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SERIAL  37E.E18  K51  v. 18 
The  Kindergarten  magazine 


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The  Kindergarten  magazine 


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KINDERGARTEN 
MAGAZINE 


Vol.  XVIII 
September,  J  905— June,   1906 


I905-I906 

KINDERGARDEN   MAGAZINE    COMPANY 

CHICAGO 


INDEX  TO  VOLUME  XVIII. 

Page. 

A   Basic   Principle   of  Growth Julia   H-.   Gulliver  133 

A  Discussion   of  the  Training  of  Kindergartners  Under    Differing  Conditions 

Lucy    E.    Browning  627 

Aesthetic  Possibilities  in  City  Life Dr.  Jenny  B,  Merrill  325 

A  Finger   Play B.   J.  6 

Allison  Georgia — In   Memoriam Susan   E.   Blow  245 

American  Guild  of  Play 128 

American  Guild  of  Play — How  to  Form  a  Local  Guild 508 

A  Kindergarten  by  the  Sea Anna  Irene  Jenkins  567 

A  Last  Year's  Program Luella  A.    Palmer 

37.    119,    178.   232,   295,    356,   440,    490,    56.3,  6.30 

An   Experiment   (Easter) Hilda  Busick  507 

An  Open  Letter  to  Kindergartners Susan    S.   Harriman  369 

Appeal  of  Chicago  Health  Board  Concerning  Diphtheria 309 

Art  in   the   Kindergarten Jnlia    DeWitt    Stevens  84 

A  Six  week's  Kindergarten  with  Foreign  Children  and  Without  Kindergarten 

Materials May    Owens    Kinsey  18 

A  Summer  Outdoor  Class Julia  E.  Peck  500 

Berceuse    ( Poem) Carolyn    Tebbetts  459 

Book  Reviews 132,  189,  255.  319,  451,  515,  560,  643 

Christmas  in  a  Jewish  Kindergarten Laura  E.  Whitney  193 

Diphtheria — Appeal    of   Chicago    Health    Board    Concerning 309 

Do  You  Believe  in  a  Pension  for  Aged  and  Invalided  Teachers? 186 

Editorials 70,    130,   247.   309.   377,   449.    504  578 

For  Value  Received Alice   Day   Pratt  242 

From  the  Editor's  Desk 70,  130,  247,  309,  377,  449.  504,  578 

How    Does   the   Routine   of   the   Kindergarten   Develop   the    Child    Physically? 

Mrs.   Ada   Marean   Hughes  1 

How  Santa  Claus  Comes  and  Goes   (verse) B.  J.  241 

Idealism   and   the   Kindergarten Amalie    Hofer  586 

Interruption    (Poem) Ruble    T.   Weyburn  204 

International   Kindergarten   Union   Convention,   Milwaukee.  .  .Bertha   Johnston  521 

International   Kindergarten   Union   Program 370,   416,  509 

In   Memoriam — Mary  D.   Runyan Susan   E.  Blow  42 

In   School    (Poem) Rubie   T.   Weyburn  352 

It  Is  the  Hour  of  Man  (Verse).     Edwin  Markham 140 

Jelly— Rhyme   of  the Caroline   W.    Barbour  184 

Kindergarten    in   Victoria.    Australia 353 

Kindergarten  Plays  and  Games Patty  S.   Hlil  517 

Life's   Scarecrows — Nixon  Waterman,   JVoman's  Home  Coiupauioii 307 

Little  Eve — A  Shadowy  Recollection Alice  Day   Pratt  73 

Little  Folks  LaJid ]\Iadge  A.  Bigham 

43,    89.    147,    205,    271,    326,    425,    466,"  537,  592 

McKinney.   Mrs.  Jane  Amy — In   ^Memoriam Elizabeth   Harrison  407 

Merits   and   Defects   in   Prevalent   Methods   of   Child-Study.  .James   R.   Angell  572 
^Methods   of   Supervision   in    Public   School    Kindergartens — The   Kindergarten 

Program Harriette    INIelissa    Mills  22 

Alilwaukee  Mission  Kindergarten,  The Lucy  Dore  462 

Milwaukee,   Wis.,    Rallying    Place   of   Kindergartners,    April,    1906    (111.) 409 

My  Froebel  Life Josephine  Jarvis  305 

National   Educational   Association. 

President's  Address,  Kindergarten  Department Mary  Jean  ]\Iiller  7 

Dr.   Maxwell's  Address 12 

Nervous   Children — Topical    Syllabus 514 


44'53^iTHDBA^'^ 


INDEX. 

Opportunity— Walter  Malone    308 

Patriotic  Festivals Grace  Barbour .  .  374 

Pension  for  Aged  and  Invalided  Teachers — Do  You  Believe  in 186 

Program — A  Last  Year's ^. . .  .  ' Luella  A.  Palmer 

37,   119,   178,   232,  295,   356,  440,  490,   563,  630 

Program   for   1905-6 Caroline   W.    Barbour 

113,    174,   237,    301,    362,   446,   495,    575,  634 

Public  School  Ki,ndergartens  in  Milwaukee Stella  Heinemaas  460 

Reports   of    Addresses 313 

Edward  Howard  Griggs  on  the  Influence  of  Parents  and  Teachers  in  the 

Moral   Education   of  Children 313-5 

Reports   of   Kindergarten    Associations 380 

Rhyme  of  the  Jelly,  The — A   h'inger   Play Caroline  W.   Barbour  184 

Recipe   for  a   Sunset    (  Poem ) Carolyn   Tebbetts  520 

Rockford    College,   Rockford,    111 365 

St.   Valentine's   Day Mary   Thompson  372 

Sarah  A.   Stewart Virginia  E.   Graeff  419 

Soap — Use  of  New  to   Most  Teachers — School   Weekly 185 

Some  Outside   Occupations Teresa   F.    Platch  269 

Southern  Kindergarten  Association,  Organized  July  1905 Amalie  Hofer 

31,  78,   141  200 

The   Boy  With   the   Umbrella — YoutJi's   Companion •  514 

The  Dedication  of  the   Home 127 

The  Eye  Sentinel — James   Parton   Haney 355 

The  Frogs — A  Finger  Play Harriet  Spring  465 

The   Harvest Edith   M.   Boughton  125 

Then   We  Came  Back   Together    (Poem ) Rubie  T.   Wcyburn  415 

The  Kindergarten  and  Soul   Culture Randall   J.   Condon  261 

The   Kindergarten    Movement    in    Milwaukee Charles    H.    Docrflinger  385 

The  Forty-Eightcrs. 

The  Anglo-Saxon  Movement. 

Manual  Training  and  Physical  Culture. 

State  Normal  School. 
The    Kindergarten    Training    Course — In    the    School — In    the     L'niversity    or 

College — In  the  Kindergarten  'ITaining  School Alice  Temple  622 

The  Kindergarten  Training  Course  as  a  Department  of  a   University 

Lucy    Gage  619 

The   Persistence  of  Play  Activities  in  the  School   Age  a.nd  Their   Relation  to 

Work   "^ Alice  H.   Putnam  581 

The   Play  Interest  of  Children — Topical   Syllabus   No.   9 450 

The  Village  Boy  and  What  One  Man  Did  for   His   Neighbors 

Mildred  E.   Seitz  321 

Troubles    of   an    Imaginative    Child — Sara    Andrew    Shafer 199 

Use  for  Soap  New  to  Most  Teachers,  A — School  Weekly 185 

What  Form  of  Industrial  Training  Is  Most  Practical  and   Best  Suited  to  the 

Country  Child O.J.   Kern  454 

Where  to  Spend  a  Week  of  My  August  Holiday Emily  W.  J.  Ford  636 


KINDERGARTEN  MAGAZINE. 

VoL  XVIIL—SEPTEMBER,   1905. --No.  t. 
TWENTIETH  CENTURY  SERIES. 


HOW  DOES  THE  EOUTIJ^E  OF  THE  KINDERGAETEN  DE- 
VELOP THE  CHILD  PHYSICALLY?* 

MRS.    ADA   MAREAN    HUGHES,    PRESIDENT    OF    THE    INTERNATIONAL 
KINDERGARTEN  UNION,  TORONTO,  CANADA. 

FOEMAL  physical  exercises  have  no  legitimate  place  in  the  kin- 
dergarten. 
Intelligent  physical  culture  vitally  taught  and  understood 
should  form  a  much  more  prominent  part  of  the  training  of  kindergar- 
ten students  than  has  heen  the  case.  It  is  of  incalculable  importance 
that  the  kindergartner  should  have  all  the  power  of  a  personality 
developed  through  a  body  which  lends  itself  intelligently  to  freedom 
of  expression.  The  budding  life  of  the  child  of  kindergarten  age 
is  as  yet  undifferentiated  in  action  of  body,  mind  and  emotional 
center.  It  responds  in  unconscious  imitation  to  the  freedom  expressed 
in  the  leader.  We  need  not  look  for  expressive  faces,  free  lu'oad  ges- 
tures in  the  children  when  the  kindergartner  is  in  direct  contradiction 
of  all  she  advocates.  ISTaturalness  means  the  harmonious  respon- 
siveness of  every  part  of  the  body  to  the  impulses  of  the  spirit.  In 
the  child  it  is  spontaneous,  but  it  is  limited  to  the  degree  of  control 
the  mind  has  acquired  over  tbe  various  parts  of  the  body.  That  this 
spontaneity  is  lost  is  owing  to  disuse  or  wrong  use  of  the  muscles 
through  lack  of  playful  exercise,  or  through  constraint  of  muscular 
activity  according  to  conventional  ideas  of  adult  direction. 

Froebel  consciously  planned  his  games  and  exercises  to  keep  the 
freedom  of  action  alive  in  the  child  through  bringing  the  emotion 
and  will  into  activity  with  physical  responsiveness. 

Exhibition  and  expression  are  very  different  things  though  the 
former  is  so  commonly  mistaken  for  the  latter  in  adult  training. 

^Address  delivered  before  the  Kindergarten  Department  of  the 
National  Educational  Association,  Asbury   Park,  July,   1905. 


2  KINDERGARTEN    MAGAZINE. 

The  kindergartner  creates  an  atmosphere  which  stimulates  or 
deadens  according  to  her  personality.  A  well  poised  body  and  rhyth- 
mic step  is  hardly  possible  in  the  child  when  the  leader  has  a  slovenly 
carriage  and  unresponsive  face  and  manner ;  when  her  movements  are 
mechanical  and  in  accordance  with  some  long  established  habit  of 
body^  instead  of  the  response  of  a  body  gloriously  alive  through 
immediate  response  to  the  spirit  within. 

The  kindergartner's  influence  partakes  largely  of  the  character 
of  motherliness  in  its  subtile  action.  It  matters  much  how  she  stands, 
sits,  moves,  how  she  greets  the  children,  etc.  She  needs  and  the  chil- 
dren need  that  she  shall  be  perfectly  poised,  maintaining  a  firm  center 
of  body  with  perfect  freedom  of  all  parts  of  the  body  around  this 
center.  Children  are  so  mobile  in  character  at  this  stage  that  they 
respond  imitatively  without  resistance  to  the  freedom  of  movement  in 
their  leader.  The  routine  work  of  the  kindergarten  will  be  intelli- 
gently helpful  according  to  tlie  insight  of  the  kindergartner  into  the 
nature  of  the  child  and  the  varying  periods  of  its  unfoldment. 

The  exercises  of  the  kindergarten  should  not  be  applied  to  the 
child  but  should  work  up  through  his  consciousness  into  individual 
expression,  creating  him  anew  into  larger  life  through  exercise  of  that 
which  already  is. 

The  sympathetic  greetiug,  the  handshake  and  the  look  into  the 
friendly  eye  of  the  kindergartner  all  act  on  the  whole  being  of  the 
child  to  bring  him  into  physical  as  well  as  spiritual  harmony  with 
his  surroundings.  The  call  for  orderly  assembling  brings  a  control  of 
body  through  social  response.  Then  should  follow  a  moment  of  re- 
laxation and  then  the  definite  gesture  of  folded  hands  making  the 
contrast  clear  from  play  to  relaxation  and  then  to  definite  posture. 
The  way  it  is  done  gives  it  its  value,  and  though  to  the  child  it  should 
seem  purely  incidental,  it  is  a  vital  part  of  a  conscious  order  to  the 
kindergartner.  She  gains  her  point  not  through  command,  but  by 
comradeship. 

SONGS  AND  GAMES. 

If  there  is  not  a  clear  conception  of  the  difference  between  the 
songs  and  the  games  in  the  mind  of  the  kindergartner,  much  of  the 
value  of  each  is  lost  to  the  child.  The  gesture  of  the  song  is  largely 
descriptive,  while  in  the  game  it  is  dramatic.  The  song  is  lyric — the 
game  a  drama.     In  the  song  the  music  and  the  words  are  the  chief 


HOW   DOES    THE   ROUTINE    DEVELOP    THE    CHILD?  3 

elements;  the  gestures  are  simple  movements  descriptive  of  the  narra- 
tive. The  games  are  more  definitely  dramatic  in  their  character. 
The  child  is  no  longer  the  narrator  of  a  story,  he  is  himself  the  hero 
of  the  play.  He  goes  out  of  himself  and  becomes  the  other  char- 
acter with  more  or  less  abandonment  of  his  real  identity. 

The  introduction  of  voice  training  as  a  conscious  exercise  in  the 
kindergarten  is  not  consistent  with  our  knowledge  of  the  child's 
stage  of  development.  The  transition  from  the  period  of  symbolic 
thinking  into  that  of  formal  study  marks  a  definite  change,  and  any 
anticipation  of  that  change  results  disadvantageously.  Anything  so 
spontaneous  as  the  voice  can  not  be  prematurely  harnessed  into  drill 
without  gross  loss  of  freedom  in  power  and  expression.  The  fact  that 
children  are  interested  and  like  it  (as  they  may  possibly  do  sometimes) 
does  not  change  the  fact  that  premature  exercise  weakens  in  the  final 
result  instead  of  developing  into  larger  power.  The  gesture  of  the 
song  has  been  and  still  is  a  much  abused  exercise  and  critics  have 
been  justly  severe  in  their  criticism,  though  seemingly  themselves  no 
wiser  than  the  erring  ones  as  to  the  real  wrong  done. 

Froebel  seems  to  hare  known  the  fundamentals  of  all  physical 
development  if  we  may  judge  from  the  plays  of  which  he  really  was 
the  author.  There  has  been  so  much  attributed  to  him  by  enthusiastic 
young  women,  who  assume  that  everything  which  they  have  received 
from  their  especial  training  class  must  have  come  from  the  great 
author  but  which  we  older  disciples  have  seen  generated  on  this  pro- 
lific western  soil.  If  we  study  the  physical  side  of  his  typical  plays 
we  shall  find  a  recognition  of  the  fundamental  exercisf^s  which  form 
the  basis  of  all  established  schools  of  physical  culture,  viz. :  Definite 
center  poise,  flexions  of  arms,  legs,  body,  head  with  their  infinite 
variations,  breathing  exercises  infinite  in  variety  but  all  growing  out 
of  a  center  and  balanced  in  their  variety. 

The  kind  of  gesture  used  in  the  song  or  game  should  be  con- 
sciously true  to  right  physical  exercise  so  far  as  the  leader  is  concerned, 
but  should  be  the  choice  of  the  children  from  their  natural  impulse 
of  life  expression,  not  a  conscious  physical  exercise  to  develop  this  or 
that  organ  or  set  of  muscles.  There  should  be  such  a  succession  of 
the  games  that  the  vital  organs  should  all  have  their  due  stimulant, 
and  in  definite  order  and  succession  known  to  the  kindergarten  alone. 

The  tendency  to  make  the  games  serve  the  purpose  of  stimulant 


4  KINDERGARTEN    MAGAZINE. 

to  spiritual  insight  has  led  in  many  cases  to  neglect  of  the  physical 
process  in  playing,  througli  supreme  emphasis  of  the  thought  proc- 
esses. To  me  it  seems  that  the  fact  of  the  larger  processes  illustrated 
in  games  of  sequence,  might  with  gi'eat  advantage  be  left  to  the 
discovery  Ijy  tlie  child  in  tlie  uniting  of  liis  varied  experiences  in  re- 
hearsal with  his  mother  or  companions,  or  by  himself.  This  seems 
more  rationaj  than  the  common  habit  of  publishing  to  him  such  con- 
nection tlirough  reliearsing  them  in  a  forced  connection.  We  over- 
look the  value  to  the  individual  of  personal  discovery  which  at  this 
age  is  such  a  vital  experience. 

It  is  important  that  tlie  gesture  be  definite.  There  are  many  kin- 
dergartens where  the  lack  of  definite  ness  leads  to  vagueness  in  the 
feeling  of  the  actors,  and  fails  of  its  physical  purpose  through  lack 
of  tone  to  particular  organs  and  muscles.  An  exercise  should  always 
be  definite  enough  to  produce  a  reaction  in  the  body  though  not 
severe. 

KHYTIIMIC    MARCHING. 

The  wave  of  enthusiasm  over  rhythmic  movements  will  subside 
as  other  waves  have  in  the  past.  That  it  has  a  certain  value  is  beyond 
question  but  the  degree  of  enthusiasm  it  has  called  forth  is  out  of  all 
proportion  to  that  value.  Tt  has  done  good  work  in  modifying  and 
correcting  the  practice  of  formal  military  marching  which  has  pre- 
vailed so  generally  and  Avhich  almost  without  exception  tended  to  abuse 
of  the  l)ody  in  the  wi'ong  attitude  taken  in  response  to  the  oft  repeated 
suggestion  or  formal  command,  "Stand  up  straight";  children  and 
adults  alike  stiffening  u})  into  rigidity  of  body  and  throwing  the  chest 
center  back  instead  of  up.  making  the  strain  on  the  vital  organs  most 
unnatural.  At  its  best  the  rhythmic  movement  claims  to  be  response 
to  a  musical  narrative  which  the  child  is  supposed  to  interpret  for 
himself  through  his  body  in  conformity  with  the  entire  group  of  chil- 
dren with  which  he  is  classed. 

It  seems  hardly  possible  that  IIk;  majority  of  children  can  under- 
stand the  spiritual  counterpart  of  the  music  to  be  interpreted  when 
so  few  adults  even  can  enter  into  the  spiritual  thought  of  the  com- 
poser. In  most  instances  at  any  rate,  the  rhythmic  play  really  is 
just  keeping  step  to  music  and  is  to  the  child  what  dancing  is  to  the 
adult :  keeping  time  to  the  rhythmic  movement,  not  interpreting  an 
ideal.     The  kindergartner  thinks  "the  music  is  holding  Billy."  but 


HOW    DOES    THE    ROUTINE    DEVELOP    THE    CHILD?  5 

the  erratic  movements  of  ]\Iaster  Billy  leads  the  observer  to  question 
the  hold  it  has. 

The  Froebellian  songs  anrl  games  make  provision  for  physical 
expression  but  that  is  not  the  highest  purpose.  The  highest  is  to  gain 
control  over  the  body  in  making  it  serve  the  spiritual  impulse.  Body, 
mind  and  sympathetic  fueling  act  in  unison  and  mutually  strengthen 
each  other  at  this  stage. 

TABLE   GA:\tES    AND   OCCUPATIOXS. 

In  the  table  games  and  occupations  the  physical  well  being  of  the 
child  should  always  be  considered  and  intelligently  provided  for. 
I,  however,  want  to  voice  a  protest  against  a  stupidity  of  criticism 
which  seems  to  have  much  of  the  flavor  of  self-conceit  and  ignorance. 
The  kindergarten  is  often  held  responsilde  for  many  of  the  physical 
weakness'  s  of  childhood  which  abound  today.  Physicians  say  that 
this  or  that  occupation  is  detrimental  to  the  eyesight  or  produces  too 
great  nerve  strain,  etc..  and  it  becomes  a  popular  cry. 

It  would  modify  such  opinions  materially  if  these  critics  would 
remember  that  thi  se  physical  disorders  prevail  in  vicinities  where  the 
kindergarten  has  never  Ijcen  introduced,  and  they  are  quite  as  com- 
mon among  children  who  have  never  attended  the  kindergarten  as 
among  those  who  have 

This  is  true,  however,  tliat  children  in  the  kindergarten  having 
definite  occupation  reveal  tin  se  physical  weaknesses  and  defects  to 
observant  eyes  sooner  than  if  left  to  undirected  occupation. 

It  is  also  true  that  many  kindergartens  plan  work  that  is  too 
fine  for  the  childish  fingers  and  eyes.  This  points  to  a  deft  ct  in  the 
ideals  which  they  hold  and  failure  to  grasp  the  basic  principles  of 
Froebel's  work.  The  occupations  as  he  developed  them  are  primitive 
industries  and  natural  for  the  imitative  stage  of  child  life.  They  are, 
according  to  rroebehs  word  and  practice,  organized  so  as  to  keep 
mind  and  body  interactive  and  lead  up  to  a  clear  seeing  to  simple 
process  through  clear  understanding  of  initial  steps. 

These  activities  are  no  more  complicated  or  unnatural  than  the 
child  would  seek  out  for  himself,  the  advantage  to  the  child  being 
through  organized  material  to  make  the  strain  of  effort  less  exhausting 
and  unsatisfactory  than  when  the  child  is  left  without  adult  assist- 
ance. The  co-ordination  of  hand  and  eye  goes  on  more  simply  and 
easily  when  things  fit  naturally.     The  nerve  strain  is  less  and  the 


6  KINDERGARTEN    MAGAZINE. 

child's  activity  less  wearing  when  natural  play  runs  easily  in  or- 
dered channt  Is. 

In  the  handling  of  the  gifts  the  hand  is  steadily  acquiring 
strength  and  the  governing  power  of  the  mind  is  easily  and  uncon- 
sciously gaining  control. 

I  have  touched  generally  upon  the  various  parts  of  the  routine 
work  of  the  kindergarten  We  might  if  there  were  time  classify 
the  games  and  point  to  especial  types  of  physical  development. 

All  schools  of  physical  culture  have  a  similar  basis.  There 
.?hould  be  a  clear  consciousness  of  the  two  phases  of  the  term,  namely, 
on  the  one  side  the  streuuousness  of  exercise,  hu.ilding  up  of  muscle^ 
development  of  strenglh.  On  the  otl^er  hand  exercise  in  the  infinite 
variety  of  ways  possible  for  use  of  this  fundamental  strength  in  the 
various  flexions  of  the  limits,  body,  hands,  fingers — exercise  for  elas- 
ticity in  exten^^ion  and  firmness  of  reaction  with  conirol  of  relax*  d 
states.  Eelaxation  is  not.  as  so  often  apprehended,  "letting  go,"  so 
much  as  subsidence  of  effort  along  any  especial  lines.  The  purpose 
physically  of  exi  rcise  is  to  gain  in  strength,  elasticity,  power  to  con- 
serve and  definiteness  to  set  free  again. 

Grace  is  not  softness  or  flabbiness,  it  is  based  on  underlying 
strength  and  is  according:  to  the  individual's  familiarity  with  the 
varied  forms  of  use  possible  in  his  own  body. 


A    FINGEE    PLAY, 

B.  J. 


Here  comes  dear  father,  who  walks  up  the  street. 
Wliile  motbor  rur.s  down  stairs,  dear  fatlitr  to  greet. 
Along  conies  big  brother  Avitli  hop.  jump  and  leap. 
Little  sister  skips  fast  by  his  side  close  to  keep. 
And  here  comes  the  lialiy.  just  learning  to  creep. 


In  localities  where  foreign  children  mo=t  do  congregate  this  little  finger 
play  may  also  be  dramatized  and  help  the  children  to  learn  how  to  use  cer- 
tain verbs. 


NATIOXAL  EDUCATIONAL  ASSOCIATrOX. 

ASBURY  PARK  AXD  OCEAX  GROVE,,  JULY,  190."j. 

IT  is  really  worse  than  a  three -ringed  circus."  said  one  teacher  to 
another  as  she  studied  the  inviting  program  of  tlie  National  Edu- 
cational Association,  and  she  sighed  the  sigh  of  tJiose  who  are 
lost  in  an  embarrassment  of  riches. 

This  is  truly  an  age  of  specialization.  Xevertheless  the  interests 
of  one  specialist  frequently  overlap  those  of  another  and  though  the 
program  was  carefully  planned  and  su.ccessfully  carried  out  it  was 
so  rich  in  its  many  sessions  and  department  meetings  and  the  good 
things  offered  at  each,  that  one  fe*  Is  the  need  of  rapidly  developing 
the  power  of  being  in  two  places  at  the  same  time. 

The  Department  of  Kindergarten  Education  met  in  the  First 
Congregational  Churcli.  a  Ijeautiful  little  building  enriched  bv  very 
lovely  stained  glass  windows. 

The  meetings  Avere  very  well  attended  and  the  programs  were 
in  every  way  worthy  a  large  audience.  The  president.  ]\Iiss  ilary 
Jean  ]\Iiller.  head  of  the  kindergarten  department  of  the  Normal 
Training  School  of  Eochcster.  N.  Y..  was  in  the  chair  and  her  intro- 
ductory paper  which  we  are  enabled  to  give  in  full  we  commend  to 
teachers  of  all  grades.    It  is  a  bit  of  inspiration.     ]\Iiss  ]\Iiller  said: 

Once  upon  a  time  a  seed  of  corn  fell  into  the  earth.  Tlie  seed 
of  corn  was  hard,  dry  and  apparently  lifeless.  It  was  yellow  and 
small.  The  earth  was  cold,  black,  dark  and  dry.  The  great  sun 
radiated  heat  and  light,  and  warmed  the  earth  The  rain  came  ana 
wet  the  warm,  dark  earth.  The  balmy  south  l)reeze  tempered  the 
atmosphere,  and  life  inside  the  small  seed  of  yellow  rorn  wa^  stirred 
into  activity.  This  force  in  action  was  too  large  for  the  seed-corn's 
shell  and  it  burst  in  silence,  for  all  of  the  material  for  sprout  and 
rootlets  of  the  forthcoming  Idade  and  ear  were  compressed  into  the 
small  yellow  seed  of  corn. 

This  is  only  a  bit  of  nature's  life  history,  and  nature's  method 
of  growth. 

Once  upon  a  time  a  tiny  bundle  lay  in  a  fond  mother's  arms. 
The  good  warm  sun.  the  refreshing  rain,  the  i^urifying  air.  and  the 
firm  earth,  furnished  material  for  food,  clothiufr  and  shelter.     The 


8  KINDERGARx^EN    MAGAZINE. 

brave,  true  parents  supplied  an  atmosphere  of  happiness  and  hannony, 
and  the  tender,  yielding  being,  physical  and  spiritual,  of  the  babe, 
stirred  by  the  breath  of  life,  grew,  expanded,  developed.  It  had  no 
shell  to  break,  yet  within  this  tiny  bundle  in  the  mother's  arms  were 
all  of  the  possibilities  of  the  future  man.  This  babe,  so  helpless  and 
innocent,  is  to  become  a  helpful  and  wise  creature :  or — a  harmful 
and  wicked  one. 

And  this  is  a  bit  of  humanity's  life  history :  but  what  shall  be 
the  best  method  of  development  ? 

The  kindergarten  was  the  natural  product  of  its  time  and  Froebel 
a  necessary  person  to  discover  the  method  of  nature  regarding  hu- 
manity. 

The  kindergarten  could  not  be  kept  away  from  America,  any 
more  than  could  Christopher  Columbus :  and  it  is  as  integral  a  part 
of  our  great  public  school  system  as  the  public  school  is  in  turn  an 
essential  part  of  our  republic. 

To  rightly  understand  the  place  of  the  kindergarten,  in  our  na- 
tional system  of  education,  it  is  necess?n-y  to  look  backward  It  is  less 
than  a  hundred  years  since  the  .kindergarten  had,  a  discoverer  in 
Germany.  It  is  less  than  fifty  years  since  the  kindergarten  had  an 
existence  in  the  United  States:  and  it  is  only  thirty-five  years  since 
it  was  first  a  part  of  any  public  school  in  our  country.  Today  we 
have  more  than  300,000  children  in  kindergartens,  and  more  than 
4,000  kindergartners. 

And  why  this  phenomenal  growth  ? 

We  are  sometimes  alarmed  when  we  consider  the  great  material 
prosperity  of  our  nation.  But  need  we  fear,  when  our  great  bene- 
factor, the  public  school,  is  incorporating:  into  its  very  being  such  a 
system  of  education  as  that  for  which  the  kindergarten  stands?  A 
system  which  holds  (and  practices  as  far  as  the  public  demands,  and 
conditions  will  permit)  that  the  physical  as  well  as  the  mental,  thai 
the  moral  as  well  as  the  religious,  that  the  social  and  gesthetic  as  well 
as  the  emotional  natures,  must  each  and  all  be  equally  and  harmo- 
niously developed. 

"We  need  have  no  fear  if  we  educate  our  children  properly," 
says  Froelsel.  In  the  slavery  of  ignorance  only  is  there  danger.  In 
the  freedom  of  all  around  development  is  there  salvation  for  any  sin, 
victory  over  any  vice. 

We  have  problems  many  as  a  nation.  Labor  and  capital  do  not 
cooperate.  Competition  is  still  the  soul  of  business.  Greed  and 
gain  at  times  seem  to  get  the  mastery  of  goodness  and  godliness:  but 
never  in  the  history  of  a  republic  has  there  been  such  a  recognition  of 
the  need  for  the  elimination  of  vice  by  the  establishment  of  virtue, 
or  for  making  an  equality  for  mankind  by  giving  each  an  oppor- 
tunitv  to  evolve  his  best  self. 


NATIONAL   EDUCATIONAL   ASSOCIATION.  9 

On  this  greatest  of  our  national  holidays,  I  should  be  of  narrow 
vision  indeed  if  I  could  not  behold  "through  a  glass  darkly''  the 
fact  that  our  public  school  system  is  yet  our  greatest  institution. 
It  is  far  from  perfect,  it  is  not  even  complete,  but  its  possibilities  are 
so  limitless,  its  foundations  are  so  solid,  and  its  basis  is  so  secure, 
who  can  predict  but  that  our  republic  shall  succeed,  and  that  our 
democracy  shall  make  possible  all  that  it  promises? 

The  common  man,  uncommon  because  he  had  neither  extreme 
of  poverty  nor  riches,  to  mar  his  chance  for  calm  deliberation,  is  much 
in  the  majority,  and  is  our  safe  background  and  wall  of  defense. 

As  yet,  our  public  school  system  does  not  satisfy  the  needs  of  all. 
The  elementary  school  prepares  for  the  secondary  school,  and  that  in 
turn  for  the  high  school  and  college;  but  the  few  only  can  go  to  col- 
lege. 

The  leaven  of  the  kindergarten  Avill  require  time  only  to  vitalize 
these  various  departments  which  now  lack  a  practical  humanitarian 
touch;  for  the  kindergarten  holds  to  the  principle  that  each  is  an 
essential  part  of  the  social  whole,  be  he  rich  or  poor,  black  or  white, 
imprisoned  or  free ;  that  he  therefore  is  worthy  of  the  development 
which  results  from  knowing  and  doing  things  in  the  company  of  others, 
who  have  equal  opportunity  with  himself. 

If  these  things  be  in  us  and  abound,  each  and  all  shall  become 
self-knowing,  self-directing,  self-controlling,  able  to  create  and  recre- 
ate, both  the  individual  and  the  social  whole,  in  keeping  with  the 
Divine  plan. 

The  Department  of  Kindergarten  Education  in  its  present  pro- 
grams aims  to  extend  the  usefulness  of  the  kindergarten  by  restating 
some  of  its  fundamental  principles,  and  in  noting  some  of  the  diffi- 
culties which  it  encounters  in  their   application. 

There  are  stirrings  within  as  well  as  without  the  kindergarten 
fold.  The  kindergarten  is  not  more  perfect  in  its  details  than  are 
other  institutions  of  human  origin;  but  it  is  more  complete  than 
the  public  school  to  which  it  has  been  annexed;  hence  the  apparent 
antagonism  which  results.  But  this  opposition  is  the  essential  stim- 
uli to  better  conditions  in  all  portions  of  our  great  educational  field. 

Let  us  welcome  the  dawning  day  when  righteousness  becometh 
our  nation  and  sin  is  becoming  a  reproach  to  our  people.  When  we 
shall  aim  to  not  only  niake  citizens  who  can  read,  write  and  figure, 
but  those,  also,  who  know  how  to  labor,  love  and  help  live. 

Dr.  Nathan  Oppenheim.  of  Xew  York  City,  author  of  many 
well-known  books  upon  the  care  of  the  child  in  health  and  disease, 
spoke  first,  his  subject  being  "The  Recognition  of  the  Physical  De- 
velopment of  the  Child  in  the  Training  of  Ivindergartners."  Dr. 
Oppenheim  believes  that  the  function  of  the  teacher  and  the  physi- 


10  KINDERGARTEN    MAGAZINE. 

cian  interlock.  Their  common  part  is  to  take  care  of  the  body  and 
mind  in  health  as  well  as  in  disease.  To  know  how  to  help  the  mind 
develop  in  normal  ways,  the  teacher  must  know  the  material  he  is 
working  with,  and  must  understand  that  the  child  is  not  an  adult 
in  the  small.  Every  cell  in  the  child's  body  is  a  lineal  descendant  of 
an  impregnated  ovum  and  that  ovum  is  as  much  human  as  you  or  I, 
From  the  beginning  there  are  definite  and  known  changes,  very  rapid 
at  first.  Differences  can  be  noted  from  day  to  day.  The  body  is 
always  in  flux,  in  process  of  change,  lungs,  blood,  tissue,  etc.  jSTo 
portion  in  the  child,  therefore,  is  a  counterpart  of  that  in  the  adult. 
There  is  a  portion  in  one  not  existent  in  the  other.  This  is  why  there 
are  diseases  peculiar  to  each  stage  of  growth. 

Because  nothing  is  fixed  it  is  impossible  to  regulate  occupations 
and  hours  in  any  fixed  routine.  It  is  absurd  therefore  for  the  kin- 
dergartner  to  ask  such  a  question  as :  "When  is  the  right  time  to  use 
the  sand-table?"  Neither  sand-table  nor  gift  are  sacred.  But  there 
is  in  the  child  something  infinitely  sacred.  We  have  cause  for  re- 
joicing evermore  if  we  have  helped  develop  that  into  something  more 
beautiful  than  before. 

In  playing  games  kindergartners  need  to  know  the  body  in  order 
to  know  if  they  are  injuring  or  helping  the  child,  as  in  teaching  color 
they  should  know  that  at  different  times  children  acquire  the  power 
to  see  different  colors,  they  actually  can  not  see  certain  colors  until 
certain  nerve  filaments  are  developed. 

The  great  idea  now  governing  the  world  is  the  gift  of  Chris- 
tianity, i.  e.,  the  value  of  the  individual  child.  Future  development 
depends  upon  teachers  imbued  with  this  idea  and  armed  with  facts 
about  the  laws  of  this  development. 

Mrs.  Ada  Marean  Hughes,  of  Toronto,  followed  with  an  im- 
portant paper  on  "The  Eecognition  of  the  Physical  Development  of 
the  Child  in  the  Training  of  Kindergartners.'' 

The  first  to  speak  in  discussion  was  E.  Hermann  Arnold,  Presi- 
dent of  the  Department  of  Physical  Education  and  director  of  the 
JSTew  Haven,  Conn.,  Normal  School  of  Gymnastics.  Mr.  Arnold, 
although  born  in  the  region  of  the  Froebel  country,  Germany,  claimed 
to  have  some  hesitancy  about  "thrusting  a  child  into  the  kinder- 
garten," feeling  that  the  child's  physical  needs  demand  a  chance  to 
play  and  to  be  turned  loose  in  the  pasture  (surely  no  kindergartner 


NATIONAL   EDUCATIONAL   ASSOCIATION.  11 

would  gainsay  this).  Turn  him  loose  upon  nature,  art,  humanity, 
and  his  work  will  show  what  is  wanted.  It  is  unthinkable,  ]\Ir.  Ar- 
nold said,  to  lead  thirty  or  forty  in  physical  exercises  without  tiring 
some  and  leaving  others  unsatisfied.  The  child  leads  a  strenuouis 
life  but  not  in  that  way.  Variety  and  effort  are  especially  lacking. 
The  child  of  three  or  four  makes  tremendous  efforts  but  he  tires  and 
then  he  rests.  The  kindergarten  does  not  offer  a  chance  for  vigorous 
activity,  running,  jumping,  climbing,  etc.  "The  kindergarten  is  too 
nice  to  be  strenuous." 

Among  the  dangers  of  the  kindergarten  Mr.  Arnold  named  the 
overdoing  of  the  small  muscles  and  the  overtiring  by  continuous 
play,  the  result  not  being  noticeable  till  the  child  was  much  older. 
There  is  often,  also,  too  much  suggestion.  The  child  resents  ill-timed 
suggestions.  There  is  not  enough  opportunity  for  individual  initia- 
tive, for  splitting  up  into  natural  groups.  The  normal  child  will  play 
in  groups  for  five  or  ten  minutes,  then  new  groups  will  form.  Ir- 
ritability when  one  group  breaks  up  is  a  sign  of  fatigue,  of  lack  of 
interest  and  attention.  If  not  permitted  to  break  up  naturally, 
strained  diplomatic  relations  ensue,  followed  by  a  fight,  the  fight  being 
in  such  a  case  a  mental  and  physical  necessity  to  overwrought  nerves. 

Mr  Arnold  recognized  the  diffilculty  of  securing  people  who  un- 
derstand what  the  kindergarten  may  and  may  not  do,  his  final  con- 
clusion being  that  the  kindergarten  was  not  the  place  for  all  children, 
the  playground  and  garden  being  much  better  for  most.  What  he 
called  the  niceness  of  the  kindergarten  seemed  to  trouble  Mr.  Arnold 
very  much. 

Superintendent  Carroll,  of  Eochester,  X.  Y.,  followed,  taking 
exception  to  some  of  Mr.  Arnold's  points.  Every  child,  he  said,  "is 
blessed  by  a  good  kindergarten.'"  Consciously  or  unconsciously  Froe- 
bel  discovered  the  principle  of  play ;  he  leavened  the  lump ;  every  child 
has  time  for  free  play  in  the  Eochester  school  kindergartens.  The 
kindergartners  have  learned  to  play;  indeed  the  world  is  at  play; 
there  is  a  new  spirit  abroad.  The  difference  between  the  past  and 
present  was  emphasized  by  Superintendent  Carroll's  word  picture 
of  his  own  boyhood  when  in  order  to  get  a  playtime  at  all  the  boys 
had  to  slip  out  and  have  their  games  under  cover  of  the  night. 

There  is  no  sadder  sight,  said  the  superintendent,  than  a  child 
learning  to  play  in  an  artificial  way.     "Freedom  is  the  dearest  word 


12  KINDERGARTEN    MAGAZINE. 

in  our  vocabulary/'  and  he  arraigned  the  attempt  to  assign  certain 
games  and  exercises  to  certain  unalterable  hours.  No  teacher  can  do 
his  best  without  a  sense  of  initiative  and  dependence  on  his  own  re- 
sources. This  is  most  vital  in  the  kindergarten  for  the  child  is  then 
plastic.  Spontaneity  is  the  mainspring  of  his  action;  if  restricted, 
mechanism  is  bound  to  develop.  What  an  anomaly  to  restrict  the 
initiative  and  spontaneity  of  the  kindergartner.  Eestriction  reduces 
one-half  the  possible  intellectual  output  and  the  emotions  and  physical 
reacts  upon  these. 

There  should  be  no  accommodating  of  the  kindergarten  to  the 
poor  kindergartner.  Freedom,  life,  action  are  inseparable  and  were 
bought  for  the  kindergartner  at  a  great  price. 

The  kindergartner's  cause  received  an  unexpected  benediction 
from  William  N.  Barringer,  supervisor  of  summer  and  evening  schools 
in  Newark,  N.  J.  Mr.  Barringer  rose  to  bring  the  greetings  and  good 
wishes  of  a  man  who  had  been  sixty-one  years  a  teacher.  He  referred) 
to  Superintendent  Carroll  as  one  of  his  "little  boys"  and  incidentally 
reminded  us  that  Mr.  Carroll's  wife  had  been  a  kindergartner,  which 
might  account  for  his  appreciation  of  the  kindergarten. 

It  was  truly  a  matter  of  encouragement  and  a  reinforcement  of 
one's  faith  to  hear  the  witness  of  this  man.  who,  however  advanced 
in  years,  was  still  youthful  enough  in  heart  and  mind  to  be  one  with 
the  kindergartners.  His  message  of  good  cheer,  "Go  on ;  don't  be  dis- 
couraged," will  long  ring  in  the  ears  of  his  auditors. 

At  the  Thursday  session  Miss  Harriette  Melissa  Mills,  instructor 
in  kindergarten  education,  Teachers'  College,  gave  the  leading  paper, 
"Methods  of  Supervision  of  Public  School  Kindergartens."  The 
Kindergarten  Program.     Active  discussion  followed. 

DR.   MAXWELL''s  ADDRESS. 

Each  new  convention  of  the  N.  E.  A.  seems  better  than  the  last, 
and  the  searching  and  masterly  address  of  President  Maxwell  at  the 
opening  meeting  of  the  general  sessions  was  an  earnest  of  what  was 
to  come. 

Governor  Stokes  was  unable  to  be  present,  and  Dr.  James  T. 
Green,  principal  of  the  State  Normal  School  at  Trenton,  extended  the 
greetings  of  the  State  in  the  Governor's  name,  the  response  being  made 
by  Albert  G.  Lane,  of  Chicago,  who  was  president  of  the  association 
when  it  met  before  in  Ocean  Grove  and  Asbury  Park,  eleven  years  ago. 


NATIONAL    EDUCATIONAL    ASSOCIATION.  13 

"Education  for  Efficiency"  was  the  concise,  comprehensive  title 
of  Dr.  Maxweirs  efficient  and  timely  address.  The  conflict  raging  in 
the  far  East  pointed  his  first  moral,  Japan  made  efficient  by  training 
and  education,  Eussia  inefficient  because,  though  rich  in  natural  re- 
sources and  a  large  population,  that  population  was  ignorant  and  un- 
trained. 

"Borrowing  eagerly  from  western  civilizations.  Japan  has  adopted 
for  her  own  whatever  school  exercise  or  method  of  teaching  gives 
promise  of  training  or  efficiency.  Nobly  has  she  repaid  her  debt  to 
Europe  and  America.  She  has  demonstrated  to  the  world  that  the 
training  of  the  young  to  skill  of  hand,  to  accuracy  of  vision,  to  high 
physical  development,  to  scientific  knowledge,  to  accurate  reasoning, 
and  to  practical  patriotism — for  these  are  the  staples  of  Japanese 
education — is  the  best  and  cheapest  defense  of  nations." 

Dr.  Maxwell  finds  the  corrective  to  the  evils  incident  to  the  ac- 
cumulation of  wealth,  not  in  anti-trust  laws  or  other  repressive  legis- 
lation, but  in  a  system  of  schools  which  provides  a  training  for  all 
equal  to  the  best  which  money  can  buy;  which  discovers  and  reveals 
genius  born  in  low  estate,  and  enables  it  to  fructify  for  the  common 
good;  and  which  guarantees  to  every  child  the  full  development  of  all 
of  his  powers.  The  trained  man  will  demand  and  will  in  the  long 
run  receive  his  full  share.  Education  is  a  chief  cause  of  wealth  and 
the  most  certain  correction  of  its  abuse;  in  a  community  in  which 
every  man  was  trained  to  his  highest  efficiency,  monopoly  and  poverty 
would  be  alike  impossible. 

Education  for  efficiency  means  for  Dr.  Maxwell  not  only  a  train- 
ing that  would  make  a  man  a  good  soldier,  or  a  wise,  discriminating 
reader  of  the  daily  paper  and  a  wdse  voter,  nor  "that  wretched  travesty 
of  education  Avhich  would  confine  the  work  of  the  public  school  to 
those  exercises  in  reading,  writing  and  ciphering  which  will  enable  a 
boy  or  girl  at  the  age  of  fourteen,  or  earlier,  to  earn  starvation  Avages 
in  a  store  or  factory. 

"Education  for  efficiency  means  all  of  these  things  but  it  means 
much  more.  It  means  the  development  of  each  citizen  first  as  an  in- 
dividual and  second  as  a  member  of  society.  It  means  bodies  kept 
fit  for  service  by  appropriate  exercise.  It  means  that  ea-ch  student 
shall  be  taught  to  use  his  hands  deftly,  to  observe  accurately,  to  reason 
justly,  to  express  himself  clearly.  It  means  that  he  shall  learn  to  live 
cleanly,  happily,  healthfully,  helpfully  with  those  around  him.  Thai 
he  shall  learn  to  cooperate  with  his  fellows  for  far-reaching  and  far- 


14  KINDERGARTEN    MAGAZINE. 

distant  ends;  that  he  shall  learn  the  everlasting  truth  of  the  words 
uttered  nearly  two  thousand  years  ago :  'No  man  liveth  to  himself,' 
and  'Bear  ye  one  another's  burdens.'  Such  I  take  it  is  the  goal  of 
Almerican  education." 

This  being  the  case,  Dr.  Maxwell  finds  that  the  curriculum,  par- 
ticularly that  of  the  elementary  schools,  becomes  an  object  of  extreme 
solicitude,  for  the  latter  contain  ninety  per  cent  of  the  children  under 
instruction. 

The  speaker  named  as  the  most  prominent  features  of  the  recent 
movement  for  reform  in  the  elementary  curriculum  the  development 
of  the  imagination  and  the  higher  emotions  through  literature,  art 
and  music ;  the  training  of  the  body  and  the  executive  powers  of  the 
mind  through  manual  training,  physical  training  and  play  the  intro- 
duction of  the  child  to  the  sources  of  material  wealth,  through  the 
direct  study  of  nature  and  the  processes  of  manufacture. 

The  movement,  which  at  first  seemed  to  have  a  psychological 
basis,  is  now  seeking  a  sociological  foundation. 

The  opposition  to  the  so-called  fads  arises  from  three  sources, 
according  to  the  speaker's  analysis.  1.  The  demagogic  contentions 
of  selfish  politicians  who  do  not  like  to  see  diverted  to  other  ends  the 
money  which  they  consider  their  legitimate  spoils.  But  we  may  hope 
with  Dr.  Maxwell  that  the  "saving  common  sense  of  the  common  peo- 
ple when  deliberately  appealed  to  will  always  come  to  the  rescue  of 
the  schools." 

2.  The  conservative  element  in  the  teaching  force,  those  them- 
selves brought  up  under  the  old  regime. 

3.  The  progressive  teachers  who  are  disappointed  that  the  new 
methods  have  not  accomplished  already  what  was  hoped  for  them  by 
their  enthusiastic  advocates. 

Dr.  Maxwell  believes  this  disappointment  and  discouragement 
natural,  but  finds  there  are  explanations  for  the  slow  progress  and  ap- 
parent lack  of  success  which  are  due  not  so  much  to  the  falsity  of  the 
premises  as  the  conditions  in  the  educational  world.  Public  educa- 
tion is  a  much  more  difficult  thing  now  than  it  was  fifty  years  ago. 
1.  Because  of  the  migration  of  population  from  the  country  to  the 
cities,  with  its  consequent  loss  of  much  important  incidental  educa- 
tion. 2.  Because  of  the  vastly  increased  immigration  from  foreign 
countries  and  the  present  character  of  the  immigrants.     Formerly 


NATIONAL   EDUCATIONAL   ASSOCIATION.  15 

the  immigrants  were  allied  to  us  both  in  language  and  traditions; 
now  the  majority  are  from  southern  Europe,  illiterate,  unaccustomed 
to  self-government,  and  with  a  much  lower  standard  of  living.  "Teach- 
ers/^ he  said,  'Tiave  a  right  to  complain  that  municipal  authorities, 
in  permitting  the  overcrowding  of  immigi-ants  in  unsanitary  quarters, 
have  aided  the  establishment  of  the  most  serious  obstacle  yet  discov- 
ered to  the  upward  progress  of  public  education." 

Despite  these  obstacles  and  complicated  problems  Dr.  Maxwell 
finds  the  pupils  of  today  superior  in  intelligence,  power  of  initiative 
and  all  round  efficiency,  to  those  of  half  a  century  ago. 

One  most  important  suggestion  was  that  the  highest  efficiency  of 
the  schools  demands  differentiation  not  only  in  the  higher  but  in  the 
elementary  grades,  i.  e. 

It  is  absurd  to  place  the  boy  or  girl,  ten  or  twelve  years  of  age, 
just  landed  from  Italy,  who  can  not  read  a  word  in  his  own  lamguage 
or  speak  a  word  of  English,  in  the  same  class  with  American  boys  and 
girls  five  or  six  years  old.  For  a  time  at  least  the  foreigners  require 
to  be  segregated  and  to  receive  special  treatment.  Again,  the  studies 
that  appeal  to  the  normal  boy  only  disgust  the  confirmed  truant  or 
the  embryo  criminal.  Yet  again,  the  mentally  defective,  the  crippled 
and  the  physically  weak  children  require  special  treatment.  Unless 
all  indications  fail,  the  demand  for  education  for  efficiency  will  lead 
in  all  our  large  cities  to  the  organization  of  many  widely  differentiated 
types  of  elementary  school. 

Dr.  Maxwell  believes  in  using  the  schools  as  centers  for  the 
adults  as  well  as  the  children,  and  also  that  in  order  to  a-ccomplish 
best  results  with  children  of  the  underfed  population,  that  opportu- 
nity should  be  given  in  school  kitchens  to  provide  food  at  lowest  pos- 
sible cost  for  such.  In  these  difficulties  and  the  economic  peril  and 
racial  differences  the  speaker  finds  the  teachers'  opportunity  and 
surely  there  was  no  teacher  there  present  but  who  was  thrilled  with 
the  closing  words  which  expressed  so  well  the  oportunities  of  those 
who  belong  to  the  highest  of  professions,  the  noble  l;)rotherhood  of 
teachers. 

Commissioner  of  Education  Harris  held  out  high  hopes  in  his 
paper  on  the  Future  of  Teachers'  Salaries.  He  finds  the  salaries 
slowly  increasing  in  value  and  likely  to  further  increase  with  the 
spread  of  intelligence  and  labor-saving  machinery.  "The  larger  the 
sum  produced  by  the  average  person  in  the  United  States  the  greater 


16  KINDERGARTEN    MAGAZINE. 

his  ability  to  support  schools  and  furnish  positions  of  large  salaries 
for  the  higher  order  of  teachers." 

J.  V.  Skiff,  director  of  the  Field  Columbian  Museum,  Chicago, 
spoke  upon  the  value  of  educational  museums.  Immediately  follow- 
ing Dr.  Maxwell's  words  upon  the  problem  of  educating  and  Ameri- 
canizing our  illiterate  foreign  immigrants  it  was  edifying  and  con- 
ducive to  proper  humility  of  spirit  to  learn  that  among  the  visitors  to 
the  museums,  though  a  large  proportion  are  foreigners,  "the  manners 
of  these  visitors,  whose  nativity  is  so  remote,  are  in  sharp  and  re- 
buking contrast  with  those  of  the  American  born.  Every  discovered 
vandal  has  been  a  native  of  the  United  States.  Reverence  is  not  a 
dominant  trait  in  this  country." 

A  vast  concourse  gathered  on  Friday,  July  7.  to  hear  President 
Roosevelt's  address.  It  was  an  enthusiastic  and  appreciative  audi- 
ence that  thronged  to  hear  him.  In  his  strong,  straight-to-the-point 
remarks  he  recognized  the  importance  of  the  efficient  teacher  to  the 
republic.  "You  teachers  make  the  whole  world  your  debtor;  if  you 
did  not  do  your  work  well  this  republic  would  not  endure  between  the 
span  of  the  generation.  You  furnish  a  common  training  and  com- 
mon ideals  for  the  children  of  all  the  mixed  peoples  who  are  here  be- 
ing fused  into  one  nationality.  It  is  in  no  small  degree  to  you  and 
your  efforts  that  we  are  one  people  instead  of  a  group  of  jarring 
peoples." 

The  President  pointed  out  the  influence  of  the  teacher  in  estab- 
lishing both  by  precept  and  example  ideals  other  than  those  of  wealth, 
to  "show  that  while  you  regard  wealth  as  a  good  thing  you  regard 
other  things  as  still  better." 

"Thrice  fortunate  are  you  to  whom  it  is  given  to  lead  lives  of 
resolute  endeavor  for  the  achievement  of  lofty  ideals,  and  furthermore, 
to  instill,  both  by  your  lives  and  your  teachings,  these  ideals  into  the 
minds  of  those  who  in  the  next  generation  determine  the  position 
which  this  nation  will  hold  in  the  history  of  mankind." 

The  response  of  Miss  Katherine  D.  Blake,  principal  of  public 
school  No.  6,  New  York  City,  was  listened  to  with  closest  attention 
and  received  the  unstinted  approval  of  the  pleased  audience  and  the 
pleased  President.  "He  is  the  greatest  teacher  of  us  all."  Miss  Blake 
said,  "for  he  is  a  teacher,  not  of  children  but  of  men — nay,  more, 
of  nations,  and  as  we  watch  the  work  of  our  great  peace-maker  we 


NATIONAL    EDUCATIONAL   ASSOCIATION.  17 

all  hope  that  success  may  shortly  crown  his  efforts."  Miss  Blake 
expressed  the  thanks  of  the  teachers  of  New  York  for  the  stand  The- 
odore Eoosevelt  took  when  governor  of  New  York  in  support  of  bet- 
ter salaries  for  the  teachers  of  the  children  of  the  State.  She  related 
s  brief  experience  telling  how,  long  before,  he  had  become  an  in- 
spiration in  her  life  through  a  speech  made  when  a  member  of  the 
legislature  of  New  York  state.  Her  closing  words  were  of  the 
prophetic  order : 

I  look  forward  to  the  time  when  the  sacred  rights  of  our  children 
to  the  highest  type  of  education  may  be  recognized  by  our  national 
Government  as  greater  than  the  rights  of  laborers  or  farmers;  to  the 
time  when  the  department  of  Education  shall  equal  in  importance  the 
department  of  State  itself. 

At  the  general  sessions  on  Tuesday  Mayor  McClellan  of  New 
York  spoke  upon  the  standards  of  local  administration.  His  ad- 
dress elicited  much  applause  although  we  doubt  if  in  all  cases  those 
applauding  agreed  in  all  respects  with  the  opinions  expressed,  espe- 
cially upon  those  in  connection  with  the  three  E's. 

He  is  undoubtedly  correct  in  imputing  some  of  the  commercial 
spirit  of  out  schools  to  the  fact  that  "educators,  recognizing  the 
economic  law  of  supply  and  demand,  have  tried  to  bring  to  market 
only  salable  goods.  When  fond  parents  have  preferred  demands  that 
colleges  should  turn  out  money-making  machines  rather  than  educated 
men.  colleges  have  met  the  demand." 

Dr.  Canfield  of  Columbia  University  at  short  notice  took  the 
platform  in  place  of  Dr.  Alderman,  president  of  University  of  Vir- 
ginia. He  finds  the  American  of  today  characterized  by  four  dis- 
tinct thoughts:  One  is  that  he  will  know  and  does  not  fear  the 
truth;  secondly,  he  stands  today  for  a  democracy  which  will  finally 
trust  no  other  than  the  people  and  the  whole  people,  under  intelligent 
acceptance  of  intelligent  leadership ;  third,  he  seeks  a  social  democ- 
racy in  which  no  man  is  common  or  unclean,  and  all  are  equal  in  op- 
portunity; fourth,  he  stands  for  organization  and  co-operation  in  the 
place  of  competition. 


A   SIX  WEEKS'   KINDEEGAETEN   WITH   FOEEIGN    CHIL- 
DEEN  AND  WITHOUT   KINDEEGAETEN  MATEEIALS. 

MAY  OWENS  KINSET. 

IMAGINE  fifty  healthy,  happy  children,  seated  on  benches  around 
the  sides  of  the  room — benches  not  screwed  to  the  floor.  The 
benchts  were  large  and  the  children  small,  consequently  their 
little  feet  could  not  touch  the  floor  so  that  they  kept  swinging  them 
back  and  forth  just  as  fast  as  they  could  possibly  make  them  go. 

Their  bright  eyes  and  ears  were  all  attention,  for  this  was  the 
first  kindergarten  ever  opened  in  the  school.  Curiosity  showed  in 
every  face. 

And  for  six  weeks  Ave  were  to  hold  kindergarten  before  furniture 
or  gifts  or  occupations  arrived. 

The  first  problem  was  represented  by  the  queer  assortment  of 
treasures  arrayed  on  the  window  sills — molasses-covered  candy  on 
sticks,  bags  of  candy,  peanuts,  popcorn  balls,  cracker-jack,  lunch  of 
various  kinds  including  bottles  of  coffee  and  Wiener  wurst  sandwiches. 
There  were  also  toys,  a  horn,  drum,  a  large  ball  and  train  of  cars. 
Why  was  this  miscellaneous  collection  so  interesting?  Because  these 
were  all  given  to  the  children  on  condition  that  they  come  to  kinder- 
garten. The  parents  little  realized  that  this  was  bribery,  on  a  sma-ll 
scale  to  be  sure,  but  the  principle  was  there  just  the  same.  Ignorant 
of  the  meaning  of  the  kindergarten  they  coaxed  the  children  to  go  to 
school,  by  giving  them  the  things  which  they  most  wanted,  whether 
it  was  an  apple  dipped  in  molasses  or  a  toy  engine.  Of  course  these 
things  had  to  be  taken  away  from  them  for  the  time  being  and  one 
can  imagine  the  amount  of  talking  necessary  to  convince  the  children 
that  the  loss  was  only  temporary,  and  they  could  have  them  again 
when  they  went  home.  Occasionally  a  chubby  hand  would  reach  up 
to  take  the  molasses  covered  apple  so  afraid  was  the  owner  that  it 
would  not  get  to  him  again.  This  necessitated  another  trip  to  the 
lavatory  to  make  the  child  presentable  in  the  kindergarten. 

Did  the  strong  desire  to  cling  to  these  treasures  indicate  the  need 
on  the  child's  part  of  something  that  connected  him  with  the  home 
from  which  he  was  for  the  first  time  estranged? 


SIX    WEEKS    WITHOUT    KINDERGARTEN    ^lATERIALS.        19 

This  was  not  the  only  inducement  used.  Several  times  a  mother 
or  a  sister  came  and  gave  money  to  give  "Johnny"  when  school 
was  out.  Twice  a  nickel  was  given  with  instructions  to  give  the 
little  brother  one  penny  a  day  for  a  week.  Imagine  the  book-keeping 
necessary  if  such  arrangements  were  maintained  I 

The  district  was  foreign  in  every  way.  There  were  not  more 
than  six  children  who  understood  any  English  at  all.  The  parents 
were  Bohemian  and  spoke  their  own  language  entirely  at  home.  The 
children  were  fearful^  afraid  to  come  to  school,  and  the  parents  knew 
no  other  way  of  getting  them  to  come.  They  understood  so  little 
English  that  we  could  not  enter  into  the  ethical  and  altruistic  reasons 
for  abolishing  the  system.  We  simply  told  them  that  the  children 
could  not  have  such  things  in  the  kindergarten.  That  whatever  they 
wished  to  give  them  must  be  given  after  reaching  home.  And  that 
in  a  few  days  they  would  gladly  come  without  any  promise  at  all. 

Bear  in  mind  that  the  room  was  without  tables,  chairs  or  any  of 
the  kindergarten  materials.  What  to  do  to  make  the  day  in  the 
kindergarten  attractive  and  helpful  was  the  problem. 

Happily  a  piano  was  borrowed  from  the  hall.  I  plan."cd  some  sim- 
ple melodies,  Lange's  Flower  Song,  Wagners  Ode  to  the  Evening 
Star,  part  of  Lybach's  Fifth  ISTocturne,  Eubenstein's  Melodie  in  F 
and  others.  They  enjoyed  the  piano  and  would  listen  twenty  min- 
utes at  a  time. 

I  began  at  once  to  play  some  of  the  songs  we  wished  to  give  them 
later  as  I  believe  in  the  children  hearing  the  air  for  two  weeks  at 
least  before  giving  them  the  words  of  a  song. 

For  the  immediate  work  we  gave  them  the  finger  plays  (without 
the  piano)  which  they  received  with  delight.  They  responded  to 
music  quickly.  The  hand  clapping  also  was  a  great  joy.  Think  of 
clapping  softly  and  loudly  without  being  told  to  "keep  quiet"  by  a 
nervous  parent. 

We  decided  to  give  them  a  good  deal  of  marching,  knowing  that 
the  more  practice  they  received  before  the  kindergarten  supplies 
came,  the  less  detail  work  would  be  necessary  later  on.  Everything 
proceeded  slowly  because  they  could  not  understand  the  language, 
and  after  a  certain  routine  was  established  there  were  two  or  three 
who  would  cry  if  we  made  any  change. 

But  after  all  it   was   surprising  to   see  how  soon  the   children 


20  KINDERGARTEN    MAGAZINE. 

realized  that  we  were  their  friends.  I  often  wonder  what  it  all 
meant  to  them,  the  meaningless  words,  etc. 

Marching  and  skipping  occupied  one-fourth  of  the  time.  There 
were  the  usual  number  of  boys  who  were  too  shy  or  bashful  to  skip. 
We  encouraged  them  by  having  their  older  brothers,  boys  of  thirteen 
or  fourteen,  come  in  to  skip  with  us  a  little.  This  prompted  the 
little  fellows  to  want  to  skip,  too.  I  asked  the  big  brothers  to  skip 
with  the  little  ones  in  the  school  yard  and  around  home,  and  this 
effected  a  change  right  away. 

My  fellow  director  was  a  very  clever  artist.  She  could  draw  on 
the  board  anything  the  children  wanted.  During  the  circle  I  would 
ask  them  where  they  had  been  and  what  they  had  seen.  Only  a  very 
few  could  answer.  One  told  of  a  trip  to  the  park,  the  pond,  water 
lilies  and  a  boat.  In  a  twinkling  the  pictures  were  on  the  board 
before  them. 

We  illustrated  the  days  of  the  week  the  same  way.  One  little 
girl  was  pictured  through  the  different  periods  doing  the  work  of  the 
mother  at  home.  A  little  later  we  would  have  the  children  choose 
the  picture  they  wanted  to  see,  girl  rolling  hoop,  boy  flying  kite, 
girl  watering  flowers  and  other  familiar  occupations.  This  pleased 
the  children  heartily.  They  could  not  understand  stories,  but  pic- 
tures appealed  to  them  and  gradually  we  brought  the  subject  to  them 
through  pictures.  It  gave  them  confidence  and  they,  too,  tried  to 
represent  little  pictures  on  the  board. 

We  let  each  one  draw  a  picture  of  his  hand  (in  connection  with 
the  finger  plays)  on  manila  paper  and  take  it  home  the  first  week. 
They  also  drew  leaves  and  twigs.  They  had  to  do  all  their  work  on 
the  floor. 

We  secured  bright  colored  papers  from  the  drug  store  and  cut 
them  in  strips,  for  chains.  Paste  was  made  of  gum  tragacanth,  and 
the  stiff  backs  of  the  manila  paper  tablets  were  cut  into  small  squares  to 
hold  it.  The  first  chains  were  naturally  used  to  decorate  the  kinder- 
garten. 

Another  occupation  was  the  making  of  worsted  balls  in  the  fol- 
lowing manner:  Take  two  pieces  of  cardboard  about  the  size  of  a 
dollar;  cut  a  hole  in  the  center  one  about  one-quarter  inch  in  diam- 
eter ;  sew  over  and  over  until  this  hole  is  filled ;  then  cut  the  worsted 
between  the  cardBoards  along  the  edge  of  the  circles;  separate  the 


SIX    WEEKS    WITHOUT    KINDERGARTEN    MATERIALS.        21 

circles  slightly;  and  tie  the  worsted  securely  at  the  center;  tear  away 
the  cardboards  and  the  result  is  an  attractive  first  gift  ball. 

We  brought  bits  of  worsted  from  home  and  bought  a  package 
of  needles ;  after  awhile  we  designed  some  simple  cardboard  sewing, 
using  as  before,  the  backs  of  the  tablets. 

For  games  we  dramatized  the  every  day  occupations  of  the 
mother,  using  the  word,  action  and  the  picture  on  the  board,  to  il- 
lustrate the  meaning.  The  ball  games,  "Roll  over,  come  back,"  and 
"My  ball,  1  Avant  to  bounce  you,"  were  always  popular.  We  had 
bought  a  rubber  ball  which  was  the  only  one  used  until  the  gifts 
came. 

One  day  I  took  some  gingham  bags  to  kindergarten,  sewed  all 
except  part  of  one  side.  The  children  had  brought  beans  and  the 
older  ones  filled  the  bags  and  sewed  them.  We  made  eight  and 
played  witli  them  in  various  ways  all  the  year. 

DraAving,  a  wee  bit  of  sewing  and  a  little  pasting  were  all  the 
occupations  emploA^ed.  We  would  have  cut  out  and  pasted  pictures 
but  we  had  only  sharp-pointed  scissors  and  we  did  not  venture  to  put 
scissors  into  their  hands  until  the  regular  blunt  kindergarten  scissors 
came. 

As  to  what  the  children  had  gained  during  these  six  weeks  ^ 
They  gained  certainly  some  working  knowledge  of  the  English  lan- 
guage. They  learned  to  use  pencil  and  chalk;  to  use  the  needle 
and  the  paste  stick.  They  saw  how  paper  could  be  utilized  in  draw- 
ing, cutting  and  pasting. 

Through  the  use  of  the  materials  above  named,  and  through 
the  march  and  rhythm  work  they  gained  a  certain  amount  of  self- 
control,  they  received  exercises  in  association  and  co-operation  to  a 
small  degree,  and  the  subtle  effects  of  unity,  harmony,  continuity  and 
interdependence  were  surely  felt. 

They  exercised  and  strengthened  the  power  of  working  definitelv, 
i.  e.,  with  purpose  ahead. 

They  began  to  get  an  inkling  of  that  higher  law  to  which  all 
must  submit  in  order  to  be  happy  and  helpful  and  to  confer  happi- 
ness and  blessing. 


METHODS   OF   SUPERYISIOX   OF  PUBLIC    SCHOOL   KIX- 
DEROARTEXS— THE    KIXDEEGARTEX    PROGEAM.* 

HARRIETTE    MELISSA   MILLS^ 

Instructor  in  Kindergarten  Education,  Teachers'  College,  Columbia  University, 

New  York  City. 

THE  most  difficult  of  all  the  problems  presented  to  the  kinder- 
garten supervisor  for  solution  is  that  of  the  kindergarten 
program. 

In  kindergarten  circles  the  interest  in  this  subject  is  a  growing 
one,  since  the  problem  has  recently  taken  definite  form  in  the  ques- 
tion: Shall  a  uniform  program  be  adopted,  or  shall  each  kinder- 
gartner  make  her  own  program? 

I  have  been  requested  to  consider  the  subject  of  the  kinder- 
garten program  from  the  standpoint  of  the  liberal  worker,  and  at 
the  same  time  to  present  the  claims  of  the  conservative  kindergartners. 
To  do  this  adequately  within  the  limits  of  this  paper  is  impossible. 

Centuries  ago  a  great  prophet  admonished  his  people  with  these 
words :  "Choose  you,  this  day,  whom  ye  will  serve" ;  and  the  inter- 
vening centuries  have  given  proof  that  on  the  ability  to  choose  and  the 
freedom  of  choice  hang  the  issues  of  growth  and  character. 

The  issue  today  between  conservative  and  liberal  kindergartners 
is  primarily  that  of  freedom,  or  in  the  words  of  Froebel :  "The  right 
of  the  individual  to  reveal  his  essence  in  his  own  life  with  self-deter- 
mination and  freedom."  Kindergarten  supervisors  and  teachers  are 
alive  to  the  necessity  of  choosing  whether  they  will  follow  the  leader- 
ship of  Friedrich  Froebel  as  the  founder  of  an  imperfectly  conceived, 
and  imperfectly  organized  institution,  or  whether  they  will  follow  him 
as  one  who  "advocated  a  principle  and  embodied  a  spirit";  for  Froe- 
bel did  not  succeed  in  establishing  a  logical  system  of  theory  and 
practice,  but  he  did  succeed  in  presenting  a  "unity  of  tendency  and 
endeavor." 

Froebel's  intellectual  grasp  was  far  exceeded  by  his  intuitive 
insight  into  the  problems  of  education.     These  intuitions  constitute 

*Address  given  at  the  Kindergarten  Department  of  the  National 
Educational  Association,  Asbury  Park,  July,  1905. 


THE   KINDERGARTEN    J'ROGRAM.  23 

the  dynamic  power  of  the  Froebcllian  philosophy;  and  the  fa-ct  that 
many  of  them  have  been,  and  are  being  verified  by  evolutionary  science, 
genetic  psychology,  and  child  study,  constitutes  an  allurement  to 
study  that  is  as  fruitful  as  it  is  inspiring. 

There  is  today  on  the  part  of  kindergarten  workers  practical 
unanimity  of  conviction  in  favor  of  planned  work.  The  conservative 
kindergartners  are  generally  in  favor  of  a  uniform  program.  The 
liberal  kindergartners  advocate  individual  programs. 

The  most  notable  effort  in  program  making,  and  the  one  that  has 
gained  widest  acceptance,  is  the  outline  known  as  "The  Uniform 
Program.'"'  by  Miss  Susan  Blow. 

The  fact  that  this  outline  has  not  been  published  makes  the  task 
of  presentation  exceedingh-  delicate. 

In  order  to  forestall  the  implication  of  partial  knowledge  of  the 
uniform  program.  I  wnsh  to  state  that  I  posses?  a  copy  of  this  outline; 
that  I  have  attended  over  forty  lectures  on  this  subject  given  by  Miss 
Laura  Fisher,  and  that  I  have  used  the  program  with  a  group  of 
children  from  four  to  six  years  of  age  in  New  York  City. 

The  liberal  supervisors  and  kindergartners  recognize  that  there 
is  no  place  in  the  modem  school  system  for  an  education  according 
to  Froebel,  any  more  than  there  is  for  an  education  according  to 
Comenius  or  Rousseau.  They  base  their  contention  for  freedom  and 
a:  natural  kindergarten  upon  educational  principles  that  are  recog- 
nized as  valid  by  all  educators.  These  universal  truths  are  the  very 
spirit  of  the  Froebellian  philosophy. 

In  presenting  the  point  of  view  of  the  liberal  kindergartner, 
I  shall  make  repeated  reference  to  Freidrich  Froebel.  For  this  I 
make  no  apology,  since  through  these  references  I  hope,  in  some  meas- 
ure, to  defend  the  liberal  kindergartner  from  the  charge  of  being 
anti-Froebellian. 

For  the  sake  of  clearness,  we  will  consider  the  kindergarten 
program  under  three  divisions : 

I.  The  reasons  for  a  uniform  program,  advocated  by  conserva- 
tive leaders. 

II.  The  characteristics  of  the  program  suggested. 

III.  The  kindergarten  program  from  the  liberal  point  of  view. 
The  principal  reasons  for  advocating  a  uniform  program,  as  I 


24  KINDERGARTEN    MAGAZINE. 

have  been   able  to  gather  them   from   published  articles   and  public 
lectures,  may  be  summed  up  as  follows : 

1.  The  general  inability  of  klndergartners  to  make  programs 
adequately  embodying  Froebel's  principles. 

2.  The  danger  of  selecting  subject  matter  far  removed  from  the 
sympathies  and  interest  of  little  children. 

3.  The  liability  of  the  kindergartner  to  become  mechanical, 
repeating  from  year  to  year  the  models  acquired  during  her  period 
of  training. 

Conservative  klndergartners  claim  that  the  strength  of  the  uni- 
form program  is  due  to  the  fact  that  it  embodies  the  results  of  long 
years  of  experience  and  observartion ;  that  it  concentrates  the  minds 
of  many  klndergartners  upon  the  common  features  of  their  work; 
it  supplements  the  course  of  professional  training;  it  rescues  the 
kindergartner  from  isolation,  in  which  there  is  danger  of  self-limita- 
tion and  self-imitation. 

THE   CHARACTERISTICS   OF   THE    UNIFORM   PROGRAM. 

The  development  of  this  program  is  known  to  be  based  upon 
fundamental  ideas  concerning  Froebel's  Mother  Play,  and  the  gifts 
and  occupations.  The  Mother  Play  is  accepted  as  the  text-book  of 
the  kindergarten. 

Miss  Blow  writes  in  ''Symbolic  Education" :  '^'It  should  be  the 
beacon  light  by  which  each  kindergartner  directs  her  course.  It  should 
bo  the  beating  heart  of  every  kindergarten.  It  should  be  the  center 
around  which  revolves  all  the  concentric  circles  of  kindergarten  ac- 
tivity." True  to  these  convictions,  the  uniform  program  finds  in  the 
Mother  Play  suggestions  for  the  point  of  departure,  the  principles 
involved,  the  ideal  goal,  and  the  typical  songs,  games  and  stories. 

In  this  program,  the  gifts  and  occupations  are  conceived  as  ma- 
terials of  intrinsic  wortb,  and  are  administered  largely  on  the  basis 
of  form.  They  represent  the  subject  matter  of  exercises  that  in  their 
initial  steps  concentrate  upon  some  abstract  notion  inherent  in  the 
material,  such  as  form,  size,  number,  position  and  direction. 

These  ideas  are  illustrated  through  series  of  exercises  that  move 
in  logical  sequence,  by  means  of  which  the  "mechanical  key  which 
unlocks  the  gate  of  inorganic  nature"  is  put  into  the  hands  of  little 
children. 

Where  the  uniform   program   is   used,   the  kindergarten   super- 


THE  KINDERGARTEN  PROGRAM.  25 

visor  generally  dictates  it  to  the  teachers  from  week  to  week,  with 
such  explanations  of  the  ideas  and  principles  involved  in  the  exer- 
cises as  she  thinks  necessary. 

This  plan  has  been  advocated  as  a  kind  of  post-graduate  work 
for  young  kindergartners. 

In  justice  to  the  advocates  of  the  uniform  program  it  should 
be  stated  that  general  suggestions  and  criticisms  of  the  program 
have  led  to  eliminations  and  modifications,  until  they  believe  that  it 
represents  ''the  highest  effort  to  concentrate  the  collective  mind  of 
at  least  one  school  of  kindergartners  upon  the  practical  embodiment 
of  Froebel's  ideal." 

I  am  aware  that  these  necessarily  meagre  outlines  can  convey  no 
adequate  idea  of  the  skill  and  force  that  have  been  wrought  into  this 
program.  It  is  a  great  work.  Fidelity  to  a  principle  led  to  its 
formulation  and  illumines  every  detail.  My  deepest  regret  today  is 
that  this  outline  has  not  been  published  and  allowed  to  speak  its 
message  to  all  kindergartners. 

THE    KINDERGARTEN    PROGRAM    FROM    THE    LIBERAL    STANDPOINT. 

Liberal  kindergartners  believe  in  formulating  their  own  pro- 
grams, and  in  this  they  have  the  cooperation  of  liberal  supervisors. 
They  maintain : 

1.  That  the  needs  of  particular  groups  of  children  demand  indi- 
vidual plans  of  work,  with  subject  matter  that  touches  the  immediate 
life  interests  of  the  group. 

2.  That  program  making  is  a  certain  and  unfailing  means  of 
growth  in  individual  skill  and  insight. 

3.  That  this  course  has  the  sanction  of  the  spirit  of  freedom 
which  is  the  fundamental  note  of  the  Froebellian  philosophy. 

From  this  point  of  view — maintained  by  the  liberal  kindergart- 
ners— we  will  consider  the  conservative  positions  regarding  the  pro- 
gram. 

1.  The  general  inability  of  kindergartners  to  make  programs 
adequately  embodying  Froebel's  principles. 

In  general,  the  charge  of  incompetency  should  be  a  lessening 
one.  The  standards  of  admission  to  all  reliable  training  schools  are 
steadily  advancing.  Furthermore,  before  a  kindergartuer  can  secure 
a  position  in  any  large  public  school  system,  she  must  pass  examina- 
tions that  attest  her  knowledge  of.  and  adaptation  for  the  work.     Xo 


26  KINDERGARTEN    MAGAZINE. 

one  claims  for  the  young  kindergartner  the  insight  of  mature  3'ears, 
and  program  making,  under  the  guidance  of  a  supervisor,  may  well 
partake  of  the  nature  of  post-graduate  work.  However,  the  distin- 
guishing characteristic  of  post-graduate  work  is,  that  the  one  pur- 
suing this  course  is  free  to  find  the  constituent  elements  of  the  sub- 
ject, and  organize  them  into  a  systematic  whole,  hearing  the  stamp  of 
individual  power  and  self -expression. 

It  is  the  privilege  of  the  supervisor  to  encourage  the  life  work 
of  the  young  kindergartner  by  suggestion,  by  constructive  criticism, 
and  more,  by  an  unfailing  faith  in  her  ability  to  transcend  the  limi- 
tations she  discovers  within  herself. 

This  course  "educates  to  freedom"  and  conforms  to  the  thought 
of  John  Stuart  Mill,  who  wrote :  "The  only  unfailing  and  perma- 
nent source  of  improvement  is  liberty,  since  by  it  there  are  as  many 
possible  centers  of  improvement  as  there  are  individuals." 

The  recognition  of  this  truth  leads  the  liberal  supervisor  to  indi- 
rect methods  of  supervision  that  inspire  both  young  kindergartners 
and  experienced  workers  to  pursue  general  and  special  studies,  in 
view  of  general  and  particular  needs.  She  will  confer  with  her 
kindergartners  on  the  large  and  small  interests  of  the  work,  but  never 
dictate  from  week  to  week  the  elements  that  make  up  the  daily  routine 
of  the  kindergartens  under  her  supervision. 

Such  a  course  would  deprive  the  teacher  of  her  richest  and  most 
assured  means  of  growth.  Prescription  for  the  young  kindergartner 
in  the  subject  matter  of  the  program  threatens  to  consign  her  "in- 
tellect to  the  abyss  of  habit." 

If  she  is  indeed  a  child  in  her  appreciation  of  the  Froebelian 
philosophy,  there  is  grave  danger  that  a  program  that  calls  for  a 
given  sequence  of  Mother  Plays,  and  gift  and  occupation  exercises, 
will  perpetuate  the  very  conditions  for  which  the  program  was  for- 
mulated. 

The  kindergartner  who  habitually  acts  under  the  dictation  of 
others  hazards  the  possibility  of  ever  rising  to  the  recognition  of  her- 
self as  a  causal  energy.  Even  though  all  possible  adaptive  liberty  be 
granted  in  the  execution  of  ready-made  programs,  the  exercise  of 
adaptive-power  can  not  impart  the  enthusiasm  and  spirit  that  comes 
from  the  consciousness  that  one's  daily  plan  of  work  is  the  result 


THE  KINDERGARTEN  PROGRAM.  27 

of  one's  deepest  reflective  thought,  the  embodiment  of  one's  highest 
creative  power. 

2.  The  danger  of  selecting  subject  matter  far  removed  from  the 
interests  and  sympathies  of  little  children. 

The  liberal  kindergartner  need  not  fear  this  danger,  for  in  mak- 
ing her  own  program  slu'  is  free  to  choose  the  subject  matter  most 
closely  related  to  the  lives  of  the  children  in  her  charge.  This  course 
is  well  within  the  spirit  of  the  Froebelian  philosophy. 

Froebel  wrote :  "The  knowledge  of  everything,  its  purposes  and 
properties,  is  found  most  clearly  and  distinctly  in  its  local  conditions 
and  in  its  relation  to  surrounding  objects." 

Again,  "What  is  to  have  a  true  and  formative  effect  on  the  child 
must  not  only  be  founded  on  life  as  it  actually  appears,  must  not  only 
be  connected  with  life,  but  must  also  form  itself  in  harmony  with  the 
requirements  of  life,  of  the  surroundings,  and  of  the  time,  and  with 
what  they  ofEer."  Therefore,  Froebel  recommends  as  points  of  de- 
parture, "the  things  of  the  sitting-room,  the  house,  the  garden,  the 
farm,  the  village  (or  city),  the  meadow,  the  field,  the  forest,  the 
plain." 

The  liberal  kindergartner  secures  continuity  and  progression  in 
her  work  through  the  observation  of  nature  and  the  response  of  all 
living  things  to  the  come  and  go  of  the  seasons.  She  is  true  to  the  pat- 
tern set,  when  by  simple  stories,  songs,  pictures,  plays  and  games,  she 
lifts  the  common  experiences  of  every-day  life  to  the  level  of  con- 
sciousness, and  helps  the  children  to  find  in  them  an  ideal  meaning. 

To  the  observer  these  selections  may  seem  trivial ;  but  Froebel 
tells  us  that  "God  neither  engrafts  nor  inoculates.  He  develops  the 
most  trivial  and  imperfect  things  in  continuously  ascending  series, 
and  in  accordance  with  eternal  self-grounded  and  self-developing 
laws." 

From  the  liberal  standpoint  the  use  of  the  Mother  Play  as  sub- 
ject matter  for  the  kindergarten  is  open  to  serious  and  well  founded 
objections.  The  effort  to  bodily  transplant  Froebel's  schemes  of  edu- 
cation into  this  country  ignores  the  fact  that  the  child  of  our  American 
cities  is  a  different  member  of  humanity  from  the  child  of  the  Ger- 
man country  side  with  whom  Froebel  played  sixty  years  ago:  the 
American  mother  is  a  very  different  embodiment  of  the  maternal  spirit 


28  KINDERGARTEN    MAGAZINE. 

from  the  German  peasant  mothers  from  whom  Froebel  gathered  mate- 
rials for  his  Mother  Play. 

The  tentative  spirit  of  Froebel — which  is  far  removed  from  the 
dogmatic  interpretation  and  use  of  the  book — is  shown  in  the  follow- 
ing quotation  from  its  introduction  written  to  the  mothers  of  Ger- 
many :  "Accept  the  book  in  a  kindly,  thoughtful  spirit ;  study  the 
plays;  study  especially  the  picture.  Be  not  too  critical  of  the  form 
of  one  or  the  artistic  merit  of  the  other.  Eemember  that  the  aim 
and  spirit  of  the  book  are  novel,  and  that  I  am  breaking  a  path 
through  unexplored  regions  of  experience.  My  success  must  neces- 
sarily be  partial  and  imperfect." 

For  a  moment  let  us  follow  these  directions.  As  to  the  imper- 
fections— no  one  questions  them.  They  have  been  held  up  for  com- 
ment and  ridicule  with  Avhich  kindergartners  have  no  sympathy. 

But  what  shall  be  said  of  the  spirit  and  aim  of  the  book?  In 
these  it  is  a  world  book.  Its  spirit — a  yearning  for  humanity  and  a 
desire  to  make  its  uplift  sure  through  the  quickened  consciousness  of 
motherhood.  Its  aim — to  show  mothers  how  to  respond  to  the  man- 
iiestations  of  childhood  with  conscious  insight  into  the  significance 
and  value  of  "experience — knowledge"  that  comes  to  the  child  through 
play.  It  indicates  to  the  mother  that  within  play  experiences  lie  the 
capacities  and  potencies  of  ever  widening  relationships.  It  indicates 
that  the  mother  make  intelligent  use  of  varied  means  and  illustrations, 
that  the  child  may  gain  control  over  present  experiences,  and  begin 
an  interpretation  of  them  in  harmony  with  the  wider  life  relation- 
ships of  which  they  are  a  part. 

There  is  nothing  to  indicate  that  these  plays  were  the  only  ones 
to  be  emphasized,  or  that  they  be  developed  in  the  order  presented. 
Each  play  is  typical  of  a  wide  range  of  experience;  but  the  liberal 
kindergartner  believes  that  the  child  is  more  deeply  interested  in 
gaining  control  of  the  real  experiences  of  every-day  life,  than  in  the 
typical  experience  portrayed  in  the  Froebel  book. 

The  use  of  the  work  as  a  picture  book  for  children  may  have 
been  justified  in  Froebel's  time,  when  reproductions  of  works  of  art 
were  unknown,  and  the  possibilities  of  photography  had  not  made 
every  conceivable  subject  available  in  pictured  form. 

The  liberal  kindergartner  makes  use  of  the  gifts  and  occupa- 
tions in  more  or  less  modified  form,  but  not  as  materials  of  inherent 


THE  KINDERGARTEN  PROGRAM.  29 

worth.  She  looks  upon  them  as  mediating  between  the  constructive 
and  graphic  impulses  of  children,  and  the  experiences  they  hunger  to 
control  and  interpret. 

In  the  natural  constructive  and  graphic  plays  of  children,  life 
forms  predominate  over  those  of  knowledge — form,  size,  etc. — or  of 
beauty — forms  of  symmetry.  Wherever  forms  of  knowledge  or  beauty 
appear,  they  are  incidental  to  the  life  interest,  which,  from  the  child's 
standpoint,  constitute  the  centralizing  element  throughout. 

3.     The  danger  of  mechanical  method. 

It  is  a  matter  of  common  observation  that  the  charge  of  mechan- 
ical method  does  not  apply  alone  to  the  young  kindergartner  but  to 
the  experienced  teacher  as  well.  There  is  always  a  tendency  to  repeat 
exercises  and  methods  that  have  met  with  success,  and  hence  in  time 
arises  mechanical  method. 

It  is  hard  to  conceive  a  more  productive  source  of  mechanical 
method  than  a  uniform  program,  and  the  danger  increases  in  direci 
ratio  to  the  ability  and  authority  of  those  who  formulate  and  pro- 
mote it.  My  observation  has  been  that  in  following  a  given  order  of 
exercises  the  tendency  is  to  concentrate  on  the  principles  or  ideas 
involved  in  the  exercises,  and  to  ignore  the  capacities  and  needs  of 
the  children. 

The  kindergartner  who  studies  each  new  group  of  children,  and 
weighs  the  subject  matter  of  her  program  in  the  scales  of  added  ex- 
perience has  caught  the  secret  of  self-activity  that  results  in  the  pro- 
gressive development  of  both  teacher  and  pupil.  Herein  lies  the 
antidote  for  mechanical  method. 

The  kindergarten  worker  has  need  for  many  programs  for  all 
classes  of  children  under  all  conditions  of  environment  and  nation- 
ality, made  by  kindergartners  who  have  the  courage  to  express  in  their 
work  the  thoughts  that  are  peculiarly  and  predominently  their  own. 
Let  these  be  published,  and  thus  be  made  available  for  comparative 
study. 

Dr.  Eussell,  Dean  of  Teachers'  College,  writes:  "The  progress 
in  kindergarten  education  waits  upon  the  spirit  of  critical  research 
which  is  engendered  by  a  genuine  interest  in  kindergarten  philosophy." 

The  kindergarten  program  offers  a  field  of  research  and  critical 
study  that  promises  rich  reward  of  insight  for  the  one  who  will  enter 
and  take  possession. 


30  KINDERGARTEN    MAGAZINE. 

Furthermore,  we  all  need  a  deeper  insight  into  the  totality  of 
Froebel's  work.  When  we  have  this  insight  we  can  say  with  Whit- 
man: "Then  the  sight  that  was  bound  in  my  eyes  unclosed  as  to 
long  panoramas  of  vision,"  and  we  shall  see  far  down  the  centuries 
the  perfecting  of  the  kindergarten  of  which  Froebel  dreamed. 

Shall  we  not,  as  supervisors  and  training  teachers,  encourage 
our  kindergartners  to  make  their  own  plans  of  wor]v?  In  doing  this 
we  have  the  sanction  of  Froebel's  faith  in  the  integrity  of  the  indi- 
vidual, in  these  Avords :  "And  why  should  not  every  thoughtful 
teacher  find  the  nght  wuy  in  himself,  if  only  he  give  himself  up  to 
faithful  obedience,  without  conceit  and  distrust,  to  the  spirit  of  his 
work." 


One  of  the  most  promising  movements  in  modern  primary  education 
is  that  which  aims  to  enlarge  the  place  of  the  industries  in  the  grammar 
schools.  In  a  third  edition  of  "The  Place  of  Industries  in  Elementary 
Education,"*  by  Katharine  Elizabeth  Dopp,  just  published,  the  point  of 
departure  and  the  treatment  of  the  subject  are  quite  different  from  those 
which  usually  characterize  educational  books.  The  author  has  seized 
upon  the  instincts  and  racial  characteristics  of  the  Aryan  peoples,  and 
with  these  as  a  basis  she  has  built  up  a  progressive  curriculum  in  which 
the  industries  occupy  a  place  corresponding  to  that  which  anthropologists 
have  given  them  in  the  development  of  the  race.  Many  interesting  points 
are  brought  out  in  connection  with  the  introduction  of  industries  in  the 
grades,  and  the  foundation  is  laid  for  many  new  theories  of  the  applica- 
tion of  manual  training  to  the  more  advanced  grades. 

*Two  hundred  and  seventy-eight  pp.,12mo,  cloth,  net  $1.00;  post- 
paid, $1.11.     The  University  of  Chicago  Press,  Chicago,  Illinois. 

"Sea  Stories  for  Wonder  Eyes,"  by  Mrs.  A.  S.  Hardy.  If  your  chil- 
dren have  spent  any  part  of  the  summer  at  the  seashore  this  little  book 
will  be  a  great  delight.  It  answers  in  an  entertaining  way  many  of  the 
questions  aroused  by  the  strange  structure  of  the  creatures  of  the  sea, 
the  crab  and  sponge  and  anemone,  starfish,  sea  urchin  and  many  others. 
The  illustrations  are  many  and  will  afford  great  pleasure  to  those  who 
are  too  young  to  read.  Those  who  are  far  from  the  seaboard  it  will 
give  a  fascinating  idea  of  the  treasures  of  the  sea  and  will  induce  a 
desire  for  further  knowledge.     Boston:     Ginn  &  Co.     Price,  75  cents. 


SOUTHERX  KI^s^DERGAETEN  ASSOCIATIOX,  OEGAXIZED 

JULY,  1905. 

AMALIE   HOFER. 

EAELY  in  the  spring  of  1905  appeared  the  annual  catalog  of 
the  Summer  School  of  the  South,  announcing  among  special 
features  a  southern  kindergarten  conference,  to  be  held  dur- 
ing the  fifth  week  of  the  summer  school,  July  17-21.  The  general 
program  of  the  summer  school  provided  generously  for  kindergart- 
ners,  and  attracted  the  earnest  and  energetic  workers  fom  all  sec- 
tions of  the  South,  from  Florida  to  the  District  of  Columbia. 

A  demonstration  kindergarten  was  daily  conducted  by  Miss 
Mabel  Corey,  of  the  Chicago  Kindergarten  Institute,  attended  by  a 
group  of  delightfully  normal  and  attractive  children.  The  natural 
joy  of  these  children  in  stories  and  games  made  every  hour  spent 
in  observation  by  students  an  hour  of  privilege. 

A  daily  hour  was  set  apart  for  child  life  studies,  conducted  by 
Miss  Amalie  Hofer,  of  Chicago.  There  wa'S  an  average  attendance 
of  forty  kindergartners  and  primary  teachers  in  this  group,  using 
as  texts  the  Mother  Play  book  and  Education  of  Man. 

During  the  entire  six  weeks  the  trained  kindergartners  met  in 
daily  conference  to  discuss  such  practical  problems  as  belong  to  the 
school  room,  a  full  report  of  which,  will  be  given  in  the  next  issue 
of  The  Kindergarten  Magazine.  There  were  lecture  courses  by 
such  eminent  kindergartners  as  Miss  Elizabeth  Harrison,  Miss  Mari 
Ruef  Hofer,  Miss  Patty  Hill,  Miss  Geraldine  O'Grady  and  Miss  Mary 
H.  Wilson.  Specialists  with  particularly  valuable  messages  for  the 
kindergartners,  as  well  as  other  teachers,  were  to  be  heard  daily; 
such  as  Dr.  Stanley  Hall,  Dr.  Henry  Turner  Bailey,  Supt.  B.  C. 
Gregory,  Prof.  Denton  J.  Snider.  Dr.  E.  L.  Thorndike,  the  since 
lamented  Dr.  Arnold  Tompkins  and  Eichard  T.  Wyche. 

The  special  program  provided  for  the  kindergarten  conference 
days  was  as  follows: 

Monday  forenoon :  Introduction  by  Prof.  P.  P.  Claxton,  Knox- 
ville. 

The  Kinderg-arten  Movement — Miss  Amalie  Hofer.  Chicago. 


32  KINDERGARTEN    MAGAZINE. 

The  Kindergarten  and  the  Factor}-  Child — Supt.  Lawton  B. 
Evans,  Augusta,  Ga. 

Monday  Evening — Neighborhood  Work  an  Outgrowth  of  the 
Kindergarten  (with  stereopticon  views) — Miss  Mary  Howell  Wilson, 
Dallas,  Tex. 

The  Kindergarten  and  Higher  Education — Miss  Elizabeth  Har- 
rison, Chicago. 

Tuesday  Morning — Woman,  by  Dt.  Edward  B.  Thorndike,  New 
York. 

Tuesday  Evening — A  reception  by  the  Southern  Kindergartners 
to  the  Summer  School. 

Wednesday  Forenoon — Froebel's  Message  to  Mothers — Elizabeth 
Harrison. 

Wednesday  Evening — Demonstration  of  songs,  games  and  dances 
by  sixty  kindergartners,  conducted  by  Miss  Mari  Ruef  Hofer,  of 
New  York,  and  Mrs.  Margaret  Seymour,  of  Dallas. 

In  addition  to  these  public  meetings  in  the  large  auditorium, 
a  daily  round  table  was  conducted  by  the  kindergartners,  with  an 
attendance  increasing  from  thirty  to  seventy.  The  subject  of  the 
first  round-table  was  "How  to  Spread  the  Kindergarten  Work  in 
the  South."  The  meeting  was  conducted  by  Miss  Mary  H.  Wilson, 
head  resident  of  the  Neighborhood  House.  Dallas,  Tex.,  and  a  kin- 
dergartner  by  profession.  Among  the  points  practically  discussed 
were:  Ways  of  raising  money  and  arousing  public  interest;  why 
only  standard  training  of  teachers  should  be  insisted  upon;  what 
kind  of  organization  into  associations  is  strongest ;  one  good  public 
lecture  on  the  kindergarten  should  be  provided  each  year,  in  com- 
munities where  the  work  is  to  grow.  One  of  the  best  speakers  on 
the  subject  for  the  South  is  Prof.  P.  P.  Claxton,  of  Knoxville.  Miss 
Wilson  contributed  in  a  delightful  and  practical  way  to  the  discus- 
sion of  this  all  important  question. 

The  second  round-table  on  Tuesday  afternoon  was  given  over 
to  the  hearing  of  brief  reports  by  kindergartners  present,  of  the 
progress  of  the  work  in  their  various  home  centers.  Twenty-five 
localities  were  heard  from  and  all  reports  were  informal,  in  many 
cases  being  voluntary.  By  the  consent  of  the  conference  these  re- 
ports are  published  in  full,  in  the  assurance  that  they  may  bring 
some  practical  suggestions  to  workers  elsewhere  in  the  South.     The 


SOUTHERN    KINDERGARTEN    ASSOCIATION.  33 

exchange  of  pioneer  experiences  was  most  inspiring  to  those  present, 
and  can  not  fail  to  stimulate  the  movement  throughout  the  South. 

We  believe  that  this  set  of  reports  briefly  outlines  the  history 
of  the  kindergarten  work  in  the  southern  States,  in  so  far  as  it 
had  representation  at  the  Summer  School  of  the  South.  Since  the 
organization  of  the  Southern  Kindergarten  Association  there  can  be 
no  doubt  but  that  there  will  be  still  more  complete  representation 
at  the  next  annual  meeting.  The  round-table  for  reports  was  pre- 
sided over  by  Miss  Willette  Allen,  of  Atlanta,  Ga.,  who  gave  graceful 
greetings  to  all  the  workers,  saying  in  part : 

To  the  friends  of  the  new  education  the  one  particular  distinc- 
tion of  the  South  has  been  the  initial  experiment  of  America's  noted 
educator,  Dr.  Harris,  with  her  revered  kindergartner.  Miss  Susan 
E.  Blow,  in  introducing  kindergartens  where  they  came  to  stay,  viz., 
into  the  public  school  system.  St.  Louis  has  been  a  bulwark  of 
strength  and  a  source  of  power  for  years.  Xew  Orleans  has  also 
the  dignity  of  years  behind  her.  Louisville  is  known  throughout  the 
United  States  for  the  force  and  progress  of  her  work. 

Aside  from  th(se  notable  exceptions  I  believe  the  kindergarten 
in  the  South  is  considered  in  its  infancy.  We  venture  to  affirm,  and 
we  think  facts  justify  the  affirmation,  that  the  kindergarten  of  the 
South  has  long  outgrown  its  infancy.     This  we  hope  to  prove  to  you. 

The  long  skirts  of  babyhood — hampering  prejudice — no  longer 
seriously  impede  its  forward  movement.  Yea,  even  the  creep- 
ing age  is  passed  and  very  creditable  steps  have  been  taken;  in  wit- 
ness whereof  you  shall  soon  have  the  record. 

Seriously,  my  friends,  we  believe  the  genial  clime  of  our  South- 
land to  be  most  admirably  adapted  to  child  nurture. 

If,  as  our  critics  say,  we  allow  the  heart  to  rule  the  head,  we 
will  at  least  earnestly  endeavor  such  intelligent  ordering  of  the 
s}Tnpathies  as  shall  free  us  from  all  weak  sentimentality  and  engage 
our  full  strength  of  mind  as  well  as  heart  in  reasonable  service  to 
childhood. 

Perhaps  our  greater  leisure  and  less  strenuous  endeavor  may  serve 
to  diminish  nerve  tension  and  tend  to  equalize  circulation  and  bal- 
ance power. 

If  our  kindergarten  work  has  been  so  delayed  in  the  beginning 
that  it  can  not  be  classed  as  belonging  to  the  same  generation  as 
yours  of  the  Xorth  we  ma}^  at  least  take  advantage  of  the  better 
opportunity  to  start  our  child  in  the  public  schools  to  grow  up  an 
integral  part  of  our  educational  system. 

We  appreciate  the  privilege  we  have  of  profiting  by  the  experi- 
ence of  America's  noble  pioneers  and  their  faithful  followers. 

We  render  sfrateful  acknowledgement  to  those  devoted  workers 


34  KINDERGARTEN    MAGAZINE. 

who  have  given  time  and  strength  in  our  special  need  in  times  past 
and  in  the  time  which  is  now  present. 

That  we  may  give  a  basis  for  future  comparison  we  take  pleasure 
in  presenting  brief  reports  of  the  organization  and  progress  of  kin- 
dergarten work  in  as  many  different  southern  cities  as  have  repre- 
sentation at  Knoxville  this  summer.  A  further  purpose  of  this  meet- 
ing is  to  awaken  and  strengthen  such  community  of  interest  among 
us  as  shall  result  in  a  family  union. 

In  unity,  in  wholeness,  there  is  life; 

In  separation,  in  halfness,  there  is  death. 

Tennessee  was  the  first  State  called  upon  to  report,  and  Knox- 
ville the  first  city.  Miss  Allen  said :  "The  kindergartners  of  Knox- 
ville are  to  be  congratulated  that  they  already  have  the  cooperation 
of  an  organization  which  represents  the  intelligence  in  combination 
with  the  mother-heart  of  the  community.  We  are  most  happy  to 
have  with  us  this  afternoon,  Mrs.  George  W.  Pickel,  the  president 
of  the  Knoxville  Kindergarten  Association,  who  offers  a  report  written 
by  an  absent  charter  member." 

Knoxville,  Tenn. — In  1890  the  idea  was  suggested  to  a  small 
band  of  Kings'  Daughters,  to  institute  and  keep  as  their  special  work 
a  free  kindergarten  school,  out  of  which  w^as  developed  the  free 
association  as  it  is  today.  Miss  Grigg  has  been  our  only  teacher, 
and  too  much  can  not  be  said  of  her  untiring  faithfulness  and  con- 
scientious work.  The  first  few  years  it  w^as  a  struggle  on  the  part 
of  Miss  Grigg  to  entice  the  mothers  to  give  her  their  children, 
and  on  the  part  of  the  members  to  raise  the  necessary  funds.  An 
assessment  of  twenty-five  cents  per  month  was  made  upon  each  mem- 
ber and  contributions  were  not  only  solicited,  but  begged  from  the 
ever  generous  business  men  of  our  city.  This,  in  connection  with 
assistance  from  associate  members  and  an  occasional  entertainment 
given  by  the  association,  is  our  support.  The  school  opened  with 
fourteen  children,  but  has  grown  to  forty-five  regular  attendants, 
and  during  the  Christmas  season  it  is  not  unusual  to  provide  for 
one  hundred  and  twenty  girls  and  boys.  The  average  age  is  from  three 
to  ten  years.  Lunch  is  served  three  times  a  week.  There  is  also 
an  elaborate  Thanksgiving  dinner,  a  Christmas  tree  with  fruit,  candy 
and  toys  for  each  little  tot,  and  at  Easter  an  egg  hunt,  with  a  picnic 
at  the  close  of  school.  Many  of  the  children  are  clothed  by  the  asso- 
ciation, and  Miss  Grigg's  work  among  their  parents,  nursing  their 
sick,  is  one  of  her  many  beautiful  charities.  In  connection  with 
her  kindergarten  work  she  is  greatly  interested  in  a  club  for  work- 
ing people,  and  no  outsider  can  realize  the  good  that  is  being  accom- 
plished  by   this  noble.    Christian   woman   in   helping  this    circle   of 


SOUTHERN    KINDERGARTEN   ASSOCIATION.  35 

boys  and  girls  to  higher,  better  living.  Miss  Grigg  also  conducts  a 
sewing  class.  The  materials  are  furnished  and  each  girl  is  entitled 
to  the  garments  she  makes.  Some  of  the  members  of  the  associa- 
tion assist  as  teachers  in  this  sewing  class.  ^Ye  are  encouraged  to 
hear  that  some  of  the  public  school  teachers  hav'e  said  that  it  is 
far  easier  for  them  to  handle  the  children  from  the  slums  Avho  have 
had  kindergarten  training. 

Xashville,  Texn. — "The  Athens  of  the  South"  is  perhaps  the 
best  known  nickname  so  often  bestowed  upon  the  capital  city  of 
this  State.  This  is  due  to  the  large  number  of  schools  and  univer- 
sities that  have  existed  there  for  over  a  hundred  years.  The  public 
school  system  bears  a  most  honorable  reputation.  The  Peabody  Col- 
lege for  Teachers  ha^  made  the  name  of  N'ashville  a  houseliold  word 
throughout  southern  and  southwestern  States.  Yanderbilt  counts 
among  its  alumni  citizens  of  every  State  and  in  every  calling.  Yet 
in  this  progressive  city,  so  blessed  by  nature,  the  kindergarten  has 
enjoyed  but  a  feeble  existence  for  nearly  a  quarter  of  a  century. 

More  than  a  score  of  j'ears  ago  a  small  body  of  our  best  women 
laid  the  foundation  of  the  widely  known  Price's  College  for  Girls. 
A  trained  kindergartner,  a  charming  young  woman,  came  from  St. 
Louis  to  introduce  this  essential  branch  of  school  education  in  our 
midst.  A  small  class  flourished  a  couple  of  years  and  was  abandoned. 
Parents  confounded  the  whole  idea  with  the  inherited  understanding 
of  the  primary  school  as  it  existed  twenty-five  and  thirty  years  ago 
and  were  not  desirous  of  sending  their  children. 

Physicians  Avere  notably  arrayed  against  the  innovation  and  when 
little  five-year-old  Johnnie  or  six-year-old  Susie  became  ill  on  a  too 
exclusive  diet  of  cand}',  raisins  and  cake,  why.  Dr.  X.  blamed  the 
school  and  instead  of  scoring  the  weak,  silly  parent  for  submitting 
to  the  tyrannical  demands  of  abnormal  infantile  appetites,  counseled 
withdrawal  from  the  kindergarten. 

Sporadic  attempts  to  start  little  private  kindergartens  were  made 
from  time  to  time  by  inexperienced,  poorly  trained  young  girls,  to 
augment  depleted  purses. 

A  philanthropic  woman  and  her  daughters  attempted  to  estab- 
lish a  free  kindergarten  for  poor  children.  Subscriptions  were  never 
any  too  large  and  after  a  few  years  the  attempt  died  a  lingering 
death  from  inanition. 

Only  one  kindergarten  has  been  able  to  maintain  itself  for  two 
consecutive  3-ears  and  that  is  one  conducted  by  Miss  Jounard,  under 
my  own  roof.  A  beautiful  memorial  to  a  noble  Jewish  woman  is 
maintained  by  her  husband  and  others  in  the  Bertha  Fensterwald 
Kindergarten.  This  is  for  poor  Jewish  children  and  has  existed 
for  two  years. 

From  time  to  time  bicj-souled  women  have  harangued  the  board 


36  KINDERGARTEN    MAGAZINE. 

of  education  but  with  little  effect.  So  if  there  are  more  kindergart- 
tens  than  the  two  mentioned  above,  they  are  unknown  to  me  and 
I  claim  a  fairly  full  acquaintance  with  the  schools  of  my  native  dity 
after  a  score  of  years  of  service.  Clara  Louise  Fraley. 

Memphis,  Tenn. — Memphis  has  no  kindergarten  in  connection 
with  her  public  school  system,  but  there  are  several  private  kinder- 
gartens in  different  parts  of  the  city.  The  Housekeepers'  Club  of 
Memphis,  one  of  the  most  progressive  institutions  in  the  South,  is 
in  hearty  sympathy  with  the  kindergarten  idea,  and  maintained 
during  last  year  a  successful  kindergarten,  one  of  the  prominent 
members  of  the  club  allowing  part  of  her  own  beautiful  home  to 
be  used  for  that  purpose.  Early  in  the  summer  this  same  club  or- 
ganized open  air  classes  called  "Garden  Clubs,"  in  several  different 
neighborhoods,  giving  the  children  a  fine  opportunity  for  nature 
study,  and  the  enjoyment  of  out-of-door  games.  Seven  of  these 
schools  have  been  formed,  and  so  far  about  seventy  pupils  have  been 
enrolled.  These  classes  are  under  the  direction  of  teachers  from 
the  training  school  of  the  Housekeepers'  Club,  and  results  have  been 
so  satisfactory  that  this  work  will  doubtless  be  greatly  enlarged  in 
the  near  future.  Emily  Caruthers. 

Chattanooga,  Tenn.— A  kindergarten  was  founded  in  Chat- 
tanooga in  1890  under  the  auspices  of  a  free  kindergarten  asso- 
ciation. Miss  Triesner,  of  Indianapolis,  was  our  first  superintendent, 
who,  assisted  by  Miss  Flora  Steele,  instructed  a  training  class  and 
kindergarten.  This  work  has  been  going  on  very  successfully  for 
fifteen  years  under  the  leadership  of  different  members  of  the  asso- 
ciation. Various  training  schools  have  been  represented  and  we 
now  have  as  our  superintendent  Miss  Agnes  Wilson,  of  the  Patty 
Hill  School,  Louisville.  In  Chattanooga  Ave  have  two  kindergart- 
ens under  the  supervision  of  the  association,  which  are  supported 
by  a  subscription  fund  from  the  business  men  of  the  city.  The  en- 
rollment of  the  two  schools  numbers  about  150.  IVErs.  Saunders, 
president  of  the  association  for  many  years,  has  been  the  mainspring 
in  its  progress.  Myra  M.  Phillips. 

AsHEViLLE,  N.  C. — Prof.  P.  P.  Claxton  reported  for  the  begin- 
nings of  the  kindergarten  work  in  North  Carolina.  As  superintend- 
ent of  the  schools  of  Asheville  he  secured  support  for  the  first  public 
kindergarten  as  early  as  1887,  with  Miss  Sarah  Garrison  as  the  first 
kindergartner.  The  work  grew  until  there  were  four  public  school 
kindergartens  in  Asheville. 

The  reports  from  Natchez,  Yazoo  City,  Augusta,  Savannah,  Charleston, 
Winthrop  College,  Atlanta,  Columbus,  Montgomery,  Birmingham,  Anniston, 
Mobile,  Richmond  and  Deland  will  follow^  in  the  next  number,  with  a  report 
of  the  organization  of  the  Guild  of  Play. 


A  LAST  YEAR'S  PROGEAM. 

LUELLA   A.   PALMER. 

THERE  is,  or  rather  should  be,  an  individuality  to  each  kinder- 
garten as  there  is  to  each  child.  Just  as  each  child  needs  to 
have  his  individuality  respected  and  to  be  treated  slightly  dif- 
ferent from  every  other  child,  so  each  kindergarten  should  be  conduct- 
ed on  a  plan  varying  slightly  from  every  other.  Treating  children  as 
all  cut  by  the  same  pattern  is  a  method  of  the  past;  conducting  kin- 
dergartens by  exactly  the  same  rules  is  also  being  outgrown.  The 
same  general  treatment  can  be  given  to  most  children,  but  special 
application  must  be  accorded  in  every  case;  most  kindergartens  can  be 
based  upon  the  same  general  principles,  but  variation  must  be  made  to 
tit  the  peculiar  conditions.  The  daily  programme  of  a  kindergarten 
may  follow  the  principles  proposed  by  Froebel  but  their  practical 
working  must  be  adapted  to  the  particular  children  concerned  if  the 
greatest  benefit  is  to  be  derived  from  them. 

At  the  close  of  a  paper  written  by  Miss  Harriette  M.  ]\Iills  and 
read  at  a  meeting  of  the  kindergarten  department  of  the  X.  E.  A. 
at  Asbury  Park,  a  pica  was  made  for  the  publication  of  programmes 
that  had  been  in  actual  use.  These  could  be  helpful,  not  as  models, 
but  as  suggestions.  They  could  be  compared  and  a  choice  made  by 
each  kindergartner  of  the  best  suggestion  to  suit  her  particular  condi- 
tions. 

It  is  merely  for  the  purpose  of  suggestion  that  the  following 
programme  will  continue  in  this  magazine  through  the  year.  It  will 
be  given  exactly  as  it  was  carried  out  and  the  criticism  will  show 
where  it  was  proved  inadequate  and  where  especially  successful. 

The  particular  kindergarten  for  which  the  programme  was 
planned  is  in  a  public  school  of  a  large  city,  in  a  section  where  many 
of  the  pupils  come  from  model  tenements,  the  homes  selected  by  the 
more  self-respecting  of  the  poorer  class.  Forty  children  between  five 
and  six  years  of  age  were  under  the  care  of  one  teacher  and  an  assist- 
ant, who  helped  for  one  hour  only  in  the  middle  of  the  morning  dur- 
ing the  game  period  and  one  table  period.  The  children  were  often 
divided  into  two  groups,  sometimes  into  three  and  on  rare  occasions 
into  four,  each  group  working  with  different  material  suited  to  its 


9 

00-   9 

9 

20-   9 

9 

25-   9 

9 

40-   9 

9 

50-10 

10 

15-10 

38  KINDERGARTEN    MAGAZINE. 

degree  of  development.  Only  one  of  these  (except  when  the  assist- 
ing kindergartner  was  present)  could  be  under  the  direct  supervision 
of  the  teacher,  the  others  worked  out  a  suggestion  or  had  entirely  free 
play. 

The  time  schedule  was  as  follows: 
8:40-   9:00 — Free  play  with  toys,  balls  and  picture  books.  , 

Care  of  room,  plants  and  animals. 

20 — Morning  circle,  songs,  talk,  story. 

25 — Exercise. 

40 — Circle  games,   dramatization. 

50 — Recess. 

15 — Occupation  or  gift. 

30 — Rhythm  and  marching. 
10:30-10:55 — Gift  or  occupation. 
10:55-11:25— Games. 
11:2  5-11:5  0— Occupation. 
1 1 :  5  0-1 2  :  0  0— Dismissal. 

It  was  necessary  to  have  the  recess  at  the  time  stated  that  the 
use  of  the  playground  might  not  conflict  with  that  of  the  older 
classes.  The  rhythm  period  would  have  been  better  from  9  :40-9  :55 
and  recess  from  10:20-10:30. 

SEPTEMBER    PROGRAM. 

TEACHER'S  THOUGHT.— Broadening  of  children's  lives  by: 

1.  Acquaintance   with  new  place  and  people. 

2.  Interchange  of  experiences. 

3.  Discovery  of  common  interests. 

4.  Establishment  of  new  social  unit — the  kindergarten. 

FIRST  WEEK. 

Topic — New  experience  of  coming  to  school. 

MONDAY. 

Circle — Mention  of  children's  names.  Saying  good  morning.  Clapping 
hands  and  other  simple  movements.  Counting  of  children  by  teacher. 
Children-like  to  have  their  personality  recognized,  but  in  an  in- 
conspicuous  way. 

Gift — White  splints. 

Exercise — Marching. 

Occupation — Cutting   straight   strips. 

Games — Marching.  Imitation  of  movements  made  by  teacher.  Marching 
in  circle  like  big  wheel.     Looby  low. 

Children  are  accustomed  to  playing  with  sticks,  and  will  suggest 
many  uses  for  the  first  splint  given  to  them,  which  is  later  added 
to,  one  at  a  time,  until  they  have  four.  Rubt)er  balls  would  be  the 
best  gift  for  the  first  days. 

Occupation — Drawing.  Teacher  draws  few  simple,  straight  line  pictures 
on   blackboard.     Children  draw   anything  thought  of. 

Exercise  and  marching. 

Story — Three  Bears. 

All  periods  are  shortened  during  first  week,  as  children  are  accus- 
tomed to  much  activity  and  many  changes  of  occupation.  Their  at- 
tention is  desultory. 


A    LAST    YEAR'S    PROGRAM.  39 

TUESDAY. 

Circle — Repetition  of  children's  names.  Teacher,  shakes  hands  with  each 
child,  calling  by  name.  Singing  good  morning.  Finger  plays  of 
"Merry  Men."  Thumbs  and  fingers  say  good  morning.  Objects  in 
room  pointed  out  and  named. 

Gift — Blue  splints.  Review  of  previous  lesson  and  then  row  of  soldiers 
laid. 

Exercise — Marching,  varied  by  playing  drum. 

Occupation — Drawing  row  of  blue  soldiers   (color  incidental). 

Games — Soldier  boy. 

Occupation — Cutting  and  pasting  row  of  straight  strips. 

Exercise  and  marching. 

Story — Three  Bears. 

The  last  occupation  was  not  satisfactory,  as  the  cutting  was  not  done 
well  enough  to  make  the  picture  pleasing.  Wide  strips  should  have 
been  provided  and  attention  concentrated  on  correct  pasting. 

WEDNESDAY. 

Circle — Objects  In  room  like  those  at  home.  Family  names.  Babies,  age, 
etc.     Finger  play.     Ball  for  baby.     Picture  of  Baby  Stuart. 

Gift — First  gift,  red  and  blue  balls.     Free  play. 

Exercise — Marching,  varied  by  imitating  flags.  Captain  carries  flag. 
Tiptoe  rhythm. 

Occupation — Drawing.     Big  red  balls. 

Games — Rubber  balls,  bouncing,  tossing,  rolling  as  suggested  by  children. 
Roll  to  another  child  called  by  name. 

Occupation — Pasting,  large  red  circles  and  small  blue  centers. 

Exercise — 

Story — Charlotte  and  Dwarfs. 

The  first  gift  balls  can  be  used  without  the  cord  at  first.  An  ordinary 
dress  hook  can  be  tied  to  the  cord  and  fastened  to  the  ball  when 
needed. 

THURSDAY. 

Circle — Coming  to  school.  Getting  ready  with  clean  hands,  faces  and 
dresses,  shoes  well  tied  and  handkerchiefs  provided.  Game,  "This 
is  the  way  we  wash  our  faces  so  nice  and  clean."    Comb  hair,  etc. 

Gift — Second  gift,  ball.    Its  possibilities  compared  with  first  gift. 

Exercise — Marching,  varied  by  imitating  flute  and  cymbals. 

The  story  is  only  an  incidental  one,  merely  retelling  what  the  chil- 
dren have  been  doing  during  the  day.  The  familiar  is  objectified 
through      "Robbie." 

Occupation — Drawing  comb. 

Games — Silent  greeting.  Different  ways  of  coming  to  school,  walking, 
running,   skipping,   hopping. 

Occupation — Cutting  comb. 

Exercise — Skipping. 

Story — Robbie's  First  Day  at  School.  Singing,  simple  hymn,  "Thank 
Him.  All  Ye  Little  Children,  God  Is  Love." 

FRIDAY. 

Circle — Pets,  what  they  say  and  how  they  act.  Playthings,  what  can  be 
done  with  them. 

Gift — Hailmann  beads,  all  colors  and  shapes  for  individual  experimenta- 
tion not   stringing. 

Exercise — Skipping. 

Occupation — Drawing  any  object  and  telling  story  about  it. 


40  KINDERGARTEN    MAGAZINE. 

Games — Imitating  dog  and  cat.     Four  children  choose  partners  for  skip- 
ping. 

Occupation — Folding  circle  in  half.     Straight  strip  cut  half  way  up  for 
rider  on  rocking  horse. 

This  way  of  using  the  Hailmann  beads  at  first  has  been  found  very 
satisfactory.  Children  build  houses  with  the  cubes,  make  towers  of 
the  cylinders  or  roll  them  as  barrels  and  call  the  balls  dogs, 
horses,  etc. 

The  outline  for  the  first  week  has  been  given  in  detail.  Hereafter 
the  picture,  song,  story,  game  and  rhythm  for  the  whole  week  will 
be  grouped  together  at  the  end. 

SECOND  WEEK. 

Topic — Common  experiences  in  the  home. 

iVlONDAY. 

Circle — Going  to  sleep  and  waking  up.     Saturday  or  Sunday  excursions 

to  the  Park. 
Gift — First,  red,  yellow  and  green  balls.     Children  buy  fruit  from  stand. 

On  rare  occasions  two  gifts  are  used  instead  of  two  occupations. 
Gift — Circles.      Children   given   money   to   buy   from   imaginary   store   or 

give  to  conductor. 
Occupation — Pasting   alternate   yellow    and    blue   circles. 

Children  made  bracelets  or  boats  of  their  pasted  strip. 
TUESDAY. 

Circle — Mother's  work  and  how  children  can  help. 
Gift — Sticks,  two  sizes,  for  mother  and  baby. 
Occupation — Drawing  an  apple. 
Occupation — Pasting   alternate  strips,  tall   and   short. 

The   strips   given   to  the   children   were  of  even   length   and   cut   by 

them.     The  result  was  satisfactory. 
WEDNESDAY. 

Circle — Father's  work  and  how  children  can  help. 
Gift — Three  sizes  of  whole  rings  for  bowls  of  Three  Bears.     Sticks  for 

spoons. 
Occupation — Drawing.     Illustrate   story  of  Three  Bears. 
Occupation — Pasting  rings,  joining,  if  children  wish,  to  make  chains. 
THURSDAY. 

Circle — Other  members  of  the  family,  their  work  and  play. 
Gift — Sticks,  five  sizes. 

Occupation — Drawing  tall  people,  medium  sized  and  small — all  sizes. 
Occupation — Pasting  strips,  five  sizes. 

The   drawing  was  too   difficult  and   results  not  good.     The  pasting 

gave  a  picture  enjoyed  by  the  children,  as  the  strips  were  given  to 

them  the  right  length. 

FRIDAY. 

Circle — Animals    in   the   park.     Relative   sizes   and   distinguishing   char- 
acteristics. 

Gift — Second  gift,  cube  for  cage. 

Occupation — Drawing,    cage.     If  possible   animal   drawn   also. 

Occupation — Sewing   (without  needle)   to  represent  cage,  picture  of  ani- 
mal placed  behind  bars. 

First  communal  toy,  a  cage  made  by  putting  sticks  in  place  of  bot- 
tom of  box.     The  lid  makes  the  door. 

Picture — First  step.     Millet. 

Song — The  Kitten  and  Dog.     (Neidlinger.) 

Story— Go  Sleep  Story  (In  Child's  World). 


A   LAST   YEAR'S    PROGRAM.  41 

Games — Tag.     Carousal.     Imitation  of  squirrels,  birds,   caterpillars,  but- 
terflies,  trees.     Mother's  and   father's  work. 
Finger  Play — "Go  to  sleep  little  thumb."     Finger  family.     Five  mice. 

Rhythm  or  exercise — Skipping   (stopping  quickly  at  command  "halt."j 

THIRD  WEEK. 

Topic — Common  experiences  outside  of  the  home.     Also  detailed  consid- 
eration of  important  home  occupations. 

MONDAY. 

Circle — Mother's  Monday  work — washing. 

Gift — Splints,   to  represent   washboard. 

Occupation — Drawing  washboard. 

Occupation — Pasting  narrow  stiff  strips  at. side  of  corrugated  paper  for 

washboard.     Tub  made  of  one  wide  stiff  strip. 

Stiff  strips  of  paper  are  easier  to  paste  than  splints,  and  often  answer 

the  same  purpose. 

TUESDAY. 

Circle — Fishes    in   aquarium,   their   motion,    color,   food.     IMother's   Tues- 
day work. 
Gift — Second  gift  cube,  circles  and  sticks  to  set  a  table. 
Occupation — Drawing  grass  and  tree. 
Occupation — Cutting  clothespins. 

WEDNESDAY. 

Circle — Home  of  big  fishes.     Seashore,   its  pleasures  and  sights.     Moth- 
er's Wednesday  work. 

Gift — First,  all  colors.     Choose  dolly  by  color  of  dress  desired. 

Occupation — Drawing,  dolly,  children  choosing  color  of  crayon. 

Occupation — Cutting  and  pasting  chains,  orange  color. 

THURSDAY. 

Circle — Animals  in  the  country;   their  care  and  food.  Mother's  Thursday 
play. 

Gift — Second   gift,    all   forms.     Free   play   with   strings   or   sticks   as   de- 
sired.    Names  of  forms  given  incidentally. 

Occupation — Chains.     Alternate  colors  for  advanced   children. 

Occupation — Drawing,  illustration  of  story  "Lion  and  the  Mouse.  " 

A  few  children  had  attempted  to  draw  bears  to  illustrate  story  of 
Three  Bears.  More  had  tried  to  put  an  animal  in  the  cage  drawn 
previously.  All  made  some  attempt  at  the  "Lion  and  Mouse,''  most 
of  them  giving  an  idea  of  the  relative  size. 

FRIDAY. 

Circle — Our  food,  where  we  get  it  and  where  the  grocer  gets  it.     Mother's 
Friday  work. 

Gift — Hailmann  beads,  stringing  the  forms  separately  to  make  necklace 
to  wear  during  day. 

Occupation — Drawing,  dustpan  and  broom. 

Occupation — Cutting,  duster  made  of  .strips  of  soft  paper  tied  to  splint 
(or  Christmas  twig). 

Each  day  of  this  week  a  small  picture  is  drawn  on  the  blackboard 
to  illustrate  the  mother's  work.     These  form  a  weekly  calendar. 

Picture — Barnyard  and  Seashore. 

Song — Fishes   at   Play    (Holiday   Songs,   17). 

Story — "Lion  and  the  Mouse." 

Games — Visiting  across  street.     Fishes.     Went  to  visit  a  friend  one  day 
(Holiday  Songs,  111). 

Rhythm — Running. 


42  KINDERGARTEN    MAGAZINE. 


IN    MEMORIAM— MARY   D.   RUNYAN. 

The  sudden  death  of  Miss  Mary  D.  Eunyan  inspired  in  those  who 
knew  her  best  something  greater  than  sorrow.  When  a  life  has  been 
marked  with  the  accent  of  death  its  meaning  is  revealed.  The  per- 
sonality unrecognized  in  the  multiplicity  of  prosaic  details  in  which 
it  found  expression  shines  out  in  beauty  and  compelling  challenge 
when  the  end  of  life  makes  visible  its  wholeness. 

To  those  who  knew  Miss  Eunyan  best  her  death  is  a  clarion  call 
to  more  vigorous  thinking  and  more  resolute  living.  She  has  passed 
beyond  the  vision  of  our  eyes  and  the  clasp  of  our  hands  but  she  lives 
on  in  our  quickened  sense  of  duty  and  in  our  complete  consecration 
to  that  idea  of  nurture  which  was  to  her  a  perpetual  fountain  of  in- 
spiration.— Susan  E.  Blow. 


Dr.  Arnold  W.  Tompkins,  principal  of  the  Chicago  Normal 
School,  died  at  Manlo  Park,  Ga.,  in  August,  where  he  had  gone  to 
regain  his  health.  He  had  been  principal  of  the  Normal  School  since 
1900,  being  called  to  that  office  from  the  presidency  of  the  State  Nor- 
mal School. 

It  seems  fitting  and  beautiful  that  Dr.  Tompkins'  last  lectures, 
given  at  the  Summer  School  of  the  South  at  Knoxville,  Tenn.,  were 
upon  the  subject,  "Unity." 


Innumerable  are  those  who  mourn  today  the  death  of  Mrs.  Mary 
Mapes  Dodge,  the  editor  of  St.  Nicholas  since  its  first  number,  thirty- 
two  years  ago,  November,  1873.  The  children  who  read  its  first  vol- 
ume are  today  parents  of  children  who  await  its  arrival  each  month 
now  as  eagerly  as  did  their  elders  when  years  ago  they  sympathized 
with  "Nimpo's  Troubles"  and  lost  themselves  in  the  adventures  of 
"Fast  Friends." 

Today  the  nature  department  and  the  St.  Nicholas  League  for 
encouraging  literary  and  artistic  talent  in  youthful  readers  brings  it 
in  line  with  the  "new  education"  and  most  advanced  educational 
thought.  Has  any  one  person  edited  the  same  magazine  for  as  long 
a  period  as  Mrs.  Dodge? 


Little   Folks'  Land/ 

The  Story  of  a  Little  Boy  in  a  Big  "World. 

By  Madge  A.  Bigham,  Free  Kindergartens,  Atlanta,  Ga.    Ajiihor  oj 
"Stories  of  Mother  Goose  Village"  etc. 

Note. — This  Kindergarten  Program  will  run  through  the  next  ten 
numbers  of  the  "Kindergarten  Magazine,"  and  later  be  published  in  book 
form  under  the  title  "Little  Folks'  Land"  by  Messrs,  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth  6x9.  About  400  pages.  Advance  orders 
will  be  accepted  by  them  at  SL50,  postpaid.  After  publication  the  list  price 
will  be  S2.00  net. 

The  Prospectus. 

THE  object  of  this  kindergarten  serial  is  to  bring  to  the  level  of 
the  child's  mind,  a  sense  of  man's  social,  moral  and  spiritual 
relationships.  Basing  the  plan  on  the  principles  of  co-operation 
and  interdependence  I  begin  with  a  unit,  the  child,  and  trace  through 
him  the  many  other  units  necessar}-,  that  must  act  and  interact  between 
nature  and  the  various  artisans  of  the  world,  ere  the  child's  livelihood 
be  possible. 

Branching  from  these  principles  as  exemplified  in  the  social  life, 
the  same  law^s  are  traced  through  the  animal  and  vegetable  kingdoms, 
impressing  on  the  child's  mind  the  striking  analog}^  between  man  and 
the  world  of  Nature,  and  thereby  reflecting  the  Divine  law  of  unity — 
God  the  one  life  of  all. 

Outline. 

Basic  thought — Life  and  its  relationships. 
Principles — Co-operation  and  interdependence. 
Subjects : 

1.  The  child's  home. 

2.  The  child's  livelihood. 

J.     The  child's  environments. 

4.     The  child  and  Nature. 
Illustration — Serial  story,  Little  Folks'  Land. 
Points  developed — Co-operation  and  interdependence,  traced  as  follows: 

*Copyright,  1905,  by  Madge  h.  Bigham. 


44  LITTLE   FOLKS'    LAND. 


The  building  of  a  house. 


Furnishing  of  the  house. 

Clothing. 

Fuel  and  lights. 

Food. 

Civil  relationships. 

Animal  relationships — domestic,  birds,  insects. 

Plant  life. 

Incidental  points — Form,  size,  number,  color,  dimension. 
Study  from  The  Mother  Play — The  Family,  Target,  Carpenter,  Joiner, 
Mower,  Pat-a-cake,  Fish  in  the  Brook,  The  Light  Series,  The  Nest, 
The  Flower  Garden. 

Texts. 

/.      The  highest  and  first  law  of  the  universe,  and  the  other  name 
of  life  is  Help. 

2.  We  gain  in  abundance  of  life  by  understanding  and  fulfilling 
the  requirements  of  its  relationships. 

3.  He  careth  for  all. 

Notes:  {a)  It  will  greatly  increase  the  interest  of  the  children  in  the 
kindergarten,  if  they  be  allowed  to  build  and  furnish  Joe-Boy's 
house.  If  large  building  blocks  for  this  purpose  cannot  be  obtained, 
substitute  a  goods  box  and  divide  into  the  necessary  rooms,  furnish- 
ing them  as  directed.  The  children  will  then  get  the  benefit  of 
the  completed  whole. 

{b)  The  stories  connected  with  each  day's  work  should  not 
usually  be  told  until  after  the  preparatory  circle  talk,  when  the 
subject  for  the  day  has  been  thoroughly  discussed,  and  all  possible 
information  drawn  from  the  children  through  conversation.  We 
do  the  child  a  great  injury  when  we  tell  him  a  fact  that  he  might 
have  thought  out  for  himself,  and  one  of  the  gravest  errors  made 
in  education  to-day  is  that  of  teachers  who  are  so  busy  thinking  for 
children,  they  are  never  given  time  to  think  for  themselves,  and 
consequently  the  child  goes  through  life  depending  on  others  for 
the  most  important  of  all  the  mind's  faculties — thinking. 

(c)  These  stories  were  not  written  so  much  to  give  the  child 
information,  but,  rather,  to  arrange  in  a  logical  order  his  own 
knowledge,  thereby  aiding  his  mind  in  the  power  of  retention. 


LITTLE    FOLKS'    LAND.  45 

The  First  "Week. 

The  Forest  Home. 

Monday 

ONCE-UPON-A-TIME  there  were  two  Gipsies. 
The}'  are  people,  you  know,  who  travel  about  a  great  deal 
and  like  to  sleep  and  eat  in  the  woods,  where  they  can  be 
near  the  tall  forest  trees,  the  wild  flowers,  the  rocks  and  moss  and  the 
sparkling  waters.  Gipsies  do  not  like  to  live  in  houses  like  \ou  and 
me.  No,  no  indeed,  they  would  much  rather  live  in  tents,  which  can 
be  quickly  packed  up  and  moved  with  them  from  place  to  place.  I  can 
show  you  with  my  hands  how  they  look — so. 

Now,  isn't  that  a  queer  little  house?  and  do  you  think  you  would 
like  to  live  in  it? 

Well,  anyway,  these  two  Gipsies  I  am  telling  you  about  liked  it 
very  much.  Why,  when  Mrs.  Gipsy  wanted  to  cook  dinner,  she  did 
not  need  a  stove.  She  would  make  a  fire  under  the  trees  near  the  creek, 
and  then  she  would  hang  her  pot  over  it,  and  boil  all  kinds  of  nice 
things  to  eat.  Then  when  she  and  Mr.  Gipsy  wanted  water  to  drink 
they  would  go  to  the  cool  spring,  where  the  ferns  grew  thickest.  They 
did  not  sleep  in  beds  either,  like  you  and  me,  but  they  would  sleep  on 
a  pallet  under  the  tent,  or  in  fine  w^eather  swing  a  hammock  under 
the  trees  and  sleep  in  that.  So  you  see  how  happy  they  were.  But 
they  were  happier  than  ever  at  this  time  I  am  telling  you  about,  because 
they  knew  a  great  big  secret.  Something  was  going  to  happen  to  them  I 
You  see,  somebody  told  them  they  were  soon  to  receive  a  wonderful 
present — one  they  had  longed  for  ever  so  many  times — and  now  if  they 
were  only  willing  to  wait  cheerfully,  the  present  was  really  to  be  theirs. 

Now,  what  do  you  suppose  it  was?  No,  and  I  am  afraid  you  will 
never  guess!  When  Mr.  and  Mrs.  Gipsy  first  saw  it,  why  it  was  all 
wrapped  up  in  a  shawl,  lying  on  the  pallet  under  the  tent.  And  when 
they  peeped  under  the  shawl,  Mrs.  Gipsy  said:  "Oh,  isn't  he  sweet! 
See  what  tiny  pink  fists  all  doubled  up!  What  a  queer  little  mouth 
just  like  a  rosebud,  and — my,  my,  my,  not  a  single  tooth  and  not  a  hair 
of  hair  on  his  pretty  bald  head !  But  we  don't  care  for  that,  he  is  the 
sweetest,  prettiest  thing  in  all  the  wide,  wide  world !" 

Then  they  almost  smothered  the  wonderful  present  with  kisses. 
And  what  do  you  think?     It  began  to  cry.     Of  course  you  know  now 


46  LITTLE   FOLKS'    LAND. 

what  the  present  was.  Why,  to  be  sure,  a  baby  boy  for  Mr.  and  Mrs. 
Gipsy,  and  they  were  so  proud  of  it  they  didn't  know  what  to  do. 

"We  shall  name  him  Joe  for  you.  Father  Gipsy,"  said  Mother 
Gipsy  with  a  smile,  "that  is  the  prettiest  name  that  I  know — and  we 
will  call  him  Joe-Boy,  so  that  he  will  not  get  mixed  up  with  you." 

At  first  Joe-Boy  slept  nearly  all  the  time  and  his  mother  couldn't 
tell  what  kind  of  eyes  he  had.  But  then  he  was  growing,  you  know, 
and  getting  so  fat  he  was  almost  too  heavy  to  lift. 

Joe-Boy's  House. 

Tuesday 

ONE  day  Mother  Gipsy  said,  "Do  see  here.  Father  Gipsy,  Joe- 
Boy  has  his  eyes  open  to-day.  They  are  large  and  black  like 
mine  and  merry  and  glad  like  yours.  And  he  is  growing  so 
fast !  I  think  we  shall  have  to  stop  living  in  tents  now,  and  build  a  real 
truly  true  house  to  live  in,  just  like  what  the  town  people  have.  If 
we  do  not,  I  am  afraid  Joe-Boy  will  get  cold  and  sick  when  the  winter 
time  comes." 

"Yes,  yes,"  said  Father  Gipsy,  "I  have  been  thinking  about  that 
very  thing  myself,  but  then,  I  knew  how  much  you  loved  our  pretty 
gipsy  tent  here  in  the  woods  and  I  thought  you  would  not  wish  to 
leave  it." 

"Oh  yes,"  said  Mother  Gipsy,  "we  both  love  our  tent  home  very 
much,  but  we  love  Joe-Boy  more.  When  he  grows  larger  he  will  have 
to  go  to  Kindergarten,  you  know,  and  there  is  none  in  the  woods.  And 
when  he  gets  to  be  a  big  boy  he  will  have  to  go  to  school  and  when 
he  gets  to  be  a  great  big  boy,  why  he  will  have  to  go  to  college.  So 
you  see  we  will  have  to  build  a  house  in  the  town  for  Joe-Boy  if  he  is 
to  grow  into  a  strong,  wise  man." 

"That  is  true,"  said  Father  Gipsy,  "but  I  can't  build  a  house  all 
by  myself,  so  I  must  find  someone  to  help  me,  and  the  new  house  will 
be  ready  for  Joe-Boy  when  the  cold  winter  time  comes." 

"You  can  find  plenty  of  helpers,  I  am  sure,"  said  Mother  Gipsy, 
"and  we  will  pay  them  some  of  our  money  for  helping  us  work.  First 
we  must  find  an  architect  to  give  us  a  plan  for  the  house  and  then 
some  carpenters  and  stone  cutters  and  brick  masons  to  build  it  for  us." 

"How  many  rooms  do  you  think  we  should  have  in  the  new  house?" 
said  Father  Gipsy. 

"Not  very  many,"  said   Mother  Gipsy, — "let  me  see;  a  kitchen,  a 


LITTLE    FOLKS'    LAND.  47 

dining  room,  a  parlor,  a  bed  room  and  a  play  room  for  Joe-Boy,  all 
his  very  own,  so  that  when  he  grows  large  enough  to  have  toys  and 
other  things  he  will  have  a  nice  place  to  keep  them  in.  Then,  of  course 
there  must  be  a  broad  porch  all  around  the  house,  for  when  the  weather 
is  bright  we  shall  stay  out  there  a  great  deal — close  to  the  air  and  sun- 
shine and  the  beautiful,  beautiful  woods,  that  we  love  so  much." 

"All  right,"  said  Father  Gipsy,  "it  shall  be  just  as  you  wish,  and 
to-morrow  I  will  find  the  workmen  who  are  to  do  the  building — the 
very  best  ones  that  can  be  found,  because  we  want  Joe-Boy  to  have  a 
strong,  well-built  house  to  live  in.'' 

Then  Mother  Gipsy  smiled  and  Father  Gipsy  smiled,  and  I  am 
sure  Joe-Boy  would  have  smiled  too,  had  he  only  known  how  much 
they  loved  him.  But  he  only  closed  his  pretty  black  eyes,  nestled  up 
close  to  Mother  Gipsy's  heart,  and  went  fast  asleep. 

The  Architect's  Help. 

Wednesday 

THE  next  morning  while  Mother  Gipsy  was  bathing  Joe-Boy, 
she  told  him  all  about  the  new  house  she  and  Father  Gipsy 
were  going  to  build  for  him,  and  Joe-Boy  laughed  and  crowed 
and  jumped  just  as  if  he  understood  every  word. 

"Yes,"  said  Mother  Gipsy,  finding  a  new  dimple  to  kiss,  "we  are 
building  this  house  for  you,  sir,  because  we  love  you  so,  and  right  this 
very  minute,  Father  Gipsy  is  on  his  way  to  town  to  buy  a  pattern  to 
make  it  by!" 

Then  she  laughed  to  think  of  a  pattern  to  make  a  house  by.  But 
dear  me,  don't  you  have  to  have  patterns  to  make  dresses  by?  Then 
how  could  you  make  a  house  without  a  pattern,  Fd  like  to  know?  Only 
we  would  call  them  plans,  and  not  patterns,  as  Mother  Gipsy  did.  Well, 
sure  enough,  while  she  was  talking.  Father  Gipsy  was  walking  very  fast 
down  the  street,  and  by  and  by  he  came  to  an  office  in  the  town,  with 
"Architect"  written  over  the  door. 

"This  must  be  the  place,"  said  Father  Gipsy,  "because  architect 
means  a  man  who  makes  plans  to  build  houses  by.  I  shall  go  right  in 
and  see  him  about  Joe-Boy's  house." 

Sure  enough  there  sat  the  architect  at  a  big  table,  busily  drawing 
the  pictures  of  houses.  There  were  ink  and  pens  and  pencils  and  paper 
all  over  his  table,  and  he  was  as  busy  as  busy  could  be. 

"Oh  yes,"  he  said  to  Father  Gipsy,  "I  draw  plans  to  houses — large 


48  LITTLE   FOLKS'    LAND. 

ones  and  small  ones,  brick  houses,  plank  houses  and  stone  houses — let 
me  show  3'ou  some." 

So  Father  Gipsy  sat  down  by  the  table,  and  the  architect  took  down 
a  big  book  full  of  houses  and  told  him  to  look  for  the  one  he  liked  the 
best.  There  were  so  many  pretty  ones,  though,  that  Father  Gipsy 
could  hardly  tell  which  one  he  did  like  the  best,  but  at  last  he  found 
the  very  thing.  A  pretty  cottage  with  a  porch  all  around  it  and  five 
rooms — a  kitchen,  a  dining  room,  a  parlor,  a  bed  room  and  a  play  room 
for  Joe-Boy. 

So  Father  Gipsy  took  out  his  big  leather  pocket  book  and  gave  some 
of  his  dollars  to  the  architect  for  the  house  plan,  and  then  he  hurried 
to  the  tent  to  show  it  to  Mother  Gipsy  and  see  how  she  liked  it. 

"Why,  it's  just  the  thing,"  said  Mother  Gipsy,  "all  the  room  and 
the  porch  just  as  I  wished.  How  nice  it  is  to  have  architects  to  help  us 
build  our  houses.  I'm  sure  I  thank  this  one  very  much,  for  drawing 
such  a  beautiful  plan  for  the  other  workmen  to  look  at  while  they 
build  Joe-Bo3  "s  house.  Now  I  will  tell  you  what  I  am  going  to  do. 
Father  Gipsy.  I  shall  take  this  piece  of  paper  and  tack  it  to  the  tree 
by  the  tent  door,  and  then  I  shall  write  on  it  the  names  of  every  work- 
man that  helps  us  build  Joe-Boy's  house.  Isn't  that  a  good  way  not  to 
forget  our  helpers?" 

"There  now!"  said  Mother  Gipsy,  laughing,  "that  will  help  us  to 
remember.''    Then  they  went  into  the  tent  to  tell  Joe-Boy  about  it. 

The  Material  for  the  House. 

Thursday 
/  /  *¥  V'TELL,"  said  Father  Gipsy,  "the  next  thing  for  us  to  do,  is 
\A/  to  buy  the  things  we  need  to  build  Joe-Boy's  house  with. 
"  "  Just  get  a  pencil  and  paper.  Mother  Gipsy,  and  I  will 
write  them  down  as  we  think  of  them.  First,  there  must  be  brick  for 
the  chimneys  and  for  the  foundation ;  and  there  must  be  sand  to  make 
the  mortar ;  and  there  must  be  glass  for  the  windows,  and  iron  for  gas 
and  water  pipes ;  and  then  there  must  be  a  great  lumber  pile.  It  will 
take  ever  so  many  planks  to  build  Joe-Boy's  house — broad  planks  and 
narrow  planks,  thick  planks  and  thin  planks,  long  planks  and  short 
planks,  and  all  very  strong." 

"Yes,"  said  A^Iother  Gipsy,  "our  straight,  tall  forest  trees  will  give 
us  all  the  planks  we  need — they,  too,  will  help  to  build  the  house." 

So  Father  Gipsy  wrote  all  the  things  down  in  his  little  book  and 
then  went  away  to  buy  them. 


LITTLE    FOLKS'    LAND.  49 

For  many  days  after  that,  the  big  wagons  loaded  down  with  the 
lumber  and  brick  and  sand  rolled  down  the  big  road  to  the  place  where 
the  house  was  to  be  built.  ^Mother  Gipsy  watched  the  things  go  by 
with  a  happy  heart,  and  sometimes  she  w^ould  take  Joe-Boy  in  her  arms 
to  watch  the  men  unload  the  wagons. 

It  was  then  she  would  pat  the  tired  horses  on  their  heads  and  stroke 
them  very  gently.  That  was  the  way  she  said  "Thank  you"  to  them 
for  helping  to  build  Joe-Boy's  house.  'Tor  who  would  draw  the  heavy 
wagons  loaded  with  lumber  and  other  things,  were  it  not  for  vou,  kind 
horses?"  she  said.  Then,  she  would  take  Joe-Boy's  soft  hand  in  hers, 
and  show  him  how  to  say  thank  30U,  too — just  as  she  had  done. 

The  Brickmason's  Help. 

Friday 

AT  LAST  everything  that  was  needed  to  build  the  house  had 
been  hauled,  and  now  it  was  time  for  the  \vorkmen  to  begin 
building. 

"What  workman  will  30U  get  first?"  asked  Mother  Gipsy,  as  they 
sat  on  a  log  in  the  moonlight,  talking. 

"A  brickmason,"  said  Father  Gipsy,  "because  he  is  the  man  who  lays 
the  foundation,  and  that  is  the  very  first  thing  to  be  done  on  a  house." 

"Foundation,"  said  ^lother  Gipsy,  slowly,  "what  a  great  long 
word !" 

"Yes,"  said  Father  Gipsy,  "that  is  the  part  of  a  house  that  rests 
on  the  ground  and  holds  the  house  up.  Sometimes  it  is  made  of  stone, 
and  sometimes  It  is  made  of  brick  or  something  else  very  hard  and 
strong.  Indeed,  it  should  be  the  very  strongest  part  of  a  house,  because 
one  without  a  strong  foundation,  would  be  sure  to  tumble  down." 

"Dear  me!"  said  Mother  Gipsy,  "how  dreadful!  Let  us  be  very 
sure  to  have  the  foundation  to  Joe-Boy's  house  made  very  strong.  I 
would  not  have  it  fall  down  on  us  for  anything." 

Father  Gipsy  kissed  the  little  frown  away  from  her  eyebrows,  and 
then  he  said : 

"Do  not  be  afraid,  my  dear,  for  ours  shall  be  very  strong,  and  I 
shall  find  the  best  brickmason  that  can  be  found — one  who  will  do  his 
very  best  work  on  Joe-Boy's  house." 

And  so  he  did,  and  the  very  next  day  four  brickmasons  went  to  work 
on  the  foundation.  They  sifted  sand  and  mixed  it  w^ith  water  and 
lime   and   made   the   mortar.     Then   they   took   trowels,   smoothed   the 


50  LITTLE   FOLKS'    LAND. 

mortar  over  the  bricks  and  placed  them  one  above  the  other,  pressing 
each  one  firmly  in  place.  All  day  they  worked,  until  by  and  by  the 
strong  brick  wall  was  finished. 

"Well,"  said  Father  Gipsy,  "that  looks  like  a  strong  foundation,  and 
we  thank  you  very  much,  kind  brickmasons.  To-morrow  we  should 
like  to  have  you  make  the  chimneys  to  Joe-Boy's  house,  because  you  do 
such  good  work." 

The  brickmasons  went  home  to  rest,  very  tired  but  very  happy. 
They  were  happy  because  they  did  good  work,  and  because  Father 
Gipsy  had  given  them  money  for  building  the  foundation  to  Joe-Boy's 
house. 

"Now,"  they  said,  "we  will  take  this  money  and  buy  dresses  and 
hats  and  shoes  for  our  children  to  wear,  and  flour  and  meal  to  make 
them  bread  to  eat.  If  we  did  not  work  and  make  money  we  could 
not  buy  any  of  these  things  for  them.  We  are  glad  Father  Gipsy  likes 
our  work,  and  will  let  us  build  the  chimneys  to  the  new  house." 

The  Program  for  the  First  Week — House  Building:, 

The  Forest  Home. 

Monday 

Circle  talk,  songs  and  games:  Kindergartner  holding  some  nuts  brought 
her  by  one  child  from  his  Christmas  stocking:  "Do  you  remember 
where  we  went  one  bright  day  last  Autumn  to  find  nuts?  Were 
the  nuts  we  found  like  these?  What  kind  of  nuts  did  we  find? 
What  did  we  see  besides  nuts?  What  were  the  squirrels  doing 
with  nuts?  What  were  the  rabbits  doing?  The  birds?  How 
would  you  like  to  live  in  the  woods?  Shall  I  tell  you  a  story  of  a 
little  boy  who  lived  in  the  woods?     (First  chapter.) 

Songs:  What  shall  we  sing  about  the  woods?  ("A  Hole  in  a  Tree 
is  a  Squirrel's  Home,"  and  other  songs  of  forest  life  suggested  by 
the  children.) 

Games:  Let's  play  we  are  going  to  the  woods  now.  Let's  run  all 
the  way.  Stop  and  breathe  the  sweet,  fresh  air.  Now,  each  of 
you  (First  Division)  may  be  something  you  see  in  the  woods,  and 
we  will  guess  what  you  are.  Now  change  yourselves  into  forest 
trees,  and  see  what  comes  to  live  with  j^ou.  (Second  Division 
represent  squirrels,  etc.)  Use  appropriate  songs.  The  kindergartner 
provides  suitable  nuts  for  each  tree,  and  as  they  drop  squirrels  and 


LITTLE    FOLKS'    LAND.  51 

children  gather  them  up.     Finally,  let  whole  class   represent  troup 

of  children,  coming  to  the  woods  to  gather  nuts,  and  let  each  find 

a  supply  to  carry  home  (back  to  the  table). 
Gift  Period:     Sort  nuts  according  to  form  and  sizes;  then  count.     After 

free  play,  put  groups  aside  to  carry  to  some  little  friend. 
Occupation:     Folding, — Joe-Boy's  tent. 

Joe-Boy's  House. 

Tuesday 

Circle  talk,  songs  and  games:  Story  of  previous  day  reproduced  by 
children.  How  do  you  cook  at  home?  How  could  Mother  Gipsy 
cook  without  a  stove?     Did  you  ever  see  a  gipsy  pot?     (Show  one.) 

Song:     ''Forest  Song,"  Gaynor. 

Game:  Similar  to  Monday,  with  additional  features  suggested  by 
children. 

Gift  Period:     Modelling, — Gipsy  pot. 

Occupation:     Water  color, — Woodland  picture. 

Architect's  Help. 

Wednesday 

Circle  talk,  songs  and  games:  Recall  3'esterday's  story  to  children's 
minds.  "Yes,  Father  and  Mother  Gipsy  decided  to  build  a  house. 
Now,  what  must  be  done  first  of  all?*  Oh  yes,  a  pattern  to  look 
at.  Did  you  ever  make  a  playhouse  out  doors,  with  many  rooms 
in  it?  How?  James  and  Ray  may  go  out  to  the  kindling  closet 
and  bring  in  some  fine  sticks  for  Nell  and  Susie  to  lay  on  the  floor 
here,  and  show  us  how  they  shape  the  rooms  of  their  playhouse. 

Marching:  Follow  along  woodland  path  leading  to  town  and  archi- 
tect's office.  Gather  imaginary  nuts  or  leaves  from  overhanging 
branches  by  the  way. 

Gift:     Sticks  (5  inches),  lay  plan  ("Pattern")   of  house.     . 

Occupation:     Drawing, — Plan  of  house. 

Material  for  the  House. 

Thursday 

Circle  talk,  songs  and  games:  Do  we  cut  apple  trees,  peach  trees  or 
pear  trees  to  build  houses  of?  What  kind  of  trees  are  used?  Do 
we  build  with  the  trees  just  as  they  look  in  the  woods?  Did  you 
ever  see  a  log  house?     Do  you  know  how  boards  are  made  of  trees? 

Songs:     "Chopping,"  "Sawing." 


52  LITTLE    FOLKS'    LAND. 

Game:     Running,   breathing,   stretching  and  bending  exercises  in   con- 
nection with  imaginarj^  woods. 
"Woodman  chopping  trees." 
"Sawmill,"  imitating  sound. 
Gift:     Large  building  blocks,  12x6. 

Draw  blocks  to  building  spot,  and  pile  in  order. 
Occupation:      Constructive   work.      Use   stocks,    peas   and   milk   bottle 
tops,  making  a  truck  to  haul  logs  on. 

Brickmason's  Help. 

Friday 

1.  Relate  the  story  for  the  day. 

2.  Devote  the  morning  to  a  visit  to  the  brick  yard. 

J.  Direct  the  children's  attention  to  the  material  used  in  the 
foundation  of  Joe-Boy's  house. 

The  Second  Week — House  Building. 

The  Carpenter's  Help. 

Monday 

WHEN  the  brickmasons  had  finished  their  work  and  gone 
home.  Father  Gipsy  hurried  to  the  tent  in  the  woods.  He 
knew  Mother  Gipsy  would  be  waiting  for  him,  and  would 
want  to  hear  all  about  the  work  on  the  new  house.  Sure  enough,  she 
came  down  the  path  to  meet  him,  and  the  very  first  thing  she  said  was: 

"How  is  Joe-Boy's  house?  Did  the  brickmasons  build  a  strong 
foundation  ?" 

"Yes  indeed,"  said  Father  Gipsy,  "the  foundation  is  finished,  and 
it  is  such  a  fine,  strong  one  I  am  sure  you  will  like  it." 

"That  is  good  news,"  said  Mother  Gipsy,  "now,  what  is  the  next 
thing  to  be  done?" 

"The  next  thing  to  do,"  said  Father  Gipsy,  "is  to  find  some  jolly 
carpenters.  They  will  build  the  wood  work  and  finish  up  the  house. 
It  will  take  them  many  days  of  hard  work,  but  I  shall  pay  them  well, 
and  by-and-by  all  will  be  finished,  and  Joe-Boy  and  you  and  I  will 
move  into  the  pretty  house." 

Very  early  the  next  morning  the  carpenters  came  to  work  on  the 
house,  and  each  one  of  them  brought  his  dinner  in  a  basket,  because 
they  would  be  so  busy  building  all  day,  there  would  be  no  time  to  go 
home  for  dinner.     They  brought  large  tool  boxes  with  them  too,  filled 


LITTLE    FOLKS'    LAND.  53 

with  all  kinds  of  carpenter's  tools — hammers,  saws,  augers,  gimlets, 
measuring  squares,  planes,  screws  and  nails.  Soon  every  carpenter  was 
hard  at  work,  some  hammering,  some  sawing,  some  planing,  some  boring 
and  some  measuring,  but  all  working  on  Joe-Boy's  house. 

For  many  days  Mother  Gipsy  listened  to  the  ring  of  the  hammers 
and  the  w^hir  of  the  saws,  as  the  planks  were  sawn  in  two — long  ones 
and  short  ones,  thick  ones  and  thin— ^planed  smooth  and  level,  and  then 
nailed  in  place.  Sometimes  great,  heavy  planks  would  have  to  be  lifted 
to  the  top  of  the  house,  and  then,  it  would  take  many  men  to  help, 
because  one  man  was  not  strong  enough  to  lift  it  all  by  himself.  They 
would  tie  a  rope  around  the  large  plank,  and  then  pass  this  rope  over 
a  strong  iron  wheel,  called  a  pulley,  and  catching  the  other  end  of  the 
rope  they  would  pull  and  pull  with  all  their  strength,  and  the  heavy 
plank  would  rise  higher  and  higher,  until  it  reached  the  top  of  the 
house,  where  other  carpenters  were  waiting  to  catch  it  and  nail  it  into 
place.  These  carpenters  knew  of  other  ways  to  move  things,  too, — ■ 
w^eights  so  heavy  that  man}^  men  could  not  life  them,  even  a  little  way, 
and  then  they  would  use  the  capstan,  which  could  lift  heavy  weights 
high  and  hold  them  so  tight,  they  could  not  slip,  nor  hurt  anyone.  And 
if  the  carpenters  had  anything  on  top  of  the  house  to  send  down  to 
the  ground,  they  would  slide  it  down  a  long  slanting  board,  called 
an  inclined  plane,  and  this  helped  them  in  their  building  very,  very 
much,  and  saved  many  steps.  So,  you  see  what  busy,  busy  workmen 
these  carpenters  were,  and  how  much  work  they  had  to  do  before  Joe- 
Boy's  house  would  be  ready  for  him. 

The  Painter's  Help. 

Tuesday 

ONE  night   Father  Gipsy  came  into  the  tent  with  a  very,   very 
happy   face.      He  stooped   down   and   kissed   Mrs.   Gipsy   and 
then  he  kissed  Joe-Boy  and  then  he  said,  "Guess  what?" 
And  Mrs.  Gipsy  thought  a  minute,  and  then  she  smiled   and   said, 
"The  carpenters  have  finished  the  house!" 

"Yes,"  said  Father  Gipsy,  "that  is  just  it,  and  to-morrow  the 
painters  are  coming  to  paint.  Now,  what  color  shall  we  have  our 
house  painted, — red,  orange,  yellow,  green,  blue  or  violet?" 

"None  of  those,"  said  Mother  Gipsy,  "though  I  do  think  red  a  most 
beautiful  color ;  but  let  us  have  it  a  cool  gray  with  white  trimmings — 
that  will  look  pretty  both  winter  and  summer.     The  inside  walls,  we 


54  LITTLE   FOLKS'    LAND. 

will  have  tinted  with  beautiful  colors  and  borders  of  flowers.  I  have 
thought  it  all  out  this  week  while  the  carpenters  were  at  work.  Joe- 
Boy's  room  must  be  in  blue  with  a  border  of  daisies ;  our  room,  red  with 
dogwood  blossoms;  the  parlor  white,  with  violets;  the  dining-room, 
yellow  with  golden-rod ;  and  the  kitchen,  green  with  asters.  That  will 
be  almost  like  living  in  the  woods,  you  see, — the  wild  flowers  will  still 
be  with  us." 

"Yes,"  said  Father  Gipsy,  "that  is  a  very  pretty  plan  and  it  shall 
be  just  as  you  say.  I  must  see  the  wall-paper  man  about  the  walls, 
though,  and  while  he  works  inside,  the  painters  can  work  outside,  so 
they  will  soon  have  things  finished." 

"I  think  we  should  have  an  iron  fence  around  the  yard,"  said  Mother 
Gipsy,  "because  I  am  going  to  have  flowers  everywhere,  and  the  back 
yard  is  to  be  quite  as  beautiful  as  the  front  yard  with  petunias  and 
phlox  and  pinks  and  pansies  and  lilacs  and  roses  nodding  good-day  to 
all  the  passers-by." 

"I  had  almost  forgotten  about  the  fence,"  said  Father  Gipsy,  "but 
of  course  we  must  have  one,  or  other  people  might  get  their  yard  mixed 
up  with  ours,  or  horses  and  goats  and  cows  walk  across  it  and  mash 
our  flowers." 

So  Father  Gipsy  and  Mother  Gipsy  talked  on  and  on  about  the  new 
house  and  how  nice  they  were  going  to  have  everything  for  Joe-Boy, 
until  the  stars  and  moon  peeped  in  at  the  tent  door  to  tell  them  it  was 
bed  time,  and  the  painters  would  catch  them  napping  next  morning 
if  they  didn't  watch  out,  "And  they  might  paint  our  house  black'^ 
said  Father  Gipsy,  "if  Fm  not  there  to  tell  them  how." 

Joe-Boy. 

Wednesday 

ALL  this  long  while  the  architect  and  brickmasons  and  carpenters 
and  painters  were  busy  working  on  Joe-Boy's  house  he  was 
growing  and  growing  and  growing! 
I  know  if  you  could  have  passed  the  Gipsy  tent  in  the  woods  and 
seen  him  swinging  beneath  the  trees  in  a  tiny  hammock  made  of  his 
mother's  red  shawl,  you  most  surely  would  have  wished  to  kiss  him. 
He  looked  so  bright  and  happy  as  his  big  black  eyes  watched  the  dancing 
leaves,  the  merry  sunbeams  and  the  swaying  grasses  and  flowers.  They 
were  all  his  playmates  and  came  to  help  him  have  a  pleasant  time  in 
his  wonderful  forest  home,  and  Joe-Boy  loved  them  every  one. 


LITTLE    FOLKS'    LAND.  55 

When  Mother  Gipsy  was  too  busy  to  sing  to  him  and  play  merry 
games  with  his  fingers  and  toes,  his  eyes  and  his  nose,  why  he  did  not 
think  of  crjang,  but  instead,  he  would  stretch  out  his  dimpled  hands 
to  the  birdies  up  high  in  the  trees  who  sung  him  such  beautiful  songs. 
Then  Joe-Boy  would  coo  and  coo  to  them,  waving  his  dimpled  hands 
back  and  forth,  until  by  and  by  he  would  fall  asleep.  When  he  awoke, 
Mother  Gipsy  was  always  there  to  kiss  him  and  take  him  up  for  a 
frolic.  It  was  then  they  played  "this  little  pig  went  to  market,"  and 
"the  little  mouse  ran  round,  and  round,"  and  "chin-chopper-chin,"  and 
"Round  and  round  the  birdie  flies 

Till  it  finds  the  baby's  eyes. 

Round  and  round  again  it  goes 

Till  it  finds  the  baby's  nose." 
Joe-Boy  would  laugh  out  loud  then,  he  liked  that  game  so  much, 
and  Mother  Gipsy  would  have  to  play  it  over  and  over  again.  Of 
course  when  Father  Gipsy  came  home  from  his  work  there  had  to  be 
another  frolic,  and  then  all  three  would  go  for  a  walk  through  the 
forest  and  down  the  little  path  which  led  to  the  new  house  that  so 
many  workmen  had  built  for  Joe-Boy. 

And  so  the  days  went  by,  until  one  day  Father  Gipsy  came  to 
dinner  with  a  very  happy  face  and  said,  "Our  house  is  finished!  Even 
the  painters  have  done  their  work  and  gone  away  with  their  paint  and 
brushes.  The  papering  man  has  finished  the  walls  with  borders  of 
wild  flowers  just  as  you  wished,  and  the  joiner,  another  kind  of  car- 
penter, has  fixed  pretty  cabinet  mantels  to  the  fireplaces,  and  made  the 
doors  and  windows  to  open  smoothly,  so  you  see  there  is  nothing  else  to 
be  done." 

"Yes,"  said  Mother  Gipsy,  "but  houses  have  to  be  furnished,  you 
know,  before  people  live  in  them,  and  another  set  of  workmen  will 
have  to  help  us  now.  There  must  be  carpets  and  rugs  and  beds  and 
dressers  and  washstands  and  chairs  and  sofas  and  tables  and  dishes  and 
pans  and  manj^  many  things  made  by  many  different  workmen,  before 
our  house  is  ready  for  Joe-Boy.  You  must  go  to  all  the  different  stores 
and  find  out  the  merchants  who  keep  these  things,  and  buy  the  very 
best  that  can  be  found.  Then  let  us  choose  one  room  each  day,  and 
furnish  it  as  daintily  and  prettily  as  possible,  and  when  all  the  rooms 
are  furnished  the  house  will  be  finished  and  then  you  and  Joe-Boy  and 
I  will  move  into  it,  and  be  as  happy  as  happy  can  be !" 


56  LITTLE   FOLKS'    LAND. 

Note:  Beginning  with  the  next  chapter,  let  the  children  furnish  the 
model  house  in  the  kindergarten,  completing  one  room  each  day. 
Inspire  them  with  the  idea  that  they  are  the  real  workmen  who 
are  furnishing  the  house  for  Joe-Boy.  Draw  out  their  thoughts 
about  the  different  rooms  to  be  furnished  and  the  necessary  articles 
for  each  one,  suggesting  that  co-operation  in  inanimate  things  is 
necessary  to  complete  a  whole.  Sum  up  the  help  rendered  by  work- 
men in  the  manufacture  of  furniture,  carpets,  china,  iron  and  tin- 
ware, tracing  them  through  their  several  stages  to  their  origin,  that 
the  principle  of  interdependence  may  be  clearly  drawn. 

Mercantile  Relationships :     Furniture,   drygoods,   hardware,   chinaware. 

The  Bed  Room. 

Thursday 

IT  WAS  early  the  next  morning  when  somebody  crawled  over 
Father  Gipsy's  chest,  before  he  was  awake,  and  pulled  his  hair  and 
punched  his  eyes  and  poked  his  cheeks  and  then  pulled  his  nose ! 
Of  course  you  know  it  was  Joe-Boy,  and  then  Mother  Gipsy  shook  him 
and  said,.  "Get  up,  sir;  don't  you  know  it  is  time  to  go  to  town  and 
buy  some  of  the  furniture  for  Joe-Boy's  house?  We  are  to  furnish 
the  bedroom  to-day,  you  know." 

"Sure  enough,"  said  Father  Gipsy,  "I  had  almost  forgotten.  Can't 
you  go  to  town  with  me?  I  am  afraid  I  will  not  get  just  the  right 
things  for  a  bedroom." 

"No,  indeed!"  said  Mother  Gipsy,  "I  have  nobody  to  leave  Joe-Boy 
with  and  he  might  roll  out  of  the  hammock  and  crack  his  head.  And 
I  couldn't  take  him  with  me,  because  he  is  too  fat,  and  then  I'm  afraid 
he  would  catch  the  measles  or  the  mumps,  so  you  must  go  by  yourself." 

"All  right,"  said  Father  Gypsy,  "I'll  do  my  best.  Now  tell  me 
just  what  to  buy,  so  that  I  shall  not  forget  anything,  and  as  you  tell 
me  I  will  write  them  down  in  my  little  book." 

So  Mother  Gipsy  told  him  everything  that  was  needed  in  a  bed 
room,  and  after  breakfast  Father  Gipsy  went  to  the  best  furniture  store 
he  could  find  in  the  town  and  bought  all  the  things  and  had  them  sent 
out  to  the  house,  where  Mother  Gipsy  was  waiting  to  put  them  in  the 
room — and  such  a  pretty  bed-room  as  it  was  when  finished!  First 
there  was  a  pretty  red  rug,  large  enough  to  cover  nearly  all  the  floor, 
and  then  a  large  iron  bed  for  Father  and  Mother  Gipsy  and  a  small 
iron   bed   for  Joe-Boy,   so  white  and   clean   that   I   am  sure  vou   would 


LITTLE    FOLKS'    LAND.  67 

feel  like  tumbling  into  it  for  a  cosy  nap.  There  was  a  dresser  and  a 
washstand  in  white,  too,  and  some  pretty  chairs,  and  a  table,  and  pic- 
tures on  the  wail,  and  soft  white  curtains  at  the  windows,  and  all  t!u' 
other  little  things  that  help  to  make  rooms  beautiful. 

"And  how  much  money  did  you  pay  for  this  bed-room  furniture?" 
asked  Mother  Gipsy.  "A  great  deal,  I  know,  because  it  is  made  so 
nicely,  and  very  good  workmen  must  have  made  it." 

"^  es, "  said  Father  Gips}',  "the  furniture  man  got  it  from  a  very  fine 
factory,  where  the  workmen  use  planks  from  the  strongest,  straightest 
trees,  and  everyone  does  his  very  best  work.  The  iron  beds  were  made 
at  another  factory  where  only  iron  furniture  is  made,  and  nothing  leaves 
the  factor}'  to  be  sold  to  people  that  is  not  well  made,  so  I  was  glad 
to  buy  them  and  pay  a  good  price." 

"Well,"  said  Mother  Gipsy,  smiling,  "Joe-Boy  and  I  have  many 
to  thank  for  our  pretty  furniture, — the  iron  mines,  the  forest  trees,  the 
factory  men,  the  store  men,  and  dear  Father  Gipsy,  who  worked  for  the 
money  to  bu}'  them  with." 

The  Parlor. 

Friday 

THE  next  day,  Father  Gipsy  started  out  bright  and  early  to  buy 
some  more  furniture,  because  Mother  Gipsy  was  anxious  to 
furnish  the  parlor,  and  make  it  look  as  beautiful  as  the  pretty 
bed  room. 

"Hurry  up,  Father  Gipsy,"  she  said,  "I  am  so  anxious  to  see  how 
everything  will  look.  I  believe  living  in  houses  is  a  very  good  thing 
after  all." 

"I  thought  you  would  learn  to  like  it,"  said  Father  Gips}-.  "Good- 
by ;  I  shall  be  back  just  as  soon  as  I  can,  so  you  and  joe-Boy  may 
watch  for  me." 

Then  Father  Gipsy  went  to  town  and  Mother  Gipsy  watched  and 
watched,  and  waited  and  waited,  and  by  and  by  she  saw  the  big  furni- 
ture wagon  drive  in  through  the  gate,  and  Father  Gipsy  right  on  top! 

"Well,"  he  said,  "here  I  am  again,  and  I  found  the  very  things 
you  wanted, — none  of  them  too  fine  for  us  to  use  every  day." 

"That  is  good,"  said  Mother  Gipsy,  "we  do  not  want  a  room  so 
fine  we  cant  enjoy  it,  Fm  sure,  but  a  cosy  place  in  which  to  sit  each 
day,  to  read  and  talk  or  see  our  friends,  or  even  work  in,  when  we 
choose." 


58  LITTLE    FOLKS'    LAND. 

"To  be  sure,"  said  Father  Gipsy,  "when  the  cold  winter  time  comes, 
we  shall  have  to  stay  in  our  house  a  great  deal,  so  we  must  make  every 
room  full  of  happiness  and  comfort." 

Then  Father  Gipsy  unpacked  the  furniture  and  Mother  Gipsy 
placed  it  all  in  order,  and  when  it  was  finished,  why,  she  couldn't  say 
one  thing  but  "Oh,  oh,  oh !"  because  everything  looked  so  pretty.  Even 
Joe-Boy  stretched  out  his  hands  to  the  violets  scattered  over  the  rug, 
and  crowed  with  delight  when  Mother  Gipsy  laid  him  on  a  cushion 
in  the  broad  window  seat  and  played  "peek-a-boo"  behind  the  curtains. 

"Some  day  he  will  be  crawling  up  there  all  by  himself  to  look  at 
pictures,  or  watch  for  me,"  said  Father  Gipsy. 

"And  when  you  come  in  tired,"  said  Mother  Gipsy,  "you  can 
stretch  out  on  that  big  leather  lounge  and  rest,  while  I  sit  in  the  easy 
chair  and  read  to  you." 

"Yes,"  said  Father  Gipsy,  "or  play  to  me  on  the  piano,  over  there, 
music  that  makes  us  think  of  the  mountain  waters,  the  laughing  breeze 
and  the  sunshine  in  the  forest.  There  are  many,  many  happy  days  for 
us  in  this  pretty  room,  I'm  sure, — for  you  and  me  and  Joe-Boy." 

The  Pfogram  for  the  Second  Week — Howse  Buildingf. 

The  Carpenter's  Help. 

Monday 

Circle  talk,  son^s  and  games:  Have  you  ever  seen  men  building  a 
house?  What  are  the  men  who  build  the  house  called?  Do  you 
know  what  the  carpenters  use  to  help  them  in  their  work?  Yes, 
hammers,  saws,  planes  and  something  to  bore  holes  with.  That  is 
an  auger.  Yes,  and  something  to  lift  heavy  timbers  from  the 
ground  to  the  top  of  the  house.  The  machine  they  use  to  lift 
heavy  things  is  called  a  pulley.  Here  is  one  kind  of  pulley  fastened 
to  the  top  of  our  window.  Ned  may  pull  this  end  of  the  rope  and 
see  if  he  can  raise  the  heavy  stick  tied  to  the  other  end.  out  of  doors — 
high  enough  so  we  can  see  it  through  the  window. 

Game:  Let  each  child  use  pulley. 

Play  "Carpenter,"  using  Carpenter  song. 

Gift:     Second   (with  box). 

Let  each  child  make  a  pulley. 

Occupation  :     Cutting, — A  saw. 


LITTLE   FOLKS'    LAND.  59 

The  Painter's  Help. 

Tuesday 

Circle  talk,  songs  and  games:  Is  your  house  the  same  color  as  Johns's 
house?  Do  the  carpenters  color  the  houses?  Who  does?  One 
painter  started  out  with  a  bucket  of  paint — just  a  bucket  of  paint 
and  that  was  all,  because  he  was  thinking  hard  about  his  work  and 
all  he  needed  for  it.  But  he  soon  saw  his  mistake  and  turned  back 
to  get — what  ?  ^  es.  a  brush ;  and  because  the  house  was  so  very 
high  he  must  take  something  else  to  climb  on.    And  what  was  that? 

Games:     "Painters,"  "Carpenters." 

Call  of  bell  or  whistles.     Response  of  workmen,  promptly  gather- 
ing up  needed  tools  and  departing  to  work. 

Gift:  Large  blocks — Complete  house  ready  for  painters.  Or  make 
ladder  for  painter. 

Occupation :  Drawing.  Use  wax  crayons  and  design  on  strips  of 
ribbon  paper,  wall  paper,  for  the  interior  of  Joe-Boy's  house. 

Joe-Boy. 

Wednesday 
Circle  talk,  songs  and  games:     Reproduction  of  stories  of  Monday  and 

Tuesday,  by  children. 
Game:     Run   to   imaginary  woods  to  see  Joe-Boy.      Find   his   friends, 

birds,  rabbits,  etc.     Find  home  of  quail,  squirrel,  rabbit,  etc. 
Gift:     ^Modelling.     Some  one  of  Joe-Boy's  friends. 
Occupation:     Make  a  hammock. 

Bed  Room. 

Thursday 
Circle  talk,  songs  and  games:     What  furniture  is  in  your  bed  room? 

What  is  the  bed-stead  made  of? 
Game:    Walk  through  the  woods  to  the  new  house,  greeting  Joe-Boy's 

friends  by  the  way  and  telling  them  of  the  new  house.     Visit  an 

imaginary   town ;   select   bed-room    furniture    from    Playstores,    and 

carry  home  in  a  wagon. 
Gift:     Third.     Bed-room  furniture. 
Occupation:     Folding. — Chair  or  bed. 

The  Parlor. 

Friday 
Circle  talk,  songs  and  games:    What  furniture  is  in  your  parlor?    And 


60  LITTLE    FOLKS'    LAND. 

yours?     And  yours?     Are  the  walls  papered?     Are   there   flower 

pictures  on  the  paper? 
Music:     Representing  running  water.     "Brook,"  by  Lack. 
Play:     Run  to  the  brook  near  Joe-Boy's  house  and  wade,  splash  and 

frolic. 

Skip  away  to  a  pond,  make  raft  and   ride.     Follow  woodland 

path  home. 
Gift:      One-inch    colored    cubes.      Parlor    furniture.      Also    forms    of 

symmetry. 
Occupation:     Folding. — A  piano. 

The  Third  Week. 

The  Dining  Room. 

Adonday 

THE  next  room  to  be  finished  was  the  dining-room,  and  Mother 
Gipsy    laughed    and    laughed    at    Father    Gipsy,    because    she 
thought  he  never  would  understand  just  exactly  and  precisely 
what  she  wanted  him  to  buy  for  it. 

There  was  to  be  an  oak  dining-table  and  an  oak  sideboard  and 
high  backed  chairs  with  leather  bottoms  and  a  china  closet  and  curtains 
and  pictures  and  silver  and  china. 

"Well,"  said  Father  Gipsy,  screwing  up  his  eyebrows,  "I  can  re- 
member all  about  the  table  and  the  chairs  and  that  kind  of  thing,  but. 
I  get  the  china  and  the  silver  all  mixed  up." 

"Why,  that's  not  hard  to  remember,"  said  Alother  Gipsy,  "listen 
again :  twelve  glasses,  twelve  cups  and  twelve  saucers  and  twelve  break- 
fast plates  and  twelve  dinner  plates  and  twelve  supper-plates  and  twelve 
soup-plates  and  twelve  knives  and  twelve  forks  and  twelve  tea  spoons 
and  twelve  big  spoons  and " 

"Goodness,  mercy  me!"  said  Father  Gipsy,  "let  me  say  it  over — 
t-w-e-1-v-e  s-u-p-p-e-r  c-u-p-s!" 

"No,  no,  no,  no,"  said  Mother  Gipsy,  laughing,  "who  ever  heard  of 
supper  cups,  sir?     I  said  supper  p-1-a-t-e-s!" 

"Oh,  yes,"  said  Father  Gipsy,  "I   forgot  that  time,  let  me  say  it 

over — twelve  supper  forks  and " 

Well,  he  just  wouldn't  say  it  right,  so  Mother  Gipsy  said  she  would 


LITTLE    FOLKS'    LAND.  61 

go  to  town  and  buy  the  dining  room  dishes  and  Father  Gipsy  should 
stay  at  home  and  take  care  of  Joe-Bo}-.     So  that  is  what  she  did. 

"Now,  don't  you  let  Joe-Boy  crack  his  head  while  Tm  away,"  she 
said  to  Father  Gipsy,  "and  don't  let  him.  swallow  any  rocks,  or  eat 
any  grass  or  tumble  in  the  water, — and  if  he  cries  just  show  him  his 
fingers  and  toes,  and  that  will  make  him  hush." 

"All  right,"  said  Father  Gipsy,  "please  don't  stay  long." 

I  think  Mother  Gipsy  was  gone  all  the  morning,  though  she  came 
back  as  soon  as  she  could,  and  when  the  delivery  wagon  brought  the 
things  up,  Father  Gipsy  opened  his  ejes  very  wide — she  hadn't  for- 
gotten a  single  thing! 

"And  everything  matches,  too,"  said  Mother  Gipsy,  "see,  the  rugs 
have  sprays  of  golden-rod  like  the  wall  paper  border,  and  even  the 
pretty  china  dishes  have  wee  bits  of  golden-rod  sprinkled  over  them — 
now,  won't  that  make  3'ou  think  of' pleasant  thinks  while  you  eat?" 

"Indeed  they  w^ill,"  said  Father  Gipsy,  "and  I  think  everything  you 
bought  is  most  beautiful!    What  stores  did  you  go  to?" 

"Well,"  said  Mother  Gipsy,  "I  went  to  a  chinaware  store  for  the 
dishes,  and  to  a  jewelry  store  for  the  silverware,  and  to  a  furniture 
store  for  all  the  other  things;  so  you  see  there  are  some  more  workmen 
we  must  thank  for  helping  us  with  Joe-Boy's  house." 

Then  they  worked  away  as  busy  as  bees,  until  everything  was  un- 
packed and  in  place  from  Joe-Boy's  high  chair  to  the  pretty  china 
closet,  with  shelves  full  of  dainty  dishes,  -washed  fresh  and  clean. 

It  was  then  Mother  Gipsy  asked  Father  Gipsy  how  he  got  on 
nursing,  and  Father  Gipsy  said : 

"Very  nicely;  I  did  just  as  you  told  me  to,  but  when  he  got 
through  playing  with  his  fingers  and  toes  he  cried  for  your  Sunday  hat, 
but  I  don't  think  he  hurt  it  very  much — he  chew^ed  a  little  piece  of 
the  ribbon,  and  when  he  went  to  sleep  I  took  it  away  from  him." 

"Why,  Father  Gipsy,  my  Sunday  hat!  You  don't  give  babies  every- 
thing they  cry  for  to  play  wnth !  Dear,  dear,  I'll  be  afraid  to  leave  you 
at  home  to  nurse  anymore." 

Then  Mother  Gipsy  laughed  and  Father  Gipsy  laughed  and  even 
Joe-Boy  waked  up  and  laughed,  so  they  all  had  a  laugh  together,  and 
then  Father  Gipsy  promised  to  do  better  ne.xt  time,  and  when  Joe-Boy 
cried  to  give  him  his  rubber  ball  to  chew  instead  of  Mother  Gipsy's 
Sunday  hat. 


62  LITTLE   FOLKS'    LAND. 

The  Kitchen. 

Tuesday 

//^^^TTE  must  furnish  our  kitchen  to-day,"  said  Mother  Gipsy, 
\A/  "and  there  will  be  a  new  kind  of  store  to  find — a  hard- 
'  ^  ware  store  where  iron  things  are  kept." 

"Yes,"  said  Father  Gipsy,  "I  know  where  there  is  a  very  fine  hard- 
ware store,  so  I'll  go  and  buy  the  things  and  let  you  nurse  Joe-Boy 
this  time." 

"All  right,"  said  Mother  Gipsy,  "I  like  that  plan  very  much,  if  you 
are  sure  you  can  remember  to  get  everything  as  I  tell  you." 

Father  Gipsy  said  he  would  be  sure  to  remember,  and  then  Mother 
Gipsy  said : 

"Well,  get  an  oil  cloth  for  the  floor,  and  a  large  table  and  a  safe 
and  some  chairs.  Then  get  the  very  best  cooking  stove  you  can  find, 
because  I  shall  have  to  stop  cooking  out  in  the  woods  now,  and  use  a 
stove  like  other  people.  Of  course  you  know  about  the  pots  and  biscuit 
pans  and  pie  pans  and  cake  pans  and  tea  kettle  and  muffin  rings  and 
waffle  irons  and  wafer  irons  and  all  that  kind  of  thing.  Then  there 
must  be  a  wooden  tray  to  mix  bread  in  and  a  marble  block  to  roll  the 
dough  on,  and  a  rolling  pin  and  a  sifter  and  a  biscuit  cutter  and  spoons 
and  knives  and  forks." 

"And  a  big  kitchen  clock,  too,"  said  Father  Gipsy,  "then  we  will 
always  know  what  time  to  cook  and  eat  our  meals." 

"Yes,  indeed,"  said  Mother  Gipsy,  "and  I  should  like  two  or  three 
pretty  pictures  in  our  kitchen,  whether  other  people  have  them  or  not, 
because  I  wish  the  kitchen  to  be  such  a  bright,  cheerful  room  that  we 
shall  love  to  stay  in  it  when  there  is  work  to  be  done." 

Well,  if  you  had  only  peeped  into  Mother  Gipsy's  kitchen  that 
night  after  everything  had  been  finished,  you  would  have  wished  to 
stay  and  be  her  little  cook,  for  everything  was  just  ready  from  the 
kettle  singing  away  on  the  polished  stove  to  the  clock  which  ticked  you 
a  cheerful  welcome.  Great  fun  it  would  be  to  sift  some  pure,  white 
flour,  mix  and  roll  and  knead  the  dough,  shape  into  delicious  biscuit, 
and  bake  them  for  somebody's  supper. 

"I  cannot  tell  which  room  I  like  best,"  said  Father  Gipsy,  "the  last 
one  always  seems  the  prettiest." 


o 


LITTLE    FOLKS'    LAND.  63 

Joe-Boy's  Room. 

Wednesday 
fc'  /^"^  NLY  one  more  room  to  furnish  now,"  said  Mother  Gipsy, 
"and  that  must  be  the  prettiest,  daintiest  one  in  the  house, 
because  it  is  for  some  one  we  love  very  much." 

"Yes,"  said  Father  Gipsy,  "we  have  saved  the  best  for  the  last;  tell 
me  how  you  think  we  should  fix  it  up." 

"Well,"  said  Mother  Gipsy,  smiling, — she  always  smiled  when  she 
spoke  of  Joe-Boy — "I  have  thought  and  thought  about  Joe-Boy's  room, 
and  I  wish  it  to  be  a  room  that  he  can  always  love  and  enjoy,  so  it 
will  have  to  grow  with  him  from  year  to  j'ear.  At  first  it  will  be 
only  a  play  room — the  brightest  spot  in  all  this  house! — but  his  ver\^ 
own.  I  have  noticed  so  many  of  the  town  children  scatter  their  play- 
things all  over  the  house — in  the  halls,  porches  and  yards, — and  I  be- 
lieve it  is  because  those  children  have  no  place  of  their  own  to  keep 
them,  and  if  we  give  Joe-Boy  a  room  that  belongs  only  to  him,  with 
a  place  in  which  to  keep  his  books  and  toys,  maybe  he  will  learn  to 
take  good  care  of  them." 

"That  is  true,"  said  Father  Gipsy,  "you  always  set  me  thinking. 
Big  folks  have  a  place  to  keep  their  things  and  so  little  folks  ought  to 
have  a  place  to  keep  their  things  in.  Now,  what  else  have  you  thought 
about?" 

"I  have  thought  about  pictures,"  said  Mother  Gipsy,  "only  beau- 
tiful ones  of  the  things  we  wish  Joe-Boy  to  love.  First,  one  of  the  Christ 
child,  with  Mary  his  mother,  and  another  of  Christ,  with  many  children 
around  him.  Then  I  wish  a  good  picture  of  a  farmer  sowing  grain, 
another  of  carpenters  building,  another  of  a  flock  of  sheep  and  another 
of  a  blacksmith  shoeing  a  horse,  and  one  of  a  cow  with  a  baby  calf." 

"Oh,  yes,"  said  Father  Gipsy,  smoothing  the  pucker  away  from  his 
eyebrows,  "I  see,  now,  what  you  are  up  to !  You  wish  Joe-Boy  to 
know  where  he  gets  his  food  to  eat,  his  clothes  to  wear  and  his  house 
to  live  in,  and  some  day  you  are  to  tell  him  stories  about  these  pictures." 

"That  is  it,"  said  Mother  Gipsy,  with  a  merry  laugh,  "for  how  will 
he  grow  into  a  thankful  boy  unless  he  learns  to  love  those  who  work 
for  him?  But  I  haven't  yet  finished  about  the  pictures — there  is  some- 
thing else  Joe-Boy  must  learn  to  love  and  that  is  birds,  so  I  have 
planned  to  put  a  border  of  birds  all  the  way  round  the  walk  of  the 
room  just  under  the  window  facings,  and  low  enough  for  him  to  see 


64  LITTLE   FOLKS'    LAND. 

well  before  he  learns  to  walk.  There  must  be  blue-birds  and  red-birds 
and  robins,  and  sparrows,  and  doves,  and  woodpeckers,  and  orioles,  and 
wrens  and  jays  and  thrushes  and  mocking  birds  and  bob-whites  and 
parrots  and  canaries.  Some  of  them  will  be  building  nests,  some 
watching  their  eggs,  and  some  feeding  baby  birds, — what  do  you  think 
of  that?" 

"Why,  I  think  it  will  be  most  beautiful,"  said  Father  Gipsy,  "and 
just  like  you  to  think  about  it.     What  else  after  the  pictures?" 

"A  rug  for  the  floor  with  daisies  sprinkled  over  it,"  said  Mother 
Gipsy,  "and  a  table  like  what  the  kindergarten  children  have  and  six 
little  chairs.  Joe-Boy  will  not  always  be  a  baby,  you  know,  and  some 
da\-  his  playmates  will  be  coming  to  see  him,  and  if  they  wish  to  play 
with  blocks  the  table  and  chairs  will  be  ready  for  all.  Then  don't 
forget  about  the  book-case  for  his  books,  and  a  cabinet  to  keep  his  toys 
in,  for  there  will  be  horns  and  balls  and  blocks  and  beads  and  hoops 
and  dolls  and  other  playthings  which  Joe-Boy  will  have  from  time  to 
time,  and  will  wish  to  take  good  care  of." 

"He  seems  to  think  now  that  the  best  way  to  take  care  of  things  is 
to  eat  them,"  said  Father  Gipsy,  "as  he  did  }'our  Sunday  hat." 

"Oh,  he'll  learn  better  than  that,"  said  Mother  Gipsy,  "just  you 
wait  and  see!  He  has  only  his  colored  balls  to  play  with  now,  but  I 
shall  begin  to  teach  him  very  soon  to  put  them  away  for  a  nap,  when 
he  goes  to  sleep — it  will  be  a  pretty  game  for  him.  But  come,  if  we 
talk  too  long  we  will  do  no  work,  and  I  am  anxious  to  see  Joe-Boy's 
room  finished." 

Late  that  night  some  moonbeam  fairies  peeped  through  the  windows 
into  Joe-Boy's  room,  and  this  is  what  they  saw:  Beautiful  pictures 
and  a  border  of  birds  around  the  walls,  a  big  square  rug  with  daisies 
on  it,  a  low  table  and  its  little  chairs,  a  pretty  book-case  and  a  toy 
cabinet ;  and  then  the  moonbeam  fairies  smiled,  for  on  the  top  shelf  of 
the  toy  cabinet  they  saw  a  little  red  ball ! — Now,  how  do  j^ou  suppose 
it  got  there? 

The  Completed  House 

"*  Thuisday 

^^\    T     >  HAT  makes  you   look  so   happy   to-day.    Mother   Gipsy?" 
^/\  /       said  Father  Gipsy,  as  they  sat  before  the  tent  door  eating 

▼     ▼         their  breakfast. 
"Why,    I    am    happy   every    day,"    said    Mother   Gipsy,    "because    I 


LITTLE    FOLKS'    LAND.  65 

have  you  and  Joe-Boy  to  love.  And  then,  too,  I  am  thinking  about  our 
pretty  new  house  that  we  are  to  move  intp  to-day ;  have  you  forgotten 
that  this  is  to  be  moving  day?" 

"No,  indeed,"  said  Father  Gipsy,  "this  is  the  last  morning  we  will 
eat  breakfast  in  the  woods,  and  we  shall  say  good-by  to  the  little  gipsy 
tent  that  has  been  our  home  so  long,  and  move  into  the  new  house 
which  is  all  finished  and  waiting  for  us." 

"You  need  not  think  I  am  going  to  leave  our  dear  old  tent  behind," 
said  Mother  Gipsy,  "no,  indeed,  not  for  anything!  We  love  it  too 
much  for  that,  and  besides  I  need  it  for  Joe-Boy's  sand  house." 

"Why,  I  never  heard  of  a  sand  house,"  said  Father  Gipsy,  "you 
must  be  dreaming." 

"No,"  said  Mother  Gipsy,  with  a  merry  laugh,  "we  will  pack  up 
the  tent  and  take  it  with  us,  and  put  it  up  in  the  back  yard  under  the 
trees.  Then,  I  will  have  a  wagon  load  of  clean,  white  sand  hauled  and 
thrown  under  the  tent,  and  Joe-Boy  and  his  little  friends  can  have 
many,  many  happy  days,  playing  there  in  the  sand." 

"Oh,  yes,  I  see  now,"  said  Father  Gipsy,  "it  takes  you  to  think  up 
nice  plans,  and  when  Joe-Boy  gets  large  enough  to  play  'soldier'  or 
'Indian'  the  tent  will  be  there  ready  for  him." 

So  when  they  packed  their  gipsy-pot  and  other  things  they  took 
down  the  dear  gipsy  tent,  too,  and  it  was  placed  in  the  wagon  to  be 
moved  with  them. 

"All  aboard!"  cried  Father  Gipsy,  "jump  into  the  wagon  and  we'll 
all  take  a  ride!" 

So  Mother  Gipsy  and  Father  Gipsy  and  dear  little  Joe-Boy  climbed 
in  and  away  the  horses  trotted  off  to  the  new  house. 

When  they  opened  the  doors  and  walked  in  Mother  Gipsy's  face 
was  full  of  smiles,  and  she  carried  Joe-Boy  from  room  to  room  that 
he  might  see  everything.  He  jumped  and  crowed  with  joy,  and  when 
he  came  to  his  own  dainty  room,  he  stretched  out  his  dimpled  hands 
to  all  the  pretty  things.  Mother  Gipsy  held  him  in  one  of  the  little 
chairs,  while  she  pointed  to  the  pictures  and  birds  on  the  wall,  and 
then  she  carried  him  to  the  toy  cabinet,  and  let  him  take  down  the  little 
red  ball  with  his  own  hand,  and  when  he  had  played  a  game  with  it. 
Mother  Gipsy  showed  him  how  to  rock  it  to  sleep  and  put  it  away  for 
a  nap. 

It  was  just  then   the  moonbeam   fairies   peeped   in   at  the  window 


66  LITTLE   FOLKS'    LAND. 

to  say  good-night,  for  it  was  getting  late  and  they  wished  to  see  how 
Joe-Boy  liked  his  new  house,  before  he  went  to  bed.  You  Jcnow  the 
sunbeams  and  the  birds  and  the  winds  and  the  moon  and  stars  were 
all  old  friends  of  Joe-Boy's.  He  had  learned  to  love  them  in  his 
forest  home.  Why,  that  very  night  when  Mother  Gipsy  had  undressed 
him  to  go  to  bed,  he  saw  the  moon  shining  through  the  window  and 
reached  up  his  hands  to  get  it,  and  when  Mother  Gipsy  shook  her 
head  Joe-Boy  puckered  up  his  lips  and  cried,  because  he  couldn't  have 
the  moon  to  play  with!  He  hushed  though,  when  Mother  Gipsy  began 
to  sing: 

"Lady  moon,  lady  moon, 

Where  are  you  going? 

Over  the  sea,  over  the  sea. 

Lady  moon,  lady  moon. 

Whom  are  you  loving? 

All  that  love  me,  all  that  love  me." 

Joe-Boy's  Party. 

Friday 

WHEN    Father   and    Mother   Gipsy   had    lived    in   their   new 
house  a  few  days,  they  liked   it  very  much  indeed.     "By 
and  by,  I  shall  love  it  as  much  as  I  did  our  tent  home," 
said  Mother  Gipsy, — "and  you  know  how  much  that  was!" 

Well,  one  day  when  Father  Gipsy  came  home,  he  found  Mother 
Gipsy  in  the  kitchen  making  cakes.  There  was  a  great  row  of  them 
on  the  pantry  shelf — gold  cake,  silver  cake,  sponge  cake,  chocolate  cake 
and  cocoanut  cake,  and  they  were  all  iced,  too! 

"My,  my,"  said  Father  Gipsy,  "what  are  you  going  to  do  with  all 
those  cakes?" 

"Why,  Joe-Boy  is  going  to  give  a  party,"  said  Mother  Gipsy,  "I 
thought  it  all  out  this  morning." 

"A  party!"  said  Father  Gipsy,  "I  thought  Joe-Boy  was  too  little  for 
parties.     He  cannot  eat  anything,  can  he?" 

"No,"  said  Mother  Gipsy,  "but  that  doesn't  make  any  difference; 
he  will  enjoy  watching  the  others  eat.     Now  guess  who  is  coming?" 

"All  the  girl  babies  in  the  town,"  said  Father  Gipsy. 
No. 

"Then  all  the  boy  babies  in  the  town." 

"No,  guess  again." 


LITTLE    FOLKS'    LAND.  f57 

"Well,  it  must  be  all  the  ladies  in  the  town — then  he  would  find 
some  more  Sunday  hats  to  chew!" 

"No,  no,  no,"  laughed  Mother  Gipsy,  "put  on  your  thinkin^r  cap, 
sir.  Don't  you  remember  that  paper  I  tacked  up  on  the  tree  by  our  tent, 
long,  long  ago?" 

"Oh,  yes!"  said  Father  Gipsy,  "to  be  sure  I  do,  and  now  I  know 
who  is  coming  to  the  party — all  the  workmen  who  have  helped  us  to 
get  our  house  ready  for  Joe-Boy." 

"Yes,"  said  Mother  Gipsy,  "you  have  guessed  right.  ^  ou  see,  since 
I  have  been  living  in  our  pretty,  new  house,  it  has  made  me  so  happy 
that  I  wish  to  make  happy  those  who  helped  to  build  it.  So,  I  thought 
a  good  way  to  say  'thank  you'  would  be  to  let  Joe-Boy  give  this  party, 
and  we  would  send  an  invitation  to  every  one  of  the  workmen  who 
helped.     Don't  you  think  that  will  be  a  nice  thing  to  do?" 

"Indeed,  I  do,"  said  Father  Gipsy.  "It  will  be  a  real  Thanksgiving 
party,  and  I  am  so  glad  you  thought  about  it.    What  can  I  do  to  help?" 

"You  may  write  the  invitations,"  said  Mother  Gipsy,  "and  be  sure 
you  don't  forget  a  single  one — the  architect,  the  carpenters,  the  brick- 
masons,  the  painters  and  the  furniture  men." 

Well,  they  really  had  the  party  and  it  was  the  very  happiest  party 
that  you  ever  saw!  Everybody  came,  and  everybody  had  a  nice  time. 
Father  and  Mother  Gipsy  met  them  at  the  door,  with  Joe-Boy,  dressed 
in  his  prettiest  w^hite  dress,  with  pink  ribbons  on  his  sleeves.  He  crowed 
and  kicked  and  stretched  out  his  arms  to  go  to  everyone,  and  when 
they  held  him  he  tried  his  best  to  talk,  and  laughed  imtil  he  showed 
all  of  his  six  new  teeth. 

"That  is  the  only  way  he  knows  how  to  say  'thank  you,'  "  said 
Mother  Gipsy.  And  when  the  workmen  went  in  to  the  party  table, 
Joe-Boy  sat  in  his  white  carriage,  and  watched  them  eat  the  cakes  and 
other  nice  things,  and  he  didn't  cry  a  single  time,  but  pla_ved  with  a 
red  apple  which  the  architect  tied  to  a  string,  showing  him  how  to 
swing  it  to  and  fro,  to  and  fro. 

When  they  finished  eating  Mother  Gipsy  sang  and  played  for 
them,  her  pretty  gipsy  music,  until  it  was  time  to  go,  but  when  the 
workmen  went  to  tell  Joe-Boy  "good  night,"  and  tell  him  how  much 
they  had  enjoj'ed  the  party,  why,  he  had  cuddled  up  on  the  brickmason's 
shoulder,  and  gone  to  sleep ! 

Now  wasn't  that  a  funny  way  to  do  at  a  party? 


68  LITTLE   FOLKS'    LAND. 

The  Program  for  the  Third  Week — House  Furnishing. 

The  Dining  Room. 

Monday 

Circle  talk  J  songs  and  games:  What  is  in  your  dining  room?  What 
things  are  made  from  wood?  What  things  are  silver?  Glass? 
China? 

Game:  Use  kindergarten  tea  set.  Let  one  child  spread  cloth  and  set 
the  table  ready  for  a  meal. 

Marching:  Walk  through  woods,  play  with  fish  in  brook,  etc.  Gather 
flowers  for  dining  room  table. 

Gift:  Third.  Sequence  of  dining  room  furniture — table,  chairs,  side- 
board, etc. 

Occupation :  Modelling  china  dishes  and  silverware.  Or,  rafiia  napkin- 
ring  ;  chair,  using  cube  for  seat,  wrapping  only  the  back. 

The  Kitchen. 

Tuesday 
Circle  talk,  songs  and  games:    Tell  me  what  is  in  your  kitchen?    What 

is  made  of  tin  ?    What  is  made  from  iron  ?    What  of  wood  ? 
Song  and  game:     "Cooking." 

Gift:     Third.     Make  a  stove,  using  cylinder  beads  for  stove  pipe. 
Occupation:     Cutting  pans  and  cooking  utensils  from  black  and  silver 

paper.     Or,  make  dishes  and  pans  from  tin  foil. 

Joe-Boy's  Room. 

W^ednesday 
Circle  talk,  songs  and  games:     Have  you  a  play-room?     What  is  in  it? 
What  bird  pictures  would  you  choose  for  it?    What  color  are  these 
birds? 
Play:     Bird  games. 

Sense  game  to  test  color. 
Gift:     Fourth.     Closet  in  which  to  keep  playthings. 
Occupation:     Modelling.     Toys  for  Joe-Boy. 

Or,  frame  a  bird  picture  to  hang  on  walls  of  playroom. 

The  Completed  House. 

Thursday 
Circle  talk,  songs  and  games:      If  you  were  going  to  leave  your  old 
home,  and  go  to  a  new  home,  what  things  would  you  wish  to  take 
with  you  ?     How  could  you  take  so  many  things  ? 


LITTLE    FOLKS'    LAND.  69 

Game:  One  division  of  children  make  horses  and  wagon,  while  those 
of  the  other  division  load  imaginary  treasures  to  be  carried  to  the 
new  home. 

Gift:     Fourth.     Make  a  wagon. 
Play  "Moving." 

Occupation :     Drawing.     What  Joe-Boy  saw,  out  of  the  window. 

Joe-Boy's  Party. 

Friday 

1.  Tell  the  story  of  Joe-Boy's  party. 

2.  Let  the  children  plan  a  party,  and  give  it  in  their  own  way. 


'i? '*?'*' 'l^  "i^ 'i*  **? 'r  ***  t!*  *r  "r  rr  rr 


Each  kindergartner  enters  a  new  field  this  fall;  new  worlds  to 
conquer  such  as  Alexander  never  dreamed  of.    A  glorious  opportunity. 

To  some  the  new  world  will  consist  merely  in  new  groups  of 
new  children;  with  others  there  will  be  the  added  problem  of  new 
assistants  or  fellow-workers;  with  others  there  will  be  the  hard- 
headed  principal  or  supervisor  to  convert  or  perhaps  the  larger  official 
of  the  sceptical  community  to  convince;  fine  fields  for  consecrated 
effort  and  happy  devotion.  Good  success  to  all  the  pioneers  and  to 
those  who  are  the  veterans  in  the  service.  Take  as  a  watchword  Dr. 
How"  's  motto,  ^'Obstacles  are  things  to  be  overcome." 


One  little  word  of  suggestion  at  the  beginning  of  the  year :  "What 
ever  else  you  do,  do  not  cultivate  the  "kindergarten  smile'' ;  all  the 
sweet  and  strong  and  true  sentiment  you  wish,  but  not  a  tinge  of 
sentimentality. 


Eemember  that  the  children  love  bright  colors  and  plan  to  wear 
some  touch  of  cheery  line  if  Init  a  bright  flower  or  a  pretty  ribbon. 


FEOM  THE  EDITOE'S  DESK. 

In  his  address  at  the  N.  E.  A.  we  find  Mayor  McClellan,  of  New 
York,  standing  staunchly  up  for  the  old-time  three  Es  as  follows : 

"I  do  not  believe  that  any  one  can  be  educated  who  has  not  at 
least  a  smattering  of  the  three  Es.  It  may  possibly  serve  some  mys- 
teriously useful  purpose  to  teach  twelve-year-old  boys  who  can  not 
read  even  the  simplest  English  to  sew  buttons  on  shirts,  or  drill  girls 
of  the  same  age  to  whom  the  rule  of  three  is  unknown  in  the  theory 
but  not  in  the  practice  of  music  and  cooking — both  are  often  brack- 
eted together  in  our  school  curricula.  But  the  ignorant  outsider  who 
is  excluded  from  the  Parnassus  of  educational  circles  may  be  per- 
mitted to  wonder  at  the  wherefore  of  it  all. 

"It  is  anything  but  flattering  to  our  "^standards  of  local  adminis- 
tration' that  the  products  of  our  great  urban  public  schools  seldom 
succeed  at  either  West  Point  or  Annapolis.  Eun  through  a  list  of 
the  honor  men  at  both  academies,  and,  while  you  will  often  find  among 
them  the  products  of  the  private  institutions,  you  will  find  that  the 
vast  majority  come  from  the  little  cross-road  country  schoolhouse, 
whose  simple-minded  teacher — God  bless  her! — has  had  no  other 
working  capital  at  her  command  than  a  fair  knowledge  of  the  three 
Es,  which  she  has  conscientiously  imparted  to  her  pupils." 

The  three  Es  certainly  have  a  large  part  in  modern  education 
and  the  little  red  schoolhouse  has  nobly  done  its  part  in  drilling  a 
knowledge  of  what  those  capitals  stand  for  into  the  noddles  of  its 
barefoot  boys  and  girls.  But  the  home  environment  of  those  boys  and 
girls  supplemented  this  drilling  by  an  education  which  the  average 
child  of  the  city  misses,  i.  e.,  the  education  afforded  by  a  daily  contact 
with  nature,  an  intimate  knowledge  of  her  resources  and  the  hand 
and  eye  training  that  accompanied  work  on  the  farm  and  in  the  farm- 
house. Would  so  many  honor  men  be  numbered  among  the  graduates 
of  Annapolis  and  West  Point  if  they  had  known  the  schoolinr/  in  the 
little  red  house  only  without  the  compulsory  education  in  responsi- 
bility and  capacity  offered  by  the  general  and  specific  home  courses? 
If  the  products  of  our  urban  schools  do  not  succeed  at  these  military 
academies  it  is  not  because  of  manual  training  and  the  so-called  fads 
as  such,  but  because  of  such  manual  training  as  has  been  offered. 
That  is  to  say,  the  fads  have  been  introduced  for  a  given  purpose; 
if  they  have  failed  to  accomplish  this  purpose  we  must  simply  try, 
try  again  until  we  find  just  how  and  when  and  where  they  can  be 
used  in  order  to  be  truly  educational ;  but  that  the  three  Es  alone  will 
turn  the  city  pupil  into  efficient  West  Point  novitiates  is  yet  to  be 
proven. 

The  boys  and  girls  who  sat  at  the  rough  desks  and  whittled  at 


FROM    THE    EDITOR'S    DESK.  71 

the  crude  seats  in  the  poorly  equipped  rooms  of  the  old  regime  were 
descendants  of  people  eager  for  schooling  and  who  rightly  understood 
the  importance  of  an  intelligent  constituency  in  a  self-governing  com- 
munity. In  the  congested  cities  of  today  many  of  the  parents  are 
anxious  only  that  the  child  should  as  soon  as  possible  become  a  wage- 
earner;  there  is  little  appreciation  of  books  among  the  many  of  the 
foreign-born  people  used  to  the  parental  rule  of  the  State.  It  is  there- 
fore difficult  to  keep  the  children  in  the  schools;  they  dislike  books 
and  study ;  they  seek  the  streets  and  the  education  to  be  found  in  them, 
or  go  too  early  to  factory  and  shop ;  but  so  soon  as  the  sa^  and  ham- 
mer, the  needle  and  the  mixing-bowl  are  introduced,  then  the  child  is 
drawn  as  by  a  magnet  and  is  willing  to  toil  over  the  reader  and  'riting- 
book  and  'rithmetic  for  the  sake  of  these  other  alluring  occupations; 
as  fads  and  frills,  they  have  undoubtedly  been  overdone  in  some  cases ; 
that  is  because  they  have  been  employed  as  frills  and  trimmings. 
But  the  American  people  are  not  yet  homogenous ;  their  national  char- 
acter is  not  yet  a  fixed  quantity,  therefore  it  is  not  easy  to  decide 
what  are  the  essentials  of  a  good  working  garment,  "frills"  we  don't 
want;  only  by  further  experimentation  and  careful  trial  and  study 
can  we  know  what  are  merely  frills  and  what  are  the  indispensables ; 
each  kindergartner  can  help  in  the  good  work  by  noting  the  success 
or  non-success  of  her  own  methods  and  by  being  cognizant  of  the 
results  of  work  in  the  grades  above  her;  and  above  all  remember  that 
we  must  not  judge  by  too  few  examples. 

Meanwhile,  0  primary  teachers !  would  not  a  little  genuine  hard 
work  drilling  in  phonetics,  daily,  give  children  the  power  to  read 
with  ease  and  pleasure  to  themselves  and  others  ?  The  many  frequent 
complaints  of  parents  that  their  eight,  nine  and  twelve-year-old  chil- 
dren are  unable  to  read  new  words  found  in  new  places  indicates 
that  there  is  something  wrong  somewhere.  So  long  as  our  present 
system  of  spelling  obtains  just  so  long  must  there  be  daily  drilling 
and  memorizing  in  addition  to  learning  the  few  exceptionless  rules  of 
English  orthography.  Slovenly  reading  is  no  credit  to  the  "new  edu- 
cation." 


Asbury  Park  and  Ocean  Grove  made  an  ideal  convention  place; 
cool  breezes  and  the  broad  expanse  of  the  sea  refreshed  and  delighted 
every  sense,  and  the  Auditorium  is  a  building  to  see  and  rejoice  in. 


The  managers  of  the  X.  E.  A.  are  past  masters  in  the  art  of  dis- 
posing of  vast  and  heterogenous  crowds  with  little  delay  or  friction. 


72  KINDERGARTEN    MAGAZINE. 

In  the  June  issue  of  The  Kindergarten  Magazine  we  published  a  long 
article  upon  the  "History  of  the  Kindergarten  Movement  in  Canada," 
compiled  by  Miss  Jean  Laidlaw  and  from  letters  written  at  her  request, 
including  a  delightful  and  valuable  one  from  Miss  Mary  A.  Hamilton, 
telling  of  the  kindergarten  in  Nova  Scotia.  It  seems  that  when  Miss 
Hamilton  wrote  Miss  Laidlaw  she  had  not  understood  that  her  letter 
was  for  publication  or  she  would  have  written  in  a  less  personal  way. 
She  asks  us,  therefore,  to  publish  the  following  explanatory  paragraphs. 
We  gladly  give  space  to  these  additional  notes  and  amendments  as  fol- 
lows: 

"In  the  letter  which  I  wrote  Miss  Jean  Laidlaw  in  re  Kindergarten 
Progress  in  Nova  Scotia  I  omitted  perhaps  the  most  important  name  of 
all — that  of  Mrs.  Hinkle  Congdon,  who  was  instrumental  in  bringing  the 
kindergarten  before  the  people  of  Nova  Scotia,  particularly  in  Truro 
and  Dartmouth,  and  who  was  energetic  in  pushing  the  movement  until 
the  kindergarten  was   established  in  those  places. 

"Her  interest  in  the  cause  never  flagged.  It  is  very  dear  to  her 
heart.  On  her  visits  from  time  to  time  she  encourages  and  inspires 
the  directors,  students  and  children. 

"She  is  now  making  an  effort  to  have  a  special  government  grant 
given  to  teachers   holding  diplomas  from  training  schools. 

"Mrs.  Congdon  has  visited  many  kindergartens  in  Europe  and  Amer- 
ica as  far  as  Salt  Lake  City.  Now  a  lady  of  over  seventy  years,  she  reads 
her  New  Testament  in  four  languages,  one  of  which  is  Hebrew,  which 
she  has  learned  during  the  last  few  years. 

"I  would  like  to  say  also  that  Miss  Josephine  Howe,  principal  of  the 
school  whom  I  spoke  of  as  ill,  has  under  skilful  treatment  recovered 
and  will  resume  her  work  in  September. 

"With  regard  to  my  letter  to  Miss  Laidlaw,  had  I  had  the  slightest 
idea  that  it  would  have  been  published  I  should  have  written  it  much 
more  carefully  and  compactly  and  should  have  omitted  so  many  personals. 
•'Mary  L.  Hamilton,  Director  of  Kindergartens,  Dartmouth." 

The  editor  would  state  that  had  either  she  or  Miss  Laidlaw  under- 
stood that  the  letter  had  not  been  intended  for  publication  it  would  not 
have  been  so  used.  We  regret  the  misunderstanding.  The  letter  cer- 
tainly gave  a  vivid  and  living  picture  of  interesting  history.  We  wish 
here  to  extend  thanks  to  all  who  contributed  to  Miss  Laidlaw's  valuable 
article,  including  Miss  Hamilton.  The  pen  picture  given  above  of  the 
active  woman  "seventy  years  young"  who  has  lost  neither  interest  nor 
enthusiasm  with  increase  of  years,  is  one  for  all  kindergartners  to  keep 
with  them  through  the  perplexities,  trials  and  joys  of  the  new  school  year. 


The  Kindergarten  Magazine  reaches  its  readers  a  few  days  late  this 
month,  owing  to  the  negotiations  necessary  to  the  final  securing  of  the 
valuable  serial  by  Miss  Bigham,  which  will  continue  throughout  the  year, 
presenting  each  month  a  practical  program,  accompanied  by  appropriate 
stories.  During  the  succeeding  months  the  subscribers  will  receive  their 
numbers  punctually  each  month,  in  time  to  have  the  programs  trulv  serv- 
iceable. 


KINDERGARTEN  MAGAZINE. 

VoL  XVIIL-OCTOBER,  1905,-No.  2. 
TWENFIETH  CENTURY  SERIES. 


LITTLE    EVE.* 
A    "Shadowy   Recollection." 

ALICE    DAY    PRATT. 

FOR  the  child,  no  horologue  marks  the  stately  passing  of  the  hours 
of  darkness.  From  da_vlight  to  daylight  is  a  single  bound.  Con- 
sciousness and  unconsciousness  are  equally  engrossing  and  com- 
plete. 

Little  Eve,  in  her  instantaneous  awakening,  was  seized  by  the  most 
intense  realization  of  the  present — The  morning!  and  sunny?  She 
caught  her  breath.  The  border  of  light  about  the  window  curtain  was 
not  quite  convincing.  She  closed  her  e^es  and  listened.  There  was  no 
patter  of  rain  upon  the  roof.  She  sprang  to  the  floor  and  thrust  her 
head  beneath  the  curtain  and  into  the  open  window.  The  first  long 
breath  of  morning  that  came  to  her  with  her  ecstatic  comprehension  of 
the  day  thrilled  through  her  like  a  divine  inspiration.  The  sk}'  was 
cloudless.  The  dew  lay  white  on  the  smooth  lawn,  and  beyond,  on 
the  rich  clover  and  bending  timothy.  Below,  in  the  path,  stood  her 
father  in  shirt  sleeves  blackening  his  shoes  for  an  early  start.  Above 
was  a  film  of  smoke  from  the  kitchen  chimney,  suggestive  of  Aunt  Becky 
and  breakfast  (and  with  the  thought  of  Aunt  Becky  came  another 
thought — the  tin  box  of  gingersnaps  closel}"  packed  for  the  carriage 
luncheon). 

Eve  turned  to  the  dark  world  within.  Katharine  still  slept.  Eve 
seldom  interfered  with  Katharine.  Inseparable  companions,  they  }-et 
moved  in  little  worlds  apart.  Katharine  loved  books  and  people. 
Katharine  was  civilized  and  thoughtful ;  Eve  was  the  companion  of  the 
animals  and  the  out  of  doors. 


*We  are  gratified  that  we  can  promise  our  readers  a  child's  story 
each  month  from  the  pen  of  Miss  Alice  Day  Pratt.  In  its  present  form 
the  one  here  given  is  not  intended  for  the  children,  but  rather  for  teacher 
and  parent. 


74  KINDERGARTEN    MAGAZINE. 

On  two  chairs  lay  two  little  piles  of  fresh,  clean  clothes.  Eve 
smiled  with  rapture  on  the  new,  crisp  sailor  dress— so  suggestive  of 
all  that  was  to  come.  Her  bath  was  a  rite  enthusiastically  performed  to 
the  genius  of  the  day. 

And  now  she  was  in  the  garden  where  Peter  was  digging — filling 
a  long  tin  box  with  angle  worms.  "Do  they  like  to  be  put  in  a  box, 
Peter?'"  asked  Eve,  with  quick  solicitude. 

"Tickled  to  death,  child,"  said  Peter.  "Never  was  in  such  fine 
quarters  afore."  "What  are  they  for?"  asked  Eve.  "For  the  fish, 
child,"  said  Peter.  "To  eat?"  said  Eve,  incredulously.  "They  can't 
like  that."  "Lor',  child,  druther  be  eat  than  not.  Worms  for  the 
fish  and  fish  for  us.  That's  Bible."  "And  what  are  ive  for?"  said 
P2ve.     "Lor,  what  a  young'un!"  said  Peter.     "Run  along!" 

Wild  roses,  with  the  dew  on,  by  the  gate — but  not  to  be  picked 
today.  Aunt  Beck\'  w^ould  do  better  without  them,  and  mamma  was 
going  away. 

Breakfast  with  the  flavor  of  expectancy,  delightful,  yet  not  absorb- 
ing, for  the  horses  had  come!  Eve  slipped  away  and  ran  to  the  gate. 
Oh,  the  beautiful  horses!  and  white!  That  was  the  last  touch  of  per- 
fection. Eve  gathered  clovers  and  fed  them  over  the  fence  with  a 
swelling  heart.  Horses  aroused  in  her  a  passionate  adoration  for  the 
beautiful  and  strong  and  free. 

With  the  departure  came  a  little  pang  when  Grandpa  said  "His 
little  bird  had  never  been  a  night  away  from  him  before."  Katharine 
was  older  and  had  visited  away  from  home,  but  Eve  never.  Eve  waved 
to  him  even  when  she  was  settled  beside  Father  on  the  coveted  front 
seat,  with  the  reins  close  at  hand. 

Katharine  preferred  to  sit  behind  with  ^lamma  and  tell  stories. 
1  hink  of  preferring  to  sit  behind  when  the  horses  were  in  front! 

Eve  never  forgot  that  winding  prairie  road,  with  grain  fields  on 
either  side  and  dwarf  prairie  roses  so  large  and  rich  and  variously 
tinted. 

Eve  learned,  once  for  all,  that  day  to  recognize  wheat  and  oats 
and  rye,  and  long  afterward  came  always  with  the  memory  of  that  ride 
the  red-barred  blackbird  on  the  fence  and  the  song  of  the  meadow- 
lark  out  of  the  grass — the  song  which  Papa  could  whistle  so  beautifully, 
but  which  Katharine  and  she  could  only  try. 

And,  best  of  all,  when  she  had  proved  her  patience.  Father  taught 


LITTLE    EVE.  75 

her  to  drive  and  trusted  the  reins  to  her  f(jr  one  little  blissful  while. 
How  she  gloried  in  the  strength  of  the  great  horses,  and  how  little 
and  3'et  how  big  and  proud  she  felt ! 

When  the  road  grew  rough  and  Father  must  take  the  reins,  it 
was  time  for  gingersnaps — Aunt  Becky's  best!  and  that  meant  the 
very  best  in  the  world. 

The}-  had  come  to  woods  now  and  hills  and  a  racing  little  stream 
and  a  mill ;  and  presently  the  stream  tumbled  headlong  over  a  great 
ledge  of  rock,  and  there  was  the  lake!  shining  and  blue  and  big  and 
woodsey-rimmed . 

Such  a  funny,  tiny  house  they  were  to  live  in — like  a  playhouse — ■ 
just  one  room.  It  stood  on  the  very  edge  of  the  hill  peeping  over  into 
the  lake.    The  children  wanted  to  live  there  forever. 

A  row-boat,  just  right  for  four,  with  two  little  seats  at  the  ends 
for  two  litle  girls,  a  father  who  would  teach  you  to  row  and  the  cool 
water  in  which  to  dip  your  burning  hands.  The  wonder  of  water- 
lilies,  wide  open  and  golden-hearted,  with  stems  that  went  down,  down, 
down  into  the  depths.  Then  a  sheltered  bay,  with  sloping  beach,  on 
which  the  ripples  came  up  softly  over  the  fine  white  sand.  Legged 
flannel  nightgowns  in  broad  day  and  out  of  doors,  a  slow  descent  into 
the  cool  wonders  of  the  lake — to  the  knees,  to  the  waist,  to  the  chin, 
and  then  you  were  glad  of  Father's  hand  and  the  rescuing  boat.  Just 
outside  the  softness  of  the  sand,  sharp,  torturing  stones  and  funny  white 
clams,  with  wide  open  jaws,  rimmed  with  daintiest  pearl.  In  the  dry 
sand  of  the  beach,  hundreds  of  small,  curled  shells,  and  beyond  the  dry 
sand,  round-stemmed  grass  with  prickly  seed  pods  round  and  brown. 

And,  oh  I  the  fishing  with  Aunt  Becky's  net — the  fishing  for  the 
little  fish  that  were  to  live  in  the  glass  aquarium  at  home ! 

When  she  stepped  into  the  boat  again,  Eve  made  a  strange  dis- 
covery. Her  little  seat  was  really  a  box  and  in  the  box  were  dead, 
white  clams  and  little  live  frogs,  huddled  in  the  dark. 

"What  are  the  clams  for?"  Eve  asked  her  father.  "Bait,''  he  said. 
Eve  wondered  if  they  "liked  it,"  too.  "But  the  little  frogs?''  Her 
father  did  not  answer.  Eve  never  asked  him  the  same  question  twice. 
She  closed  the  box  and  sat  down  on  her  little  seat  to  think,  her  eyes 
on  the  water-lilies  piled  about  her  feet. 

The  first  white  tablecloth  on  the  green  grass — do  we  all  remem- 
ber?    The  unaccustomed  sandwiches,  the  chicken,  the  cold  hard-boiled 


76  KINDERGARTEN    MAGAZINE. 

eggs,  and  all  the  queer  dainties  that  go  to  picnics  and  nowhere  else, 
and  the  appetite  such  as  never  was  known  before. 

In  the  afternoon,  the  children  sat  on  the  high  bank  and  dropped 
crumbs  to  the  litle  fish  far  below — funny,  flat  sunfish,  who  loved  ginger- 
snaps  every  bit  as  well  as  Eve  herself. 

As  they  sat  there,  the  landlord  came  sauntering  by  and  stopped 
to  talk  with  the  children.  "See  that  little  point  of  rock  away  out 
there?"  he  said.  "I  sat  on  that  rock  all  night  when  I  was  a  lad,  with 
my  baby  brother  in  my  arms.  You  see,  I  was  tending  baby,  it  bein' 
wash  day,  w^hen  along  come  Jock  Higgins  a-teasin'  me  to  go  fishin'. 
Now,  mother'd  never  said  I  wasn't  to  take  the  baby  fishin',  nor  she'd 
never  said  she  was  willin'  I  should,  and,  thinks  I,  'it's  easier  to  go 
when  she  ain't  said  nothin'  than  to  ask  her.'  So  away  I  goes  with 
baby  and  Jock,  and  we  three  was  the  jolliest  out,  till  by-an'-by  Jock 
seen  somethin'  in  the  w^ater  and  he  leaned  kinder  careless  like  on  the 
edge  o'  the  boat,  and  over  it  goes  in  a  wink! 

"As  luck  would  have  it,  I  had  hold  of  baby's  little  dress,  an'  I 
never  let  go.  But  I  couldn't  right  the  boat  and  hold  him,  and  Jock — 
like  a  tenderfoot — had  put  out  for  shore.  So  I  seen  this  little  point  o' 
rock  and  I  swam  to  it  an"  sat  down  to  consider.  Baby  was  howling — 
small  blame  to  him — all  choked  up  with  water,  and  things  didn't  look 
very  bright.  I  couldn't  leave  him  to  get  the  boat,  an'  I  couldn't  swim 
with  him  on  my  back,  since  he'd  grab  my  neck — an'  there  was  Jock, 
a-puttin'  in  to  the  shore  that  was  farthest  from  home.  Well,  Jock  didn't 
turn  up  at  home  till  the  mornin'  after,  an'  then  my  parents  come  out  in 
a  boat  an'  hauled  us  in — mighty  near  dead  with  cold — and  starved  into 
the  bargain.  Mother  never  said  one  word  about  my  goin'  fishin'  with 
baby.  She  didn't  look  for  me  to  do  it  agin,  and  I  didn't  do  it  again. 
Bet  you  that  little  baby  chap  and  me  was  always  good  friends  though." 

As  the  sun  went  down,  the  boats  came  slowly  home,  boats  of  hunters 
and  fishermen,  who  had  been  out  since  early  dawn.  And  one  friend  of 
the  children's  father  came  to  show  his  string  of  ducks,  boasting  of  their 
beauty  and  their  size.  Eve  admired  them  greatly.  The  rainbow  colors 
she  thought  were  wonderful.  She  opened  and  shut  the  fan-like  wings, 
admiring  the  perfect  markings,  the  softness  and  the  lustre.  But  the  poor 
heads  hung  down  limply  with  closed  eyes.  She  did  not  care  to  look  at 
them  very  long. 

Soon  came  a  young  man  with  a  load  of  fish  and  some  pretty  girls 


LITTLE    EVE.  77 

helped  him  to  string  them  on  a  rod,  shrieking  with  laughter  as  one  now 
and  then  flopped  from  their  hands. 

At  last  the  little  famil\'  was  left  alone  and  the  night  came  d(jwn 
over  the  lake.  First  there  were  towering  "thunder-heads,"  like  piles  of 
wool  dyed  with  wonderful  and  changing  dyes,  and  then  the  tender  night, 
with  its  peeping  stars,  and  by  and  by  the  moon  out  of  the  lake. 

And  little  Eve  sat  very  still  between  her  father  and  mother — at 
first  wide  awake— with  all  the  pictures  of  the  day  passing  and  repassing 
before  her  eyes — the  morning  ride  and  the  smoothly  trotting  horses, 
the  floating  waterlilies  and  the  little  fish,  the  cool  ripples  of  the  water 
on  her  feet,  the  brave  boy  on  the  rock  and  the  other  making  for  the 
shore,  and — mingled  with  all  the  happy  scenes — the  angle  worms  and 
the  litle  frogs,  the  wild  ducks  with  the  drooping  heads,  the  dying  iish 
at  which  the  girls  had  laughed,  and  present!}^  she  slept,  while  strangely 
mingled  compounds  of  all  these  passed  in  her  dreams. 

Pain  and  pleasure,  love  and  cruelty,  fear  and  courage,  life  and 
death !  Forever,  for  little  Eve,  these  great  themes  would  wear  the  hues 
of  this  summer's  day,  would  burn  in  the  colors  of  the  sunset  on  the  lake 
or  fade  before  the  tender  peace  of  this  still  night. 


A  little  girl  in  a  crowded  tenement  house  was  delightedly  telling 
a  friend  in  the  College  Settlement  about  her  new  teacher.  ''She's  a  per- 
fect lady,  that's  what  she  is,"  said  the  child. 

"Huh!  how  do  _vou  know  shfe's  a  perfect  lady?"  questioned  her 
friend  ;  "you've  known  her  only  two  days." 

"It's  easy  enough  telling,"  was  the  indignant  answer.  "I  know  she's 
a  perfect  lady  because  she  makes  me  feel  polite  all  the  time." 


REPORT  OF  THE  SOUTHERN  KINDERGIARTEX  ASSOCIA- 
TION,  ORGANIZED  JULY,  1905. 


T 


A.>[ALIE    HOFER. 

HE  reports    of    delegates    to    the    Association    continue  as   fol- 
lows: 

Natchez,,  Miss. — As  to  just  how  the  work  was  begun  in  our  town 
I  can  say  very  little  in  any  definite  way.  I  think  there  was  a  private 
kindergarten,  possibly  as  many  as  eighteen  years  ago,  by  whom  con- 
ducted or  how  supported  I  do  not  know,  but  through  it  the  public 
became  interested  and  one  of  our  own  women  fitted  herself  for  the 
work  and  in  the  fall  of  1890  applied  for  a  position  in  the  public 
school  and  now  I  shall  quote  from  a  letter  received  from  one  of  our 
members  of  the  school  board  who  has  proved  himself  a  faithful  friend 
and  supporter  of  the  work. 

"In  the  fall  of  1890  Miss  Steitenroth  applied  for  a  situation 
as  kindergarten  teacher  in  the  Natchez  Institute,  was  elected  and 
organized  the  work  in  said  institute  which  has  continued  over  since. 

"The  board  of  trustees  of  the  Natchez  Institute  had  heard  and 
read  of  kindergarten  work  elsewhere,  but  were  not  familiar  with 
the  importance  of  that  class  of  work.  However,  after  discussing 
the  matter  in  its  different  phases,  as  then  so  imperfectly  understood 
in  Natchez,  it  was  finally  decided  to  introduce  the  system  in  the 
public  schools  of  Natchez,  more  as  an  experiment  than  with  a  view 
to  its  becoming  permanent  in  character.  Miss  Steitenroth  was  there- 
fore elected  in  1890  to  introduce  and  take  charge  of  the  kindergarten 
class  in  the  Natchez  Institute,  more  as  some  thought  as  a  forlorn 
hope  than  aught  else.  Miss  Steitcnroth's  work,  so  modestly  begun, 
sprang  at  once  into  favor,  not  only  with  the  board  of  trustees,  but 
M'ith  the  public  at  large. 

"The  utility  of  the  work  was  at  once  discerned  and  appreciated. 
To  teach  our  little  ones  at  the  very  threshold  of  their  unfolding  in- 
tellects, habits  of  industry,  promptness,  courtesy,  gentleness,  truthfiil- 
ness  and  love  of  all  that  is  good  and  worthy  in  life  is  surely  a  most 
noble  mission  and  calling,  if  indeed  it  is  not  prompted  by  Him  who 
rules,  not  only  the  destiny  of  nations,  but  of  men. 

"The  attendance  at  our  kindergarten  rapidly  increased  from 
year  to  year  until  1902,  when  that  department  became  so  congested 
that  it  was  not  possible  for  one  teacher  to  do  justice,  either  to  herself, 
the  work,  or  to  the  little  ones  under  her  charge  and  care.  The  board 
of  trustees  then  employed  another  kindergarten  teacher  in  the  person 
of   Miss   Birdie   Gore.      The   kindersfarten   Avork   at    Natchez   is   now 


SOUTHERN    KINDERGARTEN     ASSOCIATION.  7'.» 

justly  regarded  as  the  strongest  sub-structure  upon  which  the  eleven 
grades  taught  in  said  school  can  possibly  rest.  It  started  in  doubt  and 
fear  as  to  its  worth  and  usefuhnss,  but  today  it  stands  among  its 
fellows  the  giant  oalc  of  the  forest."  Birdie  B.  Goi;i:. 

Yazoo  City,  Miss. — Two  years  ago,  in  October,  1903,  a  private 
kindergarten  was  opened  in  Yazoo  City,  and  after  going  through  the 
usual  struggles,  has  ])een  given  a  place  for  the  ensuing  term  in  the 
public  schools  upon  the  condition  that  children  of  five  years  may 
be  admitted  free  of  charge,  and  tuition  to  l)e  collected  for  those  under 
school  age.  which  in  Mississippi  is  five  years.  There  has  been  no 
provision  made  by  the  State  for  kindergarten,  but  we  are  looking 
toward  that  end.  The  State  Teachers'  Association  agreed  at  the 
last  meeting  that  the  question  should  he  brought  up  before  the  next 
legislature  to  provide  that  our  pul)lic  schools  may  have  the  kinder- 
garten. A^rxiE  Bulloch. 

Augusta,  Ga. — Superintendent  of  Scliools  Lawton  B.  Evans  told 
the  conference  informally  of  the  first  kindergart(n  organized  in 
Augusta  as  early  as  188-i.  He  confessed  that  the  school  law  in  its 
technical  sense  had  to  be  violated  in  order  to  introduce  the  new  fea- 
ture, but  as  it  was  done  without  additional  expense  to  the  school 
board,  it  created  no  objection.  He  told  how  an  untrained  but  gifted 
woman  made  the  beginning,  was  later  excused  for  a  year  on  full  pay 
in  order  that  she  might  study,  and  how  there  are  now  eight  full 
fledged  public  kindtrgartens  under  his  superintendence  Among  tlio 
lecturers  who  had  come  to  Augusta,  he  said  Dr.  William  X.  Hailmann 
was  the  one  who  had  fired  the  whole  town.  Superintendent  Evans  did 
not  tell  much  of  what  he  himself  had  done  for  the  kindergarten,  but  he 
made  us  all  feel  if  the  superintendent  is  for  it,  who  may  stand  against 
it?  The  Augusta  report  was  called  for  first  from  Georgia,  as  tlie 
pioneer  kindergarten  citv  of  the  banner  kindergarten  State  of  the 
South. 

Savaxxah,  Ga. — The  work  of  the  Kate  Baldwin  Free  Kinder- 
garten Association  was  organized  in  October.  1899,  as  a  memorial  to 
Mrs.  Kate  Baldwin  by  her  children.  There  was  one  kindergarten 
opened  with  an  enrollment  of  thirty-seven  children  and  a  training 
class  of  seven  students.  Miss  Backus  was  in  charge.  She  Avas  a  grad- 
uate of  Miss  Woodruff,  who  was  a  graduate  of  Louisville  Free  Kin- 
dergarten Association.  The  second  year  one  more  kindergarten  was 
added  and  a  junior  class  of  eight  students. 

From  then  on  the  growth  was  steady  and  they  now  ha^'e  five 
free  kindergartens,  four  supported  by  the  association  and  one  by 
Trinity  M.  E.  Church.  Tlie  kindergartens  reach  300  cliildren  and 
minister  to  the  children  of  three  institutions  (day  nursery  and  two 
orphanages). 


