Glass. Book. COPYRIGHT DEPOSIT EDUCATIONAL MONOGRAPHS / PCBLI6HED BT THE New York College for the Training of Teachers Vol. IV. No. 1. { ^'''''t^1::l:i'i2^Ztfi:.^'"^ \ Whole No. 19. Studies FROM THE Kindergarten The Students in the Department of the Kindergarten, WITH AN INTRODUCTION BT ANGELINE BROOKS. Professor of Kindergarten Methods, Director of the Kindergarten, New York College for the Training of Teachers. Copyright, 1891, by New York College for the Training of Teachers. New York : 9 University Place London: Thomas Laurie, 28 Paternoster Row For Mothers Avho desire to learn more of the principles of the Kinder- garten in their application to earliest child-culture, a limited number of Mothers' Classes will be organized in the Fall and Winter of i89i-2,.to be held at such places and times as may best suit the convenience of those who compose the several classes. The hall of the New York College for the Training of Teachers, or the par- lors of churches or of private residences, either in New York or vicinity, ma}' be chosen as places of meeting, according to convenience. These classes, al- though they are intended primarily for mothers, will be open to any who are interested in the subject. Full particulars regarding the nature and the scope of the lectures and the terms for the course will be fur- nished .to those who apply either in person or by letter. Definite arrangements have already been made for one course of lectures to be held at the New York College for the Training of Teachers, 9 University Place, on suc- cessive Wednesdays at 3:30 o'clock, p.m., beginning on Wednesday, October 28, 1891. Applications- for information or for admission may be addressed to ANGELINE BROOKS, New York College for the, Training of Teachers, 9 University Place, New York City. FOR KINDERCARTNERS. KINDERGARTEN STORIES AND MORNING TALKS. A Manual for Teachers. By Miss Sara E. Wiltse, author of "Stories for Kindergartens and Primary Schools, x + 21'2 pciges. Teachers and introductory price, 75 cents. This is a careful selection from stories told in the Boston and St. Louis Kindergartens ■with the addition of some never before printed. The author seems to have a genuine gift for such -writing, as all who have read her stories will agree. The Morning Talks are entirely original, and are intended to instruct in natural history, promote good habits, and aid the child in moral growth. Besides the stories, the book contains suggestions for presenting them to the children, outlines for talks, hints for clay modelling, and innumerable helpful remarks. Will he welcomed by all Kindergartners. It seems to me that her stories are selected with much tact, and told with infinite good taste. It will surely be welcomed by all thoughtful Kindergartners W. N. Hailmann Supl. of Schools, La Porte, Ind., and author of Kindergarten books. STORIES FOR KINDERGARTENS AND PRIMARY SCHOOLS. By Sara E. Wiltse. Sq. 12mo. iv. + 75 pages. Illustrated. Boards: Mailing price, 30 cents ; for introduction, 25 cents. Cloth: 40 and 35 cents. rhese stories have been told to children ; in truth, they are a Kindergarten growth, \ey charm without exciting fear, and delight without a suggestion of the immoral side life. No TFonder they are good, then ! These stories reveal an intimate knowledge of the chUd-mind and the devices which jamand its interest.— The Christian Register, Boston. '^or other illustrated valuable books, see our Common School Catalogue, sent free on applicatum. CINN & COMPANY, Publishers, BOSTON. NEW YORK. CHICAGO. KINDERGARTEN gSk ! "eIF Catalogue sent on request. Inquiries answer ed cheerfully and promptly. " PLANT A FREE KINDERGARTEN in any quarter of this overcrowded metropolis, and you have begun then and there the vv^ork of making better lives, better homes, and better citizens and a better city." Richard Watson Gilder. Not until the organization of the New York Kindergarten Association did there exist any systematic endeavors to promote the establishment of free kindergartens in the City of New York. Under the auspices of this Asso- ciation public meetings have been held in various places by way of arousing interest and educating public sentiment. Private parlors have been kindly thrown open, either formally or informally according to the wish of the hostess, to the friends of the movement — meeting for the consideration of the kinder- garten question. As the result of the labors of this Association two free kindergartens have already been established and are now in operation. One of these, located at 351 East 53rd street, is supported by the Association itself; the other, located at 63rd street and First Avenue, by funds supplied by the Associate Alumnae of the Normal College. It is expected that, by the kindly co-operation of indi- viduals and organizations friendly to the cause, the number of free kindergartens may be largely increased in the coming autumn. At the request of the Association, the Board of Education of the City of New York is seriously considering the introduction of the kindergarten system into the public schools, as has already been done in our largest cities. The New York Kindergarten Association through its officers and Executive Committee earnestly solicit communications from individuals or organizations who desire information, or who seek an opportunity to give practical aid to the work. The first annual report of the Association is ready for distribution and will be sent upon application to the Secretary, and an earnest invitation is extended to the public-spirited citizens of New York to visit in person the Kindergartens which have been already organized. THE OFFICERS OF THE ASSOCIATION ARE Richard Watson Gilder, Mrs. Sidney Webster, Presideiif. jd Vice-President. Mrs. Grover Cleveland, Prof. Jasper T. Goodwin, isl Vice-President. Treas., Columbia Coll., N. Y. Hamilton W. Mabie, Daniel S. Remsen, 2d Vice-President. Secretary, 69 Wall St.-, N. Y. Members of the Executive Committee, in addition to the officers: Miss Angeline Brooks, Mrs. Seth Low, Miss Jenny Hunter, Mrs. Mary H. Simpson, Dr. David G. Wylie. CONTENTS. PAGE. I. The Law of Unity, the Basis of the Kindergarten. Anna Electa Crawford, - 5 II. The Whole Child to be Educated, — THE Head, the Heart and the Hand. Annie Rose Webster, ----- 7 III. The Unity of the Human Race; the Child in Vital Relations with his Fellow-men. Edith Wright Jones, - - 9 IV. The Unity of the Human Race with God ; Religious Education of the Child. Grace Fairbank, - - - - 12 V. The Unity of Life ; the Importance OF Infancy. Madel Wilson, - - - 14 VI. Education Through Symbols. Evelyn Laurence Collins, - - - - - 16 VII. The Use of Symbols in Teaching Music Illustrated ; Color and Gesture as Symbols of Musical Tones. Prof. Theodore F. Seward, ----- 20 VIII. Education Through Symbols as Illus- trated BY Froebel's "Mother Play." Mary Katharine Voting, - - - - 25 IX. Kindergarten Gifts; Selected Sym- bols. Sarah Augusta Miller, - - - 29 X. Fifth Gift Sequence. (Dictated by Anna Electa Crawford),* . _ _ _ {a). Helen Louise Brown, _ _ _ _ {b). Mabel Cleves, --_--_ {c). Lillie Isabelle Hurd, - - - _ _ {d). Florence Spear, _____ {/). Jessie Quinan, ______ XI. Sixth Gift Sequence, Invented by Mary Katharine Young, - - - - - - 32 (Dictated by Lena Risley Carter') (a). Helen Louise Brown, _ _ _ _ (d). Alice Carson, _--_-_ (c). Katherine Eltinge, - _ _ _ _ (d). Matilda Vernon Ferrie, _ _ _ _ (e). Bessie Green Parsons, _ _ _ _ (/). Gertrude Marietta Windsor, _ _ _ XII. The Symbolic Meaning of Play. Helen Gertrude Thayer, - - - - - 38 XIII. The Kindergarten Occupations Epito- mizing THE Industries of the Race. Matilda Lydia Gibbs, ----- 39 XIV. "Come Let Us Live with Our Chil- dren." Anielie Margaret Farquhar, - - 43 XV. The Law of Unity Applied ; A Morn- ing in the Kindergarten. Irene Chitten- den Farquhar, ------ 44 * Omitted for lack of apace. INTRODUCTION. The development of the Kindergarten is one of the great events of the century. At no earlier period of the world's history would such a movement have been pos- sible, for hitherto the importance of early childhood for educational purposes has not been generally recognized ; neither could the movement have been delayed, for this scientific age, which everywhere traces the relation of V effect to cause, is awake to the vital importance of the seed-sowing period of the child's life, and demands that this period shall be provided for. The legal school-age in most of the states is six years, but all intelligent observers of children know that during" the first six years tendencies have been given to mind and heart which will largely determine the future. A child of six may be truthful, obedient, loving, gentle, refined, eager for knowledge, or he may be the reverse of all this, but the school must take him as it finds him ; with his preliminary education it has nothing to do. To meet the educational requirements of this hitherto neglected period of the child's life the Kindergarten is found to be perfectly adapted, and there is a strong public sentiment in favor of its adoption both as a preliminary to the school, and as a means of doing preventive and uplifting work among the degraded classes of society, the philanthropist and the educator alike recognizing the fact that it is better to form than to reform. The School Board of New York City is already con- sidering plans for the introduction of the kindergarten system, within such limitations of age as the present laws admit, and the New York Kindergarten Association, of which Mr. Richard Watson Gilder is President, has inaug- urated a movement which is destined to accomplish great things for the neglected children of the city. No city in the world has before it so difficult an educa- tional problem as that which confronts New York. An immense and rapidly increasing foreign population, igno- rant of our language and of the principles which underlie our national life, it must transform into good citizens. Into it is pouring the refuse of the old world, masses of people — ignorant, stolid, thriftless, degraded, vicious — and against these it must protect itself. The Kindergarten can reach the children of this class as no other available means can do, and it is through the children that the parents can be influenced most effectually. The following papers, which were read at a demon- stration of Froebel's system, given May 23, 1890, by the students of the Kindergarten department of the New York College for the Training of Teachers, assisted by Prof. T. F. Seward, present a brief outline of the principles and methods of the Kindergarten, and are intended to give some of the reasons for the claims which are made for it as an educational system. Angeline Brooks. studies from the Kindergarten. THE LAW OF UNITY THE BASIS OF THE KIN- DERGARTEN. Friedrich Frcebel, the founder of the Kindergarten sys- tem, was born in 1782 and died in 1852. His mother died while he was a child, and being the son of a Lutheran clergyman, he had few opportunities for education. His childhood was an unhappy one, and at the age of thirteen he left his home to become apprenticed to a forester with whom he spent some years, afterward obtaining a position as school-master. It was while engaged in teaching that he discovered that he had found the vocation for which he was best adapted. Frcebel became very much dissatisfied with the prevail- ing methods of teaching, and with the idea then generally entertained that the training of the intellect was the chief work of education. He believed that the whole educa- tional system in Germany needed reformation, and that education, to be efficient, must be the result of a more concordant development of the whole nature. He believed also that education must begin in early childhood. To familiarize himself with methods of primary instruction, Frcebel became the assistant of Pestalozzi. But while Pestalozzi treated the youthful mind mainly as a passive recipient of truth, goodness, and beauty, it was Froebel's idea that the child must be trained by natural methods, that is, by the methods employed by the Great Teacher of all men in the development of the race. After careful study, Frcebel announced an educational system based upon an educational law which he was the first to 6 Studies from the Kindergarten. announce to the world. This law he called the Law of Unity, and he declared that upon its observance his whole system stood or fell ; for it was the application of this law that made his system a system. By the Law of Unity, he meant that all things were to be treated in their relations, and that nothing was to be left in isolation. It is by this law that the Great Teacher works on every plane in Nature, and Froebel, in developing his system, looked at every step of the way to Nature for guidance. A writer on this subject has said, "Illustrations of the opera- tion of the Law of Unity, obvious to the most careless observer, abound everywhere, while the searcher after Nature's secrets finds the same law working in all her hidden processes. It is the balancing of centrifugal and centripetal forces that keeps the heavenly bodies in their unvarying paths ; it is the united action of the heat and light of the sun that gives life and fertility to the earth ; it is by the balancing of waste and repair through the won- der-working chemistry of Nature that the ever-returning wants of the animal and vegetable world are supplied, and the face of the earth continually renewed. The disinte- gration of all material things would result, should the action of the Law of Unity be for one moment suspended." It is in his book The Education of Man, that Froebel lays the groundwork of his system. His opening words, grand and solemn, like a confession of faith, are these : "In all things there lives and reigns an eternal law. This all-controlling law is necessarily based on an all- pervading, energetic, living, self-conscious, and hence eternal Unity. This Unity is God. All things come from the Divine Unity, from God, and have their origin in the Divine Unity, in God alone. God is the sole source of all things." Froebel felt that education should elevate man to a knowledge of himself and of mankind, to a knowledge of Studies from the Kindergarten. 