Ed/PsycN 
 Lib. 
 
 LB 
 1141 
 F921a 
 1884 
 
 V ^ 
 
 1 -^^ 
 
 ^ 
 
 ^ * 
 
 •I ♦#% 
 
 9'"^ . 
 
 .^,,^4^^ 
 
 '^'^-X 
 
 ^:1> 
 
 Ml 
 
Ed/Psyc« 
 
 w 
 
 fjucnj ot the Institute. 
 
/ ./ '^ o. cAjlÌ ^ I ü^ T<<. u " <2^ At n^^^Co 2 ruy. , 
 
 
 
 Y 
 
 
Ed/Psycü 
 ijlxary 
 
 OFFICERS OF THE ASSO^ .'ION. ui/ 
 r?: 
 
 President, W. N. HAILMANN, La Porte, Ind. / O <? * 
 
 Secretary, M. BLENNERHASSETT, Detroit, Mich. 
 
 Vice-Presidents. — Hon. J. W. Dickinson, Boston, Mass.; C. C. Rounds, 
 Plymouth, N. H. ; Hon. Henry Barnard, Hartford, Conn. ; Mrs. C. M. N. 
 Alden, Providence, R. I. ; E. A. Sheldon, Oswego, N. Y. ; James McAlHster, 
 Philadelphia, Pa.; E. A. Spring, Perth Amboy, N. J.; John Hancock, 
 Dayton, Ohio; John Ogden, Washington, D. C. ; Hon. John Hitz, Wash- 
 ington, D. C, ; Miss Alice Chapin, Indianapolis, Ind. ; B. B. Huntoon, Louis- 
 ville, Ky. ; J. M. B. Sill, Detroit, Mich. ; Miss Sarah A. Stewart, Milwau- 
 kee, Wis. ; Irwin Shepard, Winona, Minn. ; Miss Emma Marwedel, San 
 Francisco, Cai. 
 
 PROGRAMME OF EXERCISES. 
 
 JULY 14. — Evening Session. Reports of officers. Address of President. 
 
 Appointment of committees. 
 JULY 15. — Morning Sessio7i. ist. " To what extent can the Kindergarten 
 become a part of the public school system ? " James 
 McAllister, Superintendent of Schools, Philadelphia. 
 
 2d. "What is the purpose and scope of the manual 
 training suggested by Froebel?" Prof. H. H. Straight, 
 Normalville, III. 
 
 3d. "What benefits may be expected from charity Kinder- 
 gartens?" Prof. John Ogden, Washington, D. C. 
 Afternoon Session, ist. " How should efficient training-schools 
 be organized?" Miss Sarah A. Stewart, Milwaukee, Wis. 
 2d. " How can the friends of Froebel be organized for 
 efficient local work?" Hon. John Hitz, Washington, D. C. 
 JULY 16. — Afternoon Sessiojt. ist. "The conflict of two ideals." Col, 
 F. W. Parker, Nortnalville, III. 
 2d. Miscellaneous business. 
 JULY 17. — Afternoon Session, ist. "To what extent should primary 
 teachers be familiar with Kindergarten methods?" Pres. 
 Irwin Shepard, Winona, Minn. 
 2d. Reports of committees. 
 3d. Five-minute reports from members of the Institute. 
 
.1^ 
 
 0^cx:i 
 
 Y^e 
 
 a 
 
 i-.d 
 
 JÄ)-'. i-- 
 
 ÒG 
 
PROCEEDINGS 
 
 SECOND ANNUAL MEETING. 
 
 The Second Annual Meeting of the Froebel Institute of North 
 America was called to order at 8 p.m., by the President, W. N. 
 Hailmann, of La Porte, Indiana. Secretary Blennerhassett, of 
 Detroit, Michigan, being absent, no Minutes of the Proceedings 
 of the last meeting were read, but the President gave a brief 
 history of the organization and facts that led to the present 
 meeting in connection with the National Teachers' Association, 
 at Madison, Wisconsin, July 14, 15, 16, 17, and 18. Miss Jennie 
 Lloyd Jones, of Eau Claire, Wisconsin, was appointed acting- 
 Secretary ; Mr. B. B. Huntoon, of Louisville, Kentucky, was 
 appointed Treasurer. A membership fee of one dollar was 
 decided upon. President Hailmann then read his annual address 
 on the ''Essentials of the New Education," — J. M. B. Sill, 
 of Detroit, Michigan, in the chair. 
 
 APPOINTMENT OF COMMITTEES. 
 
 The chair was authorized to appoint the following committees : 
 
 On Organization. — Professor Irwin Shepard, Winona, Min- 
 nesota ; Miss RuthBurritt, PhiladelpETa'; Miss Emma Marwedel, 
 San Francisco; Miss Alice Chapin, Indianapolis; Miss S. A. 
 Van Note, La Porte, Indiana., t^ 
 
 On Exhibits. — James McAllister, iPÌiiladelphia ; J. W. Dickin- 
 son, Boston ; C. C. Rounds, Plymouth, N. H. ; Mrs. Sill, Syracuse, 
 N. Y. ; Miss Eggleston, Madison, Wis. 
 
 On Resolutions. — John Hitz, Washington ; Miss Stewart, 
 Milwaukee ; Mrs. Hailmann, Winona ; Mrs. Blaker, Indianapolis ; 
 Miss Fanny Schwedler, New York. 
 
6 Seco7td Animal Meeting of the 
 
 On Nominations. — J. M. B. Sill, Detroit ; Mrs. Gay, Phila- 
 delphia ; Professor D. Batchelor, Boston ; Mrs. Lousie Pollock, 
 Washington ; Mrs. K. Dousmann, Milwaukee. 
 
 The President suggested that all should put their names upon 
 the enrolment paper. The meeting adjourned until Tuesday, 
 at 9 A.M. 
 
 Morning Session, Tuesday, July 15. 
 The second session of the Froebel Institute convened in the 
 , senate chamber at 9 a.m. President W. N. Hailmann in the 
 chair. 
 
 Professor McAllister was excused from acting as chairman of 
 the Committee on Kindergarten Exhibits. Mr. E. A. Spring, of 
 New Jersey, was appointed in his place. 
 
 Mr. McAllister then addressed the Institute on the question : 
 \ "To what extent can the Kindergarten become a part of the 
 public school system } " 
 
 The question was discussed by Mr. Richards, of Washington ; 
 Professor Albee, of Oshkosh, Wisconsin ; President Hailmann ; 
 Professor Shepard, of Winona; Mrs. Pollock, of Washington. 
 All heartily endorsed the address. 
 
 Professor Straight being unable to be present, the discussion of 
 the question : " What is the purpose and scope of the manual 
 - training suggested by P'roebel Ì " was postponed. 
 
 Hon. John Hitz, of Washington, gave an address on : " How 
 
 ^ can the friends of Froebel be organized for efficient local work.'*" 
 
 The discussion of the subject was postponed until the afternoon 
 
 session. The meeting was adjourned to meet in the senate 
 
 chamber at 2 p.m. 
 
 Afternoon Session, July 15. 
 
 Miss S. A. Stewart, of Milwaukee, read a paper on : " How 
 should efficient training-schools be organized .? " 
 
 The subject was discussed by Professor Albee, President Hail- 
 mann, Mrs. Pollock, Miss Dickie, Mr. Barringer, Mr. Huntoon, 
 and Mr. W. A. Bell. 
 
 The subject of Manual Training was then called up and the 
 discussion was opened by President Hailmann, — Mr. Sill, of 
 Detroit, in the chair. 
 y John Ogden, of Washington, presented a paper : " The benefits 
 that may be expected from charity Kindergartens." 
 
Froebel Institute of North America. 7 
 
 Missjloss, of Chicago, gave some facts concerning the charity 
 work of Chicago. 
 
 The following resolution was offered by the President and 
 accepted by the Institute : — 
 
 Resolved, That a committee of five be appointed to take the necessary steps for .^.. 
 securing the organization of a Kindergarten section in the National Teachers' 
 Association. 
 
 The chair was authorized to appoint the following committee : 
 James McAllister, Philadelphia ; Miss S. A. Stewart, Milwaukee ; 
 John Ogden, Washington ; Miss J. L. Jones, Eau Claire ; E. A. 
 Spring, Perth Amboy, New Jersey. 
 
 The meeting was then adjourned to meet in the Congregational 
 Church, on Wednesday, at 2 p.m. 
 
 Afternoon Session, Wednesday, July 16. 
 
 The meeting was called to order, at 2.30 p.m., in the Congrega- 
 tional Church, by the President. 
 
 Colonel F. W. Parker, of Normal Park, Illinois, was introduced, 
 and addressed the audience upon : " The conflict of the two 
 ideals." 
 
 The subject was discussed by the following persons : Mr. 
 Northrop, of Connecticut ; Mrs, Pollock, of Washington ; Pro- 
 fessor Stanley Hall ; Professor Balliet, of Normal Park ; Miss 
 Ross, of Chicago ; Mr. Tooke, of Dakota ; Mr. Huntoon, of 
 Louisville ; Mr. Ogden, of Washington ; Dr. Edward Stearns, of 
 Mankato, and President Kallmann. 
 
 The meeting adjourned until Thursday, at 2.30 p.m. 
 
 Afternoon Session, Thursday, July 17. 
 
 The meeting opened in the chapel of the Congregational 
 Church, the President in the chair. Professor Shepard, of the 
 Winona Normal School, addressed the meeting on the question : 
 " To what extent should primary teachers be familiar with 
 Kindergarten methods Ì " 
 
 The subject was discussed by President Kallmann; Professor 
 W.JB^Jones, of Chicago ; Miss Bright, of Madison, and Miss 
 Ross, of Chicago. "" 
 
 Mr. Chase, of Boston, conveyed to the Institute a cordial 
 greeting and assurance of support from Miss E. P. Peabody, of 
 Boston. 
 
8 Second A7i7iual Meeting of the 
 
 Mr. Chase, when a child, had attended Miss Peabody's Kinder- 
 garten in Boston, one of the first established in America. 
 
 Mr. Howell, of Lansing, Michigan, moved that the Secretary- 
 be authorized to send by letter the Institute's words of apprecia- 
 tion and goodwill to Miss Peabody. Passed unanimously. Five- 
 minute speeches from the following delegates followed : — 
 
 Miss Ross, of Chicago, gave a report of the work done in that 
 city, under the auspices of the " Free Kindergarten Association, 
 of Chicago." 
 
 Miss Marwedel gave an interesting report of the work on the 
 Pacific coast. 
 
 Mrs. Gay, of Philadelphia, reported that the work in that city 
 was progressing and growing in unity. Kindergartners met in 
 monthly conferences. 
 
 The Committee on Organization reported that, on account of 
 the success of another committee in incorporating the Institute 
 as a department of the National Educational Association, they 
 deemed no other organization necessary. 
 
 The report of the Committee on Exhibits was not ready. 
 
 Mr. Howell, of Michigan, moved that the committee be granted 
 more time, and the report made directly to the Secretary. 
 Carried. 
 
 A motion made by Professor Shepard, that the report of the 
 other committee and election of officers be postponed until the 
 next morning at nine o'clock, was carried. 
 
 Mr. J. Cox, of Michigan, read the following resolution, and it 
 was adopted by the Institute : — 
 
 Resolved, That, in order to satisfy the demand of primary and other teachers 
 for more light on the relations of the Kindergarten and the school, as many 
 copies of the Proceedings of the Froebel Institute as the funds of the society will 
 justify be printed and distributed at the discretion of the officers of the 
 Institute. 
 
 Hon. John Hitz offered the following resolution : — 
 Resolved, That a committee consisting of the President of Froebel Institute 
 and two associates, to be appointed by him, is hereby instructed to consider the 
 advisability of inaugurating a " National Kindergarten Circle," for the proper 
 and consecutive study of FrochePs writings and collateral Kindergarten literature, 
 and if, in the opinion of this committee, such a circle be advisable, said committee 
 be authorized and requested to prepare the requisite plan of conducting such 
 a circle, and submit the same for approval, embodied in its report to this 
 Institute, at its next annual meeting. Adopted. 
 
 Meeting adjourned. 
 
Froebel Institute of North America. 9 
 
 Morning Session, Friday, July i8. 
 
 The special meeting was called to order by the President, 
 at 9.30. 
 
 The President gave the report of the Committee on the Organi- 
 zation of a Kindergarten Department of the National Educational 
 » Association. He said that more than twenty members of the 
 National Educational Association had signed a petition to the 
 board of directors, requesting the formation of such a depart- 
 ment ; that the request was readily granted, and that the officers 
 needed for such a department were a president, a secretary, a 
 treasurer, and an advisory committee. 
 
 The Committee on Nominations submitted the following list of 
 officers for the ensuing year, who were elected by the Institute : — 
 
 President, W. N. Hailmann, La Porte, Indiana. 
 
