENCE. — In  this  world  it  is  not 
what  we  take  up,  but  what  we  give  up, 
that  makes  us  rich. — H.  W.  Beecher. 

BIBLE. — The  Bible  is  a  window  in  this 
prison  of  hope,  through  which  we  look  into 
eternity. — D  wight. 

BIGOTRY. — Bigotry  murders  religion  to 
frighten  fools  with  her  ghost. — Colton. 

|  BLUSH. — The  blush  is  nature's  alarm  at 
the  approach  of  sin,  and  her  testimony  to 
the  dignity  of  virtue. — Fuller. 


Jenny  B.  Merrill,  Pd.D. 

Ex-supervisor  New  York  Kinder- 
gartens, and  special  lecturer  on  edu- 
cational topics,  can  be  secured  for  a 
limited  number  of  addresses  to  tea- 
chers or  mothers,  at  points  not  too 
remote  from  New  York  City.  Her 
subjects  are  the  following: 

"What  is  meant  by  a  Problem  Pro- 
gram in  the  Kindergarten." 

"A  Study  of  Children's  Drawings." 

"Primitive  Knowledge,  or  the  A 
B    C    of  things." 

"The  School  of  Infancy,"  "Montes- 
sori  Methods  for  Day  Nurseries." 

Address 

500  Manhattan  Ave.,  NEW  YORK. 


PRIMARY  PLAN 


A  sixty  page  pamphlet,  well 
illustrated  and  full  of  sugges- 
tions for  the  primary  teacher. 
Send  25  cents  for  a  copy. 

NEW  MEXICO  JOURNAL 


PRICE  $1.00  PER  YEAR 
Address, 

New   Mexico    Journal 
of  Education 

Santa  Fe,  N.  M. 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.  Mag. 


WHY 

AN  OPEN  AIR  SCHOOL 
JOURNAL? 

Devoted  to  Vitalizing  school  chil- 
dren by  means  of  fresh  air  class- 
rooms and  Open  Air  Schools.  Beauti- 
fully printed;  profusely  illustrated; 
Reports  of  work  in  all  parts  of 
United  States.  Interests  parents, 
Health  Officials,  Educators,  'whole 
communities.  A  Big  Man's  Journal. 
Issued  monthly  $1.00  per  year. 

PHILADELPHIA,   Pa. 


When  answering  this  adv.  say  that 
you  saw  it  in  the  Kind.-Prim.  Mag. 


WESTERN  JOURNAL  OF 
EDUCATION 

Established  in  1S95. 

Devoted  to  the  discussion  of  the 
elementary  school  problems  in  Cali- 
fornia and  elsewhere. 

Price  $1.50.. 

HARK    WAGNER,    EDITOR, 

324   Phelan   Building, 

SAN   FRANCISCO,   CAL. 


Historical  Stories  in 
Dramatic  form 


16  paper  covered  booklets  10  cents 

each. 

The  Set  of  16  Booklets  for  $1.00. 

By  Gertrude  H.  Hand. 

Intended  for  nse  in  first  five 
grades.  The  children  take  the  parts 
and  act  out  the  incidents,  thns  "sen- 
sing" and  indelibly  fixing-  in  the 
memory  the  great  historical  events. 
The  plan  is  in  accordance  with  the 
latest  pedagogical  principles.  .The 
author  has  demonstrated  its  value 
in  her  own  classes  where  the  chil- 
dren have  taken  the  parts  with  the 
utmost  enthusiasm. 

1  Columbus  and  Magellan. 

2  Francis  Drake  and  John  Smith. 

3  The  French  in  Canada  and  Henry 

Hudson. 

4  Miles         Standish        and        Roger 

Williams. 

5  Peter  Stuyvesant  in  New  Amster- 

dam and  Exploration  of  the  Mis- 
sissippi. 

6  'William    Penn    and    LaSalle. 

7  The  Charter     Oak     and     Patrick 

Henry. 