7 God and of Nature and to the pure and holy life to which such knowledge leads. These are his own words : "Never forget this : it is not by teaching and imparting a mere variety and multitude of facts that a school becomes a school in the true sense, but only by emphasing the living unity that is in all things ; and it is just because this truth is so often forgotten or neglected that we have at present so many school-teachers, but so few school-masters, and so many institutions of learning, but so few schools." How the Law of Unity is observed in every activity of the Kindergarten, it will be the aim of the following papersjto* show. ' Anna Electa Crawford. 2. THE WHOLE CHILD TO BE EDUCATED,— THE HEART, THE HEAD, AND THE HAND. In carrying out the principles of Froebel, the aim of the Kindergarten is to train the child harmoniously, that is, to train heart, head, and hand ; no one of these three can be neglected without injury to the other two. The heart is the center of the whole being ; "out of it are the issues of life." The intellect takes its place as guide and counsellor to the heart, and suggests ways and means of fulfilling its desires ; and the hand is chief execu- tive. The child cannot use his hand intelligently unless the intellect is guide. The uninterested mind will nat work and there can be no interest in any endeavor unless "the heart is in it." The true Kindergartner induces the child to engage heartily in his work by appealing to that love of the good and the beautiful which is the natural heritage of childhood. What the man is, had its begin- ning in the child. No one can be a scientist who has not 8 Studies from the Kindergarten. had open eyes in childhood ; no one can be an artist who in early years has had no appreciation of beauty in form and color. Although we do not expect that all will excel in wis- dom or be skilled in art or invention, we desire that all may have at least so much of the scientific, artistic, and philosophic mind that they may be able to appreciate and enjoy the works of others. We try to teach the children to see something, — all that the eyes, given them by God, are capable of seeing. We wish them to hear with their own ears the voices of Nature, and not to listen by proxy; we wish them to feel so fully the goodness of Him who ordereth all, that they will love Him as naturally as they breathe. An atmosphere of love is as essential to the child as sunshine is to the plant. The mind that is not joyous can no more receive and retain instruction than the stomach that is not in healthy activity can receive and digest food ; and for this reason the first aim of the teacher should be to make the child happy in his work and play. Ruskin says, "Education, rightly considered, consists, half of it, in making children familiar with natural objects, and the other half in teaching the practice of piety towards them (piety meaning kindness to living things and orderly use of the lifeless) The human soul in youth is not a machine of which you can polish the cogs with any kelp or brick-dust near at hand, and having got it into good, empty, and oiled serviceableness, start your immor- tal locomotive at twenty-five years old, or thirty, express from the Straight Gate on the Narrow Road. The whole period of youth is essentially one of formation, edification, instruction, in-taking of stores, establishment in vital habits, hopes and faiths. There is not an hour of it but is trembling with destinies, not a moment of which, once past, the appointed work can ever be done again or the neglected blow struck on the cold iron." This is the testi- mony of one of the world's great philosophers. As a Studies from the Kindergarten. g means of rousing the intellect, the Kindergartner seeks to make the child familiar with natural objects ; she en- deavors to promote the training of his hand by guiding it in the "orderly use of the lifeless," and to train his heart to right affections by making him so love all that lives that he must inevitably be kind to all. Intellectual giants, emotional beings devoid of common sense, and men of brawn, even if needed, are not so much needed as are capable men and women, faithful in do- mestic relations, genial and kindly in social life, and thoroughly patriotic. The Kindergarten, of course, does not profess to make such men and women of all the chil- dren who come under its influence ; it leaves much of the work to be done by teachers in the higher grades, where, with methods adapted to older pupils, should be carried out the principles on which the Kindergarten is based. It is the province of the Kindergartner to lay a broad and sure foundation through orderly doing and pleasant play. Annie Rose Webster. 3. THE UNITY OF THE HUMAN RACE; THE CHILD IN VITAL RELATIONS WITH HIS FELLOW-MEN. Froebel was once invited by the Duke of Meiningen to take charge of the education of his son, but he declined to do so, saying that no child could be educated alone, that to attain a healthy development he must be educated with others. It evidently was the design of the Creator that men should live in friendly relations ; the proof of this is seen in the degradation into which men sink when, they live in isolation. Humanity is a living organism, each member of which is in vital relation to every other member. This truth is recognized in common language by such expres- lo Studies from the Kindergarten. sions as, "the way of the world," "the body of the people," "the condition of humanity." Poetry frequently desig- nates the human race as a unit. Men everywhere recognize social ties. Nowhere on the face of the globe can be found a tribe utterly destitute of social customs. A man deprived of all social intercourse is apt to become little better than a brute, and solitary confinement as a means of punishment is intellectual and social starvation. The prisoner's feelings of isolation and desolation are often too hard to be borne, and the mind gives way under the strain. The fewer social connections and moral obligations a man recognizes the less he will value those that he does recognize. Statistics show that, in proportion to the pop- ulation, there are more criminals in the lonely country than in crowded cities. Among the lower animals the gentler ones live in communities, while the fierce and destructive ones roam singly. TJhrough companionship men are stimulated to improve their condition on every plane. A man associated with people who recognize, more clearly than he, good social conditions and good morals, will at once desire to rise to their standard. The question, how early should social training begin .-* is an important one. All social relationships start from one point, the mother. The baby's first smile is his earliest utterance of social feeling, and as the smile is intended for his mother, so all his earliest feelings are connected with her. The first social community into which the child is introduced is the family ; when he is brought into the presence of strangers, he evinces the absence of any social relation with them either by crying or by appearing unconscious of them. For this reason children in asylums and orphanages are at a great disadvantage ; they cannot have one starting-point for their social relations, but are obliged either to form a great number, or, what is worse, to form no relations. Studies from the Kindergarten. 1 1 Though social training begins with home-life and in the family circle, it must not be forgotten that too much home-life and too great limitation to the family circle will develop a narrowness which will have an injurious effect. A child confined at home and kept aloof from other chil- dren will hardly acquire correct ideas of the world or be fitted for that social life to which all men have a natural tendency. One of the especial objects of the Kinder- garten is the promoting of social education ; in all its activities the children are intimately associated and are taught to adapt themselves to one another. The social law of the Kindergarten is that each child may do as he likes so long as he does not interfere with others ; while, at the same time, the will of each must be subordinated to the good of the whole. By yielding to the requirements of this law the child is preparing in the best possible manner for the future activities of life. A petted child upon entering the Kindergarten, often desires to have his own way. He is not happy if he cannot be indulged in choosing the game and if he is not allowed to take in it the most prominent part, and many bitter experiences must come before he learns to yield gracefully to the laws of the social community. The Baroness Marenholtz has said, "The play of chil- dren with one another forms the basis of all culture and more especially of moral culture. Without the love of his kind, without all the manifold relations of man to man, all morality, and all culture, would inevitably collapse; in the instinct of fellowship lies the origin of State, of Church, and of all that makes human life what it is." Edith Wright Jones. 12 Studies from the Kindergarten. 4. THE UNITY OF THE HUMAN RACE WITH GOD: RELIGIOUS EDUCATION OF THE CHILD. When it is said that the foundation of the Kindergarten is religion, it is not meant that in the Kindergarten we teach dogmas, — creeds and catechisms — but that the chief corner-stone of the system is the recognition of the spirit- ual nature. To answer any question which may arise as to the truthfulness of this statement, and to give strength to the conviction of those who fully believe it, I quote from Frcebel's two books, The Education of Man and The Mother Play ; also from Reminiscences of Frcebel by the Baroness Marenholz von Bulow. The Education of Man opens by saying, " In all things there lives and reigns an eternal law; this all-controlling law is necessarily based on an all-pervading, energetic, liv- ing, self-conscious, and hence eternal Unity. This Unity is God." In education, " primarily and in truth man works only that his spiritual nature may assume outward form. The fowls of the air in a human sense neither sow nor toil; but in their songs, in the building of their nests, in their varied[and manifold actions, they reveal the spirit and life with which God has endowed them. Thus should man learn from the fowls of the air and the lilies of the field to reveal in his outward work and deeds, the spirit that God has breathed into him." Frcebel would have the teacher study the child as " a struggling expression of this inner divine law," and he says, " The aim of instruction is to bring the scholar to in- sight into the unity of all things ; jinto the fact that all things have their being and life in God, so that in time he may be ablest© live in accordance with this insight." In an essay, extracts from which are preserved by the Baroness^Marenholz, Frcebel says, "The groundwork of the religious life is love, — love to God and man." Love to Studies from the Kindergarten. 