 Secretary, Miss S. A. Van Note, La Porte. 
 
 Treasurer, B. B. Huntoon, Louisville, Kentucky. 
 
 Advisory Committee: J. W. Dickinson, Boston; C. C. Rounds, 
 Plymouth, New Hampshire ; Henry Barnard, Hartford ; Francis 
 W. Parker, Normal, Illinois ; G. Stanley Hall, Baltimore, Mary- 
 land ; J. McAllister, Philadelphia ; E. A. Sheldon, Oswego, New 
 York ; E. A. Spring, Perth Amboy, New Jersey ; Irwin Shepard, 
 Winona, Minnesota ; Mrs. C. M. Allen, Providence, New Jersey ; 
 Miss Alice Chapin, Indianapolis, Indiana ; Miss S. A. Stewart, 
 Milwaukee, Wisconsin ; Miss E. S. Dickey, Salt Lake City, Utah ; 
 Mrs. Riddell, Cherokee Orphan Asylum, Indian Territory ; Mrs. 
 -^ John Ogden, Washington ; Miss Sarah A. Cooper, San Francisco ; 
 Miss Susie Pollock, Washington; Mrs. M. L. Van Kirk, Philadel- 
 ' phia; Miss Lalia Pengree, Boston; Miss Emma Marwedel, San 
 Francisco; David Howell, Lansing, Michigan; Miss Jenny Lloyd 
 Jones, Eau Claire, Wisconsin. 
 
 The Committee on Resolutions reported the following: — 
 
 Resolved, The American Froebel Institute herewith expresses to the citizens 
 of Madison and its municipal authorities, to the governor and other officials of 
 the State of Wisconsin, and also to the National Educational Association, for 
 the cordial welcome and kindness extended to its members, and the deep interest 
 manifested by them all in the Kindergarten cause, most hearty thanks and high 
 appreciation. 
 
 Resolved, That the Secretary transmit a copy of this resolution to the governor 
 of the State, to the mayor of Madison, and to the president of the National 
 Educational Association. Resolution adopted. 
 
IO Second Annual Meeting of the 
 
 Hon. John Hitz, of Washington, said that an important step 
 had been taken in organizing a department of the National Educa- 
 tional Association, but a complete amalgamation of the Institute 
 might endanger its freedom. He therefore suggested that the 
 Institute still keep a separate organization, and that there be, if 
 possible, other meetings than the annual ones in connection with 
 the National Educational Association. 
 
 President Hailmann, Mr. Batchelor, Miss Marwedel, and Mrs. 
 Pollock, were of the same opinion. 
 
 Mr. Cox, of Calumet, Michigan, offered the following : — 
 
 Resolved, That the identity of the Froebel Institute be retained, and meetings 
 be held as often as practicable, officered by the officers elected for the annual 
 meeting, and that a membership fee of one dollar be charged. Also, that a 
 committee be appointed in each State to labor with the State Associations in the 
 interest of the Kindergarten. Adopted. 
 
 Miss Marwedel, of San Francisco, suggested that the principles 
 emphasized in these meetings be put forth in a paper for distri- 
 bution. The Institute decided to act upon the suggestion. 
 
 Miss Marwedel extended an invitation to the Institute to visit 
 San Francisco at the next meeting. 
 
 On motion of Mr. Hitz, the Institute returned a vote of thanks 
 to San Francisco friends. 
 
 Meeting adjourned. 
 
 JENNY LLOYD JONES, Acting-Secretary. 
 
Five be I Institute of North Ameiica. 1 1 
 
 ESSENTIALS OF THE NEW EDUCATION. 
 
 BY VV. N. HAILMANN. 
 
 The confusion concerning this much-used and much-abusecl term renders 
 desirable an attempt to approach its definition. The undertaking is not without 
 its difficulties, lying in the subject itself, in the deficiencies of educational science, 
 and in the inadequacies of the circumstances surrounding educational practice. 
 The well-known difficulties opposing the definition of education oppose us here 
 undiminished, for the scope of the new education is the same. To these are 
 added the difficulties brought in by the term new. Education, inasmuch as 
 it pertains to the origin and destiny of man, pertains to the Infinite, and in 
 many of its phases, old and new, refuses to be defined. Indeed, the New Educa- 
 tion, divested of all transient phases, is simply a new view, a wider and deeper 
 view, of the nature and dignity of man ; a fresh and brighter gleam of light 
 that reveals to us the insufficiency of previous opinions and principles of action, 
 and a surer and nearer road toward our ideals. 
 
 From this it appears that the New Education cannot be confined to a limited 
 portion of the work. It is not the Kindergarten, nor the " Ouincy schools," nor 
 the industrial department of some college, nor the new curriculum of a university. 
 It is a new, more nearly complete statement of principles to be followed in these 
 and all other features of educational work. If such a statement modifies or 
 revolutionizes previous methods of work, this does not alter the matter. The 
 New Education lies in the statement of principles, not in its transient or particular 
 methods, which may be, and probably are as yet, quite imperfect, and much 
 vitiated by influences of "old educations." 
 
 It is evident, too, that such a statement must contain much of previous state- 
 ments, much of "old educations"; for these, however one-sided they may be, 
 were formulated concerning the same infinity, by an equally intense love of the 
 true, the good, and the beautiful. Nay, it is impossible to collate a new, many- 
 sided, quite comprehensive education from the material found in various one-sided 
 views of the subject, without the addition of a single new principle — the 
 newness lying in the greater completeness, in the man3^-sidedness, in the superior 
 comprehensiveness of the new statement; and such a statement would deserve 
 the name New Education, though all the disciples of the old formulas that have 
 furnished it material should clamor, "We had this long ago." 
 
 Such a statement, even if it should contain a number of phases not previously 
 recognized, yet inasmuch as it does contain the truth of previous one-sided 
 statements, would, under certain circumstances, call forth great confusion of 
 ideas concerning itself. Earnest one-sided persons, blind to all but the phase 
 that rivets their attention, if they are one-sided in the cause of some idea 
 struggling for recognition, and recognized in the new statement, will greet this 
 New Education as their own particular gospel, and will attempt to monopolize 
 it. Others, equally one-sided, but in the service of a phase of truth well estab- 
 lished in general recognition, will treat the new statement with contempt and 
 ridicule; for, inasmuch as it contains their truth, they— blind to all else — 
 will accuse it of false pretensions and reprehensible insolence in claiming as its 
 own what has belonged to humanity "from time immemorial." 
 
12 Second Annual Meeting of the 
 
 The circumstances for such a condition of things could scarcely be more 
 favorable than they are now in our own land. In the midst of a great educational 
 revival many are eager to behold the truth, and their very eagerness inclines 
 them to exclaim wild Eii7'ekas over every gleam of light. Others, of calmer 
 mood, failing to see adequate cause for this wild joy, do not grant it even the 
 deserved credit of sincerity. This condition of things is aided by the fact that 
 educational circles, as a whole, are just emerging from a period of empiricism 
 into the recognition of a science of education. Hence vast numbers — as 
 unknowing children are apt to laugh over every new thing as something funny — 
 are in a state of perpetual, more or less puerile mirth concerning the new and 
 qtiasi-n&vi things that greet their dazzled view. 
 
 On the one hand we find the Kindergarten, the " Quincy Method," Industrial 
 Training, the '* Grube Method,'' — nay, even the kitchen-garden and calisthenics, 
 — claiming that theirs is the New Education. Now the fact is that most of 
 these — some more and some less — represent limited phases of the New 
 Education, in so far as they do their work Ì7i accordance with its principtes. 
 The Kindergarten represents, perhaps, the latest complete statement of the New 
 Education, as applied to the training of children between the ages of three and 
 seven. The "Quincy Method" represents an earlier and less comprehensive 
 statement in its application to school-work. The " Grube Method" is a fragment 
 of an earlier phase in its application to rudimentary arithmetic. The claims 
 of the kitchen-garden and of calisthenics are too flimsy to deserve notice. Indus- 
 trial training, as such, is an outcome of temporary industrial needs, and has 
 no intrinsic connection with the New Education. The apparent relationship 
 is due mainly to the fact that the New Education finds in manual training an 
 indispensable factor of harmonious development ; but in aim and method it differs 
 widely from the industrial training. 
 
 On the other hand, we read in journals and hear at teachers' gatherings more 
 or less sweeping denunciations of the very term " New Education." One proves 
 that a certain fundamental principle which enters into the make-up of the New 
 Education, and which he ignorantly believes is claimed itself as new, is as old 
 as Socrates. Another shows that a certain particular method of doing a limited 
 portion of the work has been practised in his section for ma.iy years. A third 
 condemns the New Education on the basis of its supposed abandonment of books 
 in teaching, its supposed "utter disregard of discipline," and other similar 
 equally groundless imputations, made honestly, but under the influence of 
 constitutional one-sidedness. 
 
 Necessarily the character and value of an educational system will depend 
 ultimately on its innermost essence, on its basis, which is its view of the nature 
 and destiny of man. Now, since our views of man and his destiny depend 
 largely on the experience and observation, on the growing knowledge and insight 
 of the race, it is evident that, however far advanced such views may be, they 
 will have their beginnings in the beginnings of human self-consciousness, and 
 that their roots will reach back through all intervening ages to earliest stages 
 of civilization. Hence all, no matter how far they may be behind the new state- 
 ment in their own practice, will recognize in it much, perhaps all, of what they 
 hold true in theory and upon which their work is based ; but many fail to see 
 more. As of yore, the new view, which is in fact merely a fresher, clearer view, 
 comes "not to destroy, but to fulfil," and still "the Pharisees go out and 
 consult together how they might destroy him." 
 
Froebel InstitìUe of North America, 13 
 
 For the New Education of our day, Froebel is still the foremost exponent. 
 He sees in mankind a growing revelation of God, destined in individual man 
 consciously to approach His perfection. He sees in each individual man a self- 
 conscious, progressive revelation of God, a name around which, to Froe])el and 
 his New Education, there cluster all the brightest ideals of beauty, wisdom, and 
 virtue in ever-approaching, yet ever-receding, perfection. The name of God, 
 however, on account of its infinite subjectivity, gives rise to numberless miscon- 
 ceptions. It will, therefore, be better to translate Froebel's thought into purely 
 objective terms, declaring mankind — and respectively mail — to be a growing 
 unit, a7id its destiny conscious progress, conscious expansion into ever higher 
 perfection. 
 
 Stated separately, the salient points of this formula are the following : — 
 
 1. Mankind is a unit, having a growing life of its own. 
 
 2. Man is a growing unit in whose life the life of mankind finds conscious 
 expression. 
 
 3. The life of man is, therefore, subservient to the life of mankind and 
 included in it. 
 
 4. The destiny of mankind and, therefore, of man is conscious progress 
 which implies ever fuller conscious adaptation to the laws of being. This again 
 implies a growing insight into the nature of these laws and spontaneous obedi- 
 ence to their requirements, which leads to their control, and hence to the 
 freedom of man. 
 
 The first of these propositions, declaring mankind to be a unit with a growing 
 life of its own, places the present upon the shoulders of the past and puts upon 
 it the responsibility of the future. It represents each generation as a pulse in 
 the life of the whole. Its achievements rest upon those of past generations. 
 For the elevation of this basis it has no responsibility, but it alone is responsible 
 for the elevation upon which it places succeeding generations. Its duty is to 
 lose no vantage ground gained by the past, and to gain more ; to take not a 
 step backward, but many steps forward. Its progress is the progress of mankind ; 
 its sleep, the sleep of mankind ; its backsliding, the loss of all who are to come 
 after. However rich the legacy it receives, it should leave a richer. It may 
 enjoy, but it may not waste, and should increase, the store. Thus this 
 proposition affirms the law of heredity, but it also affirms the law of evolution, 
 hence the law of progress, in its application to the life of mankind. ^ 
 
 The second proposition, declaring each individual man to be a growing unit 
 in whose life the life of mankind finds conscious expression, subjects education 
 to the laws of growth and development. These laws, which in their essence are 
 reducible to the law of attraction of similars, will lead the intellect to the 
 recognition of truth, the spirit to an apprehension of the Infinite, the will and 
 conduct to goodness, to conscious obedience to law. For education there is 
 no escape from this. Whenever, in slavish adherence to custom and cant, 
 it hinders the recognition of truth and perpetuates error ; whenever, in cowardly 
 submission to prejudice and dogmatism, it keeps the spirit from a nearer 
 approach to the Infinite ; whenever, by interposing the insolent behests of 
 
 a despotic authority, it clogs the evolution of conscious obedience to law, 
 
 it falls short of its ideals or becomes pseudo-education. 
 