80  KINDERGARTEN    MAGAZINE. 

In  October,  1903,  Miss  Eubel,  a  graduate  of  Louisville  Free 
Kindergarten  Association,  was  appointed  supervisor  and  principal  of 
the  training  school.  Under  her  direction  the  work  has  progressed  and 
improved  materially  along  every  line. 

In  the  training  class  the  full  two  years'  course  is  required,  with 
theory  and  morning  practice,  the  object  being  to  give  teachers  thor- 
ough training  as  teachers,  and  to  afford  broad  general  culture. 

In  May,  1905,  ten  teachers  were  graduated,  making  the  total 
number  of  graduates  of  the  school  forty-eight,  some  of  whom  are 
teaching  in  Savannah  and  other  parts  of  Georgia,  Florida,  South 
Carolina  and  Alabama. 

The  "Savannah  Kindergarten  Club"  was  organized  in  November, 
1904,  by  the  Savannah  kindergartners,  the  object  being  the  extension 
of  kindergarten  work  and  interest,  and  cooperation  in  all  educational 
matters. 

At  the  invitation  of  the  association  Miss  Blow  and  the  late  Mrs. 
Treat  have  lectured  before  appreciative  audiences.  The  association  is 
a  member  of  the  I.  K.  U.  and  has  sent  representatives  to  the  Pitts- 
burg, Eochester  and  Toronto  meetings.  "More  work  and  better"  is 
the  motto  of  the  association  and  earnest  endeavor  is  made  to  forge 
aliead,  d(  spite  the  difficulties  of  a  young  work. 

In  addition  to  these  free  kindergartens,  there  is  a  mission  kin- 
dergarten with  an  enrollment  of  about  forty-five  supported  by  the 
Council  of  Jewish  Women,  but  this  is  not  in  charge  of  a  trained 
kindergartner.  There  is  also  a  kindergarten  for  colored  children 
conducted  liy  a  negro  woman,  the  wife  of  one  of  their  ministers. 
She  has  had  no  training  but  seems  to  have  studied  several  books  on 
the  subject.  It  is  a  free  kindergarten  in  every  sense  of  the  word, 
as  she  gives  her  services  free.  There  is  an  curollment  of  betAvcen 
forty  and  fifty. 

There  are  four  private  kindergartens  conducted  by  graduates  of 
the  Kate  Baldwin  Free  Kindergarten  Association. 

EiTA  Falk. 

Atlanta.  Ga. — The  Atlanta  Free  Kindergarten  Associarion  was 
organized  in  1895,  ex-Governor  W.  J.  Xorthern,  a  zealous  friend  of  all 
true  education  being  its  first  president.  From  1897  to  the  present 
time  Mrs  Xellie  Peters  Black  as  second  president  has  devoted  time, 
strength,  energy  and  her  remarkable  executive  ability  to  the  interests 
of  free  kindergartens  in  Atlanta.  Six  free  kindergartens  are  now  sup- 
ported under  the  auspices  of  the  association.  Although  the  Woman's 
Club  has  special  interest  in  one,  the  Jewish  ladies  almost  entirely  sup- 
port another,  for  which  they  are  putting  up  a  new  building  this  sum- 
mer with  jilans  for  settlement  home  work.  A  third,  the  ISTixon  Mill 
Kindergart(n,  receives  its  chief  support  from  a  member  of  the  asso- 
ciation   (]\Irs.  William  Nixon,  wife  of  the  proprietor  of  the  cotton 


SOUTHERN    KINDERGARTEN    ASSOCIATION.  81 

mill),  and  a  fourth,  the  Marv  Eonl  Kiiidergarten,  has  been  favored 
with  new  l)inlding  and  generous  contril)ution  from  the  lady  for  whom 
it  is  named. 

The  spirit  of  philanthropy  in  application  to  the  l)etter  care  and 
training  of  Atlanta's  embryo  citizens  is  not,  however,  wholly  confined 
to  the  good  work  of  the  Free  Kindergarten  Association.  The  ladies 
of  the  M.  E.  Church  have  estal)lishul  and  maintain  a  settlement  home 
with  day  nursery  and  kindergarten  and  a  day  nursery  and  kinder- 
garten are  also  in  successful  operation  at  one  of  the  city's  charitable 
institutions  known  as  the  Sheltering  Arms.  One  of  our  great  needs 
in  Atlanta  is  that  of  lectures,  and  I  cherish  the  fond  hope  that  as  a 
result  of  this  week  of  conference  such  advantage  may  be  ma-de  possi- 
ble to  at  least  all  the  principal  cities  of  the  South. 

Atlanta's  introduction  to  kindergarten  was  given  through  the 
private  school.  The  Atlanta  Kindergarten  Xormal  School  wa-s  pre- 
ceded by  seven  years  of  private  work.  If  worth  while  to  mention  so 
small  a  beginning  I  will  say  that  it  pictures  itself  to  my  mind  in  the 
form  of  a  germinal  hope  planted  deep  and  lonely  in  a  lovely  garden 
spot.  It  was  warmed  into  life  Ijy  genial  sun  and  encouraging  rain. 
It  sent  out  rootlets  of  trust  which  were  frugally  fed  and  there  came 
forth  leaf  buds  of  faith. 

After  slow  and  patient  growth  it  came  to  be  recognized  as  having 
a  sphere  of  usefulness  in  the  community.  The  joy  of  service  provided 
the  wine  of  life,  it  grew  apace,  and  seed-bearing  blossoms  appeared. 

Thirty-two  graduates,  including  four  mothers,  have  gone  forth 
with  earnest  purpose  to  utilize  the  highest  gifts  they  possess  in  helping 
little  children  to  live  such  lives  as  God  intended  they  should. 

The  Atlanta  Kindergarten  Xormal  School  can  not.  strictly  speak- 
ing, be  classified  by  either  of  the  much  used  terms  conservative  or 
progressive,  although  it  most  certainly  l)elieves  in  progress.  By  all 
means  at  its  command  and  with  increasing  degree  of  insight  it  seeks 
to  lead  its  pupils  to  deeper  insight  into  eternal  truth  and  into  child 
nature  and  prepare  them  for  sympathetic,  yea.  more  than  this,  for 
motherly  living  with  children  that  these  little  ones  nury  be  led  along 
such  paths  as  our  Master  has  trod  and  so  earnestly  embrace  its  joys 
as  never  to  depart  from  His  way.  "Willette  Allex. 

Charlestox.  S.  C. — There  are  two  kindergarten  associations  in 
Charleston.  The  South  Carolina  Kindergarten  Association  supports 
two  free  kindergartens  and  has  a  fund  from  the  city  to  aid  its  work. 
The  Kelly  Kindergarten  Association  conducts  a  free  kindergarten 
at  the  Eoyal  Bag  »^  Yarn  Factory.  The  association  supplies  the  kin- 
dergartner  and  the  factory  has  put  u]i  the  building  and  equipped 
it.  The  Episcopal  Church  Orphanage  Iuts  a  kindergarten,  also  the 
Charleston  Orphan  House.  The  S.  C.  K.  A.  Avas  organized  in  1893 
and  opened  its  first  kindergarten  in  189.i.     The  movement  has  grown 


82  KINDERGARTEN  -MAGAZINE. 

slowl}-,  bi;t  the  association  now  maintains  a  training  school  for  kin- 
dergartners,  with  one  of  our  own  young  women,  j\Iiss  Marion  Hankel, 
at  the  head.  Without  doubt  the  growth  of  the  work  is  chiefly  due 
to  the  unremitting  hibors  of  Miss  Evelyn  Holmes,  for  several  years 
the  head  of  the  training  school  and  supervisor  of  the  work.  So  far 
as  I  know  there  are  five  mill  kindergartens  in  South  Carolina,  ope- 
rated by  the  mill  owners  at  Columbia.  Pacolet,  Grcirers,  Greenville 
and  Pelzer.  A  little  assistance  comes  from  the  county  school  fund. 
We  will  Ije  glad  of  suggestions  as  to  awakening  more  public  in- 
terest. Adele   Jacobi. 

WiXTiiEOP  College,  S.  C.^ — I  am  glad  to  report  that  the  kin- 
dergarten is  doing  good  work  in  South  Carolina.  There  are  two 
training  centers  in  South  Carolina — Charleston  and  Eock  Hill.  Miss 
Jacobi  has  told  you  of  the  work  in  Charleston  and  I  have  been  asked 
to  tell  you  of  the  work  done  at  our  State  Normal  and  Industrial 
College,  located  at  Eock  Hill.  In  this  college  there  is  a  kindergarten 
department  of  which  Miss  Nannie  Macfeat,  a  graduate  of  ]\Iiss  Hill's 
school  in  Louisville,  is  the  head.  The  course  is  now  a  four  years' 
course,  for  which  the  A.  B.  degree  is  given.  Miss  Macfeat  is  doing 
good  Avork  for  our  college  and  the  State.  Each  year  she  sends  out 
graduates  full  of  enthusiasm  and  love  for  their  work,  and  especially 
for  the  work  to  be  done  in  our  mill  towns.  I  wish  to  tell  you  that 
our  board  of  trustees,  after  seeing  the  good  work  done  in  the  kin- 
dergarten made  the  subject  of  child  study  a  required  subject  for 
seniors  taking  the  normal  course.  This  we  believe  to  be  a  forward 
step  in  education.  I  wrote  to  Miss  Macfeat  for  a  report  of  kin- 
dergarten work  in  South  Carolina  and  she  sent  me  an  extract  from 
an  article  recently  written  by  her.  which  reads  as  follows : 

"The  lii story  of  the  kindergarten  movement  in  mill  villages  of 
the  South  is  full  of  inspiration  and  interest;  but  we  have  not  time 
to  go  into  it  fully  now — will  simply  point,  by  way  of  illustration, 
to  its  estal)lishment  and  growth  in  one  or  two  centers  here  in  Soijth 
Carolina. 

'Tn  this  movement,  as  in  many  others,  private  benevolence  has 
preceded  public  action.  Seven  or  eight  years  ago  a  kindergarten — ■ 
probably  the  first  to  be  establislied  at  any  of  the  cotton  mills — 
was  opened  at  the  Bichland  Mills  of  Columbia  for  the  summer 
months.  Today  we  have  fully  nine  or  ten  months'  session  of  kin- 
dergarten at  Eichland,  Crabby  and  Olympia,  and  at  another  point 
in  the  city  conveniently  located  for  mill  children. 

"Tlie  Olympia,  Eichland  and  Granliy  Mills  have  beautiful  new 
buildings  for  the  kindergarten.  These  three  kindergartens  are  well 
(Cjuipped  and  generously  supported — entirely  by  the  mills. 

"Here  at  Eock  Hill,  S.  C.,  five  years  ago,  in  connection  with  the 
kindergarten  department  of  Winthrop  Normal  and  Industrial  College, 


SOUTHERN    KINDERGARTEN    ASSOCIATION.  83 

a  kindergarten  was  begun  at  the  Arcade  Mills,  the  management  of  tln' 
mills  having  kindly  given  us  the  use  ot  one  of  their  cottages  for  the 
kindergarten.  Today  we  are  happy  in  the  possession  of  a  nice  new 
building,  large,  sunny  and  airy.  This  building  has  l^een  the  center 
from  which  has  radiated  many  influences  for  good  to  the  village. 
Sundays,  as  well  as  week  days,  its  hospitable  doors  stand  open.  Moth- 
ers" clubs  and  Saturday  night  cluljs  for  boys  and  girls  have  enjoyed 
its  hospitality.  The  kindergarten  work  at  this  }»oint  is  now  suj)ported 
l)y  tlie  Arcade  and  Victoria  Mills. 

'"'Of  many  other  mill  centers  the  same  history  might  l)e  givi  n. 
Pelzer,  Piedmont,  Greer,  the  Monaghan  Mills,  of  Greenville;  the 
mills  of  Laurens;  the  Saxon  Mills,  of  Spartanburg,  and  others  re- 
joice today  in  the  influence  of  the  kindergarten.  Mill  presidents  and 
mill  companies  realizing  the  need  of  work  like  this,  desirous  also  that 
the  children  of  the  mills  should  have  equal  opportunities  with  children 
everywhere,  have  cheerfully  taken  upon  themselves  the  support  of 
the  kindergarten.  In  these  sections  the  kindergarten  has  passed  the 
experimental  stage.  It  is  no  longer  on  trial  for  its  life.  It  has  proved 
its  right  to  be.  Said  one  of  the  managers  of  one  of  our  largest  mills, 
in  speaking  of  the  kindergarten :  'It  has  been  the  greatest  power  for 
good  that  has  ev(  r  come  into  our  village.'  The  kindergarten  touches 
the  home  life  of  our  people  as  few  influences  can.  She  wins  tlie 
parents  through  the  children.  The  work  does  not  stop  with  the  chil- 
dren, in  its  wake  follows  the  mothers'  club,  the  social  elul)  for  the 
young  people,  sewing  clubs,  etc. 

"That  every  mill  village  might  have  the  kindergarten  is  a  'con- 
summation devoutly  to  be  wished.'  If  it  has  been  proven  that  the 
kindergarten  is  the  best  known  method  of  child  training  and  child 
saving,  then  every  child,  irrespective  of  race,  sex  or  social  conditions 
has  the  right  to  it. 

"Mr.  Claxton.  in  his  strong  appeal  for  the  (_stal)lishment  of  kin- 
dergartens in  the  South,  says:  'We  must  do  it.  it  is  our  first  duty  to 
our  children,  for  whom  alone  wc  live  and  in  and  through  whom  we 
must  live  after  we  are  dead.'  "  Saea  Withers. 

(To  be  continued. ) 


ART  IN  THE  KINDERGARTEN. 

JULIA  DE   WITT   STEVENS. 

ART  is  "one  expression  of  freedom,  possession  and  power,"  the 
last  of  which  depends  entirely  upon  the  artist's  insight  into  the 
thing  he  contemplates.  It  is  a  representation  of  the  object  he 
sees,  but  one  finer  than  the  original,  whether  it  is  a  portrait  or  landscape, 
and  it  is  always  the  portrayal  of  the  soul.  It  is  creative.  Its  greatest 
power  is  that  it  is  universally  intelligible,  and  its  highest  effect  is  to 
make  new  artists. 

We  must  understand  that  art  and  nature  are  not  the  same  world, 
but  two  worlds  which  only  resemble  each  other  and  have  many  things 
in  common.  Men  go  to  nature  not  to  imitate  nature,  but  for  the  exten- 
sion of  the  possibilities  of  art. 

In  art  there  must  be  thought  and  feeling  (expressed  in  composi- 
tion), neither  of  which  is  to  be  found  in  external  nature,  though  it 
arouses  both  in  the  human  spirit.  Composition  includes  all  line  and 
color  arrangements,  all  combinations  of  light  and  shade,  all  groupings 
and  contrasts  selected  and  modified. 

Feeling  expresses  itself  alw^ays  in  the  alteration  of  nature,  by  exag- 
gerating and  diminishing,  by  selecting  and  rejecting,  by  emphasis  and 
accent.  Art  in  its  perfection  always  comprises  three  elements.  It  is 
a  form  of  poetry,  but  it  is  also  science  in  the  knowledge  of  the  appear- 
ance of  things,  and  a  handicraft  in  the  workmanlike  use  of  color  and  line. 

As  far  back  as  we  can  ascertain,  man  has  of  necessity  found  a  way 
in  which  to  record  and  express  himself,  that  expression  having  passed 
through  various  phases  of  development,  growing  slowly  out  of  the 
failures  and  fruitions  of  many  a  struggling  soul.  The  study  of  the 
whole  range  of  the  plastic  arts  has  an  historical  value.  They  "denote 
the  height  of  the  human  soul  in  that  hour,  and  were  not  fantastic,  but 
sprung  from  a  necessity  as  deep  as  the  world."  This  desire  for  expres- 
sion, from  the  placing  of  a  single  boulder,  a  pile  of  rocks,  picture  writing, 
hieroglyphics,  rude  carvings,  mosaics,  sculpture  and  painting  to  our 
present  era,  is  a  record  of  the  evolution  of  the  fine  arts  and  "that  which 
is  inevitable  in  the  work  has  a  higher  charm  than  individual  talent  can 
ever  give,  inasmuch  as  the  artist's  pen  or  chisel  seems  to  have  been  held 
and  guided  by  a  gigantic  hand  to  inscribe  a  line  in  the  history  of  the 
human  race." 

As  the  race  has  accumulated  its  knowledge  and  passed  through  its 


ART   IN   THE  KINDERGAR'l'EN.  85 

phases  of  development,  it  seems  that  the  child  must  progress  after  the 
same  manner.  He  has  his  ball,  his  pile  of  blocks,  his  pencil,  brush  and 
chisel,  all  lending  themselves  to  the  elemental  methods  of  those  that 
have  passed  before  him. 

The  perception  of  beauty  is  the  essential  inspirer  of  art  in  all 
classes,  climes  and  conditions.  It  is  astonishing  how  little  people  see 
in  this  "great,  wide,  wonderful,  beautiful  world."  Alan}-  view  a  wide 
range  of  mountains,  ridge  after  ridge  rolling  out  beyond,  receding  into 
the  distance  and  changing  into  deepest  blues  and  purples;  many  view 
the  little  nestling  village  far  down  below,  in  the  valley  at  eventide,  as 
one  by  one  shine  out  its  little  human  lights  of  happiness  and  home ;  man}^ 
view  the  stars  that  twinkle  dimly  as  the  sun  goes  down  among  the 
wind-swept  clouds  that  seem  like  a  great  Abilonie  shell  in  the  sky;  how 
many  see  and  understand  all  these!  Beauty  everywhere!  In  the  glad 
sunshine  of  a  bright  clear  day;  in  the  tender  glow  of  the  evening's 
dawn.  All  these,  and  how  much  more!  "It  is  the  light  that  never  was 
on  sea  or  land,  the  vision  of  the  poet's  mind.  " 

It  is  the  kindergartener's  happy  privilege  to  give  to  the  little  child 
the  seeing  mind,  a  gift  which  can  never  be  taken  away.  To  this  end 
a  happy  environment  is  of  utmost  importance;  good  pictures,  freedom 
of  activities,  individual  justice,  kindly  treatment,  not  to  mention  the 
wonderful  influence  of  character.  There  is  an  instance  of  one  little 
girl  who  persisted  in  coming  each  day  to  the  second  session.  When 
finally  questioned  why  she  kept  returning  every  afternoon  after  having 
been  repeatedly  sent  home,  she  said:  "'Cause  this  room's  nicer  than 
mine  home.     We  ain't  got  no  pictures." 

A  kindergarten  room  should  be  first  of  all  clean  and  orderly. 
Order  promotes  a  healthful  attitude  toward  study  of  any  kind,  and 
cleanliness  inculcates  self-respect.  There  are  many  small  things  to  care 
for  in  the  management  of  a  kindergarten,  and  trifles  are  apt  to  become 
unsightly  with  dust  and  neglect  if  left  outside  the  cupboard  when  not  in 
use.  Paper  chains  cheapen  the  appearance  of  the  best  of  rooms  and 
ruin  the  good  impression  it  should  sustain.  I  have  seen  rooms  so  over- 
loaded with  plaster  casts  that  I  recoil  before  the  multiplicity. 

Have  a  few  good  pictures  well  hung.  Pictures  that  are  "good 
enough"  are  poor  and  the  best  is  none  too  good.  (Our  modern  maga- 
zine illustrations  furnish  many  an  excellent  picture.)  Have  also  one 
or  two  casts,  well  selected,  and  some  of  nature's  "out  of  doors"  brought 


86  KINDERGARTEN    MAGAZINE. 

in.  Alaple  branches  pressed  between  newspapers  retain  their  color,  and 
if  strung  across  the  wall  on  a  wire  will  keep  their  fresh  appearance  the 
entire  year. 

If  pictures  are  small  group  them.  Hang  three  or  five  together, 
and  never  place  in  close  proximity  two  that  offend  each  other.  Have 
plenty  of  green  in  the  room,  as  green  is  always  soothing  and  restful  to 
the  e\'e,  and  plants  are  in  themselves  beautiful,  to  say  nothing  of  the 
value  of  the  care  bestowed  upon  them.  I  remember  one  orange  tree 
that  had  a  sponge  bath  "from  stem  to  stern"  and  each  little  one  in  the 
class  clamored  for  his  share,  after  which  of  their  own  accord,  I  heard, 
"all  around  the  mulberry  bush" — and  away  they  went,  hand  in  hand. 

The  child's  world  is  full  of  beauty.  His  garden,  flowers,  fairy 
tales  are  all  a  wonder  of  loveliness  to  him,  and  his  perception  of  loveli- 
ness is  often  more  alert  than  we  realize.  How  often  we  hear  at  the  end 
of  a  story  an  ecstatic,  "Ain't  that  lovely!" 

One  bright-eyed,  brown  little  fellow  was  intently  watching  while 
his  teacher  was  drawing  a  picture  upon  the  board  at  Christmas  time. 
In  the  silence  and  the  hush  of  many  pairs  of  eyes  riveted  upon  the 
shepherds  and  the  angels,  as  they  appeared,  she  heard  in  an  excited 
whisper  as  though  it  had  slipped  from  his  soul,  "O!  God  must  love 
teachers  what  make  angels  on  the  board!" 

At  another  time  the  same  kindergartener,  while  drawing  a  boat 
going  before  the  wind,  tipping  into  the  white  foam,  heard  close  by: 
"O!  look!     It's  going!     It's  going!" 

While  little  children  are  unconsciously  poetical,  they  are  not  ideal- 
ists. The  heights  of  idealism  belong  naturally  to  a  mature  mind  and 
are  quite  unintelligible  to  a  child.  We  have  an  example  of  this  in  one 
of  Myra  Kelly's  characteristic  sketches  of  the  east  side,  where  "teacher's 
jumper"  was  the  "most  beautiful  thing"  they  had  ever  known. 

As  a  child  sees  but  one  thing  at  a  time,  he  sees  that  one  in  its  sim- 
plicity. The  strongest  feature  of  the  thing  observed  is  that  one  that 
appeals  to  his  imagination. 

In  the  kindergarten  the  child's  mind  is  constantly  being  directed 
toward  form  and  color,  in  the  objects  that  surround  him  in  home  and 
school  and  street.  The  homely,  commonplace  things  with  which  he  is 
intimately  acquainted  are  his  best  working  models.  All  models  should 
be  large  and  definite,  the  drawing  bold  and  strong. 

There  should  be  plenty  of  blackboard  exercise  for  the  first  months, 


ART    IN    THE   KIXDERGARTEX.  87 

culti\ating  a  free  circular  movement  of  the  arm,  advancing  into  the 
practice  of  straight  lines.  These  exercises  should  be  in  good,  responsive 
strokes,  made  with  the  flat  side  of  the  chalk,  except  where  an  illustrated 
story  necessitates  an  outline.  Outline  should  alwa\s  be  in  black  or 
white.  There  are  no  colored  outlines  in  nature,  outline  being  actually 
the  meeting  of  light  and  shade.  Colored  chalks  may  be  used  with 
artistic  effect,  the  "artists'  crayons"  being  best  for  special  works  of  the 
teacher.  The  '■Do\'e  marking  cra3on'"  is  a  good  medium  for  general 
work  on  white  paper  or  on  gra}'  ''bogus"  paper;  and  it  is  well  to  break 
the  chalks  or  crayon  for  use  into  small  pieces,  about  an  inch  long.  This 
will  aid  the  wide  and  rapid  swing  of  the  arm  in  the  "nest"  mcnement, 
which  is  ''round  and  round"  with  an  open  center. 

Beginnings  are  always  crude  in  whatever  world  they  are  formulated. 
Their  very  crudeness  is  the  strength  upon  which  the  nations  have  pros- 
pered. Freedom  and  spontaneit}'  are  of  greater  value  than  accuracy  in 
a  small  child.  One  little  fellow  having  covered  an  unspoiled  paper  with 
black  dots,  looked  up  and  remarked:     "See  the  seeds  I" 

"And  what  are  these?"  asked  the  kindergartner,  pointing  to  some 
elongated  ones. 

"O,  that's  where  the\'"re  growing,"  said  the  ever  ready  little  one. 

L,  se  all  the  mediums  that  are  possible  beside  those  (jf  chalks  and 
crayon.  Brush  and  pencil  (and  pencils  only  when  tracing  a  pattern  in 
stiff  paper,,  the  line  being  too  fine  for  broad  work),  sand  drawing  with 
fingers,  cutting,  folding  and  modeling  in  paper  clay  and  sand.  Also 
observation  lessons  each  day,  in  doors  and  out. 

All  these  assist  the  child  in  the  natural  outlet  of  his  creative  energy, 
and  brings  him  into  a  closer  relation  with  the  talents  and  resources 
within  himself.  He  gains  a  self-reliance  and  control  which  directs  his 
aim  and  purpose  into  a  productive  channel,  and  he  will  attempt  stupen- 
dous things  in  the  natural  conceit  of  this  new  power. 

One  morning  a  kindergartner  was  illustrating  "Hiawatha"  on  the 
board,  after  ha\-ing  told  the  story.  She  had  made  the  grassy  knoll,  the 
pine  trees  and  the  water,  even  the  long  canoe  afloat,  and  fire  sticks, 
when  a  little  boy  cried  out:  "I  can  do  that!"  She  looked  incredulous, 
but  handed  him  the  chalk.  He  stood  upon  a  chair  and  worked  bravely 
and  feverishl}'  for  a  few  moments,  as  though  it  were  fermenting  within. 
He  finished  a  good  picture  and  he  had  not  looked  at  the  original  once. 
Of  course,  this  was  nothing  less  than  genius,  and  although  the  picture 
and  method  were  imitative  the  effect  was  creative.     He  had  onlv  been 


88  KINDERGARTEN    MAGAZINE. 

in  the  class  three  months,  yet  many  thought  the  picture  was  the  work 
of  a  mature  talent. 

This  board  illustrating  is  one  of  the  best  means  of  stimulating 
enthusiasm  for  art.  The  "Mother  Goose"  rhymes  are  all  easily  pic- 
tured, as  are  also  many  of  our  songs.  Many  kindergartners  think  they 
can  not  draw.  Let  them  try,  with  the  fiat  side  of  the  chalk  and  they 
will  be  surprised  at  themselves.  The  children  delight  in  these  chalk 
pictures  and  the  exclamations  after  the  excited  hush  is  very  encouraging. 

A  picture  "growing"  from  day  to  daj^  is  another  verj^  effective 
means  of  ilustration.  For  instance,  at  spring  time  draw  in  color  a  bare 
brown  hill  against  a  dim  horizon,  a  leafless  apple  tree,  a  frozen  stream. 
Let  that  stand  for  a  day  or  two.  Then  the  tree  must  begin  to  leaf, 
another  day  the  grass  turns  green,  still  another  and  the  stream  runs 
blue  and  so  on.  The  tree  blossoms,  the  birds  return  in  the  blue  sky,  the 
wild  flowers  grow  and  thus  it  gathers  from  day  to  day,  until  a  swing  is 
hung  "in  the  old  apple  tree"  to  the  delight  of  the  children.  A  farm 
picture  may  be  carried  on  in  the  same  way,  until  it  is  possible  to  have  a 
"growing  one"  in  the  sand. 

In  my  experience  with  brush  work  I  have  tried  many  things  in 
order  to  obtain  best  results.  I  find  that,  like  older  folks,  little  ones  do 
better  on  the  second  attempt,  showing  a  strength  and  mastery  lacking 
in  the  first.  It  is  astonishing  to  see  with  what  certainty  and  pleasure 
they  undertake  the  second  effort.  The  child's  memory  and  skill  are 
strengthened  for  the  next  lesson,  which  is  usually  (unless  a  memory 
lesson)  a  degree  more  difficult.  I  have  even  allowed  direct  imitation 
with  the  hesitating  ones  at  first,  as  a  good  imitation  is  better  than  no 
effort  at  all ;  and  imitation  is  the  first  effort  of  our  expressive  powers. 

Art,  then,  in  the  kindergarten  is  idealism  in  its  infancy,  the  love 
of  the  beautiful ;  and  in  a  purely  material  sense  is  primitive  in  its  imple- 
ments and  methods  of  expression.  Its  influence  can  not  be  measured, 
and  those  who  have  loved  beauty  in  every  age  have  known  that  art  is  its 
natural  inevitable  language,  without  which  the  noblest  of  inspirations 
would  have  been  lost. 

"The  hand  can  never  execute  anything  higher  than  the  character 
can  inspire,"  writes  the  Concord  poet  and  philosopher,  and  "Though 
we  travel  the  world  over  to  find  the  beautiful,  we  must  carry  it  with 
us,  or  we  find  it  not.  The  best  of  beauty  is  a  finer  charm  than  skill  in 
surfaces,  in  outlines,  or  rules  of  art  can  ever  teach,  namely,  a  radiation 
from  the  work  of  art,  the  human  character." 


Little   Folks'    Land.* 

The   Story   of   a   Little.  Boy   in   a   Big   World. 

By  Madge  A.  Biguam,  free  Kindergartens,  .llUinia.  Ga.     Author  of 
"Stories  of  Mother  Goose   I'illage,"  etc. 

Note. — This  Kindergarten  Program  will  run  through  the  succeeding 
numbers  of  the  "Kindergarten  Magazine,"'  and  later  be  published  in  book 
form  under  the  title  "Little  Folks'  Land"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth  6x9.  About  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  pulilication  the  list  price 
will  be  $2.00'  net. 

IL 

Farmer  Green's  Cotton  Seed. 

Relationships  as  to  clothing — Cotton,  linen,  silk,  wool. 
Traced  from  producer  to  the  consumer: — Origin,  farmer,   ginner, 
manufacturer,  merchant,  home. 

Fourth  Week — Clothing. 

Monday. 

MAYBE  you  think  that  the  house  and  furniture  were  all  Joe-Bo_v 
needed  to  make  him  happy,  but  no,  indeed,  there  were  other 
things  he  must  have  and  other  workmen  who  would  have  to  help 
him  get  them.  Just  the  next  morning  after  the  party,  a  little  swallow 
heard  Mother  Gipsy  say  that  Joe-Boy  was  getting  so  fat  he  needed  new 
cotton  dresses,  and  there  must  also  be  some  new  clothes  for  Father  Gipsy 
and  herself,  besides  sheets  and  pillow  cases  and  quilts  for  the  beds. 

Mrs.  Swallow  had  been  picking  up  the  crumbs  under  Joe-Boy's 
window — some  for  herself  and  some  for  her  baby  swallows.  They,  too, 
had  a  pretty  neat  home  in  one  corner  of  Farmer  Green's  barn,  and  Mrs. 
Swallow  thought  no  baby  in  all  the  wide,  wide  world  was  half  so  lovel}' 
as  her  own  brown  darlings — not  even  Joe-Boy!  She  had  often  told 
them  about  Father  and  Mother  Gipsy,  and  the  beautiful  house  they  had 
built  for  Joe-Boy,  so  that  day  when  she  had  fed  them  and  cuddled  by 
their  side  in  the  nest,  the  baby  swallows  said : 

"Tell  us  something  more  about  Joe-Bo\".  Have  you  seen  him 
today?" 

"Oh,  yes,"  said  Mrs.  Swallow,  "the  crumbs  I  brought  you  today 
for  dinner  were  thrown  by  his  own  little  hand  while  his  mother  held  him 


''Copyright,   1905,  by  [Madge  A.   Eigham. 


90  LITTLE    FOLKS'    LAND. 

in  the  window.  He  is  growing  fatter  and  fatter  every  day  and  now 
there  must  be  new  cotton  dresses  for  him,  besides  sheets  and  quilts  for  the 
house.  I  am  glad  it  doesn't  take  so  many  things  for  our  snug  little  home 
— only  a  small  piece  of  cotton  will  lifie  our  nest,  and  for  clothes  the  dear 
God  has  given  us  soft,  warm  feathers." 

Now,  there  was  something  else  in  Farmer  Green's  barn  that  liked 
to  listen  to  Mrs.  Swallow  tell  about  Joe-Boy,  and  that  was  ever  so  many 
tiny  cotton  seeds,  cuddled  close  together  in  a  great,  wide  basket.  Why, 
they  even  knew  about  the  party,  for  thej'  had  heard  Mrs.  Swallow  tell 
about  it. 

"Do  you  hear,  sister?"  said  one  little  cotton  seed,  right  on  top  of 
the  basket.  "Mrs.  Gipsy  needs  cotton  clothes  for  Joe-Boy,  and  quilts 
and  sheets  for  his  bed.  Don't  you  wish  we  might  be  the  seeds  to  make 
the  cotton  for  her?" 

"Well,  we  could,"  said  the  little  sister  cotton  seed,  "if  Farmer 
Green  would  only  plant  us !  Dick,  the  plough-boy,  ploughed  the  field 
up  yesterday.  We  saw  him  hitch  the  horse  to  the  plough.  How  I  wish 
he  would  plant  us  today!     I  am  sure  we  would  do  our  best  to  grow." 

Well,  it  was  just  at  that  very  minute  that  Farmer  Green  and  Dick 
stepped  in  the  doorway.  And  Mrs.  Swallow  said  "H-u-s-h"  to  her 
baby  birds  in  soft,  cooing  tones,  and  the  little  sister  cotton  seed  said 
"H-u-s-h"  very  softly,  and  everything  was  as  still  as  still  could  be!  Then 
Farmer  Green  took  up  the  basket  and  put  it  on  his  strong  shoulder  and 
said : 

"Come,  Dick,  the  ground  is  ready  for  these  seeds,  and  we  will 
plant  them  right  now,  and  give  them  a  good  chance  to  grow."  So  away 
went  Farmer  Green  and  Dick  with  the  basket,  and  planted  them,  every 
one! 

"Oh,  joy,  joy!"  said  the  little  sister  cotton  seed,  as  she  lay  in  the 
soft,  brown  earth,  "now  we  can  grow  and  make  the  cotton  for  Joe-Boy's 
clothes.  Tell  the  little  cotton  seed  lying  next  to  you,  that  all  may  do 
their  very  best." 

So  that  little  cotton  seed  told  another  little  cotton  seed,  and  that 
little  cotton  seed  told  another  little  cotton  seed,  and  that  little  cotton  seed 
told  another  little  cotton  seed,  and  that  little  cotton  seed  told  another 
little  cotton  seed,  and  that  little  cotton  seed  told  another  little  cotton 
seed,  until  by  and  by  all  the  little  cotton  seeds  in  the  field  knew  about 
Joe-Boy's  clothes,  and  grew  and  grew  and  grew! 


.LITTLE    FOLKS'    LAND.  91 

Farmer  Green  Picks  the  Cotton. 

Tuesday. 

WHEN  the  sunbeam  fairies  and  the  raindrop  fairies  saw  how  hard 
the  h'ttle  sister  cotton  seeds  were  tryinji;  to  grow  for  Joe-Boy's 
clothes,  why,  they  did  their  verj'  best  to  help  them,  and  by 
and  by  there  was  a  great  field  of  cotton  waving  in  the  sunlight.  And 
every  little  cotton  stalk  was  as  happy  as  happy  could  be,  to  see  her  boll 
tucked  full  of  soft,  fieec\'  cotton — waiting,  waiting  to  be  picked  for  dear 
little  Joe-Boy's  clothes. 

Farmer  Green  came  every  day  to  see  how  the  cotton  was  getting  on, 
and  had  raked  it  over  with  the  greatest  care,  so  one  morning  when 
he  came  into  the  field  he  said : 

"Only  see  this  cotton,  Dick,  hasn't  it  grown  finely?  Every  stalk 
has  hung  out  a  white  signal  fiag,  which  saj'S  as  plainly  as  can  be  'Come 
and  pick  me,  Farmer  Green,  I  am  waiting,  w'aiting,  waiting,  can't  you 
see?'  " 

Then  Farmer  Green  sent  Dick  for  the  big  cotton  baskets  and  all 
the  cotton  stalks  waved  their  Hags  with  joy  as  they  sang: 

"We  are  ready,  we  are  ready. 

Pick  us  quickly.  Farmer  Green, 
See  our  cotton,  white  and  fleecy — 
'Tis  the  prettiest  ever  seen." 

Soon  Dick  came  back  with  the  baskets,  and  a  sack  for  himself  and 
one  for  Farmer  Green,  and  when  they  had  strapped  them  over  their 
shoulders  they  went  to  work — Dick  on  one  row  and  Farmer  Green  on 
the  other,  and  they  picked  and  picked  and  picked  and  picked  and  picked 
and  picked  and  picked !  Sackful  after  sackful  was  emptied  into  the  bas- 
kets until  all  were  heaped  and  running  over,  and  it  was  night  time  be- 
fore they  had  finished. 

"Well,"  said  Farmer  Green,  as  he  and  Dick  went  home  to  supper, 
"picking  cotton  isn't  very  easy  work,  Em  thinking,  but  it  is  a  pleasure 
to  pick  cotton  like  that,  for  a  finer  lot  I  am  sure  I  never  saw,  and  it  will 
make  somebody  some  ver\-  pretty  clothes — one  of  these  days.  We  will 
get  up  early  in  the  morning  and  take  it  to  the  gin  house,  and  we  will 
be  sure  to  keep  the  seed  to  be  planted  another  year." 


92  LITTLE    FOLKS'    LAND. 

The  Cotton  At  The  Ginhouse. 

Wednesday. 

JUST  as  soon  as  Farmer  Green  and  Dick  left  the  cotton  field  the  lit- 
tle sister  cotton  stalks  began  to  chatter  together  about  their  cotton 

which  had  been  picked. 

"My!  but  doesn't  it  feel  queer  when  you've  lost  all  your  cotton," 
said  one  of  the  little  sisters,  "just  like  having  your  hair  shingled." 

"Yes,"  piped  another,  "and  we  miss  our  baby  seeds,  too,  which  we 
had  tucked  away  in  the  cotton.  I  do  hope  Farmer  Green  will  take  good 
care  of  them  at  the  ginhouse,  and  send  them  safely  back  to  the  farm." 

"You  know  he  will  do  that,"  said  another  one;  "didn't  you  hear 
Farmer  Green  tell  Dick  ours  was  the  finest  cotton  he  had  ever  seen  ? 
Of  course,  he  means  to  keep  our  seed  and  plant  them  next  year.  Only 
look  and  see  how  soft  and  white  our  cotton  is — heaped  in  the  big  baskets 
there.  The  little  Gipsy  boy  Mrs.  Swallow  tells  about  should  be  glad 
to  wear  clothes  made  from  cotton  like  that." 

Then  the  little  sister  cotton  stalks  stopped  talking  and  went  to 
sleep,  and  when  they  waked  up  it  was  broad  daylight,  and  Farmer 
Green  and  Dick  were  driving  into  the  field  with  a  big  cotton  wagon, 
whose  body  was  so  deep  you  just  could  see  Dick's  head  when  he  was 
standing  inside.  They  drove  up  to  the  baskets  and  emptied  all  the  cot- 
ton into  the  wagon,  and  it  was  piled  up  so  high  it  looked  like  a  snow 
mountain.  Then  Farmer  Green  clucked  to  the  horses  and  away  they 
went  down  the  big  road  to  the  ginhouse,  while  all  the  little  sister  cotton 
stalks  waved  a  glad  good-bye.  But  Farmer  Green  didn't  hear  them, 
because  he  did  not  look  close  enough,  and  then  he  was  so  busy  thinking 
about  other  things ;  for  he  was  saying  over  and  over  again : 

"Fll  carry  this  cotton  to  the  gin  and  have  the  seeds  taken  out,  and 
then  Fll  carry  it  to  the  warehouse  and  sell  it,  and  then  the  warehouse 
man  will  send  it  to  the  factor)^,  and  the  factory  man  will  weave  it  into 
cloth  and  sell  it  to  the  merchant,  and  the  merchant  will  sell  it  to  the 
people  for  clothes,  and  who  knows  but  what  Farmer  Green  will  buy  some 
of  the  very  same  cloth  made  from  this  cotton?" 

But  just  then  he  got  to  the  ginhouse  and  drove  his  load  of  cotton 
under  a  big- swinging  pipe,  which  hung  from  an  upstairs  window.  The 
big  engine  which  turned  the  gin  wheels  was  pufiing  and  hissing  its  steam, 
ready  to  pick  the  seeds  from  the  cotton,  and  then  something  queer  happened 


a.j 


LITTLE    FOLKS'    LAND.  93 

for  as  the  wheels  in  the  ^in  began  to  turn  Farmer  Green's  cotton  started 
up  that  long,  swinging  pipe, — and  you  never  saw  cotton  travel  so!  Up, 
up,  up  it  went,  tumbling  from  the  pipe  into  a  long  trough  and  then 
through  the  bins;  faster  and  faster  it  went,  and  the  way  those  cotton 
seeds  rolled  out  of  that  cotton  was  a  sight!  If  \ou'd  heard  them  tum- 
bling into  the  trough  below  you  would  most  surely  have  thought  it  was 
a  shower  of  rain — pat,  pat,  pat,  pat,  pat,  pat  they  went  on  one  side  of  the 
bins,  while  on  the  other  side  out  rolled  great  sheets  of  the  beautiful 
cotton — roll  on  top  of  roll,  and  not  a  seed  to  be  seen  in  it! 

"Wonderful!"  said  Farmer  Green,  "wonderful!  I  never  saw  a 
prettier  sight  in  all  my  life!  It  seems  like  a  pity  to  press  it  up  into  bales. 
But  then,  ever\^body  wants  cotton  clothes  to  wear,  so  I  will  do  my  part." 

Then  the  ginhouse  man  raked  the  cotton  into  the  deep  bale  holes-, 
and  the  heavj'  presser  was  placed  on  top,  which  packed  the  cotton  into 
neat  bales — -all  wrapped  and  tied  with  strong  bands — while  the  gin 
wheels  turned  faster  and  faster,  singing  as  they  whirled : 

"Over  and  over  and  over  we  go. 
Picking  the  seeds  from  the  cotton,  you  know. 
Picking,  picking  all  the  day  long. 
And  pressing  the  bales  as  we  sing  our  song." 

"Well,  your  cotton  is  ginned.  Farmer  Green,"  said  the  busy  gin- 
house  man,  as  he  stopped  his  engine.  "You'll  find  ^our  cotton  seed  in 
the  wagon  \vaiting  for  you — enough  to  plant  another  year,  and  some 
left  for  meal  and  oil,  if  you  choose  to  make  them." 

"Thank  3'ou  ven^  much,"  said  Farmer  Green,  as  he  paid  the  gin- 
house  man  for  his  work;  "I  am  very  glad  people  do  not  have  to  pick  seeds 
out  of  cotton  with  their  hands  these  days.  If  they  did,  why,  I'm  afraid 
there  would  not  be  many  cotton  clothes." 

The  Cotton  At  The  Warehouse. 

Thursday. 

FARMER  GREEN  and  Dick  left  the  ginhouse  with  their  bale  of 
cotton  in  one  end  of  the  wagon  and  a  pile  of  cotton  seed  in  the 
other.  They  drove  down  the  big  road  until  they  came  to  a  long, 
low  brick  house,  with  a  wide  platform  all  the  way  around  it,  and  large 
double  doors.     All  the  platform  was  crowded  with  bales  and  bales  and 


94  LITTLE    FOLKS'    LAND. 

bales  of  cotton,  and  if  you  looked  inside  of  the  warehouse  j^ou  would 
see  other  bales  of  cotton  piled  almost  to  the  ceiling.  And  still  wagons 
loaded  with  the  great,  heavy  bales  came  and  went,  while  the  ware- 
house man  was  busy  all  the  day  long  weighing  and  buying  cotton  from 
the  farmers. 

So,  when  Farmer  Green  drove  up  to  the  platform  with  his  bale 
of  cotton  the  warehouse  man  was  there  to  meet  him. 

"Good  morning.  Farmer  Green,"  he  said,  "just  roll  the  bale  of  cot- 
ton down  here  on  my  scales  and  let  me  weigh  it.  I  am  buying  all  the 
good  cotton  I  can  find  today,  because  the  factory  men  are  waiting  for  it 
to  weave  their  cloth,  and  I  shall  send  them  a  big  car  load  as  soon  as  I 
can  buy  it.     Is  yours  good  cotton?" 

"The  very  best  there  is,"  said  Farmer  Green.  "Dick  and  I  picked 
that  cotton  ourselves  and  we  saw  it  ginned,  and  it  is  as  clean  and  white 
and  soft  as  can  be!" 

"Let  me  look  at  a  sample  of  it,"  said  the  warehouse  man.  So  he 
cut  a  hole  in  one  end  of  the  bale  and  pulled  out  some  of  the  cotton, 
pressing  it  in  his  fingers  and  puHing  it  apart  to  see  if  it  was  strong  and 
good. 

"Yes,  }es.  Farmer  Green,"  he  said,  "this  is  fine  cotton — the  very 
best  I  have  seen.  I  will  buy  this  bale  from  you  to  send  to  the  factor}-, 
and  just  as  many  more  like  it  as  you  will  bring  me.  Do  you  want  to 
sell  your  cotton  seed,  too?" 

"No,"  said  Farmer  Green,  "I  shall  keep  those  to  plant  next  year, 
and  now  that  I  have  sold  my  cotton  I  must  hurry  back  to  the  farm,  for 
there  is  always  work  there  for  Dick  and  myself." 

So  away  went  Dick  and  Farmer  Green,  leaving  their  cotton  behind 
them. 

The  Cotton  At  The  Factory. 

Friday. 

WELL,  the  next  thing  seen  of  the  little  sister  cotton  seeds'  bale 
of  cotton  was  on  the  freight  train !  And  the  engine  was  puffing 
and  blowing  as  it  pulled  out  of  the  depot  with  its  long  string  of 
cars  loaded  with  cotton.  Of  course,  3-ou  know  where  it  was  going — 
straight  to  the  factory  to  be  spun  into  thread  and  woven  into  cloth.  And 
that  was  just  what  the  little  sister  cotton  seed  wanted,  you  know — -only 
they  wanted  Mrs.  Gipsy  to  buy  some  of  it  and  make  it  into  dresses  tor 
Joe-Boy.     And  ma3'be  she  will — we  don't  know! 


LITTLE    FOLKS'    LAND.  !t5 

There  were  many  wheels  in  the  ginhouse,  you  remember,  hut,  my 
me!  when  the  cotton  got  into  the  big  factory,  why,  there  were  more 
wheels  than  ever — rows  and  rows  of  them,  and  such  a  hum  and  buzz 
I'm  sure  you  never  heard  as  those  wheels  whirled  swiftly  round,  singing 
as  they  worked : 

"Over  and  over  and  over  we  go, 
Spinning  the  cotton  as  white  as  the  snow, 
Weaving  the  cloth   for  dresses  and   gowns 
For  all  of  the  children  in  all  of  the  towns: 
So,  over  and  over  and  over  we  go. 
Spinning  the  cotton  as  white  as  the  snow." 

And  it  did  not  take  them  long  to  make  the  cloth  either,  because  there 
were  many  workmen  there  to  help — men,  women  and  even  little  chil- 
dren. They  stood  at  the  looms  ever  ready  to  mend  the  fine  cotton 
threads  when  the}-  became  tangled  or  broken  while  crossing  and  re- 
crossing  in  the  cloth.  And  so  it  was  that  Farmer  Green's  bale  of  cot- 
ton was  woven  into  cloth — beautiful,  soft  and  white.  Just  the  thing 
for  a  wee  baby's  dress,  and  I  am  sure  if  the  little  sister  cotton  seeds  had 
only  seen  it,  they  would  hardly  have  believed  their  eyes.  But  there  it 
was,  all  finished  and  wrapped  into  bolts,  ready  to  send  off  to  the  mer- 
chants who  would  buy  it  to  sell  in  their  stores.  And,  only  think!  one 
day  the  factory-  man  was  fixing  up  a  box  of  cloth  to  send  to  the  very 
town  where  Joe-Boy  lived,  and  he  put  a  bolt  of  the  little  sister  cotton 
seeds'  cloth  right  in  the  middle  of  that  box  and  nailed  it  up  and  sent  it 
off!  So  there  it  was  up  on  the  store  man's  shelf,  waiting  for  some  one 
to  buy  it.  Now,  don't  you  hope  Mrs.  Gipsy  will  find  it  when  she  goes 
to  buy  Joe-Boy's  dresses? 

Program  for  Fourth  Week — Clothing. 

Farmer  Green's  Cotton  Seed. 

JSIonday. 

Circle  talk,  songs  and  games:     Do  you  know  what  your  dress  is  made 
of?     Your  waist?  etc.     Would  you  like  to  see  a  plant  that  helps  to 
make  our  clothes?     Show  cotton  stalk  with  boll  of  cotton. 
Tell  story  for  the  day. 

Game:     "Plowing  and  Planting."'      (Use  children  for  cotton  seed.) 


96  LITTLE    FOLKS"    LAND. 

Gift:     Third  and  fourth:     Let  each  child  take  his  choice.  Build  a  barn. 
Occupation:     Folding  and  cutting. — Barn.      Or,    Draw    the    swallow 
fljang  home,  and  the  basket  of  seed  in  the  barn. 

Farmer  Green  Picks  The  Cotton. 

Tuesday. 

Circle  talk,  songs  and  games:     Call  for  the  reproduction  of  the  story 

used  Monday. 
Game:     Cotton    picking.      Let   some   children    represent    cotton    stalks. 

Place  in  their  hands  real  cotton  bolls.     Let  others  pick  cotton. 
Song:     "Baby's  Cotton  Gown." 
Gift:     Second  Gift  beads,  sticks,  and  small  pieces  of  cotton.     Represent 

a  cotton  field,  ready  to  be  picked. 
Occupation :     Water  color.     Cotton  boll. 
Note:      Illustrate  at  circle  the  use  of  scales  and  suction  pipe  of  gin. 

The  Cotton  At  The  Ginhouse. 

IJ'ednesday. 

Circle  talk,  songs  and  games:  Do  you  remember  our  ride  to  the  cot- 
ton gin  last  fall?  What  did  we  see  there?  Would  you  like  to 
hear  how  the  "little  sister  cotton  seed"  went  to  the  ginhouse,  too? 
(Show  a  miniature  cotton  bale.) 

Game:     An  imaginary  ride  to  the  cotton  gin. 

Gift:     Fifth.     A  gin  house. 

Occupation :  Modelling, — Bales  of  cotton.  Or,  Press  real  cotton  into 
small  bales,  fastened  with  wire. 

The  Cotton  At  The  Warehouse. 

Thursday. 

Circle  talk,  songs  and  games:  Do  you  have  a  place  in  your  house  where 
jelly  and  preserves  are  kept?  Well,  after  the  cotton  was  ginned,  it 
too  was  sent  to  a  big  warehouse  to  be  kept,  and  I  will  tell  you 
about  it  today. 

Game:     Horses  and  wagons,  to  carry  cotton  to  the  warehouse. 

Gift:     Fifth.     Warehouse,  platform  and  scales. 

Occupation :  Construct  a  wagon.  Use  an  inverted  box  top  for  bod)', 
and  milk  bottle  tops  for  wheels. 


LITTLE    FOLKS'    LAND.  97 

The  Cotton  At  The  Factory. 

Friday. 

Circle  talk,  songs  and  games:  Show  a  piece  of  loosely  woven  cotton 
cloth.  Let  children  trace  the  threads,  and  discover  the  over  and 
under  wa\-  in  which  they  are  woven. 

Game:     "Freight  train." 

Gift:  Third  and  fourth.  Let  children  take  choice.  Build  a  freight 
train. 

Occupation:     Weaving   (without  needles). 

Fifth  Week— Clothing. 

Joe-Boy's  Birthday  Dresses. 

Monday. 

WELL,  I  don't  know  which  grew  the  faster,  Joe-Boy  or  the  little 
sister  cotton  seed,  but  he  was  growing  very  fast,  and  one  morn- 
ing Mrs.  Gipsy  said: 

"Come  here,  Father  Gipsy,  and  let  Joe-Boy  give  you  a  birthday 
kiss,  he  is  one  year  old  today.  And  fat?  Why,  he  is  just  like  a  cater- 
pillar and  has  popped  through  every  one  of  his  dresses.  Whatever  are 
we  to  do  with  such  a  fat  boy,  and  what  shall  we  give  him  for  a  birthday 
gift?" 

"Why,  we'll  make  him  a  present  of  some  new  dresses,"  said  Father 
Gipsy,  "won't  that  be  a  tine  birthday  present?  Surely,  with  so  much 
cotton  growing  around  us  here,  and  ginhouses  and  factories  and  stores 
close  b}",  Joe-Boy  ought  not  to  be  a  'raggety-taggety'  baby!  Let  us  buy 
him  some  birthda}"  dresses  today." 

"All  right,"  said  Mother  Gipsy,  "I  am  sure  that  will  be  a  very  nice 
present,  for  he  has  needed  new  dresses  quite  a  long  time,  but  I  did  not 
buy  them  because  our  house  and  furniture  cost  so  much  money,  and  I 
was  afraid  you  had  spent  all  of  your  nickels." 

"No,"  said  Father  Gipsy,  "I  still  have  some  nickels  left,  and  I 
guess  b}"  this  time  the  farmers  have  planted  cotton,  and  it  has  been 
ginned,  spun  and  woven  into  cloth,  so  Joe-Boy  will  have  fresh,  new 
cloth  for  his  birthday  dresses.     ^Vhen  can  you  go  and  buy  them?"' 

"I  will  go  this  morning,"  said   Mother  Gipsy,   "and  maybe  I   can 


98  LITTLE    FOLKS'    LAND. 

get  back  in  time  to  make  him  a  new  dress  today,  and  when  he  takes  his 
afternoon  ride  he  can  wear  his  new  birthdaj^  dress." 

"That  will  be  fine,"  said  Father  Gipsy,  "and  when  you  do  your 
shopping,  go  to  the  big  dry  goods  store  on  the  corner.  I  saw  the  mer- 
chant there  opening  a  box  of  cotton  cloth  yesterday,  and  it  looked  very 
pretty." 

So  Mother  Gipsy  went  to  town  that  very  morning,  and  she  passed 
by  all  the  stores  until  she  came  to  the  big  store  on  the  corner,  and  she 
went  in  that  one  and  asked  the  clerk  to  show  her  some  pretty  cotton 
cloth  for  dresses. 

"All  right,"  said  the  clerk,  "we  have  the  very  best  cloth  in  town, 
right  here  in  this  store.  It  came  from  the  factory  only  yesterday,  and  it 
is  very  beautiful !     Just  let  me  show  if  to  you." 

So  he  reached  up  to  the  top  shelf  and  took  down  three  bolts  of 
cloth  for  Mrs.  Gipsy  to  see  which  one  she  liked  best.  And  Mrs.  Gipsy 
held  them  up  to  the  light  and  rubbed  them  in  her  fingers  to  see  if  they 
were  soft  and  white  and  very  strong.  Then,  only  guess!  She  placed  her 
hand  on  the  very  bolt  made  from  the  cotton  of  the  little  sister  cotton 
seeds — the  very  same — and  then  she  said  : 

"Oh,  isn't  this  beautiful!  So  soft  and  white,  and  the  very  thing 
I  wish.  Please  give  me  ten  Aards  of  this  bolt  for  Joe-Boy's  birthday 
dresses — it  is  the  prettiest  I  ever  saw!" 

Now,  aren't  you  glad?  And  don't  you  wish  the  little  sister  cotton 
seeds  knew  about  it?  So,  the  clerk  cut  the  cloth  and  wrapped  it  up  for 
Mrs.  Gipsy,  who  paid  him  for  it,  and  then  she  thanked  him  and  went 
home  with  the  bundle. 

"Now,"  said  Mrs.  Gipsy,  "I  will  sit  here  by  the  machine  and  make 
Joe-Boy's  dress  before  I  do  another  thing." 

So  she  cut  and  sewed  and  stitched  away  as  busy  as  busy  could  be,  un- 
til the  little  dress  was  finished — such  a  pretty,  pretty  birthday  dress,  with 
ruffles  on  it !  And  Joe-Boy  wore  it  that  very  afternoon  when  he  went 
to  ride  and  the  sunbeam  fairies  danced  around  his  carriage  and  kissed 
him  on  the  cheeks  and  hair — they  surely  knew  about  the  little  sister 
cotton  seeds,  and  meant  to  tell  them  some  day  about  the  birthday  dress, 
but  Mrs.  Gipsy  only  smiled  and  said: 

"See,  Joe-Boy,  the  sunbeams  have  come  to  wish  you  a  happy  birth- 
day— you  are  one  year  old  today." 


LITTLE    FOLKS'    LAND. 


69, 


Joe-Boy's  Linen  Picture  BoOl<:^  ;;';'-, ' 

Tuesday. 

JOE-BO\  got  another  birthday  present  besides  his  new  ccrf.sse-i,  an4 
It  wasn't  a  ball  or  a  top  or  a  tin  horn,  either — I'm  sure  jou  can 
not  guess. 

It  came  by  express  in  a  big  box,  tightly  nailed  down,  and  when 
Mother  Gipsy  read  what  was  written  (m  the  box  her  eyes  got  very  bright 
and  she  said : 

''Oh,  Father  Gipsy,  only  see,  this  box  came  from  Joe-Boy's  grand- 
mother, all  the  way  across  the  big  ocean !  I  have  written  and  told  her  all 
about  Joe-Boy  and  the  new  house,  and  how  nicely  we  had  furnished  it  for 
him,  so  I  am  sure  she,  too,  has  sent  something  nice  to  go  in  the  house.  Do 
open  the  box  quickly  and  let  us  look  inside!" 

So  Father  Gipsy  got  his  hammer  and  drew  out  the  strong  nails, 
while  Joe-Bo}-  and  Mother  Gipsy  stood  close  by  to  catch  the  very  first 
peep. 

"It  is  something  white,"  said  Mother  Gipsy,  "because  I  see  it 
through  the  cracks.  It  looks  like  cotton  cloth,  too,  only  it  is  prettier — 
what  can  it  be  ?"' 

"I  hope  it  is  linen  sheets  and  pillow  cases  for  our  beds,"  said  Father 
Gipsy,  "and  maybe  it  is,  because  Joe-boy's  grandmother  lives  on  a  flax 
farm,  you  know,  and  raises  flax  for  linen  cloth,  just  as  Farmer  Green 
raises  cotton  for  cotton  cloth." 

"That  is  just  what  it  is,"  said  Mother  Gipsy,  as  the  top  came  open, 
"a  whole  box  full  of  linen!  Only  see  the  sheets  and  pillowcases  and 
beautiful  linen  towels  and  tablecloths — so  soft  and  white,  and  just  the 
thing  we  needed  for  our  house.  Aren't  they  beautiful,  and  isn't  that  a 
dear,  good  grandmother  to  think  of  us  and  our  new  home?  And  here, 
too,  is  a  fine  linen  dress  for  Joe-Bo}-,  made  b\"  this  very  same  grandmother, 
so  Joe-Boy  has  cotton  dresses  and  linen  dresses  both.'' 

"Yes,'  said  Father  Gipsy,  "and  here  is  something  else  Joe-Boy  has 
pulled  out  of  the  bottom  of  the  box  by  himself,  and  it  has  his  name 
written  on  it." 

"Well,  well,"  said  Mother  Gipsy,  "it  is  a  very  pretty  picture  book, 
made  on  linen,  and  can  not  tear — the  xtry  kind  of  a  book  for  Joe-Boy 
now,  because  he  tries  to  pull  everything  to  pieces  to  see  how  it  is  made. 
Come,  Joe-Boy,  and  let  us  look  at  the  pictures  in  your  birthday  book." 


JOO 


LITTLE    FOLKS'    LAND. 


l[  ;;  ^&P  JoctBcj' '9.a<}  Mother  Gipsy  cuddled  down  in  the  deep  window 
■st,'^  ar,id  looked,  ac  a.11  the  pretty  pictures.  On  the  very  first  page  there 
was  a  farmer  planting  flax  seed — the  very  same  that  grew  to  make  the 
jipen  sheets,  and- 'tablecloths.  The  next  picture  showed  where  the  flax 
seed  had  come  up  and  grown  straight  and  tall  in  long,  even  rows,  and 
there  were  pretty  blue  flowers  on  every  stalk,  and  some  of  them  had  tiny 
seeds  tucked  away  to  be  planted  another  year.  The  next  picture  showed 
the  farmers  working  with  the  flax  stalks  to  change  them  into  linen — soak- 
ing them  in  water,  spreading  them  on  the  grass  to  dry  and  pulling  apart 
the  long,  slender  threads.  Then,  another  picture  showed  the  large  fac- 
tory where  the  linen  threads  were  woven  into  soft,  fine  cloth — very  much 
prettier  than  cotton  cloth — and  the  factory  wheels,  turning  swiftly 
around,  sang  the  song  that  the  cotton  had  sung: 

"Over  and  over  and  over  we  go, 
Spinning  the  flax  into  linen,  you  know, 
Weaving  the  cloth  for  sheets  and  gowns 
For  all  of  the  children  in  all  of  the  towns; 
So  over  and  over  and  over  we  go, 
Spinning  the  flax  into  linen,  you  know." 

The  last  picture  was  the  one  Joe-Boy  liked  best — a  big  steamship 
laden  down  with  bolts  of  linen  cloth  and  sailing  across  the  great  ocean 
to  bring  it  to  the  American  shores. 

"That  is  a  very  pretty  picture  book,"  said  Mother  Gipsy,  as  she 
closed  the  book.  "Joe-Boy's  grandmother  knew  we  did  not  have  linen 
factories  near  our  town,  so  she  sent  us  the  pretty  linen  cloth  and  the  book 
to  show  how  it  was  made.  When  we  write  to  thank  her  for  it  we  must 
tell  her  about  the  cotton  plants  that  grow  near  us  and  what  pretty  cloth 
it  makes  for  aprons  and  jackets  and  dresses." 

Father  Gypsy's  Surprise. 

Wednesday. 

AFTER  Joe-Boy's  birthday.  Father  Gipsy  had  to  go  oft  on  a  long 
business  trip.  He  did  not  like  to  leave  Mother  Gipsy  and  Joe- 
Boy  at  all,  but  then  all  fathers  have  to  work,  you  know,  for  if  they 
didn't,  where  would  clothes  and  food  and  houses  come  from,  I'd  like  to 
know.     So,  Mother  Gipsy  packed  his  big  traveling  valise  and  then  she 


LITTLE    FOLKS'    LAND.  101 

and  Joe-Boy  stood  on  the  porch  and  threw  Father  Gipsy  kisses  until  he 
was  out  of  sight.  After  a  while,  when  the  whistle  blew,  Mother  Gipsy 
looked  at  Joe-Boy  and  said,  "Gone,"  and  then  Joe-Boy  said,  "g-o-n-e," 
too,  right  after  her,  so  plainly  that  Mother  Gipsy  could  not  help  but 
squeeze  him  just  a  little  bit,  it  sounded  so  cute,  and  she  was  very  anxious 
for  Joe-Boy  to  learn  to  talk  so  that  he  could  talk  to  her  when  Father 
Gipsy  was  away.  But,  only  guess!  One  morning,  while  Father  Gipsy 
was  away,  Joe-Boy  learned  to  walk.  He  walked  all  the  way  from  the 
door  across  the  floor  to  Mother  Gipsy's  arms.  And,  bless  you,  when  Joe- 
Boy  found  out  he  could  walk,  why,  he  was  so  proud  he  wanted  to  walk 
all  the  time!  And  up  and  down  the  hall  and  across  the  room  he  trotted, 
until  Mother  Gipsy  was  afraid  he  would  get  sick.  So  she  had  to 
catch  him  and  hold  him  tight  while  he  rested  some. 

"Well,  well,  well,"  said  Mother  Gipsy,  laughing,  "won't  that  be 
a  fine  surprise  for  Father  Gipsy  when  he  comes  home?  I  shall  not  tell 
him  one  word  about  it  in  my  letters,  and  then  when  he  comes  I'll  let 
Joe-Boy  run  to  the  gate  to  meet  him,  and  I  know  Father  Gipsy  will  be 
surprised!"  And  then  Mothey  Gipsy  laughed  again.  But  let  me  tell 
you  something  else  about  Joe-Boy  that  Alother  Gipsy  thought  most 
dreadful!  After  he  learned  to  walk  and  to  get  down  the  steps  by  him- 
self, he  began  to  run  aw^ay!  And  one  day  Joe-Boy  got  away  down  the 
street  before  Mother  Gipsy  found  him,  and  my!  Mother  Gipsy  didn't 
like  that  one  bit,  because  she  didn't  want  any  runaway  boy,  you  know,  so 
she  got  a  tight  button  and  put  it  on  the  gate  and  then  Joe-Boy  couldn't 
get  out  any  more,  and  he  stopped  running  away.  Well,  Mother  Gipsy 
thought  the  time  never  would  come  for  Father  Gipsy  to  come  home,  but 
one  morning  the  postman  brought  her  a  letter  and  it  was  from  Father 
Gipsy,  and  he  said  he  was  coming  home  that  ver\'  day,  and  he  was  going 
to  bring  something  beautiful  in  his  valise  for  Mother  Gipsy  and  Joe- 
Bo}' — a  surprise. 

"And  I  have  a  surprise  for  him,  too,"  said  Mother  Gipsy,  "a  great 
big  surprise !" 

So  that  afternoon,  just  before  train  time,  she  dressed  Joe-Boy  in  his 
fresh  linen  dress,  and  when  she  saw  Father  Gipsy  turn  the  corner,  she 
^ut  Joe-Boy  down  the  steps  and  then  hid  him  behind  the  vines  to  watch. 
And  you  know  what  happened  next  just  as  well  as  I  do,  for  when 
Father  Gipsy  opened  the  gate  Joe-Boy  stretched  out  both  arms  and  trot- 
ted down  the  walk  to  meet  him — and  laughing  even,-  step  of  the  way! 


N 


102  LITTLE    FOLKS'    LAND. 

Father  Gipsy  almost  smothered  him  with  kisses  and  threw  him  up 
high — one,  two,  three  times,  and  then  IVIother  Gipsy  came  from  behind 
the  vines  and  they  all  went  into  the  house  together. 

But  I  can't  tell  you  what  was  in  the  valise  for  them,  yet — because 
it  wasn't  unpacked,  you  know — so  how  could  I  ?  But  I  will  by  and  by, 
of  course,  just  as  soon  as  I  find  out.     Just  you  wait  and  see. 

Joe-Boy's  Silk  Present. 

Thursday. 

4  f|\  y  OW,"  said  Mother  Gipsy,  when  Fathey  Gipsy  had  bathed  his 
face  and  hands  and  had  something  nice  to  eat,  "Joe-Boy  and  I 
are  ready  for  our  surprise — let  us  see  what  you  brought  us." 

"Well,"  said  Father  Gipsy,  "listen  while  I  tell  you  about  it,  and 
maybe  you  can  guess.  One  day  while  I  was  away  I  went  to  see  a  man 
who  had  a  very  queer  farm — not  at  all  like  Farmer  Green's,  or  even 
Joe-Bo3''s  grandmother's,  for  instead  of  planting  cotton  and  flax  seed, 
or  raising  sheep  and  chickens,  this  Chinese  farmer  raised  some  very  queer 
little  caterpillars,  himdreds  and  hundreds  of  them.  He  kept  them  in 
great,  long  boxes  under  the  mulberry  trees,  and  though  the  trees  were 
full  of  fine  white  berries,  those  caterpillars  did  not  eat  a  single  one,  but 
they  ate  the  leaves  instead — every  one  they  could  get,  and  they  looked 
very  fat  and  happy  crawling  over  the  twigs  in  the  long  boxes,  eating, 
eating,  eating.  Some  of  the  caterpillars  ate  so  many  leaves  and  got  so 
very  fat  they  would  pop  through  their  coats  and  a  new  skin  would  have 
to  grow." 

"My!"  said  Mother  Gipsy,  "and  is  that  w^hat  you  brought  us — 
some  little  worms?" 

"You  wait  until  the  end  of  my  story,"  said  Father  Gipsy,  laughing; 
"those  little  worms  were  the  smartest  things  Fve  seen  lately.  When  they 
had  eaten  and  eaten  and  eaten  all  the  leaves  they  could,  why,  they  began 
to  spin  a  wonderful  silk  thread,  that  came  from  one  side  of  their  mouths 
— yards  and  yards  and  yards  of  it,  and  what  do  you  suppose  they  did 
as  they  spun  ?" 

"I  can't  imagine,"  said  Mother  Gipsy,  "unless  they  wrapped  up  in 
it  and  went  to  sleep.  I  should  think  they  would  be  very  sleepy  after  eat- 
ing so  much." 

"Well,   that  is  just  exactly  what  those  worms  did,"  said    Father 


LITTLE    FOLKS'    LAND.  103 

Gips}".  ''I  watched  them,  and  as  they  spun  they  wrapped  the  silken 
thread  round  and  round  and  round  their  little  doubled-up  bodies,  until 
after  a  while  they  looked  just  like  a  pretty  bird  egg.  But  the  Chinese 
farmer  did  not  call  them  eggs — no,  indeed !  They  were  cocoons,  he 
said,  and  when  I  put  one  of  the  cocoons  to  my  ear  I  could  hear  the  little 
caterpillar  spinning,  spinning,  spinning  away,  and  wrapping  itself  closer 
and  tighter  within  the  silken  bed,  and  then,  by  and  b\',  all  was  still,  and 
the  little  worm  was  fast  asleep.  'Now,'  said  the  Chinese  farmer,  'that 
little  worm  has  finished  its  work,  and  the  wonderful  silken  thread  that  it 
has  spun  will  be  carried  to  the  silk  factory,  carefully  unwound  and  woven 
into  beautiful  cloth — softer  and  finer  than  any  cloth  made  either  in  the 
cotton  or  linen  factories,  though  the  wheels  whirl  round  the  same,  sing- 
ing gaily  :— 

"Over  and  over  and  over  we  go, 
Weaving  the  silk  into  cloth,  \  ou  know. 
Spinning  the  threads  for  mits  and  caps, 
Socks  and  ties  and   ribbons  and  hats. 
In  colors  blue  and   red  and  brown — 
Enough  for  all  of  the  people  in  town  ; 
So,  over  and  over  and  over  we  go. 
Spinning  the  silken   threads,   you  know." 

"Dear  me,"  said  Mother  Gipsy,  "it  must  have  been  a  prett\-  sight. 
I  wonder  if  the  factory  men  did  not  find  it  very  hard  work  to  unwind  the 
long  silk  thread  from  the  cocoon?" 

"Not  a  bit,"  said  Father  Gipsy.  "The}-  were  first  dropped  into  hot 
water  and  that  helped  them  to  find  the  end  of  the  thread,  which  was 
washed  and  cleaned  nicely,  and  then  the  wheels  did  the  rest.  But  you 
needn't  think  the  Chinese  farmer  sent  all  of  his  cocoons  to  the  factory^, 
because  he  had  to  save  some  for  'seed,'  you  know,  so  the  best  cocoons 
were  put  away  on  a  large  white  sheet  and  after  a  few  weeks  the  little 
caterpillar  inside  changed  itself,  and,  boring  a  tiny  hole  through  one  end 
of  the  cocoon,  came  out  with  wings — changed  into  a  beautiful  moth, 
and  the  first  thing  it  did  was  to  lay  hundreds  of  wee,  wee  eggs  all  over 
that  sheet,  and  out  of  those  wee,  wee  eggs  crawled  e\er  so  man}^  wee, 
wee  silk  worms — just  like  what  their  mother  had  been,  and  they  went 
straight  to  eating  mulberry  leaves,  just  as  she  had  done!  So,  those  were 
the  Chinese  farmer's  seeds — not  a  bit  like  Farmer  Green's,  were  thev? 


104  LITTLE    FOLKS'    LAND. 

And  new  m}'  story  is  ended,"  laughed  Father  Gips}',  "and  here  in  the 
valise  is  the  surprise  for  you  and  Joe-Boy." 

Of  course,  you  know  what  it  was? 

To  be  sure,  a  silk  dress  for  Mother  Gipsy  and  a  silk  cap  with  a 
pair  of  mits  to  match  for  Joe-Boy. 

The  Woolen  Balls'  Story. 

Friday. 

IF  YOU  were  a  moonbeam  fairy,  now,  and  could  peep  into  Joe-Boy's 
toy  cabinet  every  night,  as  they  did,  you  would  see  all  of  his  play- 
things, for  that  is  where  he  kept  them,  you  know.  But  instead  of 
the  little  red  ball  he  used  to  play  with  and  rock  to  sleep  iiou  would  see 
six  now,  dressed  in  the  brightest  woolen  dresses — a  red  ball,  an  orange 
ball,  a  yellow  ball,  a  green  ball,  a  blue  ball  and  a  violet  ball.  There  they 
sat  in  a  row  on  the  top  shelf.  Then  there  was  a  wooden  ball  on  another 
shelf  with  two  other  blocks,  one  that  looked  like  a  box,  and  one  like  a 
barrel,  and  down  on  the  bottom  shelf  there  was  a  rubber  doll  and  a 
drum  and  the  new  linen  picture  book.  I  think  Joe-Boy  loved  his  balls 
best  of  all  because  he  and  Mother  Gipsy  had  such  merry  games  with 
them,  playing,  tossing  and  rolling  across  the  low  table.  Sometimes  they 
pla3'ed  the  balls  wei"e  ponies  or  dogs  or  sheep  or  kittens  or  birds,  and 
always  before  putting  them  away  they  rocked  them  to  sleep,  Joe-Boy 
trying  hard  to  hold  his  hands  like  a  wee  nest  cradle,  and  walking  on 
tip-toe  as  he  placed  them  in  the  cabinet. 

Away  in  the  dark  night  after  the  clock  had  struck  twelve,  and 
when  Joe-Boy  and  ^Mother  Gipsy  and  Father  Gipsy  were  sound  asleep, 
then^  the  toys  in  the  toy  cabinet  would  talk  together — but  only  the  moon- 
beam fairies  could  hear  them  and  not  you  nor  me,  nor  Joe-Boy  nor 
Father  Gipsy  nor  Mother  Gipsy,  because  we  were  not  there,  30U  know. 
And  one  night  the  w^ooden  ball  said,  "Let  us  tell  tales  about  where  we 
came  from — last  go!" 

"All  right,"  said  the  woolen  balls,  "we  like  to  tell  tales.  It  seems 
very  funn}'  to  think  about  it  now,  but  the  first  things  we  can  remember, 
we  were  growing  on  a  sheep's  back — soft,  fleecy  wool  to  keep  them 
warm,  you  know.  The  sheep  belonged  to  Farmer  Green,  and  he  had 
more  than  a  hundred,  father  sheep,  mother  sheep  and  dear  little  baby 
lambkins.     He  kept  them  in  a  beautiful  meadow  w  ith  soft  green  grass 


LITTLE    FOLKS'    LAND.  105 

and  daisies  and  buttercups  all  mixed  up  togetlier,  and  the  clearest,  mer- 
riest brook  curled  in  and  out,  in  and  out,  in  and  (jut,  the  lon^  day 
through.  Farmer  Green  came  to  see  them  often  and  sometimes  brouirht 
them  salt,  which  he  sprinkled  on  a  long  row  of  rocks.  The  sheep  liked 
that  very  much,  and  would  rub  their  soft  heads  against  him  to  say 
'thank  you.'  Then  Farmer  Green  would  riin  his  fingers  through  our 
long  wool  to  see  how  thick  it  was,  and  by  and  b\'  we  found  out  that  just 
as  he  raised  cotton  to  be  woven  into  cloth  for  summer  clothes,  so  he 
raised  sheep  that  their  warm  wool  might  be  wo\en  into  cloth  ior  winter 
clothes." 

"Well,  well,  well,"  said  the  wooden  ball,  "I  might  have  guessed 
that,  because  cotton  and  wool  do  look  something  alike  when  they  are  in 
bags,  only  they  don't  feel  alike.  But  do  go  on,  how  did  you  get  off 
the  sheep's  back?"' 

"Oh,  that  was  easy  enough,"  laughed  the  woolen  balls.  "One  day 
in  early  spring.  Farmer  Green  and  Dick  dro\'e  all  of  the  sheep  knee- 
deep  into  the  meadow  brook,  and  such  a  scrubbing  and  a  washing  and 
a  combing  of  wool  you  never  saw!  M}',  how  clean  and  v.'hite  we  were! 
Then  when  the  sunshine  had  helped  to  dr^-  us  oil,  why,  the  first  thing 
we  knew,  Farmer  Green  and  Dick  had  clipped  the  wool  from  every 
sheep's  back,  just  like  shingling  children's  hair,  and  bless  you!  the  next 
thing  we  knew,  we  were  tied  up  in  bags  on  our  way  to  the  woolen  fac- 
tor}", where  we  were  pulled  and  twisted  and  spun  and  woven  into  all 
kinds  of  woolen  goods — carpets,  rugs,  curtains,  blankets,  flannel,  dress 
cloth  and  threads — dyed  in  all  the  colors  of  the  rainbow !  And  singing 
as  they  whirled : 

"Over  and  over  and  over  we  go. 

Weaving  the  wool  into  cloth,  you  know. 
Spinning  the  threads  for  dresses  and  wraps, 

Socks  and  zephyrs  and  shawls  and  caps. 
In  rainbow  colors  from  red  to  brown. 

Enough  for  all  the  children  in  town  ; 
So  over  and  over  and  over  we  go, 

Spinning  the  woolen  threads,  you  know." 

"We  were  spun  into  zephyr  threads  and  dyed  in  colors  red,  yellow, 
orange,  green,  blue,  violet.  Then  we  were  sold  to  the  store  man  in  this 
ver}^  town,  and  Mother  Gipsy  bought  us  and  crotcheted  us  into  prett}' 


106  LITTLE    FOLKS'    LAND. 

balls  for  dear  little  Joe-Boy  to  play  with !     And "     But  just  as 

that  very  minute  the  sunbeam  fairies  tripped  through  the  playroom  win- 
dows, and  those  balls  wouldn't  say  another  single  ivord — because  toys 
don't  talk  in  the  day  time,  3'ou  know. 

Oh,  no,  t03^s  cant  talk  in  the  day  time,  you  know. 

Program  for  Fifth  Week — Clothing. 

Joe-Boy's  Birthday  Dresses. 

Monday. 

Circle  talk,  songs  and  games:     Brief  review  of  the  story  of  cotton  from 

field  to  cloth. 
Play :     Dramatize  the  review  story. 
Gift:     Fourth    (enlarged   size   and   small   size)    shelves   of   dry   goods 

store.     Bolts  of  cotton  cloth  cut  and  sold  by  the  children. 
Occupation:     Cutting    and    sewing.      A    dress    from    five    cent    lawn. 

Younger    children    "color    dresses"    cut    from    paper.      Use    wax 

crayons. 

Linen. 

Tuesday. 

Circle  talk,  songs  and  games:  What  is  Janie's  apron  made  of?  Joe's 
collar?  Jamie's  waist?  This  dolly?  Do  you  know  what  table 
cloths  are  made  of?  Look  when  you  go  home  and  see  if  you  can 
tell  us  tomorrow.     (Use  sense  game,  "Feeling,"  cotton  and  linen.) 

Play:     Ocean  steamer  bringing  box  of  linen.     "Train."     "Wagon." 

Gift:  Fourth.  Special  emphasis  upon  dimensions.  Make  a  covered 
box  25^x1^x1^  inches. 

Occupation:     Fold  books  of  linen  squares.     Paste  pictures  inside. 

Father  Gipsy's  Surprise. 

Wednesday. 

Circle  talk,  songs  and  games:     Read  stories  or  rhj'mes  from  Joe-Boy's 

linen  book. 
Game:     Dramatize  departure  of   Father  Gipsy. 
Gift:     Second  gift  beads  (large  size),  sticks,  half  rings,  etc.     Children 


LITTLE    FOLKS'    LAND.  107 

select  from  these,  what  in  their  judgment  they  need  to  build  fence 
and  gate. 
Occupation :     Cuttino;    paper    dolls,    representing   Joe-Bo\',    Father   and 
Mother  Gipsy.      (Place  at  the  gate.) 

Silk. 

Thursday. 

Circle  talk  J  songs  and  games :  Show  a  sample  of  silk.  Is  this  like  cotton 
or  linen ?  Is  it  softer?  Smoother?  Sense  game  of  "feeling."  Com- 
pare silk,  cotton,  linen.  Show  a  silk  cocoon.  Soak  and  let  children 
pull  thread. 

Game :     Caterpillar  and  moth. 

Gift:     Modeling — Cocoons. 

Occupation:  Sewing — Silk  Cap.  Cut  three  inch  circles,  gather  around 
the  edges  and  draw  into  shape.  Let  younger  children  paste  strings 
to  circles,  representing  hats. 

Wool, 

Friday. 

Circle  talk  J  songs  and  games:  Show  sample  of  wool;  compare  through 
sense  game  "feeling"  with  cotton,  linen  and  silk.  Do  you  know 
where  wool  comes  from  ? 

Game:     Farmer  Green  and  his  sheep. 

Gift:     Fourth — Sequence  of  rack,  trough  and  barn,  for  sheep. 

Occupation :  Make  ball  by  wrapping  zephyr  over  card-board,  t\ing 
and  clipping.    A  ball  for  baby,  or  a  hair-pin  holder  for  mother. 

Sixth  Week— Fuel  and  Lights. 

The  Wooden  Ball's  Story. 

Monday. 

Relationships  as  to  fuel  and  lights — Wood  (1),  coal  (2),  gas  (3). 

Traced  from  origin  to  the  consumer:  (1)  Tree,  lumberman,  mill, 
manufacturer,  merchant,  home.  (2)  Tree,  miner,  shipper,  merchant, 
home.     (3)   Coal,  gas  plant,  home. 


108  LITTLE    FOLKS'    LAND. 

THERE  now!"  said  the  wooden  ball  the  very  next  night,  "I'm 
ready  to  tell  my  story  about  where  I  came  from.  Isn't  it  nice 
that  Joe-Boy  placed  me  up  here  on  the  top  shelf  near  you 
woolen  balls,  when  he  finished  playing  with  me  today?" 

"Yes,  and  isn't  he  growing  fast!  Why,  he  can  walk  and  talk  as 
well  as  anybody,  and  it  is  too  cute  to  hear  him  say  'please'  when  he 
wants  jMother  Gipsy  to  hold  him  up  to  the  toy  cabinet.  The  first  thing 
ive  know  that  child  will  be  going  to  kindergarten,  and  won't  he  have 
a  merry  time  then?  But  hurry  and  tell  3^our  tale;  we  are  anxious  to 
hear,"  said  the  woolen  balls. 

"All  right,"  laughed  the  wooden  ball,  "if  I  can  sit  still  long  enough. 
Why,  bless  you!  once  upon  a  time  I  was  a  tree — now  wasn't  that  queer? 
I  grew  from  a  tiny  acorn,  my  mother  told  me  so,  an  acorn  which  fell 
from  an  oak  tree,  and  of  course  when  I  grew  I  became  an  oak,  too — 
just  like  my  mother.  So  I  grew  and  grew  and  grew  and  grew  and  grew, 
until  manj'  summers  and  many  winters  pased  away,  and  I  tell  you  I  was 
large  and  straight  and  tall !  Why,  I  could  peep  over  the  heads  of  nearly 
every  tree  in  that  forest — all  the  way  to  town  I  could  see,  and  I  saw  so 
m-a-n-y  things!  There  were  houses  and  churches  and  stores  and  ships 
and  cars  and  wagons  and  carriages  and  furniture,  and,  do  j'ou  know, 
my  mother  told  me  every  one  of  those  things  were  made  from  trees — 
even  Joy-Boy's  house — and  people  called  us  wood — I  was  so  surprised, 
I  didn't  know  what  to  do !  And  then  I  began  to  wonder  what  people 
would  make  out  of  me — something,  I  hoped,  because  that  was  the  way 
to  become  useful — my  mother  told  me  so.  But  I  didn't  have  to  wait 
very  long  to  find  out,  for  the  ver}'  next  week  a  man  came  and  carried  me 
away  in  his  wagon.  He  trimmed  off  all  of  my  branches,  until  I  hardly 
knew  myself,  and  looked  like  a  great,  long  walking  stick.  But  I  wasn't 
any  walking  stick,  because  the  man  called  me  a  logj  and  the  next  thing  / 
knew,  I  was  floating  down  the  river,  as  merry  as  you  please.  There  were 
other  logs  tied  to  me,  so  I  didn't  get  lonely,  and  by  and  by  we 
floated  right  to  the  side  of  a  big  saw  mill,  and  there  we  stopped.  And 
when  those  saw  mill  men  finished  working  with  us,  we  certainly  did  feel 
mixed  up,  and  I  didn't  know  which  w^as  who !  Why,  I  wasn't  a  log  any 
longer,  but  I  was  what  people  called  lumber — think  of  it — and  when  they 
put  me  on  the  freight  train  and  shipped  me  to  the  factory,  I  kept  saying 
over  to  mj^self — tree,  log,  lumber,  tree,  log,  lumber,  tree,  log,  lumber — 
so  I  wouldn't  forget  my  name,  you  know.     And  still  that  wasn't  the  end 


LITTLE    FOLKS'    LAND.  109 

of  me!  Do  }'ou  know  that  man  whirled  me  arountl  in  his  machine  until, 
when  I  rolled  out,  sir,  I  was  a  wooden  ball,  and  there  were  dozens  and 
dozens  of  others  just  like  me!  My,  I  was  like  the  old  woman  that 
lived  in  the  shoe — there  were  so  many  of  me  I  didn't  know  what  to  do! 
"And  how  did  I  get  here?  Why,  Mrs.  Gipsy  bought  me  for  Joe- 
Bo}^  And  do  you  know,  she  sometimes  calls  me  <f  sphere!  Now,  don't 
3'ou  think  that  very  queer?" 

Why  The  Trees  Slept. 

Tuesday. 

WHEN  the  wooden  ball  had  finished  his  story,  and  all  the  tens 
had  had  a  big  laugh,  what  else  do  you  suppose  wanted  to  tell 
a  tale  ?  No,  it  wasn't  the  drum  or  the  rubber  doll  or  the  linen 
picture  book,  but  it  was  a  big  lump  of  coal,  sitting  on  the  hearthstone. 
"You  see,"  said  the  lump  of  coal,  "I  am  not  a  toy,  but  then  I  am  kin 
to  the  wooden  ball,  for  I  am  his  great,  great,  great,  great  grandfather, 
though  I  am  as  black  as  black  can  be,  and  I  can  tell  you  a  wonderful 
story.     Listen : 

"Hundreds  and  hundreds  of  years  ago,  when  the  wcjrld  was  new. 
I,  too,  grew  as  a  tree,  just  as  the  wooden  ball  did — but  a  tree  larger  than 
any  tree  you  ever  dreamed  of,  with  huge  branches  spread  wide  to  the 
sunshine  and  a  trunk  whose  top  towered  almost  to  the  clouds.  In  those 
days  great  winds  swept  the  earth  which  bowed  me  almost  to  the  ground, 
and  the  rains  came  down  in  great  torrents  and  washed  about  my  roots. 
So  fierce  were  the  winds  and  so  mighty  the  floods  of  water,  that  one 
day  I  fell  and  lay  stretched  upon  the  ground.  And  then  something 
beautiful  happened  to  me,  and  all  the  other  trees  which  had  fallen  with 
me.  The  sunbeam  fairies  came  to  us,  and  gliding  among  our  leaves 
and  down  each  trunk  they  said : 

"Let  us  go  to  sleep  together — w^e  to  mingle  in  the  green  of  your 
leaves — you  to  sleep  beneath  the  water  and  sand  and  gravel.  For  hun- 
dreds of  years  your  sleep  shall  last,  but  when  3"ou  awake,  you  shall  be 
changed.  People  will  no  longer  call  you  trees,  but  coal — great  masses 
of  black  rock.  You  shall  then  be  useful  not  only  to  the  lizards  which 
glide  among  j^our  branches  nor  as  shade  for  the  creeping  animals,  but 
you  shall  be  of  use  to  the  whole  wide  world  as  heat  and  light,  and  men 
shall  seek  deep  into  the  depths  of  the  earth  to  find  you !  We  sunbeams 
will  still  be  locked  within  vou,  and  we  shall  make  for  you  a  great  heat. 


110  LITTLE    FOLKS'    LAND. 

whose  power  shall  run  steam  engines  and  factories  and  foundries  and 
mills.  Churches  and  stores  and  houses  shall  be  made  warm  and  bright 
by  you  and  people  in  many  lands  will  call  you  blessed  because  of  this 
warmth  and  light  you  bring.    Are  3'ou  willing  to  make  the  change?' 

"  'Yes,  yes,  yes,'  sang  the  trees  in  one  great  chorus,  'we  will  gladly 
sleep  for  thousands  of  years,  and  become  the  blackest  of  rocks — to  bless 
and  help  the  world  like  that.' 

"And  so  it  was.  Year  after  year,  year  after  year,  sand  and  gravel 
and  water  pressed  over  us — layer  after  layer,  tree  over  tree,  beneath 
the  marsh  and  the  water  of  the  swamp  we  sank  deeper  and  deeper;  and 
we  slept  and  slept  and  slept. 

"How  long  we  slept  in  the  earth  I  can  not  tell,  but  the  change 
came  as  the  sunbeams  said  it  would,  and  we  were  no  longer  trees,  but 
great  walls  of  solid  coal — as  hard  as  rock  and  as  black  as  black  could 
be!  And  one  day  as  we  lay  hidden  in  the  earth,  I  heard  a  sound  very 
near  me — pick,  pick,  picking  away,  and  digging  nearer  and  nearer  it 
came.  Then  all  at  once  I  heard  the  glad  cry  of  a  man,  and  his  voice 
rang  out:  'Coal!  coal!  coal!  we've  found  coal,  great  beds  of  coal, 
enough  to  heat  and  warm  the  world !'  And  then  I  remembered  what  the 
sunbeams  had  told  us,  and  waited.  Day  after  day  the  miners  worked 
away  with  pick  and  shovel,  digging  deeper  and  deeper  beneath  our  bed, 
picking  us  out  in  great  lumps  and  sending  us  out  of  the  mine  to  be 
loaded  in  carts  and  cars  and  sent  away  to  the  people  of  towns  and 
cities.  Each  miner  had  a  tiny  lantern  in  his  cap  as  he  bent  over  his 
work,  for  no  daylight  was  there,  and  the  darkness  was  very  great.  At 
last  it  came  my  turn  to  be  sent  to  the  sweet,  fresh  air  of  the  outside 
world,  and  just  as  you  were  bought  by  Father  Gipsy  to  make  Joe-Boy 
happy,  so  did  he  buy  me  to  brighten  his  home  and  keep  him  warm. 
Would  you  see  the  sunbeams  of  the  long  ago  dance  about  us?  Watch 
Mother  Gipsy  as  she  kindles  a  fire  and  see  them  curl  and  dance  in  flames 
of  joy!  Call  it  not  fire,  but  pent  up  sunshine — set  free  after  the  lapse 
of  ten  thousand  years." 

The  Marble  Palace. 

If'ednesday. 

JOE-BOY'S    toys   and    the   lump   of   coal   grew   to   be   very   great 
friends — indeed,   they  begged   him   for  a  story  every  single  night 
that  came,  and  would  crowd  close  to  the  glass  doors  of  the  cabinet, 
so  that  thev  could  see  and  listen  well. 


LITTLE    FOLKS"    LAND.  Ill 

"Tonight,"  said  the  lump  of  coal,  "I  shall  tell  \ou  about  the  first 
gas  that  was  made  from  coal.  It  is  a  most  beautiful  story,  and  really 
happened — so  I'm  told." 

"Do!  do!"  said  the  wooden  ball  and  the  woolen  balls  in  a  breath, 
and  they  cuddled  close  while  the  lump  of  coal  began : 

"C)nce-upon-a-time  there  was  a  King  who  went  to  live  in  a  won- 
derful marble  palace  with  over  a  hundred  rooms  and  in  e\ery  room 
there  were  beautiful  things  for  the  King  to  look  at.  All  da\-  long  he 
walked  from  room  to  room  and  through  the  marble  halls  looking  at 
the  pretty  things,  but  when  night  came,  the  King  found  there  was  no 
way  to  light  the  palace  and  it  grew  darker  and  darker  and  darker — 
so  dark  he  could  not  see  how  to  take  one  step.  'This  will  never  do!' 
said  the  King;  'there  must  be  some  way  to  light  my  beautiful  marble 
palace,  that  it  may  be  bright  e\en  in  the  blackest  night.' 

"So  the  next  day  the  King  sent  out  his  swiftest  horseman  with  a 
letter  which  said,  'on  the  twelfth  day  of  the  month  the  King  would 
give  a  bag  of  gold  dollars  to  the  workman  who  would  show  him  the 
best  way  to  light  his  marble  palace.'  When  the  day  came  many  work- 
men crowded  to  the  palace  to  show  the  king  their  lights.  Some  brought 
torches,  but  the  King  said  no — torches  will  smoke  the  palace  walls. 
Some  brought  wax  candles  and  some  brought  tallow  candles,  but  again 
the  King  shook  his  head,  for  they  would  drop  grease  on  the  palace 
floors.  Others  brought  lamps  and  lanterns  with  colored  lights,  hut 
the  King  onh-  shook  his  head  and  it  looked  as  if  no  one  would  win  the 
bag  of  golden  dollars. 

"At  last  there  was  only  one  workman  left — a  coal  miner,  with 
sooty  clothes  and  hard,  rough  hands,  and  a  sack  across  his  back.  But 
he  smiled  as  he  stepped  to  the  front  and  said:  'Oh,  King,  I  bring  in 
my  sack  a  wonderful  light,  which  I  dug  from  the  depths  of  the  earth — • 
a  light  so  bright  it  will  make  your  palace  shine  like  day,  however  dark 
the  night!' 

"Then  the  King  was  very  glad  and  the}'  all  pressed  close  to  the 
miner  to  see  his  wonderful  light,  but  when  the  sack  was  opened  they 
saw  only  a  lump  of  coal — as  black  as  black  could  be!  Then  all  the 
people  laughed  and  said :  'Surely  this  man  has  lost  his  senses — a  black 
rock  like  that  light  the  King's  palace — why,  that  is  only  a  lump  of  coal ! 
What  foolishness!' 

"But  the  miner  only  smiled  as  he  said :  'Wait,  and  don't  laugh 
too  soon.     I  will  show  vou  what  the  coal  can  do.' 


112  LITTLE    FOLKS'    LAND. 

"Then  stooping  on  the  hearth  he  took  from  his  sack  a  heavy  ham- 
rrier  and  pounded  the  coal  into  tiny  bits,  while  the  King  and  workmen 
watched.  Next,  he  took  from  his  sack  a  lump  of  red  mud  and  a  large 
clay  pipe,  which  he  filled  to  the  brim  with  coal,  covering  it  tightly  over 
with  the  damp  mud  and  even  pressing  a  piece  of  it  over  the  end  of  the 
pipe  stem.  Then  all  was  ready,  and  stepping  to  the  broad  fireplace  the 
miner  plunged  the  pipe  under  the  hot  ashes  and  coals,  as  he  said,  'Now 
watch !'  In  a  few  minutes  he  struck  a  match,  and  taking  away  the  mud 
from  the  pipestem,  held  it  near  and  at  once  a  clear,  bright  light  leaped 
from  the  end  of  the  pipe,  which  burned  in  a  steady  flame,  lighting  all 
the  darkened  room.  'Bravo !  bravo !'  cried  the  King  and  every  work- 
man, 'that  is  a  light  fit  for  the  King's  palace,  and  to  you  belongs  the 
bag  of  golden  dollars.' 

"So  they  called  it  a  gas  light,  and  the  miner  showed  the  King  how 
to  build  a  great  furnace  which  would  change  the  coal  into  gas  and 
carrj^  it  through  the  many  iron  pipes  hidden  in  the  palace  walls,  and 
into  the  hanging  chandeliers  of  every  room  and  hall,  and  at  night  when 
the  jets  were  lighted  the  marble  palace  looked  like  one  blaze  of  glory, 
and  the  King  was  happy  ever  afterward. 

"So  now,  you  see,"  said  the  lump  of  coal,  "I  can  help  Joe-Boy  in 
two  wavs — I  can  give  him  fire  to  warm  him,  and  I  can  give  him  gas  light 
to  see  by,  as  bright  as  that  used  in  the  marble  palace." 


EDUCATIONAL  THEEES. 

The  three  E's.— Eeadin'— Eitin"— Eithmetic. 

The  three  M's.— Mind— Matter— :\Iethod. 

The  three  H's— Head— Heart— Hand. 

The  three  L's. — Love — Law — Liberty. 

The  three  Gr's. — Grace — Grit^ — Gumption. 

Three  school  periods. — Assignment,  study,  recitation. 

Three  teaching  acts. — Instruct,  drill,  test. — Midland  Schools. 


PKOGKAM  FOE  11J05-6. 

CAROLINE   W.    BARBOUR.* 

THIS  organizing  plan  is  the  result  of  a  number  of  years  of  effort 
to  meet  certain  conditions  which  arise  when  a  new  kindergarten 
is  opened,  or  a  large  admixture  of  new  children  is  necessary,  as  in 
the  fall  and  mid-winter  terms. 

An  isolated  subject  or  topic  at  this  time  has  seemed  to  me  not  to 
meet  the  requirements  of  the  situation.  Such  a  topic  tends  to  limit  and 
circumscribe  the  various  immediate  interests  of  the  new  children,  while 
at  the  same  time  it  hampers  the  spontaneity  of  the  kindergartener  who 
is  endeavoring  to  be  both  logical  in  her  thought  and  method,  and  yet 
sj^mpathetic  in  meeting  the  various  little  spurts  of  fancy,  narrative,  obser- 
vation or  experience  which  pour  in  upon  her  from  this  heterogenous 
little  group. 

The  problem  is :  Can  we  get  a  point  of  departure  broad  enough 
to  embrace  all  these  varying  interests,  and  3'et  limited  enough  to  be 
inspiring  to  the  kindergartener  as  a  method  which  will  bear  a  definite, 
instead  of  haphazard,  result  in  organizing  a  large  group  of  children? 

With  the  hope  of  suggesting  such  a  method,  the  following  plan  of 
work  is  offered : 

GENERAL  SUBJECT  FOR  TWO  WEEKS:      ORGANIZATION. 

Motive:  To  realize  in  a  slight  measure  the  meaning  of  gathering 
together  in  a  social  group,  and  the  consequent  recognition  of  simple 
social  laws  that  such  a  group  demands  of  its  individual  parts. 
There  should  result  therefrom:  (a)  the  beginning  of  a  develop- 
ment within  the  consciousness  of  the  child,  of  a  certain  necessity' 
to  obey  laws  which  are  not  arbitrary,  but  are  the  outgrowth  of  his 
new  conditions;  (b)  the  training  in  helpfulness  which  is  the  out- 
growth of  realizing  himself  as  a  sharer  in  the  work  and  play  pur- 
poses of  this  little  world. 

Two  phases  will  be  developed.  They  are  distinct  in  themselves,  but 
can  not  be  separated  in  their  working  out. 

*Miss  Barbour  is  a  graduate  of  the  Chicago  Free  Kindergarten  Asso- 
ciation, working  for  a  number  of  years  under  the  lamented  Anna  E.  Bryan 
at  Armour  Institute.  She  taugh'L  in  mission  and  public  schools  in  Chicago, 
was  supervisor  in  Helena,  and  now  has  charge  of  the  State  Normal  Kinder- 
garten Department  at  Superior,  Wis. — Editor. 


114  KINDERGARTEN    MAGAZINE. 

I.  Getting  acquainted  with  each  other  and  with  the  new  ma- 
terials about  them,  through:  (a)  Greeting  games,- songs,  conversa- 
tions; (b)  Free  play  with  materials;  discover}^  of  their  possibilities 
and  uses;  (c)  Responsibility  for  "housekeeping,"  care  of  details  in 
the  room,  materials,  plants  and  pets,  helping  to  decorate  the  room, 
etc.,  etc. 

II.  Training  in  recognition  of  simple  social  laws — some  of  the 
things  we  must  do  because  there  are  so  many  of  us  together,  worked 
out  through:  (a)  Co-operation  in  games  and  tablework  leads  to 
definite  ideas  of  consideration  for  each  other's  interest,  (b)  Quick 
obedience  to  signals  which  are  made  very  definite  and  simple.  These 
will  lead  to  the  realization  that  there  is  a  "time  for  everything," 
a  time  to  work  together,  to  be  quiet  together,  to  play  together. 

Games:     For  greetings:     Good  morning,  good  morning. — Gaynor  No. 

2.     Bowing  games,  shaking  hands  with  and  without  music.     *"Boys 

and  girls  go  round  the  ring." 

For  concerted  action;  ri/z^  games,  ring-a-round-a-rosy,  pig-in-the- 

ring,    farmer-in-the-dell,    "Among     these     happy     children" — Hill; 

skipping  tag,  ball  games,   (a)   rolling  to  each  other,   (b)  aif?iing  at 
tower. 
For  Rhythm: 

Gradually  adapt  to  music  the  three  natural  movements  of  the  whole 

body:    (a)    ivnlking,    developed    into     organized     marching;      (b) 

hippity-hop,   developed  into  skipping  to  music;    (c)    running,   used 

to  distinguish  fast  and  slow  movements  of  piano. 

All    these    natural    activities   should    be   used    as   freely   as   possible 

%vit1iout  music  at  first,  and  a  great  deal  of  the  time. 

*Tune:   Oats-peas-beans.     Adaptation. 

"Boys  and  girls  go  round  the  ring. 

All   together   gaily   sing 

Boys  and  girls  go  round  the  ring. 

While  all  together  gaily  sing. 

Now  we  stand  so  very  still 

Shaking  hands  with  hearty  will. 

Bow  to  the  left,  and  bow  to  the  right, 

And  turn   around   so  very  light." 

(Return  to  first  four  lines.) 


PROGRAM    FOR    1905-6.  115 

Stories:  Narrative  conversations,  leading  children  to  talk  to  all  the 
group.  Repetitional  stories  in  which  children  gradually  join :  The 
Little  Red  Hen;  The  Gingerbread  Man;  The  Three  Little  Pigs; 
Mother  Goose  Rh^-mes. 

Table  Work:  With  purpose  to  allow  experiment,  discovery  and  free 
handling  to  lead  to  definiteness  and  carefulness. 

(a)  Free  play  with  the  various  building  blocks,  clay  and  sand, 
suitable  to  age  of  each  group,  to  see  what  each  can  do. 

(b)  Free  occupation  work,  crayoning,  painting,  pasting  and 
blackboard  drawing,  to  learn  to  handle  the  tools,  scissors,  brushes, 
etc.,  and  to  experiment  with  color. 

(c)    Directed    or    suggested    work    in    pasting    parquetry,    making 

chains  for  home  and  for  the  room. 
Finger  Plays: 

This  is  the  mother,  etc.     You  dear  little  thumb,   go  to  sleep. — 

Gaynor  No.    1.     O,  where  are  the  merr}'  little  men  .^     Here's  a 

ball    for   baby.      These   are   mother's    knives    and    forks. — Gaynor 

No.  1. 
Songs : 

Good   morning  to  you. — Hill.      Happy  Monday  morning. — Hill. 

Cradle  Song — any  simple  one — i.  e. : 

''Rockabye  babj',  the  moon  is  a  cradle 

A  bright  shining  cradle 

Swung  up  in  the  sky. 

The  clouds  are  the  pillows 

So  soft  and  so  downy; 

The  bright  stars   are  candles, 

Rock-a-bye-bye.''  — Tomlins. 

OCTOBER,    1905.* 

General  Subject:  Preparation  for -winter.  The  activities  in  social 
life,  and  in  nature,  which  are  necessary  in  order  to  meet  the  season's 
conditions ;  how  we  make  ready  for  winter  in  our  homes ;  how  ever}'- 
thing  about  us  out-of-doors  is  getting  ready,  too,  each  in  its  special  way. 

Motive:  "In  all  things  there  lives  and  reigns  an  eternal  law." — 
(Ed.  of  Man.)     The  aim  will  be  to  give  the  child  an  idea  of  the  purpose 

*Owing  to  a  misunderstanding  the  September  instalment  came  too  late 
for  insertion.  The  general  subject  was  family  life,  worked  out  under  the 
social  or  human  phase,  and  the  nature  phase. 


116  KINDERGARTEN    xMAGAZINE. 

in  all  that  is  happening,  an  idea  of  the  law,  order  and  co-operation  all 
about  him.  When  he  connects  the  work  of  his  family  with  other  fam- 
ilies doing  similar  work  for  a  like  purpose,  when  he  is  led  to  interpret 
that  purpose,  and  sees  that  he,  other  people,  animals,  insects,  birds  and 
even  flowers  are  all  w^orking  towards  the  same  end,  he  has  gained  a 
dim  feeling  of  that  obedience  to  laiv  which  underlies  all  life. 

To  help  the  children  to  get  this  concretel_v,  we  must  present  condi- 
tions to  be  met  by  some  definite  kind  of  work.     These  will  be: 

(a)  The  necessity  for  shelter  and  protection. 

(b)  The  necessity  for  food  provision.  (This  will  be  worked  out 
in  Thanksgiving  plan.) 

Since  the  child's  own  home  and  social  experiences  give  him  the 
basis  for  understanding  the  wider  life  about  him,  each  nature  phase  will 
be  taken  up  as  it  seems  analogous  to  a  corresponding  home  activity. 

First  Phase,  protection:  (1)  Getting  winter  clothing  and  bedding 
ready;  making  comforters,  weaving  blankets  and  sewing  winter  clothes. 
(2)  In  nature,  the  caterpillar's  way  of  getting  ready  for  winter,  by 
spinning  and  making  his  winter  blanket  and  bed ;  the  change  in  trees 
and  leaves,  putting  on  their  "party  dresses." 

Second  Phase,  shelter:  (1)  Getting  house  and  garden  ready; 
putting  on  storm  doors  and  windows,  putting  up  stoves  and  buying  coal 
from  the  coalman;  covering  or  transplanting  garden  plants.  (2)  How 
the  birds  get  ready  to  travel  south,  changing  their  homes  for  the  winter. 
The  flowers  tuck  away  their  seed  babies  in  little  seed-houses,  or  send 
them  flying  through  the  air  to  find  a  place  to  stay  till  summer  comes. 
General  signs  of  the  fall  season,  wind,  rain  and  frost,  we  will  treat  as 
messengers  to  tell  us  to  get  our  work  done,  for  winter  will  soon  be  here. 
Dramatic  Games:     The  caterpillar;  "Crawling,  spinning";  The  leaves' 

party ;  Summer  flowers  are  sleepy ;  The  Coalman ;  Dance  of  the 

Brownies  for  Hallowe'en. 
Ring  Games:     Use  all  the  organizing  games:      Skipping  tag;  musical 

tag;  ten-step;  ball  games;  "Here  we  go,  to  and  fro." 
Rhythmic  Games:     Work  out  through  imitation;  heel-toe-run-run-run; 

two-step;  Brownie  skip;  bowing  and  skipping  game.     Interpretative 

movements  for  horses  pulling  coal  wagons;  for  swaying  flowers  and 

trees;  for  flight  of  birds.     This  is  done  by  listening  to  music,  then 

adapting   movements    to    fit    the   idea.      Instrumental    selections — - 

Moran.     Music  for  the  Child  World — Hofer. 


PROGRAM     FOR    1005-6.  117 

Finger  Plays:  "These  are  mother's  knives  and  forks";  The  merr_v  lircle 
men;  ''Now  comes  the  time  to  sew." 

Songs:  Use  all  the  beginning  songs:  Sunshine  song  (Gaynor,  No.  .'  )  , 
Greeting  song  (and  game  (Gaynor,  No.  2);  "Good  morning"; 
The  caterpillar;  Song  stories  for  the  kmdergarten  (Hill)  ;  Autuiriti 
(Gaynor,  No.  2)  ;  Mr.  Wind  and  Aladam  Rain  (Gaynor,  No.  2)  ; 
The  leaves'  party  (Gaynor,  No.  1);  Summer  flowers  are  sleepy 
(Hill);  lullaby,  "The  sun  has  gone  from  the  shining  sk\-,"  or 
Rocking  Baby.  Small  songs  for  small  singers  (  Niedlinger) .  Where 
do  all  the  flowers  go?    Hist!  hist!  be  still  (Ga3"nor,  No.  1  ). 

Rli\f/us:  Mother  Goose;  House  that  Jack  built;  Puzzle  of  the  Scissor?; 
Lollipops'  Hallowe'en;  Lollipops  (O.  M.  Long). 

Stories:  Continue  with  choice  of  repetitional  stories:  Gingerbread 
Man;  Little  Red  Hen;  Three  Little  Pigs.  Read  Simple  Simon's 
Silken  Coat,  The  Apple  Party,  Mother  Goose  Village  (M.  A. 
Bigham) .  Co-operation  :  The  mouse  and  the  lion  ;  The  mouse  who 
lost  her  great  long  tail;  The  Crane  Express;  In  the  Child's  World 
(Poulsson) . 

Special  Subjects  for  October  2  "to  13" — T\\'o  Weeks. 

These  will  be  under  Phase  I:  Protection  from  winter's  cold  by 
means  of  suitable  clothing  and  covering.  Buying  and  making  wintci 
dresses  and  coats;  buying,  sewing  or  weaving  woolen  blankets  and 
downy  comforters  for  our  beds.  As  a  part  of  this  subject  the  children 
will  realize  the  relation  between  the  home  and  the  dry  goods  store.  In 
nature  we  will  observe  changes  in  the  weather,  in  trees  and  leaves  and 
flowers.  What  is  happening  and  what  it  says  to  us.  The  "fuzzy  little 
caterpillars,"  which  seem  to  have  nothing  to  do,  are  busy,  too,  p,  ,tting 
ready  for  Jack  Frost's  coming. 
Suggestions  for  table  work: 

Picture  ivork.  Free  cutting,  pasting  and  painting  "stor^ -pictures" 
of  the  leaves'  party,  when  they  "put  on  their  dresses  of  red  and  gold.'' 
Borders  of  free-cut  leaves  mounted  on  green  are  effective  room  decora- 
tions. 

Sewing.  Dressing  dolls  in  the  doll-house  for  winter;  making 
clothespin  dollies ;  comforters  of  cheese  cloth  and  cotton  overcast  with 
zephyr;  sewing  and  stuffing  litcle  pillows  with  cotton. 

Weaving.  With  coarse  soft  wools  make  doll  blankets.  Use  small 
vvood-and-nails  looms. 


118  KINDERGARTEN    MAGAZINE. 

Constructions.  Cardboard  modelling  or  strawboard  trunks;  sew- 
ing baskets  of  colored  cardboard  and  zephyr,  filled  with  "spools"  of 
rolled  intertwining  paper,  etc.  Folding  beds,  ordinary  beds  and  cradles 
of  spool-boxes. 

Building  Gifts.  Blackboard,  sand,  clay  and  large  blocks,  used  illus- 
tratively and  in  free  play. 

Special  Subjects  for  October  16  ''to  2T' — Two  Weeks. 

Phase  II.  Shelter  by  means  of  well-built,  well-warmed  houses. 
The  co-operation  of  a  number  of  people  (again  seeing  social  relations) 
will  be  part  of  this  phase.  The  coalman,  with  his  yards,  wagons  and 
horses,  sells  us  coal  and  wood.  Other  people  put  up  our  stoves  and 
storm  doors  and  windows.  The  garden  must  be  got  ready  and  plants 
removed  from  it  to  window  boxes. 

The  nature  side  is  full  of  interest  to  the  children.  What  will  the 
birds  do?  They  cannot  cover  their  nests  or  have  stoves;  what  must  they 
do  when  Jack  Frost's  messengers  come?  Flowers,  too,  must  work. 
Each  thing  that  happens  out-of-doors  is  one  way  of  saying,  "Good-bye 
to  summer." 

Eleanor  Smith's  beautiful  "The  brown  birds  are  flying"  can  be 
sung  to  the  children  as  part  of  their  listening  to  good  music. 

Suggestions  for  table  work:  These  two  weeks  afford  an  oppor- 
tunity for  each  child  to  make  an  individual  doll  house,  letting  the  con- 
structive work  center  about  it.  Later  on  in  the  year,  when  the  social 
spirit  is  well  developed  it  is  easier  to  work  together  in  the  large  doll 
house,  and  it  means  more  then.  Boxes  12  to  15  inches  across,  turned 
on  long  side  and  fastened  into  their  covers,  make  good  single  room 
houses.  One  long,  low  window  cut  in  the  back,  with  the  teacher's  help, 
starts  the  work;  creativity  is  developed  in  crayoning,  or  pasting  par- 
quetry wall  paper  borders.  Raveled  denim  squares  or  a  little  woven  wool 
rug  serve  as  a  carpet.  Cardboard  furniture,  black  cardboard  stoves  and 
the  beds  already  made  furnish  it.  Paper  dolls  to  live  in  it,  complete  a 
very  satisfactory  toy,  most  of  which  can  be  entirely  made  by  older  groups 
accustomed  to  construct  from  crude  materials. 

Building  gifts  used  for  wagons,  coal  bins  and  boxes,  bird  houses  on 
poles,  etc.     Free  play. 

Picture  ivork:  Flight  of  birds  from  the  bird  house  makes  a  good 
poster  picture  for  oldest  groups. 


A  LAST  YEAR'S  PROGRAM. 

LUELLA   A.    PALMER.* 

AT  the  close  of  September,  the  kindergarten,  excluding  the  usual 
exceptional  or  solitar}-  children,  was  a  happy  united  family,  each 
child  being  ready  on  most  occasions  to  give  up  his  individual 
pleasure  when  such  sacriiice  was  absolutely  necessary  to  promote  the 
enjoyment  of  all.  In  my  own  work  it  has  been  found  advisable  nrit 
to  divide  the  children  into  groups  until  this  feeling  has  been  developed. 
The  bond  of  unit}'  is  formed  more  quickly  when  all  have  the  sane  aim 
and  occupation.  Also  for  all  to  be  contented  with  different  materials 
the  children  must  have  learned  the  sympathv  and  fairness  of  the  kinder- 
gartner,  and  have  gained  the  ability  to  control  themselves  when  others 
are  doing  what  they  would  prefer  to  do  at  the  moment. 

This  term  the  third  gift  was  not  used  until  the  fourth  week.  Its 
introduction  depends  upon  the  development  of  the  children,  their  manual 
and  mental  control.  Often  a  class  will  be  ready  for  it  on  the  second  or 
third  day,  and  it  can  be  used  without  previous  play  with  the  first  or 
second  gifts.  The  gift  for  each  day  is  chosen  because  it  is  the  best  mate- 
rial for  the  representation  of  the  children's  thought  or  for  experimenta- 
tion at  their  age  of  development. 

October  Program. 

Teacher  s  Thought. — Broadening  of  children's  lives  by: 

1.  Observ'ation  of  adults'  occupations. 

2.  Representation  in  pla\. 

3.  Discovery  of  qualilies  of  character  necessary  to  produce  goCrJ 

work. 

First  Week. 

Topic — Firemen.  Nature — Fall  flowers. 
Monday. 

Circle — Park,  its  flowers,   trees,  squirrels  and  birds,  no  butterflies 
nor  bees. 


*^Iiss  Palmer  is  a  graduate  of  Teacher"?  College,  X.  Y.,  supplementing 
her  work  there  by  study  at  the  summer  schools  of  Chautauqua,  and  Clark. 
Cornell  and  New'  York'  Universities.  She  has  taught  in  the  puhlic  schools 
of  New  York  City  and  at  the  University  of  New  York  Summer  School. 


120  KINDERGARTEN    MAGAZINE. 

Gift — Third,  free  play. 
Occupation — Drawing  of  purple  aster. 
Occupation — Folding  book. 
Tuesday. 

Circle — Interesting  sights  on  way  to  school. 
Gift — Third,  free  play. 

Occupation — Drawing  of  any  object  on  street. 
Occupation — Fold  wagon. 
Wednesday. 

Circle — Firemen,  what  they  do  and  why  they  do  it. 
Gift — Third,  suggestion,  building  of  fire  engine. 
Occupation — Drawing  house  on  fire. 

Occupation — Folding  fireman's  hat  (a  square  folded  in  half  to  form 
triangle  makes  a  good  hat  in  children's  estimation). 
The  drawing  is  a  seemingly  hard  subject  for  beginning  of  term, 
but  the  results  are  always  good  because  a  burning  building  makes  a 
vivid  impression. 
Thursday. 

Circle — Qualities  of  firemen,  bravery,  strength,  promptness,  thought- 
fulness. 
Gift — ^Third,  suggestion,  building  of  engine  house.     (When  finished 

a  flag  is  given  to  each  child  to  place  on  top.) 
Occupation — Drawing  of  wheel. 

Occupation — Clay,   free  play.      (Small  balls  are  usually  made  at 
first ;  these  can  be  strung  on  a  cord  or  stick,  or  called  nuts  and 
put  in  basket.) 
Friday. 

Circle — Firemen's  horses,  their  care  r.nd  intelligence. 
Gift- — -Third,  simple  sequence  of  four  forms  by  method  of  imitation. 
Occupation — Drawing,  apple. 

Occupation — Pasting  chains.     Alternate  colors  for  advanced  chil- 
dren. 
Picture — Nutcrackers  and  Piper. 
Song — Good  morning,   bright  sunshine.      Thank   Him,   all  ye  little 

children. 
Story — Frisky. 
Game — Fire  engine.     Winter  Forethought   (Hill),  Carousal. 

Finger  play — Little  Boy's  Walk. 
Rhvthm — Galloping. 


A    LAST    YEAR'S    PROGRAM.  121 

Second  Week. 
Topic — Modes  of  conve}ance.     Nature — Sun. 
Monday. 

Circle — How  we  went  to  park  or  country.     Sunny  da)'s. 
Gift — Third,  suggestion,  building  of  cars  or  wagons. 
Occupation — 1.   Folding  wagon — difficult  form. 

2.  Cutting  horses  or  load  for  wagon. 
Occupation — 1.   Cutting.     2.     Folding,  wagon,  simple  form. 

This  was  the  first  division  of  the  children  into  two  groups. 
Group  1  included  the  more  advanced  children  and  Group  2  the 
less  advanced. 

Tuesday. 

Circle — Motormen,   their  work  and   qualities  necessar}'   for  its   right 
accomplishment. 
Gift — Splints,   lay  car  tracks  all  around   table.      (Have  small  car 

to  run  on  them.) 
Occupation — Drawing  trolley  car. 
Occupation — ]\Iake  trolley  car  of  box,  with  stiff  circles  for  wheels. 

Wednesday. 

Circle — Different  kinds  of  wagons.     Necessity  for  horses. 
Gift — Third,  simple  sequence  by  imitation. 
Occupation — Drawing  golden  rod. 

During  game  period  a  visit  was  made  to  the  blacksmith. 
Occupation — Clay,  modelling  apple. 

Thursday. 

Circle — Blacksmith,  his  work  and  tools. 

Gift — Third,  suggestion,  forge  and  anvil.      (Half  rings  for  horse- 
shoes make  the  play  very  realistic.) 
Occupation — 1.   Folding  anvil.     2.   Cutting  hammer,  shoes,  etc. 
Occupation — 1.   Cutting.     2.   Pasting  chains. 

Friday. 

Circle — Qualities  that  make  blacksmith  a  good  workman.  (Two 
children  had  been  tardy  quite  often  and  emphasis  was  put  upon 
promptness  in  getting  to  work,  in  firemen  answering  gong,  etc.) 

G///— Third,  suggestion,  different  kinds  of  clocks. 

Occupation — Drawing  clock. 


122  KINDERGARTEN    MAGAZINE. 

Occupation — Folding  clock.      (Oblong  strip,  dial  face  pasted  near 

fold,  pendulum  of  worsted  and  pea.) 
Picture — Song  of  lark. 
Song — Over  there  the  sun  gets  up.     (Smith  I.)     Tick-tock.     (Neid- 

linger.) 
Story — Gray  Pony  (Mother  Stories),  Emma's  Late  Day. 
Gflm^— Trolley.     Blacksmith.     Lads  and  Lassies  out  a  walking. 
Rhythm — Highsteppers.     (Anderson.) 

Third  Week. 

Topic — City's  helpers.     Nature — Birds  flying  away. 

Monday. 

Circle — Cold   days   coming,   fewer   children    going   to   park,    fewer 

birds  there,  all  going  on  journey. 
Gifts — Third,  suggestion,  train,  tell  what  see  from  windows. 
Occupation — 1.   Drawing  nest.     2.   Clay  nest. 

Tuesday. 

Circle — How  policeman  helps. 

Gift — Circles,  row  of  buttons. 

Occupation — Drawing  policeman's  work. 

Occupation — Pasting     circles     even     distances     apart.       (Children 

alwa3^s  talk  about,  play  and  draw  pictures  of  the  pleasant  duties 

of  the  policeman.) 

Wednesday. 

Circle — Qualities  necessary  for  policemen  to  have. 
Gift — 1.   Fourth,  free  play.     2.  Third,  free  play. 
Occupation — Drawing  flowerpot. 
Occupation — Clay,  modelling  flower  pot. 

Thursday. 

Circle — Other  city   helpers.      Street   cleaner.      Why    and    how    he 

works.     How  we  can  help. 
Gift — 1.   Fourth,  free  play.    2.  Third,  sequence  by  imitation. 
Occupation — Singing.      (Children   bring  chairs  around   piano   and 

review  all  songs. 
Occupation — Broom  made  of  raffia. 

Friday. 

Circle — Postman's  work.     Why  letters  are  written  and  to  whom 
sent. 


A    LAST    YEAR'S    PROGRAAI.  123 

Gift — 1.   Fourth,   sugg;estion,    lamp-post,   postoffice. 
2.  Third,  suggestion,  lamp-post,  postoffice. 
(Several  small  pieces  of  paper  are  given  to  each  child  to  mail  as 
letters  or  take  to  postoffice  for  stamps.) 
Occupation — 1.   Folding  envelope.     2.   Drawing  postman. 
Occupation — 1.   Drawing  postman.     2.   Folding  sheet  of  paper. 
Picture — Flight  of  birds. 
Song — Good-bye  to  Summer  (verse  1). 
Story — The  Crane's  Express. 
Game — Policeman.     Birds  flying  away. 
Rhythm — Flying. 

Fourth  Week. 

Topic — Grocer   and    his   store.      Nature — Leaves   and   seeds.      Horse 

chestnut  twigs. 
Monday. 

Circle — Bare  trees  in  park.     Air  full  of  seeds  and  leaves. 

Gift — Seeds,  assorting. 

Occupation — Drawing  leaf   (simple). 

Occupation — Cutting  autumn  leaf.      (Children  paste  on  long  strip 

to  make  border  for  room.) 
Tuesday. 

Circle — Object  seen  from  kindergarten  window — flags,  clouds,  sun, 

grocer}'  and  fruit  stands,  etc. 
Gift — 1.   Fourth,  suggestion,  house  with  window. 
2.  Third,  suggestion,  house  with  window. 

(One  Hailmann  C3"linder  bead  used  for  flowerpot  in  window.) 
Occupation — Drawing,  three  autumn  trees,  red,  yellow  and  brown. 
Occupation — Clay,  plaque  for  leaf  impression.      (The  children  en- 
joyed the  \\'ork,  but  the  results  were  good  onl}'  with  the  older 

ones. ) 
Wednesday. 

Circle — Fruits  and  vegetables  seen  in  stores. 
Gift — First,  buying  and  selling. 
Cccupation — Drawing  carrot. 
Occupation — 2.   Cutting  carrot. 

During  first  part  of  gift  period,  children  all  went  to  store  and 
helped  to  buy  a  sample  of  the  different  fruits  and  vegetables. 


124  KINDERGARTEN    MAGAZINE. 

Thursday. 

Circle — Where  the  grocer  gets  his  stock.     How  it  is  brought. 
Gift — 1.  Fourth,  suggestion,  fruit  stand  or  grocery. 
2.  Third,  suggestion,   fruit  stand  or  grocery. 

(A  few  Hailmann  beads  are  given  to  each  child  for  his  stock 
in  trade.) 

Occupation — Drawing — Children  buying  fruit. 
Occupation — Cla}' — Modelling  carrot. 
Friday. 

Circle — Farmer,  preparation  of  food  for  men  and  animals. 

Gift — Third,  a  simple  sequence  by  dictation,  each  form  being  made 

by  teacher  after  children  have  tried  to  make  it. 
Occupation — Singing. 

Occupation — Blowing  soap  bubbles.  . 

Picture — Milkweed  seeds. 
Song — Come,  little  leaves. 
Story — How  West  Wind  Helped  Dandelion.     Baby  Bird's  Winter 

Clothes. 
Game — Imitate    leaves    and    seeds   whirling.      Selling    apples    ripe. 

Finger  play — Boys'  Fall  Walk. 
Rhythm — (Command  to  the  rear,  face.) 


In  the  olden  time  a  certain  man,  being  stricken  with  grief,  consulted 
the. oracle  at  Delphi. 

"Go  bury  thy  sorrow!"  said  the  oracle. 

The  man  was  not  a  little  perplexed  by  the  advice,  but  concluded 
that  about  the  first  thing  to  do  was  to  dig  a  hole.  Now  this  was  not 
easily  to  be  achieved  in  the  rocky  soil  of  Hellas ;  and,  whereas,  when  he 
began  to  dig  the  man  thought  a  very  large  hole  would  be  necessary,  his 
idea  was  modified  as  he  proceeded  until,  in  some  fifteen  minutes,  it 
seemed  clear  that  a  real  moderate  hole  would  suffice. 

Having  dug  such,  the  man  looked  around  for  his  sorrow,  but  it  was 
nowhere  to  be  seen.  Turning  upon  himself,  he  searched  his  bosom  care- 
fully. 

"There's  no  heartache  here!"  he  said. 

In  fact,  the  only  ache  in  sight  was  a  backache,  and  this  did  not  mat- 
ter, for  the  man  was  well  supplied  with  liniment. — Puck. 


THE  HARVEST. 

EDITH  M.  BOUGHTON. 

OL  T  in  the  countn-,  in  a  warm,  sunn}-  orchard,  stood  a  jTjung 
tree  among  man}-  old  apple  trees.  The}'  stood  about,  like 
great  bouquets  of  green,  full  of  red  blossoms,  above  the  green 
grass.  This  tree,  about  which  I  am  telling  you,  was  so  }'oung  that  it 
had  not  even  known  it  was  an  apple  tree,  because  no  apples  had  ever 
grown  upon  it.  But  this  summer  it  was  bringing  forth  apples,  little, 
round,  green  knobs  at  first,  but  the}-  had  grown,  and  grown,  like  babies 
who  are  well  cared  for,  for  the  soil  about  the  tree's  roots  was  good  food 
for  apple  trees.  The  rain  gave  them  good  baths,  and  the  great  golden 
sun  shone  down  warm  and  bright  upon  them,  so  that  now  the  apples 
peeped  out,  red-cheeked  little  fellows,  from  among  the  green,  sheltering 
leaves.  A  beautiful  sight  it  was,  and  the  mother  tree  was  glad.  But 
long  after  she  thought  the  apples  ripe  and  read}',  she  stood  waiting  and 
waiting,  and  bv  and  bv  began  to  grow  tired,  and  then  became  a  \-erv 
cross  apple  tree.  "Wh}-  doesn't  some  one  come  for  m}'  apples?"  she 
said,  and  seemed  to  sigh  with  everv^  passing  breeze,  and  shake  herself 
angrily  in  the  wind. 

At  last,  one  day,  the  tree  started — and  listened.  What  was  that? 
Someone  was  coming!  "A  splendid  harvest,"  the}-  were  saying.  "What 
is  that?"  wondered  the  tree.  She  soon  found  out,  howe\-er,  for  the 
people,  a  whole  famil}- — father,  mother  and  children — came  straight  to 
this  tree.  Up  went  the  bo}'S,  clinging  to  the  rough  tree-trunk  like 
ir.onke}-s,  and  scrambling  out  into  the  branches,  to  shake  them  until  the 
apples  came  bumping,  thumping  down  upon  the  grass,  and  rolling  about 
like  little  things  at  play.  But  the  little  girls  quickly  gathered  them  into 
piles,  so  that  the  mother  and  father  could  pack  them  into  the  barrels. 
All  day  long  they  worked,  and  the  next  day,  and  the  next,  and  thought 
it  was  great  fun,  until  all  the  apples  in  that  orchard  were  packed  away 
into  barrels,  and  put  onto  the  train  ready  to  be  sent  to  the  city. 

Down    in    the   cit}-   were    a    great    many    people,    fathers,    mothers, 

babies,  boys  and  girls,  who  liked  apples  to  eat,   but  they  had  no  place 

for  apple  trees  to  grow,  and  so  they  had   to  wait  till  the  apples  came 

in  from  the  countr}-.     "Toot  I  toot!""  said  the  trains,  as  they  rushed  along. 

Here  we  come,  full  of  apples!" 


126  KINDERGARTEN    MAGAZINE. 

Now,  in  that  city  was  a  man,  a  fruit  peddler,  who  always  went 
to  the  trains  for  his  fruit.  On  the  morning  that  the  trains  came  in  with 
these  apples,  this  man  wakened  his  little  boy,  Tony,  quite  early — -before 
it  was  light.  "Come,  Tony,"  said  he,  "we  must  be  at  the  train  before 
six  o'clock."  Tony  yawned  and  stretched  in  his  warm  bed,  but  he 
jumped  up  quickly,  for  he  knew  that  his  father  could  not  go  without 
him  to  drive  the  horse.  For  he  could  say  "Whoa!"  or  "Get  up!"  so 
loud  that  the  horse  would  go  as  well  for  him  as  for  anyone.  So  it  was 
not  long  before  they  were  both  at  the  freight  depot,  where  stood  the 
long  trains  loaded  with  such  good  apples  that  you  could  smell  them 
anywhere  in  that  depot. 

It  wasn't  long  before  Tony's  father  had  talked  to  the  men  who 
were  selling  the  fruit,  and  had  paid  them  for  a  wagon-load,  and  had 
driven  off^  through  the  streets  to  that  part  of  the  city  where  the  people 
lived.  Then  they  both  had  to  call  out,  "Apples!  Apples!  Twenty 
cents  a  peck!"  Tony  always  tried  to  shout  louder  than  his  father,  and 
that  was  what  made  the  people  come  crowding  out  of  their  houses  to 
buy,  with  baskets  and  things  to  hold  the  apples.  Even  the  children 
came  with  pennies  to  buy  an  apple  each,  they  looked  so  very  good  to  eat. 

Tony's  father  was  very  busy  all  day,  pouring  out  the  apples  from 
his  measure  into  the  people's  baskets,  and  Tony  himself  was  ver}'  busy 
tending  to  the  horse,  and  shouting  at  the  top  of  his  voice,  "Apples! 
Apples!  Tiventy  cents  a  peck!"  That  night  Tony,  his  father  and  the 
horse  all  came  home  so  tired  that  they  were  glad  to  be  through  that 
day's  work.  But  the  father's  pocket  was  so  full  of  money  that  he  gave 
the  mother  plenty  to  buy  the  clothes  and  food  they  all  needed,  and  even 
enough  to  buy  a  fine  picture-book  which  Tony  had  been  wanting  for 
a  long  time.  And  all  the  people — fathers,  mothers,  babies,  boys  and 
girls — had  apples  for  supper  that  night. 


The  Ohio  Kindergarten  Association  was  organized  last  June  at  the 
annual  meeting  of  the  Ohio  State  Teachers'  Association  at  Put-in-Bay. 
It  is  probable  that  the  Kindergarten  Association  will  identify  itself  with 
the  organization  known  as  the  "Allied  Educational  Association  of  Ohio," 
which  meets  each  year  at  Columbus,  Ohio.  All  kindergartners  of  the 
State  are  asked  to  send  any  suggestions  regarding  the  future  policy  of  the 
Association  to  the  president,  Miss  Anna  H.  Littell,  "The  Forest,"  Forest 
avenue,  Dayton,  Ohio. 


THE  DEDICATION  OF  THE  HOME. 

A  FRIEND  in  the  East  sends  us  the  beautiful  order  of  exercises 
with  which  a  new  home  was  dedicated  in  a  Massachusetts  town. 
As  she  suggests,  it  will  naturally  interest  kindergartners  from  the 
part  which  a  little  child  took  in  the  service.  The  names  of  the  partici- 
pants being  changed,  the  outside  page  of  the  program  read:  Dedication 
of  the  Home  of  Anson  and  Ruth  Robbins  Alexander,  and  Anson  Alex- 
ander, Jr.,  Morton  Road,  Crampton,  Mass. 

Then  followed  the  responsive  reading: 

When  ye  come  into  a  house,  salute  it;  and  if  the  house  be  worthy 
let  your  peace  come  upon  it. 

May  the  peace  which  passeth  all  understanding  be  and  abide  with 
this  house  forever. 

To  all  those  who  may  dwell  therein  from  generation  to  generation 
may  it  be  a  house  of  God,  a  gate  of  heaven. 

Establish,  O  God,  the  work  of  our  hands.     Yea,  the  work  of  our 
hands  establish  thou  it. 

The  house  in  which  we  live  is  a  building  of  God,  a  house  not  made 
with  hands. 

For  every  house  is  builded  by  some  man,  but  he  that  built  all  things 
is  God,  seeing  that  he  giveth  to  all  life  and  breath  and  all  things. 

Let  us  therefore,  praise  the  Lord  and  forget  not  all  his  benefits. 

Let  us  remember  his  tender  mercies  and  loving  kindnesses. 


The  little  boy  lights  the  hearth  fire  in  the  study. 

O,    little   ones,   ye   can   not   know 

The   power   with    which   ye   plead, 
Nor  why,  as  on  through  life  we  go. 

The    little   child    doth    lead. 

PRAYER. 

O,  Thou  who  dwellest  in  so  man\'  homes,  possess  thyself  of  this. 
Thou  who  settest  the  solitary  in  families,  bless  the  life  that  is  sheltered 
here.  Grant  that  trust  and  peace  and  comfort  may  abide  within,  and  that 
love  and  light  and  usefulness  may  go  out  from  this  house  forever.     Amen. 


AMERICAN  GUILD  OF  PLAY. 

UNDER  the  inspiring  influences  of  the  lectures  of  Stanley  Hall, 
Patty  S.  Hill,  Mari  Ruef  Hofer  and  Elizabeth  Harrison  on  the 
subject  of  play  at  the  Summer  School  of  the  South  at  Knoxville, 
Tenn.,  it  was  suggested  that  an  organization  for  the  serious  study  and 
propagation  of  play  be  formed. 

It  is  alarming,  if  a  fact,  that  aside  from  the  encouragement  of  play 
by  educational  means  that  the  natural  play  tendencies  of  the  child  are  in 
danger  of  dying  out  unless  consciously  stimulated  by  revivals  of  folk 
festival  plays. 

The  word  "Guild,"  which  seems  a  little  anomalous  in  connec- 
tion with  the  idea  of  play,  finds  true  use  when  we  realize  the  arduous 
labors  which  will  be  before  these  knights  of  the  new  order.  As  the  guild- 
men  of  the  middle  ages  made  and  preserved  the  songs  and  amusements 
and  dances  of  their  orders,  such  a  work  will  lie  before  the  teachers  and 
workers  of  the  new  cause. 

The  general  plan  of  the  Guild  will  be  to  study  the  play  life  and 
tendencies  of  the  children  as  begun  in  the  work  of  the  kindergarten  and 
primary  schools  and  then  as  carried  forward  into  the  playground  and 
recreation  centers.  For  this  purpose  folk  and  singing  games  and  dances 
of  different  neighborhoods  and  parts  of  the  country  will  be  investigated 
and  played  with  the  children.  Also  festivals  arranged  where  the  tra- 
ditional plaj's  of  the  May,  Harvest,  etc.,  can  be  played.  The  plays  of 
foreign  children  and  neighborhoods  will  be  studied. 

THE  secretary's  REPORT  FOLLOWS: 

THE  American  Guild  of  Play  was  organized  at  the  recent  session  of 
the  Summer  School  of  the  South  at  Knoxville,  Tenn.  The  need 
for  an  organization  for  the  study  and  propagation  of  play  has  been 
felt  for  some  time  and  the  lectures  by  Miss  Patty  Hill  and  Dr.  G.  Stanley 
Hall,  and  the  class  work  and  lectures  of  Miss  \lan  Hofer  were  an  im- 
pelling force  this  summer  toward  such  an  organizing  of  the  enthusiasm 
engendered.  The  purpose  of  the  Guild  is  the  study  of  children's  play, 
both  in  the  kindergarten  and  graded  schools;  the  propagation  of  play- 
grounds and  recreation  centers ;  the  collecting  of  folk  games  and  dances, 
both  native  and  foreign,  and  the  observation  of  festivals  and  holidays. 
The  following  officers  were  elected :     President,  Miss  Mari  Hofer, 


AMERICAN  GUILD  OF  PLAY.  129 

New  York;  vice-president,  Miss  Scott,  Baltimore,  !Md. ;  secretary,  Mrs. 
M.  S.  Seymour,  Dallas,  Tex. ;  treasurer,  Mrs.  Le  Grange  Cothran, 
Rome,  Ga. 

The  annual  fee  will  be  50  cents  and  any  person  interested  in  the 
subject  of  Play  will,  by  forwarding  his  name  and  fee  to  the  treasurer,  be- 
come a  member. 

State  committees  are  being  organized,  who  will  take  charge  of  the 
organization  of  local  guilds  and  report  their  State  work  at  the  annual 
meetings.     A  leaflet  giving  fuller  information  will  soon  be  issued. 

Margaret  S.  Seymour^  Secretary. 

THE    STATE    OFFICERS    ARE: 

Mar\dand — Miss  Scott,  Baltimore;  Miss  Martini  and  Miss  Kelly, 
Baltimore,  Superintendent  Williams,  Md. 

Louisiana — Professor  !\Iiller,  Tulane  University-,  New  Orleans; 
Miss  Harrolsen,  New  Orleans;  Miss  Victoria  Hulse,  New  Orleans. 

Georgia — Supt.  L.  B.  Evans,  Augusta;  ]\Iiss  Willette  Allen,  At- 
lanta; Mrs.  Waring,  Savannah;  Miss  Jessie  Snyder,  Columbus. 

Alabama — Miss  Julia  Barnwell,  Selma;  ]\Iiss  Frances  Hall,  Bir- 
mingham ;  Supt.  J.  H.  Phillips,  Birmingham. 

Texas — Mrs.  SeMiiour,  Dallas;  Mrs.  Burrell,  Gaheston  ;  Mr.  John 
Hopkins,  Austin ;  Prof.  J.  Caswell  Ellis,  Austin. 

North  Carolina — ]\Iiss  Emma  Young,  Miss  Lillie  Jones,  Durham; 
Miss  /Vlice  Day  Pratt,  ]\Iarion ;  Dr.  Charles  S.  Mangum,  State  Uni- 
versit)-'. 

South  Carolina — Professor  Tate,  Charleston;  Miss  IMcKenzie. 
Florence;  Miss  Hanckel,  Charleston. 

Kentuck}' — Miss  Garnett,  Hopkinsville ;  Miss  Birch,  Louisville ; 
Professor  Bereley. 

Mississippi — Miss  Gore,  Natchez;  ^liss  Wells,  Greenville. 

West  Virginia — Miss  Erma  Well. 

Florida — Miss  Mamie  Sinton  :  Miss  Marian  Boggs,  Jacksonville; 
Dr.  Hally. 

Virginia — Miss  Kirk,  Richmond;  ^liss  Haliburton,  Farmville ; 
State  Superintendent  J.  C.  Eggleston. 

Arkansas — -^liss  Gertrude  Dodds,  Pine  Bluff;  Miss  Grace  Strow- 
bridge,  Pine  Bluff. 

Tennessee — Miss  Stolzfus;  Miss  Waring,  Knoxville ;  Miss  Ed- 
mundston,  Nashville. 


FROM  THE  EDITOR'S  DESK. 

In  addition  to  the  program  included  in  Miss  Bigham's  serial  there 
are  two  others,  by  Miss  Palmer,  of  New  York  City,  and  Miss  Barbour, 
formerly  of  Chicago.  The  running  of  three  programs  will,  we  hope,  keep 
the  kindergartner  reminded  of  the  fact  that  no  such  program  is  to  be 
used  exactly  as  given.  Modify  and  adapt  wherever  possible,  and  if  you 
question  the  why  or  wherefore  of  any  course  pursued,  write  and  ask  ques- 
tions and  express  your  criticism.  It  is  by  such  exchange  of  thought  and 
experience  that  we  grow  and  help  others  to  grow. 

A  few  October  days  should  be  given  to  the  spirit  of  Halloween.  Then, 
if  at  any  time,  may  fun  and  frolic  reign,  presided  over  by  the  spirit  of  the 
Brownies,  representative  of  the  innumerable  mysterious  beings  of  another 
world  in  which  our  forbears  so  sincerely  believed.  Jolly  Brownies  can 
be  cut  out  of  paper  by  the  children  and  a  frieze  placed  across  the  wall, 
affording  much  genuine  and  natural  delight.  Brownies  can  also  be  made 
of  acorns  and  pumpkins  of  clay  and  lanterns  of  paper.  Brownies  can 
be  made  of  sticks  and  rings  also.  The  children  can  creep  softly  through 
school  rooms  and  closets,  picking  up  fallen  caps  and  jackets  and  sweeping 
up  papers,  crumbs  and  other  litter,  as  do  the  good  natured,  mysterious, 
unseen  Brow^nies.  An  arrangement  of  Macdonald's  Sir  Gibbie  appeared 
in  the  Kindergarten  Magazine  a  few  years  ago  and  will  prove  sug- 
gestive, as  will  "The  Adventures  of  a  Brownie,"  by  Miss  Mulock.  The 
Brownies  (Gaynor),  Will-o'-the-Wisp  (Hofer),  and  Snow-White 
(Reinecke)   express  the  thought  in  music. 

When  come  the  days  of  doubt  and  discouragement  and  it  seems  as 
if  your  little  kindergarten  candle  threw  its  beams  such  a  little  way,  it 
will  be  perhaps  a  source  of  strength  and  inspiration  to  realize  that  your 
faithful  kindergarten  work  stretches  far  out  beyond  your  own  imme-. 
diate  field. 

In  helping  unfold  j'our  ow^n  kindergarten  children  and  in  working 
out  problems  with  their  parents,  your  efforts  touch  children  and  parents 
in  other  towns  and  cities. 

One  faithless  or  inefficient  kindergartener  may  discredit  the  entire 
system  so  that  in  a  small  town  having  been  tried  once,  and  unsuccessfully, 
the  school  board  says  "No"  to  its  future  maintenance,  judging  all  by 
the  one,  as  weak  human  nature  is  prone  to  do. 


FROM    THE    EDITOR'S    DESK.  131 

On  the  other  side  your  excellent  kindergarten  may  induce  other 
towns  to  introduce  the  kindergarten,  may  induce  other  parents  to  speak 
in  its  praise,  and  as  Americans  are  proverbially  migrator} ,  the  good  seed 
sown  in  one  small  village  may  be  carried  to  far  distant  localities. 
Therefore,  do  not  try  to  measure  the  influence  of  your  small  garden  by 
its  apparent  results.  Good  work,  as  well  as  bad  work,  "will  follow  3'ou 
as  long  as  you  live." 


A    TRAINING    SCHOOL    FOR     TEACHERS    NOW    PART    OF    WASHINGTON 

SCHOOL    SYSTEM. 

At  the  last  session  of  Congress,  1*505,  through  the  individual  efforts 
of  Mrs.  Anna  E.  Murray  of  Washington,  D.  C,  whose  work  in  the 
Kindergarten  cause  is  recognized  throughout  the  United  States,  an 
appropriation  was  secured  from  Congress  for  placing  the  training  of 
colored  kindergarten  teachers  under  the  Normal  School,  thus  making  it 
a  part  of  the  school  system. 

The  value  of  the  same  was  instantly  recognized,  and  while  no 
specific  appropriation  was  made  for  the  white  Normal  School  to  have  a 
similar  training  school,  the  board  of  education  deemed  it  advisable  to 
adopt  the  same  method  and  place  the  work  of  training  white  kinder- 
garten teachers  under  similar  auspices,  and  selected  Miss  Grace  Fulmer 
of  Chicago  to  direct  the  work.  Having  succeeded  in  making  the  kin- 
dergarten in  every  branch,  even  to  the  matter  of  training  teachers,  a  part 
of  the  Washington  (D.  C.)  school  system,  Mrs.  Murray  is  now  direct- 
ing her  full  attention  to  kindergarten  work  for  the  south.  After  ten 
years'  effort,  pushed  persistently,  ]\Irs.  ^Murray  has  seen  her  local  work 
crowned  w'ith  success.  During  all  these  years  she  has  given  her  services 
without  remuneration,  but  has  given  freely  of  her  own  means  and  by 
pleas  to  friends.  In  this  new  work  Mrs.  Murray  undoubtedly  deserves 
the  gratitude  of  the  race  with  which  she  is  identified  and  the  assistance 
and  sympathy  of  all  who  belie\e  in  and'  labor  for  the  spread  of  the 
kindergarten  system  in  education. 

Correspondent. 


132  KINDERGARTEN    ^lAGAZINE. 

The  Evolution  of  the  Elementary  Schools  of  Great 
Britain^  by  James  C.  Greenough.  Dr.  Greenough  has  given  us  a  very 
valuable  study  of  the  schools  and  school  problems  of  England,  and  which 
our  own  principals,  superintendents,  school  boards  and  teachers  will  find 
suggestive  and  illuminating,  since  many  of  their  questions  confront  us 
also.  The  preface  by  Dr.  Harris  gives  a  concise,  but  very  clear  and  in- 
teresting analysis  of  caste  feeling  in  England  and  of  the  "struggle  between 
different  social  tendencies."  Until  one  reads  it,  it  is  difficult  to  realize 
what  a  fundamental  difference  there  is  between  the  point  of  view  of  the 
Britisher  and  the  American,  but  to  understand  the  gradual  evolution  of 
the  present  schools  of  Great  Britain  it  is  first  necessary  to  have  some 
grasp  of  the  English  world-view.  Chapter  one  is  historical,  showing  how 
from  the  first  the  idea  of  popular  education  by  the  state  had  to  make  its 
way,  inch  by  inch,  being  contested  even  by  such  men  as  Disraeli  and 
Cobbett  as  impractical  and  dangerous.  The  distinction  between  board, 
voluntary  and  public  schools  is  made  clear,  the  evolution  and  development 
01  the  two  kinds  helping  us  to  understand  our  own  system  better,  bj^  con- 
trast. The  chapter  on  the  Religious  Question  is  an  exceedingly  im- 
portant one  to  us,  who  are  just  entering  upon  a  discussion  of  this  ques- 
tion, which  we  have  thought  was  settled  when  the  Government  of  the 
United  States  was  established.  Professor  Greenough  discusses  the  sub- 
ject in  a  broad,  fair-minded,  sj^mpathetic  way,  showing  how  the  Anglican 
and  the  non-conformist  each  view  the  matter  of  teaching  religion  in  the 
schools.  It  is  a  chapter  to  be  recommended  to  all  interested  in  this  vital 
question.  The  chapter  on  Training  Colleges  is  also  of  vital  interest. 
Having  received  some  of  his  own  training  in  a  monitorial  school  in  Port- 
land, Maine,  and  being  well  acquainted  with  our  own  system  in  its 
numerous  variations,  and  having  studied  the  English  schools  thoroughly, 
the  writer  has  a  great  deal  of  valuable  information  to  impart.  The  pupil- 
teacher  system,  with  its  merits  and  weaknesses,  is  placed  vividly  before 
us.  A  certain  patriotic  Englishman  deemed  it  worth  while,  recently,  to 
send  a  commission  of  educators  to  the  United  States  to  study  our  schools. 
We,  too,  may  learn  much  of  others  by  comparison  and  contrast.  Dr. 
Greenough's  book  will  help  American  teachers  to  a  liberal-minded,  just 
and  instructive  study  of  education  in  Great  Britain.  Sooner  or  later,  all 
well  informed  teachers  should  read  it.     Appleton  &  Co.,  New  York. 


KINDERGARTEN   MAGAZINE. 

VoL  XVIII— NOVEMBER,  1905,  No,  3. 
TWENTIETH  CENTURY  SERIES. 


A  BASIC  PRINCIPLE  OF  GROWTH.* 

lULIA  H.  GULLIVER,  PRESIDENT  ROCKFORD  COLLEGE,  KOCKFOD.  ILL. 

IT  is  the  Alay-time — the  month  that  takes  its  name  from  Maia, 
Latin  goddess  of  growth.  What  more  fitting  than  that  jou,  who 
have  dedicated  3-our  lives  to  the  nurture  of  the  growing  child-soul 
should  receive  your  final  consecration  to  your  work  now  when  the  year 
is  at  the  spring?"  It  is  the  time  of  the  Christian  resurrection.  It  is 
the  season,  or  one  of  the  seasons,  when  the  Greeks  celebrated  the  Eleu- 
sinian  Mysteries,  which  represent  the  worship  of  Demeter,  and  of  her 
daughter,  Persephone.  Earth  with  her  thousand  voices  teaches  us  a 
certain  truth  in  her  annual  changes;  this  truth  the  Greek  imagination, 
brooding  on  the  mysterious  transformation  of  winter  into  spring  and 
of  summer  into  winter  again,  has  creatively  depicted  for  us  in  the  myth 
of  Demeter  and  Persephone,  and,  behold!  the  Greek  gospel  and  the 
Christian  message  are  at  one,  and  both  are  identical  with  nature's  laws. 

It  is  your  own  Froebel,  who  believes  with  Emerson  that  "the 
world  is  the  mirror  of  the  soul."  How"  this  proves  itself  with  reference 
to  a  single  principle  of  growth  in  all  its  manifold  aspects  I  ask  jou  to 
consider  with  me  tonight.  Let  us  first  trace  together,  then,  the  three 
stages  of  the  myth  concerning  Demeter  and  Persephone,  which  the  in- 
sight of  Walter  Pater  has  so  charmingly  revealed  to  us.  W^hatever  of 
grace  there  is  in  the  presentation  is  all  his  and  not  mine,  let  me  say. 

The  stor}-  of  Demeter  and  Persephone  has  to  do  with  the  earth  and 
its  change  of  seasons.  The  myth  is  older  than  Homer  and  it  is  pri- 
marily a  storj'  of  earth  and  its  wildness.  In  the  first  stage  of  the  myth 
Demeter  appears  as  the  goddess  of  darkness.  Pausanias'  description  of 
the  black  Demeter  at  Phigalia,  with  a  horse's  head  on  a  woman's  body, 
covered  with  reptiles  and  robed  in  black,  shows  from  what  elements  of 


*  Commencement   address    at   the    Kindergarten    Institute    (Gertrude 
House),   Chicago.  May  26,  1905. 


131  KINDERGARTEN  MAGAZINE. 

grotesqueness  and  horror  the  Greek  mind  evolved  the  exquisite  beauty 
and  dignified  harmony  of  the  later  conception.  In  Homer,  Demeter 
has  become  the  blithe  goddess  of  the  fields,  and  in  Hesiod,  Persephone  is 
first  distinctively  recognized  as  her  daughter,  no  longer  the  wholly  ter- 
rible goddess  of  death  but  associated  vv^ith  Kore,  the  goddess  of  summer. 
Do  you  see  how  the  irrational,  destructive  and  hostile  forces  of  nature 
are  gradually  being  molded  by  the  marvelous  Greek  intelligence,  as  the 
potter  takes  the  formless  clay  and  molds  it  into  the  attractiveness  of  the 
human  ? 

Then  comes  the  Homeric  poem,  which  is  the  main  expression  of 
the  myth.  According  to  this,  Persephone  is  snatched  away  by  Aidoneus, 
king  of  the'  lower  regions,  as  flower-like,  she  gathers  narcissus  with  the 
Oceanides  in  a  meadow  of  soft  grass.  Borne  off  in  his  golden  chariot 
she  utters  a  great  and  terrible  cry,  and  the  mother,  hearing  it,  begins 
her  sorrowful  age-long  search  after  her  child. 

In  the  course  of  it,  she  goes  to  the  house  of  Celeus,  the  king  of 
Eleusis,  and  becomes  the  nurse  of  his  little  son,  Demophoon.  She 
places  the  child  in  her  fragrant  bosom — it  is  the  earth's  bosom  fragrant 
with  flowers  and  of  strengthening  heat.  She  breathes  sweetly  over 
him — it  is  the  breath  of  the  south  wind ;  and  at  night  she  hides  him 
secretly  in  the  red  strength  of  the  fire;  for  her  heart  yearned  over  the 
babe,  and  she  would  fain  give  him  immortal  youth.  But  the  mother  de- 
prived him  of  this  great  gift  through  her  failure  to  understand ;  for, 
one  night,  seeing  her  child  thrust  into  the  fire,  she  cried  out  in  anger  and 
pain  and  plucked  him  out  again. 

Then  Demeter  must  needs  leave  them  to  renew  her  wanderings  ; 
but  as  she  goes  the  great  house  fills  with  light.  They  see  in  her  a  fine 
graciousness  hitherto  undiscerned,  and  at  last  they  recognize  this  weary, 
sorrowing  woman  for  what  she  is  and  for  what  she  has  called  herself 
during  her  wanderings — Dos,  a  gift.  Finally,  as  j^ou  know,  Persephone 
is  restored  to  her  aching  heart  for  two-thirds  of  every  year,  though  for 
the  other  third  she  must  ever  return  to  the  kingdom  of  the  dead. 

In  the  Homeric  hymn  the  dark  and  terrible  forces  of  nature  have 
been  humanized  into  the  joys  and  sorrows  of  a  mother's  heart.  In  the 
marbles  of  Cnidus,  product  of  the  school  of  Praxiteles,  the  mysterious 
depths  of  human  experience  are  still  further  revealed.  The  myth 
here  culminates  in  its  third  or  artistic  phase. 

I  give  you  Pater's  description  of  these  figures  much  abridged.  One 
of  them  appears  to  be  Demeter  the  seeker,  the  Mater  Dolorosa.     Says 


A  BASIC  PRINCIPLE  OF  GROWTH.  Vib 

our  author:  "The  sorrows  of  her  long  wanderings  seem  to  have  passed 
into  the  marble."  Again  she  appears  as  Demeter  enthroned,  but 
strangely  enough  enthroned  on  "the  stone  of  sorrow,"  for  though  Perse- 
phone is  returned,  she  knows  that  her  daughter  must  fall  again  into  the 
ground  and  that  she  must  again  descend  from  her.  The  third  figure  is 
that  of  Persephone  herself  with  something  awesome  about  her.  In  the 
Odyssey  she  appears  as  the  dread  Persephone,  bringer  of  death,  who  has  the 
head  of  the  gorgon  Medusa  in  her  keeping.  In  the  Homeric  hymn  and  still 
more  in  the  marbles  of  Cnidus  we  find  the  result  of  "many  efforts  to  lift 
the  old  Chthonian  gloom  concerning  the  grave,  and  to  connect  it  with 
impressions  of  dignity  and  beauty,  and  a  certain  sweetness  even.  It  is 
meant  to  make  men  in  love  or  at  least  at  peace  with  death.  Perse- 
phone's shadowy  eyes  have  gazed  on  the  under  world  and  the  tranquility 
born  of  it  has  passed  into  her  face." 

What,  then,  is  the  great  principle  of  growth — the  inner  truth  so 
exquisitely  embodied  in  these  art-forms  of  story  and  song  and  marble? 
It  is  this:  Life  out  of  seeming  death,  the  beautiful  out  of  the  ugly,  the 
perfect  out  of  the  imperfect,  harmony  out  of  discord,  victory  as  the 
fruit  of  struggle,  pain  as  the  nourishing  mother  of  joy,  dying  in  order 
to  live.  The  Spirit  of  God,  as  Froebel  teaches,  hovered  over  chaos,  and 
behold  there  issued  therefrom  life,  intelligence,  individuality.  So  the 
spirit  of  man  should  hover  over  shapelessness,  defining,  informing,  up- 
lifting into  purposeful  meaning  and  spiritual  efficiency. 

I  summon  you,  then,  tonight  to  your  high  calling  as  moral  artists- 
co-workers  with  the  God  in-dwelling  in  the  soul  of  the  little  child. 
The  medium  through  which  your  spirit-visions  are  to  find  expression  is 
neither  rhythmic  verse  nor  Pentelic  marble,  but  rather 

Some  Pomegranate,  which,  if  cut  deep  down  the  middle, 
Shows  a  heart  within,  blood  tinctured,  of  a  veined  humanity. 

One  of  the  first  requisites  to  success  in  all  artistic  work  is  a  thor- 
ough understanding  on  the  part  of  the  artist  of  the  medium  through 
which  he  is  trjn'ng  to  find  self-expression.  No  more  plastic  material  was 
ever  presented  to  an  artist's  hands,  none  ever  quivered  with  such  in- 
finite potentialities  for  good  or  for  ill  as  a  child's  soul. 

The  first  requisite  for  success  in  its  treatment  is  to  recognize  its 
twofold  nature. 


136  KINDERGARTEN  MAGAZINE. 

"Well,  this  cold  clay  clod 

Was  man's  heart; 
Crumble  it,  and  what  comes  next? 

Is  it  God?" 

So  the  poet  expresses  one  of  the  great  seed-thoughts  of  Froebel's 
philosophy — the  divineness  of  human  nature.  It  is  the  leaven  that  is 
slowly  leavening  our  whole  modern  point  of  view.  As  a  result  we 
can  not  hold  to  the  permanent  evil  of  any  human  soul.  To  believe  all 
things  and  hope  all  things  that  make  for  righteousness,  is  now  becoming 
a  cardinal  principle  in  all  education,  I  once  asked  Mrs.  Johnson,  who 
was  for  many  years  the  superintendent  of  the  Reformatory  for  Women 
in  Sherborn,  Mass.,  how  she  felt  about  repeaters,  that  is,  women,  who 
after  years  of  care  and  training  in  the  reformatory,  went  out  to  sin 
afresh  and  so  to  be  returned  often  many  times.  "Oh,"  she  said,  and  as 
she  said  it  her  face  lighted  up  with  a  beautiful  smile,  "Oh,  they  just 
have  to  be  laundered  over  again."  What  unquenchable  faith  in  human 
nature  is  herein  portrayed !  Slowly  in  these  latter  times  are  our  ears 
being  attuned  to  the  long  unheard  music  of  the  spheres  as  voiced  in  that 
superb  genealogy  of  St.  Luke;  it  is  the  expression  of  the  inalienable 
birthright  of  every  human  soul;  and  these  are  the  words  of  it:  "Which 
was  the  son  of  Seth,  which  was  the  son  of  Adam,  which  was  the  son  of 
God  ?"  While  all  this  is  true,  and  gloriously  true,  it  does  not  justify  us 
one  iota  in  assuming  that  the  apple  in  the  green  is  the  apple  in  the  ripe. 
By  no  play  of  words,  and  by  no  holding  of  the  eyes  that  we  may  not 
see,  can  we  change  the  inexorable  fact  that  whereas  the  angel-soul  is 
the  only  believable  reality  as  that  which  is  to  be  ultimately  attained  and 
permanently  possessed  by  the  sons  of  men,  there  exists  an  actual  soul 
that  is  undeveloped,  imperfect,  with  tendencies  downward  as  pro- 
nounced as  its  upward  tendencies,  until  they  have  been  properly  evalu- 
ated and  brought  under  control  by  the  man's  self. 

There  is  still  a  truth  lurking  in  that  old  and  (in  its  unmodified 
form)  fearful  doctrine  of  natural  depravity.  One  of  the  most  potent 
aids  in  the  right  understanding  of  human  nature  is  the  modern  rehabili- 
tation of  that  doctrine.  "Examine,"  said  the  tender-hearted  Bishop 
Myriel  in  "Les  Miserables,"  "the  road  over  which  the  fault  has  passed." 
Our  growing  knowledge  of  the  organic  connection  between  the  phys- 
ical and  the  spiritual  is  the  first  step  of  progress  along  this  road.  We 
understand  now  that,  as  Mr.  Henderson  has  said,  we  "cannot  have  un- 


A  BASIC  PRrNCIPLE  OF  GROWTH.  137 

developed  organs  and  deficient  senses  and  faulty  circulation  and  stunted 
brain  centers,  and  still  be  the  source  of  radiant,  complete  life."  The 
whole  kindergarten  movement  stands  for  the  truth  of  this.  It  is  lead- 
ing educators  all  along  the  line  to  judge  leniently  and  to  deal  tenderly 
with  a  poor  student  and  even  one  who  is  morally  obtuse,  if  the  eyesight 
is  affected,  the  body  non-symmetrical,  or  the  back  crooked ;  and  the  first 
thing  we  do  is  not  to  read  a  moral  lecture  to  the  child  or  the  youth,  but 
to  correct  these  physical  deficiencies. 

When  we  have  traced  moral  obliquity  to  physical  defect  we  have 
begun  to  follow  the  footpath  of  mercy  only  to  find  that  it  sweeps  out 
into  a  broad  highway  that  reaches  back  into  inconceivable  past  time. 
No  one  has  brought  this  out  more  clearly  than  Stanley  Hall  in  his  book 
on  Adolescence.  There  he  points  out  that  the  ''present  soul  of  man  has 
grown  out  of  antecedent  soul-states  as  different  from  its  present  forms  as 
protoplasm  is  from  the  mature  body."  "Souls,"  he  says,  "are  echo 
chambers  in  which  reverberate  the  w^hispers  of  unnumbered  hosts  of  an- 
cestors— the  carnivora's  cruelty,  the  rabbit's  timidity,  the  peacock's 
ostentation."  Does  this  not  remind  you  of  Demeter  with  her  horse's 
head  and  woman's  body,  out  of  which  the  wholly  human  Demeter  was 
later  evolved  ?  These  latent  and  dumb  elements  are  what  we  must  un- 
derstand, as  Stanley  Hall  insists,  and  to  this  end  we  must  study  savages, 
defectives,  criminals,  animals,  in  order  to  learn  the  difficulties  and  dan- 
gers of  the  ascent  of  the  soul.  "Who,"  he  exclaims,  "that  is  honest 
and  has  true  self-knowledge  will  not  confess  to  recognizing  in  his  own 
soul  the  germs  and  possibilities  of  about  every  crime,  vice,  insanity,  su- 
perstition, and  folly  in  conduct  he  ever  heard  of?"  Nay,  may  we  not 
add,  who  of  us  can  deny  that  through  wilful  ignorance  or  fierce  deter- 
mination to  have  our  own  way  these  potentialities  have  often  become 
actualities  known  to  ourselves  in  our  own  soul-life  even  though  they 
have  not  externalized  themselves  in  deeds  recognizable  by  others? 

From  the  doctrine  of  the  divine  nature  of  man  we  learn  the  pa- 
tience of  hope  and  of  love.  From  a  right  conception  of  the  doctrine  of 
natural  depravity  we  learn  the  patience  of  understanding  and  of  com- 
passion. It  is  more  in  the  spirit  of  the  publican  than  of  the  Pharisee  that 
the  educator  clasps  the  hand  of  the  learner,  be  that  learner  baby,  child 
or  youth.  We  are  slowly  making  a  discoverv- ;  perhaps  we  shall  get  our 
eyes  open  to  it  after  awhile  even  in  the  so-called  higher  institutions  of 
learning.     It  is  this:  that  from  a  genuinely  educational  standpoint  it  is 


138  KINDERGARTEN  MAGAZINE. 

infinitely  more  worth  while  to  save  the  one  feeble  little  sheep  who  from 
natural  disability  can  not  keep  up  with  the  rest  than  it  is  to  lead  in  tri- 
umph into  some  given  pedagogical  fold  the  ninety  and  nine  who  would 
in  any  case  take  care  of  themselves  without  any  shepherding  whatever. 
Our  present  custom  of  dropping  every  one  out  of  our  colleges  who  does 
not  or  can  not  reach  a  certain  intellectual  standpoint  has  its  legitimate 
pedigree  in  the  savage  custom  of  exposing  weak  infants  and  leaving  the 
aged  to  die  uncherished  and  alone.  "Ye  have  not  so  read  the  Scrip- 
tures." 

The  work  of  the  moral  artist  begins,  then,  with  whatever  is  re- 
calcitrant or  irrational  or  infra-human  just  as  the  work  of  the  Greek 
artists  began  with  elements  of  grotesqueness  and  horror  in  the  myth  of 
Demeter;  and  as  those  sunlit  souls  molded  and  remolded  all  this  so 
uncouth  and  unattractive  material  until  they  revealed  to  us  the  Mater 
Dolorosa  of  unearthly  radiance,  who  by  losing  her  life  had  saved  it,  so 
it  is  for  you  and  for  me  as  artists  of  the  beautiful  in  souls. 

"Meeting  death 
r  the  shape  of  ugliness     *     *     * 
***;i:**;ic^.Q  ^^^  therein  a  foil 

For  a  new  birth  of  life,  the  challenged  soul's  response 
To  ugliness  and  death — creation  for  the  nonce." 

President  Faunce,  in  the  Educational  Review  for  April,  1905, 
expresses  what  seems  to  be  a  consensus  of  opinion,  sought  from  a  nuro- 
ber  of  prominent  educators  as  to  the  main  defects  of  our  present  educa- 
tional results  from  the  family  to  the  university.  These  criticisms  are, 
a  failure  on  the  part  of  our  young  people  to  acknowledge  rightful  au- 
thority, a  deficient  sense  of  the  imperativeness  of  both  morality  and  re- 
ligion, too  great  a  tendency  to  follow  in  the  line  of  the  least  resistance, 
and  too  little  stress  on  obligation  to  do  the  disagreeable  thing  when 
necessary. 

If,  and  in  so  far  as,  these  criticisms  apply  to  the  kindergarten,  it  is 
certainly  because  there  has  been  an  utter  failure  to  understand  the  prin- 
ciples of  Froebel,  whose  watchword  is  self-direction,  and  who,  while  he 
uttered  solemn  warning  against  the  egotism  of  self-will  imposed  by  the 
instructor  in  the  form  of  arbitrary  commands  upon  the  child,  seems  to 
have  had  as  deep  a  reverence  as  Kant  himself  for  the  sacredness  of  the 
moral  law  as  unconditionally  obligatory  upon  instructor  and  pupil  alike. 

Through  suffering  as  well  as  through  joy  he  would  have  the  child 


A  BASIC  PRINCIPLE  OF  GROWTH.  189 

find  himself.  As  Demeter  breathed  sweetly  over  the  little  Demophoon 
and  cherished  him  in  her  bosom  fragrant  with  flowers  and  of  strength- 
ening heat,  so  the  great  prophet  of  childhood  would  have  the  little  ones 
nurtured  by  all  sweet  and  healthful  natural  influences;  but  if  I  read 
him  aright  he,  too,  would  confer  upon  the  chdd  the  gift  of  immortality 
by  hiding  him  in  the  red  strength  of  the  fire — the  fire  of  pain  and  of 
self-conquest. 

Right  choice  is  always  along  the  line  of  the  greatest  resistance. 
The  right  thing  is  always  the  higher  as  over  against  the  lower,  the 
broader  as  over  against  the  narrower.  It  stands  for  wholeness  as  over 
against  the  partial  and  incomplete,  and  so  requires  effort  to  comprehend 
and  struggle  to  attain.  The  strait  gate  and  the  narrow  way  that  leads 
to  life  is  this  choice-way,,  and  we  attain  character,  moral  backbone, 
hardiness,  dependableness  just  in  proportion  as  we  fight  the  fight  and 
win  the  day  along  the  line  of  righteous  self-determination.  It  follows, 
then,  that  the  right  thing  being  the  more  difficult  thing  will  often  be 
disagreeable  rather  than  agreeable.  The  attitude  expressed  in  the 
words,  "Lo  I  come,  in  the  volume  of  the  book  it  is  written  of  me,  I  de- 
light to  do  thy  will,  O  my  God,"  had  its  necessary  prelude  in  the  agon- 
izing struggle  of  Gethsemane.  There  is  a  spontaneous  joy  of  innocence 
with  which  every  child  is  naturally  endowed.  There  is  a  deeper  joy  of 
selflessness  that  is  the  slow  fruit  of  self-mastery.  Do  not  deprive  the 
child  of  this  consummate  gift  of  life  because  you  fear  for  him  the  red 
strength  of  the  fire. 

"No,  when  the  fight  begins  with  himself, 

A  man's  worth  something.     God  stoops  o'er  his  head, 

Satan  looks  up  between  his  feet — both  tug — 

He's  left,  himself,  i'  the  jniddle;  the  soul  wakes  and  grows!" 

The  world  is  the  mirror  of  the  soul.  From  nature  through  Greek 
art  we  have  traced  this  basic  principle  of  growth — life  out  of  death, 
pain  as  the  nourishing  mother  of  joy,  victoly  as  the  fruit  of  struggle,  the 
dying  to  live  of  Christianity. 

Let  us  now  return  to  nature  for  its  final  illumination  that  with 
Emerson  we  may  follow  this  "shining  law"  so  far,  we  may  see  it  "come 
full  circle,"  and  so  behold  its  "rounding  complete  grace." 

One  of  the  halcj'on  days  of  life  that  nestles  warm  in  my  memory 
is  the  day  when  we  drove  from  Hadrian's  villa  to  Tivoli — -a  drive  of 
about  an  hour.     What  an  e.xperience  it  was !     The  road  nearly  all  the 


140  KINDERGARTEN    MAGAZINE. 

way  led  through  olive  groves.  Some  of  the  tree  trunks  were  shredded 
into  four  or  five  different  parts  with  great  gaps  that  let  the  daylight  in 
between ;  some  were  twisted  like  a  rope ;  some  had  the  very  heart  torn 
out  of  them  and  seemed  to  have  little  left  but  the  bark;  others  were 
gnarled  and  doubled  and  wrenched  into  grotesque  forms  without  num- 
ber; one  great  branch  was  almost  entirely  severed  from  the  parent  stem, 
so  that  it  had  to  be  propped  up  by  a  marble  column.  And  yet  not  a 
single  tree  did  we  see  so  battered  and  torn  and  disfigured  that  it  did  not 
leaf  out  in  its  own  dainty,  shimmering  green.  Such  indomitable  energy 
of  spirit!  No  matter  how  cut  and  broken  below,  they  joined  above 
what  was  left  of  the  sundered  parts  and  kept  on  growing.  No  matter 
how  wizened  with  age,  how  storm-tossed  and  weather-worn,  they  lifted 
their  heads  in  the  beauty  of  an  unquenchable  life,  too  gentle  to  be  sul- 
lened  by  misfortune,  too  divine  to  be  destroyed.  The  stillness  was  soft 
like  velvet,  and  unutterably  soothing.  The  peace  that  comes  after 
struggle  reigned  among  them. 

IT  IS  THE  HOUR  OF  MAN. 

IT  is  the  hour  of  man:  new  purposes. 
Broad-shouldered,  press  against  the  world's 
slow  gate : 
And  voices  from  the  vast  eternities 

Still  preach  the  soul's  austere  apostolate. 

Always  there  will  be  vision  for  the  heart. 

The  press  of  endless  passion :  every  goal 

A  traveler's  tavern,  whence  he  must  depart 

On  new  divine  adventures  of  the  soul." 

— Edwin  Markham. 


SOUTHERN  KINDERGARTEN   MAGAZINE.  141 

REPORT   OF   THE    SOUTHERN    KINDERGARTEN    ASSO- 
CIATION, ORGANIZED  JULY,  1905.* 

AMALIE   HOFER. 

Montezuma,  Ga.  :  In  a  small  town,  Montezuma,  in  southwest 
Georgia,  lives  a  little  woman  by  name  of  Mrs.  Collins,  who  conceived 
the  idea  of  a  kindergarten  for  Montezuma.  This  woman  twenty-five 
years  ago  was  a  teacher  of  some  prominence  and  had  made  herself 
familiar  with  the  kindergarten  work.  Looking  around  for  a  teacher 
she  discovered  me,  and  persuaded  me  to  come  over  to  begin  the  work. 

An  association  was  formed  in  the  early  fall,  with  Mrs.  Collins  for 
president,  Mrs.  Brooks,  the  wife  of  the  superintendent  of  the  public 
school,  for  vice-president,  and  myself  for  secretary  and  treasurer. 

About  twenty  members  were  enrolled  ;  meetings  were  held  once  a 
month ;  at  these  meetings  we  discussed  various  ways  of  improving  our 
kindergarten. 

Before  I  reached  the  town  Mrs.  Collins  had  succeeded  in  securing 
tables,  chairs  and  some  building  gifts  through  the  generosity  of  the  busi- 
ness men  of  the  town.  The  superintendent  of  the  school  and  the  Board 
of  Education  had  offered  her  a  room  in  the  school  building,  which  room 
happened  to  be  ideal  for  kindergarten  work. 

Through  the  association  we  have  secured  a  piano,  more  gifts,  pic- 
tures and  all  necessary  material,  and  have  $20  with  which  to  begin  a 
new  year.  During  the  year  I  have  enrolled  about  twenty-six  children. 
The  town  knew  so  little  of  our  work  the  president  of  the  association 
proposed  that  I  should  give  a  public  exhibition  of  games  and  songs.  I 
gave  two  of  these  entertainments,  both  of  which  were  well  received  by 
the  people.  I  believe  now  there  is  such  a  kindergarten  spirit  in  the 
town  that  there  is  no  danger  of  our  work  failing.         Patti  Sparks. 

Columbus,  Ga.  :  In  order  that  you  may  understand  correctly 
the  location  of  the  Eagle  and  Phenix  Mills  Free  Kindergartens,  I  wish 
to  say  that  these  mills  are  located  in  Columbus,  Ga.,  a  city  of  about 
30,000  inhabitants.  Just  at  this  point  the  Chattahoochee  river  is  the 
boundary  line  between  Georgia  and  Alabama.  Immediately  west  of 
Columbus  and  located  in  Alabama  are  two  incorporated  villages,  one 
called  Phenix  City  and  the  other  Girard.  Most  of  the  mill  operatives 
reside  in  these  two  villages. 

The  president  of  these  mills  is  Mr.  G.  Gunby  Jordan,  through 
whose   influence   these   Free   Kindergartens  were   established,    believing 


*Continued  from  October  number. 


142  KINDERGARTEN  MAGAZINE. 

that  good  would  come  to  both  mill  owners  and  operatives.  In  1903  a 
kindergarten  was  organized  in  Phenix  City,  one  of  the  villages  men- 
tioned. This  kindergarten  opened  with  an  enrollment  of  35,  closing 
with  60. 

As  an  experiment,  the  first  year's  work  was  given  in  one  of  the 
company's  dwellings.  This  building  cost  $400  when  erected,  and  re- 
quired only  $50  more  to  fit  it  for  kindergarten  work.  Equipment  for 
the  first  year's  work  cost  $154.50.  This  first  year's  work  being  such 
a  success  the  Eagle  and  Phenix  mills  opened  in  Girard,  the  adjoining 
village,  another  Free  Kindergarten,  both  of  these  being  entirely  for  the 
children  of  their  operatives. 

The  Girard  building  will  easily  accommodate  75  children,  and  is 
a  model  of  its  kind.  The  interior  finish  is  of  Georgia  pine,  hard  oil 
finish  throughout.  The  furniture  is  also  of  Georgia  pine.  This  build- 
ing contains  a  large  hall,  besides  an  alcove  for  the  piano,  a  cloak-room, 
bath-room  and  ante-chamber.  In  the  rear  of  this  hall  is  a  platform  pro- 
vided with  chairs  for  parents  and  visitors.  The  building  is  heated 
throughout  with  steam. 

In  the  yard  there  is  a  gymnasium  provided  with  all  the  necessary 
apparatus  for  the  amusement  and  physical  development  of  the  children. 
The  floor  of  this  gymnasium  is  covered  with  eight  inches  of  sand.  A 
swing  and  a  toboggan  are  near  the  gymnasium. 

The  grounds  are  large  and  have  been  divided  into  flower  and 
vegetable  gardens.  Enough  vegetables  were  grown  in  the  spring  to 
supply  the  families  of  the  children  with  several  dinners. 

The  enrollment  at  this  building  was  55  children,  and  great  progress 
has  been  made  by  them. 

The  total  expense  of  the  Girard  building,  including  equipment, 
amounted  to  $2,589.80. 

At  the  beginning  of  the  second  term  of  the  Phenix  City  kinder- 
garten a  gymnasium  was  built  at  a  cost  of  $188.40.  Seventy-five  pupils 
were  enrolled  at  this  kindergarten  last  term.  The  salary  list  for  this 
term  for  both  kindergartens  was  $888.     The  term  lasted  eight  months. 

Occasional  mother's  meetings  are  held  at  both  kindergartens. 

The  Eagle  and  Phenix  Mills  also  has  in  operation  a  Young 
Women's  Christian  Association,  together  with  a  Free  Circulating  Li- 
brary. Connected  with  this  Y.  W.  C.  A.  competent  teachers  ofifer  their 
services  during  the  school  year  and  teach  domestic  science,  dressmaking 


SOUTHERN   KINDERGARTEN    MAGAZINE.  148 

and  other  useful  arts  to  the  girls  and  young  women  who  are  operatives 
in  the  Eagle  and  Phenix  mills. 

Leola  Pattersox. 

Birmingham,  Ala.:  In  the  autumn  of  1898  a  committee  from 
the  board  of  directors  of  the  United  Charities  (jf  I^irmingham,  Ala., 
was  appointed  to  investigate  kindergarten  work,  with  the  \iew  of  opening 
a  free  kindergarten  under  the  auspices  of  that  organization  if  a  favor- 
able report  should  be  made.  The  members  of  this  committee  were  soon 
convinced  of  the  merits  of  the  kindergarten,  and  that  Birmingham  espe- 
cially needed  it,  but  to  open  a  kindergarten  under  the  name  of  "charity" 
would  be  to  thwart  the  attainment  of  the  highest  good  hoped  for ;  that 
while  the  operation  of  the  kindergartens  was  largely  the  work  of  philan- 
thropists, that  the  work  itself  was  first,  last  and  always  educative.  After 
a  few  months  of  delay,  in  January,  1899,  the  Birmingham  Free  Kinder- 
garten Association  was  organized  as  a  separate  and  distinct  institution, 
with  a  membership  of  twenty-five,  educators  and  philanthropists. 

While  the  work  was  not  then,  and  is  not  yet,  a  part  of  the  public 
school  system,  the  kindergarten  was  conducted  for  the  first  five  months 
of  its  existence  in  a  vacant  room  of  one  of  the  public  schools.  This 
location  was  most  fortunate  for  the  association,  as  the  public  had  this 
constant  and  practical  demonstration  of  the  fact  that  the  kindergarten 
movement  was  approved  by  the  Board  of  Education. 

Simultaneously  with  the  opening  of  the  children's  department  a 
Normal  Training  School  was  organized.  It  was  then,  and  is  today, 
the  only  kindergarten  training  school  in  the  state  of  Alabama. 

The  statistics  of  the  first  year's  work  were  as  follows: 

Number  of  kindergartens 1 

Number  children  enrolled 91 

Number  in  Training  school 7 

The  report  of  the  year  which  has  just  closed  is:  ■ 

Number  of  kindergartens 7 

Number   children    enrolled    473 

Number  in  Training  school 11 

The  comparison  of  these  figures  makes  it  unnecessary^  to  say  that 
the  work  has  grown  steadily. 

In  the  seven  years  of  its  existence  there  have  been  enrolled  1,700 
children,  and  fifteen  young  women  have  been  graduated  from  the  Train- 


144  KINDERGARTEN    MAGAZINE. 

ing  school.  Of  these  fifteen  young  women,  eight  are  directors  in  the 
Free  Kindergartens  of  our  city,  one  is  preparing  for  primary  work,  two 
are  married,  and  the  four  without  occupation  are  those  who  have  just 
graduated.  It  is  our  hope,  and  we  shall  work  earnestly  to  realize  the 
hope,  that  the  work  may  so  extend  next  year  that  every  one  of  these 
may  be  employed  in  or  near  Birmingham. 

Of  the  seven  kindergartens  now  in  operation  in  our  city,  the  asso- 
ciation supports  only  two,  the  others  being  supported  by  churches  or 
other  organizations,  but  all  under  the  supervision  of  the  association.  In 
addition  to  this  we  have  assisted  in  organizing  kindergartens  in  several 
suburbs,  and  believe  this  feature  of  our  work  is  by  no  means  the  least 
helpful. 

Seven  years  ago  the  majority  of  the  people  of  this  community  were 
either  indifferent  to  the  kindergarten  influence  as  a  factor  for  good,  or 
opposed  to  it ;  today  Birmingham  appreciates  the  kindergarten  as  one 
of  its  strongest  aids  in  brightening  and  making  better  its  little  people, 
making  for  itself  better  and  more  helpful  citizens  for  the  future. 

Bessie  Nabers. 

Anniston,  Ala.  :  The  work  of  our  Free  Kindergarten  Associa- 
tion was  begun  in  1 899,  through  the  woman's  organization  known  as  the 
Club  Studiossis,  by  establishing  a  Free  Kindergarten  in  the  largest  cotton 
mill  district.  The  work  has  been  successful,  having  enrolled  100  chil- 
dren yearly  with  an  average  of  thirty  in  attendance.  There  are  weekly 
mothers'  classes,  with  sewing  classes  for  older  girls.  The  house  was 
built  by  subscription  in  1901.  The  fuel  has  always  been  donated;  also 
the  materials  and  water.  It  has  been  supported  through  donations,  sub- 
scriptions, entertainments  and  largely  from  the  factory. 

At  Thanksgiving,  Christmas  and  Froebel's  birthday  entertainments 
are  given  by  the  children,  and  a  feast  provided  the  little  waifs.  Clothing, 
shoes  and  materials  are  furnished  to  needy  ones.  Since  1902  there  is  a 
training  school  in  connection,  with  a  two  years'  course  of  study.  In 
January  of  this  year  another  kindergarten  was  organized  under  the 
auspices  of  the  W.  C.  T.  U.  A  pupil  of  the  training  school  has  had 
charge  of  the  kindergarten,  of  fifty  children,  with  an  attendance  of 
thirty  pupils;  mothers'  meetings  have  been  held,  instructions  given  by 
this  order  and  clothes  mended  and  made. 

(Mrs.)   Daisy  B.  Walsh. 


SOUTHERN   KINDERGARTEN   MAGAZINE.  146 

Mobile,  Ala.  :  This  is  the  fourth  year  of  public  kindergartens  in 
Mobile,  During  the  past  year  there  were  three  kindergartens  in  oper- 
ation, and  a  fourth  is  to  be  added  in  September.  Each  school  is  sup- 
plied with  one  principal,  one  assistant,  and  provides  for  fifty  children. 

At  two  kindergartens  108  and  106  children  respectively  applied  for 
admission.  These  figures  prove  the  need  of  additional  kindergartens, 
in  order  that  many  little  ones  may  be  accommodated  who  are  now  cut 
off  from  much  that  would  render  their  lives  more  bright  and  beautiful. 
Appreciation  of  the  work  of  the  kindergartners  is  shown  by  the  mothers 
of  the  children.  The  erection  of  large  and  beautiful  kindergarten  build- 
ings by  the  city  proves  the  interest  with  which  the  public  has  come  to 
look  upon  our  work. 

AxxiE  Lewis. 

Richmond,  Va.  :  It  is  just  five  years  ago,  in  1900,  since  Miss 
Sallie  Fairchild,  a  member  of  the  New  York  Kindergarten  Association, 
visited  Richmond  and,  with  a  membership  of  seven  ladies,  organized 
the  Richmond  Education  Association.  The  chief  purpose  of  this  organi- 
zation was  the  establishing  of  a  training  school  for  kindergarteners,  and 
the  introduction  of  the  kindergarten  into  the  public  school  system.  The 
officers  were  drawn  from  the  most  cultured  and  representative  circle  of 
the  city,  and  with  the  tact  and  charm  which  characterize  the  social 
leader,  the  association  soon  extended  its  membership  into  all  classes. 
The  school  officials  were  enlisted  as  promoters  of  the  work,  with  such 
success  that  in  this  brief  period  the  membership  has  increased  until  it 
now  numbers  about  a  thousand  members.  Keeping  in  view  the  purpose 
of  the  organization,  lecturers  were  secured  from  the  Phoebe  Hearst 
Training  College  of  Washington,  D.  C,  who,  within  the  session,  gave 
several  lectures  on  Froebelian  principles.  Thus  a  favorable  public  opin- 
ion was  created.  Realizing  the  necessity  for  a  good  director  of  the 
training  school,  Miss  Fairchild  consulted  the  leaders  of  the  kindergarten 
movement  of  the  north,  who  recommended  Miss  Alice  N.  Parker,  a 
graduate  of  the  Phoebe  Hearst  Training  College.  Miss  Fairchild  guar- 
anteed the  salary  for  five  years,  making  possible  the  opening  of  the 
school  in  the  fall  of  1901.  Eight  students  were  enrolled  and  the  work 
of  the  school  began  in  earnest.  In  the  spring  of  1*^02  Miss  Susan  Blow, 
to  whom  all  kindergarteners  owe  an  eternal  debt  of  gratitude  for  her 
able  work  in  the  kindergarten  field,  visited  .Richmond,  lecturing  at  the 
Woman's  Club  before  an  audience  composed  largely  of  educators  and 


146  KINDERGARTEN    MAGAZINE. 

school  officials.  Whatever  prejudices  may  have  lingered  in  their  minds 
were  completely  swept  away  by  her  masterly  presentation  of  the  system. 
Interest  in  the  work  became  more  widespread,  and  when  in  May,  1903, 
the  first  graduates  left  the  school,  they  found  awaiting  them  positions 
in  the  public  schools.  In  the  fall  of  1903  three  kindergartens  were 
introduced,  and  so  faithfully  and  zealously  did  these  graduates  labor, 
that  the  success  of  their  endeavors  was  instantaneous.  Mothers'  Clubs 
were  made  an  important  feature  of  the  work,  the  first  being  organized 
at  Valentine  Kindergarten  on  November  19,  1903.  In  January  the 
members  gave  a  housewarming,  at  which  speeches  were  delivered  by 
the  superintendent  of  public  schools  and  the  chairman  and  members  of 
the  school  board.  One  of  the  members  declared  that  in  the  thirty  years' 
existence  of  the  public  school  system  of  the  city,  it  was  the  first  time  that 
the  parent  had  extended  the  hand  of  fellowship  to  the  teacher.  In  a 
few  months  clubs  were  organized  in  the  other  two  public  kindergartens, 
giving  a  tremendous  impetus  to  the  work.  In  the  fall  of  1904  three 
other  kindergartens  were  introduced  and  the  increase  in  number  is  more 
than  justified  by  public  appreciation.  There  will  be  no  kindergartens 
introduced  in  1905,  as  we  are  contemplating  the  erection  of  a  $300,000 
high  school  and  the  school  officials  dare  not  ruffle  the  complacency  of 
the  city  fathers  by  further  demands.  The  Richmond  Education  Asso- 
ciation is  a  vast  power  in  the  uplift  of  the  people  of  Virginia,  directing 
its  influence  so  as  to  secure  the  most  practical  results.  Through  it  a 
Co-operative  Education  Association  has  been  formed  which  purposes  to 
establish  associations  in  every  county  seat  of  the  State.  In  April  of  the 
past  session  the  school  board  gave  evidence  of  their  trust  in  Miss  Parker 
by  electing  her  to  the  position  of  supervisor  of  public  kindergartens.  In 
the  city  there  are  twelve  well-equipped  kindergartens,  six  of  them  being 
incorporated  into  the  public  school  system.    The  enrollment  is  as  follows: 

Number  pupils  in  public  kindergartens 300 

In  private,  missionary  and  parochial  kindergartens. .  .  .200 

In  conclusion,  I  wish  to  assure  the  kindergarteners  of  our  dear 
southland  of  the  cordial  co-operation  of  our  Virginia  kindergarteners, 
hoping  that  the  work  may  multiply  a  hundredfold. 

Annie  Blanche  Kirk. 

{  To  be  Continued.) 


Little   Folks'    Land* 

The   Story    of    a   Little   Boy    in    a   Big   World. 

By  Madge  A.  Bigham,  Free  Kindergartefus,  Atlanta,  Ga.     Author  of 
"Stories  of  Mother  Goose  Village,"  etc. 

Note. — This  Kindergarten  Program  will  run  through  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9  ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.00  net. 

in. 
Joe-Boy  at  Kindergarten 

Thursday 

WELL,  it  was  just  as  the  woolen  balls  said  it  would  be  about 
Joe-Boy,  and  by  and  by  he  was  one,  two,  three  years  old — • 
large  enough  to   go  to  kindergarten — only  think !     And   the 
very  day  he  started,  Mother  Gipsey  had  his  picture  taken. 

"Dear  me,  our  baby  has  gone  now!"  said  Mother  Gipsy,  with  a 
tiny,  tiny  sigh.  But  bless  you !  Joe-Boy  could  not  always  be  a  baby, 
you  know,  and  Father  Gipsy  and  Mother  Gipsy  wanted  to  do  the  very 
best  thing  they  could  for  Joe-Boy,  and  so  they  sent  him  to  kinder- 
garten. They  had  talked  about  it  a  long  time  and  Father  Gipsy  said, 
"I  did  not  go  to  kindergarten  when  I  was  a  boy,  buf  surely  things  are 
better  now  than  then,  and  if  we  want  Joe-Boy  to  grow  into  the  finest, 
strongest  kind  of  a  man,  and  if  kindergarten  will  help  him  to  grow 
that  way,  why,  we  must  not  let  him  miss  it." 

"That  is  what  I  think,  too,"  said  Mother  Gipsy,  "and  then  the 
kindergarten  is  such  a  happy  place;  the  children  who  go  look  so  much 
happier  than  the  children  who  do  not  go,  so  I  am  sure  it  must  be  a  good 
place  for  little  children.  The  more  I  read  about  it  the  more  I  like  it, 
and  every  time  I  go  into  a  kindergarten,  I  long  to  be  a  child  again." 

And  Joe-Boy  had  heard  a  great  deal  about  the  kindergarten,  too, 
because  Charlotte  Anne,  the  little  girl  who  lived  across  the  street,  went, 
and  when  she  would  come  to  see  Joe-Boy,  why,  they  would  play  "kinder- 
garten" in  the  playroom  nearly  all  the  time,  and  Joe-Boy  almost  knew 

♦Copyright,  1905,  by  Madge  A.  Bigham. 


148  LITTLE    FOLKS'    LAND. 

everything  the  children  did.  So  you  see  when  he  was  really  three,  and 
the  morning  came  for  him  to  go,  he  did  not  even  want  to  wait  long 
enough  to  eat  any  breakfast,  because  he  was  so  anxious  to  go. 

Mother  Gipsy  carried  him  and  when  they  got  there  he  was  just  a 
little  bit  afraid  at  first,  and  hid  his  head  in  Mother  Gipsy's  lap — because 
there  were  so  many  children,  you  see,  more  than  Joe-Boy  had  ever 
seen  before.  But  when  he  looked  around  at  the  bright,  pretty  room, 
with  its  flowers  and  pictures  and  blocks  and  things,  he  did  not  feel 
afraid.  And  then  he  saw  the  "light  bird"  with  its  lovely  colored  dress, 
as  it  danced  around  the  room  to  say  "good  morning"  to  the  children, 
and  he  pulled  Mother  Gipsy  down  and  said:  "See,  mother,  it  is  just 
like  the  one  you  made  for  me  at  home,  and  there  are  the  same  pretty 
woolen  balls  and  the  wooden  one  that  rolls  so  well — oh,  oh,  oh !" 

And  the  very  next  thing  Mother  Gipsy  knew  Joe-Boy  had  left  her 
side  and  was  seated  in  one  of  the  little  red  chairs  by  Charlotte  Anne, 
clapping  and  singing  away  with  the  other  children  in  the  circle.  And 
then  he  played  some  of  the  happy  games  that  you  have  played,  and 
marched  and  built  a  pretty  house  with  blocks,  and  when  the  time  came 
to  say  "good-bye"  Mother  Gipsy  said  the  sunbeams  must  have  hidden 
in  his  feet — because  he  danced  and  skipped  the  whole  way  home.  And 
when  Father  Gipsy  came  home  to  dinner,  there  was  a  pretty,  blue  paper 
basket  on  his  plate — just  like  the  one  you  have  made — and  Joe-Boy 
said:  "I  made  it  all  myself  for  you,  father,  because  you  couldn't  go 
to  kindergarten,  and  tomorrow  I'll  make  you  something  else." 

And  Father  Gipsy  took  the  little  blue  basket  and  hung  it  over 
his  desk,  where  he  would  often  see  it,  and  think  about  the  first  day 
that  Joe-Boy  went  to  kindergarten. 

Joe  Boy's  Cow 

Friday 

Relationships  as  to  food. —  (1)  Milk,  (2)    oats,  corn,  wheat. 

Traced  from  origin  to  consumer:  (1)  Cow,  farmer,  laborer,  home. 
(2)    Seed,  farmer,  miller,  merchant,  home. 

The  Child's  Food. — (1)  Milk — Its  value  traced  to  the  cow.  (2) 
Grain — Corn,  meal,  bread,  wheat,  flour,  biscuit,  oats,  oatmeal,  porridge. 

Traced  from  the  source  to  Joe-Boy's  home,  and  stressing  thereby 
the  laws  of  interdependence  and  co-operation,  thus:  Seed,  farmer, 
miller,  merchants,  home. 


LITTLE    FOLKS'    LAND.  149 

ONE  night  when  Father  Gipsy  came  home  from  his  work  he  said, 
"Just  guess,  Mother  Gipsy,  what  I  bought  today  for  you  and 
Joe-Boy.  It  is  something  very  large,  has  four  legs,  two  soft 
brown  eyes,  a  pair  of  horns  and  a  tail  that  curls  at  the  end.  If  we  take 
very  good  care  of  her  she  will  give  us  something  nice  to  eat — that  is 
white  and  yellow." 

"Oh,  that  must  be  a  cow,"  said  Mother  Gipsy,  "and  she  will  give 
us  milk  and  butter  and  cheese!  I  am  sure,  I  am  very  glad,  too,  because 
Joe-Boy  drinks  so  much  milk  these  daj's,  he  ought  to  have  a  cow.  When 
is  she  coming?" 

"I  bought  her  from  Farmer  Green,  away  out  in  the  countr}%" 
said  Father  Gipsy,  "and  he  promised  to  send  her  in  by  Dick  tomorrow, 
so  you  and  Joe-Boy  may  watch  for  her  in  the  afternoon,  and  when  she 
comes  show  her  the  way  to  the  red  barn  where  she  is  to  sleep." 

"All  right,"  said  Mother  Gipsy,  "that  will  be  fun  for  Joe-Boy 
and  me,  and  we  will  see  that  she  has  something  nice  to  eat,  too.  after  her 
long  trip,  because  cows  get  tired  as  w"ell  as  people  do." 

"And  do  you  reckon  she  will  have  her  baby  with  her?"  asked 
Joe-Boy.  "To  be  sure!"  said  Father  Gipsy.'  "Do  you  suppose  Lady 
Cow  would  come  to  town  to  live  and  leave  her  baby  behind  ?  No, 
indeed !  and  she  will  expect  us  to  treat  her  very  politely,  so  you  and 
Mother  Gipsy  must  not  forget." 

"And  Joe-Boy  didn't  forget,  either,  and  the  next  morning  when 
he  went  to  kindergarten — why,  he  couldn't  talk  about  a  single  thing  but 
cows!  And  then  the  kindergarten  teacher  and  all  the  children  got  to 
talking  about  cows,  too,  and  they  took  clay  and  modeled  cows,  and  they 
made  block  houses  for  cows,  with  nice  broad  windows  in  them,  and 
hay  racks  and  water  troughs.  And  then  they  played  "milking"  and 
"churning"  the  whole  day  long  and  everybody  had  the  finest  time! 
When  Joe-Boy  went  home  he  carried  a  little  three-legged  milking  stool, 
made  out  of  cardboard  and  toothpicks— ^he  had  made  it  himself,  and 
he  gave  it  to  Betty,  the  big,  fat  cook — but  he  told  her  not  to  sit  on 
it — no,  not  for  anything,  because  she  might  break  it,  you  know. 

After  dinner  Joe-Boy  went  down  to  the  barn  with  Mother  Gipsy 
and  helped  her  to  make  a  clean  straw  bed  in  one  corner  of  the  stall,  and 
put  fresh  hay  in  the  rack  and  filled  the  long  stone  trough  with  cool 
water,  "Because  if  Lady  Cow  is  to  give  us  fresh,  sweet  milk  to  drink 
and  butter  to  eat,"  said  Mother  Gipsy,  "I'm  sure  we  ought  to  do  all 
we  can  to  make  her  happy." 


150  LITTLE    FOLKS'    LAND. 

After  they  had  prepared  everything,  Joe-Boy  ran  to  the  big  gates  to 
watch  for  her,  and  it  wasn't  very  long  before  Mother  Gipsy  heard  him 
shout,  "Oh,  oh,  oh,  Mother,  here  comes  Lady  Cow,  and  she  has  a  little 
brown  baby,  trotting  by  her  side,  sure  enough,  oh,  oh,  oh!" 

"Moo,  moo,  moo,"  said  Lady  Cow,  as  she  came  through  the  gate 
with  her  baby.  That  meant  "Howdy-do,  howdy-do,"  you  know,  and 
then  she  and  the  baby  calf  trotted — just  guess  where?  Right  straight 
to  the  red  barn  and  began  eating  the  nice  hay  that  had  been  fixed  for 
her.  She  was  very  gentle,  and  let  Joe-Boy  pat  her  on  her  head  and 
smooth  her  on  the  back,  as  he  called  her  "pretty  cow." 

"You  needn't  ever  be  afraid  of  her,"  said  Dick,  "she's  the  best  cow 
that  ever  Farmer  Green  raised,  and  her  milk  is  so  rich  her  butter  is 
as  yellow  as  gold !" 

That  night  when  Betty  went  to  milk,  Joe-Boy  went  with  her  and 
carried  his  silver  cup,  and  Betty  milked  the  silver  cup  full  to  the  brim 
and  gave  it  to  Joe-Boy  to  drink.  And  when  Joe-Boy  had  drunk  it  every 
bit,  he  ran  around  right  in  front  of  the  cow  and  made  a  little  bow  as 
he  said,  "Thank  you,  pretty  cow,"  in  his  very  politest  way.  And  then 
Betty  laughed,  but  I'm  sure  I  don't  know  why! 

Program  for  Sixth  Week — Fuel  and  Lights 

Wood 

Monday 

Circle  talk  J  songs  and  games:  What  are  our  chairs  made  of?  What 
other  things  in  the  room  are  made  of  wood  ?  Where  does  the  wood 
come  from  ?  How  is  it  changed  from  trees  into  chairs,  blocks  and 
balls?  Did  you  ever  see  a  sawmill?  (Show  pictures;  if  possible, 
visit  a  sawmill.) 

Games:  Inspection  of  trees.  "Wood  choppers."  (Using  song  of  saw- 
ing and  chopping.)  Sawing  logs.  Float  down  the  river.  Saw- 
mill  (represent  noise  of  the  saw). 

Gift:  One-inch  cylinders,  four  to  represent  logs;  one-inch  cubes,  four 
logs  to  represent  slabs;  two  cubes  (oblongs),  lumber;  also  cut  clay 
cylinder  to  show  the  process.     (Second  gift,  beds,  large  size.) 

Occupation:     Modelling,  making  of  balls  at  factory. 


.A 


LITTLE    FOLKS'    LAND.  151 

Coal 

Tuesday 
Circle  talk,  songs  and  games:     What  made  us  warm  in  the  summer? 

What  keeps  us  warm  these  cold  days?    What  makes  the  trees  grow 

and  even  lives  in  them?     Let  me  tell  you  a  wonderful  story  about 

trees. 
Game  and  song:     "The  Miner." 
Gift:     From  variety  of  material  let  children  choose  what  they  need — 

some  to  make  coal  car ;  some  fence  coal  yard  ;  some  make  coal  carts, 

hod,  etc. 
Occupation:     Paper  cutting,   grate   from  black  paper.      Represent  fire 

with  colored  crayons. 

Gas 

Wednesday 
Circle  talk,  songs  and  games:     Review  story  of  Tuesday.     After  the 

day's  story,  make  gas  as  described  in  stor\\ 
Game:     Miners  digging  coal  to  make  gas. 
Gift:     Fourth,  co-operative  work.     Build  palace. 
Occupation:     Toothpicks  and  peas.     Make  a  gas  jet. 

Joe-Boy  at  Kindergarten 

Thursday 

Circle  talk,  songs  and  games:     After  the  story  has  been  told.     What 
games  do  you  think  Joe-Boy  pla3^ed  at  the  kindergarten  ?     Which 
one  do  you  think  he  liked  best  ?    Why  ? 
Play  favorite  games. 

Gift:     Third   (entirely  free  use). 

Occupation:  Folding  lunch  basket.  Let  older  children  use  raffia,  wrap- 
ping a  simple  basket,  by  use  of  wires,  placed  upright,  in  a  circular 
disk. 

Joe-Boy's  Cow 

Friday 
Circle  talk,  songs  and  games:     What  do  you  like   to  drink   for  your 

breakfast?     Where  do  you  get  it?     Where  does  the  milk  come 

from?    Shall  I  tell  you  about  Joe-Boy's  cow? 
Game:    Grass  mowing.     Pumping  water  for  the  cow. 


152  LITTLE    FOLKS'    LAND. 

Gift  Period:     Show  milking  stool   and   let  children   contrive   how   to 

make  one. 
Occupation:     Milk  pail  and  pans  made  of  tin  foil. 

Seventh  Week — Food 

Lady   Cow's  Butter 

Monday 

LADY  COW  and  her  brown  baby  liked  their  new  home  at  Joe-Boy's 
house  very  much,  and  every  night  Betty  came  from  the  barn  with 
the  bucket  brim  full  of  milk,  which  she  strained  in  the  big  pans 
on  the  pantry  shelf.  Indeed,  Lady  Cow  gave  so  much  milk  that  even 
Father  Gipsy  and  Mother  Gipsy  and  Joe-Boy  and  Betty  and  the  brown 
baby  could  not  drink  it  all!  And  then  Mother  Gipsy  told  Joe-boy  she 
was  going  to  town  to  buy  something — to  buy  something 

That  was  big  at  the  bottom 

And  little  at  the  top,~ 
And  something  inside 
!  Went  flipity-flop ! 

Can  you  guess  what  that  was?  To  be  sure,  a  churn !  That  was  the 
very  first  riddle  that  I  ever  learned,  and  Joe-Boy  guessed  it,  too,  because 
he  had  heard  it  at  kindergarten  the  day  they  played  "churning."  So,  he 
was  very  glad,  and  Mother  Gipsy  took  him  with  her  to  the  hardware 
store  and  they  bought  one  of  the  old-fashioned  churns,  with  the  dasher 
inside  that  went  "flipity-flop."  And  then  just  as  soon  as  they  got  home 
Joe-Boy  wanted  to  churn !     But  Mother  Gipsy  said : 

"Dear  me,  who  ever  heard  of  churning  butter  until  the  milk  turns 
to  clabber!  Why,  we'll  have  to  skim  the  cream  from  all  the  pans  of 
milk  and  the  pour  it  into  the  churn  and  let  it  set  all  night  before  it  will 
be  ready  to  churn.  By  morning  it  will  be  ready  and  then  I'll  let  you 
see  how  you  like  churning,  and  we'll  surprise  Father  Gipsy  with  some 
fresh,  yellow  butter  for  his  dinner." 

So  that  night  Joe-Boy  watched  Mother  Gipsy  skim  the  cream  from 
the  pans  of  milk  and  get  the  churn  ready  and,  sure  enough,  by  the  next 
morning  the  milk  had  turned  to  clabber  and  was  ready  to  be  churned 
into  butter,  and,  sure  enough,  when  Joe-Boy  churned  something  inside 


LITTLE    FOLKS'    LAND.  153 

went  "flipity-flop,"  just  as  the  riddle  said  it  would,  you  know.  And  then 
Joe-Boy  lifted  up  the  top  to  see  it  go  flipity-flop,  and  the  milk  splashed  all 
out  into  his  eyes  and  nose  and  hair!  And  Mother  Gipsy  said:  "W-h-y, 
we  don't  churn  with  the  top  open, — we  just  listen  to  the  flipity-flop." 

Then  Joe-Boy  wanted  her  to  sing  a  song  about  the  butter — he 
always  wanted  songs  about  everything — so  Mother  Gipsy  sang: 

"Come  butter  come,  come  butter  come, 
Joe-Boy's  out  here  waiting  for  some. 

"Come  butter  come,  come  butter  come, 
Mother  Gipsy's  out  here  waiting  for  some. 

"Come  butter  come,  come  butter  come, 

Father  Gipsy's  out  yonder  waiting  for  some. 

"Come  butter  come,  come  butter  come, 
Betty  is  out  here  waiting  for  some." 

Then  Joe-Boy  clapped  his  hands  and  said,  "Oh,  see,  mother,  see! 
it's  coming!  Ever  so  many  yellow  specks — a  mother  speck,  a  papa  speck 
and  little  baby  specks!" 

And  then  he  ran  and  brought  Betty,  so  she  could  see,  too.  ■  By  and 
by,  when  all  the  butter  had  come,  Mother  Gipsy  gathered  it  into  a  ball 
with  the  dasher  and  then  she  put  it  in  a  bowl  and  poured  cool  water 
over  it  and  then  took  the  paddle  and  pressed  and  pressed  all  of  the  milk 
out,  and  put  in  some  salt,  and  then  molded  it  into  a  most  beautiful  cake 
of  butter,  with  rosebuds  on  top. 

And  when  Father  Gipsy  came  home  to  dinner — there  was  a  fresh 
cake  of  yellow  butter!  And  he  had  some  on  his  bread  and  Mother 
Gipsy  had  some  on  her  bread,  and  Joe-Boy  had  some  on  his  bread,  and 
Betty  had  some  on  her  bread — and  it  was  so  nice.  Then  Father  Gipsy 
said: 

"I  wonder  who  helped  to  get  this  nice  butter  for  our  dinner?" 

And  Mother  Gipsy  said,  "Well,  the  hay  helped,  the  cow  helped, 
Betty  helped,  the  churn  helped,  Joe-Boy  helped,  the  store  man  helped, 
and  I  helped!" 

Now,  how  do  you  suppose  they  all  helped  ? 


154  LITTLE    FOLKS'    LAND. 

The  Little  Sick  Girl 

Tuesday 

THAT  night,  when  Joe-Boy  was  tucked  away  in  his  white  iron  bed, 
he  said,  "Tell  me  a  story,  please,  mother."  And  Mother  Gipsy 
said,  "What  must  I  tell  you  about  ?"  And  Joe-Boy  said,  "About  cows." 
And  then  Mother  Gipsy  smiled  as  she  gave  him  a  love  pinch  on  his 
cheek  and  said,  "You  must  think  a  great  deal  about  cows  these  days. 
Let  me  see, — I'll  tell  you  about  how  a  cow's  milk  made  a  little  sick 
girl  strong." 

"Once  -upon  -a-time  there  was  a  little  girl  who  had  been  very  sick — 
so  sick  that  all  of  the  red  blood,  which  made  the  roses  bloom  in  her  cheeks, 
had  gone  away,  and  the  little  girl  was  very  white  and  thin.  So  the 
mother  sent  for  the  doctor  to  see  if  he  could  give  her  some  medicine 
which  would  make  the  little  girl  strong  again — so  the  roses  would 
bloom  in  her  cheeks.  But  the  doctor  shook  his  head  and  said,  'I  have  no 
medicine  that  can  make  the  little  girl  strong  again,  but  go  and  ask  the 
cow — she  will  give  you  milk,  fresh  and  warm,  and  when  the  little  girl 
drinks  it,  why,  she  will  grow  strong, — and  the  roses  will  bloom  in  her 
cheeks  again.' 

"Then  the  mother  took  a  pitcher  and  went  to  the  cow,  and  she  said, 
'Kind  cow,  will  you  please  give  me  a  pitcher  of  milk,  fresh  and  warm  ? 
Then  I  will  take  it  to  my  little  girl,  she  will  drink  it  and  it  will  make 
her  strong,  and  the  roses  will  bloom  in  her  cheeks  again.'  But  the  cow 
shook  her  head  and  said,  'I  have  no  milk  in  my  bag.  Go  bring  me  clover, 
fresh  and  sweet,  that  I  may  eat;  then  will  I  have  milk  in  my  bag,  and 
will  give  you  a  pitcher  full,  and  you  may  take  it  to  your  little  girl,  that 
she  may  drink  it  and  grow  strong,  that  the  roses  may  bloom  in  her  cheeks 
again.' 

"So  the  mother  went  to  the  farmer,  and  said,  'Kind  farmer,  will  you 
please  give  me  an  armful  of  clover,  fresh  and  sweet?  Then  will  I  take 
it  to  the  cow,  that  she  may  eat  and  have  milk  in  her  bag.  She  will  then 
give  me  a  pitcherful,  fresh  and  warm,  and  I  will  take  it  to  my  little  girl, 
that  she  may  drink  it  and  grow  strong,  and  then  the  roses  will  bloom  in 
her  cheeks  again.'  But  the  farmer  shook  his  head  and  said,  'I  will  give 
you  an  armful  of  clover,  fresh  and  sweet,  if  the  sunbeams  and  the  rain- 
drops will  fall  upon  it  and  make  it  grow.  Then  you  may  take  it  to  the 
cow,  that  she  may  eat  and  have  milk  in  her  bag,  and  give  you  a  pitcherful, 


LITTLE    FOLKS'    LAND.  155 

fresh  and  warm,  and  you  may  take  it  to  your  little  girl,  that  she  may 
drink  it  and  grow  strong,  that  the  roses  ma)-  bloom  in  her  cheeks  again.' 

"Then  the  mother  looked  up  to  the  clouds,  and  she  said,  'Oh,  sun- 
beams and  raindrops,  will  you  please  fall  upon  the  clover  and  make  it 
grow?  Then  the  farmer  will  give  me  an  armful,  fresh  and  sweet.  Then 
will  I  take  it  to  the  cow,  that  she  may  eat  and  have  milk  in  her  bag.  She 
will  then  give  a  pitcherful,  fresh  and  warm,  and  I  will  take  it  to  my 
little  girl,  that  she  may  drink  it  and  grow  strong,  and  then  the  roses  \\  ill 
bloom  in  her  cheeks  again.' 

"Then  the  sunbeams  and  the  raindrops  smiled,  every  one,  and  they 
said,  'Yes,  if  God  will  send  us,  we  will  fall.'  And  God  did.  And  the 
sunbeams  and  raindrops  fell  upon  the  clover,  and  it  grew  sweet  and  fresh, 
and  the  farmer  gave  the  mother  an  armful,  and  she  carried  it  to  the 
cow,  and  the  cow  ate  and  had  milk  in  her  bag,  and  she  gave  the  mother  a 
pitcherful,  fresh  and  warm,  and  she  hurried  home  and  gave  it  to  her 
little  girl,  and  the  little  girl  drank  the  milk,  and  it  was  changed  into  rich, 
red  blood,  which  ran  through  all  the  veins  in  the  little  girl's  body — 
along  her  feet  and  legs  and  arms,  and  into  her  thin,  white  cheeks,  and  she 
grew  stronger  and  stronger  and  stronger — and  then  the  roses  bloomed 
in  her  cheeks  again.     And  the  mother  was  ver\'  happy." 

"Did  she  say,  'Thank  you,  pretty  cow?'  "     asked  Joe-Boy. 

Farmer  Green's  Grain 

Wednesday 

ii\    \     TELL,  Dick,"  said  Farmer  Green,  "did  you  carry  that  cow 
\/  \/     safely  to  Mr.  Gipsy's  house?" 

"Yes,  indeed,"  said  Dick,  "and  the  little  fellow  that 
lives  there,  named  Joe-Boy,  was  very  happy  to  see  the  cow,  too!  He 
patted  her  on  the  back  and  he  smoothed  her  on  the  head  and  he  called 
her  'pretty  cow'  over  and  over  again.  I  know  she  will  be  well  taken  care 
of  in  her  new  home,  for  there  was  a  nice  supper  waiting  for  her  and  a  nice 
red  barn  for  her  to  live  in,  with  a  window  and  a  straw  bed." 

"That's  nice,"  said  Farmer  Green  ;  "I  do  not  like  to  sell  my  cows  to 
people  unless  they  treat  them  kindly.  But  come,  we  must  do  some  plant- 
ing today ;  I  believe  that  very  same  little  Joe-Boy  will  be  wanting  some 
oatmeal  and  bread  to  eat  with  his  milk  by  and  by;  and  how  will  he  ever 
get  it  unless  the  farmer  plants  and  the  miller  grinds  and  the  grocer  sells, 
that  his  mother  may  bake?  Come,  we  will  do  our  part — plow  the  ground 
and  sow  the  seed." 


156  LITTLE    FOLKS'    LAND. 

Now,  Farmer  Green  had  three  fields — a  great  big  field,  a  middle- 
sized  field  and  a  little  wee  field — and  he  and  Dick  plowed  them  deep  and 
fine,  and  then  raked  them  nicely  over.  After  that  they  went  to  the  barn 
— the  very  same  where  the  little  sister  cotton  seed  had  been — and  there 
they  found  three  sacks,  a  great  big  sack,  a  middle-sized  sack,  and  a  little 
wee  sack.  The  great  big  sack  held  corn,  the  middle-sized  sack  held  wheat 
and  the  little  wee  sack  held  oats.  So  they  carried  the  sacks  to  the  fields 
and  planted  the  grain — the  corn  in  the  great  big  field,  the  wheat  in  the 
middle-sized  field,  and  the  oats  in  the  little  wee  field,  and  then  they  went 
away  and  left  it  to  grow.  And  the  grain,  it  grew  and  grew  and  grew 
and  grew  and  grew  and  grew  and  grew  and  grew,  helped  by  the  rain 
and  the  sun  and  the  dew,  and  after  many  days  it  got  ripe — the  corn  in 
the  great  big  field,  the  wheat  in  the  middle-sized  field,  and  the  oats  in  the 
little  wee  field. 

Then,  one  morning  Farmer  Green  said,  "Dick  have  you  seen  how 
well  the  grain  has  grown  ?  Why,  it  is  ready  for  the  miller  to  grind  into 
flower  and  meal  to  make  the  children's  bread.     Let  us  go  and  gather  it." 

So  they  hitched  the  horses  to  the  big  farm  wagon  and  Farmer  Green 
and  Dick  got  in  and  drove  to  the  fields.  First,  they  stopped  at  the  great 
big  field  and  gathered  all  the  corn,  and  then  they  stopped  at  the  middle- 
sized  field  and  gathered  all  the  wheat,  and  then  they  stopped  at  the  little 
wee  field  and  gathered  all  the  oats,  and  they  carried  it  to  the  barn  and 
stored  it  all  away — the  corn  from  the  great  big  field,  the  wheat  from  the 
middle-sized  field,  and  the  oats  from  the  little  wee  field. 

"There,  now,"  said  Farmer  Green,  "that's  what  I  call  fine  grain, 
and  it  is  ready  for  the  miller  now  to  grind  into  flour  and  meal  to  make 
the  children's  bread — Perhaps  the  little  Gipsy  boy  will  get  some  ground 
from  this  very  grain  that  grew  in  the  great  big  field,  the  middle-sized 
field  and  the  little  wee  field." 

The  Miller 

Thursday 

I  HOPE  you  do  not  think  the  grain  staj^ed  in  Farmer  Green's  barn 
all  the  time!  No,  indeed,  for  if  it  did,  how  would  we  ever  get  any 
bread,  Fd  just  like  to  know — you  or  I  or  Joe-Boy?    No, 

The  farmer  must  plant  and  the  miller  must  grind, 
Or  there  wouldn't  be  bread  of  any  kind; 


LITTLE    FOLKS'    LAND.  157 

For  how  could  the  grocer  get  it  to  sell? — 

Flour  and  meal,  I  can  not  tell ; 

And  how  would  the  mother  get  it  to  bake? 

How  would  she  ever  make  bread  and  cake? — 

If  the  farmer  did  not  plant  the  grain, 

And  the  miller  grind  over  and  over  again. 

Yes,  the  farmer  must  plant  and  the  miller  must  grind, 

Or  there  wouldn't  be  bread  of  any  kind. 

So  I  guess  j'ou  know  where  Farmer  Green  and  Dick  were  going  one 
morning  in  the  big  wagon,  when  they  rolled  through  the  wide  gate  and 
down  the  big  road  with  a  wagon  load  of  grain — corn  and  wheat  and  oats. 
They  were  on  their  way  to  the  mill,  which  stood  on  the  banks  of  the 
hurrying  river,  and  the  horses  walked  slowly,  because  the  load  was  very 
heavy. 

The  miller  came  out  of  his  mill  to  meet  them,  and  his  hat  was  white, 
and  his  coat  was  white,  and  his  shoes  were  white — white  with  the  dust 
of  the  flour  and  meal,  for  all  day  long,  from  morn  till  night,  the  miller 
worked  in  his  mill,  grinding  the  golden  grain. 

"I  am  glad  to  see  you,  Farmer  Green,"  he  said.  "What  have  you 
there  for  me  to  grind  today?  I  have  many  letters  from  the  merchants 
in  town  asking  for  bags  of  meal  and  flour.  What  do  you  suppose  they 
would  do  without  us,  anyway — those  town  people?" 

"I  can  not  tell  you,  sir,"  said  Farmer  Green,  "for  people  must  eat, 
you  know.  But  I  have  brought  you  a  load  of  very  fine  grain — this  corn 
you  may  grind  into  golden  meal,  this  wheat  into  pure  white  flour,  and 
these  oats  into  oatmeal  flakes — 'twill  make  a  fine  dish  with  milk,  Fm  sure, 
for  it  was  planted  with  the  greatest  care." 

"Yes,"  said  the  miller,  as  he  peeped  into  the  wagon,  "and  the  meal 
from  this  corn  will  make  good  cornbread,  and  the  flour  from  this  wheat 
will  make  good  buscuit — -of  that  Fm  very  sure!  Because  everything  that 
comes  from  your  farm  is  extra  good  and  fine." 

"Thank  you  very  much,"  said  Farmer  Green,  with  a  smile,  "Dick 
and  I  alwa^'s  do  our  best." 

And  then — well,  if  you  have  never  been  in  an  old-fashioned  water 
mill,  I  wish  you  had  been  there  to  watch  the  miller  grind  the  grain  ;  it 
was  a  beautiful  sight!  Most  mills  are  turned  by  steam  these  days,  you 
know,  but  this  one  the  waterdrops  turned,  and  just  as  soon  as  the  miller 


158  LITTLE    FOLKS'    LAND. 

opened  the  water-gate  and  let  them  in, — through  the  race  they  dashed 
with  a  rush  to  the  wheel,  and  turned  it  quickly  over,  singing  their  gay 
little  song: 

"We  push  you,  wheel. 

To  help  you  turn^ 
To  grind  the  flour  and  meal; 

Merrily,  merrily,  over  so, 

Faster  and  faster  you  go." 

And  while  they  sang  at  their  work  at  the  wheel,  the  miller  sang  at 
his  work  in  the  mill.  First  he  untied  the  sack  of  corn  and  poured  it  into 
the  hopper,  and  as  the  corn  slipped  down,  down  beneath  the  heavy  mill- 
stones, it  was  ground  into  fine,  -soft  meal,  which  soon  filled  the  trough 
below.  So  the  miller  brought  his  sacks  and  filled  them  full  of  the  meal — 
all  ready  for  market,  you  know,  and  when  all  the  corn  had  been  ground, 
then  he  filled  the  hopper  with  wheat,  and  quickly  it,  too,  passed  beneath 
the  heavy  millstones  and  was  soon  ground  into  flour,  and  put  into  sacks 
for  sale. 

Last  of  all,  the  busy  miller  poured  the  oats  into  the  hopper  and  it 
was  ground  into  the  brown  oatmeal  flakes,  which  every  child  likes  to  eat. 

And  so  all  of  the  grain  was  ground — the  corn  and  the  wheat  and 
the  oats,  and  the  miller  shut  up  the  water-gate,  and  the  mill  wheel 
stopped,  very  slowly,  because  there  were  no  little  waterdrops  to  push,  you 
know.  But  there  were  the  sacks  of  meal  and  flour,  and  the  next  day  they 
were  sent  to  a  store  in  the  very  same  town  where  Joe-Boy  lived,  and — 
only  guess!  Joe-Boy's  mother  bought  some!  And  I'll  tell  you  what  she 
made  out  of  it — tomorrow. 

The  Kindergarten  Lunch 

Friday 

THE  next  day  while  Joe-Boy  was  at  kindergarten.  Mother  Gipsy 
went  to  the  kitchen  with  one  of  her  very  merriest  smiles,  and  she 
said  to  the  big,  fat  cook: 
"Betty,  Fm  going  to  surprise  the  children  at  kindergarten  today,  and 
send  them  a  nice,  dainty  lunch.    You  know  Joe-Boy  has  been  telling  them 
so  much  about  the  cow  that  I  thought  maybe  they  would  like  to  taste 
the  milk  and  see  what  nice  milk  Lady  Cow  gives.     But,  of  course,  there 


LITTLE    FOLKS'    LAND.  159 

must  be  something  nice  for  them  to  eat  with  the  milk,  so  I  have  planned 
to  send  them  oatmeal,  and  something  else,  made  from  the  flour  and  meal 
I  got  from  the  grocer  yesterday.  It  was  so  fresh  and  nice,  and  right 
from  the  mill,  he  said.  Let  me  see,"  said  Mother  Gipsy,  "what  shall 
we  make?  Oh,  now  I  know,  the  very  thing!  There  are  twenty  children 
in  the  kindergarten,  and  from  the  flour  we  will  make  twenty  little  bis- 
cuits, just  the  size  of  a  silver  dollar,  and  from  the  meal  we  will  make 
twenty  little  pones  of  cornbread,  just  about  the  size — the  size — the  size 
of  Father  Gipsy's  thumb!  And  then  we'll  have  twenty  little  dishes  of 
oatmeal  and  twenty  mugs  of  milk — why,  that  will  be  the  finest  kind  of 
lunch,  and  so  much  fun,  don't  you  think  so?" 

"Y-e-s,  indeed,  ma'am,"  said  Betty,  "it'll  be  a  power  of  fun  for  de 
chillun!  I  ken  see  Joe-Boy's  eyes  a-dancing  right  now;  but  me  and  you 
—we'd  better  set  to  work  if  we  gwine  to  make  all  a  them  dollar  biscuit 
and  thum  pones  o'  bread!" 

You  see,  Betty  didn't  know  how  to  talk,  in  just  the  best  wa}',  but  she 
was  very  kind  anyway,  and  pretty  soon  she  and  Mother  Gipsy  were  hard 
at  work.  Such  another  sifting  and  beating  and  rolling  of  meal  and 
flour  into  dough  you  never  saw,  and  by  and  b}'  the  twenty  little  biscuits 
and  the  twenty  little  pones  of  bread  were  all  ready  to  go  into  the  stove, 
while  the  oatmeal  steamed  away  in  the  double  boiler. 

"Now  they  are  done,''  said  Mother  Gipsy,  as  she  opened  the  stove 
door — "such  a  beautiful,  golden  brown;  my!  Won't  the  children  be 
happy?" 

And  then  she  packed  them  all  away  in  the  big  lunch  basket  while 
Betty  got  the  waiter  and  fixed  the  mugs  and  the  dishes  and  the  spoons 
and  the  pitcher  of  milk  all  ready  for  the  oatmeal,  you  know.  And  then 
they  went  to  the  kindergarten  and  knocked  at  the  door.  And  my,  me ! 
didn't  those  kindergarten  children  smile  when  they  saw  that  lunch!  They 
were  so  surprised  they  didn't  know  what  to  do!  And,  sure  enough,  Joe- 
Boy's  eyes  danced  just  as  Betty  said  they  would  when  he  saw  the  twenty 
little  biscuits  and  the  twenty  little  pones  of  bread,  and  the  twenty  little 
dishes  of  oatmeal  and  the  twenty  little  mugs  of  milk!  Yes,  they  danced 
and  danced  and  danced,  and  while  the  children  ate  the  kindergarten 
teacher  told  them  all  about  the  farm  where  Lady  Cow  came  from,  and 
about  Farmer  Green  who  had  planted  the  grain,  and  about  the  miller 
who  had  ground  the  corn  and  wheat  and  oats  into  flour  and  meal,  and 
about  the  grocer  who  had  sold  some  to  Mother  Gipsy,  and  how  busily 


160  LITTLE    FOLKS'    LAND. 

she  and  Betty  had  worked  to  bake  for  them  the  twenty  little  biscuits  and 
the  twenty  little  pones  of  bread,  and  the  oatmeal  flakes  so  brown — 
which  every  child  likes  to  eat.  And  then  the  children  gave  five  claps  as 
a  "thank  you," — a  clap  for  Farmer  Green,  a  clap  for  the  miller,  a  clap  for 
the  grocer  and  a  clap  for  Mother  Gipsy  and  Betty.  And  so  everybody 
had  the  nicest  time! 

Don't  you  wish  you'd  been  there? 

Program  for  Seventh  Week — Food 

Lady  Cow's  Butter 

Monday 
Circle  talk,  songs  and  games:     Have  you  ever  seen  butter  made?     How 

was  it  made?     (Let  cream  be  stirred  in  a  bowl  that  children  may 

see  the  formation  of  butter.) 
Play:    "Churning."    Take  some  to  grandmother,  gather  nuts,  etc.,  when 

returning. 
Gift:     Second.     Use  cylinder  for  the  churns.     Have  a  toy  churn,  and 

real  cream,  for  each  child  to  use  in  turn. 
Occupation:  Modelling  or  cardboard  construction.     Make  a  churn. 

The  Little  Sick  Girl 

Tuesday 

Circle  talk,  songs  and  games:  What  do  you  like  best  to  drink  for  break- 
fast? What  do  you  suppose  is  best  to  make  little  children  grow 
strong — milk  or  coffee?  Then,  which  would  you  rather  drink? 
Listen  while  I  tell  you  about  a  cow  that  helped  a  little  sick  girl. 

Play:  Cloverfield,  sunbeams,  raindrops,  mother,  sick  child,  farmer. 
(Dramatize  the  story.) 

Gift:     Tiles. — Represent  the  clover  field  with  beaded  pegs. 

Occupation:  Parquetry  circles  or  free  cutting.  Clover  leaves.  Older 
children — water  color  leaf  and  blossom. 

Farmer  Green's  Grain 

Wednesday 

Circle  talk,  songs  and  games:  Show  grains  of  corn,  wheat  and  oats.  Do 
you  like  oatmeal?  Do  you  know  which  one  of  these  seeds  it  is 
made  of?     Do  you  remember  all  about  Farmer  Green  and  Dick 


LITTLE    FOLKS'    LAND.  Ifil 

and  the  little  sister  cotton  seeds?  I  have  another  story  about  Farmer 
Green,  and  some  seeds  like  these  we  have  looked  at.     (Stor>'. ) 

Game:  Would  you  know  how  does  the  farmer?"  (emphasize  thresh- 
ing). 

Gift:     8th. — Sticks — Outline  the  three  fields   (emphasize  dimensions). 

Occupation:  Shell  corn,  thresh  wheat  and  oats.  Fold  bin,  to  hold  seed, 
ready  for  mill. 

The    Miller 

Thursday 

Circle  talk,  songs  and  games:  Take  the  children  to  visit  a  mill.  If  not 
possible,  show  picture  of  a  mill,  wheel,  hopper  and  stones,  also  of 
grain  product.     Relate  story  for  the  day. 

Game:     "Merry  little  river." 

Gift:  Fourth.  Mill  sequence.  (Construct  a  toy  mill  wheel  and  show 
its  action.) 

Occupation:    Folding.    Sacks  filled  with  meal,  flour  and  oatmeal. 

The  Kindergarten  Lunch 

Friday 

Circle  talk,  songs  and  games:  What  is  made  from  cornmeal  ?  Flour? 
Oatmeal?  Would  you  like  to  hear  about  the  party  Mother  Gipsy 
gave  the  kindergarten  children?     (Relate  story.) 

Game:     Mill. — Sell  the  flour  to  the  grocer,  and  buy  for  Joe-Boy. 

Gift:    Period.    Bake  biscuit  and  cakes. 

Occupation:     Period.     Picnic  lunch. 

Eighth    Week 

Joe-Boy's  Letter 

Civil  Relationships — Postman,   Policeman,   Fireman,   Doctor,  Preacher. 

Monday — Postman 

NEXT  to  Joe-Boy's  kindergarten  teacher,  there  were  five  friends 
that  he  loved  very  much  indeed,  and  I  must  not  forget  to  tell  you 
about  them.  You  may  count  them  on  your  fingers,  beginning 
with  your  thumb,  as  I  tell  you  their  names:  The  postman,  the  police- 
man, the  fireman,  the  doctor  and  the  preacher.  He  loved  them,  even,' 
one,  and  because  he  loved  them  he  had  made  each  one  of  them  something 


162  LITTLE    FOLKS'    LAND. 

pretty  at  kindergarten— and  they  have  them  now,  so  I  am  told.  He  had 
known  the  postman  longer  than  any  of  the  others,  because,  you  see,  he 
had  been  bringing  letters  and  papers  to  Joe-Boy's  house  ever  since  it  had 
been  built,  and  that  was  before  Joe-Boy  learned  to  walk,  you  know.  No 
weather  had  been  too  hot  or  too  cold  or  too  wet  or  too  windy  for  the 
postman  to  come,  two  times  every  day,  so  Joe-Boy  had  learned  to  love 
and  watch  for  his  cheery  whistle,  as  he  came  hurrying  down  the  street 
with  his  big  leather  mail  sack  stuffed  full  of  letters  for  all  the  people. 
It  was  always  Joe-Boy  who  ran  to  the  gate  to  meet  him  and  get  the 
letters  and  papers,  and  he  always  asked  the  postman  the  very  same  ques- 
tion, with  a  most  wistful  little  smile  on  his  face:  "Is  there  any  letter 
for  me  today,  Mr.  Postman?" 