8  George  Washington. 

9  Washington,  the  Commander,     at 

Valley   Forge. 

10  The   Boston  Tea   Party   and   Paul 

Revere. 

11  Israel  Putnam  and  Nathan  Hale. 

12  Daniel  Boone. 

13  John   Paul   Jones   and    George   R. 

Clark. 

14  The     Swamp     Fox     and     Thomas 

Jefferson. 

15  Daniel     Webster     and     Abraham 

Lincoln. 

16  Ulysses  Simpson  Grant. 

THE   PALMER  CO. 
120  Boylston  St.,  BOSTON,  MASS. 


WRITE   STO  RIES 

LEARN   JOURNALISM 

Develop  your  talent.  We  teach 
thoroughly  by  mail.  Personal  at- 
tention to  each  student.  Prospectus 
on  request.  Easy  payments.  EM- 
ERSON SCHOOL,  62  E  Street,  Battle 
Creek,  Mich. 


TRUTHS  FOR  TO-DAY 

BOOKS. — Next  to  acquiring  good  friends, 
the  best  acquisition  is  that  of  good  books. 
— Colton. 

BREVITY. — Words  are  like  leaves,  and 
where  they  most  abound,  ranch  fruit  of 
sense    beneath    i3    rarely   fouud. — Pope. 

BRIBERY. — The  universe  is  not  rich 
enough  to  buy  the  vote  of  an  honest  man. — 
Gregory. 

BUSINESS. — It  is  a  wise  man  who  knows 
his  own  business;  and  it  is  a  wiser  man 
who  thoroughly  attends  to  it. — //.  L.  Way- 
land. 

CALAMITY'. — He  who  foresees  calamities 
suffers  them  twice  over. — Porteus. 

CANDOR. — Candor  is  the  brightest  gem 
of   criticism. — Disraeli. 

Candor  is  the  seal  of  a  noble  mind,  the 
ornament  and  pride  of  man,  the  sweetest 
charm  of  women,  the  scorn  of  rascals,  and 
the  rarest  virtue  of  sociability. — Stetnac. 

CENSURE. — Censure  pardons  the  ravens, 
but  rebukes  the  doves. — Juvenal. 

We  hand  folks  over  to  God's  mercy,  and 
show    none    ourselves. — George   Eliot. 

CHARACTER. — A  good  name  is  rather  to 
be  chosen  than  great  riches,  and  loving 
favor  rather  than  silver  and  gold. — Solo- 
mon. 

If  I  take  care  of  my  character,  my  repu- 
tation will  take  care  of  itself.— -D.  L. 
Moody. 

CHARITY'. — Oive  work  rather  than  alms 
to  the  poor._  The  former  drives  out  indo- 
lence, the  la'tter  industry. — Tyron  Edwards. 

CHILDHOOD. Childhood     shows     the 

man,   as    moiniDg   shows   the   day. — Milton. 

Children  have  more  need  of  models  than 
of  critics. — Juubcrt. 

CHRISTIANITY.— Christianity  is  the 
good   man's   text ;   his   life,   the  illustration. 

CLEANLINESS.— Cleanliness  of  body 
was  ever  esteemed  to  proceed  from  a  due 
reverence  to  God. — Bacon. 

COMMON  SENSE. — The  need  of  public 
as  well  as  private  life,  is  common  sense, 
honesty,  decency  and  courage. — Theodore 
Roosevelt. 

COMMON  SENSE. — Common  sense  Is  the 
knack  of  seeing  things  as  they  are,  and 
doing  things  as  they  ought  to  be  done. — G. 
E.  Stowe. 

One  pound  of  learning  requires  ten  pounds 
of  common  sense  to  apply  it. — Persian 
Proverb. 

COMPENSATION. — If  the  poor  man  can- 
not always  get  meat,  the  rich  man  cannot 
Always  digest  it. — Giles. 


EXTRAORDINARY 
OFFERS ! 


One,  if  not  all  of  them  of  interest 
to   every   teacher. 