14 Second Annual Meeting of the 
 
 Again, the proposition involves the all-sided harmonious culture of man as 
 a unit. Action, in language, play, and work, should keep pace with intellectual 
 and emotional development. Insight and feeling should keep fully abreast in 
 their upward growth into an emancipated will, free obedience to law, which is 
 to show its supremacy in spontaneously good conduct. This last is at all times 
 the highest criterion of harmonious culture. However full the memory, however 
 fertile the imagination, however keen the insight, however tender the feelings, 
 they accuse culture of one-sidedness, and are of little value, unless they enrich, 
 enlighten, and strengthen truly spontaneous good conduct. 
 
 The education of our time is still very far from this. The family, the school, 
 the church still vie with each other in eiforts at a one-sided hot-house culture in 
 a variety of directions ; one belabors certain phases of the will, the other tugs 
 at the intellect, the third strains the feelings. Not one of them reaches the 
 spirit. Thus they produce angular monstrosities, natures at war with themselves, 
 instead of beautifully rounded wholes that shed peace upon their worlds. The 
 problem of the new education is to find means and adjust circumstances for 
 the all-sided harmonious culture of man as a unit, to establish educational 
 practices that will strengthen him at all times and simultaneously in all the 
 phases of his being. It is to be feared that this problem will remain new for 
 many generations to come. 
 
 The third proposition, declaring the life of man to be subservient to the life 
 of mankind, or, at least, included in it, calls for deliberate systematic training 
 into social efficiency. It condemns as inadequate all merely egoistic, all merely 
 centripetal forms of education. There should, indeed, be as much or more 
 in-cofning, as there is in the most egoistic forms of education ; but the current 
 should not stop there. Gathering new vigor, new warmth and intensity in the 
 mighty gulf of self, it should pour out into a broad Atlantic of universal goodwill 
 a genial, expansive stream freighted with life for a world. This proposition 
 would seek, as the highest outcome of educational effort, a lofty altruism which 
 finds the interest of self in the interest of all ; it would expand narrow individual 
 egoism into a broad race-egoism ; it would teach the individual to seek an 
 attainable practical immortality in the life of the race. 
 
 From earliest beginnings it would make the social nature of man an object 
 of educational care and activity. It would have him grow surely and steadily 
 into an appreciation of the value of social effort to himself and of his own value 
 to society. In an atmosphere of universal goodwill, it would bring him up into 
 habits of^ympathy, gratitude, and helpfulness, into a condition of rational self- 
 sacrifice and benevolent self-assertion. 
 
 There can be little question that the average school of our day does not afford 
 suitable adjustments for such work. It collects individuals in masses, it is true ; 
 but it expends a larger part of its energy in effort to secure isolation in the work 
 of the individuals composing the masses. This is the chief object of its seat- 
 ings, its rules and regulations, the insolent prominence of its masters, and all the 
 numberless expedients to render the pupil blind to his fellows. 
 
 Unquestionably, too, the isolation of the pupil in a greater or less degree is 
 frequently desirable in efforts to concentrate his mind upon the solution of prob- 
 lems affecting his individual growth. Yet this isolation should not become 
 paramount. As the individual growth should be subservient to its social value, 
 the isolation should alternate with opportunities for testing and applying the gain 
 
Froebel histitiUe of North America. 1 5 
 
 of individual power in social efforts in the organized subordination and co-ordina- 
 tion of common endeavor. This will give worthy purposes to isolation — 
 purposes that lie in goodwill and that lead away from the shoals of egoism. 
 This problem, too, must remain new for many generations to come. 
 -: The last proposition finds in conscious progress the destiny of mankind, and, 
 therefore, of man, in whom mankind lives. Inasmuch as this implies ever fuller 
 conscious adaptation to the laws of being, it calls for ever-growing insight into 
 these laws. Hence the study of these iaws in their manifestations in nature and 
 life is one of the chief concerns of an education that would foster that conscious 
 progress. It is easy to see that this gives to the nature-studies, such as the 
 various departments of exact and empirical science, as well as to the life-studies, 
 such as history, language, and literature, a significance and fascination which 
 must remain ever new. 
 
 Again, this adaptation is to be not merely verbal, but must become real. The 
 power of insight is to be exercised in life, must become conscious obedience to 
 the laws discovered, full mastership of their inner and outer manifestations, of 
 self and world. This reality of adaptation, this continuous, progressive transla- 
 tion of insight into will and conduct, can be attained only in action, in practice 
 for which the education we seek must aiTord constant opportunities. These 
 ojDportunities should be adapted as nearly as possible to the learner's power, in 
 order that they may aid the evolution of faith — faith in self, in his surroundings, 
 in nature, God. They should, too, be free from temptation to evil, leading 
 outward and upward, strengthening the good. All else is hindrance. The 
 supph'ing of these opportunities constitutes the adjustment of surroundings, 
 which is the main business of education. The difficulties of this adjustment, in 
 view of the ever-shifting status of our own and the learner''s insight and power, 
 will surely keep this phase of education, too, forever fresh and new. 
 
 In the limits of this essay I can only indicate some of the proximate require- 
 ments of a school education based upon these principles. In the first place, 
 courses of study must have for their centre the child, and not the subjects of 
 instruction. All that is done at any time must be done for the child's sake. The 
 subjects of study must always adapt themselves to the child's wants and needs. 
 This calls for a concentric, spherical arrangement of the materials of instruction 
 and practice, in which a free outlook in all directions is secured at all times for 
 the child, who is at the cente. Wherever we take hold of the course it should 
 be a well-rounded whole, never an angular fragment. In this, classification must 
 be made on the basis of power, and 7iot of technical advancement. TliÄlatter is 
 easy to get when the former has been secured, but not vice versa. In no case 
 should power be sacrificed to technical advancement. 
 
 The practice of cutting up subjects, and of parceling them out with reference 
 to the various subdivisions of arbitrarily fixed periods of school-life, is pernicious. 
 It compels the child to pass through the entire curriculum, if it is in search of 
 a rounded, harmonious education. Yet very few children can afford to do this. 
 The curriculum should be rounded, harmonious at all stages. It should open to 
 the child always the whole subject and all subjects within the limits of the child's 
 scope and power. Every new circle should not so much complete the knowledge 
 previously gained ; but, starting again from the same centre, the child, it should 
 extend this knowledge to wider fields and greater depths ; and at all times the 
 development of tact and skill, of taste and foresight, in the applications, should 
 
1 6 Second Annual Meeting of the 
 
 keep pace with the new acquisitions. Thus in due time science will be reached 
 on the side of knowledge, and art on the side of skill. 
 
 Again, the practice of leading all streams toward the college or university is 
 pernicious. In one sense the school, at each and every stage, should be a 
 university. It should open for the child the avenues to all categories of knowl- 
 edge and mastership. Whatever it can grasp and handle of the relationships of 
 form and color, number and size, natural history and geography, social and his- 
 torical data, language and music, should enrich and strengthen its life at school 
 from the day of its entrance to the day of its leaving. Thus, alone, will every 
 day and every hour spent in school become in the child's life a precious seed, 
 which, at successive stages of growth and development, will yield bounteous 
 harvests of all that makes life worth living. 
 
 The methods of teaching should at all times furnish opportunities and incen- 
 tives for discovery and application, for finding and doing. Whatever the pupil 
 may have found, he should have the opportunity to use it at once in accomplish- 
 ing some spontaneous purpose of pleasure or profit. Upon the very heels of 
 every discovery there should come the activities of using and inventing, creating 
 a thirst for new discovery, for other steps onward. 
 
 Thus the child should not be compelled to the doleful and profitless task of 
 learning to read solely for the sake of acquiring this art. From the very begin- 
 ning the legitimate purpose of reading — the gaining of information and enjoy- 
 ment — should be uppermost in the child's mind. The child must want to learn 
 the art for the sake of the good it gains from it in its own immediate life. The 
 child must have an object whose attainment renders necessary the acquisition of 
 this art. The same is true of all other studies. Not the teacher's purpose, but 
 the child's, must lead. His ingenuity will find ample play in the judicious adjust- 
 ment of surroundings, keeping opportunities and incentives in the direction of 
 right development, and supplying with the least possible delay and friction the 
 growing needs and wants of the pupil. 
 
 Similarly, I might point out in fuller detail the demands of the New Education, 
 here set forth, with reference to the aesthetic, ethical, and social training of the 
 child ; but I reserve this for some future occasion, believing that I have suf- 
 ficiently indicated the far-reaching changes in ordinary school-life that must 
 follow in the train of a full and unreserved acceptance of the principles of the 
 New Education. 
 
Froebel Institute of North America. 1 7 
 
 HOW CAN THE FRIENDS OF FROEBEL BE ORGANIZED 
 FOR EFFICIENT LOCAL WORK ? 
 
 BY JOHN HITZ, WASHINGTON, D.C. 
 
 " Man everywhere is in the effort to rid himself of what is defective in form 
 and meaningless. What in regard to the development of man presented itself 
 to my mind in a more or less definite or complete form twenty years ago, now 
 makes itself generally perceptible. Even the displays of tradespeople noticeably 
 indicate this. All, however, are yet without inner coherence or consciousness of 
 any direct purpose to promote the higher development of human life. Being to 
 all appearance devoid of a conscious foundation, either in the people or in the 
 manifestation itself, no real influence upon the inner development of mankind 
 results. It is true, one manifest purpose presents itself everywhere, and that is 
 the effort to awaken the demand : to gratify^ that money may be made. In like 
 manner we see and hear of institutions for the prompt amelioration of suffering, 
 but none to remove its cause. Everything appears disconnected and incoherent. 
 Nowhere do we find in these efforts a consciousness whatever of cause and effect, 
 as being ways and means toward attaining the aim of a harmonious whole. 
 
 " Seeing all this, I say to myself : We at least can come to an understanding 
 on this point ; and the wish vividly and repeatedly arises : May we, in com- 
 munion of spirit, labor to this single end, and at least show the world, in the 
 unity of our efforts, one truly continuous purpose in life. People will then 
 recognize in our outward actions the new inner life which animates us, and so 
 each one will appear a well-defined type and true embodiment thereof. 
 
 *' So it should be ; so must it yet come to be ! Even as out of the profound 
 depths of a vast state, so out of the spiritual midst of spiritual unity we must 
 jointly and consciously strive to present unitedly as a whole what man uncon- 
 sciously and disjointedly essays to do." 
 
 Thus wrote Froebel to Langethal. And such is the spirit which must animate 
 the friends of Froebel and the Kindergarten in their efforts to do efficient work 
 and really carry out the inspired ideas of the great pathfinder to the realms 
 of childhood's greatest blessing: The New Education. 
 
 It is singleness of purpose which begets this continuity of coherent effort. 
 Undertake what we will, where a well-defined end is in view there must be 
 equally well-defined, coherent, and persistent labor if success is ultimately to 
 attend our efforts. 
 
 The inventor, the scientist, and the specialist follow the guidance of this well- 
 recognized truth with a zeal that promptly resists every temptation to turn aside. 
 Each seeks individually his end, not necessarily always for a merely selfish 
 purpose, although it is true that at times an impress of " self" is given to such 
 labor which sadly mars what constitutes in every truly great mind its only end : 
 the bodily and spiritual welfare of 77ian. This great object, no matter through 
 what channel of science or art mankind seeks to attain it, ever remains 
 immeasurably greater than any instrumentality engaged in achieving it. Where 
 many act with unanimity in a good cause perfection and power is the result, 
 
1 8 Second Annual Meeting of the 
 
 for " they act as one in a heavenly form," says a great author. In proportion to 
 the number so acting the incitement to labor grows stronger, each individual 
 force is increased, and the sum total of action is vastly more powerful. Hence 
 says this author: "According to plurality also results a more perfect and 
 stronger tendency of acting upon particulars." These truths no one realized 
 more thoroughly than Froebel. Do we, as friends and followers of Froebel, 
 recognize and practise them with equal fidelity ? Do we not fail in many cases 
 because some of us, teaching what Froebel taught, yet fail to have our actions in 
 full accord with what we teach? It becomes us to examine ourselves, and see if 
 there are not hidden recesses of selfishness, which constantly blur the beautiful 
 work we have set out to do. Are these remarks uncalled for.f* 'T were well it 
 were so. 
 
 Before beginning to organize the friends of Froebel for efficient local w^ork, let 
 us then scrutinize well the instruments the work is to be done with. We must, 
 to start aright, relegate ourselves at heart to the sphere of early childhood ; for 
 what we first need is a childlike spirit, youthful sincerity and ardor, then 
 wisdom begotten of earnest study and advancing age. When these are secured 
 we shall be prepared to build the structure that will assume the " simiHtude of 
 a palace." Like the far-seeing master-builder we begin by selecting the corner- 
 stone of our edifice : our Kindergarten Association. And here it is that I fear 
 the Kindergarten cause has suffered more at the hands of its would-be friends 
 than many well-meaning people engaged in the work have any idea of. All who 
 thoughtfully study Froebel will find that on the corner-stone of the Kindergarten 
 edifice is inscribed not solely the word " nature," or the word " man," or the 
 word " God," as some would have it, but all three in their combined substance 
 as presented in the dictum of the New Education, namely: "God in 
 Humanity," or in the words of the New Dispensation: "The Lord Jesus 
 Christ in his divine humanity " — that is, the life of Christ as exemplified on 
 earth. Without this our Kindergartens cannot stand. Where this is left out 
 of the Kindergarten work it cannot thrive, for its very soul is wanting ! 
 