And  always  the  postman  would  look  through  his  sack  very  care- 
fully before  he  shook  his  head  and  said,  "Not  today,  my  little  man,  but 
here  is  one  for  your  mother  and  a  paper  for  your  father.  Won't  that 
do?" 

So  Joe-Boy  would  take  the  mail  and  run  into  the  house  to  Mother 
Gipsy,  but  he  wanted  to  get  a  letter  for  his  very  own  so  much  he  didn't 
know  what  to  do,  and  he  kept  wondering  why  somebody  did  not  write 
him  one.  But  the  postman  always  had  a  smile  for  Joe-Boy,  anyway,  and 
they  grew  to  be  the  best  of  friends  as  the  days  went  by.  Sometimes  when 
it  was  very  warm  Joe-Boy  would  have  a  glass  of  cool  water  waiting  for 
the  postman,  when  he  came,  and  if  it  was  very  cold  weather,  why,  he 
would  always  ask  him  to  come  in  and  warm,  though,  of  course,  the  post- 
man couldn't  do  that,  because  the  people  were  waiting  for  their  letters, 
you  know,  and  he  did  not  have  time  to  stop.  Then,  when  Joe-Boy  had 
started  to  kindergarten,  the  postman  was  the  very  first  one  he  told  about 
it,  and  he  made  him  a  red  basket  with  a  gold  handle  to  it,  too,  and  the 
postman  thought  that  was  most  beautiful.  And  one  day,  not  so  very  long 
after  that,  the  postman  stopped  in  front  of  Joe-Boy's  gate  and  blew  and 
blew  and  blew  his  whistle — so  loud  and  long  and  merry  that  Joe-Boy 
dropped  his  linen  picture  book  on  the  steps  in  a  hurry  and  ran  with  a  skip 
and  a  hop  to  the  gate.  And.when  he  said,  "Is  there  any  letter  for  me  today, 
Mr.  Postman?"  why,  the  postman  took  his  sack  down  from  his  shoulder 
and  said  very  slowly,  "L-e-t  m-e  s-e-e,"  as  he  looked  through  his  sack.  And 
then  he  pulled  out  a  big,  fat  letter  and  said,  "Why,  to  be  sure,  this  letter 
must  be  for  you!  It  reads,  'Master  Joe  Boy  Gipsy.'  "  Then  the  post- 
man laughed  and  Joe-Boy  laughed  as  he  took  his  letter  and  skipped  to 


LITTLE    FOLKS'    LAND.  168 

the  house  to  bring  it  to  Betty  and  Mother  Gipsy — such  a  happy,  happy 
boy,  because  he  had  a  letter. 

"Oh!  Oh!  Oh!  mother,  I  did  get  a  letter!"  he  said;  'Open  it 
quickly  and  read  me  what  it  says.     Oh!    Oh!    Oh!" 

And  when  Mother  Gipsy  opened  it,  just  you  guess  whom  it  was 
from?  No,  indeed,  it  wasn't  his  grandmother,  and  it  wasn't  his  grand- 
father, and  it  wasn't  his  uncle,  nor  his  aunt,  nor  his  cousin — it  was  none 
of  these.  Why,  it  was  from  the  postman  himself!  Now.  wasn't  that 
funny?    And  the  letter  said: 

"Dear  Joe-Boy: 

"I  write  you  this  letter  to  tell  you  that  I  love  you.  I  thank  you  very 
much  for  the  cool  water  you  sometimes  give  me  and  for  the  pretty  red 
basket,  too.  I  wish  I  were  like  you,  and  could  go  to  kindergarten  ever> 
day.     It  must  be  great  fun. 

■'T  haven't  time  to  write  you  any  more  now. 

As  ever,  vour  friend,     ,,_.        ^ 

1  HE  Postman. 

How  the  Policeman  Helped  Joe-Boy 

Tuesday — Policeman 

JOE-BOY  was  so  very  proud  of  his  letter  that  he  almost  wore  it  out 
carrying  it  around  with  him.  And,  of  course,  he  took  it  to  kinder- 
garten the  very  next  day,  because  he  wanted  the  children  to  see 
it.  The  kindergarten  teacher  read  it  to  them,  while  Joe-Boy  smiled 
and  smiled  and  smiled,  and  the  children  thought  it  was  a  very  nice  letter 
indeed,  and  everybody  wanted  to  play  "postman"  right  away!  So  the 
teacher  sang  them  a  pretty  song  about  a  postman  while  they  played  the 
game,  and  everybody  in  the  circle  got  letters,  and  they  had  such  a  nice 
time  reading  them  to  one  another.  Then  when  they  went  to  the  table 
they  built  mail  boxes  and  mail  trains  and  answered  their  letters,  folding 
pretty  envelopes  to  send  them  of?  in,  so  you  see  they  had  a  merry  time  ot 
it,  playing  "postman." 

After  kindergarten,  when  Joe-Boy  started  home,  he  held  his  precious 
letter  tight  in  his  hand,  because  he  was  afraid  he  might  lose  it,  you  know, 
and  every  once  in  a  while  he  would  stop  and  peep  into  the  envelope  to 
see  if  it  was  still  there.  Then  he  thought  he  would  like  to  read  it  again, 
so  he  pulled  it  out  and  was  walking  slowly  down  the  street,  reading — 
as  he  had  sometimes  seen  Father  Gipsy  do — and  all  at  once,  before  he 


164  LITTLE    FOLKS'    LAND. 

knew  it,  somebody  ran  up  behind  him  and  snatched  the  letter  right  out  of 
his  hand, — o-oh !  And  when  Joe-Boy  turned  round  to  see,  there  stood 
Billy  Sanders^a  great  big  boy,  and  he  held  the  letter  away  up.  high,  so 
Joe-Boy  couldn't  reach  it,  and  then  he  said,  "It's  mine  now!  Oh,  yes,  it's 
mine  now!     I'd  just  like  to  see  you  get  it!    Jump,  sonny,  jump!" 

But  Billy  Sanders  wasn't  a  kindergarten  boy, — oh,  no,  indeed!  I 
don't  think  Billy  went  to  any  school,  and  he  wasn't  a  kind  boy,  either, 
because  when  Joe-Boy  said,  "Oh,  Billy,  Billy,  do  please  give  me  my 
letter!  It's  mine,  Billy;  the  postman  brought  it  to  me!"  Billy  only 
laughed  and  shook  his  head  as  he  held  the  letter  up,  higher  still,  and  said : 

"No,  sir!  this  is  my  letter  now,  and  you'll  never  get  it  any  more! 
I'm  going  to  run  home  and  lock  it  up  in  my  trunk." 

And  then  Billy  ran  around  the  corner  just  as  fast  as  he  could  go, 
and  took  the  letter  with  him,  and  Joe-Boy  couldn't  catch  him.  But  some- 
body else  did,  yes,  sir!  For  just  as  Billy  dashed  around  the  corner  he 
ran  right  into  the  arms  of  a  big,  fat  policeman,  and  the  policeman  held 
him  very  tight,  and  Billy  wriggled  and  wriggled  and  wriggled,  but  he 
couldn't  get  away.  And  then  the  policeman  saw  the  letter  and  he 
thought  something  was  wrong,  so  he  said,  "Hi  there,  Billy!  What  makes 
you  run  around  street  corners  like  a  steam  engine,  knocking  into  people 
on  the  sidewalks?  That's  no  way  for  a  gentleman  to  do!  What  letter 
is  that  you  have  in  your  hand?" 

And  then  Billy  hung  his  head  and  "said,  "It's  mine."  Wasn't  that 
dreadful?  But  the  policeman  said:  "Just  hand  it  here  and  let  me  see, 
please.  Why,  Billy,  this  is  no  letter  of  yours !  It  reads,  on  the  envelope, 
'Master  Joe-Boy  Gipsy.'  I  hope  you  haven't  been  doing  anything 
wrong,  for  I  only  like  brave,  true  boys  to  live  in  our  town.  Come  right 
along  with  me,  sir,  and  let  me  see  about  this  letter." 

And  Billy  didn't  want  to  go,  very  much,  but  the  policeman  held 
nis  hand,  and  when  they  got  around  the  corner  there  stood  dear  little 
Joe-Boy,  trying  his  very  best  not  to  cry — because  he  wanted  to  be  a  brave 
boy,  you  know.  And  as  soon  as  the  policeman  saw  Joe-Boy  he  knew 
right  away  Billy  had  taken  the  letter  from  him,  and  he  felt  very  much 
ashamed  that  big  boys  like  Billy  would  take  things  away  from  little  boys 
and  then  tell  stories  about  it,  too — that  was  most  dreadful! 

So  the  big  policeman  looked  at  Billy  very  hard,  and  he  said,  "Now, 
Billy,  you  just  hand  that  letter  over  to  Joe-Boy  right  this  very  minute, 
and  don't  you  ever  let  me  hear  of  you  doing  such  mean  things  any  more!" 


LITTLE    FOLKS'    LAND.  165 

And  then  Billy  handed  that  letter  over  to  Joe-Boy  in  a  hurrj',  and 
he  felt  verj'  much  ashamed  of  himself,  too.  And  when  Joe-Boy  had  his 
letter  again  his  eyes,  got  full  of  sunshine,  and  he  said,  "Oh,  thank  you, 
Billy,  I  wanted  my  letter  so  much!"  And  then  he  ran  off  home  and  told 
Mother  Gipsy  all  about  it. 

"That  was  too  bad,"  said  Mother  Gipsy,  "but  I'm  sure  you  are 
glad  we  have  such  good,  kind  policemen  in  our  town,  to  help  people  do 
the  right  things.  You  can  always  go  to  them,  when  you  get  into  trouble 
on  the  streets.     I  hope  you  did  not  forget  to  thank  him  for  helping  you?" 

"I  just  thanked  Billy,"  said  Joe-Boy,  "but  tomorrow,  when  I  see 
him,  I  won't  forget." 

And  sure  enough  he  didn't,  for  the  very  next  morning,  as  he  went  to 
kindergarten,  he  saw  the  policeman,  and  then  he  thanked  him.  And  the 
policeman  smiled  and  smiled,  and  that  is  how  they  got  to  be  such  good 
friends,  for  after  that  Joe-Boy  always  called  him  "my  policeman.  " 

How  Lady  Cow  Was  Saved 

IVedn  es  day — Fire  man 

THE  fire  engine  house  was  on  the  next  block  from  Joe-Boy's  house, 
and,  of  course,  when  the  fire  alarm  rang  he  was  one  of  the  ver>^ 
first  to  see  the  large  strong  horses  dash  out  with  the  engine  and 
wagons  and  gallop  away  to  fight  the  fire.  Often,  at  kindergarten,  Joe- 
Boy  played  "fireman"  with  the  other  children,  and  that  was  alnKjst  as 
much  fun  as  being  a  truly  true  fireman.  Sometimes  he  would  be  one  of 
the  horses  to  dash  off  at  the  first  tap  of  the  bell  and  sometimes  he  would 
be  a  part  of  one  of  the  long  wagons  and  sometimes  he  would  be  one  of 
the  firemen  to  run  up  the  ladders  or  throw  the  water  from  the  hose 
pipes  over  the  burning  house. 

But  one  day  the  children  had  a  happy,  happy  time,  because  the 
kindergarten  teacher  took  them  all  to  the  fire  engine  house,  and  let  them 
see  everything!  There  were  the  shining  engines  which  the  firemen 
kept  so  clean  and  bright,  and  the  hose  wagons  and  the  hook  and  ladder 
wagon  and  the  brave  white  horses,  standing  right  under  the  harness,  all 
ready  to  be  buckled  in,  at  the  first  tap  of  the  bell.  They  knew  as  well 
as  the  firemen  did  what  it  meant  to  do  their  very  best,  and,  I  tell  you, 
they  could  run!  Upstairs  were  all  of  the  iron  beds  where  the  firemen 
slept,  and  near  by  was  the  big  brass  pole  that  they  had  to  slide  down  when 
the  fire  alarm  rang  in  the  night.    They  did  not  have  time  to  come  down 


\m  LITTLE    FOLKS'    LAND. 

steps,  you  know — no,  indeed,  that  was  too  slow  for  a  fireman!  He 
would  just  hold  to  the  brass  pole  and  down  he  would  come  in  a  twinkle! 
One  of  the  firemen  showed  Joe-Boy  just  how  he  did  it,  and  then  Joe- 
Boy  wanted  to  slide  down,  too,  and  the  fireman  helped  him  up  two  or 
three  times  and  let  him  slide  all  the  way  down.  Wasn't  that  kind  of  a 
fireman?  Joe-Boy  thought  he  was  the  very  best  one  in  all  the  world. 
And  I  will  tell  you  why.  One  night — away  late  in  the  night — Mrs. 
Gipsy  waked  up,  hearing  people  running  and  some  one  shouting,  "Fire! 
fire!  fire!"  And  then  she  heard  the  fire  alarm  ring  out,  "Ding-dong! 
ding-dong!  ding-dong!"  and  then  she  knew  there  was  a  fire  somewhere, 
and  it  sounded  like  the  people  running  to  her  house.  So  she  shook  Mr. 
Gipsy  to  wake  him,  and  they  both  ran  to  the  window  and  threw  open 
the  blinds  to  look  out,  and  then  Mr.  Gipsy  said,  "Goodness  me!  I  do 
believe  our  barn  is  on  fire !  See  how  bright  it  is  in  our  yard !  Lady  Cow 
and  her  brown  baby  will  be  burned  up,  I'm  afraid — what  shall  we  do?" 

"No,"  said  Mrs.  Gipsy,  "there  come  the  fire  engines  and  we  need 
not  be  afraid,  because  the  firemen  will  put  out  the  fire,  I  know,  before  it 
burns  the  barn  very  much." 

And,  sure  enough,  just  at  that  moment  the  strong  white  horses 
dashed  into  the  yard  with  a  gallop,  and  the  brave  firemen,  dressed  in  their 
rubber  clothes,  were  soon  fighting  the  flames.  Some  of  them  threw  a 
large  stream  of  water  over  the  barn  and  some  of  them  ran  up  the  ladders, 
and  others  watched  the  sparks  to  keep  them  from  putting  Joe-Boy's  house 
on  fire  when  they  fell  on  the  roof.  When  the  fire  was  all  out  Joe-Boy 
waked  up,  and  he  was  so  surprised  when  he  saw  the  big  fire  wagons 
standing  in  the  yard ;  and  Father  Gipsy  wrapped  a  big  shawl  around 
him  and  carried  him  to  the  barn  to  thank  the  firemen  for  putting  out 
the  fire.     And  the  very  first  thing  he  said  was: 

"Oh,  oh,  oh,  where  is  Lady  Cow  and  her  brown  baby?"  Then 
the  fire  chief  said,  "Look  over  there  under  the  tree,  Joe-Boy,  and  you 
will  see  the  friend  who  went  through  the  smoke  and  flames  to  bring  your 
cow  and  calf  safely  out  of  the  burning  stable." 

And  when  Joe-Boy  looked  where  the  fire  chief  pointed,  guess  whom 
he  saw?  The  very  same  fireman  who  had  held  him  and  let  him  slide 
down  the  brass  pole  the  day  the  kindergarten  children  visited  the  fire 
engine  house.  And  now  he  had  saved  Lady  Cow  and  her  brown  baby 
from  burning  up,  so  you  may  know  how  very  much  Joe-Boy  loved  him 
after  that.  . 


LITTLE    FOLKS'    LAND.  167 

"Well,"  said  Mother  Gipsy,  when  they  had  all  (gotten  back  to  bed, 
"I  do  not  know  what  we  would  do  without  firemen  to  help  in  our  towns, 
Why,  just  suppose  our  pretty  home  had  caught  on  fire,  too,  and  burned 
to  the  ground!    Wouldn't  that  be  most  dreadful?" 

"Yes,  indeed,"  said  Father  Gipsy,  "and  I  am  very  thankful  that  the 
firemen  put  out  the  fire  before  the  barn  was  burned  down.  Only  the 
top  was  hurt,  and  tomorrow  we  must  have  a  new  roof  put  on  it,  or 
Lady  Cow  and  her  brown  baby  will  have  no  where  to  sleep." 

So  the  next  day  the  workmen  came  and  soon  a  new  roof  was  fixed 
and  the  barn  looked  as  good  as  new. 

And,  you  know.  Lady  Cow  was  glad  of  that! 

Joe-Boy  And  The  Doctor 

Thursday — The  Doctor 

ONE  morning  when  Charlotte  Anne  came  to  kindergarten  she 
said,  "Only  guess,  my  birthday  comes  in  seven  days,  and  then  I 
will  be  five  years  old,  and  mother  is  going  to  send  some  ice  cream 
and  my  birthday  cake  to  kindergarten,  and  then  all  the  children  will 
have  some." 

Then  everybody  smiled  and  clapped  their  hands  and  begged  Char- 
lotte Anne  to  tell  them  whom  she  was  going  to  choose  for  her  birthday 
king.  But  Charlotte  Anne  wouldn't  tell,  oh,  no!  not  for  anything,  be- 
cause that  was  to  be  a  surprise.  Birthdays  at  kindergarten  were  the  very 
happiest  days  of  all.  If  it  was  a'  girl's  birthday,  why,  she  was  called  the 
birthday  queen,  and  she  chose  one  of  the  boys  to  be  her  birthday  king,  and 
there  was  a  pretty  birthday  throne  for  them  to  sit  on,  while  all  the  other 
children  were  called  the  "love  fairies"  and  worked  to  make  the  king  and 
queen  have  a  happy  day.  They  would  make  a  beautiful  crown  and  chain 
for  them  to  wear,  and  carried  it  to  them  with  a  pretty  birthday  song, 
and  after  the  king  and  queen  had  skipped  with  ever3'one,  then  came  the 
time  for  the  birthday  lunch,  when  there  was  always  something  nice  to  eat. 
So  that  is  why  the  children  were  so  happy  when  Charlotte  Anne  told 
them  her  birthday  was  coming  in  only  seven  days.  When  Joe-Boy  went 
home  he  told  Mother  Gipsy  all  about  it,  and  then  he  said,  "Oh,  mother. 
I  do  hope  Charlotte. Anne  will  choose  me  for  her  birthday  king,  because 
I  never  have  been  a  king  yet — do  you  guess  she  will?" 

"We  can't  tell,"  said  Mother  Gipsy,  "we  must  wait  and  see,  but. 


168  LITTLE    FOLKS'    LAND. 

anyway,  you  will  be  sure  to  have  a  merry  time  in  helping  Charlott  Anne 
to  have  a  happy  birthday.    You  can  help  make  the  crown  and  chain." 

But,  dear  me!  just  three  days  before  Charlotte  Anne's  birthday 
Joe-Boy  waked  up  in  the  morning  sick — and  he  was  so  sick  he  couldn't 
get  up,  because  his  head  felt  queer — just  as  yours  does  when  you  get 
sick ;  and  his  hands  were  hot  and  he  had  a  fever.  Oh,  wasn't  that  too 
bad,  when  it  was  only  three  days  till  Charlotte  Anne's  birthday?  Just 
suppose  he  shouldn't  get  well  in  time  to  go!  Mother  Gipsy  said,  "Well, 
I'll  go  and  bring  your  breakfast,  and  you  may  eat  it  in  bed,  and  then 
maybe  you  will  feel  better." 

So  she  took  her  prettiest  silver  waiter,  and  she  got  a  glass  of  Lady 
Cow's  fresh  milk,  and  one  of  the  speckled  hen's  eggs,  and  a  nice  little 
piece  of  brown  toast — and  a  pink  rosebud — that  was  to  make  the  waiter 
look  nice,  you  know.  And  then  she  carried  it  to  Joe-Boy,  but  though  he 
tried  his  very  best,  he  couldn't  eat  a  thing! 

"Well,  well,"  said  Father  Gipsy,  "when  boys  can't  eat  a  dainty 
breakfast  like  that,  something's  wrong,  and  the  best  thing  I  know  to  do  is 
to  send  for  the  doctor.  Maybe  he  can  get  you  well  in  time  to  go  to  the 
birthday.     Do  you  think  you  can  take  any  medicine?" 

Well,  Joe-Boy  said  he  would  surely  try,  because  he  just  must  get 
well  in  time  to  go  to  kindergarten  on  Charlotte  Anne's  birthday,  so  away 
Father  Gipsy  went  to  the  doctor's  office,  and  pretty  soon  his  buggy  was  at 
the  door- — the  dearest,  merriest  doctor  that  you  ever  saw,  with  eyes  that 
twinkled  and  twinkled  ever  time  he  looked  at  you.  He  hung  his  high, 
shiny  hat  on  the  rack  and  then  he  said,  "Where's  the  little  boy  that 
thinks  he's  sick?  I  have  all  kinds  of  sugar  coated  pills  and  fine  tasting 
medicine — pink  and  yellow  and  black  and  white — to  make  a  sick  boy 
well." 

Then  the  very  first  thing  he  did  was  to  feel  Joe-Boy's  pulse — you 
know  what  that  is — and  then  he  said,  "Yes,  this  is  a  sick  pulse;  it  beats 
a  little  too  fast."  And  then  next  he  said,  "Let  me  see  your  tongue;  yes, 
that's  a  sick  tongue,  too;  it  is  a  little  too  white.  FU  try  the  little  fever 
man  now,  and  see  what  he  says;  open  your  mouth."  And  when  Joe-Boy 
opened  his  mouth  the  doctor  put  a  pretty  little  glass  tube,  called  a  ther- 
mometer, in  his  mouth,  and  let  it  stay  two  minutes  and  a  half,  and  when 
he  took  it  out  he  said,  "Yes,  the  little  fever  man  says  you  are  too  hot 
and  need  some  medicine  to  make  you  cooler.  Do  you  know  what  a 
miller  is?" 


LITTLE    FOLKS'    LAND.  169 

And  Joe-Boy  smiled  and  said,  "Yes,  the  miller  grinds  up  Farmer 
Green's  corn  and  wheat  and  oats." 

"Ah,"  said  the  doctor,  and  his  eyes  twinkled  and  twinkled,  "why, 
I  didn't  think  you  knew!  Very  good,  then  I  can  tell  you  what  is  the 
matter  with  you.  There  is  a  queer  little  miller  who  lives  down  in  your 
stomach,  whose  business  it  is  to  grind  up  very  fine  everything  you  eat — so 
that  it  can  be  changed  into  rich,  red  blood.  But  you  have  been  giving 
your  little  miller  something  that  was  too  hard  for  him  to  grind  and  it  has 
made  him  sick,  you  see.  So  that  is  the  reason  you  do  not  feel  very  well 
today.  But  never  mind,  I  have  some  white  powders  here  that  will 
make  the  little  miller  well — if  you  can  swallow  them.  Do  \ou  think 
you  can  give  him  one  every  two  hours?" 

"Yes,"  said  Joe-Boy,  smiling,  "if  it  will  make  him  well  by  Friday 
— because  I  must  go  to  Charlotte  Anne's  birthday  party  then." 

"And  of  course  you  don't  want  to  carry  a  sick  miller  with  you  to 
the  party,"  said  the  doctor  with  one  of  his  twinkles,  "that  would  never 
do!  Well,  well,  we  will  give  him  the  powders,  and  you  mustn't  let 
him  do  any  work  today,  but  have  a  good,  long  rest,  and  I  feel  sure  you 
will  be  all  right  for  the  birthday  party." 

Then  he  fixed  up  the  paper  for  Mother  Gipsy  to  send  to  the  drug 
store  for  the  powders,  and  put  on  his  high,  shiny  hat  and  away  he  went 
to  see  some  more  sick  people.  And  when  he  stepped  into  his  buggy, 
why,  he  had  a  little  pink  rose  bud  in  his  hand.  Now,  where  do  you 
suppose  he  got  it? 

Well,  Joe-Boy  took  the  powders,  one  every  two  hours,  and  sure 
enough  the  little  miller  got  well  and  Joe-Boy  went  to  kindergarten  on 
Friday;  and  the  children  were  so  glad,  and  everybody  wanted  him  to 
be  the  birthday  king,  because  he  had  been  sick  and  he  had  never  been  a 
king,  and  then  they  loved  him  so !  And  when  the  time  came  Charlotte 
Anne  chose  Joe-Boy  to  be  her  birthday  king,  and  he  was  so  happy  he 
danced  all  the  way  home  to  tell  Mother  Gipsy  about  it.  So  now  you  can 
guess  why  Joe-Boy  loved  the  doctor. 

Joe-Boy  In   Church 

Friday — The  Preacher 

THERE  was  a  grand  and  beautiful  church  between  Joe-Boy's  house 
and  the  kindergarten.     Its  steeple  was  so  high  it  seemed  to  reach 
almost  to  the  ver\'  sky  with  its  shining  weather-vane,   that  told 
which  wav  the  wind  blew.     There,  too,  was  the  big  bell,  whose  rich 


170  LITTLE    FOLKS'    LAND. 

tones  rang  out  far  and  near — "ding  dong,  ding  dong,  ding  dong."  Char- 
lotte Anne  said  that  meant  "Come  to  church,  good  people;  come  to 
church,  good  people;  come  to  church,  good  people." 

The  stone  steps  which  led  up  to  the  large  double  doors  were  very 
long  and  very  high  and  very  many.  Often  and  often  Joe-Boy  had 
wondered  about  the  church,  and  longed  to  go  inside.  Once  he  sat  on 
the  bottom  step  just  a  minute,  but  Charlotte  Anne  said  they  must  not 
go  any  further,  because  it  was  God's  house  and  only  big  people  went 
inside.  But  one  day  when  Joe-Boy  was  passing  the  church  by  himself 
he  heard  music — such  beautiful,  beautiful  music — and  it  came  right  out 
of  the  church.  Joe-Boy  stopped  still  and  listened,  and  it  grew  sweeter 
and  sweeter — sometimes  loud  and  joyous  like  wind  and  sunshine  among 
forest  trees,  then  softer  and  softer  like  the  ripple  of  a  tiny  stream,  until 
he  thought  it  had  quite  gone  away,  when  it  would  swell  out  again  and 
echo  its  grand,  sweet  song.  Joe-Boy  listened  and  listened,  and  then 
before  he  knew  it  he  had  climbed  the  big  stone  steps  to  the  very  top, 
crossed  the  old  stone  porch  and  stood  before  the  great  double  doors  — 
but  they  were  closed  tight,  and  though  he  tried  and  tried  he  could  not 
reach  the  latch, 

"Oh,  if  I  only  could!"  said  Joe-Boy,  "then  I  could  see  inside." 
And  while  he  stood  there  tiptoe,  somebody  ran  up  the  steps — the  man 
who  preached  in  the  church — and  when  he  saw  Joe-Boy  at  the  doors  he 
was  very  much  surprised,  and  didn't  frown  one  bit ;  only  smiled  a  pleasant 
smile  as  he  took  Joe-Boy's  hand  in  his  and  said,  "Why-er,  how  do  you 
do,  sir?    Did  you  come  to  church  today?" 

"No,"  said  Joe-Boy,  with  his  shy  little  smile,  "Charlotte  Anne 
says  this  is  God's  house  and  only  big  folks  come  here.  But  I'm  just 
listening  to  His  music.    Will  God  care?" 

"Why,  no!"  said  the  preacher,  "to  be  sure  God  won't  care!  And 
what's  more,  Charlotte  Anne  is  mistaken  about  only  big  people  coming 
here.  To  be  sure  it  is  God's  house,  but  He  wants  everybody  to  come, 
and  the  little  people  most  of  all.  So  come  right  in  with  me  now;  I'm 
sorry  this  isn't  church  day  and  you  can't  see  all  the  people  when  they 
sing,  but  I'll  show  you  everything  else,  anyway.  Would  you  like  to 
come?" 

Joe-Boy  slipped  his  hand  into  the  preacher's,  and  pushing  the 
double  doors  open,  hand  in  hand  they  walked  slowly  down  the  broad 


TjrrLi'.     I'OLKS"    LAND.  171 

aisle.  And  yes,  there  was  the  \en  place  where  the  imisic  came  trom — 
Joe-Boy  saw  that  first  of  all — such  a  great,  great  organ,  with  its  gilded 
pipes  reaching  away  up  to  the  ceiling,  and  on  the  organ  bench  sat  a  man 
playing  the  music  that  Joe-Boy  thought  so  beautiful.  The  preacher 
nodded  his  head  to  him  with  a  smile,  and  said,  "Keep  on  playing  while 
we  look  around."  And  as  they  walked  Joe-Boy's  eyes  filled  with  wonder. 
Never  before  had  he  seen  so  many,  many  benches!  Surely  enough  for 
everybody, — big  people  and  little  people,  too,  thought  Joe-Boy.  And 
•windows  and  windows  and  windows,  where  the  beautiful  light  crept 
through,  and  fell  on  walls  and  carpet,  in  all  of  the  rainbow  colors.  That 
was  almost  as  beautiful  as  the  music.  Then  they  climbed  the  altar  steps, 
and  Joe-Boy  sat  in  one  of  the  big  chairs,  while  the  preacher  showed  him 
the  great  big  Bible,  that  told  all  about  the  Christ-child. 

"Mother  has  a  book  that  tells  about  Him,  too,"  said  Joe-Boy,  "but 
it  isn't  so  large  as  that."  Then  the  preacher  took  him  through  a  little 
door  that  led  into  the  Sunday  School  room,  and  that  looked  so  much  like 
a  big  kindergarten  that  Joe-Boy  said,  "Oh-o,  I  didn't  know  God  had 
this  kind  of  a  room  in  His  house."  "Yes,"  said  the  preacher,  "this  is 
the  very  room  we  keep  for  the  children,  so  you  see  little  folks  do  come 
here,  and  I  hope  you  will  come  often.  When  you  go  home  be  sure  and 
tell  your  mother  about  it,  and  ask  her  to  come  with  you." 

"All  right,"  said  Joe-Boy,  "and  I'll  go  right  now,  and  I  will  tell 
Charlotte  Anne,  too,  because  she  doesn't  know." 

Then  away  skipped  Joe-Boy  down  the  aisle  and  through  the  door- 
way in  such  a  big  hurry  to  tell  Mother  Gipsy  about  the  preacher  and 
God's  house. 

Of  course  Mother  Gipsy  was  glad  for  him  to  go,  so  on  the  very 
next  Sunday  when  the  big  bell  from  the  high  church  steeple  rang  out, 
"Ding-dong,  ding-dong,  ding-dong!  Come  to  church,  good  people;  come 
to  church,  good  people;  come  to  church,  good  people!"  Why,  Father 
Gipsy  and  Mother  Gipsy  and  Joe-Boy  all  went,  and  when  the  preacher 
saw  Joe-Boy  he  just  smiled  and  smiled,  because  he  was  so  glad  to  see 
him  there.  And  after  that  they  went  every  Sunda\-,  and  sometimes  the 
preacher  came  to  Joe-Boy's  house  to  see  him,  and  sometimes  Joe-Boy 
went  to  the  preacher's  house  to  see  him,  and  they  grew  to  he  the  very 
best  of  friends. 


172  LITTLE    FOLKS'    LAND. 

Program  for  Eighth  Week      ;  =      ,        ui' 

The  Postman    ,,...!    ^- 

Monday  ■<■''■ 

Circle  talk  J  songs  and  games — ^Who  brings  letters  to  the  hoiise?  Where 
does  he  get  them?  Do  you  ever  get  one?  Did  you  know  Joe-Boy 
got  a  letter?     Guess  who  wrote  it.     Listen  and  see. 

Song  and  game — "Postman." 

Gifi — ^^Sixth,  (large  blocks).  Build  postoffice.  Use  mail  boxes  made  of 
pasteboard. 

Occupation—Folding  letters  and  envelopes.  ■  i 

.  .1  .         , '        .     _        ..  .,..,.■... 

The  Policeman 

Tuesday  ''     ' 

Circle  talk,  songs  and  games — Who  stays  awake  all  night,  walks  up  and 
down  the  streets  and  watches  to  see  that  no  harm  comes  to  the 
people  while  they  sleep?  Who  stands  at  the  street  corner  in  town 
and  keeps  people  from  being  run  over  when  they  cross  the  street? 
What  is  the  best  thing  you  ever  knew  a  policeman  to  do? 

March — Policeman  going  to  roll  call. 

Play — Policeman  at  street  corner. 

(jf/^-^Building  blocks  and  tablets,  and  such  other  material  as  needed  to 
represent  buildings,  streets,  crossings,  etc.,  in  city. 

Occupation — Make  policeman's  hat  or  coat  with  brass  buttons. 

The  Fireman  . 

Wednesday 

Circle  talk,  songs  and  games — What  should  we  do  if  our  house  caught 
on  fire?  Did  you  ever  go  inside  an  engine  house?  Did  you  see 
the  harness  for  the  horses?  Where  were  they?  Do  you  know 
how  long  after  the  bell  rings  before  the  horses  are  harnessed  and 
out  of  the  engine  house? 

Play — Fireman,  - 

Gift — Sixth.     Build  engine  house. 

Occupation — Folding  and  cutting  engine  house;  or,  drawing.  The 
child's  own  idea  of  the  whole  scene. 


I 


LITTLE    FOLKS'    LAND.  173 

The  Doctor 

Thursday 

Circle  talk,  songs  and  games — Do  you  know  of  anybody  who  spends  all 
his  time  trying  to  make  sick  people  well?  Dp  you  like  to  have 
the  doctor  come  to  see  you?  Why?  Joe-Boy  loved  his  doctor  very, 
very  much,  and  I  will  tell  you  about  it. 

Play — Dramatize  story. 

Gift — Fifth.  Each  child  one-third  of  the  gift.  Bed  room  furniture. 
Play  the  whole  story. 

Sense  game — "Tasting." 

Occupation — Modeling.     Pills,  bottles,  boxes. 

The  Preacher 

Friday 

Circle  talk,  songs  and  games — Where  did  you  hear  the  m.ost  beautiful 
music  you  ever  heard?  Where  the  most  beautiful  singing?  Did 
you  ever  hear  this?  (Play  Schubert's  Serenade.)  How  do  you 
like  it?     Shall  I  tell  you  about  Joe-Boy  and  the  music. 

Play — First  Gift,  balls  (long  string).     "Church  bells." 

Gift — Sixth.     Belfry,  organ,  pews. 

Occupation — Folding    organ.     Paper  cutting,  bell  from  silver  paper. 


MAGAZINE  READINGS. 

St.  Nicholas  for  October  contained  a  biography  of  Mrs.  Dodge,  of  interest 
to  us  all. 

The  Century  for  October — Miss  Carl,  the  artist  so  long  resident,  who 
painted  the  portrait  of  the  Chinese  Empress,  tells  of  impressions  of  this  so 
little  known  power  behind  the  throne. 

Good  House-keeping  for  November — Edwin  Markham  writes  upon  "My 
Experiences  with  Boys." 

The  November  Delineator — Second  paper  on  "Education  for  Life  Through 
Living,"  by  Superintendent  Maxwell,  of  the  New  York  Public  Schools. 

Manual  Training  Magazine  for  October — "Industrial  Training  in  Public 
Evening  Schools,"  by  Charles  F.  Warner. 

Outlook,  October  21 — "The  Visiting  Nurse  and  the  Nurses'  Settlement," 
Mary  Buell  Sayles. 

McClure's  for  November — Reminiscences  of  Carl  Schurz. 


PROGRAM  FOR  1905-06. 

CAROLINE   W.    BARBOUR. 

GENERAL  SUBJECT  FOR  NOVEMBER — Preparation  for  Winter. 

The  social  and  nature  activities  which  are  necessary  in  order  to  meet 
the  season  s  conditions.  The  necessity  for  food  provision  (see  "h"  of 
October  plan). 

THE  social,  or  family,  side  of  this  plan  will  deal  with  mother's 
work  in  the  home,  putting  up  fruit  and  filling  pantry  and  cellar 
with  good  things  to  last  through  the  winter.  The  relation  be- 
tween our  home  needs  and  the  grocer,  the  miller  and  the  farmer,  who 
supply  them,  will  be  developed  through  tracing  back  to  their  source,  the 
fruits  and  grains  we  use. 

In  the  nature  world  about  us  we  will  see  how  the  "little  folk"  of 
out-of-doors  obey  the  same  law  of  foresight  and  store  away  suitable  pro- 
vision for  themselves  ere  winter  comes.  The  bees  have  their  "markets" 
and  "pantries."  The  squirrels  work  busily  to  store  away  nuts  and  corn 
"for  many  a  winter's  day." 

Motive:  To  develop  the  Thanksgiving  idea.  To  the  verj-  little 
child,  the  reason  for  giving  thanks  seems  to  be  more  clearly  realized 
through  its  most  concrete  expression:  the  abundance  of  good  things,  a 
world  of  plenty  all  about  him  at  this  time.  The  groceries  and  fruit- 
stands  are  full  to  overflowing.  Our  cellars  are  full  of  fruits  and  vege- 
tables. The  farmer  and  miller  have  had  a  share  in  it  all.  And  all  is 
the  result  of  work — co-operation.  The  good  times  at  our  family  Thanks- 
giving party,  the  kindergarten  songs  and  games,  the  prayer-song  intro- 
duced for  the  first  time,  all  help  to  give  the  child  a  sense  of  the  gladness 
and  thankfulness  which  come  from  each  one  having  done  his  share. 

"Twin-born  out  of  the  recognition  that  all  things  are  working  to- 
gether for  him,  spring  into  life  the  child's  gratitude  and  his  sense  of 
responsibility.  B'or  this  universal  service  shall  not  his  heart  return  love 
and  thanks?  In  a  world  where  all  things  work  shall  he  alone  be  idle?" 
— Symbolic  Education,  pp.  186-187. 

First  Phase:  Preserving  and  storing  away  food  in  our  homes. 
Buying  fruits  and  vegetables  of  the  grocer.  Trains  and  boats  which 
bring  fruits  to  the  grocer. 


PROGRAM    FOR    ]  905-6.  17^, 

In  nature,  the  work  of  the  bees,  putting  hone}-  away  in  their  bee- 
hive "pantries." 

Second  Phase:  Where  we  get  the  fruits  and  grains.  Work  of 
the  miller,  and  of  the  farmer  in  his  orchards  and  fields.  Emphasize  well- 
stocked  barns,  and  the  many  bags  of  grain,  barrels  of  flour  and  boxes  of 
vegetables  sent  to  us  from  the  countr}^ 

In  nature,  the  need  for  squirrels  to  work,  searching  busily  for  nuts 
and  corn.     How  and  where  they  store  their  food. 

Third  Phase:     Preparation  for  the  real  Thanksgiving  part\   which 
the  children  plan  for  their  mothers. 
Dramatic  Games:     Squirrel  games;  farmer  working  in  field  and  orchard  : 

Little  Miss  Muffett. 
General  Games:     Jolly-is-the-Miller.     Farmer-in-the-Dell. 
Racing  Games:      (a) Children  starting  from,  and  racing  to,  same  point. 

(b)  Trying  to  place  potatoes  or  balls  and  returning  to  place. 
Ball  Game:     Rolling  big  ball  at  children's  feet;  alertness  in  trying  to 

avoid  being  touched. 
Rhythmic  Games:     Running  and  racing  on  tip-toes.     Recall  and  develop 

several  rhythmic  skips,  i.  e.,  run-run-run-hop;  toe-toe- run-run-run. 
Skipping  Game :     "Come,  come,  skip  with  me ; 
Put  j'our  hands  in  mine-oh ! 
Heel — toe !  away  we  go ! 
Skipping,  skipping  so!" 

Interpreting  train  motions — slow,  fast,  slow. 

"Instrumental  Sketches,"  K.  Montz. 

Finger  Plays:     "This  is  the  bee-hive." — Poulsson: 

"Five  little  squirrels  sitting  in  a  tree. 
First  one   says,  'What  do   I   see?' 
Second  one  says,  'I  see  a  gun !' 
Third  one  says,  'Oh,  what  fun!' 
Fourth  one  says,  'Let's  hide  in  the  shade.' 
Fifth  one  says,  'Who's  afraid?' 
Bang!  went  the  gun,  and  away  they  all  run!" 

Songs:  "Lullaby" — Gaynor  No.  2,  p.  26  (a  beautiful  resume  of  Octo- 
ber's nature-work.  "The  Bee" — Small  Songs  for  Small  Singers. — 
Niedlinger;  "Mr.  Duck  and  Mr.  Turkey." — Niedlinger;  "Har- 
vest of  Squirrel  and  Bee."^Gaynor  No.  1 ;  "Winter  Forethought." 
—Hill;  "God's  Care  of  All  Things."— Hill ;  "Thanksgiving  Song" 
(last  two  verses) — Gaynor  No,  1. 
Prayer  song  (to  music  of  the  third  verse  "The  Church." — Gaynor 

No.  1. 


176  KINDERGARTEN    MAGAZINE. 

"O  Lord,  we  bow  our  heads  in  prayer, 
We  thank  Thee  that  the  day  is  here. 
We  thank  Thee  for  the  sunshine  bright 
That  through  our  windows  sends  its  light." 

Prayer  song  to  be  developed  by  listening  to  the  music,  which  is  very 

beautiful  and  stately,  real  church  music.     After  the  children  know  this 

simple  prayer,  add  "God's  Care  of  All  Things." 

Rhymes:  Mother  Goose.  Peter  Pepper.  The  Rhyme  of  the  Jelly 
(see  page  184).       Lollipops'  Thanksgiving. — O.  M.  Long. 

Stories:  Frisky,  Frolic  and  Bushy-Tail;  Stories  of  Farm  Life;  chil- 
dren's narratives;  "Little  Wee  Pumpkin's  Thanksgiving." — p.  75 
Mother  Goose  Village.     Ceres  and  Persephone. 

SPECIAL  SUBJECTS  FOR  NOVEMBER  1  TO  10. 

Mother's  work  at  home,  putting  up  fruit,  making  jellies,  preserves 
and  sauces.  Work  of  the  grocer  in  supplying  the  fruits  and  vegetables. 
The  freight  trains  and  lake  boats  which  bring  them  to  the  grocer  and 
so  to  us.  A  literal  experience  in  buying  and  putting  up  fruit  for  our 
own  Thanksgiving  party  will  give  the  children  quite  a  definite  idea  of 
foresight,  planning  ahead  for  a  future  use.  The  simple  sequence  of 
activities  tracing  back  to  sources  of  supply  will  be  carried  out  through 
"The  Rhyme  of  the  Jelly." 

Nature  phase  will  be  "the  busy  bee  at  work  all  day."  Where  does 
it  get  honey,  and  what  kind  of  pantries  does  it  have?  Observation,  also, 
of  weather  conditions  will  be  continued,  noting  all  that  is  happening  in 
November. 

Suggestions  for  Table-Work:  Excursions  to  grocer  to  buy  apples 
and  cranberries.  Making  apple  and  cranberry  sauce.  (The  children 
can  do  this  very  satisfactorily,  putting  up  enough  to  serve  their  mothers 
and  each  other  at  their  Thanksgiving  party.  The  concrete  ideas  gained 
of  work  done  for  a  not-immediate  purpose  can  be  developed  through  this 
actual  doing  as  in  no  other  way.) 

Construction:  Spool  box  pantries,  with  shelves  and  doors;  rolls  of 
Intertwining  "jelly  jars"  within.  Freight  trains  of  bits  of  wood  and 
wire,  spool  smoke-stacks;  all  painted  red  and  black. 

Building  Gifts:  Trains;  freight  stations;  groceries;  wagons  for 
delivery ;  stoves  and  cupboards.  Large  blocks  on  the  floor  to  play  freight 
train  and  boats. 


PROGRAM    FOR    1905-6.  177 

Picture-Work :  Folding,  cutting  and  crayoning  trains,  boats,  gro- 
cery wagons;  painting  different  kinds  of  fruits  and  vegetables;  black- 
board drawing  of  any  or  all  these  subjects,  (Children  can  start  pasting 
picture-books  for  some  Children's  Home  or  Hospital  to  be  sent  at 
Thanksgiving  time.) 

SPECIAL  SUBJECTS  FOR  NOVEMBER  13  TO  24. 

The  next  steps  in  tracing  back  the  apples,  etc.,  lead  us  to  the  work 
of  the  farmer  in  his  orchard.  The  tracing  back  is  simpler  in  thought  if 
some  one  fruit  is  used,  such  as  the  apple  which  we  have  had  in  our  literal 
work.  Then  the  growing  trees,  the  care  of  the  orchard,  the  picking  and 
packing  in  boxes  and  barrels  for  shipping,  will  be  taken  up  step  by  step. 
Or  work  may  be  done  with  the  grains,  especially  corn  and  wheat,  and  the 
farmer's  care  again  emphasized.  Then  would  come  the  miller's  work 
and  the  storing  of  grains  in  mill  and  elevator  until  needed  by  the  people 
"in  our  town."  "This  is  how  we  plough  the  fields"  (p.  21  Children's 
Singing  Games — Hofer)  can  be  adapted  to  play  out,  very  simply,  all 
these  activities.  (See  story,  "The  Harvest,"'  in  October  Kindergarten 
Magazine. — Editor.  ) 

The  nature  phase  will  be  the  squirrel's  work,  which  is  to  provide 
nuts  and  grain  for  its  winter  store.  The  final  signs  of  winter's  coming 
will  be  noticed  in  observation  of  out-door  conditions. 

Suggestions  for  Table  Work: 

Constructions :  Chickweed  in  second  gift  cylinders,  or  sand  table 
makes  fine  forests  for  cut-out  gray  squirrels  to  work  or  play  in.  Also 
with  chickweed  and  beads  selected  for  apple  colors,  a  good  orchard  can 
be  made  in  group-work,  fencing  in  fields  and  making  quite  a  realistic 
farm.  Cut-out  farmers,  with  wagons,  baskets  and  ladders,  give  oppor- 
tunity to  play  out  the  process  of  fruit-gathering.  Mills  can  be  made  of 
cardboard,  with  pin  wheels  fastened  to  side  so  they  will  go.  Barns  and 
bins  of  tough  wrapping  papers  can  be  filled  with  real  hay  and  grains. 
Large  blocks  and  sand  table  used  for  farm-making. 

Building  Gifts:     Barns,  bins  and  fences  about  fields. 

Picture  Work:  Fine  chance  for  large,  definite  blackboard  draw- 
ing of  "orchard,  with  trees  in  a  row,"  picturing  whole  story  of  farmer 
up  the  ladder  gathering  apples,  etc.     Ditto  with  paints  and  crayons. 

Clay:  Used  freely;  and  for  making  nuts;  "action  stories"  of 
squirrel  running,  climbing  and  sitting  down  to  eat  nuts. 


178  KINDERGARTEN    MAGAZINE. 

SPECIAL  SUBJECT  FOR  NOVEMBER  27  TO  29. 

Preparation  for  the  kindergarten  Thanksgiving  party  given  by  the 
children  to  their  mothers.  Apple  sauce  and  cranberry  sauce  have  been 
prepared  and  are  ready.  Crackers,  on  w^hich  to  serve  th^m,  for  this  is  to 
be  a  very  simple  party,  must  be  bought  from  the  grocer.  Invitations, 
suggestive  of  Thanksgiving,  must  be  made  and  carried  home  to  the 
mothers.  Table  mats  in  brilliant  autumn  colorings,  and  napkins,  cut 
and  folded,  complete  the  preparations.  All  this  working  together  gives 
the  children  a  happy,  social  feeling,  which  is  a  part  of  their  share  in 
the  happiness  of  Thanksgiving  Day. 

Whatever  feelings  of  gratitude  and  gladness  the  children  may  have 
will  be  most  happily  and  poetically  formulated  through  the  music  and 
poetry  of  -their  Thanksgiving  songs  and  prayers. 

"To  Thee  we  little  children 
Our  loving  thanks  would  bring. 
Of  all  Thy  loving  kindness, 
Of  all  Thy  goodness,  sing." — Amen. 


NOVEMBER  PROGRAM. 

LUELLA  A.  PALMER. 

Teacher's   Thought:     Broadening  of  children's  lives  by: 

1.  Recognition  of  man's  daily  necessities. 

2.  Tracing  these  necessities  to  their  unseen  source. 

3.  Rousing  of  feeling  of  gratitude  toward  unseen   source  of  all 

things. 

FIRST  WEEK. 

Topic — Farm  life.     Nature — Cocoons. 

Picture —  ( Blackboard ) . 

Song — Nature's  Goodnight   (Song  Stories). 

Story — Life  on   Farm.      Farmyard   Gate    (Mother   Play). 

Rhyme — Jack  and  Jill. 

Game — Winter  sleep  of  animals  and   flowers.      Farmyard.      Orchard. 

Farmer  boy's  walk  to  school.     Finger-play — The  Pigs. 

Rhythm — Kitty  and  Pony  (Soft  and  Hard  Balls,  Songs  for  little  chil- 
dren.   Part  II). 

Monday — 

Circle — Park,  its  brown  grass,  etc.     Read  Autumn  Song.      (Holi- 
day Songs.) 


NOVEMBER    PROGRAM.  171» 

Gift — 1.     Fourth — Suggestion  that  some  children  make  high  wall, 
some   long  wall  and  some  sidewalk. 
2.     Third — Suggestion,  trees  and  walls. 

Occupation — Drawing,   milkweed    seeds. 

Occupation — ^Weaving,  paper  mats,  with  uneven  strips  and  splints 
of   two  colors. 
Tuesday — 

Circle — Farmer's   work   during  summer  and   fall.      How   farmer's 
boy  helps. 

On  Friday  of  the  preceding  week  the  children  had  gathered  around 
the  blackboard  and  suggested  to  the  teacher  how  to  draw  the  farmer's 
house,  barn,  fences,  road,  flowers  and  trees.  A  few  children  could  tell 
how  these  looked  in  the  summertime,  so  they  w^re  drawn  in  summer 
colors.  The  teacher  had  previously  planned  the  right  proportions,  so 
that  the  resulting  picture  was  fairly  presentable  to  the  adult,  yet  con- 
tained all  the  objects  that  the  children  desired.  This  picture  became 
the  starting  point  of  the  morning  talks ;  each  day  something  was  changed 
or  added  to  it.  Mr.  Brown  was  the  farmer's  name,  his  children  were 
Benny  and  Elsie.  So  realistic  did  the  story  and  picture  become  that 
in  free  playtime  very  often  the  children  would  pick  apples  from  the 
trees,  milk  the  cow,  drive  the  horse,  put  hay  in  the  barn  and  feed  the 
chickens — all  in  the  picture.  On  Tuesday  the  color  of  the  trees  was 
changed  to  red,  yellow  and  brown. 

Gift — 1.     Third  and  fourth,  free  play.     2.     Fourth,  free  play. 

Occupation- — Drawing,   fence. 

Occupation — 1.  Weaving.      2.    Weaving.      3.  Free   cutting. 

One  group   had   a  gift,   while  another   group  had   an   occupation. 
Group  three  contained   a   i^w  children  who  were  too  undeveloped   to 
master  weaving. 
Mednesday — 

Circle — Animals  on  farm.     Their  food,  care  and  use.     Their  calls. 
Animals  drawn  on  blackboard. 

Gift — 1.     Third   and    fourth,   suggestion,    fence   and    barn    (Hail- 
mann  beads  for  animals).     2.   Fourth,  suggestion. 

Occupation — Drawing,   barn   and   animals. 

Occupation — Clay,   animal. 
Thursday — 

Circle — Benny's   life   on    the   farm,   his    work    and     play.       Draw 
orchard,   brook   and   bridge   on   blackboard. 


180  KINDERGARTEN   MAGAZINE. 

Gift' — Nuts,  assor'ting. 

Occupation — Drawing,  Benny's  work  or  play. 

Occupation — 1.  Folding,   barn,   difficult.     2.  Folding,   barn,   easy. 

Part  of  the  game  period  was  occupied  by  an  imaginary  walk  to 
the  Woods.    It  was  really  in  the  playground,  while  the  teacher  scattered 
nuts  and  leaves  over  the  kindergarten  floor.     When  the  woods  were 
reached  there  was  a  wild  scramble  for  treasures,  which  were  brought 
to  the  kindergartner's  basket, 
Friday- 
Circle — Vegetables,    fruits   and    grains.      Way   in   which   each    is 
prepared  for  eating.     Draw  hay  and  vegetables  in  the  barn 
on  blackboard. 

(j///— Third,  suggestion,   farmer's  house  and  barn.      (Half  cubes 
were  given  for  roofs. ) 

Occupation — Cutting,  different  vegetables  and  fruits  to  be  pasted 
in  one  large  barn. 

Occupation — 1.  Weaving.      2.  Weaving.      3.  Pegboards. 

Note. — When  an  occupation  like  weaving  is  introduced,  it  is  used 
at  least  three  times  a  week  until  the  children  can  work  freely  with  the 
material. 

SECOND  WEEK. 

Topic — Source  of  our  bread  and  milk. 

Picture — Milking  Time — Dupre.     Mowing  Grass  (Mother  Play). 

Song — A  Song  of  Thanks,  first  verse  (Holiday  Songs). 

Story — Mouse,  Grouse  and  Little  Red  Hen.  Tommy  Tucker  and  His 
Bun  (Mother  Goose  Village).  Rhyme  of  Bowl  of  Milk  (Mother 
Play). 

Rhyme — Little  Boy  Blue.     Little  Miss  Muffet. 

Game — Throw  ball  in  basket.  Millwheel.  Train.  Finger-play.  Mak- 
ing Butter. 

Rhythm — Command,  backward  march. 

Monday — 

Circle — Bread  and  its  long  story  of  preparation.    Farmer's  helpers, 

rain  and  wind. 
Gift — Third  and  fourth,  suggestion  and  imitation,  table  and  chairs. 

.,,  ,,  Occupation — Drawing,  grain. 

Occupation — 1.  Weaving.     2.  Weaving.     3.  Pasting  chains. 


A  LAST  YEAR'S   PROGRAM.  181 

Tuesday — 

Circle — Miller,  his  work,  his  helpers,  water  and  wind. 

Gift — 1.     Third  and  fourth,  suggestion  mill.      (Circle  given  for 

Wheel.)     2.  Fourth,  suggestion. 
Occupation — Folding,  boat. 

Occupation — Clay,  suggestion,  bag  of  grain,  bread,  mill. 
fVednesday — 

Circle — Our  breakfast,   cereal  and    milk.       How    we    get    milk. 

(Milk  placed  in  pans  to  "set.") 
Gift — Fourth,   suggestion,   children    divided   into   groups   of   four. 
.;/.:.  Numbers  one  make  farmer's  wagon;  numbers  2  make  train; 

•■i  numbers  three  the  milkman's  wagon;  numbers  four  the  store. 

(Hailmann  cylinders  are  given  for  cans  to  numbers  one,  who 
pass  them  along  until   numbers   four  are   ready  to  sell   milk 
to  all  buyers.) 
Occupation — Fold  wagons,  roll  strips  for  cans. 
Occupation — 1.  Weaving.     2.  Weaving.     3.  String  beads. 
Thursday — 

Circle — Cow,  its  care,  food  and  use.  Cream  skimmed  from  pans 
and  churned.  Butter  tasted,  then  salted.  Buttermilk  was 
drunk  by  the  children.  .        , 

Gift — Second,  churn.  ,  ■' 

Occupation — Drawing,  churn. 

Occupation — Singing.  • 

Friday —  '-   ;'' 

Circle — Sand  scene,  farmer's  house,  barn  and  animals. 
Gift — Sand  with  third  gift,  free  play. 
Occupation — 1.  Weaving.     2.  Weaving.     3.  Rolling. 
Occupation — Clay,  churn. 

THIRD  WEEK. 

Topic — Source  of  our  winter  clothing. 

Picture — Sheepfold,  Jacques;  Shepherdess,  Le  Rolle. 

Song — The  Little  Lamb.     (Small  Songs  for  Small  Singers.) 

Story — Kind  Shepherd  and  Lost  Lamb  (Bible).     How  Little  Boy  Got 

a  New  Shirt. 
Rhyme — Little  Bo-Peep.     Baa,  baa,  black  sheep. 
Game — Hide  ball.      Brownies    (Songs   of  child   world).      Finger-play. 

The  lambs. 
Rhythm — Brownies. 


182  KINDERGARTEN  MAGAZINE. 

Monday — 

Circle — Sand  scene,  dried  grass  put  in  barn,  play  vegetables,  etc. 

Like  the  blackboard  picture,  the  sand  scene  grew  each  day. 

Gift — 1.  Third  and  fourth,  suggestion,  play,  farmer's  life,  2. 
Third  and  fourth,  suggestion.     3.  Third,  free. 

Occupation — Folding  and  pasting  barn  with  open  doors. 

Occupation—Cutting  vegetables  from  seed  catalogues,  pasting  in 
barn. 
Tuesday — 

Circle — Lamb,  its  food,  care  and  use. 

Gift — 1.  Third  and  fourth,  dictation  and  imitation,  trough,  rack, 
barn,  fence.  2.  Third  and  fourth,  same  as  1.  3.  Third,  free 
play. 

Occupation — Drawing,   chrysanthemum. 

Occupation — 1.  Weaving.      2.  Weaving.      3.   Pegboards,    fence. 
Wednesday — 

Circle — Our  winter  clothes,  why  we  wear  them,  how  they  were 
made. 

Gift — Choice  of  tablets,  rings,  sticks  or  seeds  for  designing. 

Occupation — Drawing,  illustrate  children  going  for  walk. 

Occupation — Folding  box  and  cutting  clothes. 
Thursday — 

Circle — Many  things  farmer  raises  for  use  of  many  men  and  ani- 
mals.    Make  Jack-o-lantern.     Brownies  and  their  work. 

Gift — 1.  Third  and  fourth,  free  play.  2.  Third  and  fovirth,  free 
play.     3.  Third,   dictation  and  imitation. 

Occupation — Drawing,  pumpkin. 

Occupation — Cutting,    pumpkin. 
Friday — 

Circle — All  men  and  animals  who  help  to  supply  food  and  clothing. 
Other  helpers. 

Gift. — 1.  Fourth,  dictation,  wagon,  house,  store.  2.  Fourth,  sug- 
gestion, deliver}'  wagons  and  store.     3.   Fourth,  free  play. 

Occupation — Singing. 

Occupation — Folding  and  cutting  lanterns. 

FOURTH    WEEK. 

Topic — Thanksgiving. 

Picture — Samuel. 

Song — A  Song  of  Thanks,  second  verse  (Holiday  Songs). 


A  LAST  YEAR'S   PROGRAM],  18:: 

Story — First  Thanksgiving  (shortened).     Don't  thank  me. 
Game — Going  to  grandma's. 
Monday — 

Circle — Woods,  things  found  on  ground. 

Gift — Sand  and  cones. 

Occupation — 1.  Drawing  grapes.  2.  Drawing  grapes.  3.  Draw- 
ing cranberries. 

Occupation — Stringing  cranberries  and  straws.      During  free  play 
time  the  children  helped  tie  cones  and  leaves  in  long  strings 
for  decoration  of  room. 
Tuesday — 

Circle— -^iciktr  of  all  things.  Our  good  gifts,  family,  love,  etc. 

Gift — Third  and  fourth,  suggestion,  church. 

Occupation — Folding  strips    (stairs). 

Occupation — Soap  bubbles. 
JVednesday — 

Circle — Celebration  in  country,  farmer  brings  supply  from  barn. 
Visit  to  Grandfather  Brown. 

Gift — Third  and  fourth,  suggestion  and  imitation,  car,  train,  sta- 
tion, carriage,  table  and  chairs  (table  set  with  circles,  sticks, 
beads,  etc.). 

Occupation — Cutting  napkin   and   plate. 

Occupation — Feast. 

The  kindergarten  tables  are  arranged  in  a  long  double  row;  our 
refreshments  consist  of  crackers,  butter  made  in  our  ow^n  churn,  apples. 
nuts  and  small  pumpkin  pies.  During  game  period  the  children  go  to 
the  playground,  playing  train,  there  they  wait  until  the  carriages,  made 
by  using  ver\'  long  reins,  call  for  them.  These  carriages  are  driven  to 
grandmother's  house,  where  a  welcome  awaits  them.  After  all  ha\e 
arrived,  they  sit  down  at  the  tables  and  sing  the  "Song  of  Thanks.'" 


184  KINDERGARTEN  MAGAZINE. 


THE  RHYME  OF  THE  JELLY— A  FINGER  PLAY.* 

BY  CAROLINE   W.    BARBOUR. 

(With  due  thanks  to  Mother  Goose.) 
This  is  the  jelly  that  mother  made. 

These  are  the  apples,  so  red  and  brown, 
That  were  put  in  the  jelly  that  mother  made. 

This  is  the  barrel,  so  big  and  round, 
Packed  full  of  the  apples  so  red  and  brown. 
That  were  put  in  the  jelly  that  mother  made. 

This  is  the  train  that  comes  swift  o'er  the  ground, 
Bringing  the  barrels  so  big  and  round, 
Packed  full  of  the  apples  so  red  and  brown. 
That  were  put  in  the  jelly  that  mother  made. 

This  is  the  orchard  with  trees  in  a  row, 
Where  all  the  big  apples  slowly  grow. 
That  come  in  the  train  so  swift  o'er  the  ground, 
That  brings  the  barrels  so  big  and  round. 
Packed  full  of  the  apples  so  red  and  brown. 
That  were  put  in  the  jelly  that  mother  made. 

This  is  the  sun  in  the  sky,  you  know. 

That  shone  on  the  orchard  with  trees  in  a  row, 

To  help  the  big  apples  slowly  grow, 

That  come  on  the  train  so  swift  o'er  the  ground, 

That  brings  the  barrels  so  big  and  round, 

Packed  full  of  the  apples  so  red  and  brown, 

That  were  put  in  the  jelly  that  mother  made. 


*Words  suggest  motions,  we  therefore  omit  pictures. — Editor. 


A  USE  FOR  SOAP  NEW  TO  MOST  TEACHERS. 

If  there  is  a  window  in  your  school  which  looks  out  upon  an  un- 
pleasant scene,  soap  it.  By  taking  a  cake  of  white  soap  and  cutting  it 
so  as  to  get  the  right  sort  of  a  corner  or  edge  to  work  with  you  can 
draw  on  that  window  some  beautiful  design  which  will  make  that  direc- 
tion one  of  joy  rather  than  displeasure. 

It  doesn't  require  an  artist  to  do  this  work.  By  experimenting 
a  little  you  will  readily  find  some  sort  of  ornament  in  imitation  of  leaves 
or  running  vine  or  waving  grasses  which  you  will  be  able  to  repeat  the 
requisite  number  of  times  to  make  a  beautiful  border.  Run  it  about 
the  edge  of  the  glass,  say  three  inches  from  the  sash.  This  takes  up  a 
large  part  of  the  surface.  The  inner  part  of  the  pane  may  be  filled  in 
with  a  picture  of  a  ship,  a  bunch  of  flowers,  a  single  object  of  beauty,  or 
anything  within  the  limit  of  your  skill. 

You  will  be  surprised  to  see  how  easily  the  soap  makes  a  good  pic- 
ture which  you  did  not  previously  think  you  could  draw.  If  you  copy 
anything  in  soap  you  will  find  you  can  not  execnte  it  just  as  the  original 
is  drawn,  but  what  you  make  will  surprise  you  with  its  striking  and 
beautiful  appearance.  It  is  well  worth  trying,  even  if  you  have  no 
window  to  cover.  If  you  find  you  can  not  make  any  sort  of  a  drawing 
with  the  soap,  you  may  make  your  borders  and  then  fill  in  the  remaining 
space  with  wavy  lines  in  parallel  direction,  either  perpendicular,  hori- 
zontal or  oblique.  If  you  carry  a  steady  hand  these  will  look  very  good 
indeed. 

I  got  this  idea  from  a  bright  teacher  in  Chicago  who  had  a  pros- 
pect from  one  window  which  was  anything  but  edifying.  Nobody  cares 
to  look  out  of  that  window  now,  but  the  window  is  looked  at  by  every- 
body who  enters  the  room. 

The  work  looks  better  and  more  mysterious  when  done  on  a  mirror, 
for  everything  is  then  doubled  to  the  eye  that  sees  it  at  an  oblique  angle, 
and  any  teacher  who  is  able  to  put  any  sort  of  pretty  work  on  the  black- 
board will  find  her  skill  enhanced  by  the  effect  of  work  in  this  medium. 
Cut  the  soap  so  as  to  present  a  sharp  edge  an  inch  wide  like  a  chisel. 
A  little  practice  in  flourishing  with  it  will  show  you  some  fine  designs 
which  you  would  not  believe  j^ou  could  execute  if  you  hadn't  done  them 
before  looking  at  them.  Soap  is  a  good  thing  in  several  ways. — School 
Weekly,  Chicago. 

Do  you   approve? — -Editor. 


186  KINDERGARTEN  MAGAZINE. 

DO     YOU     BELIEVE    IX    A    PENSION    FOR    AGED    AND 
INVALIDED  TEACHERS? 

We  have  received  the  following  letter  and  questionnaire,  which  we 
are  pleased  to  give  space  in  the  pages  of  the  Kindergarten  Magazine. 
It  is  a  question  involving  many  others  and  an  answer  requires  thought 
and  interchange  of  experience  and  thought  to  which  kindergartners,  as 
well  as  others  may  well  contribute.  We  hope  any  of  our  readers 
having  convictions  upon  the  subject  or  having  any  light  to  throw  upon 
it  will  send  such  statement  as  soon  as  possible  to  the  address  given  below. 
We  would  call  special  attention  to  question  3. 
To  the  Editor: 

Pursuant  to  a  resolution  adopted  at  the  last  meeting  of  the  New 
Jersey  State  Teachers'  Association,  a  Commission  of  Inquiry  has  been 
appointed  to  study  the  whole  question  of  teachers'  annuity  and  pension 
systems  in  the  United  States  (with  a  view  of  strengthening  our  New 
Jersey  plan)  and  to  report  at  the  December  meeting  of  the  association. 
In  connection  with  this  study,  the  undersigned  has  undertaken  to  dis- 
cover what  has  been  accomplished  along  these  lines.  It  is  intended  to 
embody  the  findings  of  our  Commission  in  a  report  (which  will  be  at 
the  disposal  of  educators  generally),  to  be  issued  immediately  after 
January  1st,  and  which  it  is  expected  will  cover  everything  that  has 
been  achieved  in  this  direction — whether  State,  municipal  or  mutual. 
We  hope,  also,  to  include  a  review  of  what  has  been  done  in  Canada, 
Great  Britain,  France  and  Germany.  To  make  our  investigation  really 
thorough,  we  propose  to  study  the  failures  as  carefully  as  the  successes. 

On  the  questions  involved,  we  wish  to  evoke  the  broadest  possible 
expression  of  opinion,  and  to  this  end  we  bespeak  your  kindly  co-opera- 
tion by  giving  space  in  your  esteemed  journal  to  this  letter,  our  question- 
naire, and  the  synopsis  of  the  New  Jersey  law. 

Your  readers  are  earnestly  requested  to  reply  to  the  questionnaire 
by  query  numbers ;  to  ask  questions  of  us,  to  make  suggestions.  Cor- 
respondence is  cordially  invited  with  any  who  are  interested  in  the 
subject. 

Your  co-operation  will  be  made  doubly  valuable  if  you  will  edi- 
torially call  the  attention  of  jour  readers  to  this  matter,  giving  your 
views  thereon ;  and  if  you  will  be  so  good  as  to  mail  me  a  copy  of  any 
issues  of  your  paper  containing  comments  on  this  subject,  you  will 
greatly  assist  our  study.  Elizabeth  A.  Allen. 

Secretary. 


PENSIONS   FOR    lEACHERS.  1.^7 

QUESTIONNAIRE    IN    RE    PUBLIC    SCHOOL    TEACHERs'    RETIREMENT, 
ANNUITY  AND  PENSION  SYSTEMS. 

1.  Do  you  believe  in  the  principle  of  a  retirement  annuity  or  pen- 
sion system  for  aged  and  invalided  public  school  teachers? 

2.  Will  you  kindly  state,  briefly,  your  reasons  piro  and  con? 

3.  Who,  in  your  opinion,  is  the  greater  beneficiary  of  a  retire- 
ment annuity  system  that  relieves  the  schools  of  teachers  of  impaired 
efficiency?  Is  it  the  schools — /.  e.,  the  people,  the  State,  the  community 
— or  the  teachers  themselves?    Your  reasons. 

4.  Should  the  pension  fund  be  provided  by  the  teachers,  or  the 
State,  or  the  school  district?  In  other  words,  ought  the  fund  to  be 
a  charge  upon  the  teachers,  or  upon  the  people  at  large?  Or  should  it 
be  contributed  by  both  teachers  and  people? 

5.  Who  should  be  eligible  to  membership  in  such  a  fund?  (This 
question  does  not  mean,  "who  should  be  eligible  to  pension  or  annuity?" 
which  matter  is  dealt  with  under  queries  8-15,  but  what  superintendents, 
supervisors,  teachers,  teacher-clerks,  etc.,  ought  to  be  privileged  to  join 
the  fund?) 

6.  Should  membership  in  the  fund  be  voluntary,  or  ought  it 
to  be  compulsor\'  on  all  teachers,  including  superintendents,  assistant 
superintendents,  supervisors,  principals,  special  teachers  and  teacher- 
clerks  ? 

7.  What  percentage  of  salary  ought  members  to  contribute? 

8.  How  should  amount  of  annuity  be  regulated?  What  ought 
to  be  its  amount?  Fixed  by  what  standards?  What  minimum?  What 
maximum  ? 

9.  On  what  conditions  ought  annuit)^  to  be  granted?  For  dis- 
ability? For  age?  For  period  of  teaching  service?  For  age  and  teach- 
ing service  combined  ?  etc. 

10.  Should  a  minimum  of  service,  combined  with  mental  or  physi- 
cal incapacity  (to  teach?  to  earn  a  sufficient  livelihood?)  be  conditions 
precedent  to  retirement  on  annuity? 

11.  Ought  the  rules  to  permit  a  teacher  to  be  retired  on  annuity 
on  his  or  her  demand  after  a  specified  term  of  service?  or  at  a  certain 
age,  combined  with  a  certain  term  of  service?  If  so,  what  should  these 
ages  and  terms  of  service  be  ?    For  men  ?    For  women  ? 

12.  Should  retirement  for  age  be  compulsory?  If  so,  at  what  age, 
and  conditioned  on  what  term  of  service?      For  men?     For  women? 

13.  Or,  ought  disability  to  be  a  condition  in  all  cases? 

14.  Should   retirement  on  annuity  be  voluntary  or  compulsory? 

15.  If  in  some  cases  voluntar\^  and  in  others  compulsory',  name  the 
circumstances  that  ought  to  govern  either  method. 

16.  Do  you  favor  a  retirement  system  (as  in  New  Jersey)  apply- 
ing to  every  public  school  teacher  in  the  State?  or  a  system  for  teachers 
in  certain  cities,  or  cities  of  a  certain  class? 


188  KINDERGARTEN  MAGAZINE. 

17.  If  you  favor  the  latter  system,  what  provision  is  to  be  made 
for  aged  and  invalided  country  teachers?  How^  are  the  country  schools 
to  be  relieved  of  instructors,  who,  by  reason  of  age  or  infirmity,  are  no 
longer  able  to  render  efficient  service  ?       ' 

Kindly  answer  the  foregoing  questions  by  number  and  send  reply 
to  (Miss)  Elizabeth  A.  Allen,  secretary,  1217  Garden  street,  Hoboken, 
N.  J.  As  the  period  is  brief  in  which  our  report  must  be  prepared,  an 
early  compliance  with  our  request  will  be  greatly  appreciated. 


MAIN   FEATURES  OF  THE  NEW  JERSEY   PUBLIC   SCHOOL  TEACHERS    RE- 
TIREMENT FUND  LAW,  ENACTED  MARCH   11,   1896 — FIRST 
ANNUITY  GRANTED  DECEMBER  3,    1897. 

Title,  "The  Board  of  Trustees  of  the  Teachers'  Retirement  Fund." 
Administration,  a  board  consisting  of  three  members  of  the  State  Board 
of  Education,  the  State  superintendent,  and  three  teachers  elected  by 
the  State  Teachers'  Association.  The  State  treasurer  is,  ex-officio,  treas- 
urer. Membership  is  voluntary  for  any  superintendent,  supervisor, 
principal,  teacher  or  teacher-clerk  in  the  public  or  State  schools  of  New 
Jersey.  Dues  are  reserved  from  each  salary  payment  and  remitted 
monthly  to  the  State  treasurer.  They  are:  (1)  All  New  Jersey  teach- 
ers were  given  a  certain  time  to  join  on  a  salary  deduction  of  one  per 
cent.  (2)  At  present  those  who  have  taught  not  more  than  a  total  of 
ten  years  may  join  for  one  per  cent.  (3)  Persons  joining  now  who  have 
served  more  than  ten  and  less  than  fifteen  years  must  pay  two  per  cent. 
(4)  Those  who  have  taught  fifteen  years  or  more  must  pass  a  satisfactory 
medical  examination  before  they  may  join  on  the  two  per  cent  basis.  The 
law  permits  the  fund  to  be  augmented  by  donation,  legacy,  gift,  bequest, 
devise  or  otherwise.  Annuities  are  half  pay  (minimum  $250,  maximum 
$600,  less  one  per  cent  reserved  for  the  fund),  subject  to  a  pro  rata 
reduction  if  at  any  time  there  shall  not  be  sufficient  funds  on  hand  to 
pay  in  full,  and  are  granted  on  disability  after  not  less  than  twenty  years' 
teaching  in  New  Jersey.  Before  any  annuity  may  be  drawn,  the  bene- 
ficiary must  have  paid  into  the  fund  an  amount  equal  to  at  least  20  per 
cent  of  one  year's  average  salary  for  the  last  five  years.  Members  whose 
applications  for  annuity  have  been  granted  by  the  trustees  may  make  up 
the  balance  due  in  one  payment.  Any  member  who  shall  honorably 
resign  from  teaching  in  New  Jersey,  except  as  an  annuitant,  after  con- 
tributing to  the  fund  five  years  or  more,  may  draw  out  one-half  of  the 
amount  paid  into  the  fund  without  interest. 

One  hundred  and  nine  annuities  have  been  granted  (nineteen  men 
and  ninety  women),  to  whom  have  been  paid  benefits  amounting  to 
$93,754,  while  a  net  surplus  of  $85,000  has  been  accumulated,  which 
the  teachers  are  trying  to  raise  to  $100,000  before  January  1. 


SOME  BOOKS  YOU  WANT  TO  READ. 

Christmas  Mystery  Play^  Eager-Heart,  by  Alice  M.  Buck- 
ton.  We  received  last  Christmas  from  a  friend  in  England  this  most 
exquisite  little  Christmas  mystery,  which  we  wish  to  call  to  the  attention 
of  our  readers  this  year  in  the  hope  that  it  may  be  read  by  many  and 
perhaps  given  by  some  in  church,  Sunday  school  or  day  school.  The  plot 
is  exceedingly  simple;  Eager-Heart  prepares  her  sweet,  white  couch,  her 
simple  meal  of  bread  and  wine-  for  the  Child,  grown  King,  who,  in  re- 
membrance of  His  birth  in  a  manger: 

.     .     ,     This  hour  makes  progress  through  the  land, 
In  memory  of  a  night,  a  far-off  night, 
When,  as  a  helpless  babe,  He  found  a  bed 
.     '  With  beasts — because  no  roof  would  cover  Him — 

Today  He  comes,  the  all-acknowledged  King. 


A  weary  father  and  mother  bearing  a  little  child  approach  and  ask 
for  shelter.  Eager-Heart  at  first  inclines  to  refuse,  but  finally  hearing 
how  "Eager-Sense"  and  "Eager-Fame"  have  denied  them,  she  cries: 


"It  shames  me,  'Pray,  you  come' — 
Yours  is  the  Bread,  the  Water,  and  the  Wine, 
The  lowly  couch  on  which  I  sought  to  lay 
The   Beauty  of  my   Lord.     Enough,   enough. 
That  you  have  need,  and  I  the  hand  to  give. 
Be  you  my  honored,  welcome  guests  tonight, 
Forgotten  be  aught  else  'My  foolish  dream.'  " 


She  leaves  them  resting  while  she  seeks  the  passing  king.  ]\Iean- 
while  we  listen  to  a  short,  but  beautiful,,  dialogue,  first  between  the 
kings  and  then  later  the  shepherds,  and,  finally,  led  by  star  and  angel 
choir,  all  meet  at  the  little  cottage  where  their  reverent  eyes  and  hearts 
are  gladdened  by  the  vision  of  the  wayfarers  transfigured  to  the  form  of 
the  Holy  Family. 

The  language  throughout  is  simple,  poetic,  dignified  and  in  every  way 
worthy  the  noble  subject.  Here  is  one  passage  with  which  the  King, 
symbolic  of  power,  addresses  the  stars: 


190  KINDERGARTEN  MAGAZINE. 

"O  ye,  that  hold  the  Night  in  breathless  beauty, 
Your  ways  are  strong,  and  life  is  strong,  and  death; 
-'      ''  But  the  will  of  man  is  stronger!     What  is  this 

Dumb  giant  in  us  set,  ready  to  rise 
In  one  stupendous  act,  and  empty  itself 
Of  all  it  is?  Yea,  in  that  only  deed 
Know  itself  crowned,  complete!    Woe  for  the  will 
That  hath  not  found  its  King!     Staggering,  it  goes 
Like  yon  wild  meteor  through  the  affrighted  night, 
While  all  around  the  heavenly  bodies  sing 
The  rapture  of  their  great  obedience! 

The  music  required  includes  an  invisible  orchestra  of  strings  and  a 
choir  of  men  and  boys.  Some  of  the  music  is  taken  from  Bach's  Christ- 
mas Oratorio  and  there  are  a  few^  carols.  Permission  to  perform  Eager- 
Heart  must  be  obtained  from  the  author,  care  of  the  publishers,  Methuen 
&  Co.,  36  Essex  street,  W.  C,  London,  England.  Price  of  the  book, 
one  shilling. 

Common  Sense  Didactics,  by  Henry  Sabin,  is  a  book  abounding 
in  practical  suggestions  for  the  successful  conduct  of  a  school  (success- 
ful in  the  best  and  highest  sense).  Its  bright,  interesting,  clear-cut  style, 
enriched  by  many  a  happy  illustration,  makes  it  a  book  to  place  upon  the 
time-table  for  ready  reference  and  refreshment.  The  experience  of  other 
successful  teachers  and  incidents  from  his  own  fifty  years  of  teaching 
are  thus  draw^n  upon.  We  give  just  one  quotation  to  illustrate  its  prac- 
tical value.  After  speaking  of  the  importance  of  punctuality,  the  vv^riter 
continues: 

You  may,  however,  be  too  strenuous  upon  this  point.  Irregularity 
and  tardiness  must  not  be  reckoned  as  a  crime  or  placed  in  the  same  class 
as  falsehood,  or  theft,  or  swearing.  A  certain  amount  of  irregularity 
is  excusable  and  sometimes  perfect  attendance  is  attained  at  too  great  a 
sacrifice  of  more  important  matters.  A  teacher  who  had  worked  up 
great  enthusiasm  in  this  matter  once  confessed  to  me:  "I  have  overdone 
this  matter.  If  a  child  comes  in  late,  the  other  pupils  are  ready  to  point 
their  fingers  at  him.  If  he  should  tell  a  lie,  thev  would  think  nothing 
of  that." 

At  the  end  of  each  chapter  are  "Quotations  Worth  Reading"  from 
authorities.  Ten  questions  are  found  ending  each  chapter  which  will 
lead  the  reader  to  self-examination  and  a  better  understanding  of  just 
what  he  is  trying  to  do  and  how  best  to  do  it.    There  also  are  five  "Sug- 


FROM    THE    EDITOR'S    DESK.    .  191 

gestions  Worth  Thinking  About"  at  the  end  of  each  chapter.    The  chapter 
on  books  and  their  uses  will  help  the  teacher  in  a  wise  selection  of  books 
for  her  own  and  her  school  librarv. 
We  close  with  one  paragraph : 

Teach  the  pupil  the  art  of  study  and  everything  becomes  easy  to 
him.  But  to  do  this  you  must  study  with  him;  never  for  him.  In  dif- 
ficult places  you  may  go  before  him  with  a  lantern,  but  never  behind  him 
with  a  whip.  If  he  slips,  help  him  to  rise;  if  he  mistakes,  set  him  right; 
if  he  becomes  discouraged,  lend  him  a  helping  hand ;  but  do  not  carry 
him  in  your  arms  lest  you  make  a  child  of  him,  and  do  not  reprove  him 
too  severely,  or  chide  his  dullness,  lest  you  make  him  a  slave. 

Here  is  one  short  one:  "Cramming  is  a  synonym  for  shamming." 
We  believe  teachers'  and  mothers'  meetings  will  find  this  a  storehouse  of 
inspiration.     Rand,  McNally  Co. 

Japanese  Fairy  Tales,  retold  by  Teresa  Pierce  Williston.  A 
choise  selection  of  fairj^  tales  of  the  countrj^  in  which  all  the  world  is 
now  so  much  interested.  The  stories  are  told  with  directness  and  sim- 
plicity, and  though  all  kinds  of  queer  happenings  occur  through  agency 
of  demons  and  spirits  of  different  kinds,  virtue  and  courage,  fidelity 
and  truth,  love  and  sacrifice  are  triumphant  over  the  forces  of  evil.  The 
colored  illustrations  are  by  a  Japanese  artist  and  the  volume  as  a  whole 
is  beautiful  with  its  clear,  beautiful  type,  marginal  decoration  and  bright 
and  sympathetically  drawn  pictures.  Let  your  boys  and  girls  read  it, 
and  if  you  are  a  teacher  you  will  find  some  stories  here  to  tell  to  your 
classes.  It  is  a  charming  gift  book,  though  gotten  up  primarily  for  use 
in  schools  and  contains  suggestions  for  teachers  in  the  way  of  art  and 
construction  work.     Rand  &  McNally,  Chicago. 

How  TO  Tell  Stories  to  Children,  by  Sara  Cone  Brj-ant.  Since 
an  undoubted  renaissance  of  story  telling  is  at  hand,  mothers  and  teachers 
will  alike  be  glad  to  read  this  helpful  little  book,  written  by  one  who 
speaks  from  practical  experience.  Her  words  upon  the  value  of  fair}' 
tales  are  convincing  and,  in  still  fewer  w^ords,  she  gives  reasons  for  the 
nonsense  story,  the  nature  and  the  historical  stories.  As  an  aid  in  the 
selection  of  stories.  Miss  Bryant  analyzes  in  practical  fashion  the  Three 
Bears,  the  Three  Little  Pigs,  and  the  Pig  Who  Wouldn't  Go  Over  the 
Stile.  Lists  are  given  of  stories  suitable  for  kindergarten,  for  grades 
2  and  3,  for  grades  4  and  5,  and  a  list  of  more  general  sources  for  the 
stor\'-teller  is  also  given.  An  important  chapter  is  that  on  the  "Adapta- 
tion of  Stories,  for  Telling,"  with  suggestions  for  the  condensation  of 


192  KINDERGARTEN  MAGAZINE. 

long  ones  and  the  expansion  of  short  ones.  As  example  of  the  former, 
Riiskin's  "King  of  the  Golden  River"  is  given.  There  are  in  addition 
about  thirty  others  given  as  adapted  for  school  use.  In  one  chapter 
the  specific  schoolroom  uses  of  story-telling  are  discussed  with  special 
commendation  for  the  dramatization  of  stories.  There  are  a  few  paper- 
cutting  illustrations.  Giving,  as  it  does,  so  many  actual  stories  along 
with  the  study  of  method  and  theory,  the  book  is  sure  to  win  many 
friends  in  both  home  and  school.  Houghton,  Mifflin  Co.,  New  York. 
WiLHELMiNE  Froebel's  Erste  Gattin,  by  Eleonore  Heerwart. 
This  biography  of  Froebel's  first  wife  has  just  come  to  us  from  across 
the  water.  It  is  the  second  of  the  Froebel  museum  series  and  has  been 
compiled  from  original  writings  in  the  museum,  letters  forming  a 
large  part  of  the  contents.  There  is  a  portrait  of  Wilhelmine  and  two 
views  of  Keilhau.  We  will  review  it  in  a  later  number.  Those  who 
read  German  will  want  to  add  it  to  their  Froebel  library.  It  is  to  be 
hoped  that  it  may  be  translated  for  the  benefit  of  those  who  do  not. 
Published  by  H.  Kahle,  Hofbuchdruckerei,  Eisenach,  Germany. 


We  are  just  in  receipt  of  the  third  volume  of  Miss  Anderson's 
"Characteristic  Rhythms,"  b^t  it  comes  too  late  for  an  extended  notice. 
There  are  six  marches,  one  a  specially  slow  one  in  valse  time ;  three  skip- 
ping themes  and  a  skating  m[otive;  one  for  trotting,  running,  and  high- 
stepping  horses,  and  one  suitable  for  the  old-fashioned  bows  of  our  grand- 
parents. Explanatory^  paragraphs  tell  in  just  what  way  these  different 
rhythms  have  been  most  useful  and  just  what  they  are  supposed  to  de- 
velop.    Price,  $1.50. 


The  Chicago  Woman's  Club  and  its  friends  supported  eight  vaca- 
tion schools  in  Chicago  during  the  past  summer  and  have  now  an  ex- 
hibit of  children's  work  in  the  Municipal  Museum  of  the  city,  in  the 
Public  Library. 


A  branch  of  the  Story-Tellers'  League  has  been  organized  in  Chi- 
cago, 10  Van  Buren  street.  Second  meeting,  first  Saturday  in  November, 
10  o'clock. 

\ 
1 


KINDERGARTEN   MAGAZINE. 

VoL  XVIII— DECEMBER,  1905.  No,  4, 
TWENTIETH  CENTURY  SERIES. 


■  CHRISTMAS  IN  A  JEWISH  KINDERGARTEN. 

LAURA    E.    WHITNEY. 

How  does  the  spirit  of  Christmas  come  to  the  children  of  the 
ghetto  ? 

For  the  light  of  the  wonderful  star  may  not  shine  around  them, 
the  journey  of  the  wise  men,  the  vigil  of  the  shepherds,  the  story  of  the 
babe  in  the  manger,  the  music,  and  mystery,  and  beauty  of  the  holy 
night  may  not  be  told. 

But  to  little  children  everywhere  may  come  the  spirit  of  Christ- 
mas, the  great  universal  spirit  of  Love,  expressed  in  service. 

The  Jewish  quarter  of  a  great  city  is  so  entirely  foreign  in  popu- 
lation that  it  seems  strangely  at  variance  with  the  American  customs  and 
institutions  all  about  it.  Into  its  prejudice  and  povert}^,  into  its  darkness 
and  ignorance,  into  its  uncleanness  and  hopelessness  has  gone  the  social 
settlement  and  the  kindergarten,  making  way  for  more  tolerance, 
greater  thrift  and  a  better  future. 

In  the  crowded  tenements  we  find  the  homes  of  the  peddlers  and 
junk  dealers,  the  street  venders  and  tradesmen. 

In  dark,  crowded  and  unwholesome  rooms  women  bend  over  the 
gaudy  sweaters  they  are  weaving,  or  baste  the  linings  of  cheap  cloth- 
ing into  place.  Whole  families,  living  in  one  or  two  small  rooms,  daily 
meet  conditions  so  disheartening  that  it  is  no  wonder  pride  and  thrift 
do  not  flourish,  that  old  superstitions  enslave,  that  change  comes  slowly 
and  ignorance  prevails. 

Here  in  this  little  world  the  sacred  hours  of  life  come— death  in- 
vades— life  struggles  into  being — marriage  and  parting,  joy  and  pain  uxt 
known.  And  "making  sunshine  in  a  shady  place"  are  the  little  chil- 
dren of  the  people,  thousands  of  them,  bright-eyed,  responsive,  eager. 

They  laugh  from  many  a  mother's  arms,  they  tumble  in  the  dark- 
some alleyways  and  on  the  stairs;  they  peer  from  basement  windows, 
they  play  in  the  streets,  they  hide  behind  the  skirts  of  women  in  the 


194  KINDERGARTEN  MAGAZINE. 

market  place,  they  throng  the  public  schools.  Here  is  the  flower  and 
hope  of  the  people — a  heritage  worth  bringing  to  its  best. 

Such  are  they  who  greet  the  kindergartner  each  morning  with  smil- 
ing faces,  the  plants  she  seeks  to  nurture  and  to  save. 

Some  few  come  from  homes  which  bear  the  touch  of  neatness ;  some 
of  the  children  are  cared  for  and  clean;  some  show  an  effort  in  that  di- 
rection which  is  pitiful  in  its  hopelessness  and  poverty.  But  the  door 
swings  wide  for  all  and  they  come  in  groups  or  singly,  Jake  and  Sally, 
Abie  and  Becky,  little  Rosie  and  Sam — dear  little  ones,  eager  for  the 
happy  work  and  play,  the  warmth  and  brightness  of  the  room,  the  cheery 
greeting  and  pleasant  companionship. 

Many  of  the  mothers  bring  their  little  ones,  and,  if  you  look,  there 
is  generally  a  younger  baby's  bright  eyes  peeping  out  from  the  folds  of 
her  dingy  shawl. 

A  passionate  caress,  a  spoken  admonition  in  German  or  Yiddish 
and  a  frosted  cooky  or  something  equally  unwholesome  for  lunch  time 
(it  may  be  the  child's  only  breakfast)  thrust  into  the  wee  hand,  and  she 
is  gone — to  come  again  at  noon. 

The  mothers  like  to  come  early  enough  to  see  the  good-bye  circle; 
they  stand  in  the  doorway,  eagerly  watching  the  director  in  this  sweet 
ending  of  a  happy  morning's  work,  and  how  proud  each  one  is  when 
her  boy  or  girl  goes  forward  to  shake  hands  and  then  is  free  to  go. 
These  poor  mothers  are  children  themselves  so  far  as  the  system  and 
order  necessary  for  home  making  is  concerned,  yet  the  deep  and  open- 
hearted  affection  they  give  to  their  little  ones  makes  these  children  more 
responsive  than  are  many  of  more  fortunate  circumstances. 

For  can  anything  give  the  child  a  better  start  than  love  ?  No  other 
means  will  avail  for  the  perfection  of  mind,  body  and  spirit. 

In  this  spirit  of  loving  helpfulness  some  workers  from  the  Chi- 
cago Kindergarten  Institute,  one  year  ago,  sought  to  bring  the  joy  of 
Christmas  to  the  Jewish  Settlement  Kindergarten  under  their  charge, 
and  thereby  won  a  rich  and  lasting  beautiful  experience. 

As  the  holidays  drew  near  the  heart  of  the  director  longed  to  give 
these  children  a  glimpse  of  the  happiness  which  was  making  the  world 
so  bright  in  other  places.  But  how?  To  antagonize  the  religious  teach- 
ing of  the  people  would  be  to  destroy  our  work  among  them  entirely; 
there  must  be  nothing  of  the  real  Christmas  story — not  even  a  tree  being 
permitted. 


CHRISTMAS   IN'  A  JEWISH   KIXDEKGARIKX.  HC, 

In  all  this  part  of  the  city  was  scarcely  a  hint  of  the  lavishness  and 
display  which  marks  the  shops  in  other  districts;  how  dull  and  sordid 
and  grimy  it  seemed  by  contrast — greater  than  ever  before — and  to  add 
to  the  depression  came  the  short,  dark  days,  when  often  the  children 
worked  and  played  by  gaslight. 

As  we  gathered  around  the  table  for  teachers'  meeting  the  sunny- 
hearted  director  lifted  us  all  out  of  our  perplexity  by  saying  that  she 
had  been  seeking  a  point  of  departure  which  would  come  from  the  chil- 
dren's own  experience  and  at  the  same  time  serve  as  a  connecting  thought 
between  the  Thanksgiving  and  Christmas  time,  and  had  decided  to  use 
the  Chaunka  Festival,  just  then  of  vital  interest  in  all  the  homes  of  the 
Jewish   quarter. 

This  feast  celebrates  the  rededication  of  the  temple  after  the  desecra- 
tion of  the  Syrians  and  has  some  beautiful  customs  and  traditions  asso- 
ciated with  it,  one  of  which — and  the  only  one  we  used — was  the  light- 
ing of  the  candles.  One  is  lighted  the  first  night  of  the  festival  and 
another  added  each  succeeding  night  until  eight  days  have  been  accom- 
plished.    This  is  typical  of  the  renewing  of  spiritual  light. 

We  began  in  kindergarten  by  listening  to  the  children's  stories  of 
the  happy  times  they  were  having  in  their  homes — of  the  Chaunka  lights 
burning  every  evening,  of  feasting  and  guests.  It  was  truly  a  wonder- 
ful time  for  them. 

A  Jewish  friend  of  the  kindergarten  sent  us  a  large  supply  of  can- 
dles and  boxes  of  candy  as  a  Chaunka  present.  This  delighted  the 
children  greatly,  as  they  were  allowed  to  have  a  little  candy  for  lunch 
every  day,  while  we  planned  to  have  the  table  prettily  arranged  and 
had  each  morning  a  new  candle  burning  beside  those  saved  from  the 
previous  days.  We  talked  much  of  the  brightness  and  happiness  of  the 
Chaunka  time,  and  how  it  would  be  nice  to  do  things  for  others  to  make 
them  glad. 

The  director  planned  many  pretty  games  and  marches  in  which  can- 
dles could  be  used,  such  as  blowing  out  a  lighted  candle  while  blind- 
folded; carrying  one  to  lead  the  march,  etc.,  and  the  twinkling  lights 
were  a  never  failing  joy  to  the  children. 

At  the  tables  the  children  made  some  pretty  decorations  for  the 
rooms.  One  group  made  a  poster  showing  a  long  row  of  tall  white 
candles  with  green  candle-sticks  and  bits  of  red  flame  at  the  top  of  each 


196  KINDERGARTEN  MAGAZINE. 

candle.  This  was  mounted  on  a  background  of  soft  yellow  and  made 
an  effective  dado  for  the  wall. 

At  the  end  of  the  festival  eight  candles  were  lighted  on  the  circle 
and  placed  in  the  center  during  the  morning  talk.  Some  of  the  groups 
had  made  little  gifts  for  the  mothers  and  babies  at  home  and  these  were 
brought  and  placed  beside  the  candles.  The  children  responded  very 
beautifully  to  the  thought  of  joy  in  doing  for  others,  and,  surely,  this 
festival  of  their  faith  will  always  mean  more  to  them  because  of  this 
early  kindergarten  experience  connected  with  it. 

By  this  time  Christmas  itself  was  drawing  near  and  some  of  the 
children  seeming  to  have  heard  of  Santa  Claus,  the  jolly  old  saint  was 
presented  to  them  in  song  and  story  and  many  a  bright  picture. 

With  shining  eyes  they  listened  to  the  tale  of  his  secret  coming  and 
the  marvelous  contents  of  his  pack. 

As  they  were  able,  we  encouraged  them  in  dramatizing  the  coming 
of  Santa  Claus  day  after  day,  and  it  was  most  int«resting  to  watch  the 
awakening  and  growth  of  the  imagination.  How  soon  even  the  most 
phlegmatic  learned  to  run  to  their  empty  chairs  and  exclaim  over  the 
contents  of  an  imaginary  stocking.  One  group  made  a  poster  showing 
Santa  Claus  and  his  reindeer;  another  strung  pop-corn  and  cranberries 
and  made  bright  little  lanterns  for  decorating  the  rooms.  We  had, 
also,  evergreen  garlands  and  a  splendid  holly  wreath  tied  with  scarlet 
ribbon  for  the  large  front  window. 

The  babies  made  an  unique  decoration  for  their  room,  which  was 
very  effective  and  all  their  own  work;  they  pasted  fluffy  bits  of  white 
cotton  here  and  there  all  over  a  green  background,  and  this  was  then 
liberally  sprinkled  with  "diamond  dust."  It  was  really  Christmasy 
when  it  was  done.     And  weren't  they  proud? 

In  these  days  the  older  children  made  some  pretty  gifts  for  the 
teachers  and  settlement  workers. 

There  were  many  attractive  games  and  the  Santa  Claus  songs. 
Altogether  the  kindergarten  was  as  happy  and  busy  a  place  as  it  could 
well  be. 

For  some  weeks  the  children  had  been  saving  pennies  to  buy  a 
bird,  but  the  little  pile  grew  slowly  and  one  day  came  to  the  attention 
of  a  lady  visitor.  She  said  little  about  it  at  the  time,  but  the  knowledge 
bore  generous  fruit,  for  the  day  before  we  were  to  close  for  the  Christ- 


CHRISTMAS  IN  A  JEWISH   KIXDEKGARTEX.  1!)7 

mas  holidays  there  came  a  gift  of  toys,  candies  and  a  beautiful  singing 
bird  in  a  brass  cage. 

That  was  a  wonderful  morning! 

After  the  usual  table  period,  when  the  older  children  wrapped  their 
gifts  in  tissue  paper  with  great  care  and  pride  and  the  little  ones  played, 
all  the  kindergarten  came  together  in  the  front  ro(jm.  The  children 
sat  on  the  floor  about  the  low  chair  where  the  sweet  director  sat  by  the 
bright  grate  fire  and  told  them  the  story  of  Piccola. 

The  sweetness  and  tenderness  of  that  scene  was  something  never  to 
be  forgotten.  The  happy  faces,  the  starry  eyes,  and  all  enfoUled  by  the 
cosy  quiet  of  the  hour.  A  few  of  the  mothers  had  come  in,  thinking  some- 
thing might  happen,  no  doubt,  and  sat  along  the  opposite  wall  with  their 
babies  and  listened  smilingly. 

Then  all  the  curtains  were  lowered  and  we  played  it  was  Clirist- 
mas  Eve,  as  we  had  often  done  before. 

The  folding  doors  closed  off  the  circle  room  where  the  little  chairs 
were  standing.  "Good-nights"  were  said  and  every  one  lay  down  to 
sleep  (?)  on  the  rug  by  the  fire. 

Some  little  eves  found  it  an  impossible  task  to  keep  shut  at  all  for 
more  than  a  minute  at  a  time.  What  giggling  came  from  one  corner; 
what  whispering  went  on  steadily  in  another;  what  conscious  effort  was 
made  by  some  dear  little  souls ! 

Bennie  and  Jake  were  peeping  and  trying  to  see  if  all  the  teachers 
and  children  were  there — yes,  ever}-  one ! 

So  when  sleigh-bells  began  to  jingle  in  the  next  room  it  surely 
must  have  been  Santa  Claus  himself.  Perhaps  the  kindly  housekeeper 
might  have .  told,  had  she  cared  to.  Anyway,  we  were  all  glad  when 
the  piano  gave  out  the  bright  "Good  morning  to  j-ou." 

The  shades  were  lifted,  the  doors  opened,  and  what  a  vision  greeted 
the  eyes  of  the  astonished  children.  Their  little  red  chairs  stood  upon 
the  circle  as  they  had  been  before,  but  with  what  a  wonderful  difference! 
Each  girl's  chair  held  a  beautiful  doll,  with  brown  or  flaxen  hair  dressed 
in  some  pretty  tint.  Each  boy's  chair  held  a  fine  drum,  resplendent  in 
brass  and  bright  paint,  the  drum  sticks  beside  it:  and  e\  ery  chair  held 
in  addition  a  box  of  candy  and  a  netting  stocking  filled  with  little  toys. 

For  an  instant  there  was  silence,  followed  by  a  rush  which  was  an- 
ticipated by  the  teachers,  and  in  almost  less  time  than  it  takes  to  tell 
about  it,  every  little  boy  was  beating  his  drum,  and  every  little  girl  bend- 


198  KINDERGARTEN  MAGAZINE. 

ing  rapturously  over  her  doll.  The  expression  of  some  of  those  childish 
faces  was  never  to  be  forgotten. 

The  grown  people  could  but  look  on  in  happy  silence,  when  sud- 
denly from  the  cage  near  the  window  a  song  came  trilling  clear  and 
sweet,  and  the  beautiful  bird  had  added  his  part. 

It  was  a  busy  time  getting  them  all  into  their  wraps,  and  after  the 
"good-bye"  song  the  director  said,  "What  would  you  like  to  say  for  all 
the  beautiful  things?"    Then  they  sang  again  of  their  own  desire. 

"Thank    Him,  "thank    Him,   all    the    little   children — 
God  is  love,  God  is  love." 

And  so  the  spirit  of  Christmas  came  to  these  children  of  the 
ghetto. 

And  so  they  carried  it  with  them  out  into  the  dark  and  narrow 
street  where  the  snow  was  beginning  to  fall — bearing  their  wonderful 
new-found  treasures  with  careful  hands,  turning  again  and  again  to 
wave  "good-bye." 

Very  kings  of  joy  they  were,  seeing  nothing  dreary  anywhere. 

Bright  bits  of  God's  own  sunshine,  they  went  out  each  in  his  own 
way  and  place  spreading  the  message  of  Love  and  Cheer. 

*** 'j?  "r 'i? '1? 'i? 'r 'i?  rl' 'i?  *r 

'^'There  is  perhaps  no  more  striking  moment  in  all  history  than 
that  at  which  the  Apostle  Paul,  standing  on  Mars  Hill  and  pointing 
to  the  blue  Aegean,  the  center  of  the  then  known  world,  proclaimed 
the  new  but  eternal  doctrine :  God  hath  made  one  every  nation  of 
men  "''or  to  dwell  on  all  the  face  of  the  earth.  Standing  here  as  we  do, 
on  the  border  of  the  Atlantic  Ocean,  and  beholding  on  the  one  side  the 
dove  of  peace  alighting  from  the  hand  of  our  president  on  the  fields 
of  carnage  in  the  far  East  and  on  the  other  side  the  homes  of  peoples 
of  all  nationalities  stretching  from  the  Atlantic  to  the  isles  of  the 
Pacific,  under  the  protection  of  the  American  flag,  may  we  not  realize 
that  we,  as  teachers,  have  a  great  part  to  perform  in  bringing  a  vast 
company  to  an  understanding  of  the  sublime  truth  that  God  has  made 
all  men  one  to  dwell  on  the  face  of  the  earth — that  their  mission  is 
not  to  defraud  and  to  slay,  but  each  to  do  his  best  for  himself  and  to 
help  his  fellows." 

— Sup^  Maxwell,  of  N  V.  City,  at  N.  E.  A.,  July,  igoj- 


TROUBLES   OF   AN   IMAGINATIVE   CHILD.  199 


TROUBLES  OF  AN  IMAGINATIVE  CHILD. 

"Mother,"  the  little  voice  began. 

"Yes,  Rachel." 

"Mother,   I   have  something   to  tell  you." 

"Yes,  dear.     Mother  is  listening." 

"But  it  is  verj'  awful." 

"Oh!  I  hope  not.  But  even  if  it  is,  mother  is  the  best  one  to  tell 
it  to." 

"I  don't  see  how  I  can.  It  is  so  very  bad.  Worse  than  anything 
you  ever  heard  of." 

"Go  on,  dear." 

"It  is  so  bad  that  I  know  you  can  never  love  me  any  more ;  but, 
O  mother,  I  can  not  help  it." 

"Nothing  can  ever  make  me  stop  loving  my  own  little  daughter. 
What  is  this  awful  thing?" 

"Oh,  how  can  I  tell  it?  I  am  so  ashamed !  I  prayed  to  God,  but  he 
did  not  help  me.     I  could  not  help  myself — indeed,  I  could  not." 

"My  child,  you  alarm  me!" 

"It  will  be  worse  than  alarm  when  you  hear.  You  will  ne\'er  be  able 
to  forgive  me.  Maybe  I'll  have  to  go  away  and  earn  my  own  living — 
or  beg." 

"Oh,  no,  Rachel.     Go  on." 

"■Mother!  Mother!  I  can  not  help  it,  but,  dearest  mother,  I  do 
think  Miss  Timlow  is  prettier  than  you  are!" 

So  the  awful  secret  was  out,  and  the  awful  tragedy  was  over.  When 
the  word  was  spoken,  the  confession  made,  the  child,  quieted  and  restored 
by  the  sympathy  of  the  mother,  whose  amused  smiles  the  friendly  shadows 
hid,  walked  happily  on.  When  they  entered  their  own  door  and  the 
lamplight  fell  on  the  delicately  molded  features  of  the  mother's  high- 
bred face,  on  the  bright  ripples  of  her  hair  and  the  deep  beauty  of  her 
large  dark  eyes,  the  scales  fell  from  the  wide  blue  eyes  of  the  little  girl. 
The  world  and  the  flesh  had  lost,  the  spirit  had  won,  and  the  evil  had 
gone  forever  as  she  clasped  her  arms  about  the  neck  of  the  one  who 
stood  in  the  place  of  God  to  her,  crying: 

"O,  mother,  it  isn't  true!  It  never  was  true  at  all!  Miss  Timlow 
— why — Miss  Timlow  is  ugly." — Sara  Andrezv  Shafer,  in  "The  Day 
Before  Yesterday." 


200-  KINDERGARTEN    MAGAZINE. 

REPORT    OF   THE    SOUTHERN  KINDERGARTEN  ASSO- 
CIATION, ORGANIZED  JULY,  1905.* 

AMALIE    HOFER. 

Deland,  Fla.  :  The  kindergarten  is  not  a  part  of  the  public  school 
system  of  Florida,  and  I  know  of  no  public  school  kindergarten  in  the 
State.  Manj^  private  kindergartens  have  been  established,  and  many- 
have  failed,  even  where  the  kindergartener  was  well  prepared  for  her 
duties.  But  our  primary  teachers  have  introduced  much  kindergarten 
work  into  the  first  two  grades  of  the  public  schools,  and  we  feel  that  in 
this  way  the  people  have  ex  me  to  appreciate  the  value  of  this  work  more 
than  before. 

For  several  years  there  has  been  a  kindergarten  training  class  at 
Stetson  University,  from  which  a  number  of  young  women  have  gone 
out  to  spread  the  kindergarten  spirit.  One  of  these  \'oung  women  con- 
ducts a  kindergarten  at  Sanford  under  the  direction  of  a  club  of  twenty- 
one  mothers,  who  are  sufficiently  interested  to  maintain  a  kindergarten 
for  at  least  part  of  the  children  of  their  city. 

It  is  probably  only  a  question  of  time  till  the  sons  of  such  mothers 
shall  pass  laws  looking  to  the  establishment  of  public  kindergartens  in 
our  State.  Loretta  Law. 

Dallas^  Texas:  Dallas  has  three  successful  private  kindergartens 
and  a  mission  one  under  the  Methodist  church. 

The  Dallas  Free  Kindergarten  and  Industrial  Association  has  been 
organized  five  years  and  now  carries  on  an  extensive  work  on  social 
settlement  lines.  There  are  three  free  kindergartens,  which  have  formed 
the  nucleus  in  each  district  from  which  has  developed  the  many  activ- 
ities of  neighborhood  work.  There  are  three  well  organized  Mothers' 
Clubs,  three  self-governing  boys'  clubs,  a  guild  of  play  which  meets  at 
the  neighborhood  house,  a  library,  cooking  classes  held  every  day  under 
a  teacher  of  domestic  science,  and  a  second-hand  sale  held  weekly.  The 
latter  provides  the  people  with  garments  at  a  nominal  cost. 

A  kindergarten  training  class  for  young  women  has  been  a  feature 
of  the  work  for  several  years,  and  a  senior  year  will  be  added  this  fall. 

The  association  owns  the  neighborhood  house,  a  new  and  attractive 
building,  as  yet  the  only  social  settlement  in  Texas.     It  has  nine  resident 


♦Continued  from  November  number. 


SOUTHERN   KINDERGARTEN   MAGAZINE.  201 

and  ten  volunteer  workers.  Clubs,  classes  and  entertainments  are  held 
in  this  buildini:;  daily.  Quite  a  larjie  percentage  of  the  population  sur- 
rounding the  Neighborhood  House  is  foreign — Germans,  Polish  and 
Jews,  Russian  Jews  and  Italians  abound.  One  hundred  children  are 
enrolled  in  the  kindergarten,  eighty  to  ninet\    attentling  regularly. 

The  Cotton  Mills  kindergarten  has  seventy  children  enrolled, 
while  that  of  East  Dallas  has  sixty-tive. 

The  work  of  the  association  has  been  heartily  endorsed  by  the 
Commercial  Club,  the  public  schools,  the  superintendent  of  the  cotton 
mills  and  the  physicians  who  have  observed  the  work.  The  co-operation 
of  the  United  Charities  and  the  King's  Daughters,  the  women's  clubs 
and  the  Carnegie  public  library'  has  been  gained. 

The  support  of  the  work  is  from  subscriptions  and  entertainments. 
It  has  taken  strong  faith  and  persistent  effort  to  carry  on  the  work,  but 
the  members  of  the  association  feel  that  the  results  ha\c  more  than 
justified  their  labor,  Margaret  S.  Seymour. 

Fort  Worth,  Texas:  The  work  in  Fort  Worth  is  under  the 
management  of  the  Fort  Worth  Kindergarten  Association.  Tlie  college 
is  entering  its  sixth  year  and  is  beginning  to  make  itself  felt  throughout 
the  entire  State,  and  adjoining  ones,  having  twenty-h\e  graduates, 
nearly  all  of  whom  were  engaged  in  active  work  in  Texas  and  the  Ter- 
ritories last  vear.  Of  the  faculty  of  seven,  three  are  graduates  of  the 
Chicago  Kindergarten  College,  the  others  coming  from  leading  kinder- 
garten, music  or  art  schools  of  the  north.  There  were  six  successful 
kindergarten  schools  carried  on  in  Fort  W^orth  during  the  past  }ear — 
one  in  the  First  ward,  by  Miss  Myra  Winchester,  of  the  Chicago  Kin- 
dergarten College;  one  in  the  Third  ward,  by  Miss  Elizabeth  Ham- 
mers, also  of  the  Chicago  college;  one  in  the  Fourth  ward,  by  Miss 
Padgett,  of  the  Philadelphia  Training  School;  one  in  the  Sixth  ward, 
by  Mrs.  Barbee  and  Miss  Ware,  both  of  the  Fort  Worth  College;  one 
in  Rosen  Heights,  by  Miss  Pauline  Eaton,  of  the  Chicago  Kindergarten 
Institute,  and  at  the  Forth  Worth  Benevolent  House,  by  Miss  Eliz- 
abeth White,  of  the  Fort  Worth  College.  During  the  past  >ear  the 
college  has  successfully  edited  a  magazine  known  as  the  Southern  Kin- 
dergarten Magazine,  one  which  has  been  an  inspiration  and  help  to  the 
many  teachers  and  mothers  into  whose  hands  it  has  fallen. 


202  KINDERGARTEN    MAGAZINE. 

The  committee  offered  the  following  set  of  by-laws,  which  were 
adopted  as  a  whole  by  the  workers  present: 

1.  The  name  of  this  association  shall  be  the  Southern  Kindergarten 
Association. 

2.  Its  purpose  is  to  disseminate  information  on  the  subject  of  kin- 
dergarten, to  stimulate  greater  interest  in  the  work,  arouse  popular  senti- 
ment in  favor  of  it  and  to  encourage  and  aid  the  establishment  of  kinder- 
gartens, especially  in  the  Southern  States. 

3.  All  persons  who  are  actively  engaged  in  kindergarten  teaching 
who  are  preparing  for  that  work,  or  who  are  interested  in  the  purpose 
of  this  association  are  eligible  for  membership. 

4.  Members  may  be  elected  at  any  meeting  of  the  association,  upon 
recommendation  of  two  members  and  by  majority  vote  of  the  association 
present. 

5.  The  annual  dues  for  members  shall  be  $1.00,  paj^able  at  the 
annual  meeting. 

1.  The  officers  of  this  association  shall  consist  of  a  president,  a 
vice-president,  a  corresponding  and  a  recording  secretary,  and  a  treas- 
urer, to  be  elected  every  two  years  by  vote  of  the  association  at  the  regu- 
lar annual  meeting. 

2.  These  officers  shall  perform  the  duties  that  usually  belong  to 
their  offices. 

3.  The  officers  of  the  association  shall  constitute  a  board  of  di- 
rectors, whose  duty  it  shall  be  to  prepare  programs  for  the  various  meet- 
ings, decide  upon  questions  of  policy,  attend  to  the  distribution  of  the 
literature  and  perform  such  other  office  as  may  be  in  accord  with  the 
purpose  of  the  association. 

1.  There  shall  be  a  regular  annual  meeting  at  such  time  and  place 
as  the  association  may  determine. 

2.  The  usual  rules  of  parliamentary  order  shall  prevail  at  the 
meetings. 

The  following  names  were  offered  by  the  nominating  committee 
and  unanimously  elected  as  officers  of  the  new  Southern  Kindergarten 
Association : 

Miss  Mary  Howell  Wilson,  of  Dallas,  Texas,  president;  Miss 
Willette  Allen,  of  Atlanta,  vice-president;  Mrs.  George  W.  Pickel,  of 
Knoxville,  recording  secretary;  Mrs.  D.  D.  Walsh,  of  Anniston,  Ala., 
corresponding  secretary;  Miss  Helen  Montague,  of  Richmond,  Va., 
treasurer. 

Therefore,  on  July  19,  1905,  came  into  being  the  organization 
of  southern  kindergarteners,  with  a  paid  membership  of  forty-six.  The 
treasurer's  address  in  full  is  as  follows:  Miss  Alice  B.  Moncure,  223 
East  Cherry  street,  Richmond,  Va.     The  next  regular  meeting  will  be 


SOUTHERN   KINDERGARTEN   MAGAZINE.  203 

held  in  the  summer  of   1906,  with  the  Summer  School  of  the  South,  at 
the  University  of  Tennessee,  at  Knoxville. 

The  officers  of  the  new  organization  were  selected  from  amon^ 
the  workers  present  at  the  time,  and  great  enthusiasm  was  expressed  on 
all  sides.  Especial  appreciation  was  shown  to  Professor  Claxton  for  the 
generous  plans  by  which  the  kindergarten  interest  could  thus  be  united 
and  reinforced.  When  the  huntlred  fresh  blue  badges  appeared  on  the 
campus,  the  wearers  were  only  too  eager  to  explain  the  inscription, 
Southern  Kindergarten  Association,  S.  S.  S.,  19l)5.  The  reading  on 
the  badge  was  interpreted  by  a  certain  northern  kindergartener  to  mean: 
"Kindergartens  throughout  the  South,  for  the  South,  b\-  the  South." 

Two  motions  of  importance  were  made.  One  that  the  conference 
urge  the  new  Nashville  Teachers'  College  to  provide  a  kindergarten 
training  department ;  also  that  each  worker  present  send  to  her  home 
paper  a  full  report  of  the  organization  of  the  Southern  Kindergarten 
Association,  and  the  work  at  the  summer  school. 

The  following  is  a  list  of  the  charter  members  of  the  new  organi- 
zation: Supt.  Lawton  B.  Evans,  Augusta,  Ga. ;  Prof.  P.  P.  Claxton, 
University  of  Tennessee;  Miss  Amalie  Hofer,  Chicago  Kindergarten 
Institute;  Miss  Mari  Ruef  Hofer,  Columbia  Uni\ersity;  Miss  Elizabeth 
Harrison,  Chicago  Kindergarten  College;  Miss  Mary  H.  Wilson,  Neigh- 
borhood House,  Dallas,  Texas;  Miss  Willette  Allen,  Kindergarten  As- 
sociation, Atlanta,  Ga. ;  Mrs.  George  W.  Pickel,  president  Knoxville 
Kindergarten  Association ;  Mrs.  Daisy  B.  Walsh,  principal  Kindergarten 
Association,  Anniston,  Ala.;  !Miss  Leola  Patterson,  supervisor  Kinder- 
gartens of  Columbus,  Ga. ;  Mrs.  J.  N.  Crouse,  Chicago  Kindergarten 
College;  Miss  Florence  HoUensworth,  Chicago;  Mrs.  Margaret  Sey- 
mour, Dallas;  Miss  Patti  Sparks,  Montezuma,  Ala.;  Miss  Mabel  Corey, 
Chicago  Kindergarten  Institute;  Mrs.  N.  M.  Burrell,  Galveston;  Miss 
Clifford  West,  Atlanta;  ]Miss  Edna  Jessop,  Columbus;  ]\Iiss  Annie 
Kirk,  Richmond;  Miss  Myra  Phillips,  Chattanooga;  ^Nliss  Francis  M. 
Hall,  Birmingham;  Miss  Elizabeth  Forbes,  Anniston;  Miss  Elizabeth 
Nabers,  Birmingham;  !Mrs.  L.  L.  Brooks,  Lakeland,  Fla. ;  Miss  Maud 
Waring,  Knoxville;  Miss  Nell  McMahon,  Knoxville:  Mrs.  (^li\e  War- 
ren, Knoxville;  Mr.  J.  N.  Brown,  Concord,  Tenn. ;  Miss  Lorctra  Law, 
DeLand,  Fla.;  Miss  Alice  B.  Moncure,  Richmond;  Mrs.  Clara  Moses, 
Natchez,  Miss.;  Miss  Amanda  Stoltzfus,  Concord.  Tenn.:  Miss  Grace 
Markel,  Knoxville;  Mrs.  C.  H.  Waring,  Kno.xville;  Miss  Mattie  Bates, 


204  KINDERGARTEN  MAGAZINE. 

Columbus;  Miss  Emily  Carruthers,  Memphis;  Miss  Flora  R.  Mclntyre, 
Greenwood,  Miss.;  Miss  Birdie  Gore,  Natchez,  Miss.;  Miss  Mabel  C. 
Surles,  Lumpkin,  Ga. ;  Miss  Helen  Coleman,  Columbus;  Miss  Kate 
Edmunson,  Nashville;  Miss  Adele  Jacobi,  Charleston,  S.  C. ;  Miss  Rita 
Folk,  Savannah ;  Miss  Julia  Barnwell,  Selma,  Ala. ;  Miss  Nellie  B. 
Jackson,  Union  City,  Tenn. ;  Miss  Anna  Bullock,  Yazoo  City,  Miss., 
and  Miss  Kate  Kelley,  Laurel,  Miss. 

INTERRUPTION. 

RUBIE  T.   WEYBURN. 

I  said,  "I  will  locl^  the  doors  of  my  house. 

Hang  up  the  shining  keys. 
And  tune  my  lute  to  the  songs  I  love — 

Here  will  I  take  mine  ease." 

But  a  light  wind  called,  "  Come  out," 

And  a  sunbeam  sparkled  by. 
And  then  we  were  wandering  over  the  hills — 

The  sun,  and  the  winds,  and  I. 

Then  a  low  voice  thrilled  my  ear. 

And  a  new  pulse  stirred  my  breast ; 
O,  the  lute  and  the  song  are  dear,  are  dear, 

But  the  voice  of  the  wind  is  best ! 

I  said,  "I  will  lock  the  door  of  my  heart. 

And  turn  mine  eyes  within ; 
Wrap  myself  in  a  mantle  of  thought. 

Away  from  the  noise  and  din." 

But  a  child's  voice  called,  "Come  out," 

And  the  army  of  toil  came  by, 
And  there  we  were,  journeying  hand  in  hand — 

Life  and  duty  and  I. 

Then  a  light  broke  in  on  my  brain. 
And  a  new  heart  beat  in  my  breast; 
I  would  fain  have  followed  in  Fancy's  train, 
But  the  leading  of  Love  is  best! 


Little    Folks'    Land* 

The    Story    of    a    Little    Boy    in    a    Big;    World. 

By  Madge  A.   Bigham,  Free  Kindergartens,   Atlanta.  Ga.     Author  of 
"Stories  of  Mother  Goose  I'illage,"  etc. 

Note. — This  Kindergarten  Program  will  run  ihrough  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  ^lessrs.  Atkinson,  Mentzcr  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9  ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.(10  net. 

Ninth  Week 

Joe-Boy's  Pets 

iMonday 

Anunal  Relationships — Cow,  horse,  dog,  cat,  sheep,  pig,  rabbit,  fish, 
frog,  spider. 

1PIA\'E  not  told  you  anything  about  Joe-Boys  pets  \'et,  and  I  most 
surely  must  not  forget  them,  because  that's  the  very  best  part  of  all. 
When  Joe-Boy  first  began  to  get  his  pets,  why,  do  you  know  he 
told  Mother  Gipsy  that  he  was  going  to  get  one  of  e\ery  animal  in  the 
whole  world !  And  Mother  Gipsy  laughed  that  merry  little  laugh  of 
hers  and  said,  "All  right,  you  may  get  as  many  as  \  uu  please,  iust  so 
you  remember  four  things:  Gi\'e  them  plenty  to  eat.  give  them  plent\" 
to  drink,  give  them  a  clean  place  to  sleep  in  and  then  be  sure  that  thc_\- 
are  happy." 

Well,  I'm  sure  all  of  Joe-Boy's  pets  were  happy,  because  he 
treated  them  very  kindly  and  there  were  the  cow  and  her  brown  baby 
that  you  already  know  about;  and  the  horse  and  dog  and  kitty  and  sheep 
and  pig  and  rabbits  and  spider  and  frog  and  fish  and  chickens  and 
pigeons  and  birds — but  you  needn't  think  he  kept  his  birds  in  a  wire 
cage  nor  his  fish  in  a  glass  bowl!  No,  indeed,  for  I  do  not  believe  they 
would  have  been  happy  that  way!  But  let  me  see  which  one  I  shall 
tell  you  about  first.  Oh,  yes,  about  the  horse,  of  course.  He  was  the 
largest  pet  Joe-Boy  had,  and  I  believe  the  very  smartest  one.  His  name 
was  Prince  Charming,  and  he  belonged  to  the  circus  before  Joe-Boy 
got  him,  and  that's  where  he  had  learned  all  his  tricks.  \'ou  know.     He 

*  Copyright,  1905,  by  Madfre  .\.  Bigham. 


206  KINDERGARTEN    MAGAZINE. 

was  a  very  large  pure  white  horse,  with  a  long  tail  and  a  long,  wavy 
mane,  and  had  been  so  beautiful  when  he  was  young  and  used  to  gallop 
around  the  circus  ring  with  the  painted  lady  standing  tiptoe  on  his  back 
— while  the  music  played  and  the  people  clapped.  Prince  Charming 
liked  that  and  he  could  even  waltz  to  the  music,  too,  and  march  in  perfect 
time  as  well  as  you  or  I ;  so  in  the  street  parades  that  marched  through 
the  towns  he  did  his  very  best,  and  stepped  so  high  and  proud  that  the 
people  who  saw  him  said,  "See  what  a  beautiful  snow-white  horse! 
Hqw  he  tosses  his  head  as  he  steps  to  the  music!  The  circus  man 
should  be  very  proud  of  him!" 

And  the  circus  man  was  proud  of  him,  too,  but  that  was  when 
Prince  Charming  was  a  young  horse;  after  he  began  to  get  old  and  a 
little  bit  stiff,  why,  the  circus  man  bought  another  horse  to  gallop 
around  the  ring  with  the  painted  lady  standing  tiptoe  on  his  back,  and 
he  kept  Prince  Charming  for  a  work  horse,  to  pull  the  heavy  wagons 
loaded  with  the  circus  tents  and  boxes  and  other  things.  Then  Prince 
Charming  used  to  miss  the  painted  lady  and  the  music  and  the  people 
who  would  clap  their  hands  when  they  saw  him,  and  he  would  long 
to  waltz  and  gallop  around  the  circus  ring  again.  But  anyway,  he 
always  did  his  very  best  and  he  worked  so  hard  and  pulled  such  heavy 
wagons  for  the  circus  man  that  he  grew  thin  and  poor — so  thin  you 
could  even  see  his  backbone  and  count  his  ribs — and  I'm  afraid  the  circus 
men  sometimes  forgot  to  treat  him  kindly,  and-  did  not  give  him  enough 
to  eat,  because,  they  said  he  was  getting  too  old  and  wasn't  of  very 
much  account.  And  one  day  the  circus  came  to  the  town  where  Joe-Boy 
lived,  and  Prince  Charming  fell  and  hurt  himself,  because  the  circus 
men  were  trying  to  make  him  pull  a  great  heavy  wagon-load  of  things 
too  heavy  for  any  horse  to  pull,  and  when  he  fell  and  couldn't  get  up, 
it  made  the  circus  men  very  angry,  and  they  said  ugly  words  and  hit 
him  with  a  long  switch.  But  though  Prince  Charming  tried  his  very 
best,  he  couldn't  get  up,  because  he  was  so  sick  and  tired.  But  just  at 
that  very  minute  Father  Gipsy  and  Joe-Boy  passed  by.  They  had  come 
to  see  the  circus  animals,  and  when  Father  Gipsy  saw  how  those  men 
were  treating  Prince  Charming  his  black  eyes  flashed,  and  he  said : 

"You  wicked  men,  aren't  \o\\  ashamed  to  treat  a  good  horse  like 
that!  Why  don't  you  take  some  of  those  heavy  boxes  down  and  make 
the  wagon  lighter?    Come,  I  will  help  you." 

But  the  circus  men  wouldn't  do  it.     They  said,  "You  just  attend 


LITTLE    FOLKS'    LAND  207 

to  your  own  business!  This  is  our  horse  and  we  will  treat  him  as  we 
please — he  is  lazy  and  no  'count,  that  is  all!'  And  then  they  jerked 
Prince  Charming  again  to  make  him  get  up.  Now,  all  the  time  Father 
Gipsy  had  been  talking,  Joe-Boy  had  been  thinking,  and  he  remembered 
about  his  letter  and  Billy  Sanders.  So  he  said,  "Wait  a  minute,  father, 
I  know  what  to  do." 

Then  he  ran  off  very  quickly,  and  when  he  came  back  he  brou;iht 
somebody  with  him — somebody  that  wore  a  blue  coat  with  big  brass 
buttons  on  it — you  know  who.  Yes,  sir,  it  was  that  very  same  police- 
man you've  heard  about,  and  when  those  circus  men  saw  him  they  didn't 
jerk  Prince  Charming  any  more,  either.  And  the  policeman  looked  at 
those  circus  men  very  hard,  and  then  he  said: 

"Just  unhitch  that  horse,  please,  and  roll  the  wagon  away  from 
him  until  he  is  ready  to  get  up  by  himself.  Hurry !  we  don't  have  horses 
treated  that  way  in  our  town,  and  it  is  my  business  to  see  to  it." 

Well,  those  circus  men  did  hurry,  too;  they  knew  what  would 
happen  if  they  didn't  so  pretty  soon  all  of  the  harness  had  been  taken 
off  of  Prince  Charming,  even  to  the  iron  bit — which  made  him  feel  \'ery 
much  better,  and  he  looked  at  the  policeman  and  Father  Gipsy  and 
Joe-Boy  out  of  his  great  brown  e^es  as  much  as  to  say,  "I  thank  you 
so  much !" 

"Now,"  said  the  policeman,  "I'll  just  keep  m}'  eye  on  this  horse 
the  rest  of  the  day,  and  he  shall  have  a  good  rest!  If  you  circus  men 
want  that  wagon  moved,  3'ou'd  better  move  it  yourselves — or  get  another 
horse  that  is  strong  and  well  to  do  the  pulling."- 

Then  the  circus  men  went  away,  and  Joe-Boy  stooped  down  and 
rubbed  and  patted  Prince  Charming  all  over  his  tired  body.  But  the 
best  part  of  it  all  is,  that  the  circus  men  did  come  back  and  get  their 
wagon,  but  they  never  did  come  back  for  Prince  Charming. 

They  thought  he  was  too  old  and  worn  out  to  do  them  any  more 
good,  so  they  just  went  away  and  left  him.  It  was  then  that  Joe-Boy 
asked  to  have  Prince  Charming  for  a  pet,  and  the  policeman  said,  "AVell, 
I  am  sure  if  he  belongs  to  anybody  now,  he  ought  to  be  Joe-Boy's,  and 
I  am  sure  he  will  always  treat  him  kindly,  so  we  will  give  Prince  Charm- 
ing to  him,  and  see  what  love  will  do  to  make  him  well  again." 

So  that  is  how  Joe-Boy  got  the  circus  horse  for  a  pet,  and  I  have 
something  else  to  tell  vou  about  him — tomorrow. 


208  KINDERGARTEN    MAGAZINE. 

Prince  Charming 

Tuesday 

RIGHT  next  to  the  stall  in  the  stable  where  Lady  Cow  lived, there 
was  another  large  airy  stall,  and  that  is  the  place  where  Prince 
Charming  slept  at  night.  There  was  a  broad  window  between 
the  two  stalls,  and  he  and  Lady  Cow  grew  to  be  the  best  of  friends. 
If  Prince  Charming  waked  first  in  the  morning  he  would  poke  his  white 
head  through  the  window  to  say  "Good  morning,"  and  if  Lady  Cow 
waked  first  she  would  poke  her  brown  head  through  the  window  to  say 
"Good  Morning,"  and  then  they  would  have  the  nicest  little  talks  to- 
gether— long  before  Joe-Boy  waked  up.  Prince  Charming  told  Lady 
Cow  all  about  the  circus  and  the  painted  lady,  and  how  he  used  to 
gallop  and  waltz  around  the  circus  ring  with  her  standing  tiptoe  on 
his  back,  and  how  very  careful  he  would  be  to  run  so  smoothly  that 
she  might  not  fall  off.  Lady  Cow  thought  that  was  all  very  wonderful, 
but  she  shook  her  head  and  said,  "I  shouldn't  like  to  lead  a  gay  life  like 
that — I'd  much  rather  stay  with  Farmer  Green  or  Joe-Boy." 

"Yes,  indeed,"  said  Prince  Charming,  "I,  too,  would  rather  stay 
with  Joe-Boy.  He  is  always  kind  to  me,  and  the  circus  men  sometimes 
forget.  I  feel  sure  Joe-Boy  saved  my  life  the  day  he  went  for  the  police- 
man. But  let  us  not  talk  of  those  unhappy  times  any  more,  because  I 
am  so  happy  now.  I  have  this  clean  stall  to  live  in,  and  a  soft  straw 
bed,  and  fresh  water  and  so  many  nice  things  to  eat!  Just  see  how  fat 
I  am  getting!" 

And  Prince  Charming  was  getting  fat.  I  only  wish  3'ou  could 
have  seen  him.  Why,  you  couldn't  see  his  backbone  any  more,  and  j^ou 
couldn't  begin  to  count  his  ribs,  either,  and  he  had  been  brushed  so 
nicely  each  day  that  he  was  looking  almost  like  silk,  and  his  mane  and 
tail  were  smooth  and  wavy  as  they  used  to  be.  I  guess  that  was  because 
Charlotte  Anne  used  to  plait  it  up  sometimes,  and  let  it  stay  all  night. 
She  and  Joe-Boy  just  spent  hours  and  hours  playing  with  Prince  Charm- 
ing in  the  buttercup  meadow — Prince  Charming  thought  that  buttercup 
meadow  was  the  dearest  spot  on  the  earth !  The  first  time  Joe-Boy 
turned  him  in  there  he  was  so  happy  he  didn't  know  what  to  do,  and  he 
hadn't  seen  any  fresh  green  clover  in  such  a  long  time  that  he  did  not 
know  whether  to  eat  it  or  to  smell  it  or  to  roll  over  in  it,  and  so  Prince 
Charming  did   all   three,  while  Joe-Boy   and   Charlotte  Anne  clapped 


LITTLE    FOLKS'    LAND  209 

their  hands  in  glee.  Charlotte  Anne  loved  him  as  much  as  Joe-Boy  did, 
and  ever\'  day  she  would  come  over  to  bring  him  an  apple  or  a  lump  of 
sugar  or  something  nice  to  eat,  and  Prince  Charming  would  come  to 
the  gate  to  meet  her.  He  liked  apples  very  much  and  would  eat  them 
from  her  hand,  bowing  his  head  up  and  down  while  he  chewed — that 
meant  "Thank  you,"  of  course.  Some  days  Charlotte  Anne  and  Joe- 
Boy  would  dress  Prince  Charming  up  in  clover  chains,  and  he  would 
hold  his  head  \ery  still  while  Charlotte  Anne  fastened  it  around  his 
neck,  and  then  he  would  trot  off  around  a  big  circle,  with  his  head 
lifted  high — just  as  he  used  to  do  in  the  circus  ring,  you  know — and 
Charlotte  Anne  and  Joe-Boy  would  laugh  and  clap  their  hands.  That 
would  make  Prince  Charming  think  more  and  more  about  his  circus 
days  and  the  painted  lady.  Don't  you  know  it  did?  And  so  the  happy 
days  went  by,  and  dear  old  Prince  Charming  was  growing  stronger  and 
better  every  day — so  strong  that  Charlotte  Anne  and  Joe-Boy  both 
often  rode  on  his  back.  But  one  day  while  they  were  riding  something 
very  funny  happened.  They  had  ridden  down  the  big  road  and  back 
again  and  were  crossing  the  front  lawn,  when  all  at  once  Prince  Charm- 
ing heard  Mother  Gipsy  playing  a  waltz  on  the  piano.  He  stopped 
right  still  and  pricked  his  short  white  ears  back  and  forth  \cry  quickly, 
and  then,  only  think! — Prince  Charming  began  to  waltz!  Round  and 
round  he  went  in  a  ring,  with  Charlotte  Anne  and  Joe-Boy  both  on 
his  back — just  for  the  world  as  he  used  to  do  with  the  painted  lady  on 
his  back!  Betty  laughed  until  her  fat  sid.es  ached,  and  Father  Gipsy 
laughed  until  his  sides  ached,  and  Joe-Boy  and  Charlotte  Anne  laughed 
until  the}'  almost  rolled  off  of  Prince  Charming's  back!  And  then 
Mother  Gipsy  came  out  to  see  what  was  the  matter  with  everv-body,  and 
of  course  when  the  music  stopped,  why,  Prince  Charming  stopped,  too! 
Now,  wasn't  he  the  dearest  horse  that  ever  vou  heard  about? 

Captain 

IVednesday 

CAPTAIN  was  a  great  big  shaggy  dog,  and  he  was  another  one 
of  Joe-Boy's  playmates,  and  one  of  the  best  playmates.  They 
often  ran  races  together,  tumbled  in  the  grass,  played  hiding, 
and  all  sorts  of  games,  and  if  Joe-Boy  would  throw  his  rubber  ball  away 
out  in  the  pond,  Captain  would  jump  into  the  water  with  a  great  splash 


210  KINDERGARTEN  MAGAZINE. 

and  swim  after  it.  He  liked  to  do  this  very  much,  and  when  he  would 
bring  the  ball  back  to  Joe-Boy  he  would  drop  it  at  his  feet,  and  then 
wag  and  wag  his  tail,  which  meant,  "Please  throw  it  again,  I  like  to 
swim  after  it." 

Once-upon-a-time,  Captain  had  saved  Joe-Boy's  life,  too,  when  he 
was  a  baby.  There  was  a  tub  of  water  on  the  back  porch,  that  Betty 
had  left — just  for  a  minute — and  Joe-Boy  tumbled  into  it,  with  his 
head  right  down  under  the  water,  and  he  most  surely  would  have 
drowned  had  not  Captain  seen  him  and  pulled  him  out  by  his  dress.  It 
was  then  Father  Gipsy  said  he  would  not  take  a  bag  full  of  gold  dol- 
lars for  Captain,  and  he  made  him  a  new  dog  house,  with  a  soft  bed 
inside— all  his  very  own.  But  then  Captain  was  always  doing  some- 
thing kind.  He  came  from  a  very  noble  family  of  dogs  called  the  St. 
Bernards.  Mother  Gipsy  told  Joe-Boy  many  wonderful  tales  about 
these  dogs  hunting  for  people  who  had  been  caught  in  the  snow  storms 
on  the  mountains  and  almost  frozen  to  death,  when  the  dogs  would  find 
them  and  dig  them  out  from  under  the  snow.  Then  they  would  howl 
and  howl,  until  somebody  came  to  help  them.  But  one  of  the  smartest 
things  Captain  did  was  to  find  Joe-Boy  the  time  he  got  lost  in  the 
woods,  near  their  house.  There  was  a  white  sandy  path  that  stretched 
through  the  buttercup  meadow  and  twisted  over  the  hills  and  through 
the  woods,  and  every  time  Joe-Boy  saw  that  path  he  wanted  to  follow 
it  and  see  where  it  led, to.  So  he  started  out  one  day  all  by  himself,  with- 
out telling  a  single  soul  good-bye,  and  he  walked  and  walked  and  walked 
before  anyone  missed  him ;  and  when  he  couldn't  find  the  end  of  the 
little  path,  and  turned  around  to  come  home — well,  he  was  lost,  and 
just  couldn't  find  the  way!  There  seemed  to  be  two  or  three  little 
paths  and  Joe-Boy  had  forgotten  which  one  he  had  taken.  By  and  by, 
when  dinner-time  came,  there  was  a  high  chair  at  the  dinner  table,  but 
there  was  no  boy  in  it,  and  Mother  Gipsy  called  and  called,  and  Betty 
called  and  called,  and  Father  Gipsy  called  and  called,  and  then  every- 
body hunted  and  hunted  and  hunted,  but  no  Joe-Boy  could  they  find. 
He  wasn't  at  the  barn  and  he  wasn't  in  the  meadow,  and  he  wasn't  on 
the  lawn,  and  he  wasn't  at  Charlotte  Anne's  house,  and  none  of  the  other 
neighbors  had  seen  him,  though  they  all  came  over  to  help  hunt,  and  even 
the  big  fat  policeman  looked,  too,  and  he  couldn't  find  Joe-Boy.  Then 
Mother  Gipsy  thought  about  Captain,  and  she  said,  "Oh,  why  didn't 
I    think   about   that   first!      Captain   will  find   him,    I   feel   very  sure!" 


LITTLE    FOLKS'    LAND  211 

Then  she  took  Joe-Boy's  red  cap  from  the  rack  and  called,  "Here,  Cap- 
tain, here!"  And  when  Captain  came  running  up  she  patted  him  on 
the  head  and  held  out  the  cap  for  him  to  see  and  smell,  and  then  she 
said,  "Joe-Boy — gone — go  bring!"  Captain  looked  up  at  Mother  (jipsy, 
watching  her  very  closely,  and  his  tail  went  wag,  wag,  wag,  as  it  always 
did  when  he  listened,  and  I'm  sure  he  understood,  because  he  darted  off 
like  a  flash,  with  his  nose  right  close  to  the  ground,  and  guess  which 
way  he  went?  Right  down  that  very  same  little  path  that  twisted  o\er 
the  hills,  to  be  sure,  and  he  ran  so  fast  that  nobody  could  begin  to  keep 
up  with  him!  Father  Gipsy  got  on  Prince  Charming  and  galloped 
off  after  him,  and  pretty  soon  he  heard  Captain  give  a  long,  glad  bark, 
and  he  knew  Joe-Boy  had  been  found.  When  he  got  to  them,  there 
sat  Joe-Boy  on  a  log  and  Captain  was  licking  the  tears  awa}-  from  his 
cheeks,  with  his  long  pink  tongue. 

"Oh,  father,  father,"  said  Joe-Boy,  "I  thought  you  never  would 
come,  and  this  little  path  just  twists  everywhere  and  has  no  end!" 

"Well,  well,"  said  Father  Gipsy,  "we'll  soon  be  home  again  now, 
and  the  next  time  j^ou  start  out  to  find  the  end  of  a  little,  twisting  path, 
you  must  invite  somebody  to  go  with  you — don't  you  think  so?  Why, 
I  don't  know  what  we  should  have  done  without  Captain  today."  Joe- 
Boy  cuddled  up  close  to  Father  Gipsy  on  Prince  Charming's  back  and 
off  they  trotted  home,  with  Captain  following  after.  Mother  Gipsy 
ran  out  to  met  them,  and  I  tell  you  he  was  a  happy,  happy  boy  to  get 
back  home  once  more. 

Captain  had  a  very  fine  dinner  that  day,  and  cvenone  patted  and 
hugged  him  so,  he  was  glad  to  trot  off  to  his  house  for  a  nap.  Mother 
Gipsy  said  he  was  the  dearest  dog  in  all  the  world,  and  you  know  Joe- 
Boy  thought  so ! 

Snowball 

Thursday 

THE  pet  kitten's  name  was  Snowball,  but,  my,  me!  _\ou  never 
would  have  thought  she  looked  like  a  snowball  if  you  had  seen 
her  the  first  day  Joe-Boy  got  her.  Why,  she  was  as  black  as 
black  could  be — with  dirt.  You  see,  it  happened  this  way.  Joe-Boy 
got  her  from  the  trash  man— and,  do  you  know,  that  trasji  man  didn't 
have  any  more  sense  than  to  think  that  kitten  was  trash?  ^Vhy,  I  never 
heard  of  such  a  thing!  One  morning  he  came  with  his  cart  to  Joe-Boy's 
house  to  get  the  trash,  and  right  on  top  of  his  cart,  mixed  up  with  all  the 


212  KINDERGARTEN  MAGAZINE. 

dirt  and  rags  and  paper,  was  this  poor  little  kitty,  crying  "meow,  meow, 
meow!" 

Captain  was  the  first  one  to  hear  her,  and  he  ran  up  to  the  cart, 
wagging  and  wagging  his  tail — he  knew  something  was  wrong.  Then 
Joe-Boy  heard  the  kitty  crying  "meow,  meow,  meow!"  and  he  ran  up  to 
the  cart,  too,  and  there  was  the  little  kitty,  just  as  black  and  dirty  as 
she  could-  be. 

"Oh-o,"  said  Joe-Boy,  "a  dear  little  kitty!  What  are  you  going  to 
do  with  her,  Mr.  Trashman?"  But  the  trash  man  must  have  gotten 
out  of  the  wrong  side  of  his  bed  that  morning,  because  he  didn't  even 
stop  his  cart  long  enough  to  give  a  polite  answer.  He  just  said,  "Throw 
her  in  the  trash  pile,  of  course!  Get  alone  there,  mule!"  and  then  he 
started  off  down  the  lane. 

"Wait  a  minute,  please,  Mr.  Trashman,  I  want  that  kitty,  and 
I'll  give  you  all  the  pennies  in  my  red  bank  if  you  won't  carry  her  to 
the  trash  pile,  too." 

"Whoa,  mule!"  said  the  trash  man,  as  he  held  out  his  hand,  "Here, 
take  the  kitten!  I'm  glad  to  get  rid  of  the  little  old  squalling  thing! 
Where's  your  pennies?     Be  in  a  hurry!" 

"I'll  bring  them  in  just  a  minute,"  said  Joe-Bo}',  as  he  flew  into 
the  house  for  his  bank,  and  then  when  he  came  back  he  shook  every  one 
of  the  pennies  out  into  the  trash  man's  hand.  And  then  the  old  trash 
man  said,  "Get  along  there,  mule,"  and  away  he  rolled  down  the  lane. 

But  he  he  didn't  have  any  little  kitty  in  his  cart  then ;  no,  indeed, 
because  Joe-Boy  had  that,  j'ou  know,  and  the  little  kitty  was  so  glad  to 
hear  a  kind  voice  once  more,  and  to  feel  a  soft  hand  rub  and  pat  her  on 
her  head.  Captain  tried  his  very  best  to  lick  her  with  that  tongue  of  his 
that  made  such  a  good  wash-rag — I  guess  he  thought  she  needed  a  wash- 
ing, don't  you  ?  Well,  Joe-Boy  thought  she  needed  something  to  eat, 
so  he  carried  her  up  to  the  pantry,  and  gave  her  a  saucer  of  Lady  Cow's 
fresh  milk.  But  the  kitty  would  not  drink  the  milk,  she  only  cried  and 
cried,  and  she  couldn't  stand  up  either.  Joe-Boy  looked  at  her  very  sor- 
rowfully for  a  minute,  and  then  his  face  brightened  as  he  said,  "If  kit- 
tens won't  eat  a  nice,  dainty  breakfast  like  that,  why,  something's  wrong, 
and  the  best  thing  I  know  what  to  do  is  to  send  for  the  doctor — that's 
a  sick  kitty." 

You,  see,  Joe-Boy  remembered  the  very  thing  that  Father  Gipsy 
had  said  to  him,  the  morning  he  waked  up  sick  and  couldn't  eat  any 


LITTLE    FOLKS'    LAND  213 

breakfast,  when  Mother  Gipsy  fixed  it  up  with  the  pink  rosebud,  and 
what  do  you  suppose  he  did?  Why,  he  picked  up  that  kitty  and  went 
right  off  to  the  doctor's  office,  with  Captain  trottin;j;  on  behind.  And 
there  was  the  doctor,  just  steppin^i;  out  of  his  bu2;g:y,  and  when  he  saw 
Joe-Boy  and  the  kitty,  he  said,  "Why,  this  is  my  little  friend,  I  do  be- 
lieve!    Is  the  little  miller  sick  again?" 

"No,  no,"  said  Joe-Boy,  "my  little  miller  is  well,  I  thank  you,  but 
this  little  kitty's  miller  is  sick,  I  am  afraid,  because  she  can't  eat  any- 
thing." 

"Ah,"  said  the  doctor,  with  his  same  old  twinkle,  "I'm  sorry  to 
hear  that!  Just  bring  her  into  the  office  here,  and  let  us  see  about  that. 
Lay  her  over  there  on  that  leather  lounge,  while  I  get  my  gloves  of? 
— poor  little  thing!  she  can't  stand  up;  maybe  it's  her  leg  and  not  her 
miller  that  is  out  of  fix.  Let  me  see."  So  the  doctor  felt  the  right  front 
leg,  and  that  was  all  right;  then  he  felt  the  left  front  leg,  and  that 
was  all  right;  then  he  felt  the  right  hind  leg,  and  that  was  all  right; 
and  then  he  felt  the  left  hind  leg  and  the  kitty  said  "M-e-o-w!"  That 
meant,  "it  hurts,"  }^ou  know. 

"Ah,"  said  the  doctor,  "it  is  just  as  I  thought;  that  kitty  has  a 
broken  leg!  She  is  sick  in  her  left  hind  leg,  and  there  is  nothing  wrong 
with  her  little  miller.  I  do  not  think  she  has  a  fever,  so  we  need  not  try 
the  thermometer.  I  will  set  her  leg,  and  then  by  and  by  you  must 
give  her  a  gentle,  warm  bath,  and  in  a  few  days  she  will  even  be  well 
enough  to  go  to  a  party!" 

That  tickled  Joe-Boy  very  much,  and  he  held  the  kitty  while 
the  doctor  fixed  her  leg.  First  he  bathed  it  with  some  medicine,  to  take 
the  pain  away,  and  then  he  took  two  pieces  of  soft  thin  pine  and  bound 
it  on  each  side  of  the  kitty's  leg,  to  hold  it  still  until  the  bone  grew  to- 
gether again.  And  he  did  it  all  so  very  gently  that  the  little  kitty  for- 
got to  cry ! 

"There,  now,"  said  the  doctor,  as  he  patted  her  on  the  head,  "you 
are  all  right  now,  little  kitty,"  and  then  he  said  to  Joe-Boy.  "You  may 
take  her  home  now,  and  put  her  to  bed,  and  if  she  isn't  all  right  in  a  few 
days,  just  let  me  know!"  And  then  his  eyes  twinkled  some  more.  Of 
course,  Joe-Boy  knew  that  doctors  had  to  be  paid  for  their  work  just  like 
any  other  workmen,  but  you  know  he  had  given  all  the  money  in  his 
bank  to  the  old  trash  man  for  the  kitty,  so  he  didn't  have  any  left  to 
pay  the  doctor. 


214  KINDERGARTEN  MAGAZINE. 

"Never  mind,"  said  the  doctor,  "that's  all  right!  It  seems  to  me 
if  you  loved  the  kitty  enough  to  buy  her  out  of  her  trouble,  why,  I 
ought  to  love  her  enough  to  set  her  leg  for  her,  so  I  won't  charge  any- 
thing." 

Well,  sure  enough,  that  kitty  did  get  well,  and  when  Mother 
Gipsy  and  Joe-Boy  bathed  her  with  soap  and  warm  water, — ^why,  she 
wasn't  a  black  kitty  any  more,  but  looked  so  white  and  fluffy  that  Joe- 
Boy  named  her  Snowball  right  away,  and  she  got  so  fat — my!  Some- 
times she  wore  a  blue  ribbon  around  her  neck — Charlotte  Anne  thought 
she  looked  beautiful  that  way — and  everybody  learned  to  love  her. 
Even  Captain  would  let  Snowball  take  a  nap  between  his  shaggy  paws. 
I  think  that  was  kind — don't  you? 

Silverlocks 

Friday 

SILVERLOCKS  came  to  live  with  Joe-Boy  when  she  was  only  a 
wee,  wee  lambkin,  and  couldn't  say  a  thing  but  "B-a-a,"  all  the 
time.  But  that  was  when  Silverlocks  was  a  baby;  of  course,  she  did 
not  cry  when  she  grew  up  into  a  big  sheep.  She  stayed  in  the  butter- 
cup meadow  most  of  the  time,  so  she  knew  Lady  Cow  and  her  brown 
baby,  and  Prince  Charming  and  Snowball  and  Captain,  and  all  the 
others.  Joe-Boy  and  Charlotte  Anne  liked  to  play  with  Silverlocks  be- 
cause she  was  so  gentle,  and  would  follow  them  all  around  the  meadow 
— just  like  Mary's  little  lamb  that  you've  heard  about.  Only  Silver- 
locks  always  wore  a  pretty  silver  bell  around  her  neck  that  went  "tinkle, 
tinkle,  tinkle,"  ever  step  she  took.  That  helped  them  to  find  her  when 
she  got  lost  among  the  bushes — and,  dear  me!  Joe-Boy  would  not  have 
had  Silverlocks  lost,  not  for  anything,  because  she  was  to  give  him  the 
wool  for  his  first  pair  of  trousers.  He  had  begged  to  wear  them  from 
the  first  day  he  started  to  kindergarten,  but  Mother  Gipsy  said,  "No, 
let's  wait  until  you  grow  a  little  bit  larger;  three  years  old  is  most  too 
young  for  trousers." 

And,  do  you  know,  the  very  next  day  Joe-Boy  said,  "Now,  mother, 
I'm  a  little  bit  larger.    May  I  have  some  trousers?" 

And  that  is  what  he  said  almost  every  day,  so  at  last  Father  Gipsy 
said:  "I'll  tell  j^ou  what  we  will  do  about  those  trousers.  Just  as  soon 
as  Silverlocks  can  give  you  a  bag  full  of  wool  to  make  them  out  of,  why, 


LITTLE    FOLKS'    LAND  215 

you  may  have  your  trousers,  so  you  had  best  go  down  and  talk  to  her 
about  it!" 

And  that  is  just  what  Joe-Boy  did.  He  got  his  cap  and  went  to  the 
meadow  and  when  he  found  Silverlocks  he  told  her  all  about  the  new 
trousers,  while  he  stroked  her  wool,  to  see  how  thick  it  was.  Silverlocks 
did  not  say  anything,  but  she  rubbed  her  head  against  Joe-Boy"s  shoulder 
and  then  trotted  away  with  a  very  happy  look  on  her  face,  so  I  believe 
she  understood.  Anyway,  Joe-Boy  would  not  let  Captain  run  any 
more  races  with  Silverlocks,  because  he  was  afraid  she  would  run 
through  the  briars  and  pull  some  of  her  wool  out,  and  he  needed  it, 
every  bit,  you  know,  for  those  trousers.  Well,  every  day  Silverlocks' 
wool  grew  thicker  and  thicker,  and  all  that  time  Joe-Boy  was  growing 
bigger  and  bigger,  but  he  was  so  busy  thinking  about  Silverlocks,  why, 
he  forgot  all  about  himself,  and  didn't  know  how  large  he  was  getting. 
That  tickled  Betty  a  great  deal;  she  laughed  and  laughed  over  Joe-Boy 
and  Silverlocks.  Of  course,  the  kindergarten  teacher  and  all  the  children 
knew  about  the  trousers,  too, — they  had  heard  all  about  it,  over  and  over 
again,  and  were  just  as  anxious  about  Silverlocks'  wool  as  Joe-Boy  was. 
And  when  the  day  came  to  shear  Silverlocks,  why,  the  kindergarten 
teacher  herself  did  that — and  all  the  children  helped.  They  sat  in  a  line 
on  the  banks  of  the  meadow  brook,  while  Silverlocks  had  her  wool 
washed.  One  by  one,  they  each  had  a  turn  at  the  scrubbing,  and  Silver- 
locks  behaved  most  beautifulh^ — but  then  they  did  not  wash  her  ears, 
only  her  wool — and  when  she  was  just  as  clean  as  clean  could  be,  Joe- 
Boy  led  her  out  on  the  grass  and  the  sunbeams  and  another  scrubbing 
soon  got  her  dry.  Her  wool  was  as  soft  and  white  as  any  Farmer  Green 
had  ever  had,  and  Silverlocks  did  not  seem  one  bit  afraid  as  she  stood  in 
the  center  of  the  circle  with  the  children  gathered  all  around  her.  Joe- 
Boy  and  Charlotte  Anne  held  the  bag  open  while  the  kindergarten 
teacher  took  the  big  shears  and  clip,  clip,  clip,  went  all  of  Silverlocks' 
wool  into  the  bag,  while  everybody  watched  to  see  that  none  was  wasted. 
They  were  so  afraid  there  wouldn't  be  a  bag  full,  you  know.  But  the 
bag  was  full — and  full  to  the  very  top — and  the  children  couldn't  help 
laughing  just  a  little  at  Silverlocks,  because  she  did  look  too  funny  with 
all  her  wool  shingled  off.  But  she  didn't  care,  she  was  glad  to  get  rid 
of  it,  because  it  was  getting  too  warm,  so  after  licking  salt  and  meal 
from  the  children's  hands,  Silverlocks  switched  her  tail  and  walked 
off,  as  happy  as  3-ou  please.     Well,  of  course,  you  know  what  had  to  be 


216  KINDERGARTEN    MAGAZINE. 

done  with  the  wool  next — you  heard  the  woolen  balls  tell  all  about  that. 
And  so  Silverlocks'  wool  was  sent  to  the  big  factory,  too,  and  spun  and 
woven  into  cloth,  and  dyed  a  most  beautiful  red,  which  was  the  color 
Joe-Boy  liked  best.  After  that  the  cloth  was  cut  and  sewn  into  a  pair 
of  trousers,  just  to  fit  a  little  boy  four  years  old — do  you  know  who 
that  boy  was?  And  there  was  a  Russian  blouse  to  match,  and  a  white 
kid  belt  with  a  most  beautiful  buckle  on  it.  And  one  morning  what  do 
j^ou  suppose  was  in  a  box  on  a  chair  right  by  the  side  of  Joe-Boy's  bed 
when  he  waked  up?  His  trousers,  to  be  sure!  And  he  could  hardly 
wait  long  enough  for  Mother  Gipsy  to  buckle  his  belt!  And  he  didn't 
want  a  mouthful  of  breakfast!  He  wanted  to  run  and  show  them  to 
Charlotte  Anne  and  to  all  the  neighbors.  Then  he  went  down  to  the 
barn  to  show  them  to  Lady  Cow  and  Prince  Charming ;  and  then  he 
skipped  all  the  way  to  the  buttercup  meadow  to  show  them  to  Silver- 
locks,  while  he  hugged  her  and  hugged  her,  because  he  was  so  proud  of 
his  trousers!  When  he  went  to  the  kindergarten,  all  of  the  children 
said,  "Oh,  oh,  oh,  here  is  Joe-boy  in  his  trousers!"  And  everybody 
wanted  to  sit  by  him,  and  when  the  time  came  to  skip,  everybody  wanted 
to  skip  with  him !  After  kindergarten,  Mother  Gipsy  had  his  picture 
taken  in  them,  and  that  night,  when  bed-time  came,  Joe-Boy  wanted  to 
sleep  in  his  trousers !     Now,  what  do  you  think  of  such  a  boy  ? 

Program  for  Ninth  Week — Pets 

Joe-Boy's   Pets 

Monday 

Circle  talks,  songs  and  games:  Did  you  ever  see  a  horse  that  could 
march  in  time  to  music?  What  else  have  you  seen  them  do?  Do 
you  suppose  they  knew  how  to  do  these  things  without  being  taught? 
Did  you  ever  see  how  the  trainers  pet  and  feed  their  ponies  after 
they  have  done  well  ?  Joe-Boy  had  a  pet  horse  all  his  very  own. 
I  must  tell  you  about  it. 

Game:  Training  of  ponies  and  horses.  Galloping,  trotting  and  step- 
ping. 

Gift:     Fifth.     Barn,  feeding  box,  etc. 

Occupation:     Modeling,    "Prince   Charming."      Folding,   feeding  box. 


LITTLE    FOLKS'    LAND  217 

Prince  Charming 

Tuesday 

Circle  talk,  songs  and  games:     Where  do  you  think  Joe-Boy  kept  Prince 

Charming?     Do  you  suppose  in  the  same  stall   with  Lady  Cow? 

Did  Prince  Charming  like  the  same  things  to  cat  as  Lady  Cow? 

What  kind  of  food  will  make  her  fat? 
Play:     "Training  horses." 
Gift:     Sixth.     A  double  stall  with   a  window   between,   where   Prince 

Charming  and  Lady  Cow  bowed  "Good  morning." 
Occupation :     Drawing,  dancing  horse;  or,  paper  cutting,  barn  window. 

Captain 

fVednesday 

Circle  talk,  songs  and  games:  Have  you  a  dog  at  home?  Do  you  e\-er 
play  "hide-and-seek"  with  him?  How  can  he  hnd  you  when  he 
has  not  seen  you  hide?  Did  your  dog  ever  find  _\ou,  when  you  were 
lost?     Relate  story. 

Game:     Fox  and  hound   (following  scent). 

Gift:     Fifth   (one-third  for  each  child).     Make  a  kennel  for  Captain. 

Occupation :  Folding,  a  red  cap.  Or,  parquetry,  half  circle,  and  obtuse 
angled  triangle,  to  represent  cap. 

Snowball 

Thursday 

Circle  talk,  songs  and  games:  Guess  what  other  pets  Joe-Boy  had? 
Did  a  stray  cat  ever  come  to  your  house?  Did  you  feed  her?  Did 
you  find  her  soft  cushions  and  her  sharp  claws?  Listen,  while 
I  tell  you  about  Joe-Boy's  kitty  named  Snowball. 

Game:     "Five  little  mice."     "Mrs., Pussy." 

Gift:     Modeling,  a  cat. 

Occupation:     Drawing  cat. 

Silverlocks 

Friday 

Circle  talk,  songs  and  games:  \Vhat  is  your  jacket  made  of,  Ben?  Is 
your  coat  made  of  cotton,  too?     What  else  have  you  that  is  made 


218  KINDERGARTEN    MAGAZINE. 

of  wool?     Do  you  know  where  the  wool  comes  from?     Have  you 

ever  seen  mother  sheep  and  baby  lambs?     Shall  we  go  and  see  one 

now? 
Note: — If  a  pet  lamb  can  not  be  brought  to  the  kindergarten  for  the 

children  to  observe,  they  should  be  carried  to  a  farm  where  sheep 

are  kept. 
Game:      "Sheep." 
Gift  Period:     Fourth,  Barn,  water  trough,  hay  rack.      (Use  song  from 

Poulsson  book.) 
Occupation :     Folding  and  cutting.     Trousers. 

Tenth  Week — Animal  Relationships — Pets 

Pig-a-Wee 

Monday 

WHICH  would  you  rather  have,  a  little  fat  pig,  or  a  fat  little 
pig?  Well,  one  of  the  funniest  pets  Joe-Boy  had  was  a  fat 
little  pig  named  Pig-a-wee,  and  he  was  so  fat  and  so  round 
and  so  slippery  that  you  couldn't  hold  him  very  well,  after  you  caught 
him,  and  he  had  the  curliest  of  little  curly  tails,  that  turned  all  around 
in  a  circle — so.  But  do  you  know  Pig-a-wee  did  not  like  to  bathe  any- 
where but  in  a  mud-puddle?  Joe-Boy  and  Charlotte  Anne  thought 
that  was  most  dreadful,  and  every  time  they  caught  Pig-a-wee  in  the 
mud-puddle  they  would  drive  him  out  and  into  the  clean  water  of  the 
meadow  brook,  and  then  Joe-Boy  would  hold  him  and  Charlotte  Anne 
would  scrub  him,  and  Pig-a-wee  would  squeal  and  squeal  and  squeal — 
because  he  did  not  like  to  be  bathed.  And  then  just  as  soon  as  they 
would  turn  him  loose,  what  do  you  suppose  he  would  do?  Go  right 
straight  back  to  that  mud-puddle  and  wallow  over  and  over  again,  with 
the  very  happiest  little  grunt  that  ever  you  heard ! 

"Mercy  me!"  Charlotte  Anne  would  say,  "Pig-a-wee  will  never 
stay  clean  long  enough  to  wear  a  pretty  blue  ribbon  around  his  neck,  like 
Snowball's,  and  I  have  kept  one  in  my  apron  pocket  for  him  two  or 
three  days!" 

"Maybe  he  will,  when  he  gets  older,"  said  Joe-Boy,  "he  is  only  a 
baby  now,  and  doesn't  know  any  better." 

"Oh,  I'll  tell  you  what  let's  do,"  said  Charlotte  Anne.  "Tomor- 
row I  am  going  out  to  grandfather's  to  spend  a  week;  s'pose  you  let 


LITTLE    FOLKS'    LAND  219 

Pig-a-wee  go  with  me?  There  isn't  any  mud-puddle  in  grandfather's 
meadow,  and  so  Pig-a-wee  will  have  to  keep  clean,  and  then  maybe 
when  he  finds  out  how  nice  it  feels,  why,  he  will  want  to  keep  clean  all 
the  time,  and  then  he  can  wear  the  blue  ribbon." 

"All  right,"  said  Joe-Boy,  "but  you  must  be  sure  to  bring  him 
back  again." 

So  they  washed  Pig-a-wee  one  more  time  and  penned  him  up  in 
the  barn  until  time  to  start,  because,  of  course,  they  did  not  want  Pig-a- 
wee  to  go  visiting  to  the  country  dirty — that  would  never  do ! 

Well,  the  next  day  when  Charlotte  Anne's  grandfather  came  for 
her,  she  climbed  into  the  buggy  by  his  side,  and  then  she  said,  "Now, 
grandfather,  drive  by  Joe-Boy's  house,  and  get  Pig-a-wee;  he's  going, 
too." 

"What?  Who?  Which?"  said  Grandfather  Ray.  "A  little 
p-i-g,  you  say  ?  Why,  I  never  had  a  pig  visit  me  before,  my  dear ;  I  hope 
he  isn't  very  big?" 

"Oh,  no,"  said  Charlotte  Anne,  very  gravely,  "Pig-a-wee  isn't 
big ;  he  is  only  a  little  fellow,  but  he  hasn't  much  sense  yet,  and  bathes 
in  mud-puddles  all  the  time,  so  Joe-Boy  and  I  want  to  break  him  of 
it.  We  just  thought  we  would  send  him  off  to  the  country  for  a  while 
until  he  forgets  all  about  it,  you  know." 

And  then  Charlotte  Anne  showed  him  the  pretty  blue  ribbon  in  her 
apron  pocket,  which  Pig-a-wee  was  to  wear  as  soon  as  he  had  sense 
enough  to  keep  clean. 

"Well,  s-i-r!'  said  Grandfather  Ray,  as  he  shook  the  reins  over 
old  Dobbins'  back,  "if  that  don't  beat  all!  But  if  Pig-a-wee  is  really 
going  to  visit  me,  why,  I  suppose  I'll  just  have  to  stop  for  him.  But 
I'll  tell  you  one  thing — -you'll  either  have  to  do  the  holding,  or  you'll 
have  to  put  Pig-a-wee  in  a  bag — because  he'll  be  sure  to  fall  out  on  the 
way  if  you  don't!  I  can't  drive  Dobbin  and  hold  a  fat  little  pig  at  the 
same  time." 

"Well,  we'll  just  have  to  put  him  in  the  bag  then,"  said  Charlotte 
Anne.  "I  hope  Pig-a-wee  won't  mind,  but  he's  so  very  slippery,  I 
couldn't  hold  him,  you  see." 

"Ver}'  well,"  said  Grandfather  Ray,  "that's  settled,  so  here  we  go." 

Then  they  drove  over  to  Joe-Boy's  house  and  caught  Pig-a-wee,  and 
put  him  in  a  bae  and  tied  the  bag  up,  and  put  it  underneath  the  bugg}' 
seat!        And  as  thev  drove  awav  Joe-Bo\  stood  at  the  (jate  and  shouted 


220  KINDERGARTEN    MAGAZINE. 

"Good-bye,  Charlotte  Anne,  take  good  care  of  Pig-a-wee,  and  don't 
let  him  stay  but  a  week." 

And  Grandfather  Ray  smiled  and  Charlotte  Anne  waved  and 
Pig-a-wee  squealed  and  squealed,  and  away  they  rolled  off  down  the  big 
road  to  the  country.  Pig-a-wee  stopped  squealing  in  a  little  while — I 
guess  he  found  out  how  nice  it  was  to  take  a  ride — and  by  and  by,  when 
they  got  to  Grandfather  Ray's  house.  Grandmother  Ray  came  out  to 
the  gate  to  meet  them,  and  Charlotte  Anne  jumped  down  and  then 
she  said,  "Wait  a  minute,  Pig-a-wee's  come,  too,  grandmother."  And 
when  they  pulled  Pig-a-wee  out  from  under  the  seat  Grandmother  Ray 
was  so  surprised  she  didn't  know  what  to  do;  so  she  just  wiped  her 
spectacles  and  said,  "Deary,  deary,  deary!  Now,  did  you  ever!"  But 
she  went  with  Charlotte  Anne  to  the  meadow  where  there  wasn't  any 
mud-puddle,  and  turned  Pig-a-wee  loose,  and  when  he  got  out  of  the 
bag  he  shook  his  curly  tail  about  and  went  rooting  around  for  his  sup- 
per, and  grunting  every  step  of  the  way. 

"You  see,  grandmother,"  said  Charlotte  Anne,  "Pig-a-wee  is  hunt- 
ing for  a  mud-puddle  this  very  minute!  He  just  won't  keep  clean,  and 
Joe-Boy  and  I  want  him  to  wear  a  blue  ribbon  so!" 

"Well,  well,  well,"  said  Grandmother  Ray,  "I'm  sure  I  never  saw 
a  pig  in  my  day  that  kept  clean  enough  to  wear  a  blue  ribbon,  but  I  hope 
this  one  will  be  different,  because  everybody  loves  clean  things." 

Then  they  told  Pig-a-wee  good  night,  and  went  to  the  house  to 
supper,  and  pretty  soon  Charlotte  Anne  was  in  the  high  bed  fast  asleep. 

And  now  comes  the  funny  thing  about  Pig-a-wee.  The  very  next 
morning,  right  after  breakfast,  Joe-Boy  went  down  to  the  buttercup 
meadow  to  take  Silverlocks  some  salt,  and  when  he  passed  by  the  mud- 
puddle,  guess  what  he  saw?  Yes,  sir,  there  was  Pig-a-wee  in  the  very 
middle  of  that  mud-puddle,  with  mud  all  over  his  back  and  head  and 
nose,  as  happy  as  happy  could  be ! 

Now,  how  do  you  think  Pig-a-wee  found  his  way  home?  Joe- 
Boy  could  hardly  believe  his  own  eyes.  It  surely  was  Pig-a-wee,  and  it 
did  look  as  if  he  had  so?ne  sense,  if  he  couldn't  keep  clean!  It  seems  to 
me  if  somebody  tied  me  up  in  a  bag,  and  put  me  under  the  buggy  seat, 
and  rode  and  rode  down  the  country  road,  and  turned  me  loose  in  a  big 
wide  meadow, — why,  I'd  never  find  my  way  home!     Could  you? 


LITTLE    FOLKS'    LAND  221 

The  Rabbits   That   Wore   a   Blue    Ribbon 

Tuesday 

I  GUESS  }'ou  would  like  to  know  what  Charlotte  Anne  did  the  next 
morning  when  she  found  Pig-a-wee  was  gone.  She  went  to  Grand- 
father Ra)''s  meadow  early  to  take  Pig-a-\\ee  his  breakfast,  and  she 
looked  and  she  looked  and  she  looked  everywhere  for  Pig-a-wee,  and 
she  could  not  find  him.  And  the  hired  man  looked  for  Pig-a-wee  and 
he  could  not  find  him ;  and  Grandfather  Ray  looked  for  Pig-a-wee  and 
he  could  not  find  him ;  and  Grandmother  Ra}-  looked  for  Pig-a-wee 
and  she  could  not  find  him !  And  then — well,  I  do  not  like  to  say 
Charlotte  Anne  cried,  but  her  mouth  was  turned  down  some  at  the  cor- 
ners— you  know  how  that  is — and  Grandmother  Ray  said  very  quickl\-: 

"Well,  well,  well,  deary,  we  won't  worrw  I'll  just  send  the  hired 
man  into  town,  horse-back,  and  see  if  Pig-a-wee  could  have  gone  home. 
I  have  heard  that  you  could  hardly  lose  a  little  pig  if  you  tried,  so  I 
believe  Pig-a-wee  is  safe  at  home  this  very  minute.  Come  along,  and 
while  the  hired  man  is  gone  we'll  go  and  look  at  the  white  rabbits. 
They  are  clean  enough  to  wear  a  blue  ribbon,  any  day.  How  would  \  ou 
like  to  have  a  pair  to  carr\'  home  for  your  very  own?' 

"I'd  like  it  very  well,"  said  Charlotte  Anne,  and  then  the  corners 
of  her  mouth  got  turned  up — you  know  how  it  is  when  you  smile. 

"All  right,"  said  Grandmother  Ray,  "and  you  may  carry  a  pair  to 
Joe-Boy,  too."  So  away  they  went  to  find  the  rabbits,  and  Charlotte 
Anne  was  smiling  and  smiling  and  smiling.  She  picked  out  a  white  one 
with  pink  eyes  for  Joe-Boy,  and  a  white  one  with  blue  eyes  for  herself, 
and  a  spotted  one  with  blue  eyes  for  Joe-Boy,  and  a  spotted  one  with 
pink  eyes  for  herself,  so  they  couldn't  get  mixed  up  when  they  went 
visiting. 

"Now,"  said  Grandmother  Ray,  "I'll  tell  you  about  these  rabbits, 
so  when  you  take  them  to  town  to  live  you  will  know  how  to  take 
good  care  of  them.  Of  course,  they  must  have  a  little  house  to  li\e  in 
and  plenty  of  fresh  water  all  the  time,  and  a  clean  straw  bed  to  sleep 
on.  They  like  to  eat  almost  anything  green — cabbage  lea\es  and  let- 
tuce leaves  and  celery  tops  and  parsley,  and  sometimes  cracked  wheat 
and  fruit." 

After  they  had  played  with  the  rabbits  a  long  time.  Grandmother 
Rav  said,  "Well,  it  is  about  dinner  time  now,  and  I  expect  the  hired 


222  KINDERGARTEN    MAGAZINE. 

man  has  gotten  back,  too,  so  we  will  go  and  see."  And,  sure  enough, 
when  they  got  to  the  house  there  was  the  hired  man  waiting  for  them. 

"Yes,"  he  said,  "that  little  pig  went  right  straight  home,  and  he 
was  down  in  the  meadow,  when  I  went  by — lying  in  the  middle  of  a 
mud-puddle,  too." 

"Oh-o,"  said  Charlotte  Anne,  "what  is  to  become  of  Pig-a-wee?" 
But  she  was  very  glad  to  hear  that  he  had  gotten  safely  home,  anyway. 

"You  see,"  said  Grandmother  Ray,  "Pig-a-wee  has  got  some  sense 
after  all!" 

"Yes,"  said  Charlotte  Anne,  "he  just  doesn't  like  to  keep  clean 
like  us,  and  then  maybe  Pig-a-wee  likes  his  own  home  better  than  any 
other.  I  know  Joe-Boy  was  surprised  to  see  him,  too,  but  I  never  shall 
bring   Pig-a-wee  visiting  with   me   any  more." 

Well,  when  the  end  of  the  week  came  Charlotte  Anne  went  home 
and  she  carried  the  pretty  rabbits  with  her,  tucked  away  in  a  basket,  and 
Joe-Boy  was  so  proud  of  his,  he  just  jumped  up  and  down  like  a  churn 
dasher.  He  and  Father  Gipsy  worked  nearly  all  of  the  next  morning 
on  a  rabbit  house  for  them,  and  after  dinner  they  went  over  to  Char- 
lotte Anne's  and  made  a  house  for  her  rabbits.  There  were  straw  beds 
in  both,  and  little  windows' and  doors,  so  the  rabbits  could  come  out  and 
go  in  whenever  they  pleased — because  rabbits  do  not  like  to  be  penned 
up,  you  know,  any  more  than  you  or  I.  Charlotte  Anne  named  her  rab- 
bits Pink-eyes  and  Blue-eyes,  and  Joe-Boy  named  his  rabbits  Blue-eyes 
and  Pink-eyes.  Sometimes  Charlotte  Anne  would  bring  her  rabbits 
across  the  street  to  see  Joe-Boy's  rabbits  and  then  Joe-Boy  would  take 
his  two  rabbits  across  the  street  to  see  Charlotte  Anne's.  And  when  they 
went  visiting  they  always  wore  their  blue  ribbons,  and  were  just  as 
clean  as  clean  could  be!  Now,  which  would  you  rather  be — a  fat  little 
slippery  pig,  or  a  fat,  little,  soft,  white  rabbit — as  clean  as  clean  can  be? 

Mrs.  Spider-Brown 

Wednesday 

IF  I  told  you  Joe-Boy  had  a  pet  as  big  around  as  a  bird's  egg,  and 
with  eight  legs  and  eight  eyes,  what  would  you  guess  it  was?  No,  it 
wasn't  a  fly,  because  they  haven't  as  many  as  eight  legs,  you  know,  and  a 
great  many  more  than  eight  eyes.  But  this  pet  of  Joe-Boy's  was  very 
fond  of  flies — I  can  tell  you  that.  It  was  a  great  big  brown  spider, 
and    Joe-Boy   named    her    Mrs.    Spider-Brown    the    morning    he    found 


LITTLE    FOLKS'    LAND      •  223 

her  in  his  room.  Now,  Mrs.  Spider-Brown  had  always  lived  in  the 
flower  garden  before  this — her  family  did  not  like  to  live  in  houses 
very  much — but  for  some  queer  notion  she  thought  she  would  spin  her 
a  web  in  somebody's  house.  Maybe  she  thought  there  would  be  more 
flies  to  catch.  Anyway,  late  one  night,  while  everybody  was  sleeping, 
Mrs.  Spider-Brown  crawled  into  Mrs.  Gips}''s  house,  and  when  she 
had  looked  all  around  she  said  to  herself: 

"I  like  this  house  very  much  indeed!  It  looks  dainty  and  clean 
and  has  so  many  transomes  over  windows  and  doors  that  I  could  crawl 
out  to  the  open  air  any  time  I  chose.  I  just  believe  I  will  go  right  to 
work  and  build  me  a  silken  web,  away  up  high,  out  of  everybody's  way, 
and  then  surely  the  people  who  live  here  will  not  care.  But  first  I  will 
look  around  and  see  which  room  I  like  best." 

So  Mrs.  Spider-Brown  crawled  into  the  parlor,  but  she  quickly 
shook  her  head  as  she  looked  at  the  pretty  walls,  all  sprinkled  with 
violets,  and  said,  "I  guess  I  had  best  not  build  in  here!  Everything 
looks  so  fine,  I  don't  believe  a  fly  ever  looked  inside  of  this  room — I'll 
try  another  room." 

So  Mrs.  Spider-Brown  crawled  into  the  dining  room.  But  she 
slowly  shook  her  head  again  and  said,  "No,  this  room  looks  rather  fine, 
too;  there  are  too  many  mirrors  and  bright  things  around.  Why,  that 
large  sideboard  glass  over  there  would  get  me  all  mixed  up.  I  would 
be  sure  to  think  there  were  two  of  myself,  instead  of  one,  and  I  might 
forget  which  was  who!  People  are  queer  things,  anyway."  And  then 
she  crawled  on  into  the  kitchen. 

"No,"  she  said,  "this  will  not  do  either;  this  is  where  the  family 
do  their  cooking  and,  of  course,  when  the  baby  spiders  come  I  should 
not  like  to  raise  them  altogether  among  pots  and  pans.  I  shall  hunt 
longer." 

So  then  Mrs.  Spider-Brown  crawled  all  the  way  up  the  hall  and 
went  into  Mrs.  Gipsy's  room.  "Ah,"  she  said,  as  she  looked  around, 
"I  like  this  room  better  than  any.  It  is  bright  and  cozy — I  always  did 
like  red — but  before  I  decide  to  room  in  here  I  guess  I  had  better  just 
take  a  peep  at  those  people  over  there  in  the  bed — possibly  they  are 
fond  of  brooms  and  dusters." 

So  up  the  w^all  by  the  side  of  the  bed  crawled  Mrs.  Spider-Brown 
and  peeped  with  her  eight  eyes  at  Mother  and  Father  Gipsy,  lying  fast 
asleep.  She  looked  a  long  time  and  then  she  shook  her  head  three  times 
and   said: 


224  KINDERGARTEN    MAGAZINE. 

"Mr.  Gipsy  has  a  fine  face!  I  do  not  believe  he  would  ever  think 
of  sweeping  or  dusting  up  high.  But  Mrs.  Gipsy?  No,  indeed!  I 
could  not  think  of  rooming  in  the  same  room  with  her!  She  has  a 
face  that  is  sweet  and  beautiful  enough,  but  her  hand — I  believe  Mrs. 
Gipsy  almost  lives  with  a  broom  in  her  hand,  to  say  nothing  of  a  duster! 
She  would  sweep  me  off  the  face  of  the  earth  in  less  than  three  minutes!" 

So  Mrs.  Spider-Brown  crawled  down  the  side  wall  very  quickly 
and  went  straight  into  Joe-Boy's  room. 

"Dear  me,"  said  she,  as  she  went  to  the  top  of  the  toy  cabinet  for 
a  good  look,  "isn't  this  a  dainty  room!  All  in  white,  with  daisies  scat- 
tered around !  Just  the  place  for  the  baby  spiders,  and  I  know  they 
would  enjoy  these  birds  along  the  walls — I  could  tell  them  stories  of 
every  one.  But  there  is  a  little  white  bed  over  there,  too ;  who  sleeps 
in  it,  I  wonder?  Why,  a  little  boy,  I  do  believe, — how  charming!  I 
always  loved  children ;  they  never  dust  high  with  brooms  and  dusters — 
bless  their  dear  hearts !  Yes,  yes,  yes,  this  is  the  place  for  me,  and  I 
shall  room  with  the  little  boy.  I  believe  he  will  treat  me  kindly  and  we 
will  be  great  friends." 

Then  Mrs.  Spider-Brown  crawled  over  in  the  corner  and  went  to 
the  top  of  the  ceiling,  where  she  began  to  spin  a  most  beautiful  silver 
web,  which  was  to  be  her  sitting  room,  you  know,  and  the  place  where 
she  always  caught  the  flies  she  ate.  The  wonderful  silken  thread  came 
from  the  tiny  spinning  holes  near  her  hind  legs,  and  Mrs.  Spider-Brown 
could  work  those  legs  of  hers  as  fast  as  you  can  work  your  fingers,  and  it 
did  not  take  her  very  long  to  build  her  pretty  web,  from  the  thread  of 
dark,  rich  blue.  First  she  fastened  a  few  long  threads  to  stand  on 
4^  while  she  worked,   and   the  she  spun  some  cross   threads,   gluing  them 

tightly  to  tile  wall.  Then  came  the  pretty  part  of  her  work,  for  she  spun 
the  threads  round  and  round  like  a  wheel,  and  by  and  by  Mrs.  Spider- 
Brown  had  finished  one  of  the  daintiest,  prettiest  silken  rooms  that 
ever  you  saw,  with  a  small  round  window  right  in  the  center.  And  then 
she  felt  so  tired  she  crawled  in  and  went  to  sleep.  The  next  morning 
when  Joe-Boy  waked  up  the  very  first  thing  he  saw  was  Mrs.  Spider- 
Brown  peeping  at  him  from  her  round  window,  and  he  thought  her 
silken  house  was  very  beautiful. 

"I'm  glad  she  came  to  room  with  m.e,"  said  he,  "and  I  shall  have 
her  for  my  own  pet  spider;  she  shall  live  with  me  as  long  as  she  chooses." 

"That's  good,"  said  Mrs.  Spider-Brown,  "I  knew  that  was  a 
polite  child!" 


LITTLE    FOLKS'   LAND  225 

But  right  after  breakfast  in  walked  Mrs.  Gipsy  and  then  something 
inside  Mrs.  Spider-Brown  went  "thump,  thump,  thump,"  because,  sure 
enough,  in  Mrs.  Gipsy's  hand  there  was  a  broom  and  a  great  long 
duster. 

"Just  as  I  expected,"  said  Mrs.  Spider-Brown,  "and  now  my  day 
has  come !" 

But  when  Mrs.  Gipsy  saw  it  she  smiled  one  of  her  most  beautiful 
smiles  and  said,  "Oh,  isn't  that  a  lovely  web?  ^Vhy,  it  must  have 
been  spun  last  night.  I  never  saw  it  before.  And  I  did  not  know  that 
kind  of  web  was  ever  found  in  houses  at  all.  I  thought  the  spiders 
always  spun  them  in  the  gardens  on  bushes  or  in  fence  corners  or  barn 
windows  and  doors,  and  they  look  so  much  like  silken  fairy  wheels  that 
it  is  a  pity  to  dust  them  down!  I  wonder  if  Joe-Boy  saw  it.  Here 
he  comes  now." 

"Mother,  mother,"  said  Joe-Boy,  "I  just  remembered  and  ran  in  to 
tell  you  that  Mrs.  Spider-Brown  in  the  corner  belongs  to  me — I  am 
going  to  have  her  for  my  pet,  so  be  sure  and  do  not  clean  her  up,  too!" 

Then  Mrs.  Gipsy  laughed  merrily  and  long — the  very  idea  of 
Joe-Boy's  saying,  "don't  clean  a  spider  up!"  Why,  she  cleaned  up 
rooms  and  not  spiders,  of  course!     So  she  said: 

"Well,  I  never  heard  of  anybody  having  a  pet  spider  in  all  my  life, 
but  this  is  your  room  and  not  my  room,  and  I  suppose  if  you  want  to 
keep  a  spider  in  it,  why,  you  can. — just  so  that  it  isn't  poisonous  and 
won't  bite." 

"The  idea,"  said  Mrs.  Spider-Brown,  "why  do  people  always  think 
we  garden  spiders  are  poisonous  and  bite?  Why,  we  wouldn't  bite  them 
for  anything,  and  would  be  their  friends  if  they  would  only  let  us! 
I  -am  very  glad  the  little  boy  there  is  to  be  my  friend,  and  I  believe 
I  shall  learn  to  love  his  mother,  too, — see  the  smile  around  her  mouth! 
She  believes  in  letting  even  children  have  their  rights,  and  that  shows 
she  has  a  kind  heart.  Now,  if  she  would  .only  let  brooms  and  dusters 
alone !" 


226  KINDERGARTEN    MAGAZINE. 

Mrs.  Spider-Brown's  Children 

Thursday 


I 


M 


RS.  SPIDER-BROWN  spent  a  very  happy  time  in  Joe-Boy's 
room  and  they  were  the  best  of  friends.  He  had  drawn  her 
picture  two  or  three  times,  and  her  silken  house,  too,  and  had 
even  carried  it  to  kindergarten  and  shown  it  to  the  children  there.  So 
when  Mrs.  Spider-Brown  saw  she  need  not  feel  afraid  she  decided  to 
weave  her  nest  and  get  ready  for  the  baby  spiders  she  had  spoken  about. 
"I  believe  I  will  make  my  nest  here,  under  the  window  ledge,"  she 
said  one  day,  "and  lay  my  eggs  in  it." 

You  need  not  think  Mrs.  Spider-Brown  was  going  to  lay  her  egg  in 
that  pretty  silken  house  with  the  round  window  in  the  center.  No, 
indeed,  that  was  for  her  sitting  room  and  to  catch  any  stray  flies  that 
happened  near.  She  lived  on  flies,  and  woe  be  unto  any  of  them  that 
buzzed  around  Joe-Boy's  room!  It  was  Mrs.  Spider-Brown's  special 
pleasure  to  see  that  none  of  them  ever  specked  the  walls  of  Joe-Boy's 
room  or  those  of  her  own.  But,  as  I  started  out  to  tell  you,  Mrs.  Spider- 
Brown  built  her  nest  under  the  window  ledge  by  the  transom — such 
a  tiny,  tiny  nest,  about  the  size  of  a  thimble,  and  made  out  of  that  same 
silken  thread  which  came  from  her  body.  When  she  had  lined  it  soft 
and  warm,  then  she  laid  her  egg — only  one  egg,  a  wee,  wee,  wee  egg,  not 
even  as  big  as  a  pea!  But  Mrs.  Spider-Brown  was  very  proud  of  it — 
she  would  even  fight  for  that  egg,  because  she  knew  the  baby  spiders  were 
growing  inside  and  would  soon  wake  up.  Why,  she  often  carried  it 
around  on  her  back,  and  that  is  how  Joe-Boy  came  to  see  it.  He  called 
Mrs.  Gipsy  to  see  it,  too,  and  Mother  Gipsy  said: 

"Well,  I  think  Mrs.  Spider-Brown  is  very  glad  that  she  isn't  like 
the  speckled  hen  that  has  twelve  eggs  to  take  care  of  instead  of  one! 
And  I  also  guess  the  speckled  hen  is  very  glad  she  doesn't  have  one 
hundred  babies  to  come  out  of  just  one  egg,  as  Mrs.  Spider-Brown  will 
have  when  her  egg  hatches!" 

But  Mrs.  Spider-Brown  did  not  worry  over  that  fact  a  single 
minute — -she  only  wished  her  egg  would  hurry  up  and  hatch,  so  she 
could  have  her  baby  spiders  for  company.  She  didn't  tell  Joe-Boy  so, 
but  she  said  to  herself  that  as  soon  as  her  baby  spiders  did  hatch,  and  were 
large  enough,  she  was  going  to  turn  them  all  into  the  garden  to  live, 
where  they  belonged.     It  was  too  dangerous  to  raise  a  hundred  babies 


LITTLE    FOLKS'    LAND  227 

in  the  house  with  Mother  Gipsy — she  believed  too  much  in  brooms  and 
dusters ! 

Well,  by  and  by  the  egg  hatched  out,  and  my !  I  wish  you  could 
have  seen  those  hundred  babies  roll  out!  Just  exactly  like  their  mother — 
legs  and  eyes  and  all!  And  Mrs.  Spider-Brown  made  them  mind,  too, 
from  the  very  beginning!  She  would  not  have  one  bit  of  foolishness, 
and  those  babies  knew  it,  too!  She  told  them  they  would  all  ha\e  to 
make  their  own  living,  but,  of  course,  she  meant  to  teach  them  how 
before  she  turned  them  out  into  the  garden.  So,  every  morning  Mrs. 
Spider-Brown  had  school  with  them  up  o\er  the  transom  window, 
and  they  were  all  learning  very  fast.  She  would  first  make  them  get 
in  a  long  row,  and  then  she  would  say,  "Attention!"'  That  meant  for 
all  the  little  spiders  to  look  at  her.  And  they  looked,  too,  with  all  of 
their  eight  eyes. 

"Now,"  said  Mrs.  Spider-Brown,  "tell  me  wfiere  you  came  from?" 

"We  came  out  of  one  egg,'  piped  all  the  baby  spiders  together. 

"Don't  say  'We  came  out  of  one  egg,'  my  dears,"  said  their  mother, 
"why,  that  is  too  long;  just  say  'egg,'  and  be  done  with  it.  I  like  short 
answers!" 

"Egg,  and  be  done  with  it,"  said  the  baby  spiders,  trying  their  vers- 
best.  Mrs.  Spider-Brown  sighed,  because  that  is  not  exactly  what  she 
wanted  them  to  say,  but  she  went  on  to  the  next  question,  an\  way. 

"Now  tell  me,"  she  said,  "what  do  little  spiders  eat?" 

"Flies,"  said  the  baby  spiders,  "flies!" 

"Good,"  said  Mrs.  Spider-Brown,  "that's  a  short  answer!  Now. 
how  do  you  catch  the  flies?" 

"Run  after  them,"  chimed  the  baby  spiders. 

"Tut,  tut,''  said  Mrs.  Spider-Brown,  "the  idea!  Whoever  heard 
of  a  spider  running  after  a  fly!  Why,  they  have  wings!  We  could 
never  catch  one  that  way !  Listen,  every  one.  Spiders  spin  webs  to 
catch  flies  in  and  they  spin  the  web  from  a  wonderful  silken  thread  that 
comes  from  their  bodies.  Each  one  of  you  spiders  have  a  silken  thread 
in  you,  too,  and  you  will  find  the  little  spinning  holes  by  your  hind  legs 
— look  for  them  now."  Then  Mrs.  Spider-Brown  gave  them  a  spinning 
lesson  and  they  all  learned  how  to  spin  a  short  thread. 

"Good,"  said  Mrs.  Spider-Brown;  "now,  where  is  the  best  place  for 
spiders  to  make  their  webs?" 

And  all  the  spiders  said,  "Down  on  the  barn,  in  the  fence  cor- 
ners, by  the  side  porch,  and  on  the  rose  bush!'' 


228  KINDERGARTEN    MAGAZINE. 

"Very  fine,"  said  Mrs.  Spider-Brown,  "most  especially  by  the  barn, 
because  there  will  always  be  plenty  of  flies  near.  And  don't  forget 
the  pattern — round  like  a  wheel.  I  will  show  you  how  pretty  mine  is 
by  and  by.  Now,  two  more  questions  and  school  is  out  for  today.  Why 
should  not  spiders  build  their  webs  in  houses?" 

"Brooms  and  dusters!"  said  the  little  spiders — they  knew  that  an- 
swer well. 

"Yes,  to  be  sure,"  said  Mrs.  Spider-Brown.  "Never  build  your 
webs  in  houses,  unless  you  are  very  sure  the  people  inside  will  be  your 
friends.  Now  for  the  last  question:  Why  shouldn't  spiders  build  their 
webs  close  to  the  ground  ?" 

"Frogs!  frogs!  frogs!  frogs!"  said  all  the  baby  spiders.     "Frogs!" 

"Why,  to  be  sure,"  said  Mrs,  Spider-Brown;  "I  know  you  are  the 
very  smartest  little  spiders  that  ever  drew  the  breath  of  life !  Come,  I 
shall  give  you  all  a  ride  on  my  back  to  see  my  pretty  web — pile  on!" 

Then  all  the  baby  spiders  that  could  find  room  got  up  on  Mrs. 
Spider-Brown's  back  and  she  carried  them  over  to  her  web,  coming 
back  for  those  which  had  been  left  behind. 

"Hold  tight,"  she  said,  "whatever  you  do,  don't  fall  onto  Mrs. 
Gipsy's  floor — brooms  and  dusters!  Remember  the  silken  thread  you've 
learned  to  spin — if  you  should  fall,  just  spin  one  quickly,  fasten  it  to  my 
body,  and  crawl  up." 

After  Mrs.  Spider-Brown  had  taken  them  all  to  her  web  and  let 
them  watch  her  catch  a  fly,  then  she  took  them  back  to  the  nest  for  a 
rest,  and  the  very  next  day  she  turned  them  out  in  the  garden  to  make 
their  living!  And  do  you  know,  not  a  single  one  of  those  baby  spiders 
forgot  what  they  had  learned  at  school? 

Dimple  and  Dot 

Friday 

OUT  on  the  lawn  at  Joe-Boy's  house  there  was  the  loveliest 
fountain  that  ever  you  saw,  and  that  is  where  Joe-Boy  kept  his 
pet  fish.  They  were  very  happy  in  the  fountain,  too,  because 
the  water  was  always  fresh  arrd  pure,  running  in  through  one  pipe  and 
out  through  another.  The  pipe  that  Joe-Boy  liked  to  watch,  though, 
was  the  pretty  one  that  ran  right  up  from  the  center  of  the  fountain 
and  carried  a  sparkling  stream  of  water  high  in  the  air,  which  curved 


LITTLE    FOLKS'    LAXD  229 

over  and  fell  into  the  stone  basin  .below^  like  ever  so  many  dimpling 
stars.  The  water  was  so  clear  you  could  see  the  white  sand  and  peb- 
bles and  tinted  shells  that  lay  on  the  bottom,  while  ferns  and  water- 
cress peeped  over  the  sides  to  play  with  the  sunbeams  that  stmietimes 
danced  there.  A  few  snails  lived  in  the  fountain,  too,  and  hclpetl  to 
keep  the  water  pure;  and  then  there  were  the  four  ii'dd  ti>li,  three  min- 
nows, four  speckled  perch,  and  Mother  Silver-Sides  and  her  two  chil- 
dren, Dimple  and  Dot.  It  was  a  pretty  sight  to  watch  them  glidin;^ 
and  darting  about  in  the  water — up  and  tlown,  up  and  down,  to  and 
fro  they  swam,  often  coming  up  to  the  brink  of  the  water  for  the  cracker 
crumbs  which  Charlotte  Anne  and  Joe-Boy  sometimes  brought  to  feed 
them  with. 

Dimple  and  Dot,  the  two  silver  fish,  used  to  li\-e  in  the  brook  ar  the 
buttercup  meadow  before  Joe-Boy  found  them.  But  one  day  their 
mother  went  into  the  big  pond  for  a  swim  in  the  deep  water,  and  she 
told  Dimple  and  Dot  to  stay  close  at  home  under  the  bier  rock,  until 
she  came  back  again.  But  the  two  little  fish  forgot  to  mind,  you  •^ee, 
and  you  know  how  it  is — something  nearly  always  happens  when 
children  forget  to  mind  their  mothers. 

Dot  said,  "Come,  lets  play  jumping." 

And  Dimple  said,  "All  right!  let's  see  which  one  can  jump  the 
higher!"  So  they  jumped  and  jumped  and  jumped,  until  by  and  by — 
why,  they  jumped  so  high  they  just  jumped  out  of  the  water!  And 
when  they  fell  on  the  hard  ground  and  got  sand  in  their  eills  and  on 
their  pretty  sides  and  in  their  pretty  eyes,  my!  how  it  did  hurt!  Thc\- 
had  no  eyelashes  like  yours  and  mine  to  keep  trash  out  of  their  eyes,  you 
know,  and  then  little  fish  can  not  live  very  long  out  ni  the  water.  So 
they  were  very  unhapp}-. 

"Oh,  oh,  oh,"  said  Dimple,  "I  wish  I  were  back  in  the  water!" 

"Oh,  oh,  oh,"  said  Dot,  "I  wish  I  did  have  my  mother!  I  feel  so 
very  stiff,  and  the  sand  is  stinging  me  so!"-  And  then  they  wriggled  and 
wriggled  and  jumped  around  on  the  ground,  but  the  more  the\-  wrig- 
gled the  worse  it  felt.  It  was  just  at  that  .moment  that  Captain  came 
by,  and  when  he  saw  them  wriggling  in  the  sand  he  stopped  rieht  still 
and  wagged  his  tail  and  barked  and  barked.  Wherever  Captain  went, 
Joe-Boy  was  sure  to  be  close  behind,  so  he  ran  up,  too.  and  when  he 
saw  Dimple  and  Dot,  I  reckon  you  can  guess  what  he  did  !  Joe-Boy 
thought  of  the  fountain  right  away,  so  he  picked  Dimple  up  in  one  hand 


230  KINDERGARTEN    MAGAZINE. 

and  Dqt  in  the  other  hand,  and  away  he  ran  to  the  front  lawn  with 
them  and  dropped  them  into  the  fountain  water  with  a  gentle  splash. 
You  should  have  seen  those  two  little  fish  give  a  curve  to  their  tails 
and  a  dart  of  their  bodies  and  go  gliding  to  the  very  bottom !  I  can  tell 
you  they  were  glad  to  get  into  the  water  one  more  time!  And  it  did 
not  take  them  long  to  wash  the  sand  from  their  eyes  and  fins  and  gills 
either. 

"Oh,"  said  the  little  gold  fish,  when  they  saw  them,  "here  are  two 
little  silver  fish  come  to  live  with  us  in  the  fountain.  Where  did  you 
come  from?" 

Dimple  and  Dot  told  them  all  about  playing  "jumping,"  but  they 
did  not  say  anything  about  not  minding  their  mother — they  were  ashamed 
for  anybody  to  know  that. 

"Well,  this  is  a  most  beautiful  place  to  live  in,"  said  the  gold  fish, 
"and  we  are  glad  to  have  you  with  us  in  the  fountain.  Come  and  see 
how  many  pretty  shells  and  pebbles  we  have  to  play  with,  below.  I'm 
sure  you  will  like  living  here." 

So  Dimple  and  Dot  swam  round  and  round  the  fountain,  looking  at 
everything,  and  had  a  very  merry  time.  Joe-Boy  and  Captain  ran  to 
the  house  to  tell  Mother  Gipsy  about  the  new  pets,  and  she  came  back 
with  them  to  see  the  little  silver  fish  in  their  new  home.  But  the  best 
part  of  it  all  was  that  Dimple  and  Dot's  mother  came  to  live  with  them 
in  the  fountain.  Joe-Boy  and  Mother  Gipsy  caught  her  in  the  dipper 
the  very  next  day.  I  guess  she  was  at  the  top  of  the  meadow  brook  look- 
ing for  her  baby  fish,  and  when  Joe-Boy  dropped  her  into  the  fountain, 
and  she  found  Dimple  and  Dot  down  under  a  shell,  she  was  so  glad 
she  didn't  know  what  to  do !  And  they  lived  happily  ever  afterward — 
as  happy  as  happy  could  be ! 

Program  for  Tenth  Week — Pets 

Pig-a-Wee 

Monday 

Circle  talk,  songs  and  games:     Did  you  ever  see  a  baby  pig?     What 
can  a  pig  do?    How  does  he  talk?    Do  you  think  if  you  carried  him 
away  he  could  find  his  way  home? 
(Song  and  finger  play — "Pig-a-wee.")     Relate  the  story. 

Game:     "Find  who  the  missing  one  (pig)   is." 


» ■ 

I 


LITTLE   FOLKS'    LAND  •   231 

Gift:     Second.     Gift  beads, — large  size  and  sticks.     Slip  beads  on  sticks 

and  make  pen. 
Occupation :      Modeling, — "Pig-a-wee." 

The   Rabbits  that   wore   a   Blue    Ribbon 

Tuesday 

Circle,  talk,  songs  and  games:  Did  j^ou  ever  have  a  pet  rabbit?  What 
can  a  rabbit  do?  What  kind  of  eyes  has  a  rabbit?  How  high 
can  a  rabbit  leap?      (Show).     What  do  rabbits  eat? 

Song — "See  the  Pretty  Bunny." 

Game:     Mother  Rabbit  teaching  babies  what  to  do  in  case  of  danger. 
(Note — Have  real  rabbit  for  the  children  to  observe.) 

Gift:     Fourth — House  for  rabbits. 

Occupation:     Water  color  or  crayon — Picture  of  rabbits. 

Mrs.  Spider-Brown 

Wednesday 

Circle  talk,  songs  and  games.  Show  spider  in  a  glass  box.  Let  the 
children  tell  all  they  can  about  it.  Lead  them  to  observe  number 
of  legs.     Tell  them  number  of  eyes. 

Play  Period:     Hunt  spider's  web  in  garden  or  yard. 

Gift  Period:  Sewing.  Octagonal  web — Card,  large  holes;  use  single 
zephyr. 

Occupation:     Picture  of  spider's  web.      (Simplified.) 

Mrs.  Spider-Brown's  Children 

Thursday 

Circle  talk,  songs  and  games:     Protection  of  baby  spiders  from  wasp. 

Do  you  suppose  Mrs.   Spider-Brown  loved  her  babies?     Why? 
Game:     Dramatize  incident  given  in  circle  talk. 
Gift:     Sixth — Door-transom.     Where  spiders  went  to  school. 
Occupation:     Modelling — Spider.     Or,   drawing — Spider  in  web. 

Dimple  and  Dot 

Friday 

Circle  talk,  songs  and  games :  Can  you  name  all  of  Joe-Boy's  pets  you 
have   heard   about?     He   had   pet  fishes,   too;   have  you   any  gold 


232  KINDERGARTEN    MAGAZINE. 

fishes  at  home?     Do  you  know  how  the}'  swim?     Can  you  show 

me?     How  do  the  fins  help?     Did  3^ou  ever  notice  something  just 

back   of   the   head,   moving   faster   than    the   fins?     These   are   the 

gills,   to  breathe  with    (show  real  fish).     What   do  we   breathe? 

Do  you  think  the  fish  would  like  to  stay  up  in  the  air  as  we  do? 

What  would  happen  if  we  tried  to  make  them  ? 
Music:     Lack's  "Brook."     See  if  the  children  can  close  their  eyes  and 

hear  the  "Running  Water." 
Song:     "See  the  Fishes  in  the  Brook."      (Imaginary,   if  it  can  not  be 

real.) 
Play:     Run  to  meadow  brook;  gather  pebbles  for  fountain;  find   fish, 

and  put  in. 
Gift:     Second  gift,  beads,  large.      Use  cylinders  for  fountain,  cubes  for 

basin,  half  rings  for  spray  of  water. 
Occupation  :      Free  cutting — -Fish. 


A  LAST  YEAR'S  PROGRAM. 

LUELLA   A.    PALMER. 

The  subject  of  each  month's  program  is  embodied  in  the  "Teachers' 
Thought."  It  does  not  relate  to  the  sequence  with  which  the  topics 
follow  each  other;  it  presents  the  different  aspects  in  which  each  topic 
is  to  be  viewed,  as  a  basis  for  sense  impressions,  as  a  medium  for  self- 
expression  and  thus  as  a  means  to  a  deeper  insight  into  the  spiritual 
values  of  material  phenomena.  If  the  teacher  keeps  her  purpose  con- 
stantly in  mind,  a  sliglit  allusion  or  suggestion  will  give  to  a  seemingly 
trivial  subject  a  character-forming  power. 

DECEISIBER    PROGRAM. 

Teache?-'s  Thought.  1.  Observation  of  preparations  for  giving.  2. 
Making  of  gifts.  3.  Realization  of  a.  gift  as  an  outward  manifesta- 
tion of  an  inner  feeling. 

FIRST  WEEK. 

Topic — ^Winter. 

Picture — (Blackboard ) . 

Song — Merry  Little  Snowflakes  (Song  Stories).     Jack  Frost,  two  verses, 

(Song  Stories). 
Story — God's  Blanket. 


A  LAST  YEAR'S   PROfiRAM.  2:J8 

Rhyme — Jack  Horner. 

Game — Snowman,    sli(lin;j;,    sncjwballiiiL:,    slci;j:hndc. 

Rhythm — Skating;. 

Monday — 

Circle — Experiences  durinL:  holidays. 

Gift — 1  and  2.  Third  and  fourth. — SuG^izestion,  retell  'i'hank^;ii\-inc^ 
story.     3.   Fourth — Sugg;csti(jn. 

Occupation — 1  and  2.  Painting — Sky.     3.    Pasting  chains. 

Occupation — -Folding  kite. 

J'uesday — 

Circle — Snow.     Winter  games.     (Picture  drawn  on  hla:kb(jard.) 

Gift — Snow.     Children  make  snowman  in  sand  tra;;. 

Occupation — Drawing.      SiKJwman. 

Occupation — Cutting  and  pasting  snowman. 

M'ednesday — 

Circle — Jack  Frost  at  work  and  play.  Pictures  on  window  and  side- 
walk.    Ice  in  gutter,  etc. 

Gift — 1.     Sixth — Free  play.     2  and  3.     Fourth — Free  play. 

When  a  new  gift  is  gi\'en  to  the  oUlest  group,  the.  other  'jroiips 
like  to  watch  the  experimentation.  In  this  way  the  younger 
children  gain  an  idea  of  the  use  of  the  material  so  that  when 
they  are  manually  ready  for  it  they  handle  it  with  a  detinitc 
purpose.  For  this  reason  and  also  because  it  wouhl  rcijuire 
needless  and  too  great  inhibition  to  keep  the  attention  o{  the 
little  children  in  a  dictation,  free  play  of  all  groups  is  given 
when  new  material  is  introduced. 

Occupation — 1   and  2.     Painting,  grass.     3.     Cutting,  free. 

Occupation — Folding  sled. 

Thursday — 

Circle — Snow  in  country.  Country  boys"  pla}'.  (Change  the  large 
blackboard  picture  of  farm  to  winter  scene.  Rub  out  animals. 
Close  barn  doors.  Cover  brook  with  ice,  and  ground  ami  buihl- 
ings  with  snow  and  icicles.) 

Gift — Fourth — In  sand  trays.     (Sand  used  for  snow.) 

Occupation — Drawing,  children  playing  with  snow. 

Occupation — Clay,  snowman. 

Friday — 

Circle — Difference  between  summer  and  winter  plays. 


234  KINDERGARTEN    MAGAZINE. 

Gift — 1.     Sixth — Free  play.     2  and  3.     Fourth — Dictation. 
Occupation — 1  and  2.     Painting,  ribbons.     3.     Folding  "stairs." 
Occupation — Cutting  frost  pictures  (paste  on  dark  paper). 

SECOND    WEEK. 

Topic — Toyman. 

Picture — Helping  Grandma. 

Song — Christmas  carol  (adapted)    (Songs  for  Little  Children). 

Story — Nancy  Etticote's  Ring  (Stories  from  Mother  Goose  Village). 

Rhyme — Old  Woman  in  the  Shoe. 

Game — Toyman. 

Rhythm — Jumping  (with  cold). 

Monday — 

Circle — Saturday's  visit  to   stores.     Toys.     What  we  would   like   for 

Christmas. 
Gift — 1.     Sixth — Suggestion,  toy  store.     2.     Third  and  Fourth — Sug- 
gestion.    3.  Fourth — Suggestion. 
Occupation — Drawing  toy  we  wish. 

Occupation — 1  and  2.     Weaving.     3.  Cutting,  folded  paper  for  design. 
The  first  two  mats  that  the  children  weave  are  taken  home  after 

being  mounted ;  the  later  mats  are  used  as  covers  for  Dooks,. 

backs  of  blotters,   bottoms  of  pin  trays,   or   for  some  simple 

object  that  each  child  can  make  as  soon  as  he  has  finished  his 

weaving. 
Tuesday — 
Circle — Toys    that    brothers,    sisters    and    baby   would    like.      Presents 

Santa  Claus  brings  father  and  mother. 
Gift — Sticks,  rings  or  any  flat  material  to  make  pictures  of  toys. 
Occupation — 1  and  2.     Painting,  gray  sky.     3.     Drawing,  free. 
Occupation — Rolling  strips. 
Wednesday — 
Circle — Why  Santa  Claus  gives  to  us.  How  could  we  play  Santa  Claus? 

To  whom  give? 
Gift — -1.     Sixth — Free.     2.     Third  and   fourth — Free.     3.     Fourth— r 

Free. 
Occupation — Sewing  picture  frames   (for  mothers). 
Thursday — 

Circle — Visit  to  Toyman.     Show  toys  bought. 
Gift — 1   and  2.     Third  and  fourth — Imitation  and  dictation,  elevated 


A  LAST  YEAR'S  PROGRA^r.  235 

train,  store,  counter,  cars.     3.     Fourth — Suggestion. 
Occupation — Finish  picture  frames. 
Occupation — 1    and   2.      Painting    (background    for   father's   calendar). 

3.   Cra3'on  covered  board   (for  calendar^. 
Friday — - 
Circle — Use  of  pennies  if  saved.  What  two  or  three  cents  will  buy  for 

others. 
Gift — 1.     Sixth — Imitation  and  dictation.     2.     Third  and  fourth — Free. 

3.     Third — Free. 
Occupation — Finish  calendars. 
Occupation — Cutting,  lanterns. 

THIRD  WHEK. 

Topic — Christmas  tree. 

Picture — -Christmas  bells.     Blashfield. 

Song — Santa  Claus  (Song  Echoes). 

Story — Contented  Fir  Tree. 

Game — Mystery  ^lan.     Squirrels,  birds  in  tree. 

Rhythm — Ringing  bells. 

Monday — 

Circle — Saturday's  visit   to  stores. 

Gift — 1.  Sixth.  2.  Sixth  (one-third).  3.  Fourth — Dictation  and 
imitation. 

Occupation — Pasting,  buzzers  (for  brothers). 

Occupation — Folding,  "stairs." 

Tuesday — 

Circle — Our  tree,  its  future  use  and  decoration. 

Gift — First — Fruit  for  tree. 

Occupation — Folding  gilt  stars  (for  tree). 

Occupation- — Pasting  mat  for  cornucopia  {  for  aunt  or  cousin). 

Wednesday — 

Circle — Animals  who  like  trees.  Different  kinds  of  trees.  \Vhy  we  like 
them.     (Hang  nests  in  trees,  etc.) 

<7;7/— Nuts. 

Occupation — Pasting  chains. 

Occupation — Sewing  cornucopias. 

Thursday — 

Circle — Bennie's  play  with  trees  in  country. 

Gift — 1.  Sixth — Suggestion,  farm  house  and  trees.  2.  Sixth  ''one- 
third) — Suggestion,     3.  Third  and  Fourth — Suggestion. 


236  KINDERGARTEN    MAGAZINE. 

Occupation — Cutting  tissue  paper  (for  sachets  for  sister). 

Occupation — Rolling  strips,  for  candles. 

Friday — 

Circle — Home  of  the  tree,  its  journey. 

Gift — 1.      Sixth — Suggestion,   journey   of   tree    (sticks   used   for   trees). 

2.     Sixth   (one-third) — Suggestion.     3.     Fourth — Suggestion. 
Occupation — Finishing  presents. 
Occupation — Pasting  chains. 

FOURTH    WEEK. 

Topic — Christmas. 

Picture — Sistine  Madonna. 

Story — Night  Before  Christmas. 

Game — Santa  Claus. 

Monday — 

Circle — Santa  Claus  and  his  visit.   - 

Gift- — Third    and    Fourth — Imitation    and    dictation,    house,    chimney, 

fireplace,  bed. 
Occupation — Drawing,  Santa  Claus  filling  stockings. 
Occupation — Tying  cord   (for  baby's  reins). 
Tuesday — 
Circle — First  Christmas  gift  from  God,  baby  who  grew  to  be  great  good 

man.     Our  best  gift,  love,  kindness,  obedience. 
Gift — 1.     Sixth — Dictation  and  imitation,  church,  2  and  3.     Third  and 

Fourth — Suggestion. 
Occupation — Pasting  chains   (for  home  decoration). 
Occupation — Finishing  reins. 
Wednesday — 

Circle — Decoration  of  tree.     Hanging  presents. 
Gift — 1  and  2.     Sixth — Free.    3.     Third  and  Fourth — Free. 
Occupation — Drawing,  holly. 
Occupation — Finishing  all  presents. 
Thursday — 
Occupation — Drawing  tree  and  presents. 

Mothers'  party  to  see  Christmas  tree. 
Friday — 

Circle — (Choice  of  stories). 
Gift — (Choice  of  building  and  flat  gifts). 
Occupation — Folding,  mantel  and  chimney. 
Occupation — Cutting  stockings.     Drawing  fire,  tree  and  toys. 


DECEMT.l-R  PRCJGRAM  237 

The  oldest  children  made  six  presents,  the  \(jiinL:f^t  unes  two. 
^lother  had  a  picture  frame  <jf  fanc\  wall  jiaper,  sewed  o\-er 
edge  with  raffia.  Father  hael  a  calendar  pasted  in  one  corner 
of  a  blue  painted  cardboard  wliich  was  decorated  with  a  siKcr 
moon  and  stars.  Huzzers  were  made  for  the  brothers;  annind 
the  edge  of  a  circular  piece  of  cardboard  were  pasted  alternat- 
ing blue  and  yellow  parquetry  circles,  cord  was  i-)a-.sed  through 
two  punched  holes  in  center.  Sachets  shaped  like  mott(jes. 
made  of  tissue  paper  and  wea\'ing  mats  were  gi\en  to  the 
sisters.  For  baby  was  made  a  pair  of  reins — with  bells —  by 
tying  long  cords  of  two  different  colors.  Cousin  or  aunt  re- 
ceived a  cornucopia  made  of  a  mounted  weaving  mat. 


PROGRAM  FOR  1905-06. 

CAROLINE  W.   BARBOUR. 

General  Subject  for  December — Chnstnuis  and  all  thai  it  may 
mean  to  little  ehildreii:  happy  antieipatioii  of  ichat  they  nill  <^et 
and  joyful  preparation  of  nil  that  they  are  <;oin'^  to  '^i:e  t<j  those 
they  love.  Fernieatin<^  all  the  icork  null  be  the  spirit  of  "seerets" 
and  mystery  so  dear  to  ehildish  hearts. 

"The  personation  of  the  spirit  of  [[ii'inr^  has  grown  out  of  the  deep 
need  of  child-life,  and  has  an  important  part  to  play.  Santa  Claus  is  the 
embodiment  of  loving  sympathy  for,  and  with,  all  the  world.  *  '*  *■ 
Love,  truth,  service,  beauty  are  inconceivable  to  a  child  as  abstraetions . 
but  put  into  concrete  form  as  bits  of  daily  food  for  heart  and  mind, 
are  life  itself.  Let  children  believe  in  Santa  Claus  as  a  real,  thou^^h 
intangible^  presence  in  their  lives,  and  they  will  ne\er  weary  of  helpim^ 
him  to  be  the  world-wide  benefactor  at  the  glad  Christmas  time." 

So  the  MOTIVE  will  be:  To  let  the  children  realize  in  anticipation 
all  the  happiness  which  comes  through  receiving  gifts  at  Christmas, 
while  at  the  same  time  helping  them  to  feel  the  pleasure  that  lies 
in  giving  gifts.  The  natural,  wholesome  interests  in  "AVhat  Santa  Claus 
will  bring  me"  can  be  utilized  in  "being  Santa  Claus"  to  some  one  else. 
Thus,  coneretely,  little  children  may  get  an  idea  of  the  meaning  of  "It 
is  more  blessed  to  give  than  to  recei\e." 

Stories:  For  this  special  month  the  stories  will  be  selected  so  as  to 
develop  the  thought  of  service  and  loving  kindness.  The  sequence 
will  lead  from  the  simple  gift-giving,  nearest  the  child  s  conception. 


238  KINDERGARTEN  MAGAZINE. 

to  the  hero-story  of  service;  and  from  that  to  the  Christmas  story 
of  loving,  human  service  to  all  mankind. 

1.  '"Twas  the  Night  Before  Xmas."  (Children  learn  poem.)  2. 
The  Shoemaker  and  the  Elves.  3.  Pegasus  and  Bellerophon 
(or  any  hero-story  embodying  service  to  mankind).  4.  Christ 
Child  Tales,  and  stories  adapted  from  the  Bible. 

Games:  Dramatizing:  '"Twas  the  Night  Before  Christmas."  "Shoe- 
maker and  the  Elves."  Pop-corn  game.  (Song  in  Gaynor,  No.  1, 
106.) 

Rhythmic:    Continue  with  skips  previously  developed.    Add  galloping  of 
Santa  Claus'  fairy  reindeer.     (Characteristic  Rhythms,  No.  1.) 
Listening  to  music:    Gnomes,  fairy  music,  etc.     (Music  for  Child's 
World,  Hofer).     Music  and  motions  for  corn-popping. 

Rhymes:  From  Mother  Goose:  "Little  Jack  Horner."  Lollipops* 
Christmas. 

"The  world  is  so  full  of  a  number  of  things, 
I'm  sure  we  should  all  be  as  happy  as  kings." 

Songs:  "O,  Clap,  Clap  Our  Hands."  Poulsson  "Finger  Plays."  Santa 
Claus:  "Here  Comes  the  One  to  Bring  Us  Fun,"  (adapted). 
"The  Snow  is  Falling  Fast,"  to  time  "Jingle  Bells"  in  College 
Songs.  "Christmas  Secrets"  and  "Christmas  Carol,"  Gaynor,  No.  2. 
"Jerusha,"  a  doll  song  by  Airs.  Gaynor,  can  be  sung  to  the  children, 
or  learned  by  them  as  a  special  little  song  to  sing  at  the  Christmas 
party. 
"The  Christmas  Tree,"  i.  e.: 

"O,  a  wonderful  tree  is  the  Christmas  tree ! 
The  happy  children  rejoice  to  see. 

Spreading  its  branches  far  and  wide, 

Blooming  each  year  at  Christmas-tide! 
O,  that  wonderful  tree 

With  its  branches  wide 
Is  always,  is  always 

Blooming  at  Christmas-tide." 

FIRST  PHASE SPECIAL  SUBJECT  FOR  DECEMBER  4  TO  8. 

The  children's  imniediate  interests  in  Santa  Claus  and  Christmas 
toys.  Santa  Claus'  workshop  and  the  toy  stores  will  be  the  basis  of  the 
week's  work.  With  pictures  of  Santa  Claus,  the  reindeer  and  toyshop, 
picture  books  and  the  poem  dramatized  and  worked  out  at  the  table 
periods,  the  children  will  have  abundant  opportunity  to  express  their 
anticipation  and  delight  in  the  joyous  Christmas  time,  so  soon  coming. 


DECEMBER  PROGRAM.  239 

Suggestions  for  Table-Work :  There  will  be  no  construction  work 
this  week,  as  such  a  subject  as  this  is  better  expressed  through  the  more 
imaginative  mediums. 

Writing  Letters  to  Santa  Claus :  Folding,  pasting  envelopes;  have 
a  sheet  of  paper  on  which  the  children  can  "write"  toys  they  wish  to  get, 
or  free  cut  and  paste  them,  so  Santa  Claus  will  know  what  to  bring. 

Picture-Work :  For  the  oldest  groups,  a  series  of  pictures  made  for 
a  Christmas  picture-book.  Have  a  certain  color,  a  blue  or  soft  green 
drawing  paper  for  the  several  sheets  in  the  books;  (1)  mount  on  first 
page  free  cutting  of  toys.  (2)  Folding,  cutting  and  crayoning  fireplace 
and  stockings  "waiting  for  Santa  Claus."  (3)  Colored  crayoning  Santa 
Claus  coming  over  the  house  tops.  (4)  Poster  of  night  time,  stars  and 
moon;  Santa  Claus  climbing  down  the  big,  red  chimney,  etc.  Tie  all 
together  and  print  "Christmas"  on  the  outside. 

Block-Building  with  gifts  and  large  blocks  on  the  floor;  toyshops, 
fireplaces  and  chimneys,  Santa  Claus,  reindeer  and  sleigh. 

Blackboard:     Group-drawing   of    the    "Night   Before    Christmas." 

SECOND    PHASE SPECIAL   SUBJECT    FOR   DECEMBER    11    TO    15. 

This  week  we  will  develop  the  children's  interest  in  doinii:  and 
giving;  we  may  all  be  little  "Santa  Clauses,"  working  as  hard  as  we 
can  to  do  our  share  of  the  glad  Christmas  giving.  If  the  children  are 
led  to  enjoy  this  preparation,  through  emphasis  of  the  mystery  and  secret 
which  so  inspires  them,  and  through  working  along  from  day  to  day 
with  no  nervousness  or  Christmas  (un-Christmas)  "rush,"  then  they 
will  have  lived  the  principle  of  joyful  giving.  Thus  they  may  gain  a 
little  of  the  feeling  of  what  loving  service  means. 

The  story  of  "The  Shoemaker  and  the  Elves"  develops  the  idea 
that  work  for  others,  loving  service,  is  even  better  than  giving  presents. 

SUGGESTIONS    FOR    CHRISTMAS    PRESENTS. 

Oldest  Groups — For  Father:  Stamp-cases.  Take  3x4  inch  oblong 
of  heavy  cardboard,  cover  under  surface  with  leatherette  paper,  letting 
edges  lap  over  upper  surface  an  inch.  (This  allows  children  to  fold 
and  fit  on  a  large  enough  surface.)  Cover  upper  surface  neatly  with 
oblong  of  gold  paper  smaller  than  3x4  inches,  so  leatherette  edge  will 
show.  This  makes  a  substantial  standard.  Prepare,  from  leatherette, 
a  ground-form  for  a  stamp  box  with  a  single  partition.  Fold,  paste  and 
mount  on  standard.  Paste  neatly,  on  the  cover,  two  old  stamps,  ar.d 
we  have  a  serviceable  stamp  case  for  father's  desk. 


240  KINDERGARTEN  MAGAZINE. 

For-  Mother :  Dresser-cases  for  handkerchiefs  or  ribbons.  Prepare 
colored  cardboards  one  inch  larger  than  paper  napkins  which  they 
are  to  match  in  color.  Fold  cardboard  and  napkin  in  halves,  making  an 
oblong  folded  case.  Insert  between  the  two  a  smaller  square  of  sheet 
wadding  in  which  sachet  powder  has  been  put.  Paste  edges  of  paper 
napkin  down  to  cardboard  to  hold  wadding  secureh^  in  place.  Fasten  all 
together  further  by  tying  four  corners  with  ribbon  or  double  zephyr;  also 
tie  the  back  edge  with  long  enough  ribbons  to  come  forward  and  tie  in 
a  bow  in  front.  Since  such  pretty  designs  in  paper  napkins  can  be 
obtained,  these  cases  make  a  very  dainty  and  useful  present. 

Middle  Groups — For  Father:  Desk-pads  or  blotters.  This  can 
be  carried  out  with. boards,  real  leather,  brass  nails  and  paint,  or  it  can 
be  worked  with  heavy  cardboard,  leatherette  paper  and  paste.  Size  of 
pad  is  about  12x15  inches.  Ground  form  for  corners  is  cut,  and  they 
are  folded  and  pasted  so  as  to  leave  space  to  slip  blotter  corners  under. 
Two  blotter  sheets  make  a  thick  enough  pad.  If  wood  is  used  for 
bottom  of  pad,  it  can  be  stained  with  a  furniture  stain,  ink  or  paint 
(water  color).  If  heavy  cardboard,  it  is  more  effective  looking  if  cov- 
ered with  leatherette  of  another  color  than  the  corners. 

For  Mother:  A  recipe  set  of  envelopes.  Prepare  two  cardboards 
for  covers  a  little  larger  than  the  envelopes  to  be  used.  Cover  with 
dark  green  denim — this  can  be  pasted  on  just  as  paper  can.  Paste 
neatly  over  the  inside  edges,  an  oblong  of  "cover-paper,"  such  as  can 
be  obtained  at  a  paper  house.  String  backs  of  envelopes  and  covers 
together,  tying  with  any  suitable  material  such  as  colored  cord,  or  ribbon 
to  match  outside  cover.     Sew  or  paste  ties  on  front  edges. 

Youngest  Groups — For  Father:  Calendars.  There  are  so  many 
simple  ways  for  this  work  that  no  suggestions  seem  necessary.  However, 
one  simple  way  of  decorating  is  to  cover  the  background  of  calendar  with 
Dennison's  paster  gold  stars.  This  is  not  too  fine,  since  the  stars  have 
gummed  backs  and  stick  with  just  a  touch  of  water. 

For  Mother:  Sachet  bags.  Get  crepe  paper  circular  mats  (they 
can  be  obtained  in  holly  designs),  two  for  each  child.  Fluff  a  ball  of 
cotton  mixed  with  sachet  powder  for  the  center.  Then  thread  a  coarse 
packer's  needle  with  red  baby  ribbon,  and  after  pasting  the  cotton 
between  two  mats,  sew  ribbon  around  circular  edges;  with  a  little  help 
dainty  bows  can  be  tied,  and  a  simple,  easily  made  sachet  bag  is  the  result. 


HOW   SAXTA  CLAUS  COMES.  241 

Note:  We  do  not  hurry  the  children  throuirh  with  their  presents. 
They  work  a  certain  amount  each  day,  interspersed  with  free  phiy,-  or 
simple  preparation  for  the  Christmas  party.  So  often  the  hnishinL^  work 
laps  over  into  the  last  week.  That  week  has  ncj  table  work  jdanned 
except  such  as  will  ^ive  them  plent>-  of  time  to  finish  up  each  little  iiift 
in  a  comfortable  and  pleasurable  way. 

THIRD  PH.ASE DECEMBER    18  TO  22. 

The  working  basis  for  these  last  days  will  be  any  simple  preparation 
for  the  Christmas  party  which  the  children  may  have  time  to  do;  and 
finishing  the  presents.  The  story  of  "Pegasus  and  Hellerophon"  will 
work  out  a  broader  idea  of  service  for  other's  happiness.  The  final 
ideal  will  work  itself  out  through  the  beautiful  songs  and  stories  of  the 
Christ  Child's  mission  on  earth. 

If  there  should  be  any  extra  time  this  week  the  different  groups  can 
make  little  bonbon  boxes  for  each  other,  filled  with  sugar  candy  which 
the  older  children  can  make  at  the  table. 


HOW  SAXTA  CLAUS  COMES  AXD  GOES. 

E.    T. 

Trit.   trit,   trot, 

What's   the   sound   we   hear? 
Prancing  o'er   the   housetrips 

Are   Santa   Clans'   reindeer. 

Hark.   hark,  hark  I 

Such   a   funii}'   sound : 
Through   the  chimney  Santa 

Slips   down   with    a   hound. 

Tinkle,   tinkle,   tonk  I 

Away  now  in  his  sleigh, 
Thank  you.   good-hye.-  Santa. 

Hurrah   for   Christmas   Day ! 

1.  While  some  children  play  sleep,  others  are  Santa  and  reindeer  in  dis- 
tant part  of  room.  Children  arouse  and  point  out  direction  in  which  they 
think  they  hear  the   sound. 

2.  Two  teachers  hold  hands  to  form  chimney.  A  chair  stands  inside, 
between  them,  for  fireplace.  Another  one  on  the  outside.  There  are  several 
such  chimneys.  Sleepers  do  not  know  which  one  Santa  will  o:imc  down. 
He  climbs  over  and  down  one.  When  they  hear  the  sound,  children  run  to 
that  chimney,  Santa  trying  to  get  quietly  away  before   they  reach   it. 


242  KINDERGARTEN    MAGAZINE. 

FOR  VALUE  RECEIVED. 

ALICE    DAY    PRATT. 

There  was  a  country  of  cloudless  skies  and  of  great  mountains 
dark  with  forests  and  seamed  with  gold.  Seamed  with  something  more 
precious  than  gold  in  one  case  (more  precious  because  more  rare),  for 
the  course  of  a  little  brook  of  purest  water  was  marked  on  its  surface — 
a  wavering  line  of  vivid  green  from  base  to  summit. 

Now  because  this  little  brook  was  the  only  one  for  many  miles 
around,  all  the  animals  of  the  forest  came  thither  to  drink;  and  because 
it  ran  in  a  very  deep  and  rocky  channel,  much  beset  by  tangled  willows, 
it  was  most  difficult  of  approach.  In  one  place  only,  where  a  broad 
shelf  of  granite  projected  boldly  from  the  mountain  side,  the  little 
brook  ran  mildly  for  a  few  rods  in  the  open  sunlight,  over  a  sandy 
bottom.  Here  then  on  the  fine  summer  afternoons  gathered  a  great 
concourse  of  the  forest  folk  to  quench  their  thirst.  And,  because  even 
here  the  stream  was  slender  and  quickly  exhausted,  there  was  many  a 
struggle  for  the  scanty  drops — resulting  not  infrequently  in  the  tramp- 
ling of  the  weaker  and  more  delicate  contestants. 

Now,  on  a  projecting  peak  directly  above  the  granite  shelf,  a  pine 
tree  caught  the  last  and  first  of  the  rays  of  day.  And  of  this  tree  a  robin 
was  the  undisputed  lord. 

In  the  shadowy  depths  below  the  shelf  also,  a  little  beaver  lived 
and  worked  in  strict  seclusion,  creeping  upward  to  this  vantage  ground 
only  when  the  forest  crowds  had  departed  and  the  first  stars  began  to 
■  peep. 

Now  the  little  robin,  because  he  lived  in  the  upper  air,  had  vision 
that  came  not  to  the  struggling  creatures  who  visited  the  stream,  and 
the  beaver,  because  through  his  unremitting  and  faithful  toil,  he  kept 
his  brain  and  conscience  clear,  had  peculiar  aptitude  for  interpreting 
the  vision  of  his  friend,  the  robin. 

Now,  on  the  evening  of  a  fierce  summer  day,  during  which  there 
had  been  great  and  deadly  contention  over  the  scanty  water,  the  little 
robin  sang  long  and  earnestly  from  his  pine  tree,  while  the  beaver  lay 
on  a  drooping  branch  above  the  water  resting  from  his  labors  in  the 
twilight  coolness.  And  as  he  listened  to  the  song  of  his  friend,  he 
caught  a  new  note  continually  returning  with  insistent  iteration.  In 
obedience  to  this  insistent  note,  there  grew  gradually  before  his  eyes  a 
picture  of  what  might  be  in  the  scene  before  him — a  limpid  lake  nestling 


FOR  VALUE  RECEIVED.  243 

in  the  hollows  of  the  granite  shelf,  with  water  lih'es  on  its  bosom  and 
green  rushes  on  its  border  and  welcome  for  all  the  beasts  of  the  forest 
in  its  cool  abundance. 

Now,  because  to  the  little  beaver  action  came  instantly  to  the 
relief  of  motive,  he  set  about  securing  the  permanence  of  this  pleasant 
picture,  and  before  many  days  had  felled  a  tree  across  the  gap  where 
the  little  stream  dropped  away  into  the  chasm,  and  had  piled  brush 
against  it.  Then  one  night  under  cover  of  the  darkness,  he  constructed 
a  firm  earthwork  against  the  current,  damming  the  water  back  into  the 
hollows  of  the  shelf. 