1 5 man necessarily begins in the home, and Frcebel appeals to the mother with her baby in her arms to foster the spiritual life. In the notes to a play called The Dove House, he says, "The child has a feeling that he is a spark of the spirit of God." To the mother he says, "Therefore foster this feeling as much as you can, that it may be to the child an unceasingly active, comprehensive, although yet an unintelligible, feeling. Mother, do not say your child is tQO young ! Do you know when, where, and how, spiritual development begins } Do you know when, where, and how the limits and the beginning of the not yet exist- ing may be, and how they always make themselves known .-* In God's world, just because it is God's world, created by God, is expressed a constant, that is, undivided, continuous development, in all and through all. We have to open the eyes of our children that they may learn to know the Creator and his creations." The child, is endowed with a religious capacity, for as Frcebel says, "If it were possible that a human being could be without religion, it would also be impossible to give him religion. It is easy for the child to love God whom he has not seen, if he loves his mother and brother whom he has seen." With conviction Frcebel declares, "Genuine, true, living religion, reliable in danger and struggles, in times of oppression and need, in joy and pleasure, must come to man in his infancy. A religious spirit, a fervid life in God and with God, in all conditions and circumstances of life, will hardly in later years, rise to full, vigorous life, if it has not grown up with man from his infancy." The spirit grows' through activity, and the work, begun by the mother, is carried on by the Kindergartner, who realizing her responsibility, leads the child to Nature, because "from every object of Nature and life there is a way to God." Grace Fairbank. 14 Studies from the Kindergarten. 5. THE UNITY OF LIFE: THE IMPORTANCE OF INFANCY. "Life," says Froebel, "is one continuous whole, and all the stages of development are but links in the great chain of existence ; and since nothing is stronger than its weak- est part, it is essential that the first link, babyhood, be made firm enough to bear the strain of future life." To Froebel we are indebted for a system which gives infancy its proper place, for although many others entertained the idea of its importance, Friedrich Froebel was the first to prescribe educational methods for that period of life. One has truly said: "Froebel may be called the dis- coverer of childhood, because he had the philosophic insight to trace back to their beginnings in infancy, the germ period of life, all the universal traits of the fully developed man. Love of home, love of country, desire for possession, all the social and religious virtues, have, he says, their root in some manifestation of the earliest child- hood ; and he declared that it was the duty of those who have the responsibility of the education of children to know the meaning of the child's first activities, in which are seen the germs of the mature character, and to nourish and cherish them as such." Infancy is the time when in every direction there are given tendencies, which, unless changed, will continue to grow in strength until the char- acter is fixed for good or for evil. The period of infancy assigned to the human being is longer than that assigned to any other living creature and underlying this fact there is a deep significance. It is through the firmness of the foundation that we are enabled to rear the lasting structure, and in this stage of infancy we are laying the foundation of a character destined for immortality. Froebel thus expresses himself in regard to the impor- tance of early education: "Every age of life has its own SUidies from the Kindergarten. 13 peculiar claims and needs, in respect to nurture and educa- tional assistance, appropriate to it alone. What is lost to the nursling cannot be made good in later childhood, and so on. The child, and afterward the youth, have other needs and make other demands than the nursling, which must be met at their proper ages, not earlier, not later. Losses that have taken place in the first stage of life in which the heart-leaves, the germ-leaves of the whole being, unfold, are never made up. If I pierce the young leaf of the shoot of a plant with the finest needle, the prick forms a knot which grows with the leaf, and becoming harder and harder, prevents it from obtaining its perfectly complete form. Something similar takes place after wounds which touch the tender germs of the human soul and injure the heart-leaves of its being. Therefore we must keep holy the being of the child, since his impres- sions at this stage are stronger and more lasting than those in later life, and because that power of resistance is then wanting, which his later consciousness brings. It would have been far different with humanity if every individual in it had been protected in that tenderest age, as befitted the human soul which holds within itself the divine spark." There should also be a continuity of development, for, as Froebel says, "It is pernicious to consider the stages of human development (such as infant, child, boy, man) as distinct and not as life shows them to be, continuous in themselves, in unbroken transitions. It is exceedingly objectionable to consider, as is often done, that childhood and manhood are something wholly unlike the period of infancy and boyhood. The man will not see that he is but a child of larger growth ; and the boy scorns with affected superiority the connection with his childhood. Parents should realize that their sons are not men until they have fully experienced and participated in all the stages that precede manhood." Froebel emphasises this truth when he says, "The child, the boy, and the man, should know no l6 SUidies from the Kindergarten. other endeavor than to be at every stage of development wholly what that stage calls for ; then will the next stage spring like a new shoot from a healthy bud ; for only the adequate development of life at each preceding stage can effect and bring about the adequate development of each successive and later stage." We see, therefore, that life is one continuous whole, springing from one Great Source to whom it eventually returns ; that every human being at any given moment of his experience is the result of all his past, and that as babyhood is the farthest point back in the history of human life, it is the most vital period in human development. No better idea can be formed of the responsibility of those whose pleasure and privilege it is to be entrusted with the training of young children than that expressed by Froebel's own words : " For thyself in all thy works take care That every act the highest meaning bear; Would'st thou unite the child for aye with thee, Then let him with the Highest One thy union see. Believe that by the good that's in thy mind Thy child to good will early be inclined; By every noble thought with which thy heart is fired The child's young soul will surely be inspired ; And canst thou any better gift bestow Than union with the Eternal One to know?" Madel Wilson. EDUCATION THROUGH SYMBOLS. One phase of the Law of Unity, which governs all the works of God, is the symbolism of all visible things. The material and spiritual worlds are closely related; there are Studies from the Kindergarten. in- constant analogies between them; the material shadows forth the spiritual. Frcebel says "All natural phenomena are signs of spiritual truth to which they give expression." He was the first to recognize the value and necessity of utilizing the symbolism of Nature in educating children. He saw the race epitomized in the child, and considered that the child should develop in the same way that the race has done and by the same means. That he might find the natural method of education he not only studied the children but also studied the history of the race, to see how man had developed; and he found that God has edu- cated humanity by means of symbols. "The undeveloped mind needs sensuous perceptions, visible signs, in order to arrive at an understanding of truth," and God, having made man and knowing his needs, placed him in a world of symbols, by the use of which he might learn spiritual truths and be led to a knowledge of his Creator. Carlyle says, "Matter exists only spiritually, to repre- sent some idea and body it forth," and Emerson, "What men value as a substance has greater value as a symbol.'^ Thus we find that the whole world, even life itself, is sym- bolic of higher things ; so that most scientific men are dealing only with symbols. Some clearly recognize the inner meaning of these things; others grasp merely the outward form and do not discern their higher symbolic use. Thus men have fallen into idolatry; for instance, instead of recognizing the sun, the centre of the material universe and source of light and heat, as the symbol of God, Source of all things, they have in times past failed to rise above the symbol to the thing symbolized, and have worshiped it as God himself The less the development of the mind, the less its ability to comprehend truth unless clothed with a symbol. This is why infancy is called the symbolic stage; and man's mind, never reaching its full development here, has always need of these symbols, life itself being but a stage of infancy in comparison with 1 8 Studies from the Kindergarten. eternity. Aristotle says, "Man is a symbol-making creature;" and we find man, not only trying to understand natural symbols, but making them for himself. The heathen has his idols and religious rites, — symbols to him of his belief; mythology is full of beautiful allegories, — symbols through which man, as he became more devel- oped, came nearer to the light; and God has ever led man to truth by the use of symbols. In teaching his chosen people, God, knowing that they could not see and believe the truth without material signs, commanded the observ- ance of ceremonies and the keeping of feasts, — types of great spiritual truths. The serpent lifted up in the wilder- ness, and the sacrifices offered, were but symbols of the great and all-sufficient Sacrifice to follow. The Christian Church makes use of symbols in its sacraments, and the cross is an emblem of our faith. Thus Froebel found that teaching by symbols was God's plan of education, and therefore the only true plan; and he concluded that if the child is to be educated rightly, he must early learn to love Nature and become acquainted with its symbolism. He said, "The child must learn to read the book that God has given to humanity, namely, the world, which he has created and in which he has manifested his divine thoughts." In reference to thus educating the child it is of vast importance how we regard Nature; as Froebel expressed it, "It is quite a different thing whether we look upon concrete things and facts as merely material things and facts, serving this or that outward purpose, or contemplate them as the outward forms of spiritual contents, the media of higher truths and higher knowledge. In this sense the material world is a symbol of the spiritual world, and it^is in this sense that education needs to use it, especially in leading the child to the ultimate cause of all things, God." The use of symbols is universal. Every nation has its particular flag or ensign; different colors, metals, flowers, Studies from the Kindergarten. 