 Our Kindergarten and Froebel organizations must then embody as cardinal 
 principles all that is contained in the attributes: "childlike," "Christlike." 
 Religious zealots, alike with so-called rationalists and sceptics, may mould and 
 modify as they will, without " Christ in his divine humanity" as the one and 
 only corner-stone upon which to build, the beauty of their Kindergarten 
 structures will pale away into absolute sterility. " According to the grace of 
 God which is given unto me as a wise master-builder, I have laid the foundation, 
 and another buildeth thereon. But let every man take heed how he buildeth 
 thereupon." These prophetic words of Paul apply with equal force to Froebel. 
 You can no more build Froebel solely upon Calvin than you can build Froebel 
 solely upon Rousseau. It is upon Christ alone you can successfully build 
 Froebel. 
 
 The mere organization of the so-called friends of Froebel is a secondary 
 matter as compared with the life or soul that must animate them if efficient work 
 shall be the result. Unless all who call themselves friends of Froebel are firmly 
 principled in a life built upon the corner-stone I have referred to, we organize, we 
 build, in vain. An organization composed of friends of Froebel so principled 
 need have no apprehension about success, whereas the best formula of organiza- 
 tion without these elements must prove a failure sooner or later. Let us, then. 
 
Froebel InstittUe of North Amei'ica. 19 
 
 start aright. '* Create in me a dean heart, O God, and renew a right spirit 
 within me," must be the fervent prayer and deepfelt sentiment of every one who, 
 as Froebel's friend, would engage in his beautiful work. Then truly he will 
 become the type and embodiment of the new life implanted by the new 
 education. 
 
 When your honored President assigned to me the duty of preparing a paper 
 upon the subject now under consideration. I sought advice and counsel in various 
 quarters, and believing that some of the responses received will greatly help us 
 in our work of organization I append them as nearly in their original form as 
 practicable. 
 
 Madame de Portugall, the eminently successful Kindergärtnerin of the French- 
 speaking section of Switzerland, writes as follows from Geneva : — 
 
 '* In Europe all power lies more or less in the hands of the state, whilst in 
 young and vigorous America all action springs from individual impulse. When 
 here we wish to promote and render effective new ideas of general interest, such, 
 for instance, as a knowledge of the Froebel system, first of all those interested in 
 the subject meet in committee and organize some such society as ' Der Allge- 
 meine Erziehungs Verein,' in Dresden. The individual members thereof then 
 proceed to organize branch societies in different towns, whose object it shall be 
 to extend and create an interest in the cause. Various aids are needed, such as 
 money, the goodwill and interest of those in power, in order that the weight of 
 personal influence may manifest itself in their verbal advocacy of the new ideas, 
 or funds be obtainable to carry them out. It is well also that every year 
 there should be a general gathering of all branch societies for the purpose of 
 exchanging ideas and experiences, and by sympathy in common, infusing 
 members with renewed vigor and enthusiasm for the work they have in hand. 
 Here in Geneva it is the state government which has established the infant 
 schools and has appointed me to introduce the Kindergarten system." 
 
 Thus writes Madame de Portugall. It will be well to observe, after what has 
 been said about the impossibility of building Froebel solely upon either of the 
 two great Geneva reformers, Calvin or Rousseau, that the Geneva of the present 
 is very different from the Geneva of Calvin and Rousseau's time. Agitation is 
 a great purifier. The " Pool of Bethesda " needed to have its waters " moved" 
 in order to manifest their curative properties, and so the religious and rational 
 truth-seekers of Geneva needed to agitate the remains of truth lying deeply 
 embedded in the heart of Geneva ere its body politic could be cured of hereditary 
 faults and not only accept, but assimilate, as a government, the truths of the 
 new age presented in the principles promulgated by the New Education. This 
 assimilation is now thorough, and the result is that, in a population of 75,000, no 
 less than 4,000 children are the privileged attendants of free Kindergartens, 
 conducted and paid for by the government of the land. Nowhere, not even in 
 Austria where so much is done for the Kindergarten, are the ideas of Froebel 
 more respected, the Kindergarten more honored ; one of the towns even going 
 so far as to assign one half of the building erected for the mayor's ofiice to the 
 uses of its Kindergartens, placing side by side and on a par the teacher of its 
 youngest children and the ruler of its people. " Infant schools," and not 
 Kindergartens, is the name given them there, simply because Froebel's ideas as 
 embodied in the New Education have been incorporated as an integral part of 
 
20 Second Annual Meeting of the 
 
 the public school system of Geneva, and not merely as a somewhat questionable 
 ** annex" to its public instruction. The New Education in Geneva has come to 
 stay and virtually constitutes now the foundation of its excellent system of public 
 schools. The soil was prepared by Calvin and Rousseau. Madame de Portugall 
 was the sower. 
 
 School-director Klittel, of Luzerne, an earnest disciple of Froebel, refers to 
 carefully prepared theses upon the subject of Kindergarten work, which, in the 
 year 1881, he presented in the form of a report at the meeting of Kindergartners 
 and Kindergarten friends in St. Gallen. These topics Director Klittel arranged 
 under ten general headings or sections, of which reference will be made only 
 to the second and tenth, as having a special bearing upon the subject under 
 consideration. Section 2 refers to efforts in securing the dissemination and 
 recognition of the principles of the Kindergarten philosophy and the establish- 
 ment of Kindergartens. He maintains: — 
 
 "First, That it is the sacred duty of every friend of true popular education 
 and especially of Kindergarten societies, orally and in print, to enlighten the 
 people in regard to the principles of FroebePs methods of education, the general 
 character of Kindergartens, and combat prejudices against them. 
 
 "Second, Wherever the instruction of children previous to the usual school 
 age seems demanded, to establish Kindergartens. 
 
 " Third, That parents should be afforded an opportunity in the Kindergartens 
 to learn and apply the principles of Kindergarten training as embodied in 
 FroebePs system of plays and occupations, and that, for a like purpose, the pupils 
 in the higher grade of schools should be called upon to attend Kindergarten 
 exercises. 
 
 " Fourth, At stated times and places the Kindergartens of a given locality 
 should constitute themselves into institutions to practically and rationally train 
 children's nurses and generally to enable daughters to obtain a correct induction 
 to the education and training responsibilities which may in time devolve upon 
 them as mothers. 
 
 "Fifth, That the state, on its part, provide for the ample instruction of its 
 normal pupils in the pedagogy of Froebel." 
 
 In the tenth section of his theses Director Kuttel refers to the task which 
 devolves upon Kindergarten or Froebel societies. 
 
 " First, The friends and patrons of a rational training of children previous to 
 the so-called school age should, in each country, be organized into a general 
 Kindergarten association. 
 
 " Second, Such society shall have for its object the attainment in general of 
 a better insight into the training of very young children and more especially, as 
 to the Kindergarten, to urge incessantly, both verbally and in print, the state, 
 the municipality, and the school-boards, to extend to it that care, attention, and 
 support, which shall contribute to its successful development. 
 
 "Third, In localities where the state does not or cannot respond to the 
 demands made upon it, he would have such a society energetically proceed : — 
 
 " {a) To interest each Kindergarten separately in its general aim and purposes, 
 seeking to bring each and all of them under a uniform system of management. 
 
 '''' (b) To have all Kindergartens which come within its supervision inspected 
 by a qualified person, and see that they conform to the recommendations 
 embodied in its reports. 
 
Froebel Institute of North America. 2 1 
 
 " (c) It should promote the founding of new Kindergartens and warn such 
 institutions against mistakes in their establishment and management. 
 
 " (d) It should see to it that Kindergartners are adequately trained in the 
 Kindergarten normal institutes already established, and 
 
 '''' (e) It should establish review courses for Kindergartners. 
 
 " Fourth, Such a national organization should establish an organ in which its 
 affairs and those of local societies may be discussed and the status of the 
 Kindergarten in the country properly presented to the public ; the experiences of 
 Kindergartners and societies communicated and interchanged ; knowledge 
 imparted relative to FroebePs pedagogy and methods ; also current news in 
 regard to all that appertains to the training of young children, and generally to 
 give Kindergartners and the friends of the Kindergarten information and advice. 
 
 " Fifth, In view of this, all societies and Kindergartens attaching themselves 
 to the general association should annually report to it regarding their work and 
 organization. 
 
 " Sixth, The general association to meet not less than bi-annually in confer- 
 ence upon affairs of the organization.'" 
 
 The existing Swiss Kindergarten Association embodies the ideas here presented 
 by Director Kiittel. 
 
 Mr. Frederick Seidel, of Weimar, author of several works on Kindergartens, 
 and an acknowledged authority in all that relates to Froebel and his pedagogic 
 system, would have me present to you herewith his hearty fraternal greeting, and 
 assure you that he deeply sympathizes in the object of your meeting and sin- 
 cerely wishes your labors may be crowned with success. Mr. Seidel transmits 
 a copy of the constitution of the Heidelberg Froebel Society, with a list of 232 
 of its members, constituting, as he says, a good type of Kindergarten organiza- 
 tions in Germany. 
 
 In the very first paragraph of this Heidelberg constitution its object is declared 
 to be : To establish and promote Kindergartens according to Froebel's system, 
 and ' ' to use every effort to prevent the fozmding of institutions calling the7n- 
 selves Ki7ider gar tens, .which in fact are not so^ This self-assumed guardianship 
 over the Froebel system is somewhat striking, and has, no doubt, been called 
 forth by the spurious character of schools for young children falsely styling them- 
 selves Kindergartens. Otherwise this constitution is very similar to the general 
 character of those in the United States. Mr. Seidel further suggests " that, in 
 organizing Kindergarten or Froebel societies, special pains be taken to secure 
 as members, teachers, pastors, and physicians, as to gain these for the cause of 
 the Kindergarten (he holds) is an important advantage ; because as friends they 
 would exercise a powerful influence, whilst as enemies, or remaining indifferent, 
 they might prove serious impediments.'' Furthermore, Mr. Seidel "would have 
 the press of the locality enlisted in the cause, so that from time to time favorable 
 articles in regard to the Kindergarten be presented to the public." He also 
 recommends "an annual summer or spring Kindergarten festival, comprising 
 plays of all kinds, in connection with an exhibition of articles strictly made by 
 the children and not by the teachers, all plaited or punctured articles calculated 
 to injure the eyes to be excluded." Finally, Mr. Seidel would recommend an 
 organization such as the German Froebel Union, not unlike, in some respects, to 
 our American Froebel Institute. 
 
22 Second Aiinual Meeting of the 
 
 This German Froebel Union " consists of all societies that engage in promoting 
 the education of youth by system« embodying in the main FroebePs principles. 
 Its object is mutual advisory support, the organization of new societies, securing 
 a legal recognition and status for Froebel institutions and organizations in the 
 public school system, and furthering any projects emanating from Froebel socie- 
 ties or having Froebel principles as a basis. 
 
 " The means to accomplish these ends consist in mutual encouragement, for 
 which purpose, so far as practicable, the public press shall be employed, finan- 
 cially supporting fellow-members in giving public lectures or other forms of 
 attracting and securing the public interest ; by contributions toward establishing 
 a fund in common ; founding Kindergarten aid societies ; assisting in statistical 
 work, and establishing an organ of the Union. Meetings of the German Froe- 
 bel Union take place bi-annually, and are participated in only by duly appointed 
 or elected delegates of local societies. The place selected for the time being as 
 headquarters designates an executive committee of from five to nine members, 
 who, in connection with the presiding officers of the various societies com- 
 posing the Union, constitute the board of management. The funds of the 
 Union are derived from donations and the regular membership fee, which latter 
 consists of an annual sum equal to twenty-five cents for each individual member 
 of the society entitled to membership." This German Union was organized in 
 1873, and has been indefatigable in its efforts to secure from the German public 
 and the government of Germany a recognition of Froebel's prmciples of instruc- 
 tion. As early as 1876 a formal memorial was presented by it to the minister of 
 instruction of Prussia, embodying the following prayers : — 
 
 " First, That in the pedagogical instruction imparted at the royal normal 
 schools, the educational system of Friederich Froebel, and especially the Kinder- 
 garten, be given due consideration. 
 
 " Second, That all teachers of public schools be invited to familiarize them- 
 selves, so far as practicable, with the principles of Froebel's Kindergarten. 
 