FIRST — To  give  a  correspondence 
course  in  arithmetic,  grammar,  and 
other  common  school  subjects  for 
the  small  sum  of  $5  per  subject. -The 
courses  are  prepared  by  Prof.  J.  W. 
Lusby,  President  of  the  Grayson 
Normal  and  Editor  of  the  Southern 
Teacher,  and  are  aimed  to  prepare 
one  for  the  most  rigid  teacher's  Ex- 
amination. 

SECOND — To  accept  subscriptions 
to  the  Southern  Teacher,  a  live  up- 
to-date  teacher's  journal  with  a  list 
of  teacher's  examination  questions 
and  answers  every  month,  current 
events,  etc.,  etc.,  for  $1.00  per  year, 
and  give  every  subscriber,  a  year's 
subscription  to  McCalls,  the  great 
Fashion  Magazine  or  a  copy  of 
Stocks  and  Bonds  Made  Easy,  a  small 
book  that  thoroughly  explains  this 
difficult  subject. 

THIRD — To  sell  you  for  $1.00  Lus- 
by's  Normal  Question  Book,  The 
County  Examiner,  the  latest  and 
best  on  the  market,  to  assist  you  in 
preparing  for  a  teaeher's  examina- 
tion, and  give  you  a  premium  if  you 
mention  this  paper. 

FOURTH — To  send  you  the  South- 
ern Teacher  and. the  Kindergarten- 
Primary  Magazine,  both  one  year  for 
$1.50. 

Agents  wanted  everywhere.     Lib- 
eral commission. 
Address 

The  Southern  Teacher 

N.  Main  Street,  GRAYSON!, K  y. 


THE  KINDERGARTEN 

By  SUSAN  E-  BLOW 

PATTY  S,  HILL 
ELIZABETH  HARRISON 

This  Report  of  the  Committee  of  Nine- 
teen of  the  International  Kindergarten 
Union  should  be  carefully  studied  by 
every  kindergartner  who  purposes  to 
keep  abreast  of  the  times.  \ 

$1.25  postpaid.    Address, 
J.  H.  Shults  Co.,  Manistee.  Mich. 


The  University  of  Chicago 


Mitchell  Tower 


Offers  instruction  during  tlie  Sum- 
mer Quarter  on  the  same  basis  as 
during  the  other  quarters  of  the 
academic  year. 

The  undergraduate  colleges,  the 
graduate  schools,  and  the  profes- 
sional schools  provide  courses  in 
Arts,  Literature,  Science, 
Commerce  and  Administra- 
tion, Law,  Medicine,  Educa- 
tion, andDivinity.  Instruction 
is  given  by  regular  members  of  the 
University  staff  which  is  augmented 
in  the  summer  by  appointment  of 
professors  and  instructors  from 
other  institutions. 

Summer  Quarter,  1915 
let  Term  June  21 -July  28 
2d  Term  July   29-Sept.  3 

Detailed  announcements  will  be 
sent  upon  application. 

The  University  of  Chicago 

Chicago,  Illinois 


UNIVERSITY  OF  VIRGINIA 
SUMMER  SCHOOL 

June  22— August  10,  1915 

Attendance  1575  from  34  States.  Preparatory,  Col- 
lege, Professional  Courses,  Special  Courses  in  Kin- 
dergarten and  Montessori  Methods.  This  Primary 
work  will  receive  unusual  and  expert  emphasis  this 
year. 

Tuition  $12  for  non-Virginians.  Reduced  R.  R. 
rates.  Excursions  to  Monticello,  Washington,  Luray 
Caverns,  Old  Point  Comfort.  Write  Director  of  Sum- 
mer School  NOW,  University,  Virginia. 


KINDERGARTEN  FURNITURE 

AND  SUPPLIES 

Construction  IMaterials  of  all  Kinds,  also  Montesscri  Goods 

THOMAS  CHARLES  COMPANY 


t-Western  Agents  of  Milton  Bradley  Co. 