19 and animals, are accepted symbols of different ideas. A picture, and, therefore, all writing, which consists of pictured words, is symbolic; even language itself is but a collection of symbols; so we find that it is natural for man to make use of symbols. "The temporal is but the husk of the eternal, and thoughts can be uttered only through things." God has made Nature for man's use; man stands between it and God to be brought to a better understand- ing of his own being and to be better fitted for companion- ship with God by acquaintance with it. He gains a better knowledge of himself through Nature, because in it he sees himself reflected as in a mirror. To introduce the child easily to the study of Nature Froebel epitomized it for his use in the Kindergarten gifts; also in plays, — especially representative plays such as are used in the Kindergarten. The representations which the children enact in their own persons reflect their own lives. For instance, in the play of the "Bird's Nest," the child sees his own home life reflected in the family of birds. In contemplating Nature as Froebel would have him do, the child is led nearer God. In the life and apparent death of the flowers he learns the lesson of the resurrection; he learns the same spiritual truth in watching the butterfly emerging from the chrysalis. In fact, he finds that all through Nature there is no death, only endless resurrection. These analogies, far from being accidental, were ordained by God. The material and spiritual worlds complement each other. We see that this is true by the direct use that God has made of natural symbols in teaching men. It was the Creator of Nature who taught by parables, using natural things as symbols and thus merely unfolding the deep meaning that He had placed in them. Dean Trench says these analogies are "arguments and may be alleged as witnesses, the world of Nature being throughout a witness of the world of spirit, proceeding from the same 20 Studies from the Kindergarten. hand, growing out of the same root, and being constituted for this very end." Evelyn Laurence Collins. THE USE OF SYMBOLS IN TEACHING MUSIC. COLOR AND GESTURE AS SYMBOLS OF MUSICAL TONES. What is there in music to be symbolized } One element ■of tones is so obvious that it found expression in the infancy of the art. The gradation from grave to acute is so suggestive of an ascent by steps that when the true order of their arrangement was understood, the device of a series of parallel lines was employed as a symbol, and the musical alphabet was named a scale or ladder. But at this point the symbolism ceased and remained without change or addition for a thousand years. Only in the 19th century is the truth revealed that the inner meaning or spirit of music is allied with all other expressions of the divine element in nature and the moral element in man. Rather should it be said that the truth was re-dis- covered, for both Pythagoras and Plato taught that the laws of music are of universal application, corresponding with all other general laws in the universe. A new order of symbolism grows out of a recognition of the character of tones in their key relationship. If a tone is heard singly, or dissociated from all other tones, it produces no emotional impression whatever. It is merely the effect upon the ear of a certain number of vibrations. But let tones be heard as the group or family which we call the scale, and a positive emotion is at once excited. If they are played or sung from doh to doh, they produce an impression of strength, firmness, dignity. If played Studies from the Kindergarten. 21 or sung from lah to lah, the feeling is totally different. The impression now is of plaintiveness tinged with melan- choly. Why is this .'' Because the seven tones in their key relationship have as truly distinct individualities as the different moral natures of seven people. Doh is char- acterized by firmness and strength. Hence the impression already spoken of in singing the scale. The quality of the two tones (lower doh and upper doh) is so positive that it is imparted more or less to the others when sung in that order. The second tone of the scale, ray, induces in the hearer a sense of restlessness or expectancy. It does this either by a rousing effect if it is of a high pitch, or by an impression of pleading or prayerfulness if it is low. Me is gentle, calm, restful. Fah produces a gloomy effect with a depressing tendency. Soh is bright, hopeful, clear, like the sound of a trumpet. Lah is sad, but not in a gloomy way Y\V^ fah. It is more of a plaintive or pensive sadness. Yet b> an association with other tones, it may express a deep mournfulness. TV has a very piercing, penetrating quality, with a strong tendency upward. It therefore leads quickly to the firm and steadfast doh. The superficial observer sometimes objects to this theory of tone-characters, because there are so many exceptions to the ascribed effect of any given tone. But the same objection would hold against the characters of human beings. No one is always in the same mood. We are influenced in a thousand ways by our surroundings. A person whose general temperament is heavy and sombre is sometimes the liveliest one in a social circle, and vice versa. The modifications of tone-impressions belong to the same general law. They are affected by association with other tones, by rapidity of movement, by accent and by various other causes. The analogy of tones and color was suggested by Pythag- oras, who evidently made much practical use of it in his system. Since then it has been regarded as little more 22 Studies from the Kindergarten. than a fancy, till the profound philosophy of Frcebel led to its revival. His "law of unity" in the study of nature suggested once more the analogy of the seven tones of music with the seven colors of the spectrum. In treating of this correspondence, the tones of the Tonic chord alone will be considered, as they are the central tones (and colors) from which the others are derived. It should, in justice, be mentioned that the formulated system is due to Mr. Daniel Batchellor of Philadelphia. Red, the first color in the spectrum, the color of blood, is suggestive of vitality, health, strength. Its corres- pondence to the firmness and strength of doh, the first tone of the scale, is therefore evident. Blue, the fifth color of the spectrum gives an impression of clearness and distance, as in the vault of heaven. Rus- kin in one of his lectures on painting describes at great length the power of blue in giving an effect of distance and inducing a sense of coolness. Blue is also associated with intellectuality. These various characteristics are analo- gous to the bright, clear and ringing sok, the fifth of the scale. Yellow, the third color of the spectrum, is an emblem of the moral and spiritual. It is always the predominant color in allegorical pictures of heaven. It is the color of gold, which is an emblem of moral worth. Hence the suitability of yellow as a representative of the gentle me, the tone of affection. That these are true analogies or correspondences, and not merely chance resemblances, is proved by the fact that the more profoundly and spiritually we investigate the subject, the more vital and striking the analogies are found to be. For instance, the tones Doh and Soh, the first and fifth of the scale, when sounded together produce much of the harshness and disagreeableness of a discord. Intro- duce the tone Me, and all harshness disappears, and the perfection of harmony is created. So with the corres- Studies from the Kindergarten. 23 ponding- colors, red and blue. When seen together the effect is very unpleasant. The French express it by say- ing that the colors "swear at each other." Introduce a golden yellow and the eye is at once satisfied. Indeed, the two arts of music and painting are compelled to make a mutual interchange of technical terms, in order to describe the individual characteristics of each. Musicians have much to say about "coloring" and "shading," and painters continually speak of the "tone" and "harmony" of their pictures. But following the lines of nature does not merely result in correct and consistent theories. It leads invariably to practical uses. Teaching tones through the symbolism of colors brings the art of music into the earliest stages of the kindergarten, and supplies for the child the very best foundation for all its future musical development. It has been justly called "the missing link" of Froebel's system. The red, blue and yellow balls may represent the robin, blue-bird and canary, and thus the play element of the children can be called into fullest exercise while they are learning the Tonic chord, the great central fact of music, from which the entire art is to be unfolded or de- veloped. Of the many pleasing devices which spring from this symbolism it is not necessary to speak more fully in this brief treatise. Music is a universal language, and therefore it is not strange that gesture is revealed as one of its forms of expression. This introduces not only an ingenious method of illustrating the various tone-characters, but it proves to be an educational device of so wide a range of usefulness that it may be carried on to the latest and highest stages of art study, especially in class work. The gestures or postures of the hand are as follows. Doh is represented by the strongest position the hand can assume viz : the clenched fist. 24 Studies from the Kindergarten. i?(7;/, the " rousing" or "prayerful" tone is represented by the uplifted hand with the palm outward, an attitude often unconsciously assumed by those who either wish to attract attention or to make an earnest plea. Me, the gentle, tranquil tone, is represented by the hand held horizontally, with the palm downward, the position of the hand in petting a child or an animal. Fah is indicated by the index finger pointing downward, as by an orator who predicts all kinds of discouragements ; a pessimist who declares that all society is on the down grade. Soh, the bright, open, trumpet-like tone is represented by the open hand, held horizontally toward the spectator with the thumb upward. Lah, the sad or plaintive tone, is shown by the hand drooping from the wrist. TV, the piercing tone, with its strong upward tendency is shown by the index finger pointing upward. There is scarcely any limit to the usefulness of this sym- bolism of gesture. It is one of the most ingenious devices that the evolution of education has ever produced. The teacher may stand facing his class (a great desideratum, especially in teaching children) and exercise them in all the tones of the scale. He can divide his class into two parts and by making the signs with both hands he can carry them through an exercise in two-part harmony. At a later stage, after the chromatic tones are taught, he can add to the scale-tones a sign for the two "accidentals" which most frequently occur {fe and to), the sharp fourth and the flat seventh. And, finally as the crowning glory of the device, a class can, by a suitable alternation of the two hands, be carried into nearly every "transition" (change of key) or "modulation" (change of mode) that can occur in music. Theodore F. Seward. Studies from the Kinder gm-ten. 25 VIII. EDUCATION THROUGH SYMBOLS, AS ILLUSTRATED BY FRCEBEL'S "MOTHER- PLAY." The perfection of Froebel's educational system lies in the fact that it is as valuable practically as it is theoretic- ally. He says, "Education should begin as soon as the child is born;" and again, "The individual develops as the race has developed." By this he means that the progress of the race manifests itself in the individual. However far the race may be from maturity and perfection, its advance- ment in the arts, industries and sciences, and its present moral standards, denote at least that it is no longer in its childhood. The experience of all its past has made it what it is to-day, and the individual epitomizes in his life the life of the race. From infancy to the mature man, through all the successive stages of development, the individual, no less than the race, is, at each moment of his existence, the sum of all his past experiences. Froebel says, "Often may a symbol teach What thy reason may not reach." The Great Teacher of the human race never taught His disciples a spiritual truth except by means of the material" symbol "that seeing they might see and hearing they might hear." A teacher was once telling her children the story of the Prodigal Son. One little boy asked the ever •ready question, "Is it a true story .^" The teacher had no hesitation in saying, "Yes." And it is true; universally true; true for all times, for all places, and for all people, because it is a symbol of truth. Thus it is with all the parables ; they are material, concrete illustrations of great fundamental truths. Froebel calls childhood the symbolic stage of man's development. The practical side of these two ideas, early education and education by the the use of symbols, is embodied in 26 Studies from the Kindergarten. his book o( Mot/ier-Plaj/s. In collecting material for this book he went about among the German peasantry and observed mothers as they played with their children. Then he selected those plays which he found to be almost univeral and to these he added other similar plays. So we have the book of Mother-Plays in which he raises the mother's intuition to insight. The key to the study of the Mother-Play is the correspondence between the material and spiritual worlds. This is indicated by the word "symbol," for a symbol itself is valuable only because of the truth which it symbolizes. The mother, in these plays, is giving to the child concrete illustrations of fundamental truths, in such a simple, elementary way that they are adapted to his capacity for receiving impressions of truth. The plays are educational for the child on every plane of his being, — physically, intellectually and spiritually. The spiritual side of Froebel's system is particularly emphasized in this book. Each play is prefaced with a motto, which is, however, only for the mother, and which contains a few suggestions concerning the truth of which the play is a type or symbol. In looking through this book, the plays of which may appear trifling to mature minds, it will be well to remember one of Froebel's maxims: " The experi- ence must be adapted to the capacity of the individual." These plays are for educating very young children. The broad meaning which Frcebel would have included in the word education is readily perceived from a study of these plays. Each play is the type of a class of plays. One, "The Little Gardener," is played by repre- senting with one hand a flower, and with the other hand a watering-pot, the spout being made with the thumb. The mother first does this that the child may imitate her. Frcebel says, "What a child imitates he begins to under- stand, and what he does in play he will like to do in earnest when he is older." The motto preceding this play is, Studies from the Ki)idergarten. 