 " Third, That the scholars of the royal normal schools, and also acting 
 teachers, be informed as to the normal Kindergarten schools already existing, 
 and be recommended to participate in their exercises at every opportunity. 
 
 •' Fourth, That the establishing of Kindergartens by municipalities, societies, 
 or private parties, be approved by the state whenever satisfactory proof is 
 rendered that the service of a qualified Kindergartner has been secured. 
 
 " Fifth, That Kindergartens may at all times, either in public or private 
 schools, be introduced supplementary to the primary grade of instruction. 
 
 " Sixth, That proper provision be made in all the higher classes of female sem- 
 inaries for girls to familiarize themselves with Froebel's Kindergarten system, to 
 the end that they may qualify themselves either for the duties of nurses or those 
 devolving upon them in time as matrons and teachers. 
 
 *' Seventh, That the royal authorities recommend the establishing of Froebel 
 Kindergartens, and 
 
 " Eighth, That preference be given to all teachers in charitable institutions for 
 the young who render proof of being familiar with the Froebel Kindergarten 
 system of training." 
 
 In the Utiited States, Professor Felix Adler, so well and favorably known to 
 you all, suggests as important points in the consideration of our subject, " that a 
 larger number of male teachers study the Kindergarten system, and that period- 
 
Froebel Institute of North America. 23 
 
 ical conferences or conventions of competent, practical, and theoretical Kinder- 
 gartners be held for the purpose of developing the system."" 
 
 Failure to receive responses from several prominent Kindergarten friends, who 
 liad been addressed upon the subject, prevents further presentation of the views 
 of others. 
 
 I will now give some brief considerations which contain the key to the success- 
 ful manner in which certain friends of Froebel, on the Pacific coast, organized 
 for efficient local work, in its charitable rather than purely pedagogical phase, 
 and whose example was subsequently followed with like success on the shores of 
 Lake Michigan and elsewhere. 
 
 "To Froebel," says Von Marenholz-Biilow, "Christ was the eternal type 
 of man : the model for humanity of the future and the Messiah of the funda- 
 mental truth : ' God in humanity.' " 
 
 The relation of man to God and of God to humanity, Froebel considered the 
 chief subject-matter of Christianity ; its result, the establishment of God's king- 
 dom upon earth. The instrumentalities to establish this kingdom are twofold : 
 on the one hand we have religion, on the other its manifestation by man in 
 works. " All religion has relation to life, and the life of religion is to do good," * 
 is as profound a truth as ever has been uttered. So, according to Froebel, " the 
 whole human culture culminates in religion." But true religion is not simply 
 confined to a spirit of piety; it equally exacts the performance of uses. " Re- 
 ligion without industry," says Froebel, "is in danger of becoming empty 
 dreaminess, just as labor without religion makes of man a beast of burden and 
 a machine. Religion and labor combined not only operate outwardly, but also 
 react upon the inner spiritual man. The result is abstinence, temperance, and 
 economy. Thus where religion, diligence, and sobriety work in union, there is 
 an earthly heaven." To sum up, therefore, in the words of Froebel himself: 
 "' All education which is not founded on the Christian religion is one-sided, 
 defective, and fruitless." And so must be all organizations to promote educa- 
 tional ends, where the spirit of religion — an unselfish life of usefulness — is 
 wanting. 
 
 In accepting this, the true follower of Froebel readily sees how it is that the 
 Kindergarten finds its most congenial soil and climate in the hearts and amidst 
 the sphere of that class of Christians who acknowledge the divine humanity of 
 Christ and earnestly strive to lead a good life ; in other words, practical Christians 
 who are actively engaged, like their great Master, in going about doing good. 
 To those who become receptive vessels of divine love and wisdom it is given 
 to ultimate these in life. 
 
 Let us accord all credit to Frau Bertha Semler a pupil of Froebel's widow, 
 for the first introduction of the Kindergarten upon the Pacific coast, in 1873. 
 Grateful recognition is due to Miss Emma Marwedel, so well known throughout 
 the country for her continuous struggles in the cause ; and no less to be appre- 
 ciated is the grand initial labor of Professor Felix Adler, who, in 1878, with 
 convincing earnestness animated the kindly hearts of certain denizens on the 
 Pacific coast to organize " The San Francisco Public Kindergarten Society," in 
 Silver Street, San Francisco, which founded the first Kindergarten west of the 
 Rocky Mountains, and led, in October, 1879, to the organization of " The 
 
 * Swedenborg. 
 
24 Second Annnal Meeting of the 
 
 Jackson-street Free Kindergarten Association," which in turn proved to be the 
 Moses of the Kindergarten cause on the Pacific coast. Little did its founder 
 then dream of " grandeur and a name." 
 
 Section I of Article ii of the constitution of this association as first adopted 
 restricted membership to " ladies and gentlemen belonging to the Bible-class of 
 Mrs. Sarah B. Cooper, in Calvary Church." But in an edition printed two 
 years later I notice this restrictive feature is cast aside, and '• all persons are 
 welcomed to its membership who are interested in carrying forward the work 
 and annually contribute a certain sum toward its support." This Association 
 now conducts four Kindergartens ; its remodeled parent society, the Silver 
 Street, three ; in addition to which the ' ' Woman's Temperance Union " and the 
 school-board each conduct two ; whilst eight other religious and charitable or 
 educational societies each conduct one. So that now not less than nineteen free 
 Kindergartens and an equal number of private schools of the kind are in success- 
 ful operation on the Pacific coast. 
 
 After hearing the words of Froebel in regard to all educational efforts, and 
 having learned what constitutes the surest foundation for Kindergarten work, 
 those who know Mrs. Sarah B. Cooper and Mrs. Kate D. Wiggin, through 
 their writings and lifework, do not wonder at the success which has attended 
 their labors and those of their co-workers, inspired as they primarily were within 
 the sphere of an active truth-seeking Bible-class, engaged in the study of the 
 Word of God, and in the earnest effort to live a life of usefulness in accordance 
 therewith. 
 
 Resting as Froebel's principles do on Divine Truth, it is quite natural that 
 the seekers of such truth should be the first to recognize and accept them. 
 
 This does not imply that only in belonging to a Bible-class, some religious 
 denomination, charitable or reformatory association, can good Kindergarten 
 work be accomplished ; these are sùnpiy instrumentalities . The true Kinder- 
 garten in spirit embraces these and much more. 
 
 To this comprehensiveness of Froebel's ideas is ascribable the slowness with 
 which the great mass of even the so-called learned arrive at an understanding of 
 them, otherwise educators, statesmen, and governments generally, must long 
 ago have accepted them as the fundamental principles of every enlightened 
 system of education and the foundation of all good government ! 
 
 The friends of Froebel have certainly organized to some purpose on the Pacific 
 coast, and their example may well be commended to other locahties. 
 
 In Chicago the idea of paving the way to an embodiment in its public school 
 system of the principles of Froebel was primarily presented, it would seem, by 
 the enl'ghtened president and certain members of its school-board, who were 
 instrumental in establishing, as a new department of the Cook County Normal 
 School, a training-class for Kindergartners, and invited Miss Matilda H. Ross, 
 of Columbus, Ohio, to become its principal. This earnest friend and follower 
 of Froebel, in addition to her duties at the normal institute, forthwith set about 
 organizing the friends of Froebel for efficient local work. A Free Kindergarten 
 Association, embracing as active members some of Chicago's most eminent cit- 
 izens, was organized at once, and within the first year of its organization it had 
 nine free Kindergartens in successful operation. Here, too, Bible friends and 
 
Froebel htstittite of North America. 25 
 
 workers in the temperance cause seem to constitute the most active laborers in. 
 the Froebel fold.* 
 
 Equally successful have been the efforts of Mr. Hailmann and his co-workers 
 in the States of Wisconsin and Indiana, where the introduction of the Kinder- 
 garten into the public school systems of Milwaukee and La Porte was purely the 
 work of pedagogical insight. The elaborate exhibits of the public schools of 
 these two cities give the most forcible proof of the advantages which must accrue 
 by this incorporation of the Kindergarten to the entire public school system of 
 the country. 
 
 A most noticeable feature of these efforts of Froebel friends in the great cities 
 of Chicago and San Francisco is the hearty and enlightened support of the pow- 
 erful local press of these places. Items, paragraphs, well-written editorials, and 
 lengthy reports are continuously presented to the public, and the patrons of the 
 Kindergarten cause generally, in both places, extend cheerfully all the financial 
 aid that seems to be requisite for its steady and wholesome development. 
 
 In a«country where the labors of earnest Kindergartners show the results they 
 present this day in San Francisco, Chicago, Milwaukee, La Porte, and other 
 places ; in a country where we have before us the living examples of a Susan 
 Blow, whose great achievements in St. Louis are unfortunately at present in 
 somewhat of an eclipse, " begotten of perverted humanity" ; in a country where 
 the practical efforts of a Mrs. Shaw and others giving cheerfully and liberally to 
 the Kindergarten cause thought, time, and money ; in a country where an 
 Elizabeth Peabody, a Mary Mann, and a Sarah A. Stewart, where the Krieges, 
 Krauses, the Hailmanns and Pollocks, and such men as Dr. Henry Barnard, 
 W. T. Harris, F. W. Parker, Felix Adler, W. E. Sheldon, James McAllister, 
 and John Ogden, labor and in living words show us the path that leads to the 
 elysian fields of childhood's heavenly realm upon earth, as mapped out by Froe- 
 bel ; in a country of which he himself said that it offered all the conditions for 
 the proper development of his educational ideas, — in such a country, with all this 
 array of earnest workers, besides a host of others to mention each of whom 
 neither time nor space will permit, it seems superfluous to say aught else than 
 
 '• Go AND DO LIKEWISE." 
 
 Yet, in conclusion, let me reiterate and impress upon all who claim to be 
 friends of Froebel, that, underlying every effort in the Kindergarten cause, be its 
 inception simply charitable, or in the public interest at large purely pedagogical, 
 a " childlike" spirit, a " Christlike" life, is exacted. One by one, then, as we 
 enrol ourselves under the banner of the new education and pledge fidelity anew, 
 let us do so with the firm resolve in our work to know Froebel and only 
 Froebel ! Only then shall we be able to labor unitedly and with effect toward 
 the common goal : " the harmonious development of man." 
 
 Many are the instrumentalities at hand ; varied must be their application. 
 What may do well in one locality may not answer for another. But, where we 
 fully understand one another to be Froebel's friends and nothing else, we have no 
 fear for the result. " Seek and ye shall find, ask and it shall be given unto you,"' 
 is written forali those who enter upon the work with clean hands, pure hearts, 
 
 *The first successful introduction of true and full Kindergarten work in Chicago is due to Mrs. A. H. 
 Putnam and the Froebel Society organized through her efforts. Mrs. Blatchford, one of the members,, 
 organized a free Kindergarten — which still flourishes — four years before Miss Ross's advent. This modest 
 society still exists, and conducts eight or ten Kindergartens. — [Editor. 
 
26 Second Annual Meeting of the 
 
 and clear heads. Each one here in his own locality can join in helping meas- 
 urably to attain the results referred to of our co-workers in this country and 
 abroad. But, like unto them, we must work — work — work. Each earnest 
 individual effort contributes to the aggregate success. To one it may be given 
 to be " the way," to another " the truth," to a third " the life," as was said of 
 Diesterweg, Froebel, and Von Marenholz. 
 
 Let each and all of us, then, on returning to the scene of our labors, join, 
 organize, or help to organize, a local Froebel or Kindergarten Association whose 
 membership shall be open to all who are friends and earnest advocates of Frobel's 
 educational system, who desire to promote its growth and extend the area of 
 its blessings and are willing to contribute to this end. 
 
 The remaining provisions of the constitution and by-laws of such an organiza- 
 tion will, after all that has been said, suggest themselves and vary according 
 to locality and extent of labor in hand. In the matter of membership have 
 an eye to quality — of head, heart, and hand — rather than to numbers, and 
 remember that the happy joining of opposites underlies FroebePs whole system. 
 But remember also that only to those who are in the earnest effort to be 
 "childlike" and "Christlike" is it given to do this successfully. Have such 
 an 07'ganization in its gatherings exe?nplify the principles of the Kindergarten. 
 Afford to old and young at proper seasons social and intellectual entertainment. 
 So arrange meetings and impart to them such interest that children will urge 
 their parents to attend ; have one or more children's festivals embraced in the 
 programme of the year. Enlist the kindly interest and co-operation of the press, 
 the clergy, the medical and musical professions, the teachers of the public schools, 
 and officials of the municipality or State. To the wealthy show what you have 
 done and can do. If there is no District or State Froebel or Kindergarten 
 Association endeavor to have one organized. And to this when so organized 
 report annually or oftener ; invite co-operation, and also inspection of your 
 work, by such State or other central organization. Finally, I hold it would be 
 well, were the American Froebel Institute called upon to exercise supreme 
 advisory authority upon all matters connected with the Kindergarten in this 
 country. This would render local Kindergarten work effective ; maintain 
 a true standard of Froebel's principles ; preserve the methods based thereon, 
 alike from baneful modifications on the one hand and from unwarranted restric- 
 tions on the other, and, in fact, by the common consent of a vast majority of 
 FroebePs friends, the American Froebel Institute would then, as it should, 
 constitute and be accepted as the highest authority in the land on all subjects 
 appertaining to Kindergarten work and those engaged in it. New life and 
 increased vigor would permeate every local organization, for, as has been said, 
 "according to plurality also results a more perfect and stronger tendency of 
 acting upon particulars." Then truly the friends of Froebel will, very appropri- 
 ately here in Madison as centre, have placed in position the keystone of a grand 
 Kindergarten arch extending across the American continent. 
 