Now — although  the  dam  had  risen  to  only  half  its  intended  height — 
quite  a  sizable  pond  had  gathered  above  it  by  the  early  afternoon. 

It  happened  that  on  this  day,  the  blue  ja\",  of  all  the  various  pil- 
grims, arrived  first  upon  the  scene,  and  being  impressed  by  the  abundant 
waters,  and  being,  though  an  egotist,  a  bird  of  bright  and  inquiring 
mind,  he  was  quick  to  reason  from  effect  to  cause.  So  that,  b}-  the  time 
the  other  creatures  made  their  appearance  he  was  pluming  himself 
and  strutting  up  and  down.  "I  have  made  a  marvellous  discover}^ 
friends,"  he  said.  "See  how  this  tree,  which  has  fallen  quite  accidentally 
across  the  channel,  has  caused  the  waters  to  accumulate.  How  great 
a  lake  should  we  have,  then,  were  we  to  build  a  proper  and  sizable 
obstruction!" 

As  the  blue  jay  continued  to  iterate  the  marvel  of  his  discover)^ 
and  to  expand  his  proposition,  the  multitude  became  enthused  by  his 
words,  and  each  individual  volunteered  to  bring,  according  to  his  ability, 
a  stone  to  raise  the  dam.  So  the  bear  brought  a  huge  boulder,  and  the 
woodchuck,  the  coon  and  each  of  the  forest  dwellers  brought  a  stone 
proportioned  to  his  size  and  strength. 

And  all  the  time  the  blue  jay  strutted  and  plumed  himself  and  dis- 
coursed of  his  marvellous  discovery.  "What  a  sea  shall  we  behold  at 
this  time  tomorrow,  my  friends!"  said  he. 

Now,  as  the  creatures  wended  their  way  homeward,  each  one 
impressed  with  the  magnitude  of  his  own  efforts,  each  gradually  con- 
vinced himself  that  he  and  he  alone  was  the  in\entor  and  creator  of 
the  dam,  and  each,  in  the  admiring  circle  of  his  friends  that  night, 
received  full  measure  of  adulation  as  a  benefactor  of  his  kind. 

But  it  happened  that  the  stones,  rolled  so  roughly  against  the 
dam,   broke   through   the  delicate   earthwork,   so   that,   when   the   little 


244  ■  KINDERGARTEN    MAGAZINE. 

beaver  came  up  at  twilight  to  test  his  work,  the  water  had  altogether 
leaked  away  and  his  labor  seemed  quite  in  vain. 

"Sing,  Robin,"  he  said,  "for  I  am  heavy-hearted  and  I  can  not 
work  without  you."  So  the  robin  sang  till  the  last  faint  gleam  had 
faded  from  the  sky,  and  the  little  beaver  toiled  till  dawn,  at  which 
time  not  only  had  he  repaired  the  damage  done,  but  the  dam  was 
completed  and  strong  from  end  to  end. 

So  it  came  to  pass  that  a  limpid  lake — ^the  lake  of  the  robin's 
dream — lay  calm  in  the  glory  of  that  afternoon;  and  there  was  great 
parade  of  virtue  at  the  concourse  'of  the  forest  creatures,  and  many  a 
man,  great  in  his  own  e^-es  and  in  the  eyes  of  his  family.  And  great 
was  the  deference  shown  the  Jay  as  he  strutted  in  the  consciousness  of 
his  great  discovery. 

Then,  when  this  noisy  troop  was  gone,  the  gentler  creatures  of 
the  woods,  the  timid  deer  and  the  little  hares,  crept  out  to  hold  their 
festival. 

Only  the  robin,  the  friend  of  the  beaver,  held  aloof,  and  the 
beaver  himself,  who  was  sleeping  the  weariness  of  the  night  away.  Bur 
in  the  gloaming  he  crept  up  shyly  to  his  branch  and  beheld  his  finished 
work — in  its  glory — the  glory  of  the  robin's  vision.  His  heart  was 
great  with  the  joy  and  triumph  of  achievement,  but  one  thing  was 
lacking — for  his  friend  was  silent.     The  robin  did  not  sing. 

"Why  are  you  silent,  oh  seer  of  visions?"  he  said.  "Why,  on  this 
day  of  da\s,  have  you  no  song?" 

"Who  could  sing  in  so  unjust  a  world?"  said  the  robin.  "He 
who  bestows  blessing  has  no  blessing  in  return,  and  he  who  sings  his 
own  praises  has  his  praises  sung  by  all.  The  work  was  yours,  Beaver," 
he  said,  "and  no  one  had  for  you  a  word  of  praise.  No  one  will  give 
thanks  to  you  for  the  blessing  of  the  water  in  the  days  to  come." 

The  beaver  laughed.  "This  friend  of  mine  is  a  foolish  friend," 
he  said.  "The  work  was  mine,  indeed,  and  the  vision  was  yours. 
Without  you  there  could  have  been  no  lake.  But  the  reward  of  work 
and  of  vision  are  not  in  the  praise  of  the  world,  Robin,  but  in  the  work 
and  the  vision  themselves,  and  in  kinship  with  the  silent  things.  Are  we 
not  friends  of  the  stars  tonight,  Robin?     Sing  your  song!" 

So  the  robin  sang  in  the  gloaming  to  the  beaver,  his  friend,  and 
tlie  beaver  rested  bv  the  Lake  of  the  Vision  and  was  content. 


ALLISON— IN    MEMORIAM.  245 

GEORGIA  ALLISON.     IN  AILMORLAAI. 

TEN  years  ago  a  committee  appointed  by  the  board  of  the  Pitts- 
burg and  Allegheny  Free  Kindergarten  Association  jcjurncyed  to 
Chicago  for  the  purpose  of  studying  the  development  of  Kinder- 
garten in  that  city,  and  of  securing,  if  possible,  a  superintendent  for 
the  work  which  had  been  begun  in  Pittsburg.  The  election  of  the 
committee  fell  upon  a  young  girl  of  twenty,  who  was  still  a  student  at 
the  Chicago  Kindergarten  College  and  w^ho  refused  to  consider  an\- 
position  which  might  be  offered,  until  she  had  completed  the  prepara- 
tion for  her  chosen  work.  Her  personality  so  impressed  the  committee 
that  they  decided  to  wait  for  a  superintendent  until  she  should  be  ready 
to  accept  the  responsible  position.  The  years  which  have  passed  since 
this  decision  was  made  have  richly  confirmed  its  wisdom ;  for  the  ycjung 
girl  then  chosen  to  organize  and  develop  the  work  in  Pittsburg  has 
accomplished  one  of  the  greatest  marvels  in  the  history  of  the  kinder- 
garten movement. 

When  in  September,  1896,  Georgia  Allison  entered  upon  her  life 
work  she  was  placed  in  control  of  sixteen  kindergartens.  When  a  week 
since,  she  was  called  to  lay  down  her  work  and  her  life,  the  sixteen 
kindergartens  had  increased  to  sixty-nine ;  a  Mothers'  Club  had  been 
created,  a  State  Kindergarten  Association  had  been  formed,  a  Kinder- 
garten College  had  been  securely  established  and  Pittsburg  had  become 
one  of  the  strongest  and  sanest  centers  of  kindergarten  work  in  the 
length  and  breadth  of  the  United  States. 

It  is  not,  however,  upon  the  magnitude  of  the  work  accomplished 
by  Miss  Allison  that  I  wish  to  dwell,  but  upon  its  quality.  The  true 
miracle  is  spiritual  and  the  really  miraculous  achie\ement  of  that  young 
and  ardent  soul  was  the  transfiguration  of  a  philanthropic  impulse  into 
a  conscious  and  compelling  vision  of  the' Froebellian  ideal  of  nurture. 
In  his  own  early  3'outh  Froebel  wrote  in  the  album  of  a  philanthropic 
friend:  "You  live  to  give  men  bread.  Be  it  the  aim  of  my  life  to  gi\'e 
men  themselves."  With  a  clarity  rare  at  any  age,  but  marvelous  in 
a  young  and  inexperienced  girl.  Miss  Allison  realized  .that  the  kinder- 
garten must  not  be  conceived  as  either  a  purely  philanthropic  or  a 
purely  educational  institution,  but  that  it  represented  a  new  ideal  which 
combined  the  best  elements  of  both.  To  the  incarnation  of  this  ideal 
she  devoted  herself  with  a  sanity  of  judgment  amounting  to  genius  and 


246 


KINDERGARTEN    MAGAZINE. 


with  a  joyous  consecration  which  made  her  totally  unaware  of  her 
ceaseless  self-sacrifice.  Dowered  with  a  nature  as  broad  and  fertile  as 
the  prairies  of  the  great  West  from  which  she  came,  responsive  to  every 
generous  emotion  and  ideal,  gifted  with  the  tact  which  springs  from 
sympathy  and  kindliness,  held  to  the  truth  by  native  integrity,  pursuing 
her  high  purpose  with  superb  courage,  and  radiant  with  the  joy  of  a 
lofty  enthusiasm,  the  j'oung  leader  whom  Pittsburg  mourns  uplifted  the 
educational  aims  of  a  whole  community,  not  only  by  all  she  said  and 
did,  but  by  the  instant  power  and  contagion  of  her  personality. 

A  rare  woman  has  vanished  from  earth,  and  the  scene  of  her  labors 
and  triumphs  knows  her  no  more.  A  soul  of  flame  has  ascended  to  the 
sun,  but  the  living  spark  kindled  in  other  souls  shall  blaze  with  an  ever 
brighter  burning.  Susan  E.  Blow. 

New  York,  Nov.  13,  1905. 


GEORGIA  ALLISON 

Supervisor  Kindergartens,  Pittsburgh  and  Allegheny. 


FROM  THE  EDITOR'S  DESK.  247 

Just  a  few  weeks  ago  the  kindergarten  world  was  grieved  by  news 
of  the  passing  awaj^  of  Miss  Mary  Duncan  Runyan,  director  of  the 
kindergarten  department  of  Columbia  University.  And  now  ha>  cr^ie 
another  painful  shock  in  the  death  of  Miss  Georgia  Allison,  supervi or 
of  the  free  kindergartens  of  Alleghany  and  Pittsburg.  Those  who  re- 
member her  bright,  wholesome,  vigorous  presence  at  the  Pittsburg  and 
Toronto  meetings  will  find  it  hard  to  reconcile  themselves  to  the  passing 
of  this  charming  executive  3'oung  woman  who  was  so  well  equipped 
to  serve  the  children  and  the  teachers  of  her  own  and  other  cities. 
Death  came  as  a  result  of  an  operation  for  appendicitis.  Miss  Allison 
was  to  have  been  married  on  Thanskgiving  day  and  her  Pittsburg  friends 
had  planned  a  farewell  reception  to  the  couple  a  few  weeks  before 
that  event  and  preceding  the  departure  for  Lenox,  Mass.,  where  the 
ceremony  was  to  have  taken  place  at  the  home  of  Mrs.  W.  W.  Card. 

Miss  Allison  was  born  at  Decorah,  Iowa.  She  was  a  graduate  of 
the  Chicago  Kindergarten  College. 

At  the  last  International  Kindergarten  Union  convention  in  To- 
ronto Miss  Allison  contributed  a  valuable  paper  on  the  problems  of  the 
supervisor.  It  can  be  read  in  the  June  number  of  The  Kixdergartex 
Magazine. 


Milwaukee  is  to  be  hostess  of  the  International  Kindergarten  Union 
in  1906  and  has  already'  begun  arrangements  for  the  big  convention 
expected.  The  Alilzcaukee  Sentinel  for  October  24  has  gi\en  a  state- 
ment of  preliminary  arrangements.  It  speaks  well  for  that  city  that  her 
local  press  is  awake  to  the  meaning  of  the  kindergarten  movement.  We 
understand  from  its  columns  that: 

President  A.  S.  Lindemann  of  the  school  board  has  appointed  the 
general  committee  to  take  charge  of  the  arrangements.  The  committee 
which  he  has  selected  is  comprised  of  twent\-nine  men  and  women  who 
represent  conspicuously  the  city's  business,  social  and  educational  interests. 
This  general  committee  will  meet  in,  the  near  future  to  organize  and 
appoint  its  subcommittees,  the  object  being  to  get  the  preliminary' 
arrangements  for  the  large  convention  under  way  as  soon  as  possible. 

The  membership  of  the  general  committee,  as  announced  by  Presi- 
dent Lindemann  yesterday  is  as  follows: 

Mmes.  Sherburn  M.  Becker.  ]\I.  A.  Boardman,  C.  M.  Farnum. 
James   Sidney   Peck,    William    Plankinton,    Hannah    R.    Vedder,    Fred 


248  KINDERGARTEN    MAGAZINE. 

Vogel  Jr.,  and  the  Misses  Alice  Chapman  and  Grace  Young,  prominent 
members  of  clubs  and  interested  in  philanthropic  and  educational  move- 
ments; Mrs.  Lizzie  A.  Truesdell,  superintendent  of  the  Milwaukee  Mis- 
sion kindergartens;  Aliss  Ellen  C.  Sabin,  president  of  Milwaukee- 
Downer  College;  Miss  Nina  C.  Vandewalker,  director  of  the  kinder- 
garten training  department  of  the  Milwaukee  Normal  School ;  Aliss 
Mary  E.  Hannan,  president  of  the  Milwaukee  Froebel  Union ;  William 
George  Bruce,  editor  and  publisher  of  the  American  School  Boanl 
Journal ;  Jeremiah  Quin  and  A.  G.  Wright,  former  presidents  of  the 
school  board  ;  A.  S.  Lindemann,  president  of  the  board ;  Charles  Mc- 
Kenn\%  president  of  the  Milwaukee  State  Normal  School;  Principal  C. 
E.  McLenegan,  of  the  West  Division  High  School,  president  of  the 
Wisconsin  State  Teachers'  Association ;  Carroll  G.  Pearse,  superin- 
tendent of  city  schools;  the  Rev.  A.  J.  Burroughs,  S.  J.,  president  of 
Marquette  College;  Max  Griebsch,  director  of  the  German-American 
Academy ;  the  Rev.  Max  J.  F.  Albrecht,  president  of  Concordia  College ; 
H.  O.  R.  Siefert,  former  superintendent  of  schools  and  principal  of 
Eighteenth  District  School;  H.  H.  Jacobs,  warden  of  the  University 
Settlement ;  Judson  Titsworth,  pastor  of  Plymouth  church ;  A.  N.  Fair- 
child,  president  of  the  Seventh  District  School ;  R.  B.  Watrous,  secre- 
tary of  the  Citizens'  Business  League. 

The  convention  goes  to  Milwaukee  at  the  invitation  of  the  Froebel 
Union,  the  Milwaukee  Teachers'  Association  and  the  Citizens'  Business 
League. 


The  story  of  Joe-Boy  as  it  appears  in  The  Kindergarten  Maga- 
zine will  for  awhile  be  most  useful  to  our  subscribers  who  are  on  the 
other  side  of  the  ec^uator,  for  it  will  deal  with  birds  and  insects  and 
flowers.  But  in  a  few  months  you  will  be  able  to  turn  back  to  these 
numbers  and  will  find  them  rich  in  valuable  material.  Each  part  occu- 
pies so  much  space  that  it  would  be  impossible  to  include  it  within  the 
year  without  such  an  early  beginning.  The  flower  and  bird  stories, 
however,  are  truh'  beautiful  and  will  delight  the  grown  person  as  they 
do  the  children.  Preserve  your  back  numbers  carefully  for  later 
reference. 


In  his  lecture  in  Chicago  Dr.  Gulick  made  a  semi-humorous  refer- 
ence to  a  mothers'  club  which  was  actually  all  made  up  of  mothers.  It  is 
true  that  many  of  the  women  who  attend  the  Mothers'  Congress  and  who 
speak  upon  the  platform  are  mothers  only  in  spirit,  but  if  this  is  so  it  is 
not  the  fault  of  the  clubs  but  of  the  mothers  who  do  not  take  advantage 


FRO^I  THE  EDITOR'S   DESK.  249 

of  them  to  compare  experiences  and  stud)  commcjii  problems.  It  tin- 
mothers  do  not  attend  then  those  who  are  not  mothers  hut  ha\c  the 
mother  instinct  must  help  bear  the  c(jmmon  burden,  tor  we  are  all 
touched  by  the  problems  of  other  people's  children  e\  en  if  we  have  none 
of  our  own  just  as  the  taxpayer  is  interested  in  pa\ini^  a  school  tax  even 
though  he  be  childless. 

One  of  the  most  interestiuLT  classes  in  the  city  of  Chica'.fo  has  been 
Jenkin  Lloyd  Jones  fathers"  class  in  relijiion.  Like  man\'  mother-" 
classes  it  has  ncjt  always  been  recruited  from  the  Lrroup  ii>v  which  it 
was  prunarily  formed  ami  there  ha\e  been  a-  main  women  as  men  in 
attendance,  but  again  the  loss  is  theirs  who  do  not  go.  Tho-e  father- 
who  have  kept  up  the  course  ha\e  been  well  repaid  and  this  year  the 
class  is  most  promising  in  numbers. 


Apropos  of  mothers"  clubs  we  would  suggest  that  the  kinder2:artners 
have  here  an  opportunity'  to  enlighten  man\-  ignorant  but  well  meaning 
parents  upon  two  dangers  which  meet  them  under  co\'er  of  apparent 
good.  If  possible,  through  a  well-planned  tactful  talk,  by  yourself  or 
some  speaker  who  knows  her  facts  you  can  warn  them  to  a\'oid  the  glit- 
tering promises  of  the  buying-on-installment  firms  and  the  patent  medi- 
cine advertisement.  Both  of*  those  topics  were  touched  upon  at  the 
recent  Federation  of  Women's  Clubs  of  Illinois  and  they  merit  attention. 
Few  mothers  realize  that  the  well  advertised  soothing  syrups  soothe  the 
restless  infant  because  the}'  contain  a  large  percentage  of  morphine  or 
similar  drug  which  soothe  only  to  eventually  seriously  injure.  Many 
other  patent  medicines  contain  alcohol  in  such  quantity  that  in  endeavor- 
ing to  cure  a  present  trouble  the  seeds  of  a  worse  one  (of  alcoholism )  may 
be  sown  never  to  be  destroyed.  Conscientious  physicians  are  particular 
never  to  recommend  such  medicines.  It  is  eas}'  to  understand  that 
children  dosed  with  morphine-laden  drugs  or  given  cotf"ce  anil  tea 
to  drink  while  still  in  arms  (and  such  is  the  case  with  more  children 
than  we  imagine)  will  be  likely  to  crave  still  stronger  stimulants  when 
ver}-  little  older.  Kindergartners  have  here  an  opportunity  open  to  icw 
outside  the  home  to  advise  and  warn  in  their  formal  or  informal 
meetings. 


250  KINDERGARTEN    MAGAZINE. 

We  recall  the  'case  of  one  kindergartner  whose  subject  happened  to 
be  preparation  of  food  by  fire.  She  illustrated  the  cooking  process  by 
cooking  some  oatmeal,  enough  for  each  child  to  have  a  few  small  spoon- 
fuls with  milk  and  sugar.  Most  of  her  children  had  never  seen  oatmeal 
before,  many  coming  to  kindergarten  after  a  breakfast  of  coffee  and 
doughnuts  (as  a  consequence  being  sleepy  and  slow  all  through  the 
morning).  But  after  that  experience  one  of  the  children  did  not  cease 
to  talk  oatmeal  till,  as  the  mother  afterward  told,  she  gave  them  it  regu- 
larly for  breakfast. 

The  kindergartner  can  also  point  out  to  the  ambitious  homemaker 
the  risks  attendant  upon  buying  upon  the  installment  plan.  It  is  a 
great  temptation  for  the  inexperienced  to  get  carpets,  furniture,  piano, 
etc.,  a  number  of  pieces,  paying  for  them  a  little  each  month.  But  when 
illness  or  some  unforeseen  emergency  arises,  so  that  the  monthly  payment 
can  not  be  made,  then  comes  the  shopkeeper  with  his  claims  and  all  the 
pieces  go,  with  no  return  for  the  assessment  already  paid.  Better  buy 
outright  one  piece  at  a  time  than  partly  pay  for  many  and  lose  all  to 
the  money-making  sharks. 


Such  subjects  so  closely  related  to  the  well-being  of  the  home 
come  well  within  the  province  of  the  kindergartner  at  her  mothers'  meet- 
ings and  in  thus  talking  over  ways  and  means  she  can  learn  much  herself 
and  the  exchange  of  thought  and  hopes  and  ambitions  can  not  but  make 
for  intelligence  and  good-feeling  in  the  little  community. 


At  a  recent  meeting  in  Chicago  a  leading  settlement  worker  stated 
that  the  greatest  good  of  the  settlements  comes  from  intermingling, 
from  knowing  each  other,  from  finding  each  other  out.  Our  clubs  and 
classes  are  only  excuses  for  bringing  the  people  together. 

Another  speaker  said  that  the  work  of  the  settlements  should  be  an 
earnest  effort  to  make  people  feel  their  social  obligations.  It  is  not  neigh- 
borhood work  but  social  work.  There  is  as  much  snobbishness  back  of 
the  stockyards  as  in  the  university. 

How  naturally  and  easily  Froebel's  assumption  that  in  each  and 
every  little  child  is  the  divine  spark  to  be  nurtured  into  creative  and 
creating  life,  how  naturally  does  this  democracy  of  the  kindergarten 
lead  out  into  the  democracy  of  the  mothers'  club  where  each  learns  to 
know  and  like  and  respect  her  neighbor  for  what  she  truly  is. 


FROM  THE  EDITOR'S  DESK.  251 

We  realized  the  need  of  such  socializing  process  last  year  as  never 
before  when  the  leader  of  an  Italian  settlement  in  Brooklyn,  N.  Y.,  told 
us  of  Italians  from  one  district  in  Italy  that  could  not  even  understand 
the  dialect  of  those  who  came  from  a  neighboring  province  and  were  as 
suspicious  and  jealous  of  them  as  though  they  came  from  some  country 
entirely  foreign  and  remote.  It  is  a  great  and  good  work  which  the 
kindergartner  has  before  her  in  being  the  blessed  harmonizer  of  discord- 
ant elements;  in  being,  in  Froebel's  words,  the  connection  of  opposites, 
the  reconciler  of  contrasts — a  happy  thought  for  the  Christmas  tide. 


The  adult  finds  a  great  joy  in  taking  nephew  or  niece  or  borrowed 
neighbor's  child  (if  children  of  her  o\vn  are  lacking)  to  the  toyshop  of 
the  Christmas  tide.  It  is  a  double  pleasure,  for  we  both  see  for  our- 
selves the  wonders  that  are  displaced,  and  in  the  child's  curiosity  and 
delight  w'e  re-live  our  own  childhood. 

In  number  and  variety  the  toys  to  be  seen  today  in  any  large  city 
present  a  strong  contrast  to  the  small  booth  depicted  in  the  Mother-Play 
picture  of  the  Toyshop,  but  the  child  in  our  picture  is  surely  fortunate 
in  being  accompanied  by  a  thoughtful,  loving  parent  who  ponders  many 
things  in  his  heart  as  he  attends  to  the  obser\-ations  of  his  little  son. 
Such  an  one  can  help  the  child  through  suggestion  and  interpretation 
to  carry  away  from  a  very  small  mart  a  happ\'  thought  that  may  bear 
fruit  long  after.  It  is  even  likely  that  the  poor-rich  child  of  modern 
times  who  is  dragged  through  the  over-topping,  jostling  Christmas 
crowd  by  a  hastening  and  perhaps  hasty  mother  will  manage  to  stow 
away  some  new  ideas  for  future  expression  and  reproduction,  though 
any  good  thus  obtained  is  often  offset  by  the  strain  on  nerves  and  spirits. 

If  the  mother  and  teacher  can  (and  where  there's  a  will  there's  a 
way)  it  is  surely  worth  while  to  divorce  the  shopping  trip  from  one 
taken  for  sight-seeing  alone,  if  the  two  can  not  go  happily  together. 

There  is  little  gain  to  body,  mind  or  soul  in  visiting  the  shops  if  it 
can  not  be  done  in  the  Christmassy  spirit. 

Read  in  this  connection  the  Mother-Plays  and  also  Miss  Harri- 
son's "Some  Silent  Teachers,"  chapter  on  Shop  Windows. 


We  visited  a  kindergarten  in  which  the  morning  director  is  fol- 
lowing in  the  main  the  serial  Little  Folks'  Land  for  her  regular  morning 
program,  and  she  finds  the  children  most  interested. 


252  KINDERGARTEN    MAGAZINE. 

It  is  a  kindergarten  in  which  the  children  are  of  foreign  parentage 
and  understand  but  little  English.  She  is  fortunate,  therefore,  in  having 
her  co-worker  one  who  is  ready  with  the  chalk  and  can  draw  most 
fascinating  illustrations  to  the  stories  told. 

She  began  illustrating  the  story  of  Joe-Boy  by  drawing  in  rich  color 
the  trees  with  tent  and  kettle  and  gypsy  fire.  Later  a  path  was  shown 
leading  over  a  little  bridge  and  blue  stream  to  the  smaller  trees  which 
Father  Gipsy  was  hewing  with  his  ax,  Mother  Gipsy  standing  near 
the  fire. 

Continuing  on  the  path  we  follow  up  the  road  to  the  fenced-in  fields 
and  farm  and  the  village  where  lived  the  architect  and  others  named 
in  the  story. 

The  clay  gipsy  pots  were  very  well  made  b}'  the  little  people  and 
when  four-inch  sticks  were  inserted  in  the  peg  boards  and  fastened 
together  at  the  top  and  a  little  clay  pot  suspended  the  effect  was  most 
realistic. 

In  this  same  kindergarten  the  much  beloved  chickadee  song  was 
made  clear  to  the  foreign-born  children  when  the  afternoon  director, 
Miss  Herring  drew  on  the  board  groups  of  five,  four,  three,  etc., 
chickadees.  Then  while  some  children  were  dramatizing  the  little  song 
on  the  circle  another  happy  boy  or  girl  would  stand  at  the  board  and 
point  out  each  chickadee  as  it  flew  away. 


The  Ohio  Kindergarten  Association  will  hold  its  annual  meeting 
December  27-29  at  Columbus  in  connection  with  the  "Allied  Educational 
Association  of  Ohio."  The  headquarters  will  be  at  the  Great  Southern 
Hotel.  Special  rates  of  one  fare  for  round  trip  have  been  secured  on 
all  railroads  in  Ohio. 

There  will  be  two  general  meetings  of  the  Allied  Association, 
Wednesday  and  Thursday  evenings,  December  27  and  28,  at  the  Board 
of  Trade  Auditorium. 

The  kindergarten  association  will  hold  its  sessions  during  the  day, 
Thursday  and  Friday,  December  28  and  29. 

Thursday  morning,  business  session,  followed  by  address,  "The 
Kindergarten  and  the  School,"  and  reports  from  delegates  from  the  vari- 
ous cities  where  kindergartens  have  been  established. 

Thursday  afternoon,  story  hour;  several  stories  told  and  a  con- 
ference on  stories  enjoj'ed. 


FROM  THE  EDITOR'S  DESK.  253 

Friday  morning:,  conference  on  ^"Essentials  of  a  l'ro;jram,"  many 
kindergartners  of  the  State  participating.  Opj-xirtunity  ;j;i\en  for  discus- 
sion of  some  of  the  practical  phases  (jf  kindetLrartcn  work. 

For  further  information  write  to  the  president.  Miss  Anna  H. 
Littell,  The  PVjrest,  Uayton,  Ohio,  or  the  secretary,  ]\Ir>.  H.  A.  Alford, 
Warren,  Ohio. 

There  will  be  an  exhibit  of  children's  work.  Kinderirartncrs  are 
asked  to  contribute  any  articles  they  have  found  helpful  in  the  child's 
development.  Please  mark  each  piece  of  work  with  age  of  child  and 
number  of  children  working  in  the  gnnip. 

Such  a  hearty  response  is  being  gi\'en  from  kindergartners  through- 
out the  State  that  a  most  profitable  and  enjoyable  gathering  is  antici- 
pated. All  are  earnestly  working  to  make  the  meeting  and  the  exhibits 
of  very  practical  help  and  an  inspiration  to  all  for  better,  stronger  work. 


Is  3our  kindergarten  club  a  member  of  the  State  Federation?  If 
not  and  if  your  State  Federation  is  doing  the  good  work  of  that  of 
Illinois  30U  should  join.  As  stated  at  Joliet  recently'  the  small  clubs 
can  help  the  larger  ones  and  \ice  versa,  and  should  desire  to  join  not  so 
much  because  of  what  they  can  get  but  for  what  they  can  give. 

The  Illinois  Federation  has  a  reciprocity  department  from  which 
can  be  borrowed  valuable  papers  on  important  topics  relating.  man\-  of 
them,  to  educational  subjects  and  which  are  a  boon  to  clubs  far  from 
library  centers.  These  papers  are  to  be  read  entire  and  due  credit  given 
to  the  writer.  Such  an  one  just  given  by  Mrs..  Kingsley,  of  Evanston, 
on  "Public  School  Art,"  is  well  worth  consideration  by  clubs  of  parents 
and  teachers. 

Another  phase  of  the  Federation's  work  is  the  sending  of  traveling 
libraries  and  traveling  specimens  of  American  pottery  to  such  clubs  as 
ask  for  them  and  pay  the  expressage  one  wa\'. 

In  the  fine  library  public  building  at  Joliet  there  was  a  notable 
exhibit  of  pictures  suitable  for  schools  and  also  of  specimens  of  manual 
training  work  done  in  the  public  schools  and  other  public  institutions 
of  the  State. 

Every  address  was  upon  some  topic  vital  to  the  home  and  State 
and  it  was  good  to  feel  that  one  belonged  to  an  organization  that  is 
deeply  sensible  of  social  obligations  and  is  stri\"ing  to  awaken  the  ci\'.c 
conscience  in  women  of  the  State. 


254  KINDERGARTEN    MAGAZINE. 

The  October  meeting  of  the  St.  Louis  Froebel  Society  was  held  in  the 
assembly  room  of  the  Teachers'  College  Saturday  morning,  October  28. 
Prof.  Wm.  Trelease,  director  of  the  Missouri  Botanical  Garden,  delivered 
an  address.     Subject,  ^'The  Story  Nature  is  Telling." 

The  beautiful  story,  told  as  only  Dr.  Trelease,  with  his  broad  knowledge 
and  deep  love  of  nature,  could  tell  it,  was  replete  with  illustrations  from 
"Nature's  Own  Story  Book."  Three  large  tables  were  filled  with  specimens 
gathered  from  forest  and  field.  There  were  beautiful  autumn  leaves  telling 
the  story  of  the  completed  task;  brilliant  berries,  nuts  and  fruits,  telling  of 
Nature's  bounty;  wonderful  cocoons,  with  their  tale  of  mystery;  branches, 
with  their  leaf  buds  so  wisely  protected ;  curious  seed-pods,  showing  how  each 
little  plant  is  best  adapted  to  care  for  its  own.     Laura  Obert. 


The  October  meeting  of  the  Brooklyn  Kindergarten  Union  was  held  on 
Tuesday  evening,  the  10th,  at  the  Pratt  Institute  Kindergarten  House.  Rem- 
iniscences of  summer  experiences  were  given  by  Miss  Glidden,  Miss  Harvey, 
Miss  Bliven,  Miss  Roethgen  and  Miss  O'Grady.  These  included  an  account 
of  travels  abroad  and  reports  of  the  National  Educational  Association,  Miss 
Fisher's  summer  school  at  Heath,  Mass.,  and  the  summer  schools  at  Martha's 
Vineyard  and  the  L^niversity  of  Tennessee. 

Miss  Ruth  E.  Tappan,  formerly  at  the  Kindergarten  College,  Pittsburg, 
now  in  charge  of  the  Kindergarten  Training  Department  at  the  Brooklyn 
Training  School  for  Teachers,  gave  a  brief  address. 

The  meeting  was  followed  by  an  informal  reception  to  Miss  Tappan. 

On  this  occasion  resolutions  were  adopted  upon  the  death  of  Mary  D. 
Runyan. 

Atkinson.  INIentzer  &  Grover  publish  this  year  a  letter  to  Santa  Claus. 
Handsome  lettering  on  handsome  decorated  paper  and  space  for  child  to 
add  his  own  postscript.  Envelope  addressed  to  Santa  Claus,  beautifully  deco- 
rated. The  same  firm  publishes  many  art  sheets  of  appropriate  sentiments 
to  be  decorated  by  the  children.  Something  new  this  year  are  the  handsome 
deckel  edge  post  cards  with  fitting  verse.     Chicago. 


READINGS    FROM    DECEMBER   MAGAZINES. 

Unity,  edited  by  Jenkin  Lloj^d  Jones,  Chicago,  should  be  read  from 
cover  to  cover  by  those  who  wish  their  faith  in  things  most  high  renewed 
from  week  to  week.  Try  it  for  ten  weeks  by  sending  ten  two-cent  stamps. 
Unity  Publishing  Company,  Abraham  Lincoln   Center,   Chicago. 

Good  Housekeeping.  To  Hear  with  the  Eyes,  by  Edward  B.  Nifchie. 
An  article  which  will  bring  much  hope  and  encouragement  to  those  who  find 
themselves  gradually  losing  their  hearing.  It  tells  how  to  learn  to  read  the 
lips  so  well  that  it  is  perfectly  possible  to  understand  what  is  being  said 
and  so  "regain  the  joy  of  fellowship  with  family  and  friends." — Christmas 
Letters  from  the  Old  World,  Illus. 

The  Delineator  contains  many  suggestions  for  Christmas  gifts  and  ideas 
for  Christmas  parties  for  old,  young  and  aged.  Lina  Beard  tells  how  to 
make  a  Christmas  doll-house.  Dr.  Grace  P.  Murray  writes  upon  the  "Rights 
of  the  Child,  at  Play." 

The  Outlook  for  November  has  an  article  and  an  editorial  upon  the  foot- 
ball question,  both  of  which  should  be  read  to  see  two  sides  of  the  question. 

The  American  Magadne  has  a  valuable  series  of  articles  upon  the  history 
of   American    painting.      Illustrated. 

The  Housekeeper  is  running  a  fair-minded,  thoughtful  serial  upon  Mor- 
monism  as  it  touches  with  the  life  of  the  Mormon  woman. 


HOLIDAY  BOOKS  FOR  ALL. 

HuLDAH  OF  THE  Wagon  Tire  House,  by  Alice  MacGowan  and 
Grace  MacGowan  Cooke.  The  purpose  of  this  book  is  stated  in  the 
preface,  but  like  all  genuine  work,  whether  in  literature  or  in  philan- 
thropy, the  value  can  not  be  restricted  to  limits  within  the  mind  of  the 
worker.  Reading  the  book  without  the  purpose  of  the  authors  in  mind, 
one  would  pronounce  it  an  admirable  character  study  of  a  woman  whose 
endowments  are  unique,  all  the  other  persons  in  the  dramatic  situations 
being  drawn  about  her  as  bits  of  steel  are  drawn  to  the  magnet. 

Nothing  has  been  sacrificed  to  sense  in  the  dialect  of  the  story,  the 
characters  simply  speaking  the  language  of  the  unlettered,  the  authors 
not  having  strained  after  effects  by  singularity  of  spelling  where  nothing 
could  be  gained  in  picturesqueness  of  language  by  such  tricks.  None  of 
the  dissolute  or  irreligious  characters  is  offensive,  because  we  become 
acquainted  with  them  through  the  medium  of  Aunt  Huldah's  influence, 
which  is  drawing  them  irresistibly  toward  better  living.  Aunt  Huldah's 
charitable  estimate  of  people  is  well  illustrated  by  her  answer  to  Troy 
Gilbert's  assertion:  "I  reckon  when  they  want  somebody  to  apologize 
for  the  Old  Boy  himself,  they'll  ha\e  to  come  to  you,''  and  she  unblush- 
ingly  responds: 

"I  shouldn't  hesitate  to  mention  that  Satan  was  mighty  indus- 
trious, if  I  was  asked." 

To  Kid  Barringer,  explaining  the  Darwinian  theory.  Aunt  Huldah 
good  naturedly  replies: 

"Come  down  from  monkeys,  did  we?  Well,  some  of  us  hain't  come 
so  very  far,  neither." 

A  book  written  about  life  in  Texas  would  hardly  be  expected  to 
touch  any  of  our  Neighborhood  Settlement  problems,  but  human  lives  and 
the  burning  questions  which  souls  will  ask  are  much  the  same  whether 
environed  by  desert  plains  or  wall  of  brick;  and  as  senseless  animosity 
yields  to  the  sunshine  of  Aunt  Huldah's  good  humor,  one  is  led  to  wish 
for  more  of  her  sort  in  every  walk  of  life,  and  to  feel  that  every  district 
visitor  needs  some  of  her  invincible  faith  in  the  goodness  of  human  hearts. 

Most  of  us  can  say  of  life  what  she  said  of  what  threatened  to  be  a 
dinnerless  Thanksgiving  Day:  ''Things  has  turned  out  a  little  different 
from  what  we  planned  it;  but  we're  a  havin"  a  mighty  good  time,  all 
the  same."      Bobs-Merrill  Co.  Sar.\  E.  Wiltse. 

The  Tale  of  Bunny  Cotton* -Tail,  by  Laura  Roundtree  Smith. 
A  story  for  young  readers,  relates  the  adventures  of  a  bunny,  with  human 
characteristics   and   surroundings,   a   sort   of   "Buster   Brown    in    Bunny 


256  KINDERGARTEN    MAGAZINE. 

Land."  He  and  a  sympathetic  young  friend,  Susan  Cotton-Tail,  pursue 
a  thorny  path  through  the  succeeding  seasons  of  the  year.  The  holidays 
are  celebrated  in  Bunny  Land  very  much  in  the  manner  of  human 
commemorations,  we  are  informed  in  this  story,  and  altogether  Bunny 
Cotton-Tail  and  his  friend,  Susan,  would  lead  us  to  think  that  rabbits 
are  very  much  up  to  date  in  their  ideas  of  life.  Fanny  Chapin. 

A  Flanagan  Company,  Chicago. 

Andrea,  The  Tribulations  of  a  Child,  translated  from  the  Danish 
of  Karin  Michaelis,  bj^  John  Nilsen  Laurik.  A  peculiar  and  a  painful 
story,  but  one  which  shows  with  much  power  the  daily  tragedy  in  the  life 
of  a  sensitive  child,  who  is  conscious  that  her  father  and  her  mother  have 
ceased  to  love  each  other.  It  surely  has  a  message  for  those  who,  under 
the  burden  of  an  unhappy  marriage,  may  be  tempted  to  forget  their  re- 
sponsibility  toward    their   children.      It   loses   much   in   the   translation. 

McClure,  Phillips  &  Co.,  New  York. 

A  good  picture  for  kindergarten  and  for  grade  rooms  also  is  Sir  John 
Millais'  "Knight  Crossing  the  Ford."  The  knight  in  armor  has  taken 
up  on  his  charger  two  little  fagot  gatherers,  a  little  girl  who,  seated  in 
front,  gazes  wMth  awe  upon  the  face  of  the  war-worn  warrior  as  he 
recounts  dreamily  some  past  conquest.  The  little  boy  behind  holds  on 
sturdily  to  the  knight's  broad  back.  The  picture  seems  particularl}^ 
suited  to  those  grades  in  which  boys  are  apt  to  forget  that  courage  and 
thoughtfulness  for  the  weak  go  hand  in  hand.  Price,  $5.00.  Write 
to  Art  Education  Company,  Chicago. 

Another  picture  charming  for  the  kindergarten  is  published  by  the 
Berlin  Photographic  Company,  American  headquarters  in  New  York. 
It  is  by  Burton  Barber  and  is  called  "Songs  Without  Words."  A  bright- 
eyed  little  girl  is  seated  at  the  piano,  her  doUie  reposing  on  the  keys  at 
one  end.  Seated  on  a  chair  a  fox  terrier  is  howling  in  anguish  of  spirit 
at  the  sounds  brought  forth  by  the  childish  fingers,  while  seated  demurely 
upon  the  top  of  the  upright  a  cat  gazes  at  the  dog  as  if  to  say  in  calm 
superiority,  "I  don't  think  much  of  your  singing."  Like  everything  that 
comes  from  this  art  firm  each  detail  of  the  photogravure  is  as  artistically 
perfect  an  interpretation  of  the  artist's  original  as  the  art  of  modern 
reproduction  can  make  it. 

Wilderness  Babies,  by  Julia  Augusta  Schwartz.  Prettily  told 
stories  of  the  babyhood  of  sixteen  typical  mammals,  including  "the  Big- 


HOLIDAY  HOOKS.  -JOT 

gest  One,"  the  AVhalc ;  "rlic  Smallest  ( )nc-,"  the  Shrew;  "the  Hest 
Builder,"'  the  l?ea\er;  "the  One  with  a  Pocket,"  the  Opossum;  "the 
One  with  WinL;;s,"  the  Bat,  etc.  The  comparative  helplessness  at  first 
of  the  little  one  so  much  resemhliiiL:  himself  in  this  particular  makes  a 
bond  at  once  between  child  and  liah\  animal,  and  the  gradual  Lrrfjwth  of 
the  latter  in  power,  freedom  and  independence  makes  another  apjx-al 
to  the  ^rowin'4  human.  idle  different  ackentures  in  the  life  of  each 
little  creature  are  t(dd  \i\idly,  but  without  undue  strain  upon  ones 
credulitw  ^Vhile  the  dark  side  of  wild  animal  life  is  shown,  it  is  the  joy 
side  that  is  most  emidiasized  and  the  child  will  feel  a  pleasure  in  real- 
izin':;  that  even  "the  hercest  "  the  wolf  is  tender  with  its  babes.  WY-  ;._m'\  e  a 
paniiiraph  about  the  baby  bat.  "His  knees  were  hinged  behind  and  bent 
forward  at  the  same  time  with  his  elbows.  His  tail  could  be  used  like  a 
rudder.  When  he  ga\  e  it  a  whisk  toward  one  side  it  sent  him  dartiiiLT 
away  toward  the  other.  He  learned  how  to  climb  up,  up.  up,'  so  lightly 
and  then  sink  do\\n\\'ard  with  wings  held  motionless.  It  was  such  fun 
that  the  baby  could  not  keep  silent.  Opening  his  wide  mouth,  he  ut- 
tered tiny  squeaks  and  screams  of  io\'  as  he  fluttered  hither  and  thither." 
The  introduction  and  the  conclusion  gi\-e  brief  summaries  of  the  ani- 
mal life  preceding  the  appearance  of  mammals  upon  the  scene  of  action 
and  of  the  eight  orders  found  in  the  United  States.  Teachers  will  find 
it  good  matter  for  reading  to  their  classes.  Illustrated  by  drawings 
from  John  Huybers  and  from  photographs.  Little,  Hrown  ,5:  Co.,  Bos- 
ton, $1.50. 

l^iLD  IX  THE  Garden's  of  Araby,  by  Isora  Chandler  and  Mary 
W.  Montgomery.  A  charming  introduction  places  us  at  once  in  a 
lovely  garden  of  the  Orient,  where  time  counts  as  nothing  and  haste  and 
worry  are  unknown.  In  the  heat  of  the  day,  with  the  fragrance  of 
blossoms  in  the  air  and  the  music  of  fountains  lulling  our  senses,  we 
listen  to  these  tales  of  wonder,  which  recall  the  glamor  and  magic  of  the 
Arabian  Nights.  The  popular  tales  of  a  country  alwa\s  gi\c  \aluable 
glimpses  into  modes  of  life  and  thought,  and  these  stories,  which  con\ey 
in  the  translation  much  of  the  mystery  of  the  originals,  will  make  a  few- 
hours  pass  very  pleasantly.  Eaton  .!S:  Mains,  New  York  and  Cincinnati, 
75   cents. 

Heroes  of  Iceland.  By  Allen  French.  A  spirited  adaptation  of  Dasent's 
translation  of  the  story  of  Burnt  Xjal,  tlie  great  Icelandic  sa.ga.  The  crisp, 
graphic  language,  the  swift  movement,  without  unnecessary  description,  are 
fraught  with  great  power  and   truth.     It  is  an  unfamiliar  world  of  lighting. 


258  KINDERGARTEN    MAGAZINE. 

killing  and  revenge,  yet  the  fierce  and  savage  instincts  were  companioned 
by  great,  heroic  virtues,  and  no  boy  but  will  be  the  better  for  a  close  acquaint- 
ance with  these  straightforward  men  of  old.  The  clear  picture  of  a  savage 
state  growing  slowly  toward  law  and  order,  and  the  introduction  of  Chris- 
tianity at  points  of  the  sword  will  interest  the  sociologist.  Little,  Brown  & 
Co.,  Boston. 

Il  Libro  D'orOj  or  Those  Whose  Names  are  Written  in  the  Lamb's 
Book  of  Life.  Translated  from  the  Italian  by  Mrs.  Francis  Alexander.  A 
priceless  collection  of  some  120  or  more  miracle  stories  and  sacred  legends 
written  by  the  fathers  of  the  church  and  published  in  Italy  in  the  sixteenth, 
seventeenth  and  eighteenth  centuries.  It  was  a  strange  experience  to  turn 
from  the  saga  of  Iceland,  with  its  objective  motor  virtues  (if  we  may  use 
the  phrase)  of  fighting  courage,  belligerent  truth  and  aggressive  loyalty,  to 
the  ideals  of  virtue  as  found  in  the  writings  of  the  mediaeval  fathers,  the 
one  so  introspective,  so  severely  self-examining  the  other  so  spontaneous, 
so  self-unconscious  in  its  heroism.  The  book  is  fascinating  in  the  picture 
it  gives  through  these  stories  culled  from  the  writings  of  the  saints  of  ideals 
so  different  from  our  own,  a  difference  largely  due,  we  imagine,  to  our 
modern  wholesome  life-giving  conceptions  of  evolution  and  the  self-active 
soul  with  the  hope  they  extend  of  an  endless  progression.  The  neighbor- 
loving  soul  today  finds  little  time  to  spend  in  tears  for  past  misdoing;  there 
is  too  much  to  be  done ;  nor  does  the  truly  humble  soul  vie  with  others  for 
precedence  in  humility.  It  is  a  strange  world  of  marvels,  equal  to  any 
fairytale  that  opens  up  before  us  in  these  500  pages;  there  are  beautiful 
examples  of  truth,  loyalty,  self-renunciation,  faith  in  God  and  love  toward 
mankind,  and  if  at  times  spirituality  seems  strangely  mingled  with  a  kind  of 
materialism,  it  makes  the  reading  none  the  less  interesting.  And  the  truly 
spiritually  minded  can  see  the  meaning  through  the  symbol.  The  translation 
is  smooth  and  flowing  and  we  are  grateful  to  the  author  for  giving  to  us 
in  such  beautiful  form  these  valuable  examples  of  the  mediaeval  fathers. 
The  book  is  a  most  beautiful  one.  Bound  in  blue,  with  a  relief  in  gold  of 
the  Agnus  Dei ;  the  paper  and  print  most  attractive.  We  can  imagine  no 
more  acceptable  gift  for  Catholic  or  Protestant  than  this  handsome  volume. 
Little,  Brown  &  Co.     $2.00  net. 

The  Red  Book  of  Romance,  edited  by  Andrew  Lang,  is  a  delightful 
successor  to  the  rainbow-hued  set  of  fairy  tales  to  which  he  has  treated  us. 
This  contains  condensations  of  many  of  the  old  romances  which  were,  as 
Mrs.  Lang  says,  the  novels  of  the  middle  ages.  This  representative  collection 
includes  selections  from  the  stirring  saga  of  Iceland,  the  romance  of 
William  of  Palermo,  the  Tale  of  the  Cid,  Orlando  Furioso,  Gesta  Romanorum, 
Apuleius,  Don  Quixote,  the  Fairy  Queen  and  others.  Knights  and  ladies, 
magicians  and  fairies,  giants  and  dwarfs  hinder  or  help  at  just  the  right 
moment  the  adventurers  in  these  marvellous  tales  which  delight  the  fancy 
and  whiled  away  the  hours  and  incited  to  brave  enterprise  the  heroes  of  the 
past  and  present.  So  many  are  the  references  to  these  semi-historic  tales 
that  no  child's  education  is  complete  without  some  knowledge  of  them  and 


HOLIDAY  BOOKS.  259 

their  doughty-  deeds.  Airs.  Lang's  versions  convey  the  feeling  of  the 
mediaeval  story  and  the  boy  or  girl  who  reads  these  pages  will  want  to 
study  the  complete  stories.  The  volume  is  a  sumptuous  one,  the  cover  in 
red  and  gold  shows  the  knight  keeping  at  bay  the  gigantic  dragon,  symbolic 
of  evil.  There  are  eight  beautiful  colored  illustrations  anrl  nuniLTous  others. 
Price,  $1.00   net;   $1.75   b}-  mail.     Longmans,   Green   &   Co. 

Christmas-Time  Sonxs  and  Carols.  Words  by  Edith  Hope  Kinney; 
music  by  Mrs.  Crosby  Adams.  This  charming  collection  includes  ten  songs 
for  the  eve  of  Christmas — The  Opening  Prayer,  The  Bells,  Christmas  Love, 
Reindeer  Song,  The  Christmas  Tree.  Circling  the  Tree,  etc.  A  group  of 
three  is  for  the  night  watches,  two  for  Christmas  morning  and  four  for 
Christmas  day.  It  is  a  charming  and  varied  collection,  suitable  for  home, 
school,  Sunday  school  and  kindergarten.  The  dance  around  the  tree  is  very 
light  and  fairylike  in  suggestion.  The  Reindeer  Song  gives  a  delightfully 
mysterious  idea  of — 

"the  rhythmic  twinkle 
Of  feet  beneath  the  moon ; 

The  tuneful  tattoo  on  the  roofs 
Of  many  restless  reindeer  hoofs,'" 

and  "The  Christ  Child,"  "Shine  On.  O  Star."  the  "Worship  Song,"  and  others 
express  the  more  solemn  feeling  inspired  by  the  day,  both  in  words  and 
music.  The  mailing  price  is  43  cents.  Airs.  Adams  pulilishes  as  a  com- 
panion to  this  musical  group  of  songs  a  booklet  of  quotations  reflecting 
the  poetic  and  artistic  spirit  of  the  Christmas  time.  Both  can  be  obtained 
of  Mrs.  Adams,  40  Randolph  street,  Chicago. 

Mrs.  Adams'  Little  Talk  About  Christmas  Verses  axd  Carols  makes  a 
charming  and  appropriate  gift.  Alost  of  the  poets  have  expressed  the  spirit 
of  the  season  in  exquisite  verse,  and  among  those  here  given  are  many  that 
are  quaint  and  unfamiliar,  the  selections  ranging  in  time  from  those  of  Her- 
rick  to  our  own  Phillips  Brooks.  One  of  Herrick's  is  sung  every  Christmas 
to  equally  quaint  music  by  the  Simday  School  children  of  All  Soul's  Church, 
Chicago. 

Ax  Only  Child.  By  Eliza  Orne  Jewett  White.  A  delightful  child's 
story  which  will  strike  an  answering  chord  in  the  hearts  of  those  so  unfor- 
tunate as  to  be  without  brothers  and  sisters,  and  will  make  those  who  are 
one  of  several  realize  their  blessings.  Fortunately  little  Lois  finds  com- 
rades among  the  children  of  the  newly  arrived  minister's  family,  and  their 
good  times  together  are  naturally  and  happily  described.  The  part  played 
by  Lois'  kittens  will  be  an  added  attraction  to  children  who  are  fond  of 
cats.     Illustrated.     Price,  $1.00. 

The  Oak  Tree  Fairy  Book.  Edited  by  Clifton  Johnson.  Fifty  or  mnre 
fairy  tales,  with  the  more  cruel  and  pathetic  parts  somewhat  softened  by 
slight  changes  and  eliminations.  There  are  many  in  the  selection  which, 
though  old,  will  be  new  to  many  of  this  generation.  There  are  a  dozen 
relating  to  the  Wise  Men  of  Gotham,  which  supply  the  very  desiralile  ele- 
ment of   humor ;   sixteen   were  picked  up   in  this   country,   though   they   may 


260  KINDERGARTEN    MAGAZINE. 

not  have  originated  here.  Kindergartners  will  be  glad  to  have  some  of  these 
in  one  volume.  Among  them  are  Johnny  Cake,  the  Twist  Mouth  Family, 
the  Tale  of  a  Black  Cat,  which  we  used  to  draw  on  the  blackboard,  showing 
the  evolution  of  Tommy's  house  by  straight  lines  and  angles  into  a  black  cat. 
It  is  a  desirable  collection.  Published  by  Little,  Brown  &  Co.  Price,  $1.75. 
Illustrated. 

Kristy's  Surprise  Party.  By  Olive  Thorne  Miller.  A  fine  book  for 
girls,  recounting  unusual  adventures  of  girls,  involving  many  heroic  virtues, 
in  some  cases,  while  others  tell  of  laughable  incidents  in  the  home  life. 
"Lost  in  the  Fire"  gives  a  graphic  idea  to  the  present  generation  of  what  the 
Chicago  fire  meant  to  those  who  were  its  victims.     Price,  $1.25. 

The  Star  Jewels.  By  Abbie  Farwell  Brown.  Charming  modern  fairy 
tales.  Children  will  surely  love  the  tin}'  fairy  in  shape  of  an  Indian  warrior. 
Price,  $1.00. 

The  Golden  Goose.  Six  Scandinavian  fairy  tales,  told  in  simple  lan- 
guage, suitable  for  small  children,  but  interesting  as  well  to  older  ones. 
Some  are  variants  of  tales  found  in  other  languages.  Translated  by  Eva 
March  Tappan.     Price,  $1.00. 

The  three  above  named  published  by  Houghton.  Mifilin  Co.,  Boston. 
"Adventures  of  Pinocchio,"  by  C.  Collodi;  translated  from  the  Italian 
by  Walter  S.  Cramp.  This  is  a  story  well  loved  by  the  little  Italian 
children.  It  tells  the  adventures  of  a  marionette,  a  quaint,  whimsical 
creature,  who  after  various  naughtinesses  which  led  him  into  all  kinds 
of  trouble,  finally  grows  into  a  real  boy.  The  moral  is  often  rather  too 
obvious  than  is  altogether  artistic  but  children  will  surely  follow  with 
interest  the  doings  of  this  strange  being.  The  illustrations  by  C.  Cope- 
land  are  truly  delightful  and  add  a  great  deal  to  the  value  of  the  little 
book.  We  can  hardly  conceive  of  the  story  without  these  particular 
pictures.     Ginn  &   Co. 

Ix  the  Days  of  jMilton.  By  Tudor  Jenks.  Any  boy  or  girl  studying 
English  history  will  enjoy  this  vivid  presentation  of  the  England  of  jNIilton, 
with  its  contrasting  lives  of  Puritan  and  Cavalier,  and  the  strenuous  days 
when  life  and  liberty  were  at  stake.  But  liberty  lovers  have  much  to  learn 
of  them.     Valuable  appendix  of  dates.     Barnes  &  Co.,  New  York.     $1.00. 

The  Only  True  Mother  Goose.  A  reproduction  of  the  text  and  illus- 
trations of  the  original  edition  of  1S33,  published  in  Boston.  The  older 
generation  will  enjoy  the  reminiscences  suggested  by  this  little  book.  Most 
of  the  quaint,  crude  wood  cuts  are  unfamiliar  to  us,  but  the  boy  and  horse 
going  to  Banbury  Cross  have  a  familiar  air,  while  Jack  Sprat  licking  the 
platter  is  unpleasantly  realistic.  There  is  an  introduction  by  E.  E.  Hale,  in 
addition  to  the  history  of  the  Goose  Family,  taken  from  the  Boston  Transcript. 
Lee  &  Shepard,  Boston. 

Child's  Christ  Tales.  L^sual  price,  $1.00.  Special  holiday  price,  75c. 
Send  for  this  collection  of  beautiful  legends  of  the  Christ  Child.  A.  Flanagan 
&  Co.,  Chicago. 


KINDERGARTEN   MAGAZINE. 

VoL  XVIIL— JANUARY,  1906.  No.  5. 
TWENTIETH  CENTURY  SERIES. 


THE  KINDERGARTEN  AND  SOUL  CULTURE.* 

SUPT.    RANDALL    J.    CONDON^    HELEXA,    MOXTAXA. 

We  hear  a  great  deal  in  these  days  about  agriculture,  horticulture, 
floriculture,  ph3sical  culture  and  even  intellectual  culture.  I  want  to 
talk  to  you  a  little  while  this  afternoon  about  soul-culture,  and  about  the 
kindergarten  as  an  institution  for  producing  this  culti\ation.  In  this 
child-garden — the  kindergarten — are  to  be  cultivated  the  fairest  flowers 
of  child  life;  to  be  cultivated,  not  simply  allowed  to  grow  wild;  but, 
pre-empting  the  virgin  soil  before  it  has  become  filled  with  poisonous 
weeds  and  bitter  briers,  the  seeds  of  love  and  gentleness  and  beauty  are 
to  be  sown,  and  the  soul  nurtured  till  it  shall  bring  forth  the  fruits  of  a 
spirit  in  harmony  with  God  and  man. 

I  want  to  speak  briefly  of  character  building,  or  soul-culture, 
under  two  heads:  Mans  relation  to  God — his  religious  life;  and  his 
service  to  his  fellow  men — his  ethical  life.  These  subdivisions  may  be 
slightly  arbitrary,  but  they  afford  a  convenient  analysis — the  pegs  upon 
which  we  may  hang  our  thoughts. 

And  "Jesus  said.  Suffer  the  little  children  to  come  unto  me.  for 
of  such  is  the  kingdom  of  heaven."  "He  took  them  up  in  his  arms, 
put  his  hands  upon  them  and  blessed  them."  "Despise  not  one  of  these 
little  ones;  for  I  say  unto  you  that  in  hea\en  their  angels  do  always 
behold  the  face  of  my  Father  which  is  in  heaven."  "\Vhosoever, 
therefore,  shall  humble  himself  as  this  little  child,  the  same  is 
greatest  in  the  kingdom  of  heaven.  But  whosoever  shall  offend  one 
of  these  little  ones  which  believe  in  me,  it  were  better  for  him  that  a 
millstone  were  hanged  about  his  neck  and  that  he  were  drowned  in  the 
depths  of  the  sea."  "\"erily  I  say  unto  you,  whosoever  shall  not  receive 
the  kingdom  of  God  as  a  little  child,  he  shall  not  enter  therein."     "Come 


*An  address  delivered  by  Supt.  Condon  t"  a  large  gathering  of 
citizens  and  teachers  at  Helena,  ^lontana.  at  a  Froebel  Festival  held  on 
the  great  kindergartner's  birthday.  April  21.  1905. 


262  KINDERGARTEN    MAGAZINE. 

ye  children,  hearken  unto  me;  I  will  teach  you  the  fear  of  the  Lord." 
"Train  up  a  child  in  the  way  he  shall  go;  and  when  he  is  old  he  will 
not  depart  from  it."     "Feed  my  lambs." 

AGE   FOR   MOR.AL   IXSTRUCTIOX. 

From  divine  scripture,  and  largely  from  the  lips  of  Him  who 
spake  as  never  man  spake,  fell  these  words  of  wisdom.  Nineteen  hun- 
dred years  ago,  on  Judea's  plains  and  by  Galilee's  waters,  the  Great 
Teacher  stamped  forever  the  age  of  childhood  as  the  time  when  religious 
and  moral  instruction  must  be  given,  if  there  is  to  be  any  hope  of  the 
kingdom  of  heaven  finding  a  place 'in  the  hearts  of  men.  But  more  than 
eighteen  of  these  centuries  rolled  away  before  men  began  to  read  aright 
the  words,  "Feed  my  lambs."  And  then  a  new  revelation  illumined  the 
heart  of  Frederick  Froebel  and  he  saw  that  little  children — the  lambs 
of  the  Good  Shepherd — must  be  fed  as  such,  and  from  his  deep  insight 
into  child  nature  he  evolved  his  ideals  of  child  nurture,  and  made 
clear  that  two  of  the  flowers  to  be  cultivated  in  the  heart  of  a  little 
child  are  love  of  God  and  service  to  man. 

Let  us  reword  our  topic,  that  it  may  read  something  like  this: 
'  What  is  the  meaning  of  the  kindergarten  with  reference  to  the  moral 
and  religious  training  of  children?"  or,  "In  what  way  does  the  kinder- 
garten contribute  to  such  development?"  with  the  further  question, 
"In  what  way  has  the  kindergarten  influenced  thought  with  reference 
to  such   teaching?"' 

From  the  time  of  Jesus  to  the  time  of  the  kindergarten,  men  had 
been  trying  to  teach  children  from  man's  standpoint.  They  had  been 
trying  to  teach  children  to  love  God  through  fear  of  God ;  they  had 
been  trying  to  lead  to  a  knowledge  of  the  Father  through  a  stern  the- 
ology of  the  Almighty  Ruler ;  they  had  been  trying  to  teach  children 
to  love  their  neighbors  as  themselves  through  the  stern  "Thou  shalt, 
and  thou  shalt  not"  of  the  old  dispensation. 

They  had  forgotten  the  words  of  the  Master,  or  had  never  com- 
prehended His  meaning  when  He  said,  "as  a  little  child."  The  coming 
of  the  kindergarten  changed  all  this.  It  put  love  in  the  place  of  fear; 
it  put  self-activity  and  self-expression  in  the  place  of  repression  and 
arbitrary  control. 

It  has  taken  a  little  child  and  set  him  in  the  midst  and  placed 
loving  hands  on  him  and  blessed  him ;  and  in  return  has  made  him  a 
greater  blessing  to  man  and  to  God.     It  has  made  the  civilized  world 


THE  KIXDERGARTEX  AND  SOUL  CULTIRE.  2(j:] 

understand  as  no  other  at:enc\'  could,  that  nicjral  and  reh'i^ious  instruc- 
tion and  development  must  begin  at  an  early  age.  J^ut  it  has  done  more 
than  this — it  has  made  plain  that  this  instruction  must  be  of  a  kind 
that  little  children  can  comprehend.  It  is  not  to  ctnisist  of  meaningless 
words  or  ideas  comprehended  by  grown  minds,  but  unintelligible  to 
the  little  people.  This  then  is  the  wny  the  kindergarten  has  influenced 
the  larger  thought  of  the  world  with  reference  to  the  ethical  and 
religious  training  of  children.  But  the  real  subject  for  cjur  con-.idera- 
tion  this  afternoon  is:  In  what  way  does  the  kindergarten  specially 
contribute  to  and  in  a  special  and  important  way  shape  the  religious 
and  moral  thought  of  the  children  who  are  its  members.''  In  other 
words,  to  make  the  discussion  pointed :  How  much  better  off  morally 
and  religiously  is  a  child  who  has  had  the  right  kind  (jf  kindergarten 
instruction  than  one  who  has  not  been  under  such  influence.'' 

That  is  a  false  conception  of  education  which  thinks  and  speaks 
of  intellectual,  of  physical,  of  moral  and  of  religious  education  as  dis- 
tinct and  separate  parts  of  child  training.  Education  is  the  making  of 
a  man  or  woman — God-fearing  and  man-loving,  who  has  come  to  a 
realization  of  his  powers — to  understand  his  environment  and  to  make 
the  most  of  it  to  lift  him  abo\'e  his  present  level.  Education  is  a 
unitary  process,  and  that  education  which  leaves  out  the  religious  ele- 
ment is  defective  and  is  "therefore  good  tor  nothing  but  to  be  cast  out 
and  to  be  trodden  under  foot  of  men.'"  "What  God  has  joined  together, 
let  no  man  put  asunder."  In  ever\"  human  heart  and  soul  He  has 
implanted  the  religious  instinct,  the  reaching  out  after  something  above 
and  beyond  himself,  and  that  soul  which  in  its  education  finds  no  food 
for  its  religious  growth  is  doomed  to  disappointment. 

The  great  founder  of  the  kindergarten  realized  this  most  fully :  in 
his  songs,  games,  and  occupations  he  has  made  adequate  provision  for 
the  development  and  strengthening  of   the   religious   instincts. 

MORAL  PURPOSE  CONTROLS. 

Man  is  born  with  the  capacity'  to  become  divine:  and  this  is  the 
process  of  education — ''to  teach  him  to  put  off  the  merely  animal 
nature,  to  produce  a  genuine  change  of  heart,  whereby  selfishness  gives 
place  to  unselfishness  and  moral  purpose   instead   of   impulse  controls." 

The  kindergarten  better  than  any  other  earthly  institution  is  cal- 
culated to  produce  this  result. 


264  KINDERGARTEN    MAGAZINE. 

First — Because  it  takes  the  children  at  an  earlj'  age,  when  tendencies 
and  habits  of  thought  and  action  can  be  most  easily  moulded. 

Second — Because  in  its  manner  of  organization  it  deals  with  chil- 
dren with  the  greatest  amount  of  reality  and  the  least  amount  of 
formality. 

Third — Because  it  affords  the  largest  opportunity  for  well-directed 
activity,  with  the  emphasis  upon  the  well-directed — for  self-activity, 
pure  and  simple,  marks  the  savage  and  ignorant — not  the  civilized  and 
educated  man.  But  self-activity  under  wise  direction,  is  the  secret  of 
educational  progress.  From  within,  out.  In  action  the  child  creates; 
in  creating,  he  understands;  through  understanding  himself  and  his 
own  creations,  he  is  coming  to  an  understanding  of  his  Creator,  and  his 
creations — and  so  finds  himself  as  created  in  the  image  of  the  Father. 

Again  Jesus  said,  "Inasmuch  as  ye  have  done  it  unto  one  of  the 
least  of  these  my  brethren  ye  have  done  it  unto  me."  If  service  to 
God  by  men  and  women  finds  its  fulfillment  in  largest  measure,  in 
kindness  to  his  other  children,  it  is  still  more  true  that  the  little  child 
is  most  easily  led  to  God,  through  a  cultivation  of  his  ethical  relation 
to  God's  other  children.  And  this  brings  us  to  a  consideration  of  the 
"ethical  (moral)  meaning  of  the  kindergarten."  "Ethics  is  the  science 
of  human  conduct  in  personal  relation — the  common  conduct  of  men 
toward  each  other  in  the  relation  of  character."  Ethical  training  con- 
sists in  giving  "correct  standards  of  conduct  and  right  views  of  life," 
and  this  training  the  kindergarten  gives,  not  by  rule  or  precepts,  but 
by  actions,  by  affording  through  its  various  activities  opportunity  for 
the  exercise  of  those  traits  of  character,  which  make  a  morally  educated 
man. 

What  are  some  of  the  qualities  of  character  which  it  is  desirable 
to  cultivate  and  how  does  the  kindergarten  cultivate  these  quali- 
ties? Self-control,  obedience,  truthfulness,  honesty,  justice,  faithfulness, 
orderliness,  punctuality,  temperance,  prudence,  courage,  virtue,  indus- 
try, economy,  honor,  courtesy,  reverence,  generosity,  kindness,  helpful- 
ness, cheerfulness,  patience,  perseverance  and  patriotism,  to  which  should 
be  added  kindness  to  animals— for  we  can  not  teach  a  child  to  be  kind 
to  animals  without  teaching  him  to  be  kind,  thoughtful  and  generous, 
to  human  beings. 

These  are  some  of  the  qualities  of  character  which  affect  man  in 
his  relation  to  other  men,  and  these  are  the  things  about  which  educa- 


THE  KIXDERGARTEN  AND  SOUL  CULTURE.  265 

lion  should  busy  itself,  from  the  kindergarten  t(j  the  uni\ersit\.  These 
are  the  things  worth  while;  whether  there  be  other  things  as  the 
products  of  education,  they  shall  be  of  little  avail  if  these  be  lacking. 
I  care  not  how  keen  an  intellect  or  strong  a  will  may  be  produced  in  a 
man  by  education  if  he  has  not  learned  to  deal  out  justice  tempered 
with  mercy  to  his  fellow  men,  his  keenness  of  intellect  and  strength 
of  will  are  of  little  real  value  to  himself  or  to  any  one  else,  while  the\- 
may  be  a  source  of  positive  harm. 

If  we  train  the  intellect  ever  so  thoroughly;  if  we  make  skilled 
mechanics  and  yet  neglect  opportunities  for  enforcing  lessons  that 
deepen  the  feelings,  that  bring  man  closer  into  touch  with  man,  that 
lead  to  a  cheerful  yielding  to  authority,  and  a  willingness  to  assume 
responsibility;  if  we  fail  in  these  last,  we  are  not  doing  a  great  deal  to 
fit  men  for  the  part  they  must  take  as  citizens  in  a  go\ernmcnt  like 
our  own. 

While  the  production  of  character  marked  by  these  qualities  is  the 
real  purpose  of  all  education,  the  kindergarten  better  than  any  other 
department  of  the  schools  is  in  a  position  to  produce  these  results. 

SYMMETRICAL  CH.ARACTER. 

First — The  development  of  a  symmetrical  character — in  love  and 
harmony-  with  God,  man  and  nature — was  the  burden  of  the  preaching 
of  the  new  gospel  of  education,  of  which  Froebel  was  the  voice  crying 
in  the  wilderness.  A  new  dispensation  was  at  hand  and  he  cried  to 
teachers  everywhere:  Repent  of  your  formalism  and  barrenness  in  school 
teaching,  and  be  baptized  in  the  spirit  of  love  for  a  little  child.  And  it 
is  hardly  too  much  to  say  that  the  regeneration  which  has  taken  place 
in  the  work  of  all  grades  of  school  has  come  about  through  the  trans- 
forming power  of  this  new  spirit  of  contemplation  ot  a  little  child 
placed  in  the  midst.  And  the  disciples  of  Froebel  have  caught  the 
spirit  of  their  leader  and  have  held  steadily  before  them  the  thought 
that  good  character-building  as  the  end  and  aim  of  education,  and  that- 
into  their  hand  has  been  committed  the  task  of  shaping  character  at  its 
most  impressionable  stage. 

Second — Because  the  program,  or  order  of  exercises,  is  so  arranged 
as  to  svstematically  and  progressively  cultivate  these  very  elements  of 
moral  qualities.  Not  information,  but  in-ionuation — the  inner  form- 
ing of  correct  views  of  conduct,  toward  God  and  man.  is  the  work  of 
the  kindergarten. 


266  KINDERGARTEN    MAGAZINE. 

Third — As  stated  under  religious  instruction  the  kindergarten  has 
within  its  instruction  less  formalify,  more  reality — more  dealing  with 
things  at  first  hand,  and  consequently  more  vitality,  more  action  to 
produce  living  principles.  God  expresses  himself  in  creation,  man  ex- 
presses himself  in  creation;  and  without  creation,  order  can  not  come 
out  of  chaos  any  more  in  the  moral  than  in  the  material  world.  And  by 
self-active  creation  is  dispelled  the  darkness  that  broods  over  the  new 
born  mind  as  it  did  that  which  enveloped  the  earth  in  the  beginning. 

One  of  the  values  of  the  kindergarten  comes  in  teaching  the  chil- 
dren at  an  early  age  to  act  together — all  for  each,  and  each  for  the 
common  good;  of  teaching  them  to  "Look  out,  not  in;  up,  not  down; 
forward,  not  backward ;  and  to  lend  a  hand." 

These  are  the  fundamental  moral  lessons  of  man  in  his  relation  to 
other  men ;  they  are  the  basis  of  ethical-conduct. 

Two  of  the  greatest  words  in  the  English  language  are  '"duty"  a'ld 
"ought;"  of  similar  meaning,  "to  owe,"  and  that  which  is  "due"  and 
the  meanings  of  these  words  expressed  in  conduct  which  is  to  become 
habitual  can  not  be  learned  too  early  in  a  child's  life.  Children  with 
all  kinds  of  dispositions  and  with  notions  already  forming  of  their  own 
great  importance  are  brought  together  in  the  kindergarten,  and  through 
play  and  work,  learn  through  their  relation  to  each  other  that  they  are 
equal  and  free  so  long  as  they  do  not  abuse  freedom ;  that  the  welfare 
of  all  depends  upon  a  ready  and  cheerful  obedience ;  that  disobedience 
brings  disorder;  that  good  society — which  is  human  life  together — can 
not  exist  where  there  is  lawlessness  and  self-will ;  but  continues  under 
moral  law. 

We  find  our  welfare  in  obejing  it ;  we  suffer  if  we  disobey  it. 
They  learn  that  libert\'  and  justice  can  not  be  separated — they  exist 
together;  that  justice  consists  in  giving  to  another,  to  every  person,  his 
exact  due;  "that  our  rights  are  in  exact  proportion  to  our  duties;  no 
more,  no  less.  I  owe  to  others  in  society  exactly  what  they  owe  me."  The 
little  kindergarten  child  learns  that  lie  has  no  right  to  a  larger  share 
of  the  material,  or  of  the  teacher's  time;  to  suggest  the  games  or  leader- 
ship in  their  execution  than  any  other  child.  All  are  equal,  and  to  each 
in  accordance  with  exact  justice.  He  is  learning  "to  do  his  part,  no  less; 
and  to  take"  his  share,  no  more."  Liberty  is  his  so  long  as  he  does  not 
use  it  in  a  way  to  deprive  others  of  their  rights. 

He  may  not   understand   the   reasons   for  obedience   now,   but   he 


THE  KINDERGARTEN  AND  SOUL  CULTURE.  267 

learns  that  he  must  obej^  whether  he  wants  to  or  not,  e\cn  if  he  does 
not  feel  like  it.  Disobedience  brings  inevitable  retribution.  It  is  hard 
at  first,  until  habit  makes  it  "as  easy  now  for  the  heart  to  he  true  as 
for  the  grass  to  be  green  and  the  skies  to  be  blue.  'Tis  the  natural  wa_\- 
of  living." 

'T  slept  and  dreamed  that  life  was  beauty, 
I  woke  and  found  that  life  was  duty." 

DUTY   CHANGED   TO   DELIGHT. 

But  "duty  is  changed  to  delight  when  love  is  seen  to  be  the  ful- 
filling of  the  law."  He  comes  to  love  to  obey  because  this  brings  the 
greatest  happiness  to  all,  and  because  he  discovers  that  love  is  the  con- 
troling  motive  in  the  teacher  who  is  trying  to  lead  him  to  see  that  she 
wants  him  to  want  to  obey. 

I  haven't  time  in  this  short  paper  to  take  up  the  xarious  gifts  and 
occupations  and  show  how  well  adapted  they  are  to  the  cultivation  of 
these  qualities  of  moral  action.  There  have  been  man\-  excellent  exposi- 
tions and  careful  analyses  of  their  content,  of  their  symbolic  meaning, 
and  of  their  general  educational  office.  May  I  emphasize,  however, 
that  the  great  value  of  Froebel's  games  consists  in  "their  reaction  on 
thought.  They  are  rooted,  ever}'  one  of  them,  in  the  relationship  of 
feeling,  action,  thought;  they  obey,  without  exception,  that  deep  law" 
which  connects  instinct,  expression  and  insight." 

Before  closing  may  I  also  suggest  that  there  is  no  good  thing  in 
this  world  that  may  not  become  a  curse  if  perverted  in  its  use.  There 
is  no  practice  in  education  that  may  not  become  a  hindrance  instead  of 
a  help,  and  even  so  valuable  an  institution  as  the  kindergarten  may  be 
perverted  into  educating — drawing  out  and  allowing  to  de\'elop — . 
tendencies  which  shall  produce  qualities  of  character  exactly  the  oppo- 
site of  those  which  I  have  indicated  as,  its  mission  to  foster.  As  Dr. 
Harris  so  clearly  showed  in  his  report  advocating  the  adoption  of  the 
kindergarten  as  a  part  of  the  St.  Louis  school  system : 

The  greater  freedom  of  action  which  is  allowed  the  kindergarten 
may  easily  result  in  the  interference  of  pupils  with  each  other,  with  a 
resulting  distraction  of  attention.  The  selfish,  head-strong  children 
may  easily  assert  their  natural  leadership  in  the  games  to  the  exclusion 
of  others.  Through  self -activity,  imagination  and  in\ention  ma>-  be 
overstimulated,  and  may  become  so  connected  with  pertncss  and  conceit 
that  faith  and  reverence  mav  be  weakened  and  "Only  by  a  reverent  spirit 


268    .  KINDERGARTEN    MAGAZINE. 

shall  the  child  come  into  possession  of  this  great  storehouse  of  wisdom 
which  the  race  has  preserved  for  him."  Self- activity  may  result  in 
self-assertiveness  and  by  an  arrogant  spirit,  harden  the  child  against 
receiving  instruction  from  others. 

The  kindergarten  may  easily  become  a  place  of  meaningless  play,, 
where  caprice  instead  of  purpose  holds  sway,  and  where  the  children 
acquire  a  distaste  for  school  work. 

These  are  a  few  of  the  dangers  against  which  we  should  resolutely 
set  our  faces.  They  are  dangers  not  imbedded  in  the  philosophy  under- 
lying the  work,  but  in  a  misapplication,  a  perversion  of  its  principles. 

The  kindergarten  when  rightly  administered  stands  for  all  that  is 
noblest  and  best  in  life.  It  stands  for  life.  Its  teachings  make  for 
better  living — for  soul-culture — leading  the  soul  up  to  God,  and  out 
to  man. 

There  has  not  yet  been  devised,  nor  ever  can  be  by  human  mind 
any  table  of  compound  numbers  that  may  be  used  to  compute  the  value 
of  such  lessons.  The  product  is  life,  and  can  be  measured  only  in  terms 
of  life.  The  table  of  its  value  is  in  the  keeping  of  Him  who  created, 
and  of  Him  who  inspires,  and  of  Him  who  came  to  give  the  more  abun- 
dant life.  It  is  a  sacred  trust  which  is  committed  to  our  keeping.  May 
its  administration  be  wrought  out  with  devotion  and  with  a  wisdom 
that  Cometh  but  from  above. 

Mothers  and  teachers: 

"Remember  that  a  little  child  is  your  second  chance.  As  you 
watch  his  development  you  see  yourself  still  yearning  forward.  Your 
hand  guiding  the  child,  leads  you  one  step  farther.  Your  blessing  on 
the  child  is  a  prayer  for  your  own  soul." 

"Feed  my  lambs." 


The  Brooklyn  Kindergarten  Union  and  the  Kindergarten  Union 
of  New  York  (City)  have  sent  memorial  resolutions  upon  the  death  of 
Miss  Runyan,  which  lack  of  space  forbids  us  to  print  in  full.  See  notice 
in   September  number. 

Resolutions  of  gratitude  and  appreciation  for  her  life  influence 
were  also  passed  by  the  Round  Table  Club  of  Kindergartners  of 
New  York. 


SOME  OUTSIDE  OCCUPATIONS. 

MAKING    A   SLED A    BEAN    BAG    GAME. 

TERESA    F.    HATCH. 

"It  is  a  really  truly  sled,"  as  one  of  the  little  boys  expressed  it. 
And  our  chief  delight  is  that  it  goes  as  well  as  any  sled  and  is  strong 
enough  for  all  kinds  of  play.  It  was  one  morning  last  winter  we  first 
thought  of  making  it.  So  we  talked  about  it  in  the  morning  circle  and 
planned  its  construction. 

The  various  sleds  from  the  halls  were  bnnight  in  and  examined. 
Then  we  took  a  trip  to  the  basement  and  our  interested  and  indulgent 
janitor  let  us  inspect  his  lumber  pile. 

Such  boards  as  seemed  appropriate  we  carried  to  our  kindergarten 
room.     Of  course  they  must  be  strong  and  smooth  and  long  enough. 

Then  the  measuring  began  and  the  tiny  hands  marked  the  places 
where  any  sawing  would  be  needed.  While  each  took  his  turn  using 
the  saw,  we  sat  about  on  chairs  or  floor,  waiting  our  turn  and  watching 
the  progress. 

Sometimes  the  saw  slipped,  the  marks  are  still  there,  but  it  only 
shows  the  child's  work  which  makes  it  the  more  valuable. 

The  interest  was  intense  and  many  suggestions  as  to  the  "best  way" 
were  given. 

When  the  top  was  curved  and  the  runners  shaped  the  hammer 
and  box  of  nails  were  brought.  Many  could  help,  sorting  out  the 
right  kind  of  nails  and  holding  them  for  the  child  who  would  need  one. 

But  such  times  as  we  had  getting  the  nails  into  the  hard  wood  and 
making  them  go  in  straight!  It  really  surprises  one  the  many  little 
lessons  such  an  occupation  suggests. 

Next  came  the  choice  of  color.  W.e  decided  on  red.  Painting 
seemed  easier  and  before  long  our  sled  needed  only  to  dr}-.  Then  there 
was  a  second  coat  of  paint  and  holes  were  bored  in  the  front  ends  of  the 
runners  and  the  rope  drawn  through.  It  was  complete  but  for  iron 
runners.  So  we  visited  a  neighboring  blacksmith  and  he,  one  of  those 
fine,  kind-hearted  men,  helped  us  out.  He  seemed  interested  as  the 
little  procession  of  children  came  in  and  it  was  an  amusing  throng. 

Our  two  dolls,  Hiawatha  and  our  little  girl  doll  could  not  be  left 
behind,  so  they  were  taken  in  a  two-wheeled  cart  we  had  made  for 
them.    Then,  of  course,  the  sled  had  to  be  drawn  over.     As  we  watched 


270  KINDERGARTEN    MAGAZINE. 

the  blacksmith,  he  cut  the  iron,  heated  it  red-hot  and  with  sparks  fljang, 
shaped  it  on  the  ringing  anvil :  then  fitted  and  fastened  the  runners  onto 
the  sled  for  us. 

Our  sled  was  finished  and  never  were  children  more  proud  and 
happy.  Each  day  some  child  took  it  home  to  play  with  until  the  next 
morning.  It  was  hard  sometimes  to  wait  one's  turn,  but  that  was  part 
of  the  lesson. 

We  began  with  the  first  snow  this  winter  to  use  it.  And  its  fame 
had  gone  abroad  so  that  it  is  taken  each  day  by  some  one  and  gives  many 
happy  hours  to  the  little  folks. 

BEAN   BAG  GAME. 

One  of  our  most  interesting  games  is  a  bean  bag  game.  You 
have  all  played  tossing  the  bags  into  a  hole  in  a  board  made  for  that 
purpose. 

We  made  our  frame  of  two-inch  strips  of  board,  about  eighteen 
inches  long,  nailing  two  of  them  across  the  ends  of  two  others,  letting 
the  ends  of  each  extend  beyond  several  inches.  Repeating  this  we  built 
it  six  or  eight  inches  high.  Then  we  made  our  bean  bags,  sewing  and 
filling  them.  We  have  six  in  all.  As  one  child  throws  them  the  others 
count,  one  in,  two  in,  one  out,  etc.,  until  all  have  been  used.  Then 
some  one  tells  how  many  are  in  and  how  many  are  outside. 

To  vary  the  game  a  little  we  sometimes  stand  the  frame  up  and 
toss  the  bags  through  it. 

In  the  fall  we  had  brought  into  kindergarten  a  bundle  of  wheat. 
This  we  used  first  for  decoration,  then  later  we  took  out  all  the  kernels 
of  wheat,  which  we  kept  for  the  birds. 

Each  morning  through  the  winter  we  took  a  few  minutes  on  the 
morning  circle  to  throw  out  a  handful  to  the  birds.  The  children 
were  delighted  when  they  learned  to  come  and  not  be  afraid.* 

The  straws  we  sorted,  measured  and  cut  for  stringing.  These 
served  for  several  occupations  in  the  making  of  straw  chains. 


MY   SIMPLE  DUTY. 


I  am  glad  to  think 

I  am  not  bound  to  make  the  world  go  round ; 

But  only  to  discover  and  to  do 

With  cheerful  heart,  the  work  that  God  appoints. 

— Jean  Inge  low. 


Little    Folks'    Land* 

The    Story    of    a    Little    Boy    in    a    Big    World. 

By  Madge  A.   Bigham,  free  Kindergartens,  Atlanta.  Ga.     Author  of 
"Stories  of  Motlier  Goose  I'illage."  etc. 

Note. — This  Kindergarten  Program  will  run  ihrough  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzcr  & 
Grover,  Chicago  and  Boston.  Cloth,  Gx9  ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  .-Xftcr  publication  the  list  price 
will  be  $2.00  net. 

V. 

Eleventh  Week — Animal  Relationships;  Pets 

Hippity-Hop 

Monday 

HIPPITY-HOP  was  a  little  toad — a  tiinn\ ,  tiinn\  little  toad,  and 
she  was  three  years  old.  She  had  a  pair  ot  Lrrcen  eves  on  the  top 
of  her  head,  four  legs  and  a  \-ery  biij;  moutli  indeed,  for  such  a 
little  toad.  And  the  queerest  tongue — \\h\',  it  wasn't  fastened  to  the 
back  of  her  throat  like  yours  and  mine,  but  it  was  hitclied  right  up  in 
the  ver\-  front  of  her  mouth,  so  she  could  poke  it  out  a  long,  long  wa_\s. 
And  the  doctor  wouldn't  have  a  bit  of  trouble  looking  at  Hippity-Hop's 
tongue,  if  he  only  looked  quick  enough,  because  Hippit\-Hop's  tunLaic 
always  went  in  and  out  like  a  tia:^h.  That  was  the  wa\-  she  caught  her 
dinner,  you  know.  And  then  her  tongue  was  co\ered  with  something  a< 
sticky,  as  sticky — -as  sticky  as  molasses  candy,  only  it  wasn't  so  sweet,  of 
course.  And  the  reason  why  Hippit}-Hop  had  such  a  sticky  touLTUc  wa-^ 
because  she  had  to  catch  ^vhatever  she  ate  with  it.  and  as  ^he  didn't  ha\e 
any  teeth,  she  just  swallowed  things  whole!  She  was  fond  of  ant-^  and 
flies  and  bugs  and  worms,  and  if  any  of  them  e\er  passed  too  near  Hip- 
pity-Hop, all  she  did  was  to  poke  out  that  great  long  tongue  uf  her-^,  and 
they  most  certainly-  would  be  on  the  end  of  it  when  ■^he  took  it  in  aiiain. 
One  morning  Hippity-Hop  said : 

"I  believe  I  will  go  up  in  Mrs.  Gipsy's  flower  garden  and  see  if 
if  I  can  help  her  some.  She  says  she  is  always  glad  to  see  me.  becair^e 
I  keep  the  worms  and  bugs  away  from  the  plants,  and  help  the  flowers 
and  leaves  to  grow  faster." 

♦Copyright,  1905,  by  Madge  .A.  Bigham. 


272  KINDERGARTEN    MAGAZINE. 

So  Hippity-Hop  went  across  the  meadow,  and  by  the  barn,  and  into 
Mrs.  Gipsy's  garden, — hop,  hop,  hop, — and  then  a  little  stop;  hop,  hop, 
hop,  and  then  a  little  stop. 

"Dear  me,"  said  Hippity-Hop,  "it  is  so  warm  and  I  am  so  tired, 
I  believe  I  will  hop  under  the  old  tent  and  rest  a  bit  in  the  sand  pile — 
Joe-Boy  won't  care." 

But  just  at  that  very  minute  Joe-Boy  and  Charlotte  Anne  were 
under  the  tent  making  sand  pies,  and  when  Hippity-Hop  peeped  in, — 
why,  she  hopped  away  in  a  big  hurry,  "Because,"  said  Hippity-Hop, 
"maybe  those  children  might  punch  me  with  a  stick!" 

"Oh,"  said  Charlotte  Anne,  "I  saw  a  toad.  Let's  stop  making  pies 
for  the  party,  and  make  a  beautiful  frog  house!" 

"All  right,  let's  do!"  said  Joe-Boy;  and  then  they  danced  all  around 
the  old  tent,  and  pulled  off  their  slippers  and  stockings, — because  how 
■could  you  make  a  frog  house  uithout  pulling  ofif  your  shoes  and  stock- 
ings, I'd  just  like  to  know!  And  then  they  piled  the  damp  sand  over 
their  bare  feet  and  pressed  it  hard  and  firm,  until  they  could  pull  their 
feet  out,  and  there  would  be  a  fine,  large  door,  for  the  toads  to  hop  in. 
So  they  made  another  and  another  and  another,  until  Charlotte  Anne 
said  there  was  a  parlor  and  a  bedroom  and  a  kitchen  and  a  dining-room 
— enough  for  any  toad  to  set  up  housekeeping !  And  do  you  know,  all 
that  time  Hippity-Hop  was  hiding  in  the  grass  peeping  at  those  children, 
and  just  as  soon  as  they  went  in  to  get  ready  for  dinner,  why,  Hippity- 
Hop  hopped  right  under  the  tent  and  took  a  seat  in  that  frog  house! 
She  liked  the  parlor  so  well,  she  hopped  into  the  dining-room,  and  she 
liked  the  dining-room  so  well  she  hopped  into  the  kitchen,  and  she  liked 
the  kitchen  so  well  she  hopped  into  the  bedroom,  and  she  liked  the  bed- 
room so  well — why,  she  stayed  there  all  night.  And  the  next  morning, 
Charlotte  Anne  and  Joe-Boy  ran  to  the  tent  to  see  if  any  toads  had 
been  to  the  frog  house,  and  sure  enough  they  found  Hippity-Hop's 
tracks  in  the  damp  sand,  and  then  Charlotte  Anne  put  her  finger  on 
her  lips  and  said,  "Sche-e-e!  there's  a  little  toad  peeping  at  us  from 
the  door!     Isn't  she  too  cute?" 

"Oh,  oh,  oh,"  whispered  Joe-Boy,  "let's  run  and  tell  mother  we 
have  found  a  pet  toad." 

So  away  they  ran  across  the  yard,  and  Hippity-Hop  said,  "Well, 
those  are  very  kind  children  after  all.  I'm  sure  now  they  would  not 
poke  me  with  a  stick !    I  believe  I  will  go  down  to  the  buttercup  meadow 


LITTLE    FOLKS'    LAND  273 

and  tell  the  other  toads  about  this  nice  sand  house.      Maybe  they  would 
like  to  come  here  and  live.  " 

So  away  went  Hippity-Hop  across  the  (garden  and  by  the  barn  and 
down  to  the  buttercup  meadow — hop,  hop,  hop,  hippity-hop ;  hop,  hop, 
hop,  hippity-hop. 

The  Wonderful  Eggs 

Tuesday 

WHEN  Hippity-Hop  told  the  other  toads  in  the  meadow  about 
the  nice  sand  house  under  the  tent  of  course  they  wanted  to 
see  it,  and  almost  e\ery  day  Joe-Bo\'  and  Charlotte  Anne 
would  see  them  hopping  about  in  the  sand.  Ihey  could  always  tell 
Hippity-Hop  from  the  others  because  her  breast  was  so  white  and  she 
had  such  a  pretty  spotted  back;  and  then  Hippit\-Hop  did  not  seem  tn 
be  afraid,  either,  and  would  let  both  Joe-Boy  and  Charlotte  Anne  pat 
her  gently  on  the  head.  And  once  she  let  them  see  her  catch  a  rt\  on 
that  long,  sticky  tongue  of  hers,  so  you  see  the\'  were  growing  to  be 
real  good  friends. 

One  night  Hippity-Hop  and  the  other  toads  were  talkin:!.  "\  ou 
see,"  said  Hippity-Hop,  "I  told  \ou  what  a  tine  place  this  santl  house 
was.  But  then  toads  can't  lay  their  eggs  in  a  sand  pile,  you  know,  so 
I  am  going  away  tomorrow  to  hunt  for  a  good,  safe  place,  somewhere. 
and  lay  m}'  eggs.  Because  if  we  toads  don't  lay  eggs  how  will  there 
ever  be  any  baby  toads,  I'd  like  to  know.  " 

"That's  true,"  said  the  other  toads,  "that's  very  true;  there  must 
be  eggs  before  there  can  be  baby  toads,  so,  if  you  find  a  good,  safe  place, 
tell  us  about  it  when  you  come  back,  so  we  will  know  where  to  go  when 
we  lay  our  eggs." 

Well,  sure  enough  when  Joe-Boy  visited  the  sand  pile  the  next 
morning  Hippity-Hop  was  not  there.  And  she  was  nut  there  at  dinner 
time,  nor  late  in  the  afternoon,  so  Joe-Boy  told  Ciiarlotte  Anne  he  wa-- 
very  much  afraid  she  had  run  awa}'.  But  Hippity-Hop  did  not  have 
anv  idea  of  running  awa^".  She  was  thinking  about  her  eggs,  you  know, 
and  right  at  that  very  minute  she  was  hop,  hop,  hopping  along  through 
the  meadow  grass;  and  where  do  you  suppose  Hippity-Hop  laid  those 
eggs?  AVhy,  she  hopped  right  into  the  meadow  brook  and  laid  her 
eggs  in  a  long  string  of  grayish  jelly,  and  then  wrapped  the  string  around 
a  stick  to  keep  them  from  floating  away!      Now,  don't  you   think  that 


274  KINDERGARTEN    MAGAZINE. 

was  a  queer  place  to  lay  eggs?  I  told  you  Hippity-Hop  was  a  funny  little 
toad.  And  you  needn't  think  she  sat  on  those  eggs  to  hatch  them, 
either,  and  she  didn't  carrj'  them  around  on  her  back  as  Mrs.  Spider- 
brown  sometimes  did.  No,  indeed,  when  Hippity-Hop  laid  those  eggs 
in  a  jelly  string  and  wrapped  them  safely  around  the  stick,  why,  she 
hopped  away  and  left  them  to  hatch  out  by  themselves.  But  the  best 
part  about  it  was,  that  Joe-Boy  found  those  very  same  eggs  the  next 
day  while  he  was  paddling  in  the  meadow  brook.  But  he  didn't  know 
they  were  Hippity-Hop's  eggs,  though ;  Joe-Boy  thought  that  string  of 
jelly  was  a  snake,  until  Mother  Gipsy  laughed  at  him,  and  said : 

"Why,  Joe-Bo)',  snakes  crawl!     Those  are  eggs  of  some  kind;  let- 
us  take  them  home  and  put  them  in  the  fountain,  then  we  can  watch 
them  ever}'  day  and  see  what  comes  out  of  them." 

So  Mother  Gipsy  broke  of?  part  of  the  stick  with  the  string  of 
jelly  wrapped  around  it,  and  she  and  Joe-Boy  placed  it  near  the  rim 
of  the  fountain,  and  then  I  th'uik  Joe-Boy  looked  at  it  about  twenty 
times  a  day,  so  that  he  would  be  sure  to  see  the  wonderful  eggs  hatch 
out.  It  was  just  three  days  afterward,  though,  that  Joe-Boy  went  flying 
to  the  house  from  the  fountain  and  said,  ''Oh,  mother,  run,  run,  run, 
the  jelly  eggs  are  popping  open  and  every  so  many  black,  wiggling  fish 
are  coming  out!      Run,   mother,   run!" 

So  Mother  Gipsy  dropped  her  sewing  in  a  hurry,  and  off  she  ran 
down  the  garden  walk,  right  behind  Joe-Boy,  to  see  the  wonderful 
sight,  and  sure  enough  there  were  ever  so  many  little  black  wigglers, 
diving  to  the  bottom  of  the  fountain,  as  merry  as  you  please. 

"Dear  me,"  said  Mother  Gipsy,  with  wonder,  "such  funny,  funny 
things  to  come  out  of  those  eggs.  They  do  not  look  like  fish,  exactly; 
I  believe  we  will  just  call  them  wiggle  tails — they  wiggle  so  much — 
until  we  find  out  what  they  really  are,  and  I  guess  we'll  have  to  watch 
them  closer  and  closer,  or  they  might  get  away." 

Well,  for  the  next  few  days  those  little  wiggle  tails  grew  and  grew 
and  grew,  and  they  found  so  much  to  eat  in  the  fountain  water  that 
they  got  very  fat,  and  only  think,  one  morning  every  one  of  them  had 
a  pair  of  hind  legs!     Now  what  do  you  think  of  that? 

"They  can't  be  fish,"  said  Mother  Gipsy,  "for  whoever  heard  of 
a  fish  having  hind  legs  or  any  other  kind  of  legs!  Then,  see  how  often 
they  swim  to  the  top  of  the  water  for  a  swallow  of  fresh  air — fish  do 
not  do  that  way.     We  must  watch  them  very  closely."     And  I  know 


LITTLE    FOLKS'    LAND  27o 

you  will  be  surprised  when  I  tell  you,  but  one  day  when  Joe  Boy  went 
to  see  them,  why,  those  queer  wiggle  tails  had  a  pair  of  front  legs,  too, 
besides  their  tails  and  hind  legs. 

"Well,  well,""  said  Mother  Gipsy,  "if  it  were  not  for  those  tails. 
I  most  surely  would  think  they  were  kin  to  Hippit_v-Hop.  \Vc  will 
watch  them  a  few  da\s  longer — ma}be  they  will  lose  their  tails  like 
Bo-Peep's  sheep." 

And  sure  enough,  that's  just  what  happened,  though  they  did  not 
leave  their  tails  behind  them,  because  Joe-Boy  and  Charlotte  Anne  both 
looked  and  could  not  find  them.  No,  indeed,  those  wiggle  tails  did  not 
mean  to  waste  their  tails  in  any  such  wa} — they  just  began  and  grew 
shorter  and  shorter  and  shorter  every  day  until  at  last  there  wasn't  any 
tail  left  at  all.  And  they  had  gone  into  the  wiggle  tails'  bodies,  and 
helped  to  make  them  strong  and  fat.  And  then  what  do  you  think  I 
Every  single  one  of  those  queer  wiggle  tails  jumped  right  out  of  that 
fountain,  and  went  hop,  hop,  hop,  and  then  a  little  stop;  hop,  hop,  hop, 
and  then  a  little  stop — just  for  the  world  like  their  mother,  Hippit_\"- 
Hop! 

"Hoi  ho!  ho!"'  said  all  the  little  toads,  "Joe-Boy  thought  we  were 
going  to  be  little  fishes!  Jf  c  aren't  fishes,  we  are  little  toads — funny, 
funny  little  toads!" 

And  then  they  hopped  away. 

And  Joe-Boy  and  Charlotte  Anne  were  so  surprised  they  didnt 
know  what  to  do ! 

Birds 

Joe-Boy's  Feathered  Friends 

Object — To  develop  love  and  s^-mpathy  for  bird   life. 

Points  developed — Bird  homes,  the  material  used,  kind  of  eggs,  varieties 
of  birds  and  their  help  to  man. 

(1)  Poultry — Hen,  duck,   turkey  and  pigeon. 

(2)  Familiar  birds — Bluebird,  wren,  swallow,  whipporwill,  catbird, 
thrush,  mockingbird,  jaybird,  oriole,  woodpecker,  canary,  sparrow, 
robin,  redbird,  bobwhite. 

Mother  Play  Study — "The  nest." 


276  KINDERGARTEN    MAGAZINE. 

Mrs.  Speckle 

Wednesday     . 


M 


RS.  SPECKLE  had  a  secret  that  even  Joe-Boy  did  not  know, 
and  that  was  very  wonderful,   because  Mrs.   Speckle  belonged 
to  Joe-Boy  and  he  watched  her  very  closely.     She  had  been  very 
kind  to  lay  him  many  fresh  eggs  for  his  breakfast,  for  a  long,  long  time. 

"But  now,"  said  Mrs.  Speckle,  as  she  ruffled  up  her  breast  feathers, 
"I  have  something  else  to  do  with  my  eggs.  I  should  like  to  have  a 
family  of  baby  chickens,  myself,  and  how  will  I  ever  get  them  if  Joe- 
Boy  eats  all  of  my  eggs?  I  will  just  hunt  me  another  place  for  my 
nest,  where  even  Mr.  Rooster  can  not  find  it.  And  I  shall  tell  no  one 
my  secret  until  all  the  baby  chickens  are  hatched  out — and  won't  every- 
body be  surprised !" 

Then  she  clucked  with  delight,  and,  shaking  out  her  tail  feathers, 
slipped  under  the  barn  and  made  a  new  nest  away  up  in  one  corner, 
and  I'm  sure  no  one  knew  where  it  was  except  a  little  gray  mouse,  and 
he  promised  never  to  tell — not  for  anything!  So,  when-  the  nest  was 
full  of  eggs,  ]Mrs.  Speckle  began  to  set.  She  told  the  gray  mouse  that 
she  would  stay  on  the  nest  three  weeks  to  keep  the  eggs  warm. 

■  "And  then,"  said  Mrs.  Speckle,  gaily,  "you  will  see  a  wonderful 
sight  indeed,  Mr.  Gray-Mouse!  A  whole  family  of  dear  little  baby 
chickens,  crying  'peep,  peep,  peep;  we  love  you,  mother,  peep,  peep, 
peep. 

"Goodness,"  said  Mr.  Gray-Mouse,  pulling  his  whiskers,  "do  you 
mean  to  tell  me  that  you  will  sit  right  there  on  those  eggs  three  whole 
weeks  without  leaving?" 

"Why,  of  course,"  said  Mrs.  Speckle,  "except  a  little  while  each 
day,  when  I  shall  run  off  a  little  while  to  take  my  dust  bath,  get  some- 
thing to  eat  and  a  drink  of  fresh  water.  Then  I  shall  hurry  back  to 
keep  the  eggs  warm,  that  they  may  change  into  downy  chickens." 

"Well,  I  do  wonder!"  said  Mr.  Gray-Mouse,  "I  had  no  idea  baby 
chickens  were  such  a  bother.  I  shall  be  very  glad  to  see  them,  Mrs. 
Speckle,  when  they  come  from  the  egg-shells — //  they  ever  do!" 

"If?"  said  Mrs.  Speckle,  "why,  of  course  they  will!  Just  you  wait 
and  see,  Mr.  Gray-Mouse!" 

Then  Mrs.  Speckle  settled  down  over  her  eggs,  and  Mr.  Gray- 
Mouse  skipped  into  his  hole  to  tell  Mrs.  Gray-Mouse  about  it.     Well, 


LITTLE    FOLKS'    LAND  277 

it  happened  just  as  Mrs.  Speckle  said  it  would,  and  one  da>'  when  Mr. 
Gray-Mouse  came  to  pay  his  morning  call  Mrs.  Speckle  ruffled  up 
every  one  of  her  feathers  and  said  softly,  "Cluck,  cluck,  cluck,  come  and 
see,  Mr.  Gray-Mouse!     Cluck,  cluck,  cluck!" 

Then  something  else  under  Mrs.  Speckle  said  softly,  "Peep,  peep, 
f>eep,  we  are  here,  mother  dear!      Peep,  peep,  peep, — don't  you   hear?" 

Mr.  Gray-Mouse  could  hardly  believe  his  ears!  But  then,  there 
were  the  empty  egg  shells,  too,  scattered  around  the  nest,  and  what  was 
more,  there  were  ever  so  many  downy  balls  of  yellow,  peeping  from  Mrs. 
Speckle's  wings,  climbing  on  her  back  and  nestling  by  her  side.  Mr. 
Gray-Mouse  thought  it  a  very  wonderful  sight,  and  he  watched  them 
closely  as  he  held  his  head  on  one  side  and  said : 

"I  congratulate  you,  Mrs.  Speckle,  on  your  1-o-v-e-l-y  family!  They 
all  favor  you,  except  one, — his  bill  is  too  wide  and  his  feet  look  a  little 
queer!     I  wonder  why?  " 

"Oh,  that  is  little  Buffy,''  said  Mrs.  Speckle,  "he  is  my  youngest 
child,  and  favors  his  father,  I  suppose." 

"Do  excuse  me,"  said  Mr.  Gray-Mouse,  "I  hadn't  thought  of 
that."  Then  he  ran  back  into  his  hole  to  tell  Mrs.  Gray-Mouse  about 
it, — he  always  told  her  ever^-thing. 

Well,  Mrs.  Speckle  stayed  on  the  nest  all  day  with  the  baby 
chickens,  but  the  next  morning  she  said  she  believed  she  would  take 
them  for  a  walk  in  the  barnyard,  because  she  was  so  proud  of  her 
family,  she  wanted  the  other  hens  to  see  them.  So,  clucking  to  her 
babes  to  walk  close  beside  her,  she  stepped  gaily  from  the  nest  and 
started  out.  Just  as  she  got  from  beneath  the  barn,  she  heard  Joe-Boy 
calling,  "Chickie,  chickie,  chickie;  come  to  ^our  dinner,  come  one  and 
come  all;  chickie,  chickie,  chickie!" 

Mrs.  Speckle  hurried  on  with  her  brood — so  proud  she  could 
hardly  step,  and  then  she  heard  Joe-Boy  say,  "Mother,  mother,  run 
here  quickly  and  see  Mrs.  Speckle!  Oh,  oh,  oh!  If  she  hasn't  got  a 
whole  heap  of  little  baby  chickens,  and  all  this  time  I  thought  she  was 
lost!" 

"And  all  this  time  Mrs.  Speckle  was  fooling  you,"  said  Mother 
Gipsy.     "But  I  do  wonder  where  she  hid  her  nest." 

Gray-Mouse  knew,  but  he  wouldn't  tell!  Oh,  no,  not  for  any- 
thing! 


278  KINDERGARTEN    MAGAZINE. 

Buffy 

Thursday 

MRS.  SPECKLE  went  back  to  her  nest  that  night  a  very  proud 
and  happy  mother.  Every  one  seemed  delighted  with  her  new 
family,  and  Mr.  Rooster  had  promised  to  take  them  all  for  a 
walk  to  the  buttercup  meadow  just  as  soon  as  they  were  strong  enough 
to  go. 

"But  somehow,"  said  Mrs.  Speckle  to  herself,  "I  do  not  feel  quite 
satisfied  about  Buffy.  It  is  just  as  Mr.  Gray-Mouse  said,  he  looks  very 
queer,  and  not  one  bit  like  the  other  chickens.  His  bill  is  so  wide,  I'm 
really  ashamed  of  it,  and  his  feet — why,  I'm  sure  I  never  saw  such  feet 
on  a  chicken  before,  in  all  my  life.  His  toes  seem  to  have  skin  sewn 
between  each  one  of  them — it  worries  me  dreadfully!  Then,  besides, 
Buffy  is  so  hard  headed ;  he  doesn't  want  to  mind  me  one  bit !  Why, 
today  I  had  to  pull  him  out  of  the  water  trough  three  times!  I  never 
saw  a  chicken  love  to  play  in  mud  and  water  so !  Really,  I  feel  quite 
worn  out  trying  to  keep  Buff}'  out  of  mischief!" 

She  fell  asleep  at  last,  though,  and  forgot  all  about  her  trouble, 
while  her  twelve  yellow  darlings  nestled  close  beneath  her  warm  wings, 
as  happy  as  happy  could  be.  For  the  next  few  days  Buffy  behaved  very 
nicely,  and  even  Mrs.  Speckle  could  not  find  any  fault  with  him,  "Ex- 
cept," as  she  told  Mr.  Gray-Mouse,  "he  still  looked  queer!" 

"Now,  Buffy,"  said  Mrs.  Speckle,  a  few  nights  later,  "tomorrow 
Mr.  Rooster  is  going  to  take  us  for  a  walk  to  the  buttercup  meadow. 
Do  try  to  behave  nicely.  Stay  close  to  me  and  be  sure  not  to  go  near 
the  water!  I  wouldn't  have  you  to  fall  in  that  deep  water — not  for 
anything!     I  am  almost  afraid  to  let  you  go  with  us." 

"Oh,  yes,  mother,"  said  Buffy,  "I  want  to  go,  too!  I'll  be  just  as 
good  and  walk  close  to  your  side  all  the  way." 

"Oh,  do,  mother,  we  all  want  to  go,"  said  all  the  other  chickens, 
"we'll  help  you  to  take  care  of  Buffy!" 

So  Mrs.  Speckle  promised  to  let  them  go.  The  next  morning 
every  chicken  was  awake  at  the  crack  of  day,  and  right  after  breakfast 
they  started  out — Mr.  Rooster,  Mrs.  Speckle  and  Bufify,  and  all  the 
other  baby  chickens.  Buffy  walked  close  to  his  mother  and  behaved 
beautifully  until  he  got  to  the  meadow  fence  and   squeezed   through. 


LITTLE    FOLKS'    LAND  '27i* 

Then  he  cauj^ht  a  gh'mpse  of  the  pond  of  sparkh'ng  water  and  bci:;an  to 
run  just  as  fast  as  he  could  go!  Mrs.  Speckle  calletl  him,  Air.  Rooster 
called  him  and  all  the  habj-  chickens  called  him,  but  still  he  wouldn't 
come  back!  Nobody  could  do  a  thing  with  him;  he  (nily  spread  out  his 
pretty  wings  and  ran  faster  and  faster,  and  when  he  got  to  the  cd'_'C  of 
the  pond,  why,  he  jumped  ri<^ht  over  into  the  very  deepest  part,  with  a 
great  big  splash!     My!  how  it  frightened  everybody. 

"Mother,  mother,"  cried  the  baby  chickens,  "do  come  quickh-  to 
Bufify!     He's  jumped  right  into  the  water;  he  will  get  ver}'  wet!" 

Poor  Mrs.  Speckle  did  not  know  what  to  do.  She  ran  up  and 
down  the  side  of  the  pond  scolding  and  cackling  and  calling,  "You, 
Buff)',  come  right  here  this  very  minute — jou  naughty,  naughty  Huffy! 
You  shall  never  come  walking  again — come  out  of  that  water,  sir!" 

But  Buffy  only  shook  his  yellow^  head,  and  splashed  the  water 
drops  high  w^ith  his  wings,  as  he  said,  "Oh,  mother,  don't  be  afraid,  I 
won't  get  hurt,  see?  It  is  so  nice  here  in  the  water;  I  just  wish  I  could 
live  in  the  water  all  the  time!  Watch  me  duck  my  head,  so — I'll  be  out 
in  a  minute.'' 

Well,  I  don't  know  what  Mrs.  Speckle  would  ha\e  done,  but  just 
at  that  very  moment  Joe-Boy,  away  up  in  the  barn-\ard,  called: 
"Chickie,  chickie,  chickie ;  come  to  your  dinner,  come  one  and  come  all; 
chickie,   chickie,   chickie!" 

Buffy  heard  him,  and  he  knew  that  meant  dinner!  Now,  BuflFy 
liked  to  eat — he  most  certainly  did — and  just  as  soon  as  he  heard  that 
call,  he  scrambled  out  of  the  water,  shaking  the  drops  from  his  wings 
and  tail,  and  away  he  started  on  a  run  for  the  house,  Mr.  Rooster,  Mrs. 
Speckle  and  all  the  other  chickens  close  behind.  They  were  glad 
enough  to  get  Buffy  back  to  the  barnyard  once  more,  and  Airs.  Speckle 
said  she'd  never  go  to  the  buttercup  meadow  any  more,  until  BufFy 
learned  to  behave  himself.  When  Mr.  Turkey-Gobbler  heard  about  it, 
he  gobbled  a  very  big  laugh,  and  he  said  to  Mrs.  Speckle,  ■'/  know  why 
Buffy  likes  the  water  so.  If  vou'll  come  over  here,  I'll  whisper  it  in 
your  ear." 

And  he  did.  Now,  what  do  you  suppose  Mr.  Turkey-Gobbler 
told  Mrs.  Speckle?  Gray-Mouse  knows,  because  Mrs.  Speckle  told 
him.     But  he  wouldn't  tell!     Oh,  no,  not  for  anything! 


M 


280  KINDERGARTEN   MAGAZINE. 

Buflfy's  Stepmother 

Fi'iday 

RS.  SPECKLE  was  not  the  only  hen  in  the  barn-yard  with  a 
family  of  chickens  to  look  after.  There  was  the  black  hen  that 
had  young  chickens,  and  the  white  hen  with  young  chickens, 
and  the  brown  hen  with  young  chickens,  so  you  see  there  was  quite  a 
crowd  of  them,  when  they  all  got  together,  and  Mr.  Rooster  was  kept 
busy  from  morning  till  night  helping  the  hens  care  for  the  babies.  That 
was  his  business,  you  know,  and  when  he  scratched  up  anything  very 
nice  to  eat  he  never  thought  of  taking  it  for  himself — that  wouldn't 
have  been  one  bit  polite.  You  would  hear  him  say  short  and  quick, 
■"Kut,  kut;  kut,  kut,  kut!" 

Then  all  the  mother  hens  came  running  up  with  their  chickens,  and 
such  a  busy  time  as  they  would  have  scratching  and  eating.  Besides 
helping  the  hens  scratch,  Mr.  Rooster  had  other  business,  too.  He 
always  crowed  just  at  sundown  to  tell  the  hens  it  was  time  to  put  their 
babies  to  bed,  and  again  he  crowed  in  the  middle  of  the  night  to  tell 
everybody  it  was  twelve  o'clock,  and  then  at  the  very  peep  of  day  he 
would  crow  again,  and  that  meant  it  was  time  for  chickens  and  people 
to  get  up.  But  the  time  he  did  the  most  cackling  was  when  any  of  the 
hens  laid  an  egg.  He  was  always  very  proud  of  that,  and  you  would 
hear  him  say,  "Kut,  kut,  kut,  kut,  kut,  laid  an  egg!  Kut,  kut,  kut,  kut, 
kut,  laid  an  egg." 

And  Betty  told  Joe-Boy  that  she  heard  him  say  time  and  time  again, 
''Lock  the  d-a-i-r-y  d-o-o-r!" 

So  you  see  he  was  quite  a  busy  fellow.  Mr.  Turkey-Gobbler  was 
quite  a  good  friend  of  his,  too,  and  though  he  couldn't  crow,  why,  he 
could  gobble  most  beautifully,  and  took  as  much  care  of  the  little 
speckled  turkeys  as  Mr.  Rooster  did  of  the  hens  and  chickens.  One  day 
they  got  to  talking  about  Buffy,  and  Mr.  Rooster  said,  "I  am  afraid 
Mrs.  Speckle  is  going  to  have  a  hard  time  with  Buffy.  Because,  just  as 
fish  love  water,  so  Buffy  loves  water,  and,  like  all  ducks,  he  will  want  to 
go  swimming  every  day.  I  don't  see  what  Mrs.  Speckle  is  going  to  do 
about  it." 

"Well,  I  know  a  very  fine  plan,"  said  Mr.  Turkey-Gobbler,  "if 
Mrs.  Speckle  is  willing  to  do  a  very  kind  thing." 

"What's  that?"  said  Mr.  Rooster;  "I'm  sure  everj'body  likes  to  do 
kind  things,  and  Mrs.  Speckle  does,  too." 


LITTLE    FOLKS'    LAND  281 

"It  is  this,"  said  Mr.  Turke\-Gobblcr.  "^'ou  know  Mrs.  Silver- 
Duck,  who  has  been  away  from  the  barn\ard  such  a  Ion;:  time?  Well, 
she  made  her  nest  in  the  tall  grass  b\'  the  pond  some  time  ago,  and  had 
it  almost  full  of  eggs — she  showed  them  to  me  just  before  she  went 
to  sitting.  I  counted  them  m>self,  and  there  were  ten.  and,  do  \ou 
know,  yesterday,  when  I  went  to  see  her,  someone  had  stolen  one  ot  those 
duck  eggs,  and  then  put  a  china  egg  in  that  nest  for  poor  Mrs.  Silver- 
Duck  to  sit  on!  And  you  know,  Mr.  Rooster,  neither  hens,  guineas, 
turkeys,  ducks,  nor  any  other  kind  of  bird  can  hatch  anything  from  a 
c-h-i-n-a  egg!  I  told  ]\Irs.  Silver-Duck  so.  but,  poor  thing!  she  only 
shook  her  head  and  said  'Quack,  quack,'  in  such  a  sorrowful  wa\-  that  I 
left  her  there — sitting  on  that  china  egg.  And  there,  she  says,  she  ex- 
pects to  sit  until  that  egg  changes  into  a  duckling!" 

"Cock-a-doodle-do !     Cock-a-doodle-do ! 
What  shall  we  do!     What  shall  we  do!" 

said  Mr.  Rooster. 

"Do?"  said  Mr.  Turkey-Gobbler,  "why,  can't  \ou  guess  the  plan? 
If  we  can  only  get  Mrs.  Speckle  to  give  Buff\'  to  her,  won't  that  be 
fine?" 

"Why,  to  be  sure,"  said  Mr.  Rooster,  "the  very  thing  to  do.  Cock- 
a-doodle-do!" 

And  he  flapped  his  strong  wings  up  and  down  many  times,  and  then 
he  and  Mr.  Turkey-Gobbler  went  oi^  to  find  Mrs.  Speckle  and  tell  her 
about  it.  And  what  do  you  think  Mrs.  Speckle  said?  First,  she  listened 
very  closely,  with  her  bright  black  eyes  fixed  on  Mr.  Rooster  and  then 
on  Mr.  Turkey  Gobbler,  and  she  thought  and  thought  and  thought. 
And  then,  she  said,  "It  is  a  mighty  hard  thing  you  have  asked  me  to  do  — 
give  away  one  of  my  children.  I  love  Buffy  very  much  and  should  not 
like  to  part  with  him,  but  then  I  have  twelve  children  and  Mrs.  Silver- 
Duck  has  none.  And  I  am  sure  Buffy  would  be  happier  with  her  than 
vuith  me — he  loves  the  water  so,  and  I  am  so  afraid  of  it!  I  am  always 
afraid  Buffy  will  get  wet  and  catch  cold,  though  the}'  tell  me  ducks 
never  do.  Anyway,  I  will  let  Buffy  do  as  he  chooses,  and  if  he  sa\  s  he 
would  rather  be  Mrs.  Silver-Duck's  child  than  to  live  with  me.  wh\ ,  I 
think  the  kindest  thing  I  can  do  is  to  let  him  go." 

Well,  she  told  Buffy  about  it  that  ver\-  night,  and  then  she  said, 
"Now,  w^hich  would  you  rather  do?  " 


282  KINDERGARTEN    MAGAZINE. 

And  dear  little  Buff}^  nestled  his  3'ellow  head  against  his  mother's 
and  said,  "You  know  I  love  you,  mother  dear,  but  I  should  much  rather 
live  down  by  the  pond  than  up  here  in  the  barnyard — it  is  such  fun  to  go 
in  swimming!" 

"Very  well,  then,"  said  Mrs.  Speckle,  "go  to  sleep  now  and  rest; 
tomorrow  I  w^ill  take  j-ou  down  to  Mrs.  Silver-Duck — I  am  sure  she 
will  love  you  and  treat  you  kindly." 

So  Buffy  cuddled  up  beneath  Mother  Speckle's  wings  for  the  last 
night  and  was  soon  fast  asleep,  dreaming  and  dreaming  about  water. 
The  next  morning  Mrs.  Speckle  waited  until  Mrs.  Silver-Duck  had 
left  her  nest  to  find  something  to  eat,  and  then  what  do  you  think  she 
did  ?  She  slipped  down  to  the  nest  in  the  grass  and  scratched  that  china 
egg  out  into  the  water,  and  then  she  put  Buffy  in  the  nest  and  told  him 
to  stay  there  until  his  new  mother  came  back,  and  she  went  away — 
up  to  the  barnyard  to  take  care  of  her  baby  chickens.  By  and  by  Mrs. 
Silver-Duck  came  back  to  her  nest  and  saw  the  china  egg  was  gone, 
and  she  saw  dear  little  yellow  fluffy  Buffy  cuddled  in  the  nest,  waiting 
for  her!  And,  don't  you  know,  she  was  glad!  Why,  she  was  so  happy 
she  couldn't  say  one  thing  but  "Quack,  quack,  quack."  And  she  and 
Buf¥y  went  in  swimming  that  very  afternoon,  and  they  went  in  swimming 
the  next  day  and  the  next  day  and  the  next  day,  too — they  went  in 
swimming  every  day,  even  when  it  rained,  and  they  lived  happily  ever 
afterward. 

Hippity-Hop 

Program    for    Eleventh    Week — Animal    Relationships. 

Monday 

Circle  talk,  songs  and  games-  Have  you  seen  toads?  Where  were  they? 
Do  you  know  why  they  go  into  the  garden?  What  do  they  eat? 
(Impress  the  fact  that  toads  eat  bugs  destructive  to  plants.)  Would 
you  like  one  to  live  in  your  garden  ? 

Gift:     Excursion  to  nearest  pond  to  get  eggs    of    toad    and    of    frog. 
Carry  home  plenty  of  pond  water  with  some  mud   and  weeds  to 
;      place  with  eggs  in  open  basin  or  jar  that  children  may  watch  de- 
velopment. 


LITTLE    FOLKS'    LAND  283 

The  Wonderful  Eggs 

Tuesday 

Circle  talk,  songs  and  games'      Compare  eggs  of  toad  and  frog. 
Song'      "Pollywog  and  Tadd\pole.  " 

Game-'      "Toady,  how  art  thou?"     "Frog  in  Middle  Pond?" 
Gift  Period'      Sand  modeling. — Toad  house  in  garden. 
Occupation:      Clay  modeling. — Eggs. 

Mrs.  Speckle 

Wednesday 

Circle  talk,  songs  and  games-  Joe-Boy  had  another  pet.  Instead  of 
having  four  feet,  she  had  two.  Instead  of  having  large  eyes,  she 
had  small.  Instead  of  having  a  large  mouth,  she  had  a  small  mouth. 
Instead  of  loving  the  water  as  a  place  to  lay  her  eggs,  she  was 
afraid  of  it. 

Play:     Poultry  in  farm  3ard. 

Gift:     Modeling. — Nest,   eggs,   chickens. 

Occupation :     Sewing. — Outline  chicken   coming  out  of  shell. 

Buffy 

Thursday 

Circle  talk,  songs  and  games:  Did  you  ever  see  a  baby  duck?  How 
was  it  different  from  a  chicken  ?  Do  you  know  why  the  feet  are 
different?     Do  you  know  why  the  bill  is  different? 

Play:     Dramatize  the  story. 

Song:     "See  them  there  in  the  pond  below, 

Good  mother  duck,  and  her  ducklings  four." 

Gift  Period:     Sand   table.      ^Meadowbrook   pond. 

Occupation  : — Folding. — Ducks. 

Buffy's  Stepmother 

Friday 

Circle  talk,  songs  and  games:  Show  china  egg.  "This  came  out  of  a 
hen's  nest."  Would  it  hatch?  Why  not?  Do  you  know  why  a 
china  egg  is  kept  in  the  hen's  nest? 

Play:     Dramatize  story. 

Gift  Period:     ^Modeling. — Duck's  Egg. 


284  KINDERGARTEN    MAGAZINE. 

Occupation :     Drawing,  or  excursion  to  some  pond  or  park  where  ducks 
can  be  seen.     Feed  ducks,  watch  their  manner  of  walking. 

Twelfth  Week,  Birds 

White  Wings 

Monday 

THERE  was  something  else  that  came  to  the  barnyard  to  get  some- 
thing to  eat  when  Joe-Boy  fed  the  hens  and  chickens.  They 
would  flutter,  flutter  around  his  head  and  about  his  feet,  saying 
softly,  "Coo,  coo,  coo,  coo,  give  us  some,  too;  coo,  coo,  coo."  Of  course, 
you  know  now  they  were  Joe-Boy's  pigeons.  Some  were  white,  some 
were  blue,  and  some  were  gray,  and  some  were  green,  and  some  were 
brown,  and  some  were  many  colors.  They  lived  in  the  pretty  pigeon 
house  Father  Gipsy  had  helped  Joe-Boy  build.  There  w^ere  pretty  lit- 
tle windows  and  pretty  little  doors  and  cosy  little  porches  that  went  all 
around  so  the  pigeons  could  sit  there  in  the  sunshine  and  tell  about  the 
many  things  they  saw  when  they  went  out  flying — they  could  fly  so  high 
and  so  far  away,  you  know\  Joe-Boy  had  often  wished  that  he  had 
strong  wings  like  theirs,  and  could  fly  away  with  them.  White-Wings 
was  the  prettiest  pigeon  of  all.  She  was  pure  white,  with  the  brightest 
eyes  and  the  pinkest  feet!  And  she  was  so  gentle  and  tame  that  she 
would  light  on  Joe-Boy's  shoulder  and  eat  from  his  hand,  while  he 
stroked  her  softly.  Rosy-Feet  was  White- Wings  mate — he  was  white, 
too,  and  they  lived  together  in  one  of  the  little  rooms  in  the  pigeon 
house.  One  day  while  they  were  out  flying  together  they  passed  over  the 
pond  in  the  buttercup  meadow,  and  White-Wings  peeped  down  and 
saw^  little  Buffy  swimming  on  the  pond  with  his  stepmother,  Mrs.  Silver- 
Duck. 

"See,  Rosy-Feet,"  she  said,  "I  did  not  know  Mrs.  Silver-Duck  had  a 
little  duckling.  He  looks  like  a  fluffy  yellow  lily,  floating  on  the  water. 
Don't  they  look  happy?" 

"Yes,"  said  Rosy-Feet,  "and  you  just  ought  to  see  Mrs.  Speckle's 
family,  too.  She  has  more  than  I  can  count — the  dearest  little  downy 
darlings— and  when  Mrs.  Speckle  sits  down  to  rest  they  peep  from  be- 
neath her  wings  and  scramble  over  her  back  as  cute  as  can  be.  Come, 
let  us  fly  to  the  barnyard  and  see  them;  it  is  almost  dinner  time  anyway, 
and  Joe-Boy  is  sure  to  have  something  nice  for  us  to  eat." 


LITTLE    FOLKS'    LAND  285 

So  away  flew  White-Wings  and  Ros_v-Feet  to  the  barnyard,  and 
just  as  soon  as  White- Wings  saw  Mrs.  Speckle's  babies,  why,  she  said 
she  wanted  some,  too,  and  that  very  day  she  and  Rosy-Feet  began  to 
gather  twigs  and  straw  to  make  a  nest  for  the  baby  pigeons,  flying  in  and 
out  of  the  little  round  doors,  and  working  so  haril  until  the  nest  was 
finished.  Then,  only  guess,  White-Wings  laid  four  white  eggs  in  the 
nest,  and  then  she  sat  on  them  for  days  and  days,  just  as  Mrs.  Speckle 
had  done — you  know  why.  Sometimes  she  would  get  tired  and  long  to 
fly  away  over  the  green  hills  and  tree  tops;  but  she  would  shake  her 
pretty  head  and  say: 

"No,  no,  no,  if  I  go  the  eggs  will  get  cold.  I  must  stay  and  keep 
them  warm,  so  that  the  baby  pigeons  will  wake  up." 

So  when  Rosy-Feet  peeped  in  many  times  a  day,  to  see  how  White- 
Wings  v^as  getting  on  and  to  tell  her  the  news,  he  always  found  her  on 
the  nest,  as  happy  as  happy  could  be.  By  and  by,  early  one  morning, 
White-Wings  felt  the  eggs  under  her  breast  moving — something  in- 
side,  trying  to  get  out.  White-Wings  knew  it  was  the  baby  pigeons 
waking  in  the  eggs,  and  she  rolled  one  of  the  eggs  out  from  her  soft 
feathers  and  pecked  and  pecked  very  gently  until  the  egg  shell  came 
open,  and  there  was  one  baby  pigeon.  And  then  she  rolled  another  egg 
out  and  pecked  and  pecked  very  gently  until  it  came  open,  and  there 
was  another  baby  pigeon.  And  then  she  rolled  another  egg  out  and 
pecked  and  pecked  very  gently  until  it  came  open,  and  there  was  another 
baby  pigeon.  And  then  she  rolled  the  last  egg  out  and  pecked  it  open 
yen,'  gently,  too,  and  there  was  another  baby  pigeon — four  baby  pigeons 
for  Rosy-Feet  and  dear  little  White-Wings.  Aren't  you  glad  ?  White- 
Wings  tucked  them  all  under  her  wings  and  said,  ''Coo,  coo,  coo,"  so 
softly,  and  do  you  know  it  wasn't  any  time  before  those  baby  pigeons 
were  trying  to  say,  "Coo,  coo,  coo,"  too?  When  White-Wings  showed 
them  to  Rosy-Feet  he  felt  vtxy  proud  and  glad,  and  he  said  : 

"Noiv  I  am  papa  pigeon,  and  you  are  mother  pigeon,  and  we  shall 
both  work  hard  for  our  babies.  They  do  not  look  like  Mrs.  Speckle's 
children,  do  they?" 

You  see,  they  didn't  have  any  clothes  on  yet,  but  White-Wings 
said  she  was  sure  when  their  feathers  grew  they  would  be  white  like 
theirs,  and  they  already  had  pink  bills  and  rosy  feet,  and  she  thought 
they  were  the/nost  beautiful  babies  in  all  the  world !  And  then  Rosy- 
Feet  looked  at  them  aizain  and  he  said,  "I  believe  they  are." 


286  KINDERGARTEN    MAGAZINE. 

The  Little  Pigeons  Four 

Tuesday 

WHEN  the  baby  pigeons  got  their  white  dresses  on  and  were 
large  enough  to  walk  a  little,  White-Wings  let  them  each 
come  to  the  little  round  door  and  peep  out.  They  liked  to 
peep  into  the  barnyard  below  and  see  the  hens  and  chickens  walking 
about.  They  saw  Mrs.  Speckle  and  her  babies,  and  they  saw  Mr. 
Rooster,  and  they  saw  Mr.  Turkey-Gobbler,  and  they  saw  Charlotte 
Anne  and  Joe-Boy,  too.  Then  they  looked  up  high  at  the  blue,  blue  sky, 
and  the  sunbeams  dancing  on  the  trees,  and  they  longed  to  fly  away. 

"Wait  a  little  longer,"  said  Rosy-feet  and  White-Wings,  "until 
your  wings  are  stronger.  Then  we  will  teach  you  how  to  fly,  and  you 
may  go  with  us  to  the  buttercup  meadow  and  see  little  Buffy  swimming 
on  the  pond." 

And  those  baby  pigeons  wanted  to  go  so  very  much,  they  could 
hardly  wait  long  enough  lOr  their  wings  to  grow  strong.  But  by  and 
by  White- Wings  and  Ros_v-Feet  said  they  believed  they  were  all  strong 
enough  to  fly,  and  the  little  pigeons  four,  hopped  out  on  the  little  porch, 
ready  to  take  theiv  first  flying  lesson.  And  theii  when  the  time  came  to 
start,  why,  they  were  afraid  to  go ! 

"Well,  did  you  ever!"  said  White-Wings, — "such  baby  pigeons! 
Why,  it  is  easy  to  fly.  Just  work  your  wings  so:  up  and  down,  up  and 
down,  up  and  down — now  give  a  little  jump  from  the  porch,  and  off 
you  go!" 

But  though  the  little  pigeons  four  worked  their  wings  up  and  down 
all  right,  they  were  afraid  to  jump,  yovl  see. 

"Oh,  I'll  fall!"  said  baby  pigeon  one. 

"Oh,  oh,  I'll  fall!"  said  baby  pigeon  two. 

"Oh,  oh,  oh,  I'll  fall,"  said  baby  pigeon  three. 

"Oh,  oh,  oh,  oh,  I'll  fall!"  said  baby  pigeon  four. 

And  then  Rosy-Feet  would  laugh  and  say,  "Oh,  oh,  oh,  oh,  you 
silly  little  things!  If  j'ou  won't  try  you'll  never  learn — I  can  not  carry 
you  on  my  back,  and  how  will  you  ever  see  Buffy  and  the  pond  and  the 
buttercup  meadow.     Now,  t-r-y!" 

"I'll  try,"  said  baby  pigeon  one. 

"I'll  try,  I'll  try,"  said  baby  pigeon  two. 

"I'll  try,  I'll  try,  I'll  try."  said  baby  pigeon  three. 


LITTLE    FOLKS'    LAND  287 

"I'll  tn-,  ril  try,  ril  tr\,  I'll  try,''  said  baby  pigeon  four. 

"You   little   darlings!"   said    White-Wings,    "follow   me." 

And  then  she  jumped  from  the  pigeon  house  porch,  and  babv  pigetjn 
one  jumped,  and  bah\-  pigeon  two  jumped,  and  baby  pigeon  three 
jumped,  and  baby  pigeon  four  said,  "oh,  oh,  oh,  oh,  I  am  afraid  to  jump!" 

And  then  Rosy-Feet  just  gave  him  a  quick  little  push,  and  ort 
went  little  pigeon  four,  and  he  could  fi}'  as  well  as  an^'body!  So  off 
they  all  flew  in  a  row,  cooing  and  cooing. 

"Oh,  I  can  tly!"  said  bab\-  pigeon  one. 

"Oh,  oh,  I  can  fly!"  said  bab}-  pigeon  two. 

"Oh,  oh,  oh,  I  can  fly!"  said  baby  pigeon  three. 

"Oh,  oh,  oh,  oh,  I  can  fly!"  said  baby  pigeon  four. 

And  they  were  so  \'ery  happy. 

The}'  flew  straight  to  the  buttercup  meadow,  and  stopped  by  the 
pond  for  a  rest,  and  they  saw  some  pretty  grass  and  some  white  rocks 
and  some  flowers  and — yes,  they  saw  Buffy  swimming  on  the  water. 
And  they  saw  Joe-Boy  and  Charlotte  Anne  making  a  daisy  chain,  and 
Joe-Boy  and  Charlotte  Anne  saw  them,  too.  And  then  they  flew  back 
home,  and  cuddled  up  in  their  nest  and  talked  about  all  the  wonderful 
things  they  had  seen  that  day.  And  when  they  went  to  sleep  they 
dreamed  about  them,  too,  singing  softly,  coo,  coo,  coo,  coo. 

The  Carrier  Pigeon 

Wednesday 

THE  next  day  it  rained,  and  rain  so  hard  the  baby  pigeons  could 
not  go  out  to  fly,  so  they  stayed  in  the  nest  and  only  peeped  out 
of  the  little  round  door.  It  was  raining  at  Charlotte  Anne's 
house,  too,  and  she  couldn't  go  out  to  play,  and  it  was  raining  at  Joe- 
Boy's  house,  too,  and  he  couldn't  go  out  to.pla}".  so  he  stood  at  the  play- 
room window  and  peeped  at  White-Wings  and  Rosy-Feet  and  the  little 
pigeons  four,  who  peeped  back  at  him  from  their  little  round  door, 
saying : 

"Coo,  coo,  coo,  it  is  raining  at  our  house  today;  coo,  coo. 
Is  it  raining  at  your  house,  too?  " 

Then  White-Wings  called  them  in,  because  the\-  mi^ht  catch  a 
cold,  you  know,  if  they  peeped  out  in  the  rain  too  much.  It  was  just 
then  that  Mother  Gipsy  came  to  the  window  and  heard  White- Wings 


288  KINDERGARTEN    MAGAZINE. 

cooing  to  her  babies.  So  she  said,  "I  believe  White-Wings  is  telling 
the  baby  pigeons  a  story  now;  shall  I  tell  you  one?" 

Of  course  you  already  know  what  Joe-Boy  said,  and  then  Mother 
Gipsy  sat  in  the  broad  window  seat  and  began : 

"Once  upon  a  time  there  was  a  little  girl  named  Cleo,  and  she 
had  a  beautiful  pet  pigeon  called  a  carrier  pigeon,  because  it  could  fly 
such  a  long,  long  ways,  miles  and  miles,  even  across  the  great  ocean,  and 
he  would  carry  a  letter  with  him  if  you  fastened  it  beneath  his  wings. 
Cleo  called  him  Fairy,  and  she  loved  him  very  much.  Fairy  would 
light  on  her  shoulder  and  eat  from  her  hand,  just  as  White-Wings  eats 
from  your  hand.  Cleo's  father  was  the  captain  of  a  great  ship,  and 
very  often  he  would  have  to  go  away  and  leave  her,  and  then  of  course 
she  missed  him  very  much. 

"One  day  as  her  father  was  starting  away  to  cross  the  big  waters, 
Cleo  went  to  the  ship  to  see  him  off.  And  she  said,  TU  tell  you  what, 
father  dear,  take  Fairy  with  you  this  time,  and  when  you  get  far  away 
on  the  ocean  waters,  write  me  a  long  letter,  and  tie  it  under  Fairy's 
wing,  and  send  him  back  to  me  with  your  love.' 

"Then  the  sea  captain  laughed  merrily  and  he  said,  'AH  right,  my 
dear,  I  will  do  just  as  you  say,  and  when  I  am  far  out  on  the  waters^ 
I  will  write  you  the  letter,  and  send  Fairy  back  to  you  with  my  love.' 

"Then  he  sailed  away  on  the  great  ship,  taking  the  pretty  pigeon 
with  him.  But  when  he  had  sailed  far  out  on  the  waters,  a  great  storm 
came  up  and  the  wind  blew  so  hard  that  it  washed  the  waves  high  over 
the  sides  of  the  ship,  until  at  last  the  ship  was  broken  and  could  not  sail 
any  more. 

"  'What  shall  we  do?'  asked  the  people  on  the  ship.  'We  can  not 
swim  back  to  land,  and  if  we  went  in  the  boats  we  would  get  lost,  be- 
cause we  do  not  know  the  way.  And  then  the  captain  thought  about 
the  carrier  pigeon,  and  he  said,  'Don't  be  afraid,  there  is  a  carrier 
pigeon  on  the  ship  that  belongs  to  my  little  daughter.  We  will  write  a 
letter,  telling  about  our  trouble,  and  tie  it  under  the  pigeon's  wing,  and 
turn  him  loose — he  will  fly  straight  home  to  Cleo,  and  she  will  read 
the  letter  and  send  somebody  quickly  to  help  us.' 

"So,  that  is  what  they  did,  and  when  the  captain  had  written  the 
letter  he  went  up  on  the  deck  of  the  ship  with  Fairy  perched  on  his 
finger,  and  when  he  held  him  high,  guess  what  he  did?  Yes,  he 
stretched  wide  his  strong  wings,  and  flew  quickly  across  the  waters  to 
find  Cleo — the  one  he  loved  best. 


LITTLE    FOLKS'    LAND  28^ 

"The  next  morninji,  early,  Cleo  heard  something  pecking  at  her 
window  blinds,  and  when  she  raised  the  window.  Fairy  tlew  in  and 
lit  on  her  shoulder  and  pecked  her  gently  on  her  lips — that  is  the  way 
he  always  kissed  her,  you  know.  "JTien  Cleo  found  the  letter,  which  he 
had  brought  safely  across  the  water,  anil  she  loved  Fairv  more  than 
ever  then,  because  he  had  saved  the  li\es  of  the  people  on  the  ship,  and 
her  dear  father's,  too,  by  bringing  her  the  letter.  Quickly  she  told  the 
people  in  the  \illage  about  the  broken  ship,  and  many  of  them  hurried 
away  in  a  strong,  new  ship  to  help  them,  and  bring  them  back  to  land. 
And  you  may  guess  how  much  those  people  loved  Fairy.  e\'cr  after  that 
— stroking  and  petting  him  over  and  over  again.  And  that  is  the  end 
of  my  story."' 

"'Tell  it  again,  mother,"  said  Joe-Boy. 

The  Return  of  the  Bluebirds 

Thursday 

SPRING  time  was  coming  in  the  buttercup  meadow;  you  could 
smell  it  in  the  air.  The  breezes  whispered  softly,  "It's  coming": 
the  sunbeams  sang,  "It's  coming";  the  water  in  the  meadow 
brook  rippled.  "It's  coming';  and  everything  seemed  glad! 

"If  the  spring  time  is  coming,"  said  dear  old  Mother  Nature,  "I 
must  get  ready  for  the  birds.  They  \\"ill  soon  be  here  to  spend  the 
summer,  and  everything  must  be  fresh  and  clean.  I  must  sweep  and 
dust  and  scour  and  waken  the  sleeping  flowers,  or  the  birds  will  miss 
them  when  they  come.  I  must  waken  the  trees  in  the  orchartl,  and 
tell  them  to  shake  out  their  blossoms — the  plum  and  cherr\-  and  peach 
and  apple — and  the  tall  trees  in  the  woods  beyond,  for  the  pine  and 
the  maple  and  the  oak  and  the  hickory  and  the  chestnut  and  the  poplar, 
all  will  be  needed  to  make  the  birds  happ\.  Who'll  help  me  do  my 
spring  cleaning?"  said   happ\"  !\Iother   Nature. 

"I'll  help,"  said  the  wind,  "I'll  be  your  broom,  and  sweep  the 
whole  earth  clean!     I'd  like  to  see  the  birds  back  again." 

"I'll  help,"  said  the  cloud,  "I'll  send  my  raindrops  down  and  scour 
the  old  earth  clean,  and  111  water  the  sleeping  seed  babies  and  start 
them  on  their  way — they'll  make  the  birds  glad,  I'm  sure." 

"ril  help,"  said  the  great,  warm  sun,  "I'll  send  the  fair\'  sunbeams 
down  to  drv  and  warm  the  earth,  and  care  for  the  wakine  seed  babies." 


290  KINDERGARTEN   MAGAZINE. 

Then  Mother  Nature  smiled  as  she  said,  "I  need  you  everyone — 
the  wind  to  sweep,  the  rain  to  scour,  and  the  sun  to  dry  and  warm,  for 
the  old  earth  must  be  warm  and  beautiful  when  the  birds  come  back 
again," 

And  then  she  began  her  spring  cleaning.  How  she  did  sweep! 
The  wind  made  a  verA^  fine  broom,  indeed,  and  for  days  and  days  he 
blew,  until  leaves  and  paper  and  trash  went  whirling  away  through  the 
air,  and  at  last  the  earth  was  swept  as  clean  as  the  wind  could  sweep  it. 

"That  will  do,"  said  Mother  Nature,  "and  I  thank  you  very  much. 
Now,  I  must  do  my  scouring  and  wash  the  winter's  dust  and  dirt  away. 
Hurr>^,  clouds,  and  send  the  raindrops  down." 

So  the  clouds  did,  and  for  da}"S  and  days  it  rained,  washing  the 
trees  and  fences  and  houses,  and  soaking  down,  down,  down,  to  freshen 
and  waken  the  little  seed  babies.  Then  Mother  Nature  thanked  the 
busy  raindrops  and  sent  them  back  to  the  clouds,  while  troops  of  sunbeam 
fairies  tripped  to  the  dripping  earth  and  warmed  and  dried  everything — 
slipping  down  to  the  drowsy  grasses  and  flowers  that  the  raindrops  had 
started  on  their  way,  and  warmed  their  beds  and  whispered,  "Hurry, 
the  birds  are  coming  back  again!" 

Then  the  seeds  of  flowers  and  grasses  rubbed  their  sleepy  eyes  and 
stretched  their  tiny  hands  up,  up,  up,  to  greet  the  birds  they  loved  so 
well.  A  velvety  carpet  of  richest  green  soon  covered  all  the  earth,  and 
pansies  and  violets  and  snowdrops  and  buttercups  lifted  their  dainty 
heads,  while  the  trees  in  orchards  and  woods  rustled  new  leaves  in  glad- 
ness— they  knew  the  birds  would  need  thetn  to  hide  away  the  snug  bird 
homes,  where  their  pretty  eggs  lays  and  the  wee  birdlings  grew  strong — 
yes,  yes,  the  trees  longed  for  the  birds  to  come  back  again,  to  flit  and  sing 
among  their  branches,  or  waltz  on  the  carpet  of  grass  below. 

And  so  at  last  all  things  were  ready,  and  Mother  Nature's  great 
heart  throbbed  with  joy.  "Which  one  of  my  birds  will  be  the  first  to 
come,  I  wonder.  Will  it  be  the  bluebird  ? — brave  little  fellow.  Will 
it  be  the  robin,  with  his  orange-red  breast,  or  the  thrush,  dressed  in 
brown  ?  Will  it  be  the  woodpecker  with  his  gay  red  cap,  the  oriole  with 
his  yellow  throat,  the  happy,  happy  sparrows,  the  bluejay,  the  bobwhite, 
the  mocking-bird,  the  swallows,  or  little  Jenny  Wren — I  love  them 
all!" 

And  then  she  stopped  to  listen,  for  at  that  very  moment  the  love- 
liest, ga^^est  little  song  floated  down  from  a  tree,  right  in  the  buttercup 


LITTLE    FOLKS'    LAND  291 

meadow!  You  couldn't  guess  who  it  was,  so  I'll  tell  you.  Two  blue- 
birds had  just  gotten  back  from  the  far  away  South.  They  fluttered 
and  flitted  from  tree  to  tree,  chattering  as  they  went. 

"See,  how  beautiful  everything  is,"  they  said,  "let  us  sing  our 
'thank  j^ou'  song."  And  holding  their  pretty  heads  up  to  the  sky  they 
caroled :  "I  love  you,  I  love  you — sun,  trees,  leaves,  flowers,  grasses, 
watertall,  all!     I  love  \ou,  I  love  you!" 

Mother  Nature  heard,  and  she  throbbed  with  joy. 

"Come,"  said  the  bluebirds,  "let  us  fly  to  Joe-Boy's  house,  and 
see  how  he  is  getting  on.  We  haven't  seen  him  for  a  long,  long  time — 
and  won't  he  be  glad  to  see  us  once  more!'' 

So  they  raced  to  the  house,  and  peeped  in  at  the  dining-room  win- 
dow and  saw  Joe-Boy  eating  his  dinner,  and  Joe-Boy  heard  them  sing: 

"Howdy  do!  howdy  do! 
Glad  to  see  you  I 
Howdy  do!"  • 

And  then,  even  before  he  could  scatter  the  crumbs  on  tlic  window 
sill,  they  were  gone — flitting  across  the  street  to  see  Charlotte  Anne. 
She  loved  them,  too,  and  they  found  her  feeding  her  rabbits,  and  gayly 

sang:  ii^xr  I  I 

We  see  you  I  we  see  you! 

Howdy  do,  howdy  do!" 

Then  they  hopped  over  and  took  dinner  with  the  rabbits,  and 
Charlotte  Anne  was  so  glad.  She  ran  in  the  house  to  tell  her  mother 
that  the  bluebirds  were  back  again,  and  then  she  skipped  across  the 
street  to  tell  Joe-Boy.  And  there  was  Joe-Boy  just  skipping  across  the 
street  to  tell  her!     And  they  said  at  the  ven,'  same  time: 

"The  bluebirds  are  back  again!     I've  seen  them!" 

The  Birds'  Store 

Friday 

AFTER  the  bluebirds  came,  it  was  not  many  weeks  before  all  the 
birds  were  back  again,  and  almost  every  day  Charlotte  Anne 
and  Joe-Boy  would  see  a  new  one  flitting  through  the  orchard 
or  buttercup  meadow.  The\  were  hard  at  work  building  their  nests, 
and  one  day  Charlotte  Anne  said,  "I  guess  it  is  time  for  us  to  open  our 
store  for  the  birds." 


292  KINDERGARTEN    MAGAZINE. 

"Did  you  know  that  those  two  children  kept  a  store  just  for  the 
birds?  Well,  they  did,  every  year,  and  it  was  a  dry  goods  store  and  a 
grocery  store  mixed  up  together,  and  they  kept  it  right  on  the  top  of 
the  meadow  fence.  First,  they  sprinkled  a  few  seeds  on  the  fence — that 
was  for  the  birds  to  eat — and  then  they  put  ever  so  many  things  near 
by  that  birds  like  to  build  nests  with:  short  strings,  rags,  paper,  straw, 
grass,  roots,  twigs,  hay,  wool,  mud,  bark,  and  even  some  of  Prince 
Charming's  tail  hairs  that  he  did  not  need,  and  some  of  Mrs.  Speckle's 
feathers,  and  a  piece  of  Charlotte  Anne's  red  hair  ribbon.  After  the 
store  was  all  ready,  Charlotte  Anne  and  Joe-Boy  would  run  away  and 
hide  in  the  deep  grass,  where  they  could  watch  the  birds  who  came  to 
the  store,  and  see  what  they  each  bought.  They  would  always  take  a 
taste  of  the  seeds  first,  and  then  such  another  twitter,  twitter,  twitter, 
as  they  held  their  heads  first  on  one  side  and  then  on  the  other — to  see 
what  they  wished  to  buy,  to  build  with.     It  sounded  as  if  they  said: 

"Pay  you  later,  pay  j^ou  later, 
•  With  a  pretty  long  song ! 

Wait!  wait!  wait! 

It  won't  be  very  long!" 

When  the  robins  came  to  the  store,  they  always  chose  a  mud  cake, 
and  some  of  the  tiny  twigs.  They  used  the  mud  to  stick  the  twigs  to- 
gether with,  when  the  nest  was  made.  The  little  brown  sparrows  chose 
hay  and  some  of  the  horse-hair  to  weave  into  the  bottom  of  their  nest, 
so  that  it  would  be  very  soft  for  the  baby  birds.  The  orioles  liked  bright 
colored  things,  and  took  Charlotte  Anne's  hair-ribbon.  The  barn  swal- 
low took  mud,  and  straw,  and  some  of  Mrs.  Speckle's  feathers.  The 
chimney-swallows  chose  twigs,  which  they  pasted  together  with  glue  from 
their  own  mouths,  and  nearly  anything  suited  little  Jenny  Wren — she 
wasn't  hard  to  please.  So  all  of  the  birds  carried  away  something  from 
the  store,  and  each  one  worked  very  hard  to  make  the  best  nest  that  it 
could,  so  the  baby  birds  would  have  a  cozy  place  in  which  to  stay,  when 
they  came.  They  liked  to  build  in  the  old  orchard  at  Charlotte  Anne's 
house,  or  in  the  buttercup  meadow  at  Joe-Boy's  house.  Billy  Sanders 
had  a  meadow  at  his  house,  too.  But  the  birds  were  afraid  to  build 
there,  because  Billy  Sanders  had  a  sling-shot  and  a  shot-gun,  and  Billy 
Sanders  thought  birds  were  just  made  to  shoot  at.  It  would  frighten 
them  so — just  to  see  Billy  Sanders  cross  the  road,  and  they  would  whis- 
per one  to  the  other: 


LITTLE    FOLKS'    LAND  293 

"Hush!    hush!    (3h,    keep   still; 

Billy  Sanders  is  coming  over  the  hill. 

Spread  out  your  wings,  hide  the  eggs,  so, — 

Don't  let  even  a  speck  of  thein  show ! 

Hush  I  hush  !  keep  verj'  still, 

Billy  Sanders  is  coming  over  the  hill." 

And  then  when  Billy  was  passed,  and  was  quite  out  of  sight — such 
a  glau,  glad  song,  every  bird  would  sing: 

"He  has  gone — 

Billy  Sanders  has  gone  away! 

Cheer  up  !  cheer  up  ! 

Be  happy  and  gay!" 

Don't  you  believe  Billy  Sanders  would  have  felt  most  dreadful — 
if  he  knew  how  ^lad  those  birds  were  to  see  him  go  away? 

White  Wings 

Program  for  Twelfth  Week,  Birds 

Monday 

Circle  talk,  songs  and  games — Have  you  pigeons  at  home?  Where  do 
they  live?  What  have  you  seen  them  do?  Do  you  know  if  they 
build  nests  in  the  house?  Did  you  ever  hear  them  talk  together? 
How  do  they  sound  ? 

Play — Pigeon-house. 

Gift — Fifth.     Pigeon-house. 

Occupation — Folding  or  constructive  work  of  wood  or  cardboard. 
Pigeon-house. 

The  Little  Pigeons  Four 

Tuesday 

Circle  talk,  songs  and  games — Did  you  ever  see  a  bab}-  bird  learning  to 

fly?     Do  you  think  they  are  afraid  at  first? 
Play — Pigeon-house.     Babies  learning  to  fly. 

Gift — Second  Gift  Beads  (cylinder  and  balls)  counting  1,  2.  3,  4. 
Occupation — Free  cutting.     Eggs  or  baby  pigeons. 


294  KINDERGARTEN    MAGAZINE. 

The  Carrier  Pigeon 

Wednesday 

Circle  talk,  songs  and  games — If  a  pigeon  were  taken  away  from  home- 
do  you  think  he  could  find  his  way  home?  Could  you  do  it  if  you 
were  taken  a  long,  long  way  from  home? 

Play — "Little  birds,  you  are  welcome." 

Gift — Fifth.     Ship,  or  constructive  work.     Build  ship.  .:..,  ,. 

Occupation — Fold  envelope.     Write  letter. 

The  Return  of  the  Bluebirds 

Thursday 

'Circle  talk,  songs  and  games — Where  have  the  bluebirds  and  robins  been 
all  winter?  Have  you  seen  one  yet,  this  spring?  (Show  picture  of 
bluebird.)      Relate  story. 

Play — "All  the  birds  are  coming  back."     "Bird  Tag." 

Music — "Spring  Song" — Mendelssohn. 

Gift — Fourth.  Boxes  for  bluebirds.  (If  possible,  let  this  be  followed 
by  the  construction  of  a  real  box  to  be  fastened  on  post  or  tree  in 
kindergarten  yard.) 

Occupation — Water  colors.  Spring  picture,  broad  effect  of  earth  and 
sky.  Continue  this  work  for  a  short  period  each  day,  adding  little 
by  little  the  details  needed  in  a  simple  spring  picture. 

The  Bird's  Store 

Friday 

Circle  talk,  songs  and  games — What  do  the  birds  build  nests  of?  Do 
they  all  build  alike,  and  with  the  same  kind  of  material?  How  do 
they  make  their  nests  hold  together?  How  do  they  fasten  them 
in  place? 

Game — -"Birds  in  the  Greenwood."  "I'm  a  Robin."  (Birds  imper- 
sonated.) 

Gift — Sixth  gift.     Fence  where  the  bird  store  was. 

Occupation — Weaving.      (Illustrating  principle  used  in  nest  weaving.) 


A  LAST  YEAR'S  PROGRAxM. 

LUELLA   A.    PALMER. 

NOMINALLY  the  New  Year  began  in  January,  but  for  half 
of  the  children  the  reall}-  new  beginning  was  to  come  in  Febru- 
ary, when  they  were  to  be  promoted  to  the  primary  grades. 
That  they  might  be  prepared  for  the  change,  special  emphasis  was  laid 
upon  those  phases  of  kindergarten  work  that  are  carried  over  into  the 
grades.  Each  of  this  older  group  retold  at  least  one  story,  sang  a  song 
alone  without  accompaniment,  counted  to  thirty,  by  twos  to  ten,  added 
and  subtracted  concretely  as  far  as  six. 

In  the  gift  work,  problems  were  presented  to  the  children  to  be 
worked  out;  for  instance,  a  certain  unit  was  given  as  two  cubes  stand 
ing  between  two  lying  bricks  and  they  tried  to  make  many  different 
houses  without  altering  the  unit.  The  gifts  were  also  used  to  represent 
houses  and  temples  seen  in  pictures.  In  giving  the  reasons  for  selecting 
the  gift  chosen,  the  form  of  each  part  was  brought  out  in  relation  to 
its  use. 

Our  Christmas  tree  or  some  part  of  it  suggested  an  occupation 
nearly  every  day.  After  it  was  chopped  from  its  standard,  its  branches 
were  sawed  ofi"  by  strenuous  efforts.  A  iew  of  these  decorated  the 
walls;  one  very  straight  branch  was  used  as  a  flag  pole;  the  logs  were 
drawn  down  to  an  imaginary  river,  dumped  in  and  floated  to  the 
sawmill;  some  twigs  represented  trees  or  made  log  huts  in  the  sandbox; 
others  were  used  as  legs  for  tables  and  chairs;  small  bits  were  laid  in  the 
toy  stove  ready  for  lighting;  needles*  made  scented  dolls'  pillows. 
Finally  the  trunk  and  remaining  twigs  were  put  away,  one  to  serve  later 
as  a  Maypole,  the  others  as  pin-wheel  sticks. 

January  Program 

Teacher's  Thought. — Broadening  of  children's  lives  by: 

1.  Consideration  of  tradesmen  and  finished  work. 

2.  Making  of  communal  toys  and  playing  of  games  where  each 

child  takes  a  definite  part. 

3.  Realization   of   co-operation   as   the   principle   underlying   social 

relations. 


296  KINDERGARTEN    MAGAZINE. 

First  Week. 
Topic— Woodchopper.   • 

Picture — Forest  in  winter. 

Story — Honest  Woodman.      (Boston  Collection.) 
Rhyme — Jack  Be  Nimble. 
Game — See  trees  all  in  row.     (iVIother  Play.) 
Rhythm — Rocking  Horse.     (Music  for  Child  World,  Vol.  I.) 
Monday. 

New  Year's  Day. 
Tuesday. 

Circle — New  Year's  greetings.      Holiday   experiences.      Christmas 

gifts. 
Gift- — 1.     Sixth  suggestion,  any  holiday  experience. 

2.  One-third  of  sixth,  suggestion. 

3.  Fourth,  suggestion. 
Occupation — Drawing — Any  Christmas  gift. 
Occupation — Cut  folded  circle  for  surprise  design. 

Wednesday. 

Circle — Journey  of  Christmas  tree.     Re-tell  all  its  experiences. 

Part  of  each  circle  during  the  week  was  devoted  to  play  with 
the  toys  that  were  brought  to   kindergarten.     On  Thursday  the 
boys  brought  drums,  caps,  etc.,   to  play  soldiers.     On  Friday  the 
girls  brought  dolls,  and  housekeeping  games  were  played. 
Gift — 1.   Sixth,  problem. 

2.  One-third  of  sixth,  suggestion,  illustrate  journey. 

3.  Fourth,  suggestion. 
Occupation— Y)r?iwmg,  Christmas  tree  twig. 

Occupation — 1    and  2.     Painting  tree.      3.     Stringing  straws  and 

squares. 
Thursday. 

Circle — Woodchopper,  his  life  and  work.     Simple  scene  arranged 

in  sand.* 
Gift — Sand,  twigs  for  trees. 
Occupation — Drawing  woodchopper. 
Occupation — Cutting  folded   squares  and   pasting  design. 


'Children  also  chopped  down  the   Christmas   tree. 


A  LAST  YEAR'S  PROGRAM.  297 

Friday. 

Circle — What  trees  are  used  for.     Articles  made  of  wood.     Chil- 
dren began  sawing  the  branches  from  the  tree. 
Gift — 1.   Sixth,    problems.      2.   Third    and    fourth,    problems.      3. 

Third,  problems. 
Occupation — Drawing,  axe. 

Occupation — Tissue   paper   folded    and    hllcd   with    balsam   needles 
for  doll3''s  pillow. 

Second  Week 
Topic — Carpenter. 

Song — Cradle  Song.      (Song  Stories.) 

Story — Who  Built  the  Babv's  House? 

Game — Journey    of    logs.      Carpenter.      Went    to    \isit    carpenter. 

(Tune:    Miss  Jennie-o- Jones. ) 
Rhythm — Marching  in  twos. 
Monday. 

Circle — Journe\-  of  logs.     Sawmill. 

Gift — 1.  Fifth,  free.     2.  Two-thirds  of  6,  free.     3.   Fourth,  free. 
Occupation — Cutting  buzz-saw  from  circle. 
Occupation — 1    and  2.   Painting,   orange.      3.   Folding  strips. 
Tuesday. 

Circle — Tools  needed   to  make   furniture   in   room.      Use  of  saw, 

hammer,  screwdriver. 
Gift — 1.   Fifth.     Imitation  of  house  made  by  child  and  also  dictated 
b}'  him. 

2.  Third  and  fourth.     Imitation  of  house  made  by  child. 

3.  Fourth.     Imitation. 
Occupation — Drawing,  saw. 
Occupation — Folding  chair. 

Wednesday. 

Circle — All    carpenter's   tools.   Their   use   and    material   of    which 
made.     Why? 

Children   began   to  make   furniture  for  the  doll  house,  using 
branches  or  tw^igs   from   the   Christmas   tree  wherever   possible. 
The  first  work  was  done  during  the  circle;  later  the  older  chil- 
dren spent  the  free  play  period  before  nine  in  making  the  articles. 
Gift — -Tablets,   form   emphasized   by   telling   how   carpenter    made 
each  one. 


298  KINDERGARTEN    MAGAZINE. 

1.  Triangles,  designing. 

2.  Squares  and  circles,  designing. 

3.  Circles,  designing. 
Occupation — Pasting  design. 
Occupation — Cutting  carpenter's  tools. 

Thursday. 

Circle — Farmer's  house.     How  built. 

Gift — 1.  Fifth,  suggestion,  farmer's  house  and  barn. 

2.  One-third  of  fifth,  suggestion. 

3.  Third   (with  four  half  cubes),  suggestion. 

Gijt — Splints  for  simple  number  work.     Picture  of  beauty  forms 

made  and  drawn  on  blackboard. 
Occupation — Folding  house. 

This  house  was  folded  from  a  large  sheet  of  brown  manila 
paper.  In  former  years  the  children  had  brought  boxes  to  fit  up 
as  houses,  but  some  were  so  large  as  to  be  cumbersome,  others  so 
small  that  they  would  not  hold  all  the  furniture.  The  uniform 
size  was  satisfactory  and  the  stiff  paper  very  durable. 
Friday. 

Circle — Materials  used  in   building  city  houses.     Where  it  came 

from  and  workmen  who  used  it. 
Gift — 1.  Sixth,  problem,  build  house  certain  height. 

2.  Third  and  fourth,  problem. 

3.  Third,  problem. 

Occupation- — Drawing,    city   street.      (Emphasis   on   proportion   of 

houses,  men,  etc.) 
Occupation — Painting,  the  folded  house. 

Third  Week 
Topic — Home. 

Picture — First  Lesson.      (Defregger. ) 

Song — A  morning  Thanksgiving.      (Holiday  Songs.) 

Story — How  the  home  was  built.     (Mother  Stories.) 

Game — -Went  to  visit  mother.      (Represent  activities  in  different 

rooms.     Tune:   Miss  Jennie-o- Jones.) 
Sense  game — Calling  child's  name. 
Rhythm — Marching,  quickly  or  slowly,  as  piano  plays. 


A  LAST  YEAR'S  PROGRAM.  299 

Monday. 

Circle — Details  of  ways  of  making  furniture,  etc.     Workmen  and 

tools. 
Gift — 1.  Choice    of   fifth    or   sixth    to    represent    house    shown    in 
picture. 

2.  Choice  of  one-third  of  fifth  or  sixth. 

3.  Choice  of  third  or  fourth. 

Different  pictures,  involving  gradually  less  difficult  problems 
are  given  to  the  3'ounger  children. 
Occupation — Folding  sofa. 

Occupation — 1   and  2,   Painting,   flowerpot.     3.   Rolling  flowerpot. 
Tuesday. 

Circle — Making   of   furniture   for   doll's    house.      Use   of   different 

rooms. 
Gift- — 1.   Fifth,  copy  picture. 

2    and   3.     Third  and  fourth,  dictation  and  imitation,  furni- 
ture sequence. 
Occupation — Drawing,  furniture,  four  rooms  of  house. 
Occupation — Folding  stove. 
.Wednesday. 

Circle — Other  kinds  of  houses.     Esquimaux  and  his  life. 
Gift — -Damp  sand. 
Occupation — Folding  table. 
Occupation — Rolling  flowerpots. 
Thursday. 

Circle — People  who  live  in  houses. 
Gift — 1.  Sixth,  copy  picture. 
2.  Fifth,  free. 

3/  Third  and  fourth,  copy  picture. 
Occupation — Folding  bed. 

Occupation — 1    and   2.   Painting  flower.     3.   Drawing   flower. 
Friday. 

Circle — People  we  like  to  have  live  with  us.     Not  happy  if  alone. 

"  'Tis  the  people  we  love  who  make  home." 
Gift — 1.  Fifth,  dictation  to  copy  picture. 

2.  Sixth,  dictation  to  copy  picture. 

3.  One-third  of  fifth,  free. 
Occupation — -folding  piano. 


300  KINDERGARTEN    MAGAZINE. 

Occupation — Rolling  stool  and  lamp. 

Fourth  Week 
Topic — Workmen. 

Song — The  Kettle.      (Small   Songs  for  Small  Singers.) 
Story — Old   Woman  and   Pig. 
Game — Interchange  of  tradesmen's  work. 
Monday. 

Circle — Materials   and    their  sources.      Coal   and   its   use.      Sense 

game,  feeling  and  sound  of  materials. 
Gift — Sticks  and  rings  for  beauty  forms. 
Occupation — Folding  chair. 

Occupation — 1    and  2.   Painting   picture  frame.     3.  Drawing  pic- 
ture frame. 
Tuesday. 

Circle — Miner,  his  work  and  how  coal  comes  to  the  city.     (Illus- 

•  trated  on  blackboard  and  in  damp  sand.) 
Gift — 1.  Fifth,  suggestion,  mine  (splint  for  ladder,  bead  on  string 
for  elevator). 
2    and    3.     Third   and   fourth,  suggestion. 
Occupation — Drawing,  coal  wagon. 
Occupation — Folding  wagon. 
Wednesday. 

Circle — -Means  of  travel. 

Gift — 1   and  2.     Sixth,  suggestion,  trains,  bridges,     3.  Third  and 
fourth. 
Thursday. 

Circle — Workers  who  helped  build  house,  get  food,  clothing,  etc. 
Gift—\.  Fifth.     2.  Sixth.     3.  Third  and  fourth. 

Each  child  chose  his  trade  and  built  house  for  himself.     He 
then  visited  other  tradesmen  to  buy  food,  shoes,  etc.     At  end  of 
the  period  the  houses  were  rebuilt  in  sandbox  and  left  there  as 
miniature  city. 
Occupation — Splints,  for  number. 

Occupation — 1  and  2.  Painting  book  cover.    3.  Folding,  any  form. 
Friday. 

Circle — Inter-relation  of  workers. 
Gift — Choice. 


PROGRAM  FOR  JANUARY.  301 

Occupation — Painting,  pot  and  dowers. 

Occupation — Paper,  scissors,  paste.     Free. 

The  paintings  were  tied  together  inside  of  the  painted  cover 
and  made  a  very  pretty  book.  On  the  blue  wash  were  pasted 
a  silver  moon  and  stars;  on  the  green,  some  animals;  inside  of 
t!it  picture  frames,  babies'  faces. 


PROGRAM  FOR  JANUARY. 

CAROLINE  W.   BARBOUR. 

First  If'eek:  When  the  children  return  from  the  mid-winter  vacation, 
they  are  anxious  to  tell  about  their  good  times,  show  their  toys, 
and  enjoy,  as  it  were,  the  aftermath  of  Christmas.  It  seems  truer 
to  the  psychology  of  dominant  interests  to  afford  them,  then,  an 
opportunity  for  this  expression,  rather  than  to  launch  immediately 
into  a  new  topic.  So  the  first  week  in  January  will  be  for  this 
purpose:  To  relive  the  Christmas  experiences,  and  to  introduce 
the  "Happy  New  Year."  This  affords  the  children  opportunity 
to  talk  over  their  holiday  good  times ;  to  bring  their  toys  and  share 
their  pleasures  in  them;  and  to  give  expression  in  various  ways  to 
all  the  vivid  impressions  and  ideas  of  the  Christmas  season. 

The  thought  of  the  New  Year  will  be  introduced  as  a  game, 
using  the  simple  song,  ''Ov  I  am  the  Happy  New  Year,  ho!  ho!" 
(Walker  and  Jenks. )  In  this  way  the  children  will  get  the  idea 
of  the  New  Year,  the  new  month  and  the  new  calendar. 
Sing  and  play  all  the  Christmas  songs  and  games. 
A  clever  "Rocking  Horse"  motif  can  be  found  in  "Music  for 
the  Child  World."     (Hofer.) 

Suggestions  for  table-icork :  Here  is  the  chance  for  definite  drawing, 
cutting  and  painting  of  Christmas  trees,  candles,  presents,  etc. 
Free  play  with  building  blocks,  large  blocks,  sand  and  clay,  re- 
peating plays  about  Santa  Claus'  sleigh,  fireplaces,  etc. 

Gener.\l  Subject:  Winter;  winter  sports  and  winter  work  in  the 
community,  as  a  result  of  the  season's  conditions  of  ice  and  snow. 

I.  Social  Side:     For  these   three  weeks — winter  sports   and 
games,  from  snow-balling  to  tobogganing. 

II.  Nature  Side :    Jack  Frost,  the  Storm  King  and  the  North 
Wind ;  snow  arf^  snow-cn,'stals ;  ice  and  ice-formations. 


802  KINDERGARTEN    MAGAZINE. 

Motive:  To  introduce  the  community  idea  through  out-of-door  sports 
which  are  common  to  boys  and  girls,  little  and  big. 
"The  simplest  circle  (social)  game,  illustrates  the  whole  duty  of  a 
good  citizen  to  a  republic.  Anybody  can  spoil  it,  yet  nobody  can  play 
it  alone;  anybody  can  hinder  its  success,  yet  no  one  can  get  credit  for 
making  it  succeed." 

There  will  be  no  division  of  these  topics  into  phases,  just  a  develop- 
ment of  the  games,  beginning  with  their  simplest  forms,  and  associating 
with  them  the  corresponding  nature  phase,  i.  e.,  ice,  with  skating. 

Games:  Snowballing,  with  and  without  music;  one  child  counting,  all 
throwing  together;  emphasize  directions.  Sleighing  game:  (1) 
Ordering  sleigh  by  telephone;  (2)  hearing  it  come  from  a  distance 
(bells  and  piano  begin  softly  and  increase  in  tone)  ;  (3)  putting 
on  winter  coats,  and  getting  in;  (4)  starting  away,  singing  in  full 
tone,  and  gradually  diminishing  as  we  get  far  away;  (5)  returri, 
increasing  in  tone  again  to  represent  getting  back.  (Good  ear- 
training.) 

The  Snow  Man. 

Sliding  game,  to  tune  of  "Five  Little  Chickadees." 

"Five    little    children    sliding    out-of-doors — 
One  tumbled  down,  and  then  there  were  four. 
Children,  children,  happy  and  gaj', 
Children,  children,  slide  away,"  etc.,  etc. 

Rhythm  Games:  Carry  on  all  those  previously  learned.  Waltz  move- 
ments for  swaying  in  the  north  wind,  sliding  and  skating.  A  sharp 
contrast  for  sound  and  movement  can  be  developed  by  skating 
smoothly  along,  until  the  music  abruptly  ceases,  and  then  falling 
down.    This  makes  a  very  jolly  game  of  skating  on  the  ic^. 

Songs:  "Children,  children,  winter  is  here!"  (Hill.)  "Merry  little 
snowflakes."  (Hill.)  "The  Snowflakes."  (Gaynor,  No.  2.)  "Jack 
Frost."  (Gaynor,  No.  1.)  "Sleighing  Song."  (Gaynor,  No.  1.) 
"Snowman,"  "Jack  Frost."  (Neidlinger.)  "Small  Songs  for 
Small  Singers." 

Quiet  Songs:  "The  Sandman."  (Lucine  Finch.)  "The  Land  of 
Nod."     (Gaynor,  No.  1.) 

Rhymes:     Lollipops:  "The  Snowman."     (O.  M.  Long.) 


PROGRAT\I  FOR  JANUARY.  303 

A   PUZZLE. 

"Oh,  what  beautiful  things  I  found, 
Hanging  almost  down  to  the  ground 
From  the  roof  of  the  little  shcrl! 
^^  They  all  grew  after  I  went  to  bed. 

Glittering  and  sparkling  in   the  light, 
Just  like  diamonds,  pure  and  bright. 
I  pulled  them  down   in  a  shining  heap 
(I  wanted  them  for  mj^  own,  to  keep). 
I  carried  them  into  the  house  to  play. 
And  hid  them  carefullj^  all  awaj- 
In  the  bureau  drawer,  for  of  course  I  knew 
Mamma  would  want  to  see  them,  tool 
I  thought  I'd  give  her  a  nice  surprise — 
And  how  she  would  smile  and  open  her  eyes! 
But  when  she  went  there  after  a  while 
She  opened  her  eyes,  but  she  didn't  smile! 
For  all  her  ribbons  and  laces  were  wet — 
I  really  can't  understand  it  yet — 
There  wasn't  a  ruffle  she  could  put  on, 
And  all  my  beautiful  things  were  gone!" 

In  connection  with  sleep}-  songs:  "My  bed  is  like  a  little  boat"  in 
"A  Child's  Garden  of  Verse."     (R.  L.  Stevenson.) 
Stories:     Repetition  of  stories  used  so  far,  allowing  constant  choice  to 

test  those  best  liked. 

Beaut}'  and  the  Beast. 
Narrative  Stories  of  Out-door  Games. 
Topics   arranged    in    a   suggestive    order:      Sliding,    skating,    ice-ponds, 

icicles,    snow-balling,   snow-balls,    snow-man,    snow-shoes   and   skio 

(for  our  North  Countree  people),  snow  crystals  and  stars;  sleds, 

sleighs,  coasting  and  toboganning. 

"Oh,  wonderful  world  of  \vhite! 
When  trees  are  hung  with  lace. 

And  the  rough  winds  chide. 
And  snow-flakes  hide 
Each  bleak,  unsheltered  place: 
When  birds  and  brooks  are  dumb — what  then^ 
O,  round  we  go  to  the  green  again!"     (  G.   Cooper.) 

Suggestions  for  table  work: 

Pictures:      Blackboard   drawings   of   winter   "stories;"    chalk    and 
charcoal  drawings  on  butcher's  paper,  or  other  colored  wrapping  paper ; 


:304  KINDERGARTEN    MAGAZINE. 

on  same  mounts,  white  silhouette  cuttings  of  big  snow-balls,  and  snow- 
men. (Opportunity  for  good  cutting  with  younger  groups.)  "Sur- 
prise" cuttings  of  snow-stars  folded  and  cut  from  white,  mounted  on 
soft  blue  or  grey. 

Constructions :  Snow-men,  of  cotton  balls,  sewed  or  glued  together, 
charcoal  eyes,  and  sticks  for  arms ;  or,  half-circles  of  paper,  covered  with 
wadding  and  glued  at  straight  edges;  head,  arms  and  details  added. 
Sleds  of  red  cardboard,  twist  and  spool  boxes  or  wood  ordered  from  a 
carpenter.  Double  sleds  or  "bobs,"  made  of  two  small  box  sleds  fastened 
together  with  an  adjustable  "board"  of  strawboard  and  fasteners.  Spool 
boxes  make  a  simple  sleigh,  while  child's  stocking  box  will  make  a  sleigh 
which  older  groups  can  work  out  in  detail,  of  dashboard,  seats,  covers, 
people.  For  toboggans,  take  strips  of  cardboard  and  roll  one  end  into 
a  curve;  strengthen  sides  with  crosspieces  of  soft  slats,  measured,  cut 
and  pasted  by  children ;  add  paper  dolls. 

Building  gifts:  Houses  and  sheds  where  skaters  get  warm;  sleds 
and  sleighs  with  runners,  seats,  etc. ;  toboggan  slides  with  fifth  gift,  or 
large  blocks,  using  real  little  toboggans  to  play  coasting. 

Clay :  Rolling  snow-balls  of  various  sizes ;  making  snow-men ;  de- 
veloping action  or  "story"  work  in  modeling;  children  rolling  balls 
along  the  ground,  picking  up,  and  throwing  snow-balls. 


We  are  in  receipt  of  the  Berea  Quarterly,  $1.00  a  year.  Single 
copies,  35  cents.  Send  for  a  copy  and  learn  of  the  splendid  human  re- 
sources which  have  too  long  lain  dormant,  American  by  birth  and  heri- 
tage, awaiting  there  the  awakening  which  comes  from  acquaintance  with 
a  larger  world.  When  the  Fairy  Prince  comes  with  his  magic  wand  in 
the  guise  of  books  and  inspiring  teachers  there  will  be  a  great  awakening. 
Indeed,  the  awakening  has  already  come  and  now  the  cry  is  for  the 
wherewithal  to  carry  on  the  good  work  which  will  give  to  America  more 
splendid  resources  than  those  in  the  distant  Philippines.  President 
Frost's  article,  "A  Discovery  in  Men,"  should  appeal  to  all  Americans 
who  realize  what  an  important  balance  to  many  a  vexing  question  this 
native  American  stock  may  become  when  once  brought  in  line  with 
-Tnodern  thought  and  progress. 


MY  FROEBEL  LIFE.* 

JOSEPHINE  JARNIS,  COBDEX,  ILL. 

]\I_v  father  and  mother  were  Bostonians,  but  moved  to  Ellsworth, 
Maine,  where  they  married  and  where  I  was  h<jrn.  We  went  to  Geneva, 
Illinois,  in  my  childhood. 

My  first  kindertzarten  experience  was  in  c(jnnection  with  a  Mothers' 
Kindergarten  Pla\-  Union  which  was  formed  in  Geneva.  I  joined  it 
because  of  mj''  love  for  children.  The  plan  was  to  have  all  the  children 
of  the  mothers  belonging  to  the  L  nion  meet  once  a  u^cck  in  the  after- 
noon at  the  houses  of  the  members  in  turn,  to  build,  sew,  weave,  etc., 
and  especially  to  have  kindergarten  pla\s.  I  greatly  enjoyed  being 
with  the  children,  many  of  whom  afterward  attended  my  Gene\'a  kinder- 
garten. 

My  first  acquaintance  with  Froebel's  writings  was  the  Mutttr  und 
Kosc  Liedert  which  a  friend  sent  to  me  one  summer.  My  father  had 
died  some  3"ears  before  and  my  m<jther  and  I  were  keeping  a  private 
school.  ^ly  friend  thought  that  translating  and  rhyming  the 
unique  original  would  be  a  pleasant  change  from  teaching.  At  first 
I  thought  that  the  book  was  not  sufficiently  practical  for  Americans,  but 
I  soon  changed  my  mind.  Before  I  had  finished  the  translation,  I 
admired  Froebel  so  much  that  I  sent  to  Steiger  (New  York)  for  his 
other  works  and  have  studied  them  ever  since.  \\  hen  the  Mother 
Play,  as  it  was  afterward  called,  was  completed,  I  -^cnt  part  of  it  to 
my  friend.  Miss  Elizabeth  Peabod\"  saw  it,  and,  wishing  to  give  others 
the  privilege  of  reading  it.  arranged  for  its  publication  by  Lee  ^  Shepard, 
Boston.     It  appeared  in   1879. 

!My  first  training  school  was  in  Chicago.  I  was  in  partnership 
with  !\Irs.  Putnam  and  ]\Iiss  Eddy. 

]\Iy  first  large  kindergarten  and  connecting  class  were  in  Chicago, 
South  Side,  at  the  same  time. 

My  Froebel  Club,  at  the  same  time  and  place,  was  organized 
because  the  Mother-Play  was  the  only  one  of  Froebel's  works,  the 
English  version   of  which   could   be   found   in   America.      Some   future 


^Believing  that  the  many  grateful  kindergartners  who  know  what 
they  do  of  Froebel's  writings  through  translation,  would  be  interested  in 
hearing  how  the  first  American  versions  came  into  being,  we  have  asked 
J\liss  Jarvis  to  tell  of  her  share  in  introducing  Froebel  to  America. 

t  Mother-Play.      ^ 


306  KINDERGARTEN    MAGAZINE. 

kindergartners  came  to  me  one  or  two  evenings  in  the  week  and  I  trans- 
lated for  them  from  Froebel's  works  such  portions  as  treated  of  the 
subjects  which  they  were  studying  at  the  training  school  each  time. 
Kindergartners  also  came  to  me  for  the  same  purpose. 

While  keeping  a  summer  kindergarten  in  Green  Bay,  I  used  the 
"Pedagogics  of  the  Kindergarten"  with  such  good  results  as  to  con- 
vince me  that  it  was  essential  that  every  kindergartner  in  this  country 
should  be  able  to  avail  herself  of  it.  I  therefore  translated  and  copy- 
righted it  in  1876.  The  first  volume  of  the  translation  ("Pedagogics  of 
the  Kindergarten,"  published  by  D.  Appleton  &  Co.,  New  York)  ap- 
peared in  1895;  the  second,  ("Education  by  Development,"  brought  out 
by  the  same  publishers,)  in  1899,  and  the  third  and  last  (which  I  pub- 
lished) in  1905.  Twenty-nine  years  of  struggles  to  supply  to  the  English- 
speaking  race  the  whole  of  the  "Pedagogics,"  which  is  an  invaluable 
possession  to  all  who  love  little  children. 

While  in  Chicago  I  went  once  a  month  or  oftener  to  the  Unity 
Church  Industrial  School  for  kindergarten  plays,  with  the  children  and 
to  guide  them  in  kindergarten  work  which  they  made  up  into  presents 
for  their  parents.  This  work  was  a  reward  for  good  behavior.  The 
older  girls  were  my  assistants  and  it  was  surprising  how  soon  their 
rough  harshness  changed  to  gentle  patience  with  the  little  ones. 

My  first  connecting  class  training  school  was  held  at  my  home  in 
Chicago  and  began  about  two  years  later  than  the  Kindergarten  Train- 
ing School. 

I  prepared  the  materials  for  my  Geneva  kindergartens,  as  there  was 
no  supply  company  in  the  West  at  that  time.  Neither  were  there  any 
kindergarten  song  books,  so  I  sent  to  Germany  for  some,  translated  and 
rhymed  the  songs  and  have  used  them  in  all  my  kindergartens.  One 
of  the  books  contained  nearly  three  hundred  rhymes,  including  opening 
and  closing  songs,  marches,  movement  plays  and  gift  songs  with  direc- 
tions for  each.  It  has  been  translated  almost  as  long  as  the  Pedagogics. 
Another  one  gives  over  four  hundred  ball  plays  and  movement  plays  pro- 
ceeding from  them. 

Each  of  my  stories  and  songs  for  children  has  been  tested  in  my 
own  kindergarten.  Some  of  them  are  contained  in  Miss  Poulsson's  "In 
the  Child  World."  Some  have  appeared  in  different  papers  and  maga- 
zines— educational  and  otherwise,  but  more  than  enough  remain  for  two 
books  which  I  shall  have  published  as  soon  as  I  can. 


LIFE'S  "SCARECROWS."  :;07 

The  "Education  of  Man"  (published  by  A.  Lovell  .Sc  Co.,  New 
York)  came  out  in  1886.     It  was  translated  in  ISSU. 

An  accident  having  obliged  me  to  give  up  my  work  for  a  time,  I 
came  to  Cobden.  Here  also  I  have  done  pioneer  work,  ha\ing  had 
several  kindergartens  in  different  parts  of  the  county,  and  a  model 
kindergarten  at  the  Teachers"  Institute,  given  lectures  at  the  teachers' 
meetings,  made  addresses  to  the  W.  C.  T.  U..  written  articles  on  kinder- 
garten subjects  for  the  papers  and  trained  kindergarten  and  connecting 
class  pupils. 

I  have  had  great  adxantages  throughout  most  of  my  Froebel  life. 
My  mother,  with  whom  I  fixed  (ha\-ing  studied  German  for  the  pur- 
pose) looked  out  German  words  for  me  and  helped  me  decide  which 
of  several  English  words  best  represented  the  meaning  Froebel  attached 
to  each.  She  taught  my  connecting  class,  helped  me  rhyme  the  poems 
in  Froebel's  works  and  correct  proof  sheets,  and,  above  all,  she  encour- 
aged me  to  put  loyalty  to  Froebel's  principles  above  pecuniary  gain. 


LIFE'S  "SCARECROWS." 

Once  on  a  time  a  farmer  made 

A  scarecrow",  fierce  and  high ; 
A  sparrow,  lighting  near  it,  said, 

"It  looks  so  cozy,  I 
Believe  it  is  the  very  best 
Of  nooks  wherein  to  build  a  nest." 

And  so  he  went  to  work,  and  soon 

A  pretty  home  had  made. 
And  by-and-by  his  charming  mate 

Four  cunning  eggs  had  laid  ; 
And  from  that  happy  nest  one  day 
Six  gleeful  birds  flew  far  away. 

But  ere  they  went,  the  old  bird  said, 

"My  children,  all  through  life 
Remember  what  you  think  of  this 

Or  that  brings  peace  or  strife; 
And  even  scarecrows  joy  may  bring 
If  one  knows  how  to  view  a  thing." 

—Nixon  JVaterman,  in  JVoman's  Home  Companion. 


308  KINDERGARTEN    MAGAZINE. 


OPPORTUNITY. 

They  do  me  wrong  who  say  I  come  no  more 
When  once  I  knock  and  fail  to  find  you  in ; 

For  every  day  I  stand  outside  your  door 
And  bid  you  wake  to  rise  to  fight  and  win. 

Wail  not  for  precious  chances  passed  away, 
Weep  not  for  golden  ages  on  the  wane; 

Each  night  I  burn  the  records  of  the  day; 
At  sunrise  every  soul  is  born  again. 

Laugh  like  a  boy  at  splendors  that  -have  sped, 
To  vanished  joys  be  blind  and  deaf  and  dumb ; 

My  judgments  seal  the  dead  past  with  its  dead, 
But  never  bind  a  moment  yet  to  come. 

Tho'  deep  in  mire,  wring  not  your  hands  and  weep; 

I  lend  my  arm  to  all  who  say  "I  can!" 
No  shamefaced  outcast  ever  sank  so  deep 

But  yet  might  rise  again  and  be  a  man ! 

Dost  thou  behold  thy  lost  youth  all  aghast? 

Dost  reel  from  righteous  retribution's  blow? 
Then  turn  from  blotted  archives  of  the  past 

And  find  the  future  pages  white  as  snow. 

Art  thou  a  mourner?     Rouse  thee  from  thy  spell; 

Art  thou  a  sinner?     Sins  may  be  forgiven; 
Each  morning  gives  thee  wings  to  fly  from  hell. 

Each  night  a  star  to  guide  thy  feet  to  heaven! 

— Walter  M alone.  Selected. 


FROM  THE  EDITOR'S  DESK. 

We  have  received  a  communication  from  Dr.  Charles  J.  Whalen, 
Commissioner  of  Health  for  Chicago,  appealing  to  our  good  offices  in 
helping  check  the  spread  of  diphtheria,  there  being  too  many  unneces- 
sary deaths  from  that  dread  disease  in  Chicago. 

We  quote  from  the  bulletins  sent: 

There  are  two  essentials  for  the  successful  treatment  of  diphtheria: 
First,  prompt  recognition  of  the  nature  of  the  disease;  second,  prompt 
administration  of  the  remedy.  The  department  is  prepared  and  anxious 
to  furnish  both  these  essentials.  On  these  points  the  Bulletin  has 
repeatedly  stated  that  investigations  of  deaths  from  diphtheria  show 
that  many  of  them  were  due  to  a  deceptive  type  of  the  disease.  Parents 
and  even  some  physicians  have  been  deceived  when  the  most  malignant 
form  of  the  disease  was  present  and  death  has  ensued  because  the  admin- 
istration of  antitoxin  was  thereby  delayed. 

All  persons  having  the  care  of  children  should  keep  in  mind  that 
the  disease  may  be  in  the  back  part  of  the  nose  or  in  the  wind  pipe,  as 
well  as  in  the  throat  where  the  membrane  can  be  seen.  There  may  be 
little  or  no  pain  or  fever  and  on  the  second  day  the  child  may  seem 
better.  The  poison  of  the  disease  often  causes  dullness  and  stupor. 
Hoarseness  and  difficult  breathing  indicate  diphtheria  of  the  wind  pipe. 

The  true  nature  of  the  disease  can  only  be  learned  by  taking  a 
culture,  and  when  there  are  so  many  of  these  cases  present  as  now, 
this  should  never  be  omitted.  Antitoxin  should  be  administered  at  once 
in  every  suspicious  throat  case ;  it  can  do  no  possible  harm  in  any  event ; 
it  will  certainly  prevent  death  from  diphtheria  if  used  within  the  first 
forty-eight  hours. 

An  isolation  hospital  of  the  most  approved  t3'pe  is  maintained  for 
the  treatment  of  the  latter*  disease  and  thousands  of  dollars  are  expended 
annually  and  hundreds  of  public  vaccinators  are  continuously  employed 
in  the  prevention  of  smallpox. 

But  Chicago  has  no  similar  hospital  provision  for  the  care  of 
diphtheria  patients,  nor  means  and  men  for  the  prevention  of  the  disease. 
It  rests  therefore  with  the  medical  profession  to  exploit  the  virtues  of 
antitoxin  to  the  fullest  extent. 

Every  physician  should  teach  his  families  that,  if  sent  for  early 
enough — on  the  first  appearance  of  "sore  throat"  symptoms — he  can 
guarantee  as  surely  as  any  human  guarantee  can  be  made,  that  their 
children  shall  not  die  of  diphtheria. 

Section  1038  of  the  Revised  Municipal  Code  of  1905,  as  amended 
July,  1905,  reads  as  follows: 

'■ X 

*Smallpox. 


310  KINDERGARTEN    MAGAZINE. 

The  Commissioner  of  Health  shall  at  all  times  keep  on  hand,  so 
far  as  is  practicable,  a  sufficient  quantity  of  antitoxin  to  permit  of  the 
treatment  therewith  of  any  dependent  or  deserving  person  who  may 
apply  to  him  for  that  purpose,  and  he  shall,  without  charge,  treat  with 
antitoxin  any  and  all  such  persons  who  may  apply  to  him  for  such  treat- 
ment and  who  in  his  opinion  require  such  treatment. 

As  legally  construed  by  proper  authority  this  ordinance  warrants 
the  commissioner  in  furnishing  to  phjsicians  diphtheria  antitoxin  gratis 
for  the  treatment  of  the  disease  to  all  persons  unable  to  pay  for  the 
remedy  upon  proper  presentation  of  the  facts. 

The  commissioner  repeats,  with  all  the  emphasis  at  his  command : 
No  child  will  die  of  diphthei-ia  to  whom  3,000  units  of  a  pure,  tested 
diphtheria  mititoxin  is  administered  in  the  early  stage  of  the  disease. 

The  department  antitoxin  is  tested  for  purity  and  strength  before 
it  is  distributed.  The  record  of  its  successful  use  for  ten  years  is 
unrivaled. 

It  may  be  had  free  of  charge  by  any  physician  for  the  treatment 
of  those  unable  to  pay  for  it. 

We  do  not  wish  to  over-emphasize  the  physical  side  in  the  kinder- 
garten ;  we  realize  that  an  undue  anxiety  about  sickness  and  disease 
may  create  the  very  things  which  are  feared ;  yet  we  must  recognize 
that  in  this  world  we  think  and  act  and  feel  through  the. medium  of  a 
body  which  is  subject  (like  God's  world  of  Nature,  outside  ]\Ian)  to 
certain  immutable  laws,  obedience  to  which  brings  harmony  and  dis- 
obedience to  which  brings  discord,  pain  and  disease,  both  physical  and 
spiritual. 

In  studying  the  laws  of  the  mind  and  spirit,  that  we  may  grow  in 
obedience  to  them,  we  must  not  forget  the  laws  of  Nature  as  found 
in  the  beautiful  human  body.  Throughout  his  writings,  both  in  the 
"Education  of  Man"  and  in  the  kindergarten  papers,  Froebel  bases 
his  conclusions  upon  the  analogy  of  the  growth  of  the  spirit  with  that 
of  the  life  of  Nature,  the  perfect  fruiting  of  tree  or  shrub  or  weed 
depending  upon  the  right  conditions  for  the  plant  from  the  time  the 
seed  was  planted  throughout  the  leafing  and  flowering  periods.  So 
with  the  child ;  the  sweet  spiritual  influences  must  not  be  neglected  in 
the  kindergarten ;  nor  must  the  physical  side  be  neglected,  if  the  perfect 
human  being  is  to  be  evolved. 

How  many  kindergartners  are  intelligent  upon  this  subject?  The 
ordinary  laws  of  health  should  be  known  to  all  kindergartners.  There 
are  less  well-known  facts  which  if  familiar  might  help  save  many  a 
child  from  later  pain  and  despair. 


FROM    THE   EDITOR'S    DESK.  311 

We  are  thinking  just  now  of  a  kindergartncr  who  said  that  one 
of  her  children  had  a  most  peculiar  habit  of  drawing  all  of  his  pictures 
upside  down.  Many  less  thoughtful  teachers  might  consider  this  a 
mere  temporary  whim  upon  the  child's  part,  but  any  one  familiar  with 
the  construction  of  the  eye  and  aware  of  the  laws  of  vision  would,  after 
consideration,  know  that  something  must  be  wrong  with  the  mechanism 
that  governed  the  inversion  of  the  optical  image.  If  so,  there  would 
be  an  undue  strain  somewhere  and  some  authority  should  be  consulted. 

Soon  after  hearing  of  this  case  we  heard  of  a  boy  of  sixteen  who 
had  for  years  suffered  nervously  (the  trouble  being  finally  traced  to  his 
eyes)  and  was  now  slowly  losing  his  sight;  he  from  a  small  bo\-  had 
always  made  drawings  and  writings  upside  down,  but  no  special  account 
was  taken  of  this  peculiarity;  when  an  oculist  was  finally  consulted  it 
was  discovered  that  if  taken  in  time  the  difficulty  could  have  been  remedied 
and  3ears  of  suffering  and  discouragement  spared  (for  the  boy  had 
always  been  misjudged  in  school),  and  such  cases  are,  unfortunately,  not 
uncommon. 

Be  observant  of  the  children  under  your  care  to  see  if  there  are  any 
indications  of  such  abnormal  defects. 

Another  case  brought  to  our  attention  was  that  of  two  little  chil- 
dren who  attended  the  same  school  and  came  home  nervously  tired, 
complaining  of  pain  in  the  back  and  of  the  "going  to  sleep"  of  little 
legs,  a  condition  continuing  after  the  children  \\ere  home  from  kinder- 
garten. When  the  children  were  given  .chairs  in  kindergarten,  such  that 
their  feet  could  touch  the  floor,  the  trouble  disappeared. 

We  take  great  care  of  our  punches,  our  scissors,  our  paint';,  our 
folding  papers,  that  they  may  be  clean  and  in  good  order  to  express 
the  thoughts  that  throng  the  mind.  Surely  the  eye  and  hand,  mouth 
and  tongue,  heart  and  lungs  are  equally  wonderful  and  precious  instru- 
ments to  be  carefully  protected  and  cared'  for  that  they  may  be  ever 
ready  as  fit  instruments  for  the  expression  of  God's  will  through  his 
happy,  willing  child. 

The  Milwaukee  Normal  School  has  published  a  valuable  and 
interesting  monograph,  "The  Place  of  the  Kingergartcn  in  the  Wiscon- 
sin Public  School  System,"  which  makes  excellent  propagation  material. 
It  contains  a  rare  portrait  of  Mrs.  Carl  Schurz,  who  was  a  pupil  of 
Froebel,  and  the  first  kindergartner  in  the  United  States,  she  having 
opened  in  1855  a  kinder«?arten  in  her  home  at  Watertown,  Wis. 


312  KINDERGARTEN  MAGAZINE. 

This  pamphlet  gives  cost  of  materials  for  a  kindergarten  of  thirty 
children,  where  there  is  no  assistant,  besides  other  valuable  data. 

Another  excellent  pamphlet,  written  b}'  one  who  understands  and 
appreciates  the  importance  of  the  kindergarten,  is  written  by  Edward  T. 
Pierce,  president  of  the  State  Normal  School,  Los  Angeles,  Cal.,  and 
entitled  "Kindergarten  Instruction  and  Kindergarten  Departments  in 
Normal  Schools." 

President   Pierce  says: 

"While  the  kindergarten  has  helped  all  teachers  who  have  given 
attention  to  it,  to  know,  understand,  and  love  children  better  than  at 
any  time  before  in  the  world's  history,  it  has  been  of  incalcuable  value 
to  the  mothers  who  understand  and  appreciate  it.  Froebel's  idea  was 
to  have  the  young  mother  awaken  and  guide  the  sensibilities  and  imagina- 
tion of  the  child,  even  in  the  nursery.  To  such  a  mother  it  gives  self- 
control  and  purpose.  She  appreciates  the  importance  of  guiding  the 
child  aright  during  the  first  four  years  of  his  life.  An  interesting  ex- 
perience in  the  observation  of  this  fact  came  to  me  not  long  since.  It 
was  my  privilege  to  call  at  the  home  of  a  university  professor  whose  wife 
had  been  a  prominent  kindergartner.  She  was  the  mother  of  three 
beautiful  children,  the  oldest  under  five  years  of  age.  I  found  her  out 
in  the  garden  at  work  with  the  two  elder  ones.  Later,  at  lunch,  I 
could  but  observe  the  intelligence  and  perfect  training  of  these  children 
under  this  mother's  care.  She  has  her  little  kindergarten  at  home,  and 
her  intelligent  influence  on  the  young  lives  there  will  affect  them  for 
all  eternity.  From  this  observation  and  many  others,  I  feel  convinced 
not  only  that  the  kindergarten  should  be  encouraged  and  supported,  but 
that  the  curriculum  pursued  by  every  woman  should  include  a  course 
in  kindergarten  culture.  I  feel  assured,  that  if  this  could  be,  a  marked 
improvement  would  appear  in  the  intelligence  and  health  of  the  whole 
people  a  generation  or  two  hence." 

It  goes  without  saying  that  an  educational  work  which  has  such 
a  philosophical  foundation  and  which  has  met  with  such  a  steady  growth 
is  worthy  of  the  consideration  of  all  educators,  economists  and  states- 
men. The  best  results  can  not  be  accomplished  in  the  kindergarten  any 
more  than  in  any  other  phases  of  education  without  teachers  who  are 
thoroughly  grounded  in  the  principles  underlying  their  work,  who  have 
been  thoroughly  trained  under  expert  supervisors  and  who  have  an 
added  love  for  and  interest  in  childhood. 

«         «         « 

One  reason  why  so  many,  even  to  this  day,  do  not  appreciate  the 
kindergarten  is  the  fact  that  a  large  number  of  these  schools  have  been 
managed  by  inexperienced  girls,  who  have  had  neither  education,  train- 


FROM  THE  EDITOR'S  DESK.  818 

ing,  nor  devotion  to  their  work.  They  ha\e  nicrel\-  kept  day  nurseries. 
Instead  of  systematic  growth  on  the  part  of  the  cliihlrcn  as  tlic  result  of 
their  mornings  in  the  kindergarten,  they  have  beccnne  erratic,  iin(Hscip- 
lined,  and  not  at  all  prepared  for  the  systematic  work  of  the  primary 
school.  A  kindergartner  must  be  even  better  educated  than  a  iirimary 
or  a  grammar  school  teacher.  She  must  sing  and  draw  and  dance.  She 
must  be  an  interesting  story-teller.  She  must  be  an  ailept  with  her 
hands.  She  must  understand  literature  and  history  and  geometry  and 
animal  life.  She  must  have  good  health,  a  sweet  disposition,  and  an 
even  temper.  She  must  understand  child  psychology,  because  she  handles 
children  during  the  most  impressionable  period  of  their  lives. 

As  with  all  other  schools,  both  the  kindergartens  themseKes  and 
the  training  schools  for  their  teachers  were  at  first  supported  by  pri\ate 
enterprise.  The  government,  either  local  or  state,  now  supports  the 
school  S3'stem  from  the  primary  to  the  university  in  most  of  (jur  states. 
If  the  kindergarten  is  of  great  economic  value,  as  most  educators  believe 
it  to  be,  then  it  should  be  supported  by  the  public  at  large.  More  than 
that,  the  state  should  be  responsible  for  the  training  of  its  teachers. 
This  training  should  be  under  the  direction  of  the  University  and  the 
Normal  schools. 


The  December  meeting  of  the  Chicago  Kindergarten  Club  dis- 
cussed Children's  Work  and  Pla}-  in  the  Home,  the  leader  being  Miss 
Jessie  L.  Green. 

Mrs.  Hefferan,  well  known  for  her  work  in  the  Mothers'  Con- 
gress, gave  the  main  address.  She  felt  very  strongly  the  need  of  co-opera- 
tion between  home  and  school,  and  while  not  underestimating  the  \alue 
and  importance  of  the  kindergarten,  she  thought  it  might  be  well  if  for 
a  short  time  parents  stopped  trying  to  raise  money  for  kindergartens, 
etc.,  but  addressed  school  boards  in  an  effort  to  make  the  minimum 
salary  for  teaching  $60  a  month,  which  would  e\"entually,  of  course, 
react  for  the  good  of  the  kindergarten. 

She  thought  the  mistake  was  sometimes  made  of  exalting  a  splendid 
school  building  and  equipment  at  expense  of  the  fine,  strong  teacher. 
We  must  learn  to  exalt  integrity  as  \Vell  as  intelligence.  It  is  not  a 
difficult  thing  to  find  men  able  to  manage  a  large  business,  a  railroad 
concern,  insurance  business,  etc.,  but  it  is  difficult  to  tmd  one  who  is 
honest  and  trustworthy,  to  administer  business  for  the  good  of  the 
community.  As  has  been  well  said,  if  our  country  ever  falls  it  \\  ill  not 
be  because  we  do  not  know  enough,  nor  from  enemies  without,  but  be- 
cause of  lack  of  internal  national  intecritv. 


314  KINDERGARTEN    MAGAZINE. 

A  righteous  people  means  a  responsible  people.  A  responsible  per- 
son is  one  who  is  capable  and  efficient  wherever  placed.  Therefore,  the 
right  school  is  that  which  trains  for  responsibility.  We  too  often  make 
the  mistake  of  trying  to  shelter  the  child  at  the  expense  of  this  important 
quality.  Every  child  in  the  home  should  be  given  some  responsibility. 
It  need  not  be  a  heavy  one,  but  should  be  an  inexorable  one. 

What  can  and  should  the  parent  do  in  this  connection?  Give  the 
child  a  fine,  strong,  splendid  set  of  habits. 

Obedience  must  be  early  taught.  If  the  child  is  not  taught  to 
obey  at  home  before  entering  school  the  teacher  has  a  hard  time  of  it. 
The  child  should  be  trained  "to  do  everything  to  help,  nothing  to 
hinder." 

Mrs.  Hefferan  told  of  an  ideal  teacher  of  her  childhood  (Col. 
Parker),  who  would  say  to  the  children  in  the  morning:  "Well,  children, 
what  is  our  great  word  ?  And  the  children  would  reply,  '^Responsi- 
bility." 

And  then  he  would  continue,  asking  who  helped  mother  this  morn- 
ing, who  carried  a  bucket  of  coal  from  the  cellar,  etc.  Children  can  be 
trained  in  responsibility  by  being  trained  to  wipe  their  feet  when  enter- 
ing the  house,  by  helping  get  out  the  paint  cups  and  other  school  neces- 
saries, by  being  careful  of  the  little  child  next  to  you.  The  first  day 
in  school  or  kindergarten  is  a  tremendous  thing,  since  all  action  tends  to 
follow  the  line  of  least  resistance  and  what  is  done  the  first  day  it  is 
most  easy  and  natural  to  do  the  next  and  the  next. 

Train  the  child's  small  muscles  with  big  things.  Even  the  carry- 
ing of  a  cup  of  water  carefully  across  the  room  is  good  education ;  it 
involves  the  careful  co-ordination  of  and  control  of  mind  and  body  that 
make  for  responsibility.  The  putting  on  of  his  overshoes  is  fine  train- 
ing for  the  child.     Again  large  muscles  are  involved. 

Call  a  mothers'  meeting  and  tell  the  mothers  what  the  children 
can  do  with  blunt  scissors,  paste  paper,  etc.,  and  tell  them  to  put  such 
things  down  low,  where  the  children  can  get  at  them  and  so  occupy 
themselves  independently  without  continually  troubling  the  mother  for 
suggestions  for  things  to  do. 

It  is  of  little  use  to  abound  in  good  talk.  The  child  does  not  do 
what  you  tell  him  is  right,  but  what  he  sees  is  right  as  you  do  it.  He 
learns  by  example. 

Miss  Green,  the  chairman  of  the  meeting,  had  prepared  slips  of 


FROM  THE  EDITOR'S  DESK.  815 

paper,  each  bearini:;  a  qucstidii,  and  these  were  L:i\ en  to  rlie  members 
upon  enterin«:  ihe  room.  ( )iie  set  asked  tor  the  names  ot  kiiKk-iLrartcn 
materials  or  methods  that  had  been  used  in  the  homes  ot  the  ehihlrcn; 
another  set  asked  for  home  (jccupations  and  n\iterials  that  liad  been  used 
successful!}'  in  kindergarten. 

Another  set  asked  if  kindevLrarten  materials  were  e\er  usetl  in 
Mothers'  meetings.  These  questions  hrouj^ht  out  a  variety  ot  interest- 
ing and  helpful  responses.  One  member  who  had  used  the  kindergarten 
materials  at  Mothers'  meetings  said  that  until  she  had  d(jne  so  she  had 
not  realized  how  ditTlcult  it  was.  Such  work  certainly  helps  the  mother 
to  better  understand  just  what  the  kindergarten  is  doing  for  the  child. 

The  afternoon  closed  with  the  singing  by  a  sympathetic  soloist  of 
Mrs.  Crosby  Adams'  new  series  of  Christmas  carols,  Mrs.  Adams  plac- 
ing the  accompaniment  and  prefacing  the  program  by  a  icw  words 
about  the  author  of  the  words,  !Miss  Edith  Hope  Kinney,  who  is  unable 
on  account  of  ill  health  to  be  the  practical  kindcrgartner  she  longs  to 
be,  but  is  able  to  do  for  the  little  ones  hv  writiuL^  these  beautiful  songs. 


EDAAARD  HOWARD  GRIGGS,  OX  THE  IXFLUEXCE  OF  PAREXTS  AXD  TEACH- 
ERS IX  THE  MORAL  EDUCATIOX  OF  CHILDREX. 

Sunday,  December  10,  Edward  Howard  Griggs  ga\e  a  \aluable 
address  before  the  Ethical  Culture  Society  of  Chicago  upon  the  ''Influ- 
ence of  Parents  and  Teachers  upon  the  Moral  Education  of  Children.' 
Here  are  some  of  the  points  made : 

All  conduct  has  its  moral  side;  it  is  impossible  to  separate  moral 
from  other  conduct.  71ie  moral  law  is  not  added  from  abo\'0,  but  is 
the  inner  law  acocrding  to  which  we  must  live  if  we  are  to  grow. 

Even  the  ph^-sical  laws  ha\e  a  moral  bearing  as  soon  as  they  be- 
come related  to  human  life.  Gravitation,  has  its  moral  side  when  the 
architect  builds,  for  he  must  build  in  accordance  with  its  laws  if  the 
structure  is  to  be  true  and  human  life  safe. 

An  avoidable  illness  is  immoral,  although  we  are  too  often  inclined 
to  make  much  of  our  ailments,  as  if  they  were  something  to  be  proud  of. 
We  must  realize  that  to  lead  a  moral  life  it  is  not  enou:ih  to  merely 
lead  a  good  life,  to  avoid  evil.  The  moral  life  must  be  worth  something 
to  the  universe.  Hence,  moral  education  means  the  cultivation  of  char- 
acter— of  character  that  can  stand  erect :  that  can  stand  for  truth  when 


316  .  KINDERGARTEN   MAGAZINE. 

it  is  unpopular  and  that  is  not  merely  as  good  or  as  bad  as  its  neighbors. 

How  can  we  mold  such  a  character?  It  is  of  little  value  to  give 
moral  instruction  as  such  to  j'oung  children.  We  must  learn  how  to 
nourish  the  moral  instincts,  the  high  ideals. 

The  average  teacher  and  mother  thinks  she  has  secured  results  it 
school  or  home  run  smootlily,  but  it  is  not  the  home  that  runs  most 
smoothly  which  accomplishes  the  best  in  character  building.  The  chile' 
must  be  allowed  to  do  for  himself  and  learn  by  his  mistakes,  even  if 
the  household  machinery  may  not  go  so  well. 

The  child  is  very  sensitive  to  his  social  environment,  especially  to 
that  of  children  of  his  own  age,  but  it  is  personality  which  has  more 
power  even  than  environment,  for  the  child  imitative  sees  nature  and 
human  society  only  in  terms  of  personality.  It  would  be  easy,  therefore, 
if  we  could  only  provide  an  ideal  world  of  child  playmates.  As  it  is, 
one  child  precocious  in  evil  can  poison  a  whole  child-society.  In  this 
respect  the  university  group  is  not  alwaj's  better  than  the  slums.  Segre- 
gation either  in  the  suburbs  or  in  the  city  slum  must  be  paid  for  at  a 
great  moral  price.     It  is  always  dwarfing  to  the  spirit. 

We  must  train  our  children  to  feel  that  if  they  have  a  better  atmos- 
phere at  home  that  that  entails  an  equal  obligation.  What  we  receive 
(in  way  of  culture,  wealth,  health)  we  owe.  If  we  hear  good  language 
at  home  we  are  under  obligation  to  speak  good  language  wherever  we 
go.  If  we  are  accustomed  at  home  to  good  behavior  we  must  carry 
good  behavior  where  we  go,  though  this  does  not  mean  being  a  prig. 

Unfortunately  for  the  child,  the  adult  will  is  nearly  always 
capricious.  If  the  little  child  is  attractive  we  make  much  of  him  at 
the  time  when  he  least  needs  it.  When  he  reaches  the  assertive,  awk- 
ward age  and  needs  genuine  sympathy  and  help  and  daily  contact  with 
older  people  we  follow  the  reverse  procedure,  because  it  pleases  us.  We 
neglect  him. 

The  teacher,  in  average  culture  and  general  training  is  usually  a 
superior  person.  Unhappily  parenthood  necessarily  means  no  such 
superiority.  A  man  may  become  a  parent  no  matter  how  ignorant  or 
depraved  or  feeble-minded.  The  woman's  club  movement  in  the  last 
twenty-five  years  has  done  much  to  awaken  woman  to  a  recognition  of 
the  liberal  culture  demanded  of  her  who  would  be  a  wise  mother. 
Fatherhood  as  yet  has  not  received  recognition  as  a  profession.  When 
he  provides  clothing,   food  and  shelter  suitable  to  his  social  station  he 


FROM  THE  EDITOR'S  DESK.  317 

feels  that  he  has  done  his  part.  It  would  be  better  for  the  child,  how- 
ever, to  go  with  one  meal  less  a  da}'  and  with  less  of  luxury  to  have 
one  hour  of  his  father's  companionship.  The  child  needs  the  two,  the 
masculine  and  the  feminine  influences. 

Parentage  is  the  most  powerful  and  regenerative  influence  in  the 
life  of  man  or  woman.  There  is  a  larger  parentage  which  must  be 
recognized.     All  children  who  need  us  are  our  own. 

In  our  national  government  we  do  not  think  of  placing  the  execu- 
tive, legislative  and  judicial  functions  in  hands  of  separate  bodies.  But 
we  dare  to  unite  all  three  powers  in  teachers  and  in  parents:  they  make 
the  laws,  they  execute  them,  they  judge  the  one  who  breaks  them.  What 
are  the  qualities  in  a  leader  like  Lincoln  that  all  teachers  and  parents 
may  emulate — that  are  necessary  to   the  builder  of  character? 

1.  The  virtue  of  sincerity;  no  one  is  so  susceptible  as  the  young 
child  to  sincerity  or  so  quickly  responds  to  and  is  repelled  b}'  insincerity. 

2.  Uncompromising  justice.  The  child  does  not  compromise  and 
does  not  understand  compromise. 

3.  Love. 

Sincerity  is  character.  Anj'one  can  teach  if  he  is  sincere.  Children 
are  responsive  to  moral  reality. 

If  you  make  a  mistake  in  punishing,  is  there  any  wa\-  out?  Moral 
honesty  with  the  child  is  most  important.  Froebel  understood  this. 
He  said  there  was  a  law  higher  than  the  parent's  to  which  both  parent 
and  child  were  subject.  The  parent  is  not  so  much  the  law-giver  to  the 
child  as  the  interpreter  of  the  law. 

The  child  is  an  uncompromising  rationalist.  He  is  sensitive  to 
justice  while  we  adults  live  in  a  world  of  incessant  compromise. 

Justice  was  formerly  represented  as  blind,  being  no  respecter  of 
persons.  Today  we  know  that  we  must  .respect  persons  to  the  extent 
of  recognizing  personality  in  our  treatment  of  children  and  culprits. 
We  do  not  treat  all  the  children  alike.  We  must  use  discrimination. 
Punishment  is  either  moral  surgery  or  moral  medicine.  Which  means 
that  sometimes  we  must  amputate  the  child  from  his  child  society  to 
do  both  the  most  good. 

Love  is  necessa^}^  but  our  love  must  have  some  iron  in  it.  Love 
is  not  a  virtue  of  conduct,  but  of  spirit,  since  we  act  differently  under 
different  situations.  ^ 


318  KINDERGARTEN    MAGAZINE. 

We  can  not  be  too  scrupulous  in  our  courtesy  to  little  children, 
Courtesj^  is  the  garment  of  love. 

Fortunately  you  can  teach  higher  than  your  own  conduct.  It  is 
what  you  strive  for  which  is  significant.  The  reaching  is  significant. 
Most  wonderful  of  all  forces  is  contagion  of  the  spirit.  The  greatest 
teachers  are  those  who  aspired  most,  not  those  who  knew  most,  even  if 
in  themselves  they  did  not  accomplish  all  they  strove  for.  But  they 
inspired  others.  The  divine  discontent  is  discontent  not  with  what  we 
have,  but  with  what  we  are. 

A  report  of  this  kind  is  most  unsatisfactory,  since  it  is  impossible 
to  give  the  exact  language  of  so  fluent  and  thoughtful  a  speaker  as 
Professor  Griggs.  We  hope  these  rough  notes  may  prove  suggestive  to 
many  teachers  and  parents  who  are  unable  to  hear  the  speaker  himself. 
We  hope  also  that  they  may  induce  clubs  and  organizations  to  try  to 
secure  the  services  of  Professor  Griggs  upon  some  of  the  subjects  which 
he  makes  so  inspiring  and  enlightening.  Any  of  his  talks  to  parents  and 
teachers  are  most  helpful  and  his  lectures  on  Shakspeare  and  Dante 
throw  new  light  upon  these  never  old  universal  poets.  It  is  a  great 
privilege  to  hear  this  profound  thinker  voice  his  views  in  his  ready,  rich 
and  fluent  English. 


The  Helena  Kindergarten  Council  (Helena,  Mont.)  took  for  its 
main  topis  this  year  "The  Kindergarten  in  Many  Lands,"  comprising 
the  history,  growth  and  present  condition  of  the  kindergarten  movement 
in  all  parts  of  the  world.  The  plan  of  study  also  included  not  only  the 
kindergarten  as  such,  but  its  influence  upon  education  In  general,  and 
especially  upon  the  Ideals  of  social  and  Industrial  training. 

The  study  was  conducted  thru  direct  correspondence  with  local  and 
national  school  officials  in  all  parts  of  the  world  and  was  based  upon 
the  latest  reports,  circulars  and  statistics  issued  by  these  officials. 

The  year's  motto  was:  "The  hope  of  the  world  is  in  the  little  child." 
The  program  was  as  follows:  October,  Germany  and  Austria;  Novem- 
ber, United  States,  Eastern  Section  ;  December,  United  States,  St.  Louis 
and  the  Middle  West;  January,  United  States,  Canada  and  Mexico; 
February,  Japan,  Hawaii,  the  Philippines;  March,  England,  France, 
Spain,  Italy ;  April,  Scandinavia,  Switzerland,  Netherlands,  Russia,  Tur- 
key; May,  Social  Settlement  Work;  the  Arts  and  Crafts. 


BOOKS  FOR  ALL.  319 


BOOKS  FOR  ALL. 

The  Tale  of  Peter  Rabbit,  by  Beatrix  Potter.  This  is  a  tiny 
book  which  bids  fair  to  become  a  children's  classic.  We  have  read  it 
through  in  less  than  half  an  hour  and  then  find  ourselves  tempted  to 
read  it  through  again  immediately,  such  is  the  charm  of  the  simple, 
naive  st\le.  Here  is  one  page:  "Now,  my  dears,  said  old  Mrs.  Rabbit 
one  morning,  "you  may  go  into  the  fields  and  down  the  lane,  but  don't 
go  into  ]\Ir.  ^McGregor's  garden;  }our  father  had  an  accident  there; 
he  was  put  into  a  pie  by  Mr.  McGregor."  Naughty  Peter  disobeys 
and  goes  into  the  garden  where  he  has  many  terrible  experiences.  "He 
lost  one  shoe  among  the  cabbages  and  the  other  shoe  among  the  pota- 
toes," we  are  told.  Later  he  rushed  into  the  tool-shed  and  jumped  into 
a  can.  "It  would  have  been  a  beautiful  thing  to  hide  in,  if  it  had  not 
had  so  much  water  in  it."  Eventually  Peter  gets  safely  home,  but  has 
to  go  to  bed  and  take  camomile  tea.  Each  incident  has  a  tiny  page  and  a 
tiny  picture  given  to  it.  The  pictures  form  an  important  part  and  each 
one  is  most  beautifully  drawn  and  colored,  the  human  and  the  animal 
characteristics  being  combined  with  rare  skill.  Published  by  F.  Warne 
&  Co.,  London.  Price,  40  cents.  We  regret  to  say  that  an  American 
firm  also  publishes  this  wee  book  in  cheaper  form,  with  illustrations  the 
same  in  general  drawing,  but  so  harsh  in  outline  and  crude  in  color  that 
the  two  are  not  to  be  compared. 

Another  child's  picture  book  which  means  even  perhaps  more  to  the 
adult  is  called  "At  Great  Aunt  ^Martha's,"  by  Kathleen  Ainslie.  It  is 
a  fine  example  of  pictures  which  contain  the  element  of  fun  without 
a  touch  of  anything  in  the  least  objectionable.  The  dramatis  personae 
are  all  the  wooden  dolls  familiar  to  our  childhood,  though  they  are 
now  largely  supplanted  by  the  jointed  china  doll,  which  to  our  think- 
ing is  not  so  fascinating  by  half.  One  picture  shows  the  dolls  arri\"ing 
at  Great  Aunt  ^Martha's.  Another  one  shows  the  dolls  snowballing: 
in  another  they  are  "making  up"  for  theatricals,  and  one  disappointed 
doll  says  ruefully,  gazing  out  of  the  window,  "I  think  they  might  ha\e 
asked  me  to  be  Prince.  But  I  don't  much  care  for  acting."  The 
pictures  are  the  work  of  an  artist.  Ever}-  line  of  the  wooden  figures  tells. 
While  still  retaining  its  woodenness  it  is  full  of  vigor  and  action  ;  the  ex- 
pressions upon  the  wooden  fffces  are  rarely  carried  out.     All  is  consistent. 


320  KINDERGARTEN    MAGAZINE. 

The  coloring,  too,  is  good  and  the  accompanying  text,  a  single  sentence 
for  each  picture  carries  out  the  humor  of  the  thought.  A  very  clever 
book.     Published  by  Castell  Bros.,  London  and  New  York. 

A  book  on  something  similar  lines  to  the  above,  but  far  inferior,  is 
the  "Golliwog  Foxhunt,"  by  Florence  K.  Upton.  The  wooden  jointed 
dolls  are  here  also  the  actors,  but  they  are  much  larger  and  are  drawn 
with  much  less  definiteness,  feeling  and  vigor.  The  artist  has  not  suc- 
ceeded so  well  in  keeping  before  her  mind  that  she  is  drawing  wood  in- 
stead of  flesh  and  blood.  The  animals,  too,  are  a  mixture  of  wood  and 
of  real  horseflesh,  being  neither  one  nor  the  other.  There  is  a  lack  of 
consistenc}'  in  this  respect.  In  this  second  book,  too,  the  Golliwog, 
though  according  to  the  verses  he  seems  of  a  kindly  nature,  is,  in  the 
pictures,  a  coarse,  unpleasing  creature  to  bring  before  the  children. 
The  saving  element  in  the  story  is  the  tiny  midget,  whom  Bright  Eyes 
will  discover  in  every  picture.  English  children  used  to  hunting  scenes 
and  thought  will  understand  many  of  the  allusions  which  American 
children  would  not  comprehend.     Longmans,  Green  &  Co. 

Stories  From  Lands  of  Sunshine,  by  Eleanor  Riggs.  A 
charming  little  volume  suitable  as  a  gift  book  or  as  supplementary 
reader  for  the  third  grade.  The  subject  matter  relates  to  ten  different 
tropical  plants,  and  with  each  plant  is  given  a  legend  from  Greek,  Indian, 
Chinese  or  French  sources  explanatory  of  its  origin.  The  stories  are  told 
with  spirit  and  a  truly  sympathetic  and  poetic  quality.  In  addition 
supplementary  to  each  story  is  a  little  synopsis  of  botanical  and  his- 
torical significance  presented  simply  and  attractively.  There  are  numer- 
ous illustrations,  and  the  book  as  a  whole  is  a  pleasing  and  entertaining 
combination  of  literary  and  nature  material.  L^niversity  Publishing 
Company,  New  York. 

The  Right  Life,  and  How  to  Live  It,  by  Henry  A.  Stimson. 
Pithy,  short  chapters,  which  will  give  to  j'oung  men  and  women  standards 
of  conduct,  helpful  in  hours  of  weakness  or  temptation.  It  is  fresh,  in- 
teresting, modern  in  style  and  thought,  and  apt  in  illustration.  Teachers 
will  find  it  useful  in  helping  answer  some  of  the  serious  questions  sure 
to  arise  among  their  thinking  pupils.  It  is  one  of  a  series  published  by 
Barnes  &  Co.,  New  York.  The  chapter  titles  are:  I,  The  Facts  of 
Life;  II,  The  Law  of  Life;  III,  The  Moral  Equipment;  IV,  The  Moral 
Obligation ;  V,  The  Rules  of  the  Game. 


KINDERGARTEN   MAGAZINE. 

VoL  XVIIL—FEBRUARY,  1906.  No.  6. 
TWENTIETH  CENTURY  SERIES. 


THE  VILLAGE  BOY  AND  WHAT  ONE  ALAX  DID  FOR  [US 
BOY  NEIGHBORS. 

MILDRED    E.    SEITZ. 

THE  radical  dili'erence  between  the  country  bo\-  and  the  city  boy, 
whether  the  latter  be  of  the  Ghetto  or  one  of  the  denizen^  of 
the  West  Side,  is  that  in  the  case  of  the  country  boy'all  liis  sur- 
roundings tend  to  develop  him  physically  but  not  mentally,  whih-  the 
mental  development  of  the  cit\'  }(nmgster  is  out  of  all  proportion  to  his 
physical. 

It  is  quite  true  that  all  about  the  coiuitry  boy  is  the  means  for  the 
best  and  highest  mental  development,  but  he  does  not  know  how  to 
use  or  apply  it  unless  he  be  properly  guided,  and  the  country  boy  who 
is  so  fortunate  as  to  have  such  guidance  is  rare — \'cry  rare  indeed. 

Only  those  who  have  themsehes  belonged  to  and  been  a  part  of 
a  village  community  can  realize  how  narrow  are  the  lives  and  contracted 
the  views  of  the  majority  of  the  village  people.  For  the  most  part 
their  interest  in  life  consists  in  a  deep  and  absorbing  interest  in  their 
neighbors'  affairs.  Two  little  incidents  that  came  under  m\'  notice 
last  spring  will  illustrate  what  I  mean. 

While  taking  a  walk  one  day  in  the  little  country  town  when-  I 
spend  my  summers  a  wagon  with  some  furniture  on  it  overtook  me  Ju-'t 
as  I  was  passing  one  of  the  houses  and  I  heard  my  good  neighbor  call  to 
her  small  daughter:  "Emmy,  run  to  the  corner  and  see  where  that 
wagon  stops.  Some  one  is  going  to  have  a  net\'  sof_\'.  "^  ou  go  see  where 
he  leaves  it." 

A  good  friend  of  mine,  a  L  niversalist.  had  hatl  frequent  talks 
on  the  subject  of  L  niversalism  with  one  of  her  orthodox  neighbors,  who 
had  asked  repeatedly  as  to  just  what  the  Uni\-ersalist  belief  was.  Re- 
ceiving one  day  her  church  paper  in  whicli  was  a  very  able  article  on 
the  subject,  she  called  upiln  her  orthodox  friend  and  said:     'You  have 


322  KINDERGARTEN    MAGAZINE. 

often  asked  me  what  we  Universalists  really  believe.  I'd  like  to  read 
this  article  to  j'ou."  She  read  it  and  at  its  close  looked  up  to  see  how 
it  was  received.  The  old  lady  was  peering  intently  out  of  the  window 
and  as  she  stopped  reading  said:  "I  believe  to  my  soul  the  Joneses 
have  new  curtains  at  their  diningroom  windows.  Evaline  (to  her  grand- 
daughter), run  right  over  and  play  with  Maudie  and  see  if  them  ain't 
new  curtains.  I  declare,  I  don't  see  how  the  Joneses  pay  their  bills." 
It  was  her  sole  comment  on  Universalism. 

Good,  kindly  people,  all  of  them.  Ready  always  to  lend  a  helping 
hand  in  sickness  or  in  trouble,  but  for  lack  of  something  to  do  and  see 
and  think  about  their  mental  activity  is  confined  chiefly  to  an  over- 
whelming curiosity  regarding  the  most  trivial  personal  affairs. 

Our  cities  furnish  free  art  museums,  natural  history  rooms,  zoolog- 
ical gardens  and  libraries  and  that  they  are  well  patronized  no  one  who 
has  ever  visited  them  will  doubt. 

All  about  the  country  boy  are  art  treasures  that  he  never  sees,  zoolog- 
ical specimens  whose  names  he  never  even  knows,  history  that  he  never 
heard  of,  books  that  he  can  not  read — Nature's  storehouse,  but  he  can 
not  enter  for  no  one  has  given  him  the  key.  And  this,  too,  at  a  time 
when  our  schools  are  giving  so  much  time  to  their  so-called  "science." 
The- man  or  woman  who  starts  the  bright-faced,  round-eyed  little  coun- 
try lad  to  looking  into  and  searching  out  the  wonders  and  truths  lying 
on  every  side  of  him  before  that  bright  face  grows  clownish  with  igno- 
rance and  the  clear  eyes  cunning  with  vice  does  a  philanthropic  act 
greater  than  bequeathing  a  library,  for  let  me  tell  you  that  the  country 
boy  who  hangs  around  the  railroad  station  and  loafs  at  the  corner  store 
is,  in  actual  knowledge  of  evil  and  acquaintance  with  vice,  far  ahead 
of  the  little  city  tough  who  runs  with  "de  gang." 

Ernest  Seton,  at  his  country  place,  Windy  Ghoul  at  Cos  Cob, 
Conn.,  is  doing  something  along  these  lines.  He  has  organized  the 
boys  of  the  neighborhood  into  a  club.  He  opens  his  wooded  grounds  to 
them  and  they  are  privileged  to  come  and  camp,  and  are  supposed  while 
there  to  live  the  life  of  an  Indian.  Athletic  contests  are  encouraged 
and  some  of  the  boj's  make  really  quite  remarkable  records  at  running, 
swimming,  etc.  Mr.  Seton  tells  them  stories  of  Indian  lore,  and  they 
learn  something  of  woodcraft. 

Down  in  a  small  Maine  village  a  comparatively  unknown  man  is 
doing  a  most  remarkable  educational  and  philanthropic  work.  In  the 
town  of  Norway,  about  eight  years  ago,  Mr.  George  R.  Howe,  himself 


TPIE  VILLAGl-:  BOY.  823 

a  native  of  the  place,  an  enthusiastic  naturahst  and  an  cquall\-  enthusi- 
astic lover  of  hoys,  gathered  together  nine  of  the  village  hoys  and  hegan 
taking  them  with  him  on  his  tramps  into  the  surrounding  countr\ 
in  search  of  zoological  and  geological  specimens.  In  the  nearhy  town 
of  Stoneham  is  to  he  found  a  great  \'arict\-  of  the  finest  minerals  in  the 
State  of  Maine.  Every  summer  the  boys  go  there  for  ;i  two  weeks" 
camp.  From  Mt.  Mica  at  Paris  come  the  finest  specimens  of  tourmalines 
to  be  found  in  the  United  States.  Under  Mr.  Howe's  direction  these 
boys  have  collected  and  classified  one  of  the  best  collections  of  native 
gems  and  minerals  to  be  found  in  Maine.  In  the  nearby  streams  are 
to  be  found  freshwater  pearls  and  the  collection  made  hy  these  \oung 
scientists  is  worth  several  thousand  dollars  and  is  probably  the  finest 
in  New  England.  Mr.  Howe  himself  found  a  Siberian  amethyst  which 
was  sold  to  an  agent  for  Tiffany  for  $15().  Mr.  Howe  is  not  a  business 
man.  It  was  in  the  famous  Tiffany  collection  at  the  Paris  expo'^ition 
and  is  now  owned  by  J.  Pierpont  Morgan  and  valued  at  ?;5,000. 

The  only  known  specimens  of  a  certain  moth  was  found  by  these 
boys  and  is  now  in  the  museum  at  Yale  College.  It  has  been  asserted 
by  an  authority  that  no  example  of  a  monstrosity  bred  in  a  li'ild  state 
existed.  The  small  boys  of  Norway  are  prepared  to  successfully  dispute 
the  assertion,  for  they  found  a  two-headed  myrtle  warbler,  and  it  was 
known  to  have  migrated  at  least  once. 

Prof.  Sydney  Smith  of  Bowdoin  College  has  become  greatly  inter- 
ested in  their  work  and  presented  them  with  a  microscope  valued  at  >5nO. 

The  original  nine  boys  have  grown  to  125.  On  their  exploring 
expeditions  the  class  is  divided  up,  the  younger  boys  put  in  charge  of  the 
older  ones,  each  division  being  given  a  definite  line  of  work,  one  division 
devoting  itself  to  botanical  research,  another  to  geology,  another  to 
zoology,  etc.  Of  the  original  nine  boys  each  is  a  specialist  in  some 
particular  branch.  Photographs  are  taken  and  drawings  niatle  of  new 
specimens.  An  examination  of  the  collection  and  the  drawings  made 
show  work  so  careful  and  painstaking  it  seems  almost  incredible  it  couM 
have  been  done  bj^  boys — just  the  ordinar}-  everyday  little  village  boy, 
whose  knowledge  to  start  with  consists  of  hut  little  more  than  an 
ability  to  identify  a  robin  and  a  bluebird.  Now  little  chaps  of  twelve 
can  name  and  classify  more  than  100  of  our  native  birds. 