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*adquarters  for  Temperance  Supplies 


Scientific  Temperance  Teaching 
its 

Crusader— Temperance  paper  for  boys  and  girls;  profusely  illustrated;  and  aside 
!£s  it  contains  splendid  ideas  for  entertainments  and  selections  for  recitations — help- 
ce  to  teacher  and  pupil.     Published  monthly,  25  cents  per  year. 

in  illustrated  book  of  stories  by  Anna  A.  Gordon.     Price  60  cents  postpaid.     Send   for 
bulletin. 

NATIONAL  WOMAN'S  CHRISTIAN  TEMPERANCE  UNION 


.iterature  Building 


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The  Childrens'  Home  Society  of  Ohio 

One  of  a  Federation  of  29  State  Societies 

We  invite  applications  from 
suitable  private  families  for 
children  of  both  sexes  and  all 
ages,  but  especially  boys  from 
one  month  to  ten  years  old. 

For  literature,  blanks,  etc., 
call  or  address, 

Dr.  F.  H.  DARBY, 

State  Superintendent 

Both  phones     Columbus,,  O. 
34  West  First  Avenue 


m 

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THE  SCHOOL  CENTURY 

Of  OAK  PARK,  III.,  a  most  helpful  educa-  rt>  t    AA 

tional  monthly,  $1.25  per  annum,  and  the  Kin-  \  I     nil 

pergarten-Primary  Magazine,  both  one  year,  pre-  <P  I  |\|v 

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American  Primary  Teacher 

Edited  by  A.  E.  W1NSHIP 

Published  Monthly  Except  July  and  A' .gust 

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276-278-280  River  Street,  Manistee,  Mich. 


Ideal  Kinder 


■^  TO-DAY 

3  t  goo, 

Of   gr 


*m  Stencils 


These  sots  of  stencils  desig 


Sold  only  in  sets  of  ten  as  given   below.     Price,  50  cents  a  set,  mailed  without  folding. 


Set    1 — Nursery    Rhyme    Designs. 

Jack  Horner. 

Little  Boy  Blue. 

Jack  and  Jill. 

Mistress  Mary. 

Little  Bopeep. 

Hey,  Diddle,  Diddle. 

Little  Miss  Mutt'et. 

This  Little  Pig'  Went  to  Market. 

Four   and  Twenty  Blackbirds. 

Pussy  "Cat,  Pussy  Cat. 

Set  2 — Fairy  Tale  Friends. 

Fairy   Queen. 

Jack  and  the  Beanstalk. 

Little  Red  Riding'  Hood. 

Golden  Hair  and  the  Bears. 

Mary  and  Her  Lamb. 

Cinderella. 

Three  Little  Kittens. 

Old  Woman  and  Her  Pig. 

Humpty  Dumpty. 

The  Little  Red  Hen. 

Set   3— Child   Game. 

See  Saw. 
Swinging'. 
Tug  of  War. 
Little  Soldiers. 
Playing   Store. 
Rolling  Hoops. 
Jumping  Rope. 
Blind  Man's  Buff. 
Making  Calls. 
Pat-a-Cake,   Pat-a-Cake. 

Set    4 — Chi<d    Occupations 

WasMng  Dolly's  Clothes. 

Hp"<"'-       Jut  the  Clothes. 

Ii  ..      ng. 

Baking. 

Making   Garden. 

Making  Dolly's  Dress. 

Helping   Mamma   Sweep. 

Churning. 

Moving   Day. 

The   Little   Carpenter. 


Set  5— Child  Activities 

Feeding  the  Birds, 
in   the   Barn. 
Running  with  Rover. 
Sliding  Down   Hill. 
Flying  the  Kite. 
Sailing-  His  Boat. 
Feeding  the  Rabbits. 
Reading  Fairy  Tales. 
Making  the  Snow  Man. 
Playing  in  the  Sand. 

Set   6 — Life    Interests 

The  Hayfield. 