27 ''Wouldst thou the mind of the child for the cares of life unfold, Let him observe the life-scenes here unrolled. Wouldst thou for the cares of inward life prepare him, Make sweet to him the life cares that are near him." This motto for the mother is full of suggestion and meaning. It is, indeed, for the cares and responsibilities of life that every thoughtful mother would unfold her child's mind and soul. The care of a garden is an impor- tant thing in a child's education. It is so important that it touches every side of his three-fold being. That garden- ing is conducive to physical welfare will not be questioned. Hygiene enlarges upon its advantages in this direction; the study of plants is an intellectual pastime, and spiritual benefits are derived by the child through the care of things dependent upon him for life and well-being. Above all, he learns the dependence of all things for life upon the sun. "Make sweet to him the life-cares that are near him," says - the motto. Any child who faithfully and sympathetically cares for pet animals and for flowers is forip.ing his character for life. In life and growth there is a steady progress. "Faithful over a few things," in the beginning, means, in the end, "ruler over many things.' We attain to things far away by means of the things which are near at hand. So, in gardening, the child is interested in things which are part of his daily surroundings, and he is at the same time taking part in an activity which is essential to the welfare of the race. He touches humanity through this universal activity. The child who works in a garden is constantly looking in the mirror of Nature, and who can estimate what he may see reflected in the light of spiritual truth and poetic inspiration } There are in the book several " Hide-and-Seek" plays which are always played with delight and enthusiasm. They symbolize a feeling universal to humanity, namely, the joy of reunion after separation. This may seem trifling, but it is truth reduced to the level of the child's 28 Studies from the Kindergarten. capacity. A long separation would mean nothing to the child, for at the reunion he would have no remembrance of the parting. This is only adapting the experience to the capacity of the individual. The "Blacksmith," the "Shoemaker," the "Wheel- wright," the "Charcoal-burner," and other similar plays, epitomize to the child some of the industries and occupa- tions of the race. To any who are interested in the education of young children this book will be invaluable, and the advantage to the child from the use of it is inestimable, for "Froebel, in the field of human, nature, goes back to the smallest beginnings and thus finds the first link in the chain which connects oq^e moment of human development with all others." Infancy is the germ- period of man's existence; it is the spring-time of the year, the time of seed-sowing. Can the mother, in the spring- time of life, let the ground lie fallow and expect to harvest much else but weeds .^ I have known mothers, who, seeing their children do most cruel and selfish things, comforted themselves with the thought that they would outgrow their evil propensities. The way to exterminate a weed is to pull it up, and not to think that by leaving it to grow it will some day cease to be a weed and become a beautiful flower. We do not look for such results in nature, and the natural world is only the symbol of the spiritual. "Do men gather grapes of thorns, or figs of thistles.''" A sure, firm, and enduring foundation is all-essential, whether we build for time or for eternity; whether we con- struct houses for the material world or form characters for the "everlasting Kingdom." "In the beginning" is the sublime keynote of all successful work. Mary Katharine Young. Studies from the Kindergarten. 29 IX. KINDERGARTEN GIFTS: SELECTED SYMBOLS " Frcebel looked, as no other man ever did, into the secret workshop of the child's soul, and thus successfully built up a practice in which the whole child shall be edu- cated in accordance with the laws of Nature." His system includes all the external details and appliances necessary to acccompHsh the desired result. It is acknowl-edged that, when the child has arrived at school age, not only has his body grown but his mind and soul have also developed. Too often, while all physical wants have been met, little attention has been paid to mental and moral culture. Every primary teacher has recollections of children who came to her with perverted dispositions and tendencies so fixed that she found it well- nigh impossible to counteract them. Froebel, whose unhappy childhood led him to sym- pathize deeply with children in their needs, prepared, as one part of the Kindergarten system, a series of play- things, called "Gifts." These are perfectly adapted to the limited strength of the child, while they meet the require- ments of mental and physical training and lay the founda- tion for the after-education of school and of life. The work of the Kindergarten, excepting the plays and Games, is divided into Gift-lessons and Occupations. The Gifts are used, by means of a series of lessons, to give the child mental and manual discipline. After each lesson they are returned to their original form and are kept, among the other materials, in the Kindergarten. The Occupations, on the other hand, as the epitomized industries of the world, are elements, which are to be com- bined into wholes by the child, and carried home as his own property. Further explanation of the occupations will be found in a succeeding paper. The question often arises, why are the Gifts so called .-* Froebel studied growth in the natural world as symbolical 30 Studies from the Kindergarten. of growth in the physical, mental and spiritual worlds. He said that everything on the earth is the gift of God, to be used as means to reveal man to himself, to reveal God to man, and to prepare for the fuller life to come. A few simple forms he selected as typical of these gifts in Nature, and called them "the Gifts." These he used as the start- ing point of the child's education. The Gifts are ten in number, beginning with the ball and concluding with any small seed used to represent the point. The first Gift, which is merely introductory to the sec- ond, consists of six worsted balls, in the six spectrum colors. The second Gift, consists of a ball, a cube, and a cylinder, composed of wood. This is the basis of the Kindergarten. From it are derived all the other Gifts, and even the Games and Occupations will be found to be related to it. Froebel saw that the materials which God has provided are ever being used by man for combinations into new wholes, and that in all inventions and industries these typical elements only re-appear in new combinations. Therefore he took these three forms as epitomizing the universe. The ball stands for the earth, the sun, moon, and planets, — all the vast wholes of Nature. Its opposite, the cube, is the simplest type of the mineral kingdom. As reconciling these contrasts, and partaking of the qualities of both, appears the cylinder, the typical form of vegetable and animal life. The third Gift is a 2-inch wooden cube, like the cube of the second Gift, but divided once in each direction into eight i-inch cubes. This gift is a step in advance of the second ; it satisfies the child's desire for investigation and enables him to see both the whole and its parts. It is the first gift used for building. The fourth Gift is also a 2-inch wooden cube, divided by one vertical and three horizontal cuttings into eight " bricks," so-called for convenience, each 2 inches long, i inch wide, and ^ inch thick. New dimensions of length and thickness are thus introduced. Studies from the Kindergarten. 31 The fifth Gift, a 3-inch cube, becomes more complex. It consists of twenty-seven i-inch cubes, three of which are divided by one diagonal cutting into half cubes or trian- gular prisms ; and three more by two diagonal cuttings into quarter cubes or smaller tri-prisms. T-rreater dexterity and delicacy of touch are now required. The tri-prism appears as a new form and the slanting surface becomes a reality, while designs built are so varied and real that the child learns to love his gift lesson. The sixth Gift, the same in size as the fifth, is divided into twenty-seven bricks of the same dimensions of those of the fourth; three, how- ever, are cut lengthwise into halves, and six, breadthwise into halves, giving square prisms, or columns and half- bricks of two sizes. The columns of this Gift enable the child to build high structures resembling Grecian architecture. The seventh Gift is composed of five planes made of thin pieces of polished wood, in light and dark shades. These planes furnish lessons in elementary geometry, and culti- vate the art of designing and the love of the beautiful through symmetrical form. The planes of the seventh Gift are easily derived from the second Gift. The eighth Gift consists of steel rings in three sizes, with the corres- ponding half-rings. The rings represent the outlines of the ball or of the round face of the cylinder. This Gift is also used for laying symmetrical patterns. In the ninth Gift, sticks of different lengths are used to represent lines ; and, in the tenth Gift, small seeds serve as points and with them surfaces are indicated in outline. Sarah Augusta Miller.- 32 Studies from the Kindergarten. XI. SIXTH-GIFT SEQUENCE. Fis:. I. I. Separate the gift into six layers, having the three layers containing the columns four inches back of the layers containing the half-cubes. Place two half-cubes of the Fig. 2. front, right hand layer — joined to form a brick — so that that they lie right and left in the middle of the three whole bricks. Then move these half-cubes one-half inch apart. Stand a column on each half-cube, face front, and^a half-cube on top of each column. Then lay a brick from the back, right hand layer, on broad face, on top of the two half-cubes just placed. Extend the base in front and Studies fj'om the Kindergarten. 33 at the back by placing the two remaining bricks on broad faces, with long, oblong faces against the middle of the base. This uses one-third of the gift. Make two similar figures with the remaining two-thirds. Fig. 3- II. Remove the whole brick from the front of the base of the right-hand third, and the one from the back of the base of the left-hand third, and lay them aside ; move the left- hand third and join the back of its base to the front of the base of the right-hand third. Extend the sides of the base right and left with the two removed bricks, lying on broad faces, with long, oblong faces against the middle of the sides. Move the two lower half-cubes in front, with all that they support, a small fraction of an inch to the front. Move the two back half-cubes back the same dis- tance. (This is only temporary to make a firm support.) Now the top of this structure will support the remaining third. For safety move it without the front and back base- bricks, and place these afterwards. Place this third on top of the other two so that the columns stand right and left. 34 Studies from the Kindergarten. Fig. 4. III. Remove the top third in the same way in which it was placed (the two base bricks separately). Leave these two at one side, as they will not be used immediately. Take away the four base bricks from the front, back, right and left, and put them with the two bricks not in use. Sepa- Studies from the Kindergarten. 