Mr.  Howe  has  not  overlooked  the  girls,  and  they  haxe  a  large  and 
enthusiastic  class  in  botanv. 


8-^4  KINDERGARTEN    MAGAZINE. 

The  original  nine  bo3'S  are  now  just  going  out  into  the  world  foi 
themselves.  How  incalculable  is  the  good  and  wide  the  knowledge  they 
will  disseminate  in  the  years  to  come!  How  far-reaching  will  be  the 
influence  of  one  man  who,  absolutely  without  pecuniary  recompense, 
has  practically  transformed  a  village  into  a  university! 


Do  3^ou  know  all  there  is  to  know  about — 

The  Industrial  Education  in  Schools  for  Rural  Communities. 
Taxation  as  Related  to  Public  Education. 

The  Salaries,  Tenure  and  Pensions  of  Public  School  Teachers 
in  the  United  States. 

If  not  you  will  find  much  valuable  information  and  enlightenment 
in  three  carefully  compiled  reports  on  these  topics  compiled  by  specially 
appointed  committees  of  the  N.  E.  A. 

The  report  on  "Industrial  Education  in  Schools  for  Rural  Com- 
munities"" will  be  of  value  to  all  teachers  in  all  schools.  You  can  not 
spend  ten  cents  better  than  in  sending  for  it.  It  is  of  interest  from 
beginning  to  end.  Of  propagative  value  are  the  pages  giving  the  argu- 
ments for  such  education  in  rural  schools. 

What  ground  should  be  covered  under  the  heads  of  agriculture, 
domestic  science  art,  manual  training,  etc.,  are  considered. 

Of  special  help  to  many  are  the  suggestions  as  to  what  can  be  done 
in  one-room  rural  schools.  This  includes  a  scheme  in  school  years  1-5, 
for  earth  and  sky,  animals  and  plants,  school  gardens  with  illustrative 
lessons  on  each. 

Industrial  Education  is  also  considered  with  reference  to  the  con- 
solidated school,  the  high  school,  etc. 

Those  who  wish  to  know  what  other  communities  are  accomplish- 
ing in  introducing  industrial  education  into  the  rural  communities 
and  how  they  accomplish  it  will  be  grateful  to  the  N.  E.  A.  for  issuing 
this  report  at  such  a  nominal  sum — ten  cents.  Orders  of  ten  copies 
to  one  person  at  discount  of  20  per  cent. 

The  reports  on  "Taxation  as  Related  to  Public  Education,"  (ten 
cents)  and  "Salaries  and  Pensions"  (fifty  cents)  are  very  full  and  contain 
invaluable  information  compiled  at  great  expense  of  time  and  labor, 
The^•  will  be  more  fuUv  reviewed  in  a  later  number. 


AESiHKTic  possiHiLii  11:.^  IN  cn\'  JJli;. 

Dr.  Finle>-,  president  of  the  Colletze  of  tlic  City  of  New  York,  i^ 
fond  of  lecturino;  upon  "I'he  City  Beautiful."  He  claims  that  \vc  nui^r 
study  the  possibilities  of  city  life  more  fully  than  we  have  done  and 
not  sive  way  to  \  ain  regrets  that  ^\•e  ha\e  iKjt  the  opportunities  of 
country-   life. 

AVe  can  not  deny  that  most  of  our  little  ones  in  New  'i'ork  Cit\- 
and  in  other  cities  are  deprived  of  man\-  privile;jes,  and  \  et  they  li\e  in 
"a  cit\-  beautiful"  in  many  ways  and  have  priviletjes  that  cf)wntr\  children 
long  for. 

This  year  my  attention  was  directed  b\-  Pr(jfessor  (iriegs  to  an 
article  in  the  Pedagogical  Seminar}',  \"ol.  6,  in  which  Dr.  Hall  tzi\es 
reminiscences  of  the  three  farms  on  which  he  li\etl  as  a  bow  The  ar- 
ticle I  commend  to  all  students  of  childhood.  As  I  read  I  compared 
my  own  experiences,  for  1  was  a  city  chihl.  I  could  not  help  uiarNclin;.: 
at  the  man}-  similarities  I  found. 

The  city  child  has  the  sk\-  above  and  e\er\'  day  the  clouds  go 
floating  b_\- — the  shadows,  too,  chase  and  pla\-  with  the  city  child  :  the 
simbeams  dance;  the  moon  rises;  the  stars  twinkle;  the  rain  falls  on 
the  cit\-  child  ;  the  snow  sparkles  and  the  frost  makes  wonderful  lace  on 
the  sidewalks,  and  whole  forests  on  the  window  panes.  Docs  not  the 
microscope  reveal  beauties  too  small  to  be  seen  by  the  naked  eye?  It  i'^ 
not  merely  size  that  makes  things  beautiful,  and  so  the  city  child  loves 
eddies  in  the  gutter  and  oft  "sees  in  the  gutters'  tide  a  vcdute  whirl. 

Every  cit}'  child  ma}"  learn  "to  grasp  the  beauty  set  so  thick  around 
if  we  help  as  we  should  in  the  kindergartens  anil  in  the  homes.  Take  a 
walk  with  me  even  in  the  slums  of  our  city.  See  those  push-carts  brilliant 
with  every  color  of  the  season  in  fruit  and  flower  and  \egetable  form<. 
An  artist  ma\-  paint  a  picture!  See  all  the  bright  colors  of  Italian  cos- 
tumes  and    do    not    forget    the    brighter   eves,    the    curl\-    hair    and    the 


*This  suggestive  paper  was  the  three  jniiiutc  address  given  by  Dr. 
Jennie  B.  ^Merrill  at  the  last  I.  K.  U.  meeting.  As  you  endeavor  to  i]i- 
still  into  the  child  spirit  the  first  gleams  of  patriotism  you  will  surely  !md 
that  opening  his  eyes  to  the  beauty  to  be  found  in  every  environment 
will  be  one  help  toward  creating  a  love  for  his  city  which  can  lie  devel- 
oped into  a  desire  to  make  that  environment  more  beautiful.  \\'e  feel 
that  there  has  been  no  more  fitting  time  for  the  introductii -n  «>t  these 
helpful  ideas. 


326  KINDERGARTEN    MAGAZINE. 

dancing  feet  of  the  children!  Walk  to  the  East  or  to  the  West  and 
look  out  on  our  rivers  and  their  banks  beyond.  If  you  walk  west  you 
may  see  the  Palisades,  if  east,  the  curve  of  a  wonderful  bridge!  You 
may  see  a  ship  go  sailing  by  or  a  steamer  putting  out  to  sea.  You  may 
see  "Liberty  Enlightening  the  World,"  and  all  the  world  coming  to  be 
enlightened. 

Come  up  with  me  to  the  roof  garden  upon  one  of  our  great  school 
buildings.  Look  off  and  see  the  towering  piles  of  architecture ;  count 
the  beautiful  spires  pointing  up  to  heaven,  the  twin  spires  of  a  cathedral, 
or  if  it  be  evening,  see  the  lighted  cross  of  which  Richard  Watson  Gilder 
writes  in  his  lovely  poem  of  "Washington  Square": 

''Now  soon,  ah  soon, 
Shall  the  city  square  be  turned  to  holy  ground, 

Thru  the  light  of  the  moon  and  the  stars  and  the  glowing  flower — ■ 
The   Cross   of   Light — that  looms   from  the  sacred  tower." 

You  have  not  yet  seen  our  parks  with  their  playing  fountains,  their 
crocus  beds,  their  noble  monuments  of  nobler  men. 

What  more  can  I  say  in  three  minutes  to  make  you  realize  that 
there  is  a  city  environment  worth  a  place  in  our  programs,  in  our  hearts, 
in  our  lives? 

"So  shall  the  drudge  in  dusty  frock 
Spy  behind  the  city  clock 
Retinues   of   airy   kings, 
Skirts   of   angels,   starry   wings." 


Little  Folks'  Land* 

The  Story  of  z  Little  Boy  in  a  Big  World. 

By   Madge  A.    Bigham,   Free   Kindergartens,   Atlanta,   Ga.     Author    of 
"Stories   of   Mother   Goose    Village,"   etc. 

Note. — -This  Kindergarten  Program  will  run  through  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9 ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.00  net. 

*  Copyright,  190.J,  by  Madge  A.  Bigham. 


LITTLE    FOLKS'    LAND  H2: 

VI. 
Thirteenth  Week,   Birds 

Jenny-Wren 

Monday 

DEAR  little  Jennj'  Wren  went  hopping  along  o\cr  the  gra>^  in 
Joe-Boy's  back  yard.  She  held  her  dainty  brown  head  first  on 
one  side  and  then  on  the  other,  while  her  bright  black  eyes  kept 
a  sharp  watch  out.  She  was  looking  for  a  good  place  in  which  to  build 
her  nest;  she  did  not  wish  to  build  in  the  buttercup  meadow,  nor  in  the 
deep  woods  be\^ond,  with  its  little  tw^isting  path,  nor  even  in  the  barn, 
though  she  had  built  there,  once  upon  a  time. 

"I  shall  find  a  new  place  in  which  to  build  my  nest  this  \-ear,""  said 
Jenny  Wren,  "and  I  shouldn't  mind  building  in  Joc-Ko^-'s  house — he 
throw^s  me  so  many  nice  crumbs  to  eat.  I  believe  I'll  hop  up  on  the  back 
porch  and  look  around." 

So  Jenny  Wren  hopped  up  the  steps,  not  the  least  bit  afraid — she 
knew  Billy  did  not  live  there — and  then  she  hopped  up  and  down  the 
porch.  Hanging  in  the  corner  on  a  big  nail,  she  saw  Father  (jips\ 's 
rain  coat,  with  its  big  sleeves  and  broad  pockets. 

"My!"  said  Jenny  Wren,  "is  that  a  man  hanging  up  there  in  the 
corner,  I  wonder?  I  don't  believe  I  ever  saw  a  man  hanging  on  a  nail 
before,  and  he  hasn't  any  head  on,  either — let  me  see!' 

Then  she  flew  up  in  the  corner  to  take  a  good  look,  and  when  >he 
got  there  she  found  it  wasn't  a  man  at  all,  and  she  twittered  and 
twittered,  for  that  was  the  way  Jenny  Wren  laughed,  }'ou  know. 

"Ho!  ho!"  she  said,  "this  is  Father  Gipsy's  big  coat;  I  believe  I'll 
just  take  a  peep  in  the  pockets  and  see  what  he's  got  there." 

So  she  peeped  in  every  one,  and  there  wasn't  anything  there  but  a 
string.  And  then  Jenny-When  said,  "I  am  going  to  borrow  this  string 
from  Father  Gipsy  to  build  my  nest  with — he  won't  care — and  I'm 
going  to  build  my  nest  right  here  in  Father  Gips\ 's  coat  pocket,  and 
won't  he  be  surprised  !" 

Then  she  flew  off  to  find  Mr.  AVren  and  tell  him  about  it,  be- 
cause of  course  she  couldn't  build  a  nest  all  by  herself.  Mr.  Wien 
gave  a  long,  low  whistle  when  he  heard  about  it — he  thou'jht  the  barn 
would  be  the  best  place  to  build.  But  then,  lie  wanted  to  do  the  thing 
that  Jenny-Wren  liked  best — because  he  loved  her  so,  and  he  said,  "All 
right,  my  dear,  onh'  we  must  be  very  careful  in  carrying  straw'^.  and  not 


328  KINDERGARTEN    -MAGAZINE. 

let  anybody  see  us  building  the  nest.  We  will  keep  it  a  secret  until  the 
eggs  are  laid  and  the  baby  wrens  hatched.  Then  won't  they  be  surprised 
to  find  out  we've  been  renting  rooms  and  keeping  house  in  Father 
Gipsy's  coat  pocket!" 

And  they  laughed  till  their  fat  sides  shook  with  joy,  and  flew 
quickly  away  to  hunt  twigs  and  scraps  for  their  nest.  Some  they  got 
from  their  birds'  store,  some  they  got  in  the  barnyard,  and  some  they 
found  on  the  lawn,  but  they  had  the  most  fun  building  that  nest! 
Why,  sometimes  they  would  hop  into  the  sleeve,  and  think  that  was  a 
pocket,  and  sometimes  they  would  hop  into  the  wrong  pocket,  and 
have  to  hop  out  again,  dragging  the  straw  behind  them,  and  then  some- 
times Joe-Boy  would  skip  out  on  the  porch  at  the  very  time  they  were 
not  looking  for  him,  and  they  would  have  to  hide  as  quickly ! — just 
smuggle  down  under  the  big  coat  collar,  and  not  speak  a  word,  until 
Joe-Boy  ran  in  the  house  again.  You  know  they  had  heaps  of  fun,  and 
they  surely  did  fool  Joe-Boy  nicely,  because  he  didn't  know  one  thing 
about  that  nest ! 

At  last  when  the  nest  was  all  finished,  Jenny-Wren  laid  the  eggs 
— four  of  them,  all  white,  and  then  she  said,  "Now,  Mr.  Wren,  you 
must  play  you  are  policeman,  and  watch  while  I  sit  on  the  eggs.  We 
must  never  leave  them  alone  for  a  minute,  and  when  I  go  to  take  my 
bath  and  find  something  to  eat  you  must  watch  them,  better  than  at  any 
other  time.  Just  suppose  Father  Gipsy  should  put  on  that  coat  and 
walk  off  with  it — what  would  we  do!" 

"Pshaw!"  said  Mr.  Wren,  "Fm  not  looking  for  any  bad  luck  like 
that  to  happen,  and  even  if  it  did  Father  Gipsy  is  such  a  kind  man 
I'm  sure  he  wouldn't  hurt  our  eggs."  Well,  the  days  went  quickly 
past,  and  of  course  you  know  that  the  baby  wrens  came  from  the  pretty 
white  eggs,  just  as  Mrs.  Speckle's  babies  did,  and  just  as  White-Wings' 
did,  and  Mr.  Wren  said  it  seemed  to  him  they  kept  their  mouths  open 
morning,  noon  and  night,  and  they  did  not  know  when  they  did  have 
enough  to  eat!  Why,  it  kept  him  and  Jenny- Wren  both  hard  at  work 
finding  nice  things  for  them  to  eat.  But  at  last  they  were  large  enough 
to  learn  to  fly,  and  early  one  morning,  before  Joe-Boy  got  out  of  bed, 
Jenny-Wren  showed  them  how  to  spread  their  wings  and  fly  from  the 
nest,  and  they  tried  so  very  hard  that  soon  every  one  of  the  four  baby 
wrens  knew  how  to  fly,  and  they  were  so  happy  and  liked  it  so  much 
that  they  wanted  to  fly  all  the  time.     At  night  they  flew  up  in  the  leafy 


LITTLE    FOLKS'    LAND  82!> 

trees  and  tucketl  themselxes  away  and  wrnt  tu  sleep,  ^iii'^^ing  the  soft 
little  songs  that  birdies  know. 

It  was  not  long  after  the  baby  wrens  bad  left  the  nest  that  one 
day  Father  Gipsy  lost  his  pocket  knife,  and  couldn't  tell  where  to  lind  il. 

"^Maxbe  it  is  in  the  pocket  of  your  big  c(jat  on  the  back  porch," 
said  Mother  Gipsy,  and  Joe-Boy  and  Father  Gipsy  went  to  see.  And 
Father  Gipsy  felt  in  all  the  pockets,  and  then  he  came  to  the  pocket 
where  Jenny-Wren's  nest  had  been,  and  he  felt  and  telt!  And  then 
he  said,  ''What  under  the  sun  is  this  queer  bundle  in  my  cuat  pocket? 
— 1-e-t  me  see!  It  doesn't  feel  like  a  knife  nor  a  ball  nor  a  handkerchief  I 
What  can  it  be?" 

"Look,  father,  look!"  said  Joe-Boy,  dancing  around,  "nKi\be  it  i> 
a  bundle  of  candy!" 

Jenny-Wren  was  just  outside  the  porch  watching,  and  it  tickled  her 
so  when  Father  Gipsy  reached  his  hand  down  and  pulled  out  a  bundle 
of  strings  and  rags  and  straw,  that  used  to  be  her  nest.  And  Father 
Gipsy  laughed,  too — he  thought  it  was  very  funn}-;  and  Joe-B(j>' 
laughed,  and  Betty  laughed,  and  Mother  Gipsy  laughed. 

"Goodness  me,"  said  Father  Gipsy,  "I  do  wonder  who  put  this 
pile  of  trash  in  my  coat  pocket — did  you  do  it,  Joe-Bo\"  ?" 

"No,  sir,"  said  Joe-Boy,  "maybe  mother  did." 

"Not  I,"  said  Mother  Gipsy,  "I  believe  Jenny-Wren  and  Mr. 
Wren  have  been  plax'ing  an  April-fool  on  Father  Gipsy,  because  that 
surely  is  a  wren's  nest.  It  is  built  out  of  all  kinds  of  things,  \"ou  see. 
There  is  a  piece  of  Silver-Lock's  wool,  and  some  of  Mrs.  Speckle's 
feathers,  and  a  piece  of  Prince  Charming's  hair,  and  a  piece  of  my  dress, 
and  a  piece  of  Joe-Boy's  trousers — my!  it  took  almost  as  many  helpers 
to  build  Jenny- Wren's  house  as  it  took  to  build  our  house!  Even 
Father  Gipsy  lent  them  his  coat  pocket — that  was  a  great  help." 

And  then  they  laughed  again,  and  Father  Gipsy  said,  "That  surely 
was  a  funny  place  in  which  to  build  a  nest." 

Note. — -A  true  incident. 

The  Gray  Swallow's  Fright 

Tuesday 
R.  and  Mrs.  Gray-Swallow  had  a  most  dreadful  experience! 
Now,  don't  you  think  experience  means  something  to  eat,  be- 
cause it  doesn't.  And  it  does  not  mean  anything  to  drink- 
either — experience  just  means  something  that  happened.  And  I  am 
going  to  tell  you  what  happened  to  Mr.  and  Mrs.  Gray-Swallow. 


M 


330  KINDERGARTEN    MAGAZINE. 

All  the  birds  were  talking  about  it.  You  see,  Mr,  and  Mrs.  Gray- 
Swallow  had  built  their  nest  in  Charlotte  Anne's  chimney,  but  they 
didn't  tell  Charlotte  Anne  about  it,  so  how  was  she  to  know?  She  had 
seen  them  gather  the  twigs  and  fly  on  top  of  the  house  with  tliem,  but 
she  did  not  see  them  go  down  the  chimney,  so  she  thought  the  nest  was 
under  the  eves  of  the  house,  high  up  where  she  could  not  see,  and  all 
that  time  Mr.  and  Mrs.  Gray-Swallow  had  glued  those  twigs  together 
with  paste  from  their  mouths  and  made  a  fine,  snug  nest,  fastened  tight 
to  the  side  of  the  great,  black  chimney.  They  thought  it  was  very  fine, 
and  at  night  they  would  cuddle  together  with  their  three  baby  swallows 
and  have  the  nicest  time !  The  stars  peeped  down  and  saw  them,  and 
they  peeped  up  and  saw  the  stars;  and  the  pretty  silver  moon  peeped 
down  at  them,  and  they  peeped  up  at  the  pretty  silver  moon.  That 
was  a  merry  little  family  tucked  away  in  Charlotte  Anne's  chimney, 
even  if  she  didn't  know^  anything  about  it.  But  I  mustn't  forget  about 
the  experience  I  started  out  to  tell  you  about.  One  morning  Charlotte 
Anne  said,  "I  believe  I  will  wash  and  iron  Saraphena's  clothes  today 
— she  hasn't  any  clean  dresses  to  wear." 

Saraphena  was  Charlotte  Anne's  doll,  you  know,  and  Joe-Boy 
said,  "I'll  help."  So  they  rolled  up  their  sleeves,  away  up  h-i-g-h, — up 
above  their  elbows,  so  they  couldn't  get  wet,  and  then  they  got  the  tub 
and  filled  it  full  of  water,  and  then  they  got  soap — a  whole  bar — and 
splashed  and  splashed  it  about  in  the  water  until  the  soap  suds  foamed 
up  soft  and  white,  and  then  they  got  all  of  Saraphena's  clothes  and  put 
them  in  the  water,  and  scrubbed  and  scrubbed  and  scrubbed,  until  they 
were  just  as  clean.  And  then  they  squeezed  them  out  and  hung  them 
on  the  line  in  a  long,  long  row,  to  dry. 

"There  now,"  said  Charlotte  Anne,  "while  they  are  drying  we  will 
make  a  fire  in  the  big  fire-place  and  get  the  irons  hot,  and  then  we  will 
iron  Saraphena's  clothes  for  her."  So  she  and  Joe-Boy  went  to  work 
and  kindled  a  fire  right  in  that  very  chimney  where  Mrs.  Gray-Swallow's 
nest  was !  Don't  you  know  they  wouldn't  have  done  that  thing  for  the 
world  if  they  had  known  about  Mr.  and  Mrs.  Gray-SwalldW  and  their 
baby  birds  living  there?  But  they  didn't  know,  and  the  smoke  rose 
higher  and  higher  up  the  chimney,  and  got  in  the  baby  birds'  eyes,  and 
in  their  mouths  and  up  their  noses,  and  they  sneezed  and  sneezed  and 
didn't  know  what  was  the  matter.     Mr.  and  Mrs.  Gray-Swallow  were 


LITTLE    FOLKS'    LAND  331 

off  hunting  something  to  eat,  but  when  they  saw  the  Nmoke  curh'iv^  out 
of  the  chimney  they  came  Hying  home  in  a  big  hurry.  "Dear  nie,"  said 
Mrs.  Gray-Swallow,  "what  shall  we  do?  I  did  not  know  people  made 
fires  in  their  chimneys  in  the  summer  time!  My  poor  baby  birds  will  be 
killed   with   the  smoke." 

And  then  she  forgot  all  about  herself,  and  flew  right  into  the 
chimney,  to  the  nest,  and  spread  her  wings  out  over  the  baby  birds,  so 
that  the  smoke  could  not  get  to  them.  Mr.  Swallow  Hew  round  and 
round  the  chimney,  calling  and  calling  for  some  one  t(j  ccjme  quickl\-  and 
save  the  nest  of  pretty  birds.  It  was  just  at  that  minute  that  Charlotte 
Anne  and  Joe-Bo}'  ran  into  the  yard  to  bring  the  doll  clotlies  in,  and 
they  heard  the  swallows  crying,  and  looked  up  and  saw  Mr.  Cira}-- 
Swallow  flying  round  and  round  the  chimney,  and  then  Charlotte  Anne 
said,  "Mercy  me!  I  think  those  swallows  must  ha\e  a  nest  in  our 
chimney,  and  we  are  burning  them  up — run,  run,  run!" 

And  what  do  you  think  they  did?  You  know,  they  could  not  climb 
up  a  high  ladder  to  take  the  baby  birds  out  of  the  nest — they  couldn't 
get  down  the  chimney,  so  Charlotte  Anne  said,  "\Vater,  water,  water, 
we  will  pour  water  on  the  fire  and  put  it  all  out- — hurry!" 

So  Joe-Boy  got  a  tin  bucket  full  of  water,  and  Charlotte  Anne  got 
a  tin  bucket  full  of  water,  and  they  dashed  it  all  over  the  fire — and 
some  of  it  spilled  down  on  the  floor — and  b_\-  and  by  the  fire  was  all  out, 
and  then  of  course  there  wasn't  any  smoke  to  go  up  the  chimney,  and 
Mr.  Gra^'-Swallow  was  so  glad  and  so  very  thankful!  He  flew  right 
into  the  chimney  to  Mrs.  Gray-Swallow,  and  fanned  and  fanned  her 
until  she  opened  her  pretty  eyes  and  looked  at  him ;  and  the  first  thing 
she  said  was,  "Are  the  baby  birds  safe?" 

"Yes,  yes,"  said  Mr.  Gray-Swallow,  "you  saved  their  li\es  when 
you  covered  them  with  your  wings.  Did  the  smoke  hurt  \ou  \cry 
much?"  "It  hurt  my  eyes  dreadfully,"  said  Mrs.  Gray-Swallow,  "but 
that  doesn't  make  any  difference  now,  just  so  the  baby  birds  are  safe." 

Well,  Saraphena's  clothes  did  not  get  ironed  that  day,  but  Char- 
lotte Anne  ironed  them  the  next  morning  while  the  cook  was  getting 
dinner,  and  when  she  had  finished  she  dressed  Saraphena  up  in  a  right 
clean  dress  and  took  her  out  walking,  and  she  passed  Mr.  and  Mrs. 
Gray-Swallow,  sitting  on  the  fence,  and  the  baby  swallows  hopping  on 
the  ground,  close  bv,  and  Jenn^-AVrcn  and  the  bluebirds  were  sitting  on 


332  KINDERGARTEN    ^lAGAZINE. 

the  fence,  too,  and   I  think  Air.  and  Mrs.  Gray-Swallow  were  telling 
them  about  their  experience — that  is  what  I  think  they  were  doing. 
Note. — A  true  incident. 

The  Baby  Mockingbirds 

Wednesday 

WHEN  Mr.  and  Mrs.  Mockingbird  made  their  nest  they  put 
it  in  the  cedar  tree  close  by  the  road,  and  if  you  climbed 
up  on  the  fence  you  could  peep  into  the  nest  and  see  the 
pretty  pale  green  eggs  with  spots  of  brown — four  of  them,  lying  on  the 
soft  feathers  and  hair  that  Mr.  and  Mrs.  Mockingbird  had  lined  their 
nest  with,  making  the  outside  strong  WMth  rags  and  roots  and  strips  of 
bark.  Mrs.  Mockingbird  sat  on  the  nest  and  kept  the  eggs  warm,  and 
Mr.  Mockingbird  sat  on  the  very  top  twig  of  the  cedar  tree  and  sang 
and  sang  until  the  woods  rang  with  his  merry  song!  Why,  Mr.  Mock- 
ingbird thought  that  cedar  tree  belonged  to  him,  and  he  thought  the 
fence  belonged  to  him,  too,  and  what  was  more,  Mr.  Mockingbird 
thought  the  big  road  belonged  to  him,  and  so  he  sang  and  sang  and 
sang!  And  Mr.  Mockingbird  could  sing  more  than  one  song,  too — he 
could  sing  like  a  canary  or  a  thrush  or  a  catbird  or  an  oriole  or  any 
other  kind  of  bird  you  ever  heard.  And  he  could  whistle  like  bobwhite 
or  Joe-Boy,  and  he  could  even  go  like  a  train  letting  off  steam — only  not 
quite  so  loud — and  Mrs.  ^Mockingbird  was  very  proud  of  him.  When 
the  baby  mockingbirds  came,  though,  Mr.  Mockingbird  did  not  have 
time  to  sing  very  much,  because  the  baby  birds  had  to  be  fed,  and  Mr. 
Mockingbird  was  kept  so  busy  hunting  worms  he  did  not  have  time 
to  do  anything  else.  Every  time  he  came  near  the  nest  all  the  baby 
birds  held  their  mouths  wide  open,  ready  for  something  to  be  dropped 
in,  and  they  were  very  much  disappointed  if  they  did  not  get  something 
nice  to  eat.  When  the  baby  birds  were  seven  days  old  they  knew  how 
to  chirp,  and  Mrs.  Mockingbird  said  she  just  knew  they  were  all  going 
to  make  fine  singers,  because  they  had  a  few  white  feathers  coming  on 
their  wings — and  that  was  a  good  sign.  When  they  were  eight  days  old 
Mr.  and  Mrs.  Mockingbird  both  flew  away  to  Charlotte  Anne's  orchard 
to  hunt  for  worms,  and  while  they  were  away  the  baby  birds  cried  so 
loud — all  at  the  same  time — that  Billy  Sanders,  who  was  coming  down 
the  road,  heard  them.     And  Billy  stopped  right  still  by  the  rail  fence 


LITTLE    FOLKS'    LAXl)  ivs', 

and  listened  and  listened  and  listenctl,  and  rhcn  he  rlimhcd  up  un  the 
fence,  right  close  to  that  cedar  tree,  and  toimil  Air.  and  Mr-,.  Mock- 
ingbirds' nest,  and  he  peeped  over  in  the  nest  and  saw  the  tour  baby 
birds  with  their  mouths  wide  open,  and  then  i^illy  reached  into  the  nest 
and  took  those  baby  mockingbirds  out,  and  put  them  into  his  cap  and 
jumped  down  from  the  fence  and  away  Hilly  Sanders  ran  rdonir  the 
big  road  home.  And  when  he  got  there,  why,  he  put  the  liah_\  mocking- 
birds in  a  wire  cage,  and  said  he  was  going  to  keep  them  for  his  \(/r\- 
own, — to  sing  for  him.  And  the  bab\-  birds  cried  and  cried  and  cried, 
because  they  wanted  their  mother.  Well,  by  and  b\-,  .Mr.  and  Mrs. 
Mockingbird  flew  back  to  their  nest  in  the  cedar  tree  with  snnie  worms 
for  their  babies,  and  when  they  peeped  into  the  nest  and  there  were  not 
any  baby  birds  there,  why,  they  did  not  know  what  to  think  about  it. 

"Maybe  the}-  have  been  trying  to  fl_\-,  and  ha\e  faUcn  un  the 
ground,"  said  Mr.  Mockingbird,  "you  know  baby  mock inirb ink  always 
try  to  fly  before  they  are  strong  enough.  Come,  let  us  look  all  in  the 
grass  and  in  the  road;  maybe  we  can  find  them." 

So  they  flew  to  the  ground  and  looked  and  looked  and  looked,  but 
no  baby  birds  could  they  find.     And  then  they  chirped  and  chirped  and 
called  and  called,  until  the  bluebirds  and  wrens  and   swallows  and   all 
the  other  birds  flew  across  from  the  meadow  to  see  what  was  rhe  matter 
with  Air.  and  Mrs.  Alockingbird.     And  when  thc\-  all  saw  the  empty 
nest  they  felt  ver\'  sorry  indeed.     Mr.  Owl,  who  was  a  very  wise  bird, 
said,  "Some  one  has  stolen  those  birds  away — who?  who?  who.''" 
"Not  I,"  said  the  jaybird,  "I  wouldn't  do  such  a  thing." 
"Not  I,"  said  the  swallow;  "that  is  a  mean,  mean  thing!" 
"Not  I,"  said  the  wren,  "I  would  not  think  of  doing  such  a  thins  I" 
"Not  I!     No,  no,  not  I!"  said  every  one  of  the  birds,  "but  we  will 
help  hunt." 

So  they  flew  to  the  meadow  and  to  the  orchard  and  to  the  deep 
woods,  but  they  could  not  find  the  bab}'  birds. 

"Do  you  suppose  Joe-Boy  could  have  taken  my  baby  birds  away?" 
said  Mrs.  Mockingbird. 

"No,  no,"  said  little  Jenny-Wren,  "of  that  I  am  \ery  sure!" 
"Do   3-ou   suppose   Charlotte   Anne   could    ha\-e   taken    them?"   said 
Mr.  Alockingbird. 

"No,  no,"  said  the  swallows,  "Charlotte  Anne  wouKln't  do  such  a 
thing." 


334  KINDERGARTEN    MAGAZINE. 

"What  about  Billy  Sanders,"  said  the  bluebirds,  "could  he  have 
done   it?" 

Then  all  the  birds  looked  at  one  another,  and  said,  "Billy  Sanders! 
Billy  Sanders!"  Then  Mrs.  Mockingbird  did  not  wait  another  minute, 
but  she  flew  quickly  down  the  big  road  to  Billy's  house,  and  Mr.  Mock- 
ingbird followed  close  behind.  Sure  enough,  when  they  got  to  Billy's 
house  they  heard  the  baby  birds  crying  and  saw  them  in  a  wire  cage  on 
Billy's  back  porch.  Mrs.  Mockingbird  flew  quickly  to  them,  and 
chirped  to  her  baby  birds  softly,  and  they  chirped  back  again,  so  glad 
to  see  her  once  more;  and  then  Mr.  Mockingbird  flew  down  and 
pecked  and  pecked  at  the  cage  door,  trying  to  get  it  open,  but  it  was 
tied  with  a  strong  wire,  and  though  he  tried  and  tried  he  could  not  get 
the  door  to  come  open.  Mrs.  Mockingbird  kept  chirping  sweetly  to 
them — "Don't  be  afraid,  baby  birds;  mother  is  near;  don't  you  hear? 
Cheer  up,  cheer  up." 

But  Billy  Sanders  soon  came  out  on  the  porch  and  frightened  them 
away,  and  the  father  and  mother  mockingbirds  flew  into  a  tree  near  by 
and  hid  among  the  leaves. 

"Well,"  said  Mr,  Mockingbird,  "I  am  afraid  we  shall  never  get 
our  baby  birds  away  from  Billy  Sanders.  He  means  to  keep  them  in 
the  wire  cage  for  his  very  own,  and  he  is  big  and  strong,  and  we  are 
very  small — how  can  we  help  ourselves?" 

"My  baby  birds  shall  not  live  in  a  wire  cage,"  said  Mrs.  Mocking- 
bird. "They  can  not  be  happy  there.  Birds  like  to  fly  through  the  air, 
and  flit  among  the  trees  and  hop  over  the  grass.  A  cage  is  like  a  jail, 
and  I  would  rather  my  birdies  were  dead  than  to  have  to  live  there — 
no,  no,  no!" 

"Well,  I  think  so,  too,"  said  Mr.  Mockingbird,  "I  should  much 
rather  be  dead  than  to  live  in  a  wire  cage  the  rest  of  my  days,  and  I 
believe  the  baby  birds  would,  too.  And,  though  it  is  a  very  sad  thing 
to  do,  let  us  hunt  some  poisonous  worms,  and  bring  them  to  the  baby 
birds  to  eat,  and  let  them  die." 

And  that  is  just  what  they  did — the  very  next  day — and  when 
Billy  Sanders  came  to  feed  the  baby  birds  he  found  them  lying  on  the 
bottom  of  the  cage  with  their  pretty  eyes  all  closed.  Don't  you  think 
Billy  Sanders  would  have  felt  very  sorry  for  Mr.  and  Mrs.  Mocking- 
bird if  he  had  only  known? 

Note. — A  true  incident. 


LITTLE    FOLKS'   LAND  :«:> 

How  the  Jaybirds  Planted  Trees 

Thursday 

YOU  could  hardly  find  a  prettier  bird  than  Air.  Jayliinl,  with  his 
coat  of  dark,  rich  blue,  trimmed  in  black,  a  vest  of  white,  and  a 
most  beautiful  crest  of  feathers  on  his  head.  And  wlu'lc  he 
could  not  sing  so  very  well,  he  was  a  fine  dancer,  and  did  so  many  funny 
things  }-ou  could  not  help  but  love  him.  There  was  one  thing  that 
Mr.  and  Mrs.  Jaybird  liked  better  than  anything  else  in  all  the  world 
— and  that  was  acorns!  Wh}^,  they  thought  acorns  were  better  than 
ice  cream  and  candy,  and  you  know  how  good  that  is.  So  they  alwa\-s 
built  their  nest  in  an  oak  grove,  because  the  little  bluejays  were  just 
as  fond  of- acorns  as  their  mother  and  father  were,  and  every  morning 
Mr.  Jaybird  would  say,  "Hi,  there,  you  little  bluejays,  come  to  break- 
fast, I  say,  the  very  finest  breakfast  in  all  the  land!" 

And  there  would  be  just  acorns  for  breakfast.  Then  at  noon  time 
Mr.  Jaybird  would  say,  "Hi,  there,  you  little  bluejays,  come  to  dinner, 
I  say;  the  very  finest  dinner  in  all  the  land!" 

And  there  would  just  be  acorns  for  dinner.  Then,  when  night 
time  came,  Mr.  Jaybird  would  sa}",  "Hi,  there,  you  little  bluejays,  come 
to  supper,  I  say;  the  very  finest  supper  in  all  the  land!" 

And  there  would  just  be  acorns  for  supper;  and  Air.  Ja\bird  and 
Mrs.  Jaybird  and  all  the  little  jaybirds  got  as  fat  as  fat  could  be,  eating 
acorns.  Now,  Air.  Jaybird  was  a  farmer — he  knew  somebody  had  to 
plant  oak  trees  if  there  were  to  be  plenty  ot  acorns  to  eat,  so  he  said 
he  believed  he  would  plant  oak  trees  himself,  and  train  up  the  little 
bluejays  to  plant  acorns,  too,  and  then  he  felt  sure  there  would  always 
be  oak  trees  growing.  So  early  one  morning  after  breakfast,  Air.  Jay- 
bird said,  "Who  wants  to  help  me  work  today?" 

And  all  the  little  bluejays  said,  "I!  I!  I!" 

"Come  along,  then,"  said  Air.  Jaybird,  "fly  down  to  the  ground 
with  me,  and  do  as  I  do." 

So  the  little  bluejays  fluttered  to  the  ground  b\-  his  side,  and 
watched  him  very  closely  with  their  sharp,  bright  eyes.  Air.  Jaybird 
hunted  around  in  the  leaves  until  he  found  a  nice  fat  acorn,  and  then 
he  pecked  a  little  hole  in  the  ground  and  put  that  acorn  in  it,  and 
hammered  it  quickly  down  with  his  strong  bill,  uritil  you  couldn't  see 
even  a  speck  of  it.     Then  he  found  another  fine,  fat  acorn,  and  pecked 


336  KINDERGARTEN    MAGAZINE. 

another  hole  in  the  ground,  and  hammered  it  down  in  the  ground, — 
and  another,  and  another,  and  another,  and  another,  and  another. 

"What  are  you  doing,  father?"  said  all  the  little  bluejays.  "We 
thought  acorns  were  to  eat — not  to  hide  in  the  ground!" 

"So  they  are,"  said  ]\Ir.  Jaybird,  "but  don't  acorns  have  to  grow 
on  oak  trees,  I'd  like  to  know?  And  if  no  one  plants  acorns,  how  can 
there  be  any  trees?" 

"Oh,  oh,  oh,"  chirped  the  little  bluejays,  "we  want  to  plant  oak 
trees,  too,  father." 

"All  right,"  said  Mr.  Jaybird,  "just  do  as  I  do." 

So  all  the  little  bluejays  planted  oak  trees  all  the  morning,  and 
when  they  got  tired  planting  trees,  they  carried  acorns  and  hid  them 
in  hollow  logs  and  old  posts  and  stumps — now,  why  do  3'ou  think  they 
did  that?  While  they  were  busy  hiding  the  acorns  away,  Mr.  Jaybird 
found  an  extra  fine  acorn,  and  he  said,  "I  believe  I  will  plant  this  acorn 
on  Joe-Boy's  lawn." 

So  he  flew  across  to  Joe-Boy's  yard  and  dug  a  little  hole  in  the 
ground  and  hammered  the  acorn  quickly  down,  and  Joe-Boy  saw  him 
when  he  did  it,  and  Mother  Gipsy  saw  him,  too,  and  she  said,  "See, 
Mr.  Jaybird  has  planted  us  an  oak  tree." 

And  do  you  know,  that  acorn  sprouted  and  really  grew  into  a  fine 
little  tree?  I  saw  it  myself,  and  Joe-Boy  and  Charlotte  Anne  called 
it  "the  bluejay's  tree." 

The  Broken  Twig 

Friday 

IF  \lr.  Jaybird  was  a  farmer,  because  he  planted  trees,  then  the 
orioles  w^ere  carpenters,  because  they  mended  things.  Let  me  tell 
you  about  it.  The  orioles  built  the  very  prettiest  nest  that  Char- 
lotte Anne  or  Joe-Boy  ever  saw.  But  it  was  not  in  the  buttercup 
meadow,  nor  in  the  deep  woods  beyond,  nor  on  the  lawn ;  but  it  was 
over  at  Charlotte  Anne's  house  in  an  old  apple  tree,  away  down  in  the 
orchard.  When  Charlotte  Anne  first  saw  it  she  ran  all  the  way  across 
the  street  to  tell  Joe-Boy  about  it,  because  she  wanted  him  to  come  and 
see  her  piece  of  red  hair  ribbon — the  same  that  she  had  hung  on  the 
fence  in  the  birds'  store.  Those  orioles  had  woven  it  in  and  out  of 
their  pretty  swinging  nest,  as  well  as  you  or  I  could  have  done.  The 
orioles  know  all  about  weaving,  and  when  they  have  finished  their  nest 


LITTLE    FOLKS"    LAND  337 

of  long  grasses  and  strings,  woven  deep  like  a  p(K-kcr,  thc_\-  lace  the 
edge  of  the  nest  to  strong  twigs,  hidden  among  the  h'a\es,  and  there 
they  swing  as  happ}'  as  you  please — to  and  fro  in  the  pretty  ^winging 
cradle.  Charlotte  Anne  thought  it  was  very  kind  of  the  orioles  to 
build  their  beautiful  nest  in  her  apple  tree — inaybe  it  was  becau->e  they 
had  used  a  piece  of  her  red  hair  ribbon — but  amway,  when  the  ne^t 
was  finished,  ]\Irs.  Oriole  laid  five  of  the  prettiest  white  ecT'^s  with 
queer  brown  marks  on  them,  and  of  course  she  and  Mr.  Oriole  were 
very  proud  of  them.  But  one  night  a  big  wind  storm  came  up,  and  blew 
and  blew  so  hard  against  the  tree  that  it  broke  the  twig^ — the  ver>'  twig 
that  the  nest  was  fastened  to,  and  when  Charlotte  Anne  saw  it,  there 
it  hung,  almost,  but  not  quite,  broken  in  two,  and  the  orioles  were 
flying  round  and  round  the  tree,  chirping.  They  were  so  afraid  the 
nest  would  fall  and  break  the  pretty  eggs  they  did  not  know  what  to 
do!  And  Charlotte  Anne  was  afraid,  too,  so  she  ran  to  the  house  to 
ask  her  father  to  come  quickly  and  help  them,  but  her  father  had  gone 
to  town.  And  when  she  ran  over  to  Joe-Boy's  house  to  get  his  father 
to  help,  why,  he  had  gone  to  town,  too!  And  then  it  began  to  rain, 
and  it  rained  so  hard  that  Charlotte  Anne's  mother  would  not  let  her 
go  back  to  the  orchard  all  that  da\',  because  she  was  afraid  she  might 
get  her  feet  wet  and  catch  a  cold.  But  the  next  afternoon  the  sun  was 
shining  bright,  and  when  Charlotte  Anne  peeped  out  of  the  window 
there  came  Father  Gipsy  through  the  gate  with  a  long  lailder  on  his 
back  and  a  pocket  full  of  strings,  and  Joe-Boy  was  trotting  right  behind. 

"Run,  Charlotte  Anne,"  he  said,  "I  told  father  about  the  oriole's 
nest,  and  he  has  come  to  mend  it  for  them." 

So  they  all  three  went  through  the  orchard  gate  and  down  the  little 
path  to  the  old  apple  tree,  and  then,  \vhat  do  you  think?  Father  Gipsy 
said,  "Why,  I  don't  see  any  broken  limb  here,  Charlotte  Anne!'"  And 
Charlotte  Anne  looked  and  Joe-Boy  looked,  and  sure  enough  the  limb 
was  all  mended  back  again — just  as  good  as  ever.  And  then  lather 
Gipsy  said,  "FU  just  climb  this  tree,  and  see  about  this  thinz!  And 
when  he  had  climbed  up  to  the  limb  where  the  nest  swung,  he  said, 
"Well,  sir!  Did  I  ever!  I  didn't  know  birds  were  this  smart  before. 
Why,  these  orioles  do  not  need  vis  to  mend  this  nest  for  them!  They 
are  better  carpenters  than  we  are,  and  have  already  mended  the  broken 
limb.  They  have  wrapped  moss  and  strings  and  hair  around  and  round 
until  the  twig  is  just  as  tight  and  strong  as  I  could  ever  i\\  it!     And  they 


838  KINDERGARTEN    MAGAZINE. 

must  have  worked  in  the  rain,  too — well,  well,  well!  Now,  wasn't  that 
smart?" 

"Oh,  let  me  see!  let  me  see!"  said  Charlotte  Anne. 

"Oh,  let  me  see!  let  me  see,  too!"  said  Joe-Boy. 

So  Father  Gipsy  said,  "Well,  hurry  along,  before  the  orioles  get 
back.  They  might  not  like  to  see  us  peeping  in  their  nests,  and  I  have 
heard  that  birds  sometimes  leave  their  nests  for  ever  and  ever  if  they 
catch  people  looking  in  them.  We  should  be  very  sorry  to  have  the 
orioles  leave  this  nest  after  mending  it  so  nicely." 

So,  then,  Charlotte  Anne  scrambled  up  the  ladder  and  looked  at 
the  mended  limb,  and  then  Joe-Boy  scrambled  up  the  ladder  and  looked 
at  the  mended  limb. 

And  Charlotte  Anne  said,  "Well,  sir!  did  you  ever!" 

And  Joe-Boy  said,  "Well,  sir!  did  you  ever!" 

And  then  Father  Gipsy  took  the  ladder  down,  and  said,  "Run  chil- 
dren, r-u-n!     Mr.  Oriole  is  coming!     R-u-n !  R-u-n!  R-u-n!" 

And  away  those  two  children  scampered  up  that  orchard  path — 
and  Mr.  Oriole  did  not  know  one  word  about  it. 

Note. — A  true  incident. 

Program  for  Thirteenth  Week 

Jenny-Wren 

Alonday 

Circle  talk,  songs  and  games — Have  any  of  you  ever  found  a  bird's  nest? 
What  did  you  do  with  it?  What  was  it  made  of?  Do  you  be- 
lieve birds  love  their  nest  homes  as  well  as  we  love  our  homes? 
Show  Jenny-Wren's  picture. 

Songs — Birds. 

Games — "Hopping  birds." 

Gift— Third.     Porch. 

Occupation — Paper  folding  and  cutting.  Coat,  where  Jenny-Wren 
built. 

The  Gray  Swallows'  Fright 

Tuesday 

Circle  talk,  songs  and  games — Did  you  ever  have  a  swallow  build  a  nest 
in  your  chimney?     Did  you  ever  see  one  build  under  the  eaves  of 


LITTLE    FOLKS'   LAND  y;jO 

your  house?  What  do  swallows  like  to  build  their  nests  of?  How 
do  you  suppose  they  keep  them  from  falling  down  the  chimney? 

Song — "The  Swallow  is  a  Mason." 

Game — Swallows  flying. 

Gift — Fourth  or  Sixth.  Sequence,  house,  chimney,  washtub,  scrub- 
board. 

Occupation — Modelling.     Co-operative  work.     Chimnc}-  and  nest. 

The  Baby  Mockingbirds 

Wednesday 

Circle  talk,  songs  and  games — Relate  story  first.  What  do  you  think 
of  Billy  Sanders? 

Songs  and  games- — Review  previous  bird  songs  and  games. 

Gift  period — Modelling,  Nest  and  eggs.  Tell  poem,  "Who  stole  the 
Eggs?" 

Occupation — Drawing.  Illustrate  the  story  of  the  "Baby  Mocking- 
birds." 

How  the  Jaybirds  Planted  Trees 

Thursday 

Circle  talk,  songs  and  games — Tell  me  what  birds  like  to  eat?  Did 
you  ever  know  of  a  bird  that  ate  acorns?  A  bird  that  says,  "Jay, 
jay."     Show  nest  and  picture  of  jaybird. 

Song — All  the  birds  are  back  again. 

Game — Birdies'  Ball. 

Gife — Pegboards.  Plant  trees.  Use  song  in  which  the  fingers  repre- 
sent birds. 

Occupation — Paper  cutting.     Acorns. 

The  Broken  Twig 

Friday 

Circle  talk,  songs  and  games — Did  you  ever  swing?  Suppose  your 
swing  should  break, — what  would  you  do  ?  Joe-Boy  knew  of  some 
birds  that  liked  to  swing.     I  will  tell  you  about  them. 

Song — "I'm  an  Oriole," 

Games — Birds. 

Qift — Modelling.     Oriole's  nest.     Show  picture  and  nest. 

Occupation — Sewing.     Outline  a  nest.     As  few  stitches  as  possible. 


340  KINDERGARTEN    MAGAZINE. 

Fourteenth    Week,    Birds 

The  Little  Robins  Three 

Monday 

1  WONDER  if  you  can  guess  which  one  of  the  birds  built  a  nest  in 
the  vines  which  climbed  all  over  Joe-Boy's  front  veranda.  The 
nest  was  made  from  mud  and  grass  and  tiny  roots,  and  lined  with 
soft  fine  grass.  It  was  not  Mr.  Swallow's  nest,  because  he  did  not 
build  it,  but  it  belonged  to  the  robins,  because  they  made  it  all  by  them- 
selves, and  Joe-Boy  watched  them  from  the  very  beginning.  It  was 
he  who  first  saw  the  three  beautiful  green  blue  eggs  in  the  nest  which 
had  hatched  into  the  three  baby  robins  that  Mr.  and  Mrs.  Robin 
thought  were  the  prettiest  babies  in  the  wide,  wide  world.*  And  once, 
while  they  wer,e  off  hunting  worms  for  the  baby  robins,  Joe-Boy  had 
tipped  up  and  peeped  at  them,  lying  cosily  in  the  nest,  and  I  think  the 
baby  robins  must  have  thought  Joe-Boy  was  their  mother,  for  they 
opened  their  mouths  wide  for  him  to  give  them  something  to  eat.  Little 
Sister  Wee  was  the  smallest  robin  of  all,  and  then  came  the  two  little 
brothers,  Tee  and  Dee.  And  do  you  know,  those  two  little  brother 
robins  thought  they  knew  everything  in  the  world  ?  Why,  even  you 
and  I  don't  know  that,  do  we?  And  one  day  while  Mr.  and  Mrs. 
Robin  were  away  from  home  the  little  robins  got  to  talking  about  how 
the  world  was  made.  Brother  Dee  hopped  up  on  the  edge  of  the 
nest,  and  when  he  saw  the  pretty  green  leaves  that  grew  all  about  on 
the  vine,  near  his  nest  home,  he  said,  "Oh  pshaw!  I  guess  I  know  how 
this  world  is  made !  It  is  made  out  of  leaves — nothing  but  leaves,  that's 
all." 

And  then  Brother  Tee  tried  to  hop  up  to  the  edge  of  the  nest, 
too,  but  he  couldn't,  and  he  said,  "No,  the  world  isn't  made  out  of 
leaves,  little  brother;  the  world  is  made  out  of  straw  and  mud,  because 
I  see  it.     Look,  it  is  all  around  us — straw  and  mud." 

Then  little  Sister  Wee,  who  was  not  even  strong  enough  to  stand 
up,  said,  "No,  no,  no,  little  brothers,  I  know  what  the  world  is  made  of. 
It  isn't  leaves  and  it  isn't  straw  and  mud,  either;  the  world  is  made  out 
of  blue  egg  shells,  and  I  know  it  is!" 

And  then  those  little  robins  got  to  fussing,  and  all  about  how  the 
world  was  made.  When  Mrs.  Robin  got  back  to  the  nest,  why,  she 
couldn't  hear  a  thing  but  leaves,  and  mud,  and  straw,  and  egg  shells, 
all   mixed   up   together. 


LITTLE    FOLKS'    LAND  :m 

"'^t  ou  foolish  little  robins,"  she  said,  "'wait  until  \(iu\c  h-arnc<j 
to  fly  before  3011  talk  about  how  the  world  is  made.  Hab\  rrjbins  can 
not  know  everything — fi,  fi!" 

Then  she  showed  them  how  to  tuck  their  heads  beneath  their  uirv^s 
and  take  a  nap.  The  next  day  was  such  a  pretty  day,  all  the  baby 
robins  begged  to  fl\-,  so  Mrs.  Robin  showed  them  how  to  lift  their 
wings,  and  spread  them,  so,  and  the}-  flew  down  from  the  nest  to  the 
banister  railing,  and  then  dow^n  to  the  grass  below.  Even  little  Sister 
Wee  learned  to  fly  just  a  little,  though  she  was  very  much  afraid  at 
first,  and  cried  so  loud  when  she  got  to  the  banister  that  Joe-Bo}-  ran 
out  to  see  what  was  the  matter.  But  Mrs.  Robin  saw  him  and  chirped 
out  quickly,  "Don't  touch  her!     Don't  touch  her!     She's  learning  to  fl\!" 

And  of  course  Joe-Boy  ran  into  the  house  again,  and  only  peeped 
through  the  window.  Each  da\'  the  baby  robins  flew  a  little  further, 
until  one  morning  they  even  flew  to  the  buttercup  meadow,  and  took  a 
bath  in  the  cool  brook,  splashing  the  water-drops  up  over  their  heads, 
and  then  shaking  themselves  dry  in  the  sunshine  like  three  flufify  balls. 
And  then,  do  you  know,  those  birdies  said  that  the  world  was  made  out 
of  uater  and  sun!.   Wasn't  that  funny? 

Another  day  Mr.  and  Mrs.  Robin  took  them  to  the  orchard  at 
Charlotte  Anne's  house,  and  they  saw  apple  trees,  and  plum  trees,  and 
pear  trees,  and  peach  trees,  and  cherry  trees,  and  all  kinds  of  fruit 
trees,  and  the  little  robins  had  the  nicest  time,  but  it  was  too  funny 
when  those  very  same  little  baby  robins — Brother  Dee  and  Brother  Tee 
and  Sister  Wee — said,  "Ho,  ho,  mother,  ice  know  now  how  the  world 
is  made!     It  is  made  out  of  trees,  see,  see!" 

Now  what  do  you  think  of  those  three  baby  robins? 

The  Redbird's  Story 

Tuesday 

ONE  day  such  a  pretty,  pretty  bird  came  to  the  buttercup  meadow. 
His  feathers  were  a  bright,  rich  red,  his  wings  tipped  with 
gray,  and  a  most  beautiful  crest  of  soft,  black  feathers  on  the 
top  of  his  head.  Joe-Boy  and  Charlotte  Anne  both  saw  him  the  same 
day,  but  the\-  did  not  see  his  mate,  and  they  wondered  and  wondered 
where  ]\Irs.  Redbird  could  be.  7"he  other  birds  in  the  meadow  won- 
dered, too, — they  were  all  busy  housekeeping,  and  nearly  all  of  them 
had  baby  birds  large  enough  to  fly;  and  they  felt  very  sorr>',  because 


842  KINDERGARTEN    MAGAZINE. 

Mr.  Redbird  did  not  have  a  pretty  mate,  and  dear  baby  birds,  too,  so 
they  asked  him  why. 

"It  makes  me  sad  to  think  about  my  pretty,  pretty  mate,"  said 
Mr.  Redbird, — "somebody  stole  her  away  from  me  one  day." 

"Billy  Sanders!     Billy  Sanders!"  chirped  all  the  birds  in  a  chorus. 

"I  do  not  know  whether  it  was  Billy  Sanders  or  not,"  said  Mr. 
Redbird,  "but  it  was  a  boy,  for  I  peeped  at  him  through  the  bushes 
when  he  carried  my  mate  away.  We  had  built  such  a  pretty  nest  in 
a  tangle  of  bushes,  and  worked  hard  for  many  days  gathering  twigs, 
grape-vine  bark,  leaves  and  fine  grass,  and  after  the  nest  was  finished 
there  were  soon  four  pretty  white-spotted  eggs  inside,  and  we  were 
happy,  so  happy,  the  long  day  through.  And  then  came  the  baby  birds, 
and  we  were  kept  busy  flying  back  and  forth  bringing  them  food  to 
eat,  and  they  were  growing  very  fast  and  almost  ready  to  fly,  when 
one  morning,  early,  my  pretty  mate  said :  "You  stay  near  the  baby 
birds  and  watch  them,  while  I  fly  away  for  their  breakfast,  then  at 
dinner  time  I  will  watch,  and  you  fly  away  to  find  something  to  eat." 

So  she  left  me  with  a  merry  song,  flying  away  through  the  trees. 
I  waited  and  waited  and  waited,  but  she  did  not  come  back,  and  by  and 
by,  when  the  baby  birds  began  to  cry  for  their  breakfast,  I  flew  away 
and  brought  them  some,  and  then  I  waited  and  waited  until  dinner 
time  and  all  through  the  long  afternoon,  but  still  she  did  not  come  back, 
though  I  called  and  called  and  called.  When  night  came  I  felt  sure 
something  had  happened  to  my  pretty  mate — maybe  some  one  had  killed 
her  with  a  rock  or  a  sling-shot,  or  a  big  gun.  If  they  knew,  though 
how  we  waited  and  watched  for  her,  they  would  not  have  killed  her. 
Then  the  baby  birds  began  to  cry;  they  were  cold  and  wanted  to  nestle 
beneath  the  warm  wings  that  had  always  covered  them.  I  did  not 
know  how,  very  well,  but  I  got  into  the  nest  and  tried  my  very  best, 
and  by  and  by  the  little  ones  were  fast  asleep.  But  I  could  not  sleep 
and  kept  wondering  and  wondering  about  my  pretty  mate.  Early  the 
next  morning,  when  I  had  fed  the  baby  birds  well,  I  told  them  to  stay 
close  in  the  nest,  and  then  I  flew  away  to  see  if  I  could  find  their 
mother.  On  and  on  I  flew,  until  I  came  to  a  big  swamp,  not  far  from 
here,  and  when  I  called,  "Sweet!  Sweet!"  I  stopped  and  listened,  for 
I  thought  I  heard  her  call  answer  mine — "Sweet!  Sweet!"  Again  I 
called,  and  again  I  heard  her  chirp  answer  to  mine,  and  when  I  fol- 
lowed the  sound  of  her  voice,  I  saw  the  red  of  her  pretty  wings,  low  on 


LITTLE    FOLKS'    LAND  343 

the  ground,  and  there  I  found  her  in  a  trap,  sinne  cruel  one  had  set 
to  catch  birds  in — to  carry  them  away,  to  keep  thcni  in  wire  ca^es,  or 
perhaps  wear  their  wings  in  their  hats.  I  fluttered  to  the  ground  b\-  her 
side,  and  she  said,  "I 'thought  you  would  never  come,  dearie;  how  are 
the  baby  birds?"" 

"They  are  well,"  I  said,  and  I  told  her  how  we  had  missed  her, 
while  I  tried  hard  to  lift  the  ugly  trap  and  set  her  free,  but  it  was  too 
heavy,  and  just  then  I  heard  footsteps  coming  down  the  path,  and  I 
flew  into  the  bushes  close  by  to  hide.  The  boy  saw  me,  and  raised  his 
sling  to  shoot,  but  I  darted  away  out  of  his  sight,  and  he  turned  to  the 
trap  with  a  glad  laugh. 

"Oh,  you  pretty  bird,""  he  said,  "I  have  you  at  last,  though  your 
mate  has  flown.  I  shall  cany  you  home  with  me  and  put  you  in  my 
wire  cage;  or  maybe  I  will  sell  you  to  the  store  where  they  make  ladles' 
Sunday  hats.  ^  our  red  wings  will  look  pretty  on  somebody's  head, 
mixed  up  with  ribbons  and  laces,  so  come  with  me.  " 

Then  the  boy  stooped  down  and  carried  her  awa\-  from  me — -my 
pretty  mate!  I  hurried  back  to  my  baby  birds — there  was  no  mother  to 
care  for  them  now,  and  I  was  to  be  mother  and  father,  too.  I  felt  glad 
that  they  were  at  least  spared  to  me,  though  how  could  I  tell  them  about 
the  boy  who  had  carried  away  the  light  of  our  dear,  happy  home ;  how 
could  I  tell  them  they  would  never  see  the  little  mother  again.  I  chirped 
when  I  got  near  the  bush  where  the  nest  was,  that  they  might  know 
that  I  was  coming,  but  they  did  not  answer  me,  as  they  always  did,  and 
when  I  peeped  into  the  nest — it  was  empty.  The  boy's  footprints  were 
on  the  ground,  and  the  nest  was  torn  and  broken.  I  knew  too  well  what 
had  happened,  and  that  I  should  never  see  my  baby  birds  again.  The 
pretty  home  was  ruined,  and  all  the  joy  stolen  from  it.  Of  course,  I 
could  not  stay  there,  then,  with  the  empty  nest  ever  in  sight,  so  I  flew 
on  and  on  until  I  came  here,  and  that  is  my  ston"."' 

"We  are  all  glad  you  came,  too,"'  said  the  bluebirds,  "this  butter- 
cup meadow  is  a  happ\',  happy  place !  Weve  been  coming  here  for 
ever  so  many  springs,  and  love  it  more  and  more.  Never  have  we  seen  a 
sling-shot,  nor  a  gun,  nor  a  trap,  nor  anything  else  that  frightens  birds 
here — Father  Gipsy  would  not  have  it  so,  and  Mother  Gipsy  says  this 
meadow  belongs  to  us,  just  as  long  as  we  choose  to  sta\'.  ^  ou'll  love  Joe- 
Boy,  too,  because  he  loves  the  birds.  We  have  ne^•er  seen  him  tear  a  nest 
nor  steal  an  eec,  nor  carrA'  a  babv  bird  awav ;  and  you'll  love  Charlotte 


341  KINDERGARTEN    MAGAZINE. 

Anne,  too — she  plays  in  the  meadow,  but  she  wouldn't  wear  birds'  wings 
on  her  hat,  not  for  anything;  we  heard  her  say  so.  Yonder  she  comes 
now,  and  Joe-Boy  close  behind.  See,  their  soft  hands  are  full  of  seeds 
and  bread  crumbs;  they  will  scatter  them  on  the  fence  there,  where  they 
keep  bird  store.  That  means  for  us  to  come  to  dinner — you  come,  too." 
Of  course,  Mr.  Redbird  went,  and  when  Charlotte  Anne  and  Joe- 
Boy  saw  him  hopping  along  the  fence,  eating  seeds  and  crumbs,  they 
were  so  glad,  and  Charlotte  Anne  put  her  finger  on  her  lips  and  said, 
"S-h-e-e!"  because  that  was  the  first  time  Mr.  Redbird  had  ever  taken 
dinner  with  them,  and  they  did  not  want  to  frighten  him  away. 

Mrs.  Bobwhite's  Family 

Wednesday 

MR.  and  Mrs.  Bobwhite  lived  out  in  the  country  in  Farmer  Green's 
wheat  field.  They  had  built  their  nest  right  down  on  the 
ground  in  a  bunch  of  dry  straw  that  arched  prettily  above  the 
nest.  And  it  was  hidden  so  well  5'Ou  never  would  guess  the  nest  was 
there  at  all — you  would  think  it  was  only  a  bunch  of  dry  grass,  until  you 
peeped  underneath  and  saw  the  twenty-two  pearly  white  eggs  lying 
snugly  in  the  nest.  Twenty-two !  Only  think,  more  than  you  have 
fingers  and  toes!  Mrs.  Bobwhite  did  not  believe  in  small  families.  She 
said,  "The  more,  the  merrier,"  and  a  great  many  children  kept  things 
lively  and  were  always  company  for  one  another.  Mr.  Bobwhite  felt 
the  same  way  about  it  and  sometimes,  just  as  soon  as  Mrs.  Bobwhite 
finished  hatching  one  nest  of  eggs,  why,  she  would  go  right  straight  to 
laying  another  nest  of  eggs,  and  then  Mr.  Bobwhite  would  make  the 
best  nurse.  He  would  take  all  the  baby  birds  away,  and  feed  them  and 
sleep  with  them,  so  they  wouldn't  worry  Mrs.  Bobwhite  while  she  was 
busy  hatching  the  other  babies.  Then  sometimes  Mr.  Bobwhite  would 
even  sit  on  the  eggs  part  of  the  time,  while  Mrs.  Bobwhite  rested. 

"Come,   come,   my   dearie,"    he   gaily   would    say, 
"You  must  get  tired  sitting  all  the  day; 
Spread  wide  your  wings  and  fly  for  a  rest, 
I'll  sit  on  the  eggs  and  watch  o'er  the  nest." 

Then  Mrs.  Bobwhite  would  fly  away  with  a  happy  heart,  because 
she  knew  Mr.  Bobwhite  could  keep  house  as  nicely  as  she  could,  and  she 


I 


LITTLE    FOLKS'    LAND  Hib 

was  very  proud  of  him.  liut,  I  can  tell  you,  it  kept  tlu-m  both  busy  to 
nurse  those  twenty-two  babies  of  theirs — dear  little  brown  darlings, 
with  their  dainty  white  throats — they  were  very,  ver\-  small,  and  went 
peep,  peep,  peep,  following  their  mother  through  the  tall  grass,  like 
ever  so  many  little  chickens,  hunting  for  grass  seeds  or  berries  or  tiny 
worms.  At  first  they  slept  in  the  nest  at  night,  but  after  they  got  large 
enough  Mr.  and  !Mrs.  Bobwhite  taught  them  how  to  sleep  in  a  ring 
with  their  tails  turned  in  and  their  heads  turned  out.  Then  they  could 
all  watch,  you  know,  in  ever  so  man}-  different  ways,  so  hawks  nor 
foxes  nor  anything  else  could  frighten  them  before  they  could  Hy  up 
with  a  whirring  sound  and  find  some  other  place  to  sleep. 

Farmer  Green  knew  that  Mr.  and  Mrs.  Bobwhite  had  a  nest  in  his 
field,  and  he  was  very  glad — he  told  Dick  so.  They  could  hear  Mr. 
Bobwhite  singing  ever}-  day: 

Bob,  Bobwhite! 
Peas   most    ripe? 

Then  another  time  he  would  sing: 

Sow  more  wheat ;  sow  more  wheat ! 
No  more  wet,   no  more  wet!" 

"I  wonder  where  their  nest  is  this  year.''  said  Dick. 

"I  have  not  found  it  yet,  though  I  have  hunted  and  hunted.  AVhy, 
the  other  day  I  was  down  in  the  field  chopping,  and  all  at  once  somethine 
went  "whir-r-r!"  right  by  my  side,  and  I  saw  Mrs.  Bobwhite's  twenty- 
two  children,  scattering  through  the  grass  to  hide  from  me.  The\'  were 
the  cutest  little  brown  birds!  and  Mrs.  Bobwhite  was  so  afraid  I  was 
going  to  catch  them  that  she  fluttered  on  the  ground  before  me  and 
made  out  that  her  wing  was  broken.  She  just  wanted  to  give  her  babies 
a  chance  to  hide,  j^ou  know,  and  she  wanted  me  to  try  and  catch  her 
instead.  Mrs.  Bobwhite  knew  I  wasn't  going  to  catch  her,  though,  for 
just  as  soon  as  I  stooped  to  see  what  was  the  matter  with  her  broken 
wing,  up  she  jumped  and  away  she  fiew  with  her  sweet,  low  whistle. 
It  sounded  just  as  if  she  said,  'Oh,  yes,  I  have  fooled  you  this  time.  Dick ! 
My  wings  are  strong,  you  see,  and  m\"  baby  birds  hidden  away — catch 
us   if  vou  can !'  " 


346  KINDERGARTEN    MAGAZINE. 

"She  is  a  smart  bird,"  said  Farmer  Green,  "but,  dear  me,  she 
needn't  be  afraid  of  us,  need  she,  Dick?  Whj^,  I  don't  know  how  I'd 
run  m}^  farm  if  it  wasn't  for  the  birds  to  help  me  out.  They  are  my 
best  friends,  and  they  are  more  than  welcome  to  the  fruit  and  berries 
and  vegetables  they  pick  up  on  my  farm.  I'm  sure  they  earn  it,  every  bit. 
They  may  eat  a  few  wheat  and  oat  seeds,  but  they  eat  the  seeds  of  weeds 
and  grass,  too,  and  that  helps  to  keep  my  crop  clean — every  seed  they  eat 
takes  away  a  weed,  you  know,  and  an  apple  they  peck  is  that  much 
sweeter  to  me,  for  it  makes  me  remember  their  merry  songs.  And  don't 
I  remember,  too,  the  summer  when  the  canker  worms  got  into  my  cot- 
ton patch,  hundreds  and  hundreds  of  them,  and  were  stripping  the 
leaves  from  every  stalk,  stem  and  all!  We  couldn't  smoke  them  off, 
and  we  couldn't  pick  them  off,  and  it  looked  as  if  every  plant  would  die, 
and  I  was  feeling  very  blue  and  thinking  I'd  have  no  cotton  to  sell  to 
the  factory-man  to  make  the  children's  clothes  from.  But  just  then 
the  birds  came  to  my  help — the  bobolinks,  the  bobwhites,  the  sparrows, 
the  woodpeckers,  the  robins,  the  mockingbirds  and  many  others.  Here 
they  came  flocking,  just  as  if  the  dear  God  had  sent  them  to  tend  to  that 
business  for  me.  And  they  did  it,  too.  Why,  in  no  time  there  was 
hardly  a  worm  left  in  that  cotton  patch  and  everything  was  growing 
with  a  clean  fresh  start.  I  owed  my  whole  cotton  crop  to  the  birds  that 
year,  and  I  haven't  forgotten  it!" 

And  just  at  that  very  minute  such  a  glad  song  floated  down — 

"Bob,   Bobwhite! 
Peas   most    ripe?" 

"Sow  more  wheat,  sow  more  wheat ! 
No  more  wet!    no  more  wet!" 

Of  course,  you  know  it  was  Mr.  Bobwhite  singing;  he  had  heard 
every  word  Dick  and  Farmer  Green  said,  and  he  hurried  home  to  tell 
Mrs.  Bobwhite  about  it. 

"You  see,  dearie,"  he  said,  "the  farmer  and  Dick  are  our  friends, 
and  you  need  not  feel  afraid  of  them  any  more!" 

Then  Mrs.  Bobwhite  was  so  happy,  and  the  brown  babies  were  so 
happy,  and  Mr.  Bobwhite  was  so  happy,  and  they  lived  happily  ever 
afterward. 


I 


M 


LITTLE    FOLKS'    LAND  347 

The  Whippoorwill  Twins 

Thursday 

RS.  WHIPPOORWILL  did  not  believe  in  lar-e  families  a^  Mr.. 

Bobwhite    did,    who    had    twenty-two    babies    all    at    one    time. 

Mrs.  Whippoorwill  said  it  was  all  she  could  to  to  take  care  of 
tico  babies  at  one  time,  so  when  she  made  her  nest  in  the  deep  woods 
across  from  the  buttercup  meadow  she  scratched  a  place  in  the  brown 
leaves  on  the  ground,  with  only  room  enough  for  two  babies.  And 
when  they  were  hatched  out  of  the  silvery  green  eggs  those  two  babies 
looked  so  much  alike  that  Mrs.  Whippoorwill  said  they  were  twins, 
and  she  named  one  Brownie  and  the  other  Downey.  They  grew  quite 
fast  and  were  soon  strong  enough  to  follow  their  mother  through  the 
tall  grass,  just  as  ]\Irs.  Bobwhite's  children  did,  whom  they  fa\ored 
very  much.  Only  instead  of  learning  to  sing  "Bob  Bobwhite!" 
Brownie  and  Downey  sang: 

"Whip-poor-will !     Whip-poor-will !" 

Because  that  w-as  the  song  their  father  and  mother  sang.  Joe-Boy  had 
heard  them  many  times,  and  he  could  whistle  just  like  them,  but  Char- 
lotte Anne  couldn't,  because  she  didn't  know  how  to  hold  her  mtjuth 
the  right  way.  Dowmey  w'as  a  dear  little  fellow  and  always  minded  his 
mother  just  as  soon  as  she  spoke,  but  Brownie  always  said,  "Wait  a 
minute,"  every  time  his  mother  spoke  to  him,  and  you  know  that  was  not 
the  best  way  to  do.  At  sundown,  when  it  was  time  to  go  to  bed  and 
Mrs.  Whippoorwill  called  them  to  the  nest  Downey  came  quickly,  but 
Brownie  always  said,  "Wait  a  minute,  mother."  And  in  the  morning 
when  it  was  time  for  them  to  go  to  the  creek  for  their  bath,  again 
Brownie  would  say,  "^Vait  a  minute,  mother."  But  when  Mrs.  ^Vhip- 
poorwill  found  something  nice  to  eat,  and  called  them  to  get  it,  wh\ , 
Brownie  did  not  say,  "AVait  a  minute,'"  then — he  ran  just  as  fast  as 
he  could  and  tried  to  get  there  first.  So,  you  >;ee.  Brownie  could  mind 
all  right  if  he  wanted  to.  That's  what  Mr.  Whippoorwill  said,  and  he 
told  Brownie  he  was  afraid  something  sad  would  happen  to  him  some 
day  if  he  did  not  stop  saying,  "  Wait  a  minute" — because  birdies  should 
mind  as  soon  as  they  are  spoken  to.  But  Brownie  only  shook  his  head 
and  said,  "I'm  not  afraid  of  anything!  Do  you  see  these  little  hooks 
I  have  on  mv  middle  toe?     I'll  scratch  an\bodv  that  bothers  me!" 


348  KINDERGARTEN    MAGAZINE. 

Then  he  swelled  out  his  brown  breast  feathers  until  he  felt  vety 
big  indeed.  One  day  Mrs.  Whippoorwill  took  the  twins  berry  hunt- 
ing, and  while  they  were  crossing  the  little  twisting  path  Mrs.  Whip 
poorwill  saw  Billy  Sanders  coming  along  that  very  path  with  a  slitig 
shot  in  his  hand,  and  it  frightened  her  so  she  said: 

"Run!    hide  under  the  leaves  and  keep  very  still, 
Quick!    Billy  Sanders  is  coming  over  the  hill. 
Whip-poor-will !      Whip-poor-will !" 

So  Dow^ne}'  ran  as  she  had  told  him  and  hid  quickly  beneath  the 
brown  leaves,  which  looked  so  much  like  his  feathers  that  no  one  could 
find  him,  and  he  kept  very  still.  But  Brownie  would  not  run — he  saw 
a  berry  that  he  wanted  and  he  said,  "Wait  a  minute,  mother,"  and  just 
at  that  zTry  minute  Billy  Sanders  saw  him  and  pulled  back  his  sling 
shot  and  hit  Brownie  right  in  his  left  eye,  and  then  Brownie  ran  and 
hid  in  the  grass  as  quickly  as  he  could,  crj^ing  softly,  "Whip-poor-will: 
Whip-poor-will!"  The  kind  leaves  hid  him  aw^ay  from  Billy,  but,  oh! 
how  his  eye  did  sting  and  hurt,  and  when  he  tried  to  open  it  he  couldn't, 
and  there  were  drops  of  blood  on  his  pretty  brown  head,  and  he  felt  so 
very^  sorry  that  he  had  said,  "Wait  a  minute." 

By-and-by  he  heard  his  mother  calling  softly  to  them,  "Whip- 
poor-w^ill!  Whip-poor-will!"  and  little  Downey  answered  back,  "Whip- 
poor-will!  coming,  mother,"  and  ran  quickl}'  to  her  side,  but  poor  little 
Brownie  kept  still  and  cried  ;  and  there,  in  the  grass,  his  mother  found 
him,  with  his  eye  all  bruised  and  bleeding.  She  was  very,  very  sorry, 
but,  then,  how  could  she  help  it?  And  Downey  was  sorr}',  too,  and 
nestled  close  to  the  little  twin  brother  and  said,  "Never  mind,  maybe  it 
will  be  better  in   the  morning." 

But  when  morning  came  it  was  no  better,  and  Mrs.  Whippoorwill 
said,  "Billy  hit  your  eye  so  hard  he  has  put  it  quite  out,  and  you  can  not 
see  with  that  eye  any  more.  Let  us  be  glad  that  he  did  not  hit  the 
other  eye.  too,  for  then  you  could  not  see  at  all,  little  Brownie — the 
sunshine,  nor  the  grass,  nor  trees  and  flowers,  nor  the  blue,  blue  sky — 
and  that  would  be  very  sad." 

Brownie  thought  so,  too,  and  I  don't  think  his  mother  hear  him  say 
"Wait  a  minute"  any  more  after  that,  because  Brownie  stopped  saying  it. 
Do  you  ever  say,  "Wait  a  minute,"  when  your  mother  calls  you? 


LITTLE    FOLKS'    LAND  :WJ 

Little  Kitty  Catbird 

Friday 

LITTLE  KITT^'  CATI^IRD  u  a.  Iut  mother'.  y.-unLre^r  cliiM. 
She  lived  in  a  briar  'patch  in  a  very  nice  nest,  indeed,  that  her 
father  and  mother  had  made  with  a  ij;reat  deal  of  care  out  of  root- 
and  grass  and  paper  and  hark.  And,  once-upon-a-timc,  h'ttle  Kitt\  Cat- 
bird had  been  inside  of  a  most  beautiful  green-blue  egg;  but  Kitt\'  Cat- 
bird didn't  believe  it,  because  she  said  she  was  too  big  to  get  inside  of 
an  egg.  But  her  little  brothers  and  sisters  believed  it — because  there 
were  the  broken  egg  shells  in  the  nest  to  show,  and  their  mother  said  so, 
and,  of  course,  they  believed  it.  There  was  one  very  sad  thing  about 
little  Kitty  Catbird — she  was  a  cry-baby.  Why,  she  cried  when  there 
was  something  the  matter  with  her,  and  she  cried  when  there  wasn't  any- 
thing the  matter  wath  her!  She  cried  when  she  was  hungr}-,  and  she 
cried  when  she  wasn't  hungry!  She  cried  when  she  wanted  water,  and 
she  cried  when  she  didn't  want  water!  She  cried  when  she  w^anted  to 
go  somewhere,  and  she  cried  when  she  didn't  want  to  go  anywhere!  So, 
her  mother  and  father  said,  Kitty  Catbird  certainly  was  a  queer  bird. 
But  they  loved  her  an^'way,  and  hoped  when  she  grew  older  she  wouKl 
stop  being  a  cry-baby,  and  sing  beautiful  songs  as  her  father  did. 

One  day,  when  Mr.  and  Mrs.  Catbird  were  away  from  hinie,  Kitty 
Catbird  climbed  up  on  the  edge  of  the  nest  and  said,  ''I'm  just  going 
to  show  you  birds  how  to  fly!  I  don't  need  an\'  mother  to  show  nie  how- 
to  fly;  I  know  all  by  myself!  " 

And  then  her  little  sisters  and  brothers  said,  '""^'ou  had  better  sta>' 
in  the  nest  until  mother  comes.  You  know  you  don  t  knnw  how  to  fly, 
Kitty  Catbird!" 

But  Kitty  twisted  up  her  mouth  and  said,  "I  do!  I  do!  I  do!  I  do!" 

So  she  spread  out  her  tiny  wings,  and  just  at  that  \er\'  minute  she 
tumbled  over  in  to  the  briar  patch — because  she  ditln't  know  how  to  tly. 
And  when  she  fell  over  into  the  briar  patch,  of  course,  you  know  what 
she  did — cried.  How  she  did  cry!  I  am  glad  you  were  not  there  to  hear 
her,  because  she  cried  so  \ery  loud  it  surely  would  ha\e  given  you  the 
headache.  And  she  said  the  briars  were  scratching  her  feet,  and  the 
briars  were  scratching  her  wings,  and  then  she  cried  and  cried  some 
more.  And  the  little  sister  and  brother  catbirds  peeped  oxer  the  edge 
of  the  nest  at  her  and  said,  "\Ve  told  vou  \"ou  didn't  know  how  to  flv. 


350  KINDERGARTEN    MAGAZINE. 

Kitty  Catbird!  Why  didn't  you  wait  for  mother  to  show  you  how? 
Now  you  are  in  the  briar  patch  and  we  can't  help  you  out.  If  you 
know  so  well  how  to  fly,  why  don't  you  stop  crying  and  fly  into  the 
nest.  Fly  up  to  that  low  twig  there,  and  then  to  the  next — it  isn't 
very  far — maybe  you  can  get  back  if  you'll  stop  crying,  and  try!" 

But  Kitty  Catbird  wouldn't  stop  crying,  and  she  wouldn't  try  I 
She  just  sat  on  the  ground  in  the  middle  of  that  briar  patch  and  opened 
her  mouth  right  wide  and  cried  and  cried  and  cried !  Did  you  ever  hear 
of  a  little  bird  that  wouldn't  even  try?  And  while  Kitty  was  crying  in 
the  briar  patch  the  little  sisters  and  brothers  heard  somebody  coming 
down  the  road  by  the  buttercup  meadow — a  little  boy — and  they  thought 
it  surely  must  be  Billy  Sanders,  and  he  was  coming  right  by  the  briar 
patch,  and  they  were  so  afraid  he  would  hear  Kitty  Catbird  crying  and 
carry  her  home  with  him  they  didn't  know  what  to  do.  And  sure 
enough  the  little  boy  came  on  down  the  road  until  he  got  to  the  briar 
patch,  and  then  he  stopped  right  still  and  listened,  and  he  heard  the  lit- 
tle bird  crying.  Then  he  climbed  over  the  fence  and  saw  the  little  bird 
crying.  And  then  he  crawled  underneath  the  briars  and  caught  the  lit- 
tle bird  and  put  her  in  his  cap  and  crawled  out  again.  And  then  the 
little  boy  did  a  most  beautiful  thing — I  wonder  if  you  could  guess? — he 
put  the  little  bird  back  into  the  nest  as  gently  and  as  softly  as  could  be, 
and  said,  "There,  little  birdie,  don't  cry!" 

And  then  he  ran  away  to  tell  Charlotte  Anne. 

Who  was  that  little  boy,  I  wonder? 

Program  for  Fourteenth  Week — Birds 

The  Little  Robins  Tiiree 

Monday 

Circle  talk,  songs  and  games:  Can  you  tell  me  the  names  of  the  birds 
that  built  their  nest  in  Father  Gipsy's  coat  pocket?  Would  you 
like  to  have  a  bird  build  near  your  house?  If  you  were  a  bird 
would  you  build  near  a  house,  or  in  the  woods?  The  robbins 
were  not  afraid  to  build  near  Joe-Boy's  house   (story). 

Song:     "I'm  a  Robin." 

Game:     Dramatize  "Two  Robin  Redbreasts." 

Gift:     Fourth  or  sixth. — Illustrate  story. 

Occupation:  Drawing;  what  the  little  robins  saw  on  their  first 
journey. 


I 


LITTLE    FOLKS'    LAND  351 

The  Redbird's  Story 

Tuesday 

Circle  Talk,  songs  and  games:  Have  you  ever  seen  birds  on  ladies' 
hats?  Where  do  you  think  they  come  from?  Did  you  ever  have 
a  sling-shot?  What  is  the  best  thing  to  shoot  at  with  a  sling-shot? 
Shov^^  picture  of  redbird. 

Game  and  song:     Birds. 

Gift:     Second  gift,  beads  (enlarged)  fence  enclosing  buttercup  meadow. 

Occupation:     Folding    (triangles)    redbird. 

Mrs.  Bobwhite's  Family 

Wednesday 

Circle  talk,  songs  and  games:  Do  you  remember  where  Mr.  and  Mrs. 
Oriole  built  their  nest?  How  many  birds  can  you  name?  Did  you 
ever  hear  a  bird  say,  "Bob,  Bobwhite?"  Let  me  hear  you  say  it. 
Show  picture  and  relate  story. 

Game:  Birds,  individualized.  (See  if  child  can  name  the  bird  he 
represents,  describe  and  give  its  call.) 

Gift:  Modeling,  nest  with  twentj^-two  eggs.  Group  work.  Show  pic- 
ture in  "Mother  Play,"  the  nest. 

Occupation:  Modeling.  Continue  the  above  sequence  by  changing  the 
twenty-two  eggs  into  birds.  Group  in  a  circle  (for  sleep)  as  in 
story. 

The  Whippoorwill  Twins 

Thursday 

Circle  talk  J  songs  and  games:  How  do  birds  help  people?  Do  you 
think  Farmer  Green  loved  birds?  Why?  How  many  babies  did 
Mrs.  Bobwhite  have?  Do  all  birds  have  so  many  children?  Here 
is  a  picture  of  a  bird  who  has  only  two  babies.  I  will  tell  you 
about  it. 

March :     Emphasize  prompt  obedience  to  calls. 

Games:     Selected  by  children. 

Gift:     Modeling.     Each  child  make  the  eggs,  then  change  into  birds. 

Gift:     Modeling.     Each  child  makes  the  eggs,  then  changes  into  birds. 

Occupations  Water  color, — baby  whippoorwills;  or,  Nest  and  two 
eggs. 


362  KINDERGARTEN    MAGAZINE. 

Little  Kitty  Catbird 

Fi'iday 

Circle  talk,  songs  and  games:     Name  all  of  the  birds  we  have  talked 

about.     Which  one  do  you  think  prettiest?     Relate  story. 
Songs:     Review  all  bird  songs. 

Ga/nes:     "Hopping  birds,"   "Walking  birds,"   "Scratching  birds." 
Gift:     Sticks  and  rings.     Picture  of  a  bush  and  nest. 
Occupation :     Brush  work.     Low  bush,  with  nest. 


IN    SCHOOL. 

RUBIE   T.   WEYBURN. 

We  teachers  puzzled  our  eyes  to  read 
The  crooked  and  meaningless  scrawl. 

Teddy  was  hopeless — we  quite  agreed. 
He  never  would  learn  at  all. 

But  here  little  Tender-Heart  up-spake 
Her  swift  little  word  of  praise — 

"Now,  is  there  another  boy  who  could  make 
Such  perfectly  beautiful  A's?" 

We  laughed,  "Well,  after  that  mastery. 

The  B  and  C  may  come!" 
But  something  beyond  the  pleasantry 

In  the  generous  words  went  home. 

There  isn't  a  page  in  the  blunderer's  book 
So  worthless,  so  one  with  despair, 

But  that,  if  the  eye  of  kindness  look 
"Twill  find  one  good  letter  there. 


American  Education  is  a  journal  published  in  x\lbany,  N.  Y..  edited 
bj-  George  C.  Rowell,  and  devoted  to  educational  interests  from  ''Kinder- 
garten  to  College."' 

Official  Report  of  the  Thirteenth  Universal  Peace  Congress  held  at 
Boston,  October,  1904 ;  addresses  in  full. 

Craftsman  for  January.  Dr.  Banardo  and  His  Life  Work  for  London 
Waifdom,  by  W.  H.  Tolman. 


KINDERGARTEN  IN  \ICT()RIA,  ALSTRALLA.' 

In  1887  Froebel's  gifts  and  occupatiinis  were  introduced  into  a  few- 
schools  in  Melbourne.  The  results  were  consitlered  highly  satisfactory, 
and  it  was  decided  to  extend  the  area  of  the  \\ork.  Mrs.  Gouhlm,  a 
lady  holding  high  credentials,  was,  therefore,  engaged  to  deli\cr  courses 
of  lectures  on  the  Kindergarten  System.  This  she  did  on  Saturday 
mornings  at  a  school  in  the  city.  Though  it  was  purely  optional,  no 
fewer  than  200  female  assistants  and  pupil  teachers  attended  regularly. 
Several  of  her  pupils  who  had  shown  special  aptitude  were  appointed  to 
the  relieving  staff,  and  deputed  to  hold  classes  and  give  demonstrations 
at  country  centers.  Their  services  were  always  eagerly  availed  of,  and 
the  training  of  teachers  in  kindergarten  principles  went  on  for  se\eral 
years.  In  the  Regulations  issued  in  1890  it  was  stated  that  in  Class  I, 
wherever  practicable,  appropriate  and  varied  occupations  (e.  g.  kinder- 
garten)  would   be  expected. 

Owing  to  retrenchment,  the  services  of  these  special  teachers  were 
dispensed  with  in  1894,  and,  consequently,  the  instruction  in  kinder- 
garten work  received  a  temporary  check,  being  taught  only  in  a  few  of 
the  schools  of  the  colony. 

At  the  inspector's  conference  held  in  January,  1899,  there  was  a 
consensus  of  opinion  that  the  time  had  arrived  for  extending  consider- 
ably the  knowledge  of  the  principle  underlying  kindergarten  practice. 
Accordingly,  applications  were  invited  in  England  for  a  lady  to  instruct 
teachers  and  to  organize  the  work. 

Out  of  several  eligible  candidates  who  sent  in  applications  for  the 
position,  Miss  E.  Hooper,  lecturer  under  the  London  School  Board, 
was  selected.  The  chief  duties  of  the  position  were  to  give  lectures  on, 
and  to  train  teachers  in,  kindergarten  and  infant-room  management ;  to 
organize  classes  for  kindergarten  in  selected  schools,  and  to  ad\ise  the 
Department  as  to  kindergarten  work  in  the  schools. 

Miss   Hooper  arrived   in    Melbourne   in   April,    1^00,   and   at  once 


*This  paper  was  received  by  Supt.  R.  J.  Condon  of  Helena  Pul)!ic 
schools  in  response  to  inquiry  made  by  him  of  the  Education  Department 
of  Australia,  asking  for  an  account  of  the  growth  and  present  conditions 
of  the  kindergarten  work  throughout  the  island  continent.  Superintend- 
ent Condon  kindly  allows  us  to  use  the  paper.  Many  educators  will 
remember  the  visit  of  Miss  Eva  B.  Hooper  to  our  country  a  few  years 
ago. 

Kindergarten  progress  in  other  parts  oi  Australia  will  lie  described  in 
!March  number. 


354  KINDERGARTEN    MAGAZINE. 

proceeded  to  acquaint  herself  with  the  work  that  was  being  carried  on 
in  the  infant  rooms  of  our  larger  schools,  and  with  the  conditions  that 
accompanied  it,   and  largelj'^  determined  its  character  and  possibilities. 

As  soon  as  a  supply  of  materials  was  obtained,  and  the  necessary 
arrangements  made.  Miss  Hooper  commenced  a  course  of  lectures  and 
demonstrations  on  kindergarten  to  the  students  of  the  Training  College, 
and  also  a  course  to  about  ninety  teachers  selected  from  the  schools  of 
Melbourne  and  suburbs.  Centers  foT  the  training  of  teachers  in  kinder- 
garten were  also  established  at  Ballarat  and  Geelong. 

During  1900-1901  new  infant  schools  were  built  at  Armadale, 
Essendon,  Ascot  Vale,  Fairfield  Park,  South  Preston,  Brunswick  and 
North  Melbourne.  These  buildings  were  constructed  in  accordance 
with  the  most  modern  ideas  as  to  lighting,  floor  space  and  desk  accom- 
modation, and  they  have  been  equipped  with  the  necessary  materials 
and  apparatus  for  effective  infant  teaching. 

Miss  Hooper's  time  was  largely  occupied  in  organizing  the  work 
in  infant  schools,  in  assisting  in  the  revision  of  that  portion  of  the 
program  which  related  to  infants,  in  lecturing  at  the  Summer  schools, 
in  writing  circulars  on  new  methods  and  subjects  of  instruction,  and 
in  visiting  country  centres  where  the  infant  mistresses  trained  by  her 
were  employed.  She  also  devoted  nine  hours  each  week  to  the  training 
of  teachers  in  kindergarten  principles,  infant-school  management,  and 
kindergarten  gifts  and  occupations.  The  students  attending  these  classes 
were  drawn  from  the  Training  College  and  from  the  staffs  engaged  in 
the  infant  departments  of  Melbourne  schools. 

The  three  years'  term  for  which  Miss  Hooper  had  been  appointed 
as  Organizing  Instructress  in  Kindergarten  was  completed  in  February, 
1903,  and  was  not  extended.  Arrangements  were  immediately  made, 
however,  for  carrying  on  the  work  of  showing  approved  methods  of 
teaching  in  the  infant  rooms  of  the  State,  and  for  providing  a  supply 
of  trained  infant  teachers. 

Women  students  at  the  Training  College  who  had  had  one  year's 
instruction  in  the  subjects  of  the  Infant  Teacher's  Certificates,  namely, 
kindergarten  principles,  psychology,  infant-school  management  (theory 
anl  practice),  kindergarten  gifts  and  occupations,  nature-study,  drawing 
and  brush  work,  attended  lectures  given  by  the  Principal  and  experi- 
enced female  teachers.  The  students  also  attended  the  schools  where 
these  teachers  taught  and  spent  one  week  in  every  month  working  under 
their   supervision.      Lectures   on   kindergarten   principles   and    practical 


THE  EYE  SENTIENT.  355 

demonstrations  Averc  given  on  Saturda}-  nvjrnings  for  the  benefit  of 
teachers  employed  in  the  metropolitan  schools. 

Five  hundred  teachers  attended  Summer  school  in  Januarw  19U3, 
and  special  attention  was  given  to  this  branch  of  infant  education. 

During  1904  classes  for  those  interested  in  infant  teaching  were 
held  in  Ballarat,  Bendigo  and  Geelong,  in  addition  to  those  in  Mel- 
bourne. 

In  Victoria  there  are  many  private  schools  for  young  children.  To 
help  the  teachers,  a  kindergarten  society  was  formed  in  Melbourne, 
three  or  four  years  ago. 


THE  EYE  SENTIENT. 
At  even  or  at  noon-tide — in  the  rush 
Of  morning  labor  hastening  to  its  toil 
Through  narrow  courts  and  mews,  fog-dimmed,  a-hush, 
Or  down  broad  streets  sun-spangled  as  with  foil. 
It  ever  searches,  searches  early,  late, 
To  grasp  the  beauty  set  so  thick  around — 
Would  clasp,   enfold   and   revel   in   it,   found, 
And  stay  therewith  a  longing  naught  can  sate. 
In  smoke-belched  cloud  it  marks  a  noble  swell. 
On  rain-wet  pave  a  subtle,  pearly  glint. 
Sees  in  the  gutters'  tide  a  volute  whirl, 
Or  mounts  to  where  webbed  wires  seem  to  hint 
Of  patterns  interwoven.     Naught  can  cloy 
That  eye  'fore  which  stands  Nature's  art  revealed— 
It  surfeits  in  the  beauty  thus  unsealed, 
Yet  in  its  surfeit  longs  for  further  joy. 

— James  Parton  Haxev  in  School  Arts  Book. 


READINGS  IN  THE  ^lAGAZINES. 

Educational  Reviezv.  January.  "What  the  University  Loses  by  Under- 
paying Its  Instructors,"  by  Elfrieda  H.  Pope.  Also.  "Some  Aspects  of 
Education  in  England,"  by  Lucy  ^I.  Salmon. 

Ai)ierica)i  Magazine,  January.  "The  Square  Deal  with  Children."  (Judge 
Mack  and  the  Chicago  Juvenile  Court.)    Henry  K.  Webster. 

Rcviezu  of  Rcziczc's.  A  Football  Symposium.  Papers  by  Benjamin  Ide 
Wheeler,  Nicholas  [Murray  Butler,  John  H.  Finley,  Dudley  A.  Sargent,  M.  D.. 
Luther  H.  Gulick.  Also.  "England's  Problem  of  the  Unemployed."  by  Agnes 
C  Laut. 


856  KINDERGARTEN    MAGAZINE. 

A  LAST  YEAR'S  PROGRAM^ 

LUELLA  "a.   palmer. 

ON  the  last  day  of  January  a  great  change  took  place.  Good-bye 
was  sung  to  the  children  who  were  to  be  promoted,  and  tTie 
next  morning  a  new  set  of  little  ones  came  to  fill  their  seats. 
The  children  who  were  left  in  the  kindergarten  found  their  relations 
changed ;  instead  of  being  the  followers  they  were  now  the  leaders  and 
helpers.  For  a  few  days  the  subjects  considered  in  the  morning  circle 
were  much  like  those  taken  up  during  September,  in  order  that  the 
newcomers  might  be  made  to  feel  at  home  and  a  part  of  our  social  group. 
This  review  did  not  retard  the  older  children,  for  each  subject  being 
either  concretely  presented  or  some  former  experience  dramatically  illus- 
trated, they  could  observe  more  attentively  than  when  it  was  first 
considered,  or  play  with  more  understanding  and  precision.  Much  tact 
was  needed  on  the  part  of  the  teacher  to  keep  the  more  advanced  from 
monopolizing  the  conversation  and  to  draw  out  from  the  younger  ones 
an  expression  about  the  simpler  phases  of  the  thought.  New  songs  were 
used,  and  also  the  old  reproduced,  one  at  a  time,  after  a  word  of  ex- 
planation. The  latter  could  never  gain  the  meaning  for  the  new  class 
that  they  held  for  the  old,  as  they  had  grown  out  of  experience  and  been 
developed  by  the  children  themselves. 

Group  1  now  contained  parts  of  former  groups  2  and  3.     Group  2 
part  of  former  group  3  and  the  new  children. 

FEBRUARY   PROGRAM. 

Teacher's  Thought — Broadening  of  children's  lives  by: 
(For  first  two  weeks,  same  as  in  September.) 

1.  Acquaintance  with  new  place  and  people, 

2.  Interchange  of  experiences  and  discovery  of  common  interests. 

3.  Establishment  of  new  social  unit,  the  kindergarten. 

(For  last  two  weeks,  same  as  in  October.) 

1.  Observation  of  adults'  occupations. 

2.  Representation  in  play. 

3.  Discovery  of  qualities  of  character  necessary  to  produce  good 
work. 


A  LAST  YEAR'S  PROGRAM.  357 

First  Week. 
Topic — Kindergarten  and  Home. 
Picture — First  Steps.     Millet. 
Song — Good  morning  to  you.     Thank    Him   all  ye  little  children. 

Kitten   and   Dog. 
Story — Three  Bears.     Charlotte  and  the  Dwarfs. 
Game — Balls,    roll,    bounce.      Turning,    turning,    this    is    a    wheel. 

Skipping.      Tag.      Silent   greeting.      Went   to   \isit   mother,   a 

father. 
Finger  Plays — Counting   fingers.      Finger   dance.      Ball    for   baby. 

Family.     Mother's  knives  and  forks. 
Rhythm — !March.     Tiptoe. 

Monday. 

Circle — Names  of  children.    Counting.    Objects  in  room.    Greeting. 

Gift — Splints,   rows  or  pictures. 

Occupation — Drawing,   pictures  made  with  splints. 

Occupation — Cutting  and  pasting  chains.      1.  Alternate  colors.     2. 

One  color. 
Tuesday. 

Circle — Family.     Home.     Care  of  the  baby. 

Gift — -First,  games  to  amuse  the  baby. 

Occupation — Drawing.     1.   7  hree  balls  of  different  colors.     2.   One 

ball. 
Occupation — 1.   Sewing,    row   of    soldiers.      2.   Pasting,    large   and 

small  circles,  three  sizes. 

The  sewing  is  entirely  free,  a  plain  card  being  gi\en  to  the 
children  with  a  needle  and  thread.  When  all  were  making  the 
same  picture  a  moment  was  taken  to  talk  about  the  form  and  the 
right  place  to  put  in  the  needle,  then  each  hole  was  punched  as  the 
stitch  was  taken.  Later  the  children  chose  their  own  pictures,  sew- 
ing houses,  trees,  windmills,  boats,  cars,  gates;  in  fact,  cver\-  simple 
thing  that  could  be  illustrated  with  straight  lines.  It  gave  ex- 
cellent training  for  the  eye,  as  distance  and  position  had  to  be  accu- 
rately gauged.     The  results  were  \ery  pleasing  to  the  children. 

Wednesday. 

Circle — Animals,  dog  and  cat.     Their  activities  and  cries. 
Gift — 1.   Fourth,  free. 

2.   Circles,   play  as  suggested   by  children. 


358  KINDERGARTEN    MAGAZINE. 

Occupation — Drawing,  cat. 
Occupation — 1.  Sewing  car  tracks. 

2.  Pasting,  row  circles. 
-     Thursday. 

Circle — Coming  to  school.     Getting  ready.     Mother's  work. 
Gift — 1.  Third,  suggestion,  houses  on  street.   » 

2.  Splints,  washboard. 
Occupation — Folding.      1.  Cradle.     2.  Rocking  horse. 
Occupation — 1.   Sewing,  washboard. 

2.  Cutting  and  pasting  chains. 
Fi'iday. 

Circle — Father's  work. 

Gift — Third,  free. 

Occupation — Drawing,  father's  work. 

Occupation — 1.  Sewing,  washtub. 

2.  Washboard  and  tub,  made  of  heavy  paper. 

Second  Week.' 
Topic — Shoemaker. 

Picture — Forest  in  Winter. 

Song — Alerry  Snowflakes.     (Song  Stories  for  Kindergarten.)  Good 
morning  to  sun.     Over  there  the  sun  gets  up  (Songs  for  Little 
Children,    Part   2).      The    Kettle    (Small    Songs    for    Small 
Singers), 
Story — Elves  and  the  Shoemaker. 

Game — Snowman    (Small   Songs   for   Small   Singers).      Sleighride 
(Sleighing   Song,   Songs  of  Child   World).     Visiting  Game. 
Finger  play.  Shoemaker. 
Rhythm — Skipping. 
l\Ionday. 

Circle — Snow.     Winter  games. 
Gift — Rings,  snowman. 
Occupation — Cutting  snowman. 
Occupation — 1.  Sewing  cage. 

2.  Drawing   snowman. 
Tuesday. 

Circle — Cold  winter  days..    Warm  clothing.     Bright  sun. 
Gift — 1.   One-third  of  sixth,   free. 

2.  Third,  dictation  and   imitation,   simple  sequence. 


A    LAST    YEAR'S    PROGRAM.  :j.VJ 

Occupation — Cutting,  c^jthiivj;. 
Occupation — 1.   Sewing,   window. 
2.   Folding  book. 
Wednesday. 

Circle — Shoes,   material,  why   worn,   how   mailc 
Gift — 1.  Third,   simple   dictation. 

2.  Fourth,  free. 
Occupation — Cutting,  sole  of  own  sh(je. 
Occupation — Folding.     1.  Bench  and  window.     2.   Window. 

During  the  game  period   a  visit  was  made  to  a  nearby  shoe- 
maker, who  obligingly  showed  us  his  tools  and  how  he  worked. 
Thursday. 

Circle — Shoemaker,  his  work  and  tools.     For  whom  he  works. 
Gift — Fourth,  dictation  and  imitation,  window,  door  and  bench. 
Occupatio?! — Drawing.     1.   Shoemaker.     2.   Hammer. 
Occupation — 1.   Sewing,  comb. 

2.   Cutting  and   pasting  chains,   alternate  colors. 
Friday . 

Circle — Tradespeople  in  vicinity,  their  w(jrk  and  wares. 
Gift — 1.  Two-thirds  of  sixth,  free. 

2.   Third,  simple  sequence. 
Occupation — Drawing,  wagon. 
■Occupation — Folding  sled.     1.   Difficvdt.     2.   Easy. 

Third  Week. 
Topic — \Vorkers. 

Picture — Helping  Grandma. 

Song — Fishes  at  Play  (Holiday  Songs). 

Story — Teddy's  Postman.     Lion  and  the  Mouse. 

Game — Postman  (First  four  lines  of  Postman,  Holiday  Songs). 

Policeman    (helping  children  and  old  people  across  street,  tak- 
ing  lost   children    home).      Fireman    (  F"irebells,    Instrumental 
Sketches). 
Rhythm — Pussy  and  pony  (Soft  and  Hard  Balls,  Songs  for  Little 
Children,  Part  2). 
Alonday. 

Lincoln's  Birthday,  holiday. 
Tuesday. 

Circle — \'alentines,  to  whom  sent  and  wh\-. 


360  KINDERGARTEN    MAGAZINE. 

Gift — Pictures  and  parquetry,  make  design  for  valentine. 
Occupation — Pasting  design. 
Occupation — Folding  letter. 

The  children  drew  pictures  on  the  paper  that  they  folded  and 
mailed  it  by  dropping  in  a  box  fastened  to  the  trunk  of  the  Christ- 
mas tree.  Unknown  to  the  children  these  papers  were  replaced  by 
tiny  valentines,  which  were  distributed  by  a  j^oung  postman  to 
their  surprise  and  delight  just  before  singing  good-bj'e. 
PFednesday. 

Circle — Postman,  his  work  in  all  kinds  of  weather.     Why  letters 

are  written  and  to  whom. 
Gift — Fourth,  dictation  and  imitation,  lamp  post,  postoffice,  window. 
Occupation — Drawing,  letter  carrier. 
Occupation — 1.  Sewing,  back  of  envelope. 
2.  Folding  envelope. 
Thursday. 

Circle — Policeman,  duty  in  all  kinds  of  weather.     His  faithfulness, 

kindness  and  strength. 
Gift — 1.  Sixth,   dictation   and   imitation. 

2.  Third,  free. 
Occupation — Drawing,  square  window  and  what  is  seen  out  of  it. 
Occupation — Folding,  badge.     1.  Difficult.     2.  Easy. 
Friday. 

Circle — Fireman.    His  bravery,   carefulness   and   promptness.      Du- 
ties of  patrol. 
Gift- — 1.  Sixth,  free. 

2.  Foiirth,  dictation  and   imitation,  engine  house,  engine. 
Occupation — Drawing,   house  on   fire,   engine. 
Occupation — Folding  engine. 

Fourth  Week. 
Topic — Soldiers. 

Picture — Washington. 

Song — Our  Flag   (Small  Songs  for  Small  Singers). 
Story— David  and  Goliath.     Search  for  Good  Child   (abridged). 
Game— Soldier  boy.     Lads  and  lassies  (Children's  Street  and  Sing- 
ing Games). 
Rhythm — "Double  quick"  or  running.      (Run,  run,  run,  Music  for 
Child  World,  Vol.   H.) 


A  LAST  YEAR'S   PROGRAM.  361 

Monday. 

Circle — Soldiers,  their  dut\'.     Kind  of  men  they  need  to  be. 
Gift — Splints    (with  paper  square)    for  Hag. 
Occupation — Pasting  flag. 

Occupation — Folding  hat.      1.   Difficult.     2.   Easy.     Cutting  cock- 
ade. 
Tuesday. 

Circle — Washington,  a  man  whom  people  loved  and   honored   be- 
cause of  his  qualities  of  character,  kindness,  etc. 
Gift— I.   Sixth,   dictation,  armory. 

2.  Fourth,  suggestion,  armory. 
Occupation — Framing  and  mounting  picture  of  Washington. 
Occupation — Pasting  epaulets,  red  white  and  blue  four-inch  circle. 
Washington's  picture  was  decorated  very  simply,  as  it  was 
desired  that  the  face  itself  should  make  the  most  vivid  impression. 
Two  small  tally  card  flags  were  pasted  in  each  corner  of  the  paper. 
Wednesday. 

Washington's  birthday,  holida)-. 
Thursday. 

Circle — Children  who  will  make  best  soldiers.     Qualities  they  ex- 
hibit now,  how? 
Gift — 1.  Sixth,  free. 

2.  Third,  short  sequence. 

3.  Third,  free. 
Occupation — Drawing,  soldiers. 
Occupation — 1.   Sewing,  chair. 

2.  Cutting,  free. 
By  this  time  the  forty  children  had  shown  their  unevenness  of 
development.  Group  1  comprised  some  who  could  attempt  more 
difficult  work,  as  well  as  some  who  could  more  profitably  try  again 
the  simple  problems.  Group  2  had  also  become  subdivided  ac- 
cording to  rate  of  progress.  Consequently  a  third  group  was 
formed  to  adjust  these  diflSculties.  The  divisions  for  occupations, 
however,  still  remained  nearly  the  same  as  at  first. 
Friday. 

Circle — Review  of  workers,  showing  their  co-operation. 
Gift — 1.  Third,  beauty  form. 

2  and  3.  Beads  for  free  building. 


362  KINDERGARTEN    MAGAZINE. 

Occupation— Yold'mg,  picture  frame. 
Occupation — 1.   Sewing,  free. 

2.  Cutting  and  pasting  chains. 


PROGRAM  FOR  FEBRUARY. 

CAROLINE    W.    BARBOUR. 

General  Subject:  Winter  sports  and  winter  work  in  the  community 
as  a  result  of  the  season's  conditions  of  ice  and  snow.  (Second  phase 
of  the  January  plan.) 

Social  Side:  I.  Winter  work  out-of-doors,  which  is  illus- 
trative of  neighborhood  and  city  community  life.  In  connection, 
take  up  care  of  horses,  winter  shoeing  at  the  blacksmith  shop. 

II.  Community  spirit  as  show^n  through  our  common  interest 
in  the  February  holidays:  St.  Valentine's  Day  and  George  Wash- 
ington's Birthday. 

Nature  Side:  The  nature  work  will  be  the  same  as  for  Jan- 
uary, noting  all  winter  signs;  observation  of  weather,  winds  and 
frost.  To  dwellers  farther  south,  there  would  be  the  first  signs 
of  the  coming  of  spring ;  but  February  in  the  north  is  winter-bound 
still. 

Motive  :  To  enlarge  further  the  community  idea  through  co-operation, 
illustrating  all  the  simple,  apparent  ways  in  which  neighbors  work 
for  the  comfort  of  all.  Also  through  noting  and  sharing  in  the 
holiday  festivals,  which  are  enjoyed  by  all. 

Games:     "Here  Comes  One  Soldier  Marching,"   "Lads  and  Lassies," 
"I  tisket,  I  tasket,"  all  from  "Children's  Singing  Games." — Hofer. 
Swedish  Game:     "Peek-a-boo." 

Rhythmic:  From  a  series  of  martial  themes  in  Hofer's  "Music  for  the 
Child's  World,"  No.  2,  develop  soldier  game,  involving  march- 
ing, commands,  parade  drills,  rest  time  and  so  on. 

Songs:     Continue  with  preceding  winter  songs. 

"The  Tin  Soldiers,"  "Our  Flag,"  "The  Moon,"  from  "Small 
Songs  for  Small  Singers." — Niedlinger. 

Select  from  a  series  of  marching  songs  in  Gaynor  Nos.  1  and  2. 
"My  Valentine"  (a  little  Jack  Frost  valentine  song).  Alice  E. 
Allen,  in  "New  First  Music  Reader." 


PROGRAM   FOR    I•EBRl•AR^'.  363 

Rhymes:     Lollipop  Soldiers:     O.  AI.   Long. 

Marching  Song:     "Child's  Garden  of  \'crse."     R.  L.  S. 
Stories:     Choice  of  stories  told  through  the  year. 

Of  Co-operation.     The  Mouse  and  Lion  (adapted). 

The    Six    Soldiers    of    Fortune.      Grimes' 
Fairy-Talcs  (Walter  Crane  Edition). 
Jack   Frost's   Valentine. 

St.  Valentine  and  the  Birds.     Child  Garden,  \>)1.  5,  p.  83. 
Narrative  of  George  Washington  (adapted). 

Topics  for  Winter  Work:  (1)  Work  about  our  homes;  shovelling 
snow  from  sidewalks  and  porches;  snow-sheds  or  stfjrm  doors  (developing 
purpose  of  slanting  roof)  ;  (2)  Work  on  streets  in  order  that  fathers 
and  brothers  may  go  to  business  safely  and  comfortably;  various  kinds  of 
street  clearing  and  cleaning,  such  as  snow  plows  for  streets  and  streets 
cars;  dump  carts  for  carrying  away  drifts.  For  older  groups,  carry  the 
subject  on  to  snow  plows  and  snow  sheds  for  train  service. 

Topics  for  V^alentine's  Day:  St.  \"alentine"s  Legend  adapted,  using 
the  idea  of  the  birds  as  little  messengers  of  love.  In  planning  valentines, 
it  is  suggested  that  we  select  for  decorative  purposes  the  more  childlike 
symbols,  such  as  birds,  flowers,  little  children  and  so  on.  The  customary 
symbol  of  hearts,  bleeding  and  arrow-pricked,  seems  somewhat  adult  in 
conception  if  one  pauses  to  analyze  its  significance. 

References:  The  Winter  Plan  Book,  by  George,  has  some  helpful 
suggestions.     Also  "The  Child  Garden." 

Topic  for  George  Washington's  Birthday:  Playing  soldier.  This 
is  the  most  concrete,  adaptable  part  of  the  stories  of  Washington's  life. 
Since  the  child  under  six  lives  in  the  "now,"  in  other  words,  has  no  his- 
torical sense  as  yet  developed,  the  stories  of  Washington's  life  should  be 
adapted  on  the  traditional  story  basis.  History  and  civic  virtues,  un- 
draped  or  unpersonified,  are  too  abstract  for  this  age.  All  this  part  can 
come  later  and  be  more  truly  ps3'chological,  and  according  to  Froebel's 
law  of  stages  of  growth  and  interest.  Courage,  spirit,  patriotism  can 
touch  the  child  through  their  symbols  in  flags,  movement,  and  the  feeling 
which  comes  in  with  the  soldier  games. 

Suggestions  for  Table-JVork:  Pictures:  snow  and  winter  pictures 
in  chalk  and  charcoal.  Action  drawing  for  out-of-door  work,  such  as 
shoveling  snow,  driving  snow  plow  teams;  drawing  soldiers  marching; 
free  cutting  silhouettes  and  posters  of  soldiers  marching,  are  ven,^  ef- 
fective through  the  repetition  necessan,'. 


864  KINDERGARTEN    MAGAZINE. 

Valentine  ideas:  (1)  Strings  for  scrap-picture  birds,  flowers  or 
children  pasted  on  six  inches  of  ribbon  or  folded  tissue  paper  strips. 
(2)  Circular  lace  paper  mats  with  center  cut  open  to  represent  double 
doors ;  mount  on  delicately  tinted  oblongs  of  cardboard  and  paste  inside 
doors  birds  with  folded  notes  in  bills,  or  other  pictures.  Other  decor- 
ative effects  can  be  made  on  this  model.  (3)  "Surprise  cuttings"  in 
book  form,  with  inside  "book"  of  gold,  silver  or  pale  blue  and  pink 
paper:  add  scrap  pictures  of  flowers  scattered  about,  and  a  child  picture 
and  valentine  lettering  inside.  (4)  Large  cut-out  daisies  or  pansies  with 
child's  face  for  center,  painted  and  pasted  by  children.  Underneath,  a 
sheet  of  same  form  for  valentine  message,  wMth  "stem"  of  green  raffia, 
zephyr  or  ribbon. 

Constructions :  Snow  shovels  of  half  twist  boxes  and  hardwood 
slats  (develop  purpose  of  side  braces)  ;  houses  of  butcher's  paper  with 
little  storm  sheds,  silver  paper  icicles  hanging  from  eaves,  snow  chalked 
on  roofs,  and  a  red  chimney  crowning  all.  Simple  and  complex  snow 
plows,  beginning  with  the  "wedge"  or  prow  shape.  Blacksmith  shop 
of  shoe  box  turned  on  long  side ;  forge  of  cardboard  modeling,  anvil  of 
black  cardboard ;  big  sign  in  front  with  swinging  cut-out  horseshoe  of 
black;  racks,  etc.,  crayoned  on  walls;  give  each  child  a  cut-out  man  and 
horse  in  order  to  complete  the  toy,  and  suggest  plays  to  him.  Soldier 
caps  of  newspaper  decorated  with  slashed  pompons  or  parquetry;  epau- 
lettes, straps  and  belts  ditto. 

Gifts:  Fifth  gift  for  buildings  and  snow  plows,  trains,  etc.,  illus- 
trating variously  slopes  and  wedge  shapes;  second  gift  for  street  cars, 
and  engine  or  track  snow  plows;  fourth  and  sixth  gifts  for  outlining 
and  planning  streets,  sidewalks,  curbings  and  snow  tunnels  or  sheds. 

Sand  table  used  as  snowdrifts  in  illustrating  plays  with  snow  plows. 
For  building  streets  and  making  tunnels. 


ROCKFORD  COLLEGE  (FOR  WOMEN),  ROCKFORl),  ILL. 

A  NEW  DEFWRTURE  IN  WO.MEn's  COLLEGES. 

AT  a  special  meeting  of  the  trustees  of  Rockford  College,  it  has 
recently  been  decided  to  add  to  the  regular  college  courses  two 
elaborate  technical  departments,  which,  with  the  special  electives, 
allied  with  them,  will  extend  throughout  the  four  }cars  of  the  college 
work. 

Both  will  be  optional;  both  will  be  open  onlj'  to  high  school  gradu- 
ates (with  the  exception  of  one  preparatory^  course  in  Home  Economics)  ; 
and  each  is  intended  to  constitute  about  one-fifth  of  the  entire  college 
course  for  the  student  electing  it.  The  idea  is  to  combine  cultural  and 
technical  work  in  such  due  proportion  as  to  secure  a  more  desirable 
type  of  education,  and  to  graduate  girls  better  able  to  take  care  of  them- 
selves than  has  been  done  in  the  past. 

The  proposed  schedule  for  the  department  of  Home  Economics  is 
as  follows: 

Preparatory  course  in  Home  Economics. 

An  elementary  course  in  sanitation,  principles  of  cooking  and 
dietaries.     Practice  work  in  cookery. 

HOME  ECONOMICS. 
Home  Architecture  and  Sanitation — 

Study  of  a  modern  house;  situation,  surroundings  and  plan  of  the 
house;  its  heating,  lighting  and  ventilation;  its  plumbing  and  water  sup- 
ply; the  decoration  and  care  of  the  house  from  a  sanitar\-  standpoint; 
the  application  of  bacteriology  to  housekeeping.  Some  municipal  prob- 
lems of  sanitation. 
Economics  of  the  Household — 

A  study  of  the  cost  of  living  and  the  apportionment  of  the  income. 

A  consideration  of  rent,  fuel,  light  and  the  like,  with  reference  to 
cost  and  efficiency.     The  servant  problem.     Household  accounts.     Prac- 
tical lessons  in  marketing. 
Applied  Chemistry — 

Experimental  study  of  food  principles;  the  chemistr}-  of  digestion; 
simple  food   analysis;    adulterations,   preservatives   and    their   detection: 
the  testing  of  household  supplies. 
Food  and  Dietetics — 

Food  materials  and  their  nutritive  value  ;  diet  and  dietaries  ;  the  right 
application  of  heat  to  food  materials :  practice  work  in  cookery. 


366  KINDERGARTEN    MAGAZINE. 

Emergencies,  Home  Nursing — 

Practice  work  in  invalid  cookery. 

Textiles  and  Hand  Work — 

A  study  of  the  production  of  fibres  and  their  properties,  of  their 
preparation  and  adulteration;  and  of  the  manufacture  of  textiles. 
Advanced  Course  in  Food  and  Dietetics — 

A  continuation  of  Course  IV.  A  further  study  of  dietaries;  the 
relation  of  food  to  health ;  influence  of  age,  sex  and  occupation. 

Practice  work  in  cookery. 

Home  Decoration — 

A — General  principles  of  decoration;  harmony  of  color  and  form; 
proportion;  design. 

B — Decoration  of  the  modern  interior;  treatment  of  floors,  walls 
and  ceilings  with  reference  to  the  size,  shape,  lighting,  and  purpose 
of  the  various  rooms  of  the  house;  furniture,  floor  coverings,  draperies 
and  pictures. 

The  schedule  for  the  secretarial  department  is  as  follows: 

SECRETARIAL  DEPARTMENT. 
Accounts 

The  principles  of  bookkeeping;  practice  in  recording  business  trans- 
actions; the  use  of  business  papers  including  checks,  notes,  bills,  invoices, 
receipts,  etc.,  keeping  a  bank  account. 
Commercial  Geography — 

A  study  of  the  physical   features   of  the   United   States   in   their 
relation  to  production  and  trade;  study  of  some  representative  industries; 
trade  with  foreign  nations. 
Commercial  Law — 

Study  of  the  principles  of  law  which  are  useful  in  ordinary  business 
transactions;  of  contracts,  negotiable  papers,  insurance,  corporation,  etc. 
Business  Methods — 

Among  the  topics  to  be  considered  in  this  course  are:  Mercantile 
houses,  boards  of  trade ;  clearing  houses ;  banking,  life  and  fire  insurance ; 
patents;  copyrights;  foreign  exchange;  express  and  freight  transpor- 
tation ;  parliamentary  law ;  office  methods  and  appliances ;  business  ethics. 
Typewriting — 

This  course  covers  a  period  of  from  one  to  three  years  according 
to  the  time  given  to  it  by  the  student.     The  course  includes:     A  study 


ROCKFORD   COLLEGE    (FOR   WOMEN),   ROCKFr)R|),    n.T,.    '.m 

of  parts  of  a  t3pewriter ;  use  of  the  t3pewriter;  style  in  arraivjcmciit  of 
typewritten  material;  carbon  copies  and  minieoti;raph ;  transcriittion  of 
shorthand  notes  and  lecture  notes. 

Shorthand — - 

This  course  may  cover  a  period  of  from  one  to  three  years,  accord- 
ing to  the  number  of  exercises  elected  by  the  student.  The  course  in- 
cludes: A  thorough  knowledge  of  the  principles  of  shorthand;  practice 
in  reporting  lectures  and  sermons,  and  in  taking  testimony ;  lectures  on 
the  theory  of  shorthand. 

Students  making  an  extensive  study  of  this  work  are  ad\'ised  to 
choose  other  electives  from  civics,  sociology,  economics  and  historw 

Any  student  who  desires  to  take  the  examination  required  to  become 
a  teacher  of  cooking  in  the  Chicago  high  schools  can  easily  arrange  to 
do  the  necessary  work  at  Rockford  college.  The  demand  for  such 
teachers  in  the  larger  high  schools  throughout  this  section  is  a  grinving 
one. 

■  A  large  proportion  of  the  work  offered  in  this  department  is  as 
necessary  for  a  girl  who  intends  to  become  a  nurse  as  for  a  girl  who 
intends  to  become  a  teacher  in  home  economics. 

A  keen  student  of  present  conditions  writes  in  regard  to  these 
courses:  "It  seems  to  me  that  there  are  profound  reasons  why  the 
American  girl  in  every  walk  of  life,  and  without  regard  to  her  immediate 
prospects,  should  have  the  best  possible  training  in  the  working  duties 
of  the  home." 

President  James,  in  his  inaugural  address,  speaking  of  the  elaborate 
courses  in  home  economics  offered  at  the  University  of  Illinois,  said : 
"It  will  do  what  the  women's  college  has  thus  far  declined  to  do,  or  is 
just  beginning  to  do,  viz.:  give  a  distinctively  woman's  course  in  the  field 
of  higher  education."  This  Rockford  college  has  determined  to  do,  and  to 
do  on  an  extended  scale.  Both  departments  are  similar  to  those  offered 
at  Simmons  College,  Boston.  The  situation  there  is,  however,  different 
from  that  at  Rockford.  They  are,  first  and  foremost,  a  technical  school, 
founded  to  teach  girls  to  earn  their  own  living,  but  they  ha\e  com- 
bined with  this  the  cultural  courses.  Rockford,  on  the  other  hand,  is 
proposing  to  add  technical  courses  to  an  institution,  first  of  all  academic, 
with  all  the  old  college  traditions. 

The  secretarial  department  offers  a  unique  opportunity  in  this 
section  of  the  countrv^   for  a  gentlewoman   to  obtain  a  sound   business 


368  KINDERGARTEN    MAGAZINE. 

education  in  company  with  other  gentlewomen,  and  to  have  the  ad- 
vantage of  a  regular  college  training  at  the  same  time.  Business  men 
are  practically  unanimous  in  their  opinion  that  there  is  a  great  demand 
for  better  trained  stenographers  and  private  secretaries.  Paucity  of 
vocabulary  and  lack  of  mental  discipline  are  pointed  out  as  serious  and 
common  defects  at  present.  "To  succeed  as  a  private  secretary,"  writes 
a  New  York  lawyer  of  experience,  "one  should  be  able  to  elaborate  and 
execute  instructions  often  given  in  the  most  abbreviated  form — to 
remember  and  classify  details — to  see  that  everything  covered  by  instruc- 
tions is  actually  done  before  the  employer  hears  of  the  subject  a  second 
time."  This  evidently  demands  a  woman  with  a  college  training  as  well 
as  the  technical  training  of  a  stenographer. 

Franklin  MacVeagh,  one  of  the* most  prominent  business  men  of 
Chicago,  has  examined  both  of  the  proposed  schedules  at  Rockford,  and 
approves  both.  As  to  the  secretarial  department,  he  says:  "I  particularly 
feel  that  learning  stenography  and  typewriting  is  extremely  wise  for  anj^- 
one  nowadays  who  has  to  earn,  or  who  by  any  chance  may  come  to  the 
necessity  of  earning,  a  living."  Another  man  of  note  remarked  in  this 
connection  that  there  was  not  one  woman  in  a  hundred  who  knew  how 
to  sign  a  check  properly,  and  added:  "It  is  symtomatic  of  an  ignorance 
of  practical  life  that  is  deplorable."  If  a  girl  has  property  of  her 
own,  she  should  know  how  to  manage  it.  If  she  wishes  to  aid  her  father 
in  business,  the  instruction  that  she  will  receive  at  Rockford  will  make 
her  competent  to  do  so. 

Rockford  College  is  the  only  woman's  college  accorded  the  first 
rank  in  scholarship  from  New  York  to  California.  (See  Report  of 
the  Commissioner  of  Education,  v.  2,  p.  1608).  The  students  trained 
there  are  given  advanced  college  standing  on  the  face  value  of  their 
certificates  at  the  Universities  of  Chicago,  Wisconsin,  Northwestern  Uni- 
versity, Mount  Holyoke,,  Wellesley,  etc. 

Founded  in  1849,  it  stands  as  the  oldest  woman's  college  of  its 
class  in  the  country  with  the  single  exception  of  Mount  Holyoke.  There 
are  to  be  twentj^-one  instructors  on  its  various  faculties  next  year,  nearly 
half  of  whom  have  either  their  master's  or  doctor's  degrees,  and  all  of 
whom  are  finely  trained  for  their  work.  The  equipment  is  modern  and 
the  apparatus  is  to  be  immediately  increased.  The  art  department 
is  under  the  charge  of  James  William  Pattison,  connected  with  the  Art 
Institute  of  Chicago,  a  well-known  art  critic.     The  music  department 


AN  OPEN  LETTER  TO  KINDERGARTNERS.       :im 

has  four  instructors,  who  have  the  true  artistic  spirit,  as  is  shown  in  the 
results  the}'  obtain  from  their  students. 

With  a  beautiful  campus,  a  healthful  location  and  a  deliLditful  home 
life,  there  is  no  reason  wh}'  Rockford  College  should  not  wax  stroiiLa-r 
and  stronger.  That  a  college  for  women  of  such  high  academic  stan(h'ii'i 
should  have  taken  the  new  departure  in  educational  policy  indicated 
above  whereby  a  girl  is  to  receive  a  training  for  a  vocation  at  the  same 
time  that  she  receives  her  college  training,  whereby  she  is  to  be  graduated 
not  only  with  a  disciplined  mind,  but  in  actual  touch  with  practical  life, 
is  certainly  worthy  of  attention  as  one  of  the  signs  of  the  times. 


AN  OPEN  LETTER  TO  KINDERGARTNERS. 

SEE  that  bright  spot! 
The  time  has  come  to  remind  eastern  kindergartners  that 
[Milwaukee  is  the  bright  spot  and  that  it  will  be  especially  bright 
and  illuminating  the  first  week  in  April  when  it  opens  its  doors  to  the 
I.  K.  U.  It  behooves  us  of  the  East  today  to  recall  the  enthusiasm  and 
never  failing  interest  of  the  Western  workers  in  our  Eastern  meetings. 
Not  only  could  we  depend  upon  the  presence  of  the  leaders  but  each 
brought  in  her  train  a  group  of  workers.  And,  realizing  all  this,  let  us 
show  our  appreciation  of  such  loyalty  to  our  common  cause  by  sending 
a  goodly  delegation  to  Milwaukee.     Let  each  leader  interest  her  workers. 

Unfortunately  the  preliminarj'  program  has  been  delayed  by  illness 
and  death  in  the  family  of  our  president,  but  we  are  promised  a  paper  on 
play  by  Dr.  Luther  Gulick,  director  of  physical  training  in  New  York 
City,  a  subject  of  interest  to  all  who  are  following  !Miss  Blow's  interpre- 
tation of  play.  Round  Tables  for  discussion  are  also  arranged  for  and 
there  will  be  extensive  exhibits  of  kindergarten  work. 

Our  theory  demands  that  we  become  universal.  To  this  end  ar- 
rangements are  being  made  for  stop-over  privileges  that  all  who  wish  may 
visit  the  manv  different  types  of  work  in  Chicago.  In  accordance  with 
the  truth  of  the  Pigeon  House,  let  us  of  the  East  go  forth  to  appropriate 
what  the  West  offers,  knowing  we  shall  return  enriched. 

Susan  S.  Harrim.ax^  Corresponding  Secretary. 


370  KINDERGARTEN    MAGAZINE. 

THIRTEENTH    ANNUAL    MEETING    OF    THE    INTERNATIONAL 

KINDERGARTEN  UNION,  TO  BE  HELD  AT  MILWAUKEE, 

WISCONSIN,  APRIL  3,  4,  5  AND  6,  1906. 


Headquarters — Hotel  Pfister. 

Place    of    Meeting — Plymouth    Church. 


OFFICERS. 

President — Mrs.  James  L.  Hughes,  68  Henry  street,  Toronto,  Canada. 

Vice-President — Mrs.   Mary  Boomer   Page,  40   Scott  street,  Chicago. 

Second  Vice-President— Miss  Alice  E.  Fitts,  Pratt  Institute,  Brooklyn,  N.  Y. 

Recording  Secretary — Miss  Mabel  McKinney,  76  Olive  street,  Cleveland,  Ohio. 

Corresponding  Secretary — Mrs.  Susan  Harriman,  134  Newbury  street,  Bos- 
ton, Mass. 

Auditor — Miss  Ella  Elder,  86  Delaware  avenue,  Buffalo,  N.  Y. 

Chairman  of  Local  Committee — A.  S.  Lindemann,  President  of  the  School 
Board. 

Chairman  of  Press  Committee — Mr.  Richard  Watrous,  Secretary  of  the  Citi- 
zens' Business  League,  Sentinel  building,  Milwaukee. 


PRELIMINARY  PROGRAM. 


Monday  Afternoon,  April  2,  at  2:30. 

Tuesday  Morning,  April  3,  at  10  o'clock. 

(At  Hotel   Pfister.) 
Meeting  of  Committee  of  Nineteen — Chairman,  Miss  Lucy  Wheelock. 

Tuesday  Afternoon,  April  3,  at  2:30  o'clock — Plymouth  Church. 

Conference  of  Training  Teachers  and  Supervisors. 
Closed   Session. 
Chairman,  Miss  Bertha  Payne,  Chicago. 

1.  Means  for  securing  a  Higher  Degree  of  General  Culture  in  the  Kin- 
dergarten Normal  Course. 

2.  The  Kindergarten  Department  in  the  General  Normal  School.     Prob- 
lems of  Adjustment;  Advantages  and  Disadvantages;  Curriculum. 

Tuesday  Evening.  Open  Session  of  Training  and  Supervisors'  Conference. 

1.  Place   and   Function   of   Psychology   and    Philosophy    respectively  in 
the  Kindergarten  Training  Courses. 

2.  Points   of  View  on  the   Interpretation  of   Symbolism;   the   Function 
of  Self-Expression  in  Growth,  and  Play  and  Work. 


THIRTEENTH   ANNUAL   MEETING.  871 

Wednesday    Morning,   April   4th,    at    10    o'clock. 

Invocation. 

Address  of  Welcome. 

Response. 

Reports  of  Officers  and  Committees. 

Appointment  of  Committees  on  Time,  Place  and  Resolutions. 

Report   of  Delegates. 

Wednesday  Afternoon. 

Round  Table   Conferences,  or  Visiting  Kindergartens. 
Meeting   of    Executive    Board,    3    o'clock. 
Reception    at   Downer    College,   4    o'clock. 

Wednesday  Evening,  8   o'clock. 

Lecture — The  Instinct  Feelings  at  Play.  Dr.  Luther  H.  Gulick, 
Director  of  Physical  Training  in   New  York    City   Public   Schools. 

Thursday  Morning. 

Report  of  Committee  of  Nineteen — Chairman,  Miss  Lucy  Wheelock. 
Address  on  Art. 

Thursday  Afternoon,  2:30  o'clock. 

Conference    in    Charge    of    Parents'    Committee — Chairman,    Mrs.    Mary 

Boomer  Page. 

Mrs.  Lynden  Evans,  President  of  Chicago  School  Domestic  Arts  and 
Sciences. 

Mrs.  Porter  Landor  McClintock,  University  of  Chicago. 

Thursday  Evening. 

General   Reception. 

Friday  Morning. 
Business  Meeting. 
Election  of  Officers. 

Friday  Afternoon. 

Three-Minute   Addresses   by   Leading   Kindergartners. 
Report   of   Committees    on    Necrology,   Time   and   Place,   and   Reso- 
lutions. 

Presentation  of  New  Officers 


372  KINDERGARTEN    MAGAZINE. 

ST.  VALENTINE'S  DAY.* 

This  old  holiday,  or  festival  day,  is  certainly  one  more  opportunity 
for  little  children  to  learn  the  beauty  of  loving  kindness  and  thought- 
fulness  for  others.  The  teacher  and  to  some  extent  the  home  are  utiliz- 
ing and  refining  this  interest,  endeavoring  to  eradicate  the  coarseness 
of  the  so-called  comic  valentine  and  by  the  use  of  valentines  made  and 
bought  to  give  expression  to  this  interest,  through  valentine  boxes  and 
valentine  parties  which  include  every  member  of  the  circle  or  the  home, 
as  perhaps  the  commonest  method. 

Valentines  made  for  sick  children  and  for  shut-ins  of  a  larger  growth, 
too,  are  suggested.  The  sufferers  in  childrens'  wards  at  the  hospitals,  the 
dear  old  men  and  women  at  old  people's  institutions — so  many  of  them 
have  such  young  hearts  and  would  so  appreciate  the  tiny  remembrance 
from  tiny  fingers.  The  upper  grade  children  in  the  schools  using  the 
day  as  another  aid  in  fostering  the  "community"  thought.  This  delight- 
ful but  earnest  work  of  making  and  sending  a  dainty  simple  valentine 
so  surely  leads  the  children  to  find  their  own  happiness  in  making 
others  happy. 

Surely,  no  little  child  at  least,  will  for  a  moment  think  of  sending 
any  message  of  coarseness  to  hurt  another  on  this  good  day  when  filled 
with  the  happier  thought.  But  to  counteract  the  evil  influences  of  the 
comic,  which  they  do  meet  with  in  the  older  children  and  in  the  shop 
windows,  they  must  be  kept  interested  in  and  occupied  with  what  is 
good  and  helpful  and  beautiful;  and  the  mothers  must  feel  this  too 
and  here  is  the  greatest  problem. 

We  all  know  that  to  realize  the  results  desired — to  help  in  develop- 
ing the  character — in  making  life  more  joyful,  it  is  essential  to  have  the 
co-operation  of  the  home.  W^hile  under  the  eye  and  hand  of  the  teacher 
in  the  circle  or  at  the  table,  control  is  kept  over  the  little  self  working 
out  the  ideas  of  the  busy  mind.  But  how  about  the  between  times  and 
the  afterward?  How  can  the  seed  sown  in  the  kindergarten  become 
a  permanent  part  of  the  child  without  the  home  aiding  its  growth? 
With  many  mothers  and  fathers,  the  kindergarten  is  still  regarded  very 
lightly  and  until  they  consider  as  serious  the  work  of  character  develop- 
ment, recognizing  in  the  very  earliest  stages  of  it,  the  aim  and  ambition 
of  the  teacher,  it  is  uphill  work. 


•■By  Mary  Thompson.     Paper  given  at  Chicago  Kindergarten  Club,  1905. 


ST.  VALENTINE'S  DAY.  373 

In  the  home  most  of  our  festival  days  are  becominiz;  so  burdensome, 
the  anxiety  and  worry  in  the  atmosphere  so  constantly  about  the  children, 
is  absorbed  by  them,  and  can  we  wonder  when  we,  ourselves,  are  not  free 
from  it?  Possibly  one  of  the  worst  features  we  have  to  guard  against 
is  the  size  and  expense  of  the  ''give  and  take"  procedure,  so  prevalent. 
The  giving  of  expensive  valentines  is  especially  to  be  discountenanced  and 
obviated.  Let  the  children  learn  the  value  of  the  spirit  of  the  giver,  not 
the  money  value  of  the  gift  and  Valentine's  day  should  at  least  be  left 
for  the  operation  of  this  spirit.  Through  the  mothers'  meetings  we  can 
endeavor  to  instill  in  their  minds  the  spirit  of  loving  service — the  kinder- 
garten-made or  home-made  valentine,  the  little  one's  own  gift,  rather  than 
the  expenditure  of  money,  thus  gaining  a  blessing  for  the  child  who 
gives  as  well  as  the  recipient,  the  unselfish  love  for  others  irradiating  the 
whole  thought  of  the  day  for  the  children  both  at  kindergarten  and  at 
home.  Will  not  the  mothers  and  grandmothers — the  fathers  and  grand- 
fathers, too,  if  they  could  come — enjoy  the  valentine  party  as  much  as 
the  children  and  the  children  more  because  of  their  presence.  And  to 
many  a  mother  one  of  the  versions  of  the  beautiful  old  legend  of  Valen- 
tine, told  by  the  kindergartner,  will  be  as  delightful  and  suggestive  as  to 
the  child,  as  the  thought  of  how  St.  Valentine  is  remembered  on  his 
birthday  by  sending  little  messages  or  tokens  of  love  secretly  to  each 
other,  perhaps  as  though  the  birds  or  flowers  that  he  so  loved  and  under- 
stood, carried  or  whispered  them  about. 

In  a  neighborhood  I  know  best,  this  problem  has  to  be  met  and 
it  is  not  an  easy  one.  Every  valentine  comes  to  the  little  one  in  our  home 
with  the  name  of  the  sender  somew^here  on  it;  frequently  it  is  brought 
to  the  door  and  handed  in  (nothing  of  the  mysterious  to  consider  as- 
suredly). Notice  is  generally  given,  before  or  after  this  deliver}^  that 
reciprocity  is  very  decidedly  the  proper  thing.  Then  the  counting  after- 
ward: "I  got  fourteen  valentines.  How  many  did  you  get?"  and  a 
child's  popularity  is  soon  known  the  length  of  the  street.  A  thought  of 
love  and  kindness  is  hard  to  find.  "I  must  give  to  Leo  because  he  gave 
me  one." 

To  be  sure  these  are  not  kindergarten  children,  but  they  are  just 
beyond  kindergarten  age,  seven,  eight  to  ten  years  old,  and  some  of  them 
have  been  in  kindergarten.  And  these  are  the  children  who  are  influ- 
encing the  smaller  ones — making  fun  of  the  work  that  has  meant  so 
much  to  fingers  and  hearts. 


374  ■         KINDERGARTEN    MAGAZINE. 

But  it  does  seem  to  some  of  us  worth  while — yes,  a  precious  privi- 
lege, to  have  a  part  in  bringing  about  better  things — the  simple  life — in 
which  children  and  elders  may  each  for  the  joy  of  it,  do  his  share  in 
making  festive  days,  and  including  Valentine  day  a  time  for  the  expres- 
sion of  love  and  kindness  to  each  and  all — the  little  lame  girl  on  the 
next  block  and  the  really  disagreeable  child  who  is  usually  left  out  of  the 
good  times. 

Suggestion. — We  have  our  holidays — Christmas,  Thanksgiving, 
etc.,  but  this  festival  is  called  in  some  places  the  Birds'  Holiday — but 
we  may  share  it  with  them.  The  birds  of  long  ago  knew  and  loved 
Valentine  and  on  his  birthday,  each  little  bird  chooses  another  bird  to  live 
with  all  the  year  through ;  they  help  each  other  to  make  a  home  for 
the  little  ones  to  come  by  and  by,  and  are  so  happy  in  this  work,  just 
loving  and  thinking  of  each  other  all  through  the  days.  So  we,  too, 
are  to  try  on  this  day — Valentine's  birthday  (for  he  loved  every  one)  — 
to  make  others  happy,  thinking  of  them  and  surprising  them  with  some 
little  expression  of  love — a  valentine  which  says  "I  love  you,"  or  "Love 
to  you,"  letting  them  guess  from  whom  the  message  comes. 

Another  suggestion  to  emanate  from  the  kindergartner  for  the 
child  of  six  to  eight.  Could  she  induce  one  or  two  of  the  wise  mothers 
to  meet  these  children  in  one  of  the  homes  and  make  valentines,  thus 
tiding  over  a  little  time  at  least.  Or  in  the  school  kindergarten  the 
kindergarten  teacher  and  the  primary  teacher  could  consult  together 
and  possibly  the  art  work  for  month  tend  in  this  direction. 


PATRIOTIC  FESTIVALS. 


I  wonder  what  mental  images  this  subject  calls  to  your  mind. 

Are  the  memories  those  of  things  which  appeal  to  children?  Why 
do  they  interest  them?  Is  it  the  spirit  of  patriotism?  Is  it  the  color  of 
flags,  caps  or  badges?  Is  it  the  noise  of  drum  or  horn?  Is  it  the  same 
thing  that  impels  a  boy  to  follow  up  a  brass  band  with  a  quicker,  firmer 
step  than  when  going  to  school  after  a  long  vacation? 

When  I  asked  the  question  did  any  one  think  of  abstract  patriotism  ? 
Can  you  easily  think  it  apart  from  any  special  deed  or  character? 

If  not,  we  must  certainly  not  expect  to  inculcate  patriotism  in  the 
children  apart  from  a  patriotic  man  and  his  deeds  of  that  nature. 


PATRIOTIC  FESTIVALS.  375 

Prof.  Earl  Barnes  says  that  little  children  of  the  age  of  our  asso- 
ciates do  not  choose  heroes  outside  their  own  family  circle  or  those  closely 
associated  with  them  in  the  home  life.  The  father,  mother,  uncle,  aunt, 
grandparents  or  a  big  brother  or  sister  are  the  objects  of  their  admiration. 
After  that  come  the  conductor,  motorman,  little  girl  with  curly  hair, 
lady  with  fine  clothes,  engineer,  fireman  and  policeman. 

Later  come  those  possessing  beauty,  strength,  riches,  talent,  and 
the  doers  of  brave  and  heroic  deeds. 

So  we  have  been  forced  to  acknowledge  that  George  Washington 
as  a  great  man  and  the  first  President  of  our  country,  and  Abraham 
Lincoln  as  a  boy  who  grew  out  of  a  log  cabin  into  the  White  House, 
are  characters  too  remote  from  the  experience  of  our  children  to  make 
much  if  any  impression  upon  their  lives.  We  can  make  their  stories  so 
interesting  and  real  that  the  children  enjoy  them  for  the  time.  But  a  few 
years  later  such  heroes  will  mean  much  more  to  them,  even  if  they 
have  been  done  in  blocks,  sticks,  sand,  clay,  paper  and  drawing  in  kinder- 
garten for  several  weeks. 

Professor  Barnes  says,  and  truly,  it  seems  to  me,  that  the  edge  of 
keen  interest  is  taken  off  many  things  in  kindergarten  that  might  better 
be  left  to  the  grades,  where  the  children  could  absorb  with  much  more 
understanding  and  learn  with  a  fresher  zeal. 

You  might  say  that  any  story  tjiat  is  of  past  events  is  the  same  for 
all  practical  purposes  as  one  of  history,  for  to  a  child  of  four  or  five  the 
meaning  of  "a  long,  long  time  ago"  is  rather  hazy. 

But  if  our  heroes  and  heroines,  our  characters  about  which  kin- 
dergarten interest  centers  be  those  more  nearly  related  to  the  children's 
own  lives  and  experiences,  we  will  be  following  more  closely  along  the 
lines  drawn  by  child-study  experts  and  psychologists. 

The  historical  story  of  Thanksgiving  in  kindergarten  comes  under 
the  same  wise  criticism.  Let  us  have  the  Thanksgiving  time  one  of 
arousing  as  much  feeling  of  gratitude  for  present  physical  comfort  as  we 
can  in  minds  of  four  or  five  years  of  growth  and  let  the  Pilgrims  and 
Indians  come  on  the  stage  in  a  new  play  in  the  first  and  second  grades. 

But  in  our  public  schools  where  the  22d  of  February  is  so  gener- 
ally observed,  the  kindergarten  children  hear  much  of  it  in  their  homes 
and  know  a  celebration  with  colors  is  on  in  their  school. 

So  we  will  not  ignore  it,  perhaps,  but  say  it  is  the  birthday  of  one 
who,  as  a  little  boy,  was  very  brave  and  honest,  grew  to  be  a  strong, 
brave  soldier,  and  finally  all  the  people  of  this  country  asked  him  to  be 


376  KINDERGARTEN    MAGAZINE. 

their  leader.  We  all  want  to  be  honest  and  brave  just  like  General 
Washington,  and  love  our  country,  too.  The  beautiful  flag  of  red, 
white  and  blue  is  the  sign  of  our  country,  so  we  all  love  that. 

We  can  march  with  it,  make  flags,  caps  and  badges  and  with  in- 
spiring music  for  marches  the  children  sing  with  great  enthusiasm. 

Three  cheers  for  the  red,  white  and  blue. 

We  will  love  our  flag  forever. 

Three  cheers  for  the  red,  white  and  blue. 

Is  that  a  bad  thing,  especially  in  a  neighborhood  of  foreign  children? 
That,  however,  can  be  worked  up  in  a  day  or  two  instead  of  three 
weeks   of   cherry   trees,    hatchets,   white   horses,    sailboats,    soldiers   and 
White  House. 

— Grace   Barbour^ 
Paper   given    at    Chicago    Kindei-garten    Club. 


Is  it  true  that  America  has  no  myths  and  legends  to  cast  a  mystic 
glamor  over  hill  and  vale  and  stream?  Ten  years  ago  the  J.  B.  Lippin- 
cott  Company,  of  Philadelphia,  published  two  beautiful  volumes  of 
"Myths  and  Legends  of  Our  Own  Land,"  compiled  by  Charles  M. 
Skinner.  Some  are  most  gruesome;  some  truly  beautiful.  Many  are 
derived  from  Indian  sources;  many  relate  to  early  American  history. 
All  parts  of  the  United  States  are  covered.  We  refer  to  this  collection 
now  because  in  volume  one  is  a  fine  example  of  a  legend  which  has 
grown  up  around  the  noble  figure  of  Washington.  It  is  called  the 
"Consecration  of  Washington,"  and  tells  how  an  old  Pietist  monk 
foresees  the  approach  of  the  deliverer  of  his  country  on  a  winter's  night 
in  1773  and  when  the  stranger  appears,  consecrates  him  with  oil  for  his 
great  mission  and  obtains  from  him  a  pledge  to  serve  his  country  faith- 
fully and  to  "wear  no  crown  but  the  blessings  and  honor  of  a  free 
people,  save  this."  As  he  finished,  his  daughter,  a  girl  of  seventeen,  came 
forward  and  put  a  wreath  of  laurel  on  the  brow  of  the  kneeling  man. 
The  complete  story  of  three  pages  would  be  an  excellent  one  to  read 
to  high  school  or  grade  children  for  the  birthday  exercises. — Editor. 


FROM  THE  EDITOR'S  DESK. 

In  our  November  number  appeared  a  paper,  "A  Basic  Principle 
of  Growth,"  by  President  Julia  H.  Gulliver,  of  Rockford  College,  Rock- 
ford,  111.  Those  who  read  this  thoughtful  paper  which  interpreted  so 
beautifully  the  various  stages  of  development  in  the  old,  old  myth  of 
Ceres  and  Persephone,  illustrating  how  "life  grows  out  of  seeming  death, 
the  beautiful  out  of  the  ugly,  harmony  out  of  discord,"  will  be  inter- 
ested in  the  current  article  about  the  college  of  which  Miss  Gulliver  is 
president.  It  is  a  progressive  college  which  is  about  to  introduce 
new  features,  bringing  it  in  line  with  the  needs  of  modern  womanhood. 


A    WORD    OR    TWO    ABOUT    OUR    JOE-BOY    SERIAL. 

"It  seems  so  strange  that  there  are  no  Thanksgiving  or  Christmas 
suggestions  given  in  the  Joe-Boy  serial,"  said  a  kindergartner,  "and  how 
can  we  make  our  program  about  birds  in  winter?" 

There  are  doubtless  others  who  have  been  perplexed  as  the  pro- 
gram advanced  at  its  lack  of  reference  to  the  usual  festivals  and  its  un- 
timeliness  at  present.     Let  us  consider  the  matter  for  a  moment. 

As  Miss  Bigham  explains  in  her  as  yet  unpublished  preface,  she  was 
^induced  to  write  this  program  for  publication  at  request  of  kindergartners 
who  wished  to  be  able  to  refer  to  the  suggestions  and  also  at  the  in- 
stance of  primary  teachers  who  wished  access  to  the  nature  stones. 
Originally,  the  conception  of  Joe-Boy  was  meant  to  run  through  a  four 
weeks'  program,  beginning  in  January,  but  the  children  themselves 
wanted  to  know  more  about  the  child  in  whom  they  had  become  inter- 
ested. Did  he  ever  get  big  enough  to  go  to  kindergarten?  How  many 
helped  to  get  his  clothes,  his  food  ?    Did  he  have  any  pets  ?  etc. 

She  says:  "Perhaps  the  chief  charm  of  this  program  will  be  found 
in  its  ready  adaptability.  While  the  stories  are  all  connected,  they  may 
also  be  separated  and  used  independently  without  destroying  their  value, 
e.  g.,  one  teacher  may  wish  to  use  only  the  division  on  domestic  pets, 
another  birds,  another  insects,  and  another  plant  life." 

Again  she  says:  "Such  occasions  of  the  school  as  Easter,  Thanks- 
giving, Christmas,  Washington's  Birthday,  etc.,  were  purposely  omitted 
that  teachers  may  present  these  celebrations  as  best  suited  to  their  re- 
spective environments  and  needs." 


378  KINDERGARTEN    MAGAZINE. 

Kindergartners  who  are  tempted  to  follow  a  given  program  ex- 
actly as  presented,  using  one  day  in  one  year  the  identical  plan  used 
upon  that  day  the  year  before  will  therefore  have  probably  found  them- 
selves in  a  state  of  great  perplexity,  as  they  have  tried  to  follow  the  lead- 
ing of  Joe-Bo}'.  The  serial  will  have  served  a  good  purpose  if  it  has  done 
nothing  else  than  impress  the  idea  that  no  program  is  to  be  followed 
literally,  but  is  given  in  our  pages  only  as  a  storehouse  for  present  or 
future  use;  a  means  of  resource  w^hen  the  kindergartner,  in  planning 
her  general  scheme,  desires  to  consult  with  some  one  else  who  has  found 
some  plan,  some  story  or  material  useful  in  helping  the  child  to  under- 
stand his  environment  and  express  himself  in  various  ways. 

Any  director  who  thought  to  follow  this  program  exactly  as  given 
will  certainly  find  it  difficult  to  talk  about  birds  and  their  nests  and 
families  in  these  icy  February  days.  Put  aside  the  bird  stories  for  future 
occasion  and  look  to  the  other  program  in  the  Magazine  for  sugges- 
tion if  the  child's  own  interests  or  his  environment  do  not  inform  you 
of  the  best  subject  for  these  coming  months.  Never  take  up  a  program 
or  another's  suggestions  without  asking  yourself,  is  this  the  thing  that 
my  children  most  need  this  month?  If  not,  then  do  not  be  afraid  tc 
follow  your  owrj  thoughtful  judgment. 

If  your  kindergarten  is, in  a  farming  district,  do  not  feel  obliged 
to  use  the  divisions  that  center  around  the  silk,  wool  and  linen  stories. 
But  if  you  are  near  the  silk  mills  of  Paterson,  N.  J.,  or  the  cotton  fac- 
tories of  Massachusetts  or  Georgia,  j^ou  will  probably  find  suggestions 
that  will  help  in  your  program  making. 

The  fact  that  the  subject  matter  is  given  in  daily  program  form  is 
somewhat  misleading,  and  might  prove  a  limitation  if  it  were  pos- 
sible to  follow  it  exactly  as  given,  but  as  said  above,  it  is  impossible 
to  take  it  mechanically.  No  wise  kindergartner  surely  would  attempt  to 
devote  each  day  of  a  month  to  a  study  of  a  new  bird.  The  children 
themselves  would  teach  her  the  impossibility  and  inadvisability  of  so 
doing.  But  a  large  variety  of  material  is  given  from  which  to  choose 
that  which  your  judgment  deems  best  for  your  purposes. 

No  editor  is  necessarily  supposed  to  indorse  in  all  respects  the 
articles  he  may  decide  to  publish.  In  the  stories  here  given  we  feel 
that  just  as  last  year  with  the  Sunday  School  serial,  we  must  occasionally 
interject  a  note  to  make  our  own  standing  somewhat  definite,  so  here 
we  feel  it  is  in  place  to  call  the  attention  of  the  more  inexperienced 
kindergartner  to  one  or  two  points  to  be  guarded  against.     In  the  first 


STATE  HISTORY  IN  SCHOOLS.  379 

place  be  sure  that  3'ou  do  not  try  too  hard  to  imitate  the  familiar,  pos- 
sibly somewhat  sentimental,  style  of  the  author.  The  style  and  manner 
natural  to  one  person  will  prove  a  rank  failure,  and  worse,  if  assumed 
artificially  by  another.  Be  sure  30U  are  quite  natural  in  handling  this 
program  matter. 

Again,  with  some  of  the  stories,  the  author  quite  definitely  states 
that  they  are  based  upon  true  incidents.  Some  of  the  others  are  a 
mixture  of  fact  and  imagination,  and  the  kindergartner  must  be  careful 
by  word  and  manner  to  differentiate  between  reality  and  fancy.  In 
the  present  installment,  for  instance,  the  author,  in  common  with  many 
other  writers  of  today,  ascribes  to  animals  intentions  and  intelligence 
which  belong  to  man  only;  as  when  the  jay-bird  is  credited  with  the 
intention  of  deliberately  planting  trees,  which  assuredly  no  bird  has  in 
mind  when  his  secretive  instinct  leads  him  to  hide  acorns,  nuts,  etc., 
though  to  the  child-mind  of  four  years  or  of  primitive  man,  tree-planting 
may  appear  to  be  his  purpose. 

If  you  do  not  feel  equipped  to  make  your  own  program,  at  least 
determine  to  make  the  one  you  use  as  much  as  possible  jour  own  by 
using  no  one  phase  of  it  blindly.    Adjust,  adapt,  initiate. 


STATE    HISTORY    IN    SCHOOLS. 

It  is  now  obligatory  in  Illinois  to  teach  in  the  grades  the  history 
of  the  State  as  one  means  of  inculcating  patriotism.  We  understand  that 
since  the  law  was  passed  grade  teachers  have  found  it  necessary  to 
refresh  their  memories  concerning  the  beginnings  of  the  State  and  in 
order  to  guide  and  examine  the  teachers,  superintendents  and  principals 
have  found  it  well  to  do  a  little  reviewing  for  themselves  and  in  turn 
the  county  and  state  superintendents  have  also  been  studying  past  events 
in  connection  with  the  creation  and  maintaining  of  a  State.  As  a  conse- 
quence of  all  this  delving  into  past  records  the  libraries  and  the  State  and 
city  archives  have  been  zealously  sought  and  studied  and  many  excellent 
textbooks  upon  Illinois,  its  beginnings  and  its  development  have  been 
written,  and  it  is  to  be  hoped  a  new  generation  will  become  familiar 
with  the  pioneer  struggles  of  heroic  frontiersmen  and  women  and  will 
be  led  to  emulate  the  brave  and  true  who  founded  and  handed  on  to  us 
a  rich  and  fruitful  heritage. 

If  Illinois  gave  no  other  great  man  than  Abraham  Lincoln,  she 
is  deserving  the  lasting  gratitude  of  our  countr}'. 


880  KINDERGARTEN    MAGAZINE. 

Incidentally  we  would  say  here  that  amid  all  the  discouraging 
accounts  in  the  daily  papers  of  graft  in  high  places  which  any  school 
boy  or  girl  can  read  and  which  might  tempt  them  to  think  that  truth 
and  integrity  are  impossible  in  political  life,  it  is  refreshing  to  know 
that  in  that  most  widely  read  of  children's  magazines,  St.  Nicholas^  there 
is  running  a  serial  biography  of  Lincoln,  written  by  Helen  Nicolay, 
daughter  of  his  great  friend  and  law  partner.  It  is  a  well  written, 
vigorously  told  story  of  that  early  hardship  and  poverty,  that  indomitable 
will,  that  eagerness  for  knowledge,  that  working  a  way  upward  by  slow 
and  toilsome  degrees  by  one  who  always  found  time  to  do  the  kind 
thing  and  was  never  tempted  to  gain  the  dishonest  penny,  or  if  so 
tempted,  did  not  yield. 

The  facts  are  put  together  in  a  manner  to  win  the  respect  and  ad- 
miration of  the  manliest  boy  and  should  serve  as  a  fine  tonic  to  the 
weak  and  flabby  body  politic. 


Davenport,  Iowa,  is  approaching  a  crisis  in  her  kindergarten  historj'. 
Three  kindergartens  have  up  to  this  time  been  maintained  in  the  public 
schools  by  the  efforts  of  the  ladies  of  the  Davenport  Kindergarten  Asso- 
ciation. Recently  a  meeting  of  business  men  was  called  to  discuss  the 
advisability  of  soliciting  subscriptions  from  business  men  to  make  up  the 
balance  necessary  to  cover  expenses  for  the  current  year  in  addition  to 
the  $800  already  secured  by  the  ladies.  At  this  meeting  a  campaign 
committee  was  appointed  to  educate  the  people  to  the  value  of  the  kinder- 
garten and  show  the  people  how  important  a  factor  they  were  in  the 
training  and  education  of  children  preparatory  to  the  approaching  election 
when  the  question  of  establishing  kindergartens  in  all  the  public  schools 
will  come  up.  The  school  board  is  in  favor  of  them.  It  remains  to 
convince  the  people  and  this  the  intelligent  and  efficient  campaign  com- 
mittee of  business  men  seems  fully  able  to  do. 


REPORTS  OF  KINDERGARTEN  ASSOCIATIONS. 

On  January  13th,  under  the  direction  of  Dr.  Jennj'  B.  Merrill, 
the  public  school  kindergartners  of  the  boroughs  of  Manhattan,  The 
Bronx  and  Richmond  met  for  a  general  conference. 

Mrs.  Walter  L.  Hervey  spoke  on  the  "Training  of  Children  in 
Self-Control, "  and  gave  suggestions  as  to  how  such  a  subject  might  be 
treated  at  the  kindergarten  mothers'  meetings.  Mrs.  Hervey  spoke 
of  the  two  ways  in  which  the  subject  might  be  looked  at,  either  very 
concretely  or  from  a  more  psychological  standpoint,  and  she  emphasized 
the  necessity  of  adaptability  on  the  part  of  the  kindergartner,  the  neces- 
sity of  knowing  thoroughly  the  mothers  and  of  being  guided  by  this 
knowledge  in  the  particular  method  of  treatment. 

Mrs.  Hervey  next  showed  by  illustrations  the  supreme  importance 
of  self-control  in  both  adults  and  children  and  stated  the  problem, 
"How  are  we  to  gain  such  control  over  ourselves  that  at  any  moment 
we  shall  know  just  what  to  do?" 

The  two  main  factors  in  self-control  are  the  powers  of  prediction 
and  substitution ;  first,  the  pow^r  to  look  ahead  and  to  predict  the  effect 
of  a  certain  cause,  and,  second,  the  power  to  substitute  the  longer  for 
the  shorter  view,  the  unseen  for  the  seen. 

In  children  the  first  control  to  be  sought  for  is  bodily  control  and 
Mrs.  Hervey  showed  by  illustration  how  even  the  very  young  child 
may  be  aided  in  gaining  this  bodily  control,  the  power  to  inhibit  physical 
impulses. 

Wherever  it  is  safe  for  the  child  the  law  of  natural  consequence 
is  the  best  teacher.  If  a  punishment  is  necessary  the  one  which  most 
nearly  approaches  the  natural  consequence  of  the  deed  is  sure  to  be 
most  effective  and  in  any  case  it  must  be  something  immediate  and 
decisive.  Perhaps  Mrs.  Hervey's  happiest  illustration  was  that  of  the 
mother  who  took  from  her  tea-table  the  beautiful  china  which  she  wished 
to  keep  there  and  put  in  its  place  a  little  tin  cup  containing  water.  The 
baby  of  less  than  two  crept  near  and  finally  pulled  the  tempting  cloth. 
The  resulting  deluge  was  lesson  enough.  The  china  cups  were  safely 
replaced. 

In  gaining  self-control  of  course  the  child  must  be  aided  by  others : 
by  his  parents,  his  teachers,  and,  not  least  of  all,  by  his  playmates. 
At  first  one  of  the  best  waj^s  to  teach  him  self-control  is  to  control  him. 
and  if  in  his   earliest  j^ears  he  is  looked  upon   as  a  little  animal   and 


382  KINDERGARTEN    MAGAZINE. 

trained  accordingly  the  result  will  not  often  be  disastrous.  His  eating 
must  therefore  be  governed  and  as  soon  as  he  can  understand  the  reason 
for  this  it  should  be  explained  to  him.  Mrs.  Hervey  spoke  of  the  "penny 
habit,"  its  evils  and  its  cure.  If  the  ideal  of  strong  manhood  is  too  far 
away  to  be  appreciated  something  more  immediate  and  concrete  must  be 
substituted. 

One  of  the  most  important  conditions  in  teaching  self-control  to 
children  is,  of  course,  the  force  of  example  and  therefore  in  parents  and 
teachers  self-control  is  an  essential.  Order,  system,  and  a  serene  manner 
form  part  of  the  environment  which  surely  is  as  influential  here  as  else- 
where, and  such  an  atmosphere  should  surround  the  child,  not  only 
for  the  sake  of  his  own  comfort  and  that  of  other  people,  but  also  for 
the  sake  of  his  own  higher  well-being. 

In  closing  Mrs.  Hervey  made  reference  to  the  Greek  definition 
of  self-control,  healthy-mlndedness,  and  to  Plato's  simile,  the  spirited 
horses  perfectly  driven,  and  finally  she  gave  the  quotation  from  Henley: 

"It  matters  not  how  strait  the  gate. 

How  charged  with  punishment  the  scroll: 
I  am  the  Master  of  my  Fate 
I  am  the  Captain  of  my  Soul." 

Mrs.  Hervey 's  talk  was  followed  by  a  discussion  which  was  led 
by  Mrs.  Robert  H.  Dodd,  president  of  the  Parents'  Chib  of  Upper 
Montclair,  N.  J. 

Reported  by  Charlotte  H.  Cornish. 


The  Ohio  Kindergarten  Association  held  its  annual  meeting  during 
the  holiday  week,  December  27-28,  at  the  Ohio  State  University,  Co- 
lumbus. 

There  was  a  very  representative  attendance  of  the  kindergartners 
of  the  State,  and  the  sessions  were  particularly  interesting.  On  Wednes- 
day afternoon  the  joint  meeting  of  the  elementary  teachers  with  the 
kindergartners,  at  Hayes  Hall,  was  so  enjoyable  and  helpful  that  it  was 
voted  to  arrange  for  a  similar  meeting  at  the  next  annual  meeting.  The 
conference  on  fundamentals  of  kindergarten  training  Thursday  morn- 
ning  was  full  of  practical  help  and  inspiration  for  better  work.  The 
different  phases  of  the  subject  were  presented   by  Miss   Montgomery 


REPORTS    OF    KINDERGARTEN    ASSOCIATIONS.  383 

of  Oberlin,  Mrs.  De  Leeuw,  of  Cleveland,  and  Miss  Renny,  of  Mans- 
field. 

The  reports  of  kindergarten  work  throughout  the  State  showed  a 
steady  growth  of  the  kindergarten  in  connection  with  the  public  schools 
of  Ohio.  The  afternoon  session  Thursday,  December  28,  was  full  of 
good  things  along  the  line  of  stories,  games  and  rhythm  work.  Mrs. 
Bothwell,  of  Cincinnati,  and  Mrs.  Samuel,  of  Columbus,  gave  some 
excellent  points  regarding  the  purpose  and  value  of  stories,  and  Mrs. 
May,  of  Oberlin,  and  Misses  Samuel  and  Chamberlain  delighted  all 
with  several  stories.  The  session  closed  with  an  hour  of  games  and 
rhythm  work  in  charge  of  Mrs.  Grace  Fry,  of  Cincinnati. 

Officers  re-elected  for  ensuing  year:  President,  Mrs.  Anna  H. 
Littell,  Dayton ;  first  vice-president,  Mrs.  Julia  S.  Bothwell,  Cincinnati ; 
second  vice-president,  Mrs.  Mary  S.  Thayer,  Cleveland ;  recording  sec- 
retary, Mrs.  H.  J.  Alford,  Warren;  corresponding  secretary.  Miss 
Bertha  Montgomery,  Oberlin;  treasurer.  Miss  Mary  S.  Morgan, 
Voungstown. 


Since  last  report  of  the  New  York  Kindergarten  Association  the 
number  of  kindergartens  under  its  support  and  supervision  has  increased 
to  thirty.  Last  year  fourteen  hundred  and  forty-six  children  were  in 
attendance  and  twelve  hundred   families  were  visited   by  the  teachers. 

The  regular  meetings  continue  to  be  held  once  a  week  when  the 
teachers  meet  the  superintendent.  Miss  M.  H.  Waterman,  for  program 
conference,  general  criticism  and  suggestion,  and  discussion  of  current 
topics  and  problems. 

Further  stimulation  and  help  are  given  the  teachers  by  extension 
courses  at  Teachers'  College,  Columbia  University.  These  privileges 
are  made  possible  through  the  Kindergarten  Council,  which  is  composed 
of  representatives  of  Teachers'  College,  the  Froebel  League  and  the 
New  York  Kindergarten  Association.  The  course  on  "Appreciation  and 
History  of  Art,"  by  Prof.  A.  W.  Dow,  is  open  to  all  the  teachers,  and 
another  course,  "Kindergarten  Principles  and  Practice,  for  the  purpose 
of  training  supervisors  and  kindergarten  training  teachers  to  present 
Froebel's  principles  of  education  and  methods  of  teaching,"  b_v  Miss  Blow 
and  Miss  Fisher,  is  open  to  a  limited  number  of  teachers. 

The  greatest  need  of  the  Association  has  recently  been  met — that  of 
a  permanent  home  of  its  own.     Through  the  interest  and  generosity  of 


384  KINDERGARTEN    MAGAZINE. 

a  friend  this  becomes  possible  and  in  the  proposed  new  memorial  building 
on  West  Forty-second  street,  offices,  library,  convention  hall  and  rooms 
for  several  model  kindergartens  have  been  provided  for. 

Jeannette  Ezekiels, 
Chair/na?i  Press  Committee  of  N.  Y.  K.  A.  Kindergartners. 


The  Brooklyn  Kindergarten  Union  held  its  November  meeting  on 
the  14th  instant. 

Miss  Fanniebelle  Curtis  addressed  the  members  on  the  subject, 
"Inevitable  Difficulties  and  How  to  Meet  Them."  Many  difficulties 
arose,  she  said,  from  certain  fundamental  faults,  /.  e.,  desultory  work, 
a  befogged  mental  attitude,  and  the  tendency  to  fall  into  mechanical 
routine.  Miss  Curtis  emphasized  mutual  helpfulness  among  kindergart- 
ners as  one  means  of  avoiding  these  difficulties. 

A  general  discussion  by  members  followed. 


The  seventy-third  annual  report  of  Perkins  Institution  for  the 
Blind  is  at  hand.  It  contains  two  pictures  of  scenes  from  "As  You 
Like  It,"  given  on  Washington's  birthday  last  by  pupils  of  the  School 
for  the  Blind.  The  performance  was  most  gratifying  in  the  manner 
in  which  the  difficult  roles  were  played  by  those  who  could  not  see.  It 
seems  well  nigh  incredible  that  a  drama  requiring  so  many  actors  could 
be  given  with  such  ease  and  perfection ;  no  hesitation,  no  getting  into 
each  other's  way  and  a  thorough  appreciation  of  the  spirit  of  the  drama 
and  an  excellent  interpretation  of  the  most  subtle  phases  of  each  char- 
acter.    We  quote  from  the  Sunday  Herald  of  February  28,  1904: 

Was  it  possible  to  take  it  in,  that  up  there  on  the  boards  reigned 
midnight  darkness,  on  which  no  glaze  of  glaring  footlights  could  fling 
the  faintest  ray,  while  below  on  the  seats  and  in  the  broad  glare  of  day 
were  visible  each  flower  on  the  bonnets,  and  each  smile  on  the  faces  of 
the  responsive  audience,  enjoying  every  feature  of  the  play  enacted  in 
that  blind  cave?  The  full  blaze  of  the  sun  on  one  side  of  the  moon, 
total  darkness  of  eclipse  on  the  other;  no  more  impressive  astronomical 
conception  to  grasp,  the  one  than  the  other. 

Mr.  Anagnos'  address  at  the  time  proved  the  educational  value  to 
the  blind  of  thus  learning  and  acting  such  a  dramatic  masterpiece. 


KINDERGARTEN   MAGAZINE. 

VoL  XVIIL— MARCH,  1906,  No,  7. 
TWENTIETH  CENTURY  SERIES. 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE. 

CHARLES  H.   DOERFLINGER. 

SINCE  I  was  requested  to  contribute  a  brief  historical  sketch 
of  the  above  subject  I  have  been  frequently  reminded  of 
the  latter  da}^s  of  my  school  life  at  about  thirteen  years  )f 
age,  when  our  attention  was  directed  by  the  good  and  great  Peter 
Engelmann,  the  founder  and  for  a  quarter  of  a  century  director  of 
the  German-English  Academy,  to  the  virtues  of  Herodotus,  Thucy- 
dides  and  Tacitus  as  examples  of  painstaking,  conscientious  searchers 
after  historic  truth,  who  contrasted  with  them  the  entertaining  but 
rather  superficial  and  indiscriminate  collection  of  gossip,  fiction  and 
myths  as  well  as  truth,  left  for  the  world's  confusion  by  the  diligent 
Pliniuses  and  a  multitude  of  ancient  and  modern  flatterers  of  kings 
and  conquerors. 

I  am  sure  that  those  of  the  schoolmates  who  are  still  living  re- 
member the  reverence  we  felt  for  the  one  class,  and  the  disdain  we 
felt  for  the  other.  I  am  also  certain  that  the  study  and  recitation 
of  pages  of  a  textbook  or  catechism  of  morals  or  ethics  on  truth  and 
its  opposite  could  never  have  made  so  strong  an  impression  on  our 
characters  as  those  guide  posts  rapidly  put  up  by  our  beloved  soul  edu- 
cator as  he  accompanied  us  on  our  road  of  exploration  and  observa- 
tion through  the  history  of  past  ages.  He  applied  the  same  methods 
of  ethical  development,  no  matter  what  subject  he  was  teaching,  using 
instantaneously  every  good  opportunity  as  it  was  offered  by  reading, 
declamation,  nature  or  any  other  studies.  This  matter  is  so  important 
that  I  will  be  pardoned  for  introducing  it  here.  The  most  salient 
though  largely  indirect  task  of  the  kindergarten  as  well  as  every 
higher  grade  of  the  school  is  to  remove  as  far  as  may  be  the  obstacles 
to  the  evolution  of  a  truly  humane  and  healthy  soul,  to  increase  the 
chances  of  such  healthy  growth.  And  the  kindergarten  in  general 
should  lay  the  best  foundations  for  all  phases  of  the  educational  work 


38B  KINDERGARTEN    MAGAZINE. 

of  the  whole  school  curriculum.  In  the  kindergarten  method  the 
''how"  must  form  the  preponderant  part  of  the  art  of  educating,  grad- 
ually on  the  higher  stages  giving  more  room  to  the  "what." 

My  reverence  for  the  first  named  three  historians  was  revived  and 
enhanced  during  the  performance  of  my  present  task.  If  Herodotus 
found  as  much  difficulty  to  obtain  authentic  facts  for  the  whole  range 
of  his  work  as  I  encountered  in  treating  one  phase  of  the  local  and 
contemporaneous  history  of  only  about  thirty-five  years,  he  must  have 
been  a  great  worker  and  worked  a  hundred  years.  To  reinforce  my 
memory  I  examined  considerable  printed  matter,  wrote  to  a  number 
of  friends  of  the  cause  for  mure  detailed  information  and  published 
a  call  in  several  Milwaukee  newspapers.  Thus  I  did  all  my  time  and 
physical  condition  permitted,  and  if  any  persons  think  there  are  inac- 
curacies in  my  dates  and  statements,  I  must  decline  the  responsibility. 
In  some  cases  I  was  obliged  to  take  the  "average"  of  conflicting  reports. 

A  mere  chronological  table  of  events  is  probably  not  what  the 
reader  desires:  and  as  there  were  several  movements,  more  or  less  inter- 
woven during  a  part  of  the  time,  undertaken  b\  different  groups  of 
women  and  men  animated  by  the  same  humanitarian  impulses,  I  have 
tried  to  draw,  as  well  as  possible  for  my  pen  and  with  such  informa- 
tion as  I  could  obtain,  several  pictures  of  their  good  work. 

THE    FORTY-EIGHTERS. 

"The  Forty-eighters"  was  the  term  applied  to  that  large  immi- 
gration of  the  most  highly  cultured  men  and  women  from  all  parts 
of  Germany,  exiled  from  the  fatherland  in  consequence  of  the  failure 
of  the  republican  revolution  of  1848,  many  of  whom  became  a  blessed 
and  blessing  leaven  for  the  advancement  of  education,  music,  dramatic 
and  fine  arts,  the  press  and  literature  generally,  and  every  department 
of  culture  and  progress  in  the  United  States.  Many  of  them  and 
their  descendants  also  took  an  active  part  in  the  anti-slavery  move- 
ment and   the  war  against  the  rebellion. 

The  first  and  foremost  among  their  Milwaukee  colony,  the  man 
who  may  be  singled  out  especially  as  the  pioneer  of  rational  educa- 
tion in  Wisconsin,  has  already  been  mentioned — Peter  Engelmann. 

This  former  volunteer  assistant  of  Professor  Encke,  the  discoverer 
of  the  comet  named  after  him  at  the  astronomical  observatory  of  Ber- 
lin, Prussia,  was  "discovered"  teaching  the  boys  and  girls  in  a  rural 
"little  red  school  house"  south  of  Milwaukee  by  the  father  of  Gen. 
F.    C.    Winkler   and    introduced    to    the    "colony   of    forty-eighters"    at 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE 


3X7 


Milwaukee  in  1851,  who  at  once  formed  the  German-English  Academy 
Association  and  placed  Engelmann  in  charge  as  director  of  that  school, 
which  by  its  constitution,  by-laws  and  school  regulation  proclaimed 
the  most  advanced  pedagogical  principles  and  practice.  He  at  once 
introduced  in  this  graded  school  (Volkschule,  people's  school)  in  addi- 
tion to  the  three  R's  and  other  common  school  subjects,  drawing,  sing- 
ing, the  three  branches  of  natural  history  (including  excursions  ci 
classes  with  teachers  in  charge),  universal  history-  and  geography,  ob- 
jective methods  of  teaching,  somewhat  later- calisthenics,  the  elements 
of  physics  and  chemistry,  developing  methods  of  teaching  and  bi-lingual 
education. 

A  Ladies'  Society  was  formed  which  introduced  and  paid  for  man- 


|t>IM^>^n       n'ti'm Jl*)'    w'l   III 'rf'"-"  "     -^-      '    '''    ■  ■'m^iimik-.leij^ 


PETER  ENGELMANN,  THE  FOUNDER  OF  THE  GERMAN-ENGLISH  ACADEMY, 

{Fac-simile  of  painting;  by  Carl  Marr,  of  Munich,  donated  by  the  artist  to  his 
Alma  Mater  at  the 30th  anniversary  of  this  institution?) 


388  KINDERGARTEN    MAGAZINE. 

ual  training  in  the  form  of  needle  work.  The  collection  of  natural 
objects,  made  during  the  said  excursions  by  teachers,  pupils  and  friends 
of  the  school,  were  properl_v  mounted  and  preserved  for  instructional 
purposes,  in  one  of  the  rooms  of  the  school.  They  were  the  nucleus 
of  the  later  Museum  of  the  Wisconsin  Natural  History  Society,  founded 
mainly  by  members  of  the  said  School  Association,  which  museum  was 
for  many  years  located  in  one  of  the  main  halls  of  the  enlarged  school 
building,  and  by  donation  in  1 882  became  the  present  Public  Museum 
of  the  city  of   Milwaukee. 

Engelmann's  pioneer  new  educational  work  was  paving  the  way 
for  the  kindergarten  at  this  early  day,  when  Froebel  was  still  consid- 
ered a  "natural  fool"  in  Europe,  and  met  with  more  persecution  than 
encouragement. 

While  this  sketch  is  to  treat  of  the  movement  in  Milwaukee,  I 
take  the  liberty  to  mention  that,  so  far  as  known,  Mrs.  Carl  Schurz, 
a  pupil  of  Froebel,  the  wife  of  Maj.-Gen.  Carl  Schurz,  my  former 
Division  Commander  during  the  war  of  the  rebellion,  did  the  first 
kindergarten  work  in  Wisconsin,  privately,  at  her  home  in  Watertown. 

We  may  hope  to  read  more  of  this  in  General  Schurz's  autobiog- 
raphy- now  appearing  in  monthly  installments  in  McClure's  Ala^azine. 

It  is  on  record  in  the  memorial-book  published  by  the  German- 
English  Academy  on  the  occasion  of  its  semi-centennial  jubilee  in  1901, 
that  the  Froebel  kindergarten  was  first  brought  to  the  notice  of  the 
members  in  1853  by  Engelmann.  who  kept  himself  well  informed  on 
educational   progress   through   European   pedagogical   periodicals. 

In  1868,  during  his  journey  in  Europe,  Engelmann  made  observa- 
tions regarding  the  kindergarten,  and  when  a  former  pupil  of  his  went 
to  Europe  in  1869  he  asked  him  to  inform  himself  on  the  subject  and 
report. 

The  establishment  of  a  kindergarten  was  the  subject  of  a  very 
animated  discussion  and  great  commotion  among  the  members  of  the 
German-English  Academy  and  its  Ladies'  Society,  and  under  Engel- 
mann's impulse  and  encouragement,  Mrs.  Betty  Katz  (nee  Neustadtl), 
a  lady  of  great  culture  and  energy,  instituted  a  lively  campaign,  and 
in  1870-71  succeeded  in  inducing  the  following  eight  other  ladies  and 
three  men  of  the  Engelmann  circle  to  organize  the  first  Kindergarten 
Verein  of  Milwaukee: 

Mrs.  Betty  Katz,  Mrs.  Bertha  Marr,  Mrs.  Theresa  Doerflinger, '• 
Sr.,  Mrs.  Charlotte  Meyer,*  Mrs.  Elise  Kranz,*  Mrs.  Marie  Melnis,* 

*  Deceased. 


THE  KIXDERGARTEX  ^lOVEMENT  AT  MILWAUKEE.        889 


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390  KINDERGARTEN   MAGAZINE. 

Mrs.  Ernestine  Froehlich,*  Mrs.  Magdalen  Frankfurth,  Mrs.  Marie 
Jenisch,  Prof.  Peter  Engelmann,*  Mr.  William  Frankfurth,*  Mr. 
Charles  H.  Doerflinger. 

The  first  officers  were:  Mrs.  Betty  Katz,*  president;  Mrs.  Marie 
Jenisch,  treasurer.  Very  soon  the  following  ladies  joined:  Mrs.  Jennie 
Stern,  Mrs.  Albert  Blatz*  Sr.,  Mrs.  Charles  Ramien,  Mrs.  Marie 
Helfrich,  Mrs.  Bertha  Hildebrand,  Mrs.  Marie  Wallber,  Mrs.  Marie 
Logemann,  Mrs.  Henry  Ramien,  Mrs.  William  Fette,  Mrs.  Louise 
Schleif,  Mrs.  Anna  Hansen,*  Sr. 

This  was  undoubtedly  the  origin  of  the  movement  in  Milwaukee. 

Ample  funds  were  contributed  by  the  merchants  and  manufac- 
turers belonging  to  the  Academy.  Miss  Luise  Dethloffs,  a  kindergartner 
who  had  received  her  training  under  Mrs.  Froebel  at  Hamburg,  was 
engaged  and  brought  over  in  1872  and  the  first  kindergarten  completely 
equipped  and  established  in  the  German-American  Academy.  It  was 
a  great  success  and  soon  attracted  the  attention  of  men  and  women 
throughout  the  city  who  were  interested  in  education. 

It  was  the  first  kindergarten  in  Milwaukee  and  the  state  of  Wis- 
consin that  was  fully  equipped  and  in  charge  of  a  kindergartner  by 
profession.  Being  connected  with  a  regular  graded  school  as  foundation 
for  all  its  work,  it  became  the  starting  point  for  a  new  epoch  in  the  his- 
tory of  education  in  the  Northwest. 

The  following  are  the  names  in  chronological  order  of  the  kinder- 
gartners  who  succeeded  Miss  DethlofFs  these  thirty-three  years:  Miss 
Johanna  Arnstein,  ]\Irs.  Liddy  Ploedterll,*  Miss  Hermine  Weissen- 
born,  Mrs.  Emily  Morltz  and  Miss  Josephine  Schuerbrock,  who  is  in 
charge  now. 

Mrs.  M.  Biron,  who  is  said  to  have  been  one  of  Froebel's  pupils, 
out  of  devotion  to  the  cause,  gathered  around  her  several  children  of 
neighbors  and  friends  at  her  home  on  Galena  street,  about  the  time, 
but  she  died  soon.  As  soon  as  the  Engelmann  kindergarten  at  635 
Broadway,  on  the  East  Side,  was  in  full  operation,  the  Verein  made 
efforts  to  interest  promoters  of  education  in  the  other  three  main  divi- 
sions of  the  city.  In  consequence  of  these  endeavors  three  other  "pay 
kindergartens"  were  established  in   1874. 

The  second  German-English  Kindergarten  was  established  and 
equipped  in  1873  or  early  in  1874  by  the  First  Milwaukee  Kindergarten 

*Deceased. 


THE  KIXDERGARTEX  MOVEMENT  AT  ^IILWAUKEE.        391 

Verein,  under  the  presidenq-  of  Mrs.  Bertha  Marr,  designated  as 
"Kindergarten  No.  2."  It  was  first  conducted  in  the  basement  of  Paul 
Schuengel's  concert  hall,  temporarily,  until  a  cottage  had  been  erected 
for  it  on  the  grounds  of  what  was  then  Quentin's  Park,  the  owners  of 
which  granted  the  Verein  the  privilege  to  use  that  part  of  the  park  as 
an  ideal  playground  for  the  children.  The  building  fund  was  raised 
by  selling  $2,000  Avorth  of  stock.  This  was  the  first  kindergarten  in 
Wisconsin  for  which  a  home  of  its  own  was  built.  The  opening  was 
celebrated  by  a  "fest"  on  November  26,  1874,  after  a  new  association 
had  been  formed  on  the  previous  evening  under  the  name,  "Kindergar- 
ten-Verein  of  the  Northwest  Side  of  ^Milwaukee,"  which  was  incorpo- 
rated on  March  5,  1875,  and  assumed  all  the  assets  and  liabilities. 

The  first  board  of  directors  consisted  of:  Emil  Wallber  (now 
judge),  president;  Jacob  Wahl  (principal  Sixth  ward  school),  secre- 
tary; Charles  C.  Schmidt  (banker),  treasurer;  Ed.  Aschermann  (man- 
ufacturer)  and  Gustav  Reuss  (banker),  directors. 

The   first   kindergartners   were    Miss   Jahns   and    ]\Iiss    Ida 

Glaettle.  The  following  are  the  names  of  the  members,  twelve  w^omen 
and  three  men.  at  the  time  of  organization:  ]\Irs.  Henrietta  Wallber 
Sr.,*  Mrs.  Dr.  Jac  Lang,  Mrs.  Jul.  Hayden,  Mrs.  Albert  Blatz  Sr., 
Mrs.  Fred  Kauwertz,  VIrs.  Charles  C.  Schmidt,  ^Irs.  Emil  Wallber, 
Mrs.  Gustav  Reuss,*  Mrs.  Paul  Schuengel,  ]\Irs.  Fred  Kraus,  Mrs. 
Chas.  Beverung.  ]\Irs.  Fr.  Daevel,  Dr.  J.  Lang.  ]\Ir.  Gustav  Reuss. 

The  Engelmann  Kindergarten  Verein  donated  the  first  equipment 
for  this  second  kindergarten. 

When  the  park  changed  hands  the  Verein  bought  a  lot  50x212 
feet  in  size  and  moved  the  building  upon  it,  in  the  fall  of  1879.  Some 
years  after  the  city  school  board  provided  kindergartens  in  the  public 
schools,  the  Verein  turned  the  kindergarten  over  to  Miss  Anna  Grelke, 
without  charging  for  rent  and  fuel,  but  the  \"erein  is  still  in  existence 
and  gathers  its  members  frequently  for  social  functions  and  pleasant 
pioneer   reminiscences. 

The  third  kindergarten  was  opened  with  Miss  Luise  Dethlof¥s  in 
charge,  by  the  West  Side  German-English  High  School,  Prof.  C.  F.  G. 
Mueller,  director,  in  September,  1874,  and  ceased  to  exist  when  that 
school  was  dissolved  some  years  ago. 

The  fourth  kindergarten  was  established  by  the  South  Side  Inde- 
pendent German-English  Academy  in  October,  1874. 

The  advent  of   Dr.   W.   N.   Hailmann,   succeeding   the   lamented 

"*=  Deceased. 


392  KINDERGARTEN    MAGAZINE. 

Engelmann,  who  died  May  17,  1874,  only  56  years  old,  as  director  of 
the  German-English  Academy,  gave  a  new  impulse  to  the  Froebelian 
cause. 

In  order  to  curb  the  epidemic  spread  of  mercenary  charlatanism 
that  was  infesting  the  country  through  the  medium  of  persons  who 
had  no  idea  of  the  Froebelian  philosophy  and  no  true  kindergarten 
training,  but  found  it  easy  and  lucrative  to  impose  upon  well-intentioned 
wealthy  people  by  catchy  "play  schools"  with  dancing  lesson  attractions, 
etc.,  he  immediately  opened  his  "Kindergarten  Training  School,"  in 
which  Miss  Johanna  Arnstein  (now  Mrs.  Hermann  Segnitz),  Mrs. 
Hailmann  and,  later,  Mrs.  Liddy  Ploedterll,  rendered  valuable  service 
as  his  assistants;  the  latter  had  become  famous  in  Europe  by  her  suc- 
cess in  winning  over  to  the  cause  of  the  kindergarten  the  King  of 
Saxony,  after  a  long  siege. 

This  Kindergarten  Training  School  opened  with  twenty-six  stu- 
dents, and  continued  for  many  years  to  supply  able  and  devoted  disci- 
ples under  the  direct  management  and  direction  of  its  ever-active,  in- 
spired and  inspiring  founder,  who  has  probably  done  as  much  as  any 
other  representative  for  the  dissemination  of  Froeblian  ideals  of  child 
culture  and  the  New  Education  propaganda  in  the  United  States. 

During  his  sojourn  in  Milwaukee  he  developed  an  almost  incredi- 
ble working  capacity,  writing  essays,  preparing  and  delivering  lectures, 
publishing  propaganda  tracts  and  newspaper  criticism  articles  in  the 
interest  of  the  cause  ahnost  without  compensation. 

In  the  fall  and  winter  of  1874-5  the  original  "Kindergarten 
Verein"  arranged  its  first  series  of  six  popular  public  lectures  entitled 
"Erziehung's  Grundsaetze"  (Principles  of  Education).  They  were 
volunteered  by  Hailmann  and  published  in  English  as  well  as  German. 
He  was  the  editor  of  Hailmann  and  Doerflinger's  publications,  which 
brought  the  editor  and  the  manager  an  enormous  amount  of  work  for 
3'ears,  but  neither  a  salary  nor  profit;  the  monthly  Erziehungsblaetter 
(German-American  Journal  of  Educati(Mi)  and  the  monthly  "New 
Education"  begun  in  1877.  Miss  Elizabeth  Peabody  in  1879  hon- 
orded  the  editor  and  publisher  by  merging  into  that  little  magazine 
her  "Kindergarten  Messenger,"  because  she  considered  it  the  most  trust- 
worthy representative  of  the  true  Froebelian  educational  principles 
and  Hailmann  the  best  exponent  of  Froebel's  cause  and  her  own  en- 
deavors.    The  paper  was  henceforth  named   "The  Kindergarten  Mes- 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE.        ^93 

senger  and  Nezu  Education/'  It  was  the  official  organ  of  the  Amer- 
ican Froebel  Union,  1878. 

It  remained  true  to  its  principles,  but  after  some  years  died  oi 
starvation ;  as  usual  in  such  cases,  its  death  was  sincerely  regretted  and 
copiously  bewailed  by  many  good  people,  a  few  of  whom  could  easily 
have  maintained  it.  A  revised  edition  of  the  "Report  on  Education," 
by  Dr.  E.  Seguin,  U.  S.  Commissioner  to  the  Vienna  Universal  Expo- 
sition, a  book  bristling  with  profound  research  and  brilliant  ideas,  re- 
sulted in  a  similar  experience.  So  did  an  illustrated  juvenile,  "Onkel 
Karl"  and  Herzblaettchens  Spielwinkel,  which  were  mainly  a  veritable 
symposium  of  the  publisher,  five  other  members  of  his  family  and  n 
number  of  his  friends.  Thousands  of  tracts  were  printed  and  distrib- 
uted free.  In  1876-7  Kallmann  delivered  another  series  of  six  lectures, 
"Six  Letters  to  a  Mother,"  the  publication  of  which  was  begun  in  the 
"Nezu  Education"  of  May,  1877,  and  which  were  all  published  in 
pamphlet  form. 

Though  the  lack  of  understanding,  not  only  among  the  people  in 
general,  but  also  among  those  who  should  have  understood,  resulted 
in  pecuniary  loss  instead  of  gain  for  years  of  time  and  work,  the  battle 
for  the  great  cause  was  maintained  unremittingly  by  a  small  band  of 
devoted  enthusiasts  and  self-sacrificing  apostles  even  in  the  face  of  rid- 
icule and  insult,  from  the  time  when  the  "Introduction  of  the  Froebel 
Kindergarten,  its  principles  and  methods  in  all  the  public  common 
schools,"  was  promulgated  as  the  watchword  until  about  ten  years 
later,  when  that  watchword  was  transformed  into  resolutions  of  the 
School  Board  of  the  City  of  Milwaukee. 

That  the  campaign  was  conducted  largely  in  the  German  lan- 
guage was  natural  and  necessary  for  an  early  victory,  because  at  that 
time  a  large  proportion  of  the  population  consisted  of  German-Ameri- 
can families,  who  had  brought  from  the  old  fatherland  advanced  ideas 
and  experience  as  to  education  and  were  therefore  better  prepared 
and  disposed  to  receive  the  new  educational  gospel  than  other  ele- 
ments of  our  population. 

The  "Three  R"  conservatives,  or  hyper-conservatives,  gathered  all 
the  reactionary  forces  into  a  fusion  of  opposition,  and  for  years  ham- 
pered Superintendent  MacAlister  at  every  step  he  took  in  favor  of  the 
new  rational-  departure.  But  the  battle  was  finally  won ;  the  enemy 
surrendered  and  the  great  sacrifices  were  not  borne  in  vain. 

Few  of  those  old  fiery  1848-ers  are  now  among  the  living.     It  was 


394  KINDERGARTEN    MAGAZINE. 

their  spirit  that  helped  largely  to  win  the  battles  for  the  Union  in  1860 
to  1865.  It  was  their  spirit  that  assisted  in  winning  many  other  victories 
in  the  domain  of  the  cultural  advancement  of  the  American  nation.  It 
was  that  same  idealistic  spirit  transmitted  as  a  legacy  by  those  pioneer 
fathers  and  mothers  to  some  of  their  sons  and  daughters  that  prevented 
defeat  and  failures  in  this  instance  of  the  cause  of  rational  education, 
or  rather  the  cause  of  the  children;  the  cause  of  that  greater  and  better 
republic  dreamed  of  by  the  fathers  and  mothers  (who  should  not  be 
forgotten)  of  the  American  revolution. 

The  National  Ger/nan-J?nerican  Teachers'  AssociatioUj  whose 
first  president  was  Prof.  E.  Feldner  of  Detroit,  in  whose  organization 
at  Louisville,  Kentucky,  Peter  Engelmann  took  part  in  July,  1870,  and 
which  held  a  number  of  its  annual  conventions  at  Milwaukee,  has 
championed  from  that  time  to  the  present  day  in  its  constitution  the 
kindergarten  and  the  rational  "New  Education"  principles  and  meth- 
ods. Being  composed  mostly  of  teachers  and  patrons  of  the  many 
German-American  model  schools  that  were  established  in  all  parts  of 
the  United  States  under  the  impulse  given  by  the  intellectual  immi- 
gration of  1848,  this  association  was  recognized  by  the  most  prominent 
American  pedagogues  as  a  forceful  ally  in  all  movements  for  the  pro- 
gressive development  of  the  public  schools,  and  when  after  many  years 
of  strenuous  labors  it  succeeded  in  forming  the  "National  German- 
American  Normal  School  Association"  for  the  establishment  of  a  model 
Teachers'  Seminary  or  Normal  School,  it  honored  Milwaukee's  merits 
by  choosing  it  for  the  home  of  that  institution,  which  I  hope  many 
members  of  the  international  convention  in  April  will  visit.  It  is 
connected  with  the  Turnlehrer-Seminar  (Physical  Education  Normal 
School)  of  the  Nordamerikanischer  Turner-Bund  (North  American 
Gymnastic  Federation)  and  has  for  its  practice  and  model  school  the 
Engelmann  German-English  Academy  (Prof.  Max  Griebsch,  director), 
in  which  the  same  old  first  kindergarten,  the  mention  of  which  recalls 
dear  recollections  and  associations  of  long  bygone  days  of  youthful 
fervor,  is  still  in  operation,  though  under  many  times  better  conditions 
of  space,  equipment,  light,  sanitary  and  other  environmental  conditions. 


The  Froebel  Kindergarten  is  nothing  if  not  humanitarian  and  therefore 
unifying.  The  adjectives,  "German-English"  or  "German-American"  and 
"English,"  are  only  used  to  indicate  that  the  former  kindergartens  and 
kindergarten  associations  were  founded  by  German-Americans  and  usually 
conducted  in  the  two  languages,  bi-lingual  education  being  one  of  the  postu- 
lates of  rational  pedagogy.  The  latter  were  founded  by  English-speaking 
people  and  conducted  in   English  onl3^ 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE.        395 

THE   ANGLO-AMERICAN    MOVEMENT. 

Mrs.  W.  N.  Haihnann's  IVork.  In  1874  she  opened  and  estab- 
lished an  English  kindergarten  in  a  room  placed  at  her  disposal  by  the 
German-English  Academy  on  Broadway,  so  far  as  we  know  the  first 
English  kindergarten  in  the  state  of  Wisconsin.  Here  she  was  also 
active  in  the  organization  of  the  work  of  the  "connecting  class,"  the 
production  of  larger  building  gifts,  the  sand  table,  the  group  tables,  etc. 

In  the  same  year  she  accepted  an  invitation  to  start  a  kindergarten 
for  Mrs.  Winchell  at  Whitewater,  Wis.,  which,  after  three  months' 
operation,  was  continued  by  Miss  Martha  Smith,  on  her  recommen- 
dation. 

Later,  in  the  year  1874,  she  is  said  to  have  started  the  first  West 
Side  English  private  pay  kindergarten  in  the  basement  of  the  Presby- 
terian church,  on  Sixth  street,  corner  Grand  avenue,  where  Miss  Burnell 
first  helped  her  "play  with  the  children,"  later  hearing  Mr.  Hailmann's 
lectures  in  the  Engelmann  Academy. 

This  is  first  English  kindergarten  in  the  State  of  Wisconsin  that 
had  a  home  of  its  own. 

In  1875  Mrs.  Kallmann,  ever  active,  opened  a  private  English 
pay  kindergarten  in  the  parlors  of  the  Unitarian  church,  then  on  Cass 
street.  Miss  Martha  Smith  assisting;  in  1876  another  at  her  home  on 
Twelfth  street. 

In  or  about  1877  the  ladies  of  Calvary  Presbyterian  church, 
southeast  corner  Grand  avenue  and  Tenth  street,  placed  at  her  dis- 
posal for  her  Sixth  street  kindergarten  better  rooms  in  their  church, 
pending  the  erection  of  a  building  to  be  constructed  for  the  kinder- 
garten according  to  plans  she  devised.  She  succeeded  in  interesting  for 
her  project  Mrs.  Gen.  F.  C.  Winkler,  Mrs.  S.  R.  Bell,  Mrs.  S.  S. 
Merrill,  Mrs.  J.  J.  Hagermann,  Mrs.  Dr.  Holbrook  and  other  public- 
spirited  ladies,  whose  names  I  could  not  obtain.  They  organized  the 
first  English  Kindergarten  Society,  with  Mrs.  F.  C.  Winkler  and  Mrs. 
S.  S.  Merrill  as  first  presidents;  Mrs.  S.  R.  Bell,  vice-president;  $1,600 
cash  was  collected.  The  contractors,  Messrs.  C.  P.  Foote  and  L.  Vogel, 
"were  very  kind,"  according  to  report,  which  probably  means  that  they 
took  the  contract  without  profit;  and  lo  and  behold!  a  miracle  occurred 
in  the  blessed  year  1878.  The  "Tenth  Street  Kindergarten"  had  a 
home  of  its  own,  a  veritable  "Paradise  of  Childhood."  Under  Mrs. 
W.  H.  Hailmann's  direction,  with  Mrs.  Lillian  Davies  and  other  de- 


396  KINDERGARTEN   MAGAZINE. 

voted  pupils  of  Dr.  Hailmann's  Kindergarten  Training  School,  as  assist- 
ants, it  was  a  beaut}-  spot  and  source  of  delight  in  the  movement  at 
Milwaukee,  creating  much  enthusiasm  and  also  a  good  deal  of  perma- 
nently serious  interest. 

From  1880  to  1883  Dr.  Sara  Munro,  with  the  assistance  of  her 
sister,  Ellen  E.  ]\Iunro,  conducted  in  the  same  building  a  "connecting 
class"  for  pupils  outgrowing  the  kindergarten,  using  no  textbook  except 
a  reader,  but  teaching  orally  with  the  aid  of  blackboard,  slates  and 
objects;  language  by  means  of  story  telling;  geography  with  a  sand- 
table  and  globe;  botany  with  a  little  garden  for  each  pupil,  and  such 
miscellaneous  nature  study,  history,  science,  etc.,  as  might  be  brought 
out  of  the  day's  happenings  or  amusements. 

Being  called  to  other  work,  she  was  succeeded  by  Miss  Burritt, 
one  of  Mrs.  Kraus-Bolte's  pupils,  who,  however,  left  very  soon. 

Miss  Georgiana  Morrison  of  Philadelphia  thereupon  took  charge 
for  two  years. 

In  frequent  conferences,  held  at  the  S.  R.  Bell  home,  this  lady 
assisted  Mr.  and  Mrs.  Hailmann,  the  German-American  friends  of 
the  cause,  and  the  excellent  school  superintendent  then  in  office,  James 
MacAlister,  in  the  long  battle  for  the  introduction  of  the  kindergarten 
into  the  public  schools,  which  demand  of  educational  progress  was 
many  years  opposed  by  the  controlling  elements  in  the  school  board. 

Evening  meetings  were  held  at  the  kindergarten  on  Tenth  street, 
sometimes  largely  attended,  for  the  purpose  of  discussing  the  "new 
departure." 

Miss  Morrison  was  succeeded  by  Mrs.  Dunning.  When  this 
Kenosha  poet  and  kindergarten  apostle  returned  to  her  home,  Mrs. 
Sumner  Collins  took  charge,  after  whose  resignation  Mrs.  Dousman 
conducted  the  institution,  until  the  land  leased  for  a  nominal  rental  was 
wanted  by  the  owners,  and  the  "Paradise  of  Childhood"  had  to  make 
way  for  an  "apartment  building." 

During  the  latter  part  of  its  existence  Mrs.  Eugene  Elliott  and 
Mrs.  Thomas  Brown  are  said  to  have  been  active  workers. 

In  1877  Mrs.  Hailmann  interested  a  number  of  ladies  for  charity 
work.  They  formed  the  Milwaukee  Free  Kindergarten  Association, 
which  established  two  free  kindergartens,  one  in  the  Third  ward  which 
seems  to  have  been  later  named  "Martha  Mitchell  Kindergarten,"  be- 
cause Mrs.  Alexander  Mitchell  furnished  the  funds  for  its  equipment 
and  maintenance;  the  other  connected  with  the  Industrial  School  in  the 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE.        897 

Third  ward  was  conducted  by  Mrs.  Lillian  E.  Davies  and  Mrs.  McCue, 
Dr.  Hailmann's  pupils,  who  entered  upon  this  unpaid  work  with  great 
devotion. 

In  1878  Miss  Lillian  E.  Davies  founded  a  kindergarten  of  her 
own  at  212  Doty  street,  in  the  First  ward,  at  hrst  assisted  by  Miss 
Florence  Smith.  It  existed  two  years  under  sacrifices,  that  new  locality 
not  being  blessed  with  many  children. 

In  the  same  year,  1878,  ]\Irs.  Hailmann  opened  a  new  private 
kindergarten  on  Prospect  avenue. 

One  of  the  versions  regarding  the  Martha  Mitchell  Kindergarten, 
which,  during  its  existence  received  more  press  notices  than  all  others, 
is  that  Mrs.  Clark  was  one  of  the  principal  movers  in  founding  the 
kindergarten  in  "Bethel  Home"  mission.  This  kindergarten  was  soon 
afterward  moved  to  new  quarters  on  Broadway,  when  an  association 
took  it  in  charge  and  ]\Irs.  Mitchell  supported  it. 

In  1885  ]VIrs.  Hailmann  was  entrusted  by  the  American  Froebel 
Union  with  the  preparation  of  its  exhibit  of  kindergarten  work  and 
material  for  the  National  Educational  Association  at  ^ladison,  \Vi>., 
which  exhibit  was  very  impressive  and  contributed  to  her  success  in 
having  the  American  Froebel  Lnion  join  the  N.  E.  A.  as  its  kinder- 
garten department,  marking  an  important  epoch  in  the  history  of  educa- 
tion in  America. 

In  1876  and  1877  Miss  Florence  Smith  conducted  summer  kinder- 
gartens at  her  home,  and  in  1886-7  at  Gordon  Place,  both  on  Humboldt 
avenue. 

I  take  pleasure  in  acknowledging  the  kind  and  valuable  assistance 
of  Miss  Nina  C.  Vandewalker,  Mrs.  S.  R.  Bell,  Mrs.  Lilian  E.  Davies. 
Mrs.  Johanna  Wagner,  Dr.  Sara  Munro,  Mrs.  Lizzie  A.  Truesdell 
and  Miss  Fanny  N.  Burnell  in  collecting  and  scrutinizing  data  con- 
cerning the  "private,"  "free"  and  "mission"  kindergartens  conducted 
in  English,  and  of  Mr.  Gustav  Reuss  as  to  the  second  German  kin- 
dergarten ;  also  Judge  Fred.  Schreiber  and  Wm.  Kittle,  secretary  of 
the  State  Normal  Board. 

The  Mission  Kijider^arten  Association,  organized  in  1884,  was 
probably  a  reincarnation  of  the  former  "Free  Kindergarten  Association," 
and  the  direct  result  of  the  efforts  of  Mrs.  Isabel  Carpenter,  who  inter- 
ested ladies  of  Milwaukee  for  the  work  among  the  poor  and  was  en- 
gaged as  the  first  superintendent.  Mrs.  Frances  Swallow  having  been 
elected  president,  the  first  new  mission  kindergarten  was  opened  in  Sep- 


398  KINDERGARTEN    MAGAZINE. 

tember,  1884,  in  the  rickety  second  stoty  of  the  old  La  Crosse  depot 
on  Third  street,  near  Chestnut,  in  charge  of  Miss  Fanny  N.  Burnell, 
and  named  "Frances  Swallow  Mission  Kindergarten,"  in  honor  of  the 
president.  In  December,  1884,  Mrs.  Carpenter  opened  her  first  kinder- 
garten training  class  with  twelve  students,  in  a  damp  and  cold  basement 
of  Bethel  Mission  on  Erie  street.  Another  mission  kindergarten  was 
established  in  the  rooms  of  the  Presbyterian  Mission  church  at  Kane 
place  and  Cambridge  avenue,  near  the  Polish  settlement,  in  the  fall  of 
1885,  and  placed  in  charge  of  Miss  Rolfs,  who  conducted  it  for  two 
years,  when,  on  September  28,  1887,  it  was  transferred  under  the  direc- 
tion of  Miss  Burnell  to  1101  North  Water  street,  then  to  933  Racine 
street,  then  to  919  and  finally  to  920  Racine  street.  In  1891  a  club  of 
ladies  who  had  been  pupils  of  the  Misses  Wheelock,  on  the  northwest 
corner  of  Juneau  avenue  and  Jackson  street,  and  many  also  of  the  Engel- 
mann  Academy,  the  "Wheelock  Girls,"  offered  to  support  it,  from  which 
time  it  was  known  as  the  Wheelock  Mission  Kindergarten  and  con- 
ducted by  Miss  Burnell,  until  she  resigned  in  1904,  after  twenty  years 
of  faithful  service.  In  recent  years  the  girls  of  the  Milwaukee  State 
Normal  School  did  their  practice  work  in  the  Wheelock  kindergarten. 
In  1885  the  Frances  Swallow  Kindergarten  was  moved  to  its  present 
site,  a  home  of  its  own  at  299  Fourth  street,  and  placed  in  charge  of 
Mrs.  Lizzie  A.  Truesdell,  who  succeeded  Mrs.  Carpenter  as  superin- 
tendent of  all  the  Union  kindergartens,  in  or  about  1893.  In  this  twen- 
ty-second year  of  its  existence  it  is  still  in  full  operation  under  the  direc- 
tion of  Mrs.  Truesdell,  its  devoted  guardian  angel. 

The  Ladies'  Aid  Society  of  the  Calvary  Presbyterian  church,  in 
1885,  being  obliged  to  vacate  the  building  at  626  Hill  street,  at  which 
they  had  established  a  kindergarten  at  the  instigation  of  Mrs.  Carpen- 
ter, donated  all  the  furniture  and  equipment,  including  a  piano,  to  the 
Mission  Kindergarten  Association,  who  used  it  for  a  third  mission 
kindergarten  they  opened  at  1710  Galena  street,  placing  Miss  Elmira 
Rhiel  in  charge,  who  was  succeeded  by  Miss  Stuhl,  and  later  by  Miss 
Fitts,  all  of  whom  had  been  assistants  of  Miss  Burnell. 

The  Galena  Mission  Kindergarten  had  to  be  discontinued  on 
account  of  want  of  support.  It  is  of  interest  to  state  that  Miss  Fitts 
is  now  director  of  the  Kindergarten  Training  School  of  Pratt  Institute 
of  Brooklyn,  N.  Y. 

In  or  about  1888  the  association  founded  the  Fourth  Mission  Kin- 
dergarten in  Clinton  street.  South  side,  which  is  still  in  existence,  under 


THE  KINDERGARTEX  MOVEMENT  AT  MILWAUKEE.        899 

the  direction  of  Miss  Sarah  Trautwein.  It  was  named  after  Mrs.  Gil- 
bert, who  paid  for  its  maintenance  until  her  demise. 

The  Fifth  Mission  Kindergarten  was  established  under  the  direc- 
tion of  Miss  Price,  on  American  avenue,  south  side,  after  1893,  but 
had  to  be  given  up  after  some  time  for  want  of  support. 

Aliscellaneous  Private  Kindergartens.  For  about  thirty  years  the 
Free  Congregation  on  Fourth  street,  south  of  State,  maintained  a  kinder- 
garten in  connection  with  its  Sunday  school.  The  first  kindergartner 
was  Miss  Heyd,     Miss  Grelke  succeeded  her  and  is  still  in  charge. 

Miss  Voss  conducted  one  of  her  own  on  Juneau  avenue,  near  Mar- 
ket street,  whence  she  removed  it  to  Third  street,  near  Poplar. 

Another  one  is  said  to  exist  on  Fourteenth  street,  owned  b\-  Miss 
Bannerman. 

No  responses  to  the  public  appeal  for  information  were  received 
from  the  directors  of  the  above  three  plants,  or  others  that  may  exist, 
but  the  history  and  quality  of  w^hich  are  unknown. 

PUBLIC    SCHOOL    KINDERGARTENS. 

The  Public  School  Kindergartens  of  Milwaukee.  Ten  years  after 
the  Milwaukee  Kindergarten  \"erein  was  organized  and  eight  years 
after  its  kindergarten  in  the  Engelmann  German-English  ^Academy 
started  a  great  wave  of  enthusiasm  among  the  thinking  and  feeling 
mothers  in  Milwaukee,  School  Superintendent  James  MacAlister's  sug- 
gestion of  several  years'  standing  bore  its  timid  fruity  when  he  was 
allowed  to  open  one  kindergarten  in  what  was  then  the  school  board 
building,  corner  of  Seventh  and  Prairie  streets,  so  that  the  school  com- 
missioners could  keep  that  presumably  dangerous  experimental  bomb 
under  their  immediate  and  close  supervision. 

In  1880,  after  two  non-explosive  years,  he  was  permitted,  as  a 
result  of  the  constantly  growing  public  popular  demand,  created  and 
stimulated  by  the  determined  band  of  women  and  men  who  had  for 
many  years  to  bear  the  stigma  of  "fools,  humbugs,  enemies  of  public 
schools,"  etc.,  to  organize  the  Milwaukee  City  Kindergarten  Training 
School,  under  the  direction  of  Miss  Stewart,  a  lady  of  great  energy  and 
ability,  and  to  establish  kindergartens  as  fast  as  arrangements  could  be 
made. 

The  kindergarten  as  an  integral  part  of  the  common  school  has 
come  to  stay  in  Mikvaukee.  There  are  now  in  the  public  school  system  of 
Milwaukee  fift}'-three  priman-  departments.  Connected  with  them  are 
102   kindergartens    (counting  two  half-day  kindergartens   in  the  same 


400  KINDERGARTEN    MAGAZINE. 

school  as  two  kindergartens).  Their  total  enrollment  is  4,286  children. 
Their  average  daily  attendance  is  3,473.  There  are  fifty-one  kindergar- 
ten directors,  salary  $600.  There  are  fifty-one  kindergarten  assistants,  sal- 
ary $500.  These  salaries  increase  $50  after  six  years'  service,  $100 
after  nine  years'  service,  and  $150  after  twelve  years'  service.  There 
are  six  private  kindergartens  known  to  the  school  authorities  with  a 
total  enrollment  of  635  children.  The  total  enrollment  of  the  four  high 
schools  is  2,238 ;  the  total  enrollment  of  all  the  city  public  schools  is 
40,168.  Therefore,  over  one-tenth  of  the  children  entitled  to  public 
school  service  are  cared  for  in  the  kindergartens. 

If  any  of  the  persons  who  formerly  called  the  pioneers  in  this  matter 
fools  and  worse  names  should  make  a  serious  attempt  to  have  public 
kindergartens  abolished,  there  would  be  a  revolution,  a  revolution  of 
mothers. 

The  Milwaukee  kindergartens  have  much  better  life  conditions 
than  those  in  St.  Louis  because  the  law  admits  all  children  four  years 
old,  whereas  in  St.  Louis  children  under  six  can  be  admitted  only  by 
false  representation  of  age,  tempting  to  wrong-doing  at  the  start,  with 
the  possibility  of  giving  the  whole  system  an  immoral  foundation. 

It  is  due  to  the  memory  of  the  Union  veteran.  Col.  George 
Walther,  deceased,  who  was  for  many  years  principal  of  one  of  the 
public  schools  in  a  district  with  largely  Polish  population,  to  state 
that  when  the  first  Milwaukee  kindergarten  association  began  to  create 
public  opinion  In  favor  of  the  introduction  of  kindergartening  into  the 
public  schools,  he  immediately  but  quietly  began  experiments  among  his 
primary  pupils,  many  of  whom  did  not  understand  a  word  of  any  lan- 
guage except  Polish.  Thinking  that  he  could  reach  their  hearts  through 
the  application  of  kindergarten  methods,  he  sacrificed  his  money,  leisure 
hours  and  his  holidays  to  make  with  his  own  hands  and  tools  a  lot  of 
kindergarten  material,  and,  unknown  to  the  outside  world,  steadily 
pursued  this  course  for  years. 

Then,  when  the  opponents  in  and  outside  of  the  school  board  were 
still  asserting  the  impossibility  of  the  system  for  public  schools.  Com- 
rade Walther  came  forward,  confounding  them  by  the  results  of  his 
secret  work  of  years,  which  he  asserted  had  been  the  means  of  arousing 
in  the  hundreds  of  little  Polish  tots  interest  in  and  love  for  the  school, 
eagerness  to  comprehend  and  to  do,  making  the  school  the  finest  and 
dearest  place  they  knew,  their  Paradise  of  Childhood,  facilitating  teach- 
ing and  discipline  wonderfully  and  improving  them  in  kind. 


THE  KINDERGARTEN  MOVEMENT  AT  MILWAUKEE,        401 

This  practical  demonstration  was  not  only  a  bomb;  it  was  in 
effect  a  whole  artillery  park.  This  revelation  at  the  opportune  moment 
was  for  us  in  moral  effect  what  the  French  army  and  General  Rocham- 
beau  were  for  the  army  of  the  American  Revolution,  and  it  mightily 
accelerated  our  victory.  The  boys  and  girls  of  Polish  extraction  who 
erected  the  beautiful  monument  to  Kosciusko  in  our  park  named  after 
him  would  not  miss  the  mark  of  patriotism  and  gratitude  if  they  pro- 
vided a  pendant  by  which  to  perpetuate  the  memory  of  their  paternal 
friend  and  benefactor,  Col.  George  Walther. 

MANUAL  TRAINING  AND   PHYSICAL   CULTURE. 

The  true  kindergarten,  according  to  the  Froebelian  dispensation, 
embraces  the  first  stages  of  all  the  diverse  elements  of  an  all-around 
rational  and  organic  education  of  body,  mind  and  soul,  or,  as  our  trade- 
mark presents  the  thought,  head,  heart  and  hand.  It  will  therefore 
not  be  considered  unfitting  to  say  a  word  on  this  twin  phase  of  the 
subject,  and  especially  the  spirited  campaign  in  1897  to  1899  by  a 
Milwaukee  group  of  friends  of  educational  progress,  composed  mainly 
of  adherents  to  the  Froebelian  philosophy,  in  favor  of  the  introduction 
into  all  the  grades  of  the  common  schools  of  the  city  of  a  compre- 
hensive system  of  manual  training,  ps3cho-physiological  culture,  to  be 
developed  in  constant  correlation  and  interrelation  with  all  the  studies 
and  phases  of  the  curriculum,  from  the  first  stage  of  the  kindergarten 
to  the  high  school,  and  even  through  the  high  school,  so  as  to  make  the 
whole  of  the  school  work  one  naturally  evolving  organic  growth.  This 
is,  in  a  nutshell,  the  ideal,  hitherto  nowhere  completely  attained,  of  all 
the  great  pedagogical  minds  of  the  past,  expressed  most  clearly  and 
beautifully  in  Froebel's  work  still  better  than  in  his  words;  hovering 
before  the  mental  vision  somewhat  indefinitely  perhaps, , but  carried  out 
practically  within  the  limitation  of  his  environment  by  many  a  poor 
German  village  schoolmaster,  or  teacher  in  an  American  little  red 
schoolhouse.  It  is  and  it  will  and  must  be  the  goal  of  all  future  edu- 
cational progress. 

The  Manual  Training  Association,  which  made  that  campaign, 
had  practically  won  a  complete  victor}-  along  the  whole  line,  and  the 
school  board  had  already  passed  resolutions  that  will  stand  as  a  bright 
spot  on  its  records,  when  a  political  combination  for  which  the  friends 
were  not  prepared  undid  by  a  shrewd  but  small-calibre  trick  the  good 
work  of  years. 

Judge  Emil  Wallber,  of  Milwaukee,  when  a  Normal  regent,  sue- 


402  KINDERGARTEN    MAGAZINE. 

ceeded  in  having  physical  culture  departments  authorized  in  the  Normal 
schools. 

If  the  followers  of  Froebel  will  try  to  look  on  high,  beyond  the 
narrow  confines  of  their  four  walls,  and  constantly  keep  in  mind  that 
their  work  is  only  the  perfect  and  beautiful  foundation  for  a  greater 
work,  a  part  of  a  greater  and  more  beautiful  whole,  they  will  gain  in 
power,  satisfaction  and  happy  results. 

STATE    NORMAL    SCHOOLS. 

The  Kindergarten  in  the  Wisconsin  State  Normal  Schools.  While 
our  State  has  done  more  than  many  others  for  this  cause,  and  my  local 
patriotism  would  be  gratified  if  I  could  praise  it  without  reserve,  I  shall 
be  constrained  by  my  duty  to  truth  and  the  cause  of  our  children  to  say 
some  unpleasant  things  of  the  board  of  regents  of  normal  schools.  About 
1877  one  of  the  regents,  as  a  member  of  the  committee  on  studies  and 
textbooks,  introduced  two  resolutions,  one  in  favor  of  the  establishment 
of  kindergarten  training  departments  and  model  kindergartens  in  the 
then  existing  four  normal  schools,  the  other  proposing  an  invitation  to 
the  University  board  of  regents  for  a  joint  committee  to  consider  the 
organization  of  a  department  of  pedagogy  in  the  University,  and 
arrangement  between  the  two  boards  to  make  it  quasi  a  direct  post- 
graduate topping  out  of  the  work  of  the  normal  schools.  Only  the  first 
proposition  interests  us  here.  It  was  strenuously  opposed  by  a  majority  of 
the  regents.  It  was  laid  over  from  meeting  to  meeting  in  the  hope  of  dis- 
couraging and  tiring  the  mover.  But  he  took  Benito  Juarez  for  his  ex- 
ample, who,  after  a  bloody  reverse,  said  to  his  brother  patriots  and  heroes: 
"From  defeat  to  defeat  we  shall  march  to  ultimate  victory."  He  called 
the  matter  up  at  everj^  meeting.  Among  the  four  normal  school  pres- 
idents, Parker  of  River  Falls  at  once  made  a  straight  and  manly  declara- 
tion in  favor.  Albee  of  Oshkosh  and  MacGregor  of  Platteville  were 
favorable  in  principle  though  reserved  as  to  "present  practicality" ;  so 
also  State  Superintendent  Whitford,  the  second  member  who  became 
our  advocate  on  the  board.  Superintendent  MacAlister  of  Milwaukee 
was  for  it  with  head  and  heart.  It  goes  without  saying  that  W.  N. 
Hailmann  of  Milwaukee,  invited  by  the  committee  on  studies  and  text- 
books to  visit  Oshkosh,  gave  his  full  support.  Principal  Wade  H.  Rich- 
ardson of  Milwaukee,  as  chairman  of  the  committee  of  the  Wisconsin 
teachers'  convention,  held  at  Madison  in  December,  1879,  made  a 
report  which  was  a  strong  plea  in  favor.  R.  C.  Spencer  of  Milwaukee 
made  impressive  arguments  before  the  board.  During  a  .three  years' 
battle  all  the  Normal  regents  had  gradually  been  won  over  except  one 


THE  KINDERGARTEN  MOVE^IENT  AT  ^IILWAUKEE.        403 

original  opponent  Avho,  after  every  other  regent  had  finally  voted  for 
the  resolutions  to  establish  a  kindergarten  and  a  kindergarten  training 
department  in  the  Oshkosh  school,  as  a  last  move  in  the  last  ditch,  tried 
in  vain  to  obtain  an  opinion  from  the  attorney  general  that  "the  intro- 
duction of  such  studies  is  unconstitutional."  With  a  persistence 
worthy  of  a  better  cause  he  did  succeed,  however,  in  preventing  the 
erection  of  a  needed  separate  cottage  for  the  kindergarten  at  an  esti- 
mated cost  of  only  $2,000.  The  tender  child  was  put  in  the  unfavora- 
ble environment  of  the  basement  in  1880,  where  it  died  in  1885,  as  pre- 
dicted by  its  friends,  of  an  unnatural  death.  Unfortunately  no  con- 
oner's  inquest  was  held.  The  jury  would  have  had  to  render  a  verdict 
of  murder  by  neglect,  at  least,  if  not  wilful  murder.  It  was  not  resus- 
citated until  1901. 

In  January,  1879,  the  Wisconsin  Board  of  Regents  of  Normal 
schools  authorized  Regent  Hay  and  the  faculty  (or  president)  of  the 
Board  of  the  Oshkosh  school  to  search  for  kindergartners  able  to  take 
charge  of  the  kindergarten  work  and  training.  The  department  was 
opened  September,  1880,  under  Miss  Laura  Fisher,  a  pupil  of  Miss 
Blow,  and  continued  to  the  close  of  the  school  year,  1885-1886;  then 
discontinued.  Reopened  1902-3  under  Miss  Maud  B.  Curtis  and  still 
in   operation. 

Even  the  Milwaukee  Normal  School,  established  in  1885,  had  no 
kindergarten  until  1892,  though  otherwise  it  did  splendid  work.  I 
believe  its  faculty  and  presidents  were  alwaAS  ready  and  willing  to 
march  in  the  front  rank  of  progress.  Its  kindergarten  department  has 
been  a  blessing  and  an  inspiration  to  the  students.  It  is  under  the  direc- 
tion of  Miss  Nina  C.  Vandewalker,  an  earnest  student  and  devoted 
exponent  of  the  New  Education. 

Early  in  1905  I  searched  in  the  normal  school  division  of  several 
Wisconsin  "bluebooks"  and  was  amazed  to  find  no  mention  of  kinder- 
gartens in  the  reports  on  most  of  the  seven  state  normal  schools.  Hop- 
ing that  the  omission  was  accidental  I  inquired  of  one  of  the  regents. 
About  a  week  ago  he  requested  the  proper  officer  to  give  him  the  data, 
but  has  not  received  them  yet.  Being  crowded  by  the  printer,  I  now 
give  the  following  information,  kindly  supplied  from  another  source 
indirectly:  A  kindergarten  was  started  in  the  River  Falls  Normal 
School  in  or  about  1898;  in  the  normal  schools  at  Whitewater,  Stevens 
Point  and  Superior  in  1902.  The  Plattville  Normal  School  has  never 
had  one  to  the  present  day,  because  no  room  could  be  spared  in  the  old 
building.  It  is  understood  that  one  is  to  be  added  when  the  new  build- 
ing is  completed.* 


404  KINDERGARTEN    MAGAZINE. 

This  is  the  condition  of  things  thirty-three  years  after  the  first 
kindergarten  was  opened  in  the  Engelmann  Academy ;  twentj'-five  years 
after  the  official  introduction  of  the  system  into  the  public  schools  cf 
Milwaukee;  twenty-three  years  after  the  Milwaukee  school  board  found 
it  necessary  to  institute  the  City  Kindergarten  Normal  School,  because 
the  State  Normal  Schools  supported  partly  by  national  government 
funds  to  give  the  people  the  best  to  be  had,  did  not  supply  teachers  such 
as  were  in  constant  and  growing  demand  everywhere,  and  especially 
in  the  State  metropolis;  teachers  who  were  thoroughly  prepared  in  theory 
and  by  practice  to  educate  the  thousands  of  children  placed  in  their  charge 
according  to  the  most  advanced  principles  and  methods  long  approved  by 
all  pedagogical  authorities.  The  major  part  of  thirty-two  annual 
crops  of  State  Normal  School  graduates,  thus  sent  forth  inadequately 
equipped  for  their  exalted  duty,  caused,  possibly,  100.000  children  to  be 
deprived  of  some  of  the  best  fruits  that  could  have  been  obtained  for 
their  parent's  school  tax.  The  expense  involved  by  the  maintenance  of 
four  kindergartens  can  not  be  accepted  as  an  excuse  for  their  non-estab- 
lishment, because  many  times  the  amount  was  used  for  "academic  work" 
that  would  have  been  unnecessary  if  a  stricter  adherence  to  the  require- 
ments for  admission  had  compelled  the  preparatory  schools  to  do  bet- 
ter work. 

Considering  the  education  of  the  children  to  be  the  most  important 
of  all  the  functions  of  government,  it  requires  a  great  effort  on  my  part 
not  to  fill  my  pen  with  the  bitterest  of  bitterness  in  writing  on  this 
matter.  In  the  interest  of  a  great  cause,  however,  I  will  restrict  my 
account  to  the  simple,  plain  truth  that  we  have  discovered  a  long-con- 
tinued deficiency  of  understanding  of  duty  on  the  part  of  one  of  the 
most  highly  honored   public   bodies  of  the   State. 

Mere  criticism  is  of  little  value  unless  accompanied  by  a  search  for 
causes.     The  State  Normal  board  has  a  good   record  for  economv  and 


*At  the  last  moment  I  am  able  to  insert  the  following  data : 

In  the  River  Falls  School  the  kindergarten  was  opened  September, 
1897,  under  Miss  Lucy  K.  Peckham,  who  still  conducts  it. 

Miss  Caroline  ~S[.  C.  Hart  was  the  first  kindergarten  director  at  the  j\Iil- 
waukee  school. 

In  the  Stevens  Point  School  Miss  Edith  E.  Snyder  was  director  the 
first  year,  Miss  Jennie  R.  Faddis  the  second,  and  Miss  Margaret  E.  Lee 
the  third  year. 

At  the  Superior  School,  Miss  Caroline  W.  Barbour  was  in  charge  the 
first  year  and  -ever  since. 

At  Whitewater.  Miss  Georgia  F.  Johnson  the  first  two  years  and  Miss 
Marie  F.  Beckwith  to  the  present  time. 


THE  KINDERGARTEN  MOVExMENT  AT  MILWAUKK K.        405 

financial  integrity.  In  the  conception  of  its  higher  functions  it  was 
perhaps  no  worse  than  most  educational  boards  and  has  been  better  than 
many. 

It  is  a  distinction  of  our  countr\-  not  at  all  creditable  to  our  sagacity 
that  our  school  boards  are  usuall\-  conglomerates  composed  mostly  ^)f 
intelligent  business  men  who  are  expected  to  be  able  to  manage  the 
business  of  the  school  system  and  guard  it  against  various  forms  of 
robbery.  In  many  cases  some  legal  and  possibly  medical  talent  is  added 
in  order  to  have  advice  readily  available,  and  nearly  always  some  mem- 
bers are  honored  by  the  appointing  power  for  party  or  personal  services 
or  affiliations.  The  pedagog  is  a  rare  bird  in  any  school  board.  The 
schoolmaster  is  entrusted  with  the  care  for-  our  most  highly  prized 
treasures,  the  bodies  and  souls  of  our  children,  in  the  schools,  but  we 
constantly  act  as  though  we  feared  that  a  teacher,  the  moment  he  were 
appointed  a  member  of  a  school  board,  would  presumably  lose  all  those 
good  qualities  of  character  we  expect  him  to  develop  in  our  children 
and  become  a  one-sided,  narrow-minded,  prejudiced,  unjust,  dishonest 
reprobate.  We  rarely  find  him  a  member  of  a  school  board.  Thus  it 
happens  that  when  educational  reforms,  inventions  or  innovations  are 
presented  for  action  in  the  average  American  school  board,  they  are  not 
examined  by  the  majority  of  members  on  their  merits,  but  a  tre- 
mendous effort  is  made  in  all  directions  to  find  out  whether 
any  other  towns  or  cities  or  states  have  introduced  them  and 
with  what  success,  success  usually  taken  in  the  cruder  and  superficial 
sense  of  the  word,  because  the  very  profession  which  is  especially  fitted 
bv  study,  practice  and  experience  to  judge  of  the  deeper  significance  of 
pedagogical  propositions  is  not  all  or  not  sufficiently  represented  and 
can  not  control  a  majority  or  the  balance  of  power  in  argument  and 
vote,  when  professional  questions  are  to  be  decided. 

Possibly  an  analysis  of  the  membership  list  of  the  State  Normal 
Board  will  allow  of  such  a  mitigating  explanation  of  their  action  or 
non-action  on  this  momentous  matter  during  the  past  quarter  of  a 
century. 

Let  us  suppose  that  Gutenberg,  Copernicus,  Newton,  Columbus, 
Priestly,  Tyndall.  Geoffrey  St.  Hilaire,  Helmholz,  Watts,  Fulton, 
Ericson,  Oken,  Edison  and  the  Fathers  of  the  American  Revolution  had 
pursued  the  same  course,  where  would  mankind  be  today?  Did  our 
captains  of  industr}^  and  masters  of  commerce  ever  wait  for  the  success 
of   Tom,    Dick   or    Harrv    before    they    essayed    the    newer   enterprises 


406  KINDERGARTEN    MAGAZINE. 

which  their  fertile  brains  conceived  and  their  careful  judgment  sanc- 
tioned ? 

resume'. 

If  the  work  devoted  to  the  above  collection  of  facts  is  to  fructify 
to  the  advantage  of  the  kindergarten  cause  and  through  it  to  contribute 
a  mite  to  the  regeneration  and  higher  cultural  and  ethical  evolution  of 
our  nation,  the  readers  must  draw  their  own  inferences,  compare  them 
with  those  of  other  friends  and  shape  their  own  conduct  of  the  prop- 
aganda for  the  new  gospel  of  child  culture  according  to  their  con- 
victions. 

Our  greatest  enemj-  is  the  lack  of  understanding,  not  only  among 
the  masses,  which  we  must  expect,  but  also  among  professional  educators 
even  to  the  top  rungs  of  the  common  school  ladder,  whom  we  can  not 
make  fully  responsible  because  their  early  training  ran  along  the  old 
ruts.  Their  foundations  may  have  been  laid  by  the  fifteen-year-old, 
fifteen-dollar-a-month  schoolma'am,  who  did  her  duty  honestly  as  well 
as  she  could.  They  ought  to  have  been  laid  by  a  kindergartner  of  pro- 
found pedagogical  training  and  general  culture,  devoted  to  her  calling, 
honored  and  well  paid  by  her  fellow  citizens. 