Froebel Institute of North America. 27 
 
 HOW SHALL EFFICIENT KINDERGARTEN TRAINING- 
 CLASSES BE ORGANIZED? 
 
 BY SARAH A. STEWART, MILWAUKEE, WISCONSIN. . 
 
 Before attempting to give an adequate answer to this question, several 
 subordinate ones must be answered. 
 
 1. What is the scope and aim of the Kindergarten? Shall we view it as 
 a private enterprise designed to benefit only the children of the rich? or as 
 a system of training for the very poor, and organized under the direction of 
 churches and benevolent institutions ? or shall it be considered as an organic part 
 of the public school system, and designed to reach the rich and the poor alike? 
 
 2. What shall be the aim of the Kindergarten? What does the Kindergarten 
 propose to do for the child? Shall it partake of the nature of a creche, or 
 nursery, for very young children ? or be but the beginning steps of a method of 
 education which will modify the whole school course ? 
 
 There would be many points of agreement in the requirements of an efficient 
 -organization for a training-class, whatever the scope and aim, but enough of 
 difference to make it necessary to take one view at a time. As time will not 
 permit a full view of the question, we shall limit the consideration to that 
 organization necessary for training teachers for the Kindergarten as an organic 
 part of the public school system in our larger cities. 
 
 We shall take the aims of the Kindergarten, briefly stated, to be the following : 
 To train the hand, to give it strength and precision in movement ; to cultivate 
 a muscular sense so varied and strong, and at the same time so delicate, that it 
 shall be a ready instrument of execution in the common arts and a means of 
 expression in those fine arts which depend upon delicate hand manipulation 
 for their perfection ; to throw around the child such influences as will con- 
 tribute to a fine physical development; to give a natural, graceful, vigorous 
 growth ; to train the eye to close and accurate habits of observation, to detect 
 color, slight gradations of shade and tint and variations in form, number, size, 
 proportion, distance, direction ; to put the child in possession of that range of 
 facts of nature and society which will tend to arouse his interest in both, and, 
 later, will furnish a basis for useful knowledge ; to awaken his activity in the 
 department of his creative and inventive power ; to make him love the beautiful, 
 and have a reverence for the Higher Power ; to know his social and moral 
 obligations and have a disposition to fulfil them ; the highest aims of the 
 Kindergarten are to be found in the social and moral nature of the child, and 
 its highest results to be of that intangible kind that refuse to arrange themselves 
 in the dead line of percentages. 
 
 It is not claimed that these aims are established as habits, beyond the possi- 
 bility of a later false education to overthrow. The most that can be claimed is 
 that there are created in the mind of the child, at its most impressionable time, 
 strong initial tendencies in these directions, which it is the work of later 
 education to perfect. With this limitation, and this brief statement of the 
 scope and aims of the Kindergarten, in answering the main questions there are 
 still many difficult questions to answer, and I can do little more than briefly 
 
28 Second Animai Meeting of the 
 
 outline them, trusting that discussion will settle them satisfactorily. Some of 
 those questions are the following; — 
 
 1. What qualifications shall be required for adjnission to the Kindergarten, 
 training-class ? 
 
 2. At what age shall students be admitted? 
 
 3. What course of study shall be required for gradication from the training- 
 class ? 
 
 4. What length of time shall be required for special training in the Kinder- 
 garten course? 
 
 5. What shall be the relation of this course of instruction to the normal- 
 school course? 
 
 6. What shall be the relation of the practice to the theory of Kindergarten 
 during the course of training? 
 
 What qualifications shall be required for admission to the training-class? 
 These may be divided into two classes, personal and scholastic. The personal 
 factor, that intangible something which we call character, which makes one 
 person, even with the same attainments, differ from another: that something' 
 that is born with the individual, that comes from a line of ancestry stretching 
 back into the dim past, the sum total of many confluent streams : how shall we 
 analyze it? For the Kindergartner it must be a deep insight into child-nature, 
 a ready sympathy with and easy adaptability to child-needs, a quick imagination,, 
 and an intelligent view of the ends to be secured; a nature refined and 
 sensitive to that which is true, whether it be in nature or art, and a deep and 
 profound reverence and humility in the presence of that higher realm of truth 
 which "transcends the understanding." Under the head of the scholastic 
 requirements for admission, I would place as a minimum for assistants a sound 
 knowledge of the common English branches, a good understanding and use of 
 the mother- tongue, a general intelligence coming from a wide range of reading, 
 a knowledge of music and drawing, and a habit of communicating knowledge in. 
 such a manner as to inspire an enthusiasm and love for it. 
 
 For directors the additional requirements shoula be the same as admit 
 them to the normal training-class for teachers, which is in most of our large city 
 normal schools a complete high-school course. 
 
 These high-school courses differ in different cities, but in the main they include 
 a knowledge of mathematics, arithmetic, geometry, algebra, trigonometry, 
 history, rhetoric, composition, natural science, biology, physiology, chemistry» 
 physics, botany, and one of the foreign languages. 
 
 At what age shall students be admitted to the Kindergarten training-class? 
 Character is not always the product of years, but the average person requires 
 time to acquire that maturity of judgment necessary for the profession of 
 teaching. The many modifying circumstances should be taken into consider- 
 ation, and character and attainment be. made the standard for admission 
 rather than years. We think, however, that the minimum age, even for 
 assistants, should not be less than seventeen years. 
 
 What course of study shall be required for graduation from the training-class? 
 Shall any less requirement be made for graduation for directors of Kindergartens 
 than for teachers in the graded schools. I answer no. After the four years of 
 preparation in the high school, the normal-school course should include the 
 following for both teachers and directors : a knowledge of child-nature (this 
 
Froebel Institute of North America. 29 
 
 would include the subjects of natural and moral science in their relations to 
 teaching) ; hygiene and dietetics ; a discussion of general educational principles 
 and practice ; the history of educational progress ; the special method work 
 for different branches of instruction ; school management and different plans 
 of organization ; the keeping of records and making reports, and everything 
 which pertains to the well-ordering of a school ; FroebePs philosophy and 
 method, giving a comparative view of his and the other educational methods 
 of the time ; sufficient practice in each of the schools of development to put the 
 student into a skilful command of the m'aterial and thorough understanding 
 of the plans of work and ends to be attained. 
 
 For assistants the course of instruction should differ in degree rather than in 
 kind, with less attention paid to the general work of the school and more to 
 the especial philosophy of Froebel. and giving skill in the practical manipulations 
 of the gifts, games, and occupations, and daily practice in the Kindergartens of 
 the city. 
 
 What length of time should this course of study require? With a class well 
 trained in a preparatory high-school course, with good physical health and a 
 genius for hard work, it can be compassed in one year, but these are conditions 
 not easily found, and two years will be the time required by the average class. 
 For teachers a better division of time would be three years in the high school 
 and two years in the normal, rather than four years in the high school and one 
 year in the normal. 
 
 There are various reasons why the two courses should be identical, and why 
 candidates for either department of teaching should be trained for both. 
 
 I . The work of the Kindergarten should merge gradually into the work of the 
 school. The teacher should know what has been done in the Kindergarten and 
 the Kindergartner should know what is to follow in the school, in order to 
 secure that unity of purpose and harmony of parts necessary to secure the 
 highest results of the entire system. Each is a part of one great whole, and 
 there should be an understanding of, and sympathy with, the whole, even where 
 direct co-operation is not called for. 
 
 Again, in a large city organization where the Kindergartens are organized for 
 two half-day sessions, with a different class of children in each, it may occur in 
 the less densely populated part of the city that the attendance will not be suffi- 
 cient to maintain two daily half-day sessions. In that case, if the Kinder- 
 gartners are familiar with the work of the school, they may be able to do 
 connecting classwork in the afternoon; the same room and appliances being 
 used for both. 
 
 Again, it may occur that there be a dearth of teachers in the department of 
 the school and a surplus in the department of the Kindergarten : it would be a 
 matter of great convenience if the teachers were able to hold their places inter- 
 changeably. 
 
 The statement is often made that, should this plan of organization obtain, the 
 school would need to be radically modified to conform to the spirit and aim 
 of the Kindergarten, or the distinctive character and purposes of the Kinder- 
 garten would be lost sight of in making it conform to the school. It must 
 be admitted that there is danger here, but happily it lies only upon one side. 
 All influence which the Kindergarten can exert upon the school will be in the 
 right direction. The real danger is that the school, being the older and 
 
30 Second Allunai Meeting of the 
 
 stronger institution, wedded to its traditions and routine and oftentimes narrow 
 aims, will overshadow and strangle in its infancy the distinctive life of the 
 Kindergarten. This can be avoided by careful instruction, and an intelligent 
 supervision of both, until the time comes when, more largely than at present, the 
 same spirit shall pervade the whole. 
 
 What shall be the relation of the practice to the theory of the Kindergarten 
 during the course of training? 
 
 This question opens up, under new terms, the old and familiar discussion 
 which has been going on with perennial freshness for so many years in the 
 normal-school work. It has stood by us with touching constancy, and still 
 promises, when all else fails, not to leave us without something to talk about. 
 
 The same arguments, pro and con, will apply to both departments. The drift 
 of opinion is in favor of making theory and practice parallel. 
 
 Education has a scientific basis, but at the same time it is a practical art, and, 
 like all practical arts, can be learned only through doing. This is more true 
 of the Kindergarten than of the school, and hence we recommend that, during 
 the year the students are in training, they do daily practice work in the 
 Kindergarten and the school. This organization has the double advantage 
 of giving the students an opportunity of learning their art by the most effective 
 method, and at the same time furnishes a class of unpaid assistants, who, 
 in the overcrowded condition of the lower grades of our large public schools, 
 may render very efficient service, under the competent supervision of experi- 
 enced teachers and Kmdergartners. 
 
 In answer to the question, then, " How shall efficient Kindergarten training- 
 classes be organized?" permit me a brief résumé. 
 
 Every training-class should consist of two divisions : the first for directors, 
 the second for assistants. The candidates for the directors^ division should 
 complete a preparatory high-school course, be familiar with music and drawing, 
 and show personal qualifications for the work. The candidates for the assistants* 
 division should pass a satisfactory examination in the common English branches, 
 and should possess the same natural and personal characteristics, although in less 
 degree than for directors. 
 
 For either division the candidates should be at least seventeen years of age. 
 
 The course of study for graduation from each division should be that outlined 
 above, and should continue for two years. 
 
 Teachers and Kindergartners should be trained in the same course: (i) for 
 securing a unity and harmony of work throughout the entire system ; (2) for 
 economy; (3) for convenience. 
 
 Practice and theory should be equal and parallel : first as a matter of efficiency, 
 second as a matter of economy in school administration. 
 
Froebel Institute of North America. 3 1 
 
 HOW SHOULD EFFICIENT TRAINING-SCHOOLS FOR 
 KINDERGARTEN TEACHERS BE ESTABLISHED?* 
 
 BY ELEANOR HEER WART, f LONDON, ENGLAND. 
 
 The training of a Kindergarten teacher should be a very comprehensive one ; 
 she must not only be a cultivated person for her own sake, but also because 
 she has to lay a foundation in children who are under her care. 
 
 The age in which the children attend the Kindergarten is a very important one ; 
 they at that time have learned to speak, and with every new word new notions 
 crowd upon them ; the little sphere of their young life widens from day to day 
 and their self-activity leads them to explore, experiment, build up, or destroy, the 
 materials by which they are surrounded. Little children''s isolated and impulsive 
 actions may give them habits for good or for evil ; their affections may be crushed 
 or fostered ; their little bodies may become weak or strong according to the 
 treatment they receive. To watch over their whole development is, in the first 
 place, the duty of parents, and, secondly, of those who next assist in the early 
 education of the young. 
 