35 rate into halves the remainder of the two-thirds and we have the gift in three equal, like forms with six bricks not in use. Have the bases of these three forms touch by- edges so that they enclose a space which is a three-inch equilateral triangle. This is the foundation lor a three- sided temple, or for a fountain. Connect the tops of the three sides with three whole bricks lying on broad faces ; connect the three bricks just placed with the three remain- ing bricks lying on broad faces. Fig. 5- IV. Take away the six bricks just placed on top. Face each of the sides of the fountain to the front so that the columns stand right and left. Now move these three separate structures so that they stand one behind another with bases touching. This will make a building with a rectangular prism six inches long, three inches wide, and one-half 36 Studies from the Kindergarten. inch thick for the base. Make a rectangular prism of four whole bricks, which shall be four inches long, two inches wide, and one-half inch thick, for the roof. Of the two re- maining bricks make another rectangular prism four inches long, one inch wide, and one-half inch thick, and place it, on broad face, over the crack in the roof which runs front and back. Fig. 6. Take away the six bricks that form the roof. Now sep- arate the structure into thirds and place the thirds so that they stand side by side, bases touching. This will make the front of a building, with six columns standing side by side on a base nine inches long, two inches wide, and one- half inch thick. Take the three whole bricks off the top, and by adding to them two more bricks make a rectangu- lar prism ten inches long, one inch wide, and one-half inch Studies from the Kindergarten. 37 thick. Place this on broad lace across the top. In order to make this stay it may be necessary to move the two end columns a little towards their respective ends of the base. Make of three bricks another rectangular prism six inches long, one inch wide, and one-half inch thick, and place it, on broad face, over the three middle bricks of the prism just placed. Put the remaining brick on its broad face over the middle brick of the last prism placed. Fig. 7. VI. Take away all the bricks that form the roof except the three middle ones of the longest prism. Of those that re- main move the right-hand one about one inch to the right, and the left-hand one about one inch to the left Now we have the three original roofs. Separate the struc- ture into thirds, extend the base of each third front and back by a brick, as in the beginning, and we have the three original thirds. These are easily separated into layers. 38 Studies from the Kindergarten. XII. THE SYMBOLIC MEANING OF PLAY. Who is it that objects to children's play? No one, in so far as the children arc amused and contented. But these are not the chief aspects in which the plays of childhood should be regarded. We should see in them educational value and a means by which and through which the powers may be trained. Plato suggested that a child's play should be used as a means of education. Pestalozzi, Froebel's great predecessor, failed to make his theories practicable because he did not appeal to the play-instinct of childhood, consequently his prescribed methods became toilsome work. In Frcebel's system all activity is glad and joyous because it is carried on in play, which is the natural activity of childhood. In the Edjication of Man, it it said that "Play is the purest and most spiritual activity of man at this period and at the same time typical of human life as a whole, of the inner, hidden, natural life in man and all things. It is not a matter of chance that the child is born with this instinctive desire for play. It is a power given him by his dear Heavenly Father, a power by which he will be enabled to find out himself and the relations existing between him and nature." Froebel saw in the child, the race epitomized. Thus we have the national games such as bowling, archery, base ball, foot- ball, cricket, and racing. Again he says, "All these plays in their elements have originated from childish instincts but they must be consciously regarded in order to reach their educational end. People think that children are only seeking amusement when they play ; this is a great error. Play is the first means of development of the human mind ; its first effort is to make acquaintance with the outward world, to collect original experiences from things and facts, to exercise the powers of body and mind. The child should not be left alone in his play, for uncon- Studies from the Kindergarten. 39 sciously he reveals his traits of character, some of which may need to be corrected and guided by loving and tender words." Another writer says of this, " Play is a sacred thing, a divine ordinance for developing in the child the harmonious and healthy organism for the commencement of the work of life. It is an essential portion ; it is the divinely appointed /neans for the development of the race into its highest earthly estate. It is the Creator's ordained means for developing the child." To sum up in a few words all that is involved in the child's play, — he learns to discover, to investigate, to contrast, to compare, and to invent, and in all of these his imagination is brought into free play. Is it any wonder, then, that Frcebel carried out this play spirit so fully in his kindergarten .' It is this play-spirit which the true and careful kindergartner so encourages, making it the basis of all so-called "work." If the child- ren are marching, they are playing soldiers ; when using the building gifts, they are builders ; they are sewers, weavers, designers or modelers, as the case may be. How much sweeter and lighter the atmosphere of the school- room is made by the fostering of this spirit, both for teacher and pupil ! Then there is no need of any law, for the law is love. Gertrude Thayer. XIII. KINDERGARTEN OCCUPATIONS EPITO- MIZING THE INDUSTRIES OF THE RACE. "God is an unceasingly creative energy, every thought of God is a deed, a creation unto all eternity. God created man in his own image, hence in a sense, man is endowed 40 Studies from the Kindergarten. with creative power. This is the deeper meaning of all work." So says Froebel the founder of the Kindergarten. Children are much nearer the inner truth of things than we are, for their instinct is, to give themselves up to a full, vigorous activity. The highest, the most spiritual act of which his nature is, at this age, capable, is play. It has been called "the first poetry of childhood." In play the child gives expression to what he has within; without play, the child becomes a machine, losing all freshness and all individuality. Through his play we can discover the individuality of the child ; in it children thoughtlessly betray their inclinations, for they anticipate in play the work of after life. Play is delicious for its own sake, not from any result that may arise from it ; it is absolutely unconscious of purpose. But Froebel saw in this phenomenon of play a double meaning; in play he saw the germ of work; and he pro- vided the right kind of material upon which a child might, under direction, exercise his creative, productive energy. With him this question of the right training of creative activity from its earliest beginnings was akin to religion, it was only another side of religious training. He says, "Important as the first religious training is, early training to industry is every whit as momentous. Religion without industry is in danger of becoming an idle dream ; toil without religious aspirations condemns man to be a beast of burden." Each man's calling upon earth is to work ; not only because God works, and man must endeavor to be as like God as he can ; but also because it is through work that each man takes his part as a mem- ber of the social world. "It is not the soul alone, nor the body alone, that we are training ; it is a man ; we ought not to divide him into parts." Plato says, "We are not to fashion one without the other ; but make them draw together like two horses Studies from the Kindergarten. 41 harnessed to a coach." "Inasmuch as the child is self- active says Dr. Harris, and grows only through the exer- cise of his self-activity, education consists entirely in leading the child to do what develops this power of doing ; any help that does not help the pupil to help himself is excessive." « Man is the only animal possessing two hands ; that is, a hand that has the adductor poUicis, or muscle of civiliza- tion, — the muscle that draws the thumb to the finger and hand. It is by the use of this muscle that man is enabled to engage in activities that ally him with God. We have a wrong and degrading notion about work and its meaning for the true life of man ; we do not work to gain a living, but because it it is the appointed means whereby we can develop the divine possibilities within us. It is urged with much force that the schools, in empha- sizing the literary side of education, do not meet the demands of the world's industrial interests ; that there is a dearth of talent and skill in industrial pursuits, and that labor is shunned as degrading instead of sought as ennob- ling. The Occupations of the Kindergarten, furnishing as they do work as well as play, serve to foster in the young- est child a spirit of interest and sympathy for all industry. The materials chosen by Froebel were few and simple, since the beauty of the finished work depends upon the skill in putting together rather than upon the material itself. "The child should be educated as the race has been educated," said Froebel, and in accordance with this prin- ciple we find that the Occupations of the Kindergarten are analogous in every respect to the industries of the race. Clay modeling, one of the first of the Occupations, was a common employment among the Egyptians and other ancient people. Weaving too, we find mentioned in Genesis, where Pharaoh arrayed Joseph in vestures of fine linen ; the ancient Greeks and Romans were engaged in it 42 Studies from the Kindergarten. not only as a domestic employment but on a larger scale, and we even find remains of woven materials in the Swiss Lake dwellings, as products of the stone age. "What the children universally love to do must have some educational value," said the founder of the Kinder- garten; and where is the child who does not like to work in plastic substances; to make mud-pies, or to play in sand ? The paper-folding and cutting carry out the attempts of children the world over. This the youngest child loves to do, but instead of cutting aimlessly into chips, the little one is guided to do it systematically and his delight is almost boundless when he accomplishes the feat of representing forms of life and beauty. All these forms are reached through one typical form, and thus the elements of geometry are mastered by the children, not through abstract instruction, but by observation and by their own construction. All the Occupations are found to afford discipline for the eye and the hand, as well as that cultivation of the inventive powers through which industry becomes art. No Occupation is merely mechanical. It is one of the important rules that the merely mechanical is contrary to the child's nature and should be studiously avoided. Thus the child is led to observe all activities that serve to provide him with food, clothes and the home that shel- ters him. In the sewing-cards, for instance, the children find the three kingdoms, paper from the vegetable, needles from the mineral, wool from the animal kingdom ; thus they are led through the sewing-card into the whole world, and their interest is awakened in the world's work. Some one has said that the command, "Know thyself," is impossible of fulfillment except through obedience to the injunction " Know what thou canst work at." Matilda Lydia Gibbs. Studies from the Kindergarten. 