The  spreading  of  the  Froebel  evangel  is  "up-hill  work"  on  a  "hard 
road  to  travel."  It  requires  much  time  and  patience.  We  have  our  own 
frailties  which  we  hope  others  may  be  patient  with ;  we  should  be  as 
patient  as  we  can  with  others. 

The  tiller  of  the  soil  must  work  hundreds  of  daj^s,  plowing,  hoeing 
and  weeding-  before  he  can  have  a  week  of  harvest.  He  should  not 
allow  himself  to  become  discouraged. 

If  this  j'ear's  harvest  is  meager,  next  year's  may  fill  his  bins  and 
barns.  Strenuous,  steady,  patient  work  of  the  pioneers  has  made  of 
the  forest  wildernesses,  the  swamps,  the  prairies  and  the  barrens  of  the 
America  of  our  forefathers  and  forebears  one  great  prolific  garden  of 
prosperity.  No  good  work  and  no  good  deed  devoted  to  a  good  cause 
is  ever  wholly  lost,  though  it  may  sometimes  seem  so  in  the  light  of 
our  eager  wishes  and  hopes. 

If  the  above  imperfect  history  of  the  work,  the  battles,  the  dis- 
appointments, the  devotion,  the  enthusiasm,  the  sacrifices  and  the  ideal, 
unmercenary  achievements  of  a  comparatively  small  number  of  follow- 
ers of  the  lowly  and  yet  great  humanitarian  pathfinder,  Friedrich  Froe- 
bel, contributes  something  toward  the  inspiration  of  younger  apostles  to 
continue  the  good  work  and  take  the  place  of  those  that  have  passed 
away  or  will  soon  pass  away,  then  it  also  has  not  been  written  in  vain. 


MRS.  JANE  AMY  McKIXXEY— IN   MEMORIAM. 

MRS.  JANE  AMY  McKINNEY,  who  passed  beyond  this  mortal 
life  December  7,  was  my  warm  personal  friend  for  \'ears,  and 
many  a  lesson  in  broader  s\'mpath\"  for  humanity,  in  courage  to 
stand  by  my  moral  convictions,  have  I  learned  from  her.  I  doubt  not  that 
there  are  scores  of  other  women  who  can  say  the  same  words,  for  she 
had  a  genius  for  friendship.  But  I  think  I  stood  in  a  peculiar  relation- 
ship to  her,  in  that  I  was  with  her  when  she  first  formed  her  resolution 
to  take  up  the  kindergarten  work,  and  it  is  her  connection  with  this 
work  of  which  I  wish  to  speak,  although  she  was  interested  in  many 
other  monuments  for  the  uplift  of  humanity.  Notwithstanding  the 
fact  that  she  was  then  at  the  age  when  many  women  feel  themselves 
entitled  to  lay  down  their  more  acti\e  work,  and  to  "be  cared  for"  the 
rest  of  their  lives,  there  seemed  to  be  no  thought  in  her  mind  of  }-ears 
as  a  hindrance  to  a  new  line  of  work.  She  was  over  iift\'  years  of  age 
when  she  began  the  three  years"  course  of  training  given  by  the  Chicago 
Kindergarten  College,  yet  she  asked  no  favors,  expected  no  exceptions 
to  be  made  in  her  case  as  to  cadeting  or  handwork,  and  ne\er  once  did 
I  know  of  her  being  discouraged  or  of  her  failing  to  fulfill  her  ap- 
pointed tasks.  This  alone  was  a  tremendous  lesson  to  all  of  us.  That 
a  woman  of  her  broad  culture,  large  experience  and  national  reputation 
should  be  willing  to  go  through  the  training  and  work  required  of 
young,  inexperienced  high  school  girls  seemed  almost  incredible.  But  it 
show^ed  the  earnestness  of  her  character  and  how  fully  her  heart  was 
in  any  good  work  she  undertook. 

She  soon  rose  to  the  position  of  supervisor  of  fifty  kindergartens. 
This  gave  her  opportunity  for  the  exercise  of  her  most  remarkable  gift 
of  S}'mpathy  with  young  girls  and  their  problems.  Her  spirit,  which 
even  to  the  end  was  never  old,  seemed  to  enter  into  their  lives  and  'o 
almost  intuitiveh-  understand  their  needs.  She  after\vard  took  into 
her  home  a  number  of  young  girls  who  were  preparing  to  he  kinder- 
gartners,  and  in  every  way  in  her  power  helped  them  to  see  the  large- 
ness and  spiritual  significance  of  the  work.  In  some  cases  she  inspired 
them  to  take  up  extra  studies  at  the  University,  or  elsewhere,  in  order 
to  acquire  that  larger  culture  which  she  felt  was  needed  if  the  kinder- 


408  KINDERGARTEN    MAGAZINE. 

garten  was  to  be  rightly  presented  to  the  outside  world.  Notably  among 
these  was  Miss  Georgia  Allison  of  Pittsburg,  whose  brilliant  career 
was  due,  in  part  at  least,  to  the  inspiration  to  make  the  most  of  her  life, 
which  came  from  her  three  years  in  Mrs.  McKinney's  home.  Again 
and  again  I  have  heard  her  say,  "Mrs.  McKinney  is  like  a  mother 
to  me. 

And  yet,  while  so  fond  of  young  girls  and  so  attractive  to  them, 
she  never  lowered  in  the  least  her  standard  of  what  a  woman  ought  to 
be.  And  these  standards  were  very  high,  demanding  equal  suffrage, 
equal  purity  and  equal  opportunity  for  man  and  woman. 

Although  she  saw  clearly  what  the  kindergarten  meant  for  little 
children,  I  think  she  cared  more  for  it  on  account  of  its  effect  upon 
the  character  of  the  young  women  who  studied  it.  And  a  number  of 
women  whose  lives  are  now  "full  to  the  brim"  with  the  joy  of  the 
work  owe  their  entrance  into  it  to  her  urging  upon  them  the  character- 
building  which  the  kindergarten  produced.  Even  after  she  gave  up  the 
more  active  participation  in  the  work,  she  advocated  it  as  the  highest 
form  of  education  for  the  young  girl.  Nor  did  she  ever  lose  faith  in 
its  ultimate  triumph  when  it  is  understood  as  a  newer,  better  spiritual 
unfolding  of  the  child's  nature,  not  merely  as  an  embryo  manual  train- 
ing school  or  sub-primary  of  the  public  schools.  She  gave  her  one  child, 
her  daughter  Mabel,  freely  and  with  all  consecration  to  the  work,  and 
had  the  great  satisfaction  of  seeing  her  reach  one  of  the  most  important 
posts  in  the  profession,  namely,  the  supervision  of  the  kindergartens  of 
Cleveland,  Ohio. 

The  life  and  influence  of  such  a  woman  can  not  be  reckoned  by 
years,  nor  by  the  number  of  people  with  whom  she  personally  came 
in  contact.  It  was  one  of  those  subtle  but  potent  powers  that  make  us 
believe  in  the  higher  life,  and  in  the  innate  nobility  of  humanity,  even 
when  we  know  not  from  whence  the  influence  comes. 

Chicago,  111.  Elizabeth   Harrison. 


MILWAUKEE,  WISCONSIN. 

RALLYING  PLACE  OF  KINDERGARTNERS,  APRIL,  1906. 

ii  li  /I  ILMAUKEE,  the  Beautiful,"  has  the  proud  distinction  of 
/  V  1  ^^'"S  °"^  °^  ^^^  foremost  convention  cities  of  the  United 
■*■"*•  States.  It  is  a  distinction  which  is  justly  earned,  first  by 
reason  of  its  natural  qualifications  of  beauty  of  situation  and  delightful 
climate,  and  second  by  the  enterprise  of  its  citizens,  collectively  and 
individually,  in  their  pride  in  the  city  and  in  the  cordiality  with  which 
they  welcome  guests. 

Milwaukee  is  the  metropolis  of  the  great  commonwealth  of  Wis- 
consin, and  with  its  population  of  335,000  inhabitants,  now  stands  in 
the  front  of  American  cities  in  point  of  population  and  in  its  achieve- 
ments in  manufacturing,  trade  and  commerce.  By  the  official  statistics, 
issued  from  the  United  States  Census  Bureau  this  year,  Milwaukee 
has  advanced  since  1900  from  the  fourteenth  city  in  the  Union  to  the 
twelfth,  passing  in  the  meantime  New  Orleans  and  Detroit,  its  closest 
competitors. 

Situated  on  high  bluffs,  overlooking  Lake  Michigan,  it  is  one  of 
the  most  beautiful  of  American  cities,  and  public  enterprise  has  con- 
tributed to  a  marked  degree  to  complete  the  work  so  well  started  by 
nature,  with  the  result  that  there  are  hundreds  of  miles  of  the  most 
beautiful  streets  and  drives  to  be  found  an3rwhere  and  the  most  imposing 
and  architecturally  perfect  public  buildings,  all  things  considered,  of 
any  city  of  its  size  in  America. 

Nature  has  allowed  to  no  one  place  a  monopoly  of  ideal  weather 
the  year  'round,  but  Milwaukee  is  certainly  exceptionally  favored  both 
in  summer  and  winter. 

The  hotels  of  Milwaukee  have  demonstrated  their  peculiar  fitness 
for  the  care  of  conventions  in  countless  cases  during  the  past  few  years. 
They  are  most  conveniently  located  with  reference  to  railway  and  steam- 
boat stations,  street  car  lines  and  theaters.  In  addition  to  the  cafes,  con- 
nected with  the  hotels,  there  are  many  first-class  restaurants. 

The  railroads  entering  Milwaukee  arrive  at  either  one  of  two 
railway  stations — the  Union  Station,  used  by  the  Chicago,  Milwaukee 
&  St.  Paul  Railroad  and  the  Wisconsin  Central  Railroad,  and  the  Lake 
Shore  depot,  used  exclusively  by  the  Chicago  &  Northwestern  Railroad. 


410  KINDERGARTEN    MAGAZINE. 

In  addition  to  the  railroad  facilities  there  are  many  boat  lines  operating 
across  the  lake  and  between  Chicago  and  Milwaukee,  with  docks  located 
very  near  the  hotels  and  of  easy  access  and  free  from  disagreeable  fea- 
tures which  sometimes  characterize  steamboat  docks. 

The  street  car  service  of  Milwaukee  is  particularly  fine,  and  is  all 
controlled  by  one  company  with  a  universal  system  of  transfers.  Be- 
sides the  city  system,  there  are  interurban  and  suburban  lines  reaching 
Cudahy,  South  Milwaukee,  Racine  and  Kenosha  on  the  south,  West 
Allis,  Waukesha,  Waukesha  Beach,  Hales  Corners  and  Muskego  Lakes 
to  the  west  and  southwest,  and  North  Milwaukee,  Whitefish  Bay  and 
Fox  Point  to  the  north. 

About  the  first  thing  a  visitor  to  a  new  locality  does  after  getting 
settled  in  his  hotel  quarters  is  to  set  out  to  "find  his  bearings."  The 
newcomer  to  Milwaukee  will  find  no  such  difficulties  confronting  him 
as  prevail  in  many  other  American  cities,  Boston,  for  instance.  Most 
of  the  streets  run  due  north  and  south,  or  east  and  west,  three  rivers 
supplying  natural  division  lines  for  the  city. 

The  principal  retail  thoroughfare  is  Wisconsin  street,  east  of  the 
Milwaukee  River,  and  Grand  avenue,  west  of  the  river.  All  streets 
crossing  the  rivers  are  given  separate  and  distinct  names  on  opposite 
sides  and  are  numbered  from  the  rivers.  The  streets  on  the  west  side, 
paralleling  the  Milwaukee  River  and  running  north  and  south,  com- 
mencing with  Second  street,  are  numbered  numerically  from  Second  to 
Fifty-eighth  street.  On  the  south  side  the  streets  numbered  in  numerical 
order  are  called  avenues. 

The  residence  streets  of  Milwaukee  are  particularly  beautiful  and 
are  of  the  same  general  character  in  all  sections  of  the  city.  Upper 
Grand  avenue  on  the  west  side  is  lined  with  handsome  residences  and 
the  cross  streets  are  distinguished  for  their  uniform  beauty.  Prospect 
avenue  is  the  most  beautiful  promenade  street  of  the  east  side.  Stately 
elm  trees  overarch  many  of  the  avenues  and  make  driving  through  them 
a  constant  delight. 

The  extent  of  its  park  system  is  nowadays  a  gauge  of  a  city's  pro- 
gressiveness,  and  Milwaukee  is  far  ahead  of  most  localities  in  the  number 
and  beauty  of  its  parks.  Milwaukee  solved  to  her  own  satisfaction  the 
park  problem  when  thirteen  years  ago,  with  the  creation  of  a  Park 
Board,  it  was  called  upon  to  choose  between  one  or  two  very  large 
parks,  or  a  number  of  small  parks,  wisely  distributed  throughout  the 


MILWAUKEE,   WIS. 


411 


412  KINDERGARTEN    MAGAZINE. 

city  and  convenient  to  the  greatest  number  of  people.  The  latter  course 
was  adopted  and  there  are  today  nine  parks  under  the  control  of  the 
Park  Board,  with  many  smaller  ones  under  the  supervision  of  the  Board 
of  Public  Works.  A  tour  of  the  park  system  is  recommended  to  all 
visitors  because  of  the  comprehensive  idea  it  will  give  of  the  entire  city. 

Juneau  Park  is  the  principal  downtown  park,  along  the  lake  shore, 
north  from  Wisconsin  street — a  beautiful  promenade  tract,  affording  a 
superb  view  of  the  beautiful  bay.  In  Juneau  Park  is  a  statue  of  Solo- 
mon Juneau,  the  first  white  resident  of  the  city,  and  one  of  Lief  Ericsen, 
claimed  by  some  to  be  the  original  discoverer  of  America. 

Lake  Park,  in  the  northeastern  part  of  the  city,  is  perhaps  the  most 
beautiful  of  Milwaukee  parks.  It  extends  for  more  than  a  mile  along 
the  lake  shore,  on  high  and  commanding  bluffs,  is  naturally  wooded,  has 
deep  ravines  through  which  streams  course  down  to  the  lake,  beautiful 
driveways,  rustic  bridges,  band  pavilions,  golf  courses,  tennis  courts  and 
picnic  grounds. 

Riverside  Park  lies  due  west  of  Lake  Park  and  is  connected  with  it 
by  Newberry  boulevard — a  beautiful  tract  overlooking  upper  Milwaukee 
River. 

Washington  Park,  on  the  western  limits  of  the  city,  is  the  largest 
park  and  a  much  frequented  resort,  with  natural  groves,  beautiful  gar- 
dens and  palms,  a  large  lake,  a  zoo  and  deer  park.'  The  West  Park 
golf  links  are  very  popular  with  residents  and  visitors. 

Humboldt  Park  is  the  largest  of  a  number  of  parks  on  the  south 
side.  It  is  beautifully  wooded,  affording  delightful  picnic  grounds,  and 
has  one  of  the  prettiest  of  park  lakes. 

Mitchell  Park,  on  the  south  side,  is  called  the  "flower  garden" 
park  and  is  of  particular  interest  because  of  the  conservatory.and  beau- 
tiful botanical  gardens. 

McKinley  Park,  commonly  known  as  Flushing  Tunnel  Park,  is 
another  beautiful  spot  overlooking  the  lake,  and  is  midway  between 
Juneau  Park  and  Lake  Park.  At  the  base  of  the  bluff  is  a  beautiful 
greensward  extending  to  a  fine  sandy  beach,  which  is  a  favorite  resort 
for  bathers.  Adjoining  the  park  is  the  Milwaukee  Yacht  Club;  yachting 
in  Milwaukee  Bay  being  one  of  the  delights  of  the  summer  season. 

Sherman  Park  and  Kosciusko  Park  are  pretty  places  on  the  south 
side  and  favorite  spots  for  picnic  parties. 

Among  the  public  squares  of  particular  beauty  in  Milwaukee  should 


^IILWAUKEE,  WIS. 


413 


be  mentioned  the  Court  House  Square  on  the  east  side;  Grand  Avenue 
Park  on  Grand  avenue  between  Eighth  and  Eleventh  streets.  In  this 
park  are  the  Washington  Monument  and  the  Soldiers'  Monument,  and 
a  beautiful  column  erected  in  commemoration  of  the  fiftieth  anniversary 
of  Milwaukee  as  a  city.  Fourth  Ward  Park,  fronting  the  Union  Sta- 
tion,   the   Water   Works    Park,    connected    with    the    municipal    water 


MILWAUKEE    CITY    HALL. 


414  KINDERGARTEN    MAGAZINE. 

works;  also  many  smaller  ward  parks,  affording  resting  places  for  pedes- 
trians. 

Whitefish  Bay,  four  miles  north  of  the  city  limits,  is  regarded  as 
one  of  the  most  beautiful  spots  on  Lake  Michigan.  Here  is  located 
the  Pabst  Whitefish  Bay  Resort,  which  is  annually  visited  by  hundreds 
of  thousands  of  Milwaukee  people  and  their  visitors.  Approaching 
Whitefish  Bay  is  a  drive  of  the  same  name  which  has  become  famous  for 
its  scenic  environments.  Every  afternoon  and  evening  during  the  summer 
season  may  be  seen  along  this  drive  hundreds  of  fashionable  equipages, 
many  of  them  en  route  to  the  Country  Club,  which  is  half  way  from 
the  city  to  the  bay.  Street  cars  also  run  at  short  intervals  direct  to 
Whitefish  Bay.  Here  are  served,  as  at  no  other  place  in  America,  the 
delicious  whitefish — planked  and  otherwise. 

The  National  Home  for  Dependent  Soldiers  and  Sailors,  estab- 
lished in  1867,  and  conducted  by  the  Federal  Government,  is  one  of 
the  institutions  of  particular  interest  to  all  visitors  to  Milwaukee.  It 
is  located  west  of  the  city,  occupying  a  beautiful  tract  of  more  than 
2,000  acres  of  land  and  is  reached  by  the  National  avenue  electric  line 
and  by  the  Wells  street  car  line.  The  grounds  and  buildings  are  open 
to  visitors  every  day  except  Sunday.  During  the  summer  months  daily 
concerts  are  given  by  a  military  band  connected  with  the  Home. 

Milwaukee,  as  said  before,  is  distinguished  for  the  fine  character  of 
its  public  buildings — federal,  county  and  municipal.  The  City  Hall 
occupies  a  commanding  situation  in  the  heart  of  the  city  on  Market 
square.  It  is  always  open  to  visitors,  and  from  the  top  of  its  high  tower 
may  be  obtained  a  superb  bird's-eye  view  of  the  entire  city  and  sur- 
rounding country.  In  the  City  Hall  are  located  all  the  department 
offices  of  the  city  government,  including  the  School  Board  and  municipal 
courts. 

The  County  Court  House,  an  imposing  structure  of  red  sandstone, 
surmounted  by  a  massive  dome,  occupying  a  beautiful  square  on  Jackson 
street,  two  blocks  north  of  Wicsonsin  street.  All  the  principal  county 
offices  are  located  in  the  Court  House. 

The  Postoffice  building  on  Wisconsin  street,  constructed  of  solid 
granite,  is  an  ideal  type  of  the  most  recent  federal  building  architecture. 
In  addition  to  the  postoffice  department,  the  offices  of  the  Collector  of 
Internal  Revenue,  Collector  of  Customs,  Pension  Agent,  Weather  Bu- 
reau and  Federal  Courts  are  located  in  this  building. 


THEN  WE  CAAIE  BACK  TOGETHER.  415 

On  Grand  avenue,  between  Eighth  and  Ninth  streets,  is  one  of 
the  most  beautiful  buildings  in  Milwaukee  and  contains  one  of  the  best 
municipal  libraries  in  the  United  States.  The  building  is  constructed 
of  the  famous  Bedford  stone.  The  interior  is  finished  in  costh-  marbles, 
with  mosaic  floors  and  ceilings.  In  the  librar}',  which  occupies  the  east 
half  of  the  building,  are  150,000  books,  beautiful  reference  and  reading 
rooms  and  rooms  for  specialized  studies.  The  museum,  occupying  the 
west  wing  of  the  building,  is  the  largest  municipal  museum  in  the 
United  States.  Its  exhibition  halls  afford  over  38,000  square  feet,  and 
its  exhibits  now  consist  of  over  245,000  specimens.  On  the  main  floor 
are  man}'  beautiful  mounted  specimens  of  animal  life  in  North  America. 
These  are  some  of  the  finest  types  of  the  skill  of  the  taxidermist  and 
an  attraction  well  worth  visiting. 

The  Layton  Art  Gallery,  corner  of  !Mason  and  Jefferson  streets, 
is  one  of  the  most  beautiful  and  perfect  art  galleries  in  the  United 
States.  It  was  presented  to  the  city  by  Frederick  Layton,  accompanied 
by  an  endowment  fund  for  its  maintenance.  The  building  is  one  story 
in  height,  of  Thomsonian  Greek  architecture.  There  are  three  halls  of 
paintings,  and  a  hall  of  statuary.  The  gallery  contains  nearly  two  hun- 
dred paintings  of  the  modern  school,  by  such  well-known  artists  as 
Bouguereau,  Corot,  Alma  Tadenia,  Shreyer,  Rosa  Bonheur  and  others 
of  the  same  high  standing.  It  is  open  free  to  the  public  on  Tuesday, 
Thursday,  Saturday  and  Sunday. 


THEN  WE  CAME  BACK  TOGETHER. 

RUBIE   T.   WEYBURX. 

I  fretted  at  my  dole  of  care 

I  wearied  of   the  day ; 
The  hills  enchanted  rose,  and  fair. 

And  so — I  ran  away. 

Alas!  the  Land  where  Fancy  led. 

Alack!  the  Liberty; 
My  tasks  went  hurrying  on  ahead 

And  waited  there  for  me! 


416  KINDERGARTEN    MAGAZINE. 


THIRTEENTH  ANNUAL  MEETING  OF  THE  INTERNATIONAL 

KINDERGARTEN  UNION,  TO  BE  HELD  AT  MILWAUKEE, 

WISCONSIN,  APRIL  3,  4,  5  AND  6,  1906. 


Headquarters — Hotel  Pfister.     Place  of  Meeting — Plymouth  Church. 

OFFICERS. 

President — Mrs.  James  L.  Hughes,  68  Henry  street.  Toronto,  Canada. 
Vice-President — Mrs.  Mary  Boomer  Page,  40  Scott  street,  Chicago. 
Second  Vice-President — Miss  Alice  E.  Fitts,  Pratt  Institute,  Brooklyn,  N.  Y. 
Recording  Secretary — Miss  Mabel  McKinney,  76  Olive  street,  Cleveland,  Ohio. 
Corresponding  Secretary — Mrs.  Susan   Harriman,   134   Nev^rbury  street,  Bos- 
ton, Mass. 
Auditor — Miss   Ella  Elder,  86  Delaware  avenue,  Buffalo,  N.  Y. 

SOCIAL  COMMITTEE. 

General  Chairman — Mr.  August  S.  Lindemann,  President  Milwaukee  School 

Board. 
Vice-Chairman — Mrs.  Hannah  R.  Vedder. 
Treasurer — Mr.  A.  G.  Wright. 
Secretary — Mrs.  Mary  E.  Hannan,  President  Alilwaukee  Froebel  Union. 

As  the  names  of  the  body  of  the  committee  were  given  in  our  December 
number,  we  will  not  repeat  them  here,  but  will  give  the  final  corrected  list 
in  April  number. 

CHAIRMEN  OF  SUB-COMMITTEES. 

Arrangements — Nina  C.  Vandewalker. 

Finance — Mr.  A,  G.  Wright. 

Reception  a)id  Information — Mrs.  M.  A.  Boardman. 

Social  Functions — Miss  Ellen  C.  Sabin. 

Entertainment — Miss  Cora  Ramsay. 

Press— Mr.  R.  B.Watrous. 

Badges  and  Printing — Miss  INIary  E.  Hannan. 

Music— Ur.  H.  O.  R.  Siefert. 

Exhibits— Mr.  Albert  E.  Kagel. 

Decoration— Mrs.  C.  B.  Whitnall. 

Auditing — Mr.  Jeremiah  Quin. 

The  International  Kindergarten  Union  comes  to  Milwaukee  at  the 
invitation  of  the  Milwaukee  School  Board,  the  Froebel  Union,  the  Principals' 
Association,  the  Teachers'  Association,  the  Mission  Kindergarten  Association, 
the  College  Endowment  Association,  the  State  Normal  School,  and  the  State 
Department  of  Public  Instruction.  The  Milwaukee  kindergartners  and  their 
friends  extend  a  most  cordial  invitation  to  the  members  of  the  I.  K.  U.,  to 
the  kindergartners  throughout  the  country,  and  to  the  educators  of  Wisconsin 
to  attend  the  meeting. 


PRELIMINARY  PROGRAM. 


Monday,  April  2,  2:30  p.  m. — Board  meeting. 

Tuesday,   April  3,  9.30   a.  m. — Club-room  Hotel   Pfister,   meeting  of  Com- 
mittee of  Nineteen.  Miss  Lucv  Wheelock,  Chairman. 


THIRTEENTH  ANNUAL  CONVENTION.  417 

Tuesday,  April  3,  2  p.  m. — Plymouth  Church,  closed  session.  Conference  of 
training  teachers  and  supervisors.  INIiss  Bertha  Payne,  School  of 
Education,  U.  of  C,  Chairman. 

A  discussion  on  the  Training  of  Kindergartners  Under  Differing 
Conditions. 

I.  The  Kindergarten  Course:  (a)  In  the  Normal  School;  (b)  in 
the  University  or  College;  (c)  in  the  specific  Kindergarten  Training 
school. 

I.  The  Advantages  and  Disadvantages  in  Each  Case.  2.  Problems 
of  Adjustment,  Curriculum.  Credits,  Degrees,  and  Diplomas. 

Miss  Lucy  Browning,  the  L'niversity  of  Chicago;  Miss  Lucy  Gage.  Epworth 
University,  Oklahoma  ;  Miss  Alargaret  Giddings,  Denver,  Colo. 

II.  How  can  a  higher  degree  of  scholarship  and  general  culture  be 
secured  to  the  student  without  overcrowding  or  sacrificing  her  specific 
and  intensive  training? 

1.  Relation  of  General  Courses  in  Education,  in  Psychology  and  in 
Philosophy  to  the  Specific  and  Technical  Kindergarten  Courses. 

2.  Relation  of  Courses  in  Subject  Matter  of  General  Culture  Value, 
as.  Literature,  History,  Science  or  Nature  Study. 

3.  Relation  of  Courses  in  Arts  and  Handicrafts.  Can  these  courses 
be  made  to  supplement  the  ordinary  work  in  kindergarten  occupations, 
thereby  lessening  the  amount  sometimes  done  in  the  latter? 

Miss  Alice  O'Grady,  Chicago  Normal  School ;  Miss  M.  M.  Glidden,  Pratt 
Institute.  Brooklyn ;  Miss  Amalie  Hofer,  Chicago  Kindergarten  Insti- 
tute :  Miss  Alice  Temple,  School  of  Education,  U.  of  C. ;  Miss  Martha 
V.  Collins,  Mankato  Normal  School,  Minnesota;  Miss  Elizabeth  Har- 
rison, Chicago  Kindergarten  College. 

Tuesday  Evening — Open  session  of  training  teachers  and  supervisors'  con- 
ference. 

Address — The  Value  and  Function  of  the  Image  in  Self-Expression. 

Discussion — The  Persistence  of  Play  Activities  Throughout  School 
Life;  Value  and  Relation  to  Work. 

Mrs.  Alice  H.  Putnam,  Chicago  Froebel  Association ;  Miss  Patty  Hill,  Louis- 
ville Free  Kindergarten  Association :  Miss  Ada  Van  Stone  Harris, 
Rochester,  N.  Y. 

Wednesday  Morning — Invocation:  address  of  welcome,  Supt.  C.  G.  Pearse; 
response:  reports  of  officers  and  committees;  appointment  of  com- 
mittees on  time,  place  and  resolutions;  report  of  delegates;  visiting 
South  Side  Kindergartens  or  exhibits. 

Wednesday,  2  p.  m. — Parents'  conference;  Chairman,  Mrs.  Mary  Boomer 
Page,  Chicago  Kindergarten  Institute ;  "The  Training  of  the  Non- 
professional Woman,  and  the  Value  of  Her  Influence,"  Mrs.  Lynden 
Evans ;  address,  "How  Can  the  Home  and  School  Co-operate  to 
Secure  a  Higher  Standard  of  Living?"  Mrs.  Porter  Landon  McClin- 
tock;  discussion.  President  Charles  McKenny.  Milwaukee  Normal 
School ;  Mrs.  Andrew  INIcLeish,  Glencoe,  111. 

Wednesday,  4  p.  m. — Reception  at  Milwaukee-Downer  College:  visiting 
North  and  East  Side  Kindergartens  or  exhibits. 

Wednesday,  7:30  p.  m. — Addresses  of  welcome;  President  A.  S.  Lindemann 
of  the  School  Board,  President  Charles  McKenny  of  the  Milwaukee 
Normal  School,  President  Ellen  C.  Sabin  of  Milwaukee-Downer  Col- 
lege, State  Superintendent  C.  P.  Cary  of  Madison:  lecture,  "The 
Instinct  Feelings  at  Play."  Dr.  Luther  Halsey  Gulick,  director  of  phys- 
ical training  New  York  City  Schools. 


418  KINDERGARTEN    MAGAZINE. 

Thursday,  9:30  a.  m. — Round  Table.     Subject,  "Games  and  Plays." 
a.     Do  they  meet  physical  requirement  of  child? 

b.  Use  and  danger  of  dramatization. 

c.  Rhythm  and  marches. 

Miss  Patty  Hill,  Louisville,  Ky.,  and  INIiss  Elizabeth  Harrison,  Chicago. 
Round    Table:    subject.    "Excurs'ons    on    Nature    Work";    leader, 
]\Iiss    Stella    Wood,    Minneapolis.      Luncheon    for    all    visiting   kinder- 
gartners  at  Masonic  Temple,  Jefferson  and  Oneida  streets. 

Thursday,  2  p.  m. — Address,  "Relation  of  Kindergarten  Occupations  to  the 
"Handwork  in  the  School,"  Dr.  W.  N.  Hailman,  Chicago  Normal 
School ;  address,  James  L.  Hughes,  inspector  of  schools,  Toronto,  Ont., 
"Why  I  Believe  in  the  Kindergarten." 

Thursday,  8  p.  m. — The  Woman's  Club  of  Wisconsin  will  tender  a  reception 
to  all  out-of-town  members  of  the  convention,  to  local  kindergartners 
and  other  specially  invited  guests,  at  the  Athenaeum. 
Friday,  9:30  a.  m. — Business  meeting;  election  of  officers. 

Friday,  2  p.  m. — Address,  "Child  Study,"  Dr.  James  Rowland  Angell,  Uni- 
versity of  Chicago ;  report  of  committees  on  necrology,  time,  place 
and  resolutions;  presentation  of  new  officers;  visiting  West  Side  Kin- 
dergartens or  exhibits  in  Seventh  District  School,  corner  Cass  and 
Biddle  streets. 

RAILROAD  RATES  TO  MILWAUKEE. 

A  one  and  one-third  railroad  rate  has  been  arranged  on  the  certificate 
plan.  The  rate  will  not  be  effective  unless  one  hundred  certificates  are  pre- 
sented at  the  convention.  It  is  therefore  important  that  every  delegate  or 
person  attending  take  particular  pains  to  secure  a  certificate  for  the  return 
trip. 

Instructions  for  Obtaining  Reduced  Rates. 

When  you  buy  your  ticket  to  Milwaukee,  buy  a  one-way  ticket  only,  and 
ask  the  ticket  agent  for  a  certificate,  account  International  Kindergarten 
Union,  entitling  you  to  special  one-third  rate  on  return  home.  As  soon  as 
you  arrive  in  Milwaukee,  hand  your  certificate  to  the  clerk  of  the  Transporta- 
tion Committee,  Miss  Joanna  Hannan.  An  agent  of  the  passenger  associations 
will  be  present  at  the  convention  on  Thursday  and  Friday,  April  5  and  6  to 
vise  the  tickets.  Before  returning  home  secure  your  ticket  properly  vised 
by  the  joint  agent,  for  which  a  charge  of  25  cents  is  made.  On  presentation 
of  this  certificate  at  the  Milwaukee  ticket  offices  you  will  be  entitled  to  secure 
your  return  ticket  for  one-third  the  regular  fare,  the  route  to  be  the  same 
as  the  one  you  took  going  to  the  convention.  The  tickets  will  be  good  for 
use  three  or  four  days  following  the  close  of  the  convention,  so  that  if  you 
desire  to  stay  in  Milwaukee  over  Sunday  you  can  do  so. 

If  for  any  reason  certificates  can  not  be  obtained  from  j'our  local  ticket 
agent,  pay  regular  fare  to  the  nearest  principal  station,  where  you  can  obtain 
certificate  entitling  you  to  the  special  rate  of  one  and  one-third  fare  for  the 
round  trip. 

Be  sure  to  ask  for  the  convention  certificate,  and  be  sure  that  you  get  it. 
Do  not  take  a  rece'pt,  but  a  certificate,  for  that  is  what  entitles  you  to  the 
concession   on   the  return  trip. 


SARAH  A.  STEWART, 

FOUNDER  OF  THE  INTERNATIONAL  KINDERGARTEN   UNION. 
VIRGINIA   E.   GRAEFF. 

IT  was  in  Saratoga  in  1892,  at  the  thirty- second  annual  meeting  of 
the  National  Educational  Association,  that  the  International  Kinder- 
garten Union  was  organized  by  its  founder,  Sarah  A.  Stewart. 

In  the  intervening  fourteen  years  the  union  has  grown  to  large 
proportions.  In  the  same  year  in  which  it  was  organized  as  a  whole  its 
first  branch  was  started  by  Miss  Stewart  and  a  small  group  of  people 
in  the  home  of  the  present  writer.  There  were  probably  not  more  than 
a  dozen  kindergartners  present  on  that  occasion — today  the  Interna- 
tional Kindergarten  Union  has  a  membership  of  9,470  and  its  eighty- 
eight  branches  extend  to  twent_v-three  states,  to  Canada  and  Australia. 

In  the  light  of  this  statement  and  on  the  eve  of  the  thirteenth  annual 
meeting  of  the  International  Kindergarten  Union  at  Milwaukee — the 
scene  of  her  early  labors — it  seems  appropriate  to  review  the  life  and 
work  of  the  woman  who  started  this  great  movement. 

Miss  Stewart's  career  as  a  teacher  really  began,  when  as  a  girl  of 
eighteen,  she  taught  in  the  village  school  of  Coral,  111. 

Though  born  in  New  York  State,  Miss  Stewart's  family  removed 
to  Illinois  when  she  was  eleven  years  old.  In  the  schools  of  Illinois 
and  Wisconsin  her  education  was  continued.  Before  going  to  Mount 
Holyoke,  where  she  took  a  four-year  course  in  three  years,  she  was 
associated,  both  as  student  and  teacher,  with  that  rare  woman  and 
educator.  Miss  Mary  Mortimer.  Miss  Stewart's  work  in  those  early 
days  was  in  Baraboo  and  Milwaukee,  and  after  several  previous  educa- 
tional experiences,  she  found  herself  installed  as  teacher  in  the  Collegiate 
Institute  of  Baraboo,  Wis.  For  the  next  four  and  a  half  years  we 
find  her  teaching  at  the  State  Normal  School  at  Whitewater,  Wis,, 
and  for  the  twelve  j-ears  following  she  was  principal  of  the  City  Normal 
School  at  Milwaukee.  After  this,  a  year  or  more  was  spent  in  travel, 
in  visiting  European  schools  and  in  California. 

The  next  call  was  to  Philadelphia,  where,  under  the  Sub-Primary 
School  Society,  Miss  Stewart  became  principal  of  the  Normal  Kinder- 
garten Training  School.  From  this  position  she  entered  the  Philadel- 
phia Girls  Normal  School  as  head  of  the  kindergarten  department.  This 
experience  was  followed  by  the  opening  of  a  School  for  Teachers,  which 
she  organized  and  directed  for  six  years  in  Philadelphia.  In  this  school 
the  kindergarten  training  was  supplemented  by  a  training  in  priman' 
methods. 


420  KINDERGARTEN    MAGAZINE. 

The  above  outline  shows  a  life  of  varied  and  wide  educational 
experience.  When  Miss  Stewart  took  up  the  work  of  the  kindergarten, 
she  brought  to  the  study  of  F-roebel  a  knowledge  and  experience  that 
few  kindergartners  possess.  Psychology  and  educational  philosophy  had 
been  for  years  her  specialties,  and  her  grasp  of  the  method  of  Froebel 
was  wide  and  far  reaching.  It  is  from  this  previous  training,  perhaps, 
as  well  as  from  a  characteristic  mental  attitude  of  her  own,  .that  Miss 
Stewart's  understanding  of  the  kindergarten  took  form  and  color.  In 
her  hands  it  was  treated,  not  so  much  as  a  specialty  to  be  considered  by 
itself,  but  as  the  first  link  in  the  educational  chain  of  development. 
From  her  point  of  view  the  ideals  of  Froebel  seemed  starting  points 
on  which  to  build  the  general  educational  structure,  rather  than  as  hold- 
ing within  themselves  the  ideals  of  childhood  only.  Froebel  seemed 
to  her  a  prophet,  and  seer,  but  not  the  only  world-voice  with  an  evangel 
for  childhood.  While  holding  his  principles  as  sound  in  themselves, 
Miss  Stewart  felt  that  we  should  not  look  upon  them  as  containing  the 
final  word  even  for  the  child,  but  that  in  his  spirit  we  should  welcome 
the  light  from  many  sources.  In  the  department  of  child  study,  arid 
from  the  wise  experience  and  insight  of  educators,  outside  the  kinder- 
garten field.  Miss  Stewart  welcomed  the  help  given  to  the  Froebel 
worker  and  his  child  garden.  It  was  this  general  attitude  toward  edu- 
cation as  a  whole,  rather  than  to  the  kindergarten  by  itself,  that  marked 
her  work. 

It  may  be  interesting  in  the  light  of  the  kindergarten  training  of 
today  to  note  in  detail  the  plan  of  Miss  Stewart's  school  of  fifteen 
years  ago. 

Her  classes  in  primary  methods,  taking  as  their  basis  the  kinder- 
garten principles  were  quite  as  valuable  as  her  specialized  kindergarten 
training.  The  first  3ear's  course  of  study  included  the  following  sub- 
jects (in  addition  to  the  theoretic  and  practical  knowledge  of  the  prin- 
ciples and  methods  of  the  kindergarten)  :  Songs,  games,  stories,  music, 
physical  training,  modeling  and  drawing,  besides  elementary  lessons  in 
science.  Under  this  subject  plant  and  animal  life  and  the  elements  of 
physical  geography  were  included,  a  knowledge  of  which  enables  a  kin- 
dergartner  or  teacher  to  answer  adequately  a  child's  questions  about  the 
sun,  the  rain,  the  snow,  the  clouds,  the  sky,  and  to  weave  into  the  story 
and  morning  talk  a  true  picture  of  the  great  world's  nature  forces  which 
surround  him.    This  branch  of  science  is  not,  as  a  rule,  found  in  kinder- 


SARAH  A.  STEWART.  421 

garten  training,  though  it  seems  quite  as  necessarj-  as  a  definite  knowl- 
edge of  plant  and  animal  life. 

Hygiene  and  kindergarten  organization  and  management  were 
also  included  with  psychology  and  the  history  of  education  in  the  pro- 
gram of  Miss  Stewart's  first  year's  course  of  study.  The  work  of  the 
second  year  included  first,  a  review  of  the  general  principles  of  educa- 
tion, and  here,  as  in  the  first  year's  course,  the  student  viewed  Froebel 
in  his  historic  relation  with  other  educators  and  systems  of  training. 

In  the  second  group  of  studies  we  find  methods  of  teaching  read- 
ing, writing,  spelling,  arithmetic,  geography,  language,  history,  object 
lessons,  music  and  drawing.  The  third  aim  in  the  second  j^ear's  course 
was  to  adapt  as  far  as  possible  the  kindergarten  method  to  the  teaching 
of  school  subjects,  and  to  discuss  elementary  manual  training  in  its 
relation  to  primary  education. 

Upon  a  satisfactory  completion  of  the  two  years'  term  of  study, 
a  diploma  was  given.  At  the  completion  of  the  first  year's  course  a 
kindergarten  certificate  was  given.  Each  year's  work  was  in  itself  sep- 
arate, but  the  taking  of  the  two  years'  course  was  always  encouraged. 

Miss  Stewart  was  constantly  experimenting  in  new  educational 
lines,  to  which  she  gave  much  thought,  study  and  original  investigation. 
One  result  of  this  work  was  her  method  of  teaching  color  construction 
in  its  relation  to  form  and  design.  As  an  outcome,  experimental  work 
with  children  in  kindergarten  and  school,  has  shown  some  excellent 
results. 

Two  other  special  points  may  be  noted  in  Miss  Stewart's  work: 
In  her  training  school,  blackboard  drawing  was  taught  as  a  means  of  ex- 
pression, the  aim  being  to  use  the  chalk  as  one  does  the  body  or  the 
voice.  The  student  was  taught  to  tell  a  story  to  a  child  and,  with 
chalk  and  blackboard  illustrate  it.  It  is  practicing  along  these  lines, 
which  were  so  arranged  as  to  include  in  themselves  the  principles  of 
form,  rather  than  in  the  treatment  of  drawing  from  the  technical  art 
standpoint,  that  the  merit  of  this  training  lies.  When  this  ideal  is  car- 
ried out,  the  blackboard  speaks  to  the  child  and  every  kindergartner 
and  teacher  learns  to  draw,  for  Miss  Stewart  believed,  with  proper 
training,  that  everyone  could  draw,  just  as  many  musicians  have  felt 
that  under  like  conditions  everyone  can  sing. 

Another  point  of  interest  in  Miss  Stewart's  work  was  the  estab- 
lishing of  new  kindergartens  each  spring  in  the  poorer  city  districts. 
Here,  when  they  had  finished  their  theoretic  training,  the  students  put 


422  KINDERGARTEN    MAGAZINE 

their  knowledge  to  a  practical  test,  under  their  teacher's  direct  super- 
vision. Beside  testing  the  student's  power  after,  rather  than  during  her 
training,  this  plan  had  two  other  advantages:  The  children  in  the 
kindergartens  developed  more  intelligently  than  would  have  been  possi- 
ble in  the  hands  of  untrained  students,  and  in  this  way  different  neigh- 
borhoods became  interested  in  the  kindergarten,  so  that  in  some  instances 
it  was  permanently  established. 

Miss  Stewart's  power  of  work  and  ability  as  an  organizer  were 
very  marked.  While  in  Milwaukee  she  introduced  the  kindergarten 
into  the  public  schools,  and  became  not  only  its  public  supervisor,  but 
united  with  this  office  that  of  principal  of  the  City  Normal  School. 
During  the  World's  Fair  she  was  chosen  to  represent  the  Pennsylvania 
school  system  in  that  state's  educational  exhibit,  and  she  was  also  on 
the  reception  committee  of  the  Woman's  International  Congress. 

Her  executive  talent  was  shown  in  the  conception  and  organization 
of  the  International  Kindergarten  Union.  Its  broad  ideals  are  clearly 
stated  in  Miss  Stewart's  report,  read  before  the  general  conference  in 
Chicago.  Four  distinct  aims  are  indicated.  They  are:  First,  to  father 
and  disseminate  knowledge  of  the  kindergarten  movement  throughout 
the  world.  Second,  to  bring  into  active  co-operation  all  kindergarten 
interests.  Third,  to  promote  the  establishment  of  kindergartens.  Fourth, 
to  elevate  the  standard  of  professional  training  for  the  kindergartner. 
The  report  goes  on  to  state  that  "the  time  is  past  when  anybody  can 
teach  little  children."  We  are  no  longer  in  the  experimental  stage.  No 
position  calls  for  more  native  ability  and  thorough  training.  The  kin- 
dergartner must  now  take  her  place  with  other  professional  teachers.  If 
she  can  hope  to  hold  this  place  in  the  great  army  of  educational  progress, 
she  must  be  able  to  see  that  principles  are  more  than  method,  spirit  more 
than  form,  and  organic  relations  to  other  departments  of  education  of 
vital  importance  to  success  in  her  own. 

In  this  report  Miss  Stewart  suggests  that  the  I.  K.  U.  may  in  some 
respects  "be  considered  symbolic  of  the  future  brotherhood  of  man."  It 
may  be  looked  upon  as  "an  offshoot  of  the  great  world  spirit  in  that 
direction,"  and  in  being  a  member  of  it,  "one  stands  shoulder  to  shoulder 
with  an  army  which  is  moving  onward  with  single  aim,"  by  the  com- 
pelling sound  of  the  cry  of  children  for  light,  and  life,  and  love. 

The  Kindergarten  Magazine  of  November,  1892,  in  speaking 
of  the  Union's  official  report,  which  differs  but  slightly  from  the  Chi- 
cago report,  from  which  these  paragraphs  are  summarized,  calls  it  "one 


SARAH  A.  STEWART.  423 

of  the  most  important  and  valuable  documents  ever  brought  before 
kindergartners." 

The  entire  correspondence  involved  in  the  work  of  the  I.  K.  U. 
Miss  Stewart  undertook  unaided.  This  large  work,  in  addition  to  her 
own  teaching,  she  carried  alone  in  the  beginning  of  the  movement. 

She  resoluteh'  put  aside  all  personal  feeling  in  connection  with  her 
labors,  keeping  in  the  background  and,  though  fitted  by  ability  and 
experience  for  the  position  of  president  of  the  society  she  had  founded, 
it  was  by  her  urgent  request  that  her  friend,  Mrs.  Cooper,  filled  that 
office. 

In  giving  this  account  of  the  educational  career  of  Miss  Stewart, 
emphasis  has  been  laid  upon  what  she  has  accomplished.  A  life-work 
such  as  hers  is  its  own  best  eulogw  A  more  personal  comment  of  the 
woman,  apart  from  her  work,  may  now  be  of  interest. 

Born  of  Scotch-Irish  ancestry,  she  came  into  an  inheritance  of  sturdy 
self  reliance,  independence  and  perseverance.  To  her  has  been  granted 
a  philosophic  grasp  of  life  in  its  varying  relations  and  an  eminently 
logical  point  of  view.  The  Stewart  family  are  marked  in  this  respect, 
one  of  the  brothers  being  a  judge,  while  two  others  have  been  lawyers, 
and  in  the  second  generation  law  has  again  claimed  two  of  Miss  Stew- 
art's nephews. 

From  the  days  of  her  girlhood,  when  she  borrowed  the  money  to 
go  to  IVIount  Holyoke,  and  then  worked  until  she  had  cancelled  her 
debt.  Miss  Stewart  has  faced  unflinchingly  the  obstacles  and  antagonisms 
that  come  to  every  strong  character  in  life's  battle.  Starting  out  with 
the  limited  field  and  meager  pay  of  a  country  teacher,  she  rose,  by  force 
of  character  and  ability,  step  by  step  in  her  profession.  When  she  left 
the  City  Normal  School  in  Milwaukee  she  ranked  with  the  best  teachers 
in  her  line  of  work,  and  was  in  receipt  of  the  highest  salary  paid  at  that 
time  in  Wisconsin  to  a  woman  teacher  in  the  public  educational  service. 
It  seems  well  to  mention  the  matter  of  salary  in  this  connection,  but  not 
because  teaching  can  be  judged  from  the  standpoint  of  pay.  As  a  profes- 
sion it  is  underpaid  and,  within  its  ranks,  an  unjust  discrimination  is 
often  shown  in  regard  to  the  salaries  of  men  and  women.  Miss  Stewart's 
attitude  in  this  matter  is  well  worth  noting.  Without  being  in  the 
least  mercenary,  she  felt  that  her  work  merited  a  certain  salary,  and  in 
demanding  this  she  elevated  the  financial  educational  standard,  and 
made  it  easier  for  all  women  hereafter,  working  in  similar  lines,  to  gain 
a  juster  compensation  for  services  rendered. 


424  KINDERGARTEN    MAGAZINE. 

Though  especial  stress  has  been  laid  upon  the  moral  strength  and 
intellectual  powers  of  Miss  Stewart,  it  would  be  unjust  in  estimating 
her  character  if  no  mention  was  made  of  her  keen  sense  of  humor  and 
her  genuine  warm-heartedness.  She  found  that  the  best  way  to  aid  a 
student  was  to  help  her  "to  find  herself,"  and  stand  on  her  own  feet. 
When,  however,  genuine  sympathy  was  needed,  no  one  could  answer 
with  more  prompt  and  adequate  help. 

While  emphasizing  the  philosophic  and  practical  basis  of  the  kin- 
dergarten, Miss  Stewart  did  not  forget  its  ethical  and  developing  side. 
No  one  who  neglects  this  can  be  rightly  called  a  genuine  follower  of 
Froebel.  A  true  kindergartner  must  feel  the  power  of  love,  which, 
like  "that  thread  of  the  all-sustaining  beauty,  runs  through  all  and  doth 
all  unite." 

After  teaching  between  thirty  and  forty  years.  Miss  Stewart  has 
won  a  well-earned  rest. 

During  the  past  nine  years  of  her  retirement  from  active  service 
in  the  educational  field  she  has,  as  always,  shown  her  willingness  to 
serve,  but  this  time  her  help  has  been  needed  by  those  of  her  nearest 
of  kin. 

Illness  and  death  have  come  to  her  in  the  loss  of  a  beloved  brother, 
his  wife  and  daughter,  and,  in  late  years,  she  has  spent  much  of  her 
life  in  nursing  and  caring  for  those  she  loves. 

When  possible,  she  has  divided  her  time  between  Wisconsin,  New 
York  and  her  summer  home  at  Avon,  New  Jersey.  Here,  in  sight  of 
the  ocean  that  she  loves,  among  her  books  and  friends  -and  household 
avocations,  she  passes  her  days  in  interest  and  contentment. 

As  one  of  her  old  students,  who,  though  differing  from  her  on  many 
points,  yet  turns  to  her  now  as  always  for  help  and  inspiration,  the 
present  writer  offers  this  brief  sketch  of  Miss  Stewart's  career.  It  seems 
fitting  to  conclude  this  article  by  quoting  from  the  late  Mrs.  Sarah  B. 
Cooper  of  San  Francisco,  known  and  loved  by  all  kindergartners  of  an 
earlier  day.  After  speaking  of  the  subject  of  this  paper  in  a  warm  and 
affectionate  manner,  Mrs.  Cooper  said:  "She  is  a  woman  possessing 
remarkable  qualities  of  both  head  and  heart." 

These  words  put  in  a  brief  but  comprehensive  sentence  a  clear 
and  true  summan'  of  Miss  Stewart's  character. 


Part  of  this  article  is  reprinted  from  The    Kindergartex    Magazine    of 
January,  1897. 


Little  Folks'  Land* 

The  Story  of  a  Little  Boy  in  a  Big;  World. 

By   Madge  A.    Bigham,   Free   Kindergartens,   Atlanta,   Ga.     Author    of 
"Stories  of  Mother  Goose   Village/'   etc. 

Note. — This  Kindergarten  Program  will  run  through  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9 ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.00  net. 

vn. 
The  Thrushes'  Picnic 

Fifteenth  Week 

Monday 

WHEN  the  redbird  and  the  bluftird  and  the  brown  thrush 
got  together,  Joe-Boy  and  Charlotte  Anne  could  not  tell 
which  was  the  prettiest.  I  know  one  thing,  though,  the 
brown  thrush  certainly  knew  how  to  sing!  He  could  sing  almost  as 
many  songs  as  the  mocking  bird,  and  he  was  so  happy  all  the  time, 
why,  the  day  wasn't  long  enough  for  him,  so  he  would  wake  up  in  the 
middle  of  the  night  and  sing^the  sweetest  songs,  oh,  they  were  so 
sweet!  He  and  Mrs.  Brown-Thrush  were  keeping  house  in  the  grape- 
arbor  at  Charlotte  Anne's  house,  and  they  had  five  children — quite  a 
nice  little  family,  you  see.  One  of  the  children  was  named  Beauty, 
because  his  tail  was  so  long  and  pretty,  and  his  feathers  such  a  rich 
golden-brown.  One  morning  all  the  little  thrushes  learned  to  fly  from 
the  nest  to  the  ground  under  the  arbor,  and  when  they  had  hopped 
about  and  found  something  nice  to  eat,  Mrs.  Brown-Thrush  said,  "Hop 
over  here,  where  this  pretty  white  sand  is,  and  see  how  you  like  it."  All 
birdies  like  sand,  you  know. 

*  Copyright,  190."),  by  Madge  \.  Bigham. 


426  KINDERGARTEN    MAGAZINE. 

But  Beauty  shook  his  pretty  head  and  said,  "No,  no,  no,  mother, 
I  don't  want  to  eat  sand!    I'd  rather  eat  seeds;  I  don't  like  sand." 

"Why,"  said  Mrs.  Brown-Thrush,  "you  have  never  tasted  sand,  so 
how  do  you  know  that  you  do  not  like  it?  Taste  it  and  see.  I  have 
never  heard  of  a  little  bird  before  who  did  not  like  sand — why,  even 
little  chickens  eat  sand  and  gravel." 

"And  does  Charlotte  Anne  eat  sand  and  gravel,  too?"  asked 
Beauty. 

"Why,  no,"  said  Mrs.  Brown-Thrush,  "Charlotte  Anne  has  teeth 
to  chew  with,  but  you  haven't  any  teeth  in  your  mouth.  Birds  do  not 
have  teeth  and  that  is  why  they  eat  sand,  to  stir  up  their  food  and  help 
change  it  into  rich,  new  blood,  to  make  them  strong  and  fat." 

But  Beauty  only  shook  his  brown  head,  and  said,  "No,  no,  no,  I 
do  not  want  to  eat  sand,"  and  so  he  hopped  away. 

But  all  the  other  little  thrushes  tasted  the  sand,  and  they  said,  "Oh-o, 
we  like  sand!  Isn't  it  nice,  though!"  And  they  cracked  the  tiny  white 
grains  in  their  bills,  and  then  their  mother  showed  them  how  to  wipe 
their  bills  off  clean,  and  brush  their  feathers,  and  then  the  five  little 
thrushes  went  back  to  the  nest  for  a  rest. 

"When  are  3'ou  going  to  take  us  to  buttercup  meadow,  mother?" 
said  Beauty.  "We  want  to  see  all  the  other  birds  there,  and  the  pond 
and  the  daisies." 

"And  I  want  to  see  them,  too,"  said  Mrs.  Brown-Thrush,  "but 
you  will  have  to  get  strong  enough  to  fly  that  far,  first.  By  and  by, 
when  you  are  real  strong,  we  will  have  a  picnic  and  spend  the  whole  day 
in  the  buttercup  meadow — won't  that  be  fine?" 

"Yes,  yes,"  chirped  all  the  little  thrushes. 

"And  may  I  go,  too,  mother?"  said  Beauty,  nestling  up  to  her. 

"If  you  are  strong  enough,"  said  Mrs.  Brown-Thrush,  "I  should 
hate  to  leave  any  of  my  birdies  behind,  when  we  go  to  the  picnic." 

"So,  for  many  days,  the  little  thrushes  could  not  talk  about  any- 
thing else  but  the  picnic,  and  when  they  flew  down  to  the  ground  they 
would  see  if  their  wings  were  getting  stronger  and  stronger,  and  Mrs. 
Brown-Thrush  would  say,  "Don't  forget  about  the  sand,  for  that  helps 
to  make  birdies'  strong,  you  know." 

And  all  the  little  thrushes  would  scratch  for  the  grains  of  sand — 
all  but  Beauty;  he  would  toss  his  little  brown  head,  and  say,  "No,  no, 
no,  I  do  not  want  to  eat  any  sand." 


LITTLE   FOLKS'   LAND  427 

And  he  just  would  not  eat  any.  One  bright,  bright  morning,  Mr. 
Brown-Thrush  said,  "This  is  the  very  day  for  us  to  spend  on  a  picnic  in 
the  buttercup  meadow — are  all  you  birdies  strong  enough  to  fly  that  far." 

And  all  the  little  thrushes  said,  "Yes,  yes,  yes,  we  are  very  strong, 
see  our  wings!" 

"All-right,"  said  J\Ir.  Brown-Thrush,  "we  will  start.  Your  mother 
and  I  will  fly  in  front  and  you  birdies  follow  close  behind." 

So  Beauty  and  all  the  other  little  thrushes  shook  out  their  wings 
and  fluttered  to  the  ground,  then  off  they  started  to  the  picnic.  But  they 
had  only  flown  half  way  across  the  orchard,  when  Beauty  cried  out, 
"Oh  please  wait  for  me,  I  am  so  tired." 

"Tired?"  said  the  other  little  thrushes,  "why,  we've  just  started; 
come  on  and  catch  up  with  us." 

So  Beauty  flew  a  little  further,  and  then  he  cried  again,  "Wait, 
wait,  oh  please  wait  for  me,  I'm  so  very  tired!" 

But  the  other  little  thrushes  said,  "Why  we  are  not  tired  one  bit. 
It  is  such  fun  flying!  Come  on;  father  and  mother  are  getting  way 
ahead  of  us.     Let's  see  who  can  catch  them." 

So  off  they  started  again  and  got  as  far  as  the  orchard  fence,  when 
Beauty  stopped  and  said,  "Oh,  wait,  wait,  wait  for  me,  I  am  so  tired  I 
can't  go  any  farther." 

But  all  the  other  little  thrushes  had  gotten  so  far  ahead  of  Beauty 
that  they  did  not  hear  him  call,  and  he  was  left  on  the  orchard  fence  all 
by  himself,  so  tired  he  couldn't  get  any  farther. 

When  the  other  little  thrushes  caught  up  with  their  mother,  she 
said,  "Why,  where  is  Beauty,  didn't  he  want  to  come?" 

"Yes,  he  wanted  to  come,"  said  the  little  thrushes,  "but  he  was  too 
tired,  and  we  left  him  resting  on  the  orchard  fence." 

"That  is  too  bad,"  said  Mrs.  Brown-Thrush,  "I  am  so  sorry  he 
wasn't  strong  enough  to  come.  Maybe  he  has  forgotten  to  eat  his  sand. 
Well,  never  mind,  we  must  try  to  have  a  nice  time  without  him,  and  I 
think  next  time  Beauty  will  be  strong  enough  to  come  with  us." 

So  they  flew  into  the  meadow,  and  down  to  the  brook  where  they 
all  went  in  bathing,  and  saw  some  tiny  fishes,  and  found  some  nice 
berries,  and  danced  on  the  grass,  and  saw  so  many  other  little  birds,  and 
oh,  they  had  the  nicest  time,  all  the  day  long.  Just  at  sundown  they 
started  home,  and  soon  got  back  to  their  cosy  nest.  And  when  they  got 
there  where  to  you  think  they  found  Beauty?  He  was  hopping  about 
under  the  arbor,  eating  something?     Just  guess  what  it  was? 


428  KINDERGARTEN    MAGAZINE. 

The  Red-Head  Woodpecker 

Tuesday 

ONE  morning  the  children  at  kindergarten  were  out  on  the  lawn 
playing  "birds."  They  were  building  nests,  and  Joe-Boy  and 
Charlotte  Anne  were  mates,  and  when  they  flew  down  by  the 
fence  to  find  straws,  they  heard  something  up  on  the  telephone  pole,  go — 
thump,  thump,  thump,  thump  thump,  thump!  And  when  they  looked, 
there  was  a  red-headed  Woodpecker  hammering  away  like  a  real  car- 
penter. His  head  was  just  as  red  as  it  could  be,  and  there  was  a  band 
of  pure  white  around  his  breast  and  back,  which  Charlotte  Anne  said 
was  his  white  sash,  and  his  wings  were  jet  black,  tipped  wnth  white. 
Don't  you  know  he  was  a  pretty  bird!  He  was  so  busy  working, 
though,  that  he  did  not  even  see  Joe-Boy  and  Charlotte  Anne.  He  was 
boring  a  round  hole  high  up  on  the  telephone  post.  And  Joe-Boy  said, 
"Oh,  let's  run  tell  the  other  children!" 

And  when  they  heard  about  it,  the  kindergarten  teacher  said,  "Let 
us  all  tip-toe  down  there  and  see  him." 

And  though  they  put  their  fingers  on  their  lips  and  tip-toed  all 
the  way,  when  they  got  there,  why,  they  couldn't  find  Mr.  Woodpecker 
at  all.  The  kindergarten  teacher  said,  "Sit  very,  very  still  and  watch 
the  little  round  hole.  Mr.  Woodpecker  and  his  mate  have  a  nest  in 
the  hollow  of  that  pole,  and  by  and  by  he  will  peep  at  us  from  the 
little  round  door.     Let  us  watch." 

So  all  the  children  locked  their  lips  and  hands  and  feet,  and  sat 
as  still  as  still  could  be.  And  all  at  once,  sure  enough  Mr.  Woodpecker 
poked  his  pretty  crimson  head  through  the  hole,  and  when  he  saw  the 
children  watching,  he  jumped  back  as  quick — because  you  know  he  did 
not  want  any  one  to  know  that  his  nest  was  down  in  the  hollow  pole. 
His  mate  was  sitting  on  the  four  pretty  white  eggs  that  very  minute. 
And  when  he  hopped  back  so  quickly  the  children  had  to  laugh  just  a 
little.  But  after  a  while  he  peeped  at  them  again,  and  of  course  he 
wasn't  afraid  when  he  found  out  it  was  only  the  kindergarten  children 
watching  him.  You  know  they  wouldn't  worry  Mr.  Woodpecker  for 
anything!  But  while  the  children  were  watching  Mr.  Woodpecker, 
Billy  Sanders  came  running  down  the  sidewalk,  and  they  said,  "Oh-o! 
here  comes  Billy  Sanders!  What  shall  we  do!  He  will  be  sure  to  see 
Mr.  Woodpecker — Oh-o!" 


LITTLE   FOLKS'   LAND  429 

But  the  kindergarten  teacher  said,  "Wait,  let  us  call  .Billy  and 
show  him  Mr.  Woodpecker's  neat,  round  door.  We  will  ask  him 
to  help  us  take  care  of  the  nest,  and  I  believe  he  will." 

"Yes,  let's  do,"  said  Joe-Boy.  So  when  the  kindergarten  teacher 
called  Billy,  he  hopped  right  over  the  fence,  and  sat  on  the  grass  by 
her  side,  and  when  she  pointed  out  the  little  round  door,  and  told  about 
how  hard  j\lr.  Woodpecker  had  worked  to  bore  it,  Billy's  eyes  got  very 
bright,  and  he  promised  never  to  let  anybody  trouble  it. 

"I  know  a  story  about  the  very  first  woodpecker  that  ever  was," 
said  the  kindergarten  teacher,  looking  at  Billy.  "Are  you  in  too  big 
a  hurry  to  listen?" 

"No,"  said  Billy,  "shoot  ahead!     I  never  did  hear  any  stories." 

So  the  kindergarten  teacher  smiled  and  said,  "Once-upon-a-time, 
there  was  an  old  woman  who  lived  all  by  herself.  She  wore  a  funny 
red  cap  on  her  head  and  a  black  dress  and  a  long  white  apron  with  a 
white  sash.  It  is  a  very  sad  thing  to  tell,  but  this  old  woman  kept 
everything  she  had  for  herself,  and  would  not  give  anything  away! 
Why,  she  had  an  apple  tree,  full  of  apples,  but  she  would  not  give  any- 
body one !  And  she  had  a  cherry  tree  full  of  fine  cherries,  and  she 
wouldn't  give  one  of  those  away.  And  she  had  a  pear  tree  full  of  pears, 
and  a  plum  tree  full  of  plums,  and  a  peach  tree  full  of  peaches,  but 
still  she  would  give  none  of  them  away,  but  kept  them  all  for  herself!" 

"Humph!"  said  Billy,  "she  was  a  stingy  old  woman!" 

"Indeed,  she  was,"  smiled  the  kindergarten  teacher. 

"One  day  the  old  woman  said,  'I  believe  I  will  make  some  apple 
tarts  today — they  are  very  nice.'  So  she  rolled  up  her  sleeves  and  made 
a  great  large  dish  of  apple  tarts,  and  placed  them  in  a  row  on  the  pantry 
shelf.  And  then  she  w^ent  back  to  bake  some  more.  And  while  she 
was  baking  her  tarts  an  old,  bent  over  man  came  up  to  her  door  and  said, 
'Please,  kind  lady,  give  me  one  of  your  tarts.  I  am  very  hungry,  and 
while  I  have  no  money  to  pay  you  for  it,  you  may  make  a  wish,  and  it 
will  surely  come  true.' 

"Then  the  old  w^oman  looked  at  the  row  of  tarts  she  had  baked,  and 
she  said  to  herself,  'These  look  too  nice  and  brown  to  give  to  a  begger; 
I'll  keep  them  for  myself,  and  bake  him  another.' 

"So  she  pinched  ofi  a  small  piece  of  dough  and  baked  a  tart  for 
the  old  man,  but  when  it  was  finished  it  looked  as  nice  and  brown  as 
the  others,  so  the  old  woman  shook  her  head  and  said,  'I  couldn't  give 
that  tart  away;  I'll  bake  him  another.'   So  she  pinched  off  a  smaller  piece 


430  KINDERGARTEN   MAGAZINE. 

of  dough,  .and  baked  that,  but  that  looked  too  nice  to  give  away,  too,  so 
she  put  it  on  the  shelf  with  the  others.  Then  the  old  woman  pinched 
off  a  still  smaller  piece — very  small,  and  baked  another  tart,  but  she 
thought  that  was  too  big  to  give  away,  and  so  she  kept  it  for  herself. 
At  last  she  pinched  off  a  wee,  wee,  wee  piece  of  dough,  not  any  bigger 
than  a  pin-head,  and  do  you  know,  when  she  baked  that  piece  this 
selfish  old  woman  said  it  was  too  big  to  give  away,  and  so  she  put  it 
on  the  shelf  and  gave  the  old  man  a  dry  crust  of  bread,  and  told  him 
that  was  all  she  could  spare." 

"Gee!"  said  Billy  Sanders. 

"Wasn't  it  dreadful!"  said  the  kindergarten  teacher. 

"Well,  after  the  old  man  had  walked  away,  the  old  woman  got 
to  thinking,  and  she  said,  'How  mean  and  stingy  I  was  not  to  give 
the  old  man  any  of  my  apple  tarts!  I  wish  I  were  a  bird,  and  then  I 
could  fly  to  him  with  the  very  largest  tart  that  I  have,  and  tell  him 
how  sorry  I  am!'  And  then  something  very  queer  happened,  for  just 
as  soon  as  the  old  woman  said  'I  wish  I  were  a  bird,'  why  she  began 
to  grow  smaller,  and  smaller,  and  smaller,  and  her  black  dress  changed 
into  black  wings,  and  her  white  apron  changed  into  white  feathers,  and 
her  queer  red  cap  changed  into  red  feathers,  and  the  first  thing  she 
knew  she  wasn't  an  old  woman  any  more,  but  a  bird,  just  like  the  red- 
headed woodpecker!  And  she  flew  into  an  old  tree  and  began  pecking 
away  at  the  bark,  hunting  for  something  to  eat.  And  ever  since  we 
have  seen  woodpeckers  on  the  earth,  boring  round  little  holes  in  trees 
and  posts.  But  the  old  woman  said,  'I  was  not  a  kind  old  woman,  but 
I  shall  try  to  be  a  very  kind  bird,  and  then  everybody  will  learn  to  love 
me.'    So  she  did,  and  that  is  the  end  of  my  story." 

"Tell  it  again!"  said  Billy  Sanders. 

Revised  from  Miss  Cook's  Nature  Myths. 

Billy  Sanders'  Canary 

Wednesday 

THE  next  morning  before  school,  the  kindergarten  teacher  went 
down  to  the  gate  to  get  the  mail,  and  she  saw  a  sign  tacked  on 
the  telephone  pole,  written  in  queer  red  letters,  and  this  is  what 

't  ^^'^  •  DON'T  BOTHER  THE  OLD  LADY 

THAT  LIVES  IN  THIS  POST— SHE'S  A  BIRD. 
BILLY  SANDERS— WATCHER. 


LITTLE    FOLKS'    LAND  481 

The  kindergarten  teacher  smiled  and  smiled,  when  she  read  it,  and 
when  the  children  came  she  showed  it  to  them. 

"You  see,"  she  said,  "I  told  jou  Billy  Sanders  would  help  us,  if 
we  asked  him  to.  Billy  is  not  such  a  very  bad  boy  after  all.  Perhaps 
by  and  by  he  will  love  the  birds  so  much  he  will  not  want  to  hurt  them, 
nor  take  away  the  eggs  and  the  pretty  nest  home,  which  they  love  as 
we  love  ours." 

For  many  days  after  that  the  kindergarten  teacher  smiled  at  Billy 
from  her  wnndow,  as  he  sat  on  the  curbstone  near  the  telephone  post, 
and  one  day  she  saw  him  scatter  bread  crumbs  on  the  ground  and  she 
knew  he  meant  them  for  the  woodpecker.  Mr.  Woodpecker  saw  Billy 
scatter  the  crumbs,  too,  and  it  surprised  him  sol  He  hopped  back  into 
the  post  and  told  Mrs.  Woodpecker  about  it,  and  she  said,  "Surely  you 
must  be  mistaken!" 

"No,  I  am  not,"  said  Mr.  Woodpecker,  "just  as  sure  as  I  am  a 
bird,  Billy  Sanders  is  sitting  out  there  on  the  sidewalk,  and  he  has  been 
coming  every  morning,  and  he  scatters  crumbs  on  the  ground  by  the 
post,  and  if  you  don't  believe  it,  just  come  to  the  little  round  door  and 
take  a  peep." 

And  Mrs.  Woodpecker  did,  and  of  course  she  had  to  believe  her 
own  eyes,  for  there  sat  Billy  Sanders  looking  up  at  the  little  round  door. 
But  one  morning  Billy  did  not  come — the  woodpeckers  wondered  why, 
and  the  kindergarten  teacher  wondered  why.  The  next  day  he  did  not 
come,  either,  nor  the  next,  nor  the  next,  nor  the  next,  until  a  whole 
week  had  passed,  and  then  the  kindergarten  teacher  knew  Billy  must 
be  sick,  and  she  said,  "I'll  go  see." 

So  right  after  kindergarten  she  went  around  to  Billy's  house  and 
knocked  on  the  door,  and,  sure  enough,  when  she  went  in  there  was 
Billy  sick  in  bed — very  sick  with  a  fever,  and  the  doctor  said  it  would 
be  many,  many  weeks  before  Billy  would  be  real  well  again.  But  he 
smiled  when  he  saw  the  kindergarten  teacher,  and  the  ver>-  first  thing  he 
said  was — only  guess  what? — "How's  the  old  lady  in  the  post?" 

"Oh,  Lady  Woodpecker  is  getting  on  finely,"  said  the  kinder- 
garten teacher,  laughing.  "But  we  miss  you  very  much,  and  will  feel 
so  much  safer  when  you  are  back  to  help  us  watch.  You  see,  I  am 
busy  teaching  much  of  the  time,  and  can  not  keep  my  eyes  always  on 
the  post." 

"Well,"  said  his  mother,  "Billy  has  been  worrjang  about  that  wood- 


432  KINDERGARTEN    MAGAZINE. 

pecker's  nest  ever  since  he's  been  sick,  and  he's  been  worrying  me  to  tell 
him  stories  about  woodpeckers,  and  I  don't  know  any  woodpecker  stories, 
nor  any  other  kind  of  stories!" 

"I  am  afraid  somebody  might  throw  a  rock,"  said  Billy,  "or  the 
sign  might  get  blown  down." 

"Oh,  I'll  watch  the  sign,"  said  the  kindergarten  teacher,  "and  see 
that  nothing  happens  to  it  until  you  get  well  again,  and  I  shall  come 
every  few  days  to  let  you  know  how  things  are  getting  on — how  will 
that  do?" 

Billy  thought  that  would  be  fine,  and  he  smiled  and  smiled  when 
the  kindergarten  teacher  told  him  she  was  going  to  bring  her  bird  book 
next  time  and  show  him  some  of  the  pictures  and  tell  him  a  story  about 
the  bird  he  chose.  When  the  kindergarten  children  heard  that  Billy 
was  sick,  and  how  much  he  thought  about  the  woodpeckers,  they  felt 
very  sorry,  and  Joe-Boy  thought  they  ought  to  send  for  his  doctor,  and 
when  he  found  out  that  very  same  doctor  was  going  to  see  Billy — 
why,  he  knew  he  would  soon  be  well — he  said  so.  Then  the  kinder- 
garten teacher  said,  "Listen ;  I  have  been  thinking  about  a  plan  to  make 
Billy  Sanders  learn  to  love  all  the  birds — wouldn't  that  be  fine?  I 
believe  if  Billy  had  a  bird,  right  in  his  room,  while  he  was  sick,  to  watch 
and  care  for  and  love,  that  by  and  by  he  would  love  that  bird  so  much 
he  would  love  other  birds,  too.  For  how  is  Billy  Sanders  ever  to  learn 
to  love  birds  if  he  steals  their  eggs  and  tears  up  their  nests  and  throws 
rocks  and  shoots  sling-shots  at  them,  just  for  fun?  It  seems  that  he 
has  no  one  to  tell  him  stories  about  birds — maybe  that  is  why  he  forgets 
to  treat  them  kindly.  Don't  you  think  that  if  the  birds  knew  about  it, 
one  of  them  would  be  willing  to  go  and  live  with  Billy  Sanders,  if  it 
made  him  learn  to  love  all  birds?  But  which  bird  would  be  most 
willing  to  go?" 

That  is  the  thing  they  thought  and  thought  about.  Would  it  be 
the  bluebird,  the  wren,  the  swallow,  the  mocking  bird,  the  jay,  the 
oriole,  the  robin,  the  redbird,  the  bob-white,  the  whippoorwill,  the  cat- 
bird, the  bobolink,  the  woodpecker,  or  the  wee,  brown  sparrow?  Which 
one  do  you  believe  would  rather  go?  Well,  it  was  very  hard  to  tell, 
because  no  bird  likes  to  be  penned  up  in  a  wire  cage — you  know  what 
the  mocking  birds  said  about  that.  Charlotte  Anne  said  she  knew 
the  oriole  would  not  like  to  go,  because  the  babies  in  her  orchard  were 
just  learning  how  to  fly.     And  Joe-Boy  said,   of  course   Mr.   Wood- 


LITTLE   FOLKS'   LAND  4^ 

pecker  would  not  like  to  leave  his  mate  in  the  hollow  pole  by  herself; 
but  there  was  a  man  up  town  with  a  pretty  yellow  bird  in  a  box  he 
would  like  to  sell — maybe  the  yellow  bird  would  not  mind  going. 

"I  was  thinking  about  that  very  bird,"  said  the  kindergarten 
teacher;  "it  is  one  of  the  pretty  canaries  that  comes  across  the  waters 
from  their  warm,  sunny  home.  They  always  seem  glad  to  sing  us  beau- 
tiful songs,  though  I  feel  sure,  too,  they  are  unhappy  in  cages  and  would 
rather  sing  and  flit  through  the  trees  of  their  far-away  home.  But,  as 
we  can  not  send  them  there  again,  it  seems  kinder  to  care  for  them  in 
our  warm  houses  than  to  turn  them  out  to  suffer  with  hunger  or  cold, 
since  they  do  not  know  how  to  care  for  themselves  in  our  country." 

So  they  decided  to  send  Billy  the  pretty,  bright-eyed  canary,  to  teach 
him  to  love  other  birds.  All  of  the  children  brought  dimes  and  nickels 
from  their  banks  to  help  pay  for  the  canarj^  and  a  pretty  white  cage  to 
send  him  in,  with  dainty  cups  for  water  and  seed  and  a  tiny  swing  which 
hung  from  the  roof.  Every  one  of  the  children  went  to  town  with  the 
kindergarten  teacher  to  buy  it,  and  they  did  not  forget  the  china  bath- 
tub either — Billy  had  never  seen  a  little  bird  take  a  bath.  At  last 
even'thing  was  ready  and  the  dear  little  fluff}-  canary,  as  yellow  as  but- 
tercups, was  sent  to  live  at  Billy  Sanders'  house !  There  was  a  card  on 
the  cage  which  read,  "From  the  kindergarten  children  to  Billy,  with 
our  love." 

And  what  do  you  think  Billy  Sanders  said?  But  wait,  I'll  tell  you 
that  tomorrow. 

Dandy  and  the  Sparrows 

Thursday 

WHEN  the  canary  got  around  to  Billy  Sanders'  house  his 
mother  had  just  propped  him  up  in  bed,  because  he  was  so 
very  tired  lying  down  all  the  time,  and  he  was  getting  very 
tired  of  being  sick.  But  when  the  door  bell  rang  and  his  mother  came 
back,  you  just  ought  to  have  seen  Billy  Sanders'  eyes  dance.  And  then 
he  said,  "Goody,  goody,  goody!     Is  it  really  for  me,  mother?" 

"That's  just  the  one,"  said  Billy  Sanders'  mother;  "it's  got  your 
name  on  the  card,  and  it  came  from  the  kindergarten  children,  with 
their  love." 

Then  she  hung  the  cage  near  the  window,  right  where  Billy  could 
see  it  well,  and  the  canary  ruffled  out  his  feathers  until  he  looked  like 


434  KINDERGARTEN    MAGAZINE. 

a  pretty  yellow  ball,  and  stretched  his  wings  and  looked  first  on  one 
side  and  then  on  the  other — to  see  how  he  liked  things,  you  know. 
Then  he  saw  Billy  lying,  propped  up  in  the  bed,  and  he  threw  back  his 
pretty  head  and  sung  the  sweetest  song — warbles  and  sunbeam  trills  all 
mixed  up  together — it  sounded  just  as  if  he  said : 

"Howdy  do,  little  boy! 
Joy!  joy!  joy!  joy!" 

Don't  you  know  Billy  Sanders  was  proud  of  that  bird?  His  whole 
face  was  full  of  light  when  he  said,  "Listen,  mother;  hear  him  sing! 
He's  a  dandy,  that's  what  he  is!  and  I'm  going  to  name  him  Dandy,  too; 
won't  that  be  a  fine  name?" 

"I  guess  it  will,"  said  Billy's  mother;  "here  is  his  bathtub,  let  us 
watch  him  take  a  bath." 

So  she  filled  the  little  tub  full  of  water,  and  Dandy  knew  what  that 
was  for;  he  flew  down  and  perched  on  the  edge  of  the  tub  and  washed 
his  face  first,  dipping  his  slender  bill  in  to  see  if  the  water  was  just 
right — it  wasn't  too  cold  and  it  wasn't  too  hot,  so  Dandy  hopped  with 
a  little  splash  right  into  the  water,  and  splashed  and  splashed  and 
splashed  until  he  splashed  all  the  water  out,  and  then  he  shook  and 
shook  himself,  and  hopped  from  perch  to  perch,  and  flew  into  his  tiny 
swing,  and  swung  and  swung  and  swung  until  he  was  quite  dry  and 
looked  like  a  yellow,  yellow  rose.  After  his  bath,  he  flew  down  to  the 
seed  cup  for  his  dinner,  and  when  he  saw  there  was  not  any  seed  for 
his  dinner,  he  twittered,  and  looked  over  at  Billy  with  the  cutest  little 
look  in  his  black  eyes,  as  though  he  said,  "Well,  aren't  you  going  to  give 
me  anything  to  eat,  little  boy?" 

And  Billy's  mother  said,  "To  be  sure,  there  isn't  a  seed  in  his  cup, 
and  he  must  be  hungry." 

"That's  so,"  said  Billy.  "Hand  me  my  bank,  mother,  and  let  me 
send  and  buy  him  something — I  was  saving  my  money  to  buy  a  new 
slingshot,  but  I  don't  want  any  slingshot  now.  What  else  do  birds  like 
to  eat  besides  seeds?" 

"Well,"  said  Billy's  mother,  "they  like  something  green,  you  know 
• — celery,  lettuce  and  chickweed,  but  I  can  get  you  plenty  of  that  in 
the  yard,  so  you  can  use  your  pennies  to  get  a  bag  of  river  sand,  to  keep 
in  the  bottom  of  the  cage,  and  a  piece  of  cuttlefish  bone  to  trim  his  bill 
on — I  believe  that  will  be  all  he  needs  for  a  while." 


LITTLE   FOLKS'    LAND  435 

So  when  the  kindergarten  teacher  came  in  that  afternoon  to  see 
how  Billy  was,  why,  she  heard  Dandy  singing  before  she  got  into 
the  room,  and  when  she  looked  at  Billy  and  saw  how  happy  he  was,  she 
felt  very  glad,  but  she  was  gladder  than  ever  when  Billy  told  her  about 
spending  all  of  his  "slingshot"  pennies  to  buy  Dandy  some  sand  and 
bone  and  seeds. 

"I  knew  you  would  take  good  care  of  him,"  she  said;  "let  us  open 
the  cage  door,  and  see  if  he  would  like  to  fly  around  the  room  a  little 
while.  You  may  let  him  do  it  every  morning  after  his  bath,  and  when 
he  gets  hungry,  he  will  fly  back  to  his  cage  without  any  trouble." 

So  when  she  opened  the  cage.  Dandy  fiew  down  to  the  little  door 
and  peeped  out,  and  then  he  flew  out  and  round  the  room,  looking  at 
everything.  When  he  hopped  over  the  dresser,  he  saw  himself  in  the 
mirror,  and  do  you  know,  Dandy  did  not  know  his  own  self?  Why, 
he  thought  it  was  another  bird,  and  peeped  behind  the  mirror  to  find  it, 
and  twittered  and  twittered  and  twittered,  and  then  he  held  his  head 
on  one  side  and  listened,  to  see  if  the  bird  in  the  mirror  would  answer. 
That  tickled  Billy  very  much,  and  he  laughed  and  laughed  at  Dandy. 

"If  you  are  very  gentle  with  him,"  said  the  kindergarten  teacher, 
"by  and  by,  when  Dandy  learns  to  love  and  know  you  well,  he  will  even 
light  on  your  finger,  and  eat  from  your  hand,  and  kiss  you  on  your  lips, 
and  do  many  other  smart  things  you  would  never  dream  a  bird  could  do." 

"He  answers  me  now,"  said  Billy,  "when  I  whistle  to  him;  see?" 

And  sure  enough,  Billy  whistled  very  softly,  and  though  Dandy 
had  flown  back  to  the  cage  and  was  eating  seeds,  he  whistled  back  to 
Billy,  just  as  softly,  and  waited  for  an  answer  before  he  ate  any  more 
seeds.  And  so  the  kindergarten  teacher  went  home  with  a  very  happy 
heart,  because  dear  little  Dandy  and  Billy  were  learning  to  love  one 
another. 

I  think  the  smartest  thing  that  Dandy  did,  though,  was  to  feed 
the  sparrows.  When  Billy  got  well  enough  his  mother  let  him  sit  in  the 
big  chair  by  the  window,  and  Dandy  would  swing  in  his  cage  close  by 
on  the  veranda.  Billy  thought  it  would  be  nice  for  the  sparrows  to 
come  and  see  Dandy,  so  he  scattered  seeds  on  the  floor  under  the  cage 
every  morning,  and  sure  enough  the  little  brown  English  sparrows  found 
it  out,  and  every  morning  after  that  they  would  fly  to  the  porch  and 
hop  under  the  cage  for  their  share  of  seeds.  Dandy  was  afraid  of  them 
at  first,  but  after  a  while  he  liked  to  have  them  come,  and  would  peep 


436  KINDERGARTEN    MAGAZINE. 

through  the  cage  at  them,  with  a  wondering  look  in  his  pretty  black  eyes. 
But  one  morning  when  the  sparrows  came  Billy  had  forgotten  to  scatter 
the  seeds  on  the  floor,  and  they  did  not  know  what  to  think  about  it — 
they  hopped  around  under  the  cage  and  chirped  and  chirped,  just  as 
though  they  said,  "Well,  I  wonder  where  my  breakfast  is  today!  Why 
doesn't  that  little  boy  throw  us  some!    That's  queer!" 

Billy  was  smiling  at  them  behind  the  curtain — as  still  as  still  could 
be — and  Dandy  was  peeping  at  them,  too,  and  then  he  guessed  what  they 
were  fussing  about,  and  what  do  you  think  he  did  ?  Billy  was  so  sur- 
prised he  could  hardly  believe  his  eyes,  but  there  was  Dandy,  pushing  the 
seeds  out  of  his  cup  with  his  bill,  until  they  fell  in  a  little  shower  over 
the  floor,  and  then  he  would  stop  and  peep  through"  the  wires  at  the 
little  sparrows  scrambling  for  them,  and  he  would  have  the  cutest, 
brightest  little  look  in  his  eyes.  Dandy  thought  that  was  great  fun,  and 
he  pushed  every  seed  he  had  in  his  cup  out,  before  he  stopped — he  did  not 
keep  one  for  himself ! 

"Help  yourself,  little  sparrows,"  he  said;  "Billy  forgot  you,  I'm 
sure." 

And  the  little  sparrows  did  help  themselves,  too,  and  after  that  they 
kept  on  coming  to  the  cage  every  morning  for  their  breakfast,  and  Dandy 
and  the  sparrows  grew  to  be  the  best  of  friends. 
A  true  incident. 

Billy's  Christmas  Tree  to  the  Birds 

Friday 

WHEN  Billy  told  the  kindergarten  teacher  about  Dandy  feed- 
ing the  sparrows,  it  pleased  her  very  much,  and  she  said, 
"You  see,  Dandy  does  not  wish  to  be  like  the  old  lady  in  the 
story,  who  kept  all  of  her  pies  for  herself.  He  makes  me  think  of  the 
little  Norway  children,  who  give  the  sparrows  a  Christmas  tree  every 
winter.  It  is  so  very  cold  there,  you  know,  that  the  children  do  not 
often  see  the  birds,  and  in  the  short  summer  time,  they  go  through  the 
grain  fields,  after  the  harvest  has  been  gathered  in,  and  glean  for  the 
birds.  Every  little  blade  that  has  been  dropped  or  left  standing,  the  little 
Norway  children  gather  up  and  tie  into  neat  little  bundles  which  they 
carry  home  and  store  away  until  Cnristmas  time.  Then  on  Christmas 
day  they  have  a  merry  time,  and  tie  bundles  of  grain  on  tall  poles,  which 
they  call  the  birds'  Christmas  tree,  and  prop  them  up  in  front  of  their 


LITTLE    FOLKS'   LAND  437 

doors.  Then  they  watch  for  birds,  who  come  flying  and  fluttering  and 
twittering  from  all  directions — flocking  to  their  Christmas  feast.  The 
children  clap  their  hands  with  joy  to  see  their  prett}-,  brown  friends, 
who  know  as  well  as  they  do  when  Christmas  day  comes,  and  fl\  for 
miles  and  miles  to  their  merry  Christmas  tree,  which  the  little  Norwa}' 
children  never  forget  to  fix  for  them." 

Billy  Sanders  thought  and  thought  about  that  story  after  the  kin- 
dergarten teacher  had  gone,  and  then  what  do  you  think  Billy  Sanders 
said  that  he  was  going  to  do?  Why,  he  said  he  was  going  to  give  the 
birds  a  Christmas  tree,  too — only  he  was  not  going  to  wait  until  Christ- 
mas day  to  do  it — he  was  going  to  give  it  the  very  next  week,  right  in  his 
front  yard,  and  just  as  soon  as  he  could  get  it  ready,  because  he  wanted 
all  the  birds  to  know  that  he  loved  them,  and  was  going  to  be  their 
very  best  friend!  Aren't  you  glad?  So  all  the  next  day  and  the  next 
day  and  the  next  day  Billy  was  very  busy.  His  mother  brought  a 
pretty  pine  tree  into  his  room,  and  then  Billy  began  to  dress  that  tree 
up  with  just  the  things  he  thought  a  bird  would  like.  He  took  all  of 
the  pennies  out  of  his  bank  and  bought  fresh  seeds,  and  loaf  sugar,  and 
little  crackers  and  cakes.  And  he  made  small  cardboard  boxes  with 
strong  handles  to  them,  and  he  put  sugar  in  some,  and  seeds  in  some 
and  cracker  crumbs  in  some,  and  cake  crumbs  in  some,  and  hard  boiled 
egg  in  some,  and  then  he  tied  the  boxes  on  the  tree.  Last  of  all  he 
tied  little  bunches  of  fresh  lettuce  and  cabbage  and  chickweed  and  acorns 
on  the  tree,  and  then  everything  was  ready.  Early  one  morning  Billy's 
inother  put  the  tree  up  in  the  front  yard,  where  Billy  could  see  it  from 
his  chair  near  the  window,  and  dear  little  Dandy  swung  in  his  cage 
on  the  porch  and  sung  with  all  his  might: 

"Come  to  the  Christmas  tree! 
Come  to  the  Christmas  tree! 
All  j'ou  birds — See !  see !  see ! 
Billy  Sanders  has  made  you  a  Christmas  tree!" 

And  Billy  Sanders  sat  by  the  window  and  watched  and  watched. 
The  brown  sparrows  came  first — 3"ou  might  guess  that — and  they  flitted 
among  the  branches  of  the  tree  and  twittered  and  tvvittered  as  they  ate, 
and  then  one  little  brown  sparrow  said  to  another  little  brown  sparrow, 
"Isn't  it  nice?     Let's  go  tell  the  other  birds." 

So  away  they  flew  to  the  buttercup  meadow,  and  to  the  deep  woods 
bevond  the  meadow,  and  to  Charlotte  Anne's  orchard,  and  told  all  the 


438  KINDERGARTEN   MAGAZINE. 

birds — the  bluebirds,  the  wrens,  the  swallows,  the  mocking  birds,  the 
jays,  the  orioles,  the  robins,  the  redbirds,  the  bob-whites,  the  whippoor- 
wills,  the  catbirds,  the  bobolinks,  and  the  woodpeckers — all  of  these  birds 
I  have  been  telling  you  about.    And  Mr.  Jaybird  said : 

"What's  all  this  I  hear? 
Billy  Sanders  giving  a  Christmas  tree! 
Well,  I  do  declare! 
Come,  let's  go  see,  my  dear." 

So  Mr.  Jaybird  and  Mrs.  Jaybird  and  all  the  little  Jaybirds  went 
to  Billy  Sanders'  Christmas  tree,  and  they  liked  it  so  much,  why,  the 
other  birds  said  they  believed  they  would  go,  too — maybe  Billy  would 
not  hurt  them — and  even  Mrs.  Bobwhite  came  from  the  country  with 
her  twenty-two  children,  just  to  see  Billy's  Christmas  tree,  and  don't 
you  know  they  had  a  merry  time,  flitting  in  and  out  among  the  branches. 
It  made  Billy  very  happy  to  see  them,  and  he  said,  "Dandy  shall  go  to 
the  Christmas  tree,  too,  if  he  wishes."  • 

So  he  opened  the  cage  door,  but  though  Dandy  peeped  out  he  would 
not  fly  awa}^ — you  see  he  had  lived  in  a  cage  for  such  a  long  time 
Dandy  felt  afraid  of  the  big  world  outside.  When  the  kindergarten 
teacher  and  the  children  heard  about  Billy's  Christmas  tree  to  the  birds, 
they  were  very  glad,  but  best  of  all,  they  felt  glad  that  Billy  was  learn- 
ing to  love  the  birds,  and  that  dear  little  Dandy  was  the  one  who  was 
showing  him  how. 

The  Thrush's  Picnic 

Program   for   Fifteenth   Week 
Monday 

Circle  talk,  songs  and  games :    How  do  birds  eat?    Have  they  any  teeth  ? 

Why  do  not  birds  need  teeth?     Show  picture  and  relate  story. 
Song  and  game :     "A  Merry  Brown  Thrush." 
Gift:     Reproduce  leading  points  of  the  story,  and  let  children  choose 

their  own  material  to  illustrate  some  feature. 
Occupation:     A  picnic  in  the  woods.     Play  nesting.     Choosing  mates 

and  building  nests  in  the  low  trees. 


LITTLE    FOLKS'    LAND  489 

The  Red-Headed  Woodpecker 

Tuesday 

Circle  talk,  songs  and  games:  Did  you  ever  see  a  woodpecker,  and 
hear  him  pecking  in  the  wood  ?  Why  does  he  peck  ?  Where  do 
woodpeckers  lay? 

Song:    "The  Woodpecker  is  a  Carpenter." 

Game:     Dramatize  the  legend  in  the  story. 

Excursion  to  the  ivoods:  Search  for  nests  and  birds.  See  how  many  can 
find  holes  in  old  trees,  made  by  woodpeckers. 

Billy  Sanders'   Canary 

Wednesday 

Circle  talk  J  songs  arid  games:  I  have  something  nice  to  tell  you  about 
Billy  this  morning — listen.     Relate  story — show  a  real  canar}-. 

Song:    "The  Canary." 

After  the  story:  Do  you  know  a  little  boy  who  does  not  love  the  birds 
as  we  do?  Do  you  know  of  any  way  we  could  help  them?  Sup- 
pose we  buy  him  a  pretty  bird  book?  What  do  we  need  to  buy  it 
with  ?  Will  you  bring  your  pennies  from  home,  and  then  because 
it  takes  so  many  more  to  buy  a  book,  earn  others  today,  by  doing 
some  work  for  me? 
Gift  and   occupation   periods  devoted   to   doing  the  work  planned 

by  kindergartner. 

Dandy  and  the  Sparrows 

Thursday 
Circle  talk,  songs  and  games:     Did  you  ever  feed  the  birds?     Did  you 

ever  see  one  bird  feed  another  bird?     How  did  they  do  it?     Let  us 

save  some  of  our  lunch  today  for  the  birds. 
Story:     Followed  by  selected  bird  song  and  game. 
Gift  period:     Sticks  and  peas.     Bird  cage. 
Occupation:     Folding,  seed  box  for  bird. 

Billy's  Christmas  Tree  to  the  Birds 

Friday 

Circle  talk,  songs  and  games:  Do  you  remember  what  we  put  on  our 
Christmas  tree  last  Christmas?    Whom  did  we  make  the  tree  for? 


440  KINDERGARTEN    MAGAZINE. 

Would  you  like  to  hear  how  Billy  made  a  Christmas  tree  in  the 

summer  time?    Guess  whom  Billy  made  it  for  (story). 
Songs  and  games:     Dramatize  Billy's  Christmas  Tree.      Suggest   the 

children  make  a  tree  as  Billy  did. 
Gift  period:     Fold  baskets  and  boxes  to  hold  seed  and  crumbs,  for  the 

tree. 
Occupation  period:     Complete  the  tree  for  the  birds. 


A  LAST  YEAR'S  PROGRAM. 

LUELLA    A.    PALMER. 

This  month  the  attention  of  the  children  was  drawn  away  from 
themselves  and  their  tangible  surroundings  to  the  consideration  of 
things  that  could  not  be  apprehended  by  all  the  senses  and  yet  could 
be  approached  through  experience  in  the  relations  of  these  things  to 
themselves.  One  of  the  means  employed  to  preserve  the  atmosphere 
of  wonder  and  awe  was  to  ask,  during  a  quiet  moment  and  on  very 
rare  occasions,  such  a  question  as  "How  did  the  little  leaves  get  inside 
of  the  seed,"  then  after  a  pause  to  leave  it  unanswered.  The  aim  was 
to  encourage  the  investigation  of  problems  and  ^et  to  preserve  rev- 
erence for  the  unknown. 

MARCH    PROGRAM. 

Teacher's  Thought — Broadening  of  children's  lives  by: 

1.  Obsei-vation  of  distant  natural  objects  and  unseen  forces. 

2.  Play  with  effects  of  these  mysterious  causes. 

3.  Development    of    wonder    and    love    for    unknown    beneficent 
sources. 

First  Week. 
Topic — Moon. 

Picture — Moonlight  on  the  Hudson. 

Song — Moon    Song.      (Song   Stories — adapted.) 

Story — Moonbeam   Fairies. 

Game — Lamplighter.     Brownies.     (Songs  of  Child  World.)      The 

Mystery  Man   (sense  game).     Timely  songs  and  games. 
Rhythm — Brownies.      (Music  of  The  Gnomes,  Music  for  Child 
World,  Vol.   L) 


A  LAST  YEAR'S  PROGRA^I.  441 

Monday. 

Circle — Pla^s  in  afternoon.     What  we  do  at  night.     How  know 

it  is  night.     Different  kinds  of  lights. 
Gift — 1.  Sixth,   suggestion,   street.        (Stick,   bead   and   spool    for 
lamp   posts. ) 
2.  Third  and  fourth,  suggestion.     3.   Fourth,  suggestion. 
Occupation — Drawing,  street  with   different  lights. 
Occupation — Rolling  strips  for  lighters  and  candles. 

(Candlestick  made  with  spool  and  stiff  paper  circle.) 

Since  Februarj^  1st  the  sand  box  had  been  used  for  free  play 
only.  In  the  circle  a  simple  street  scene  was  begun  and  more 
fully  developed  during  the  gift  period.  It  remained  only  a  few 
days,  but  as  the  subject  was  familiar  and  of  interest  to  the  chil- 
dren it  was  a  good  beginning  for  a  new  use  of  the  sand. 
Tuesday. 

Circle — Largest  light  at  night,  where  it  is,  its  different  shapes. 
Gift — Circles,   half   circles   and   half   rings,    design. 
Occupation — Cutting,  shapes  of  moon,  pasting  one  on  blue  paper. 
Occupation — 1.  Sewing,  free.  2.  Rolling  strips,  stringing  for  chain. 
Wednesday. 

Circle — Lights  at  night  in  countn"  and  on  the  water.     Statue  uf 

Liberty  and  its  use. 
Gift — 1.   Sixth,   dictation   and   imitation — Statue  of   Liberty,  bead 

for  light.     2  and   3.  Fourth,   dictation  and   imitation. 
Occupation — Drawing  lantern.  >  • 

Occupation — Folding  boat. 
Thursday. 

Circle — Stars,  pictures  they  make. 

Gift — Seeds  and  sticks.     Pictures  made  by  sticks,  seed  put  at  each 

point,  then  sticks  taken  away. 
Occupation — Pasting  silver  moon  and  stars  on  dark  blue  card. 
Occupation — Peaswork. 
Friday. 

Circle — Shadows  cast  by  street  lights,  by  sun,  their  size  and  change. 

Play  shadow  boy. 
Gift — 1.  Fourth,    dictation    and   creation,   beauty   forms.     2.  One 

third  of  sixth,  free.     3.  Fourth,  free. 
Occupation — Drawing,  boy  or  girl  and  shadow. 
Occupation — Cutting  and  pasting  lantern.  •  " 


442  KINDERGARTEN    MAGAZINE. 

Second  Week. 
Topic — Sun. 

Picture — (Many  prisms  to  make  spectrum.) 

Song — God's  Love   (first  verse,  Song  Stories).     Lightbird    (Song 

Echoes). 
Story — My   Shadow    (Stevenson).     Creation. 
Game — Hiding  ball.     Hiding  child. 
Rhythm— G3\\o^'\ng  (Music  for  Child  World,  Vol.  L). 
Monday. 

Circle — Shadow  pictures;  what  causes  them.     Relative  position  of 

light  and  shadow. 
Gift — 1.  One-third  of  fifth,   suggestion,   house,   dark   tablets  used 
for  shadow. 
2  and  3.  Third,  suggestion. 
Occupation — Cutting  shadows  from  black  paper. 
Occupation — Pasting,  large  circle  for  sun,   four  smaller  red  ones 
for  apples  and  outside  of  these  four  black  ones  very  small  for 
shadows. 
Tuesday. 

Circle — Windows,   use.        What  can   be   seen   out   of   a  window. 

What  see  if  no  window. 
Gift — Splints,  oblong  window. 
Occupation — Drawing,  oblong  window  and  what  can  be  seen  out 

of  it. 
Occupation — Pricking,  stiff  paper  with  needles. 
Wednesday. 

Circle — Expect  sun  every  day,  trust  because  God  made  it.     Work 

of  sun.     What  sun  sees  in  the  window. 
Gift — 1.   Sixth,  suggestion,  house  with  window,  cylinder  bead  for 
flower   pot. 
2.  Fourth,  suggestion.     3.  Third,  suggestion. 
Occupation — Drawing,  window  and  what  sun  sees  inside  of  it. 

One  period  was  spent  happily  in  reflecting  the  lightbird  into  the 
children's  faces  and  hands,  and  in  their  effort  to  catch  the  dancing 
playmate. 
Thursday. 

Circle — Lightbird,  why  it  can  not  be  caught,  where  It  comes  from. 
Shut  eyes  and  see  it. 


A  LAST  YEAR'S  PROGRAM.  443 

Gift — 1.  Fifth,  free.     2.  Third,  dictation.     3.  Fourth,  free. 
Occupation — Pasting,   oblong  window  made  of  strips,  paper  and 

cord  for  shade. 
Occupation — Soap  bubbles. 

The  portable  window  was  a  source  of  much  amusement  to 
the  children  and  emphasized  many  of  the  ideas  that  had  been  sug- 
gested during  the  week.  The  children  told  what  they  saw  in- 
side or  outside  of  windows,  what  they  saw  on  the  way  home  thru 
them  and  used  them  in  many  other  ways. 
Friday. 

Circle — Colors  in  lightbird.     White  lightbird  and  how  made. 

Gift — Splints,  colored,  lightbird. 

Occupation — Cutting,   free. 

Occupation — Pasting  strips  for  lightbird. 

Third  Week. 
Topic — Wind. 

Picture — Landscape  with  mill,  Ruisdael. 

Song — Wind  Song  (Song  Stories,  adapted). 

Story — Fable,    Sun   and   Wind.       Wind    (Stevenson).       Wind's 

Work   (Mother  Stories). 
Game — Weather  vane   (Mother  Play).       Wind   (Wind  Song  in 

Song  Stories). 
Rhythm— Ylying  Kites.      (Music  for  Child  World,  Vol.  II.) 
Monday. 

Circle — Sights  on  way  to  school.     Moving  things.     Wind's  work 

and  play. 
Gift — 1.  Fifth,   copy  form  made  by  one  child.      (Choice  of  one 
made  previousl)^) 
2.  Fourth,  copy.     3.  Third,  copy. 
Occupation — Drawing,  lily  of  valley. 
Occupation — 1.  Sewing,  free.     2.  Cutting,  free. 
Tuesday. 

Circle — Can  we  see  wind,  hear,  feel?     Different  sounds  it  makes. 
Gift — 1.  Fifth,  suggestion,  houses  with  chimney. 

2.  Third  and   fourth,  dictation  and  imitation,   schoolhouse 
with  flag. 

3.  Fourth,  suggestion. 

Occupation — Transparent  paper  to  play  with,  making  secondary 
colors. 


444  KINDERGARTEN    MAGAZINE. 

Occupation — Folding,    kite,    large   paper   square   used,   splints    for 
cross  pieces  and  strip  for  tail. 
Wednesday. 

Circle — Direction   of  moving   of   flag   and   smoke.     Weathervane. 

Points  of  compass. 
Gift — Splints,   as  weathervane,   direction   emphasized,   dictation. 
Occupation — Drawing,  weathervane. 
Occupation — Cutting  clothes,   paste  on   line. 
Thursday. 

Circle — ^Weather  that  each  wind  brings.     Play  visit  lands  in  dif- 
ferent directions. 
Gift — 1.  Sixth,  dictation  and  imitation,  school,  armory,  police  sta- 
tion and  engine  house,  flag  given  for  the  top  of  each. 
2.   Fourth,  suggestion.     3.  Third,  suggestion. 
Occupation — Drawing,  illustration  of  wind's  work. 
Occupation — Soap  bubbles. 
Friday. 

Circle — Windmill,  its  use  in  drawing  water  for  cattle. 
Gift — 1.  Fifth,    suggestion,    high    mill,    small    pinwheel    used    for 
windmill. 

2.  Third  and  fourth,  imitation  and  dictation,  mill. 

3.  Fourth,  suggestion. 
Occupation — Cutting  pinwheel. 
Occupation — 1.   Sewing,  free. 

2.  Cutting  and  pasting  chains,  alternate  colors. 
The  old,   dried   golden   rod  stalks  as  well   as   the   Christmas 
tree   twigs  were   found    to   make  very   satisfactory   sticks   for   the 
pinwheels. 

Fourth  Week. 
Topic — Maple  sugar  making. 

Picture — (Winter  scenes   taken   down   from  walls   and   a  few  cf 

early  spring  substituted.) 
Song — Queer  Pussies  (Holiday  Songs).     Waiting  to  Grow  (Song 

Echoes  from  Child  Land,  first  verse,  second  tune). 
Story — Spring  and  her  Helpers  (in  the  Child's  World,  adapted). 
Game — Winter  sleep  of  plants  and  animals.     Round   and   round 
the  (city)  village.      (Children's  Singing  Games,  verse  2,  "In 
and  out  the  tunnels";  verse  3,  "Over  to  the  station.") 


A    LAST    YEAR'S    PROGRAM.  445 

Rhythm— Windmill   (Music  for  Child  World,  Vol.   1). 
Alonday. 

Circle — Puss}-   willows,   where   they   were    found,   where   they   had 
been  all  winter. 

Gift — Third   and  fourth,   dictation   and  imitation,   sequence,   train, 
carriage,  bridge,  house. 

Occupation — Drawing,   pussy  willows. 

Occupation — 1.   Sewing,   free.     2.   Cutting,   free. 
Tuesday. 

Circle — Animals  and  plants  that  have  slept  all  winter.     Planting 
of  nasturtium  seeds. 

Gift — Seeds,  all  kinds,  sorting. 

Occupation — Drawing,  flower  pot. 

Occupation — Peaswork. 

To  the  children  who  had  entered  kindergarten  since  Xovemr 

ber  the  terrarium  had  been  an  object  of  very  little  interest.     The 

older  children  now  told  of  the  moss  that  had  been  placed  there  in 

the  fall,  of  the  disappearance  of  the  two   toads  and   of  the  cold 

morning  when  the  frog  refused  to  hop   any  more.     Its  mysteries 

created  much   curiosity.     Later  when   anemones  sprang   from   the 

dn,"  moss  and  the  toads  began  to  jump  the  children  were  overjoyed. 

In  the  circle  each  child  planted  a  seed  in  the  window  box,  after 

reasoning   out   the   necessar}'   preparation    of    the   soil    which    they 

found  hard  and  dry. 
Wednesday. 

Circle — Trees  in  winter  and  summer.     How  they  look,  how  they 
w^ake  up. 

Gift — 1.  Fifth,  free.       2.  Two-thirds  of  sixth,  free.       3.  Fourth, 
dictation  and  imitation,  sequence. 

Occupation — Drawing,  tree  in  winter  (chalk  for  snow  on  ground). 

Occupation — Soap  bubbles. 
Thursday. 

Circle — Story  of  maple  sugar  making. 

Gift — Sand,  one-third  of  fifth  gift,  twigs,  tiny  paper  pails. 

Occupation — Cutting,  pasting  paper  pails. 

Occupation — 1.   Sewing,  free. 

2.   Stringing  (alternate  colors)   circles  and  straws. 


1 


446  KINDERGARTEN    MAGAZINE. 

The  thought  of  the  circle  was  emphasized  in  three  ways.  A 
story  was  told  of  a  visit  to  Farmer  Brown,  whose  snow  covered 
house  and  farm  still  remained  on  the  blackboard.  Part  of  the 
snow  was  rubbed  off  as  tho  it  had  melted,  the  figures  of  Benny 
Brown  and  his  friends  were  then  added,  they  were  shown  boring 
a  tree,  carrying  pails  and  building  a  fire.  Our  own  Christmas 
tree  was  bored  by  the  children,  a  hollow  tube  was  placed  in  the 
hole  and  a  pail  hung  upon  it;  at  different  times  during  the  day 
a  child  would  look  in  the  pail  to  see  if  it  was  full  and  then  he 
would  pour  the  imaginary  contents  in  a  kettle  that  was  boiling 
over  a  red  and  yellow  paper  fire.  The  whole  scene  was  also  re- 
produced in  miniature  in  the  sandbox  with  twigs  for  trees,  that 
the  children  might  be  able  to  repeat  the  story  in  their  free  play 
periods. 
Friday. 

Circle — Maple  seeds.     How  they  are  planted. 

Gift — 1.  Sixth,  suggestion,  story  of  visit  to  Farmer  Brown. 

2.  Two  of  third,  dictation,  sequence. 

3.  Fourth,  suggestion. 
Occupation — Drawing,   camp  scene. 
Occupation — Feast  of  maple  sugar. 

Just  before  the  children  left  on  Thursday  they  emptied  the 
contents  of  the  kettle  into  several  pans  which  were  placed  on  a 
high  shelf.  When  it  came  time  for  the  last  occupation  on  Friday, 
one  child  climbed  up  to  look  in  the  pans  and  found  some  real 
maple  sugar  in  them,  enough  for  each  child  to  have  a  piece. 


PROGRAM  FOR  MARCH. 

CAROLINE   W.    BARBOUR. 

General  Subject:  Trades,  illustrating  further  the  community  idea 
in  relation  to  our  homes.  (The  school  doll-house  will  be  the  point 
of  departure.)  "The  labor  plays  move  from  some  object  which 
supplies  an  essential  need,  to  the  human  industries  and  natural 
forces  concerned  in  its  production,  and  this  sequence  of  activities 
points  to  a  source  of  all  activities."    "Symbolic  Education." 

Phase  I.  The  building  of  the  house;  those  whom  we  need  to 
help  us,  the  carpenter  and  builder,  painter  and  decorator.  (We  will 
not  furnish  the  house  this  month,  as  it  takes  so  long  to  get  all  the 
big  building,  painting  and  papering  done.) 


PROGRAM  FOR  MARCH.  447 

Phase  II.  The  getting  of  the  material;  trace  the  chief  ma- 
terial, wood,  to  its  source — lumber-yard,  saw-mill,  river  and  forest 
logging-camp.  (These  are,  of  course,  typical  experiences  of  northern 
life,  but  if  the  detail  is  not  over-emphasized,  they  can  be  brought 
to  any  group  of  children  as  a  means  of  broadening  their  concepts.) 
Phase  III.  Community  buildings  in  general,  developing  the 
principle  of  adaptation  to  purpose;  houses  for  families,  little  and 
big;  stores  to  supply  what  families  need;  schools  for  all  the  children; 
churches  for  "one  and  all." 

Nature  Phases.     Observation  of  any  and  all  spring- beginnings, 
as  well  as  the  signs  in  the  weather,  lengthening  days,  and  so  on. 

Motive:  To  lead  the  child  to  see  relationships;  to  see  that  life  is  not 
a  series  of  isolated  facts,  but  that  each  single  fact  of  food  or  cloth- 
ing or  shelter  is  bound  up  in,  related  to,  other  wider  facts  and 
processes.  When  the  child  has  united  elements  which  were  single 
and  hence  insignificant,  then  he  has  made  them  vital  and  full  of 
meaning.  "To  conceive  of  all  particular  things  as  results  of  active 
processes"  is  training  the  child-mind  to  think,  to  relate. 

Games:  Imitative;  movements  illustrating  all  kinds  of  work;  "Here 
we  go,  to  and  fro;"  "Menee-menee-mosha-what's  your  trade?" 

Dramatic:  Playing  house,  going  to  school  and  church,  playing  store; 
the  carpenter  in  his  shop,  the  great  "buzz-saw"  and  the  river;  the 
wood-choppers  with  song,  "This  is  the  song  of  the  axe." 

Rhythmic :  Regular  games  and  skips.  Listening  to  and  interpreting  in 
language  and  movements,  characteristic  music,  such  as.  Carpenter 
at  work;  the  working  and  roaring  of  buzz-saw;  the  river;  evening 
and  church  bells..  (See  "Instrumental  Sketches"  (K.  Montz)  ; 
"Characteristic  Rhythms,"  No.  1  ;  "Music  for  the  Child-World," 
"Moon-]\Ioths"  (The  Bells),  and  selected  bits  which  seem  illus- 
trative.) 

Swinging  movements,  for  chopping  down  trees,  and  for  bell- 
ringing. 

Songs:  "Carpenter  song"  (Hill)  ;  Carpenter  Song  (E.  Smith.  No.  1)  ; 
Church  Bells  (Hill);  "The  Church"  (Gaynor,  No.  1),  (adapt 
words).     "This  is  the  Song  of  the  Axe." 

Rhymes:  Mother  Goose.  (Many  simple  rhymes  can  be  adapted  for 
this  work.)  "Who  built  my  house  so  warm?"  adapted  from  "Who 
killed  Cock  Robin?" 


448  KINDERGARTEN    MAGAZINE. 

"This  is  the  church  where  all  may  go 
And  this  is  the  high,  high  steeple; 
•   These  are  the  doors  that  open  wide, 
.  .  And  inside  are  all  the  people." 

From  "Mother's  Knives  and  Forks"  (Gaynor,  No.  1.) 

For  any  awakening  nature  signs:     "The  March  Lullaby,"  in 

"Primary  Education." 
Stories:      House    Built   on    Sand    (adapted) ;    Peter   Paul    and    Espen 

Kindergarten  Review  for  June,  1900;  Kindergarten  Magazine, 

June,  1903   (condensed).     Six  Soldiers  of  Fortune — repeated. 

Suggestions  for  Table-lVork:  The  doll-house  itself;  it  can  be 
mad^  in  the  room  by  the  children;  a  carpenter,  coming  to  help  in  the 
more  difficult  part  of  roofing,  would  of  course  add  to  the  value  and 
purpose  of  the  building.  Here  the  group-work  is  emphasized  and  the 
value  of  a  year  of  social  training  and  co-operation  is  tested.  Orange- 
boxes  make  good  houses,  but  if  space  permits  two  larger  boxes  nailed 
together  allow  more  room  for  play  in  the  house.  All  through  the 
month  the  children  work  at  it,  never  spending  too  long  a  period  at  a 
time.     By  the  end  of  March  it  is  all  ready  for  furnishing. 

Other  Constructions:  Carpenter's  tool-chests  of  cardboard  model- 
ling, also  toy  tools,  axes  and  double  saws  with  strawboard  handles, 
silvered  heads  and  blades,  rafts  of  "really"  logs  bound  with  raffia;  wood- 
wagons  of  cigar-boxes,  etc.;  buzz-saws  or  "buzzers"  of  tin  or  buttons 
and  string. 

Building:  Gifts  and  floor-blocks.  Houses,  stores,  schools,  churches, 
built  in  directed  plays  at  table,  or  group  plays  on  the  floor,  each  doing 
his  share  in  making  the  "town"  or  "city."  Lead  the  children  to  think 
out  reasons  for  the  varj'ing  forms  of  buildings,  thus  illustrating  simple 
and  vital  principles  such  as  need  for  big  doors  or  little  ones,  many  or 
few  windows,  flights  of  steps,  stability,  solidity  and  size  in  relation  to 
use. 

Sand  table,  used  to  work  out  detail  of  forest,  camp,  river  and  saw- 
mill, with  all  the  paper-doll  workers.  Small  town  at  one  end. 

Clay  for  logs,  rafts,  log-houses,  and  action-modelling. 

Picture-work :  Blackboard  drawing,  group-work,  making  a  whole 
"street"  together,  with  people  coming  and  going;  church  steeple  reaching 
to  the  sky,  and  the  big  school  house  with  its  many,  many  windows  and 
great,  wide  doors,  wide  enough  for  all  to  enter.     Folding,  cutting,  and 


FROM  THE  EDITOR'S  DESK.  449 

crayoning  details,  of  houses,  churches,  schools,  etc.  Free-cutting  of 
churches,  with  pointed  windows;  after  mounting  on  white  paper,  the 
windows  can  be  filled  in  lightly  with  various  colored  crayons,  giving 
quite  the  effect  of  stained  glass.  On  a  similar  plan,  an  effective  and 
simple  poster  can  be  made  of  people  going  to  evening  church.  To  make 
church  "rose-windows,"  let  children  cut  circular  "surprise-cuttings"  of 
black  paper,  and  mount  on  a  light-weight  cardboard ;  then  cut  out  the 
"holes"  and  paste  underneath  bright  colored  bits  of  tissue  paper.  The 
children  do  very  wonderful  designing  and  color-combining  in  this,  and 
the  illuminated,  stained  glass  result,  when  pinned  up  as  a  window,  is  a 
great  delight  to  them. 

The  Overland  ]\Ionthly  for  September,  1900,  has  some  fine  logging- 
camp  pictures. 


FROM    THE   EDITOR'S    DESK. 

Two  of  our  Alarch  articles  being  much  longer  than  was  expected,  we 
reserve  till  April  the  papers  describing  in  detail  Public  School  and  Mission 
Kindergartens  of  Milwaukee.  The  general  history  of  the  entire  kindergarten 
movement  in  Wisconsin  is  told  this  month  most  spiritedly  by  'Sir.  Doerflinger, 
early  publisher  of  many  kindergarten  papers,  pamphlets,  etc.,  including 
Mr.  Hailmann's,  and  one  who  for  years  devoted  time,  strength  and  money  to 
forwarding  the  cause  in  which  we  are  all  so  interested.  It  will  be  read 
with  pleasure  by  many  outside  of  as  well  as  inside  of  the  charmed  kinder- 
garten circle.    May  it  fall  into  the  hands  of  many  Forty-eighters  also. 

Apropos  of  Miss  Fisher's  part  in  early  kindergarten  history  in  Wiscon- 
sin, it  is  of  interest  to  know  that  she  opens  a  training  school  of  her  own  in 
Boston  in  October. 

A  correspondent  expresses  great  appreciation  of  the  Joe-Boy  serial, 
but  regrets  that  the  author  confuses  the  life  history  of  the  toad  and  frog, 
and  makes  a  duck  come  from  a  hen's  egg.  Regarding  the  first  criticism,  we 
must  refer  any  puzzled  reader  to  the  ''Encyclopedia  Britannica,"'  which 
sustains  Miss  Bigham  in  her  account,  the  early  habits  of  frog  and  toad 
being  much  alike. 

The  second  criticism  is  valid,  but  the  author  evidently  assumed  that 
mother  or  teacher  would  explain  that  some  human  had  placed  a  duck's  egg 
in  the  nest  when  Mother  Hen  was  out  for  her  constitutional. 

A  mother  in  Vermont  expresses  her  thanks  for  all  the  serial  means  to 
herself  and  two  small  children. 

We  are  grateful  for  any  criticisms  and  suggestions  from  an}'  quarter. 
We  rejoice  to  know  we  go  to  a  thinking  constituency. 

IMPORTANT. 
On  account  of  a  new  ruling  by  the  Chicago  Clearing  House  Associa- 
tion, we  can  no  longer  accept  personal  checks.     Send  postoffice,  express 
orders  or  drafts  on  New  York  or  Chicago. 


450  KINDERGARTEN    MAGAZINE. 

TOPICAL  SYLLABUS,  NO.  9. 

(Academic  Year   1905-1906.) 
The  Play  Interest  of  Children. 

1.  What  things  other  than  toys  and  playthings  does  the  child  like  to  play 
with  ?     How  are  they  played  with  ? 

2.  What  qualities  of  toys  and  playthings  are  cared  for  most,  move- 
ment, usefulness,  noise,  or  likeness  to  real  things?  Is  interest  in  mechanical 
toys  brief  or  lasting?  Are  few  or  many  experiments  necessary  to  satisfy 
knowledge  ? 

3.  Does  the  child  like  or  dislike  to  pull  down  block-houses,  etc.,  it  has 
made?  Give  instances  of  destructiveness  in  play;  of  preserving  the  thing 
constructed. 

4.  Did  you,  when  a  child,  ever  try  to  make  anything  to  play  with  or 
try  to?     Tell  how  it  was  made,  tools  used,  etc. 

5.  Describe  something  a  child  has  made  without  adult  direction  out  of 
paper,  string,  stones,  chips,  twigs,  sticks,  spools,  boxes,  boards,  tin,  cloth, 
pasteboard,  earth,  sand,  mud,  snow,  wood,  cotton,  wool,  silk,  burlap,  fibre, 
bark,  shells,  wire,  feathers,  nuts,  vegetables,  leaves,  moss,  seeds,  flowers, 
burrs,  cones,  etc. 

6.  Does  the  child  in  self-directed  play  try  to  reproduce  the  process  of 
any  industry,  or  country  or  city,  the  home,  farm,  factory,  mill,  etc.?  If  not, 
what  does  he  do? 

7.  (a)  When  busy  making  things  does  the  child  prefer  to  sit,  stand  or 
move  about?  Is  there  any  difference  in  this  when  alone  or  one  of  a  group? 
(b)  Is  interest  in  making  things  less  or  greater  where  children  are  together? 

8.  Which  is  the  favorite  kindergarten  gift?  Which  least  liked?  When 
opportunity  for  using  a  gift  freely  is  given,  is  the  thing  made  a  repetition 
or  reproduction  of  some  form  previously  given  in  a  lesson,  or  the  child's 
independent  idea? 

9.  Which  occupation  is  best  liked?  Which  least  liked?  When  choice 
is  given  what  is  the  character  of  the  thing  desired  to  be  made,  for  play- 
thing, use  or  decoration? 

10.  Have  you  found  any  benefit  or  injury  to  the  child's  (a)  health, 
(b)    development  of  character  from  the  kindergarten? 

Will  you  kindly  give  age,  sex,  nationality  and  geographical  location  for 
each  case  cited  ? 

Kindly  send   returns  to  FRANCES   A.  JUDSON, 

Clark   Universit}'. 
Worcester,   Mass., 

Or  to  KINDERGARTEN   MAGAZINE  CO.,  40   Scott  St.,  Chicago. 


SOME  TIMELY  BOOKS.  451 

Floyd's  Flowers  ;  or  Duty  and  Beauty  for  Colored  Childrex,  by  Silas 
S.  Floyd.  This  is  a  collection  of  some  hundred  short  stories  written  by  a 
colored  graduate  of  Atlanta  University,  who  has  since  been  active  successively 
in  the  work  of  a  pastor  and  in  Sunday  school  work  and  in  writing  for 
numerous  well-known  journals.  He  is  now  principal  of  a  public  school  in 
Augusta.  The  object  of  the  stories  here  given  is  to  place  in  a  picturesque 
form  before  colored  children  ideals  of  industry,  patience,  persistence,  hon- 
esty, integrity,  respect  for  home  and  parents  and  all  that  makes  for  sweet, 
strong,  wholesome  manhood  and  womanhood.  Although  the  aim  of  the  book  is 
thus  to  inculcate  high  ideals  in  home,  school  and  business,  and  to  help  in  the 
formation  of  right  habits,  it  is  far  from  didactic  in  style.  Boys  and  girls 
alike  will  be  led  on  from  one  well-told  story  to  another.  Those  with  the 
touch  of  humor  vary  with  those  of  a  serious  and  warning  tone.  Particularly 
valuable  are  the  biographical  sketches  of  colored  men  who  have  achieved 
distinction  in  various  walks  of  life.  Among  these  we  naturally  would  find 
Frederick  Douglass.  Another  is  Bragg  Smith,  to  whom  the  city  of  Columbus, 
Ga.,  erected  a  monument  for  sacrificing  his  life  in  a  fruitless  effort  to  save 
the  life  of  the  city  engineer.  We  read  of  Benjamin  Banneker,  famous  as 
astronomer  and  almanac  maker  in  time  of  Washington.  Knowledge  of 
what  individuals  of  their  race  have  accomplished  through  industry,  courage, 
faithful  performance  of  duty  can  not  but  act  as '  the  best  of  incentives  for 
the  children  of  the  coming  generation.  Professor  Floyd  strikes  the  ke3mote 
of  faith  in  his  words  on  the  "Future  of  the  Negro,"  where  he  says :  "I 
would  rather  be  wronged  than  do  wrong.  In  spite  of  prejudice,  in  spite  of 
proscription,  in  spite  of  nameless  insults  and  injuries,  we  can  not  as  a  race 
afford  to  do  wrong.  But  we  can  afiford  to  be  patient.  God  is  not  dead. 
It  is  ordained  of  God  that  races  as  well  as  individuals  shall  rise  through 
tribulations.  We  can  not. afiford  to  do  wrong.  We  can  not  afiford  to  lose 
our  decency,  our  self-respect,  our  character.  No  man  will  ever  be  the 
superior  of  the  man  he  robs.  And  during  this  period  of  stress  and  strain 
through  which  we  are  passing  in  this  country,  I  believe  that  there  are  unseen 
forces  marshalled  in  the  defense  of  our  long-suffering  and  much-oppressed 
people."  When  a  race  is  once  imbued  with  such  a  spirit  of  faith  in  the 
ultimate  triumph  of  justice  that  it  is  willing  to  work  and  serve  patiently 
and  hopefully,  maintaining  its  self-respect  and  its  dignity,  it  is  building  on  a 
sure  and  unassailable  foundation.  We  hope  this  book  may  have  many 
readers  among  boys  and  girls  of  all  ages.  It  is  illustrated  by  John  Henry 
Adams,  a  negro  artist,  who  studied  art  at  Drexel  Institute  and  is  now  a 
teacher  at  Morris  Brown  College.     Hertel,  Jenkins  &  Co.,  Chicago. 

The  Young  Folks'  Book  of  Etiquette,  by  Caroline  S.  Griffen.  A 
pretty  little  volume,  giving  simple  suggestions  in  easy,  attractive  language 
as  to  what  constitutes  good  manners  at  home,  school,  on  the  street  and 
elsewhere.  It  is  a  practical,  cheery  little  manual  which  every  natural  boy 
and  girl  will  enjoy  reading,  so  free  is  it  from  any  unpleasantly  didactic 
quality.  There  are  attractive  little  pictures  with  a  touch  of  fun,  as  in  the 
one  entitled  "helping  to  get  lunch  instead  of  sitting  down  to  read."'  a  little 


452  KINDERGARTEN    MAGAZINE. 

girl  is  seen  carr3-ing  a  giant  kettle.  Both  mothers  and  teachers  will  be  glad 
to  put  this  little  book  into  the  hands  of  their  children  to  reinforce  their  own 
frequent  reminders  of  how  to  behave.  Suggestions  so  given  often  carry 
more  weight  because  the  expression  of  some  one  other  than  the  one  usually 
in  command.     Flanagan  &  Co.,  Chicago.     35  cents. 

The  Aims  of  Religious  Education;  the  addresses  and  discussions  of 
the  third  annual  convention  of  the  Religious  Educational  Association.  This 
is  a  most  valuable  compilation  of  important  papers  upon  the  most  important 
of  subjects.  The  addresses  and  topics  include  every  phase  of  religious  life,  as 
related  to  home,  the  state,  the  Sunday  school,  the  press,  the  library,  the 
public  school,  religious  art,  etc.  We  will  review  it  more  fully  later.  Suffice 
it  now  to  say  that  it  holds  rich  material  for  suggestive  thinking  among  ail 
teachers,  whether  in  the  guise  of  parents  or  of  teachers  in  secular  or 
religious  schools.  Perplexing  problems  are  discussed  by  leading  men  and 
women  in  all  the  ministry  and  of  the  universities.  Religious  Education 
Association,  153  LaSalle  street,  Chicago. 

Hints  and  Helps  for  Young  Gardeners,  by  H.  D.  Hemenway,  director 
School  of  Horticulture,  Hartford,  Conn.  A  very  concise,  yet  complete 
manual  which  teachers  will  find  very  useful  and  which  older  children  can 
read  for  themselves.  It  gives  clear  directions  for  planning  a  garden  and 
for  preparing  the  soil,  telling  just  how  to  properly  use  each  tool — the  spade, 
rake  and  hoe.  Special  directions  are  given  for  planting  and  caring  for  the 
principal  vegetables.  There  is  a  short  chapter  on  window-gardening  and 
convenient  tables  giving  dates  for  planting  flowers  and  vegetables,  just  how 
and  where  to  plant,  when  to  transplant  and  date  of  blossoming.  Illustrated. 
Published  by  the  author,  Hartford,  Conn.     Price,  35  cents. 

Another  interesting  pamphlet  is  the  annual  of  the  Winnebago  County 
Schools  (Illinois),  published  by  the  County  Superintendent,  O.  T.  Kern. 
It  is  an  inspiration  to  any  one  interested  in  beautifying  school  grounds.  It 
contains  also  statistics  about  the  centralizations  of  the  county  schools.  En- 
riched by  numerous  beautiful  illustrations. 

Seat  Work  and  Industrial  Occupations,  by  ^Nlary  L.  Gilman  and 
Elizabeth  B.  Williams.  A  handy  little  book,  with  many  practical  suggestions 
for  many  kinds  of  seatwork  arranged  in  a  progressive  order.  Of  special 
help  to  grade  teachers,  but  the  kindergartner  will  also  find  it  useful.  Includes 
di'ections  for  making  many  things  by  paper-folding,  with  training  in  measure- 
ment. Also  ideas  on  freehand  cutting,  poster  work,  sand  table,  etc.,  with 
details  about  making  and  furnishing  a  doll  house  and  all  that  can  be  taught 
incidental  to  such  work.    Macmillan  Co.,  New  York. 

We  are  in  receipt  of  the  report  of  the  Lucy  Wheelock  Kindergarten 
Alumnae  Association.  It  contains  besides  the  usual  annual  statistics  a  clever 
paper,  read  at  the  class  luncheon,  by  Miss  Katherine  L.  Runnells,  which 
weaves  in  the  names  of  all  the  ^Mother  Plays  as  it  relates  the  history  of 
the  year's  kindergarten  doings. 

January  2  ]\Iiss  Xora  Archibald  Smith  addressed  the  Alumnae  of 
]\Irs.  Van  Kirk's  Training  School,  Philadelphia,  on  the  "Art  of  Story- 
telling.'' 


KINDERGARTEN   MAGAZINE. 

VoL  XVIIL— APRIL,  t906.  No,  8, 
TWENTIETH  CENTURY  SERIES. 


WHAT    FORM    OF    INDUSTRIAL    TRAINING    IS    MOST 

PRACTICAL  AND  BEST  SUITED  TO  THE 

COUNTRY  CHILD?* 

O.    J.    KERN,    SUPERINTENDENT    OF    SCHOOLS    FOR   WINNEBAGO    COUNTY, 
ROCKFORD,   ILLINOIS. 

IT  is  to  be  regretted,  perhaps,  that  we  do  not  have  a  better  term  to 
express  the  thought  of  this  afternoon's  program.  For  a  great  many- 
most  excellent  people  today  moving  along  Educational  Avenue 
leading  up  to  the  public  school  shy  and  stop  still  at  the  sight  of  the 
word  "Industrial,"  as  applied  to  the  work  of  the  school.  Any  attempt 
to  lead  them  closer  for  a  more  careful  inspection  of  this  word  proves 
unavailing.  To  their  thinking  industrial  training  means  the  elimina- 
tion of  "culture,"  whatever  that  may  mean,  and  the  substitution  of  the 
reform  school  or  the  trade  school.  For  them  the  thought  has  not  yet 
come  that  education  should  be  for  service  as  well  as  sweetness  and  light. 
That  the  children  in  our  schools  should  be  able  to  do  things  as  well  as 
to  know  about  things.  And  in  the  doing  of  things  there  is  as  great 
opportunity  for  culture  as  there  is  in  studying  about  what  men  have 
said  and  done  as  revealed  by  the  printed  page. 

The  distinction  between  higher  education  and  industrial  educa- 
tion has  no  real  foundation  upon  which  to  rest.  It  is  a  survival  of  the 
aristocratic  ideas  of  the  Middle  Ages.  The  thought  is  not  original 
with  the  writer  to  claim  that  farming  and  blacksmithing  are  just  as 
high  as  law  and  theology.  Whether  it  is  better  to  be  a  blacksmith' 
than  a  minister  depends.  As  has  been  well  said  recently,  "It  is  better 
to  pound  an  anvil  and  make  a  good  horseshoe  than  to  pound  a  pulpit 
and  make  a  poor  sermon." 

Quoting   further   from   this   same   writer, — "There   is   a    real   dis- 


*Read  at  National   Superintendents'   Association.   Louisville,   Ky.,   March 
1906. 


454  KINDERGARTEN    MAGAZINE. 

tinction  between  education  for  self-support  and  education  for  self- 
development;  between  culture  and  what  the  Germans  call  the  bread- 
and-butter  sciences.  In  order,  if  not  in  importance,  the  bread-and-buttef 
sciences  come  first.  The  first  duty  every  man  owes  to  society  is  to 
support  himself;  therefore  the  first  office  of  education  is  to  enable  the 
pupil  to*support  himself."  And  as  has  been  said  above,  industrial  educa- 
tion if  carried  on  aright  contributes  to  self-culture  as  well  as  to  self- 
support. 

It  is  taken  for  granted  that  every  one  present  this  afternoon  be- 
lieves that  this  body  of  Superintendents  and  the  National  Educational 
Association  stand  for  educational  leadership.  Their  deliberations  and 
printed  reports  should  give  the  trend  and  tone  to  educational  progress 
in  our  country.  A  student  of  industrial  education  for  the  country 
child  can  not  fail  to  express  his  deep  obligation  to  one  printed  report 
which  is  in  trend  with  this  afternoon's  consideration.  This  is  the  1905 
report  of  the  N.  E.  A.  on  Industrial  Education  in  Schools  for  Country 
Communities."  The  committee  who  formulated  that  report  are  expert 
students  of  this  particular  field  and  there  is  no  one  better  qualified  to 
speak  with  authority  than  its  chairman,  Superintendent  L.  D.  Harvey, 
of  Wisconsin. 

In  view  of  its  importance  it  is  not  claiming  too  much  to  say  that 
this  report  should  be  studied  by  every  country  school  teacher  and  school 
officer  who  has  to  do  with  the  administration  of  the  country  school 
system.  Some  way  should  be  provided  to  create  a  demand  for  this 
document.  No  better  use  can  be  made  of  a  part  of  the  surplus  of  the 
funds  of  the  N.  E.  A.  than  to  send  a  number  of  copies  of  this  report 
to  county  superintendents  to  distribute  to  thinking  teachers,  school 
officers  and  patrons  of  country  schools.  Not  all  county  boards  are  as 
liberal  as  the  one  which  permitted  its  county  superintendent  to  pur- 
chase 300  copies  for  distribution  in  his  county.  A  free  distribution  of 
this  report  will  tend  to  increase  the  prestige  of  the  National  Educa- 
tional Association  as  respects  leadership  and  at  the  same  time  remove 
part  of  the  nervousness  on  the  part  of  its  membership  as  to  the  safety  of 
its  ever  increasing  surplus  funds. 

This  paper  will  enter  into  no  argument  with  respect  to  the  "Why" 
and  "How"  of  industrial  training  for  the  country  child.  The  report 
referred  to  does  this  in  a  most  logical  and  admirable  manner.  A  twenty 
minutes'  discussion  will  permit  only  an  emphasis  to  be  placed  on  a  few 
practical  and  suitable  things  that  can  and  should  enter  into  the  all-round 


INDUSTRIAL  TRAINING  FOR  THE  COUNTRY  CHILD.       455 

symmetrical  development  of  the  country  child  in  his  training  for  service 
in  the  new  age  of  country  life. 

My  discussion  calls  for  a  consideration  only  of  ''What  Form  of 
Industrial  Training  is  Most  Practical  and  Best  Suited  for  the  Countr}- 
Child?" 

First — All  those  interests  and  activities  that  relate  to  agriculture 
in  an  elementary  way,  quite  elementary  for  awhile,  are  practical  and 
suited  for  the  training  of  the  country  child.  The  prosperity  of  this 
nation  in  its  last  analysis  rests  upon  agriculture.  A  very  great  majority 
of  the  children  enrolled  in  the  country  schools  w^ill  remain  on  the  farm 
and  the  country  school  should  help  them  to  a  better  understanding  of 
the  new  phases  of  agriculture.  The  number  remaining  on  the  farm 
will  increase  when  right  ideals  prevail  in  the  instruction  with  refer- 
ence to  the  dignity,  worth  and  financial  possibilities  of  the  kind  of  farm- 
ing that  is  "higher  education." 

To  be  specific,  a  study  of  soil  by  means  of  the  school  garden  is 
practical  to  a  certain  extent  in  ever}-  country  school.  To  be  sure,  a  live 
teacher  will  get  more  out  of  it  than  a  dead  one  who  does  not  yet  even 
know  she  is  dead.  But  something  is  done  and  can  be  done.  A  start  is 
being  made.  To  wait  till  all  the  teaching  force  is  ready  is  to  do 
nothing. 

Last  year  the  Department  of  Agriculture  at  Washington  surveyed 
over  fifteen  million  acres  of  farm  land.  The  state  of  Illinois  is  spend- 
ing $25,000  annually  in  its  soil  survey  and  soil  experiments.  Thus  far 
sixteen  counties  have  been  surveyed  and  the  expectation  is  to  continue 
till  the  entire  one-hundred-two  counties  are  sun- eyed.  Every  type  of 
soil  as  small  as  ten-acre  lots  is  mapped  and  described.  A  various 
colored  map  is  published  and  put  in  bulletin  form. 

Here  is  a  map  of  one  county  which  gives  you  an  idea  of  the  work 
of  the  soil  bureau.  You  see  the  different  types  of  soil  for  this  particular 
county  represented  by  different  colors.  The  printed  matter  in  con- 
nection with  this  map  gives  an  accurate  account  of  the  early  settlement, 
climate,  physiography  and  geology,  description  of  the  types  of  soil,  agri- 
cultural conditions,  markets,  transportation  facilities,  etc.  Laj'ing  aside 
all  thought  of  industrial  training  and  the  so-called  elimination  of  "cul- 
ture" and  the  alleged  "making  farmers"  of  our  country  children  by 
"putting  agriculture"  into  the  country  school,  just  think  how  valuable 
this  bulletin  is  simply  for  the  study  of  home  geography.     Surely  there 


466  KINDERGARTEN    MAGAZINE. 

is  time  for  the  study  of  geography  in  the  average  country  school.  A 
copy  of  this  map  and  bulletin  was  put  into  the  library  of  every  country 
school  of  this  county.  The  expense  was  nothing.  And  this  map,  so  far 
as  it  goes,  is  far  more  valuable  for  the  teaching  of  agriculture  than  the 
so-called  agriculture  charts  for  $40,  which  some  school  officers  are 
buying  of  agents  who  are  posing  as  apostles  of  agricultural  instruction 
for  the  country  school. 

We  are  not  quite  accurate  when  we  speak  of  "putting  agriculture 
into  the  country  school."  Rather  let  us  attempt  to  put  the  school  into 
agriculture,  into  right  relation  to  its  environment. 

A  school  garden  is  practical.  True,  it  is  in  its  experimental  stage 
as  yet.  So  was  manual  training  for  the  city  child  and  is  so  to  a  certain 
extent  today.  But  no  one  would  eliminate  manual  training  because 
teachers  do  not  yet  know  all  about  matter  and  method.  We  do  not 
know  all  about  the  school  garden  as  a  means  of  giving  instruction  with 
reference  to  soil  and  plant  life.  We  can  learn,  however,  and  learn  by 
doing  even  if  the  doing  is  crude  for  a  few  years.  The  best  way  to  have 
a  garden  in  the  country  school  is  to  have  it  even  if  it  is  not  larger  than 
four  feet  square.  A  start  can  be  made  and  that  is  a  great  deal.  To  sit 
down  and  contemplate  the  difficulties  is  to  remain  seated. 

School  garden  work,  manual  training  and  domestic  arts  for  the 
country  school  will  be  put  on  a  more  Intelligent  and  permanent  basis 
when  there  can  be  trained  supervisors  for  this  work  just  as  many  city 
schools  now  have.  This  will  come  when  the  county  superintendent  can 
change  the  ideals  of  the  country  people  so  that  they  will  regard  the 
office  for  educational  leadership  as  not  subject  to  the  exigencies  of  party 
politics.  The  job  of  changing  the  ideal  in  this  respect  is  a  fairly  big 
one. 

True,  if  we  could  have  such  gardens  as  the  Macdonald  gardens 
of  Canada  better  results  would  be  obtained.  If  millionaires  of  this 
country  would  find  it  possible  to  do  as  this  man  is  doing,  doing  some- 
thing for  the  country  child,  a  great  educational  uplift  would  come  to 
all  phases  of  country  life.  Here  (showing)  is  a  most  interesting  pam- 
phlet describing  the  Macdonald  gardens.  There  are  special  traveling 
instructors  for  these  gardens  which  are  two  acres  in  extent.  One  or 
two  quotations \re  sufficient  to  reveal  their  character. 

With  reference  to  the  place  of  the  garden  in  school  work:  "The 
work  of  the  garden  is  recognized  as  a  legitimate  part  of  the  school  pro- 
gram, and  is  already  interwoven  with  a  considerable  part  of  the  other 


INDUSTRIAL  TRAINING  FOR  THE  COUNTRY  CHILD.       457 

studies.  The  garden  is  becoming  the  outer  class-room  of  the  school, 
and  the  plots  are  its  blackboards.  The  garden  is  not  an  innovation,  or 
an  excresence,  or  an  addendum,,  or  a  diversion.  It  is  a  happy  field  of 
expression,  an  organic  part  of  the  school  in  which  boys  and  girls  work: 
among  growing  things  and  grow  themselves  in  body  and  mind  and 
spiritual  outlook." 

Of  the  advantages  the  following  summary  only  is  given  here : 

First — Educationally,  it  affords  a  release  from  the  dull  routine 
of  the  school  room  and  puts  the  pupil  out  into  the  fresh  air  and  sun- 
light. It  is  a  means  of  help  by  affording  scope  for  motor  activities 
that  are  natural  to  growing  children.  The  garden  work  is  correlated 
with  much  of  the  formal  work  of  the  school  as  arithmetic,  reading, 
composition,  drawing,  etc.  It  serves  as  an  introduction  to  the  develop- 
ment of  literary  appreciation  as  the  "ability  to  appreciate  the  charm 
of  many  of  the  best  poems  depends  not  a  little  on  ability  to  form  visual 
images  of  natural  objects."  In  this  respect  if  the  teacher  in  the  country 
school  is  alert  the  country  child  has  the  advantage  over  the  city  child. 
For  "the  urban  eye  of  the  town-bred  child,  who  has  never  been  inter- 
ested in  garden  or  field,  must  fail  to  catch  the  imagery  of  our  best  nature 
poems." 

Second — -Economically,  the  school  garden  teaches  the  composition 
and  care  of  the  soil,  best  conditions  for  plant  life,  value  of  fertilizers, 
seed  selection,  etc. 

Third — Nationally,  the  school  garden  develops  an  interest  in  the 
fundamental  industry  of  the  country.  There  develops  the  sense  of 
ownership  and  respect  for  propert_v.  "In  the  care  of  their  own  plots 
the  pupils  fight  common  enemies  and  learn  that  a  bad  weed  in  a  neg- 
lected plot  may  make  trouble  for  many  others.  The  garden  is  a  pleasant 
avenue  of  communication  between  the  school  and  the  home,  relating 
them  in  a  new  and  living  way,  and  thereby  strengthening  the  public 
interest  in  the  school  as  a  national  institution." 

A  study  of  the  development  of  plant  life  is  practical  and  suited  for 
the  country  child.  For  j^ears  we  have  had  the  thoroughbred  horse,  the 
pure  bred  cow  and  now  comes  the  high  bred  corn.  Here  is  an  ear 
(showing)  of  high  bred  corn  raised  by  the  president  of  the  Illinois 
Corn  Growers'  Association.  This  was  taken  from  a  field  that  easily 
made  one  hundred  bushels  per  acre.  To  be  sure,  to  raise  a  hundred 
bushel  corn  there  must  not  only  be  one  hundred  bushel  seed,  but  also 


458  KINDERGARTEN  MAGAZINE. 

hundred  bushel  soil  and  a  hundred  bushel  man.  Our  industrial  train- 
ing should  teach  the  children  in  the  country  schools  to  strive  for  these 
three  things,  viz. :  better  seed,  increasingly  fertile  soil  and  more  intelli- 
gent methods  of  operation.  Here  is  an  opportunity  for  the  school  to 
co-operate  with  the  home  and  train  children  to  study  corn  on  experi- 
mental plots  at  home. 

Likewise  some  training  with  reference  to  farm  animal  life  and  a 
consideration  of  some  of  the  elementary  principles  of  the  business  end  of 
farming  is  practical  and  suitable.  Farm  economics  is  practical  arithmetic 
and  could  well  take  the  place  of  much  text-book  matter  that  is  "taught 
at."  Surely  the  average  country  school  has  time  to  teach  the  arithmetic 
that  the  pupils  must  use  after  leaving  school. 

With  the  country  high  schools,  that  is  the  village  high  schools, 
and  the  country  consolidated  school  as  centers  manual  training  for  the 
country  child  should  begin.  From  these  schools  this  educational 
activity  will  spread  into  a  large  number  of  one-room  country  schools. 
This  will  be  slow,  for  the  average  farmer  does  not  yet  distinguish  be- 
tween manual  training  and  manual  labor.  If  all  the  data  could  be  col- 
lected it  would  appear  that  quite  a  considerable  amount  of  manual 
training,  elementary  in  form,  is  now  being  carried  on  in  the  country 
schools. 

Here  is  a  great  opportunity  for  the  school  to  co-operate  with  the 
country  home  and  through  the  inspiration  and  help  of  a  live  teacher  a 
work  bench  can  be  installed  in  the  home  work-shop  if  it  seems  imprac- 
ticable to  install  one  in  the  country  school  house.  The  boy  at  home 
and  the  girl,  too,  along  home  economy,  can  make  a  small  collection  of 
simple  tools  and  from  the  teacher  receive  instruction  as  to  processes  of 
work,  etc.  The  country  school  and  the  country  home  should  come 
closer  together.  The  lines  of  industrial  work  suited  to  the  farm  and 
farm  home  offer  an  exceptionally  fine  opportunity  for  this  closer  union 
for  a  common  purpose.  Most  of  the  old  farm  home  activities  have 
gone  since  the  introduction  of  farm  machinery  of  improved  make.  With 
this  change  have  gone  some  elements  in  the  training  for  the  countr) 
child  that  must  be  supplied  by  the  new  country  school  and  the  new 
farm  home  to  meet  the  new  conditions  of  country  life  in  the  age  of 
telephones,  trolley  cars,  daily  delivery  of  mail,  improved  farm  machinery, 
discoveries  relating  to  the  science  of  agriculture  and  improved  methods 
of  farm  operations. 


INDUSTRIAL  TRAINING  FOR  THE  COUNTRY  CHILD.       459 

For  the  boy  this  manual  training  will  consist  in  a  working  knowl- 
edge of  the  care  and  use  of  simple  tools  for  repair  work  on  the  farm ; 
the  elements  of  simple  carpentry;  farm  mechanics,  etc.  With  this  will 
go  a  practical  knowledge  of  materials. 

For  the  girl  there  will  be  instruction  in  household  economy  and 
management ;  food  materials  and  the  preparation  of  food ;  sewing  and 
a  study  of  textiles,  etc. 

There  need  be  no  alarm  that  the  country  child  will  not  receive 
culture  along  these  lines.  As  has  been  well  said:  "To  teach  a  boy  the 
mechanics  of  homekeeping,  to  teach  the  girl  the  chemistry  of  home- 
keeping  is  as  much  self-culture  as  to  teach  either  what  kinds  of  homes 
the  ancient  Greeks  and  Romans  possessed.  Our  present  self-develop- 
ment is  too  narrow.  We  need  to  broaden  it.  Manual  training  is 
necessary  to  make  the  'all-round'  man." 

We  can  take  this  culture  to  the  country  child  and  in  addition  take 
to  the  country  school  good  books,  art  and  music  and  we  need  no 
longer  be  under  the  necessity  of  tearing  up  the  farm  home  by  its  roots 
and  taking  the  children  to  the  city  to  secure  the  country  child's  rights 
so  far  as  an  educational  opportunity  is  concerned  to  partake  of  all  that 
is  best  the  age  has  to  offer. 


BERCEUSE. 

CAROLYN   TEBBETTS. 


Lullaby,  lullaby,  rest,  my  love-blossom, 
Pulsing  stars  over  thee  fond  vigil  keep  ; 
Moon-mother,  in  garments  of  shim 'ring  silver, 
Caresses  thee  gently  on  brow  and  on  cheek. 

Sleeping  thus,  grow  thou  in  grace,  little  life-bud, 
Image  and  likeness  of  Christ  the  Divine  ; 
Wearing  thy  life  crown  with  His  loving  spirit 
All  true  understanding  will  surely  be  thine. 

Lullaby,  lullaby,  soon  thou'lt  be  taking 
Thy  first  little  step  in  the  service  of  love: 
All  power  is  thine,  for  thy  soul  is  immortal, 
Thou  gift  most  mysterious  from  the  Father  above. 


PUBLIC  SCHOOL  KINDERGARTENS  IN  MILWAUKEE. 

STELLA  HEINEMANN. 

THE  first  kindergarten  in  Wisconsin  had  its  inception  at  the  Ger- 
man-English Academy,  Milwaukee,  in  1873,  when  William 
Hailman  was  director  of  that  institution.  Mr.  Hailman  took  a 
great  interest  in  the  public  schools  of  Milwaukee  and  did  much  toward 
making  our  city  one  of  the  first  in  the  United  States  to  introduce  the 
kindergarten  into  our  public  school  system. 

In  1878  Miss  Sara  Stewart  (known  to  all  kindergartners  as  the 
founder  of  the  I.  K.  U.),  one  of  the  assistants  at  the  City  Normal 
School,  was  sent  by  the  school  board  to  investigate  the  public  school 
kindergartens  in  St.  Louis. 

On  her  return  she  recommended  the  introduction  of  the  ideas, 
methods  and  philosophy  of  the  kindergarten  into  the  primary  grades,  and 
the  organization  of  a  trial  kindergarten  at  the  Normal  School,  with  a 
training  teacher  for  the  normal  students. 

In  1881  there  were  1,858  children  between  the  ages  of  four  and 
six  in  our  public  schools. 

Superintendent  McAllister,  as  well  as  the  school  board,  recognized 
the  necessity  of  the  kindergarten  in  the  schools,  and  in  1882  the  first 
public  school  kindergarten  was  opened. 

Within  the  next  two  years  three  others  began  their  existence,  with 
half-day  sessions  of  sixty  children  each.  These  half-day  sessions  re- 
duced the  cost  of  taking  care  of  these  younger  children.  At  this  time 
the  kindergartners  were  trained  at  the  City  Normal  School,  and  did 
cadet  work  in  the  four  established  kindergartens. 

In  1885  the  City  Normal  was  absorbed  by  the  State  Normal  and 
the  kindergarten  training  department  left  out.  From  this  date  the 
Mission  Kindergarten  Association  took  charge  of  the  training  of  the 
kindergartners,  until  1892,  when  the  State  Normal  School  added  the 
kindergarten  training  department,  and  at  the  present  time  most  of  our 
kindergartners  come  from  this  institution,  although  yearly  examinations 
for  outside  kindergartners  are  given. 

The  Normal  students  receive  their  practice  training  in  the  model 
kindergarten  at  the  Normal  School,  the  Mission  kindergartens  and  in 
some  of  the  public  kindergartens. 


PUBLIC    SCHOOL    KINDERGARTENS    IN    MILWAUKEE.      461 

The  steady  growth  and  increase  of  the  kindergarten  in  our  city 
may  be  seen  by  the  following  statistics: 

Date.  Kindergartens.     Teachers.         Pupils. 

1S82  2  2                     227 

1S84  4  4                     300 

ISSS  17  31  2,250 

1892  23  54  4,322 

1895  34  65  4.72S 

1905  51  99  3,797 

Our  kindergartens  are  in  every  way  progressive.  The  best  teachers 
available  are  obtained.  The  old  sequence  work  in  gifts  and  occupations 
has  long  been  abandoned  and  newer  methods  adopted.  All  close  work 
has  been  eliminated  and  larger  material  supplied. 

Formerly  any  room  available  was  used  for  a  kindergarten,  but  now 
when  the  new  schools  are  planned,  the  location,  lighting  and  fitting  up 
of  the  kindergarten  room  probably  receives  more  attention  than  any 
other  room  in  the  building.  The  cupboards  and  bookcases  are  arranged 
to  suit  the  supplies  and  materials  used  in  kindergarten  work,  while  each 
room  has  a  light,  airy  dressing  room  and  a  private  toilet  room. 

Some  of  the  rooms  are  beautifully  and  artistically  decorated  through 
the  liberality  of  the  patrons  of  the  school,  while  others  depend  on  the 
ingenuity  of  the  kindergartners  for  their  decoration. 

We  have  two  half-day  sessions,  the  children  between  the  ages  of 
five  and  six  coming  in  the  morning  and  those  between  four  and  five  in 
the  afternoon. 

A  kindergarten  with  fifty  pupils  enrolled  is  entitled  to  a  director, 
while  an  enrollment  of  seventy  entitles  it  to  a  director  and  one  assistant. 
The  maximum  number  of  children  in  a  kindergarten  with  two  teachers 
is  one  hundred.  When  one  hundred  and  ten  or  more  are  enrolled  an 
extra  assistant  is  allowed,  but  as  the  rooms  in  general  are  not  large 
enough  to  accommodate  more  than  one  hundred  children  there  are  few 
schools  having  two  assistants.  The  average  number  of  children  en- 
rolled is  about  seventy-five. 

The  salary  of  the  assistant  is  $400  per  annum,  with  a  yearly  in- 
crease of  $50  until  the  maximum  of  $500  is  reached. 

The  director's  salary  increases  at  the  same  rate  until  the  maximum 
of  $600  is  reached. 

Our  Froebel  Union  was  organized  at  the  same  time  as  the  kinder- 


462  KINDERGARTEN  MAGAZINE 

garten,  and  sends  representatives  to  the  annual  convention  of  the  I,  K.  U., 
w^hich  meets  here  in  the  spring. 

We  also  have  a  Public  School  Kindergarten  Association,  and  these 
two  organizations  hold  alternate  monthly  meetings,  having  in  view^  the 
betterment  of  the  kindergarten  system  of  our  city. 

At  these  meetings  we  have  addresses  or  talks  by  our  superintendents 
and  others  interested  in  our  work,  or  practical  illustrations  of  what 
may  be  accomplished  along  certain  lines  of  kindergarten  work. 

The  teachers  of  our  primary  grades  acknowledge  that  the  kinder- 
garten spirit  is  contagious,  and  prevents  mechanical  methods  wherever 
its  influence  is  felt,  and  also  that  the  child  coming  from  the  kindergarten 
is  better  prepared  for  the  actual  school  work  than  the  one  coming  from 
the  home  directly  to  the  school. 

THE  MILWAUKEE  MISSION  KINDERGARTEN. 

LUCY  DORE. 

WITHIN  sound  of  the  ebb  and  flow  of  mighty  Lake  Michigan 
and  within  the  atmosphere  breathed  by  the  brave  men  who 
sailed  its  waters  in  the  early  eighties  we  find  the  nucleus  of 
the  Milwaukee  Mission  Kindergarten,  a  seemingly  fitting  environment 
for  so  courageous  a  labor  of  love. 

The  chaplain  in  charge  of  a  home  situated  in  the  southern  precinct 
of  the  Third  ward  and  devoted  to  the  care  and  interest  of  the  Marine 
recognized  a  large  field  for  juvenile  betterment  lying  within  the  province 
of  those  to  whom  a  neglected  childhood  makes  a  strong  appeal. 

Believing  that  in  gathering  in  the  children  a  long  step  forward 
would  be  accomplished  toward  conquering  the  street  with  its  power  of 
temptation  for  mischief  and  crime  and  that  all  beginnings  are  possible 
only  with  reference  to  an  ending,  the  call  for  a  meeting  to  be  held  at 
the  residence  of  Mrs.  Charles  Colby  December  10,  1883,  was  issued 
and  responded  to  by  many  well-known  people.  Among  those  present 
we  find  the  names  of  Mrs.  Charles  Colby,  Mrs.  Charles  Clark,  Mrs. 
Willard  Merrill,  Mrs.  E.  P.  Elmore,  Mrs.  George  P.  Swallow,  Mrs. 
W.  P.  McLaren,  Mrs.  Emanuel  Friend,  Mrs.  Charles  F.  Maynard,  Mrs. 
A.  A.  L.  Smith,  Mrs.  Don  J.  Whittemore,  Rev.  and  Mrs.  Titsworth 
and  Major  Dawes. 

A  second  meeting  held  at  Plymouth  Church  formulated  plans 
whereby  the  organization  and  drawing  up  of  articles  of  incorporation 


THE    MILWAUKEE    MISSION    KINDERGARTEN.  463 

of  the  ^Milwaukee  Mission  Kindergartens  were  executed,  followed  by 
the  election  to  the  presidency  of  Mrs.  George  C.  Swallow,  to  whom 
the  doors  of  Bethel  Home  were  gladly  thrown  open  to  welcome  within 
its  portals  Milwaukee's  initial  kindergartner. 

Like  unto  the  parable  the  seed  fell  upon  good  ground. 

It  remained  but  a  matter  of  time  ere  the  accommodation  available 
at  Bethel  proved  inadequate  to  its  demand,  hence  adjacent  quar- 
ters were  secured  at  209  Broadway.  Being  of  spacious  dimensions  the 
desires  of  the  Association  created  wished-for  opportunities  among  broader 
and  more  individual  lines  of  development. 

A  normal  training  class,  housekeeping,  cooking  and  kitchen-garden 
classes  of  girls'  and  boys'  clubs,  a  day  nursery  and  Sabbath  school  soon 
became  integral  parts  of  a  permanent  foundation. 

A  distinctive  feature  of  the  work  in  hand  at  this  period  of  construc- 
tion and  one  lending  much  of  encouragement  was  the  adoption  of  502 
Broadway  by  Mr.  Alexander  Mitchell  and  named  the  Martha  Mitchell 
Kindergarten.  It  continued  receptive  to  Mrs.  Mitchell's  favor  until 
August,  1891. 

In  the  following  December  Mr.  and  Mrs.  Charles  Catlin  assumed 
its  patronage,  conducting  the  work  from  that  date  under  the  title  of 
the  Laura  Catlin  Kindergarten. 

Cotemporary  wnth  209  Broadway  we  find  branches  of  the  work 
in  operation  at  North  Water  street,  Walnut  street,  Thirteenth  avenue 
and  in  Robert  Cheral  Post  Hall  on  Fourth  street,  designating  the  vi- 
cinity and  location  of  present  day  kindergarten  sites  on  the  south,  west 
and  east  sides  of  the  city. 

During  the  month  of  November,  1892,  a  disastrous  fire  devastated 
the  entire  district  surrounding  and  Including  209  Broadway.  A  tem- 
porary shelter  and  refuge  was  tendered  the  kindergarten  in  the  Home 
of  the  Friendless,  the  directors  in  the  meantime  establishing  central 
headquarters  at  Fourth  street  and  designating  said  site  the  Frances 
Swallow  Kindergarten  In  honor  of  Its  patroness  and  president. 

To  the  decade  of  Mrs.  Swallow's  just  and  wise  leadership  is  due 
much  of  the  substantial  growth  and  ambitions  attainments  found  in  the 
Mission  kindergarten  of  today. 

The  selection  of  Fourth  street  as  a  center  proved  a  providential 
one.  A  complexity  of  nationalities,  creeds  and  color,  combined  with 
poverty  and  overcrowding,  destructive  of  and  obliterating  ever}'  vestige 


464  KINDERGARTEN  MAGAZINE. 

of  the  better  social  life,  determined  the  nature  and  scope  of  the  means 
by  which  to  battle  with  and  overcome  the  tendency  of  local  instincts  and 
conditions.  The  election  on  September  7,  1893,  of  Mrs.  Elizabeth 
Truesdall  as  superintendent  and  resident  director  of  Mission  kinder- 
gartens added  an  invaluable  accessory  to  the  movement. 

A  word  in  regard  to  the  Normal  training  class  will  be  of  passing 
interest. 

The  school  was  established  and  opened  to  applicants  under  the 
auspices  of  the  association  on  September  1,  1888,  its  system  of  instruction 
continuing  for  fifteen  consecutive  years,  graduating  during  its  exist- 
ence over  one  hundred  students. 

To  the  efficiency  and  energy  of  these  young  women  much  became 
feasible  in  early  day  kindergartening. 

The  discontinuance  of  the  class  in  connection  with  the  closing  of 
the  school  year,  June,  1900,  marks  a  new  era  in  Mission  kindergarten 
circles. 

Through  the  intermediary  of  Miss  Nina  C.  Vandewalker,  director 
of  the  kindergarten  training  department  the  association  entered  into 
negotiations  with  the  State  Normal  School,  whereby  its  students  might 
avail  themselves  of  opportunities  for  practice  and  observation  along 
current  sociological  lines  and  problems,  an  innovation  offering  much  of 
mutual  compensation  and  experience. 

GALENA  STREET  KINDERGARTEN. 

March  7,  1889,  marked  the  transfer  from  Walnut  street  and  the 
rendering  accessible  to  the  population  of  a  large  area  the  benefits  of 
Galena  Street  Kindergarten.  Through  the  personal  efforts  of  Mrs. 
Frederick  Friese  the  project  was  given  a  financial  footing,  promising 
a  fair  chance  to  future  opportunities  and  circumstances. 

Many  little  hearts  were  gladdened  by  the  kindly  benevolence  of 
one  whose  thought  reached  beyond  self  when  the  Gilbert  Street  Kinder- 
garten was  founded.  This  was  due  to  the  efforts  of  Mrs.  Joseph  Gil- 
bert. The  Gilbert  Kindergarten  in  Clinton  street  began  its  career  of 
usefulness  in  March,  1889,  supplementing  all  ambitions  for  self-help 
and  character-making  throughout  the  neighborhood. 

We  find  the  rapidly  growing  sentiment  in  acknowledgment  of 
this  rnovement  at  North  Water  street  graciously  expressing  itself  in 
July,  1891,  through  the  partial  patronage  of  the  Wheelock  Alumnae, 
followed  by  a  permanent  residence  on  Racine  street,  the  central  point 


THE  FROGS— A   FINGER   PLAY.  465 

of  a  largely  populated  Polish  district,  where  people  gradually  grew  re- 
ceptive to  the  advantages  offered  through  kindergarten  channels. 

Of  the  several  individual  charities  maintained  by  the  association  we 
find  compassion  for  the  appeal  of  infant  helplessness  expressing  itself  in 
the  establishment  of  a  day  nursery,  which  dispenses  daily  its  double 
quota  of  blessing  to  mother  and  child.  The  founding  of  the  Mary  Bige- 
low  Day  Nursery  on  the  2d  day  of  November,  1902,  marks  an  epoch 
in  the  philanthropic  annals  of  our  city.  In  January,  1893,  Mrs.  Wash- 
ington Decker  thus  eased  the  toil-worn  arms  and  strengthened  the 
burdened  hearts  of  the  mothers  of  the  neighborhood  of  Fourth  street. 

A  similar  benefit  was  given  to  Galena  street  in  March,  1897, 
through  the  liberality  of  the  Misses  Camp.  The  reopening  of  the 
nursery  at  Fourth  street  in  October,  1899,  by  Mrs.  Thomas  J.  Berks 
completed  an  exemplary  work  well  begun. 

We  note  a  perceptible  demand  made  upon  the  resources  of  the 
Association  year  by  year  for  multiplying  ways  and  means  necessary  to 
gaining  a  clearer  comprehension  of  righteousness,  a  more  elevated  plane 
of  thought  and  habit,  and  mode  of  living. 


THE   FROGS— A   FINGER    PLAY. 


HARRIET    SPRING. 


Five  little   frogs   sitting  on   a   stump. 
The  first  one  said,  "Now,  let's  all  jump." 
The  second  one  said,  "Are  you  all  in  a  row?" 
The  third  one  said,  "Here's  the  line  to  toe." 
The   fourth  one   said,   "Do  hurry!    You're   slow." 
The  fifth  one  said,  "Get  ready — set — go!" 
And    down   they   all   splashed   in   the  water   below. 
Note.— One  hand  is  the  stump.     The  fingers  of  the  other  hand  are  the 
frogs. 


Little   Folks'    Land* 

The   Story   of   a   Little   Boy   in   a   Big   World. 

By  Madge  A.  Bigham,  Free  Kindergartens,  Atlanta,  Ga.     Author  of 
"Stories  of  Mother  Goose  Village,"  etc. 

Note. — This  Kindergarten  Program  will  run  through  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9 ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.00  net. 

xin 

Sixteenth  Week — Bulbs 

The  Brown  Bulb-Babies 


The  co-^ 

operation  an 

d  interdependence 

between  worms,  insects,  plant 

life  and  man 

/    (1). 

bulbs  .... 

1 

lily 
tulip 

jonquil 
freesia 

hyacinth 

(/3         A 

c         (2). 

vegetables 

1 

radish 
peas 

lettuce 
bean 

squash 
corn 

S    J 

- 

-1 

nasturtium 

dandelion 

sunflovv^er 

(   (3). 

Worm. 
Insects 

flowers . . . 

petunia 

phlox 

pansy 

moth 
butterfly 

clover 

daisy 

violet 

bees 
ants 

morning-glory 

jackbean 

johnny-jump-up 

lightning-bu  g 
june-bug 

Nature  is  but  the  pathway  that  leads  thee  up  to  God. 

"Supposing  all  circumstances  otherwise  the  same,  with  respect  to 
two  individuals,  the  one  who  loves  nature  most  will  be  always  found  to 
have  more  faith  in  God  than  the  other." — Ruskin. 

Monday 

IT  WAS  one  morning  very  early  in  spring,  that  the  kindergarten 
teacher  said  to  the  children  sitting  in  the  circle,  "Shut  your  eyes 
and  make  a  cradle  with  your  hands,  for  I  have  a  little  brown  baby 
to  give  each  one  of  you.  Hold  them  tight,  because  they  must  not  fall." 
Then  she  went  all  around  and  put  something  queer  and  hard  in 
every  one's  hand,  and  then  she  said,  "Keep  your  eyes  closed  and  speak 
very  softly,  these  babies  are  all  sleeping,  you  know.  Now  see  if  the 
fingers  can  tell  what  kind  of  a  baby  they  hold." 

But  nobody's  fingers  could  tell.    They  could  feel  little  knobs  on  the 


LITTLE   FOLKS'    LAND  467 

babies  that  might  be  hands  or  feet,  but  they  did  not  know.  Then  tho 
kindergarten  teacher  said,  "Try  your  ears,  and  see  if  they  can  tell  you 
anything  about  these  babies." 

But  the  ears  could  not  tell  as  much  as  the  fingers  could.  So  she 
said,  "Well,  try  your  noses,  maybe  they  can  tell." 

Then  the  children  laughed  merrily,  but  the  noses  could  not  tell 
either,  and  just  then  Charlotte  Anne  said,  "Joe-Boy  is  peeping!" 

And  sure  enough  Joe-Boy  wanted  to  see  his  queer  brown  baby  so 
much,  why,  he  couldn't  keep  his  eyes  shut,  and  I  think  Charlotte  Aane 
must  have  been  peeping,  too,  don't  you?  Because  how  could  she  see 
Joe-Boy  if  she  wasn't?  So  the  kindergarten  teacher  said,  "Everybody 
may  peep,  and  tell  me,  if  you  can,  what  your  brown  baby  looks  like — 
only  speak  softly,  because  they  are  sleeping." 

Then  all  of  the  children  looked  hard  at  their  queer  brown  babies 
and  turned  them  over  and  over  in  their  careful  hands,  and  Charlotte 
Anne  said,  "Oh,  mine  is  a  potato  baby." 

And  then  all  the  children  in  the  circle  said,  too,  "Oh,  mine  is  a 
potato  baby." 

But  the  kindergarten  teacher  only  smiled  and  shook  her  head,  as 
she  reached  down  into  her  big  apron  pocket  and  took  out  an  Irish 
potato  and  a  sweet  potato,  and  held  them  up  as  she  said,  "Look  again. 
Your  babies  do  not  look  like  these  potato  babies — they  must  be  some 
other  kind." 

But  though  they  looked  and  looked,  nobody  could  tell  the  name  of 
their  queer  brown  baby,  so  the  kindergarten  teacher  said,  "Well,  no 
one  can  guess,  but  as  the  babies  are  to  be  your  very  own.  you  most 
surely  must  know  their  names,  so  I  shall  tell  you.  These  queer  brown 
babies  belong  to  the  big  plant  family,  and  are  bulb  babies.  When  they 
wake  up,  they  will  be  dressed  in  beautiful  colored  dresses,  and  some  of 
them  will  be  tulips  and  some  will  be  freesias  and  some  will  be  hyacinths 
and  some  will  be  lilies  dressed  in  white,  but  now  they  are  only  bulb 
babies  wrapped  up  in  brown  cloaks — how  would  you  like  to  take  them 
out  for  a  walk?" 

The  children  thought  that  would  be  a  very  fine  thing  to  do,  so 
while  the  kindergarten  teacher  played  gently  on  the  piano,  the  children 
marched  softly  round  the  room,  swinging  their  bulb  babies  to  and  fro, 
then  they  ran  swiftly  on  tip-toe  with  them,  and  even  skipped  with  them, 
and  I  am  sure  those  brown  bulb  babies  had  a  very  nice  time — only  they 
could  not  sav  so,  because  they  were  so  sound  asleep,  you  know.     After 


468  KINDERGARTEN    MAGAZINE. 

the  march  the  children  wanted  to  take  their  babies  to  the  table  with 
them,  and  when  they  got  there  everybody  found  a  lump  of  clay  at  his 
place,  and  when  they  had  laid  the  bulb  babies  gently  down  the  kinder- 
garten teacher  said,  "While  they  sleep  we  will  try  and  make  clay  bulbs 
just  like  our  babies,  to  show  to  mother,  when  we  go  home," 

And  soon  every  child  was  as  busy  as  busy  could  be,  rolling  and 
patting  and  smoothing  the  clay,  singing  softly  as  he  worked,  and  by 
and  by  every  child  had  made  a  quaint  bulb  baby — Charlotte  Anne  and 
Joe-Boy  and  all  the  rest.  And  before  it  was  time  to  go  home  they  had 
drawn  those  bulb  babies  with  brown  pencils,  almost  as  well  as  you  could 
do!  So  they  went  home  with  something  in  each  hand,  and  Joe-Boy 
gave  the  clay  bulb  to  Mother  Gipsy  and  the  picture  bulb  to  Father 
Gipsy,  and  I  think  they  have  them  yet. 

Baby  Lily 

Tuesday 

WHEN  the  children  came  back  to  kindergarten  next  morning, 
what  do  you  guess  was  sleeping  in  a  basket  right  in  the 
center  of  the  kindergarten  circle?  Why,  the  bulb  babies, 
to  be  sure — and  just  as  fast  asleep  as  they  had  been  the  day  before. 
But  every  one  of  those  bulb  babies  had  a  little  round  paper  dot  pasted 
on  his  cradle,  some  red,  some  pink,  some  yellow,  some  white.  Joe-Boy 
said  it  looked  just  as  if  the  bulb  babies  had  eyes.  But  the  kindergarten 
teacher  said,  "No,  they  are  not  eyes,  because  I  pasted  them  there  myself, 
to  help  you  remember  the  name  of  each  bulb  baby.  You  needn't  think 
that  all  bulb  babies  are  just  alike  when  they  wake  up,  because  they  all 
sleep  in  brown  cloaks.  No,  indeed,  they  not  only  wear  different  kinds 
of  dresses,  but  they  have  different  names,  just  as  we  do,  who  belong 
to  the  big  family  of  people.  Those  bulb  babies  with  red  and  yellow 
dots  pasted  on  them  are  going  to  grow  into  tulips,  the  bulb  babies  with 
pink  dots  are  going  to  grow  into  fressias,  the  bulb  babies  with  white 
dots  will  be  hyacinths  or  lilies." 

Then  they  played  a  little  game  with  the  sleeping  bulbs  until  they 
learned  their  names  quite  well,  and  knew  the  kind  of  dress  the  bulb  baby 
was  to  wear  when  it  had  grown  into  a  plant. 

"This  little  bulb  baby  that  I  hold  in  my  hand  Is  going  to  be  a 
beautiful  white  lily  some  day,"  said  the  kindergarten  teacher,  patting 
it  gently. 


LITTLE   FOLKS'    LAND  Ai'/J 

"Once-upon-a-time  her  mother,  a  tall  white  lilj',  grew  in  an  old 
garden  among  tulips  and  freesias  and  hyacinths  and  jonquils  and  other 
bulb  plants.  Her  dress  was  snowy  white  and  tucked  away  beneath  her 
petals  was  a  golden  heart,  which  the  dear  God  had  given  her  because 
she  had  tried  her  best  to  grow.  The  tall  lily  was  very  thankful  and 
happy  because  mother  earth  and  the  sunbeams  and  the  waterdrops  had 
helped  her  to  grow  beautiful,  but  best  of  all  she  was  thankful  for  the 
dear  baby  lily  tucked  away  in  the  bulb  at  her  feet.  As  she  grew  day  by 
day  in  the  old  garden,  she  thought  and  dreamed  of  her  baby  lily.  She 
knew  that  a  time  was  coming  when  tulips  and  hyacinths  and  jonquils 
and  other  plants  would  take  their  winter  sleep,  and  she  said,  "I  must 
be  sure  that  my  dear  baby  lily  is  well  cared  for  during  those  cold  winter 
months.  She  will  not  have  me  then  to  send  out  my  rootlets  and  find  her 
something  to  eat.  So  I  must  tuck  her  away  in  her  brown  winter  cloak, 
and  pack  around  her  just  the  food  she  likes  best  to  eat,  and  then  she 
will  grow  into  a  fine  strong  lily  plant,  and  by  and  by,  when  the  sweet 
spring  time  comes,  she  will  be  ready  to  push  out  of  the  brown  bulb 
cradle  and  perhaps  at  Easter  time  her  w^hite  blossom  with  the  golden 
heart  will  greet  the  happy  world." 

Then  she  told  her  story  to  the  freesias  and  the  jonquils  and  the 
tulips  and  other  bulb  plants  near  by,  and  they  said  too,  "Let  us  pack 
food  in  the  cradles  with  our  bulb  babies,  so  that  they  will  be  ready  to 
grow  and  bloom  at  the  happy  Easter  time." 

So  for  many  days  they  worked  for  their  babies  packed  away  in 
the  bulbs,  and  one  morning  the  gardener  found  them  all  fast  asleep  be- 
neath the  ground,  and  he  said,  "I  will  take  these  bulb  babies  into  the 
house  with  me,  and  keep  them  snug  and  warm  from  the  frost  and  snow, 
and  when  it  is  time  for  them  to  grow,  I  will  give  them  to  some  one 
who  knows  how  to  wake  them  up." 

And  so  he  did,  and  the  other  day  when  I  was  there,  he  told  me  I 
might  bring  them  to  the  children  in  the  kindergarten,  and  we  are  to 
play  fairies  with  the  sunbeams  and  the  waterdrops  and  wake  all  of  these 
bulb  babies  up,  for  unless  somebody  helps  them  they  would  sleep  for- 
ever, and  never  be  ready  to  bloom  at  Easter  time,  as  the  lily  mother 
wished.     Who  would  like  to  help  today?" 

Then  Joe-Boy  and  Charlotte  Anne  and  every  one  of  the  children 
raised  their  hands  and  waved  them  high.  That  meant,  "I'll  help,  I'll 
help,  I'll  help,"  and  the  kindergarten  teacher  said,  "I'll  help,  too.     Shall 


470  KINDERGARTEN    MAGAZINE. 

we  plant  them  in  a  water  bed  or  shall  we  plant  them  in  a  bed  of  rich 
and  sandy  dirt?  If  we  plant  them  in  a  water  bed,  we  can  see  their  tiny 
rootlet  feet,  when  they  first  step  out  of  the  cradle,  but  if  we  plant  them 
in  the  dirt  I  believe  they  will  be  stronger,  and  we  can  watch  for  their 
tiny  hands,  stretching  up  to  us." 

And  then,  because  some  of  the  children  wanted  to  plant  them  in 
the  water  and  some  of  the  children  wanted  to  plant  them  in  the  dirt, 
the  kindergarten  teacher  said,  "We  shall  have  to  plant  them  both  ways, 
and  find  out  which  is  better  for  them." 

So  first,  they  found  a  pretty  glass  bowl  in  the  closet,  and  every 
child  put  a  small  white  stone  in  the  bottom  of  the  bowl,  and  then  they  set 
the  white  hyacinth  bulbs  on  the  rocks,  and  almost  covered  them  with 
water — and  then  they  put  the  dish  on  the  darkest  shelf  in  the  closet, 
until  the  bulbs  began  to  put  out  those  tiny  feet  rootlets — then,  of  course, 
everybody  would  know  that  the  bulb  babies  were  waking  up  and  needed 
the  sunbeam  fairies  to  help. 

"Now,"  said  the  kindergarten  teacher,  "the  next  thing  to  be  done 
is  to  make  a  soft  dirt  bed,  in  the  big  window  box,  and  put  these  other 
bulbs  to  bed." 

So  the  children  went  into  the  yard  and  filled  their  tin  buckets  right 
full  of  fine  brown  dirt,  and  emptied  it  into  the  window  box  in  the 
kindergarten  room,  and  when  the  bed  was  finished,  every  child  took  his 
own  bulb  baby  and  dug  a  little  hole  in  the  box  and  planted  the  sleeping 
bulb  baby,  and  covered  them  all  softly  over,  and  then,  because  the  big 
box  was  too  heavy  to  put  in  the  closet,  they  found  some  dark  glass  that 
the  sunbeams  could  not  get  through  very  well,  and  left  the  bulb  babies 
to  get  strong  feet  before  they  grew  upward. 

Why  don't  you  plant  some  bulb  babies,  too — just  as  those  chil- 
dren did  ? 

The  Little  Worm  That  Helped 

Wednesday 

I  AM  so  glad  that  the  kindergarten  children  planted  so  many  of  the 
bulb  babies  all  in  the  same  big  box,  because  then,  as  they  grew,  they 
could  talk  together,  you  see,  Joe-Boy's  bulb  was  a  tulip,  and  he  had 
planted  it  in  the  corner  on  the  front  row,  and  Charlotte  Anne's  was  a 
jonquil,  and  she  had  planted  her's  on  the  front  row  in  the  other  corner, 
and  the  kindergarten  teacher's  was  a  lily,  and  she  had  planted  hers  on 


LITTLE    FOLKS'    LAND  471 

the  front  row,  right  between  Joe-Boy's  and  Charlotte  Anne's.  And  all 
the  other  children  knew  just  where  theirs  were  planted,  too,  and  they 
were  so  anxious  to  see  them  begin  to  grow.  Why,  Joe-Boy  looked  at  his, 
just  a  little  while  after  it  was  planted,  to  see  if  it  was  growing,  and 
Charlotte  Anne  almost  pulled  hers  up  to  see  if  it  was  growing,  and 
the  kindergarten  teacher  said,  "My,  my,  my,  plants  can  not  grow  in 
such  a  very  short  time  as  that! — any  more  than  children  can!  The 
first  thing  they  try  to  do  is  to  get  strong  feet  to  hold  them  down  in 
the  ground,  and  little  rootlets  with  tiny  mouths  in  them  to  suck  up  tiieir 
food  from  the  earth.  We  must  wait  on  these  babies  until  they  are 
strong  enough  to  stand  up,  then  they  will  grow  fast  enough  for  us." 

So  after  that  the  children  only  peeped  under  the  glass  at  the  morn- 
ing circle  every  day.  They  were  very  glad  they  had  planted  some  of 
the  bulb  babies  in  the  glass  bowl,  because  they  could  see  every  little 
rootlet,  as  soon  as  it  began  to  grow,  and  it  wasn't  very  long  before  they 
were  ready  to  be  brought  into  the  sunlight,  and  grew  faster  than  ever. 
But  down  in  the  box,  it  was  so  dark  that  the  bulb  babies  thought  it  was 
night  time.  And  when  they  first  began  to  wake  up,  Joe-Boy's  tulip  said, 
"Oh,  oh,  it  is  so  very  dark  down  here,  and  I  am  so  very  sleepy,  I 
believe  I  will  take  another  nap." 

And  Charlotte  Anne's  jonquil  said,  "I'm  not,  I  am  going  to  poke 
my  little  foot  right  out  of  this  cradle  and  see  what  I  can  find — I  am  so 
very  tired  lying  here  in  the  dark." 

And  then  the  baby  lily  stretched  herself  and  said,  "I  feel  as  if  I 
must  go  somewhere  up,  up,  up,  and  I  am  so  very  hungry  I  must  hunt 
something  to  eat — then  I  will  most  surely  go  up  to  see  what  the  world 
is  like." 

And  then  the  very  next  day  Charlotte  Anne's  jonquil  said,  "Oh,  I 
think  I  heard  a  bluebird  singing,  I  am  going  right  up  to  see,"  and  she 
stretched  and  stretched  her  tiny  hands,  up,  up,  up,  until  she  stretched 
right  through  the  brown  earth,  and  then  she  laughed  and  laughed,  be- 
cause she  was  so  very  glad !  And  the  next  morning  when  the  children 
saw  her  growing  up,  why,  they  laughed  too,  because  they  were  so  very 
glad,  and  the  kindergarten  teacher  said,  "What  a  brave  plant  baby  she 
is !  We  will  have  to  move  the  top  from  the  box  now,  and  give  her  room 
to  grow.  Maybe  the  sunbeam  fairies  will  help  the  others  up — surely 
they  will  have  fine  roots  by  this  time." 

And  sure  enough  the  next  morning  and  the  next  and  the  next,  the 


472  KINDERGARTEN    MAGAZINE. 

children  found  new  bulb  babies  that  had  pushed  up  through  the  brown 
earth  to  see  the  sunbeams,  until  all  were  wide  awake  and  growing,  all 
except  two — the  one  on  the  front  row  in  the  corner,  and  the  one  in 
the  middle,  on  the  same  row,  right  next  to  it.  You  know  whose  they 
were.  What  could  be  the  matter?  It  made  Joe-Boy  feel  very  unhappy, 
because  he  was  so  afraid  his  bulb  baby  would  never  wake  up.  But  do 
you  know,  every  time  that  baby  tulip  stretched  up  his  tiny  hand  to 
push  through  the  earth,  he  would  touch  something  hard  and  rough,  that 
he  could  not  push  away,  though  he  had  tried  and  tried  every  day. 

"Never  mind,  little  brother,"  said  the  lily  bulb  near  by,  "I  will 
wait  for  you.  Perhaps  you  will  be  strong  enough  tomorrow.  Let  your 
rootlets  creep  here  near  mine,  where  it  is  damp  and  cool.  I  shall  net 
leave  you  here  alone  in  the  dark,  however  much  I  long  to  creep  up 
to  the  light." 

So  they  nestled  close  together  in  the  box — these  two  little  bulbs. 
And  the  next  day  the  lily  said,  "Now,  try  again,  little  plant  brother; 
stretch  your  very  best — maybe  you  can  push  through  the  earth,  while 
I  wait." 

So  again  the  tulip  tried — tried  his  very  best,  but  his  delicate  hand 
touched  the  same  hard  thing,  which  he  could  not  push  away.  And 
then  the  dear  little  tulip  baby  could  not  help  but  cry,  he  was  so  veiy 
anxious  to  see  the  light. 

"Never  mind,  I  shall  wait  for  you,  little  brother,"  said  the  sweet 
lily  bulb,  "do  not  cry." 

And  then,  only  think,  a  little  worm  heard,  and  came  creeping,  creep- 
ing, through  the  dirt — right  straight  to  the  side  of  the  baby  tulip — and 
said,  "What  can  be  the  matter,  little  one?    Maybe  I  can  help  you." 

And  when  he  heard  about  the  hard,  rough  thing  that  was  keeping 
the  tulip  baby  from  growing  up  to  the  bright,  bright  outside  world,  he 
said,  "Ho,  ho,  baby  tulip,  I  can  help  you;  dry  your  eyes  while  I  crawl 
above  you  and  see  what  the  trouble  is.  Maybe  it  is  a  rock,  and  I  can 
push  it  away." 

Then  the  tulip  baby  dried  his  eyes  and  the  little  worm  crawled  and 
crawled  until  he  found  the  hard,  rough  thing,  and  sure"  enough  it  was 
a  stone,  but  the  little  worm  pushed  and  pushed  against  it  with  all  his 
might,  and  bored  around  it  and  underneath  it,  and  by  and  by  he  pushed 
the  rough  rock  right  out  of  the  way,  and  plowed  the  ground  so  soft  and 
fine,  that  it  wasn't  any  trouble  at  all  for  the  baby  tulip  to  grow.     Now 


LITTLE   FOLKS'   LAND  473 

wasn't  that  a  kind  little  worm?  And  then  he  said,  "Come  on,  baby 
tulip,  stretch  your  hands  up  high,  stretch  right  through  the  earth;  'tis 
a  beautiful  world  outside!" 

Then  the  tulip  baby  and  the  dear  lictle  lily  baby  stretched  and 
stretched  right  through  the  earth — and  oh,  they  were  so  happy,  and  the 
children  were  so  happy,  and  the  kind  little  worm  was  so  happy,  and  I 
can't  tell  which  was  the  happiest.     Could  you  guess? 

The  Merry,  Merry  Blossoms 

Thursday 

^^  ¥  T  LOOKS  as  if  these  bulbs  in  the  window  box  are  running  a  race 
I  to  see  which  can  grow  the  fastest,"  said  the  kindergarten  teacher, 
*■  "and  I  do  believe  my  lily  and  Joe-Boy's  tulip  are  ahead  of  all 
the  others.  That  must  be  because  they  staid  under  the  ground  such 
a  long  time  and  got  such  strong  roots.  The  first  thing  we  know,  our 
window  will  be  full  of  beautiful  blossoms." 

And  sure  enough,  it  was  only  a  few  days  later  that  Joe-Boy  found 
a  wee,  wee  bud  on  his  tulip — all  wrapped  up  in  a  dainty  green  cloak, 
and  very  soon  there  were  buds  on  the  hyacinths  in  the  glass  bowl,  and 
then  one  came  on  Charlotte  Anne's  jonquil,i  and  another  on  the  tall 
lily  next  to  Joe-Boy's  tulip,  and  the  children  were  kept  busy  trj'ing  to 
count  them,  and  could  hardly  wait  long  enough  to  see  their  blossoms  open 
wide,  and  fill  the  room  with  sweetest  perfume.  At  last  the  happy 
morning  really  came,  and  the  children  sang  to  them  and  talked  about  all 
the  fairies  that  had  helped  the  bulbs  to  bloom.  They  named  the  water- 
drops  and  the  sunbeams  and  the  rocks  and  the  brown  earth,  and  them- 
selves— but  they  did  not  tell  about  the  little  worm.  You  and  I  know, 
though,  how  he  helped,  don't  we?  And  the  tulip  and  the  tall  white  lily 
knew,  too — they  had  not  forgotten. 

"Oh,  oh,"  said  Joe-Boy's  tulip,  "isn't  it  fun  to  grow!  See  my 
pretty  red  dress  the  sunbeams  brought  me,  and  my  brother  has  a  pretty 
yellow  one." 

"Yes,  yes,"  said  Charlotte  Anne's  jonquil,  "and  I  have  a  yellow 
dress,  too,  and  only  see  the  other  bulbs,  the  sunbeams  brought  them 
pretty  dresses  too — pink  and  blue." 

"And  see  my  dress,"  said  the  tall  Easter  lily,  "it  is  pure  white,  just 
like  my  mother's.  And  the  freesias  and  the  hyacinths  have  white  dresses, 
too." 


474  KINDERGARTEN    MAGAZINE. 

So  they  nodded  their  pretty  heads  in  the  window,  and  those  who 
passed  in  the  streets  and  saw  them  and  smiled  as  they  went  on  their  way. 
It  was  only  a  few  mornings  later  that  the  children  marched  through 
the  doorway  and  sat  in  their  chairs  in  the  circle.  When  they  had  sung 
the  songs  and  played  many  of  the  pretty  games  about  the  flowers,  the 
kindergarten  teacher  said,  "These  flowers  have  made  us  so  very  happy 
I  can  not  help  but  wish  they  could  make  somebody  else  happy — some- 
body who  hasn't  any,  you  know." 

"Billy  Sanders  hasn't  any,"  said  Joe-Boy;  "and  Dandy." 

"That  is  true,"  said  the  kindergarten  teacher,  "and  Billy  has  been 
sick  a  long,  long  time." 

"There's  a  heap  of  sick  people  in  the  hospital,"  said  Charlotte  Anne. 
"I  went  there  with  Grandmother  Ray  and  saw  them." 

"Yes,  indeed,"  said  the  kindergarten  teacher,  "and  I  believe  the 
pretty  flowers  would  make  them  feel  better.  If  we  really  want  to  give 
our  flowers  away  to  make  somebody  else  happy,  we  could  send  the 
hyacinths  in  the  glass  bowl  to  Billy  and  Dandy,  and  if  we  could  find 
a  horse  to  help  us,  we  might  send  the  big  window  box,  just  as  it  is,  to 
the  sick  people  at  the  hospital — wouldn't  that  be  a  nice  plan  ?" 

"Yes,  yes,"  said  all  the  children,  "let  us  send  them  today!" 

Now  I  just  wonder  if  you  could  really  guess  what  horse  it  was 
that  pulled  those  flowers  to  the  hospital  ?  To  be  sure,  Prince  Charming 
was  the  very  horse!  Father  Gipsy  hitched  him  up  to  the  light  spring 
wagon,  and  I  think  Prince  Charming  must  have  known  that  he  was 
helping  to  do  something  very  kind,  because  he  stepped  so  very  p-.-jud 
and  high,  and  what  is  more,  he  pulled  the  kindergarten  teacher  and  all 
those  twenty  children,  too,  and  he  didn't  seem  to  be  one  bit  tired.  And 
when  all  those  sick  people  saw  that  big  box  of  flowers  growing  right 
there  in  the  window  of  the  room  where  they  were  sick,  why,  they  said  it 
really  did  them  more  good  than  the  doctor's  pills,  and  I  believe  it  did ! 

What  do  you  think  about  it? 

The  Little  Worm's  Visit 

Friday 

THERE  was  something  else  besides  the  bulbs  that  went  in  the 
box  to  the  hospital.     We  know  what  it  was,  but  the  kindergarten 
teacher  and   the  children   did  not;  because   they  did   not  know 
about  the  little  worm  that  pushed  away  the  stone  from  baby  tulip's  head 


LITTLE   FOLKS'   LAND  475 

and  plowed  the  earth  soft  so  he  could  grow.  The  little  worm  still  lived 
in  the  box,  and  was  as  busy  as  busy  could  be  every  day  plowing  around 
the  creeping  rootlets  of  the  bulbs.  The  Easter  lily  and  the  baby  tulip 
knew  that  he  was  there — they  could  feel  h'm  as  he  worked  about  their 
feet. 

"How  verj^  kind  of  our  little  friend,"  they  said,  "to  help  us  so! 
Our  blossoms  could  not  be  half  so  lovely,  if  the  little  earth  worm  did  not 
help  to  keep  the  dirt  soft  and  rich.  I  wonder  why  he  does  not  crawl  up 
here  to  see  us  some  day?" 

But,  dear  me,  they  forgot  that  little  earth  worms  do  not  have 
eyes — what  would  you  want  with  eyes  if  you  always  lived  in  the  dark, 
dark  earth?  The  little  worm  could  feel  the  way  to  go  very  well,  and 
he  was  so  busy  with  his  plowing  that  he  did  not  have  much  time  to  go 
up  on  the  earth  visiting.  Anyway,  the  little  worm  did  not  like  to  go  up 
on  the  earth  very  much,  because  that  was  where  the  people  walked,  and 
he  was  so  very  little,  he  was  afraid  some  of  the  children  might  step  on 
him — oh,  no,  not  you;  of  course  I  knew  you  would  not,  but  somebody 
might.  But  one  day  the  little  worm  said,  "I  believe  I  will  crawl  up  to 
the  earth  today,  and  take  a  walk  in  the  fresh  air  and  sunshine.  I  can 
feel  the  light,  though  I  can  not  see  the  light,  and  it  must  be  very  beau- 
tiful. There  are  some  little  worms  that  live  on  top  of  the  earth,  and  they 
have  eyes — I  like  to  hear  them  talk  about  the  things  they  see.  I  believe 
I  will  crawl  over  and  ask  baby  tulip  to  tell  me  the  best  way  up." 

So  the  little  worm  crawled  and  crawled  and  crawled  through  the 
damp  earth  and  tapped  on  baby  tulip's  roots. 

"Who  is  there?"  said  baby  tulip. 

And  the  little  worm  said,  "It  is  I — the  little  worm.  Don't  you 
remember?" 

"To  be  sure,"  said  baby  tulip,  nodding  and  nodding  his  pretty  head, 
"you  moved  the  rough  stone  away  that  kept  me  from  growing.  Why 
don't  you  crawl  up  here  to  the  light  and  see  my  pretty  red  dress?  The 
Easter  lily  has  a  white  one  and  a  golden  heart  within,  and  there  are 
other  pretty  colors,  too — pink  and  yellow — won't  you  come?" 

"That  is  just  what  I  have  been  thinking  I  should  like  to  do,"  said 
the  little  worm,  "and  tapped  on  your  roots  to  see  if  you  could  show  me 
the  best  way  up." 

"Of  course  I  will,"  said  baby  tulip;  "I  have  been  wishing  and  wish- 


476  KINDERGARTEN    MAGAZINE. 

ing  to  see  you — ever  since  you  helped  me  so.  Just  follow  my  stalk  ana 
crawl  upward- — 3'ou'll  soon  be  on  top  of  the  earth." 

"Thank  you,"  said  the  little  worm,  "here  I  come." 

And  then  he  crawled  up,  up,  up,  up,  and  the  first  thing  he  knew 
he  could  feel  the  light,  and  then  the  little  worm  knew  he  was  up  on  the 
earth. 

"My,  me!"  said  baby  tulip,  "how  you  have  grown!  Why,  you  are 
ever  so  much  fatter  than  you  used  to  be.  Just  see  our  pretty  new  dresses 
the  sunbeams  brought  us.     Aren't  they  pretty?" 

"They  must  be,"  said  the  little  worm,  "though  I  can  only  feel  them. 
How  do  you  like  it  up  here?" 

"Oh,  we  like  it  much  better  than  down  in  the  ground,"  said  the 
beautiful  Easter  lily. 

"We  thank  you  ever  so  much  for  helping  us  climb.  This  is  not  the 
place  we  first  waked  up  in.  That  was  at  the  kindergarten,  where  the 
happy  children  sang  to  us  each  daj^ — they  loved  us  so.  But  yesterday 
they  brought  us  here  to  make  the  sick  people  happy." 

"Oh,"  said  the  little  worm,  "I  should  like  to  do  that,  too,  but 
people  say  I  am  very  ugly,  and  then  I  can  not  see,  you  know." 

"We  don't  think  you  are  ugly,"  said  baby  tulip  and  the  dear 
Easter  lily. 

"We  think  you  are  beautiful,  because  you  are  kind,  and  help  us  so — 
we  love  you." 

"I  am  very  glad,"  said  the  little  worm,  "but  I  am  afraid  I  am  stay- 
ing too  long.  I  will  just  crawl  around  the  edge  of  the  box  and  then 
I  must  go  home  again  and  do  my  work." 

And  so  the  little  worm  went  crawling  and  crawling  and  crawling 
around  the  edge  of  the  box,  feeling  from  side  to  side.  And  while  the 
little  worm  was  crawling  around  the  edge  of  the  box,  guess  who  saw 
him?  It  was  not  the  hospital  doctor  and  it  was  not  the  hospital  nurse — 
but  it  was  something  the  nurse  held  in  her  arms,  a  little  baby  that  had 
been  sick  a  long,  long  time.  You  see  the  nurse  had  carried  her  up  to 
the  window  to  see  the  bright  flowers,  and  while  she  sat  there,  the  dear 
little  baby  saw  the  worm  come  creeping,  creeping  so  slowly  around  the 
edge  of  the  box,  and  she  stretched  out  her  tiny  hands  to  the  little  worm 
and  said,   "Pretty,  pretty,  pretty!" 

"Why,  yes,"  said  the  nurse,  smiling,  "a  little  worm  has  come  to 
see  this  sick  baby." 


LITTLE    FOLKS'   LAND  477 

And  then  she  held  out  her  pencil  and  the  little  worm  crawled  all  the 
way  across  the  pencil  and  the  little  sick  baby  laughed  and  laughed  until 
she  laughed  out  loud,  and  kept  saying,  "Pretty,  pretty,  pretty!" — the 
very  first  time  she  had  laughed  since  she  came  to  the  big  hospital.  Then 
the  nurse  put  the  little  worm  back  in  the  box  with  the  bulbs,  where 
she  knew  he  liked  to  stay,  and  he  crept  into  the  dark  earth  again. 

That  afternoon  when  the  doctor  came — the  very  same  doctor  that 
knew  Joe-Boy  so  well,  he  bent  over  the  white  bed  where  the  sick  baby 
slept,  and  took  her  tiny  hand  in  his,  as  he  said,  "Why,  this  sick  baby  is 
very  much  better!     She'll  soon  be  well,  I  think." 

"Yes,  indeed,"  said  the  nurse,  "why,  she's  been  laughing  out  loud 
today,  and  do  you  know,  I  believe  it  was  a  little  ivorm  that  has  made 
her  better?" 

Now,  don't  you  wish  the  little  worm  knew? 

Program  for  Sixteenth  Week — Bulbs. 

The  Brown  Bulb  Babies 

Mo  71  day 
Circle  talk,  songs  and  games:     Do  you  remember  what  the  big  oak  tree 

grew  from?     Do  you  know  what  the  morning-glory  came  from? 

Who  has  seen  a  lily?     I  will  show  you  what  that  comes  from. 

(Show  the  bulb  and  relate  story.) 
Game:     "My  lily  bulb  moves  round  and  round." 
Gift:     Modelling,  suggested  in  story. 
Inst7-umental  ?nusic :     "Traumerei."     Schuman. 
Occupation:     Brush  work,  Bulbs. 

Baby  Lily 

Tuesday 
Circle  talk,  songs  and  games:     Reproduce  story  told  j^esterday.     Relate 
story  for  the  day.     Plant  bulbs  as  suggested  in  the  story.     What 
will  help  them  to  grow?     How  can  we  help? 
Game  and  Song: 

"In  the  heart  of  a  bulb  planted  deep,  so  deep, 
A  dear  little  lily  lay  fast  asleep,"  etc. 
Lullaby,  "Narcissus."  Nevin. 
Gift:    Fifth. — Closet  and  flower  stand. 
Occupation:    Water  color — Tulip.     Show  the  real  flower. 


478  KINDERGARTEN    MAGAZINE. 

The  Little  Worm  That  Helped 

Wednesda)! 

Circle  talk,  songs  and  games:  Do  you  remember  what  helped  "Baby 
Tulip"  to  grow  up?  What  else  helped?  What  kind  of  beds  da 
tulips  like? 

Song  and  game :    "In  the  heart  of  a  bulb." 

Gift  Period:    Work  in  bulb  beds  out  of  doors,  planting  several. 

Occupation:     Folding,  flower  pot.     Draw  flower  in  bloom. 

The  Merry,  Merry  Blossoms 

Thursday 

Circle  talk,  songs  and  games:    Were  you  ever  sick?     Did  any  one  bring 

you  anything  nice?     Do  you  ever  take  sick  people  anything?     Did 

you  ever  visit  a  hospital?  Relate  story. 
Song  and  game:  "In  the  great  brown  earth." 
Gift:     Fifth  gift  B.     (Curvelinear.)     Build  the  hospital  and  window 

where  box  of  bulbs  was  placed. 
Occupation:     Cardboard    modelling.      Basket. — Fill   with    flowers    for 

some  friend. 

The  Little  Worm's  Visit 

Friday 

Circle  talk,  songs  and  games:  Reproduce  yesterday's  story.  Did  you 
ever  dig  up  a  little  worm?  What  did  you  do  with  it?  How  do 
they  help  us? 

Game:     All  hands  joined — play  worm. 

Gift:     Modelling  worms. 

Occupation:     Folding  bed  where  sick  baby  lay. 

Seventeenth  Week — Life  History  of  the  Butterfly. 

The  Princess 

Monday 

1AM  afraid  the  kindergarten  children  would  have  missed  their  pretty 
window  garden  very  much  indeed  if  it  had  not  been  for  something 
they   found   swinging   in    the   window   the   very   next   morning — 
something  that  looked  just  like  a  big  pecan  nut,  only  there  were  two 


LITTLE    FOLKS'   LAND  479 

brown  leaves  pressed  close  around  it  as  it  swung  fastened  tight  to  a 
slender  twig. 

"What  is  it?    What  is  it?"  asked  all  the  children  in  a  breath. 

"A  pretty  brown  cradle,"  said  the  kindergarten  teacher,  "and  a 
most  beautiful  princess  sleeps  inside — we  will  guess  her  name.  I  found 
her  yesterday,  swinging  from  an  elm  tree  at  Billy's  house,  when  I  carried 
him  the  pretty  flowers,  and  Billy  told  me  to  bring  it  to  you.  I  will 
let  it  pass  all  around  the  circle  before  we  make  our  guesses,  that  our 
€yes  may  have  a  real  good  look  at  the  snug  brown  cradle." 

Well,  they  guessed  all  kinds  of  queer  things.  Joe-Boy  said: 
^'Maybe  Mr.  Jaybird  hung  it  there  for  a  nut." 

And  Charlotte  Anne  said:     "S'pose  it  was  a  snake  egg?" 

But  the  kindergarten  teacher  only  shook  her  head  and  laughed, 
because  you  know  Mr.  Jaybird  planted  nuts  in  the  ground,  he  did 
not  swing  them  on  trees,  and  everybody  knows  snake  eggs  are  smooth 
and  white,  and  not  brown  and  woolly  like  the  cradle  the  princess  was 
sleeping  in.  So  the  kindergarten  teacher  said,  "Well,  I'll  tell  you  this 
much  the  princess  that  sleeps  in  this  cradle  will  fly  when  she  wakes  up, 
for  she  has  most  beautiful  wings." 

"Oh,  a  butterfly,  a  butterfly!"  said  all  the  children.  "We  know  it 
is  a  butterfly!" 

"You  have  almost  guessed,"  said  the  kindergarten  teacher,  "but 
not  quite.  This  cradle  is  almost  too  large  for  a  butterfly's  cradle,  but 
the  pretty  moth  that  sleeps  inside  is  so  much  like  a  butterfly  you  can 
hardly  tell  them  apart.  She  will  be  very  much  larger  than  a  butterfly, 
too,  and  instead  of  flying  in  the  bright  sunlight,  she  will  like  best  to 
fly  in  the  moonlight,  or  late  in  the  afternoon,  when  she  flits  from  flower 
to  flower,  searching  for  the  sweet  nectar  juice,  she  likes  so  well  to  drink. 
But  the  queerest  part  of  all  is,  that  this  pretty  princess,  sound  asleep  in 
her  cocoon  cradle,  thinks  she  is  still  a  creeping  caterpillar — she  does 
not  know  when  she  wakes  up  and  crawls  out  of  her  cradle  that  she  is 
to  be  a  moth  with  beautiful  golden  brown  wings — that  was  God's 
secret — so  don't  you  know  she  will  be  full  of  joy  and  so  surprised  when 
she  wakes  and  finds  out  she  doesn't  have  to  crawl  low  on  the  ground  any 
more  like  the  little  worm,  but  fly  up,  up,  high  like  the  birds — won't  it 
be  such  a  happy  surprise?  Last  summer  when  she  was  only  a  tiny  baby 
caterpillar,  she  lived  in  the  elm  tree  at  Billy  Sander's  house.  The  tree 
was  kind  to  her,  and  gave  her  all  the  tender  leaves  she  wanted  to  eat. 


480  KINDERGARTEN   MAGAZINE. 

She  ate  so  many,  her  pretty  green  coat  would  split  right  down  the  back, 
and  she  would  have  to  have  a  new  and  larger  one.  By  and  by  she 
grew  very  tired  and  very  sleepy,  and  the  kind  elm  tree  said,  "It  is  time 
for  you  to  go  to  sleep  now,  and  you  must  spin  a  cocoon  cradle  as  I 
have  seen  other  caterpillars  do.  Wrap  j^ourself  snugly  within  as  you 
spin,  and  I  will  hide  you  among  my  branches  through  the  long  winter 
months  while  you  sleep  and  rest." 

So  the  caterpillar  spun  a  silken  thread  from  her  mouth,  and  fastened 
it  to  the  end  of  a  strong  twig  where  there  were  two  leaves  to  help  cover 
her  cocoon  cradle,  and  as  she  spun  she  wrapped  the  silken  thread  round 
and  round  her  body,  until  she  was  covered  up  so  close,  you  could  not 
see  her  mouth  nor  tiny  feet,  and  the  two  elm  leaves  hid  the  pretty 
cocoon  cradle  from  sight,  so  that  not  even  the  birds  could  tell  it  was 
swinging  there,  and  that  is  just  as  I  found  her  in  the  old  elm  tree.  I 
have  brought  her  here  to  be  our  princess,  and  we  will  take  good  care 
of  her  and  watch  for  the  day  when  God  shall  wake  her  up.  Then  we 
will  watch  her  fly  away,  that  she  may  enjoy  her  beautiful  wings." 

"And  we  will  sing  to  her  every  day,"  said  Joe-Boy. 

"Yes,  and  we  will  sing  to  her  right  now,"  said  the  kindergarten 
teacher.  So  they  hung  the  pretty  cocoon  cradle  back  in  the  sunny  win- 
dow, and  as  the  sang,  Joe-Boy  played  that  he  was  the  little  creeping 
caterpillar,  on  the  old  elm  tree,  spinning  a  cocoon  cradle  just  as  the 
princess  had  done,  and  by  and  by  he  got  so  very  still — as  still  as  still 
could  be — that  the  other  children  knew  he  must  have  finished  his  cradle 
and  was  fast  asleep.  So  he  slept,  and  slept,  until  the  kindergarten 
teacher  sent  a  sunbeam  to  touch  him  gently  on  the  head,  and  change  him 
back  to  a  real  little  boy.  Did  you  ever  play  you  were  sleeping  in  a 
cocoon  cradle?  Well,  as  ^-ou  slept,  did  you  play  you  were  changing 
into  a  beautiful  moth  with  golden  brown  wings,  and  when  you  waked  up, 
,vou  could  fly  and  fly  and  fly?    Let's  play  that  now. 

Bluette's  Babies 

Tuesday 

THE  next  morning  when  the  children  came  to  kindergarten,  they 
wanted  to  know,  the  very  first  thing,  if  the  princess  had  waked 
up  yet. 
"No,  not  yet,"  said  the  kindergarten  teacher;  "I  am  sure  it  is  too 
cool  for  her  now.     When  she  wakes  she  will  want  to  find  the  weather 


LITTLE    FOLKS'    LAND  4^1 

very  warm  and  flowers  in.  bloom  and  especially  plenty  of  leaves  on  the 
trees,  for  I  believe  she  will  go  back  to  see  the  old  elm  tree.  If  she 
should  lay  any  eggs  for  her  baby  caterpillar  to  come  out  of,  why,  she 
will  lay  them  on  the  elm  leaves,  I  feel  very  sure,  because  she  will 
remember  how  she  liked  them  when  she  was  a  caterpillar,  and  of  course 
her  babies  will  like  the  same  kind  of  leaves.  No,  no,  it  is  too  early 
for  our  princess  to  wake  just  yet,  but  if  you  will  find  a  golden  key  and 
lock  your  lips,  I  will  tell  you  a  story  about  a  pretty  butterfly — how 
will  that  do?" 

You  know  these  children  were  always  ready  for  a  story,  so  they 
locked  their  lips  and  folded  their  hands  and  sat  as  still  as  still  could 
be,  so  everybody  could  hear,  and-  then  the  kindergarten  teacher  began. 

"Once-upon-a-time  there  was  a  beautiful  swallowtail  butterfl}'. 
Here  name  was  Bluette,  because  of  the  shades  of  blue  on  her  wings, 
and  she  had  slept  through  the  long  winter  months,  just  as  our  Princess 
sleeps  now,  though  their  cradles  were  ot  a  different  kind.  Bluette 
waked  in  June,  and  she  was  very  happy  when  she  flitted  over  the  stone 
wall  into  the  old  garden,  where  many  flowers  grew. 

"  'Come  to  us,  Bluette,'  the  roses  said,  'we  love  you  so.' 

"  'Come  to  us,  Bluette,'  said  the  lilies  white,  'dip  down  into  our 
cups,  and  get  ycu  something  sweet.' 

"  'Come  to  us,  Bluette,'  said  the  smiling  pinks,  'we  will  let  you 
kiss  our  baby  buds.' 

"  'And  don't  forget  us,  Bluette,'  said  the  gay  nasturtiums;  'we 
love  you,  too.' 

"So  Bluette  would  flit  by  to  see  them  all,  and  sometimes  she  would 
carry  their  golden  powder  across  to  other  flowers,  because  that  was 
the  way  she  helped  them,  you  know.  But  one  bright  morning  when 
the  flowers  called,  Bluette  did  not  stop,  but  flew  quickly  over  the  old 
stone  wall  into  the  orchard  and  flitted  in  and  out  among  the  trees. 

"  'Good  morning,  Bluette,'  said  the  apple  tree;  'see,  I  have  shaken 
off  my  pretty  pink  blossoms,  and  have  my  baby  seeds  wrapped  up  m 
tiny  green  apples — they  are  my  babies,  Bluette;  aren't  they  the  dearest 
ones  in  all  the  world  ?' 

" 'Ever^-one  thinks  their  babies  are  the  dearest,'  said  Bluette;  'I 
am  out  hunting  a  place  to  lay  my  eggs,  and  then  I'll  have  some  babies, 
too — the  dearest  in  all  the  world.' 

"So  Bluette  fltted   on   through  the  orchard,  and   darted   over  the 


482  KINDERGARTEN    MAGAZINE. 

fence,  and  flitted  through  the  sun-lit  woods,  until  at  last  she  came  to  a 
tall  sassafras  bush,  and  there  she  stopped. 

"  'I  have  come  to  ask  you  to  take  care  of  my  eggs  for  me,'  said 
Bluette.  'I  shall  have  to  go  away  when  I  lay  them,  and  can  not  watch 
until  they  are  hatched.' 

"  'I  am  always  glad  to  help,'  said  the  sassafras  bush,  'but  wouldn't 
it  be  best  to  lay  them  in  the  garden  on  the  celery  or  parsley  stalks?' 

"  'No,  no,'  said  Bluette,  'that  would  be  a  fine  place  for  7/20^-/  of  the 
swallowtail  butterflies,  but  I  would  rather  leave  my  eggs  with  you,  if 
you  will  promise  to  care  for  them.' 

"  'I  will  do  the  best  that  I  can,'  said  the  sassafras  bush,  'though 
I  have  never  cared  for  any  babies  except  my  own.  Just  lay  them  there 
on  my  leaves,  and  perhaps  you  had  better  lay  them  on  the  under  side, 
where  the  rain  will  not  wash  them  away.  I'm  sure  I  could  not  pick 
them  up  if  they  fall.' 

"  'Oh,  I'll  fix  that,'  said  gay  Bluette.  'See,  Til  glue  them  down, 
and  they  will  stay  right  where  I  place  them  until  the  babies  are  hatched.' 

"'And  what  must  I  do  when  the  babies  are  hatched?'  said  the 
sassafras  bush.  'If  you  are  far  away,  I  should  know  just  how  to  care 
for  them.' 

"  'Oh,'  laughed  Bluette,  'you  need  not  worry  about  them  in  the 
least !  My  babies  will  care  for  themselves,  if  you  will  only  give  them 
enough  leaves  to  eat — and  I  shall  thank  you  ever  so  much.' 

"  'Very  well,'  said  the  sassafras  bush.  'If  it's  leaves  they  like  to  eat, 
I  have  plenty  to  spare,  and  they  may  eat  as  much  as  they  please.' 

"Then  pretty  Bluette  laid  some  wee,  wee,  wee  eggs — very  tiny, 
indeed — on  the  sassafras  leaves,  and  away  she  flitted  over  the  heads  of 
nodding  grasses." 

"And  did  the  babies  really  hatch  out?"  asked  Joe-Bo}'. 

"To  be  sure  they  did !"  said  the  kindergarten  teacher,  "but  then, 
that's  another  story  to  be  told  some  other  day." 

Of  course,  there  was  a  merry  butterfly  game  after  that,  when  some 
of  the  children  were  flowers  and  some  were  sassafras  bushes  and  one 
was  Bluette  flitting  here  and  there.  And  before  they  went  home  that 
day,  everyone  had  made  a  clay  leaf,  showing  the  tiny,  tiny  eggs  like 
what  Bluette  had  laid. 


LITTLE    FOLKS'    LAND  483 

Bluette's  Babies 

fVednesday 

NOW  the  sassafras  bush  had  never  seen  any  butterfly  babies, 
though  she  had  heard  about  them,  and  even  knew  that  different 
butterflies  chose  different  kinds  of  plants  to  lay  their  eggs  on. 

"Anyway,  I  am  very  glad  that  Bluette  chose  me,  said  the  sassafras 
bush,  for  I  shall  watch  those  eggs  and  soon  know  for  myself  just  how 
a  butterfly  bab}-  looks.  I  suppose,  of  course,  they  will  be  tiny  dark  blue 
butterflies,  just  like  their  mother,"  she  said. 

"I  know  chickens  come  out  of  eggs,  and  always  favor  their  mother. 
And  I  know  birds  come  out  of  eggs,  too,  for  I  ha\'e  hidden  their  nests 
among  my  leaves,  and  I  have  seen  the  eggs  and  the  baby  birds  and  they 
favor  their  mother,  so  of'  course  Bluette's  babies  will  look  like  her." 

But,  dear  me,  as  you  must  know,  that  sassafras  bush  was  very 
much  mistaken,  for  when  Bluette's  eggs  hatched  out  only  a  few  days 
later,  guess  what  came  out  of  them  ? 

"Worms!  worms  I"  said  the  sassafras  bush,  "so  sure  as  I  am  alive, 
those  little  crawling  things  are  worms! — who  would  have  believed   it!'' 

And  Joe-Boy  was  almost  as  surprised  as  the  sassafras  bush  had  been, 
and  so  were  Charlotte  Anne  and  the  other  children — they  were  so  sur- 
prised they  did  not  know  what  to  do,  and  they  wanted  to  know  what 
the  sassafras  bush  did. 

"Well,  Bluette's  babies  were  not  irorms,  e\'en  if  the  sassafras  bush 
did  think  so,"  said  the  kindergarten  teacher.  "They  were  caterpillars,  as 
all  baby  butterflies  are,  and  though  the  sassafras  bush  was  very  much 
surprised,  she  decided  to  take  care  of  the  babies  anyway,  because  she 
had  promised  Bluette,  and  promises  should  be  kept,  you  know — at  least 
that's  what  the  sassafras  bush  thought — so  she  did  her  best  to  care  for 
Bluette's  queer  babies." 

"Help  yourselves  to  my  leaves,  little  ones,"  she  said,  "but  whatever 
you  do,  don't  fall  on  the  ground.  I  promised  jour  mother  to  care  for 
you,  though  I  wish  she  were  here  to  glue  you  down.  I  am  not  used 
to  babies  who  are  always  crawling  about.  My  babies  stay  right  where 
I  place  them  and  never  do  they  think  of  moving  unless  a  breeze  swings 
them." 

But  Bluette's  babies  did  not  wait  for  the  breezes  to  swing  them^ 
at  least,  not  then — and  when  the  sassafras  bush  told  them  to  help  them- 


484  KINDERGARTEN    MAGAZINE. 

selves  to  her  tender  leaves  they  all  began  tumbling  and  scrambling  over 
one  another,  hunting  the  leaves  they  liked  best,  and  they  ate  so  many 
and  got  so  fat,  why,  one  day  they  popped  their  coats  right  down  the  back, 
and  it  tickled  the  sassafras  bush  so,  she  shook  her  slender  brown  twigs 
In  laughter. 

"Dear  me,  little  ones,"  she  said,  "don't  be  greedy  there  are  leaves 
enough  for  all! — and  who  will  mend  your  coats,  now,  that  they  are 
torn?" 

"But  the  sassafras  bush  needn't  have  worried  about  those  torn 
coats,  because  every  one  of  Bluette's  babies  had  a  new  one  right  under- 
neath, even  newer  and  brighter  than  the  ones  they  had  ripped,  and  a 
better  fit,  too.  Anyway  they  kept  on  eating  day  after  day,  and  at  night 
curled  up  in  little  w^ads  on  the  leaves  and  went  to  sleep.  At  sunrise  the 
next  morning,  they  w^ere  always  as  hungry  as  ever,  and  went  straight  to 
eating  leaves  again,  and  then  the  first  thing  you  knew,  why,  they  had 
gotten  too  big  and  fat  for  their  coats  again,  and  ripped  them  open  right 
down  the  back,  and  the  sassafras  bush  was  very  much  astonished  to  see 
more  new  coats  right  underneath  for  every  one.  But,  do  you  know, 
they  went  right  straight  to  eating  again  ? 

"Look  here,  little  ones,  listen  to  me,"  said  the  sassafras  bush,  shak- 
ing them  gently  on  her  leaves.  "You  must  not,  must  not  eat  so  much! 
The  first  thing  I  know,  you  will  split  those  new  coats  open,  too,  and 
how  do  I  know  you  will  have  any  more?  Your  mother  might  be  back 
here  any  day  and  I  want  her  to  find  you  neat  and  clean — do  you  hear?" 

I  do  not  know  whether  Bluette's  babies  understood  or  not,  but 
anyway  they  soon  stopped  eating  and  curled  up  for  a  nap,  and  the 
sassafras  bush  drew  a  long  sigh  and  was  happy. 

"How  large  and  fine  they  are  growing,"  she  said,  "and  the  blue 
spots  on  their  fresh  green  coats  makes  me  think  of  the  blue  on  their 
mother's  wings — how  I  wish  she  could  see  them  now,  pretty  Bluette!" 

Bluette's  Smallest  Baby 

Tliursday 

WHEN  Bluette's  babies  waked  up  the  next  morning  they  did 
what   they   always   did — ate!      They   seemed    as   hungry   as 
ever,  and  by  and  by  one  caterpillar  said  to  another  cater- 
pillar: 

"Let's  crawl  down  to  the  ground  and  hunt  for  another  sassafras 
bush." 


LITTLE    FOLKS'    LAND  485 

So  the  largest  baby  started  first,  and  crawled  from  the  leaves  to 
the  trunk  of  the  bush  and  the  other  babies  followed  close  behind. 

"Come  back,  little  ones,"  said  the  sassafras  bush,  quickly;  "do  not 
run  away.  Your  mother  asked  me  to  take  care  of  you,  and  how  can  I 
if  you  crawl  away?" 

But  Bluette's  babies  did  not  seem  to  hear,  for  down  the  trunk  they 
crawled,  one  behind  the  other,  until  the  ground  was  reached,  and  through 
the  grass  they  hurried,  never  stopping  a  single  minute,  while  the  sassafras 
bush  kept  calling,  "Come  back,  little  ones,  come  back!" 

One  of  Bluette's  babies  heard — the  very  smallest  one — and  crawling 
back  up  the  branches  said:  "I  will  stay  with  you,  dear  sassafrash  bush. 
You  have  taken  good  care  of  me,  and  I  love  you ;  I  should  like  to  stay 
always." 

"Thank  j-ou,  little  one,"  said  the  sassafras  bush;  "I  promised  Bluette 
I  would  care  for  you  all,  and  I  am  sure  I  have  done  my  best.  I  am 
sorry  the  others  have  left  me,  for  when  Bluette  comes  back  she  will  miss 
them,  and  think  I  did  not  keep  my  promise." 

"But  I  shall  be  here  to  tell  her,"  said  the  baby,  "and  then  she  will 
know.    Tell  me  about  my  mother;  do  I  look  like  her?" 

"No,  no,  no,"  said  the  sassafras  bush,  "not  the  least  little  hit! 
Why,  your  mother  was  the  most  beautiful  butterfly  I  ever  saw!  She 
could  fly  like  a  bird,  and  the  blue  on  her  scalloped  wings  was  dark  and 
rich — you  would  think  her  a  stray  sunbeam  floating  through  the  air. 
The  flowers  and  the  ferns  and  the  grasses  all  loved  her  because  she  was 
kind  and  always  ready  to  help." 

"Oh,  I  wish  I  had  wings  like  my  mother's,"  said  the  baby  cater- 
pillar.    "Do  you  think  I  ever  will?" 

"I  am  afraid  not,"  said  the  sassafras  bush,  gently;  "I  have  never 
seen  a  worm  with  wings,  though  it  does  seem  strange  to  me  that  all  of 
Bluette's  babies  should  be  without  wn'ngs,  and  look  so  little  like  her. 
I  have  never  understood  it,  and  have  wondered  and  wondered." 

"Well,  I  wish  I  did  have  wings,  anyway,"  said  the  baby,  and  then 
he  crawled  away  to  the  edge  of  a  leaf  and  began  eating  little  scallops 
in  it.  For  many  days  he  stayed  on  the  sassafras  bush  alone,  growing 
larger  and  plumper  each  day,  and  then  all  at  once  Bluette's  baby  cater- 
pillar grew  tired  and  sleepy,  and  did  not  feel  like  eating  any  more.  His 
coat  was  no  longer  bright  green,  but  was  a  rich  yellow,  and  there  were 
eyespots  of  black  in  buff  rings,  and  a  tinv  pair  of  orange  colored  horns. 


486  KINDERGARTEN    MAGAZINE. 

which  he  kept  hidden.  "This  is  the  prettiest  coat  you  have  worn  yet," 
said  the  sassafras  bush,  "but  if  you  do  not  feel  like  eating,  I  am  afraid 
you  are  sick." 

"No,  I  am  not  sick,  but  I  am  too  sleepy  to  stay  awake  another 
minute,"  said  Bluette's  baby  caterpillar;  "I  feel  as  if  I  could  sleep  for- 
ever." 

Then,  the  next  thing  the  sassafras  bush  knew,  why,  Bluette's  baby 
had  spun  a  silken  girdle  like  the  letter  V  around  his  body  and  fastened 
it  tightly  to  a  twig,  and  noivhere  could  you  see  his  tiny  feet,  nor  his 
pretty  orange  horns  as  he  swung  in  the  slender  chrysalis  cradle  which 
his  coat  had  seemed  to  change  to. 

"Well,"  said  the  sassafras  bush,  "now,  wasn't  that  a  sight!  Bluette's 
babies  are  the  most  wonderful  babies  that  ever  I  saw.  Why,  they 
seem  to  have  everything  they  need  right  inside  of  them — their  coats 
wear  out  or  get  too  small  and  split  open ;  but  there  is  another  one  under- 
neath, all  ready.  They  get  sleepy,  and  want  a  cradle,  and  these  same 
wonderful  coats  seem  to  change  somehow  into  a  cradle  and  they  swing 
themselves  up  in  it  by  a  strong  silken  cord — as  safe  and  as  snug  as  you 
please!  Well!  Well!  Well!  I'd  just  like  to  know  where  those 
other  run-a-way  babies  swung  themselves!" 

Where  do  you  suppose  they  did? 

The  Surprise  of  the  Sassafras  Bush 

»  Friday 

WELL,  I  can  not  tell  you  just  what  became  of  Bluette's  other 
babies,  but  I  know  they  must  have  grown  too  sleepy  to  eat, 
too,  and  when  they  had  found  a  pleasant  place  swung  them- 
selves up  by  a  silken  girdle  and  slept  in  their  chrysalis  cradles,  just  as 
the  one  on  the  sassafras  bush  did — because  that  is  about  the  way  all 
butterfly  babies  do.  I  am  glad  the  sassafras  bush  found  out  Bluette's 
babies  were  not  worms,  too.  Mr.  Jaybird  cold  her  that.  One  day  he 
was  flying  by  hunting  acorns,  and  the  sassafras  bush  called  to  him  to 
come  see  what  a  queer  cradle  Bluette's  baby  was  sleeping  in. 

"Why,  to  be  sure,"  said  Mr.  Jaybird,  "I  knew  Bluette  myself — a 
most  beautiful  swallowtail  butterfly — her  eggs  hatch  into  caterpillars, 
and  the  caterpillars  change  into  chrysalids — that  is  the  queer  cradle  you 
see  hanging  there." 


LITTLE   FOLKS'    LAND  487 

"Well,  well,"  said  the  sassafras  bush,  "how  very  strange!  And 
how  long  will  it  be  before  this  caterpillar  baby  wakes  up?" 

"Oh,  well,"  said  Mr.  Jaybird,  "I'm  sure  I  can  not  tell.  Some  of 
them  sleep  longer  than  others,  but  I  think  the  butterflies  like  Bluette 
wake  early  in  June.  And  when  Bluette's  caterpillar  wakes  up,  you  will 
find  he  is  no  longer  a  caterpillar,  but  something  else  very  like  his 
mother." 

"What!"  said  the  sassafras  bush,  "why,  butterfly  babies  are  the  most 
wonderful  things  I  ever  heard  of!  Pray,  if  this  baby  of  Bluette's  isn't 
a  caterpillar  when  he  wakes  up,  what  will  he  be?" 

"Why,  a  butterfly  like  his  mother,  to  be  sure,"  said  Mr.  Jaybird; 
"a  blue  swallowtail !  Really,  it  is  very  wonderful,  and  I  have  often 
thought  they  must  feel  something  like  a  fairy  to  go  to  sleep  a  creeping, 
crawling  caterpillar  and  wake  up  with  a  pair  of  beautiful  silken  wings, 
to  go  waltzing  through  the  air." 

"Well,"  said  the  sassafras  bush,  "I  grow  more  and  more  surprised! 
And  so  that  is  the  beginning  of  all  butterflies?" 

"That's  it,"  said  Mr.  Jaybird,  "and  now  I  must  be  going."  So 
away  he  flew. 

By  and  hy  the  days  grew  cold,  and  the  sassafrash  bush  dropped  her 
crimson  leaves  one  by  one  to  the  ground,  and  went  to  sleep  herself,  for 
the  cold  winter  months,  holding  Bluette's  baby  snug  among  her  twigs. 
And  they  slept  and  they  slept  and  they  slept.  When  the  spring  came, 
the  sassafras  bush  was  the  first  to  wake  and  dressed  herself  in  a  robe  of 
yellow  blossoms.  Then  she  peeped  over,  and  was  glad  to  see  that 
Bluette's  baby  was  still  safe  and  lay  sleeping  in  his  chrvsalis  cradle.  She 
watched  him  swinging  there  through  the  early  spring  months  and  then 
decked  herself  in  fresh,  green  leaves,  but  still  Bluette's  baby  slept  on, 
and  the  sassafras  bush  said:  "I  am  afraid  !Mr.  Jaybird  was  mistaken, 
and  this  caterpillar  baby  will  never  wake  up." 

But  he  did.  Yes,  yes,  for  it  happened  early  one  June  morning,  and 
the  dear  sassafras  bush  was  the  first  one  to  know  about  it.  "^  ou  see,  it 
began  to  grow  warm  in  the  chrysalis  cradle,  and  one  morning  Bluette's 
baby  stretched  and  stretched  his  tiny  self  and  said,  "How  warm  it  is! 
Somehow  I  feel  hungr>^  again,  but  I  don't  feel  like  a  caterpillar  any  more, 
and  I  don't  feel  like  eating  leaves  exactly.  It  seems  to  me  something  sweet 
like  honey  would  taste,  fine,  and  I  feel  as  if — oh,  I  feel  as  if  I  were  out 


488  KINDERGARTEN    MAGAZINE. 

of  this  cradle,  I  could  fly  away  up  high,  high  in  the  sky!  I  just  believe 
111  try!" 

So,  he  pushed  right  out  of  that  chrysalis  cradle,  and  only  guess! 
Yes,  sir,  he  had  a  pair  of  wings!  And  they  were  dark  rich  blue,  just 
like  his  mother's.  And  the  sassafras  bush  was  so  surprised,  she  did  not 
know  what  to  do!  And  Bluette's  baby  was  so  proud  because  he  was  a 
butterfly  like  his  mother,  that  just  as  soon  as  his  wings  were  dry  and 
strong  he  fluttered  all  over  the  sassafras  bush  and  kissed  the  leaves,  and 
then  flitted  through  the  orchard  and  over  the  stone  wall  into  the  old 
garden  where  the  flowers  bloomed  and  they  nodded  and  called  to  him, 
just  as  they  had  called  to  Bluette  the  summer  before,  and  he  was  glad 
to  taste  their  sweet  nectar  juice. 

"See,  mother,"  said  a  little  child  who  was  playing  in  the  garden; 
"see,  there  is  the  first  blue  swallowtail  I  have  seen  this  summer.  What 
a  pretty,  pretty  butterfly!" 

"Oh,  oh,  I  wish  our  Princess  would  wake  up  right  now,"  said 
Joe-Boy,  "so  we  can  see  if  she  can  fly,  too,  and  if  she  looks  like  Bluette." 

Of  course  you  know  the  Princess  will  know  how  to  fly,  when  she 
wakes  up,  but  then  she  will  not  look  so  very  much  like  Bluette  because 
she  will  be  larger  and  have  brown  wings — anyway,  moths  and  butter- 
flies are  not  just  exactly  alike,  are  they?  To  be  sure,  they're  not;  any- 
body with  sharp  eyes  can  tell  that  fact — could  you? 

Program  for  Seventeenth  Week — Life  History  of  the  Butterfly. 