 Should a Kindergarten teacher be less careful and watchful, less wise, cautious, 
 and loving, than parents? Should she be less informed than teachers of schools, 
 when her pupils attend these later on? If so, she would spoil the link of 
 a connected life from childhood upward, instead of guiding the course of a plan, 
 which begins and continues a harmonious education. This is FroebePs idea, 
 which he lays before us in his work, " The Education of Man," and which should 
 be before every educator, whatever stage of a child's life he may have to direct. 
 Education should proceed steadily and then the educator's purpose will impart 
 itself to the child and to the growing youth, so that, when the time arrives of his 
 leaving the hands and care of parents and teachers, he may know how to guide 
 his own life with purpose and with independence toward a high and noble life. 
 
 The Kindergarten teacher's work can, therefore, not be separated from that of 
 the parent and the school-teacher ; all three must have the same ideal before 
 their minds, namely, to educate the child so that its life should become a noble 
 one — the sphere may be limited or extensive later on. 
 
 The Kindergarten is a larger family circle and a preparation for the school. 
 The child, being a complex of physical, mental, and moral powers, has to be 
 studied and trained as such. The educator should learn the principles according 
 to which he will set to work ; and, as his work is not to be an experimental one, 
 he must study it first theoretically ; the laws of God and of nature must be the 
 teacher's guide, for the child is an organic being and thus belongs to nature ; 
 it is a member of the human race and a child of God. The knowledge of the 
 Kindergarten teacher divides itself according to the child's own powers, namely : 
 
 (i) Knowledge of the physical; (2) Knowledge of the moral; (3) Knowledge 
 of the mental (that is, the intellectual, emotional, artistic, or spiritual) powers. 
 
 ♦This paper was received from Miss Heerwart on the last day of the meeting after adjournment, too 
 late to be read. 
 
 t Vice-President of the London Froebel Society. Formerly Principal of the Stockwell Kindergarten 
 College. Member of Committee dis deutschen Froebel-Verbandes. Member of the Dresden Erziehungs- 
 Verein. 
 
32 Second Annual MeetÌ7ig of the 
 
 Under the first head belong the study of physiology and the laws of health, 
 attention to the surroundings of the child : — 
 (a) Air, water, food, should be pure. 
 {b) Clothing should be suitable. 
 
 (c) Play and recreation, sleep and rest, should succeed each other in due 
 proportion. 
 
 (d) The choice of gymnastic exercises in regard to lungs, muscles. 
 
 In fact, she must know how to promote the health of the child, how to prevent 
 •disease and dangerous influences upon the body. 
 
 Under the second head belongs a knowledge of the child's position among his 
 fellow-men and the duties toward them. 
 
 The child's will and moral sense should be so directed that it feels and under- 
 stands itself is a link in the chain of humanity ; that it has to obey, to serve, to 
 be useful ; that its own will should harmonize with the law of right, of duty, 
 •of love, with the divine law itself. 
 
 The child shows early that it is a moral being, capable of distinguishing right 
 from wrong, and as such it should be treated by its educators. Froebel shows in 
 his " Book for Mothers" ("Mutter und Koselieder") how that can be done. See 
 the pictures with explanations, where greediness is checked, where gratitude is 
 awakened, helpfulness encouraged, and contentment is practised. All virtues 
 can be exercised in a small measure every day; the home, the Kindergarten, 
 afford ample opportunity for their cultivation. The art would be, to carefully 
 watch over these opportunities, not to expect too much and not to neglect any. 
 
 Practical experience may be an excellent companion to the educator, and 
 especially to the Kindergarten teacher, but it is not sufficient ; she must study the 
 divine and moral law, and the example of great pedagogues of all times. She 
 holds a great power in her hand, when she uses the Kindergarten occupations 
 and other means well ; she can satisfy with them the activity ; she rouses the 
 •energy ; she directs the inclinations ; she stimulates the slow child. Would she 
 be able to do such work unless she knew herself from what sources she draws 
 her own knowledge and her guidance ? Her own heart should be filled with the 
 virtues she wishes to see growing in children ; such are kindness, patience, 
 forbearance, and, as the Kindergarten is a little social community, the child is 
 placed in the midst of its duties to others, which position must be understood by 
 the teacher. Even if she possesses good principles and morals, she still must 
 learn how to instil them in the children by slow degrees and sure methods. 
 Her office cannot be overrated. 
 
 Closely allied to the moral are the emotional and religious powers. The child 
 has a heart ; its feelings are tender, easily crushed and easily excited. Parents 
 and teachers have it in their hands to foster or to check the weak buds. 
 Froebel shows us how a mother can strengthen the feelings ; see the pictures in 
 the "Mutter und Koselieder" of the "Fishes," the " Bird's-nest," "Father's 
 Birthday"; or how she awakens the religious nature see "The Church Win- 
 dow"; or the artistic sense, see "The Young Musician," "The Little 
 Designer." The knowledge that all these powers slumber, but are present, in the 
 child is indispensable to the Kindergarten teacher. She needs be poetical, 
 musical, artistic, to some degree, to stimulate the love for the beautiful in her 
 pupils. 
 
Froebel Institute of North America. 33 
 
 Under the third head belongs a knowledge of the child's mental growth. 
 The child is a thinking being ; in all Kindergarten occupations she can treat it as 
 such. (See Froebel on '* The Third Gift.") However, thought is already a matured 
 stage of development, at which the infant mind arrives only by slow degrees, and 
 this is done by sensations, perceptions, abstractions, not to be expected from 
 the young beginner. 
 
 Froebel shows how to climb the ladder by using simple forms, small numbers, 
 and pure colors, in his materials ; their clearness strikes the child's eye, and 
 leaves a distinct impression, so that the foundation for thought is laid. 
 
 The first, second, and third gifts prevent confusion in the elements of learning 
 and should be well studied and mastered. (See "The Aim of Kindergarten 
 Occupations." By E. H. London: 1884.) All the Kindergarten occupations 
 show steps from the simple to the complicated, and by their systematic use they 
 lead the child from handwork to headwork, from practical experiment to inde- 
 pendent thought. 
 
 The training of the senses is the process toward intellectual life, and no 
 teacher should neglect the opportunity where the organs of the senses may 
 receive clear sensations. 
 
 Besides the eye and the ear, the Kindergarten trains the touch by giving soft 
 and hard balls, paper, clay, into the child's hands ; flowers are procured for the 
 sense of smell, and the child is allowed to taste various harmless substances. 
 '* Nothing is in the mind that has not been before in the senses." 
 
 The knowledge of useful minerals, plants, and animals is necessary. Nature 
 supplies abundant material for observation, for pleasure, and for study. The 
 Kindergarten teacher should go with an opened eye through gardens, fields, and 
 woods, and if she does not know everything, she can always have an appreciation 
 for the beauty of her surroundings. 
 
 Geometry and arithmetic are already mentioned as having their elements 
 entertained in the six gifts and occupations, but must be studied in order to prove 
 the connection between the early beginnings and the future lessons or the 
 application in practical life. 
 
 As to language, who could deny that parents, nurses. Kindergarten teachers, 
 are responsible for all the child learns in its early years ? At that time every 
 new word conveys a new notion and widens the range of knowledge from day 
 to day. This is very important. The manner and style of conversation is, 
 therefore, carefully to be chosen ; if not, the future grammar and composition 
 lessons are not to become mysteries to the child. Poetry and stories must be 
 selected and adapted ; the very best are the simplest. 
 
 The Kindergarten teacher must have mastered her mother-tongue and be con- 
 versant with the treasures of her literature. ' 
 
 It is easily seen that the complex nature of the child requires a comprehensive 
 study. The child is no machine which, when it is once put together, will go on 
 until it is worn out. No, there is organic growth and expansion, first of body, 
 then of mind, and for this a provision must be made. The chief powers, namely, 
 the will, the heart, and the intellect, claim to be trained and to be made to 
 serve each other. This requires a masterly hand, which is not found in every one 
 who calls himself a parent, nurse, or Kindergarten teacher. 
 
 Although the child manifests its inner life very soon, it cannot guide it; it 
 needs the man at the helm to steer the boat through the cliffs and rocks of 
 
34 Second Annual Meeting of tJie 
 
 childish strug.^les into the smoother waters of consciousness of purpose and 
 of judgment, from the haziness and undefined notions into the sunlight of 
 knowledge. Can anyone steer that boat who has no knowledge of-the art and 
 science of navigation? Think of the disasters to a ship if the captain gives one 
 order, the chief mate another, and the second mate a different one ! Just that 
 is often done with children; they hear most contradictory injunctions from 
 parents, teachers, servants, and others. How can the will of the child be made 
 a self-guiding power if it is thrown from one side to another? All those who 
 influence the child's will and action should agree in one main i^rinciple, namely, 
 to guide the child to wish for and incline toward what is right and good. 
 
 Contradictory orders about food, sleep, clothing, will prove injurious to the 
 physical powers. Likewise, different opinions about the quantity and quality 
 of mental food will disturb the child's progress. 
 
 As an architect makes a plan for the building of a house without having 
 it altered by his workmen, so should an educator make a plan in which others 
 will assist him. A child, however, is sometimes thrown from one desultory mode 
 of treatment into another. Many good principles it has imbibed are annulled 
 by the influence and example of other people, and the child is wondering who 
 is right. 
 
 Froebel goes to the root of the matter by appealing first of all to the parents, 
 to fathers and mothers separately, the a to those whom he calls "caretakers" 
 (Pflegerinnen) of early childhood. He wants education to be a continuous 
 effort for the child's welfare ; its course not to be a fragmentary, disturbed, and 
 shaken one. Humble or rich, as the circumstances may be, the course can be 
 marked out clear. The parents should try to do their best in guiding that course, 
 leaving" to a supreme wisdom what they, as human beings, cannot do themselves. 
 From their hands the child passes into those of another educator, whom we shall 
 call a Kindergarten teacher. She must be motherly, tender, loving ; her influ- 
 ence should be parental. Her important office is next to prepare the child for 
 the school, but not to interfere with it. She guides the little ones across the 
 pleasant river, but lets the school-teacher take the hand of the pupils to lead 
 them through the land of knowledge. 
 
 It is not possible that she should know all subjects of learning like a scholar 
 and philosopher, but a good school-teacher will thank her if she hands over 
 to him a child that has clear notions of what it has done and learned. She, 
 knowing that reading will be taught, trains the eye by such Kindergarten occu- 
 pations as teach form and shape, so that it may learn the letters of the alphabet 
 more easily and not confuse them. Knowing that writing will be taught, she 
 will select those Kindergarten occupations which strengthen the hand for holding 
 and guiding a pen, and such which train the eye in imitation when afterward 
 copies have to be imitated. Arithmetic requires clear notions of number by 
 concrete objects, such as the six gifts, the tablets, the plaiting sticks, laying 
 sticks, and mat-plaiting offer. Geometry is prepared by placing accurate forms, 
 cubes, prisms, squares, triangles, etc., before the child ; and music, by accustom- 
 ing the ear to time by playing the games to tune by the songs, to harmony by 
 not allowing discords. She knows that the school requires attention, therefore 
 she connects the child's doings with her words ; she speaks, when the child can 
 listen ; she tells stories in which it is interested, and she finds no trouble in 
 making the child attentive. 
 
Froebel htstitiite of North America. 35 
 
 A child thus prepared must make a good pupil of the school, unless the next 
 teacher knows nothing of the previous treatment, and commences a system 
 of teaching wholly opposite to that of the Kindergarten. ■ The pupil will then 
 be thrown out of balance; he becomes listless, fidgetty, inattentive, loses 
 courage, and the teacher loses patience. 
 
 The discipline of the school being stricter, the Kindergarten teacher allows 
 more freedom in movement and play to preserve a longer childhood. The 
 school is more a confined place, where the walls are often the limit for the range 
 of sight. The Kindergarten is more open, more time is spent out of doors ; the 
 child gathers there information about the habits of animals and the homes of 
 plants ; all this is useful for the future lessons on zoology and botany. It should 
 see the clouds and sunshine, the brooks and trees, the windmill and weather- 
 cock, the snow and rain, and it will understand what the school-teacher alludes 
 to later on. 
 
 How much we pity a child that never saw a rose but the one in his mother's 
 bonnet ! 
 
 A love, and an eye, for nature's beauties are indispensable in a Kindergarten 
 teacher. 
 
 An empty mind cannot fill another one ; but the richer it is, the simpler it 
 can be. ' 
 
 The small beginnings are not the less important. Who would underrate the 
 position of a Kindergarten teacher, the friend of the household and of the school ? 
 Only he who underrates the importance of the early training of the child itself. 
 
 Let Kindergarten teachers be trained after a high ideal and they will become a 
 blessing to themselves, to children, parents, to the school, nay to their country. 
 
 I. REQUIREMENTS ON ENTERING A KINDERGARTEN TRAINING-COLLEGE. 
 
 Age, not under 17. Health, good. Eyesight, good. Voice and ear for 
 music. Education to be tested by an entrance examination or by showing cer- 
 tificates from a recognized school or college. Personal character and deport- 
 ment, good. 
 