43 XIV. "COME, LET US LIVE WITH OUR CHILDREN" Come, let us live with our children; not for them, or at the same time, but with them, that our daily life may be so mingled with, and merged into, theirs, that one looking on cannot say where o\x\ relation to them begins or ceases. This is no light task; indeed, it is impossible without a certain God-given insight into child-nature. For children, like Juno, walk the earth with their heads in the heavens. It is hard to lift our thoughts from their daily level to meet the deep and abtruse reasonings of some great philosopher; but it is far harder to lift our thoughts above the petty, narrow surroundings of self, to the broad, untrammeled regions of a child's mind. We may conceal indifference and dislike from our dearest friend, but the clear, penetrat- ing glance of the child detects it at once. He knows whether we are interested in the story we are telling, or whether we are doing it merely to keep him quiet. So, if we wish to live with our children, we must not expect them to be able to live in the world we live in, but we must leave the world of self and enter the children's world. As I have said before, this is impossible without an intuitive knowledge of child-nature. Otherwise, we might grope along, bruising and disfiguring the children's delicate organs of feeling and thinking by our blind efforts to reach them. Sympathy is the expression of this Divine gift of knowl- edge of child-nature. We must be able to stand on the same spot the child stands on and look in the same direc- tion, if we wish to see what he sees. We must know what feelings led the boy to disobey, and what feelings followed his disobedience, before we can hope to influence him by our words and awaken contrition. On the other hand, we must not force our sympathy upon the children, for either they will become so dependent upon it that they will not be able to act without its aid, or else they will become 44 Studies from the Kindergarten. indifferent to it, and then we shall be pushed out of the children's world. The doting and fussy mother is not living with her children any more than the careless and indifferent mother. Though the duty to live with the chil- dren rests first and chiefly upon parents, yet Froebel, the great apostle of child-culture, showed very plainly its im- portance to teachers, by making it the motto of his kin- dergarten system. The Kindergartener's fitness for her duty depends upon her ability to live with her children. She, no less than the mother, must enter the children's world if she would train and guide their slowly awakening threefold nature. How can she expect to supply the means for rousing and devel- oping the outward activity of this threefold nature if she is not able to recognize the inward causes of such activity.'^ The true kindergartner is not repelled by this requirement ; she finds that after living in the children's world, the world of self sinks out of sight, and she is able to look out over the roofs and see nothing but blue skies ; for to live with our children is to live very close to God himself. Amelie M. Farquhar. XV. THE LAW OF UNITY APPLIED : A MORNING IN THE KINDERGARTEN. That we may see how the theories to which we have just listened are carried out, we should visit some large kinder- garten where we shall find a room with abundant air and sunshine, having hanging baskets in the windows, sheaves of grain in the corners, and on a low table a globe of gold fish ; shells and minerals are also to be seen ; all these ob- jects are known and loved by the children. That which one loves as a child will probably interest him when he becomes a man. If, then, we would make naturalists or scientists of our children, how can we better begin than by familiarizing them with natural playthings such as those that God has given them } On the floor, in the centre of the room, is painted a large ring, and here are fifty children seated in a circle, each child forming a part of one large whole. As we enter, they are singing a " pendulum song," using their arms for pendulums. The song emphasizes the fact that the kinder- Studies from the Kindergarten. 45 garten begins at a stated time and that all should then be present. The " good morning song," welcoming the hap- py day just beginning, is next sung ; and then a " good morning" to the sunshine. If the day is cloudy, the chil- dren play they are birds and that they fly above the clouds. Then the little hea'ds are bowed, and the hands are folded, while the children thank the Heavenly Father, who puts the sun in the sky, and who gives them " rest, food, and loving care." Then come a few games for the fingers, in which emphasis is given to the idea that the hand is a unity composed of five fingers. Then the kindergartner will give them a simple talk, either about some seeds, which the children may plant, or some flowers, or the seasons ; perhaps a chrysalis is in her hand, and she tells them the story of the worm which will sometime come out a butter- fly. After this the children are allowed, one at a time, to choose any play they wish. The choosing is an excellent moral training, for, of course, as there are so many children^ not all can choose, and some must give up to others. The games are symbolic and representative, and are a means of developing and cultivating the imagination. The child is in turn a carpenter, a blacksmith, a joiner, a shoemaker, etc, and is thus brought into relations with the universal activities of the race, and gains a respect for those who do in reality what he does in play. And now a chord is struck on the piano, and the chil- dren, rising at the signal, go to their various tables,, where they leave their chairs. Then they march for a few moments. This marching is excellent for several reasons: it not only rests them after sitting and by the rhythmic motion exerts a quiet, orderly influence, but it also brings out again the idea of unity. In the ring they were a unity ; they sang and played as a whole, not as individuals ; now they march not as single children, but as a line of soldiers, and, when they have finished marching, they will sit at their tables where each is again a part of a whole, bound ta consider and respect the rights of the other members of the community. See what the children are doing. Here are little ones playing with the balls, cubes, and cylinders of the second- Gift, becoming familiar with these forms and learning to 46 Studies from the Kindergarten. love them ; not knowing that in handling them and playing with them they are using the great typical forms of Nature. At another table, children are using tablets of the seventh Gift and laying floors for an imaginary house. They can tell which are the right, acute, and obtuse angles ; they can point out the difference between the square and the triangle, and can even distinguish the different kinds of triangles. They have not learned these facts theoretically ; they have simply developed them, easily and naturally ; and they will never forget them. The little girl does not forget to designate by its right name the arm of her doll, nor will the child forget the obtuse angle of the triangle with which he so much delights to play. In all this play- work the children are gaining the spirit of obedience, self- control, and a manual training, which will prove invaluable to them in after life. It is quite surprising to see with what delicacy they learn to handle these Gifts ; when, they have successfully accomplished something, their great pride is in the fact that they can say, " I did it all myself." At a chord, they again rise, march, and once more form a ring ; more games are played, bodies and minds are trained, and, through the exercise of mutual forbearance between the members of the miniature state, a firm founda- tion for good citizenship is laid. Returning to their tables, they engage in the various occupations, which differ from the gift-lessons in that the children construct out of various materials, unrelated in themselves, pleasing wholes which may be carried home and presented to the different members of the family, thereby developing a loving, gener- ous spirit. Then the work is again put away, and, forming a ring once more, the "Good-bye Song" is sung, and they separate for the day. The above is but a brief sketch of the workings of tke Icindergarten, but enough has been given to show that in the work the child is developed on the three planes of his being, — physical, mental, and spiritual, and that he is guided into right relations with God and with man. Irene Chittenden Farquhar. Have You Seen It ? M^eview-Reviews THE NEW MAGAZINE, only sixteen months old, with an intei naiional circulation of Over 200.000 Copies, pronounced \>y all "THE BUSY MAN'S MAGAZINE," giving to its readers information concerning the leading events of the day ; levievvingin condensed form the progress of the world in politics, social reforms, science, and the arts ; enabling the busiest and the poorest to know the best thoughts of the best writers in contemporary periodicals of all nations; contain- ing the greatest amount of reading matter at the lowest price- TWO DOLLARS a year. TWENTY CENTS a copy. RATES TO CLUBS SENT ON APPLICATION. HOW IT IS INDORSED. CHRISTIAN AT WORK. — It is iustwhat every busy man, who would at the same time be an intelligent man, needs. THE JOURNAL OF EDUCATION, Boston.— It is a periodical that belongs in the home of every progressive family in America. 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They are nearly always necessary to satisfactory and pleas- ing progress. Dr. W. T. Hailmann, the greatest authority on Froebelism in this country, has monthly articles in The Teach- EK, elucidating kindergarten principles, and showing their ap- plication to all our common-school courses. Manual training is an extension of kindergarten principles. It may be applied in the primary, the grammar, the high- school, or the college grades. The Teacher is the leading cham- I)ion of manual training among educational journals. This department of The Teacher is presided over by Prof. C. M. Woodward, the pioneer of manual training in America, and still its leading expt)nent. The Teacher is a monthly magazine of education. It cov- ers the whole field of educational work, but deals primarily with principles. It is thus valuable alike to teacher, parent, or student. It \% not a journal of "methods and devices," but is an exponent of methodology ; that is, the science of edu- cation and the application of it. The editorial staff of The Te.\cher authoritatively represents every department of educa- tional work, from the kindergarten to the university. Its con- tributors embrace every name of note in educational literature. It is commended and endorsed by every eminent educator. rilE TEACHER, COSTS ONLY ONE DOLLAR A YEAR. Three Sample Copies sent /or Examination on receipt o/ lo cents. Address— d)C ^cacl)cr, 51 EAST NINTH ST., NEW YORK. HAND CRAFT, A text book euibodyiug a system of pure Mechanical Art, without the aid of Mach- inery; being au English exposition of SLOJD. By John D. SoTtLiFFK, with an introduction by T. C. Horsfall, j' P. Fully illustrated and printed from large, clear type. " It is easy to see, from a careful exami- nation, how admirably graduated is this system of training, which not only fosters deftness of hand and correctness of eye, but has also distinctively moral and intel- lectual effects in jiromoting patient atten- tion, steady application, and interest in work to a high degree. The illustr:i-tions are admirable,— practically matchless, but the special feature of the work is its cla-si- flcation and progressive nature. ' — Jouriiril of Edui-nlion, Boston. By mail to any address on receipt of $1. A New Book on a Popular Suhject revised and brought down to date. FIRST STEPS IN ELECTRICITY. By Charles Barnard. Describes a t-er- ies of simple and inexpensive experiments which illustrate the general laws under lying the manifestation of the force calif d Electricity. The exjieriments can be easily performed at home or in school, most of them with materials to be found in every household. 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The other volumes of this edition will appear at the rate of about two per month. Send for circular. MERRILL'S ARITHMETICAL TABLES, WITH SUGGESTIVE ORAL EXERCISES AND SELECTED WORDS. Boards, 20 cents. GREAT EVENTS OF HISTORY, Presents in a series of pictures a con- nected view of the entire period from the beginning of history to the year 1890. Ar- ranged by W. F. Collier, LL.D. Edited by O. R. Willis, Ph.D. Cloth, 400 pp., $1.00. LA FRANCE. Notes d'un Americain Recueillies et Mises en ordre par A DE BOUGEMONT. An en- tertaining and instructive reading book for French classes. Cloth, 188 pages, $1.00. CHARLES E. MERRILL & CO., 52 & 54 LAFAYETTE PLACE. FROEBEL AND THE KINDERGARTEN. 1. Autobiography of Friedrich Frcehel. Translated and annotated by Emily Michaelis and H. Keatly Moore. Cloth, i2mo, pp. 183. $1.50. Useful and interesting * * * among the best that could be added to the teacher's library. — 7 Jie Chautauqiian, Oct., 1889. There is no better introduction to the Kindergarten. — Wisconsin Journal of Education, Sept., 1889. It is a book which can be trusted to make its own way. — The Independeyit, Oct. 10, 1889. These two books [Froebel and Pestalozzi] recently from the press of the enterprising and discriminating house of C. W. Bardeen, are the last and not the least important contribution to American pedagogical literature. The professional library is incomplete without them. — Canada School Journal, Sept., 1889. 2. Child and Child Nature. Contributions to the understanding of Frcebel's Educational Theories. By the Baroness Marenholtz-Buelow. Cloth, i2mo, pp. 207. $1.50. It is a fit companion to the Autobiography and the two are published in the same style — a capital idea — and a royal pair of volumes they make. — Educational Cotirant, Oct., 1889. Its design is to illustrate the theory and philosophy of Frcebel's system. It does this so clearly and pleasingly as to give no excuse for criticism. * * * * The volume is one profitable for every mother, as well as every teacher of children. — Chicago Interocean, Sept. 14, 1889. 