The  Princess 

Monday 

Circle  talk,  songs  and  games:  Are  you  tired  of  hearing  of  things  that 
grow  and  change?  I  don't  believe  you  are,  for  zve  keep  growing 
and  changing,  don't  we?  and  so,  of  course,  we  love  to  talk  about 
other  things  that  grow  and  change.  (Show  cocoon  and  ask  chil- 
dren to  find  and  bring  one  like  it  next  day.)  Today  we  will  have 
a  story  of  something  that  grew  and  changed.  We  have  talked 
about  it  before  and  it  isn't  a  flower. 

Game:     "The  Caterpillar." 

Gift  period :    Model  Cocoon. 

Occupation:    Drawing,  crayons.     Cocoon.     Preserve  for  butterfly  book. 

Bluette's  Eggs 

Tuesday 
I  wonder  how  many  of  our  children   have  bright  eyes  for  finding   a 


LITTLE    FOLKS'    LAND  489 

cocoon?  How  many  have  been  brought  this  morning?  (Compare 
chrj'salis  and  cocoon.     Instrumental  lullaby.     Houser.) 

Game:     Dramatize  story. 

Gift  Period:    Modelling,  leaf  and  eggs. 

Occupation:  Folding,  butterfly  ("Bluette").  Instrumental  music. 
Grieg's  Butterfly. 

Bluette's  Babies 

Wednesday 

Circle  talk,  songs  and  games:     Show  sassafras  and  elm  leaves,  and  com- 

par-e. 
Game:    Dramatize  story. 
Gift  period:     Free  cutting.     Leaves  of  sassafras  bush  for  decoration  of 

book  cover. 
Occupation:     Drawing,  crayons.     Picture  of  Bluette's  babies. 

Bluette's  Smallest  Baby 

Thursday 

Circle  talk,  songs  and  games:     Compare  again   chrysalis  and   cocoon. 

Do  you  know  what  sleeps  in  cocoon  ?     Do  you  know  what  sleeps 

in  chrysalis? 
Game:    To  instrumental  music.     (To  stress  difference  between  chrysalis 

and  cocoon.)      A  group  of  children  fly  as  moths  and,,  butterflies. 

Kindergarten  teacher:     "We  will  play  that  these  butterflies  and 

moths  can   talk  to  me.      Now    (touching  some  child)    are  you   a 

butterfly  or  a  moth?     Where  do  you  sleep?     Why   do  you  like 

best  to  fly?" 
Gift  period:     Modelling.     Chrysalis  and  cocoon. 
Occupation:     Drawing — Water  color.     Bluette's  smallest  baby  in  his 

changed  coat  of  yellow,  orange  colored  horns,  etc. 

The  Surprise  of  the  Sassafras  Bush 

Friday 

Circle  talk,  songs  and  games:     Show  pictures. 
Game  and  song:     "The  Caterpillar." 


490  KINDERGARTEN    MAGAZINE. 

A  LAST  YEAR'S  PROGRAM. 

luella  a.  palmer,  new  york  city. 

April.  • 

t 

Teacher s  Thought — Broadening  of  children's  lives  by: 

1.  Observation  of  changes  due  to  the  coming  of  spring. 

2.  Planting  and  caring  for  plants. 

3.  Development   of    appreciation   of   the   mystery   and   beauty   in 
spring's  awakening. 

First  Week. 
Topic — Farmer. 

Picture —  ( Blackboard. ) 

Song — The  Chicken    ("Small  Songs  for  Small  Singers").     Feed- 
ing the  Chickens  ("Nature  Songs  for  Children"). 
Story — Go   Sleep    Story    ("In    the   Child's   World").      Farmyard 

Gate   (Mother  Play). 
Rhyme — Little  Yellowhead    (Small  Songs). 
Game — Planting.     Finger  plays — Pigs.     Hen  and  Chicken. 
Rhythm — Highsteppers    ("Characteristic  Rhythms"). 
Monday. 

Circle — Farmer's  work,   sorting  seeds   and   ploughing. 
Occupation — Folding  plough.      1.  Difficult.     2.  Easy. 
Gift — Sand,  ploughing. 
Occupation — Peaswork. 

I)uring  the  circle,  bird's  seed  was  planted  in  a  long  box.  This 
seed  was  chosen  for  two  reasons:  because  it  germinates  very  rapidly 
and  because  the  children  can  see  how  impossible  it  would  be  to 
plant  each  seed.  Later  they  can  understand  that  the  farmer  must 
scatter  small  seeds  instead  of  putting  them  in  the  ground  separately. 
The  earth  was  not  prepared  for  the  children,  and  so  they  were 
led  to  think  that  if  they  needed  to  dig  so  hard  to  break  the  caked 
earth  even  after  it  was  watered,  the  farmer  would  need  a  large 
implement  with  strong  help  even  after  the  rain  had  softened  the 
soil.  A  farm  scene  was  begun  in  the  sand  box  by  building  a  fence 
around  a  toy  farmhouse  made  of  boards  and  by  marking  off  the 
fields.  On  Wednesday  of  this  week  a  wooden  barn,  with  its  hay- 
loft, was  placed  in  the  box  and  toy  animals  of  various  farmyard 
varieties  were  enclosed  within  a  fence.     Later  when  the  grain  and 


A  LAST  YEAR'S   PROGRAM.  491 

vegetables  were  planted  they  were  placed  in  the  box  until  at  the 
end  of  a  few  weeks  there  was  a  flourishing  farm.  The  nasturtiums 
and  other  flowers  were  kept  in  another  window.  The  terrarium, 
with  its  moss,  twigs  and  anemones,  stood  in  a  corner.  These  city 
children  were  thus  enabled  to  gain  a  vague  idea  of  the  difference 
between  farm,  garden  and  woods,  or  plants  for  use  and  plants  for 
beauty,  the  former  being  subdivided  into  vegetables  and  grain  and 
the  latter  into  wild  and  cultivated.  Practical  classification  precedes 
the  scientific. 
Tuesday. 

Circle — Sights    and   sounds   in    the   country.      The   experiences   of 

Benny  Brown,  the  farmer's  son. 
Gift — Third  and  fourth.     Sequence,  farmer's  house,  fence,  school- 
house,   trees,   bridge. 
Occupation — Drawing,  rake  and  shovel. 
Occupation — Cutting   rake   and   shovel. 

The    blackboard    picture   was   changed    during    this   week    by 
rubbing   off   the    remaining   snow   and    introducing    the   figure    of 
Mr.  Brown  ploughing  a  field.     Some  of  the  animals  were  drawn 
in  the  farmyard  as  they  were  mentioned. 
Wednesday. 

Circle — Farmer's  care  of  animals.     What  they  eat  and  drink. 
Gift — Seeds. 

Occupation — Fold  barn,  from  large  stiff  paper. 
Occupation — Cut  animals. 
Thursday. 

Circle — Bennie's  hunt  for  eggs.     Nests  in  the  straw. 

Gift — 1.     Fifth,  suggestion,  farm  and  yard;  beads  used  for  animals. 

2  and  3.     Third  and  fourth  suggestion. 
Occupation — Drawing   chickens.      (Several   stuffed     chickens    had 

been  brought  by  children.) 
Occupation — Cutting  chickens. 

In  the  circle,  corn  was  planted  by  the  children.     During  game 
time,  the  children  were  sent  out  of  the  room  while  a  few  hid  imita- 
tion eggs;  upon  the  return  they  all  joined  in  an  exciting  hunt  for 
the  straw  nests  and  their  treasures. 
Friday. 

Circle — Hen's  care  of  eggs  and  little  chickens.     Planting  of  wheat. 


492  KINDERGARTEN    MAGAZINE. 

Gift — Triangular  tablets,  row  of  coops. 
Occupation — Folding  coop. 
Occupation — Pasting  triangles. 

Second  Week. 
Topic — Spring  awakening. 

Picture — Fishes  (Mother  Play). 

Song — The  Fish  in  the  Brook  (Mother  Play).     Waiting  to  Grow 
("Song  Echoes,"  fourth  verse,  "No  seed's  so  small  or, hidden 
so  well"). 
Story— A  Surprise  ("In  Child's  World"). 
Game — Fishes.     Frog  ("Songs  of  Child  World").     Stream.    (The 

Brook,  "Music  for  Child  World,"  Vol.  I.) 
Rhythm— Yishti  (Silver  Fishes,  "Music  for  Child  World,"  Vol  I.) 
Monday. 

Circle — Ducks  and  where  they  like  to  live.     Planting  onions. 
Gift — Beads. 

Occupation — Clay,  modelling  onion. 
Occupation — Singing. 
Tuesday. 

Circle — Our  fishes,  their  color,  motion,  food.     Planting  potato. 
Gift — 1.     Fifth  dictation. 

2.  Sixth,  free. 

3.  One-third  of  sixth,  free. 
Occupation — Drawing  fishes. 

Occupation — Cutting  fishes.     Pasting  on  blue  paper. 
Wednesday. 

Circle — Fishes  in  brook,  where  they  have  been  all  winter.     Planting 

beans. 
G///— Shells. 

Occupation — Drawing  aquarium. 
Occupation — Clay,  suggestion,  seeds  and  basket. 
Thursday. 

Circle — Waking  of  frog  and  toad.    Frog's  home  in  country.    Ponds, 

brooks,  stones.     Planting  peas. 
Gift — 1    and   2.     Fifth,   dictation   and  imitation,   boat    (paper  for 
sail). 
3.     Third  and  fourth,  imitation,  boat. 
Occupation — Drawing  boat. 


A  LAST  YEAR'S   PROGRAM.  493 

Occupation — Folding  boat. 
Friday. 

Circle — All  things  mentioned  that  are  glad  of  spring  weather. 

Gift— First. 

Occupation — Clay,  free,  suggestion  ball. 

Occupation — Walk  around  block. 

Third  Week. 
Topics — Birds. 

Picture — Barnswallows. 

Song — May    Song    ("Holiday    Songs,"    first    and     second     verses). 

Little  Birdie  ("Small  Songs  for  Small  Singers"). 
Story — The  Birdie  that  Tried  (''Boston  Collection").   God  is  good. 
Rhyme — April  showers. 
Game — Spring  awakening    ("Music  for  Child   World,"   V^ol.    I). 

Return  of  birds   (Birds  in  Autumn,  "Holiday  Song  Book"). 

Nesting  (Thy  Little  Birds,  "Holiday  Song  Book"). 
Rhythm — Flying. 
Monday. 

Circle — Our  growing  seeds ;  what  helped  them  grow  ? 
Gift — Sand,  twigs. 
Occupation — Cutting,  free. 
Occupation — Walk  to  sec  birds  building  nest. 
Tuesday. 

Circle — Why  birds  building  nest?     Where?     How? 
Gift — Third  and  fourth,  suggestion,  objects  seen  on  walk. 
Occupation — Drawing,  tree  and  nest. 
Occupation — Cutting  tree. 
Wednesday. 

Circle — Care  of  little  birds  by  father  and  mother. 
Gift — Thread   game. 
Occupation — Drawing  nest  of  oriole. 
Occupation — Clay,  nest. 
Thursday. 

Circle — Growing  of  little  birds,  their  first  flight. 
Gift— I.     Sixth,  free. 

2.  Fifth,  dictation. 

3.  One-third  of  fifth,  free. 
Occupation — Cutting,  circle,   like  snail. 
Occupation — Blowing  soap  bubbles. 


494  KINDERGARTEN    MAGAZINE. 

Friday. 

Circle — Birds  in  park;  what  can  be  fed  to  them? 
Gift — Seeds,  suggestion,  tree,  nest. 
Occupation — Clay,  apple. 
Occupation — Singing. 

During  the  circle  period  a  nest  was  placed  in  the  top  of  the 
Christmas  tree.  One  by  one  the  children  climbed  up  to  peep  in  it. 
If  they  pretended  that  eggs  were  in  it,  they  descended  again  very 
carefully,  but  if  the  birds  had  flown  away  and  the  nest  was  empty 
they  took  it  away. 

Fourth  Week. 
Topic — Pigeons. 

Picture — Pigeons. 

Song — ^There  was  once  a  little  birdie  ("Song  Echoes,"  two  verses, 

adapted).     The  Little  Plant  ("Song  Echoes"). 
Story — Billy  Bobtail. 

Game — Travelers.     Pigeon's  Flight  ("Holiday  Songs"). 
Rhythm — (Military  commands,  To  the  rear,  face,  etc.) 
Monday. 

Circle — What  birds  see  when  they  fly;  where  they  return. 
Gift — Second,  sense  game.      (Other  objects  also  used.) 
Occupation — Clay,   free. 
Occupation — Peaswork. 
Tuesday. 

Circle — Circling  pigeons  seen  above  housetop.     Flight,  call.     Coun- 
try home,  pigeon  house. 
Gift — 1  and  2.     Sixth,  dictation  and  imitation,  pigeon  house. 

3.     One-third  of  fifth,  pigeon  house. 
Occupation — Drawing  pigeons.      (Suggestion,  pigeon  house.) 
Occupation — Folding,  pigeon  house,  fastened  to  a  splint  held  up- 
right in  spool. 
Wednesday. 

Circle — What  children  see  when  they  travel;  where  they  return. 
Gift — 1  and  2.     Sixth,  suggestion,  something  seen  on  trolley  ride. 

3.     One-third  of  fifth,  suggestion. 
Occupation — Clay,  flower  pot. 
Occupation — Singing. 


EARLY   SPRING   PLAN— APRIL.       '  495 

Thursday.  

Circle — What  is  seen  far  away  in  four  directions. 

Gift — 1  and  2.     Fifth,  suggestion,  trains  and  boats. 

Occupation — Drawing,  something  seen  on  journey  or  a  conveyance. 

Occupation — ^Peaswork. 
Friday. 

Circle — Bunny,  his  actions  and  food. 

Occupation — Drawing,   bunny. 

Occupation — Clay,  bunny. 

Occupation — Painting  clay  flowerpot. 

A  little  white  rabbit  had  been  loaned  to  us  for  the  last  three 

days  of   this  week.      We  watched   him   all   during   this   time,   and 

merely  summed  up  the  observations  during  the  circle  period.     After 

the  clay   flowerpots  were   painted,   the   children   filled    them   with 

earth  and  then  planted  the  seeds  that  they  preferred,  choosing  by 

the  picture  of  the  flower  that  the  seed  was  said  to  produce. 


EARLY  SPRING  PLAN:  APRIL. 

CAROLINE  W.   BARBOUR,   SUPERIOR  NORMAL  SCHOOL,  WISCONSIN. 

General  Subject:  Spring  and  its  wonderful  happenings.  The  signs 
of  the  coming  of  spring  all  about  us,  as  shown  in — 

( 1 )  Out-of-door  happenings  in  weather,  winds,  sun  and 
skies,  and  upspringing  life. 

(2)  The  Easter  holiday  occurrences,  and  the  children's  in- 
terest in  them. 

(3)  Changes  in  children's  games. 

Note:  A  plan  of  work  which  shall  try  to  sound  the  keynote  of  chil- 
dren's interests,  meets  many  difficulties  at  this  season.  Life  is  full 
now  of  coming  things,  and  many,  many  interests  and  activities  are 
appealing  to  the  children.  The  problem  is,  to  make  a  plan  suf- 
ficiently broad  and  sympathetic  enough  to  meet  and  enrich  the  vital 
interests  of  this  wonderful  time  of  mystery,  change  and  growth, 
while  at  the  same  time  it  serves  as  an  organized  basis,  offering  the 
right  amount  of  variety  in  the  table-work. 

So  we  will  try  to  present  in  each  week's  work  some  phases  of 
the  nature  changes,  the  changes  in  children's  games,  and  the  general 
Easter  interest,  as  well  as  continuing  with  our  new  doll-house, 
getting  all  the  decorating  done  this  month. 


496  •       KINDERGARTEN    MAGAZINE. 

Motive:  To  interpret  each  "happening"  as  a  sign  of  the  coming  of 
spring,  one  more  way  of  saying  "Spring  is  coming;  Spring  is  here!" 
This  will  present  in  simple  form  the  idea  that  everything,  no 
matter  how  seemingly  detached  or  isolated,  is  obedient  to  the  law 
of  change  and  growth,  so  that  even — 

"In  the  snowing,  and  the  blowing, 

In  the  keen  and  cutting  sleet, 
Little  flowers  begin  their  growing, 
Far  beneath  our  feet." 

Our  Easter  Thought:  Spring,  Easter,  is  the  expression  of  joyous,  re- 
newed activities,  of  upspringing  life  and  more  power  to  do.  The 
whole  of  life  celebrates  Easter,  and  everything  has  its  own  Easter 
Day.  "The  seeds  and  flowers  are  waking  now,"  but  not  necessarily 
on  our  Easter  day.  The  butterfly  may  not  spread  its  wings  on 
Easter  Sunday,  and  unless  the  children  can  get  this  other  thought, 
there  might  be  a, sense  of  confusion.  It  is  possible  for  them  to 
understand  it,  a  little,  through  so  many  nature  illustrations.  Our 
Easter  Day,  filled  with  rejoicing,  beautiful  music  and  fragrant 
flowers,  comes  on  such  a  Sunday.  B-ut  the  caterpillar's  Eastertime 
is  when  it  is  a  butterfly,  spreading  wings  in  the  blue  air,  instead  of 
crawling  on  the  ground;  the  sleepy  buds  and  seeds  have  their 
Easter  when  they  waken  to  leaves  and  flowers ;  and  the  brown 
bulb  in  the  "great  brown  house"  celebrates  its  Easter  Day  when  it 
lifts  a  lily  blossom  to  the  sunshine  for  us  to  enjoy. 

Ga?ries:  (1)  Play  children's  games  of  marbles,  tops,  balls,  jumping 
rope,  kite  flying,  etc. 

(2)  Use  them  in  rhythmic  games,  to  music  and  to  rhyme; 
i.e.,  bouncing  ball  to  "one,  two,  buckle  my  shoe,"  and 
"Jack  and  Jill." 

(3)  Interpretative    nature    games,    very    simply   worked    out, 

relating  fall  songs  of  going  to  sleep,  with  spring  ones  of 
awakening. 
Music:     For  interpretation,  group  of  musical  stories  about  nature,  rain 
fairies,  wind,  etc.     "Music  for  the  Child's  World."      For  listening: 
Mendelssohn's  "Spring  Song." 
Songs:      New  prayer.    "Hymn''  in  "Music  for  the  Child's  World." 
Easter  Song:    "The  seeds  and  flowers  are  sleeping  sound."     Hill.     (We 
adapt  last  lines  to  read,  "This  is  our  Easter  Day.") 


EARLY   SPRING   PLAN— APRIL.  497 

Game  Song:  "The  Spinning  Top,"  in  "Songs  and  Scissors."  Gaynor, 
Group  of  Nature  Songs,  to  be  introduced  at  the  moment  of  interest, 
when  the  first  "pussies"  are  brought  in,  or  a  robin  has  been  seen: 
"Little  Pussy  Willow";  "The  Tulips";  "Birth  of  the  Butterfly"; 
"Daffy-Down-Dilly" ;  "Robin,  Robin,  Redbreast,"  Gaynor;  "Cater- 
pillar and  Moth,"  Hill  (used  as  a  complete  game). 
Stories:    The  Sleeping  Beauty. 

Fable  of  the  Sun  and  the  Wind. 
The  Sleeping  Princess. 
The  Egg  Hunt. 

-VIother  Goose  Village  Stories,  by  M.  Bigham. 
Rhymes:     "This  is  little  Yellowhead."     Niedlinger.     "I  saw  you  toss 

the  kites  on  high."     R,  L.  Stevenson. 
Puzzle : 

"I  know  of  a  baby  so  small  and  so  good, 
She  sleeps  in  a  cradle,  as  good  babies  should — 
Sleep,  baby,  sleep. 
"I  know  of  a  mother,  so  kind  and  so  warm. 
She  covers   this  baby   from  all   cold  and   harm — 
Sleep,  baby,  sleep. 
"When  winter  is  over,  the  rain  and  the  light 
Are  calling  this  baby  with  all  their  might — 
Wake,  baby,  wake!" 

— Tomlinj. 

Suggestions  for  Table-JVork,  classified  for  topics,  but  not  arranged 
for  the  separate  weeks'  work : 

L  General  signs  of  the  coming  of  spring;  weather  observations, 
and  observation  of  many  things  "waiting  to  grow."  Plant  boxes  and 
pots  for  the  indoor  gardening;  plant  out-of-doors  where  such  work  is 
possible ;  care  for  as  many  blossoming  pots  of  flowers  as  we  can  obtain 
from  the  greenhouse. 

n,  Easter  suggestions:  (1)  A  beautiful  Easter  room-border  can 
be  made  by  the  children;  just  rows  of  tulips  in  brown  pots,  alternating 
red  and  yellow  flowers  and  light  and  dark  green  stems ;  by  experiment- 
ing with  folding  an  oblong  and  cutting  the  children  can  make  fine 
flower  pots,  and  a  more  or  less  conventional  tulip ;  then  cut  a  number  at 
once,  and  mount  in  border  fashion  on  strips  of  dark  green  drawing 
paper.  (2)  White  cardboard  chicken-coops,  with  little  yellow  balls 
of  cotton  for  chicks ;  a  bit  of  green  "grass,"  mounted  on  a  dark  cardboard, 
will  make  an  Eastern  souvenir;  or  (3)  "butterfly"  Easter  baskets;  cut, 
fold  and  tie  in  delicate  colors  of  cardboard  and  zephyrs ;  line  with  soft 


498  KINDERGARTEN    MAGAZINE. 

paper  and  fill  with  candy-eggs.  (4)  Candy  Easter  eggs*,  cooked  and 
molded  by  the  oldest  group  for  the  rest.  (5)  "Humpty  Dumpty" 
posters,  or  drawing  and  paintings. 

III.  Signs  of  spring  shown  through  changes  in  the  games  children 
play.  Tops,  marbles,  balls  and  skipping  rope  seem  to  be  among  the 
earliest  favorites,  also  bean-bag  throwing;  then  in  connection  with 
what  the  wind  can  do,  kites  and  pin-wheels. 

1.  Ball  games  J  with  first  and  second  gift;  hard  and  soft  balls. 

2.  Action  drazving  in  playing  ball,  flying  kites,  jumping  rope  leads  to 

very  good  results,  since  interest  in  the  activity  makes  the  effort  to 
express  it  very  definite. 

3.  Clay  modeling  for  tops,  marbles  and  balls,  together  with  decorating 
in  colors  and  baking  to  take  home. 

4.  Sewing  bean-bags  and  marble  bags.  Little  children  can  cut  holes 
in  a  circle  of  cloth,  string  a  colored  thread  through  and  have  a  very 
satisfactory  marble  bag. 

5.  Posters  of  kite-flying;  free  cutting  and  crayoning  for  kites  and  tops, 

developing  decorative  ideas  in  color  and  arrangement. 

6.  Constructing  real  kites;  hardwood  slats  for  frames,  with  string  tied 
around  outer  edges  to  make  a  firm  outline ;  tissue  paper  of  various 
colors,  decorated  with  surprise  cuttings  or  with  "faces"  made  of 
parquetry  pasted  as  eyes,  nose  and  mouth.  With  a  good  tail,  these 
fly  very  well  for  such  little  kites.  Pin  wheels  can  be  made  addi- 
tionally effective  by  placing  in  front  of  the  colored  square  for  the 

*  pin-wheel,  a  white  or  contrasting  color  surprise  cutting.     When 
the  pin-wheel  is  whirled  the  result  is  very  pretty. 

IV.  JFork  on  the  doll-house  will  be  carried  on  throughout  the 
month,  applying  decorative  ideas  in  connection  with  our  nature  work. 
For  instance,  conventionalized  tulip  or  other  flower  borders  can  be  used 


*Recipe  for  candy  eggs.     (Can  be  made  on  the  table,  since  there  is  no 
real  cooking  to  do.) 

1  egg  yolk.  _  ■ 

3  tablespoons  orange  juice  and  the  grated  rind. 

Powdered  sugar. 

Put  yolk,  orange  juice  and  rind  into  a  bowl  and  stir  in  sugar  to  make 
stiff  enough  to  mould  into  the  little  "yolks"  for  the  candy  eggs. 

1  white  of  egg. 

^4  tablespoonful  peppermint. 

Powdered  sugar. 

Stir  as  before,   coloring  if  wished,  with  a  fruit  coloring  paste.     Mold 
this  about  the  yolks. 

This  recipe  will  make  about  twenty  little  eggs,  for  the  Easter  baskets. 


EARLY   SPRING   PLAN— APRIL. 


499 


in  making  an  "upper  third"  decoration  for  parlor  or  dining  room. 
Surprise  cuttings  of  brown  or  green  tissue  pasted  on  scrim  or  denim 
can  be  used  for  portieres  and  curtains.  Group-work  will  be  done  in 
weaving  rugs  of  oriental  wools,  and  a  raf?ia  "matting"  rug  for  the 
dining-room. 

Since  the  doll-house  is  to  be  a  permanent  bit  of  furnishing  in  the 
kindergarten  room,  the  teacher's  taste  should  guide  the  general  choice  and 
arrangement  of  colors,  that  the  effect  of  the  painted,  papered  and  car- 
peted house  may  be  pleasing  and  harmonious  in  color.  There  are 
plenty  of  details  to  be  added  later  on  which  w^ill  satisfy  the  children's 
interest  in  variety  of  colors.  We  expect  to  have  the  doll-house  ready 
for  furniture  b_v  the  end  of  April. 


FRIEDRICH    FROEBEL. 
COURTESY    C.    H.    DOERFLIXGER,    MILWAUKEE,    WI; 


A  SUMMER  OUTDOOR  CLASS. 

JULIA  E.  PECK,  MONTPELIER,  VT. 

FOLLOWING  is  an  account  of  a  summer  school  for  children  held 
last  year,  with  details  of  its  working.  It  was  held  four  morn- 
ings in  the  week  from  nine  to  eleven,  for  six  weeks,  beginning 
the  middle  of  June,  and  the  fourteen  children  who  made  up  the  class 
averaged  seven  years. 

The  first  thing  done  was  to  start  a  garden.  Beds,  3x4  feet,  had 
been  laid  out,  one  for  each  child,  and  small  garden  tools  and  watering 
pots  were  supplied.  After  the  plans  were  talked  over  with  the  chil- 
dren, and  all  had  watched  one  boy  start  his  planting  under  the  direc- 
tion of  the  teacher,  each  one  went  to  work.  The  ground  was  first 
raked  over,  then  five  sticks  were  stuck  in  at  equal  intervals  on  two 
sides  of  the  beds,  and  the  rows  were  made  by  means  of  a  stick,  with 
a  suitable  board  laid  down  across  the  bed  as  a  guide.  Two  rows  of 
beets,  two  of  radishes,  and  one  of  lettuce,  were  planted,  and  except 
for  watering,  no  more  gardening  was  done  until  the  following  week. 
The  children  were  so  impatient  for  the  seeds  to  grow  that  they  wel- 
comed a  rain  which  came  the  second  day,  even  wishing  it  would  rain 
"every  day";  and  on  the  following  Monday  when  they  ran  to  the  gar- 
den and  found  the  little  green  shoots  peeping  out  of  the  ground,  they 
danced  up  and  down  and  clapped  their  hands  in  delight. 

In  the  meantime  and  throughout  the  six  weeks,  a  great  variety  of 
pursuits  were  in  progress.  The  day  usually  began  with  a  talk  on 
some  nature  subject,  the  children  eagerly  contributing  what  they  knew, 
and  the  teacher  helping  to  organize  and  add  to  it.  Some  songs  and 
poems  were  learned,  and  subjects  were  often  presented  or  amplified 
by  means  of  pictures,  stories,  or  music.  The  stories  were  largely  myths 
and  fairy  tales,  the  poems  were  from  standard  writers.  Drawing,  paint- 
ing, paper  cutting,  etc.,  served  as  a  medium  for  expression  of  the  ideas 
gained,  and  this  work  even  on  rainy  days  was  done  out  of  doors  on 
a  large  piazza.  Several  times,  paper  and  pencils  were  taken,  and  draw- 
ings from  nature  made  by  the  small  artists  on  nearby  hills. 

Excursions  usually  had  a  special  object  in  view,  such  as  to  watch 
for  birds,  to  gather  wild  flowers,  to  take  a  look  at  neighboring  gardens, 
but  often  the  incidental  discoveries  were  of  as  great  import.     One  dav 


A   SUMMER   OUTDOOR    CLASS.  501 

it  was  a  colony  of  ants  beside  an  old  stump,  at  another  time  a  snail 
sunning  himself  on  a  rocic.  Butterflies  were  caught  and  freed  again, 
and  bees  at  work  watched  and  studied.  An  introduction  to  zoology 
was  given  when  some  polished  and  curious  shaped  stones  in  the  dry 
bed  of  a  brook  attracted  attention,  and  the  question  was  asked  "What 
makes  them  so  smooth  and  have  such  queer  shapes?" 

One  morning^  a  day  or  two  after  the  telling  of  the  story  "A  Les- 
son of  Faith"  (by  Mrs.  Gatty),  a  maple  branch  brought  in  by  one 
of  the  children,  proved  to  be  the  habitation  of  a  caterpillar  exactly  like 
the  nice  conscientious  green  one  which  figured  in  the  story.  The  diffi- 
culty in  locating  it  because  of  its  similarity  in  color  to  the  leaves  on 
which  it  fed,  led  to  the  subject  of  protective  coloration.  Other  illus- 
trations were  discovered  by,  or  pointed  out  to,  the  children,  and  pic- 
tures of  notable  instances — where  it  was  a  puzzle  to  distinguish  between 
animal  and  plant  life — aroused  great  interest. 

A  number  of  bird  houses  on  the  premises,  with  their  small  tenants, 
wrens,  bluebirds,  and  sparrows,  and  a  robbin's  nest  in  the  woodbine  vines 
of  the  porch,  afforded  constant  delight,  as  did  the  dish  of  water  which 
the  birds  used  for  drinking  and  bathing  purposes.  The  children  made  a 
variety  of  bird  houses  from  kindergarten  blocks — the  Fifth  and  Sixth 
Gifts.  "See,  mine  is  made  for  a  bluebird!"  one  child  would  say,  ex- 
hibiting a  little  box  house  with  opening  near  the  top — the  kind  which 
he  had  learned  that  bird  would  select.  Another  would  have  a  house 
with  a  very  tiny  hole  "for  wrens,"  and  he  explained  that  the  hole 
was  so  small  other  birds  could  not  get  in. 

After  a  talk  about  bees  one  day  the  children  were  given  blocks  and 
all  went  to  work  making  bee-hives,  some  of  them  making  flower  beds 
adjoining,  where  the  bees  could  go  for  their  honey.  That  they  played 
this  way  was  proof  of  their  interest  in  the  subject.  Personal  interest  is 
the  basis  of  knowledge,  and  its  stimulation  along  broad  lines  was  the 
chief  aim  of  the  teacher.  At  the  same  time  there  was  definite  knowl- 
edge in  view.  The  plan  for  gardening  was  to  show — (1)  What  na- 
ture does  for  the  plants,  i.  e.,  the  influence  of  sun,  rain  and  air,  and 
the  provision  of  nourishment  in  the  cotyledons  and  in  the  earth;  (2) 
what  we  must  do  to  secure  good  results,  i.  e.,  provide  the  right  kind 
of  soil,  plant  properly,  water,  keep  out  weeds,  and  keep  the  soil  loose; 


502  KINDERGARTEN    MAGAZINE. 

(3)  different  ways  of  starting  growth,  i.  e.,  from  the  seed  or  by  trans- 
planting, grafting,  and  by  cuttings.  A  few  simple  experiments  were 
tried,  such  as  planting  seeds  in  sawdust,  in  wet  cotton,  in  a  sponge; 
excluding  a  plant  from  light,  attempting  to  sprout  a  seed  with  an 
insufficient  supply  of  air,  etc.  A  plant  with  leaves  all  turned  in  one 
direction  was  placed  with  its  back  to  the  sun,  and  the  slow  turning 
of  the  leaves  toward  the  light  observed. 

An  outline  of  what  was  learned  about  birds  would  be :  ( 1 )  What 
they  can  do  for  themselves,  i.  e.,  choose  suitable  place  for  nest,  such  as 
tree,  barn,  ground,  bush,  eaves,  bird-houses,  sand  bank  and  cliff,  in 
places  safe  from  cats  and  boys,  near  water,  sheltered  from  sun  and 
rain ;  also  build  nest — variety  of  materials  used  and  different  ways  of 
building,  and  care  for  young.  (2)  What  we  must  do  if  we  wish  to 
have  them  about,  i.  e.,  the  provision  of  houses,  water,  food,  and  ma- 
terial for  nests.  (3)  We  wish  to  have  them  because  they  delight  with 
their  beauty  and  song,  destroy  harmful  insects,  and  give  us  an  oppor- 
tunity for  watching  their  home  life. 

All  that  was  learned  was  through  actual  observation,  or  the  rea- 
soning out  of  causes  from  effects  produced.  Knowledge  so  gained  is, 
we  all  know,  the  kind  which  is  most  likely  to  endure.  The  aim  stated 
in  full  was,  first,  to  develop  the  child's  natural  interest  in  nature  and 
quicken  his  powers  of  observation;  second,  to  give  him  some  practical 
knowledge  of  gardening,  and  an  acquaintance  with  the  names  of  the 
common  vegetables  and  flowers;  third,  to  impart  a  knowledge  of  bird 
life,  and  cultivate  ability  to  distinguish  and  name  a  number  of  the 
common  varieties;  fourth,  to  bring  out  the  relation  between  different 
things  in  nature — bees,  butterflies  and  flowers,  birds  and  trees,  etc. — 
and  to  make  manifest  some  of  the  laws  of  growth. 

From  the  personal  experience  of  gardening  on  a  small  scale,  it  was 
an  easy  step  to  our  universal  dependence  upon  the  agricultural  pro- 
fession, or  the  farmer,  but  right  here  a  curious  fact  was  brought  to 
light.  The  children  had  never  thought  back  further  than  the  store 
as  the  source  of  our  food  supplies,  and  when  asked  "But  where  does 
the  grocery  man  get  his  vegetables?"  the  only  solution  seemed  to  be 
that  he  must  have  a  garden  back  of  his  store.  To  trace  all  food  back 
to  the  farmer  proved  very  interesting. 

One  day  they  brought  toys  from  home  and  constructed  a  farm  in 
the  long  box  of  sand  provided  for  them  in  the  garden.     Waving  blades 


A   SUMAIER   OUTDOOR   CLASS.  503 

of  grass  stuck  into  the  sand  made  a  cornfield,  while  sprays  of  asparagus 
with  its  red  berries  served  to  give  the  appearance  of  an  apple  orchard. 
These  were  fenced  in  with  sticks,  and  a  pen  tor  the  donkey,  and  yards 
for  the  various  other  animals,  built.  Near  the  farm  house  a  small 
flower  bed  was  laid  out,  resplendent  in  its  real  bachelor  button  and 
pansy  blossoms.  A  path  from  the  front  door  led  to  a  spring,  a  dish 
of  water  formed  a  pond,  and  a  long  road  following  the  course  of  a 
river,  lead  to  "town."  The  people  on  the  place  were  small  wooden 
pegs,  but  the  ladies,  gowned  in  poppy  petals,  looked  quite  proud  and 
unsuited  to  the  hard  tasks  of  the  farm.  When  the  work  was  com- 
pleted, various  activities  of  farm  life  were  carried  out  in  play,  the  horses 
w^ere  harnessed  to  the  ha}"  wagon,  loads  of  grass  were  brought  in,  etc..  etc. 

The  garden  in  which  the  children's  beds  were  made  contained 
nearly  every  variety  of  common  vegetable  and  flower,  and  was  the  spe- 
cial care  and  pride  of  "grandfather,"  as  this  kind  old  man  came  to  be 
called.  It  was  grandfather  who  whittled  the  sticks  that  were  used 
for  the  beds,  who  fashioned  small  boards  for  use  in  the  sand  box,  who 
was  out  at  sunrise  to  pick  flowers  for  the  children,  who  was  never 
heard  to  say  "Be  careful"  or  "Don't  go  there."  He  trusted  them, 
and  not  a  plant  was  trodden  by  careless  feet,  nor  a  flower  picked  with- 
out permission  ;  they  flitted  about  as  harmless  as  butterflies. 

After  the  little  vegetable  gardens  were  well  under  way  a  flower 
bed  was  started,  all  helping  in  common.  Mignonette,  candytuft,  and 
marigold  were  planted,  these  chosen  because  of  their  rapid  growth. 
As  for  the  vegetables,  the  radishes  matured  very  quickly,  and  proud 
indeed  were  the  gardeners  when  they  carried  them  home.  The  lettuce 
was  next  to  be  gathered,  but  the  beets  were  not  ready  tor  harvesting 
until  some  time  after  the  session  ended. 

The  idea  of  summer  schools  for  children  is  so  recent  that  all  work 
in  that  line  must  be  simply  experimental,  and  this  account  is  only  sug- 
gestive of  what  may  be  done.  The  joy  of  the  children  was  such  as 
to  give  assurance  that  it  was  an  attempt  in  the  right  direction. 


FROM  THE  EDITOR'S  DESK. 

Milwaukee  promises  an  exceedingly  rich  program  as  will  be  seen 
by  reference  to  the  pages  in  the  current  number.  It  is  to  be  hoped 
that  kindergartners  are  sufficiently  alive  to  their  opportunities  to  attend 
in  large  numbers.  It  will  be  seen  that  most  of  the  subjects  deal  with 
fundamental  questions  that  must  be  considered  by  every  kindergartner. 

What  more  important  at  this  time  when  many  are  inclined  to 
label  child-study  as  a  "fad"  than  to  consider  seriously  what  are  the 
merits  and  demerits  of  the  child-study  methods,  under  the  leading  of 
a  psychologist  of  Dr.  Angell's  standing. 

Those  who  heard  Dr.  Gulick's  lectures  in  Chicago  this  winter 
will  vouch  for  the  value  of  his  address  on  the  "Instinct  Feelings  at 
Play,"  though  that  particular  lecture  they  may  not  have  heard. 

A  thoughtful  and  open  discussion  of  games  and  plays  with  regard 
to  their  real  value  in  meeting  the  physical  requirements  of  the  child 
and  the  use  and  danger  of  dramatization,  rhythm  and  marches  will 
mean  much  to  the  thoughtful  and  conscientious  kindergartner,  who 
wants  to  bring  the  best  to  her  children,  whether  it  be  old  or  new,  but 
is  perhaps  uncertain  as  to  the  best  because  uncertain  of  her  psycholog- 
ical knowledge. 

The  training-teacher's  conferences,  too,  go  to  the  root  of  questions 
vital  to  the  best  interests  of  the  kindergartner  and  the  parent's  con- 
ference will  surely  bring  us  much  nearer  a  solution  of  the  many  ques- 
tions which  are  facing  us  at  present  and  which  assuredly  keep  us 
from  getting  mentally  or  spiritually  rusty. 

Let  us  show  our  appreciation  of  this  fine  opportunity  by  attend- 
ance in  person,  and  by  bringing  our  quota  of  enthusiasm  and  our  con- 
tribution, however  small,  to  the  growing  fund  of  experience  and  knowl- 
edge.    Do  not  come  alone  in  the  spirit  of  getting,  but  of  giving  also. 

It  is  to  be  regretted,  for  the  sake  of  the  new  insight  that  comes 
of  contact  with  those  who  think  radically  differently  from  ourselves 
that  there  is  not  a  larger  representation  of  the  eastern  schools  upon 
the  program,  but  it  seems  to  have  been  impossible  to  get  the  speakers 
for  this  time  and  place. 

We  trust  that  the  visitors  will  bear  in  mind  the  suggestion  made 
by  the  president  last  year  of  wearing  a  hat  tasteful  and  becoming,  of 


FROM  THE  EDITOR'S  DESK.  505 

course,  but  still  sufficiently  appropriate  to  the  occasion  to  allow  of 
being  taken  ofE  and  if  necessary'  held  in  the  lap,  or  crushed  into  a 
pocket  in  order  not  to  interfere  with  our  neighbor's  point  of  view. 
At  the  present  writing  it  looks  as  if  toboggan  caps  would  be  in  order. 
Possibly  by  April,  spring  rains  may  have  given  place  to  March  blizzards. 

Teachers,  parents,  school  superintendents  and  citizens  generall}-, 
whether  living  in  the  city  or  the  countr}^  are  practically  interested  or 
should  be,  in  the  paper  we  print  this  month  by  O.  J.  Kern,  superin- 
tendent of  schools  for  Winnebago  County,  111.,  on  the  "Industrial 
Training  Best  Suited  to  the  Country  Child." 

Whatever  ultra  conservatives  may  say  or  think,  industrial  train- 
ing has  come  to  stay  and  it  now  behooves  us  all  to  help  each  other 
as  rapidly  as  possible  to  determine  by  trial  by  what  means  and  methods 
to  bring  to  the  child  this  training  in  its  best  form. 

The  three  R's  will  no  longer  hold  the  child,  nor  will  they  fit  him 
to  cope  with  the  new  problems  arriving  at  his  doors  with  every  turn 
of  the  wheels  of  invention. 

As  both  writers  point  out  in  their  respective  papers,  which  show 
the  subject  viewed  from  two  sides,  industrial  training  can  make  for 
both  culture  and  for  efficiency. 

To  be  a  good  workman  in  one's  own  line  is  not  enough.  One 
must  know  something  of  his  neighbor's  work  and  interests  in  order  to 
be  a  wise  voter  and  all-round  citizen. 

To  be  a  good  speller,  accountant  and  reader  of  the  daily  paper 
is  well ;  but  to  be  a  good  citizen  we  need  something  else  beside  the 
ability  to  run  up  a  column  of  figures  accurately  or  read  the  baseball 
column,  or  the  stock  and  bend  departments  of  the  paper.  We  need 
to  be  able  in  any  emergency  to  do  at  once  the  thing  to  be  done. 

We  recall  hearing  Mr.  Tomlins,  the  wonderful  leader  of  chil- 
dren's choruses,  say  once  that  the  well-trained  and  efficient  person  must 
be  like  the  skilful  fencer,  ready  to  spring  in  any  direction,  forward, 
back,  to  this  side  or  that,  as  his  opponent's  move  made  necessar}^  but 
always  in  complete  possession  of  and  control  of  mind  and  body. 


606  KINDERGARTEN    MAGAZINE. 

The  teacher  who  regards  industrial  training  as  an  opportunity  for 
development  of  soul  and  mind  and  body  will  make  it  a  means  of  put- 
ting the  child  in  perfect  possession  of  himself.  Then,  called  upon  sud- 
denly to  prove  his  loyalty  to  his  country,  whether  as  soldier  or  teacher, 
street-cleaner  or  worker  on  a  distant  canal,  whether  as  farmer  or  physi- 
cian, when  the  test  comes  he  will  be  equal  to  it,  because  the  average 
citizen  will  then  have  both  skill  and  insight,  sympathy  and  capacitj^, 
judgment  and  decision.  With  our  boys  and  girls  thus  educated  we 
will  need  no  large  standing  army  because  the  qualities  needed  in  the 
good  soldier  will  be  inherent  in  all  citizens. 

We  call  attention  to  the  culture  of  the  Guild  of  Play  found  on 
another  page.  A  spring  festival  will  offer  an  excellent  opportunity 
for  a  beginning. 

It  is  a  pleasure  to  record  that  the  Col.  George  Walther,  who  did 
so  much  in  a  quiet  way  to  prove  the  worth  of  kindergarten  principles, 
when  principal  of  a  Milwaukee  public  school,  is  not  deceased,  as  was 
stated  last  month  in  Mr.  Doerflinger's  article,  but  is  still  with  us, 
though  he  had  neglected  to  announce  himself  when  the  general  request 
was  put  in  the  Milwaukee  papers.  We  hope  he  will  greet  us  at  Mil- 
waukee. 


NOTICE! 

In  order  to  simplify  matters  in  our  subscription  department  we  suggest 
that  those  in  arrears  for  a  month  or  more  so  arrange  that  their  subscrip- 
tions shall  extend  to  and  expire  in  June,  1906.  While  new  subscribers,  by 
having  their  year  begin  with  September,  1905,  can  secure  all  of  the  serial, 
"Little  Folks'  Land."  This  will  put  many  names  in  the  September,  1906, 
list  which  are  now  scattered  through  several  months,  and  will  greatly  oblige 
the  publishers. 


AN  EXPERIMENT. 

HILDA    BUSICK,    NEW    YORK    CITY. 

We  returned  to  our  kindergarten  room  on  the  day  after  Easter.  It 
was  a  joy  to  be  there  in  the  glorious  sunshine  which  flooded  it.  The  half 
hour  before  nine  o'clock  was  spent  in  looking  over  our  plants  to  see  how 
well  they  had  been  cared  for  during  our  absence,  to  note  the  new  leaves, 
to  see  how  the  buds  on  the  little  maple  tree,  on  the  horsechestnut,  sumach, 
apple  and  other  branches  had  burst  their  tender  green  leaves  to  greet  us ; 
in  measuring  the  radishes  planted  before  the  holiday  and  now  grown  two 
inches  tall ;  in  wondering  why  they  grew  so  much  faster  than  the  beans  and 
corn  we  had  planted  at  the  same  time;  in  examining  the  saxafrage  with  its 
sturdy  white  blossoms ;  in  planting  the  violets,  spring  beauty,  adder's  tongue, 
and  jack-in-the-pulpit  brought  from  the  woods ;  in  watering  the  sweet  pea, 
nasturtium,  pansy,  and  morning  glories  which  the  children  had  planted  in 
individual  flower  pots.  These  they  brought  back  to  kindergarten  after 
Easter  that  we  might  all  be  interested  in  each  other's  success.  Twenty-six 
children  went  about  the  room  with  ''Ohs"  and  "Ahs"  and  other  exclama- 
tions of  delight.  Two  lilies  were  also  in  bud  and  blossom,  and  we  must  not 
forget  our  cocoons  in  their  conspicuous  place  in  the  cabinet. 

The  children  had  brought  their  Easter  gifts,  rabbits,  chickens,  eggs, 
baskets ;  but  these  were  quietly  set  aside  with  the  remark,  "We  shall  look 
at  them  later,"  so  that  nothing  might  draw  their  attention  from  the 
beauties  of  nature. 

When  we  went  to  the  ring  each  one  was  at  liberty  to  relate  any  of  the 
week's  experiences.  Some  had  been  to  church,  had  seen  the  flowers  there  or 
in  the  stores,  but  very  few  knew  the  name  of  the  beautiful  Easter  lily;  some 
had  been  down  town  to  buy  Easter  clothes ;  some  had  helped  in  the  spring 
house  cleaning ;  most  had  played  in  the  streets ;  but  not  one  told  why  the 
church  was  decorated,  except  for  the  "entertainment,''  nor  spoke  of  the 
Sunday-school  hymns,  nor  mentioned  the  smallest  thing  that  could  .be  asso- 
ciated with  the  real  significance  of  the  day.  On  the  other  hand,  came  re- 
peated requests  to  "look  at  the  children's  things" ;  and  this  was  not  mere 
curiosity,  it  was  an  expression  of  the  fact  that  flve-year-old  children  want 
the  concrete  and  understand  the  present ;  they  do  not  live  in  the  past,  though 
it  were  only  yesterday;  nor  in  the  future,  be  it  only  tomorrow.  So  we 
looked  at  the  children's  Easter  gifts.  Then  came  real  enthusiasm.  There 
were  large  and  small  bunnies,  hens  and  chicks,  Easter  eggs  of  many  varieties 
and  baskets  containing  nests.  Every  ear  and  every  eye  was  attentive;  there 
was  not  a  yawn,  not  the  least  intimation  of  disinterestedness. 

I  had  prepared  a  story  of  the  awakening  seedlings,  that  their  experience 
could  help  them  understand,  and  of  the  purity  of  the  lily  as  its  color  might 
suggest,  and  of  the  butterfly.  I  recalled  a  beautiful  picture  of  the  Easter 
lily  and  butterfly  which  I  had  seen  upon  a  kindergarten  blackboard.  I  knew 
the  story  that  had  been  told  to  the  children,  so  I  decided  to  gather  together 
sufficient  courage  to  give  the  story  to  my  children.  This  I  had  planned  at 
home  at  my  desk, — theory;  but  when  I  came  face  to  face  with  the  problem, 


508  KINDERGARTEN    MAGAZINE. 

with  twenty-six  pairs  of  glowing  eyes,  and  twenty-six  minds  eager  for  a 
story  which  they  could  understand,  my  courage  deserted  me,  for  I  dreaded 
to  see  those  eyes  become  listless  because  the  subject  matter  of  the  story 
was  to  them  somewhere  "in  the  clouds."  So  the  lily  remains  to  my  little 
ones  a  sweet  smelling  flower,  its  symbolic  meaning  will  be  understood  later ; 
the  butterfly's  life  history  will  be  complete  when  it  comes  from  the  cocoon. 
Instead  of  this  story  then,  we  had  the  story  of  the  Easter  bunny,  and  during 
the  game  period  we  left  our  room  while  the  good  rabbit  hid  some  real 
Easter  eggs   for  us ;   then  we  had  an   "egg  hunt !" 


AMERICAN  GUILD  OF  PLAY.* 

HOW  TO  FORM   A   LOCAL  GUILD. 

1.  Any  adult  interested  in  the  subject  of  Play  may  call  a  meeting  for 
organization. 

Decide  on  what  age  children  you  will  include  in  the  group.  Set  a  time 
and  place  for  regular  weekly  meetings.  Make  a  temporary  organization  m 
which  the  children  may  share  by  selecting  leader  or  secretary  for  the  week 
or  month,  appoint  monitors,  etc. 

2.  Keep  to  the  typical  folk  and  national  games  during  the  first  meetings, 
playing  and  learning  folk  singing  games  from  the  English,  American,  French 
and  other  play  lore;  Swedish  dancing  games,  schoolroom,  public  playground 
and  standard  street  games.  For  clubs  of  older  boys  encourage  the  athletic 
games  with  men  for  leaders  or  teachers. 

3.  When  class  is  well  started  and  new  games  under  way,  occasionally 
have  a  child  show  a  game  played  by  children  of  the  neighborhood.  In  this 
way  you  can  best  get  acquainted  with  the  current  games  of  the  neighborhood. 

4.  Keep  a  list  of  all  games  played,  gradually  introducing  new  types  and 
forms.  In  this  way  you  can  avoid  too  much  repetition  and  make  your  plans 
educational  and  progressive. 

5.  Instruct  the  children  in  the  general  points  of  the  games  played,  (a) 
as  to  their  content,  whether  industrial,  social,  military,  etc. ;  (b)  as  to  their 
form,  whether  ring,  line,  circle  or  square.  In  this  way  the  types  of  thought 
and  form  are  kept  pure  and  a  good  deal  of  the  ordinary  demoralization  of 
games  avoided. 

6.  As  the  work  advances  ask  different  members  to  propose  games  already 
learned  and  to  lead  in  playing  them.  This  will  encourage  leadership  and 
independent  play  among  the  children.  Rules  of  the  games  making  for  "fair 
play"  and  good  order  should  be  early  instituted  among  the  children. 

7.  In  this  work  of  organized  play,  after  giving  a  variety  of  games, 
notice  the  choice  of  the  children  as  to  favorite  games.  Find  out  why  they 
like  them,  and  make  records. 

S.  All  the  play  of  a  group  or  guild  should  lead  up  to  a  climax  in  a 
festival  of  play  in  connection  with  the  season  or  other  historic  or  social 
occasion.  This  will  give  objective  interest  and  make  for  unified  effort  in 
the  work,  and  extend  the  interest  in  the  community. 

9.  The  festivals  of  the  year  should  be  especially  studied  in  regard  to 
traditions  and  customs  of  different  countries  and  nationalities.  When  the 
games  of  the  special  time  or_  country  are  given  it  would  be  well  to  represent 
costume  and  other  characteristic  features. 

10.  Keep  this  plan  and  present  a  short  report  at  the  yearly  meetino-  of 
the  American  Guild  of  Play  at  the  Summer  School  at  Knoxville,  Tenn.  * 

^Organized  at  Knoxville,  Tenn..  July,  1905.  Mari  Ruef  Hofer,  President 
Next  meeting  at  Knoxville,  summer  of  1906. 


I 


THIRTEENTH  ANNUAL  MEETING  OF  THE  INTERNATIONAL 

KINDERGARTEN  UNION,  TO  BE  HELD  AT  MILWAUKEE, 

WISCONSIN,  APRIL  3,  4,  5  AND  6,  1906. 


Headquarters — Hotel  Pfister.     Place  of  Meeting — Plymouth  Church. 


OFFICERS. 

President — Mrs.  James  L.  Hughes,  68  Henry  street,  Toronto,  Canada. 
Vice-President — Mrs.  Mary  Boomer  Page,  40  Scott  street,  Chicago. 
Second  Vice-President — Miss  Alice  E.  Fitts,  Pratt  Institute,  Brooklyn,  N.  Y. 
Recording  Secretary — Miss  Mabel  McKinney,  76  Olive  street,  Cleveland,  Ohio. 
Corresponding  Secretary — Mrs.   Susan   Harriman,  134   Newbury  street,   Bos- 
ton, Mass. 
Auditor — Miss  Ella  Elder,  86  Delaware  avenue,  Buffalo,  N.  Y. 

SOCIAL  COMMITTEE. 

General  Chairman — Mr.  August  S.  Lindemann,  President  Milwaukee  School 

Board. 
Vice-Chair  man — Mrs.  Hannah  R.  Vedder. 
Treasurer — Mr.  A.  G.  Wright. 
Secretary — Airs.  Mary  E.  Hannan,  President  Milwaukee  Froebel  Union. 

CHAIRMEN  OF  SUB-COMMITTEES. 

Arrangements — Nina  C.  Vandewalker. 

Finance — Mr.  A.  G.  Wright. 

Reception  and  Information — Airs.  M.  A.  Boardman. 

Social  Functions — Miss  Ellen  C.  Sabin. 

Entertainment — Miss  Cora  Ramsey. 

Press— ^Ir.  R.  B.  Watrous. 

Badges  and  Printing — Aliss  Mary  E.  Hannan. 

Music— Mv.  H.  O.  R.  Siefert. 

Exhibits — Mr.  Albert  E.  Kagel. 

Decoration— Mrs.  C.  B.  Whitnall. 

Auditing — Mr.  Jeremiah  Quinn. 

The  International  Kindergarten  Union  comes  to  Milwaukee  at  the 
invitation  of  the  Milwaukee  School  Board,  the  Froebel  Union,  the  Principals' 
Association,  the  Teachers'  Association,  the  Alission  Kindergarten  Association, 
the  College  Endowment  Association,  the  State  Normal  School,  and  the  State 
Department  of  Public  Instruction.  The  Milwaukee  kindergartners  and  their 
friends  extend  a  most  cordial  invitation  to  the  members  of  the  I.  K.  U.,  to 
the  kindergartners  throughout  the  country,  and  to  the  educators  of  Wisconsin 
to  attend  the  meeting. 


510  KINDERGARTEN    MAGAZINE. 

PRELIMINARY  PROGRAM. 


Monday,  April  2,  2:30  p.  m. — Board  meeting. 

Tuesday,  April  3,  9:30  a.  m. — Club-room  Hotel  Pfister,  meeting  of  Com- 
mittee of  Nineteen,  Miss  Lucy  Wheelock,  Chairman. 

Tuesday,  April  3,  2  p.  m. — German-English  Academy.  Conference  of  train- 
ing teachers  and  supervisors.  Miss  Bertha  Payne,  School  of  Educa- 
tion, U.  of  C,  Chairman.     Closed   session. 

A  discussion  on  the  Training  of  Kindergartners  Under  Differing 
Conditions. 

I.  The  Kindergarten  Course:  (a)  In  the  Normal  School;  (b)  in 
the  University  or  College;  (c)  in  the  specific  Kindergarten  Training 
school. 

I.  The  Advantages  and  Disadvantages  in  Each  Case.  2.  Problems 
of  Adjustment.  Curriculum,  Credits,  Degrees,  and  Diplomas. 

Miss  Lucy  Browning,  the  University  of  Chicago;  Miss  Lucy  Gage, 
Epworth  University,  Oklahoma ;  Miss  Margaret  Giddings,  Denver,  Colo. 

II.  How  can  a  higher  degree  of  scholarship  and  general  culture  be 
secured  to  the  student  without  overcrowding  or  sacrificing  her  specific 
and  intensive  training? 

1.  Relation  of  General  Courses  in  Education,  in  Psychology  and  in 
Philosophy  to  the  Specific  and  Technical  Kindergarten  Courses. 

2.  Relation  of  Courses  in  Subject  Matter  of  General  Culture  Value, 
as.  Literature,   Historv,   Science  or   Nature   Study. 

3.  Relation  of  Courses  in  Arts  and  Handicrafts.  Can  these  courses 
be  made  to  supplement  the  ordinary  work  in  kindergarten  occupations, 
thereby  lessening  the  amount  sometimes  done  in  the  latter?         ' 

Miss  Alice  O'Grady,  Chicago  Normal  School;  Miss  M.  M.  Glidden, 
Pratt  Institute,  Brooklyn ;  Miss  Amalie  Hofer,  Chicago  Kindergarten 
Institute;  Miss  Alice  Temple,  School  of  Education,  U.  of  C. ;  President 
Charles  McKenny,  Milwaukee  State  Normal  School;  Miss  Elizabeth 
Harrison,  Chicago  Kindergarten  College ;  Miss  Martha  V.  Collins, 
Mankato  Normal  School,  Minnesota. 

The  Frauen-Verein  of  the  Academy  will  serve  coffee  to  the  training 
teachers  and  invited  guests  at  the  close  of  the  session. 
Tuesday  Evening,  8  o'clock — Open  session  of  training  teachers  and  super- 
visors' conference. 

Music — Male  quartette   from   the   ^Milwaukee   Musik-Verein. 

Address — The  Value  and  Function  of  the  Image  in  Self-Expression. 

Symposiums — The  Persistence  of  Play  Activities  Throughout  School 
Life ;  Value  and  Relation  to  Work. 

Mrs.  Alice  H.  Putnam,  Chicago  Froebel  Association;  Miss  Patty 
Hill,  Louisville  F"ree  Kindergarten  Association ;  Supt.  Carroll  G.  Pearse, 
Milwaukee  City  Schools;  ]\Iiss  Ada  Van  Stone  Harris,  Rochester,  N.  Y. 
Wednesday  Morning — Invocation,  Rev.  Judson  Tatsworth ;  address  of  wel- 
come, Supt.  C.  G.  Pearse ;  response,  Mrs.  Ada  Marean  Hughes ;  re- 
ports of  officers  and  committees ;  appointment  of  committees  on  time, 
place  and  resolutions ;  report  of  delegates ;  music,  duet.  Miss  Bessie 
Greenwood  and  Mrs.  Frances  Lyon. 
Wednesday,  2  p.  m. — Parents'  conference ;  Chairman,  Mrs.  Mary  Boomer 
Page,  Chicago  Kindergarten  Institute :  "The  Training  of  the  Non- 
professional Woman,  and  the  Value  of  Her  Influence,"  Mrs.  Lynden 
Evans;  music,  solo.  Miss  Ruth  E.  Walling;  "How  Can  the  Home  and 
School  Co-operate  to  Secure  a  Higher  Social  Standard?"  Mrs.  Porter 
Landon  McClintock;  discussion.  President  Charles  McKenny,  Milwau- 
kee Normal  School ;  Mrs.  Andrew  McLeish,  Glencoe,  111. ;  Rev.  H.  H. 
Jacobi,  warden  of  University  of  Wisconsin   Settlement. 


PRELIMINARY  PROGRAM.  .511 

Wednesday,  4  p.  m. — Reception  at  Milwaukee-Downer  College. 

Wednesday,  8  p.  m. — Plymouth  Church.  Music,  organ  recital,  William  H. 
Williamson ;  group  of  songs  by  the  Treble  Clef  Chorus,  Director,  Mrs. 
Frances  A.  Clark,  superintendent  music,  city  schools;  accompanist,  Mr. 
Lewis  Vantine.  Addresses  of  welcome.  President  A.  S.  Lindemann 
of  the  School  Board,  President  Charles  McKenny  of  the  ^Milwaukee 
Normal  School,  President  Ellen  C.  Sabin  of  Milwaukee-Downer  Col- 
lege, State  Superintendent  C.  P.  Cary  of  Madison ;  music,  solo,  Mme. 
Berthold  Sprotti ;  lecture,  'The  Instinct  Feelings  at  Play,"  Dr.  Luther 
Halsey  Gulick,  director  of  physical  training  New  York  City  Schools. 

Thursday,  9  a.  m. — ]Music;  new  songs  and  games  by  chorus  of  Milwaukee 
kindergartners ;  Director,  Mrs.  Frances  E.  Clark.  Round  Table.  Sub- 
ject, "Games  and  Plays." 

a.  Do   they  meet  physical   requirement   of   child? 

b.  L"se  and   danger  of  dramatization. 

c.  Rhythm  and  marches. 

Miss  Patty  Hill,  Louisville,  Ky.,  and  Miss  Elizabeth  Harrison,  Chicago. 

Music,  Children's  Songs,  by  Daniel  Protheral,  sung  by  Lorraine  Ber- 
ringer  and   Helen   Protheral. 

Round  Table:  Subject,  "Excursions  on  Nature  Work'';  leader. 
Miss  Stella  Wood,  Minneapolis. 

Thursday,  12:30 — Luncheon  to  all  official  delegates  and  visiting  kindergart- 
ners, at  ]\Iasonic  Temple. 

Thursday,  2  p.  m. — Address,  "The  Kindergarten  Occupations,"  Dr.  W.  N. 
Hailman,  Chicago  Normal  School.  Music,  IMilwaukee  Normal  Glee 
Club,  Director,  Miss  Ruth  E.  Walling,  teacher  Music  State  Nor- 
mal School;  address,  James  L.  Hughes,  inspector  of  schools,  Toronto, 
Ont.,  "Why  I   Believe  in  the  Kindergarten." 

School  principals  and  other  interested  are  invited  to  meet  IMr.  Hail- 
mann  and  Professor  and  Mrs.  Hughes  at  the  close  of  the  meeting. 

Thursday,  8  p.  m. — The  Woman's  Club  of  Wisconsin  will  tender  a  reception 
to  all  local  and  visiting  kindergartners  and  invited  guests,  at  the 
Athenaeum. 

Friday,  9:30  a.  m. — Business  meeting;  election  of  officers. 

Friday,  2  p.  m. — ^^Address,  "Merits  and  Defects  of  Prevalent  ^Methods  of 
Child-Study,"  Dr.  James  Rowland  Angell,  University  of  Qiicago ; 
music.  Milwaukee-Downer  College  Glee  Club,  Director,  Mrs.  Anna  M. 
Hayden ;  report  of  committees  on  necrology,  time,  place  and  resolu- 
tions ;   presentation   of   new   officers. 


The  Hotel  Pfister  served  as  headquarters  for  the  N.  E.  A.  in  1S97.  It 
is  conveniently  located,  being  within  five  blocks  of  all  places  of  meeting, 
with  the  exception  of  j\Iilwaukee-Downer  College,  which  is  a  half  hour's 
ride  away.  Plymouth  Church  is  on  Van  Buren  and  Oneida  streets.  The 
east-bound  Farwell  avenue  cars,  which  pass  Hotel  Pfister,  pass  within  a  block 
of  the  place  of  meeting,  and  go  directly  to  the  college.  Rooms  or  boarding 
places  convenient  to  the  place  of  meeting  can  be  secured  by  those  who  do 
not  wish  to  go  to  hotels.  Meals  can  be  obtained  at  the  Woman's  Exchange, 
or  the  Albion  Cafe  on  Milw^aukee  street,  or  the  Young  Women's  Christian 
Association  on  Jackson    street,  all  of  which   are  within   two  blocks   of  the 


512  KINDERGARTEN    MAGAZINE. 

Hotel  Pfister.  A  bureau  of  registration  and  information  will  be  maintained 
at  headquarters,  with  branches  at  the  other  hotels. 

Visiting  kindergartners  who  wish  to  visit  the  kindergartens  of  Mil- 
waukee will  be  provided  with  guides,  that  the  visiting  may  be  done  with  the 
least  loss  of  time.  Milwaukee  kindergartens  open  at  8 :30  a.  m.  and  at 
1 :15  p.  m.  The  first  parties  will  therefore  start  from  the  Hotel  Pfister  at 
8  and  at  1.  The  kindergartens  will  be  closed  on  Thursday  and  on  Friday 
afternoon,  that  Milwaukee  kindergartners  may  attend  the  meetings.  Oppor- 
tunity will  be  given  to  visit  the  penny  lunch  stations  carried  on  by  the 
Woman's  School  Alliance  in  connection  with  several  of  the  public  schools. 
There  will  be  an  exhibit  of  kindergarten  work  from  several  cities  in  the 
Seventh  District  School  on  Jefiferson  street,  near  Martin,  four  blocks  from 
headquarters   and  from  the  place  of  meeting. 

The  following  are  the  names  of  the  hotels,  with  rates : 

Hotel  Pfister,  Wisconsin  and  Jefferson  streets.  Manager,  A.  L.  Sever- 
ance. European  plan  only.  Single  rooms,  without  bath,  $1.50  up;  with  bath, 
$2.50  up ;  double  rooms,  without  bath,  $3.00  and  up  for  two ;  with  bath,  $4.00. 

Plankinton  House,  Grand  avenue.  Manager,  F.  C.  Safford.  European 
plan.  Single  rooms,  without  bath,  $1.50  up;  with  bath,  $2.00  up;  double 
rooms,  without  bath,  $2.50  and  up  for  two;  with  bath,  $3.50  up.  American 
plan:  Single  roms,  without  bath,  $3.00  up;  with  bath,  $3.50  up;  double  rooms, 
without  bath,  in  proportion ;  with  bath,  $6.00  up. 

Hotel  Blatz,  City  Hall  Square.  Manager,  Ernest  Clerenbach.  Euro- 
pean plan :  Single  rooms,  without  bath,  $1.00  up ;  with  bath,  $2.00  up ;  double 
rooms,  without  bath,  $1.50  up  for  two;  with  bath,  $4.00  up.  American  plan: 
Single  rooms,  without  bath,  $2.00  up ;  with  bath,  $3.50  up ;  double  rooms, 
without  bath,  $4.00  up  for  two. 

St.  Charles  Hotel,  City  Hall  Square.  Manager,  H.  G.  Stephens.  Euro- 
pen  plan:  Single  rooms,  without  bath,  $2.00  up;  with  bath,  $3.50  up;  double 
rooms,  without  bath,  $4.00  up  for  two. 

Hotel  Davidson,  Third  street,  near  Grand  avenue.  Manager,  F.  H. 
Burke.  European  plan:  Single  rooms,  without  bath,  $1.00  up;  with  bath, 
$1.50  up;  double  rooms,  without  bath,  $1.50  up  for  two;  with  bath,  $2.00  up. 
American  plan  if  preferred,  $2.00  up.     Twenty-five  to  thirty  rooms  available. 

Republican  House,  Third  and  Cedar  streets.  Manager,  Alvin  P. 
Kletzsch.  American  plan:  Single  rooms,  without  bath,  $2.50  up;  with  bath, 
$3.00  up ;  double  rooms,  without  bath,  $4.00  for  two ;  with  bath,  $5.00  up. 
Fifty  or  more  rooms   available. 

Hotel  Aberdeen^  909  Grand  avenue.  Proprietor,  H.  S.  Hadfield.  Amer- 
ican plan:  Single  rooms,  $2.00;  double  rooms,  $3.50  for  two.  A  few  rooms 
only. 

Young  Women''s  Christian  Association,  Jackson  street,  near  Wiscon- 
sin. House  Secretary,  Miss  Marie  Odiorne.  Single  rooms,  50  cents.  A  few 
rooms  only.  A  list  of  rooms  convenient  to  place  of  meeting,  at  about  the 
above  rates,  will  be  kept  here. 

All   the   above-named   hotels   are   within   fifteen   minutes'    ride    from   the 


NOTES   OF   INTEREST   TO   KINDERGARTENS.  513 

place  of  meeting.  Rooms  should  be  engaged  as  early  as  possible.  All  requests 
should  state  whether  single  or  double  room  is  desired,  and  with  or  without 
bath.  The  probable  time  of  arrival  and  length  of  stay  should  also  be  men- 
tioned. Those  wishing  other  accommodations  than  in  hotels  should  address 
Mrs.  Edward  Rissman,  503  Terrace  place,  giving  full  details  regarding 
arrival,  price  of  room,  length  of  stay,  etc.  Guests  will  be  met  at  trains  and 
taken  to  their  hotels  if  accommodations  have  been  engaged.  Call  at  head- 
quarters at  earliest  opportunity  to  register,  receive  badges,  etc.  Those  who 
have  not  secured  accommodations  will  be  taken  to  headquarters  where  in- 
formation may  be  obtained. 

Address  letters  relating  to  local  matters  to  Miss  Mary  E.  Hannan,  113 
Fourteenth  St.  Sec.  I.  K.  U.  Committee. 

Address  letters  concerning  exhibits  to  Miss  Nina  C.  Vandewalker,  State 
Normal  School,  or  to  Mr.  Albert  Kagel,  Assistant  Superintendent  Schools, 
City  Hall. 

The  Arion  Musical  Club  will  present  the  oratorio  of  Elijah  at  the  Pabst 
Theater,  Tuesday  evening,  April  3.  Tickets  may  be  secured  from  Mr.  A.  N. 
Love,  426  Broadway. 


NOTES  OF  INTEREST  TO   KINDERGARTNERS. 

Mrs.  Gudrun  Thorne-Thomsen  has  had  given  a  course  of  twelve  lessons 
this  winter  at  the  Chicago  Free  Kindergarten  Association  on  Literature  for 
Children.  This  is  a  most  helpful  course  in  every  way,  including  discussion 
and  analysis  of  the  short  story,  a  study  of  old  fairy  tales,  with  comparison  of 
the  modern  ones,  and  aid  in  the  selection  of  stories  for  kindergarten.  Stu- 
dents are  required  to  tell  stories,  to  simplify  and  rewrite  the  more  complicated 
ones  for  kindergarten  use.  Rhymes,  poetry  and  the  realistic  story  of 
industry,  the  animal  story  and  the  historic  story  are  also  studied.  Other 
important  points  are  also  considered,  making  a  course  most  practical  in 
every  way. 

Kindergartners  and  mothers  who  have  learned  to  know  Miss  Sara  E. 
Wiltse  through  her  books  will  be  interested  to  learn  that  she  has  just  in- 
vented and  applied  for  the  patent  on  an  apparatus  for  children  in  the 
nursery  period,  whereby  their  instinct  for  climbing  can  be  safely  gratified 
with  much  less  fatigue  to  mothers  and  nurses  than  the  usual  way  of  follow- 
ing them  upstairs  and  down.  The  apparatus  is  a  small  table  thirty-one  inches 
high,  with  stairs  of  the  usual  width  and  lift,  leading  up  to  the  table  on  two 
sides,  all  within  reach  of  the  mother's  arms  while  she  sits  b}^  It  can  be  folded 
when  not  in  use,  and  can  be  used  indoors  or  out.  To  see  the  babies  go  up 
and  down  it  is,  we  are  told,  proof  of  its  value. 


514  KINDERGARTEN    MAGAZINE. 

TOPICAL  SYLLABUS,  No.  5   (II). 
(Academic  Year  1905-1906.) 

NERVOUS     CHILDREN. 

Will  the  teacher  who  reads  this  leaflet  think  over  the  children  whom 
she  now  has,  or  has  had,  under  her  charge,  or  others  whom  she  may  know, 
and  select  one,  or  better,  a  number  of  them,  which  the  following  may  sug- 
gest, and  describe  them  and  their  peculiarities  carefully  and  with  detail, 
always  stating  sex,  age  and  color? 

1.  The  moody  child.  What  moods?  How  often  do  they  change?  How, 
and  how  long  last?  and  describe  action  when  the  moods  are  at  their  height. 

2.  Children  with  peculiar  tempers,  quick  or  very  intense,  etc. 

3.  The  child  who   laughs  and  cries  easily. 

4.  The  child  easily  confused  or  excited. 

5.  The  child  with  motor  abnormalities,  hawking,  blinking,  persistently 
tapping,  and  other  automatisms. 

6.  Describe  peculiarities,  like  scratching,  uncontrollable  slapping,  nail- 
biting,  sucking  fingers  and  other  things. 

7.  Perverse  and  paradoxical  reactions  and  idiosyncrasies  concerning 
color,  smell,  taste,  antipathies  to  persons,  food,  clothes,  cats,  insects,  etc. 
Give  child's  favorite  color. 

S.     Cases  of  persistent  abstraction,  inattention,  reverie,  day  dreaming. 

9.  Children  who  have  nerve  signs  like  over-intensity,  apathy,  indolence, 
to  a  morbid  degree.     Cranky  children.     Tell  in  what  way. 

10.  Children  abnormally  bashful  or  bold,  sympathetic  or  unfeeling,  open 
or  secretive,  slow  or  quick  in  thought  or  action. 

11.  Describe  any  other  peculiar  cases  or  traits,  features,  symptoms  that 
suggest  nervousness. 

For  each  child  described  state  any  facts  you  may  know  concerning  heredity, 
health,  history,  birthmarks,  deformities  of  other  peculiarities,  and  send 
returns  to  Bertha  C.  Downing,  M.  D.,  Clark  University,  Worcester,  Mass., 
October  16,   1905. 


THE  BOY  WITH   THE  UMBRELLA. 

In  the  middle  of  the  garden  stood  a  little  boy  under  a  big  umbrella. 
He  always  kept  it  spread,  no  matter  what  the  weather  might  be;  and  winter 
and  summer,  day  and  night,  he  was  always  in  his  place.  A  fountain  fell 
on  the  top  of  the  umbrella,  which  was  iron,  and  all  around  the  boy,  who 
was  iron,  too. 

"Oh,  dear,"  thought  the  boy,  "how  I  hate  to  carry  this  old  umbrella! 
I  wish  I  was  the  stone  general  over  there  in  the  park,  and  then  I  could 
always  ride  on  horseback. 

"Then,  instead  of  this  ridiculous  old  thing,  I  should  have  a  great  long 
sword  in  my  hand;  and  I'd  hold  it  right  over  the  people's  heads,  as  if  I  was 
going  to  fight  them  all !"     You  see,  he  was  a  boy,  although  only  an  iron  one. 


BOOK   NOTES.  515 

Meanwhile  the  air  in  the  garden  was  growing  more  and  more  sultry, 
but  he  did  not  feel  it  in  the  middle  of  the  cool  fountain.  The  people  in  the 
hot,  dusty  street  looked  longingly  at  the  Iron  Boy  in  his  snug  little  water- 
house.     How  they  wished  that  they  could  change  places  with  him ! 

At  last  a  great  drop  fell,  and  then  another,  and  then  it  seemed  as  if 
some  one  was  pumping  water  out  of  the  clouds.  Everybody  rushed  home 
as  fast  as  possible.  A  little  school-boy  ran  past,  and  looked  up  at  the  Iron 
Boy. 

"Wish  I  was  that  fellow!"  he  shouted.  "Hullo,  lend  us  your  parasol!" 
But  the  Iron  Boy  only  stood  still  and  sulked. 

"Oh,  may  I  come  under  your  umbrella!"  gasped  a  butterfly,  who  was 
caught  in  her  new  spring  dress.  "How  wise  you  are  always  to  carry  one!" 
She  sat  on  his  finger,  and  dried  her  blue  and  gold  suit.  The  rain  fell  in 
torrents  all  around  them,  but  it  did  not  touch  her. 

At  last  the  sun  came  out  again,  and  made  a  great  rainbow  in  the  sky 
and  a  little  bow  in  the  fountain.    The  butterfly  said  that  she  must  go. 

"You  have  saved  my  live,  you  kind  boy!"  she  said  gratefully.  "This 
dreadful  storm  would  have  quite  washed  away  poor  little  me." 

"How  much  nicer  to  hold  an  umbrella  over  such  a  helpless  little  thing 
than  to  flourish  a  sword  like  that  big  stone  doll  yonder!"  And,  waving  her 
pretty  wings  to  him,  away  she  flew. 

"Perhaps  she  is  right,"  thought  the  Iron  Boy.  And  he  held  the  despised 
umbrella  straight  and  high,  as  if  he  was  proud  of  it,  after  all. — Youth's  Com- 
panion. 


BOOK  NOTES. 


The  Parent's  Assistant.  By  Maria  Edgeworth,  was  a  book  better  known 
to  our  grandparents  than  to  us.  The  unchildlike  language,  the  stilted  style 
are  a  strong  contrast  to  lively  word-pictures  found  in  children's  books  today 
and  there  seems  little  spontaniety  in  the  drawing  of  the  child  characters,  but 
there  are  incidents  in  plenty  and  interest  is  cleverly  sustained  in  the  stories 
from  beginning  to  end,  and  two  human  boys,  to  whom  the  tales  were  sub- 
mitted, gave  their  hearty  approval.  We  know,  on  the  other  hand,  of  several 
people,  adults  who  think  nozi>  that  had  they  read  them  in  childhood,  they 
would  have  been  tempted  to  throw  the  book  out  of  the  window,  for  to  them 
the  priggism  of  the  children  was  most  obvious.  Many  of  you,  too,  can 
but  sympathize  with  little  Rosamond  when  she  asks,  "Will  j'ou  tell  me, 
mamma,  why  you  never  keep  my  birthday — why  j'ou  never  make  any  dif- 
ference between  that  day  and  any  other  day?"  and  receives  in  reply  the 
chilling  answer,  "And  will  you,  Rosamond,  tell  me  why  I  should  make  any 
difference  between  your  birthday  and  any  other  day?"  Miss  Edgeworth 
was  evidently  a  great  lover  of  children,  and  from  a  line  in  her  preface,  a 
careful  observer  of  them.  It  would  be  of  interest  and  value  to  child  study 
if  we   could   get  hold   of  the  register   of   educational    experiments,   success- 


516  KINDERGARTEN  MAGAZINE. 

ful  and  unsuccessful,  to  which  she  refers  in  her  preface.  We  can  readily 
perceive  how  the  book  can  be  truly  a  parent's  assistant  to  point  a  moral 
when  needed.  Will  not  librarians  put  the  book  into  the  hands  of  the 
children  and  ask  them  how  they  like  the  stories?  It  will  be  of  value  to 
discover  how  they  appeal  to  the  child  of  today.  Some  time  ago  the  Mac- 
millan  firm  got  out  a  beautiful  little  volume  bound  in  flexible  leather,  but  if 
the  experience  of  librarians  is  justified  the  print  of  the  book,  though  clear, 
is  very  small,  and  may  repel  the  children. 

Flanagan  &  Co.,  Chicago,  publish  in  a  5-cent  paper  edition  of  Miss 
Harrison's  "How  Cedric  Became  a  Knight."  Teachers'  edition,  15  cents, 
contains  notes  and  suggestions. 

Uncle  Sam  and  His  Children.  By  Judson  Wade  Shaw.  This  is  a 
book  to  be  in  every  home  and  school  library.  Section  I  tells  briefly  of 
Uncle  Sam's  childhood.  II  tells  of  growth,  a  concise,  historic  survey.  Ill 
describes  Uncle  Sam's  treasures  in  natural  resources,  mechanical  skill,  etc. 
IV  tells  of  his  ailments,  due  to  drink,  bad  literature,  the  rush  for  ill-gotten 
wealth  and  its  attendant  ills.  V  suggests  Uncle  Sam's  way  to  health.  It  is 
a  book  which  should  stimulate  love  of  country  and  a  desire  to  be  worthy 
of  our  great  heritage  and  to  pass  it  on  the  better  and  nobler  for  our  having 
lived.     Barnes  &  Co.     $1.20  net. 

The  Bitter  Cry  of  the  Children^  by  John  Spargo.  We  can  not  give  a 
detailed  criticism  of  this  book  this  month.  It  is  a  recent  publication  pre- 
senting in  manner  terrible  in  its  fidelity  to  truth,  the  conditions  and  conse- 
quences of  child-labor  and  the  awful  tragedy  of  malnutrition  and  the  under- 
fed bodies  among  the  poor  and  ignorant.  It  is  a  book  to  be  read  by  all 
teachers,  parents,  club  women — all  interested  in  the  uplift  of  society  and 
the  solving  of  our  many  problems.     The  Macmillan  Co.,  New  York. 

Football  Grandma.  Caroline  Channing  Cabot.  The  three-year-old 
baby  is  supposed  to  tell  how  life  seems  from  his  point  of  view.  It  is  really 
written  by  the  modern  grandmother  who  does  not  hesitate  to  risk  her  dignity 
in  playing  football  with  her  wee,  beloved  grandson.  Just  the  thing  for 
other  grandmothers  to  read  to  their  small  relatives.  Illustrated  from  draw- 
ings by  the  small  boy.  One  picture  shows  the  child's  idea  of  how  tall  he 
would  be  if  he  never  ate  candy.  His  head  is  on  a  level  with  the  top  of 
the  church-steeple.     Small,  Maynard  &  Co.,  Boston. 

Received :  Two  volumes  to  be  read  by  prospective  parents.  "Parent- 
hood," by  Alice  B.  Stockham,  and  "Pre-natal  Culture,"  by  A.  E.  Newton. 
Both  published  by  Stockham  Publishing  Co. 

Arabian  Nights.     Selections  from  the  famous  and  well-beloved  tales 
edited  by  E.  E.  Hale.     Good  print  and  good  paper.     Ginn  &  Co. 


KINDERGARTEN   MAGAZINE. 

Vol,  XVIIL—MAY,  1906,  No.  9. 
TWENTIETH  CENTURY  SERIES. 


KINDERGARTEN  PLAYS  AND  GAMES.* 

PATTY   S.    HILL. 

THE  plays  and  games  suitable  to  the  different  needs  of  the  kin- 
dergarten children  seem  most  easily  classified  under  three  main 
divisions. 

1 — Plays  for  physical  activity,  where  the  activity  indicates  no  at- 
tempt on  the  part  of  the  child  to  express  ideas  or  represent  dramatically. 
For  example — skipping,  running,  hopping,  etc. 

2 — Dramatic  or  representative  play,  where  the  activity  is  unques- 
tionably the  child's  attempt  to  express  ideas  and  images  of  every  day 
life  and  activities.     Example — house-keeping,  carpenter  and  blacksmith. 

3 — Games  with  a  crystallized  form  of  expression,  accompanied  by 
certain  rules  and  regulations.  These  are  mainly  the  tradijiional  games, 
such  as  "Ring  around  the  Rose}^,"  ''Pussy  wants  a  Corner,"  etc. 

The  plays  and  games  of  the  kindergarten  are  peculiarly  important 
from  the  social  and  physical  points  of  view. 

The  gifts  and  occupations  are  largely  sedentary  in  their  tendencies, 
and  the  plays  and  games  should  counteract  these  by  emphasizing  the 
larger  fundamental  muscles  which  make  for  freedom  and  health. 

Especially  is  this  true  of  the  first  group  of  plays  where  the  chief 
consideration  on  the  part  of  the  teacher  should  be  health;  movement  on 
the  larger  scale,  rhythm  and  activity  for  the  pure  joy  of  it.  For  ex- 
ample— running,  skipping,  dancing,  marching,  hopping,  jumping,  throw- 
ing, catching,  bouncing,  rolling,  etc. 

Such  activities  as  these  get  the  children  away  from  the  tables. 
out  of  their  chairs  and  on  the  ring;  or,  better  still,  if  weather  will  per- 
mit, out  in  the  open  air  where  greater  freedom  is  possible. 

When  we  realize  the  hygienic  significance  of  the  suggestions  con- 
cerning the  parts  of  the  nervous  system  with  their  corresponding  large 


*  Paper  read  at  the  I.  K.  U.,  jMilwaukee.  April  5,  1906. 


518  KINDERGARTEN  MAGAZINE. 

muscles  which  are  supposed  to  be  developing  at  this  period,  we  dare  not 
shut  our  eyes  to  the  sacred  duty  in  guarding  the  child's  health  and 
bodily  growth. 

Aloral,  aesthetic  and  intellectual  claims  are  imperative^  but  they  are 
closely  bound  up  with  the  physical  care,  which  is  so  important  in  these 
early  }'ears.  Dr.  Thorndike  says:  "Care  of  the  body  is  perhaps  most 
rewarded  in  the  case  of  young  children." 

Dramatic  or  representative  play  is  one  of  the  most  natural  phases  of 
play  with  children  at  the  kindergarten  period.  The  greatest  difficulty 
about  it  is  that  as  it  tends  to  throw  the  responsibility  for  spontaneous 
expression  upon  each  individual,  it  increases  the  tendency  to  self-con- 
sciousness in  the  child  and  makes  him  feel  the  presence  of  grown  people 
as  in  no  other  form  of  play. 

This  dramatic  play  is  secured  best  in  small  groups  where  the  indi- 
viduality of  the  child  has  a  chance  to  manifest  itself. 

If  toys  or  materials  of  some  kind  are  given  with  these  plays,  they 
seem  to  furnish  an  atmosphere  of  reality  and  diminish  the  tendency  to 
self-consciousness.  To  be  empty-handed  often  increases  the  self-con- 
sciousness of  grown  people.  Notice  the  singer  who  comes  out  with  a 
roll  of  music  which  is  never  opened,  or  a  fan  which  is  never  used.  I 
think  a 'careful  observation  of  children  at  dramatic  play  will  reveal  the 
fact  that  they  seldom  play  empty  handed.  Some  bit  of  broken  china, 
some  cast-off  garment  such  as  an  old  hat,  or  fan,  or  parasol,  or  even 
shavings  used  as  curls,  etc.,  seem  to  enter  into  the  dramatic  and  repre- 
sentative plays  of  all  children.  If  the  little  mother  has  a  doll  in  her 
arms,  the  housekeeper  a  real  or  make  shift  broom,  the  washer-woman  a 
bit  of  cloth  or  a  chair  turned  around  so  the  back  serves  as  a  washboard, 
self-consciousness  takes  wings  and  the  children  really  play  self-forget- 
fully.  Miss  Blow  has  aptly  said,  in  the  child  world  "it  takes  only 
a  ring  to  make  Betty  a  lady."  We  have  found  this  touch  of  reality 
makes  the  child  forget  self  and  sets  free  the  imagination  which  is  stim- 
ulated by  it. 

In  the  main  I  believe  that  the  activities  of  people  stimulate  the 
child  to  dramatic  representation  more  than  animals  or  nature. 

The  studies  of  the  spontaneous  imitations  of  children  made  by 
Superintendent  Russell  of  the  Worcester  Normal  School  seem  to  point 
to  the  fact  that  from  80  to  95  per  cent  were  representations  of  human 
adult  activities.      Even  the  animals  are  rarely  dramatized   as  compared 


KINDERGARTEN    PLAYS    AND    GAMES.  519 

with  the  impersonation  of  people;  and  as  for  flowers  and  trees,  and 
moonbeams  and  sunbeams  and  wind,  they  are  almost  unknow  n  as  sub- 
jects for  spontaneous  dramatization. 

When  we  try  to  get  children  to  dramatize  such  subjects  as  these 
we  easily  force  their  interests  into  abnormal  and  unnatural  channels  nf 
expression  which  make  for  sentimentality  and  artificialit\'.  In  other 
words,  I  believe  that  the  child's  interest  in  flowers  is  satisfied  best  in 
nurturing  and  gathering  them  or  in  painting  them.  While  human  acti\- 
ities  are  in  the  lead  in  spontaneous  dramatization,  the  animals  seem  to 
come  in  second.  Nevertheless,  even  with  the  animals  there  is  a  decided 
limitation  in  this  direction.  Some  animals  the  child  naturally  drama- 
tizes, say  the  horse,  and  possibly  the  bird  and  butterfly — but  here  both 
the  phj'sical  and  aesthetic  results  are  good.  When  it  comes  to  getting 
down  on  all  fours  to  represent  the  different  quadrupeds  the  results  are 
decidedly  grotesque,  with  little  physical  freedom  and  no  beauty.  Down 
on  all  fours  the  activities  of  one  quadruped  can  scarcely  be  distinguished 
from  those  of  another,  unless  the  imitation  of  the  voice  be  added.  Imi- 
tations of  the  voices  of  the  animal  world  is,  as  every  one  knows,  one  or 
the  most  natural  and  spontaneous  forms  of  imitation,  especially  among 
very  young  children. 

I  would  not  be  dogmatic  on  this  subject,  despite  the  fact  that  I 
feel  most  strongly  the  poor  results  gained  either  in  characteristic  repre- 
sentation of  animal  life,  or  in  physical  ease,  health  and  aesthetic  results. 
It  is  questionable  enough  to  urge  this  with  the  children,  but  when  we 
insist  that  it  is  also  our  duty  to  take  these  most  undignified,  ungraceful 
and  unaesthetic  movements  ourselves — personally.  I  rebel  and  draw  the 
line. 

When  it  comes  to  having  children  dramatize  moonbeams,  sun- 
beams, etc.,  it  all  seems  unchildlike  and  forced.  After  all  is- not  a  sun- 
beam a  kind  of  abstraction?  What  the  child  ordinarily  sees  is  the  sim 
and  sunlight. 

While  the  dramatization  of  some  of  the  animals  seems  both  natural 
and  valuable,  we  should  make  a  more  careful  study  of  those  which  are 
natural  for  the  child  to  dramatise  in  this  way,  and  then  measure  them 
by  the  standard  of  values  physical,  aesthetic  and  ethical. 

To  my  mind  there  is  a  psychological  distincion  between  gesture  or 
illustration  and  impersonation  or  dramatization.  While  many  phases 
of  nature  easilv  flow  into  the  channels  of  gesture  and  sound,  they  imme- 


520  KINDERGARTEN  MAGAZINE. 

diately  become  artificial  when  forced  into  dramatization  or  impersona- 
tion. Art — that  is,  painting,  drawing  and  modeling — seems  a  much 
more  natural  channel  of  expression  for  these  nature  subjects,  and  when 
we  try  to  force  their  expression  in  dramatic  play  we  get  into  all  sorts  of 
difficulties,  which  make  the  uninitiated  wonder  if  we  have  lost  our  sense 
of  humor. 

There  are  many  problems  regarding  the  introduction  of  formulated 
games  into  the  kindergarten  which  are  most  worthy  of  study  and  solu- 
tion. There  is  little  doubt  that  the  majority  of  the  traditional  games 
are  too  mature  for  the  kindergarten.  It  is  so  easy  to  impose  some  of 
these  on  the  children  before  they  are  ready  for  them  and  so  difficult 
to  select  those  only  which  correspond  to  the  powers  developing  at  the 
kindergarten  period. 

Educators  as  a  body  are  growing  to  value  play  more  each  day,  and 
we  kindergartners  who  have  held  the  torch  of  enlightenment  regarding 
play,  when  the  rest  of  the  pedagogic  world  sat  in  darkness,  we,  I  say, 
are  now  in  great  dangers  of  falling  behind.  While  the  best  scientific 
insight  into  play  has  arisen  since  Froebel's  day,  he  has  done  more  than 
any  other  educator  to  awaken  the  world  to  the  significance  of  the  role  of 
play  in  the  period  of  infancy. 

It  is  true  that  some  of  his  plays  and  games  are  open  to  serious 
criticism,  yet  Froebel  deescribes,  as  no  one  else,  the  all-around  develop- 
ment and  wholesome  results  from  normal  play.  He  says:  "Play  gives 
joy,  freedom,  contentment,  inner  and  outer  rest  and  peace  with  the 
world." 


Western  Drawing  and  ^Manual  Training  Association  meets  May 
1-4,  in  Mandel  Hall,  University  of  Chicago.  A  fine  program  has  been 
arranged  for. 


See  article  in  May  Century  by  the  plant  wizard-  Luther  Burbank, 
on  "The  Training  of  the  Human  Plant." 


M' 


I.    K.    U.    CONVENTION.  5'21 


INTERNATIONAL  KINDERGARTEN  CONVENTION,  MIL- 
WAUKEE, 1906. 
ILWAUKEE  has  long  claimed  to  be  a  bright  spot  alluring  to  ' 
those  beyond  its  city  gates.  Are  we  wrong  in  thinking  that 
that  the  brightness  which  has  more  and  more  radiated  from  this 
city  of  the  West  is  largely  due  to  the  presence  of  the  kindergartner, 
with  "smiling  morning  face"  and  all  that  that  implies?  A  city  that  can 
boast  a  kindergarten  in  every  public  school  that  has  a  first  grade  has 
accomplished  something  to  be  proud  of.  A  city  brilliant  enough  to  ap- 
preciate the  merits  of  the  kindergarten  to  that  extent  and  one  with  a 
most  successful  kindergarten  training  department  in  its  normal  school 
is  capable  certainly  of  illuminating  a  wide  area. 

We  understand  that  the  committee  of  nineteen  met  as  planned 
Tuesday  morning,  though  unable  to  transact  any  regular  business 
owing  to  lack  of  a  quorum.  Time  was  not  lost,  however,  and  much 
was  accomplished  in  discussion  that  will  simplify  and  expedite  the 
coming  conference  in  1907,  when  the  convention  meets  in  New  York, 
for  be  it  understood,  that  the  convention  of  1907  will  be  held  in  the 
metropolis.  Apropos  of  the  non-quorum  at  the  Committee  of  Nine- 
teen, perhaps  we  may  express  here  as  well  as  elsewhere  our  editorial 
regret  that  there  was  not  at  the  meetings  a  better  showing  from  the  East. 
Being  ourselves  of  Gotham,  we  can  speak  quite  impersonally.  We 
learn  that  of  the  400  who  registered  there  were  representatives  from 
twenty  States,  as  well  as  representatives  from  Canada,  ^Mexico  and 
Japan. 

Of  these,  four  were  from  New  England,  two  from  Boston  and  two 
from  Springfield.  One  can  but  question  what  this  means.  It  may  be 
that  many  were  looking  ahead  to  the  convention  of  the  N.  E.  A.  in 
California  in  July. 

In  some  cases  we  know  illness  prevented  some  of  the  leaders,  whom 
we  greatly  missed ;  and  perhaps  the  obduracy  of  school  boards  may  have 
had  something  to  do  with  the  apparent  lack  of  enthusiasm  or  interest 
displayed.  But  in  general  it  would  seem  to  evince  a  lack  of  interest 
in  the  I.  K.  Union,  its  needs  and  what  it  stands  for,  which  is  lamentable 
when  viewed  with  reference  to  the  absentees.  Certainly  there  has  never 
been  a  better  program  offered  by  the  I.  K.  U.  to  its  expectant  members. 


522  KINDERGARTEN  MAGAZINE. 

New  York,  Pennsjdvania  and  New  Jersey  had  a  better  represen- 
tation, twentj'-eight  in  all,  but  this  is  hardly  commensurate  with  the 
number  of  kindergartners  in  those  states,  nor  does  it  compare  with  the 
very  many  eager  kindergartners  who  have  flocked  eastward  when  the 
conventions  have  been  held  in  the  land  of  sunrise. 

There  were  four  registered  from  the  Southern  States,  and  from  the 
central  we  find  fourteen  from  Ohio,  while  Indiana  sent  but  seven.  Was 
this  small  showing  due  to  shortsightedness  anywhere?  How  could  a 
training  school  in  a  city  as  near  as  Indianapolis  plan  to  have  a  course 
of  lectures  with  as  fine  a  drawing  card  as  Miss  Blow  during  the  week 
of  the  international  convention?  Wisconsin  had  a  proud  record,  200  of 
her  kindergartners  from  outside  Milwaukee  were  in  attendance. 

Three-quarters  of  the  total  number  of  kindergartners  in  the  state 
were  present,  many  school  superintendents,  and  normal  school  men  at- 
tended, and  State  Superintendent  Cary  was  in  attendance  for  the  en- 
tire meeting. 

We  regret  that  we  were  unavoidably  late  at  the  closed  session  on 
Tuesday  afternoon  and  so  missed  hearing  a  part  of  the  first  paper,  but 
as  it  was  later  voted  that  all  the  papers  be  given  for  publication  to  the 
two  representative  kindergarten  journals,  we  shall  expect  to  later  give 
them  to  our  readers.     Miss  Bertha  Payne  was  chairman. 

The  meeting  was  held  in  the  German-English  Academy,  and  the 
luncheon  served  afterward  by  the  ladies  of  the  Frauen-Verein  of  the 
Academy  was  essentially  German  in  character  and  in  every  way  delight- 
ful. Delicious  coffee,  German  cakes  and  confectionery  in  shape  of  Froe- 
bellian  gifts  were  served  at  individual  tables,  and  during  the  feast 
(which  was  given  in  the  charming  gymnasium)  from  the  balcony  above 
students  of  the  National  German-American  Teachers'  Seminary,  and 
of  the  Normal  School  of  Gymnastics  and  of  the  North  American  Gym- 
nastic Union  sang  in  chorus,  in  English  or  German,  while  Miss  Louise 
Leidersdorf  and  Mrs.  Eugene  Jahr  sang  charming  solos. 

Mr.  C.  H.  Doerflinger  spoke  briefly  of  the  pioneer  work  in  which 
this  organization  played  a  conspicuous  part.  Among  the  hosts  were  Mrs. 
Philip  Orth,  president  of  the  Verein,  and  among  the  early  pioneers  who 
were  present  at  this  meeting  were  Mesdames  John  Marr,  George  Loge- 
mann,  Ramien,  Simon,  Wallber,  Heyde  and  Suhm.  Two  pupils  of  Froe- 
bel,  Mrs.  Eliza  Utz  and  Mrs.  Pauline  Fiebing,  now  of  Milwaukee, 
were  present.  Thus  out-of-town  guests  had  the  rare  opportunity  of 
meeting  them. 


I.    K.    U.    CONVENTION.  528 

There  was  a  small  exhibit  of  children's  work,  and  the  pictures  on 
the  walls  were  of  special  interest. 

Mrs.  Hannah  R.  Vedder  received  the  oflRcers  of  the  local  com- 
mittee at  a  delightful  informal  gathering  in  her  home  Monda}'  evening. 

Miss  Lucy  Browning,  of  the  U.  of  C,  Miss  Margaret  Giddings, 
of  Denver,  Miss  Lucv  Gage,  of  Epworth  Universit^^  Oklahoma,  Miss 
Martha  K.  Collins,  State  Normal,  Mankato,  Minn.,  each  gave  admirable 
papers  to  illustrate  the  advantages  and  the  disadvantages  of  kindergarten 
training  in  normals,  schools,  in  colleges,  and  in  specific  training  schools. 

Miss  Alice  O'Grady,  of  Chicago  Normal  School,  Miss  M.  M.  Glid- 
den,  Pratt  Institute,  Brooklyn,  Miss  Alice  Temple,  School  of  Educa- 
tion, and  Miss  Amalie  Hofer,  of  Chicago,  gave  valuable  papers,  also 
which  we  hope  to  give  later.  The  general  topic  was,  "How  can  a 
higher  degree  of  scholarship  and  general  culture  be  secured  without  over- 
crowding or  sacrificing  specific  training?"' 

Tuesday  evening  the  open  session  of  the  training  teachers'  conference 
was  held  in  Plymouth  church.  This  large  and  yet  homelike  building 
was  rendered  still  more  attractive  by  the  beautiful  decorations  of  ferns 
and  palms  and  vines,  which  were  so  wreathed  around  organ,  column  and 
balustrade  as  to  give  an  e>:ceedingly  graceful,  restful  and  fairy-like 
feeling  to  the  whole. 

The  double  male  quartet  of  the  Musik-Verein  gave  some  delightful 
numbers. 

Then  followed  a  symposium  on  the  Persistence  of  the  Play  Activ- 
ities throughout  school  life ;  value  and  relation  to  work. 

Mrs.  A.  H.  Putnam,  veteran  kindergartner  of  Chicago  and  much 
loved  principal  of  the  Chicago  Froebel  Training  School,  gave  the  first 
paper.  The  play  impulse  needs  right  nourishment,  pure  air,  and  other 
fundamental  physicals  of  good  health  to  set  in  rhythm  the  mental  forces. 

Play  goes  out  as  impulse,  she  said,  and  comes  back  freighted  with 
experience.  And  then  she  told  a  story  of  what  she  had  observed  in  a 
back  yard  to  show  how  children  assume  and  live  up  to  their  responsi- 
bilities in  play: 

There  were  from  twelve  to  twenty  boys  from  _"^  to  12  years  old. 
They  first  organized  rather 'loosely  a  fire  company,  with  a  wagon  to 
serve  as  any  one  of  three  things,  and  any  fellow  could  be  chief.  After 
awhile  came  a  demand  for  more  wagons  and  a  chief  was  regularly 
chosen.  Then  grew  the  demand  that  the  wagon  should  have  a  boiler 
and  smokestack,  leading  to  experiments  with  stovepipe  and  garbage  can ; 
but  unsatisfactorv  results  led  to  the  having  a  boiler  made.     Requiring 


624  KINDERGARTEN  MAGAZINE. 

money  for  this,  a  show  was  given  to  raise  funds.  Then  a  house  was 
necessary  and  was  made  under  supervision  of  an  older  boy,  a  "boss"  of 
their  own  choosing,  but  submitted  to  by  them.  Electrical  apparatus  was 
used  and  papers  were  raked  together  to  make  real  fires  to  be  extin- 
guished. This  interest  held  for  two  years,  till  the  death  of  one  of  the 
group  by  drowning.  Other  plays  began  where  this  stopped.  Such  play 
is  a  naturally  selective  process.  Such  embodiment  of  the  image  grows 
slowly  into  thought,  action,  will,  so  that  the  difficulties  become  nothing 
compared  with  the  desire  to  attain  or  achieve. 

Miss  Hill,  of  Louisville,  made  the  apt  comparison  that  just  as 
Pandora  is  accused  of  letting  all  the  ills  of  life  escape  by  raising  the 
lid  of  the  forbidden  box,  so  kindergartners  are  accused  of  letting  the  play 
motive  escape,  and  are  therefore  responsible  for  all  the  ills  that  follow. 
She  showed  that  play  or  work  depend  much  on  the  attitude  of  mind, 
as  one  may  be  playing  when  washing  dishes,  or  working,  when  master* 
ing  a  game. 

Miss  Hill  analyzed  with  great  discrimination  the  differences  be- 
tween play  and  work,  and  she  emphasized  the  point  that  so  many  forget 
that  the  child  is  a  social  being  and  derives  the  greatest  satisfaction  when 
permitted  or  helped  to  be  of  social  service. 

Superintendent  of  Schools  Pearse  compared  the  East  and  the  West 
in  their  attitude  or  idea  of  play.  The  distant  Turk  or  Algerian  let 
others  dance  and  play  for  him  while  he  looked  on.  In  the  more  master- 
ful races  of  the  Occident,  however,  we  find  a  marked  persistence  in  the 
play  activities,  especially  evidenced  in  the  English  race,  with  all  the 
training  of  mind  and  body  that  comes  with  such  plays  as  they  engage  in. 

Miss  Ada  Van  Stone  Harris,  of  Rochester,  made  a  plea  for  play 
in  the  elementary  school  as  well  as  in  the  kindergarten. 

The  play  period  is  the  fertile  period  for  cultivating  standards  of  taste. 
Healthy  play  means  healthy  tastes,  she  said.  Work  need  never  be  irra- 
tional servitude.  She  suggested  the  need  of  a  series  of  games  for  the 
eight  grades. 

REPORTS. 

Wednesday  morning  was  given  over  largely  to  the  reports  of  officers 
and  committees  and  the  reports  of  delegates. 

The  suggestions  about  the  disposal  of  the  annual  reports  which 
had  been  given  the  preceding  year  were  repeated,  and  we  print  them 
again  here  in  case  they  may  have  escaped  the  attention  of  any  reader 
last  year: 


I.    K.    U.    COXVENTION.  525 

First,  cultivate  the  report  reading  habit,  for  the  information  they 
contain  is  valuable  as  well  as  interesting;  then: 

1.  Circulate  the  reports  as  much  as  possible. 

2.  Always  keep  one  or  two  copies  on  file  for  the  local  branch. 

3.  Place  one  copy  or  more  in  the  local  public  libran,'. 

4.  Return  all  unused  copies  to  the  recording  secretarv  of  the 
I.  K.  U. 

Dr.  Jenny  B.  Merrill  being  absent,  her  report  was  read.  Par- 
ticularly intejesting  was  the  word  concerning  Japan.  We  learn  that 
there  are  there  in  that  wide-awake  little  island  nation  182  public  kin- 
dergartens and  98  private  ones,  with  749  kindergartners,  and  numbering 
25,833  children.  They  are  becoming  interested  in  out-door  playgrounds 
and  in  having  lectures  for  nurses.  A  plea  was  made  for  more  kindergar- 
ten literature  in  the  language  of  Japan.  Even  the  Japanese  edition  of 
the  Mother  Play  is  now  out  of  print.  ]\Iost  of  the  kindergartens  are 
conducted  by  native  kindergartners,  but  there  is  need  of  more  thorough 
and  comprehensive  training.  The  American  kindergartners  who  go 
there  find  time  and  strength  so  taken  up  by  general  administrative  and 
organizing  duties  that  they  can  not  themselves  verj^  well  conduct  the 
kindergartens,  especially  as  this  involves  a  knowledge  of  that  difficult 
language.  (For  further  word  upon  this  topic  see  report  of  Friday 
morning's  session.) 

Miss  Winchester  spoke  for  the  Propagation  Committee.  She 
gave  a  few  words  to  Froebel's  methods  of  extending  knowledge  of  the 
kindergarten :  his  going  about  the  country  giving  talks  and  explaining 
the  material  he  carried  in  boxes,  made  for  the  purpose,  and  then  organ- 
izing associations.  This  report  suggested  three  important  means  of  prop- 
agation, viz:  publication,  demonstration  and  organization.  There 
should  be  literature  for  mothers,  teachers  and  normal  schools,  etc., 
especially  useful  if  in  the  shape  of  leaflets  easily  sent  through  the  mails. 
She  told  of  a  summer  school  in  Texas  where  with  borrowed  boxes  of 
gifts  and  home-made  tables,  200  students  studied  kindergarten  methods 
and  theories,  having  an  hour's  talk  in  the  afternoon.  In  tvvo  weeks 
enough  interest  was  aroused  to  plan  for  permanent  organization.  Two 
hundred  ministers  visited  the  clas.s  and  were  much  impressed,  and  so 
would  earn'  the  message  still  further. 

PARENTIS   CONFEREXCE. 

Wednesday  afternoon  with  its  Parents'  Conference  was  in  charge 
of  Mrs.  Marv  Boomer  Page,  and  was  rich  indeed  in  the  addresses  given. 


526  KINDERGARTEN  MAGAZINE. 

The  first  speaker  was  Mrs.  Lynden  Evans  on  the  "Training  of  the 
Non-Protessional  Woman  and  the  Value  of  Her  Influence." 

We  must  begin,  she  said,  to  train  woman  to  believe  in  themselves 
and  in  God  who  made  them  women.  W^e  must  have  a  higher  educa- 
tion, but  that  higher  education  must  be  co-related  with  the  home.  The 
power  must  be  developed  to  distinguish  essentials  from  non-essentials. 
Woman  must  learn  the  importance  of  maintaining  order  as  the  servant 
of  usefulness,  and  that  comfort  comes  not  as  a  right  but  as  the  reward 
of  labor.  There  must  be  education  to  a  sense  of  obligation  as  well  as 
to  a  demand  for  rights. 

Women  have  not  in  America  been  trained  to  a  sense  of  contract. 
The  Chicago  Kindergarten  Institute  and  the  School  of  Arts  and  Science 
of  Chicago  were  mentioned  as  two  institutions  in  which  effort  was  being 
made  to  meet  these  demands  in  the  education  of  woman. 

The  true  economic  function  of  the  women  who  spends  is  as  im- 
portant as  that  of  the  man  who  earns.  To  help  women  in  this  impor- 
tant work  data  has  been  collected  and  deductions  made  to  show  the 
correct  amount  to  be  spent  for  necessities  in  relation  to  income.  An 
account  book  supposed  to  assist  in  this  task  has  been  compiled  and  has 
proved  so  successful  that  ^oung  husbands  are  asking  for  it. 

Mrs.  Portor  Lander  McClintock  followed  with  a  fine  address 
on  the  question,  "How  Can  Home  and  School  Co-operate  to  Secure 
a  Higher  Standard  of  Living?" 

The  responsibility  of  refining  and  dignifying  life  lies  with  the  home. 
The  social  life  must  be  made  simple,  though  this  is  always  a  relative  mat- 
ter. An  instance  was  cited  where  the  children  of  a  class  met  frequently 
at  one  home  for  a  dancing  lesson,  having  all  the  pleasure  of  social  inter- 
course without  the  excitement  and  dissipation  that  attends  a  "party." 
Children  could  thus  be  brought  together  in  happy  fashion  for  listening 
to  stories,  the  learning  of  folk  dances,  showing  of  collections,  dramatiz- 
ing, etc.  We  need  homes  so  dynamic  that  they  can  not  take  on  con- 
tamination. Good  is  contagious  as  well  as  evil.  There  should  be  asso- 
ciations of  parents  for  providing  these  things  and  clubs  of  parents  who 
undertake  to  supplement  the  work  of  the  schools. 

Mrs.  ]\IacClintock  made  the  startling  but  delightful  suggestion 
of  a  school  in  which  parents  could  take  part.  So  much  of  the  mother's 
work,  what  with  the  kindergarten  and  other  recent  departures,  has  been 
taken  from  the  home,  why  should  not  the  bereft  mothers  themselves 
teach  in  kindergarten,  or  go  in  relays  to  teach  some  special  subject  in 
which  specially   interested.      She  spoke  of   a  beautiful   father  who   thus 


I.    K.    U.    CONVENTION.  527 

teaches  a  class  in  histon'.  The  measure  of  our  skepticism  as  to  the  pos- 
sibility' of  such  co-operation  is  the  measure  of  our  distance  behind  the 
times,  she  said.  If  the  home  were  right  there  \\  ould  be  no  need  of  secret 
societies  or  fraternities. 

"Let  me  tell  you  of  a  home  that  is  not  d^^namic,  the  type  of  a  home 
which  must  receive  the  blessing  from  the  kindergartens,"  said  H.  H. 
Jacob,  after  he  had  paid  pretty  compliment  to  the  women  and 
especially  to  Mrs.  Ada  Alarean  Hughes,  the  president,  urging  the  kin- 
dergartners  to  pass  along  as  their  first  gift  to  humanity  the  cheerful 
"kindergarten  face."  Ever}'  fourth  worker  in  Milwaukee  factories  is 
a  woman  or  a  child.  The  history'  of  the  child  workers  is  often  repeated. 
A  boy  meets  a  girl  who  has  had  the  same  training  and  they  get  married, 
the  girl  who  doesn't  know  that  the  meal  is  a  social  function,  who  does 
not  know  how  to  cook,  sew,  sweep,  or  make  a  bed,  becomes  the  spender, 
and  the  boy,  vmtrained  to  continual,  steady  purpose  under  unpleasant 
difficulty,  under  the  burden  of  doctors'  and  undertakers'  bills,  becomes 
tired.  The  job  is  too  big  for  him,  and  as  a  man  he  does  just  as  he  did 
when  a  bo\-  and  got  tired  of  his  job — he  quits.  This  is  the  type  of  home 
which  is  not  dynamic." 

Delightfulh-  refreshing  after  the  busy  and  attenti\e  hours  preced- 
ing was  the  reception  at  ]\Iilwaukee-Downer  College.  This  is  about  half 
an  hour  out  by  trolley,  and  the  beautiful  building  with  its  charming 
bedrooms,  its  well  equipped  class  rooms,  its  good-sized  auditorium  with 
fine  stage  and  pipe  organ,  and  the  most  attractive  librar\-  (books  cir- 
culated on  card  system):  not  to  speak  of  the  human  element  represented 
by  the  charming  and  able  president,  Miss  Ellen  Sabin,  and  her  corps 
of  assistants,  made  one  long  to  begin  life  all  over  again.  Parents  having 
college-aspiring  daughters  may  well  bear  Milwaukee-Downer  College 
in  mind.  The  one  troublesome  question  that  sometimes  arises  in  a  brief 
progress  through  such  beautiful,  if  not  elegant,  schoolrooms,  is  whether 
it  is  possible  to  maintain  the  ideal  of  the  simple  life  with  the  young  people 
attending.  As  opportunities  are  offered,  however,  to  in  part  work  one's 
way  through,  undoubtedly  the  democratic  spirit  obtains  as  it  should 
in  all  places  dedicated  to  the  pursuit  of  knowledge  and  the  formation 
of  character. 

WEDNESDAY    EVENING. 

Wednesdav  evening  addresses  of  welcome  were  given  by  Mr.  A.  S. 
Lindemann,  president  of  the  Milwaukee  school  board.  Mr.  Lindemann 
expressed  the  opinion  that  no  one  feature  derived  from  foreign  sources 


628  KINDERGARTEN  MAGAZINE. 

had  been  so  potent  an  influence  for  good  in  American  life  as  the  kin- 
dergarten. 

Dr.  Chas.  McKenny,  of  the  State  Normal  School,  was  brief  but 
to  the  point,  as  always,  saying  much  in  a  short  space  of  time  and  making 
his  visiting  audience  feel  very  much  at  home. 

Miss  Sabin,  president  of  the  college  visited  in  the  afternoon,  dwelt 
upon  the  marvelous  principle  of  unity  that  runs  through  all  Froebel's 
teachings  extending  its  benefits  far  beyond  the  limits  of  childhood ; 
and  what  the  kindergarten  had  done  toward  proving  that  all  true  cul- 
ture must  be  such  as  can  be  applied  in  real  living.  She  hoped  to  see  the 
application  and  study  of  kindergarten  methods  in  normal  schools  and 
colleges.  As  a  result  of  the  visit  of  the  kindergartners  she  expected 
not  only  an  added  interest  in  kindergartens,  and  their  multiplication  as 
well,  but  a  more  vital  sense  of  the  value  of  childhood. 

State  Superintendent  of  Public  Instruction  Cary  told  of  an  inter- 
est in  kindergartens  of  many  years'  standing.  He  stated  that  eighty 
cities  in  Wisconsin  have  kindergartens,  but  that  there  ought  to  be  many 
more.  Wisconsin  may  happily  hope  many  things  of  a  superintendent 
thus  interested  in  the  good  w^ork. 

The  charming  music  that  rested  and  refreshed  us  at  every  meeting 
distinguished  this  convention  from  all  others. 

It  was  a  late  hour  when  Dr.  L.  Luther  Gulick,  director  of  physical 
training  in  New  York  City  public  schools,  was  called  upon  to  give  his 
address  of  the  evening,  and  he  gave  those  who  wished  to  do  so  a  fair 
chance  to  get  away  before  he  began,  but  no  one  took  advantage  of  his 
offer,  and  never  did  an  hour  seem  shorter,  so  full  was  his  talk  of  things 
to  be  remembered  and  problems  to  be  discussed,  and  all  presented  in  a 
way  that  never  let  the  attention  flag  for  one  moment. 

Almost  his  first  statement  was  the  cheering  information  that  "we 
(the  kindergartners)  had  arrived."  He  then  warned  his  audience  that 
he  was  not  a  believer  in  the  culture  epoch  theory  as  such,  and  that  the 
child  did  not  learn  in  certain  ways  and  in  certain  order  because  the  race 
did,  but  because  both  depend  upon  the  same  logical  processes. 

Our  strongest,  most  urgent  necessary  activities  come  not  because 
we  deliberately  think  and  choose  and  decide  to  do  so  and  so,  but  be- 
cause our  deepest  instinct  feelings  urge  us  to.  The  mother  who  plays 
with  her  fretful  child  does  not  analyze  deliberately  her  own  and  the 
child's  physical  and  mental  needs,  but  rises  to  the  occasion  instinctively. 
So  too  the  person  who  is  not  honest  instinctively,  but  at  each  crisis 
thinks,  shall  I  or  shall  I  not  be  honest,  is  on  the  danger  side. 


I.    K.    U.    CONVENTION.  529 

The  great  problem  of  the  school  education  is  how  to  save  from 
drifting  too  much  into  the  mere  intellectual  life;  how  to  save  and  make 
use  of  these  great  instinct  feelings  of  courage,  honesty,  love  of  fair  play, 
etc.  Feeble  minded  people  have  few  impulses.  Thinking  is  not  dy- 
namic; impulse  is. 

The  little  child  learns  to  walk  not  because  he  decides  now  is  the 
time  to  learn  to  walk,  or  because  he  wants  to  get  somewhere,  but  because 
he  suddenly  has  the  impulse  to  do  so.  He  can  really  get  to  where  he 
wishes  to  faster  by  creeping. 

The  time  of  early  childhood  is  not  the  time  for  inhibition.  It  is 
the  time  of  accomplishment. 

While  the  man  for  ages  exercised  those  muscles  and  ner\'es  re- 
quired in  running,  throwing  and  striking,  woman  was  developing  more 
and  more  the  domestic  qualities  expressed  in  loyalty  to  home,  husband 
and  child.  Those  who  worked  steadily  and  faithfully  and  were  true  to 
these  instincts  survived ;  those  who  were  inclined  to  fight,  died.  Ath- 
letics tested  manhood  and  dolls  have  tested  womanhood.  Women  who 
loved  dolls  as  children  have  taken  most  naturally  to  domestic  life.  High 
school  girls  in  first  and  second  years  have  made  fine  records  in  athletic 
games,  but  this  power  decreases  as  they  grow  older  rather  than  increases. 
Folk  dances  are  more  suitable  form  of  exercise  for  women. 

Psychical  characteristics  are  built  upon  these  phj'sical  ones.  Con- 
ditions in  homes  have  changed  since  Froebel's  day.  Homes  have  changed; 
they  do  not  stay  put.  There  is  not  now  the  opportunity  for  boy  and 
girl  to  learn  by  contact  with  father  and  mother  those  things  which 
made  for  manliness  and  womanliness.  The  girls  in  kindergartens 
should  have  dolls  and  have  doll  parties  and  in  other  ways  play  with 
them  to  maintain  the  home  making  instincts.  If  you  want  children,  for 
instance,  to  become  truly  courteous,  make  such  courtesy  a  par:  or  the 
play  with  the  dolls.  Thus  it  becomes  an  inner  grow^th  rather  than 
something  plastered  on  the  outside,  just  as  honesty  is  developed  by 
playing  games. 

ROUND    TABLE. 

Thursday  morning  once  more  the  kindergartners  gathered  in  Plv- 
mouth  church  to  attend  the  Round  Table  conducted  by  Miss  Patty  S. 
Hill,  the  subject  being  "Plays  and  Games."  ]\Iiss  Hill's  paper  will  be 
found  in  full  on  another  page. 

Miss  Winchester  and  Miss  Glidden  each  spoke  in  discussion  of 
Miss  Hill's  paper,  and   Miss  Giddings  then   made  a  plea  for  rhythm 


630  KINDERGARTEN  MAGAZINE. 

carried  through  the  grades.  Marching  should  come  when  children  were 
ready  for  something  really  definite   (about  5  years  of  age). 

Miss  Barron  spoke  of  the  natural  difference  in  children  and  created 
some  surprise  by  her  statement  that  children  of  university  professors 
were  very  likely  to  be  deficient  in  imagination. 

The  second  topic  of  the  afternoon  was  "Excursions,"  and  was  con- 
ducted by  Miss  Stella  Wood.  Her  introductory  paper  was  charming 
in  its  exquisite  word  pictures  of  childhood's  memories  of  scents  and 
sounds  of  country  life,  the  early  spring  flowers,  birds.  We  regret  that 
limited  space  forbids  our  giving  it  in  full. 

Miss  Cora  Barron,  of  Menomonie,  gave  some  excellent  words 
about  the  merits  of  living  and  free,  as  compared  with  dead  or  confined 
pets,  in  the  kindergarten  room,  disapproving  of  the  confinement  of  the 
free  creatures. 

She  had  been  struck  by  the  ignorance  of  students  concerning  facts 
of  gardening  and  nature  in  general,  ignorance  they  were  trying  to  com- 
bat in  their  training  school  through  practical  work  with  plants. 

Miss  Fitts  of  Pratt  Institute  also  told  of  being  surprised  at  ignorance 
of  nature  among  students  and  lack  of  appreciation  of  its  beauties  and 
joys.  She  urged  the  need  of  work  preparatory  to  an  excursion  to  induce 
interest  in  and  observation  of  the  things  desired.  After  an  experiment 
of  taking  some  students  off  for  ten  days  during  the  spring  vacation  and 
finding  how  little  interest  they  took  at  the  time  in  nature  sights  and 
sounds,  and  yet  how  many  impressions  they  had  unconsciously  absorbed, 
as  shown  by  later  talks,  she  decided  to  plan  a  course  of  nature  work 
preparatory  to  future  excursions.  This  plan  embraced  seeing,  hearing, 
smelling,  classifying,  etc.  Another  thing  learned  was  that  the  groups 
must  be  small  and  one  subject  selected  for  each  group,  with  a  leader  for 
each.  The  training  teacher  must  not  try  to  do  it  all  herself.  One  time 
a  specialist  in  shells  was  taken  down  and  one  time  an  authority  on 
birds.  The  place  they  went  to  was  a  house  put  at  their  service  while 
the  occupants  were   temporarily  absent. 

Miss  Salisbury  gave  a  hint  of  the  wonderful  lessons  in  evolution 
and  adaptation  to  environment  found  in  study  of  cell  life,  with  conclu- 
sions easily  carried  over  into  the  realm  of  psychology  and  giving  in  a 
nutshell  knowledge  of  truths  learned  otherwise  through  long  processes 
of  time. 

A  most  delightful  luncheon  was  served  after  this  session  in  the 
Masonic  Temple  by  members  of  the  Froebel  Union  and  the  normal 
students.      Five  hundred   guests  were  accommodated.      Prettily  painted 


I.    K.    U.    COXVEXTIOX.  531 

cards,  painted  by  the  normal  students,  were  folded  in  the  paper  napkins, 
and  general  happiness  and  good  feeling  reigned. 

Thursday  afternoon  Dr.  W.  N.  Hailmann,  so  long  a  friend  of  the 
kindergarten,  if  not  one  of  the  earliest  friends  in  America,  gave  a  not- 
able address  which  we  hope  to  give  in  full  later,  but  which  is  too  long 
to  give  at  present.  It  should  be  put  where  all  can  read  it  thoughtfully. 
We  must  quote  a  few  words,  howe\'er.  He  placed  strongest  emphasis 
on  the  value  of  teaching  the  child  this  spirit  of  co-operation  in  his 
address,  and  strongly  criticised  the  habit  of  kindergartners  and  other 
teachers  in  having  all  the  children  making  the  same  thing  at  the  same 
time  and  then  making  comparisons. 

"The  teacher  in  her  desire  to  commend  excellence  is  busying  her- 
self in  the  cultivation  of  an  anti-social  pride  and  an  anti-social  despair,"' 
he  said.  "How  much  better  if  she  had  taken  into  account  the  varying 
degrees  of  skill  of  the  children  and  given  each  a  part  of  the  work  which 
he  was  best  fitted  to  do.  Then  each  would  have  had  a  full  share  in  the 
excellent  whole.  Orchestration,  whose  shout  of  triumph  is  not  'come 
see  what  I  have  done,'  but  'see  what  we  have  done,'  ought  to  be  made 
a  part  of  all  the  games  and  occupation  work  of  the  school." 

Observe  his  substitution  of  the  word  "orchestration"  for  the  more 
commonly  used  "co-operation."  Thinking  of  the  relation  of  one  instru- 
ment to  another  and  each  to  the  whole,  we  see  how  much  more  mean- 
ing the  former  word  carries. 

Mr.  James  L.  Hughes,  of  Toronto,  was  happil\-  introduced  by 
Mrs.  James  Hughes,  president  of  the  I.  K.  U.,  and  his  delightful  address, 
given  in  his  own  inimitable  manner,  was  rich  in  suggestions  also.  "Why 
I  Believe  in  the  Kindergarten"  was  his  topic. 

"I  believe  in  the  kindergarten,"  said  Professor  Hughes,  "because 
it  has  revealed  the  fact  that  the  study  of  all  problems  should  be  from 
the  child's  standpoint.  Since  the  days  of  Christ,  only  two  great  edu- 
cators have  recognized  that  truth,  Froebel  and  Dickens.  All  true  kinder- 
gartners realize  that  the  true  center  of  the  co-ordination  of  studies  is  the 
child  herself.  Even  in  the  universities  the  selfhood  of  the  student  is 
recognized  and  we  now  have  options  where  in  former  years  the  course 
was  unalterable.  How  crippled  moral  training  has  been  by  the  old  spirit 
of  coercion !  By  it  we  made  the  child  the  dodger  of  doing  wrong.  I 
have  heard  1,000  sermons  about  my  responsibility  for  wrong  to  one 
about  the  responsibility  for  the  good  things  I  ought  to  do.  Good  things 
acquired  by  coercion  are  merely  conscious  subordination  to  some  one 
bigger  and  stronger,  and  this  is  the  basis  of  all  slavery. 

In  the  evening  a  brilliant  reception  was  given  at  the  Athaneaum, 


532  KINDERGARTEN  MAGAZINE. 

a  woman's  club  house,  by  the  Wisconsin  Woman's  Club.     The  rooms 
in  themselves  were  very  beautiful  and  charmingly  decorated. 

BUSINESS   SESSION. 

Friday  morning  the  business  session  was  held.  The  president  and 
others  made  a  strong  plea  that  delegates  should  not  neglect  this  most 
interesting  and  educative  meeting,  even  for  the  sake  of  visiting  exhibits 
or  kindergartens.  Despite  this  urgently  expressed  hope  the  attendance 
was  not  what  it  should  have  been,  and  the  delegates  really  missed  a 
discussion  as  interesting  and  important  as  any  of  the  conventions.  As 
the  president  said,  the  younger  delegates  should  attend  in  order  to  pre- 
pare themselves  for  carrying  the  responsibilities  of  conventions  in  the 
future. 

We  can  not  give  a  very  full  report  in  this  number.  Miss  Fitts 
gave  a  most  interesting  report  of  the  Froebel  House  Committee.  Frl. 
Heerwart  is  printing  as  rapidly  as  possible  the  Froebel  letters  and  other 
material,  but  the  process  is  a  slow  one  as  the  difficult  writing  must  be 
studied  even  by  her  through  a  reading  glass.  It  is  important  that  the 
manuscript  be  put  into  print  as  soon  as  possible,  for  once  in  print  it 
can  be  easily  translated,  but  Frl.  Heerwart  once  gone  it  will  be  difficult 
to  find  anyone  else  who  both  would  or  could  perform  this  labor  of  love. 
Frl.  Heerwart  is  most  conscientious  in  her  disposition  of  the  money  for- 
warded. Both  Blankenburg  and  Eisenach  are  now  anxious  to  be  the 
seat  of  the  museum.  Miss  Fitts  gave  the  reasons  for  preferring 
Eisenach. 

Miss  Glidden  reported  on  the  conference  at  Liege  concerning  infant 
education,  defective  children,  etc.  The  papers  given  there  were  largely 
statistical  and  psychological,  with  little  record  of  feeling  or  ideas.  The 
belated  local  newspapers  made  fun  of  the  fact  that  women  were  present. 

It  is  a  pity  that  these  self-satisfied  savants  could  not  have  had  the 
startling  vision  last  year  of  a  woman  making  the  splendid  address  of 
response  to  the  president  of  the  United  States  at  the  greatest  educational 
meeting  of  this  country. 

Miss  Laws  called  attention  to  the  truly  international  character 
of  our  meeting  in  that  the  president,  Mrs.  Hughes,  was  contributed 
by  Canada,  that  Germany  was  the  center  of  much  of  our  interest,  and 
the  international  meetings  had  received  so  much  attention.  She  then 
reverted  to  the  needs  of  Japan,  referred  to  in  a  previous  session,  and 
suggested  that  Mrs.  Topping,  who  was  present  and  who  had  lived  in 
that  country  and  was  herself  familiar  with  the  kindergarten,  should  be 


I.    K.    U.    CONVENTION.  533 

enabled  to  gather  up  the  scattered  interests  and  found  a  branch  'n 
Japan.  It  was  proposed  that  the  members  stir  up  sufficient  interest  in 
their  branches  and  return  next  year  ready  to  contribute  toward  the  sup- 
port of  a  training  teacher  in  Japan.  Miss  Howe  is  in  Kobi,  but  the 
work  is  needed  in  Tokio  as  well.  It  was  suggested  that  Miss  Laws 
and  Mrs.  Topping  make  a  statement  about  exact  conditions  and  require- 
ments and  send  for  publication  to  both  magazines.  A  young,  intelligent 
Japanese  woman  accompanied  Mrs.  Topping  to  this  countn,'.  She  has 
already  had  experience  in  kindergarten  work,  but  needs  a  more  thor- 
ough training  in  all  particulars.  In  a  few  years  she  could  return  well 
equipped  to  carry  on  and  interpret  Froebel's  message,  but  meanwhile 
there  is  urgent  need  of  American  kindergartners.  Such  a  movement  is 
timely.  For  ages  the  education  of  the  heir  apparent  has  been  entrusted 
to  a  wise  and  reverend,  but  aged,  tutor  of  rank.  But  a  radical  change 
was  made  when  the  present  heir  to  the  throne  was  put  in  charge  of 
a  young  Japanese  woman  who  had  had  the  benefit  of  a  few  lectures 
upon  the  kindergarten  principles.  It  is  a  heavy  responsibilit}'  and  all 
the  kindergarten  world  should  be  interested  in  maintaining  a  high 
standard  of  excellence  in  those  to  whom  this  responsibility  is  given. 
A  wonderful  field  of  influence  opens  thus  before  the  kindergartner. 

As  Miss  Newman  said,  so  rapidly  do  events  move  that  we  can 
almost  hear  them  grow.  The  time  is  coming  when  every  missionary 
will  be  required  to  have  kindergarten  training.  The  Buffalo  Training 
School  has  sent  a  kindergartner  to  Japan  and  one  to  China. 

Friday  afternoon  Dr.  J.  R.  Angell,  of  the  University  of  Chicago, 
gave  an  important  address  on  Child  Study,  which  will  be  found  on  an- 
other page. 

Miss  Elder  now  gave  her  report  as  chairman  of  the  Literature 
Committee.  A  long  but  carefully  selected  list  has  been  made  of  books 
helpful  and  necessary  to  teachers,  parents  and  students,  classified  much 
as  was  the  old  list.  A  list  for  children  is  under  consideration.  It  was 
suggested  that  at  a  next  convention  the  subject  of  the  comic  page  in 
the  Sunday  supplements  be  a  topic  for  discussion,  and  the  cheering  word 
was  given  that  the  Mothers'  Congress  also  has  that  subject  down  for 
consideration. 

The  monthly  "Charities"  was  recommended  to  all  kindergartners 
as  keeping  them  in  touch  with  movements  relative  to  the  child  problem, 
and  "A?nerican  Motherhood"  was  also  recommended. 

Other  interesting  matters  were  considered,  which  will  be  reported 
in  the  annual  proceedings. 


534  •   KINDERGARTEN  MAGAZINE. 

Miss  McCulloch,  as  chairman  of  the  Committee  on  Resolutions, 
read  a  gracefully  worded  appreciation  of  all  the  courtesies  extended  by 
those  who  had  done  so  much  to  make  the  convention  both  delightful 
and  profitable. 

Miss  Johnston,  as  chairman  of  the  Committee  on  Necrology, 
reported  the  great  loss  to  the  kindergarten  body  in  the  deaths  of  Miss 
Mar}'  D.  Runyan  of  Columbus  University,  Miss  Georgia  Allison,  su- 
pervisor of  kindergartens  in  Pittsburg;  Mrs.  Z.  Adams  Cutten,  of  New 
York,  and  Mrs.  Jane  Amy  McKinney,  of  Cleveland,  Ohio. 

All  of  the  ex-presidents  present  were  then  called  to  the  platform  by 
Mrs.  Hughes,  and  each  said  a  few  happy  words,  as  did  the  new  officers. 
Miss  Josephine  Jarvis,  translator  of  so  many  of  the  Froebel  books  used 
in  all  training  schools,  was  also  introduced  and  presented  by  the  normal 
students  of  the  school  with  some  lovely  flowers,  a  courtesy  which  met 
with  the  hearty  approval  of  all  present. 

So  came  to  an  end  a  most  successful  convention — one  that  ran  so 
smoothly  that  it  was  impossible  to  "see  any  wheels  go  round."  The 
heavy  strain  of  attention  to  thoughtful  papers  was  varied  by  the  de- 
lightful strains  of  the  music  which  formed  a  conspicuous  part  of  every 
program.  As  explained  by  Miss  Vandewalker,  weather  in  Milwaukee 
at  this  time  of  year  was  not  to  be  trusted,  and  so  no  excursions  had 
been  planned,  but  instead  an  effort  was  made  to  make  music  an  integral, 
important  and  desirable  part  of  all  meetings.  No  one  missed  the  excur- 
sions assuredly,  but  with  this  convention,  as  at  others  in  the  past,  was 
heard  the  old  cry,  "No  time  allowed  for  visiting  exhibits  and  kinder- 
gartens." It  really  was  too  bad  that  with  such  valuable  exhibits,  rep- 
resenting so  many  training  schools  from  all  parts  of  the  country,  as 
well  as  the  hostess  city,  it  was  impossible  to  study  them  without  play- 
ing truant.     In  a  later  number  they  will  be  described. 

It  was  urged  at  the  business  meeting  that  next  year's  session  be 
devoted  to  exhibits.  An  hour  or  so  to  an  explanation  by  the  exhibiter 
to  the  points  specially  to  be  noted,  and  then  a  visit  to  the  exhibit  with 
eyes  made  intelligent  by  the  previous  talk. 

We  have  a  vague  recollection  of  some  such  suggestions  at  previous 
conventions.  Let  us  hope  that  in  1907  this  will  be  kept  in  mind  by 
Spartan  program  makers,  or  else  we  will  be  really  obliged  to  cultivate 
the  power  of  being  in  two  places  at  the  same  time. 

Unable  ourselves  to  do  much  visiting,  we  are  indebted  to  Miss 
Watkins  of  Buffalo  for  these  brief  words  about  the  penny  lunch  sta- 
tions, which  are  a  feature  of  certain  Milwaukee  school  districts: 


I.    K.    U.    CONVENTION.  5^5 

"The  Woman's  School  Alliance,  to  ^vhom  appeals  for  help  along 
numerous  lines  may  be  made,  has  established  five  penny  lunch  stations 
in  Milwaukee  in  the  most  needy  parts  of  the  city. 

This  means  that  for  a  penny  a  little  hunp^rj-  child  may  have  at 
noon  a  bowl  of  good  soup  and  a  bun. 

During  the  five  coldest  months  through  which  these  stations  are 
open,  about  10^000  lunches  are  served. 

A  visit  to  one  brought  out  a  most  interesting  effect  of  the  wtjrk. 
Each  station  is  in  a  home,  where  the  house-mother  may  not  only  maice 
some  needed  money,  but  may  find  a  channel  for  philanthropic  interest^. 
In  one  of  these  homes  we  found  the  children  playing  in  an  improvised 
playroom  in  the  small  basement,  which  the  busy  house-father  had  fitted 
up  for  rainy  days." 

We  have  attended  conventions  when  the  city  wept  at  our  approach, 
and  at  Boston  the  skies  wept  copiously  at  our  departure,  but  Milwaukee 
welcomed  and  sped  with  smiles  the  coming  and  going  guest,  gi\ing 
us  just  one  little  taste  of  snow  in  the  middle  of  the  week  that  by  con- 
trast we  might  better  appreciate  her  smiles. 

Miss  Vandewalker  and  her  co-workers  certain!}-  more  than  kept 
all  their  promises  of  what  a  convention  in  Milwaukee  would  be. 

May  we  meet  next  year  in  New  York  all  who  had  so  happy  a  time 
in  this  charming  city  on  the  lake. 

OFFICERS    FOR    1906-07. 

Mrs.  Ada  Marean  Hughes  of  Toronto  was  re-elected,  receiving  81 
of  the  83  votes  cast  for  president,  the  full  list  of  officers  elected  being  as 
follows : 

President — Mrs.  Ada  ]\larean  Hughes  of  Toronto. 

First  Vice-President— Miss  Patty  S.  Hill  of  Louisville. 

Second  Vice-President — Miss  Alice  O'Grady  of  Chicago. 

Recording  Secretary- — Miss  Mabel  A.  MacKinney  of  Cleveland. 

Corresponding  Secretaiy  and  Treasurer — Miss  Stella  L.  Wood  of 
Minneapolis. 

Auditor — Miss  ^lan'  C.  Shute  of  Boston. 


M 


Little   Folks'   Land* 

The   Story    of    a    Little   Boy    in    a    Big;   World. 

By  Madge  A.  Bigpiam,  Free  Kindergartens,  Atlanta,  Ga.     Author  of 
"Stories  of  Mother  Goose  Village,"  etc. 

IX. 

Eighteenth  Week — Vegetable  and  Flower   Study 

The  Children's  Garden 

Aland  ay 
OTHER  GIPSY  knew  all  about  the  Princess  and  Bluette, 
too — why,  she  even  knew  that  the  Princess  was  not  a  butterfly, 
and  that  her  wings  were  to  be  golden  brown,  and  that  once 
upon  a  time  she  had  been  a  caterpillar,  and  had  lived  on  Billy  Sanders' 
elm  tree.  Now,  how  do  you  suppose  she  knew  all  of  that?  To  be  sure, 
Joe-Boy  was  the  very  one  who  told  her.  Every  night  when  Mother 
Gipsy  tucked  him  away  in  his  pretty  white  bed  they  would  have  the 
cosiest  talks  about  things  that  had  happened  through  the  day,  and 
Joe-Boy  had  told  her  over  and  over  again  about  Bluette  and  the  Princess. 

"And  wasn't  it  nice  about  the  wings,  mother?"  he  said. 

"Couldn't  you  show  me  the  very  spot  on  my  back  where  my  skin 
will  pop  open  and  my  w'mgs  come  out?" 

Then  Mother  Gipsy  laughed  merrily  and  said:  "Why,  you're  not 
a  little  caterpillar;  you  are  a  little  boy;  and  besides,  catterpillars  take  a 
long,  long  sleep  before  their  wings  grow"  out.  Would  _vou  be  willing  to 
take  a  long,  long  sleep,  if,  when  you  waked  up,  you  would  have  a  pair 
of  beautiful  wings?" 

"Y-e-s!"  said  Joe-Boy,  and  his  eyes  grew  very  bright;  but  Mother 
Gipsy  said:  "Oh,  please  don't  take  that  long  sleep  now;  I'm  sure  I 
couldn't  spare  you." 

Then  she  tucked  him  away  with  another  "good-night"  kiss,  and 
opened  the  shutters  for  the  stars  and  moon  to  peep  through  as  she  said : 
"Go  to  sleep,  little  caterpillar,  but  be  sure  to  waken  when  the  sunbeams 
come." 

And  that  is  just  what  Joe-Boy  did,  and  when  he  went  to  kinder- 
garten and  looked  at  the  Princess,  she  was  still  sleeping  in  her  prettj' 
cocoon  cradle. 

"I  do  hops  she  will  not  wake  just  yet,"  said  the  kindergarten 
teacher,  "because  we  haven't  planted  our  garden  beds,  and  there  would 
be  no  flowers  and  leaves  and  grasses  for  her — why,  there  would  be  noth- 
ing for  her  to  eat!" 

*  Copyright,  1905,  by  Madge  A.  Bighani. 


53S  KINDERGARTEN  ^lAGAZINE. 

"Let  us  plant  the  garden  beds  today,"  said  Joe-Bo}-,  "because  the 
Princess  jnight  wake  up  soon." 

"Well,"  said  the  kindergarten  teacher,  "we  might  start  on  them 
today,  anyway.  The  first  thing  to  be  done  is"  to  plan  just  how  we  want 
to  make  them.  We  could  go  to  the  sand  table  and  do  that,  and  maybe 
by  tomorrow  it  will  be  warm  enough  to  work  out  of  doors.  Let  me 
see;  there  are  twenty-one  children,  counting  me,  so  there  must  be 
twenty-one  garden  beds,  because  every  child  will  want  one  for  his  very 
own,  to  dig  and  plant  and  care  for.  We  will  go  to  the  sand  table  right 
now,  and  see  what  will  be  the  best  way  to  lay  off  those  twenty-one 
little  garden  beds,  with  walks  between  them,  that  no  one  need  ever 
step  on  the  growing  plants." 

That  was  a  happy  band  of  children  around  the  big  sand-table,  I 
can  tell  you,  and  to  help  them  remember  how  many  twenty-one  was, 
the  kindergarten  teacher  gave  every  child  one  little  oblong  block,  and 
she  said:  "We  will  play  that  these  are  the  size  of  the  garden  beds; 
now,  let  us  la)'  them  in  the  sand,  and  find  the  best  way,  being  sure  to 
leave  the  little  walks  between." 

So,  after  everybody  had  tried  and  tried  they  found  it  was  best  to 
put  three  of  the  little  beds  in  a  row,  and  to  have  seven  rows — that  made 
twenty-one  little  even  beds,  you  see,  and  no  one  forgot  about  the  walks. 
Then  to  see  just  how  the  pretty  garden  would  look  all  finished,  the 
children  smoothed  the  sand  over  the  beds,  and  planted  tiny  colored 
sticks  and  played  that  they  were  flowers  growing.  Some  of  them  had 
vegetables  growing,  too — peas  and  potatoes  and  onions  and  lettuce  and 
corn — and  the  kindergarten  teacher  said:  "There  now!  Each  child 
will  have  only  one  bed  in  the  yard,  and  which  will  you  plant,  vegeta- 
bles or  flowers?" 

And  everj^body  wanted  to  plant  flowers  and  everybody  wanted  to 
plant  vegetables,  so  she  laughed  and  said,  "Well,  everybody  can  plant 
both.  We  will  cut  the  little  beds  right  in  two,  and  plant  vegetables  in 
one  square  and  flowers  for  the  Princess  on  the  other  square.  And  when 
the  vegetables  get  ripe,  we  will  have  a  vegetable  party  and  invite  Mother 
Gips}^ — because  she  gave  us  a  surprise  party  one  day.  Don't  you  remem- 
ber?" 

Of  course  the  children  hadn't  forgotten  about  that  party  of  milk 
and  oatmeal  and  little  dollar  biscuits  and  thumb  pones  of  cornbread. 
Have  vou  forgotten? 


LITTLE    FOLKS'    LAND  639 

"But,"  said  the  kindergarten  teacher,  "we  must  keep  that  for  a 
secret,  and  not  tell  anybod.v  yet,  so  it  will  he  a  surprise  to  [Mother 
Gipsy." 

And  Charlotte  Anne  said:     "I  know  Joe-Boy  is  going  to  tell!" 

But  Joe-Boy  only  jumped  up  and  down  and  said:  "No,  I  won't, 
no  I  won't,  no  I  won't!" 

And  the  kindergarten  teacher  said:  "Of  course,  Joe-Boy  won't 
tell — he  knows  how  to  keep  a  secret ;  I  am  sure  he  does.  Anyway,  we 
will  wait  and  see." 

How  Prince  Charming  Helped 

Tuesday 

IF  you  could  have  peeped  over  the  kindergarten  fence  the  very  next 
morning  after  the  children  had  made  their  gardens  in  the  sand, 
you  would  have  seen  them  all  out  in  the  yard,  and  every  child  had 
a  spade  or  a  rake  or  a  hoe — at  least  that  is  what  Father  Gipsy  saw, 
when  he  peeped  over  the  fence  on  his  way  to  town.  The  children  were 
digging  and  digging,  and  digging,  too  busy  to  stop  and  talk  because 
everybody  was  trying  to  get  the  ground  soft  and  fine  for  the  garden 
beds.  Father  Gipsy  watched  them  dig,  with  a  queer  smile  on  his  face, 
and  then  he  said:  ''That  ground  looks  pretty  hard  for  little  people 
to  dig.  I  know^  somebody  not  very  far  from  here  that  can  plow  well, 
and  he  likes  to  help,  too — somebody  with  four  white  legs  and  a  wavy, 
white  mane  and  a  long  white  tail," 

'Trince  Charming!  Prince  Charming!  We  know  it  is  Prince 
Charming!" 

"That's  just  w^ho  it  is,"  said  Father  Gipsy,  "and  Prince  Charming 
belongs  to  Joe-Boy,  so  if  he  is  willing  to  lend  him  out,  Fll  just  go  bring 
him  right  away,  and  we'll  have  this  garden  plowed  up  in  a  little  while." 

You  know  Joe-Boy  was  glad  for  Prince  Charming  to  help — he 
even  went  home  with  Father  Gips}-  to  bring  him — and  soon  they  came 
back  with  the  plow  and  the  long  plow  lines  and  dear  old  Prince  Charm- 
ing, with  his  waving  mane,  stepping  high,  as  he  always  did,  whether 
he  plowed  or  carried  the  painted  lady  tip-toe  on  his  back.  And  then,  the 
merry,  merry  time  everybody  had  plowing!  Father  Gipsy  was  very 
kind  and  let  each  one  have  a  turn.  He  told  them  when  to  say  "gee," 
and  he  told  them  when  to  say  "haw,"  and  Prince  Charming  understood 


540  KINDERGARTEN    MAGAZINE. 

every  word  and  plowed  his  very  best ;  so  very  soon  the  ground  was  deep 
and  soft. 

"I  can't  tell  what  we  would  do  without  Prince  Charming,"  said 
the  kindergarten  teacher;  "he  is  always  ready  to  help  us  out  of  our 
troubles.     How  can  we  say  'thank  you'  before  he  goes?" 

"I'll  run  get  him  a  piece  of  my  apple,"  said  Charlotte  Anne.  Then 
the  other  children  thought  about  their  lunch  and  ran  for  their  baskets, 
and  when  they  came  back  Prince  Charming  had  the  nicest  lunch !  He 
ate  a  red  apple  and  a  yellow  apple  and  a  cake  and  a  sandwich  and  a 
lump  of  sugar — and  he  ate  right  out  of  the  children's  hands,  too,  and  he 
didn't  bite,  and  they  smoothed  and  petted  and  rubbed  him  until  Prince 
Charming  was  very  glad  indeed  that  he  had  come  to  help. 

"Now  what  is  the  next  thing  to  be  done  to  these  garden  beds?" 
said  Father  Gipsy.  "I  believe  I  would  like  to  help  some  more."  Then 
they  told  him  all  about  the  twenty-one  beds,  with  three  beds  in  a  row, 
and  seven  rows — and  the  little  walks  between.  And  then  Father  Gipsy 
said :  "Well,  that  doesn't  seem  so  very  hard  to  fix,  if  we  will  all  work 
together.  You  children  can  rake  and  hoe  the  ground  over,  while  the 
kindergarten  teacher  and  I  lay  oflE  the  walks  and  the  twenty-one  garden 
beds." 

Then  Father  Gipsy  found  a  long  cord  and  tied  a  stick  at  each  end, 
and  stretched  the  line  across  the  ground,  to  help  him  dig  even  straight 
rows,  and  by  and  by  every  one  of  those  twenty-one  garden  beds  were 
fixed  just  right.  And  Joe-Boy  said,  "Oh,  oh,  it  looks  just  like  our 
garden  on  the  sand-table — only  it  is  a  grown-up  mother  garden." 

"And  so  it  is,"  said  the  kindergarten  tecaher,  "and  we  have  had  so 
much  help  today,  I  believe  our  gardens  will  be  ready  to  plant  tomor- 
row— won't  that  be  fine?" 

You  should  have  heard  those  children  clap  their  hands.  Then 
Father  Gipsy  said :  "Well,  I  know  of  one  more  thing  that  will  help  to 
make  these  garden  beds  good  ones,  so  when  I  go  up  town  I  am  going 
to  stop  at  the  carpenter's  shop  and  send  him  down  here  with  some  long 
boards  and  some  short  boards,  and  he  will  fix  them  tightly  around  every 
little  bed  to  keep  the  dirt  from  washing  into  the  walks — don't  you 
think  that  would  be  a  good  plan?" 

"And  we  will  scatter  white  sand  over  the  walks,  too,"  said  the 
kindergarten  teacher,  "and  when  you  pass  each  day  you  will  see  how 
clean  and  neat  we  shall  keep  them." 


LITTLE   FOLKS'    LAND  541 

Then  Father  Gipsy  told  them  "good-bye,"  and  sure  enough  the 
beds  were  fixed  just  as  he  promised — now,  don't  you  think  that  was  a 
very  kind  Father  Gipsy?  The  children  thought  so,  and  they  said  they 
were  surely  going  to  have  him  in  their  secret,  too,  and  ask  him  to  the 
vegetable  party — -but  of  course  Joe-Boy  promised  not  to  tell. 

The  Vegetable  Beds 

Wednesday 

ALL  the  children  were  in  such  a  big  hurry  to  get  back  to  kinder- 
garten the  next  morning  that  they  did  not  even  want  to  take 
time  to  eat  breakfast.  You  see,  they  were  thinking  about  those 
garden  beds,  and  wondering  when  they  could  plant  the  seeds. 

"You  have  come  so  very  early,"  said  the  kindergarten  teacher,  "I 
think  we  will  have  time  before  nine  to  go  down  to  the  sand  bank  and 
get  the  white  sand  for  our  walks — then,  when  Father  Gipsy  passes,  he 
will  see  that  we  have  fixed  our  garden  walks  almost  as  quickly  as  he 
had  the  beds  fixed  for  us  yesterday." 

I  know  you  would  have  wanted  to  go,  too,  if  you  could  have  seen 
those  children  skipping  down  the  path  to  the  branch  in  the  woods,  and 
everybody  had  a  bucket  or  a  bag  or  a  basket  to  bring  the  sand  in — 
even  the  hired  man  went  along,  too,  and  he  carried  a  great  huge  bag 
in  his  wheelbarrow — so,  all  together,  they  brought  enough  to  the  kinder- 
garten to  sprinkle  in  all  the  walks. 

"There  now,"  said  the  kindergarten  teacher,  "I  believe  things  are 
ready  for  seed  planting — I  feel  as  if  I  would  almost  like  to  be  a  seed 
myself,  to  grow  in  those  fine  garden  beds!  Which  shall  we  plant  first — 
flower  seeds  or  vegetable  seeds?" 

"Vegetable  seeds,"  said  the  children,  "because  they  must  hurry 
and  grow  for  the  party." 

"That's  true,"  she  said,  laughing,  "we  must  remember  about  that 
party!  Won't  Mother  and  Father  Gipsy  be  surprised  when  they  come 
to  our  garden  party,  and  find  nice  things  to  eat  that  we  planted  our- 
selves? Now,  let  us  put  on  our  'thinking  caps'  and  name  every  vegeta- 
ble that  we  know,  so  we  can  choose  the  ones  we  wish  to  plant." 

So  they  thought  and  thought,  and  everj'body  named  some — first, 
they  named  vegetables  that  ripened  in  the  ground,  and  looked  like 
bulbs — Irish  potatoes,  sweet  potatoes,  turnips,  beets,  radishes  and  onions. 


542  KINDERGARTEN    MAGAZINE. 

Then  they  named  vegetables  that  grew  in  pods — snap  beans,  butter- 
beans,  green  peas  and  okra.  Then  they  named  vegetables  whose  leaves 
were  good  to  eat — cabbage,  salad  and  lettuce.  And  then  they  named 
tomatoes  and  corn  and  squashes  and  cucumbers  and  egg  plant,  and,  oh! 
I  don't  know  how  many  others — anyway,  they  couldn't  think  of  planting 
everything  they  named,  because  the  garden  beds  were  not  large  enough 
for  them,  you  know.  "Why,"  said  the  kindergarten  teacher,  "we  would 
need  garden  beds  as  large  as  Farmer  Green's  if  we  planted  all  of  those 
vegetables!  I  think  we  shall  have  to  choose  only  those  which  will  be 
sure  to  ripen  in  time  for  the  party." 

Now,  I  wonder  if  you  can  guess  which  those  were?  You  can't? 
Well,  from  the  vegetables  that  looked  like  bulbs,  they  chose  radishes, 
and  from  the  vegetables  that  grew  in  pods,  they  chose  green  peas,  and 
from  vegetables  whose  leaves  were  good  to  eat,  they  chose  curly  lettuce. 
And  I  think  that  would  make  a  very  nice  garden  party,  indeed,  don't 
j'ou?  Because  they  could  make  soup  out  of  the  peas  to  eat  first,  and 
then  there  would  be  radishes  to  eat  next,  and  last  of  all,  would  be  the 
lettuce — that  would  be  for  the  dessert,  j^ou  know.  So  the  kindergarten 
teacher  took  three  little  packages  out  of  her  apron  pocket,  and  gave 
everyone  some  little,  wee,  wee  radish  seeds,  and  some  little  wee,  wee,  wee 
lettuce  seeds,  and  some  fine  fat  pea  seeds,  and  she  said  as  she  placed 
them  in  their  careful  hands,  "To  think  that  every  little  seed,  even  the 
wee,  wee,  wee  ones,  has  a  little  plant  baby,  sleeping  within — waiting, 
waiting  to  grow!     Isn't  it  good  that  we  can  help  to  waken  them?" 

So  they  went  joyfully  to  the  little  garden  beds,  and  when  they  had 
made  the  little  rows,  every  child  planted  his  seeds  in  his  own  little 
garden  bed,  and  covered  them  gently  over.  And  when  they  had  finished, 
Joe-Boy  was  so  very  happy,  that  he  kept  jumping  up  and  down  and  all 
around — thinking  about  that  garden  party.  And  Charlotte  Anne  said : 
"Don't  you  tell,  Joe-Boy!  If  you  feel  as  if  you  are  when  j^ou  see 
Mother  Gipsy,  just  put  your  hand  over  your  mouth  so,  and  rvm  to  the 
buttercup  meadow  as  fast  as  you  can  go!" 

Maj^be  you  think  it  isn't  very  hard  to  keep  a  secret,  but  it  is — most 
especially  when  it  is  about  a  party.  I  believe  that  is  the  hardest  kind  of 
a  secret  to  keep.  Why,  that  very  day,  when  Joe-Boy  got  home,  he 
almost  told!  Mother  Gipsy  said,  "Come,  tell  me  what  you  did  at 
kindergarten  today — something  nice,  I  know,  because  your  eyes  tell 
me  so." 


i 


LITTLE    FOLKS'   LAND  54;J 

And  Joe-Boy  jumped  up  and  down  and  said,  "Oh,  oh,  oh,  mother, 
we  are  going  to  give  you  a — a — a — !" 

And  then  all  at  once  he  remembered  about  the  secret,  and  put  his 
hands  over  his  lips — and  the  next  thintr  30U  knew,  why,  he  was  down 
in  the  buttercup  meadow!  Now,  aren't  you  glad  he  did  not  tell  that 
secret? 

The  Flower  Beds 

Thursday 

I  NEED  not  tell  you  what  the  children  did  the  next  morning  at 
kindergarten,  because  30U  know  as  well  as  I  do,  that  they  planted 
the  other  half  of  their  garden  beds.  They  had  a  merry  time  in  the 
morning  circle,  talking  about  the  seeds  they  wished  to  plant.  They 
began  with  the  rainbow  colors,  and  -first  named  all  the  red  flowers  they 
could  think  of,  then  they  named  all  the  orange  flowers,  and  all  the 
j^ellow  flowers,  and  all  the  green  flowers,  and  all  the  blue  flowers,  and 
then  all  of  the  violet  flowers.  The  kindergarten  teacher  was  the  only 
one  who  could  name  a  green  flow^er,  but  the  children  thought  of  names 
for  all  of  the  other  colors.  Of  course  they  could  not  plant  all  that  they 
named,  though,  so  the  kindergarten  teacher  said:  "^Ve  shall  have  to 
do  about  the  flower  seeds  as  we  did  about  the  vegetable  seeds,  and  only 
plant  those  that  will  grow  fast,  and  bloom  in  time  for  the  garden  party." 

In  the  fall,  when  the  children  had  first  started  to  kindergarten, 
they  had  gathered  all  kinds  of  seeds,  put  each  kind  in  little  envelopes, 
and  put  them  in  seed  boxes,  which  they  had  folded  themselves,  and  the 
kindergarten  teacher  had  put  them  away  in  the  cabinet  to  sta\'  until  the 
springtime,  when  it  was  best  to  plant  them.  So  the  children  remem- 
bered about  the  boxes,  and  the  kindergarten  teacher  went  and  found 
them  just  as  they  had  put  them  away. 

"We  will  open  the  boxes  and  see  what  kind  of  seeds  we  have,"  she 
said,  "and  then  we  will  go  out  to  our  gardens  and  plant  the  ones  we 
choose." 

Then  the  children  opened  the  little  envelopes  and  found  morning- 
glory  seeds,  and  nasturtium  seeds,  and  petunia  seeds,  and  phlox  seeds, 
and  pansy  seeds,  and  sunflower  seeds,  and,  do  you  know,  when  the 
kindergarten  teacher  asked  them  which  ones  they  wanted  to  plant,  why, 
those  children  said  they  wanted  to  plant  all  they  had!  And  then  she 
said:     "It  is  a  pity  to  leave  any  of  them  unplanted — they  would  all  like 


644  KINDERGARTEN    MAGAZINE. 

to  grow,  I  am  sure,  so  we  shall  have  to  give  them  a  chance.  We  can 
plant  the  phlox  and  petunias  and  nasturtiums  in  the  garden  beds,  and 
we  can  plant  the  sunflowers  by  the  side  fence,  and  the  morning-glory 
seeds  near  the  porch  where  they  will  have  room  to  climb,  and  the  pansy 
seeds  near  the  violets  by  the  steps — then  all  will  have  a  place,  whether 
they  bloom  in  time  for  the  garden  party  or  not." 

"I'm  so  glad,"  said  Joe-Boy,  "because  I  just  must  plant  all  of  my 
seeds — I  couldn't  tell  which  ones  not  to  plant." 

So,  you  may  know  they  were  all  very  happy  children  when  they 
tripped  out  to  plant  their  seeds,  and  when  they  had  finished,  the  twenty- 
one  brown  garden  beds  looked  smooth  and  soft  in  the  spring  sunshine, 
with  the  sleeping  seeds  tucked  snugly  beneath. 

"And  only  think,"  said  the  kindergarten  teacher,  "from  each  tiny 
seed  a  dear  baby  plant  will  soon  awake — how  glad  we  are  to  help  them 
grow." 

Then  they  played  the  pretty  game  that  you  have  played — some  of 
the  children  were  the  sleeping  seeds,  some  were  the  sunbeams  and  some 
were  the  rain  drops  that  God  had  sent  to  waken  the  seed  babies  and  help 
them  to  grow.  Which  would  you  rather  be,  a  seed  or  a  sunbeam  or  a 
raindrop? 

Peggy  Rose's  Garden 

Friday 

NOW  the  very  hardest  thing  you  have  to  do  about  a  garden  is  to 
wait  for  the  seeds  to  come  up.  But,  dear  me,  real  babies  can't 
walk  until  they  have  strong  feet,  you  know,  so  how  could  you 
expect  plant  babies  to  grow  up  until  they  had  strong  feet,  too?  At 
least,  that  is  what  Mother  Gipsy  asked  Joe-Boy  one  night  when  they 
were  playing  seeds  and  she  had  tucked  him  away  in  his  bed  for  the 
night. 

"If  you  are  in  such  a  hurry  to  see  a  garden  grow,  and  can't  wait 
for  the  one  you  have  at  kindergarten,  why,  you'll  just  have  to  make 
you  a  garden  like  what  Peggy  Rose  made,  and  then  you  will  be  so  busy 
watching  the  little  feet  grow  that  you  will  forget  everything  else." 

"Well,  tell  me  what  kind  of  a  garden  Peggy  Rose  made?"  said 
Joe-Boy. 

"And  that  means  a  story,"  laughed  Mother  Gipsy,  as  she  gave  him 
a  little  love  pinch  on  his  ear.     "Well,  anyway,"  she  said,  "once-upon-a- 


LITTLE    FOLKS'    LAND  545 

time,  Peggy  Rose  was  cleaning  out  her  mother's  button  box,  and  right 
at  the  bottom  she  found  three  seeds — one  was  a  bean  seed  and  one  was 
a  grain  of  corn  and  one  was  a  squash  seed;  though  Peggy  Rose  had 
never  seen  a  squash  seed,  and  she  didn't  know  what  kind  it  was.  Any- 
way, Peggy  Rose  said,  'When  my  beautiful  mother  comes  home  from  the 
factory  tonight,  I  shall  ask  her  to  give  me  these  seeds,  and  then  1  will 
plant  me  a  garden  bed.'  Now,  Peggy  Rose  lived  in  a  little  rottm  at  the 
very  top  of  a  high  brick  house,  and  there  were  steps  and  steps  and  steps 
and  steps  that  you  had  to  go  down  before  you  got  out  into  the  street. 
And  there  wasn't  any  yard  for  her  to  run  and  play  in,  such  as  you 
have — there  was  only  the  brick  sidewalk,  and  beyond,  the  busy  street, 
where  Pegg}-  Rose  never  dared  to  go,  because  the  horses  and  drays 
might  run  over  her.  So  how  do  you  think  Peggy  Rose  was  going  to 
have  any  garden  bed  ? 

"  'To  be  sure,  little  daughter,"  said  Peggy  Rose's  beautiful  mother, 
when  she  came  home  from  the  factory-  that  night,  "you  ma\"  ha\e  the 
seeds  that  you  found  in  the  button  box,  but  we  shall  have  to  think  about 
the  garden  bed,  for  where  have  we  any  place  to  plant  a  garden?  ()nl\ 
this  little  square  room  inside  and  the  busy,  busy  streets  outside.  But 
sureh'  there  must  be  a  way,'  she  said,  as  she  stooped  low  and  saw  the 
little  seeds  in  Peggy  Roses'  pink  palm.  'Poor  little  seeds,  I'm  sure  they 
would  like  to  grow — they  make  me  think  of  the  sweet,  fresh  countr\-.  of 
the  green  fields  and  the  running  water  and  the  blue,  blue  sky,'  and 
then  a  happy  smile  came  to  the  face  of  Peggy  Rose's  beautiful  mother 
and  she  said,  'Oh,  I  know  now,  the  ver}'  way !  We  will  make  the  little 
garden  bed  right  this  very  minute.' 

"And  then  Peggj'  Rose  laughed  with  joy  and  the  dimples  came  and 
went  in  her  cheeks,  while  her  beautiful  mother  went  to  the  closet  and 
took  out  a  clear  glass  tumbler,  and  filled  it  nearly  full  of  water,  and 
then  she  cut  a  circle  of  pure  white  cotton,  just  the  size  of  the  glass, 
and  she  let  Peggy  Rose  fix  the  cotton  on  the  water  with  her  own  soft 
hands,  and  then  she  said  gayly:  "^'our  little  garden  bed  is  read\-,  Pegg\- 
Rose;  come  and  plant  your  seeds.' 

"Then  Peggy  Rose  laughed  and  laughed,  and  she  dropped  the 
grain  of  corn  on  the  little  white  garden  bed,  and  then  she  dropped  ttie 
bean  seed  and  then  she  dropped  the  squash  seed,  and  then  her  garden 
bed  was  planted;  so  they  placed  the  tumbler  in  their  one  little  window 
and  laughed  and  laughed  again.     The  moonbeam  fairies  found  it  there 


546  KINDERGARTEN    MAGAZINE. 

that  very  night,  and  the  starlight  fairies,  too,  and  they  said,  'Such  a 
funny,  funny  garden  bed  has  little  Peggy  Rose.' 

"And  the  sunbeam  fairies  found  it,  too — the  very  next  morning — 
and  they  said,  'Oh,  Peggy  Rose,  Peggy  Rose,  such  a  funny,  funny  gar- 
den bed !  We'll  waken  those  seeds  for  you,  little  Peggy  Rose,  and  how 
you  will  smile  to  see  them  grow!'  So,  for  two  days  they  shone  their 
very  brightest  on  Peggy  Rose's  garden  bed,  and  warmed  the  little  plant 
babies  so  they  just  had  to  wake  up.  The  little  bean  was  the  fattest  seed 
of  all;  his  mother  had  packed  his  little  jacket  right  full  of  something 
good  to  eat,  and  when  he  sucked  the  water  through  his  soft  cotton 
bed,  he  grew  fatter  and  fatter,  and  one  day,  why,  he  popped  right  out 
of  his  jacket,  and  reached  one  little  foot  downward  and  one  little  hand 
upward,  and  he  held  two  tiny  little  leaves  for  Peggy  Rose,  And  Peggy 
Rose  smiled  and  said,  'Oh,  you  little  bean  baby,  you're  getting  your 
feet  right  wet!' 

"And  then  the  little  corn  baby  heard  her  talking,  and  he  popped 
right  out  of  his  jacket — and  the  little  squash  baby,  too — and  Peggy 
Rose  said,  'Oh,  }^ou  little  corn  baby  and  you  little  squash  baby,  you  are 
getting  your  feet  wet,  too!' 

"And  then  she  laughed  and  laughed,  just  as  the  sunbeam  fairies 
said  she  would,  and  that  night,  when  her  beautiful  mother  came  home 
from  her  work  at  the  factory,  why,  she  laughed,  too,  at  the  little  bean 
baby  and  the  little  squash  baby  and  the  little  corn  baby,  getting  their 
feet  so  wet — and  at  Peggy  Rose,  because  she  was  so  happy  and  proud  of 
her  little  garden  bed." 

Why  don't  you  make  a  garden  bed,  like  Peggy  Rose's? 

Program   for    Eighteenth   Week — Vegetable   and   Flower    Study 

The  Children's  Garden 

Monday 

Circle  talk,  songs  and  games:  Which  would  you  rather  have,  a  vegeta- 
ble garden  or  a  flower  garden?  Why?  Which  do  you  suppose  the 
"Princess"  would  prefer?  Why?  What  helpers  will  the  Princess 
need  to  waken  her?  What  helpers  will  the  vegetables  and  flowers 
need? 

Song  and  game:    "Gardening."    Stress  preparation  of  ground. 

Gift:  Reproduce  the  lesson  at  the  sand  table,  as  given  in  the  story  for 
the  day. 


LITTLE    FOLKS'    LAND  547 

Occupation:  Water-color,  broad  effect.  One  oblong  bed.  Other 
shapes,  according  to  each  child's  idea  of  beauty. 

How  Prince  Charming  Helped 

Tuesday 

Circle  talk  J  songs  and  games:  Did  you  ever  watch  the  gardener  getting 
the  ground  ready  to  plant  his  seeds?  What  did  he  do?  Why? 
Did  you  ever  trj^  to  dig  up  the  hard  ground  yourself?  James  has 
such  a  large  garden  at  his  home,  it  would  take  a  long,  long  time 
to  spade  it  all— what  could  help  him  to  work  more  quickly?  Yes, 
the  horse  and  plow.  How  many  of  j^ou  have  seen  a  plow?  How 
does  the  horse  pull  it,  and  how  does  the  man  hold  it?  Can  you 
show  us?     Can  you  plough  very  straight  rows? 

Play:     Ploughing  field. 

Gift  Period:  Make  garden  beds  out  of  doors.  (Let  each  child  do 
some  of  the  work.) 

Occupation:    Miniature  rake  to  carry  home — the  child's  own  idea. 

The  Vegetable  Beds 

Wednesday 

Circle  talk,  songs  and  games:  What  vegetables  do  you  like  best?  Does 
it  grow  under  ground  or  up  in  the  sunshine?  What  vegetables 
grow  in  pods?  What  vegetables  give  us  leaves  to  eat?  What 
holds  the  plant  in  the  ground?  Which  will  be  the  best  vegetables 
for  us  to  plant  in  our  gardens? 

Play:  Plant  garden.  Children  representing  seeds — garden.  (Em- 
phasis placed  upon  choice  of  seeds.) 

Gift  Period:     Sort  vegetable  seed. 

Song:     "In  my  little  Garden-bed." 

Occupation  Period:     Plant  seed. 

The  Flower  Beds 

Thursday 

Circle  talk,  songs  and  games:  Do  you  think  all  kinds  of  plants  like  to 
grow  in  the  same  garden?  Shall  we  plant  our  morning-glory  seeds 
out  in  our  garden  beds?     Where  then?     Why?     Can  you  name 


548  KINDERGARTEN    MAGAZINE. 

some  red  flowers?     Orange?  Yellow?     Green?     Blue?     Violet? 

(Guessing  game.) 

Son£;s:     "Little  Brown  Brother."  "In  the  Heart  of  a  Seed." 

Game:     Planting  flower  garden.  Emphasize  arrangement  of   flowers 

according  to  color. 
Gift  period:    Plant  flower  seeds  in  the  yard. 

Occupation:     Construct  frame  for  a  vine. 

^^SSy  Rose's  Garden 

Friday 

Circle  talks,  song^s  and  games :    Relate  the  story.    ' 

Experiments:     Plant  seeds  in  glass,  also  in  egg  shells   (soil).     Watch 

for  root  formation  and  "seed  leaves." 
Songs  and  games:     Selected  by  children. 
Gift:     Building.     Peggy  Rose's  house,  long  stairway,  window.      (Use 

a  cylinder  for  the  glass  where  the  flower  garden  grew.) 
Occupation:    Folding,  "Peggy  Rose's  Work  Box." 

Nineteenth  Week — Flower  Life 

Jack's  Beanstalk  t 

Monday 

WHEN  Joe-Boy  told  the  kindergarten  children  about  Peggy 
Rose's  funny  little  white  garden  bed  and  about  the  little 
bean  baby  getting  his  feet  so  wet,  why,  they  wanted  to  make 
a  garden  bed  just  like  it,  and  the  kindergarten  teacher  said,  "That  will 
be  a  good  plan,  and  I  have  a  bean  baby  right  here  on  the  mantel,  so 
while  we  are  waiting  for  our  garden  beds  outside  to  grow,  we  can 
watch  the  bean  baby  wake  inside." 

So  they  fixed  the  tumbler  and  cotton,  and  when  they  had  placed 
the  bean  baby  on  his  white  bed  the  kindergarten  teacher  said,  "When 
I  was  a  little  girl  I  used  to  hear  a  story  called  Jack's  Beanstalk — not 
the  one  about  the  giant,  though  it  was  a  little  like  that  one.  While  our 
bean  baby  sleeps  I  will  tell  you  about  it.  Once-upon-a-time,  there  was 
a  dear  little  chubby  boy,  named  Jack,  and  he  lived  all  alone  with  his 


tThis  tale  was  first  suggested  by  a  child,  and  the  kindergartner  told 
it  revised  as  above. 


LITTLE    FOLKS'    LAND  549 

grandmother,  in  a  little  cabin  on  the  country  road.  They  had  a  big 
red  cow  that  they  loved  very  much,  but  they  did  not  have  any  mone}- ; 
and  you  know  everybody  needs  money  to  buy  clothes  and  meal  and  flour 
and  other  things.  Well,  Jack  and  his  grandmother  needed  very  many 
things,  and  the  winter  time  would  soon  be  coming,  too,  so  Jack's  grand- 
mother said,  "Well,  as  much  as  we  hate  to  part  with  her,  I  guess  we 
shall  have  to  sell  our  cow,  Jack.  \  ou  take  her  to  town  today,  and  see 
if  you  can  sell  her  to  a  good,  kind  master,  who  will  love  her  and  treat 
her  kindly  as  we  have  done." 

"Yes,  grandmother,"  said  Jack,  "I  shall  be  sure  to  find  our  cow  a 
kind  master." 

So  he  tied  a  rope  around  the  red  cows  horns,  and  started  down  the 
big  road,  walking  slowly — cows  do  not  like  to  walk  fast,  you  know. 
Every  few  steps  Jack  would  pat  the  red  cow  gently  on  the  head,  telling 
her  how  much  he  loved  her,  and  how  sorry  he  was  she  had  to  be  sold. 
By  and  by  he  met  a  big  boy  with  a  switch  in  his  hand,  and  the  big  boy 
said,  "I'll  buy  that  cow." 

But  Jack  shook  his  head  "no" — he  did  not  want  a  boy  with  a 
switch  to  buy  his  red  cow.  Would  you?  After  a  while  he  met  a 
jolly,  fat  man  coming  down  the  road,  and  he  was  singing  this  merry 
song: 

"If  I  had  a  cow  that  gave  rich  milk, 

I'd  dress  her  in  the  finest  silk, 

Milk  her  many  times  a  day. 

And  feed  her  on  the  finest  hay." 

"Good  morning,  little  boy,"  said  the  jolly  fat  man,  when  he  finished 
the  verse.  "That  looks  like  a  very  fine  cow  you  have  there.  Wouldn't 
you  like  to  sell  her?" 

"Yes,"  said  Jack.     "Are  you  a  kind  man?" 

"I  try  to  be,"  said  the  jolly  fat  man  ;  "I'll  treat  that  red  cow  kindly, 
too,  if  you'll  sell  her  to  me.  She  shall  have  a  house  to  live  in,  plenty 
to  eat  and  plenty  to  drink — didn't  you  hear  that  song  I  was  singing?" 

"Yes,"  said  Jack;  "grandmother  told  me  to  sell  her  to  a  kind  man, 
so  I  will  sell  her  to  you.     What  will  you  gi\e  me?" 

"Well,"  said  the  jolly  fat  man,  "I  will  give  you  a  speckled  hen 
and  a  bag  of  beans." 

"All  right,"  said  Jack,  smiling.  You  see  Jack  was  so  anxious  to 
sell  the  cow  to  some  one  who  would  treat  her  kindly,  that  he  forgot  all 


650  KINDERGARTEN    MAGAZINE. 

about  the  money  part,  and  sold  her  for  a  bag  of  beans  and  a  speckled 
hen!     My! 

Then  he  patted  the  red  cow  good-by,  and  the  jolly,  fat  man  said, 
"Take  good  care  of  those  beans  and  plant  them  as  soon  as  you  get 
home.  They  are  very  wonderful  beans."  So  Jack  hurried  home,  and 
told  his  grandmother  about  his  trade  with  the  kind  man. 

"Jack!  Jack!  Jack!"  said  his  grandmother,  with  her  hands  held 
high,  "whatever  made  you  do  such  a  silly  thing!  Why,  whoever  heard 
of  selling  a  cow  for  a  speckled  hen  and  a  bag  of  beans!" 

"Well,  grandmother,  only  think — he  promised  to  treat  our  cow 
kindly;  to  give  her  plenty  to  eat,  plenty  to  drink,  and  a  house  to  live  in!" 

"You  surely  are  a  queer  boy.  Jack,"  she  said.  "But  there  is  no  use 
to  fret  over  spilt  milk ;  go  and  plant  your  beans  under  the  window,  and 
we  will  see  what  is  to  become  of  us." 

Well,  Jack  planted  the  beans,  and  the  speckled  hen  made  a  nest 
and  went  to  laying,  because  she  wanted  to  help  all  she  could,  anyway. 
But  dear  me,  she  need  not  have  worried,  for  only  guess  what  had  hap- 
pened the  next  morning  when  Jack  waked  up  ?  Yes,  sir,  those  beans  had 
waked  up,  too,  and  you  never  saw  anything  grow  as  they  had.  Why, 
they  had  already  climbed  to  the  top  of  the  house,  and  to  the  top  of  the 
chimney,  and  then  started  up  the  lightning-rod !  Now  what  do  you 
think  of  that!  Pretty  soon  they  had  covered  the  whole  house,  leaving 
only  a  space  for  the  windows  and  doors — and  I  tell  you  what,  it  was  a 
most  beautiful  sight!  And  when  Jack  saw  the  white  blossoms  sprinkled 
everywhere  and  the  seed  pods  nestled  among  the  leaves,  he  laughed  with 
delight.  Even  his  grandmother  had  never  seen  such  a  sight,  and  people 
came  from  all  the  country  round  to  see  the  wonderful  vine — and  of 
course  everybody  wanted  a  seed  pod  to  carry  home  and  plant,  too.  So 
Jack  sold  the  wonderful  pods  for  five  cents  apiece,  and  as  there  were  a 
great  many,  he  soon  had  a  bag  full  of  money — enough  to  buy  himself 
and  his  dear  grandmother  new  clothes  for  the  winter  and  plenty  to  eat. 

"Now,  grandmother,"  said  Jack,  "aren't  you  glad  I  sold  the  cow 
to  the  jolly,  fat  man?" 

"Indeed  I  am,"  she  said,  "and  you  are  the  dearest  boy  in  all  the 
land!"  Then  she  kissed  Jack  on  both  cheeks,  and  they  lived  happily 
ever  afterward. 

"I  guess  that  is  why  beans  that  grow  so  high  over  people's  porches 
are  called  'Jack  beans,'  "  said  the  kindergarten  teacher,  "anyway,  when 


LITTLE    FOLKS'    LAND  551 

we  see  them  we  will  think  of  the  dear  little  Jack  in  the  story.     Now, 
let  us  take  a  walk  around  our  garden  beds  and  see  how  our  plants  are 
oing. 

The  Pea-Pods 

Tuesday 

WELL,  of  course  the  plants  in  the  children's  garden  beds  did 
not  come  up  and  grow  as  quickly  as  Jack's  wonderful  bean 
vine  did,  but  it  wasn't  many  da3's  before  they  began  to 
sprout,  and  the  children  found  their  tiny  heads  popping  up  here  and 
there,  everywhere  all  over  the  beds,  saying  "Good-morning"  to  one 
another,  and  taking  their  first  peep  at  the  world — and  when  they  did 
begin  to  grow,  my!  how  they  did  grow!  It  looked  as  if  they  were 
running  a  race  to  see  which  could  grow  fastest.  The  pea  vines  seemed 
to  be  ahead,  for  in  a  few  days  the  children  had  to  prop  sticks  for  them 
to  climb  on,  and  every  day  was  a  busy  day.  You  would  see  the  little 
gardeners  at  work  every  morning  before  kindergarten,  some  sweeping 
and  raking  the  walks,  some  with  bright  water-pots  sprinkling,  and  some 
pulling  little  weeds  away  from  the  roots  of  their  precious  plant  babies. 
Even  the  little  earth  worms  did  not  forget  to  help,  too — the  kinder- 
garten teacher  found  one  crawling  across  her  bed,  and  she  said,  "Oh, 
here  is  a  little  earth-worm  come  to  work  on  my  garden  bed !" 

And  then  all  the  children  crowded  round  to  see,  and  Charlotte 
Anne  said,  "Oh,  I  wish  I  had  a  little  earth-worm  to  help  work  on  my 
garden  bed." 

And  then  Joe-Boy  said,  "Oh,  I  wish  I  had.  a  little  earth-worm  to 
work  on  my  garden  bed." 

And  then  every  one  of  those  kindergarten  children  said,  "Oh,  I 
wish  I  had  a  little  earth-worm  to  work  on  my  garden  bed!" 

And  then  the  kindergarten  teacher  laughed  and  said,  "I  guess 
somebody  would  like  to  borrow  my  little  earth-worm,  but  I  can  not 
lend  him  today — see,  he  has  almost  gone  down  beneath  the  ground. 
Maybe  he  will  tell  the  other  earth-worms,  and  I  am  sure  they  will  be 
glad  to  help." 

I  really  believe  he  did  tell  them,  too,  because  the  plants  grew 
faster  and  faster,  and  one  morning,  only  think,  the  pea  vines  had  little 
white  blossoms  on  them,  and  oh,  the  children  were  so  happy!  Joe-Boy 
tried  to  count  his,  but  he  couldn't,  there  were  so  many,  and  some  of  the 


552  KINDERGARTEN    MAGAZINE. 

other  children  tried,  too.  A  few  mornings  after  that,  Charlotte  Anne 
ran  out  of  her  garden  bed  and  found,  and  found- — her  pretty  white  pea 
blossoms  scattered  on  the  ground,  and  before  she  knew  it  there  were 
tears  all  in  her  ej'es,  and  she  said,  "Oh,  somebody's  been  pulling  my 
pretty  white  pea  blossoms,  and  they  are  lying  on  the  ground !" 

And  then  Joe-Boy  ran  to  his  bed,  and  he  said,  "Oh,  oh,  oh!  some- 
body's been  pulling  my  pretty  white  pea  blossoms  and  they  are  lying 
on  the  ground !" 

And  then  the  other  children  ran  to  their  beds,  and  each  said,  too, 
"Oh,  somebody's  been  pulling  my  pretty  white  pea  blossoms,  and  they 
are  lying  on  the  ground !" 

Then  the  kindergarten  teacher  came  hurrying  out  to  see,  and  she 
said  the  very  same  thing! — "Somebody's  been  pulling  my  pretty  white 
pea  blossoms,  and  they  are  lying  on  the  ground !  And  I  know  who 
has  been  pulling  them,  too!" 

And  then  she  laughed  so  merrily,  that  the  children  laughed,  too, 
and  said,  "Who?     Who?     Who?" 

Do  you  know  who  pulled  those  pretty  white  pea  blossoms?  Then, 
I  shall  have  to  tell  you — the  pea  vines  pulled  those  pretty  white  pea 
blossoms  and  scattered  them  on  the  ground — that's  who  pulled  them. 
And  when  the  kindergarten  children  heard,  they  said,  "Oh-o!  what  for?" 

And  the  kindergarten  teacher  said,  "You  just  wait  a  few  days, 
then  you'll  see.  These  pea  vines  are  large  enough  to  be  little  mothers 
now,  and  by  and  by  they  will  show  you  something  else  growing,  right 
where  the  little  blossoms  dropped  off — something  that  I  think  you 
will  like  very  much  better." 

So  the  children  watched  and  watched  and  watched,  and  sure  enough, 
one  morning  Charlotte  Anne  came  skipping  in  and  said,  "Run,  run  and 
see!  My  pea  vines  have  sure  enough  little  green  pea  pods  growing 
right  where  the  blossoms  dropped  off!" 

And  then  when  all  the  children  had  looked,  Joe-Boy  jumped  up 
and  down  and  said,  "Oh,  oh,  mine,  too!  mine,  too!  And  there  are 
little  baby  peas  growing  inside!" 

And  then  everybody  else  found  some — even  the  kindergarten 
teacher — and  everybody  was  saying  at  the  verj^  same  time,  "Mine,  too! 
Mine,  too!" 


LITTLE   FOLKS'    LAND  558 

The  Garden  Party 

Wednesday 

NOW,   the  pea  pods  grew  fatter  and   latter  and   fatter  each  daj-, 
of   their   skins,   and   the   kindergarten   teacher  said,   "Don't  you 
until  the  little  round  peas  inside  were  almost  ready  to  pop  out 
think  it  is  about  time  for  that  party?" 

Then  everybody's  eyes  shone  very  bright,  and  everybody's  lips 
smiled  and  smiled,  and  everybody  said  at  the  very  same  time,  "Yes! 
Yes!    Yes!" 

"Well,  I  think  so,  too,"  said  the  kindergarten  teacher,  "so  we 
will  walk  around  the  garden  and  see  if  we  have  enough  vegetables  ready 
for  the  party." 

And  if  you  had  gone  with  them,  and  listened  like  the  faries,  you 
would  have  heard  the  little  fat  peas  say,  whenever  the  children  looked 
at  them : 

"Come,  come,  come  pull  me. 
We're  ready  for  the  party, 
Don't  yon  see?" 

Then  the  radishes  peeped  up  from  the  brown  earth,  their  red  cheeks 
wet  with  dew,  and  they  said,  too : 

"Come,  come,  come  pull  me, 
We're  ready  for  the  party, 
Don't  you  see?" 

And  right  by  their  side  curled  the  crisp,  green  lettuce,  with  their 
leaves  so  fresh  and  sweet,  and  they  said,  too: 

"Come,   come,  come  pull  me, 
We're  ready  for  the  party, 
Don't  3'ou  see?" 

So  you  see  all  of  them  seemed  ready  for  the  party,  and  the  kinder- 
garten teacher  said,  "I  am  sorry  it  is  too  early  for  our  flowers  to  bloom, 
for  thev,  too,  would  like  to  help  us  make  a  happy  garden  party.  But 
they  need  a  longer  time  to  grow,  you  know,  so  we  will  have  to  go  to  the 
woods  and  hunt  for  wildflowers." 

"Right  now?"  said  Joe-Boy. 


564  KINDERGARTEN    MAGAZINE. 

"Yes,  right  now,"  smiled  the  kindergarten  teacher,  "for  we  shall 
want  the  party  room  to  look  very  beautiful  when  Father  and  Mother 
Gipsy  come." 

And  then  they  tripped  off  through  the  woods,  and  saw  so  many 
pretty  things  on  the  way.  They  crossed  a  log  that  made  a  pretty  bridge 
across  the  clear  brook  that  was  singing  its  spring-time  song,  and  ferns 
and  grasses  and  white  rocks  and  new  leaves,  and  tiny  fishes  and  happy 
birds — all  singing  about  the  glad  new  spring.  And  then  the  flowers! — 
dogwood  blossoms  all  in  white  and  yellow,  and  purple  violets,  and  yellow 
buttercups,  and  sweet  honeysuckle,  and  mountain  laurel  in  clouds  of 
pink!  Oh,  there  were  so  many  in  bloom,  and  everyone  came  back  laden 
down  with  the  beautiful  blossoms,  and  they  decorated  the  kindergarten 
until  it  looked  almost  like  the  woods,  with  flowers,  flowers  everywhere. 

"Now,  we  will  write  the  invitations,"  said  the  kindergarten  teacher, 
"and  then  it  will  be  time  to  run  home  to  lunch." 

So  she  wrote  the  note,  telling  Father  Gipsy  and  Mother  Gipsy  to 
come  to  the  kindergarten  the  next  day  at  eleven^ — but  she  did  not  tell 
them  why — because  the  party  was  to  be  a  surprise,  you  know.  Mother 
and  Father  Gipsy  smiled  and  smiled  and  smiled  when  they  read  the 
invitation,  and  Joe-Boy  jumped  up  and  down,  as  he  always  did  when 
he  was  too  happy  to  keep  still. 

"Why,  of  course  we  will  come!"  said  Father  Gipsy,  "I  just  wonder 
what  is  going  to  happen  at  kindergarten  tomorrow  morning,  anyway?" 

But  Joe-Boy  did  not  tell,  though  I  do  believe  he  placed  his. hand 
over  his  lips — he  wouldn't  tell,  not  for  anything.  I  don't  know  which 
child  got  to  the  kindergarten  first,  the  party  day,  but  all  of  them  got 
there  very  much  sooner  than  ever  before,  and  the  kindergarten  teacher 
gave  each  child  a  basket  or  a  tray,  and  they  went  into  the  garden  to 
gather  vegetables.  They  pulled  the  radishes  first,  and  washed  them 
clean  until  their  red  cheeks  glowed,  and  then  they  pulled  the  lettuce 
next  and  washed  it  clean  and  put  it  in  dishes  of  cool,  fresh  water.  And 
then  came  the  time  for  the  little  fat  peas — but  they  did  not  pull  all, 
because  some  must  be  left  for  seeds,  you  know,  and  when  they  were 
dry,  they  would  be  ready  to  be  gathered  and  put  away  to  plant  another 
year.  All  good  gardeners  remember  to  save  some  seeds.  But  dear  me, 
there  were  more  than  a  plenty  for  the  soup,  I  can  tell  you,  and  when 
they  were  pulled,  the  children  had  the  jolliest  time,  sitting  in  the  grass 
shelling  them  from  the  little  pod  cradles,  and  then  they  followed  the 
kindergarten   teacher  into  the  kitchen   and   helped   to  make   that  soup 


LITTLE    FOLKS'    LAND  555 

themselves!  Now,  what  do  you  think  of  that?  And  they  put  water  in 
it  and  milk  and  salt  and  pepper  and  butter — and  everybody  tasted  it 
to  see  when  it  was  just  right,  and  at  last  when  it  was  all  finished  they 
carried  it  to  the  table  where  the  other  good  things  were — that  steaming 
hot  soup  with  peas  floating  round  in  it!  And  there  was  a  bowl  for 
everybody,  too — and  radishes  and  lettuce  and  crackers — for  there  were 
the  twenty-one  places  all  fixed,  and  two  extra  ones,  and  right  at  that 
very  minute,  the  door  bell  rang,  and  though  the  children  were  standing 
behind  their  chairs,  they  couldn't  keep  still,  but  kept  whispering, 
"They've  come!     They've  come!     Oh,  goody,  goody,  they've  come!" 

And  sure  enough,  in  walked  Father  and  Mother  Gipsy!  And  they 
were  so  surprised  they  did  not  know  what  to  say,  when  they  saw  that 
fine,  steaming  hot  soup,  with  peas  floating  round,  and  that  lettuce,  and 
the  rosy  radishes,  and  the  beautiful  wildflowers  on  the  party  table  and 
everywhere.  And  when  they  sat  down  to  the  table  and  began  to  eat, 
why,  they  said  it  was  the  most  delioicus  soup  they  ever  had  tasted,  and 
Father  Gipsy  said  he  could  hardly  believe  those  peas  and  radishes  and 
lettuce  came  out  of  those  garden  beds  that  he  and  Prince  Charming 
fixed!     But  they  did,  didn't  they?     Of  course,  they  did! 

So  the  party  lasted  until  the  twelve  o'clock  whistle  blew,  and  then 
everybody  went  home,  carrying  a  bunch  of  Rowers  as  souvenirs  of  the 
party.      Do  you  know  what  a  souvenir  is? 

The  Red,  Red  Nasturtium 

Thursday 

AFTER  the  garden  party,  the  children's  plants  grew  faster  than 
ever,  and  in  a  very  short  time  they  began  to  find  buds  on  the 
nasturtiums  that  bloomed  into  beautiful  blossoms  of  red,  orange, 
yellow  and  striped.  By  and  by  the  petunias  and  the  phlox  shook  out 
their  gay  dresses,  and  the  garden  grew  brighter  and  brighter  as  the  days 
went  on,  while  the  children  grew  busier  and  busier  caring  for  them. 
Every  day  fresh  flowers  were  pulled  for  the  kindergarten  vase,  or  given 
to  sick  people,  or  carried  home,  and  still  there  were  many  left  growing 
on  the  plants.  Sometimes  the  children  would  spin  their  color  tops  to 
see  how  many  tints  and  shades  they  could  find  among  the  bright  blos- 
soms and  then  they  would  take  their  water  colors  and  paint  them — to 
look  at  when  the  real  flowers  were  gone. 


556  KINDERGARTEN    MAGAZINE. 

"Now  is  the  time  to  watch  for  seed  pockets,  too,"  said  the  kinder- 
garten teacher.  "We  will  make  our  seed  boxes  early  this  year,  one 
for  each  kind  of  plant;  and  when  we  find  a  flower  that  has  dropped  its 
pretty  skirt,  but  holds  tight  to  a  little  green  knob,  why,  we  will  know 
that  is  the  cradle  where  the  seed  babies  sleep — snugly  tucked  away — 
and  when  the  pocket  turns  quite  brown,  the  seeds  are  ripe,  and  the 
mother  plant  will  be  glad  to  have  us  pull  them  and  take  care  of  them 
to  plant  some  other  time." 

Did  you  ever  look  for  any  little  brown  seed  pockets?  Well,  it  is 
great  fun — so  these  children  thought — and  Joe-Boy  and  Charlotte  Anne 
and  all  the  others  could  tell  as  well  when  they  were  ripe  enough  to 
pull.  They  watched  very  closely  and  whenever  they  saw  the  petunias 
or  the  nasturtiums  roll  up  their  pretty  skirts,  why,  they  would  watch 
closer  than  ever,  so  they  might  pull  the  seeds  before  Mr.  Wind  did. 
You  see,  they  could  take  better  care  of  them  than  he  could.  But  there 
was  one  red,  red  nasturtium  that  had  a  sad  time  about  her  seed  pocket. 
I  must  tell  you  about  it. 

One  night  the  moon  looked  down  and  saw  her  crying  softly  to 
herself,  and  sent  a  moonbeam  fairy  down  to  see  what  was  the  matter. 
And  when  the  moonbeam  fairy  hurried  down  on  her  silver  wings,  and 
asked  the  Red,  Red  Nasturtium  why  she  wasn't  happy,  she  said,  "Be- 
cause I  don't  know  how  to  get  my  seeds  ripe.  I've  made  a  nice  little 
seed  pocket  for  them,  but  the  children  who  always  come  to  the  garden 
beds,  shade  their  heads  when  they  come  to  me,  and  will  not  pull  my 
seeds — they  say  my  seed  pocket  is  so  green,  they  know  the  seed  babies 
are  not  ripe  enough  to  put  in  their  boxes — and  I  don't  know  how  to 
get  them  ripe." 

"Why,"  said  the  moonbeam  fairy,  "haven't  you  any  golden  dust?" 

"Yes,"  said  the  Red,  Red  Nasturtium,  "I  have  plenty  of  golden 
dust." 

"Well,  then,"  he  said,  "why  don't  you  send  some  across  to  the 
yellow  nasturtium,  and  ask  her  to  send  you  some  of  hers  in  return — I'm 
sure  she  will  be  glad  to  send  you  some — then  sprinkle  her  dust  over  your 
seeds,  and  they  will  soon  grow  ripe  and  brown.  All  flowers  do  that  to 
ripen  their  seeds." 

"But  I  don't  know  how  to  send  my  golden  dust  to  the  yellow 
nasturtium,"  said  the  Red,  Red  Nasturtium,  "nobody  will  carry  it 
for  me." 


LITTLE    FOLKS'    LAND  .        oo7 

"Why,  where  are  your  friends  the  bees  and  butterflies?  Don't 
they  ever  come  to  see  you?  They  will  carry  your  fj;oldcn  dust,  I  am 
sure." 

"But  the  bees  and  the  butterflies  don't  ctjme  to  see  me,"  said  the 
Red,  Red  Nasturtium,  bending  her  head  low. 

"Well,  that's  very  queer,"  said  the  moonbeam  fairy,  "ma>bc  \  ou 
have  forgotten  to  give  them  any  nectar  juice — have  _\ou?" 

And  then  the  Red,  Red  Nasturtium  hung  her  pretty  head  lower 
still  and  said,  "I  have  nectar  juice,  but  I  keep  it  all  for  myself,  and  w  hen 
the  bees  came  I  told  them  I  did  not  have  any  to  spare.  I  wanted  it  all 
myself." 

"Well,  well,  well!"  said  the  moonbeam  fairy,  sadly,  "whoever 
heard  of  a  sweet,  beautiful  flower,  keeping  all  of  her  nectar  juice  for 
her  own  self,  and  not  giving  a  drop  to  her  friends,  the  butterflies  and 
bees — most  dreadful!  Why,  how  can  you  ever  expect  the  bees  to 
carry  your  golden  dust  for  you,  and  bring  you  more  from  the  yellow 
nasturtium,  unless  you  are  kind  enough  to  give  them  a  few  drops  of 
nectar  juice  for  their  baby  bees  in  the  hive?  How  could  they  even 
make  honey  for  the  children,  if  none  of  the  flowers  gave  away  their 
nectar  juice?  Everybody  helps  in  this  beautiful  world,  \  ou  know — 
even  flowers,  my  dear." 

And  then  the  Red,  Red  Nasturtium  hung  her  head  lower  and  lower 
in  the  moonlight- — she  felt  so  very  sorry  that  she  had  kept  all  of  her 
nectar  juice  and  had  not  given  even  a  drop  for  the  bees  to  make  honey 
for  their  babies  or  for  the  merry  children  who  had  planted  her,  and 
helped  her  to  grow. 

"What  shall  I  do,"  said  the  Red,  Red  Nasturtium,  "I  am  afraid 
the  bees  won't  come  now?" 

"Oh,  yes  they  will,"  smiled  the  moonbeam  fairy;  "I'll  take  my  tiny 
silver  pencil  and  draw  a  few  lines  on  your  two  back  petals,  leading 
right  to  the  nectar  juice,  and  you  can  just  tell  the  bees  to  follow  that 
road  and  they  will  find  something  nice  at  the  end." 

Then  the  moonbeam  fairy  and  the  Red,  Red  Nasturtium  laughed 
merrily  together,  and  while  the  moonbeam  fair}-  was  drawing  the  lines, 
the  Red,  Red  Nasturtium  said,  "Oh,  oh,  you  tickle!" 

And  then  they  laughed  again. 

The  next  morning   the   Red,   Red   Nasturtium   was   the   very   first 


558  KINDERGARTEN    MAGAZINE., 

flower  to  wake,  and  she  looked  so  happy  and  bright,  I  wish  you  could 
have  seen  her.     She  was  singing  a  soft  little  song — 

"Come  this  way,  come  this  way, 
I'll  give  sweet  nectar  to  all  today; 
Come,  come,  come  this  way, 
Butterflies  and  bees  so  gay." 

Just  at  that  very  minute  a  busy  bee  buzzed  by,  and  the' Red,  Red 
Nasturtium  called  out  quickly: 

"Come  here,  Mr.  Bee,  do  you  see  these  lines  drawn  on  my  two 
back  petals?  Just  follow  them,  and  they  will  lead  you  to  something 
nice." 

"I  believe  I  will,"  said  Mr.  Bee;  "I  wonder  what  it  is." 

So  he  crawled  slowly  along  the  lines  that  the  moonbeam  fairy  had 
drawn,  and  sure  enough  they  led  right  to  the  little  nectar  jar  of  the 
Red,  Red  Nasturtium,  and  he  found  the  nicest,  sweetest  juice. 

"Take  all  you  wish,"  said  the  Red,  Red  Nasturtium,  "I  hope  it 
will  make  nice  honey." 

"That  it  will,"  said  Mr.  Bee;  "it  is  the  nicest  I  have  ever  tasted, 
and  if  you  will  just  sprinkle  a  little  of  your  golden  dust  over  my  wings, 
I  will  take  it  over  to  the  other  nasturtiums  and  bring  you  back  some 
of  theirs — isn't  that  what  flowers  like  bees  to  do?" 

"Yes,  indeed,"  said  the  Red,  Red  Nasturtium,  "you  see,  that  is  the 
way  we  ripen  our  seed,  and  I  would  be  so  glad  to  have  you  help  me." 

"Well,"  said  Mr.  Bee,  "I  have  some  gold  powder  with  me  right 
now,  from  the  yellow  nasturtium — we  bees  gather  it  for  bee  bread,  but 
if  it  will  do  you  any  good,  you  shall  have  it." 

.  So  he  sprinkled  it  over  the  Red,  Red  Nasturtium,  and  she  sprinkled 
some  of  hers  over  him,  and  then  out  he  crawled,  and  away  he  buzzed. 
You  know  what  the  Red,  Red  Nasturtium  did  just  as  soon  as  he  had 
left,  too.  She  carried  all  of  the  golden  powder  that  Mr.  Bee  dropped  on 
her  pistil,  down,  down,  and  sprinkled  it  over  her  dear  baby  seeds.  Then 
she  sang  her  pretty  song  again,  dancing  back  and  forth  in  the  sunlight: 

"Come  this  way,  come  this  way, 
I'll  give  sweet  nectar  to  all  today; 
Come,  come,  come  this  way. 
Butterflies  and  bees  so  gay." 


LITTLE    FOLKS'    LAND  559 

And  as  she  finished  the  verse,  a  pretty  white  butterfly  stopped  by  hei 
side,  and  the  Red,  Red  Nasturtium  said,  "Good  morning,  pretty  butter- 
fly; follow  those  fairy  lines  on  my  petals,  reach  down  and  you  will  find 
something  nice." 

"Thank  you,"  said  the  white  butterH\',  "I  was  just  looking  for 
some  nectar — and  here  is  some  golden  dust  for  you — I  got  it  from 
another  nasturtium  across  the  way." 

So  all  the  day  the  Red,  Red  Nasturtium  called  to  the  bees  and 
butterflies,  and  many  of  them  came  to  see  her,  sipping  her  nectar  juice, 
and  giving  her  golden  dust  from  other  flowers  in  return,  which  she 
carefully  sprinkled  over  her  precious  seed  babies.  By  and  b}-,  they  began 
to  change,  and  grow  large  and  brown,  and  then  the  Red,  Red  Nas- 
turtium dropped  her  beautiful  skirt — because  she  knew  her  seeds  were 
ripe,  and  she  wished  the  children  to  gather  them.  I  think  Joe-Boy  was 
the  very  little  boy  who  gathered  them,  too,  because  the  Red,  Red  Nas- 
turtium grew  on  his  bed.  The  next  time  you  have  a  nasturtium,  look 
for  the  fairy  lines  that  lead  to  the  sweet  nectar  juice — all  nasturtiums 
have  them  now. 

The  Lady  Petunia's  Story 

Friday 

IT  was  at  night,  long  after  the  children  slept,  that  the  flowers  did 
their  talking.  If  you  had  only  been  there,  late  one  moonlight  night, 
you  would  have  heard  the  Lady  Petunia,  all  dressed  in  white,  tell 
such  a  wonderful  story  that  even  the  dewdrops  nestled  among  her  leaves 
to  listen.  "Once-upon-a-time,"  she  said,  "when  the  world  was  new, 
all  flowers  were  white,  and  none  wore  the  beautiful  colored  dresses  like 
what  you  see  these  days.  The  queen  of  the  flowers  was  an  exquisite 
white  rose.  She  grew  in  the  center  of  the  garden,  and  grouped  around 
her  were  flowers  of  every  kind — pinks,  nasturtiums,  poppies,  dahhas, 
lilacs,  hyacinths,  phlox,  daisies,  daffodils — and,  oh,  every  kind — but  all 
like  the  queen  were  dressed  in  pure  white." 

"They  loved  the  rose  queen,  because  it  was  she  who  had  taught 
them  all  of  the  wonderful  secrets  about  a  flower.  She  had  shown  theiYi 
how  to  send  out  their  slender  roots  under  the  ground  for  something 
to  eat,  and  how  to  carry  it  up  the  stalks  to  the  leaves,  and  she  had 
shown  them  how  to  make  the  wonderful  golden  dust,  and  even  how  to 
make  the  little  seed  pockets,  with  the  wee  baby  seeds  tucked  inside — 


bW  KINDERGARTEN    MAGAZINE. 

but  they  were  green,  and  the  rose  queen  did  not  know  how  to  get  them 
brown  and  ripe.  Of  course  you  know;  but  then,  you  were  not  there  to 
tell  her.  So,  for  many  days  the  rose  queen  bowed  her  head  and  won- 
dered and  wondered  about  it.  What  should  she  do?  It  would  be  too 
bad  if  the  baby  seeds  of  none  of  the  plants  would  ever  ripen — by  and 
by  there  would  be  no  flowers  left  growing  in  the  beautiful  garden — 
no  seeds  ever  to  plant.  So  you  see  that  was  enough  to  make  her  sor- 
rowful. 

"At  last,  one  day,  she  said  to  a  little  breeze  who  was  fanning  her 
softly,  'Say,  little  breeze,  couldn't  you  tell  me  how  flowers  ripen  their 
seeds?' 

"  'I  know  how  trees  ripen  their  seeds,'  said  the  little  breeze;  'they 
exchange  their  golden  dust  with  one  another — I  have  often  helped  the 
wind  blow  it  from  one  tree  to  another.  IVIaybe  that  is  the  way  for 
flowers  to  ripen  their  seeds,  too.  I  would  help  you  if  I  could,  but  when 
the  wind  blows  it  is  so  rough  and  strong,  I  am  sure  it  would  blow  the 
dainty  flower  cups  all  to  pieces — -why  don't  you  ask  the  bees  to  help 
you — or  the  moths  and  butterflies — they  would  be  the  very  ones  to  help 
you  out  of  your  trouble,  and  carry  3'our  gold  dust  to  and  fro.'  Then 
the  little  breeze  flew  away.  Now,  the  rose  queen  had  often  seen  the 
bees  and  butterflies  flitting  through  the  garden,  but  they  never  came  near 
any  of  the  flowers,  so  how  could  she  ask  them  to  carry  their  golden  dust 
from  flower  to  flower? 

"  'I  must  get  a  message  to  the  bees  somehow,'  she  said ;  'what  could 
I  do  to  make  them  stop?' 

"And  then  a  happy  smile  came  to  her  face,  and  she  said,  'Oh,  I 
know,  I  guess  bees  like  good  things  to  eat,  so  we  will  all  make  sweet 
nectar  juice  and  tuck  it  away  down  in  our  flower  cups,  and  then  the  bees 
will  be  sure  to  come  to  us  for  it,  and  we  can  ask  them  to  carry  our  dust 
to  and  fro.' 

"But  though  all  of  the  flowers  made  the  sweetest  nectar  juice,  none 
of  the  bees  stopped  to  get  it,  and  the  beautiful  rose  queen  was  more 
sorrowful  than  ever. 

"  'I'll  tell  you,'  said  the  little  breeze,  when  he  came  back,  'you 
flowers  are  all  white,  and  the  bees  can  not  see  white ;  you  will  have 
to  put  out  little  signal  flags  of  red,  violet  and  blue  and  other  bright 
colors,  and  then  the  bees  will  be  sure  to  see  you,  and  when  they  come 
and  taste  the  sweet  nectar  you  have  made  for  them,  why,  they  will  keep 


LITTLE    FOLKS'    LAND  561 

on  coming,  and  then  while  they  eat,  you  can  tell  them  about  your  golden 
dust,  and  when  you  have  sprinkled  it  over  their  wings,  they  will  be 
only  too  glad  to  carry  it  to  and  fro  for  you.' 

"  'But  where  am  I  to  get  any  little  red  and  blue  and  violet  flags? — 
I  haven't  any,'  asked  the  rose  queen. 

"  Why,  the  sunbeam  fairies  will  bring  you  every  color  of  the  rain- 
bow,' said  the  merry  little  breeze,  and  then  he  flew  away.  Then  the 
rose  queen  called  to  the  very  next  sunbeam  fairy  that  danced  that  wav, 
and  asked  if  he  would  bring  them  the  bright  colored  flags,  and  the  dear 
little  sunbeam  fairy  smiled  and  said:  'I  haven't  any  flags  to  bring  \ou, 
but  I  can  bring  you  beautiful  dresses  to  wear,  in  all  the  colors  of  the 
rainbow — so  bright  and  gay  that  the  bees  will  be  sure  to  see  them.' 

"So,  he  left  the  rose  queen  very  happy,  and  hurried  off  to  the  sun, 
and  when  he  came  back  many  other  sunbeam  fairies  came  with  him — 
and,  oh,  the  beautiful,  beautiful  dresses  they  did  bring!  Flowers  were 
decked  in  red  and  pink  and  yellow  and  blue  and  violet  and  orange  and 
stripes,  and  tints  and  shades  of  every  color  in  the  rainbow,  and  the  rose 
queen's  cheeks  were  flushed  with  a  delicate  pink  when  she  thanked  the 
sunbeam  fairies.  They  had  hardly  gotten  away  when  the  butterflies  and 
bees  came  fluttering  to  the  flowers  and  visited  everyone.  They  tasted 
the  sweet  nectar  juice,  breathed  their  delicate  perfume,  and  hurried  on 
to  other  flowers,  carrying  the  precious  golden  dust  on  their  wings.  From 
day  to  day,  the  seed  babies  ripened,  until  they  were  large  and  brown,  and 
the  heart  of  the  rose  queen  was  made  very  glad.  So  now  you  know  why 
the  flowers  wear  bright  colored  dresses.  A  few  of  them  still  wear  white 
in  memory  of  the  fair  rose  queen,  but  the  bees  have  learned  that  they 
ever  keep  sweet  nectar  for  them,  and  visit  them  just  the  same.  Some 
flowers  bloom  only  at  night  when  the  bees  have  gone  to  bed — they  wear 
white,  too,  but  the  little  gray  moths  that  flit  about  in  the  starlight,  know 
how  sweet  they  smell,  and  go  to  them  often,  sipping  their  nectar  and 
carrying  the  golden  dust  from  flower  to  flower — and  that  is  the  end  of 
my  story,"  said  the  Lady  Petunia. 

Program    for    Nineteenth    Week — Flower    Life 

Jack's  Beanstalk 

Monday 
Circle  talk,  songs  and  games:     Children  reproduce  the  story  of  "Peggy 


562  KINDERGARTEN    MAGAZINE. 

Rose."     Each  observe  closely  the  bean  that  was  placed  in  water, 

and  the  one  in  the  egg  shell. 
Game  Peiiod:     Plant  Jack  bean  under  the  kindergarten  window. 
Gift:     Modeling,  Jack's  cow. 
Occupation:     Drawing,  Jack's  Beanstalk.  . 

The  Pea-Pods 

Tuesday 

Circle  talk,  songs  and  games:  Relate  the  story  first.  Have  you  looked 
at  your  garden  beds  this  morning?  Are  any  of  the  seeds  awake 
and  growing  yet  ?    Which  ones  ?     Did  you  see  any  earth-worms  ? 

Ga?ne  and  Gift  Period:  Observe  growth  of  garden.  Look  for  earth- 
worms. Gather  brush  and  sort  for  pea  vines,  ready  for  use  when 
needed. 

Occupation:    Water  color,  pea  pods. 

The  Garden  Party 

Wednesday 

Circle  talk  J  songs  and  games:  Relate  the  story  first.  Lucy  has  brought 
us  a  surprise  this  morning.  If  you  will  close  jour  eyes,  and  hold 
out  your  hands,  Lucy  may  give  you  something,  and  see  if  your 
fingers  can  tell  you  what  her  surprise  is.  (Peas  from  market,  one 
pod  to  each  child.) 

Game:     Sense,  Feeling.     Shell  peas  for  cooking. 

Gift  Period:  Fold  salt  cellars,  and  make  other  necessary  preparations 
for  the  party. 

Occupation:     Serve  the  lunch. 

The  Red,  Red  Nasturtium 

Thursday 

Circle  talk,  songs  and  games:  Anne  may  pass  to  each  child  one  of  these 
nasturtiums.  Now,  let's  each  look  into  our  flower  and  tell  what 
we  see.  Yes,  mine  has  pretty  lines  on  one  side,  too.  Yes,  they 
do  look  something  like  paths.  What  do  you  suppose  they  lead  to 
and  who  walks  there? 

Game:    Dramatize  story. 


LITTLE    FOLKS'    LAND  563 

Gift  Period:     Select  nasturtium  seed   from   the  seed   boxes  and   go  to 

garden  and  plant  same. 
Occupation:     Cutting  or  water  color  picture  of  nasturtium. 

The  Lady  Petunia's  Story 

Friday 

Circle  talk  J  songs  and  games:  Some  child  who  knows  what  helps  flowers 
to  make  seed  may  show  us  what  she  is  thinking  about  by  the  way 
she  comes  over  to  this  petunia  I  hold  in  my  hand.  (Many  hands 
are  held  up.)  Susie  may  be  the  first  one.  Children,  can  you  tell 
what  she  is  thinking  of?    A  butterfly?    Archie  may  show  us  a  bee. 

Game:     Play  bees  and  butterflies  in  garden. 

Gift  Period:  Modeling.  Flower  pot  (to  be  burned  in  kiln  if  possi- 
ble, that  it  may  afterwards  hold  plant). 

Occupation :     Cutting.     White  flower;  color  with  crayon  or  paint. 

A  LAST  YEAR'S  PROGRAM. 

LUELLA    A.    PALMER. 
MAY. 

Teachers  Thought — Broadening  of  children's  lives  by: 

1.  Observation  of  changes  in  outdoor  life. 

2.  Sharing  of  outdoor  pleasures  in  walks  and  May  parties. 

3.  Realization  of  the  universal  joy  in  the  return  of  spring. 

First  Week. 

Topic — Changes  due  to  warm  days. 

Picture — (Blackboard.) 

Song — Song  of  Sewing  Machine    (Song  Stories).        Little   Lamb 
(Small  Songs  for  Small  Singers). 

Story — Polly  Flinder's  Apron    (Mother   Stories).      Shepherd   and 
the  Lost  Lamb. 

Game — Boy  Blue.     Catch  pony.     Finger  play,  Sheep. 

Rhythm — Jumping  rope    (Swing  Song,  Beker). 
Monday. 

Circle — May  day  custom  of  surprising  with  beautiful  gifts.     Sat- 
urday experiences  in  the  park. 

Occupation — Folding   May  baskets. 


664  KINDERGARTEN    MAGAZINE. 

Occupation — Drawing,  apple  blossoms. 

During  the  first  table  period  the  children  folded  baskets  for 

the  higher  grades.     The  whole  class  tiptoed  through  the  halls  of 

the  school,  knocking  hastily  at  each  door  and  leaving  a  basket  of 

flowers  to  surprise  the  one  who  answered  the  knock.     At  the  last 

period  they  made  another  basket  to  surprise  some  one  at  home. 
Tuesday. 

Circle— Sheep  in  Park. 

Gift — 1    and  2.   Sixth,   suggestion,   park   fence,   benches,   etc. 
3.  Two  of  fourth,  suggestion. 

Occupation — Drawing,   hyacinth. 

Occupation — Construction,  baby  carriage. 

When  the  park  sheep  were  sheared  in  the  spring  the  children 

noticed  that  they  looked  "funny"  and  it  was  then  that  the  children 

could  understand   the  shearing  process,   giving  relief  to   the  sheep 

and  benefit  to  people. 
Wednesday. 

Circle — Our  spring  clothes.     Why  worn   and  how  made. 

Gift — Choice  of  seeds,  rings,  sticks  or  tablets  to  make  design  for 
cloth.      (Laid  on  large  sheet  of  colored  paper.) 

Occupation — 1   and  2.  Painting  design  for  cloth. 
3.   Drawing,   design. 

Occupation — Drawing,  hyacinth  and  pot. 
Thursday. 

Circle — Where  cotton  grows.     Patterns,  cutting  and  fitting. 

Gift — Choice  of  building  gifts. 

Occupation — Cutting  dress  from  painted  paper  according  to  pat- 
tern.    Cutting  outlined  doll. 
A  walk  was  taken  to  the  nearest  park  to  see  the  daffodils  and 

crocuses  that  the  gardener  had  planted.     The  morning  talk  grew 

out  of  questions  that  the  children  had  asked  before  school;  they 

wished  to  know  if  cotton  grew  on  any  animal. 
Friday. 

Circle — Airing  of  winter  clothes,  packing  away.     Spring  cleaning, 
why. 

Occupation — Drawing,   illustrative,    house   cleaning. 

Occupation — Folding  trunk;  cutting  clothes. 

During  the  first  table  period  the  children  helped   to  dust  the 

closets  and  cabinet  and  to  wash  playthings  and  everything  washable. 


A    LAST    YEAR'S    PROGRAM.  565 

Second  Week. 

Topic — General  awakening  accomplished. 
Picture — Spring. 

Song — May  Song    ("Holiday   Songs,"   third   verse).      God's   Love 
(second  verse,  Song  Stories). 
iS/ory— Little  Goats  Bruse. 
Game — Alerry-go-round      (Wild     Horseman,     Music     for     Child 

World,  Vol.  1). 
Rhythm — See  saw  (Songs  of  Child  World). 
Monday. 

Circle — Saturday   experiences.      Caged    animals,    their   winter    and 

summer  quarters. 
Occupation — Drawing   violets. 

Occupation — Construction,  cage,  with  box  and  sticks. 
Occupation — Cutting  animals. 
Tuesday. 

Circle — Birds  in  parks.      (Pictures  of  sparrow,  robin  and  sea  gull.) 
Gift—\   and  2.   Sixth,  dictation  to  illustrate  story. 

3.   Fourth,  dictation. 
Occupation — 1.   Fold   cube    (lunch  box). 

2  and  3.  Cutting. 
Occupation — -Pasting  chains   (for  decoration  of  room). 
Wednesday. 

Circle— Flowers,  w:inter  sleep  and  waking. 
Gift— I.  Fifth,  free. 

2.  Third  and  fourth. 

3.  Fourth. 

Occupation — Drawing,  carnation. 

Occupation — 2.   Folding  cube. 
1  and  3.   Cutting. 
Thursday. 

Circle — Butterflies,   food,   flight. 

Occupation. — Cutting   butterflies. 

Most  of  the  morning  was  spent  in  playing  in  a  nearby  park. 
Friday. 

Circle — Ants  and  squirrels,  what  to  feed  them,  their  homes. 

Qift — Choice  of  gift  to  build  some  house  passed  on  way  to  park. 

Occupation — Drawing,  jar,  carnations. 


566  KINDERGARTEN    MAGAZINE. 

Occupation — Painting,  green  grass. 

Third  Week. 
Topic — May  parties. 

Picture — London  Bridge. 

Song — Around    the    Maypole     (Holiday    Songs).      Lovely    M  .y 

(Merrj'  Songs  and  Games). 
Story — The  Minstrel's  Song   (Mother  Stories). 
Game — Dance  around   the  Maypole — Orchard    (Holiday  Songs). 
Rhythm— Ho^   (Music  for  Child  World,  Vol.  H). 
Monday. 

Circle — Saturday  experiences.      May  parties.   ■ 
Gift — 1.     Sixth,   suggestion   carousel,    etc. 

2.  Fifth,  suggestion. 

3.  Fourth  (two),  suggestion. 
Occupation — Drawing,   buttercups. 

Occupation — Cutting   tissue    flowers    for    hoops   on    pole    and    for 
wreath. 
Tuesday. 

Circle — Detail  of   May  party. 

Occupation — Painting  blue  for  sky. 

Occupation — Clay,  free. 

Occupation — Singing. 
Wednesday. 

Circle — Parties  in  the  country. 

Gift — 1    and  2.     Large  and  small   fourth. 
3.     Large  or  small  third. 

Occupation — Drawing  Maypole. 

Occupation — Blowing  soapbubbles. 
Thursday. 

Circle — Games  at  summer  and  winter  parties. 

Occupation — Clay,  cube,  stand  for  Maypole. 

Occupation — Pasting  colored  strips  for  Maypole. 

Occupation — Chains   for  room. 
Friday. 

Gift — Third   and   fourth,   free  play. 

Mother's  party  and   Maypole  dance. 


I 


A   KINDERGARTEN   BY   THE   SEA. 

BY  ANNA   IRENE  JENKINS. 

"Flowers  are  cousins  to  children, 

So  Frederic  Froebel  thought, 
When  he  planned  the  Kindergarten 

Where  the  children   might  be   tauglit 
To  grow  like  the  beautiful  flowers 

Under  the  gard'ner's  care, 
Removing  the  harsh  and  ugly. 

Keeping  only  the  good  and  fair." 

• — Francis  Cook. 

TURNING  to  Southern  California  we  discover  San  Diego  bay 
separated  from  the  ocean  by  a  narrow  neck  of  land.  Leaving 
the  mainland  from  the  southwest  the  long  curved  arm  runs  in  a 
northerly  direction  some  ten  miles,  spreading  when  opposite  the  city 
of  San  Diego  like  a  huge  right  hand  palm  downward.  On  the  tip  of 
the  thumb  spreads  a  second  hand,  called  North  Island.  Just  at  the 
base  of  the  first  hand,  overlooking  wrist  and  arm  is  the  Hotel  del  Coro- 
nado;  ocean,  bay.  cities,  fields,  mountains,  spreading  out  before  it  in 
one  vast  panorama,  matchless  in  its  beauty.  There  Mother  Nature, 
the  artist,  revels  in  colors,  tints  and  shades  which  the  human  hand  can 
never  reproduce.  Down  on  the  wrist  is  Tent  City,  a  delightful  sum- 
mer resort,  where  thousands  of  people  every  "summer,  in  tent  and  palm 
cottages,  live  ''the  simple  life"  under  a  cloudless  sky,  in  a  climate  where 
the  temperature  winter  and  summer  varies  scarcely  ten  degrees. 

One  sunset  -here  is  priceless.  Look  to  the  west,  where  the  great 
solar  orb  is  settling  into  a  sea  of  gold,  gorgeous  and  glittering  enough 
to  satisfy  even  a  Midas.  Up  on  Point  Loma  the  huge  glass  domes  of 
the  Theosophical  Temple  catch  the  golden  beams  and  shine  as  so  many 
miniature  suns.  San  Diego  turns  her  myriad  window  panes  to  hold 
the  last  glad  light;  a  monster  fan  against  the  hillside  with  delicate 
green  traceries  spangled  with  gold,  facing  the  mountains  which  are 
rapidly  changing  their  rosy  garb  for  a  gossamer  robe  of  purpling  haze. 
East  and  south  of  us  they  stretch,  their  rugged  outlines  softening  as 
our  gaze  wanders  to  the  bay  at  our  feet.  Beautiful,  silent,  motionless, 
the  resting  metropolis  lies,  as  though  scarce  fallen  asleep,  while  evening 
slips  down  to  her  from  the  neighboring  mountains  with  a  slumber  robe  of 
purpling  haze.    Seaward  the  Coronado  Isles,  swathed  in  mist,  are  already 


568  .  KINDERGARTEN    MAGAZINE. 

blending  with  the  impalpable  horizon,  while  twilight  suffuses  the  inter- 
mediate expanse  with  mother  of  pearl. 

HOW   IT   HAPPENED. 

It  is  universally  conceded  that  a  hotel  is  not  the  best  place  in 
which  to  raise  children.  It  is  not  good  for  the  child  because  it  gives 
him  the  wrong  idea  of  living,  consequently  the  wrong  attitude  toward 
life.  With  the  young  energetic  child,  one  of  two  things  must  result. 
Either  the  child's  natural  vivacity  must  be  constantly  repressed  to  the 
final  injury  of  the  child,  or  the  colony  of  older  childless  folk  are  driven 
to  desperation  and  at  times  even  departure,  by  the  noise  of  the  "dread- 
ful children"  whose  existence  is  merely  tolerated.  The  fact  remains, 
however,  that  children  do  live  in  hotels  and  will  continue  to  live  there 
as  long  as  some  domestic  problems  continue  and  the  human  body  is 
affected  by  disease  and  climatic  conditions.  To  the  parents  with  the 
physician's  ultimatum  hanging  over  their  heads,  the  closing  of  the 
home,  the  flitting  to  rest  and  change,  in  such  a  way  as  to  minimize 
the  evils  for  the  child,  is  a  serious  matter. 

Facing  this  condition,  the  management  of  Hotel  del  Coronado,  the 
leading  all  year  round  resort  of  Southern  California,  determined  to  find 
some  means  of  supplying  the  needs  of  child  life.  Of  all  desiderata 
this  was  the  only  one  lacking.  Climatic  conditions  were  perfect ;  loca- 
tion ideal;  scenery  beyond  a  parallel;  accommodations  of  the  very  best; 
healthiest  place  in  the  world  for  children.  A  place  must  be  made  for 
them,  their  very  own,  to  meet  their  needs,  so  that  in  this  hotel  they 
need  not  only  be  simply  endured,  but  they  should  be  actually  welcome. 
Sublime  suggestion !  There  was  one  logical  answer — a  kindergarten ! 
Then,  the  kindergartner  having  been  secured,  the  problem  was  handed 
over  to  her,  and  after  a  time  the  Hotel  del  Coronado  Kindergarten  was 
opened. 

Come  friends  and  visiting  tourists!  Take  a  walk' with  me.  It  is 
a  glorious  day  and  there  is  no  need  of  a  wrap.  The  temperature  is 
perfect.  The  beautiful  Pacific  seems  truly  an  "ocean  of  peace,"  pre- 
sented in  the  mood  we  love  and  know  best.  Only  a  murmur  rises  from 
the  surf,  and  as  the  eye  takes  in  the  miles  of  sandy  beach  sloping  to 
bay  and  ocean,  it  likens  it  to  a,  graceful  curving  arm  gleaming  through 
its  gossamer  sleeve  of  haze,  with  the  two  lines  of  shallow  breakers 
answering  to  dainty  frills  of  lace  extending  from  shoulder  to  wrist,  lying 
upon  the  deep  blue  satiny  gown.     Nothing  in  the  picture  to  suggest  the 


A   KINDERGARTEN    BY    THE    SEA.  '  569 

storm  tossed  ocean  of  the  week  agone,  when  the  heavy  surf  thundered 
in  one's  ears,  and  the  path  we  trod  was  flecked  with  foam  tossed  from 
the   "breakers  shattering  against   the  bulkhead." 

Follow  this  bulkhead  now,  past  the  monke5'S,  seals  and  bathhouse, 
on  down  into  the  Tent  City  (principally  tent  floors  in  the  winter 
season),  until  we  come  to  the  row  of  palm  thatched  cottages,  on  the 
ocean  front.  Only  a  narrow  drive  separates  them  from  the  bulkhead. 
Presto!  to  us  the  sensation  is  like  a  transition  to  the  gold  coast  of 
Africa,  but  our  blithesome  chaperone,  who  is  supposed  to  be  the  kin- 
dergartner  herself,  says  sweetly,  as  she  nods  toward  the  front: 

"We  will  stop  at  the  very  first  cottage,  and  you  may  peep  inside 
while  I  run  the  flag  up  onto  the  flag  pole  to  let  Mr.  Ross  know  we 
are  'in.'  " 

Find  anything  more  artistic  than  this  school  interior  if  you  can. 
The  ceiling,  which  constitutes  the  roof  of  palm  leaves,  the  walls  green 
denim  panels  inserted  between  the  "ribs,"  for  the  cottage  is  simply  a 
frame  thatched,  roof  and  sides,  with  the  fan  palm  leaves ;  the  two  doors 
rough  planks  stained  green.  There  are  two  windows,  each  about  two 
and  a  half  by  three  feet,  hinged  on  the  side  and  swinging  inward.  The 
windows  and  division  curtains  are  dark  red  denim.  So  far  it  is  a  coun- 
terpart of  all  the  other  palm  cottages  used  as  residences.  For  the  kin- 
dergarten, however,  the  division  curtains  are  pushed  back  against  the 
wall,  converting  into  one  room  what  would  be  four  compartments  if 
occupied  as  a  dwelling.  But  across  one  corner  there  is  curtained  off  a 
three-cornered  retreat  for  work  table,  washstand  and  "quelque  choses."' 
In  addition  to  the  kindergarten  tables  and  chairs  there  are  grown  up 
straight  backs,  a  rocker,  desk,  tables  with  books  and  professional  maga- 
zines on  hand  for  waiting  mothers  and  nurses,  and  cheery  rugs.  There 
are  a  few,  very  few  pictures,  and  across  the  east  wall  is  draped  a  large 
American  flag  "to  which,"  one  small  boy  (my  lady  says)  impressed 
upon  Admiral  Goodrich  that  "it  was  more  important  to  say  good  morn- 
ing to  than  to  say  good  morning  to  each  other." 

[Seven  U.  S.  war  vessels  are -lying  in  the  bay.] 

"This  is  my  office,"  the  teacher  explains,  "and  the  children's  ren- 
dezvous; but  unless  the  wind  be  raw,  or  the  sun  too  dazzling  for  the 
eyes,  the  school  is  always  out  of  doors.  Some  unappropriated  tent  floors 
have  been  put  together  where  they  best  catch  the  morning  sun,  and 
there  we  play,  though  the  beach  sometimes  coaxes  us,  and  nature  beck- 
ons all  around.     At  no  time  have  we  felt  the  need  of  artificial  heat." 


570  KINDERGARTEN    MAGAZINE. 

It  is  certainly  an  unconventional  sort  of  kindergarten  whose  pro- 
gram varies  vi^ith  the  day! 

"Nature  subjects,"  she  says,  "are  being  constantly  presented  at 
our  very  door  for  investigation.  The  linnets  are  our  most  familiar  bird 
friends.  They  perch  on  the  sills  of  our  window^s,  and  one  venturesome 
pair  has  had  the  temerity  to  tuck  a  nest  behind  a  palm  leaf  stem,  up 
close  to  the  eaves  of  the  house.  There  father  bird  and  children  vie  with 
each  other  to  cheer  the  brooding  mother  with  their  sweetest  songs.  Wild 
flowers  and  blooming  trees  are  on  every  hand.  Gulls,  ducks  and  peli- 
cans teach  the  children  their  games.  The  little  surf  snipe  scamper  before 
the  breakers  and  show  the  children  how  fast  they  can  run  and  what 
sharp  eyes  they  need  to  get  their  breakfast,  and  still  not  get  their  feet 
wet!  Some  rare  shells  torn  from  their  fastenings  far  beneath  the  waves 
are  already  finding  their  way  to  our  cabinet,  and  the  game  of  'snail' 
is  a  universal  favorite.  The  playthings  are  large,  simple  and  some- 
times crude,  the  finer  and  more  elaborate  things  being  laid  aside  to 
give  place  to  the  materials  which  nature  furnishes  at  first  hand.  The 
children  revel  in  these  delights  and  it  has  proven  quite  a  treat  for 
even  the  migratorj^  child  of  only  a  few  days'  stay  to  have  a  taste  of 
outdoor  kindergarten." 

So  great  a  success  has  been  this  kindergarten  beside  the  breakers! 
So  intimately  involved  is  the  menage  of  this  greatest  of  all  seaside  cara- 
vansaries with  the  moral  welfare  of  its  swarming  guests !  Hotel  del 
Coronado  was  the  first  of  all  to  consider  the  needs  and  proper  develop- 
ment of  the  growing  child  within  its  precincts.  But  better  things  are 
yet  to  be  provided.  A  child's  home  is  promised  which  will  be  designed 
and  especially  adapted  for  kindergarten  work. 

More  than  this,  too,  there  will  be  quarters  for  the  older  children, 
that  they,  too,  may  learn  their  lessons  near  to  Nature's  heart.  A  room 
will  be  assigned  for  reading  and  recreation,  where  books,  papers,  maga- 
zines, and  games  which  appeal  to  and  stimulate  youthful  life,  may  be 
enjoyed.  Once  a  week  the  kindergarten  will  be  "at  home"  to  the  boys 
and  girls,  and  unique  parties  are  already  under  consideration.  Once  a 
month  there  will  be  an  "at  home"  for  the  mothers.  Then  there  will  be 
the  Mothers'  Council,  and  an  evening  hour  for  the  children  to  keep 
them  out  of  the  lobby  and  parlors  after  dinner,  so  that  their  elders  can 
enjoy  a  quiet  siesta.  These  innovations  will  engage  the  co-operation 
of  the  beach  cottagers,  as  well  as  the  hotel  guests.     At  the  conferences 


A    KINDERGARTEN    BY    THE    SEA.  571 

there  will   be   exchanges   of   views    regardini:   child    life   and    a    mutual 
help  all  round. 