The   Wood   Cutters. 

Cornfield  and  Pumpkins. 

Horses   Drawing  Load. 

Sailing  Vessels. 

Old  Windmill. 

Lighthouse. 

Spinning  Wheel. 

Indians    at    Home. 

Knight  on  Horseback. 

Set  7 — Child   Holidays 

Santa  Claus. 
Christmas  Tree. 
A  Little  Santa  Claus. 
The  Birds'  Christmas. 
Making  the  Jack  O'Lantern. 
Bringing  in  the  Turkey. 
The  Valentine  Postman. 
On  Washington's  Birthday. 
The  May  Queen. 
Planting  the  Tree. 

Set  8 — Animals  We  Know 

Horse  and  Boy. 
Milking  the  Cow. 
Our  Friend  the  Dog. 
Playing  with  Pussy. 
Pigs  at  Dinner. 
Hen  and  Chickens. 
Children  Riding  Elephant. 
Afraid  of  Mr.   Turkey. 
Watching   the  Lombs. 
Some  Rabbits. 


Set  9 — People  Who  Help  U 


Co'obier. 

Carpenter. 

Blacksmith. 

Baker. 

Miller. 

Milkman. 

Storekeeper. 

Postman. 

Policeman. 

Firemar 


son 

,_    iern 

(o   prepare 

cher's  Ex- 


T-iptions 

ive  up- 

.   vvith  a  list 

;n    questions 

(nth,    current 

i.00  per  year, 


.Set    10 — Flowers iPer,   a  years 
lis,    the    great 
copy    of 


Dandelions. 

Daisies. 

Morning  Glories. 

Wild    Roses. 

Tulips. 

Lilies. 

Apple   Blossoms. 

Hollyhocks. 

Sunflowers. 

Golden  Rod. 


/>r    a 

ie  Easy,  a  small 
-^plains   this 


.00  Lus- 

k.    The 

and 

'  in 


Kindergarten  Borders 


We  do  not  break  sets  of  Kindergar- 
ten Stencils. 

Five  Cents  Each 

500.  Brownies. 

504.  Sunbonnet  Babies. 

505.  Overall   Boys. 
540.  Dutch  Children. 

502.  Greenaway  Babies. 

503.  Children   Sliding. 
543.     Goose  Border. 

513.  Flying  Birds. 
596.  Barnyard  Parade. 

514.  Rabbits'   Heads. 
507.  Hen  and  Chicks. 
563.  Heart  and  Ribbon. 
560.  Holly  Border. 

510.     Turkey   Border. 
595.     Wooden  Animals. 


GEO.  W.  JONES,  Publisher  SCHOOL  CENTURY,  Oak  Park,  111. 


F  R  Q  E  B  E  LK— 


no  Competitor.        Published  for  41  Years.       Carefully  edited 


As  a  Pioneer  in  Modern 
Psychology 

By    E.   R.    Murray 

The  purpose  of  this  book  is  to' 
show  that  Frobel's  educational  the- 
ories were  based  on  psychological 
views  of  a  type  much  more  modern 
than  is  at  all  generally  understood. 
Most  educationists  have  read  The 
Education  of  Man,  but  few  outside 
the  kindergarten  world  are  likely 
to  have  bestowed  much  thought  on 
Froebel's  later  writings.  It  is  in 
these,  however,  that  we  see  Froebel 
watching  with  earnest  attention 
that  earliest'  mental  development 
which  is  now  regarded  as  a  distinct 
chapter  in  mental  science,  but 
which  was  then  largely,  if  not  en- 
tirely   ignored. 

The  major  part  of  the  book  is  in- 
tended to  show  the  correctness  of 
Froebel's  views  on  points  now  re- 
garded as  of  fundamental  impor- 
tance and  generally  'recognised  as 
modern  theories. 

224  pages.     $1.25   delivered. 

Warwick  &  York,  inc. 

I'uhlishers 
Baltimore,  Maryland 


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