3. The First Three Years of Childhood. By B. Perez, with an Intro- duction by Prof. Sully. Cloth, i2mo, pp. 294. $1.50. The eminent English psychologist. Prof. Sully, says that Perez combines in a very happy and unusual way the different qualifications of a good ob- server of children, and that he has given us the fullest account yet pub- lished of the facts of child-life. » * * 'fhe typography of the work is excellent, and in external appearance the book is by far the handsomest American edition issued. — Journal of Pedagogy, April, 1889. 4. The Kindergarten System. Principles of Frcebel's System, and their bearing on the Education of Women. Also Remarks on the Higher Educa- tion of Women, By Emily Shirreff. Cloth, l2mo, pp. 200. $1.00 5. Essays on the Kindergarten. Being a selection of Lectures read be- fore the London Froebel Society. Cloth, i2mo, pp. 175. $1.00. 6. Frima7y Helps. A Kindergarten Manual for Public School Teachers. 8vo, boards, pp. 58, with 15 full page plates. 75 cts. 7. The New Education. Edited by W. N. Hailmann. Vols. V and VI, the last published. Each 8vo, cloth, pp. 146. $2.00. 8. The Nezv Education. By Prof. J. M. D. Meikeljohn. Paper, i6mo, pp. 35. IS cts. C. W. BARDEEN, Publisher, Syracuse, N. Y. Edited By George P. Brown. Stands in the front rank of the Educational publications of the country. Its kinderg-arten department numbers among- other well known contributors — Miss Elizabeth Harrison, Principal Chi- cago Kindergarten Training School ; Miss F. Lilian Taylor, Director Kindergarten and Primary Instruction, Galesburg, 111., and Miss Nora Smith, San Francisco. Send a postal request for sample copy, mentioning this paper. Address, Public-School Publishing Co., BLOOMINGTON, ILL. The Latest and Best Supplementary Reading is FOB BOYS AND GIBLS. By Charles DeGarmo. Illustrated by cuts from celebrated art works. For Literary Culture at School and at Home. These stories, fifteen in number, narrate the most stirring events of the Trojan War, as related in the Iliad and allied literature. They lie quite within the range of youthful thought and interest, on account of the simplicity and directness of the language used. It is believed that they constitute the only story of the Iliad perfectly adapted to children from nine to fifteen years of age. Many of these stories are given in outline for composition in No. 3 of the DeGarmo Language Series. Full English cloth binding, embossed in gold, and printed on extra heavy plate book paper, for library, 50 Cents. Paper covers, for supplementary reading, 20 cents. PUBLIC-SCHOOL PULISHMG CO., Publishers, BLOOMINGTON, ILLINOIS. 8 JUST THE PAPER FOR KINDERGARTNERS. THE AMERICAN TEACHER. AN EDUCATIONAL MONTHLY, EXPLAINING AND ILLUSTRATING THE PRINCIPLES AND METHODS OF ELEMENTARY EDUCATION. LARGE QUARTO MAGAZINE OF 40 PAGES. ONLY $1.00 A YEAR A. R. WINS HIP, IV. E. SHELDON, Editors. It has a special Kimlergarten Departmeut which is universally recognized as the most reliable, practical, philosophical exponent of the Kindergarten principles and methods. — SEND FOR SAMPLE COPY — NEW ENBLAl POBLISHms CO., 3 Somerset Street, Bosloii, Mass. The N. E. Bureau of Education, Whose field is the Nation, is doing business at 3 Somerset St., JBoston, Mass. It pledges promptness and fidelity to all its patrons, both School Officers and Teachers. Under the present manager's adiuiuistration, it has secured to its members in salaries $1,000,000, and has never had so many calls for teachers as the current year. There is great demand for teaihr-rs of Kindergartens. One is called for today at $1 .500 salary. NOW IS THE TIME TO REGISTER. miR-A^lVE 0:E=L0TJTT?, _ _ _ ls/Eetiaa^©i-. EDUCATIONAL REVIEW. The beginning of tlie New Volume is a convenient time to subscribe. VOLUME II., (.JUNE-DECEMBER, '111) With the May number, the Edwxilionml Review completed its first volume. Among its contributors were Pres. Oilman of .Johns Hoplfins, U. S. Commissioner of Education Wm. P. Harris, Dr. Howard Crosby, Dr. Mary Putnam Jaoobi, Ex-Pres. Jarvis, of the Uuiv, of Col., and many other distinguished educators, including representatives from Harvard, Yale, Princeton, Univ. of Pa., Columbia, Brown, Williams, Tufts, Johns Hopkins, 111. State Univ., Wesleyan, Univ. of Wise, Lafayette, Vassar, etc. The readers of Prof. Comey's article on •' The Growth of the New England Colleges," whose publication in the March number revolutionized the discussion of the shortening of the curriciilum, will be interested to know that he is extending his investigations over the rest of the country, and hopes to publish a paper announcing the results in the course of the second volume (.June-December, 1891). That vohime will also contain articles relating to the religious question in public education, the American high school, the place and influence of the scientific school in the United States, the training of teachers, the best methods of organizing and conducting the instruction in the several departments of the college, the problems of educational administration and supervision in large cities, etc. The more scientific aspects of pedagogy will receive adequate treatment. The Foreign Correspoudeuce, which has been so attractive a feature, will be regularly continued. No eflort will be spared to make the lieview a necessity to the studious teaelier, to the college professor, and to the intelligent citizen. J5 cenls per copy, ^j per year, (to A^os., none being issued for August or Sep/onbcr.) HENRY HOLT & CO., 29 W. 23d Street, N. Y. KINDERQARTNEES WILL FIND THE FOLLOWING THE BEST BOOKS ON THE SUBJECT THAT CAN BE OBTAINED. MCrs. Malleson's Early Training of Children. (Covers the first three years of childhood.) Price 75 ceuts. Bosuiiiii's Method in Education- (Covers the first five years of ohiUihood.) Price $1-50. Peabody's Home, Kindergarten, and Primary School Education. (Covers the first five years of childhood). Price, $1.00. Kichter'8 liCvana. (Covers period of home training.) Price, $1.40. Kadestock's Importance of Habit in Education. (Aids in early formation of good h*bits.) Price, 75 cents. Kousseau's Emile. "Nature's First Gospel on Education." (Covers earliest as well as later training.) Price, 90 cents. Pestalozzi's Leonard and Gertrude. Of which Oscar Browning says : '" A mother who follows the principles inculcated in this book can educate her children as if she were the possessor of all the sciences. Price, 90 cents. D. C. HEATH & CO., PUBLISHERS, Boston, New York & Chicago. FROEBEL'S Educatioi] Of IV|an. Translated from the German by SUPT. W. N. HAILMANN. Edited by DR. W. T. HARRIS. " Eroebel is the educational reformer who has done more than all the rest to make valid in education what the Germans call ' the developing method.' " — W. T. Haerib. "Those who persistently read his works are always growing in insight and in power of higher achievement." — W. T. Hakbis. "It deserves the annual study of every teachers' reading-club in the laud." — W. T. Harris. Will be sent, Post-paid on receipt of $1.50. D.APPLETON&CO. I, 3 & 5 Bond Street, NEW YORK. A STUDY OF CHILD NATURE, from a kindergarten standpoint by Elizabeth Harrison, 1 rincipa] cf Chicago Kindergarten Training School. This book is printed on laid paper, and neatly bound in cloth. Price $l.oo, postpaid. Ord rs for the same should be sent to The Chicago Kindergarten Training School, ART INSTITUTE BUILDING - - CHICAGO, ILL. OR TO LEADING BOOKSELLERS. WEBSTER'S INTER^gATIONAL JUST PUBLISHED— ENTIRELY NEW. The Authentic " Unaoiiuged," comprising is- sues of I8t>4, '79 and '84, (still copyriglited) is now Thoroughly KKVISEU and KlXL^KCHiW, and as a distinguisliing title, bearsthe nunie of WEBSTER'S International Dictionary. Kditorial work upon this revision has been in active progress over 10 Years, not less than 100 paid editorial laborers having been engaged upon it, and notlessthan $300,000 having been expended before the first copy was printed. Critical examination is invited. Get the Best. A Grand Invfistment for every Family and School. Sold liy all Bookspllers. lllnstratefi Pamphlet free. Published by G. & C. MEEKIAM & CO., Springfield, Mass.. U.S. A. 10 A NATIONAL INSTITUTION KOR THE Professional Epipent of Teaclers. 9 University Place, New York City. TEACHERS possessing scholarship, ability, experieuce, and maturity of mind are coming to realize that the N. Y. G. T. T. offers peculiar attrac- tions to progressive workers : in its faculty of specialists, its broad curricu- lum, its elective system, its students, its location — it is a stimulus to be for a year where there is so much going on — and its scholarshipB, which are open on specially advantageous terms to college graduates. Full information re- garding these points will be given upon application to the President of the New York College for the Training of Teachers. THE COLLEGES SAY that they are filling fewer positions to-day than they did ten years ago. It is getting to be the fashion for college graduates to prepare themselves for professional work by prefessioual train- ing. DR. G. STANLEY HALL SAYS there is a bright future before the young man or the young woman of education and ability who is willing to " burn his bridges behind him " and to prepare himself to be a profes- sional teacher. FACTS bearing upon this point will be furnished to those who desire data for personal guidance. THE CRAWFORD SHOE FOR GENTLEMEN, — SOLD ONLY AT — CRAWFORD SHOE STORES, 837 Broadway, cor. 13th Street, ) 281 Broadway, [• NEW YORK. 216 West 125th Street, ) 187 Fulton Street, 421 Fulton Street, BROOKLYN. NEW YORK College for the Training of Teachers. EXTEIVSIOIV CLA.SSESS!. I. Saturday Classes for Teachers in Educational Psychology, and in Methods of Teaching Number, Language, Geography, Natural Science, Form Study and Drawing, Mechanical Drawing, Wood-working, 'Cooking and Sewing. II. Mothers' Classes in the theory of the Kindergarten, as announced on a previous page. III. Classes in Domestic Economy for those living in New York and vicinity who are unable to enter the regular classes. IV. Manual Training Classes for boys and girls ; held at the College, after school hours and on Saturdays. V. Manual Training Classes in Schools and missions both public and private, in cities and towns within a radius of one hundred miles of New York as well as in the city itself, taught by skilled instructors furnished by the day by the college. This plan has proved an effective means of aiding in the introduction of manual training into schools unable to command the entire time of an instructor. THE PEOPLE OF NEW YORK as well as others interested in the New Education, Manual Training, Art Education, the Kindergarten, and everything- that makes the modern school an adequate preparation for modern life, are invited to investigate the following points regarding the work of a national institution for the professional equipment of teachers. The Circular of Information of the New York College for the Training of Teachers, a state- ment of the details of a teacher's professional training. The Regular Classes of the College, always open to visitors; an object lesson upon the process of the professional training of professional teachers. J The Extension Classes of the college, described on the preceding page. The Horace Mann School its circular and its classes, a practical illustration of methods and processes of education from the Kindergarten through the High School. To THE College come as students, graduates of Wellesley College, University of Michigan, Smith College, Packer Collegiate Institute, Wheat- on Seminary, Boston Latin School, St. Louis Manual Training School, various normal schools and high schools, together with teachers of experience who are desirous of adding broad theory to successful practice. From the College go teachers to schools both public and private throughout the country, especially to New York City and vicinity, introducing manual training, objective methods in Science and in elemen- tary work, and professional standards ; to Hampton, Virginia, to enter Gen. Armstrong's work; to the Kindergartens of New York and other cities ; and to various places as supervisors of Form Study and Drawing, Domestic Economy, Natural Science. The Relation of the Work of this College not only to the life of New York City, with its free kindergartens, its boys' clubs, its mission work, its houses of industry, its various agencies of reform, as well as to the general work of uplifting standards of education throughout the country, is apparent from the above statement.