"Advice,"  says  Fra  Elbertus,  "is  something  we  have  small  use  for 
ourselves,  so  we  give  it  to  poor  relations,  colored  people  and  children." 
But  advice  does  not  educate.  The  kindergarten  does.  And  mark  how 
soon  the  tutored  bantlings  come  to  reflect  the  soul  of  the  devoted  teacher ! 
They  obey  because  they  love  the  person  who  first  loved  them.  Love 
supplies  them  with  an  ideal,  which  they  worship.  When  parents  have 
won  the  love  of  their  children,  they  are  honored ;  but  the  mother  who 
cares  more  for  society's  favor  than  she  does  for  her  babe,  may  win  so- 
ciety's smile,  but  she  will  never  possess  the  complete  and  lavish  love 
of  her  child.  It  is  in  this  vein  that  President  Roosevelt  appeals  to  the 
Mothers'  Congress.  But  without  some  such  practical  inter\'ention  as 
the  child  garden,  the  injunction  is  not  likely  to  carry  far.  God  bless 
its  work,  and  give  the  palm-thatched  cottage  baptism  with  the  spray 
that  is  tossed  up  betimes  by  the  breakers. 

Verily,  we  have  come  to  the  even  of  an  enviable  new  departure 
in  the  realm  of  sociology  when  hotel  life,  once  soundly  deprecated  by 
the  straight-laced  and  ultra  virtuous,  can  be  made  the  stepping  stone 
to  respect  for  parental  obligations  and  the  amenities  of  everj^  day  inter- 
course.    And  that  is  what  the  installation  of  this  kindergarten  means. 

C.  H.  and  A.  I.  J. 


RECIPE  FOR  A  SUNSET. 

CAROLYN    TEBBETTS. 

Take  some  gold  from  a  buttercup's  heart. 
Some  blue  from  the  heavens  free, 
Some  green  from  a  crest  of  curling  wave 
That's  filched  from  the  changing  sea. 

Mix  well  with  a  flush  of  the  coral's  pink, 
Add  a  bit  of  the  pansy's  hue, 
Then  hang  it  up  in  the  western  sky 
And  let  the  sun  shine  through. 


MERITS  AND  DEFECTS  IN  PREVALENT  METHODS  OF 
CHILD  STUDY.* 

JAMES   R.    ANGELL,    HEAD   OF   THE   DEPARTMENT   OF    PSYCHOLOGY,    UNI- 
VERSITY  OF   CHICAGO,    PRESIDENT    OF    THE    AMERICAN 
PSYCHOLOGICAL   ASSOCIATION. 

The  kindergartens  are  now  so  well  established  in  the  confidence 
of  the  public  that  there  is  no  longer  need  for  a  defense  of  their  cause. 
Like  all  other  parts  of  the  school  system,  however,  they  require  to  keep 
constantly  in  touch  with  the  best  and  most  progressive  educational 
thought  and  investigation.  One  of  the  sources  from  which  they  must 
inevitably  look  for  much  of  valuable  criticism  and  suggestion  is  the 
rhild  study  movement. 

Child  study  properly  includes  a  much  broader  range  of  interests 
than  is  commonly  recognized.  It  embraces  every  scientific  form  of  re- 
search into  the  peculiar  characteristics  of  children  and  the  laws  of 
their  development.  Psychology,  physiology,  sociology  and  medicine  all 
converge  at  this  point  to  produce  the  knowledge  employed  by  the  child 
study  expert.  It  will  be  seen  at  once  from  this  fact  that  the  not  infre- 
quent impression  that  child  study  is  a  polite  and  harmless  fad  for  unem- 
plo}^ed  ladies  is  quite  beside  the  mark.  There  is  nothing  to  prevent  per- 
sons of  this  description  from  entering  upon  the  work,  but  to  do  so  with 
any  success  they  must  possess  a  very  special  form  of  training. 

It  is  impossible  within  the  limits  of  a  paper  of  this  kind,  even  were 
it  otherwise  desirable,  to  attempt  to  catalogue  in  minute  detail  all  the 
contributions  which  child  study  has  made  to  educational  practice  and 
theory.  A  few  of  the  more  general  results  which  it  has  achieved  may 
nevertheless  be  mentioned. 

It  has  made  it  clear  in  the  first  place  that  we  can  in  course  of  time 
have  a  real  science  of  childhood  phenomena.  We  can  ultimately  hope 
for  a  reliable  knowledge  concerning  the  normal  forms  of  growth,  both 
in  body  and  mind,  and  in  the  light  of  such  knowledge  we  can  treat  the 
individual  child  confided  to  our  care  with  a  degree  of  intelligence  which 
formerly  was  impossible.  We  can,  moreover,  test  with  a  far  greater 
measure  of  certainty  than  formerly  the  results  of  specific  modes  of  teach- 
ing, because  the  methods  of  child  study  give  us  a  tool  by  which  we  can 


*  Outline  of  an  address  delivered  before  the  International   Kindergarten 
Union  at  Milwaukee,  April  6,  1906. 


MERITS  AND  DEFECTS  IN  METHODS  OF  CHILD  STUDY.         57;:; 

check  up  the  effects  produced.  It  will  oftener  than  before  he  possible 
to  decide  between  the  merits  of  conflicting  principles  of  education  by  an 
unambiguous  appeal  to  fact. 

The  statistical  studies  of  child  study  experts  have  called  attention 
to  the  generally  fatal  consequences  of  neglecting  early  education.  This 
is  a  doctrine  to  which  we  all  as  a  rule  give  a  mild  assent.  But  when 
extended  observations  are  made  upon  the  subsequent  lives  of  children 
deprived  of  early  training,  the  'moral  pointed  is  too  plain  for  disregard 
and  too  distressing  to  permit  of  calm  acquiescence  in  the  conditions  which 
produce  this  robbery  of  children. 

Furthermore,  child  study  has  immensely  augmented  the  emphasis 
laid  upon  the  educational  treatment  of  children  as  individuals  with 
peculiar  personal  traits,  rather  than  identical  members  of  a  homogeneous 
mass,  all  capable  of  being  dealt  with  in  just  the  same  way.  The  investi- 
gations which  have  been  made  in  recent  years  show  not  only  that  chil- 
dren var}^  tremendously  as  regards  their  mental  capacities  and  methods 
of  thinking,  but  also  as  regards  their  bodily  vigor,  their  senses,  their 
nervous  stability,  etc.  Under  such  circumstances  to  treat  them  all  alike 
is  both  stupid  and  cruel.  Much  new  and  interesting  material  has  also 
been  gathered  touching  the  cases  of  children  slightly  sub-normal  in  one  or 
another  particular.  Many  of  these  children  are  struggling  along  in  the 
schools  with  other  children  of  normal  organizations.  The  results  are 
often  lamentably  disastrous  both  to  the  normal  and  the  sub-normal  child. 
Child  study  has  done  few  greater  services  than  that  of  calling  attention 
to  this  class  of  problems. 

The  literature  of  child  study  has  exercised  a  most  illuminating 
effect  upon  the  narrowness  of  view  concerning  the  general  characteristics 
of  child  life  to  which  the  individual  teacher  is  exposed,  who  has  simply 
to  rely  upon  her  own  experience.  From  reading  the  reports  of  children 
living  under  other  conditions  than  those  with  which  one  is  personally 
familiar,  one  gains  an  unsuspected  breadth  and  flexibility  of  view  as  to 
the  richness  of  childhood  phenomena. 

Among  the  more  specific  and  concrete  contributions  which  have 
ensued  from  the  child  study  movement  may  be  mentioned  such  things 
as  improved  methods  of  seating,  ventilation,  exercise,  etc.,  and  the  pre- 
vention and  cure  of  diseases  of  sense  organs. 

The  defects  which  attach  to  the  child  study  accomplishments 
are  for  the  most  part  such  as  inevitably  accompany  pioneer  scientific 
work  of  any  kind.     AVe  find  thus  that  many  persons  who  ha\e  labored 


574  KINDERGARTEN    MAGAZINE. 

in  this  field  have  been  deficient  in  scientific  training,  so  that  their  results 
while  often  suggestive  and  interesting  are  quite  as  often  impossible  to 
accept  as  wholly  reliable.  In  the  same  way  many  of  them  have  worked 
with  an  imperfect  psychology,  or  with  no  psychology  at  all.  Again,  we 
find  that  their  results  are  frequently  presented  with  no  appreciation  of 
the  scientific  treatment  of  figures.  Their  reports  fail,  therefore,  at 
times  to  show  what  they  assert  that  they  show.  But  time  will  heal  all 
these  defects. 

The  kindergarten  affords  a  peculiarly  fine  opportunity  for  a  thor- 
ough study  of  children's  games,  their  appreciation  of  music  and  beauty 
of  all  kinds  and  the  development  of  their  moral  sense.  The  kindergarten 
may  give  in  this  way  to  the  child  study  movement  as  well  as  receive 
from  it. 

The  Chicago  Women's  Clubs  and  their  friends  supported  eight 
vacation  schools  in  Chicago  during  the  summer  of  1905  and  gave  later 
an  exhibit  of  children's  work  in  the  Municipal  Museum  of  the  city. 
Supt.  William  J.  Bogan  offered  the  following  interesting  statistics  about 

these  schools  including  average  of  nationalities: 

Total  enrollment    6,583 

Total  cost  of  eight  schools  for  five  weeks $10,335.63 

Cost  per  capita  based  on  average  daily  attendance .  .  2.60 

Cost  of  excursions 913.75 

American,  5.66;  Norwegian,  4.10;  Swedish,  4.10;  Danish,  .12; 
English,  .63;  Scotch,  .25;  Irish,  6.59;  German,  16.31;  Russian,  3.73; 
Polish,  3.25;  Jewish,  21.38;  Italian,  21.63;  Greek,  .03;  French,  .33; 
Austrian,  .29;  Bohemian,  10.17;  Dutch,  .22;  Belgian,  .10;  Canadian, 
.07;  Syrian,  .03;  African,  .36;  Japanese,  .01;  Hungarian,  .16;  Swiss, 
.12;  Romanian,  .09;  Chinese,  .03;  Arabian,  .01;  Finnish,  .13. 

The  curriculum  was  made  a  very  practical  one  by  providing  man- 
ual and  industrial  training  to  an  extensive  degree.  One  school  had 
ten  weaving  looms ;  three  made  a  special  feature  of  pottery ;  two  had 
housekeeping  made  realistic  by  the  caring  for  a  flat  home  daily.  The 
schools  were  all  overcrowded  and  the  eagerness  of  parents  to  have  them 
entered  was  very  urgent. 

The  Chicago  Board  of  Education  contributed  $5,000  to  the  fund 
for  teachers'  salaries. 

The  Chicago  Kindergarten  Club  gives  every  year  a  large  sum  to 
this  much  needed  work.  Efforts  are  being  made  to  do  better  work 
this  year. 


PROGRAM  FOR  MAY. 

CAROLINE    W.    BARBOUR,    SUPERIOR,    WIS. 

General  Subject:     Spring  activities  in  our  homes  and  in  nature. 
Preparation  for  the  coming  of  summer  shown  in : 

I.  Our  homes. 

II.  Out  in  our  gardens,  on  the  streets,  in  the  parks. 

III.  Nature  happenings;  how  plants,  insects,  birds  and  ani- 
male  are  getting  ready  for  summer.  How  changes  in  weather  help 
us  all. 

Motive — To  put  the  child  in  touch  with  different  types  of  activity 
going  on  about  him,  so  that  he  may  see  in  each  a  common  and  obedient 
response  to  the  same  law ;  preparation  for  the  season's  conditions,  that 
he  may  appreciate  not  only  people  s  work,  how  we  are  all  getting  ready 
for  new  conditions,  but  also  that  birds,  flowers  and  insects,  too,  are 
obedient,  each  in  its  own  way,  to  nature's  law  of  orderly  growth. 

/.  Phase:    Getting  ready  for  summer  by  moving,  or  house-cleaning, 

and  settling.     Mother's  work  in  the  home  and  her  helpers. 
//.  Phase:     Work  in  the  gardens;  work  on  the  streets  and  in  the 
parks  (emphasizing  simple  civic  ideas).     Father's  work  and  his 
helpers. 
///.  Phase:     Nature's  work,  to  be  carried  along  with  the  work  in 
the  homes,  keeping  analogies  as  close  as  possible,  since  the  child 
must  interpret  all  life  by  his  own  life  and  experiences.     Every- 
thing is  getting  ready  for  summer.     Out-of-doors  flower  seeds 
.are  sprouting  in  our  garden  beds ;  trees  are  putting  on  their 
summer  dresses,  and  the  birds  are  coming  back.     They,  too, 
have  moved,  and  must  choose  a  place,  build  a  nest  and  settle 
down  for  the  summer.     The  warm  sun  stays  with  us  so  much 
longer  to  help  us  work  and  play;  the  rain  comes  often  to  help 
growing  things,  and  the  winds  are  becoming  warmer  and  blow 
more  softly. 
Games:      (1)      Continue  with  sports,  adding  seesaw,  playing  with  real 
seesaw,  and  also  imaginatively,  to  rhythmic  music.     May-pole  move- 
ments,   simple   skips   about   a   Maypole    hung   with    bright-colored 
streamers  or  ribbons. 

(2)  Play  gardening  with  "This  is  How  We  Plant  the  Seeds 
in  Our  Garden,"  etc.,  "Children's  Singing  Games"   (Hofer). 

(3)  Imitative  and  dramatic  games  of  housecleaning. 


576  KINDERGARTEN    MAGAZINE. 

(4)  Nature  games,  interpreting  bird-life,  flight,  nesting  and 
feeding.  Use  group  of  simple  bird-songs  in  connection.  A  game, 
the  return  of  the  birds,  can  be  very  prettily  devoloped  with  "All 
the  Birds  Have  Come  Again"  (Smith  No.  1),  having  children's 
singing  and  birds'  response  by  whistling  after  they  have  flown  back 
to  us.     Repeat  second  and  last  four  measures  for  whistling.     Birds 

p  flying  and  hopping  (contrasted  movements),  Charac^^nstic 
Rhythms  No.  1  (Anderson),  and  Music  for  Child's  World  ^,Nos.  1 
and  2,  Hofer),  offer  suggestive  nature  music  for  rhythms  and  inter- 
pretation.    Introduce  cricket  and  grasshopper  movements. 

Songs:  Continue  with  nature  songs  for  April.  "Little  Green  Frog  in 
the  River,"  in  "Songs  and  Scissors"  (Gaynor).  Group  of  bird 
songs,  "All  the  Birds  Have  Come  Again,"  "The  Birds'  Nest 
(Gaynor  No.  1)  ;  "Wake,  Little  Bird"  (Gaynor  No.  2)  ;  "When 
Little  Birdie  Goes  to  Sleep,"  "I  Think  When  a  Little  Birdie 
Drinks,"  "One  Little  Sparrow  Had  Learned  to  Fly"  (from  Nied- 
linger's  "Small  Songs  for  Small  Singers"). 

"Seesaw"   (Gaynor  No.   1). 
"In  My  Little  Garden  Bed"   (Poulsson). 

Stories:  Choice  of  favorites — "Mother  Goose  Village"  stories;  continue 
with  April  stories ;  Beauty  and  the  Beast ;  Dobbin  and  the  Spar- 
row in  "Through  the  Farmyard  Gate,"  by  E.  Poulsson. 

Narrative  stories  about  birds,  etc.  ("Ways  of  the  Kentucky 
Cardinal,"  in  March  Harper's  Magazine,  could  be  developed  into 
a  good  story  of  bird  habits.) 

Rhymes:     "Mistress  Mary,  Quite  Contrary-." 

"Four  little  birds  all  flew  from  their  nest, 
Flew  north,  flew  south,  flew  east,  flew  west. 
They  thought  they  would   like   a   wider  view, 
So   they   spread   their   wings,   and   away   the}^   flew." 

"Lender   the   Window,"    (Kate   Greenaway)  ;    "Singing"    (R. 

L.  Stevenson)  ;  "The  Seesaw,"  in  Lollipops  (O.  M.  Long). 

Suggestions  for  Table  Work:  Constructions.  May  baskets  of 
all  kinds  and  sizes  planned  on  the  regulation  cardboard  modeling  forms, 
in  squares,  triangles  and  hexagons.  The  children  can  make  these  in 
various  dainty  colors,  having  zephyr  cords  come  from  each  corner,  strung 
with  violet,  pink  and  green  tissue  paper  scraps,  which,  when  all  tied 
together  at  the  top,  make  very   flower-like   effects.  ^    Inside  of   baskets 


PROGRAM    FOR   MAY.  :.77 

lined  or  painted  in  corresponding  tones.  Seesaws  can  be  maclc  very 
simpl}^  of  box-corners  for  the  bases  and  a  strip  of  cardboard  fastened 
to  balance  across  the  points,  three  paper  dolls,  one  erect  for  "candle- 
stick," and  the  others  sitting  on  each  end  complete  the  toy.  Garden 
tools  can  be  made  of  wood,  tin  and  nails;  crude  but  \ery  sati>fact()ry 
rakes  are  made  with  just  the  wooden  pieces  and  sharp  nails. 

Furnishing  the  doll  house:  ^lany  permanent  articles  of  furniture 
can  be  made  by  older  school  groups,  who  always  wish  to  assist.  Some 
pieces  of  furniture,  a  really  stove,  etc.,  can  be  bought,  since  they  are  of 
so  much  interest  in  playing  in  the  house.  Cruder  furniture,  but  very 
childlike  and  interesting,  can  be  made  with  boxes,  soft  wood  blocks  and 
spools.  Blankets  can  be  woven  of  zephyr  for  beds  and  baby's  cradle, 
and  dollies  dressed  for  occupancy.  The  more  truly  the  furnishing  and 
finishing  is  shared  by  all  the  school,  the  more  valuable  will  be  the  service 
of  the  doll  house  to  all. 

Picturc'-lf'ork :  Nature  drawings,  "taking  pictures"  of  flowers, 
budding  twigs,  and  so  forth,  as  they  are  brought  in;  drawings  of  this 
kind  are  quite  good  in  result  if  done  on  a  soft,  gray  paper.  Sometimes 
wrapping  paper  can  be  found  of  this  color.  Painting,  crayoning  and 
blackboard  of  children  out  of  doors,  placing  seesaw,  etc.,  and  working 
in  the  garden.  Because  ot  the  child's  interest  in  life  and  movement, 
the  drawings  should  be  "stories,"  for  their  art-acti\-ity  in  this  line  be- 
longs to  the  "picture-writing"  era  of  primitive  man.  Poster  work, 
"Mistress  Mary"  in  her  garden  with  little  silver  watering  pot,  back- 
ground two  tones  of  spring  green.  A  night-time  poster  ot  owls  asleep  on 
a  tree  branch  in  the  moonlight  can  also  be  ^•ery  simply  made.  Design- 
ing garden  beds  with  parquetry. 

'^Building:  Furniture  with  different  gifts,  and  with  floor  blocks, 
outlining  rooms  and  furnishing  characteristically.  Designing  with  tab- 
lets 5th  and  6th  gift,  plans  for  garden,  arrangements,  beds,  sidewalks,  and 
so  forth. 

Clay:  ^lodeling  nests,  eggs  and  birds  nesting  and  in  flight:  action 
modeling  of  children  on  the  seesaws.  Making  clay  dishes  like  tli..-e 
in  our  doll-house. 


678  KINDERGARTEN    MAGAZINE. 

FROM  THE  EDITOR'S  DESK 

All  hearts  are  turned  toward  San  Francisco  and  other  California 
cities  now  suffering  under  a  calamity  of  almost  unexampled  horror  and 
distress.  Amidst  all  the  anguish  and  terror  there  is  at  least  the  con- 
solation that  in  this  fearful  and  awesome  tragedy,  this  destruction  is 
not  the  result  of  human  carelessness  or  neglect  of  duty.  All  the  human 
forces  engaged  represent  those  of  service  and  desire  to  succor.  What- 
ever the  feelings  of  helplessness  and  despair  there  are  no  emotions  of  hate 
or  malignity  such  as  comes  when  death  and  pain  follow  because  man 
has  been  lax  or  purposely  destructive. 

Fearful  as  are  the  results,  human  faith  and  hope  are  still  stronger, 
and  construction  will  follow  at  once  in  the  wake  of  destruction.  When 
tempted  to  accuse  Providence  for  permitting  cataclysms  involving  such 
suffering,  it  is  well,  perhaps,  for  us  to  ask  ourselves  why  man  deliberately 
as  in  the  case  of  war,  should  create  with  bomb  and  battleship  even  more 
anguish  and  horror  with  all  the  bitterness  and  hate  that  accompanies 
deliberate  warfare.  Horrible  as  is  the  disaster,  at  least  man  is  not  re- 
sponsible. The  distress  at  San  Francisco  is  not  so  great  as  that  caused 
in  a  single  battle  occasioned  by  man's  greed. 

Let  us  rejoice  as  kindergartners  that  it  is  our  privilege  to  be  allied 
with  all  the  beautiful,  constructive  forces  of  man  and  nature.  That 
we  are  helping  by  education  and  training  to  gradually  eliminate  all  the 
fearful  passions  of  man  of  which  the  earthquake  and  its  consequences  is 
but  a  terrible  symbol. 

May  we  not  hope  that  the  noble,  constructive  work  the  soldiers 
are  engaged  in  is  prophetic  of  the  use  to  which  armies  will  be  put  in 
the  future.  Why  can  not  military  training  in  schools  assume  this 
character  of  life  saving  rather  than  destruction? 


The  National  Educational  Assn.  was  to  hold  its  annual  meeting 
this  year  in  San  Francisco.  That,  of  course,  is  now  impossible.  It 
has  not  yet  been  decided  whether  the  convention  will  be  abandoned  or 
whether  the  meeting  will  be  held  in  some  other  California  town. 
It  will  not  take  place  till  July;  we  ask  our  readers  to  be  on  the  lookout 
for  notices  in  other  papers  and  to  be  ready  if  the  meeting  holds  to  take 
advantage  of  it  and  bring  their  inspiration  and  their  dollars  and  cents 
to  the  stricken  State.  California  is  a  glorious  State,  and  the  rates 
there,  under  the  auspices  of  the   N.  E.  A.,  will   be  phenomenally  low. 


FROM    THE    EDITORIAL    DESK.  579 

The  editor  spent  a  memorable  hour  with  Miss  Amalie  Hofer, 
former  editor  of  the  Kindergarten  Magazine,  and  with  Dr.  Hail- 
mann,  in  the  delightful  home  of  Mr.  and  Mrs.  C.  H.  Docrflinger. 
Mr.  Doerflinger  and  Dr.  Kallmann  published,  in  the  70's  and  SO's 
Onkel  Carl,  a  magazine  for  German-American  children.  He  ear!y 
advocated  the  kindergarten  cause.  Mr.  Doerflinger  and  Miss  Hofer's 
father  were  among  the  48-ers  who  came  to  this  country  for  love  of 
liberty  and  then  offered  their  lives  in  the  Civil  War  for  the  country 
of  their  adoption. 


The  Chicago  Normal  School  had  its  formal  dedication  exercises 
April  20-21.  The  class  rooms  of  the  school  were  thrown  open  to  vis- 
itors Friday  morning  and  the  dedicatory  exercises  were  held  in  the 
beautiful  auditorium  in  the  afternoon.  If  but  D.  S.  Wentworth,  Col. 
Parker  and  Arnold  Tompkins  could  have  seen  before  their  eyes  their 
visions  thus  accomplished  !  They  were  all  present  in  the  hearts  of  those 
who  had  worked  with  them  to  make  the  ideal  real.  Miss  Cora  Lewis 
gave  reminiscences  of  Mr.  Wentworth.  Mrs.  Emmons  Blaine  recalled 
the  services  of  Col.  Parker,  and  Miss  Jennie  Jenkinson  spoke  in  mem- 
ory of  Dr.  Tompkins.  The  keys  were  formally  presented  by  Presi- 
dent Tilden,  of  the  Board  of  Education,  and  accepted  by  the  principal, 
Mrs.  Ella  Flagg  Young:  Jane  Addams.  Dr.  White  and  others  spoke 
at  the  evening  reception.  Saturday  morning  there  was  an  important 
conference,  subject,  "The  Relation  of  the  Kindergarten  to  the  Elemen- 
tary School."  Recent  changes  in  method,  principle  and  subject-matter 
were  illustrated,  as  to  literature  and  language  work  in  the  grades,  by 
Miss  Eckhardt,  of  the  Alcott  school ;  in  the  kindergarten  by  Miss  Har- 
rison. "Arithmetic  and  Mathematics  in  the  Elementary  School,"  were 
treated  by  Dr.  Meyers,  and  "In  the  Kindergarten,"  by  Miss  Payne. 

"The  Spirit  and  Aim  of  the  School"  was  stated  by  Miss  Wygant, 
and  "Of  the  Kindergarten"  by  Mrs.  Mary  Boomer  Page. 

"What  is  the  Organic  Relation  of  the  Kindergarten  to  the  Ele- 
mentary School  in  the  Light  of  Modern  Education?"  was  discussed  by 
Mrs.  Crouse,  Mrs.  Putnam,  Miss  Whitmore  and  others. 


We  call  special  attention  to  the  article,  "A  Kindergarten  by  the 
Sea,"  in  this  number.  It  is  a  happy  day  for  the  children  doomed  to 
live  in  hotels  when  a  kindergarten  becomes  an  integral  part  ot  such  a 
home    ( ? ) . 


580  BOOK  NOTES. 

Educational  Gymnastic  Play  for  Little  Folks^  by  Fanny  L. 
Johnson  and  Jennie  M.  Colby.  This  little  volume  has  been  awaited  for 
some  time  and  would  seem  to  justify  all  expectations.  It  is  planned  with 
reference  to  the  physical  needs  of  the  child  in  the  first  two  years  of  the 
primary  grades,  as  a  connection  between  the  play  of  the  kindergarten  and 
the  regular  gymnastic  exercises  oi  the  primary  school.  The  authors  have 
had  fully  in  mind  the  laws  of  mind  as  well  as  of  body  in  compiling  the 
helpful  little  book.  With  each  movement  is  given  its  technical  name,  a 
detailed  description  of  the  movement  for  the  teacher's  guidance  and  the 
name  of  some  animal,  bird  or  action  which  will  present  a  picture  to 
the  child's  mind  so  that  in  performing  the  movement  he  does  not  think 
specially  of  his  body  but  his  mind  is  centered  on  the  thought  to  be  illus- 
trated. Thus  he  gets  the  benefit  of  the  exercise  with  a  happy  state  of 
mind,  free  from  the  undue  mental  strain  which  accompanies  the  usual 
gymnastic  exercise.  The  exercises  are  classified  for  the  teacher  but 
there  is  much  freedom  of  choice  allowed  so  that  the  teacher  is  in  no  way 
restricted,  but  can  vary  the  movements  as  necessity  requires.  Pictures 
are  many  and  the  book,  we  are  sure,  will  prove  exceedingly  helpful  to 
teachers  in  all  grades.  Educational  Publishing  Company.  Price  60 
cents.  A  number  of  games  are  given  at  the  end,  also  suitable  for  use 
in  the  school  room. 

College  Songs^  new  and  enlarged  edition.  The  college  songs, 
jolly,  nonsensical,  touched  with  pathos  or  sentiment,  will  always  be  in 
demand,  whether  one  is  college  bred  or  not.  This  new  edition  just 
published  by  Oliver  Ditson  &  Co.,  contains  twenty-eight  new  numbers, 
in  addition  to  the  old  favorites.  We  would  suggest  that  as,  in  the  cor- 
responding German  book,  it  might  be  well  to  classify  the  songs,  putting 
the  plantation  melodies  in  one  division,  grouping  together  those  of 
purely  student  origin,  and  making  separate  groups  of  the  sentimental, 
the  patriotic,  etc:     Price  fifty  cents:     New  York: 


THANK  YOU 

Say  the  publishers  to  those  who  have  so  promptly  responded  to  their 
special  request  by  mail  and  Magazine^  to,  as  far  as  possible,  square 
subscriptions  with  ending  of  present  volume,  that  renewals  may  begin 
with  September  number.  There  are  3'et  a  few  whom  we  would  be 
glad  to  include  in  our  vote  of  thanks. 

Remittances   should    be   by   money   order,    or   New   York   or   Chi- 
cago   drafts. 


KINDERGARTEN   MAGAZINE 

Vol,  XVIII,— JUNE,  1906,  No,  tO. 
TWENTIETH  CENTURY  SERIES 


THE     PERSISTENCE    OF    PLAY    ACTIVITIES     IN     THE 
SCHOOL  AGE,  AND  THEIR  RELATION  TO  WORK.* 

BY   MRS.    ALICE    H.    PUTXAM. 

IN  Working  out  his  plan  for  human  development,  Froebel  constantly 
found  processes  in  human  life  which  ran  parallel  with  those  written 
in  nature,  and  he  often  tested  the  worth  of  his  ideas,  by  comparing 
them  with  nature's  methods  of  growth. 

I  think  we  may  find  a  hint  in  the  same  great  text-book  which  may 
be  suggestive  in  our  discussion  tonight,  for  we  need  a  knowledge  of 
systematic  and  abiding  processes,  as  well  as  of  those  which  are  plastic 
and  expansive.  Just  as  the  body  grows,  one  might  almost  say  is  con- 
stituted, by  the  life  current  sent  out  by  the  heart,  seconded  by  the  sub- 
tle energ}'  of  the  brain,  we  find  that  the  instincts,  impulses  and  motor 
reactions  of  a  child's  spontaneous  play,  are  coming  to  be  recognized  by 
educators  as  having  vital  import  in  the  upbuilding  of  an  all-sided  human 
being,  and  through  a  right  evolution  of  the  principles  which  underlie  free 
play,  we  find  there  has  been  laid  a  foundation  which,  when  strengthened 
b}'  reason  and  will,  becomes  equally  efficacious  in  true  creative  work. 
W^henever  and  wherever  we  find  in  the  human  body  that  the  blood  is 
of  the  right  quality  and  quantity,  there  we  find  a  living  energy  prompting 
the  whole  organism  to  a  right  action ;  while,  in  proportion  to  a  lack  or 
excess  or  impurity  of  this  most  necessary  factor,  is  there  a  departure 
from  strength  and  satisfaction  in  life.  The  child  who,  as  Froebel  says, 
plan's  from  "inner  necessity  and  impulse,"  is  the  one  in  whom  there  is 
a  feeling  of  the  at-one-ment  of  life  and  the  initiative  and  self-determi- 
nation thus  joined,  are  not  lost  when  childlike  play  ceases. 

In  his  remarkable  chapter,  "On  a  Certain  Human  Blindness," 
Mr.  James  says:  "Wherever  a  process  of  life  communicates  an  eagerness 
to  him  who  lives  it,  there  the  life  becomes  genuinely  significant."  Surely 
this  was  also  the  idea  of  the  old  German  child  student  who  had  such 
a  deep  appreciation  of  a  little  child's  play.  In  play  as  in  our  analogue 
we  begin  to  find  that  "all  flesh  is  not  the  same  flesh,"  although  a  casual 
observer  would  note  few  differences,  yet  those  who  have  eyes  to  see 
find  in  both  the  inmost  seat  of  all  variations,  each  on  its  own  plane. 


*Address  delivered  at  Training  Teachers'  Conference.  Milwaukee.   April, 
1906. 


582  KINDERGARTEN    MAGAZINE. 

Again,  a  play  impulse  needs  nourishing  and  purifying  if  it  is  to  be 
a  habit  builder,  and  to  lead  to  intelligent  work,  and  here  we  find  a 
likeness  to  the  blood,  for  this  nourishing  and  cleansing  comes  in  an  indi- 
rect way.  The  child  inhales  and  exhales  the  atmosphere  of  that  environ- 
ment in  which  his  lot  is  cast,  and  the  result  of  the  respiration  sets  the 
rhythm  of  the  higher  mental  and  spiritual  pulses. 

A  great  writer  has  said:  The  cardinal  life  of  every  organ,  the 
excellence  of  its  life,  lies  in  the  fact  that  whatever  it  has  of  its  own 
in  a  still  wider  sense  belongs  to  the  community,  and  whatever  afterward 
results  from  the  community  to  the  organ,  is  the  only  individual  property 
which  the  latter  can  claim.  How  true  this  is  of  play!  It  goes  out  as 
an  instinct,  it  comes  back  freighted  with  experiences,  conscious  or  un- 
conscious, leading  directly  or  indirectly  to  more  feeling,  clearer  thought 
and  ever  deepening  purposes. 

To  illustrate  this  I  will  tell  of  some  play  ground  experiences  (in  my 
own  yard)  where  for  nearly  fifteen  years  I  had  the  privilege  of  watching 
a  group  of  twelve  or  twenty  boys  who  gathered  there  almost  daily  before 
and  after  school  hours.  At  the  time  of  which  I  speak  the  children  were 
from  5  to  12  years  of  age. 

The  first  really  organized  play  that  I  recall  was  a  "fire  company." 
Indeed,  it  can  hardly  be  said  that  there  was  much  organization.  One 
wagon  served  as  the  fire  engine,  and  it  was  the  "chief's"  wagon,  the 
fire  patrol  cart,  or  the  hose  cart,  as'  the  case  might  be.  Any  fellow 
might  be  allowed  to  be  chief,  and  there  were  often  several  in  one  day. 
But  after  a  time  more  wagons  became  necessary — to  be  used  for  specific 
purposes,  and  the  chief,  as  well  as  other  officers,  were  regularly  chosen 
by  the  company. 

Next,  the  engine  must  have  a  boiler  that  would  "smoke"  and  make 
steam.  Smoke  seemed  of  more  importance  than  steam  at  first.  This 
was  not  easy  to  attain,  and  after  experimenting  with  an  old  garbage 
can  and  a  piece  of  stove  pipe,  the  result  was  condemned  and  they  decided 
to  have  one  made  at  a  hardware  store.  But  this  needed  capital,  and 
while  the  corporation  was  a  monopoly,  it  wasn't  wealthy.  So  "a  show" 
was  planned  and  tickets  of  admission  placed  upon  the  market,  at  these 
rates:  Adults,  one  nickel;  children  of  12  and  under,  2  cents;  children 
under  5,  two  for  a  cent." 

Meantime  many,  many  visits  were  made  to  the  nearest  fire  station 
and  the  paraphernalia  and  rules  of  the  firemen  were  studied  at  close  range. 
The  strictest  volunta,ry  attention  was  given  (not  "paid!")  to  what 
"McKim"  said  that  "Chief  Sweeney"  said  concerning  various  situations. 

Then  a  real  engine  house  was  demanded,  though  hitherto  no  fault 
had  been  found  because  the  carts  were  kept  under  the  porch,  but  now 
that  place  was  no  longer  satisfactory.  The  wood  of  which  the  house 
was  built  was  from  an  old  toboggan  slide.  Limitations  were  reached 
here  guite  soon,  and  a  16  year  old  boy  from  Dr.  Belfield's  Manual 
Training  School  was  engaged  to  come  to  superintend  the  work,   and 


PERSISTENXE   OF    PLAY    ACTIVITIES.  583 

was  at  once  installed  as  ''the  Boss"  (and  I  think  he  spelled  it  with  a 
big  "B").  These  children  would  never  have  easily  submitted  to  such 
domination  from  a  teacher  or  parents  as  they  then  endured,  and  I  momen- 
tarily expected  a  "strike,"  but  none  came.  They  realized  their  own  de- 
ficiencies and  recognized  the  skill  of  the  older  fellow.  After  the  house 
was  finished,  it  M-as  cleverly  fitted  up  with  electric  appliances,  bells, 
gongs,  and  buttons,  and  in  one  corner  was  a  desk,  and  books  for  records 
and  expenses,  etc.  Almost  every  afternoon  the  boys  might  be  seen  astride 
the  ridge  pole,  or  with  chairs  tilted  back,  with  corncobs  in  their 
mouths  (I  don't  think  they  were  smoked,  though  it  might  have  been 
so)   awaiting  an  "alarm." 

All  dead  leaves,  sticks,  papers,  etc.,  in  the  many  vacant  lots  were 
raked  together,  then  unaccountable  fires  broke  out,  but  were  soon  extin- 
guished, water  being  obtained  from  a  garden  hose. 

Now,  was  this  play?  Yes,  surely,  and  very  genuine  play  in  its 
freedom,  spontaneity  and  delight.  Was  it  work?  Yes,  creative  work, 
with  a  definite  social  idea  struggling  for  realization.  Was  it  any  the 
less  work  because  it  was  not  carried  on  inside  of  the  walls  of  a  school 
room?  Had  you  seen  the  responsibility  which  those  children  assumed 
in  all  of  the  elaboration  of  the  details  which  went  into  the  scheme, 
you  would  not  question  the  living  character  of  the  work.  Was  it  per- 
sistent? The  company  held  together  for  two  years,  and  was  ended  by 
a  tragedy.  One  of  the  children  was  drowned  while  swimming  with  an 
elder  brother.  But  never  from  the  day  the  little  body  was  brought 
home  was  the  engine  called  out,  and  soon  after  the  house  was  demolished, 
that  the  lumber  might  be  used  otherwise. 

Other  plays  followed,  a  "Buffalo  Bill  show"  was  worked  out  with 
even  more  attention  to  detail,  one  interesting  thing  being  that  its  real- 
istic effects  began  at  about  the  level  at  which  the  others  had  stopped. 

While  this  particular  experience  was  carried  on  by  the  children 
quite  by  themselves,  I  have  seen  exactly  the  same  play-to-work-pro- 
gression, carried  on  in  a  school  room  in  American  history  and  literature 
classes.  The  children  were  truly  "in  it,"  as  Glory  McWirk  would  have 
said.  They  were  veritable  Colonial  folks  in  full  industrial  vigor,  and 
the  same  is  true  of  a  play  of  "Horatius  at  the  Bridge"  which  I  saw, 
though  in  the  latter  case  I  felt  that  more  opportunity  for  realizing  the 
situation  should  have  been  given,  but  bless  their  hearts,  in  the  words  of 
an  old  Bailey  Island  fisherman,  the  children  "don't  take  what  they 
can't  get." 

The  true  relation  of  play  activities  to  icork.  will  depend  on  the 
child's  apprehension  of  the  value  of  either.  The  play  satisfaction  is  a 
changing  one,  from  the  nature  of  the  case.  If  the  pleasure  in  it  isn't 
at  once  apparent,  the  child  will  take  measures  either  to  make  it  agree- 
able or  he  or  she  "will  take  her  doll  rags  and  go  home." 

There  is  in  both  play  and  work  a  sort  of  "natural  selection"  process 
which  seems  to  seize  upon  and  appropriate  such  elements  as  the  occa- 


584  KINDERGARTEN  MAGAZINE. 

sion  demands,  rejecting  all  others  and  this  fact  again  suggests  the  cir- 
culatory idea.  It  is  in  both  cases  the  bodying  forth  of  a  form  or  image, 
which  slowly  grows  into  an  organization  which  expresses  thought, 
action  and  will. 

A  young  high  school  girl  said  to  me  not  long  ago,  "I  like  geometry, 
it's  as  real  to  me,  and  I'm  as  much  at  home,  so  far,  at  least,  as  if  I 
could  see  the  problem  with  my  eyes."  Why  shouldn't  she  have  been 
"at  home,"  for  from  the  time  she  could  sit  in  a  high  chair  she  had  the 
stuff  to  play  with  out  of  which  she  built  definite  mental  pictures.  She 
had  never  had  to  make  bricks  without  straw.  Blocks  and  papers,  en- 
closed spaces  and  embodied  lines  were  to  her  tools  for  image  making. 

The  author  of  a  recent  little  book,  "The  Preparation  of  the  Child 
for  Science,"  herself  a  teacher  of  mathematics,  says:  "I  believe  there 
is  hardly  any  mistake  in  education  that  is  more  disturbing  to  normal  brain 
action,  more  likely  to  induce  nerve  storms  in  delicate  children,  or  more 
dangerous  to  the  future  brain  power  of  all  children  than  the  attempt  to 
convey  a  new  thought  by  means  of  a  process  still  artificial,  i.  e.,  inad- 
equately co-ordinated."  This  Mrs.  Booth  (the  author)  illustrates  by 
the  old  adage,  "Fingers  before  forks,"  and  says  that  "none  of  us  teach 
a  child  the  use  of  a  fork  until  after  he  has  acquired  the  art  of  holding 
a  bit  of  bread,  and  carrying  it  to  his  mouth.  He  should  not  be  given 
artificial  tools  (and  words  are  often  such)  until  the  movements  for 
performing  the  necessary  action  at  its  more  elemental  stage  have  been 
not  only  learned  but  co-ordinated  in  practice." 

Psychology  teaches  that  there  should  be  a  long  interval  between 
the  first  suggestion  of  a  new  idea,  and  the  use  of  the  tools  which  will 
carry  it  into  its  ramifications.  For  example,  there  is  as  much  difference 
between  a  mathematical  idea  and  the  formula  in  which  it  is  registered 
as  between  a  loving  message  and  the  paper  on  which  it  is  written. 

In  what  this  writer  says  concerning  the  preparation  of  the  uncon- 
scious mind  for  its  later  conscious  experiences,  we  have  a  direct  assent 
to  Froebel's  idea  of  the  function  of  play  activity  and  its  place  and  rela- 
tion to  work — it  is  the  thing  which  he  calls  "presentiment"  which  is  a 
real  scaffolding  by  which  the  child  may  be  able  to  reach  any  part  of  the 
building  which  the  school  or  the  home  or  society  or  church  desires  to 
construct.  But  it  is  essential  to  the  utilization  of  these  elements  that 
we  know  not  only  what  they  are,  but  how  to  make  right  use  of  them. 

But  there  is  another  side  of  the  subject.  If  until  recently  all  of 
this  valuable  stuff  has  lain  waste  for  lack  of  use — if  the  school  has 
failed  to  bring  into  requisition  the  unconscious  deposits  of  valuable 
material  for  image  building,  the  kindergarten  in  its  past  has  often  erred 
by  striving  to  drive  in  with  hammer  and  nails  every  conscious  process 
which  could  be  planed  or  cut  down  to  a  child's  level.  If  this  method 
is  questioned  by  the  psychologist  we  are  told  that  "Froebel  did  it." 
If  he  did,  and  we  find  a  good  deal  which  appears  on  the  surface  of  his 
writing  to  be  of  this  analytical  character,  we  also  find  passages  almost 


PERSISTENCE   OF   PLAY    ACTIVITIES.  585 

without  number  where  he  protests  against  forcing  the  consciousness  of 
children  and  the  fact  that  sometimes  he  appears  to  do  the  thing  he 
would  not,  can  only  be  accounted  for  by  noting  that  the  psychology  and 
pedagogy  of  his  day  bound  him  unconsciously. 

A  mathematical  writer  of  the  last  century  says:  "To  listen  to  the 
voice  of  the  Eternal  Teacher,  we  must  make  silence  from  conscious 
learning  for  in  these  days  (and  how  doubly  true  this  is  of  our  own 
generation)  we  need  repose  more  than  w^e  need  work,  for  we  are  sterile 
for  lack  of  repose  far  more  than  for  lack  of  work."  Let  us  as  teachers 
and  as  parents  take  this  home,  and  have  more  faith  in  this  phase  of 
child  activity  and  allow  unconscious  tuition  to  have  its  full  share  in  the 
kindergarten  where  it  so  naturally  belongs.  We  need  not  cease  for  a 
moment  to  believe  in  the  child's  power  to  grow  through  such  action, 
but  we  do  need  more  wisdom  in  seeking  for  the  really  living  truths 
which  the  child  needs  at  each  stage  of  its  growth,  and  more  self-restraint 
in  holding  back  those  knowledges  and  experiences  which  will  have  more 
value  later  on. 

A  little  story  which  went  the  rounds  of  the  eastern  press  but  which 
I  found  in  that  delightful  book,  "Parents  and  Pedagogues,"  illustrates 
the  attitudes  which  I  think  should  be  ours  in  the  matter  of  cea-^ing  to 
do  evil. 

Two  little  girls  on  their  way  to  school  found  that  they  were  going 
to  be  late.  "Let  us  kneel  down,"  said  one,  "and  pray  to  God  to  for- 
give us."  "No,"  said  the  other,  "we'll  skim  right  along  and  pray  as 
we  go." 

A  few  words  as  to  the  relation  of  will,  to  this  other  aspect  of 
training.  ]\Lany  people  believe  that  a  child's  will  does  not  grow  rightly 
unless  it  constantly  meets  its  limitations,  and  the  more  disagreeable 
these  are,  the  firmer  the  wnll  becomes. 

That  there  must  be  a  conscious  efi'ort  at  overcoming,  no  one  will 
deny.  Neither  Froebel  nor  the  true  psychologist  of  today  believes  in 
a  "soft  education."  What  they  do  want,  however,  is  to  de\elop  in 
the  child's  heart  and  mind  such  a  sense  of  his  need  of  the  truth  he 
vaguely  gropes  for,  that  he  lays  hold  on  it  with  a  zest  and  eagerness 
to  acquire  and  accomplish,  that  difficulties  become  as  nothing  compared 
with  his  desire. 

A  living,  loving  sense  of  the  ivorth  of  the  thing-  to  he  attained  is 
the  true  tonic  which  will  carry  us  through  life,  no  matter  how  great 
the  price  we  have  to  pay  for  it.  Why  should  a  child  be  denied  that? 
As  I  said  before,  touching  playing,  it  is  the  content  which  gives  worth 
to  the  activity — and  in  conscious  work  it  is  the  same  soul  which  must 
be  felt. 

This  side  of  the  question,  however,  will  be  more  fully  brought  out 
in  the  discussion  which  is  to  follow. 


586  KINDERGARTEN    MAGAZINE. 

IDEALISM  AND  THE  KINDERGARTEN.* 

AMALIE  HOFER   (CHICAGO  COMMONS). 

THE  kindergarten  movement  may  be  said  to  have  reached  a  happy 
plateau  in  the  course  of  its  evolution  from  which  the  advance 
guard  may  survey  the  line  of  m^rch — and  I  take  it  that  the 
majority  here  present  belong  to  that  class. 

The  movement  as  we  know  it  today  has  been  three-quarters  of 
a  century  in  its  making,  during  which  time  it  has  found  its  exponents 
more  or  less  among  the  idealists  and  optimists  of  the  day.  The  name 
itself  "Kindergarten,"  contains  a  whole  IV elt-anschauung  and  may  for 
this  very  reason  have  allured  those  profounder  minds  which  were  the 
first  to  respond  to  its  call  in  our  own  country — the  Alcotts,  Peabodys, 
Emersons,  and  that  group  of  German  idealists  who  emigrated  for  love 
of  constitutional  freedom  in  '48,  '49  and  the  early  '50s.  It  is  my  im- 
pression that  it  is  relatively  the  same  grade  or  quality  of  citizen  which 
has  furthered  the  idea  in  the  various  communities  where  the  kinder- 
garten has  struck  root  and  which  has  given  itself  with  such  fine  chiv- 
alry to  the  furtherance  of  the  new  education  as  a  cause. 

Froebel  and  his  co-workers  set  a  new  ideal  of  education  before  the 
eyes  of  their  contemporaries,  and  they  pursued  it  with  such  zeal  that 
it  was  counted  among  the  revolutionary  tendencies  of  the  time.  This 
ideal  still  shines  before  us,  and  when  we  look  for  the  genesis  of  the 
radical,  new  attitude  which  was  so  fearlessly  and  zealously  taken  by 
them,  we  come  upon  the  larger,  even  more  inclusive  movement  known 
as  "Modern  German  Philosophy,"  and  we  find  that  these  initiators 
of  the  new  point  of  view  drank  the  whole  cup  of  it,  from  doubting 
DesCartes  to  the  romantic  Novalis  with  his  symbolism  of  the  Blue 
Flower.  And  the  idealists  have  continued  to  contribute  to  the  growth 
of  the  kindergarten  "Idee,"  as  Froebel  and  his  contemporaries  were 
accustomed  to  name  it,  before  it  had  grown  to  the  proportions  of  a  move- 
ment, as  such.  We  need  recall  only  a  few  names  here:  Henry  Bernard, 
the  Hailmanns,  Madame  and  Dr.  Kraus,  Miss  Blow,  Mrs.  Cooper, 
Mrs.  Putnam,  Mrs.  L.  W.  Treat  and  Frances  W.  Parker. 

The  unmistakable  romanticism  of  the  Idee  and  of  those  who 
espoused  it,  has  been  the  source  of  its  dangers  as  well  as  of  its  vital 
power.  From  time  to  time  it  has  been  necessary  for  pedagogues  of 
authority  to  point  ovit  the  Don  Quixote-like  adventures  of  the  ardent 
ones  and  recall  them  to  actualities  and  existing  conditions. 

For  every  period  of  idealism,  history  records  a  practical  and  util- 
itarian reaction  to  counterbalance  it,  for  the  psychological  world,  as  the 
natural  world,  demands  its  equilibrium.     The  long  middle  age  followed 


*Paper    read    at    Training    Teachers'    Conference,    Milwaukee,    April    3, 
1906. 


IDEALISM  AND  THE  KINDERGARTEN.  587 

the  introduction  of  Christianity,  as  night  the  day,  and  with  the  same 
benefices.  After  the  Reformation  came  two  or  more  centuries  during 
which  the  inner  and  outer  world  of  man  sought  its  adjustment  to  a 
new  program  which  was  necessitated  by  the  new  moral  attitude.  In 
Germany  after  the  Thirty  Years'  War  there  was  a  season  of  living  in 
the  clouds  in  order  to  live  at  all,  when  Kent,  Schleiermacher,  Fichte 
and  the  Romanticists  sought  a  new  orbit,  even  a  planetary  system,  as  it 
were,  for  the  moral  order,  and  today  Germany  is  making  her  counter- 
part to  this  fine  idealistic  period  by  expanding  her  industrial  and  com- 
mercial world  until  the  motto  "Made  in  Germany"  is  significant  in  the 
remotest  regions. 

This  alternating  current  of  the  ideal  and  the  practical  may  even 
seem  to  divide  human  beings  into  two  classes — some  going  so  far  as  to 
hold  that  there  are  two  kinds  of  minds,  the  metaphysical  and  the  scien- 
tific. Even  in  the  kindergarten  ranks  there  has  come  about  a  certain 
dual  groping,  which  in  itself  proves  that  there  is  vital  progress  and 
evolution  present  and  that  the  equipoise  of  mind  is  insistingly  maintain- 
ing Itself. 

As  I  understand  it,  a  Professor  of  Philosophy  and  a  Professor  of 
Science  may  be  two  very  distinct  specialists,  who  may  be  even  over- 
developed each  in  his  own  direction,  but  a  pedagogue  is  one  who  must 
needs  look  to  the  "all  round  development"  of  the  mind  as  it  is.  or  as  he 
believes  it  to  be. 

Among  educators  none  aims  more  consciously  than  the  kinder- 
gartner  to  develop  the  whole  boy,  the  whole  being,  demanding  for  the 
least  of  these  little  ones  both  sensory  and  motor  development,  both 
manual  and  artistic,  yes,  idealistic  and  musical  development,  holding 
that  all  of  these  are  the  birthright  of  each  one.  But  when  it  comes  to 
supplying  all  these  opportunities  to  the  full  grown  teacher-student-^ 
who  come  to  our  training  schools  from  ever\^  plane  of  inheritance — 
we  are  confronted  with  the  greatest  responsibility.  Under  the  limita- 
tions of  a  two-year  course,  and  at  the  average  private  expense  of  from 
eight  hundred  to  one  thousand  dollars,  this  responsibility  assumes  grave 
proportions.  How  to  make  the  least  pretentious  student  of  the  group 
rise  to  efficiency  is  a  problem  that  is  ever  with  us.  A  varied  experience 
has  brought  me  to  a  few  working  conclusions  which  I  offer  in  all  good 
faith  as  well  as  humility.  In  addition  to  being  well  grounded  in  what 
makes  a  certificated  kindergartner,  the  pupil-teacher  should  be  so 
equipped  that  she  may  use  her  knowledge  of  technique  and  thet)ry  in  a 
self-active  way.  She  should  have  a  basis  for  discrimination  in  the 
case  of  burning  questions,  and  such  will  ever  recur,  with  some  genuine 
power  with  which  to  consider,  if  not  to  settle  these  questions,  instead  of 
being  merely  a  trembling  believer.  Should  occasion  demand  of  her  that 
she  differ  from  so-called  leaders  or  even  her  own  training  teachers  in 
professional   matters,   which   is   always   possible   for  the   natural    reason 


588  KINDERGARTEN    MAGAZINE. 

that  she  belongs  to  a  younger  generation,  she  should  be  free  and  strong 
enough  to  differ  with  these  and  to  escape  being  merely  a  grateful  imitator. 

Among  the  conditions  which  1  have  found  effectual  I  would  men- 
tion :  First,  that  the  training  school  program  itself  should  be  vortical, 
showing  a  progressive  plan  throughout  the  two  years.  Second,  that 
kindergarten  theory  should  first  be  given  to  new  students  in  a  more 
or  less  undifferentiated  form,  and  that  the  practical  work  should  pro- 
ceed from  the  less  to  the  more  specialized  treatment,  beginning  with 
folk  games  and  leading  toward  dramatization,  beginning  with  choral 
music  and  leading  toward  harmonics,  beginning  with  modeling  and 
free  hand  work  and  gradually  leading  toward  the  finer  technique.  The 
sincere  debating  of  the  questions  which  naturally  arise  in  the  classroom 
should  be  encouraged,  and  all  along  the  way  there  should  be  full  verbal 
expression  of  those  more  philosophic  ideas  which  arise  in  connection 
with  the  study  of  Froebel  at  every  point.  The  more  and  more  specialized 
forms  should  be  presented  gradually,  both  in  theory  and  practice,  the 
highly  developed  student  being  given  the  full  advantage  of  her  gifts 
and  acquirements.  The  discussion  of  the  following  question  has  been 
a  favorite  class  exercise  in  the  beginning  of  the  senior  year,  having  been 
found  thoroughly  stimulating:  "Is  it  of  importance  for  a  teacher  of 
young  children  to  have  a  philosophic  basis  for  her  work,  and,  if  so, 
how  may  it  profit  her?"  Some  altogether  earnest  as  well  as  delightful 
answers  have  been  volunteered  by  class  members,  such  as:  Having  a 
philosophic  basis  secures  order  and  quality  to  the  program;  it  gives 
direction  and  perspective  to  the  work ;  it  makes  for  originality  and  pre- 
serves the  enthusiasm  in  spite  of  the  daily  grind  ;  you  give  up  "playing  by 
ear,"  as  it  were,  m  your  pedagogy  and  are  willing  to  study  the  science 
and  the  art  of  teaching,  etc.  A  philosophy  in  your  work  serves  as  an 
anchor.  It  is  as  the  constitution  to  the  state;  the  dynamic  of  daily  pro- 
cedure. 

In  the  line  of  studies  which  I  have  conducted  during  the  past 
fourteen  years  I  have  found  some  such  program  as  the  following  thor- 
oughly profitable  although  the  purpose  was  reached  indirectly  so  far  as 
the  students  were  concerned :  Beginning  with  the  new  students  a 
three  months'  course  in  Mother  Play  Study,  noting  general  principles 
as  underlying  all  educational  work,  whether  in  the  home  or  in  the 
school,  and  illustrating  these  fully  and  graphically  from  the  play  ex- 
periences of  children.  This  is  followed  by  a  second  three  months'  study 
of  the  "Mother  Play,"  during  which  time  the  psychological  and  child- 
study  values  are  emphasized,  both  in  class  and  written  exercise.  Be- 
ginning with  the  senior  year  three  months  are  spent  in  earnest  study  of 
race  history,  searching  the  parallel  developments  common  to  undevel- 
oped peoples  and  children,  and  culminating  in  modern  history  of  edu- 
cation. This  is  followed  by  a  comparative  study  of  several  of  the  great 
educational  documents,  one  of  which  is  Froebel's  "Education  of  Man," 
which  is  considered  in  its  historic  setting  and  studied  as  a  philosophy  of 


IDEALISM  AND  THE  KINDERGARTEN.  589 

human  education.  This  is  followed  by  three  months'  work  in  advanced 
"Mother  Play,"  during  which  time  such  great  thought  movements  as 
Rousseauism,  symbolism  and  Gliedganzes  receive  open-minded  con- 
sideration. So  much  for  a  philosophic  training  during  the  first  two 
years.  This  may  serve  as  a  preparation  for  a  third  year's  work  con- 
sisting of  History  of  Philosophy  and  original  work  on  some  philo- 
sophical problem,  which  calls  for  independent  study  and  thinking.  The 
above  treatment  of  these  subjects  has  been  followed  only  with  a  view 
to  the  permanent  effrciency  of  students  and  is  most  fruitful  when  all 
the  other  lines  of  work  are  well  co-ordinated  with  it.  I  would  not 
wish  to  be  understood  as  saying  that  this  efficiency  can  only  be  reached 
through  these  subjects,  but  I  do  believe  that  without  some  progressive 
course  of  study  there  is  no  self-active  pedagogical  power  possible.  A 
natural  and  inevitable  result  of  such  a  course  of  study  should  be  a  line 
of  reading  which  would  forever  save  the  teaching  soul  from  ennui.  The 
whole  world  of  pedagogical  literature  would  be  open  to  the  individual 
student  and  she  would  not  fail  to  pursue  the  pedigree  of  modern  edu- 
cation until  she  had  read  her  way  back  through  the  masterpieces  which 
mark  twenty  centuries  as  mile  stones.  She  would  then  be  as  rich  as  a 
king,  fresh  and  sound,  with  abundance  and  assurance,  ready  to  give 
royally  as  from  a  brimming  cup. 

The  following  line  of  reading  has  served  this  purpose  of  pedagog- 
ical self-culture : 

Plato's  Republic,  427  B.  C. 

Aristotle's  Ethics. 

Quintillian's  Institutes  of  Orator}-,  35  A.  D. 

Dante's  Divine  Comedy. 

Luther's  Bible,   1535. 

Comenius'  Magna  Didactica,  1650. 

Rousseau's  Emil,  1762,  Social  Contract. 

Goethe's  Autobiography  and  Wilhelm  Meister. 

Wordsworth's  Prelude',   1799-1805. 

Pestalozzi's  Swan  Song. 

Hegel's  Philosophy  of  History,  1820. 

Rosenkranz's  Philosophy  of  Education,  1848. 

Froebel's  Education  of  Man,  1826  (Novalis)    (Richter). 

Alcott's  Memoirs. 

Harris'  Psychologic  Foundations  of  Educaticjn. 

Blow's  Symbolic  Education. 

Hall's  Adolescence. 

The  incident  has  recently  come  to  the  public  ear  of  an  able  young 
professor  of  pedagogy  who  has  had  all  the  modern  opportunities  of  equip- 
ment as  well  as  prominent  success,  leaving  his  profession  of  pedagogy- 
for  public  library  work  because  there  is  more  chance  to  grow  in  the 
latter  than  in  the  former  occupation.  This  were  a  startling  commentary 
on  the  old  adage  of  "Learn  through  doing,"  if  one  were  not  only  too 


590  KINDERGARTEN    MAGAZINE. 

familiar  with  the  teaching  which  ceases  to  be  educational,  with  the 
teacher  who  has  ceased  to  grow.  The  normal  training  should  equip  a 
teacher  with  a  wellspring  of  power  which  gradually  supplants  the 
enthusiasm  of  youth  and  which  may  become  a  permanent  insurance 
against  that  sapless,  impoverished  condition  suggested  by  some  who 
move  about  the  school  room  with  an  ozoneless  spirit,  who  are  only 
kept  going  because  of  the  routine  which  props  and  supports  their  steps. 
It  has  often  been  said  by  the  social  settlement  workers,  who  of  all 
people  most  continuously  confront  the  awful  realities  of  poverty,  in- 
justice and  undevelopment,  that  Miss  Jane  Addams  is  always  a  comfort 
and  inspiration  because  she  is  so  philosophical. 

The  fading  and  vanishing  of  our  favorite  interpretations  is  always 
wholesome,  providing  that  the  ultimate  verities  are  brought  nearer  and 
clearer  thereby.  It  is  the  soul's  privilege  to  discard  forms  of  its  own 
making  when  they  become  static  and  lifeless,  for  it  is  the  very  nature 
of  the  soul  to  be  making  new  and  ever  more  new  forms.  Whenever 
a  time-honored  notion  is  challenged,  the  soul  is  at  work  bringing  the 
ultimate  principle  into  view,  for  there  is  an  ultimate  and  a  principle, 
at  least  the  people  of  years  and  experience  assure  us  that  things  always 
"work  out  right."  When  certain  kindergartners  questioned  the  old 
notion  of  sequences,  as  such,  a  new  moment  of  self-activity  came  into 
the  profession,  because  this  challenge  made  it  possible  to  rediscover 
the  secret  of  the  sequential  nature  of  all  law,  an3  to  re-establish  its 
primal  meaning  as  a  phenomenon  of  human  experience;  yes,  as  first 
fruit  of  the  very  logic  which  we  call  common  sense.  So  when  one  ex- 
presses sincere  hopes  and  fears  over  such  technical  questions  as  the  use 
of  symbolism  or  the  too  exclusive  use  of  domestic  work  in  the  kinder- 
garten, one  is  on  the  road  to  high  discovery,  and  in  proportion  as  the 
seeking  is  sincere,  one  surely  will  mount  a  new  turn  of  the  spiral,  and 
one  is  entitled  to  the  glow  and  the  joy  which  always  accompanies  gen- 
uine, first-hand  self-activity.  The  best  work  of  the  committee  of  nine- 
teen (it  has  been  so  stated  by  several  members  of  the  privileged  body) 
is  in  the  finding  how  near  the  differing  view-holders  really  can  come 
together  at  the  center. 

When  one  has  had  Froebelian  training  one  thinks  and  works  in 
perspective,  or  as  the  class  room  phrase  used  to  put  it,  one  has  an  "un- 
derlying thought."  One  follows  the  stream,  as  it  were,  up  to  its  source, 
and  one  finds  that  whether  the  source  is  in  the  lap  of  a  noble  mountain 
or  in  the  crystal  spring  of  the  valley,  the  stream  moves  on  to  the  same 
great  ocean — the  "aggregate  thought  of  all  humanity."  Nor  can  I 
see  this  in  any  wise  to  be  contrary  to  evolution. 

It  is  because  of  this  faith  within  the  educator  that  he  is  pleased 
to  go  back  to  the  myth,  folk-song,  primitive  industry,  yes,  race  symbol- 
ism, and  as  he  sees  the  greater  glory  of  modern  thought  there  foreshad- 
owed, he  is  gladdened  by  the  sensation,  or,  if  you  please,  the  immortal 
dream,  that  it  is  all  one  story.     Having  thus  reached  the  "philosophic 


IDEALISM  AND  THE  KINDERGARTEN.  591 

mind,"  the  educator  will  read  Wordsworth's  Prelude  or  Goethe's 
Wahrheit  und  Dichtung,  or  FroeHel's  Autobiography  with  profound 
satisfaction,  yes,  keen  delight,  for  he  finds  in  each  the  tracing  of  a  great 
life  pattern  which  was  already  set  in  early  childhood. 

As  I  look  back  over  the  kindergarten  movement  I  find  that  ideal- 
ism ever  has  stimulated  and  still  continues  to  stimulate  it  to  enter- 
prise. There  is  no  greater  contributor  to  the  current  educational  pro- 
gram than  Dr.  John  Dewey,  now  of  Columbia,  and  it  is  interesting  to 
note  how  he  first  looked  out  from  the  IVelt-anschauung  of  Hegelian 
philosophy,  and  then  coming  into  the  time  and  heritage  of  the  suc- 
ceeding great  movement  called  evolution,  as  did  all  of  us  here  present, 
his  interpretation  took  on  the  sociological  aspect,  and  because  we  all 
belong  to  this  evolutionary  current  we  find  ourselves  with  him  in  a 
congenial,  natural  pedagogical  atmosphere.  The  more  specialized  form 
of  psychology  represented  by  Professor  James,  of  Harvard,  and  which 
is  being  so  ably  applied  and  expanded  by  Thorndyke,  of  Columbia,  and 
our  Chicago  University  Professor  Angell,  who  is  himself  a  master 
teacher,  is  just  beginning  to  embrace  Child  Study  in  earnest  as  a  special 
department  for  investigation.  And  this  has  been  largely  necessitated 
by  the  special  requirements  of  the  Kindergarten  Training  School,  and 
so  again  I  observe  that  the  more  idealistic  and  the  more  scientific  aspects 
of  thought  are  being  brought  together  and  that  the  little  kindergarten 
itself  stands  as  a  uniting  element  between  the  two. 

I  can  not  close  these  few  words  without  expressing  my  debt  of 
appreciation  for  what  Miss  Blow  has  ever  done  to  deepen  my  personal 
comprehension  both  of  Froebel  and  of  general  philosophy,  thereby  se- 
curing nourishment  for  that  idealism  without  which  I  should  never  have 
survived  the  storm  and  stress  attending  my  kindergarten  experience. 
Also,  I  wish  to  record  a  word  of  appreciation  for  the  direct  stimulus 
which  your  own  Milwaukee  Normal  School  Kindergarten  Professor 
has  given  to  m.t  through  her  well-balanced  and  genial  scholarship. 

What  all  men  covet,  and  that  which  commands  the  best  of  sala- 
ries, is  good  common  sense,  and  I  believe  that  this  is  achieved  only  by 
the  right  proportionment  of  idealism,  tested  in  ever^^day  practice,  chas- 
tened and  healed  of  sentimentalitv  but  never  eliminated. 


"That  haunting  dream  of  Better, 
Forever  at  our  side! 
It  tints   the   tar  horizon. 
It   sparkles    on   the   tide. 
The   cradle   of  the   Present 
Too  narrow  is  for  rest: 
The  feet  of  the  Immortal 
Leap  forth  to  seek  the   Best." 


592  LITTLE   FOLKS'   LAND 


Little  Folks'  Land* 

The  Story  of  a  Little  Boy  in  a  Big  World. 

Bv   Madge  A.   Bigham,  Free  Kindergartens,  Atlanta,  Ga.     Author   of 
"Stories  of  Mother  Goose   Village,"  etc. 

Note. — This  KindcKgarten  Program  will  run  through  the  succeeding 
numbers  of  The  Kindergarten  Magazine  and  later  be  published  in  book 
form  under  the  title,  "Little  Folks'  Land,"  by  Messrs.  Atkinson,  Mentzer  & 
Grover,  Chicago  and  Boston.  Cloth,  6x9 ;  about  400  pages.  Advance  orders 
will  be  accepted  by  them  at  $1.50,  postpaid.  After  publication  the  list  price 
will  be  $2.00  net. 

X 

Twentieth  Week — Flower   Life 

Baby  Dandelion 

Monday 

BABY  DANDELION  grew  on  Joe-Boy's  garden  bed,  and  nobody 
knew  how  she  got  there.  At  first,  Joe-Boy  thought  she  was  a 
little  weed,  and  was  just  about  to  pull  it  up — root  and  all — 
when  the  kindergarten  teacher  said,  "Wait,  I  think  I  see  a  tiny  green 
bud." 

And  sure  enough,  when  they  had  looked  closer,  nestling  close  to 
the  earth  was  a  soft  green  baby  bud,  and  Joe-Boy  said,  "Oh,  maybe  it 
wants  to  bloom." 

And  the  next  day,  just  as  if  the  little  bud  had  heard,  you  could 
see  tiny  bits  of  yellow  shining  through,  and  the  stem  grew  taller  and 
taller  and  taller,  and  by  and  by  the  pretty  baby  dandelion  burst  forth 
into  glorious  bloom,  wearing  her  golden  crown,  that  every  dandelion 
wears  so  gracefully.  She  nodded  to  all  the  flowers  around  her  in  the 
garden  beds,  called  to  the  sunbeams  and  the  breezes,  and  waved  to  the 
•singing  birds — all  day  she  liked  to  play,  when  the  sun  was  bright,  but  on 

♦Copyright,  1905,  by  Madge  A.  Bigham. 


LITTLE   FOLKS'    LAND  693 

cloudy  da3'S  and  late  at  night  she  closed  up  her  bright  yellow  blossoms 
and  went  to  sleep.  Baby  Dandelion  heard  the  flowers  wondering  where 
she  came  from,  and  she  laughed  with  glee — because  they  could  not  tell. 

"Ho,  ho,  ho,"  said  Baby  Dandelion,  swaying  in  the  sun,  "I  know! 
I  know!  I  know!  Baby  Dandelion  knows  where  she  came  from — 
ho!  ho!" 

"And  where  did  you  come  from,  you  pretty  Baby  Dandelion?" 
said  a  sunbeam  fairy. 

"The  children  did  not  plant  you,  I  am  very  sure;  I  heard  them 
say  so." 

"No,  no,  no,"  laughed  Baby  Dandelion,  shaking  her  head,  "the 
children  did  not  plant  me,  the  birds  did  not  plant  me — }ou  must  guess 
who  planted  me." 

But  the  sunbeam  fairy  guessed  and  guessed,  but  he  could  not  tell — 
could  you?  Then,  I  will  tell  you — at  least,  what  Baby  Dandelion  told 
the  sunbeam. 

"One  day,"  she  said,  "when  I  was  very,  very  small — only  a  little 
brown  seed — I  lived  with  my  mother  by  the  woods.  She  grew  on  a 
sunny  bank,  and  her  root  was  large  and  strong,  and  traveled  very,  very 
deep  into  the  earth,  hunting  food  for  me.  I  had  white  wings  then, 
beautiful  wings,  and  oh,  so  many  little  brothers  and  sisters — and  they 
all  had  white  wings,  too.  We  longed  to  fly  away,  but  our  mother  held 
us  tight,  and  would  not  let  us  go — because  she  said  it  wasn't  time.  She 
told  us  we  were  little  seeds,  that  some  day  when  we  were  quite  ripe  we 
would  fly  away  and  leave  her — that  we  should  take  a  long  nap,  that 
we  should  sleep  beneath  the  ground,  but  that  we  should  wake  again, 
and  should  wear  a  golden  crown,  if  we  were  brave  and  grew  our  very 
best.  So,  after  that,  I  longed  more  than  ever  to  fly  away — I  wanted  to 
see  more  of  the  world  before  I  went  to  sleep — but  still,  my  mother 
said: 

"  'Wait,  there  is  a  time  for  all  things.'  One  day  a  little  girl  came 
into  the  woods ;  her  hands  were  full  of  wild  flowers,  and  when  she 
saw  my  mother's  silver  crown  of  children,  she  stooped  low  on  the  bank, 
and  said:  'Tell  me,  Lady  Dandelion,  what  time  it  is?'  Then  she 
puffed  out  her  cheeks  and  blew,  counting  between  each  puff — one,  two, 
three,  four.  And  then  she  laughed  and  I  heard  her  say,  'It  is  four 
o'clock — thank  you.  Lady  Dandelion.'  Then  off  she  tripped,  and  when 
I  looked  around,  every  one  of  my  white  winged  sisters  had  flown  away ; 


594  KINDERGARTEN   MAGAZINE. 

I  could  see  them  flying  merrily  through  the  air,  and  I  alone  held  close 
to  my  mother's  hand.  I  missed  them  very  much,  and  kept  wishing  the 
little  girl  would  come  again  and  puff  me  away — I  longed  so  to  fly. 
She  did  not  come,  but  some  one  else  did,"  laughed  Baby  Dandelion. 
"I  knew  they  would,  because  my  mother  said  so.  It  was  a  swift  little 
breeze,  and  when  he  saw  me,  he  said  gaily,  'Ho,  ho,  ho.  Baby  Dande- 
lion!— you  little  white-winged  seed.  Are  you  left  all  alone?  Come,  go 
with  me  for  a  frolic' 

"Then  with  a  great  strong  puff-f — stronger  than  the  little  girl's — 
he  carried  me  high  in  the  air,  and  spreading  out  my  white  wings  I 
sailed  away  with  him !  Oh,  it  was  very  fine — I  felt  like  going  forever — 
over  fields  and  hills  and  meadows  and  fences;  but  by  and  by,  the  breeze 
said  merrily,  'We've  traveled  far  enough  now,  little  seed;  I  believe  I 
will  plant  you  here  in  the  children's  garden.  Go  to  sleep,  and  when 
you  awake  grow  your  very  best,  and  some  day  you  will  wear  a  golden 
crown' — ^just  what  my  mother  told  me,  too. 

"So  the  next  thing  I  knew,  I  fell  gently  to  the  ground,  and  I  was 
so  very,  very  tired,  why,  I  went  to  sleep  on  the  spot,  and  I  must  have 
slept  a  long,  long  time.  But  now — oh,  I  am  wide  awake!  And  see  my 
golden  crown.  Isn't  it  pretty?  The  children  tell  me  so;  and  the  little 
boy  with  brown  eyes,  who  so  often  jumps  up  and  down,  says  I  belong  to 
him.  He  says  some  day  I  will  wear  a  silver  crown,  like  the  one  my 
mother  wore — I  hope  I  shall,  and  that  I  shall  have  many  brown  seed 
children,  with  white  wings — ^just  as  my  mother  had.  Do  you  think  I 
shall?" 

"Yes,"  said  the  sunbeam  fairy,  "if  you  keep  on  growing  your  very 
best,  your  golden  crown  will  most  certainly  change  to  a  silver  crown 

"Goldenlocks  to  silverlocks, 

Silverlocks  to  gold — 
So  the  change  is  going  on 

Every  year,  I'm  told." 

Well,  that  is  just  what  happened  to  Baby  Dandelion — her  golden 
crown  was  changed  to  a  silver  crown,  because  Joe-Boy  saw  it,  and  he 
said,  "Tomorrow  I  shall  gather  the  little  white-winged  seeds." 

But  only  guess,  the  next  day  when  he  went  to  get  them,  why,  there 
were  not  any — Baby  Dandelion  was  bald-headed!  Now  what  do  you 
think  of  that? 


LITTLE   FOLKS'    LAND  595 

"Ho,  ho,  ho!  little  black-eyed  boy,"  she  said,  "you  are  too  late! 
The  wind  came  for  my  seeds,  with  their  pretty  white  wings,  early  this 
morning  and  carried  them  off  for  a  frolic — they  are  so  fond  of  flying!" 

And  just  then  Joe-Boy  looked  up  high,  and  what  do  you  suppose 
he  saw  sailing  above  his  head?  One  of  Baby  Dandelion's  white-winged 
seeds ! 

Rosy  Clover-Blossom-Boy 

Tuesday 

DID  you  ever  see  a  real  little  boy,  who  poked  out  his  lips,  and 
shook  his  head,  and  just  would  not  have  his  face  washed  in  the 


mornmg 


Well,  there  was  a  little  Rosy  Clover-Blossom-Boy  who  grew  in 
the  kindergarten  yard  that  did  that  way,  every  single  morning,  when 
the  dew  fairies  came  to  wash  his  face.  He  bobbed  his  head  down  so 
low  that  even  the  smallest  dew  fairy  could  not  get  to  him  to  wash  it ! 
And  the  butterflies  told  him  he'd  better  look  out;  and  the  bluebirds  told 
him  he'd  better  look  out;  and  Mr.  Bumble-Bee  told  him  he'd  better 
look  out;  but  that  little  Rosy  Clover-Blossom-Boy  only  shook  his  head 
and  said,  "I  don't  care!     I  don't  care!     I  don't  care!" 

"What  a  pity;  he  will  be  sure  to  dry  up,"  said  the  butterflies. 

"And  his  cheeks  will  turn  brown,"  said  the  bluebirds. 

"And  his  leaves  will  shrivel  up,"  said  Mr.  Bumble-Bee;  "what  a 
pity!     What  a  pity!" 

Now,  as  I  told  you,  the  little  Rosy  Clover-Blossom-Boy  grew  on 
the  clover  bed  in  the  kindergarten  yard,  and,  oh,  the  children  used  to 
have  heaps  of  fun,  playing  out  there  in  the  shade.  Some  days  they 
would  hunt  for  four-leaf  clovers — they  are  very  hard  to  find,  you 
know.  If  you  don't,  just  try  to  find  one  and  see,  because  nearly  all  of 
them  have  three  leaves,  and  not  four.  So,  the  children  were  ver>'  proud 
when  anybody  found  one,  and  down  would  go  all  the  heads  in  a  ring 
to  see  it.  And  the  kindergarten  teacher  would  say,  "How  fine,  another 
four-leaf  clover  to  press  in  our  plant  book — found  by  a  pair  of  very 
sharp  eyes." 

And  then  everybody  would  smile,  especially  the  one  with  very 
sharp  eyes,  and  the  little  Rosy  Clover-Blossom-Boy  would  watch  them 
and  wish  they  would  find  a  four-leaf  clover  on  his  plant.  But  then  I 
don't  think  one  would  be  apt  to  grow  on  a  clover  plant,  whose  Rosy 


696  KINDERGARTEN    MAGAZINE. 

Clover-Blossom-Boy,  just  would  not  let  the  dew  fairies  wash  his  face — 
do  you? 

One  morning  when  the  children  came  out  to  play,  they  seemed 
very  happy  indeed — they  were  singing  and  talking  about  a  good,  kind 
man  who  had  lived  many  years  ago,  and  who  had  loved  little  children 
so  much  that  he  made  the  first  kindergarten  for  them  across  the  sea 
in  Germany.  It  was  his  birthday  now,  and  that  was  why  the  children 
were  singing  about  him  so  happily  together. 

"Let  us  gather  the  freshest,  sweetest  clover  blossoms  that  we  can 
find,"  said  the  kindergarten  teacher;  "we  will  make  a  beautiful  clover 
chain  of  the  blossoms  he  loved  so  well,  and  twine  them  around  the 
picture  of  our  Froebel,  who  thought  so  much  about  little  children.  We 
will  do  this  on  his  birthday,  because  we  love  him  so." 

Then  the  merry  children  scattered  in  little  groups  over  the  clover 
bed  and  began  making  the  birthday  chain,  which  grew  longer  and  longer 
and  prettier  and  prettier  as  they  busily  worked  away.  Rosy  Clover- 
Blossom-Boy  heard  them  talking  and  watched  them  working,  and  he 
hoped  and  hoped  they  would  choose  him  for  one  of  the  blossoms  in  the 
pretty  chain.  But  I  do  not  think  they  would  choose  a  clover  blossom 
that  had  not  had  his  face  washed,  do  you  ?  Well,  anyway.  Rosy  Clover- 
Blossom-Boy  kept  on  watching  and  hoping — and  one  time  he  thought 
sure  he  was  going  to  be  chosen.  A  dear  little  blue-eyed  girl,  with  sunny 
curls,  ran  over  to  the  place  where  he  was  growing  and  began  pulling  the 
fresh,  sweet  clovers.  Her  face  was  very  clean  and  white,  and  made  the 
Rosy  Clover-Blossom-Boy  think  of  a  lily;  and  her  dimpled  hands  were 
white  and  clean,  too — so  white  that  the  Rosy  Clover-Blossom-Boy 
wished  his  were  like  hers.  Just  then  she  saw  him,  and  reached  out  her 
hand,  but  she  did  not  pull  him  for  the  chain — oh,  no.  She  stopped  right 
still  and  shook  her  sunny  head,  and  said,  "Oh-o!  here  is  a  little  clover 
blossom  that  has  not  washed  his  face !  He  will  never  do  for  the  birthday 
clover  chain !" 

And  then  she  skipped  away.  Don't  you  know  how  dreadful  that 
little  Rosy  Clover-Blossom-Boy  felt !  But  what  do  you  think  he  did  the 
next  morning  when  the  dew  fairies  came  around?  Why,  he  held  his 
head  away  back  so  they  could  wash  his  face  real  well,  you  know.  And, 
oh !  you  can't  tell  how  fresh  and  sweet  he  looked  when  they  had  finished. 
Don't  you  think  it  feels  fine  to  have  a  fresh,  clean  face? 

"See,"  said  the  Lady  Petunia,  as  she  peeped  through  a  crack  in  the 


LITTLE    FOLKS'    LAND  •  597 

fence,  "little  Rosy  Clover-Blossom-Boy  has  a  clean  face — how  fresh  and 
sweet  he  looks." 


Pretty  Daisy-Fair 

If^ednesday 

DAISY  FAIR  was  a  little  country  flower.  She  lived  away  out 
in  Grandfather  Ray's  meadow,  four  miles  from  town.  All 
daisies  are  pretty,  you  know,  but  Daisy  Fair  was  very,  very 
pretty,  and  everybody  loved  her.  Maybe  it  was  because  she  always  wore 
a  pretty  hat,  with  a  yellow  crown  and  a  white  frill  all  around ;  maybe 
it  was  because  she  was  always  smiling ;  maybe  it  was  because  she  always 
said  kind  things  about  everyone — I  really  do  not  know.  Anyway,  I 
know  she  was  beautiful,  and  she  had  many,  many  friends — I  guess 
you  could  name  some  of  them;  the  rain,  and  the  sun,  and  the  bees,  and 
the  butterflies,  and  the  wind  and  the  birds.  I  believe  it  was  the  sun, 
though,  that  Daisy  Fair  loved  best  of  all.  Each  morning  she  watched 
for  him  at  the  verj'  peep  of  day;  all  day  long  she  smiled  up  at  his  shining 
face,  and  at  night  she  turned  her  head  to  the  west,  that  she  might  catch 
the  last  glimpse  of  his  golden  light — then,  when  she  could  see  him  no 
more,  she  closed  her  pretty  white  petals  and  went  to  sleep.  Now,  the 
big  road  ran  right  by  the  side  of  Grandfather  Ray's  meadow,  you  know, 
and  Daisy  Fair  often  saw  the  carts  and  wagons  and  buggies  going  by  to 
town,  and  by  and  by  she  began  to  wish  she  could  go  to  town,  too!  So 
she  asked  the  bees  how  far  it  was  to  town  and  if  they  could  tell  her  how 
to  get  there. 

The  bees  said,  "Maybe  the  wind  will  blow  \ou  there  as  they  do 
the  dandelion  seeds." 

But  Daisy  Fair  said,  "No,  I  do  not  want  just  my  seeds  to  go  to 
town — I  want  to  go  there  myself,  root,  stem  and  all!" 

Then  she  asked  the  birds  if  they  knew  a  way  she  could  go,  and 
the  birds  said,  "We  don't  know  why  any  flower  wants  to  go  to  town, 
when  she  can  live  in  the  country — it  is  fresher  and  sweeter  in  the  coun- 
try. But  if  you  really  want  to  go,  you  can  do  as  the  cuckleburrs  do — 
just  hitch  yourself  in  the  tail  of  a  cow  or  horse.  How  would  you  like 
to  go  to  town  that  way,  Daisy  Fair?    You  would  get  a  fine  ride!" 

Then    Daisv   Fair    threw   back   her   head    and    laughed    until    the 


598  KINDERGARTEN  MAGAZINE. 

white  frill  on  her  yellow  hat  shook  all  the  way  around,  and  she  said, 
"No,  no,  no,  you  funny  birds!  I  should  not  like  to  go  to  town  hitched 
in  a  cow's  tail,  or  any  other  tail,  I  am  sure." 

Then  she  asked  the  white  butterflies,  and  they  said,  "There  is  a 
deep  river,  that  runs  from  the  country  through  the  edge  of  town — we 
see  many  chips  and  leaves  and  seeds  floating  with  it — the  river  would 
take  you,  we  are  sure." 

"But  then,  how  am  I  ever  to  get  to  the  river,  you  see?"  said  Daisy 
Fair.  But  of  course  the  white  butterflies  could  not  tell  that,  so  Daisy 
Fair  smited  and  said,  "I  guess  the  birds  are  right,  and  the  country  is 
the  best  place  for  me.  I  will  stay  right  here  in  the  meadow  with  ail 
my  friends;  the  town  couldn't  be  any  better,  I  am  sure." 

Then  Daisy  Fair  stopped  thinking  about  the  town  and  got  so 
busy  making  her  seeds,  that  she  forgot  everything  else.  But  one  day, 
who  should  scramble  over  the  meadow  bars  but  Charlotte  Anne  and 
Joe-Boy,  and  they  both  saw  Daisy  Fair  at  the  very  same  time,  and 
both  of  them  said  at  the  very  same  time,  "I  claim  her!  I  claim  her,  Oh, 
isn't  she  pretty  in  her  yellow  hat,  with  the  white  frill  all  around  ?  Let's 
take  her  to  town !  Let's  take  her  to  town,  and  plant  her  in  our  garden  I 
Oh,  won't  the  children  be  glad!" 

Then  they  knelt  on  the  ground  by  her  side  and  looked  at  her 
bright  crown  and  her  frill  of  pure  white  petals. 

"Oh,  I  wonder,  I  just  do  wonder,  if  they  are  really  going  to  carry 
me  to  town  with  them,"  said  Daisy  Fair  to  herself;  "I  think  I  should 
like  to  go  with  them." 

And  that  is  just  what  she  did,  for  Charlotte  Anne  said,  "Oh,  wait 
a  minute;  let  me  run  to  the  house  for  the  little  spade."  And  when  she 
came  back  Grandmother  Ray  came  too,  and  they  dug  Daisy  Fair  up 
carefully,  with  the  brown  earth  clinging  to  her  feet,  and  wrapped  damp 
paper  around  her  that  she  might  not  get  hot  and  thirsty  on  the  way  to 
town.  Then  they  climbed  into  the  buggy  and  started  down  the  big 
road,  and  then  Daisy  Fair  knew  she  was  going  to  town — root,  stem  and 
all!  And  she  wore  her  pretty  hat,  with  the  yellow  crown  and  the 
white  frill  all  around — and  it  bobbed  up  and  down  all  the  way  to 
town.  They  planted  her  in  the  garden  bed,  in  the  kindergarten  teacher's 
garden  bed — because  they  both  saw  her  at  the  same  time,  you  know — • 
and  the  next  morning,  Daisy  Fair  looked  as  fresh  as  ever — just  as  if 
she  had  always  lived  in  town,  and  she  kept  nodding  her  head  to  the 


LITTLE    FOLKS'   LAND  599 

Lady  Petunia,  and  to  the  Red,  Red  Nasturtiums,  and  to  the  gay  phlox, 
with  the  star-like  faces,  and  to  little  Rosy  Clover-Blossom-Boy,  with 
his  fresh,  clean  face.  The  town  flowers  loved  Daisy  Fair,  just  as  her 
country  friends  had ;  they  thought  she  was  very  beautiful — especially 
her  hat,  with  the  yellow  crown  and  the  white  frill  all  around. 

Why  the  Sunflowers  Hang  Their  Heads 

Thursday 

ONE  night,  soon  after  Daisy-Fair  came  to  town,  the  moon  was 
very,  very  bright,  and  of  course  you  have  not  forgotten  how 
much  the  flowers  liked  to  hear  stories  on  moonlight  nights.  So, 
when  they  asked  the  Lady  Petunia  to  tell  them  one,  she  smiled  and 
said,  "I  will  tell  you  why  the  sunflowers  hang  their  heads.  Once-upon- 
a-time,  when  the  earth  mother  was  busy  taking  care  of  her  seed  children 
— long,  long  ago,  when  the  world  was  very  new — a  redbird  brought  her 
two  small  brown  seeds  and  told  her  to  take  good  care  of  them.  'If  they 
are  brave  seeds  and  grow  their  best,  they  shall  have  blossoms  like  the 
sun  and  almost  as  beautiful,'  said  the  redbird,  and  then  flew  quickly 
away. 

"Now  the  earth  mother  loved  the  sun,  because  he  never  failed  to 
send  the  sunbeams  to  help  her  care  for  her  seeds — he  even  drew  water- 
drops  from  the  rivers  and  made  clouds  of  them,  that  the  raindrops 
might  help  her,  too;  so  she  felt  very  glad  that  these  two  little  seeds 
could  bear  blossoms  that  would  look  like  the  sun,  and  she  covered 
them  over  very  gently  near  the  tall  fence  and  left  them  to  grow.  Each 
day  she  whispered  to  them,  'Wake  up,  little  seeds,  wake  and  grow, 
higher  and  higher,  to  the  top  of  the  fence.  Wake,  wake  and  look  first 
for  the  sun — your  blossoms  will  be  large  and  bright  like  him — wake, 
wake,  I  say.'  By  and  by  the  sleeping  seeds  heard  and  stirred  in  their 
brown  beds.     'Come,'  said  the  little  sister,  'don't  you  hear?' 

"Now  the  little  brother  seed  was  very  fat  and  ver>'  lazy — he  wanted 
to  sleep  all  the  time,  so  when. he  heard  the  dear  earth  mother  calling 
to  him,  he  rubbed  his  eyes  drowsily  and  said,  'I  don't  want  to  get  up! 
I'm  not  going  to  try  to  grow;  it's  too  much  trouble  to  reach  the  top 
of  the  fence;  I  don't  believe  any  plant  can  grow  that  high,  and  I 
don't  believe  we  will  have  blossoms  to  look  like  the  sun,  either;  no,  I 
don't!' 


600  KINDERGARTEN  ^lAGAZINE. 

"  'Why-y,'  said  the  little  sister  seed,  'I  believe  what  the  dear  earth 
mother  says,  and  I  am  going  to  try  my  very  best  to  grow — try,  try, 
try,  try — try  to  climb  even  higher  than  the  fence!  You  try,  too,  little 
brother;  there  is  always  somebody  to  help,  you  know' — 

"  'We'll  help!'  said  the  sunbeams. 

"  'We'll  help !'  said  the  raindrops. 

"  'We'll  help!'  said  the  dewdrops. 

"So,  you  see,  all  were  ready  to  do  their  part,  if  the  little  brother 
seed  would  only  try.  But  he  would  not;  he  just  turned  over  in  his 
soft  bed  and  lay  right  still,  night  and  day,  night  and  day,  sleeping, 
sleeping,  sleeping,  sleeping.  But  the  little  sister  seed  began  at  once 
to  grow;  she  stretched  her  tiny  roots  down,  and  her  tiny  hand  up,  and 
pushed  and  pushed  until  she  pushed  right  through  the  brown  earth 
covering,  into  the  light  of  the  bright  outside  world — with  the  blue 
sky  and  sailing  clouds  overhead,  and  the  grasses  and  flowers  below. 
Then  she  remembered  what  the  earth  mother  had  told  her  about  the 
sun,  and  just  then  he  came  from  behind  a  gray  cloud  in  all  of  his 
glorious  splendor,  and  shone  down  on  the  little  sister  seed,  making  her 
feel  warm  and  glad.  'Oh,  you  wonderful  sun,'  she  said,  'to  think  that 
I,  a  little  brown  seed,  will  some  day  have  a  blossom  to  look  like  you! 
Oh,  joy,  joy,  joy!' 

"All  day  she  kept  her  face  turned  to  his  golden  light,  and  longed 
for  her  blossom  which  was  to  be  like  him,  and  she  thought  of  the  little 
brother  seed  asleep  in  the  earth  and  felt  so  sorry  that  he,  too,  was  not 
with  her  to  see  and  grow.  She  kept  calling  to  him  as  she  climbed  higher 
and  higher: 

"'Come  up,  little  brother,  wake  and  grow;  such  beautiful  things 
I  see  up  here  in  the  light!    Come  out  of  the  dark  and  climb  with  me.' 

"But  the  fat  little  brother  seed  would  not,  though  she  begged  him 
so;  he  only  stretched  himself,  and  turned  over  for  another  nap,  for- 
getting about  his  beautiful  blossom  and  all.  Higher  and  higher  and 
higher  against  the  tall  fence  climbed  the  dear  little  sister  plant,  reaching 
out  her  broad  leaves  for  the  sunbeams  to  flit  across,  and  one  morning 
she  was  so  tall,  why,  she  peeped  right  over  the  fence! 

"  'We  told  you  so!'  said  the  sunbeams.  . 

"  'We  told  you  so!'  chirped  the  birds. 

"  'We  told  you  so!'  said  the  raindrops. 

"But  the  little  sister  plant,  though  she  had  reached  to  the  top  of 


LITTLE   FOLKS'    LAND  601 

the  fence,  did  not  stop  trying,  but  grew  still  taller,  as  she  kept  watching 
the  sun  and  thinking  of  the  beautiful  blossom  which  had  been  promised 
her — yellow  and  bright  like  the  sun.  By  and  by,  a  green  bud  came, 
growing  larger  and  rounder  each  day,  ana  again  the  little  climbing 
sister  seed  whispered  to  the  little  fat  brother  under  ground,  begging 
him  to  come,  but  he  would  not  try.  Another  bud  came  to  the  little 
sister — and  another  and  another,  until  there  were  a  cluster  of  buds 
tucked  away  in  their  green  shawls,  waiting  for  the  time  to  open.  Then, 
one  happy,  happy  morning,  when  the  flowers  in  the  old  garden  waked, 
there  stood  the  glorious  sunflower  plant,  bearing  high  her  cluster  of  wide- 
open  blossoms — each  one  beautiful  and  yellow  like  the  sun — but,  though 
the}'  often  smiled  at  the  sun,  they  kept  their  heads  bowed  towards  the 
earth — watching  for  the  little  brother,  calling  for  him  to  try.  And 
so,  today  j'ou  see  them  still,"  said  the  Lady  Petunia,  "ever  bending,  ever 
watching  for  the  little  brother  who  would  not  come." 

The  Awakening  of  the  Prince 

Friday 

OF  course  the  flowers  knew  all  about  the  Princess  who  was 
sleeping  in  her  cradle  in  the  kindergarten  window.  They  had 
heard  the  children  talk  about  her  many  times,  as  they  worked 
on  their  garden  beds,  and  they  always  said,  "We  do  hope  there  will  be 
fresh  blossoms  and  plenty  of  sweet  nectar  juice  when  the  Princess  flies 
out — she  has  been  sleeping  such  a  long  time!" 

And  so  she  had;  but  only  that  very  morning,  the  kindergarten 
teacher  had  let  the  children  hold  the  cocoon  to  their  ears,  and  they 
could  hear  her  stirring  gently  inside,'  so  they  knew  it  would  not  be 
very  much  longer  before  they  really  saw  her. 

"Oh,  I  hope  the  Princess  will  come  to  see  me,"  said  little  Rosy 
Clover-Blossom-Boy. 

"And  I  hope  she  will  come  to  see  me,"  said  Daisy-Fair. 

"I  hope  she  will  come  to  see  me,  too,"  said  the  Red,  Red,  Nas- 
turtium and  the  starn,--eyed  phlox. 

"Perhaps  she  will  come  to  see  us  all,"  said  the  Lady  Petunia, 
gently;  "let  us  stop  talking  and  get  the  nectar  juice  ready;  we  should 
not  like  the  Princess  to  find  us  without  any." 

Now,  right  close  down  by  the  front  steps,  grew  little  Miss  Pansy, 


602  KINDERGARTEN    MAGAZINE. 

and  Violet-Blue,  and  little  Johnny- Jump-Up,  three  little  cousins,  and 
they  wanted  to  see  the  Princess  very  much,  because  they  had  seen 
butterflies,  but  they  had  never  seen  moths,  and  they  wanted  to  see  if 
they  looked  alike. 

"Oh,  me!"  said  little  Miss  Pansy,  smoothing  out  her  velvety 
skirt,  "I  do  hope  the  Princess  will  come  this  way." 

"But  we  are  so  very  little,"  said  Violet-Blue,  "I  am  afraid  she 
will  never  find  us." 

But  Johnny-Jump-Up  said,  "Maybe  she  will  see  us,  though;  my 
stem  is  long  and  I  will  wave  my  yellow  flag  and  then  when  she  passes 
this  way  to  the  tall  morning-glory  vine,  why,  she  will  surely  see  the 
flag  and  stop." 

Then  little  Miss  Pansy  and  Violet-Blue  and  Johnny-Jump-Up — 
all  three — made  sweet  nectar  juice,  and  waited  and  waited  for  the 
Princess,  just  as  the  other  flowers  did.  Early  the  next  morning,  very 
early,  when  the  first  sunbeam  fairy  peeped  into  the  kindergarten  win- 
dow, what  do  you  suppose  she  saw?  Why,  the  Princess  to  be  sure — and 
guess  what  color  her  wings  were?  A  most  beautiful  golden  brown, 
with  black  spots  and  scalloped  all  around.  The  sunbeam  fairy  almost 
lost  her  breath,  they  were  so  pretty.  "I'm  just  in  time,"  she  said;  "let 
me  help  you  dry  your  wings,  they  are  still  damp." 

"Thank  you!"  said  the  pretty  moth  Princess,  "I  haven't  been  awake 
very  long,  and  did  not  know  I  had  wings  until  just  now.  Aren't  they 
beautiful?  I  thought  I  was  a  caterpillar  and  lived  on  a  tree — it  is  all 
very  queer.     I  don't  quite  understand,  and " 

"Oh,  never  mind,"  smiled  the  sunbeam  fairy.  "No  matter  what 
you  used  to  be,  you  are  a  moth  now.  Crawl  over  on  this  rose  geranium, 
while  I  dry  your  wings  off,  and  when  the  window  is  opened  you  can 
fly  away.     The  flowers  are  waiting  for  you  outside." 

The  pretty  moth  could  hardly  believe  that  she  could  really  fly, 
but  she  crawled  up  on  the  rose  geranium,  as  the  sunbeam  fairy  told  her, 
and  that  is  just  where  the  kindergarten  teacher  saw  her  when  she  came 
into  the  room  an  hour  later.  She  smiled  and  smiled  when  she  saw  the 
Princess  because  she  knew  how  happy  the  children  would  be,  and  she 
surprised  them,  too.  She  went  out  to  the  clover-bed,  where  they  were 
playing,  and  said,  "There  is  a  little  visitor  in  the  kindergarten,  who  has 
come  to  see  you.     Let  us  tip-toe  and  see  who  it  is." 

And  you  see,   not  one  of  the  children  knew  it  was  the  Princess 


LITTLE    FOLKS'    LAND  608 

until  they  were  all  in  the  room;  and  when  they  had  looked  and  looked 
and  did  not  see  any  little  boy  or  girl,  then  Joe-Boy  looked  over  on  the 
geranium  and  began  to  jump  up  and  down  and  say: 

"Oh,  oh,  oh!" — that  was  all  he  could  say;  and  then  the  other 
children  looked  on  the  rose  geranium,  and  then  they  knew,  and  they 
clapped  their  hands  and  said,  "Oh,  the  Princess!  the  Princess!  the 
Princess!  the  Princess  has  come  to  see  us!" 

And  everybody  was  so  very  glad !  They  all  peeped  into  the  hollow 
of  the  empty  cocoon  where  the  pretty  moth  Princess  had  slept  and  then 
at  her  exquisite  silken  wings,  and  wondered  how  they  could  have 
grown. 

"God  knows,"  said  the  kindergarten  teacher,  "and  now  we  will 
sing  to  her,  and  open  the  window  and  let  her  fly  away  into  the  won- 
derful world,  where  the  flowers  are  waiting  to  give  her  something 
nice  to  drink — she  surely  must  be  hungry  after  such  a  long  sleep." 

"Maybe  she  doesn't  know  how  to  fly,"  said  Charlotte-Anne.  But 
of  course,  you  know  she  could.  She  stood  in  the  open  window  a 
moment  waving  those  pretty  golden-brown  wings  over  her  head  very 
slowly,  and  then  the  next  thing  they  knew,  the  Princess  was  gone — out 
into  the  fresh,  pure  air.  Of  course  you  know  where  she  went  to — 
straight  to  the  flower  beds;  but  I  can  not  tell  you  which  flowers  she 
stopped  at  first — maybe  it  was  the  little  Rosy  Clover-Blossom-Boy,  because 
his  face  was  so  fresh  and  clean;  maybe  the  Red,  Red  Nasturtium,  or 
the  Lady  Petunia — I  can  not  tell;  I  only  know  she  flitted  from  flower 
to  flower  throughout  the  long  day,  sipping  sweet  nectar  juice,  and  carrj^- 
ing  golden  dust  from  flower  to  flower.  It  was  almost  sundown,  when 
little  Miss  Pansy  sighed  and  said,  "I  am  afraid  the  Princess  has  passed 
us  by,  and  we  shall  not  see  her  after  all." 

"Because  we  are  so  very  small,"  said  little  Violet-Blue.  "I've 
waved  and  waved  my  yellow  flag,"  said  little  Johnny-Jump-Up ;  "I 
think  she  visited  the  blue  morning-glories  today,  but  she  did  not  see 
us — I'll  just  wave  it  again." 

So  he  waved  and  waved  his  yellow  flag,  and  then  something  sailed 
lightly  over  their  heads  and  dropped  lower  and  lower  and  lower,  until 
a  pair  of  golden  brown  wings  touched  softly  little  Miss  Pansy's  cheeks— 
and  there  was  the  Princess,  come  to  spend  the  night. 


604  KINDERGARTEN  MAGAZINE. 

Program  for  Twentieth  Week — Flower  Life 

Baby   Dandelion 

Monday 

Circle  talk,  songs  and  games:  Is  there  anything  else  you  can  think  of 
that  helps  the  flowers  make  seed  except  bees  and  butterflies?  Have 
you  ever  seen  it?     Have  j^ou  heard  it?     Have  j^ou  felt  it? 

Song:     "Down  in  the  fields  where  the  wild  flowers  grow." 

Game  Period:     Go  out  to  find  dandelions. 

Gift  Period:  Cutting  (white  circles  for  dandelions).  Song:  "Pretty 
Little  Dandelion." 

Occupation:  Color  the  cut  circles,  prepared  at  gift  work,  with  crayon 
or  brush,  and  mount.     (Draw  stem  and  leaf.) 

Rosy  Clover-Blossom-Boy 

Tuesday 

Circle  talk,  songs  and  games:     Reproduce  "Baby  Dandelion."     Relate 

story  for  the  day. 
Song  and  game:     "Clover  Blossoms."     "Dew  Fairies." 
Gift  Period:     Spend   in  yard   or  field   gathering  clovers  and   making 

chain  for  some  little  friend. 
Occupation:    Water  color:     Clover  blossom. 

Pretty   Daisy-Fair 

Wednesday 

Circle  talk,  songs  and  games:     Reproduce  Clover  Blossom  story.     Song 

and  game:     "The  Daisy." 
Gift:     Sticks  and  beads  for  meadow-bars. 
Occupation:     "Daisy  Grandmother."     Mark  face  in   center  of  daisy, 

remove  part  of  white  petals,   leaving  only  sufficient   to   represent 

frilled  cap. 

Why  the  Sunflowers  Hang  Their  Heads 

Thursday 

Circle  talk,  songs  and  games:  Relate  story  first,  I  see  many  little 
children  here,  who,  from  wee  babies  have  grown  taller  and  taller, 
and  their  faces  look  so  glad.     I  wonder  if  any  of  them  have  little 


LITTLE    FOLKS'    LAND 


«05 


brothers  to  help?  I  know  of  a  dear  little  brother  In  our  kinder- 
garten whom  I  think  we  all  might  learn  to  skip — and  another 
whom  we  might  help  to  march  well.     Let  us  try. 

Game  and  songs:     Selected  by  the  children. 

Gift:     Fourth.     Enlarged  board  fence,  where  sunflowers  grew. 

Occupation:  Cut  sunflowers,  or  fold  basket  in  which  to  carry  home 
sunflower  seed  to  plant. 

The  Awakening  of.  the  Princess 

Friday 

Circle  talk,  songs  and  games:  Relate  the  stor}".  Which  would  you 
rather  be,  the  Princess  or  Bluette?  What  color  was  "Bluette"? 
Where  did  she  sleep?  What  kind  of  a  cradle?  When  did  she 
like  best  to  fly?  How  did  she  hold  her  wings  when  sipping  nectar? 
What  kind  of  a  cradle  did  the  Princess  have?  When  did  she  like 
best  to  fly? 

Game:     Caterpillar;  its  transformation  to  moth. 

Gift:     ^Modeling.     Caterpillar,  cocoon,  moth. 

Occupation:  Folding,  a  moth.  Or,  water  color  Johnn}-- Jump-Up  and 
Violet. 

Twenty-first   Week — Life    History   of   the    Bee 

The  Queen  of  the  Bees 

illonday 

THE  Queen  of  the  bees,  one  day,  took  a  notion  she  would  like  to 
go  to  housekeeping.     So  she  said,  "All  you  bees  who  would  like 
to  keep  house  with  me,  may  follow  me." 
And   then  she   flew  and   caught  hold   of   the   rotten   apple  on   the 
apple  tree  in  the  kindergarten  yard.     And  then  a  great  swarm  of  bees 
said,  "We  will!     W^e  will!     We'll  keep  house  with  you!'' 

And  so  they  flew  to  the  rotten  apple,  too,  and  when  there  wasn't 
any  more  room  for  them  on  the  rotten  apple,  they  just  clung  to  each 
other's  backs — until  they  looked  like  a  big  brown  knot  as  large  as  your 
head — clinging  to  the  rotten  apple.  And  that  is  just  where  the  kinder- 
garten teacher  and  the  children  found  them.  But  you  know  a  rotten 
apple  isn't  any  place  to  keep  house,  and  the  kindergarten  teacher  knew 
it,  too,  so  she  called  to  the  hired  man  to  bring  the  bee-hive  quickly; 


606  KINDERGARTEN  MAGAZINE. 

there  was  a  swarm  of  bees  that  wanted  to  go  to  housekeeping.  So 
the  hired  man  came  hurrying  around  the  side  of  the  yard  with  a  bee- 
hive under  his  arm,  and  he  opened  it  and  held  it  right  under  that  big 
brown  knot  of  bees,  and  then  the  kindergarten  teacher  shook  the  rotten 
apple,  and  tumbled  all  of  those  bees  right  down  into  the  bee-hive,  and 
the  Queen  bee  seemed  very  much  pleased  with  her  house,  indeed.  The 
children  peeped  through  the  little  glass  window  and  saw  her  crawling 
about,  talking  to  the  other  bees.  They  could  tell  she  was  the  Queen, 
because  she  did  not  look  like  the  other  bees;  her  body  was  longer  and 
she  had  short  wings. 

"I  am  so  glad  we  found  them  in  time,"  said  the  kindergarten 
teacher,  "because  if  some  one  had  not  brought  the  Queen  a  little  house 
to  live  in,  she  would  have  flown  away  to  the  woods,  and  found  a  hollow 
tree,  and  maybe  we  could  not  have  watched  how  she  keeps  house." 

Well,  the  Queen  bee  certainly  knew  all  about  it,  because  she  began 
to  give  orders  right  away,  and  all  the  bees  listened  to  what  she  had  to 
say,  because  they  wanted  to  do  just  as  she  told  them. 

"Now,"  said  the  Queen  bee,  "first  of  all,  I  do  not  want  any  lazy 
bees  in  our  house — everybody  must  work  and  keep  busy  in  a  bee-hive. 
I  shall  give  each  one  of  you  your  own  special  work,  and  I  shall  expect 
you  to  do  it,  and  to  do  it  well!  You  papa  bees,  there,  hang  your- 
selves up  on  the  wall,  and  keep  out  of  the  way  until  I  call  you  to  go 
out  visiting  with  me  later." 

Then  when  all  of  the  papa  bees  had  crawled  up  on  the  wall  out 
of  the  way,  the  Queen  said,  "Now,  part  of  you  bees  must  be  carpenters, 
and  stop  up  any  little  cracks  you  find  about  the  house;  part  of  you 
must  make  wax  for  the  honey-comb — you  must  make  just  as  many 
little  rooms  as  this  house  will  hold,  and  all  of  them  must  be  six-sided, 
you  understand.  I  do  not  like  four-sided  rooms  like  people  so  often 
have.  Part  of  the  small  bees  must  be  my  nurses  to  take  care  of  the  eggs 
and  nurse  the  babies  when  they  are  hatched.  Part  of  you  must  be 
chamber-maids  and  clean  up  the  hive  every  morning;  part  of  you  must 
stand  by  the  door  and  fan  in  fresh  air  if  it  gets  too  warm  inside.  Part 
of  you  must  gather  pollen  dust  from  the  flowers,  so  the  nurses  can  make 
bread  for  the  babies,  and  all  of  the  others  must  gather  nectar  juice  and 
make  honey  to  store  away  for  the  winter  time." 

Well,  by  and  by,  when  she  had  talked  and  talked,  everybody  knew 
just  exactly  what  they  had  to  do,  and  everybody  went  to  work  just  as 
the  Queen  had  told  them  to.    The  little  carpenter  bees  crawled  all  over 


LITTLE   FOLKS'   LAND  607 

the  walls  of  the  hive — over  the  top  and  down  the  sides — and  sure  enough 
they  found  some  little  cracks  that  the  rain  or  the  little  robber  ants 
might  get  through.  So  away  they  flew  to  the  poplar  trees  and  to  the 
hollyhock  plants,  and  gathered  some  of  their  sticky  gum,  to  stop  up  the 
little  cracks  with — which  they  did  so  nicely  that  not  even  a  drop  of 
rain  could  get  through.  While  the  little  carpenters  were  at  work,  the 
little  wax  workers  were  doing  their  part.  Each  one  of  them  had  eight 
little  pockets  full  of  wax,  and  they  bit  it  and  worked  it  and  worked  it, 
until  it  was  just  right;  then  they  began  the  little  six-sided  wax  rooms, 
by  pasting  a  long  bar  of  wax  along  the  wall,  and  then  another  and 
another,  with  little  halls  between.  When  they  had  used  up  all  of 
their  wax,  why  they  went  out  to  the  flowers  and  made  some  more  from 
nectar  juice,  and  when  they  had  filled  their  pockets,  they  hurried 
back  to  the  hive  with  it,  to  build  more  wax  rooms.  As  soon  as  they 
would  paste  a  bar  of  wax  up,  the  little  nurse  bees  came  right  behind 
them  and  helped  to  punch  the  little  six-sided  rooms — some  for  the 
Queen  to  lay  her  eggs  in,  some  for  the  baby  bees  to  sleep  in,  some  for 
the  bee  bread  and  some  for  the  honey — enough  for  the  people  and 
enough  for  themselves. 

"Well,  well,"  said  the  Queen  bee,  "I  am  very  glad  to  see  you  all 
are  such  busy,  good  workers.  I  thank  you  very  much.  Things  arc 
getting  on  so  nicely,  if  the  papa  bees  will  go  with  me,  I  believe  I  will 
fly  out  in  the  fresh  air  a  little  bit;  then  when  I  get  back,  I  must  get  to 
work  myself — you  know  I  said  there  must  be  no  lazy  bees  in  this  house." 

So  out  she  flew,  and  all  of  the  papa  bees  with  her,  and  they  flew 
high  up  in  the  air  and  back  again,  and  when  they  flew  past  the  chil- 
dren's garden  beds  the  Queen  said:  "See  the  pretty,  pretty  flowers — 
how  could  we  ever  keep  house  without  them?  I  hope  my  bees  will 
help  them,  and  I  hope  they  will  help  my  bees." 

Do  you  know  how  bees  help  flowers?  Well,  do  you  know  how 
flowers  help  bees? 

The  Queen's  Eggs 

Tuesday 

AS  soon  as  the  Queen  had  gone  out  into  the  fresh  air,  the  little 
v/orkers  in  the  hives  said,  "Let  us  work  harder  than  ever,  now 
that  the  Queen  is  away.  Let  us  clean  up  the  whole  hive,  fresh 
and  clean,  so  when  the  Queen  comes  back  she  will  find  the  house  in 
good  order." 


608  KINDERGARTEN  MAGAZINE. 

So  every  bee  did  his  part,  and  cleaned  and  dusted  and  aired  the 
hive,  until  it  was  as  clean  as  clean  could  be,  and  when  the  Queen  came 
in  it  made  her  very  happy  indeed  to  find  that  her  bees  knew  how  to  be 
busy  workers,  even  when  she  was  away.  But  you  need  not  think,  just 
because  she  was  a  Queen,  she  did  not  do  any  work  herself.  Why,  she 
did  more  work  than  anybody,  and  just  as  soon  as  some  of  the  little 
wax  rooms  were  ready  the  Queen  began  her  work.  And  oh,  the  eggs 
that  she  did  lay!  Eggs  and  eggs  and  eggs — tiny  little  bluish  white 
eggs,  that  you  would  never  think  were  eggs  at  all — and  yet  there  was  a 
tiny  baby  asleep  in  every  egg.  Some  days  the  Queen  would  lay  two 
hundred  of  these  little  eggs — one  in  each  little  wax  room — so  you  may 
know  how  busy  she  was,  when  she  was  the  only  one  of  the  bees  who 
knew  how  to  lay  eggs.  That  is  why  the  other  bees  loved  her  so,  and 
called  her  their  Queen.  It  was  the  little  nurses  who  took  care  of  the 
eggs  after  the  Queen  laid  them.  They  knew  baby  bees  slept  in  the 
eggs,  and  as  soon  as  they  were  hatched  out,  they  would  want  something 
to  eat.  So  they  took  very  good  care  of  the  eggs,  and  in  two  or  three 
days,  wee  baby  bees  came  out  of  them,  and  they  looked  more  like  baby 
worms  than  anything  else. 

"Hurry,  hurry,"  said  the  little  nurses  to  the  worker  bees;  "some  of 
our  babies  have  hatched  out,  and  are  very  hungry." 

So  the  little  workers  hurried  away  to  the  flowers  and  gathered 
some  pollen  dust  and  brought  it  to  the  nurses  and  they  mixed  some 
of  the  dust  up  with  honey,  and  made  bee  bread,  and  fed  the  little  babies 
until  they  grew  fat  and  strong.  Then,  what  do  you  think  those  baby 
bees  did  ?  They  spun  little  silken  cocoons  round  and  round  themselves, 
and  went  fast  asleep,  and  the  nurses  shut  them  up  in  their  little  wax 
rooms,  and  hurried  away  to  see  if  the  Queen  had  laid  any  more  eggs. 
How  would  you  like  to  be  a  little  baby  and  go  to  sleep  and  then  when 
you  waked  up  find  yourself  a  grown  up  person  ?  Well,  that  is  just 
exactly  what  those  baby  bees  did !  While  they  were  sleeping  in  their 
little  wax  rooms,  they  were  growing  and  changing  into  bees,  with 
strong  wings;  and  as  soon  as  they  waked  up,  which  was  not  very  many 
days,  why,  they  opened  the  little  wax  doors  to  their  rooms  and  walked 
out  into  the  hall,  and  as  soon  as  the  nurses  saw  them,  they  ran  up  to 
them  and  told  them  "good  morning,"  and  gave  them  some  honey  to 
eat,  and  smoothed  out  their  wings  and  said,  "How  glad  we  are  that 
the  Queen  has  another  little  child  to  work  for  her.     Go  out  into  the 


LITTLE   FOLKS'    LAND  609 

flower  garden  and  see  how  prett}^  everything  is,  and  then  }ou  will  find 
some  work  to  do." 

So  all  the  little  bees  that  were  ready  flew  out  of  the  hive,  and  I 
guess  you  know  what  they  found  to  do.  Well,  the  Queen  bee  kept  on 
laying  eggs  day  after  day,  until  she  had  laid  enough  eggs  for  new 
worker  bees,  and  new  papa  bees,  and  then  she  went  into  a  queer  little 
wax  room,  longer  and  larger  than  the  others,  and  she  laid  a  little  egg 
in  it,  and  went  away.  It  was  the  most  wonderful  egg  she  had  laid 
yet,  and  the  little  nurses  hurried  up  quickly  to  care  for  it,  for  they 
knew  it  would  never  do  to  let  anything  happen  to  the  Queen's  won- 
derful egg.  Now,  what  kind  of  a  baby  bee  do  you  suppose  was  coming 
out  of  that  egg?  Why,  a  baby  queen,  to  be  sure,  and  the  nurses  said: 
"Let  us  feed  this  dear  little  baby  queen  on  something  better  than  bee 
bread.  We  will  feed  her  on  sweet  jelly,  and  when  she  is  grown  up 
she  will  know  how  to  lay  eggs,  as  our  own  Queen  Mother  does." 

So,  sure  enough,  when  the  baby  queen  was  hatched  out,  they  gave 
her  all  the  jelly  she  could  eat,  and  when  she  grew  sleepy  and  spun  her 
silken  cocoon  the  nurse  bees  watched  the  room  where  she  slept,  so  they 
might  be  ready  to  go  to  her  the  very  minute  she  waked  up.  The  Queen 
laid  two  more  of  these  wonderful  eggs,  and  then  every  day  she  would 
ask  the  nurse  how  they  were  getting  on,  and  how  long  it  would  be 
before  the  first  baby  queen  would  be  awake.  She  was  ^•ery.  very 
anxious  to  know  when  she  would  come  out  of  the  little  wax  room. 

"We  are  sure  she  will  be  out  by  tomorrow,"  said  the  little  nurses; 
"we  listened  near  her  door  today,  and  she  was  singing  softly  to  herself." 

"That  is  a  sure  sign  that  she  is  ready  to  come  out,"  said  the 
Queen.  "Now  go  and  tell  all  of  the  bees  to  come  to  me :  I  wish  to 
tell  them  something." 

So  all  of  the  nurse  bees  and  the  carpenter  bees  and  the  soldier  bees 
and  the  housemaid  bees  and  the  worker  bees  who  gathered  the  pollen  and 
nectar,  came  crowding  around  the  Queen  to  hear  what  she  had  to  tell 
them. 

"I  just  wanted  to  say,"  said  the  Queen,  with  a  smile,  "that  our 
house  is  getting  too  small  for  us;  and  some  of  our  household  must 
leave.  I  have  laid  so  many  many  eggs  that  our  home  is  quite  full  of 
bees,  and  tomorrow  a  new  Queen  comes  out  of  her  room.  Even  if  we 
were  not  so  crowded,  it  is  never  best  for  two  Mother  Queens  to  live 
in  the  same  home;  so  I  will  fly  away  today  and  find  another  home  and 


610  KINDERGARTEN  MAGAZINE. 

leave  this  one  for  the  new  Queen.  Those  who  wish  may  go  with  me, 
and  the  others  may  stay  here  to  show  the  new  Queen  what  good  house- 
keepers you  are." 

"Suppose  you  fly  away,  and  the  new  Queen  does  not  wake  up?" 
said  one  of  the  papa  bees;  "what  would  we  do  then?  We  could  not 
live  without  a  Queen  to  show  us  how." 

"I  have  laid  more  than  one  Queen  egg,"  said  the  Queen,  "so  I 
am  sure  there  will  be  another  one  to  take  my  place.  But  remember, 
if  both  of  them  wake,  only  one  of  them  must  stay  in  this  hive.  The 
other  will  fly  away,  as  I  shall  do,  and  begin  a  new  home.  And  now,  I 
must  say  good-bye.  You  have  all  been  good  to  me,  and  worked  hard, 
and  I  thank  you  very  much.  Those  who  have  chosen  to  go  with  me  may 
fly  up  on  the  wall,  that  I  may  see  how  many  there  are." 

Well,  if  you  could  have  seen  how  many  there  were,  you  would 
have  known  how  much  those  bees  loved  their  old  Queen — almost  all  of 
them  wanted  to  go — but  the  Queen  smiled  and  said,  "That  will  do 
now;  we  must  not  forget  our  new  Queen,  you  know." 

And  then,  as  the  day  was  bright  and  warm,  every  one  said  good- 
bye, and  one  by  one  followed  the  Queen  out  of  the  hive,  to  hunt  for  a 
new  home.  If  you  had  been  one  of  those  bees,  which  would  you  have 
done — stayed  with  the  new  Queen  or  flown  away  with  the  old  Queen? 

Busy-Wings 

Wednesday 

IT  was  after  the  new  Queen  came  out  and  began  to  keep  house  in 
the  hive,  that  Busy- Wings  was  hatched.  He  was  the  dearest  little 
bee  that  I  ever  knew,  and  just  as  soon  as  he  came  out  of  his  little 
wax  room  and  found  that  he  was  a  grown  up  bee  with  wings,  he  ran 
up  to  the  nurse  and  said,  "Do  tell  me  something  to  do!  I  want  to 
work." 

The  nurse  stroked  his  wings  and  gave  him  some  bee  bread  to  eat, 
and  then  she  said:  "I  believe  I  shall  have  to  name  you  Busy-Wings, 
because  you  love  to  work,  and  wanted  some  to  do  just  the  minute  you 
got  out  of  your  cradle.  What  kind  of  work  would  you  like  to  do? — 
nurse  the  babies  or  clean  up  or  fan  in  fresh  air  or  be  a  soldier  to  take 
care  of  the  Queen,  or  gather  nectar  for  honey  and  wax  or  pollen  dust 
for  the  bee  bread  ?" 

And   Busy- Wings  thought  a  minute  and  then  he  said — you  guess 


LITTLE    FOLKS'   LAND  611 

what  he  said — he  said,  "I  would  rather  go  out  among  the  flowers  and 
gather  nectar  and  pollen  to  make  bee  bread  for  the  babies." 

"Very  well,"  said  the  nurse,  "you  may  begin  right  now!  Slip 
through  that  little  outside  door  there  and  you  will  be  in  the  yard.  You 
will  find  some  tiny  baskets  on  your  hind  legs  to  put  the  pollen  dust  in, 
and  the  little  pocket  by  your  throat  is  for  the  nectar  juice.  Be  sure 
you  bring  the  things  right  to  me,  when  you  come  in.  I  need  some 
very  fresh  for  the  youngest  baby;  hurrjs  and  be  sure  to  be  kind  to  the 
flowers,  and  also  carr}^  some  pollen  dust  for  them,  from  flower  to 
flower." 

"All  right,"  said  little  Busy-Wings,  and  then  he  slipped  through 
the  door  of  the  hive,  very  happy  because  he  was  going  away  to  work. 
When  he  first  got  outside,  though,  he  almost  forgot  to  work,  he  was 
so  busy  looking  at  things,  for  you  must  remember  he  had  never  seen  the 
beautiful  outside  world  before,  and  as  he  looked  he  kept  saying  over 
and  over: 

"Oh,  how  pretty, 

Pretty,  pretty,  pretty 

Oh,  how  pretty 

Even,^thing  is!" 

Then  he  smelled  something  verj^  sweet,  and  he  saw  many  bright 
colors,  and  Busy-Wings  said,  "Those  must  be  the  flowers  the  nurse 
told  me  about,  and  I  will  get  to  work." 

So  he  bobbed  into  the  red  nasturtium  and  got  some  nectar  juice 
and  then  he  bobbed  into  a  pink  phlox  and  got  some  nectar,  and  then 
he  bobbed  to  the  clover  bed  and  got  some  more  nectar,  and  he  bobbed 
to  the  morning-glories  and  got  pollen  dust,  and  then  he  bobbed  to  the 
petunias  and  got  some  pollen  dust,  and  he  got  some  more  from  the 
daisies.  Then  when  he  had  filled  his  baskets  quite  full  of  pollen  dust 
and  had  filled  his  pocket  full  of  nectar  juice,  he  flew  quickly  back  to  the 
hive  and  carried  it  to  the  nurse,  as  she  had  told  him. 

"Let  me  see,"  said  the  nurse,  "pocket  and  baskets  all  full  I  Why, 
you  have  been  a  real  busy  little  bee.  But  let  me  taste  it  before  I  give 
it  to  the  babies,  to  be  sure  it  is  all  right."  And  when  she  had  tasted 
some — a  wee  little  bit- — right  on  the  verj'  end  of  her  tongue,  why,  she 
made  a  most  dreadful  face,  and  screwed  up  her  mouth  and  said,  "Per- 
fectly h-o-r-r-i-d!      My  dear,  it  tastes  like  all  kinds  of  flowers  mixed 


612  KINDERGARTEN    MAGAZINE. 

up  together!  Where  did  you  get  it?  I  could  never  give  this  to  the 
babies!" 

And  Busy- Wings  said,  "Why,  I  got  it  out  of  the  flowers.  I  went 
to  the  nasturtiums  and  to  the  phlox  and  to  the  dasies  and  to  the  clover, 
and " 

And  then  the  nurse  threw  back  her  head  and  laughed  and  laughed; 
she  could  not  help  it,  and  she  said,  "Why,  of  course,  the  honey  tastes 
bitter,  my  dear!  It  was  all  my  fault,  though,  and  I  should  have  told 
you  to  go  only  to  one  kind  of  flower  each  trip — if  you  go  to  the  clover 
blossoms  first,  don't  gather  nectar  juice  from  any  other  flowers  but 
clovers,  until  you  come  to  the  hive  and  empty  your  sack.  Then  the  next 
trip  you  may  choose  some  other  flower." 

"Oh,  yes,"  said  Busy-Wings,  nodding  his  head,  "I  know  now. 
Of  course,  it  isn't  best  to  mix  up  so  many  kinds  of.  nectar;  I'll  try 
again." 

"That  is  the  way,"  said  the  nurse,  "go  empty  that  out  in  the  yard, 
and  bring  me  some  more  for  the  babies,  and  when  you  come  back  we 
will  see  if  I  can  guess  where  you  got  it." 

Busy-Wings  thought  that  would  be  great  fun;  he  thought  he 
could  fool  the  nurse,  and  she  couldn't  tell  ivhere  he  got  his  nectar  juice, 
so  he  flew  quickly  away  and  emptied  his  pocket  and  basket.  He  was 
just  wondering  which  flower  to  go  to,  when  he  saw  little  Rosy  Clover- 
Blossom-Boy,  and  his  face  looked  so  fresh  and  clean,  Busy- Wings  flew 
right  straight  down  to  him,  and  got  some  of  the  sweetest  nectar  juice,  and 
then  he  flew  around  to  the  other  clovers  on  the  bed,  and  filled  his 
pocket  right  full,  and  hurried  back  to  the  nurse. 

"Now,"   said   Busy-Wings,   "guess  where   I   got  it?" 

"All  right,"  laughed  the  nurse;  "wait  until  I  taste  it."  So  she 
took  some  on  the  end  of  her  tongue  and  tasted  and  tasted,  and  then 
she  said,  "Perfect-ly  d-e-1-i-c-i-o-u-s !  It  came  from  the  clover  blos- 
soms!    Just  the  very  thing  for  the  babies!" 

Then  Busy-Wings  laughed  and  laughed — he  was  so  surprised  that 
the  nurse  could  tell  where  he  had  gotten  it,  and  he  was  so  very  glad, 
too,  that  it  was  perfectly  delicious.  Then  the  nurse  helped  him  empty 
his  pocket  and  baskets,  and  Busy-Wings  watched  while  she  mixed  honey 
and  pollen  dust,  and  made  the  bee-bread  for  the  babies. 

"Now,  I  think  I  shall  go  and  get  another  kind,"  said  Busy- Wings; 
"I  want  to  see  if  you  can  guess  again." 


LITTLE    FOLKS'    LAND  61:5 

So  he  did;  and  he  chose  the  petunias  that  trip,  and  Joe-Boy  saw 
him   flitting   from   one  pettmia   to  another,   sinLn'ncf, 

"Oh,  how  pretty, 
Prett}-,  pretty,  prett\. 
Oh,   how  pretty, 
E\erythinii  is!" 

Busy-Wings  in  Prison 

Thursday 

ii\    \     THO  will  go  and  bring  me  my  breakfast?"  said   the  young 

\/ \/  Qi-'een,  early  one  morning.  "I  wish  it  fresh  from  the 
flowers,  while  the  dew  fairies  are  washing  their  faces." 

"I!  I!  I!"  said  little  Busy-Wings,  "I  will  go  and  bring  it!  I 
can  fly  very  swiftly!" 

"Very  well,"  said  the  Queen,  "I  will  thank  you,  but  remember,  I 
do  not  like  mixed  hone}- — it  does  not  taste  so  \\ell." 

But  of  course,  you  know  Busy-Wings  better  than  that — he  would 
not  bring  his  dear  Mother  Queen  mixed  up  honey,  because  he  loved  her 
so.  Glad  to  work  for  her,  he  hurried  awa\-,  and  little  Miss  Pansv 
and  Violet  Blue  and  Johnny-Jump-Up  heard  him  buzzing  b\-  the 
porch  as  he  sang  his  little  song: 

"Oh,  how  pretty. 
Pretty,  pretty,  pretty. 
Oh,  how  pretty. 
Everything  is!" 

But  he  did  not  stop  as  he  passed;  only  nodding  "Good  morning" 
as  he  flitted  about  the  morning-glory  vines.  He  knew  honey  made 
from  their  nectar  juice  was  very  delicate  and  sweet — just  the  thing  for 
the  Queens  breakfast.  So  he  buzzed  in  and  out  among  the  fresh 
morning-glories — first  the  blue  and  then  the  pink  and  then  the  white — 
until  he  had  his  nectar  pocket  almost  full.  There  was  one  large  morn- 
ing-glory bluer  than  any  of  the  others,  and  Bus^^-Wings  said,  "I'll  just 
fly  in  there  before  I  go,  and  get  the  last  sip,  and  then  I  will,  hurry 
home  with  the  Queen's  breakfast.'' 

And  so  he  did,  but  only  think,  just  as  he  started  to  fly  out.  the 
blue  morning-glory  shut  up  tight,  and  there  was  Busy- Wings,  shut  up 


614  KINDERGARTEN    MAGAZINE. 

in  a  blue  bag,  and  though  he  tried  and  tried,  he  could  not  get  out,  and 
even  got  one  of  his  legs  hitched,  too — and  that  was  worse  than  ever! 
What  should  he  do  ?  Now,  if  you  were  tied  up  in  a  little  blue  bag  and 
couldn't  get  out,  what  would  you  do?  Would  you  cry?  Busy- Wings 
did  not  cry,  but  oh  !  he  felt  most  dreadful.  He  knew  his  Mother  Queen 
was  waiting  for  her  breakfast  that  very  minute  and  wondering  what 
had  become  of  him.  He  was  afraid  she  would  think  he  was  a  lazy  bee, 
and  you  would  not  like  any  one  to  think  you  were  lazy,  I  know;  so 
little  Busy- Wings  worried  and  worried  because  he  could  not  get  out. 
The  sun  grew  warmer  and  warmer,  and  I  am  sure  it  was  almost  dinner 
time  when  he  heard  the  kindergarten  teacher  and  the  children  coming 
around  the  walk  by  the  porch.  They  were  looking  to  see  how  the 
morning-glories  were  coming  along  with  their  seed  pockets,  and  Char- 
lotte Anne  put  her  hand  right  on  the  very  blue  morning-glory  that 
Busy- Wings  was  locked  up  in,  and  he  was  buzzing  away  inside,  calling 
very  softly: 

"Please,  oh,  please,  let  me  out, 

Buzz,  buzz,  buzz! 
Won't  somebody  please  let  me  out? 

Buzz,  buzz,  buzz!" 

\        _  i 

"Ouch !"  said  Charlotte  Anne,  "somebody's  locked  up  in  this  blue 

morning-glory!     It  might  bite,  too." 

"Why,  that  sounds  like  a  little  bee,"  said  the  kindergarten  teacher. 
"Sure  enough,  he  is  locked  up  in  this  blue  morning-glory!  I  guess  he 
did  not  know  that  morning-glories  shut  up  their  doors  as  soon  as  the 
sun  begins  to  get  hot.    Poor  little  fellow,  we  will  turn  him  out." 

So  the  next  thing  Busy- Wings  knew,  somebody's  kind  hand  turned 
him  loose,  and  you  know  he  was  happy!  Away  he  sailed  home,  just 
as  quickly  as  he  could  go,  and  when  the  nurse  saw  him  she  said,  "Why, 
Busy- Wings,  where  have  you  been?  The  Queen  waited  and  waited  for 
her  breakfast  and  when  you  did  not  come  she  had  to  send  another  little 
bee  off  for  her  fresh  nectar.     Did  you  forget  and  stop  to  play?" 

"No,"  said  Busy-Wings,  "I  do  not  play  when  I  am  working.  I 
had  gathered  the  Queen's  nectar,  and  went  into  a  big  blue  morning- 
glory  for  the  last  sip,  when  the  morning-glory  shut  up  tight  and  I 
just  couldn't  get  out,  though  I  tried  ever  so  hard.  But  just  now,  while 
I  was  buzzing  softly,  asking  some  one  to  let  me  out,  I  heard  some  chil- 


LITTLE    FOLKS'    LAND  Olo 

dren  talking,  and  they  came  to  where  1  was,  and  then  I  guess  one  of 
them  turned  me  out,  and,  and,  and " 

"You  flew  home  as  fast  as  you  could!"  said  the  nurse,  with  a  merry 
laugh.  The  Queen  heard  everything  Busy-Wings  said,  and  she  thought 
it  was  very  funny,  and  she  laughed,  too,  and  then  she  said:  "I  shall 
have  to  excuse  you  this  time,  Busy-Wings,  and  I  guess  next  time  y 
will  be  more  careful  about  going  into  flowers  that  shut  you  up  in  a 
bag.  Come,  let  me  see  if  you  have  any  nectar  left  in  your  pocket  for 
me — if  it  didn't  get  here  in  time  for  breakfast,  maybe  it  will  do  for 
my  dinner." 

And  it  did,  too,  for  when  the  Queen  tasted  it  she  said,  "Thank 
you,  my  dear;  it  is  perfectly  delicious!"  You  know  that  pleased  Busy- 
Wings. 


ou 
a 


O 


Busy-Wings'  Color  Lesson 

Friday 

a/'  \  H-O!"  said  Joe-Boy  the  next  morning,  as  he  stood  by  the 
kindergarten  window,"here  is  that  very  same  little  bee  that  was 
locked  up  yesterday  in  the  blue  morning-glor)\  I  do  believe 
It  isl 

"Yes,"  said  the  kindergarten  teacher,  "he  certainly  does  look  like 
that  bee.  He  has  come  to  see  our  rose-geranium — such  a  busy  little 
fellow  he  seems  to  be — I  guess  his  name  is  Busj^-Wings.  Anyway,  we 
will  claim  him  for  our  own,  and  have  him  for  a  pet — maybe  he  will 
come  to  see  us  every  day." 

I  do  not  know  whether  Busy-Wings  heard  what  the  kindergarten 
teacher  said  or  not,  but  I  know  that  he  seemed  to  like  the  rose-geranium 
a  great  deal,  and  came  to  the  window  even*-  morning  to  see  it. 

The  children  learned  to  love  him  \try  much,  and  said :  "See, 
Busy- Wings  has  started  to  kindergarten ;  he  comes  every  morning,  just 
as  we  do." 

"Well,"  said  the  kindergarten  teacher,  "if  Busy- Wings  has  really 
started  to '  kindergarten,  and  is  coming  every-  morning,  I  suppose  he 
would  like  to  learn  something.  Let  us  begin  now  and  give  him  some 
color  lessons — I  am  sure  that  is  a  very  beautiful  thing  to  learn  about. 
What  color  shall  we  teach  him  first?" 

"Red!  Red!"  said  Joe-Boy,  because  he  remembered  that  was  the 
first  color  he   had   learned.      So  the   kindergarten   teacher   got  a   pretty 


616  KINDERGARTEN    MAGAZINE.     ' 

piece  of  red  glass,  and  put  a  drop  of  sugar  water  on  it,  and  then  placed 
the  glass  in  the  window  where  Busy-Wings  would  find  it.  By  and  by 
Busy-Wings  came  buzzing  by  and  as  soon  as  he  saw  the  bright  red 
color,  he  stopped,  and  crawled  up  on  the  glass  and  tasted  the  sugar 
water,  and  he  liked  it  so  well,  why,  he  put  it  all  in  his  honey  pocket 
and  took  it  home  to  the  Queen.  And  when  the  Queen  tasted  it  she 
liked  it,  too,  and  she  said,  "Where  did  you  get  it — not  out  of  flowers?" 

"No,"  said  Busy-Wings,  "I  did  not  get  it  out  of  any  flower;  I 
found  it  on  a  red  spot  in  the  kindergarten  window." 

"Go  and  bring  me  some  more,"  said  the  Queen;  "it  is  nice." 

So  Busy- Wings  hurried  back  to  the  window  and  lit  right  straight 
on  the  red  glass,  and  there  he  found  another  drop  of  sugar  water  wait- 
ing for  him.  While  he  was  filling  up  his  honey  pocket,  the  children 
were  peeping  at  him,  and  they  laughed  so  merrily,  and  said,  "Busy- 
Wings  knows  red !  He  knows  red !  because  he  came  right  back  to  the 
red  gUss  for  his  drop  of  sugar  water." 

"Tomorrow,"  said  the  kindergarten  teacher,  "we  will  teach  him 
c.  harder  lesson ;  we  will  teach  him  a  new  color,  and  see  if  he  remembers 
red,  too." 

So,  the  next  day,  when  the  children  came,  they  found  the  red 
glass  washed  clean,  in  the  window,  and  close  by  was  a  blue  glass,  and 
on  this  blue  glass  there  was  a  drop  of  fresh  sugar  water. 

"We  are  going  to  April-fool  Busy-Wings  today,"  said  the  chil- 
dren. "Maybe  we  will  and  maybe  won't,"  said  the  kindergarten 
teacher;  "we  will  watch  and  see  which  glass  he  comes  to  this  morning." 

And  while  they  were  talking  about  it,  who  should  come  sailing 
by  but  Busy- Wings.  When  he  started  out  to  work,  the  very  first  thing 
he  thought  about  was  the  nice  sugar  water  he  had  found  before  on  the 
red  spot,  and  he  wanted  some  more ;  so  when  he  flew  up  to  the  window, 
guess  where  he  lit?  On  the  red  glass!  You  should  have  heard  those 
children  clap!  They  w^ere  so  proud  of  Busy- Wings  because  he  remem- 
bered red.  But  Busy-Wings  did  not  understand  it  because  there  was 
not  any  drop  of  sugar  water  waiting  for  him. 

"Dear  me,"  he  said,  "I  am  sure  I  found  it  on  this  very  red  spot 
yesterday — why  isn't  there  any  here  now?" 

And  he  crawled  all  over  the  glass  and  looked  and  looked,  and 
then  he  crawled  over  on  the  blue  glass,  and  there  he  found  the  nice 
drop  ot  sugar  water.     He  tasted  it  again,  and  thought  it  was  so  good 


LITTLE    FOLKS'    LAND  617 

he  would  earn-  it  to  the  Queen,  so  he  hlled  up  his  honey  pocket  and 
flew  to  the  hive.  When  the  Queen  tasted  it,  she  said,  "It  is  very,  very 
good !  \  ou  must  have  gotten  it  from  the  same  red  spot  _\  ou  saw  yes- 
terday." 

"No,"  said  Busy-Wings,  "I  did  not  get  it  from  the  red  spot,  but  I 
went  there  to  find  it,  and  there  wasn't  any.  So  I  fcjund  this  on  another 
spot- — a  blue  spot — and  it  tastes  just  like  the  other." 

"I  like  it  very  much,"  said  the  Queen;  "go  and  brini:  me  some 
more." 

The  children  were  watching  for  Busy-Wings;  the\-  wanted  to  see 
if  he  would  go  first  to  the  red  glass  or  if  he  would  remember  about  the 
blue  glass,  and  what  do  you  guess?  Why,  he  flew  right  straight  t(j  the 
blue  glass,  sure  enough,  and  the  kindergarten  teacher  said,  "You  see? 
Bus}'- Wings  has  really  learned  to  tell  blue  from  red !  We  are  very 
proud  of  our  little  kindergarten  bee.  Next  week  we  must  teach  him 
orange  and  yellow  and  green  and  violet — then  Busy-Wings  will  know 
all  of  the  rain-bow  colors — and  we  will  be  \-ery  proud  of  him." 

And  while  they  were  talking  about  him,  Bus}'-Wings  kept  filling 
his  honey  pocket  for  the  Queen,  singing  softly  to  himself: 

"Oh,   how  pretty, 
Pretty,  pretty,  pretty. 
Oh,  how  pretty, 
Evervthing   is ! 


Program  for  Twenty-first  Week — Life  History  of  the  Bee 

The  Queen  of  the  Bees 

IS  I  on  day 

Circle  talk,  ongs  and  games:  What  else,  besides  butterflies  and  moths, 
fly  around  the  flowers  for  nectar  juice?  Do  you  know  what  the 
bees  do  with  their  nectar?     Relate  story. 

Song  and  game:     "Busy  Bees. 

Gift:     Fifth.     A  third  to  each  child;  make  hives  and  arrange  in  group. 

Occupation:     Fold,  cut  and  paste,  a  bee-hive.     Draw  bees  flying  near. 


618  KINDERGARTEN    MAGAZINE. 

The  Queen's  Eggs 

Tuesday 

Circle  talk,  songs  and  gamess       Do    you    think    the    Queen    bee    did 

any  work?     Shall  I  tell  you  what  kind  of  work  she  did?     Relate 

story. 
Song  and  game:     "Bees."     Let  the  Queen  bee  remain  in  the  hive,  while 

the  others  gather  nectar  and  pollen  for  baby  bees. 
Gift:     Modeling  cells  for  eggs.     Use  a  flat  piece  of  clay,  and  hexagonal 

pencil  or  stick  to  illustrate  honey  cells. 
Occupation:     Sewing.     Outline  hexagon.    Large  holes.    Single  zephyr. 

Busy- Wings 

Wednesday 

Circle  talk,  songs  and  games:  Have  you  watched  bees  gathering  nectar? 
Do  they  go  to  many  kinds  of  flowers,  one  directly  after  the  other? 
Let  us  all  watch  closely  and  find  out.     Relate  story. 

Game:  "Bees."  In  which  the  emphasis  is  placed  on  the  activity  of 
bees  going  to  one  kind  of  flower  each  trip. 

Gift:  Modeling  bees  (enlarged)  ;  the  Queen,  worker,  drone.  Illus- 
trate difference  in  form. 

Occupation :  Drawing.  A  picture  of  Busy-Wings,  in  a  garden  of 
flowers. 

Busy-Wings  in  Prison 

Thursday 

Circle  talk,  songs  and  games:  Show  morning-glories,  both  open  and 
closed.  When  do  morning-glories  close?  Let  us  watch  ours  and 
see.    Story. 

Game:     A  play  in  which  Busy-Wings  is  caught  in  the  morning-glory. 

Gift:    Tablets,  picture  flowers  which  close  and  some  which  do  not. 

Occupation:     Cutting  or  color  work.     Morning-glory. 

Busy-Wings^  Color  Lesson 

Friday 

Circle  talk,  songs  and  games:  You  remember  who  let  Busy-Wings  out 
of   prison,   don't  you?     Guess   where   he   went   the   next  morninp;. 


THE    KINDERGARTEN    IN    THE    UXIXERSITV.  (i|!» 

He  went  to  the  kindergarten  to  get  nectar  from  the  njse-^eranium 
growing  in  the  window.  When  the  children  saw  him,  they  thought 
they  would  teach  him  about  colors,  and  I  will  tell  you  about  it. 

Song  and  game:     "Bees." 

Gift:  Fifth.  Build  kindergarten  with  window  sill,  where  the  t^era- 
nium  grew.     Use  second  gift,  bead  cylinders,  for  pots. 

Occupation :     Modeling,  flower  pots. 


THE  KINDERGARTEN  TRAINING  COURSE  AS  A  DE- 
PARTMENT OF  A  UNIVERSITY.* 

BY    LUCY   GAGE,    OKLAHOMA. 

OKLAHOMA  knocking  at  the  door  of  the  Union  for  admission 
to  statehood  is  not  wholly  a  stranger  to  you.  Her  broad,  rolling 
prairies,  her  vast  material  resources,  her  progressive  and  intelli- 
gent people  are  familiar  themes  in  current  literature,  while  railroad 
advertisements  frequently  read,  "Go  to  Oklahoma,  the  country  of  op- 
portunity." 

From  every  quarter  of  the  United  States  have  they  come,  bring- 
ing with  them  the  best  of  the  older  communities  to  use  in  the  shaping 
and  molding  of  a  new  commonwealth  in  the  great  southwest. 

No  factor  necessary  to  her  growth  has  been  neglected.  Men  and 
women  of  intelligence  and  ability  have  seen  to  it  that  Oklahoma  de- 
veloped educationally  as  well  as  materially  and  commercially  and  so 
in  advance  of  many  older  States  Oklahoma  cares  for  the  education  of 
her  youth  from  the  kindergarten  through  the  university. 

It  took  but  one  year  of  experimental  kindergarten  work  in  our 
territory  to  convince  the  public  that  the  free  kindergarten  must  become 
the  business  of  the  state  and  to  that  end  in  March,  1903,  its  legis- 
lature legalized  the  kindergarten  as  an  integral  part  of  her  public 
schools.  This  act  also  provided  for  the  training  of  kindergartners  in 
the  State  Normal  Schools. 

Oklahoma  City,  the  metropolis  of  the  territory,  availed  herself 
immediately  of  the  benefits  of  this  law,  and  opened  the  first  public  school 
kindergartens  in  Oklahoma  two  years  ago  last  September.  Simulta- 
neous with  the  opening  of  these  public  kindergartens  an  institution  for 
higher  learnir.g,  to  be  known  as  Epworth  University,  was  planned  for 
by  a  joint  commission  of  the  two  Methodisms,  North  and  South.  This 
institution  opened  its  first  session  September,  1904.  one  year  after  the 
opening  of  the  city  kindergartens. 

About  this  time  a  need  was  felt  locally  for  the  training  of  kinder- 
gartners and  the  State  Normals  were  not  yet  prepared  to  care  for  this 


Paper   read  at  Training  Teachers"   Conference,   Milwaukee.   April,   100." 


620  KINDERGARTEN    MAGAZINE. 

work.  A  department  of  education  was  suggested  at  Epworth  University 
and  the  opportunity  was  seized  to  provide  a  training  course  for  kinder- 
gartners  along  with  those  for  primary  and  secondary  teachers. 

The  evolution  of  the  kindergarten  movement  in  Oklahoma  has 
been  rapid,  largely  because  of  everything  being  in  a  formative  condition, 
a  new  country,  a  new  city,  a  new  university,  consequently  no  prejudices 
to  overcome.  Here  people  meet,  mingle,  exchange  ideas  and  grow  in 
the  broad  freedom  of  the  new  West. 

The  record  of  three  years  shows  the  introduction  of  public  kinder- 
gartens the  first  year;  the  establishment  of  a  training  course  for  kinder- 
gartners  at  Epworth  University  the  second  year,  and  a  kindergarten 
department  added  to  each  of  the  three  State  normal  schools  at  the  close 
of  the  third  year,  with  an  increased  interest  throughout  the  territory, 
particularly  in  the  larger  towns  for  the  opening  of  public  kindergartens. 

We  come  to  you  to-day  perhaps  as  the  youngest  child  of  the  Inter- 
national Kindergarten  Union.  Our  experience  has  been  limited  to  that 
of  organization ;  to  the  launching  of  a  new  work  in  a  new  country,  and 
like  all  pioneering,  it  shows  elements  of  crudeness,  yet  there  are  certain 
fundamentals  which  we  have  endeavored  to  recognize,  and  above  all 
have  we  sought  to  maintain  a  high  standard  for  the  training  work  rather 
than  lower  it  to  accommodate  numbers. 

From  the  standpoint  then  of  a  new  work  in  a  new  country,  it  would 
seem  the  kirjdergarten  training  course  in  a  Normal  School  or  University 
has  as  much  advantage  over  the  specific  training  school  as  the  public 
kindergarten  has  over  the  free  kindergarten.  . 

First,  because  in  the  Normal  School  or  University  it  gains  an 
educational   setting. 

Second,  It  must  meet  certain  definite  requirements  in  keeping  with 
the  standard  of  the  school  of  which  it  is  a  part. 

Third,  The  training  of  the  student   becomes  of  first  importance. 

Fourth,  The  University  and  Normal  School  may  command  the 
services  of  those  best  qualified  to  teach  special  subjects. 

Fifth,  The  University  and  Normal  School  offer  to  the  kindergarten 
student  the  advantages  of  their  equipment,  library,  laboratories,  art 
and  music  departments,  etc. 

Applicants  for  positions  in  public  kindergartens  must  meet  certain 
legal  requirements,  the  curriculum  of  the  training  school  must  regard 
these.  The  true  scholar  as  well  as  the  true  woman  must  mark  the 
kindergartner  of  to-day,  if  she  would  take  her  rightful  place  in  the 
educational  world. 

Many  of  the  larger  specific  training  schools  are  awakening  to  these 
changed  conditions  and  are  shaping  their  courses  of  study  toward  higher 
scholarship  and  a  broader  perspective,  for  the  masculine  viewpoint  must 
not  be  ignored.  This  was  brought  home  very  forcibly  when  planning 
our  curriculum  two  years  ago  after  consulting  the  courses  of  study  of  our 
leading  training  schools.     The  specific  training  course  was  looked  upon 


THE   KINDERGARTEN    IN    THE    lXI\i:RSn ■^^  (',21 

by  the  masculine  element  of  the  faculty  as  lacking  in  scope  and  compre- 
hension of  present  day  needs  in  public  education.  The  criticism  seemed 
unjust  at  the  time,  but  why  should  the  kindergarten  training  course  not 
have  a  masculine  as  well  as  a  feminine  viewpoint?  The  University  and 
Normal  School  men  have  helped  the  kindergarten  training  course  to  a 
better  balance  between  these  two — scholarship  and  womanliness. 

The  small  private  training  school  could  not  flourish  in  a  pioneer 
field,  for  it  could  neither  command  the  equipment  nor  facilities  for  cop- 
ing with  the  present  day  problems.  With  the  public  school  kindergarten 
has  come  the  training  course  in  the  normal  school  and  uni\ersity,  just 
as  the  specific  training  course  was  the  outgrowth  of  the  needs  of  the 
free  kindergartens. 

Epworth  University  offers  a  course  of  four  years  (fifteen  hours 
credit  per  week)  leading  to  a  bachelor's  degree  in  education.  This  course 
includes  two  years'  work  in  the  freshman  and  sophomore  years,  in  college 
two  years  of  professional  work. 

For  those  students  whose  maturity  and  previous  training  experience 
are  sufficient,  there  is  a  two  years'  course  (thirty  hours  credit)  in  pro- 
fessional work  leading  to  a  diploma  as  graduate  in  the  department  of 
education.  No  one  is  admitted  to  this  course  who  is  less  than  eighteen 
years  of  age. 

This  diploma  specifies  whether  the  course  completed  be  one  for 
kindergarten,  primary  work  or  work  of  the  secondary  school.  The  model 
kindergartef)  opened  in  the  three  State  Normal  Schools  of  Oklahoma,  are 
serving  not  only  as  the  first  step  in  building  up  a  training  class,  but  also 
in  helping  the  primary  and  secondary  teachers  in  training  to  a  better 
appreciation  of  the  kindergarten  in  its  relation  to  the  school. 

Thus  the  kindergarten  movement  has  been  launched  in  Oklahoma 
and  is  but  another  sign  of  the  progressiveness  and  intelligence  of  a  people 
who  are  shaping  and  molding  a  new  citizenship  that  shall  make  for 
liberty,  equality  and  fraternity,  elements  of  true  democracy. 


A  LITTLE  GIRL'S  WISH. 

Beside  the  door  a  maple  tree 
Stands  up  for  all  the  world  tn  see: 
And  through  the  branches,  all  about. 
The  little  birds  hop   in  and  out. 

I've  stood  and  stood  beside  the  door. 
Quite  motionless,  an  hour  or  more: 
But  not  a  butterfly  or  bird 
Lit  on  me.  though  I  never  stirred. 

The  maple  does  not  seem  to  care 
How"  many  birds   are  singing  there: 
But.  oh.  how  happy  I   should  be 
If  thev  would  sit  and  sing  on  me  I 

— Kathleen  Kirchhoti'er.   in   Little   Folks. 


622  KINDERGARTEN  MAGAZINE. 


THE    KINDERGARTEN    TRAINING    COURSE— IN    THE 
NORMAL    SCHOOL— IN    THE    UNIVERSITY    OR 
COLLEGE— IN    THE    SPECIFIC    KINDER- 
GARTEN TRAINING  SCHOOL.* 

BY   ALICE   TEMPLE^   CHICAGO. 
ADVANTAGES    AND    DISADVANTAGES    IN    EACH    CASE, 

IN  considering  the  advantages  and  disadvantages  of  the  course  of 
study  in  any  one  of  the  three  types  of  training  schools  named  in 
the  program  for  this  afternoon,  one  is  really  considering  those  of 
all  three,  for  it  is  only  in  comparison  with  one  another  that  these  terms 
can  be  used.  The  good  points  of  one  are  probably  the  relatively  weak 
points  of  another  and  vice  versa. 

Perhaps  to  make  a  fair  comparison,  one  should  have  had  work  in 
all  three,  but  few  of  us  have  had  so  broad  an  experience.  I,  for  one, 
know  the  course  in  the  normal  school  and  the  university  through  ob- 
servation and  the  experience  of  others  only.  I  must  speak  chiefly, 
therefore,  from  the  standpoint  of  the  specific  kindergarten  training 
school. 

I. 

The  advantages  of  the  independent  training  school,  which  is 
located  in  a  city  where  good  special  teachers  are  available,  and  which 
has  adequate  financial  support,  lie  in  its  freedom. 

1.  It  is  absolutely  free  to  make  its  course  of  study  with  direct 
reference  to  needs  of  its  students,  selecting  the  subjects,  regulating 
their  sequence  and  determining  the  time  to  be  given  to  each.  Now, 
in  the  Normal  School  or  University,  the  head  of  the  department  of 
kindergarten  training,  while  free  to  make  her  course  of  study  (subject 
to  the  approval  of  the  faculty)  must  select  her  courses  from  those  offered, 
which  (with  the  exception  of  those  given  by  herself)  are  courses  planned 
for  all  or  many  of  the  students  in  the  school.  They  are  rarely,  if  ever, 
planned  with  reference  to  the  students  in  the  Kindergarten  Department 
only.  In  some  subjects,  such  adaptation  to  the  needs  of  the  prospective 
kindergarther  is  quite  unnecessary.  In  others,  nature  study,  for  ex- 
ample, I  believe  time  is  saved  and  energy  conserved  when  the  course 
is   adapted  to  the   requirements  of  the  kindergarten  student. 

Again,  because  of  the  demands  of  other  departments,  the  head  of 
the  Kindergarten  Department  in  the  Normal  School  or  University 
can  not  always  control  the  order  in  which  the  various  courses  are  given, 
while  the  system  of  credits  limits  her  control  of  the  time  given  to  each 


*Paper  read  at  Training  Teachers'  Conference,  Milwaukee,  1906. 


THE  KINDERGARTEN   TRAINING  COURSE.  «« 

subject.      It  must  be  a  minor,   nothing  less,   or  a  major — nothing  be- 
tween the  two. 

2.  The  Independent  Training  School  is  free  to  secure  the  best 
available  specialists  in  such  subjects  as  Psychology,  Nature  Study,  Lit- 
erature, Sociolog}',  Hygiene,  Art,  Music,  Pnysical  Culture,  etc.,  and 
to  have  such  special  courses  adapted  whenever  desirable  to  the  require- 
ments of  the  kindergartner.  The  Kindergarten  Department  in  the 
Normal  School  or  the  University,  on  the  contrary,  must  use  its  own  teach- 
ers of  these  subjects,  who  may  or  may  not  be  the  best.  And  again, 
particularly  in  the  large  university,  the  best  is  not  always  at  the  service 
of  the  department. 

3.  The  greatest  advantage  which  the  specific  training  school  has 
over  the  others  lies  in  its  power  to  control  its  practice  department. 
I  believe  that  carefully  supervised  practice  is  of  the  utmost  importance 
and  counts  for  quite  half  in  the  training  of  the  kindergartner.  On  the 
other  hand,  practice  which  is  not  intelligently  directed  and  criticised 
is  practically  valueless.  Now  in  most  cases  it  is  possible  for  the  inde- 
pendent training  school  to  organize  a  stronger  practice  departm.ent 
than  can  the  Kindergarten  Department  of  either  Normal  School  or 
University.  In  the  first  place,  it  can  verj^  largely  choose  the  kinder- 
gartens to  w^hich  it  can  send  its  students  by  having  settlement,  private 
and  public  kindergartens  among  the  number.  It  need  send  onlj-  to 
those  kindergartens  whose  directors  will  work  in  full  harmony  with 
the  school  itself,  and  who  will  co-operate  with  the  school  in  its  efforts 
to  solve  the  many  practical  problems  which  are  constantly  arising.  It 
is  often  argued  that  it  is  an  advantage  to  the  student  to  practice  with 
kindergarten  directors,  having  quite  different  ideals  and  methods — that 
she  thus  is  broadened  in  her  ideas  and  ideals.  It  seems  to  me  that  such 
an  experience  has  value  for  the  graduate  student,  who  has  done  some 
independent  work,  but  hot  for  the  undergraduate.  The  latter  needs 
during  the  two  short  years  of  her  training,  to  have  theorj^  and  prac- 
tice reinforce  one  another  constantly,  and  this  is  only  possible  when 
the  practice  department  is  in  full  sympathy  with  the  training  school, 
and  working  intelligently  with  it. 

The  independent  training  school  can  control  its  hours  and  periods 
of  practice  time,  giving  whatever  proportion  of  the  two  years  it  deems 
best.  It  has  been  argued  that  since  one  year  of  practice  teaching  fol- 
lowing a  year  of  preparatory  study  and  obser\^ation  is  enough  to  make 
a  good  grade  teacher,  it  should  therefore  be  enough  to  make  a  good 
kindergartner.  But  because  the  child  under  six  3'ears  of  age  is  such  a 
fragmentar>'  little  individual  in  all  his  thinking  and  feeling,  and  be- 
cause the  instrumentalities  of  the  kindergarten  are  so  many  and  varied, 
I  believe  that  the  prospective  kindergartner  needs  more  time  in  practice 
teaching  than  the  would-be  grade  teacher  in  which  to  develop  neces- 
sary insight  and  acquire  skill.  We  must  remember  that  the  kinder- 
gartner has  no  special  teachers  to  help  as  the  grade  often  has :  she  must 


624  KINDERGARTEN    MAGAZINE. 

be  able  to  do  all  herself.  Time  thus  given  to  practice  in  the  kinder- 
garten is  not  necessarily  at  the  expense  of  class  work,  for  thoroughly 
good  training  in  the  kindergarten  lessens  very  much  the  time  w^hich  need 
be  spent  in  the  study  of  both  technics  and  theory  in  the  training  class. 
Now  I  believe  that  in  most  Normal  Schools  (not  all,  however)  practice 
is  limited  to  public  schools — and  usually  these  are  few  in  number,  the 
two  or  three  near  the  Normal  School  itself,  perhaps.  The  directors 
of  these  kindergartens  may  or  may  not  be  in  sympathy  with  the  ideals 
and  methods  of  the  kindergarten  training  department.  In  the  train- 
ing school  of  the  college  or  university  the  practice  is  more  often  than 
not  confined  to  one  or  two  practice  schools.  Again  some  regulation  of 
the  school,  or  the  arrangement  of  class  hours  makes  it  impossible  to 
give  to  the  kindergarten  students  enough  practice  time.  I  think  it  is 
not  uncommon  in  Normal  Schools  to  allow  no  practice  during  the 
first  year.  I  believe  that  this  is  a  fatal  mistake.  It  has  been  my  ex- 
perience that  observation  which  precedes  practice  has  relatively  little 
value — and  further,  that  the  moment  actual  w^ork  with  the  children 
begins,  every  subject  in  the  curriculum  has  a  new  and  vital  significance 
to  the  student.  I  am  convinced,  therefore,  that  some  practice  work 
should  come  early  in  the  course. 

II. 

As  the  advantages  of  the  specific  kindergarten  training  school 
may  be  summed  up  in  one  word,  freedom,  so  its  disadvantages  may  be 
included  in  the  term  isolation. 

1.  It  is  quite  isolated  from  other  educational  institutions,  and 
therefore  misses  the  stimulus  and  breadth  of  outlook  which  comes  from 
co-operation  with  other  departments  of  education,  particularly  depart- 
ments where  men  make  up  a  large  part  of  the  teaching  force.  This 
lack  is  made  good  in  part  by  securing  men  teachers  for  special  subjects 
from  these  other  schools  or  colleges,  but  as  a  rule  such  special  teachers 
do  not  become  very  fullA^  identified  with  the  training  school.  It  sel- 
dom has  the  benefit  of  their  criticism.  It  sometimes  seems  as  if  the 
kindergarten  had  so  long  been  sufficient  unto  itself  that  there  is  great 
hesitation  on  the  part  of  those  outside  its  ranks  who  are  really  capa- 
ble of  doing  so,  to  give  it  scientific  criticism.  The  few  who  do  venture, 
with  one  or  two  saving  exceptions,  couch  their  criticism  in  such  mild 
and  gentle  terms  that  we  fail  to  recognize  it. 

2.  With  this  isolation  from  other  departments  of  education  there 
is  a  tendency  in  the  independent  training  school  to  place  undue  emphasis 
upon  certain  subjects  to  the  neglect  of  others  more  vital  to  the  kinder- 
gartner.  Thus  we  see  schools  which  specialize  in  literature  or  art,  or 
possibly  even  in  practice  teaching.  In  their  ver\'  freedom  lies  this 
danger. 


THE  KIXDERGAR'iEX   TRAIXIXG   Cr)L'RSE.  i\2:, 

3.  The  student  in  the  independent  school  is  isolated  from  >tudents 
preparing  to  teach  in  the  grades  or  special  departments.  She  meets 
only  kindergarten  students  in  her  class  and  gets  their  pcjint  of  view- 
only.  Again  she  has  no  adequate  opportunity  to  see  the  kindergarten 
as  an  organic  part  of  the  school  system.  To  be  sure,  there  is  usually 
a  course  in  primary  methods,  but  this  does  not  take  the  place  of  actual 
observation  and  practice  in  the  grades  and  daily  contact  with  teachers 
in  all  departments.  I  believe  that  some  actual  practice  in  the  first  two 
or  three  grades,  which  is  possible  in  the  Normal  School  and  University, 
is  invaluable.  It  should  be  enough  to  give  insight  into  the  characteristics 
of  the  stage  or  period  of  growth  following  the  play  period,  to  give  an 
idea  of  suitable  subject  matter  in  the  elementary  school  and  some  notion 
of  the  way  in  which  the  handling  of  this  subject  matter  may  create  a 
demand  and  so  supply  a  motive  for  reading,  writing  and  number. 
This  experience  will  illuminate  whatever  study  is  made  of  the  elementarv 
school  curriculum  and  methods  and  will  help  the  student  to  understand 
the  vital  relation  between  the  kindergarten  and  the  primary  school 
as  no  theoretical  treatment  can  possibly  do. 

4.  Other  disadvantages  resulting  from  its  isolation  are  the  loss 
of  time  and  strength  spent  in  traveling  from  the  practice  kindergartens 
to  the  training  school;  and  the  lack  of  thoroughly  good  equipment,  as 
shops,  library,  museum,  etc.  This  is  usually  too  expensive  to  be  war- 
ranted when  so  few  people  use  it. 

In  discussing  the  course  of  study  in  the  specific  training  school, 
I  have  assumed  that  it  was  located  in  a  city  where  good  specialists 
would  be  available.  Unless  this  is  the  case  it  is  only  the  kindergarten 
training  teacher  of  unusual  intellectual  power  and  force  of  will  who 
can  keep  her  school  up  to  the  standard  of  others — and  it  means  that 
such  a  training  teacher  is  very  much  overworked.  We  all  know  there 
are  schools  working  under  these  ver\-  disadvantages  which  rank  among 
the  very  highest,  but  they  are  few,  and  it  is  in  spite  of  the  diflficult 
conditions.  Another  assumption  has  been  that  the  school  had  adequate 
financial  support.  This  means  an  income  over  and  above  its  tuition. 
Few  schools  can  make  the  teaching  force  what  it  should  be  without 
this;  and  a  school  too  largely  dependent  upon  its  tuition  is  in  serious 
danger  of  lowering  its  standard,  unconsciously,  perhaps,  but  ne\erthe- 
less  surely. 

In  indicating  the  disadvantages  of  the  independent  kindergarten 
training  school,  I  have  suggested  what  appealed  to  me  a-^  the  strong 
features  of  the  Kindergarten  Department  in  the  Normal  School  and 
the  University.  These  are  the  opportunity  which  the  students  have  to 
see  the  kindergarten  working  as  an  organic  part  of  the  school,  to  obserA-e 
and  practice  in  the  grades,  to  meet  and  study  with  those  preparing  to 
teach  in  other  departments  than  the  kindergarten,  to  have  had  work  in 
well-equipped  shops,  to  practice  in  a  well-equipped  gymnasium — and 
to  have  the  use  of   a   eood   library.      The  standard   of   the   department 


626  KINDERGARTEN    MAGAZINE. 

must  be  kept  up  with  that  of  the  others  in  the  school  and  the  teachers 
have  the  advantage  of  working  and  studying  with  those  of  other  depart- 
ments on  common  problems.  This  benefits  the  students  indirectly. 
What  seems  to  me  the  chief  advantage  of  the  independent  training 
school  is,  I  believe,  in  many  cases  the  weakness  of  the  kindergarten  de- 
partment in  the  Normal  School  or  University.  The  demands  made 
by  the  school  at  large  upon  the  kindergarten  department,  and  the  con- 
trol of  certain  phases  of  the  work  by  the  school,  rather  than  by  the  head 
of  the  department,  often  make  it  difficult  to  organize  a  strong  practice 
department.  This  seems  to  me,  however,  to  be  a  problem  of  adjustment 
more  easy  to  solve  than  the  isolation  problem  of  the  independent  train- 
ing school.  I  believe  the  only  real  solution  of  the  latter  will  come 
in  the  future,  when  Normal  Schools  and  Educational  Colleges  in  con- 
nection with  Universities  will  be  able  to  supply  the  demand  for  teachers 
in  the  kindergarten. 


A  DISCUSSION   OF  THE  TRAINING  OF  KINDERGART- 
NERS  UNDER  DIFFERING  CONDITIONS.* 

LUCY  E.   BROWNING,  CHICAGO. 

IN  the  early  days  of  the  kindergarten  there  were  many  discussions 
of  how  to  support  it  and  how  to  make  it  a  part  of  the  public  school 
system  or  how  to  keep  it  there  when  once  it  became  a  part.  Because 
of  this  uncertainty  the  pay  of  the  kindergartner  was  small  and  young 
girls  of  very  insufficient  preparation  were  admitted  to  the  training 
schools  for  kindergartners.  The  training,  too,  offered  in  these  schools 
was  sometimes  very  inadequate.  In  spite  of  all  these  difficulties  and 
because  of  the  vital  principles  of  education  upon  which  it  bases  its 
methods  and  practices  the  kindergarten  has  become  a  very  essential 
part  of  the  educational  system. 

The  present  day  shows  life  expanding  and  taking  on  increasing 
breadth  and  richness  in  every  realm.  The  training  of  teachers  in  all 
lines  is  receiving  more  attention  than  ever  before  and  the  standards 
of  institutions  for  such  work  are  higher  than  ever  before.  In  view 
of  this  fact  there  is  a  constant  and  increasing  demand  for  teachers  who 
add  scholarship  and  culture  to  other  requirements.  There  have  always 
been  in  kindergarten  training  classes  students  of  broad  culture  and 
refinement.  The  many  sided  interests  presented  would  lead  us  to 
expect  this.  The  professional  standing  of  the  kindergartner  is  now 
assured  and  more  than  ever  are  these  characteristics  demanded. 

We  are  then  practically  unhampered  by  the  early  difficulties  of 
kindergarten    training    work,    and    have    now    to    consider    how    and 


*Paper   read  at   Training   Teachers'    Conference,  Milwaukee,  1906. 


TRAINING  OF  KINDERGARTNERS.  627 

where  may  be  obtained  the  best  preparation.  What  kind  of  a  school 
will  give  scholarship  and  at  the  same  time  the  special  requirements 
needed  by  the  kindergartner — the  efficiency  for  her  work  which  must 
come  through  practical  experience?  Before  considering  these  problems 
at  greater  length  it  may  be  well  to  set  forth  more  clearly  certain  aims 
of  the  kindergarten  training  course.  First,  then,  the  aim  is  to  give 
such  preparation  as  will  make  efficient  kindergartners  and,  second,  to 
make  applications  of  the  facts  and  principles  of  the  kindergarten  to 
education  in  general,  that  is,  to  "interpret  the  conditions  in  education 
by  means  of  certain  psychological  considerations."  "It  is  a  devel- 
opment of  experience  and  into  experience  that  is  really  wanted." 

A  correct  point  of  view  as  a  result  of  this  first  work  means  much. 
The  graduate  should  feel  that  this  is  the  beginning,  that  there  is  still 
much  to  learn.  With  this  attitude  she  will  digest  what  she  has  acquired, 
and  there  will  be  less  danger  of  mechanical  teaching. 

In  the  accomplishment  of  our  aim  we  have,  as  previously  stated, 
to  consider  how  and  where  satisfactory  training  is  to  be  obtained.  Since 
the  kindergarten  has  become  a  part  of  the  public  school  system  we  may 
expect  that  it  will  be  subjected  to  the  same  requirements  as  the  other 
departments  and  have  like  demands  made  upon  it.  This  may  be  said 
as  truly  of  the  teachers  in  these  kindergartens.  While  the  kindergarten 
and  the  kindergarten  training  school  are  a  part  of  the  public  school  sys- 
tem, there  are  still  many  problems  of  adjustment  which  must  be  met. 
The  fundamental  principles  of  education  are  the  same  e\-erywhere  and 
it  would  seem  that  the  normal  school  is  one  of  the  best  places  to  exploit 
this  fact.  The  kindergartner  alive  to  the  value  of  her  work  and  to 
the  need  of  its  better  adjustment  in  the  whole  educational  system  will 
find  the  normal  school  an  excellent  field  for  the  development  of  all 
her  powers  and  the  exercise  of  all  her  energies.  This  means  not  only 
in  overcoming  obstacles,  but  in  the  exercise  of  an  active  influence  in 
the  whole  organization  of  which   she  is  a  member. 

Does  the  kindergarten  training  course  in  the  normal  school  or 
university  offer  any  advantages  to  the  student  over  the  specific  kinder- 
garten training  school?  In  investigating  the  subject  we  may  think 
of  the  kindergarten  department  in  the  university  or  college  as  differing 
little  from  that  department  in  the  normal  school.  It  obviously  offers 
added  advantages  in  the  fact  that  the  work  may  lead  to  a  degree.  Also 
there  are  social  and  intellectual  opportunities  which  are  of  great  cul- 
tural value.  A  3'Oung  woman  taking  a  two  years'  kindergarten  course 
in  a  university  lives  with  and  meets  other  students  who  are  pursuing 
various  other  branches.  She  finds  them  quite  as  much  interested  in  their 
lines  as  she  is  in  her  line  of  work.  All  this  and  the  purely  social  con- 
tact with  many  people  helps  the  young  kindergartner  to  get  herself  and 
her  views  in  the  right  relation  to  others.  She  may  then  have  this  in- 
spiring ideal  of  Froebel's  before  her,  "Man,  humanity'  in  man,  as  an 
external   manifestation   should,    therefore,    be    looked    upon    not   as   per- 


628  KINDERGARTEN    MAGAZINE. 

fectly  developed,  not  as  fixed  and  stationary,  but  as  steadily  and  pro- 
gressively growing  in  a  state  of  ever-living  development,  ever-ascending 
from  one  stage  of  culture  to  another  toward  its  aim,  which  partakes  of 
the  infinite  and  eternal." 

Probably  most  of  us  will  agree  that  the  greatest  advantage  of 
the  kindergarten  training  in  the  normal  school  is  that  it  is  considered 
there  in  its  relation  to  the  whole  great  system  of  education.  Undoubt- 
edly there  is  an  illumination  of  kindergarten  theory  and  practice  when 
everything  being  done  may  be  seen  and  compared  with  training  work 
for  other  grades  and  with  the  grade  work  itself.  Thus  the  kinder- 
gartner  may  understand  her  specialty  better  and  be  able  to  reason 
intelligently  on  its  methods  of  procedure.  The  specific  kindergarten 
training  school  offers  very  little  opportunity  in  this  direction  and  there- 
fore suffers  by  its  isolation. 

Since  there  are  about  137  of  these  training  schools  to  54  public 
ones,  we  must  conclude  that  the  larger  number  of  the,  on  the  whole, 
efficient  body  of  kindergartners,  are  prepared  in  these  schools.  We 
know  that  they  do  excellent  work.  The  limited  number  of  the  teach- 
ing staff  is  a  disadvantage  as  it  is  seldom  that  the  training  teacher  has 
specialized  in  all  of  the  required  subjects  that  must  be  taught.  The 
normal  school  has  its  specialist  in  each  branch  and  the  students  of  the 
kindergarten  department  take  their  work  with  the  other  students  of 
the  normal  school.  This  seems  to  be  a  wise  measure.  The  kinder- 
garten teachers  need  the  same  outlook  on  educational  subjects  and 
problems  as  do  other  teachers.  The  kindergarten  training  teacher  can 
herself  make  such  applications  and  modifications  in  these  subjects  as 
she  deems  necessary  for  her  class.  Psychology  will  at  once  occur  to  all 
of  us  as  being  a  subject  w^hich  needs  special  treatment  for  kindergartners. 
Does  not  the  Education  of  Alan  and  the  Mother  Play  give  ample  oppor- 
tunity for  such  special  treatment?  It  is  quite  possible  that  many  people 
will  always  advocate  specialized  courses  in  some  branches.  This  may 
be  and  often  is  done  where  the  kindergarten  classes  are  large. 

What  we  need  along  all  lines  of  work  is  more  scientific  training 
for  kindergartners.  Our  normal  schools  would  seem  best  fitted  to  give 
this  as  they  can  offer  such  inducements  as  will  impel  well  equipped 
men  and  women  to  become  members  of  the  teaching  staff.  The  specific 
kindergarten  training  school  has  an  advantage  in  the  amount  of  practice 
work  it  offers  to  its  students.  There  are  usually  a  number  of  kinder- 
gartens in  connection  with  the  school,  while  often  the  normal  school 
has  only  the  one  kindergarten.  It  is  true  that  the  kindergarten  graduate 
should  have  had  enough  practice  work  in  her  course  to  make  her  work 
efficient.  We  must  consider  also  in  our  discussion  of  the  subject  that 
the  normal  school  graduate  has  had  experience  in  the  primary  grade 
and  from  observation  knows  something  of  the  teaching  in  the  other 
grades.  There  may  be  a  question  as  to  whether  this  would  be  of  as 
much  value  as  the  longer  period  in  the  kindergarten.     It  would  appear 


J 


TRAINING  OF  KINDERGARTNERS.  62i:t 

as  if  the  ability  to  work  satisfactorily  with  the  older  children  mijzht 
give  the  young  kindergartner  added  power  in  dealing  with  the  younger 
children.  Another  point  is  that  there  is  an  increasing  demand  from 
the  kindergarten  and  primary  grades  for  teachers  who  have  had  train- 
ing in  both. 

In  the  adjustment  of  the  curriculum  the  kindergarten  training 
teacher  is  confronted  with  various  problems.  What  relation  shall  the 
specialties  of  the  kindergarten  bear  to  the  other  courses?  Or  is  there 
an  advantage  in  substituting  certain  work  in  the  normal  school  for 
certain  purely  kindergarten  work?  Certainly  there  would  be  no  ques- 
tion where  such  a  course  in  stories  as  that  in  the  School  of  Education 
can  be  obtained.  The  courses  there  in  history  for  the  elementary  school 
and  psychology  of  number  are  of  the  greatest  value  to  the  kinder- 
gartner. It  seems  to  me,  too,  that  a  course  in  one  of  the  arts  might  be 
accepted  for  a  part  of  the  construction  work  of  the  kindergarten.  The 
principles  involved  are  the  same  and  there  would  be  the  added  value 
of  seeing  the  development  of  an  art.  In  examining  the  nature  stud\' 
work  of  students  there  is  usually  a  lack  of  any  foundation  for  such 
study.  A  laboratory  course  in  botany  or  zoology  or  both  would  give 
a  meaning  to  the  practical  working  material  which  can  not  otherwise 
be  in  it. 

The  completeness  of  equipment  in  a  normal  school  makes  it  possi- 
ble to  pursue  such  lines  of  study  as  have  been  designated  with  much 
less  difficulty  than  would  be  possible  in  an  ordinary  private  school. 
A  question  will  naturally  arise  as  to  whether  the  kindergarten  train- 
ing teacher  in  the  normal  school  will  be  allowed  to  carry  out  her  ideas 
in  regard  to  the  training  of  her  students.  Will  she  have  the  co- 
operation of  the  other  members  of  the  faculty  in  her  efforts  for  what 
she  considers  of  highest  worth  in  their  training?  In  most  cases  she  i> 
not  only  allowed  to  plan  and  carry  on  the  kindergarten  course  as  seems 
best  to  her,  but  she  receives  the  heartiest  sympathy  and  co-operation 
of  her  associates. 

Frequently  the  kindergarten  training  teacher  gives  a  course  in 
Froebel's  Principles  and  Practices  to  the  oth.er  students  of  the  school. 
This  is  then  a  unifying  element  and  verj'  much  to  be  commended.  It 
may  be  said  that  in  the  normal  school  there  are  numerous  demands 
upon  the  time  of  the  kindergarten  students  in  the  way  of  attendance 
on  meetings  of  various  kinds.  These  can  scarcely  be  omitted  when  they 
are  a  part  of  the  organization  of  the  school.  Otherwise  the  kinder- 
gartners  would  feel  themselves  separated  and  not  an  integral  factor 
of  the  whole. 

These  are  only  a  few  suggestions  formulated  from  observation  and 
experience  in  normal  schools.  A  free  discussion  of  any  point  is  most 
heartilv  invited. 


630  KINDERGARTEN    MAGAZINE. 

A  LAST  YEAR'S  PROGRAM. 

LUELLA  A.  PALMER. 

THE  warm  days  had  returned  and  soon  the  children's  place  for 
learning  was  to  be  out-of-doors.  The  conversations  were  natur- 
ally based  upon  the  weekly  family  excursion  to  the  seashore  or 
the  park  or  upon  the  plans  for  the  coming  vacation.  The  problem  that 
suggested  itself  was,  how  to  make  the  program  of  the  year  serve  most 
efficiently  as  a  basis  for  the  months  to  be  spent  out  of  school.  Two  pic- 
ture books  were  planned  for  and  each  page  was  to  suggest  certain  songs 
and  stories  that  the  children  might  repeat  at  home.  The  first  book  con- 
tained six  (Perry)  reproductions  of  famous  paintings,  each  of  which 
suggested  some  spiritual  truth  that  the  teacher  had  been  striving  to 
reveal  during  the  year.  In  the  circle  the  children  talked  about  the 
picture,  pasted  it  in  their  books  and  sang  the  songs  that  seemed  appro- 
priate. The  teacher  some  time  during  the  day  told  the  two  stories 
that  implied  the  thought  that  she  wished  to  impress.  The  second  book 
contained  the  children's  own  work.  The  song  or  story  was  given,  then 
a  picture  made  as  an  illustration.  Towards  the  end  of  the  month, 
there  was  discussion  of  the  possible  materials  and  possible  plays  found 
outside  of  the  school. 

JUNE. 

Teacher's  Thought — Broadening  of  children's  lives  by: 

1.  Observation  of  pictures  that  have  spiritual  meanings  suggested 
during  the  year. 

2.  Expression  of  own  thought  in  as  permanent  and  artistic  form  as 
possible. 

3.  Development  of  feeling  of  the  inner  principle,  the  meaning,  as 
the  reality  of  things. 

First  Week. 
Topic — Seashore. 

Picture — Out  for  a  sail.    On  the  Beach — Delobbe. 

Song — Boating  Song  (Songs  of  the  Child  World). 

Story — Dora  and  the  Lighthouse  (Boston  Collection). 

Game — Skipping  Dance.    Statue  of  Liberty  and  boats. 

Rhythm — Swimming  (Blue  Waltz). 
Monday. 

Circle — Tadpole  and  frog.     Their  home.     Plays  in  brook. 


A   LAST   YEAR'S    PROGRAM.  631 

Gift — Shells  and  stones. 

Occupation — Drawing  daisies. 

Occupation — Clay,  free. 

One  tadpole  had  at  last  turned  into  a  frog  and  had  become  ac- 
quainted with  our  four-year-old  frog,  which  was  a  permanent  member  of 
the  kindergarten, 

Tuesday. 

Circle — Play  at  the  seashore. 

Gift — Sand,  with  empty  walnut  shells  for  boats. 

Occupation — Constructing  pail  and  shovel  from  heavy  paper  and 
stick. 

Occupation — Singing. 
Wednesday. 

Circle — Boats  and  how  propelled. 

Gift — 1  and  2.    Fifth,  suggestion,  boat. 

3.    Two  of   third    (half  cubes  borrowed   from   older 
children  for  bow  of  boat). 

Occupation — Drawing  boat. 

Occupation — Construction,  button-mold  with  paper  for  sail  boat. 
Thursday. 

Circle — Statue  of  Liberty,  its  purpose  and  care. 

Gift. — 1.     Sixth,  suggestion,  Statue  of  Liberty. 

2.  Fifth,  suggestion. 

3.  Third  and  fourth,  suggestion. 
Occupation — Folding  boat  (to  use  with  gift). 
Occupation — Painting,  water  and  grass. 

Friday. 

Circle — Seashore,  its  hotels  and  pavilions. 

Gift — Choice  of  building  gifts  for  piers,  hotels,  etc. 

Occupation — Drawing,  children  playing  at  seashore. 

Occupation — Soap  bubbles. 

On  Tuesday  of  this  week  a  sand  picture  had  been  commenced 
which  was  finished  during  the  gift  period  of  Friday.  It  represented  the 
seashore  with  its  buildings,  the  ocean,  boats  and  Statue  of  Liberty. 

Second  Week. 
Topic — Country. 

Game — Trolley.     Finger  play.     Boys  walk. 

Rhythm — Swinging  (Music  for  Child  World,  Vol.  II). 


632  KINDERGARTEN    MAGAZINE. 

Monday. 

Circle — How  to  get  to  the  country.     Steam  cars  and  trolley. 

Gift — 1.     Sixth,  suggestion,  trip  to  country.     2.     Fifth,  suggestion. 
3.     Third,  and  fourth. 

Occupation — Drawing,  cars. 

Occupation — Construction,  trolley  car. 
Tuesday. 

Circle — Sights  and  plays  in  country. 

Gift — Clay,  shell  impressions. 

Occupation — Cutting  and  stringing  daisy  chains. 
Wednesday. 

Day  spent  in  park. 
Thursday. 

Circle — Picture,  Song  of  Lark,  Breton.    Story,  Minstrel's  Song  and 
Creation.     Songs  of  sun,  flowers  and  spring. 

Gift — Sticks  and  twigs. 

Occupation — Drawing.     Park. 
Friday. 

Circle — Picture,  Swallows,  Lanx.     Story,  God  is  good.     Songs  of 
birds  and  "God  is  good." 

Gift — Choice  of  building  gifts. 

Occupation — Drawing,  trees  and  birds. 

„  „     .  Third  Week. 

1  OPic — Review. 

Monday. 

Circle — Picture,  First  Steps,  Millet.     Story,  Go  Sleep  and  Wake 
Up.     Songs,  Lullaby. 

Gift — Sand. 

Occupation — Folding,   rocking  chair. 
Tuesday. 

Circle — Picture,  Sheep  Fold,  Jacques.     Story,  Good  Shepherd  and 
Lost  Lamb.     Songs,  Little  Lamb,  and  Hymns. 

Walk  to  Park. 
Wednesday. 

Circle — Picture,  Village  Blacksmith,  Herring.  Story,  Village  Black- 
smith, Longfellow,  and  Lion  and  Mouse. 

Gift — Choice  of  building  gifts. 

Occupation — Cutting  to  illustrate  blacksmith. 
Thursday. 

Circle — Picture,    Landscape  with    Mill,    Ruisdael.      Story,   Wind, 


A   LAST   YEAR'S    PROGRAM.  638 

by  Stevenson,  and  Fable  of  Sun  and  Wind.     Songs  of  wind 

and  water. 
G//V— Shells. 

Occupation — Soap  bubbles. 
Friday. 

Circle — Songs  of  moon  and  flowers.     Choice  of  story. 
Occupation — Cutting  violets  and  leaves,  mounting  on  light  green 

paper. 
Occupation — Pasting  moon  (circle)  and  stars  on  blue  paper. 
The  colored  picture  books  were  begun  with  such  enthusiasm  that 
all  the  table  periods  were  spent  working  upon  them. 

Fourth  Week. 
Topic — Review. 

Monday. 

Circle — Songs   of   caterpillar   and    flowers.      Choice   of    story. 

Occupation — Coloring   and   cutting   outlined    butterfly   and   cater- 
pillar, mounting  latter  on  green  paper. 

Occupation — Cutting  daisies,  arrangement  in  design  on  green  paper. 
Tuesday. 

Circle — Songs  of  Birds.     Story,  Little  Bird  Who  Tried. 

Gift — Seeds. 

Occupation — Cutting  and  coloring  outlined  bird. 

Occupation — Folding  and  cutting  pigeon  house. 
Wednesday. 

Circle — Songs  of  animals.     Choice  of  animal  stories. 

Gift — Rings,  half  rings  and  sticks. 

Occupation — Cutting   and   coloring  outlined    rabbit. 

Occupation — Cutting  clover  blossoms,  leaves  and  grass. 

Thursday. 

Circle — Songs    of    fishes,    sun    and    lightbird.      Story    of    Sunbeam 

Fairies. 
Occupation — Drawing   (what  will  draw  if  have  pencil  at  home). 
Occupation — Cutting  outlined  fishes,  pasting  on  blue  mount. 
Occupation — Pasting  strips  of  six  primary  colors,  on  gray  mount. 

Friday. 

Circle — What  will  try  to  see  on  trips  to  Coney  Island. 
G///— Choice  of  all  gifts. 

Occupation — Folding  boat,  mounting  on  blue  paper. 
Occupation — Pasting  and  framing  picture  of  lighthouse  (found  in 
old  geographies). 


634  KINDERGARTEN  MAGAZINE. 

PROGRAM  FOR  JUNE. 

CAROLINE    W.     BARBOUR,    SUPERIOR^    WIS. 

General  Subject:    Preparation  for  summer  and  summer  good  times. 
Motive — To  emphasize  by  a  spirit  of  jollity  and  happiness  the  last 
month  of  our  social  life  together,  anticipating  and  living  out  some  of 
the  good  times  summer  brings  to  us. 

/.  Phase :  Preparation  for  summer.  Certain  adaptations  to  its  con- 
ditions, such  as  getting  our  thin  clothes  ready,  buying  or  mak- 
ing parasols,  sunbonnets,  picnic  hats;  making  the  house  com- 
fortable by  means  of  screens,  awnings  and  porches.  Need  for 
the  iceman  and  the  street  sprinkler;  purpose  of  shade  trees  on 
lawns  and  streets. 
//.  Phase:  Summer  good  times  in  swings  and  hammocks;  in  trips 
to  the  park,  picnics,  and  rides  on  the  "merry-go-round";  in 
traveling  by  boat  or  train  to  the  country,  to  "grandma's" ;  or 
camping  out  as  many  do  in  this  lake  country. 
///.  Nature  Phases:  Bird  family  life;  fishes  and  frogs;  continued 
care  in  our  gardens.  All  the  "wonderful  world"  happenings 
will  be  touched  upon,  as  suggested  in 

"A    little    boy    went    walking, 
One  lovely  summer's  day. 

Games:  General  games  of  the  year.  Boating  and  playing  picnic. 
Dramatize  "Going  to  the  Depot,"  carrying  valises,  waving  good- 
byes, etc.  "Here  we  go  round  the  merry-go-round"  (Mulberry 
Bush). 

Rhythmic  Music  and  movements  for  swinging;  for  rowing  boats;  con- 
trast with  swift-moving,  noisy  trains.  "Character  Dance"  in  "Chil- 
dren's Singing  Games,"  Hofer. 

Songs:  "The  Buttercups";  "The  Swing,"  in  Gaynor,  No.  2;  "The 
Fairy's  Boat,"  in  "Songs  and  Scissors";  Boating  Song,  Gaynor  No. 
1 ;  "A  Little  Boy's  Walk,"  in  "Finger  Plays,"  Poulsson. 

Stories:  "The  Frog's  Picnic,"  adapted  from  St.  Nicholas.  Choice  of 
year's  favorites. 

Rhymes:     Lollipops'  Picnic  Rhyme.     O.  M.  Long. 

"Hickory,   dickory,   dock ! 

A  frog  sat  on  a  rock,  etc. — Exchange. 

For  a  warm  day's  resting  time : 

"Rockabye,  lullabye,  bees  in  the  clover, 
Crooning  so  drowsily,  crying  so  low, 

Rockabye,  lullabye,  dear  little  rover, 
Down  in  the  wonderland,  go,  oh,  go ! 
Down  in  the  wonderland,  go,  oh,  go !" 

— 7.  G.  Holland. 


PROGRAM  FOR  JUNE.  635 

From  "New  Kindergarten  Songs." 

Suggestions  for  T able-Work:  Constructions:  Sewing  summer 
dresses  for  dolls  in  the  doll-house  and  for  clothes  pin  dollies.  Making 
"really"  parasols  by  ( 1 )  folding  big  circles  of  tissue  paper  into  eighths  and 
clipping,  fringing  or  otherwise  edging  the  circles ;  (2)  use  a  stick  like  a  flag 
stick  for  handle,  and  fasten  the  long  hardwood  slats  at  one  end  with 
brass-headed  tacks.;  (3)  spread  out  into  ribs  of  parasols  and  paste  the 
circle  of  tissue  upon  this  circular  frame.  Further  decorations  can  be 
added  where  children  are  mature  enough  to  go  into  the  detail  of  parasol 
adornment.  Real  picnic  hats  and  sunbonnets,  as  well  as  a  doll's  size,  can 
be  made  of  tea-matting.  Various  picnic  baskets  can  be  made  of  tea-mat- 
ting, boxes,  cardboard,  which  can  be  used  for  informal  picnics  in  the 
play  room,  or  out  in  a  corner  of  the  school  yard.  Make  a  doll's  swing 
with  the  rim  of  a  box  set  in  its  cover  for  the  frame-work;  a  swing  of 
cord  with  cardboard  seat  and  a  paper  doll  finishes  it.  A  regular  park 
seat-swing  can  be  made  on  this  principle,  and  filled  with  little  dolls. 
Older  school  children  wove  a  hammock  for  the  doll-house  playroom. 
The  child's  own  way  of  making  sail-boats  of  bits  of  wood  and  paper 
makes  a  practical  little  toy  for  the  sink  or  tub  "pond."  Small  trunks 
and  valises  of  cardboard,  strawboard  and  leatherette  paper  complete  the 
journeying  plays.  Of  course,  ice  wagons,  refrigerators  and  sprinkling 
carts  (of  ribbon-bolt  arrangement)  delight  the  children's  hearts. 

Picture-Work :  Action  drawing  on  blackboards,  and  with  table 
crayons,  of  children  swinging,  of  going  to  picnics,  of  people  riding  in 
street  cars,  trains  and  boats.  Painting  nature  stories,  lakes  and  boats, 
children  playing  under  the  trees.  Poster  of  the  lake  with  boats  on  it. 
sun  or  moon  shining  in  the  sky.     Folding  and  cutting  boats. 

Block-Building:  Fifth,  gifts  for  trains  and  steamboats;  fourth, 
sixth,  gifts  and  large  blocks  for  depots,  trains,  etc.  Second,  gifts  for  ice- 
wagons  and  sprinkling  carts. 

Sand  Table:  Have  pans  of  water  sunk  in  it  for  ponds,  and  use 
it  as  a  sort  of  indoor  "picnic  grounds." 

Clay  foi  action  work  with  birds,  nests,  eggs,  frogs  and  for  free 
expression  of  different  things  the  children  especially  liked  to  make 
through  the  year  past. 


636  KINDERGARTEN  MAGAZINE. 


"WHERE    TO    SPEND    A    WEEK    OF    MY    AUGUST    HOLIDAYS." 

Educationalists  are  invited  by  Fraulein  Heerwart  to  visit  the  Frobel  Mu- 
seum.    She  vi^ill  be  "at  home"  from  August  1st  to  the  15th,  1906. 

This  is  an  opportunity  that  should  not  be  missed  by  those  desirous  for 
information  about  this  great  pedagague,  as  the  museum  contains  an  interest- 
ing collection  of  original  manuscripts  of  his  works,  photographs  and  many 
other  interesting  mementos,  and  Fraulein  Heerwart  will  act  as  guide  and  give 
additional  explanations.  A  class  for  teachers  on  the  educational  principles 
of  his  system  will  also  be  found.  Visitors  are  requested  to  write  beforehand 
in  English  for  further  particulars  to  Fraulein  Heerwart,  35A  Theater  Strasse, 
Eisenach,  Germany. 

Change  of  work  is  often  more  really  useful  to  the  teacher  than  mere 
aimless  travel  or  stagnation  in  some  lovely  spot.  In  my  early  educational 
years  I  invariably  spent  a  part  or  the  whole  of  one  of  my  annual  holidays  in 
direct  or  indirect  self  improvement,  and  as  I  recall  to  memory  the  various 
types  of  ways  in  which  I  spent  my  time,  I  see  that  each  had  a  distinct  and 
peculiar  influence  on  my  character,  and  consequently  on  my  educational  work. 
I  did  not  know  beforehand  what  the  exact  influence  would  be.  I  only  knew 
that  I  sought  guidance,  and  spending  my  own  money  had  a  practical  effect 
on  a  practical  mind. 

I  saw  that  in  my  own  interests  I  must  go  in  the  attitude  of  a  learner 
seeking  knowledge,  not  a  critic  searching  for  "copy"  for  an  article  on  my 
return  home. 

This  attitude  of  mind  is  a  very  essential  one.  It  serves  two  purposes,  it 
acts  as  a  stimulant  to  those  under  whom  for  a  time  we  place  ourselves, 
it  makes  them  anxious  to  give  us  of  their  best,  to  tell  us  all  they  know,  to 
help  us  in  every  possible  way,  and  also  it  is  a  frame  of  mind  far  more  con- 
ducive of  rest  than  the  critical  one,  to  the  teacher  who  for  the  time  being 
becomes  the  student. 

But  all  this  has  to  do  with  ethics  of  student  life.  What  I  want  to  tell 
you  about  is  the  charm  of  Eisenach  and  all  that  Frobel  country  ,and  I  beg 
you  write  to  Fraulein  Heerwart  for  all  particulars  of  her  "at  home"  from 
August  1st  to  the  15th  of  this  year,  1906. 

Now  some  of  my  younger  readers  in  all  lands  will  exclaim,  "Who  is 
Fraulein  Heerwart?"  so  I  had  better  give  a  biography  of  her  in  a  nutshell. 

Fraulein  Heerwart  is  the  president  of  the  Kindergarten  Society  in  Ger- 
many and  an  old  pupil  of  Frobel's  wife.  The  curator  and  collector  of  every- 
thing Frobelian,  she  has  made  him  and  his  work  a  life-long  study  and 
given  up  a  room  in  her  house  (to  save  expense)  for  the  museum,  which 
is  the  most  complete  "one  man"  collection  ever  on  view. 

Here  is  to  be  found  evidence  of  almost  every  thought,  word  and  deed 
of  Frederick  Frobel. 

Here  she  personally  explains  to  visitors  (gratis)  the  origin  and  history 
of  the  gifts,  occupations,  songs  and  games.  Here  are  to  be  found  not  a 
few  but  dozens  of  souvenirs,  not  only  of  Frobel  himself,  but  of  the  little 
fraternity  of  educational  enthusiasts  who  worked  with  him.  Fraulein  Heer- 
wart carries  her  four  score  years  well,  and  welcomed  the  suggestion  I  made, 
in  spite  of  the  fatigue  that  it  would  involve,  that  she  should  do  something 
this  summer  for  educationalists  all  over  the  world.  I  am  sending,  therefore, 
this  letter  to  educational  papers  in  various  countries  to  call  attention  to  her 
invitation  to  her  "at  home"  next  August. 

But  it  is  not  only  "The  Museum"  that  has  intrinsic  value  and  interest, 
it  is  Miss  Heerwart's  personality  which  adds  wonderfully  to  its  charm,  and 
I  have  reason  to  believe  that  if  names  are  entered  sufficiently  early  to  enable 
her  to  make   suitable  arrangements   for  those  who   wish   to   accept   her  kind 


CHANGES   IN    TRAINING   SCHOOL   FACULTIES.  637 

invitation  she  will  arrange  a  most  delightful  program,  for  she  is  a  born  organ- 
izer of  fetes  and  Eisenach  and  the  Frobel  country  from  the  Wartburg  to 
the  Schwartzburg,  eighty  miles  away  is  an  ideal  country  for  festivities. 
Drives  and  excursions  in  parties  can  be  taken  for  quite  a  modest  sum  and 
when  the  week  or  ten  days  are  over  the  students  with  still  a  few  weeks  to 
spare  can  spend  them  in  forest  and  upland  village  restfully  and  economically. 
Miss  Heerwart  took  me  a  drive  and  we  visited  points  and  places  of  interest 
quite  unknown  to  the  ordinary  traveler.  We  went  to  a  private  house  where 
Frobel  was  married  to  his  second  wife;  sat  on  the  very  seat  where  he  read 
the  letter  from  the  government  forbidding  him  to  open  any  more  kinder- 
gartens on  the  ground  of  their  revolutionary  tendencies.  We  visited  Frobel's 
grave,  and  all  the  history  of  that  time  was  related  to  us  on  the  spot — but  you 
must  go  and  see  it  all  for  yourselves  and  if  you  do  not  learn  a  great  deal 
I  shall  feel  that  the  little  rhyme  about  Frobel's  weather  cock  song  applies 
to  you,  and  that  in  your  childhood  something  important  in  your  education  was 
forgotten — "Do  nothing  aimlessly  or  you'll  create  a  child  whose  mind  you  can 
not  educate." 

Let  me  add  that  in  our  little  company  on  this  memorable  drive  we  had 
Mrs.  Page  of  Chicago,  and  I  am  sure  that  if  you  will  write  to  her  she  will 
endorse  my  views  that  all  who  can  should  avail  themselves  of  Fraulein  Heer- 
wart's  invitation  for  next  August. 

For  many  years  she  has  been  collecting  from  all  parts  of  the  world 
money  to  build  or  buy  a  small  house  in  which  to  place  the  museum,  so  that 
it  may  be  suitably  handed  down  to  posterity.  I  do  not  know  whether  she 
will  make  any  charge  if  she  gets  up  this  little  fete  to  which  I  refer.  She  may 
do  so  or  she  may  leave  it  to  individual  enthusiasts  to  send  her  or  give  her 
from  their  generosity,  but  whatever  she  does,  I  am  certain  that  any  money 
will  be  for  the  good  of  the  cause,  and  not  for  personal  affairs.  I  mention 
the  fact  that  she  is  collecting  because  I  believe  that  many  would  contribute 
even  if  they  can  not  personally  be  present  in  August. 

I  will  make  myself  personally  responsible  for  every  English  subscription 
and  give  a  receipt  for  sums  from  2s  6  to  £lO.  I  hope  that  many  teachers  from 
all  countries  will  avail  themselves  of  this  unique  opportunity  of  linking  them- 
selves on  to  a  life  that  actually  knew  Frobel  and  is  the  best  living  authority 
on  all  that  concern  his  life  and  teachings.     I  remain  yours  faithfully, 

Emily  M.   J.   Ward. 

Formerly  Emily  Lord,  Translator  of  Mother's  Songs,  Games  and  Stories; 
President  of  the  Frobel  Society,  1892-3;  Foundress  and  First  Principal  of 
the  Norland  Place  School;  Foundress  of  the  Norland  Institute;  Foun- 
dress of  the  Norland  Nurseries,  etc.,  etc. 


CHANGES  IN   TRAINING   SCHOOL   FACULTIES. 

Radical  changes  have  taken  place  recently  in  the  teaching  force  and 
management  of  several  training  schools  of  which  we  will  make  brief  mention: 

The  name  of  Patty  Smith  Hill  has  been  associated  with  the  Louisville 
Free  Kindergarten  Association  since  its  organization  and  now  after  nineteen 
years  of  service  she  is  to  sever  her  connection  with  this  work  to  go  to 
Teachers'  College,  Columbia  University.  jMiss  Hill  graduated  from  the 
Louisville  Collegiate  Institute  in  June,  1887,  and  in  the  following  autumn 
joined  the  first  training  class  of  the  Louisville  Free  Kindergaten  Association, 
which  was  in  charge  of  Miss  Anna  E.  Bryan  (deceased).  Immediately  after 
her  graduation  she  was  elected  director  of  the  German  Free  Kindergarten. 
The  next  year  she  was  put  in  charge  of  the  model  kindergarten  in  order  that 
Miss  Bryan  might  devote  all  her  time  to  supervising  and  the  training  of 
teachers. 


638  KINDERGARTEN  MAGAZINE. 

Upon  Miss  Bryan's  resignation  in  1893  Miss  Hill  was  elected  to  the 
position  of  supervisor  and  training  teacher  and  has  served  the  Louisville  work 
in  this  capacity  ever  since. 

In  January,  1905,  she  gave  a  series  of  public  lectures  at  Teachers'  College 
and  the  following  October  conducted  a  three  months'  course  for  graduate 
kindergartners  at  the  same  place. 

In  September,  1906,  Miss  Hill  will  become  one  of  the  regular  instructors 
at  Teachers'  College,  taking  charge  of  a  supervisor's  class  limited  to  those 
with  full  kindergarten  experience  who  are  preparing  to  become  training 
teachers  and  supervisors. 

In  connection  with  this  class  she  will  have  an  experienced  kindergarten 
in  charge  of  Miss  Luella  Palmer,  of  New  York,  and  Miss  Nellie  Rubel,  of 
Louisville. 

Upon  Miss  Hill's  resignation  the  Louisville  Free  Kindergarten  Associa- 
tion elected  the  following  strong  faculty: 

Miss  Mary  D.  Hill,  supervisor. 

Mrs.  Robert  D.  Allen,  senior  critic  and  training  teacher. 

Miss  Jane  Akin,  Primary  Sunday  School  Methods. 

Miss  Allene  Seaton,  Manual  Work. 

Miss  Alexina  G.  Booth,  History  and  Philosophy  of  Education. 

Miss  Frances  Ingram,  Nature  Work. 

Miss  Anna  Moore,  Primary  Methods. 

Miss  Margaret  Byers,  Art  Work. 

This  corps  of  workers  is  composed  of  specialists  in  their  particular 
branches  and  the  same  high  standard  of  work  will  be  maintained  as  in  years 
past.    The  new  classes  will  be  formed  the  second  Monday  in  September,  1906. 

At  the  nineteenth  annual  meeting  in  May,  Miss  Hill  reported  the  follow- 
ing interesting  statistics  showing  the  growth  and  scope  of  the  Louisville  work : 

Number  of  graduates  of  Louisville  school,  300. 

Number  of  States  represented  by  the  teachers,  20. 

Teachers  are  placed  in  the  following  States :  Kentucky,  Ohio,  Alabama, 
Georgia,  New  York,  Indiana,  Tennessee,  Texas,  Wisconsin,  Virginia,  Louisi- 
ana, Illinois,  Pennsylvania,  North  Carolina,  Michigan,  Florida,  Arkansas, 
South  Carolina,  New  Jersey,  Minnesota,  Massachusetts,  Connecticut,  District 
of  Columbia,  Colorado,  West  Virginia,  Iowa,  Oklahoma,  California,  Missis- 
sippi. Porto  Rico,  Japan,  China,  Mexico  and  Brazil. 

Number  of  graduates  from  the  colored  normal,  14. 

These  teachers  are  placed  in  Kentucky,  South  Dakota  and  Indiana. 

The  editor  would  add  that  many  kindergartners  who  have  not  had  the 
pleasure  of  meeting  Miss  Hill  personally  or  of  hearing  her  clear-cut,  breezy, 
stimulating  lectures,  are  well  acquainted  with  her  through  her  took  of 
kindergarten  songs,  which  combine  simplicity  of  thought  and  language,  with 
simple  but  most  choice  music. 

Another  similar  change  is  that  occasioned  by  the  resignation  of  Miss 
Amalie  Hofer,  so  long  associated  with  the  Chicago  Kindergarten  Institute. 
Miss  Hofer  leaves  the  Institute  to  become  principal  of  the  Pestalozzi-Froebel 
School,  to  co-operate  with  her  sister,  ]\Irs.  Hegner.  who  has  been  so  long 
its  superintendent  and  principal. 

Miss  Hofer,  so  long  editor  (until  January,  1903)  of  the  Kindergarten 
Magazine,  was  a  graduate  from  the  high  school  of  McGregor,  Iowa,  the 
family  home  for  many  years. 

She  had  an  unusual  experience  for  a  woman,  being  actively  employed 
on  her  father's  weekly  newspaper,  a  sheet,  active  in  politics,  and  she  eventu- 
ally became  foreman  of  the  printshop,  mastering  the  practicalities  of  the  shop 
in  every  detail  and  later  becoming  editorial  assistant. 


CHANGES  IN   TRAINING   SCHOOL  FACULTIES.  fi39 

Miss  Hofer  became  interested  in  kindergartens  through  the  art  and 
literature  lectures  of  Dr.  Harris,  Professor  Thomas  Davidson  and  the  personal 
influence  of  Mrs.  Lucretia  William  Treat.  She  was  a  special  reporter  in 
Chicago  during  one  year  of  her  study. 

She  felt  always  much  indebted  to  her  father,  who  was  one  of  the  liberty 
seekers  of  '48  and  one  always  in  the  front  rank  of  ethical  and  literary  enter- 
prises. Through  the  influence  of  the  home  library,  rich  in  German  classics, 
a  deep  and  lasting  interest  in  German  literature  and  philosophy  was  estab- 
lished. It  was  therefore  natural  that  after  taking  up  the  kindergarten  work 
one  of  the  first  services  rendered  the  cause  by  her  should  be  translating 
chapters  from  Froebel's  Education  of  Man  and  the  Mother  Play  Book,  trans- 
lations still  used  in  some  of  the  training  schools  of  the  country. 

Since  1888  the  Kindergarten  Magazine  has  published  and  brought 
to  the  high-minded  men  and  women  of  various  localities  throughout  this 
country  and  Europe  over  2,000  articles  on  the  subject  of  kindergartning 
and  elementary  education  written  by  educators  from  university  presidents 
up  to  young  kindergartners.  On  the  kindergarten  alone  there  have  ap- 
peared fifty  articles  which  record  the  aspirations,  conviction  and  services 
of  those  who  have  made  the  movement  during  the  past  forty  years.  The 
magazine  received  the  grand  pri.v  for  journalism  at  the  Paris  Exposition,  1900. 

Miss  Hofer  says : 

'T  once  attempted  to  make  an  educational  map  such  as  the  missionaries 
have,  showing  all  other  sections  of  the  world  as  black,  with  stars  of  light  to 
indicate  where  the  kindergarten  sympathizers  dwelt,  and  it  was  quite  astro- 
nomical in  its  effect.  There  was  a  sweep  of  milky  way  reaching  from  New 
England  southward  to  St.  Louis  and  westward  to  Chicago,  on  to  the  Pacific 
Coast  and  now  they  tell  us  that  the  milky  way  is  made  up  of  small  stars  such 
as  have  not  been  classified  by  the  telescope  and  this  must  be  so  because 
it  is  just  so  in  our  kindergarten  movement." 

Miss  Hofer  is  most  inspirational  in  her  class  work  with  students  and 
mother's  clubs,  etc.,  and  it  is  a  great  privilege  to  have  studied  with  her. 
She  will  carry  the  same  stimulating  quality  into  the  new  fields  at  Chicago 
Commons. 

Meanwhile  the  Chicago  Kindergarten  Institute  will  still  be  found  in  its 
headquarters  at  Gertrude.  House,  where  Miss  Cronise,  the  well-beloved  house- 
mother is  back  once  more  after  her  months  abroad.  Miss  Cronise  brings  a 
quality,  a  capacity  which  can  not  be  bought  in  the  open  market,  for  wisely 
mothering  many  girls  of  different  temperaments  and  needs.  Such  mother 
spirits  are  born  not  made.  Miss  Cronise  has  added  an  extra  study  this  year 
at  the  Institute,  taking  up  the  subject  of  ethics  and  treating  it  in  a  way 
most  practical  in  this  era  of  sociological  problems. 

Mrs.  Page  will  have  Charge  of  the  departments  of  methods,  psjxhology  of 
games  and  plays,  etc.  Mrs.  Harriet  Seymour  Brown  will  conduct  the  most 
interesting  classes  in  music.  Professor  Angell  will  have  the  classes  psychol- 
ogy and  child-study,  and  Prof.  Earl  Barnes  will  teach  history  of  educa- 
tion and  educational  psychology.  Philosophy  will  be  in  charge  of  Prof. 
George  H.  Me^d,  of  University  of  Chicago.  Miss  Flora  Cooke  has  primary 
methods,  and  Miss  Frances  A.  Judson  will  have  classes  in  nature  work,  wood- 
work and  research  work.     Home-making  is  also  in  the  list  of  study. 


640  KINDERGARTEN  ^lAGAZINE. 


FROM  THE  EDITOR'S  DESK. 

Chicago  is  to  have  a  new  charter  and  the  intelligent  and  public-spirited 
women  of  the  city  and  State  feel  that  now  is  their  opportunity  to  secure 
through  tlie  charter  convention  the  privilege,  right  and  responsibility  of  voting 
for  municipal  officers  and  measures  on  the  same  terms  as  men.  We  are  glad 
to  give  a  little  space  to  this  subject  in  response  to  a  request  to  that  effect. 
Times  and  conditions  have  greatly  changed  since  the  day  in  the  late  fifties 
when  Susan  B.  Anthony  was  refused  a  voice  at  a  meeting  of  educators 
because  she  was  a  woman  forsooth,  and  to  speak  in  public  was  unwomanly 
and  unprecedented. 

Women  in  American  can  now  speak  in  public  upon  most  occasions  with- 
out let  or  hindrance.  Is  it  any  less  womanly  to  speak  with  the  ballot  than 
with  the  voice  and  gesture  upon  the  platform? 

As  teacher,  as  philanthropist,  as  settlement  worker,  as  business  woman, 
woman  has  been  brought  face  to  face  with  the  terrible  problem  of  trade  and 
of  education,  of  poverty,  of  ignorance,  of  crime,  in  the  big  cities.  The  woman 
of  intelligence  and  experience  wants  to  be  able  to  express  herself  directly 
upon  the  question  of  good  schools,  of  efficient  police  service,  of  saloon 
licenses,  of  parks  and  playgrounds  and  vacation  schools,  without  the  long  and 
devious  ways  of  petitions  and  of  lobbyings.  She  wants  the  direct  ballot 
to  give  her  opportunity  to  say  at  the  polls  what  she  wants  in  the  way  of 
civic  improvements  of  all  kinds. 

The  thoughtful  men  who  are  struggling  with  the  same  questions  ask  for 
her  help  and  influence  at  the  ballot  box. 

The  women  who  have  been  working  actively  along  these  lines  have 
recently  published  a  tiny  pamphlet  which  is  illuminating.  They  wrote  to  the 
sixty-nine  mayors  of  Illinois  cities  for  an  expression  of  opinion  upon  this 
subject.  The  replies  were  printed.  Sixty-two  of  these  mayors,  who  are 
presumably  men  of  affairs,  desire  the  ballot  and  give  concise  but  most  reason- 
able arguments  therefor.  Two  are  indifferent  and  five  opposed.  Brief  replies 
are  given  to  the  objections  of  the  latter.  One  mayor  writes:  "I  am  not 
interested  in  ladies  voting.  I  think  most  of  them  find  plenty  to  do  at  their 
homes  without  mixing  in  politics.  On  some  questions,  of  course,  it  would  be 
all  right."  To  this  we  read  the  reply :  "Many  of  the  typhoid  cases  which 
give  women  'plenty  to  do  at  home'  would  be  avoided  if  women  had  been  mix- 
ing in  politics  enough  to  purify  the  water  supply.  Women's  arduous  home 
cares  would  be  lightened  by  a  judicious  mixing  in  politics." 

We  hope  all  who  read  this  will  after  thoughtful  consideration  feel  drawn 
to  sign  the  petition  which  if  granted  will  enable  them  to  accomplish  with 
much  less  effort  those  innumerable  calls  upon  time,  sympathy  and  strength 
and  purse  which  meet  them  on  every  hand.  It  is  because  we  think  the  vote 
will  eventually  lighten  and  simplify  woman's  work  in  home,  church  and  State 
and  business  that  we  urge  each  woman,  especially  teachers,  to  study  this 
matter  and  then  act  upon  it. 

Women  vote  with  excellent  results  in  the  cities  of  England,  Sweden, 
Norway  and  Finland  and  in  those  of  Wyoming,  Colorado,  Utah,  Idaho  and 
Kansas. 

This  is  our  last  opportunity  to  speak  thus,  as  with  September  the  Kin- 
dergarten Magazine  passes  into  other  hands  and  our  then  chief  may  not 
think  as  we  do.  Send  to  Miss  Ellen  E.  Foster,  3  101  Davis  street,  Evanston, 
III,  for  copies  of  pamphlet ;  three  for  10  cents. 


FROM  THE  EDITOR'S  DESK.  641 

We  are  in  receipt  of  several  circulars  from  the  Simplified  Spelling  Board, 
whose  headquarters  are  in  New  York  City.  With  funds  supplied  by  Andrew 
Carnegie  this  board,  composed  of  twenty-eight  members,  is  pushing  rapidly 
its  propaganda  of  information  and  reformation.  The  men  making  up  this 
board  represent  college  presidents,  lawyers,  business  men,  literary  men, 
editors,  publishers  and  last,  but  not  least,  and  certainly  those  whose  opinions 
should  have  great  weight,  the  philologists  and  etymologists.  Among  the 
circulars  are  lectures  on  the  subject  by  Calvin  Thomas,  professor  of  Ger- 
manic languages  and  literatures,  and  Brander  Matthews,  professor  of  dramatic 
literature,  Columbia  University,  each  of  which  is  delightful  and  instructive 
reading.  The  present  and  reasonable  efforts  of  the  board  are  directed 
toward  the  gradual  familiarization  of  the  people  with  the  newer  and  simpler 
forms  of  written  words  by  securing  from  as  many  as  possible  the  pledge 
to  use  in  writing  as  many  as  expedient  of  some  three  hundred  words.  Since 
our  spelling  is  so  largely  a  matter  of  usage  rather  than  logic,  this  seems 
an  eminently  sensible  way  of  reaching  the  general  public. 

A  few  years  ago  The  Kindergarten  Magazine  used  the  thirteen 
abridged  forms  recommended  by  the  N.  E.  A.,  but  upon  a  change  of  printers, 
dropped  temporarily  back  into  the  prevalent  style.  We  are  pleased  once  more, 
however,  to  throw  our  influence  in  with  the  advanced  guard  of  those  who 
stand  for  progress  and  common  sense  in  this  matter,  as  in  others  that  make 
for  the  advance  of  humanity.  It  seems  strange  that  with  the  speed  upon 
which  we  pride  ourselves  in  our  manufacturing  establishments,  in  our 
traveling,  etc.,  we  should  be  so  slow  to  adopt  a  system  of  recording  thought 
which  will  shorten  without  loss  the  school  hours  of  our  children  and  make  it 
so  much  easier  for  our  language  to  become  the  universal  language.  It  is  our 
illogical  spelling  that  makes  it  so  hard  for  the  foreigner,  whom  we  are 
trying  to  assimilate,  to  understand  the  people  of  his  adopted  countrv-  It 
is"  our  illogical  spelling  that  adds  to  the  difiiculties  of  our  teachers  and 
business  men  in  the  Philippines,  in  South  America,  in  other  countries. 

Send  to  the  Simplified  Spelling  Board,  1  Madison  avenue.  New  York 
City,  for  circulars  and  then  pledge  yourself  to  use  in  your  correspondence 
the  words  named  on  their  list. 

In  accordance  with  motion  carried  at  ]vlihvaukee  convention,  we  print 
this  month  the  important  papers  read  at  the  training  teachers'  conference — 
all  that  we  could  secure. 


Miss  Amalie  Hofer  had  been  many  years  editor  of  the  Kinder- 
garten Magazine  when,  (in  1903)  we,  Minerva  Jourdan  and  Bertha 
Johnston,  took  it  over.  Another  change  in  ownership  and  editing  is 
about  to  take  place  and  the  outgoing  owners  wish  here  to  express  their 
thanks  to  those  who  by  subscriptions,  by  advertisements,  by  voluntary 
contributions  have  made  it  possible  to  maintain  the  magazine.  With- 
out their  co-operation  and  encouragement  the  work  could  not  have  been 
carried  on.  To  all  we  extend  our  sincere  thanks  and  rejoice  that  under 
new  and  efficient  consecrated  management  the  journal  will  do  far 
better  work  than  ever  before,  maintaining  all  its  old  ideals  while  incor- 
porating features  which  will  add  very  greatly  to  its  value  both  general 
and  specific. 


642  KINDERGARTEN  MAGAZINE. 

IMPORTANT  TO  ALL  READERS   OF  THE  KINDER- 
GARTEN MAGAZINE. 

BEGINNING  with  the  September  number  the  Kindergarten 
Magazine  will  be  published  in  New  York  City  under  the 
managing  editorship  of  Dr.  E.  Lyell  Earle.  The  same  spirit 
that  has  maintained  the  magazine  for  twenty  years  as  a  leader  in  Kinder- 
garten thought  and  practice  will  control  the  publication.  It  will,  how- 
ever, be  brought  into  closer  relation  with  general  educational  prin- 
ciples and  practice,  and  a  department  under  the  special  charge  of  Dr. 
Earle  will  be  devoted  to  giving  a  digest  of  the  latest  educational  thought 
of  the  day.  This  department  will  be  known  as  the  Pedagogical  Digest, 
and  Dr.  Earle  will  be  assisted  by  a  large  corps  of  efficient  teachers  repre- 
senting the  leading  universities  of  the  country,  on  the  very  latest  work 
done  throughout  the  world  in  Psychology,  Educational  Philosophy,  Gen- 
eral and  Special  Methods,  and  all  vital  problems  of  education.  The  aim 
of  this  department  will  be  to  study  life  in  its  manifold  aspects  and  to 
show  the  unity  of  the  great  educational  process  from  the  kindergarten 
through  college.  Its  scope  will  be  largely  similar  to  that  of  the  Literary 
Digest,  and  will  aim  at  putting  its  readers  in  possession  of  the  latest 
word  that  is  being  said  and  the  latest  thing  that  is  being  done  in  all 
languages  and  in  all  countries  the  world  over.  Dr.  Earle's  large  ex- 
perience as  managing  editor  of  the  Press  Syndicate,  together  with  his  ped- 
agogical training  and  experience  at  Columbia  University,  and  as  Pro- 
fessor of  Education  and  State  and  City  Institute  Lecturer  especially  fit 
him  for  this  department. 

The  specific  Kindergarten  Department  of  the  magazine  will  be 
under  the  editorship  of  Miss  Bertha  Johnston,  who  has  worked  so  faith- 
fully and  efficiently  in  sustaining  the  high  standards  set  by  Miss  Hofer 
and  her  predecessors. 

The  magazine  makes  this  special  announcement  in  order  that  its 
friends  may  know  that  its  future  is  secured  as  a  part  of  the  great  unify- 
ing process  of  education.  A  special  offer  is  furthermore  made  to  present 
subscribers  in  the  matter  of  renewing  their  subscriptions.  Beginning 
with  the  September  number  the  price  of  the  magazine  will  be  $1.00 
instead  of  $2.00,  and  to  all  those  who  subscribe  for  two  years  the  magazine 
will  be  sent  for  three  years  from  date  of  subscription,  thus  giving  for 
$2.00  what  formerly  cost  $6.00.  This  change  in  price  does  not  mean 
a  lessening  in  quality,  as  articles  have  been  promised  by  the  leading 
writers  on  Educational  Theory  and  Practice,  not  only  in  the  Kinder- 
garten, but  also  in  the  Primary  and  Grammar  grades.  We  trust  that 
old  friends  will  send  in  their  new  subscriptions  and  do  their  best  to 
encourage  new  friends  to  send  in  theirs. 

Note — The  above  offer  holds  good  with  reference  only  to  all  new  subscrip- 
tions beginning  with   September,   1906,  and  all  subscriptions  paid  to  date. 


KINDERGARTEN  MAGAZINE.  643 

BOOKS  TO  BE  READ. 

Right  and  Wrong  Thinking  and  Their  Results,  by  Aaron  Martin 
Crane.  Men  and  women  in  every  walk  of  life  wll  be  helped  by  this  work. 
It  goes  to  the  heart  of  life  and  indicates  in  language  simple,  forceful,  how 
one  may  secure  control  of  self  and  circumstances  by  the  control  of  one's 
thinking;  by  the  elimination  of  discordant  thoughts  and  the  cultivation  of 
those  that  are  sane,  balanced  and  harmonious.  Health  and  spiritual  develop- 
ment will  surely  follow  the  practice  of  its  precepts,  which  are  based  upon 
up-to-date  psychology.  In  the  chapter  on  Moral  Discrimination  the  writer 
clearly  shows  that  the  elimination  of  all  emotions  or  thoughts  of  hate,  envy, 
revenge,  bitterness,  does  not  mean  that  one  thereby  loses  his  own  sense 
of  right  and  wrong.  "The  search  for  good  in  everything  should  not  be 
degraded  into  an  attempt  to  see  everything  as  good  or  to  think  that  bad  is 
good.  If  the  bad  presents  itself  it  should  be  recognized,  understood  and 
known  in  its  true  character  so  as  to  be  avoided,  but  this  may  be  done 
without  discordant  thinking  of  any  kind  whatever,  and  with  the  conscious 
certainty  that  the  good  is  close  at  hand."  These  sentences  illustrate  the 
writer's  clear  vision  and  balance.  The  chapter  on  the  "Teaching  of  Jesus" 
showing  conclusively  that  the  precepts  of  the  Nazarine  were  based  upon  scien- 
tific principles.  _  The  suggestions  given  by  Mr.  Crane  are  most  practical, 
and  teachers  will  find  it  of  help  in  their  daily  perplexities  of  maintaining 
their  own  self-control  and  that  of  the  children  entrusted  to  their  charge. 
Lothrop,  Lee  &  Shepard,  Boston;  $1.40  net;  $1.50  postpaid. 

The  Training  of  the  Human  Plant^  by  Luther  Burbank,  the  plant 
wizard,  is  a  most  important  pedagogical  paper,  found  in  the  May  Century. 
He  argues  that  with  the  human  as  with  the  vegetable  plant,  through  purpose- 
ful selection,  training,  environment,  can  man  produce  such  changes  as  he 
will  in  the  human  race.  He  urges  the  immediate  necessity  of  training  all 
the  children  to  lives  of  responsibility,  virtue  and  usefulness.  He  has  great 
faith  in  the  modifying  power  of  right  environment,  after  years  of  experi- 
ment, even  with  plants,  which  have,  as  he  expresses  it,  "a  will  of  unparalleled 
tenacity,"  but  which  can  be  broken  by  judicious  crossing,  etc.,  and  the  change 
fixed  by  patient,  long-continued  supervision  and  selection.  He  considers 
that  the  will  of  a  child  is  much  more  sensitive  and  pliant,  and  taken  early 
enough  can  be  trained  as  desired,  and  ten  generations  under  ideal  conditions 
would  be  sufficient  to  fix  permanently  any  desired  attribute.  He  has  faifh 
in  the  infinite  possibility  of  an  heterogenous  people,  if  the  races  be  rightly 
mingled.  Among  the  necessities  of  right  environment  are  good  food, 
neither  too  much  nor  too  little,  pure  air,  sunshine,  lack  of  fear,  honesty 
m  dealing  with  the  child, '  etc.  This  paper  should  have  a  place  in  every 
normal  school  library  and  in  that  of  every  parent,  and  all  interested  in 
the  progress  of  humanity. 

University  Publishing  Company  publish  the  Ancient  Mariner  and  the 
Vision  of  Sir  L^unfal  in  one  attractive  little  volume  with  full  notes.  Price. 
25  cents,  cloth. 


Bright  Ideas  for  Entertaining,  by  Mrs.  Herbert  B.  Linscott.  A  col- 
lection of  200  forms  of  amusement  for  all  kinds  of  social  gatherings.  There 
are  suggestions  for  small  and  large  clubs,  for  church  entertainments,  and 
for  the  many  festivals,  such  as  Hallowe'en,  Christmas,  birthdays,  wedding 
anniversaries,  etc.  It  seems  as  if  every  possible  occasion  were  covered  by 
this  little  volume.     George  W.  Jacobs  Company,  Philadelphia. 

The  Palmer  Cox  Brownie  Primer,  arranged  from  the  well-known 
Brownie  Books,  text  bv  Mary  C.  Judd,  graded  and  edited  bv  Montrose   T. 


644  KINDERGARTEN   MAGAZINE. 

Moses!  These  are  the  jolly  little  friends  who  supply  so  admirably  the  inno- 
cent, childlike  fun  our  American  children  sorely  need,  and  the  selection  and 
arrangement  from  the  innumerable  pictures  shows  excellent  judgment  on  the 
part  of  the  compilers.  The  subject  matter  follows  the  seasons  in  part,  and 
allows  also  for  frequent  repetition  of  the  words.  If  interest  has  anything 
to  do  with  the  ease  with  which  learning  is  accomplished,  we  are  sure  this 
primer  will  carry  the  children  easily  and  swiftly  along  the  first  steps  of  the 
Hill  of  Difficulty  known  as  "learning  to  read."  The  fun  of  the  brownies 
is  so  wholesome  and  their  spirit  so  kindly  that  they  are  desirable  com- 
panions for  the  little  folks.  There  are  numerous  suggestions  affording 
variety  in  the  use  of  the  book.  The  numerical  figures,  days  of  the  week, 
months,  etc.,  are  taught  incidentally.     Century  Company,  New  York  City. 

First  Lessons  in  Handicraft  by  ^Nlaud  Summers.  A  suggestiye  little 
volume  useful  to  kindergartner  and  grade  teacher.  The  occupations  given 
are  arranged  by  months,  and  with  reference  to  (1)  industries  appropriate 
to  the  month;  (2)  to  nature;  (3)  to  her  children,  and  (4)  to  holidays. 
Directions  are  given  for  making  of  objects  of  paper,  cardboard,  wood,  clay, 
cord,  raffia,  common-place  material,  etc.  The  book  was  written  especially 
to  meet  the  needs  of  teachers  in  the  rural  schools  and  in  the  brief  introduc- 
tion the  young  teacher  will  find  several  practical,  helpful  suggestions.  We 
quote  a  few  words :  "The  teacher  should  be  satisfied  with  crude  results. 
Had  the  child  the  skill  to  make  the  finished  product,  it  would  not  be  educa- 
tional to  have  him  spend  his  time  on  the  simple  object.  The  teacher  often 
prepares  the  material,  does  much  of  the  work  and  leaves  merely  the  finishing 
to  the  child.  This  engenders  hypocrisy,  for  the  child  well  kno\^3  that  the 
object  does  not  express  his  own  idea  and  effort.'' 

Clear  imaging  is  a  point  that  is  well  emphasized  and  the  possibilities 
of  common-place  material  are  shown,  since  many  communities  are  unwilling 
to  supply  the  more  expensive.  There  are  numerous  illustrations  which 
convey  the  idea,  though  all  are  not  of  a  high,  artistic  order,  being  originally 
drawn  for  publication  in  an  educational  journal.  W.  j\I.  Welch  Company, 
Chicago. 

Vest  Pocket  Standard  Dictionary,  edited  by  James  C.  Fernald ; 
abridged  from  Funk  &  Wagnalls  Standard  Dictionary.  Doubtful  words  are 
respelled  phonetically  to  insure  correct  pronunciation.  There  is  much  useful 
information  included  :  A  gazetteer  of  the  world,  maps  of  the  United  States 
possessions,  summary  of  parliamentary  law.  foreign  words  and  phrases,  a 
list  of  poisons  and  antidotes,  rules  for  punctuation,  etc.  A  most  valuable 
little  volume,  small  enough  to  be  carried  in  pocket  or  shopping  bag.  Funk 
&  Wagnalls,  New  York :  Cloth,  twenty-five  cents ;  flexible  leather,  fifl^ 
cents. 

MAY    MAGAZINE    READINGS. 

Builders  with  the  kindergarten  gifts  will  read  with  pleasure  and  profit  the  Message 
of  Greek  Architecture  by  A.    D.    F.   Hamlin   in   the   April    Chautauquan. 

The  Elementary  School  Teacher  has  the  address  given  by  David  Kindley  on  Democ- 
racy in  Education  at  the  Northern  Illinois  Teachers'  Association.  It  is  worthy,  thought- 
ful  reading.      There   are   also   articles  on    Nature   Work   and    Gardening   that   are    timely. 

Following  the  lines  of  his  predecessor.  State  Supt.  C.  P.  Gary,  of  Wisconsin,  pub- 
lishes this  year  an  Arbor  Day  annual  and  a  Memorial  Day  pamphlet,  both  of  which 
will  supply  helpful  material  for  the  teacher  planning  her  exercises  for  those  important  days. 

Make  your  children  acquainted  with  Boys  and  Girls,  the  little  monthly  edited  by 
Martha  Van  Rensselaer  and  published  at  Ithaca,  N.  Y.  It  gives  practical  illustrated 
suggestions   for   working   with    Nature. 

American  Magazine   for    May.      Editorial   on   The   Man    with   the   Muck   Rake. 

Good-HoKsekccfing   has   helpful    articles   upon   all    departments    of    home    making. 

Unity,   Chicago,    is   a   power   house   of   inspiration. 

The  Century  has  an  article  by  the  plant  wizard,  Burbank,  upon  the  right  training 
of   children. 


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