 II. SUBJECTS FOR STUDY. 
 
 A. Theory of education. — {a) Physical development of the child during the 
 stages of infancy ; {p) training of the senses ; {c) training of the will ; {d) 
 training of the feelings ; {è) training of the intellect ; (/) training of the artistic 
 powers. Books for study to be specified. 
 
 B. History of education. — Ancient nations; Western nations; modern 
 nations, — their influence on education; biographies of famous men and women 
 •who have influenced the education of their country. 
 
 C. Comenius, Pestalozzi ; specially. 
 
 D. Froebel in detail : his life, principles ; his friends and followers. 
 
 E. Kindergarten occupations : their connection, use, aim ; the material used ; 
 the limits and extent of each ; the effect on the child ; exercise for the hand. (See 
 *'The Aim of Kindergarten Occupations." By E. H.) 
 
 F. The Kindergarten games : in reference to the subject, poetry, music, exer- 
 cise for the body ; manner of playing them ; rules for the teacher. 
 
 G. Gymnastic exercises for children over six years of age. — Precision, time, 
 effect on muscles, etc. 
 
30 Second A7mual Meeting of the 
 
 H. Music. — Structure of scales ; chords; transposing simple tunes; singing 
 and playing from sight. 
 
 I. Language. — Correct speaking ; good deliverance ; cheerful tone ; choice and 
 classification of stories and poetry for the various stages of childhood. 
 
 J. Elements of geometry. — Practical application in all Kindergartea 
 occupations. 
 
 K. Elements of physics ; phenomena of nature ; properties of solids, liquids^ 
 and gases ; light ; heat ; magnetism ; electricity. 
 
 L. Elements of botany, gardening, collections of leaves, seeds, etc. 
 
 M. Elements of zoology. — Care of pet animals, prevention of cruelty ; collec- 
 tions of shells. 
 
 N. Elements of physiology. — Laws of health ; symptoms of illness, of fatigue ;. 
 position of body ; school-furniture ; light and temperature ; length of lessons ; 
 time for play, etc. 
 
 o. Practice in teaching. — Order, manner, arrangement, classification of 
 children ; journal ; register ; time-tables ; cost of material. 
 
 The Kindergarten teacher has to study her own health ; her position to 
 parents, children, to other teachers, to superiors, to the public ; her residence, in- 
 come and expenditure ; her further improvement. She must cultivate her talents, 
 refine her tastes, avoid false appearances and doubtful company. She must,, 
 above all, strengthen her religious life. 
 
 Many subjects mentioned may have been studied already in a good school ;. 
 they need only to be extended, repeated, and applied to her educational work ; 
 but the period of training cannot be less than two years. The subjects are 
 numerous and various, theoretical and practical, and therefore require time, and 
 this should be granted to those who help to lay the foundation of a healthy con- 
 dition in the growing generation. 
 
Froeb el Institute of North America. 37 
 
 WHAT BENEFITS MAY BE EXPECTED FROM CHARITY 
 KINDERGARTENS ? 
 
 BY JOHN OGDEN, WASHINGTON, D.C. 
 I. THE ARGUMENT STATED. 
 
 Granted that the Kindergarten is what it claims to be — the true basis of 
 pedagogical doctrine, or a system of education exactly suited to the wants 
 of little children : which admission, in itself, implies that it may be rendered 
 equally applicable to the wants and conditions of all grades of pupils, varied, 
 of course, in its applications to suit the age and circumstances, as to the 
 advancement, etc. : granted, I say, that these things are so, it follows that its 
 universal adoption, not only in primary schools, but, through them, into all the 
 more advanced grades, is a desirable thing; perhaps the most desirable. And 
 what is desirable in this possible and necessary sense is also, in the same 
 degree, practical, however much men may quibble. But it still remains to be 
 shown how this can be most conveniently done. And, while this is not the main 
 question at issue in this paper, yet its bearing is so important and direct upon 
 this point, namely, " What benefits maybe expected from the charity Kinder- 
 gartens ? " that this one thing may be readily admitted as the great benefit. 
 
 Among the many plans proposed for this desirable object, namely, the universal 
 adoption of the Kindergarten doctrines and methods, the charity work presents 
 itself with the following claims, and many others, which perhaps it may not 
 be necessary to mention here. 
 
 (i) Its- appeals are 7nade in behalf of the needy, a7id it proffers help when a7td 
 where help is most effective. In this regard, it is eminently philosophical as 
 well as scriptural. " They that are whole need not the physician, but they that 
 are sick;'' and, "I come not to call the righteous, but sinners, to repent- 
 ance," express fully the mission of the charity Kindergarten among the little 
 children of want and suffering. 
 
 True Christianity is eminently practical in its charities. It does not dissipate 
 or squander its blessings. It seeks not only to allay present suffering and 
 destitution, but to dry up the sources that perpetuate them. This is the identical 
 work the charity Kindergarten proposes to do. And, while it is neither advisable 
 nor necessary to reduce humanity to such dangerous straits, in order to render 
 it more accessible and appreciative, yet it is nevertheless true that benevolent 
 and reformatory appeals, when made in the spirit of the gospel of love, find 
 the readiest responses from the lowly and the suffering ; not, perhaps, among 
 the most hardened and depraved, for these are often found where human wisdom 
 and human sympathy would least expect them, — even among the pampered sons 
 and daughters of wealth and fashion, — but among those from whom human 
 sympathy has been measurably withdrawn, and whose hearts are hungering 
 for that sympathy and that loving recognition which made Christ's teaching 
 so efficacious in reclaiming the poor and the outcast, and which is to-day the 
 true source of all genuine reformation. 
 
 (2) Its appeals are not only in behalf of the bodily wants of the sufferers, but, 
 with wise forecast, it provides for the future safety and support atid happiness 
 
38 Second Annual Meetmg of the 
 
 of its subjects by awakening and directing the dorntant energies of childhood 
 to systematic activity, wisely shaped into self-help and self-support. It differs 
 from the ordinary charity that merely feeds the body. It also feeds the soul. 
 This feature of the Kindergarten constitues it also the foundation of all scientific 
 " Manual Training," which is now becoming an important feature in our national 
 system of education, being but the legitimate outgrowth of the systematic training 
 of the senses and of manual skill commenced in the Kindergarten. 
 
 The new education itself, so far as it represents any distinctive features of 
 progress, is but the child of the Kindergarten. 
 
 (3) The charity Kinder gart eti forestalls evil parental influeiices by removing 
 the child fro7n the hatmts of vice and wretchedness at least a part of the time : 
 thus allowing opportunity for the genttination and growth of the seeds of virtue 
 a7id knowledge that may be sown. 
 
 In a certain sense, the charity Kindergarten is "in loco parentis " at an age 
 fraught with the greatest danger. It becomes a father and a mother to the worse 
 than orphaned waifs set afloat upon the sea of vice. 
 
 Formation is always safer and better than reformation ; since by strengthening^ 
 the early good habits it diminishes the chances for the dominance of evil and 
 fortifies the mind and heart against the encroachment of vice. The earlier this 
 process can commence, the sooner the success and the safer the results. 
 
 Reformation does but lop off the unsightly branches of the ill-growing tree, 
 leaving it betimes almost destitute of foliage and the means of natural growth. 
 
 But then the effects of right training among the greatly deformed are more 
 marked, since the contrasts are greater. This fact commends the system to 
 the consideration of school authorities in a most practical form. The transfor- 
 mation of the lives and habits of these lawless little ones — the inmates of suffering 
 and sin — from extreme squalor to a condition of peace and contentment, if 
 not of comfort and plenty : and not only of the inmates themselves, but, through 
 them, of their homes and surroundings : bears lively testimony to the almost 
 divine efficiency of the charity Kindergarten. It presents a contrast so striking 
 that it would seem this is the' especial field for charity, and not less for the 
 Kindergarten which is its messenger, — the Angel of Mercy, — hovering over the 
 homes of wretchedness, the abodes of suffering and sin, and leading the little 
 ones out into a healthier and purer life into obedience and law and the 
 restraints and refinements of respectability. 
 
 "And if it do this in the green tree, what may we expect in the dry?" If 
 it work such changes in the hovel, where it meets so many obstacles, what may 
 we expect of it when its principles and practices are made general and applied 
 to all sorts and conditions of . . . children? when, for instance, it shall have 
 taken quiet and peaceable possession of our entire system of public and private 
 education ? 
 
 (4) The charity Kindergarten strikes where the co7Jimoji school cannot reach ; 
 where extreme poverty, indigence, or indifference dojtiinate. The public school 
 is an affair of the state. It throws its doors wide open to none but those having 
 certain qualifications as to personal habits and conditions. But the charity 
 Kindergarten goes back of these and removes these hindrances, supplying the 
 deficiencies as to clothing, cleanliness, food, and even removing diseases, that 
 might otherwise stand in the way. 
 
Froebel InstitlUe of North America. 39 
 
 The state is not a charitable institution ; but it stands with open arms, ready 
 to receive those whom charity has relieved and brought within its jurisdiction. 
 The charity prepares for the state, and in some sense precedes it, by removing 
 obstacles. Charity brings the child to the doors of citizenship ; but the state 
 makes the citizen. Both are necessary where the conditions of society are 
 so deranged as to render help necessary in order to bring all within the limits 
 of law and order. 
 
 (5) The charity Kindergarten strikes before the com77ion school or the state 
 recognizes the availability of the child edncationally . This, however, is a 
 peculiarity of the Kindergarten as a system. It is not confined to the charity 
 phase of it ; and its provisions are as necessary to the rich as to the poor : for 
 we often find the most distressing cases of mental and moral starvation in the 
 homes of ostentatious wealth ; not to mention the spoiled tempers and evil 
 habits generated there, under a false system of refinement. 
 
 The most available part of childhood, for educational purposes, is left out 
 of the account by the state; is left without intelligent guidance, except the 
 occasionally cultivated parent or guardian. The great majority of parents, rich 
 as well as poor, are deficient in knowledge and the necessary training to bring 
 the child safely to the threshold of the public school. This is a misfortune for 
 which our public school system itself is, in some sense, responsible. It neither 
 provides adequate training for its teachers nor makes adequate provisions against 
 parental indifference. And when we say " adequate training," we mean that 
 which will enable the common-school teacher to conduct the child through the 
 Kindergarten period without endangering his intellectual, moral, and physical 
 faculties ; and when we speak of provision against parental deficiencies of the various 
 kinds, we mean just what the charity Kindergarten now supplies, in a limited 
 way, to be sure, by taking these children from the homes of illiteracy and vice, 
 or indifference, and placing them under influences which shall bring them to 
 the doors of intelligent citizenship, untainted by the vices of their homes and 
 surroundings. 
 
 (6) Again, the charity Kindergarten removes one of the almost insuperable 
 obstacles to the universal adoption of the system, even among the wealthy and 
 well-to-do people, 7iamely, the expeiisiveness of it. This obstacle it overcomes 
 sufficiently at least to illustrate its benefits in a more systematic way than is 
 generally possible in the private Kindergarten, where but limited system or 
 grading can be attempted, thus bringing it more generally within the sphere 
 of public schools. And then the expense of the private Kindergarten seems ^ 
 to some, so out of proportion, when compared with the primary school, that 
 many despair of ever seeing it become general. This expensiveness, of course, 
 is a false view of the subject ; for its greatest expense is trifling, when weighed 
 with its real benefits. But, incredible as it may seöm, it is no uncommon 
 thing for a mother — who thinks nothing of paying $250 or $300 for a foolish 
 article of dress for herself, or $50 or $100 for gaudy Christmas presents for the 
 child, or double and quadruple both these amounts for a senseless entertainment 
 in which to make a fine display to the envy of her more foolish neighbors and 
 the disgust of the more sensible ones — to turn away in apparent distress at 
 the mere mention of a dollar or a dollar and a half a week (and it ought to be 
 two dollars) for Kindergarten instruction for her little child, " three hours per 
 day, and five days in a week " ! " Why," they will tell us, " we can hire a nurse 
 
40 Second Annual Meeting of the 
 
 that can take charge of this child, and one or two others, all the time, for twice 
 that amount; and then they can do some housework besides." 
 
 This is the light in which -the Kindergarten is viewed by the ignorant bon 
 toil, or shoddy refinement, of some modern society. To this, however, there are 
 many noble exceptions. But a certain class look upon it as a kind of convenience 
 which it is a virtue to purchase as cheaply as possible. And this opinion is also 
 shared by a class of people far less ostentatious in their mode of living. These 
 look upon it as a kind of school that ought to be reduced to a level with the 
 public primary school, or, lower still, with the private pay-school, frequently found 
 charging but twenty-five cents a week per pupil. But the chief fraud, or injustice 
 here, lies not so much in the cheapness of the thing, — for the pay is far better 
 than the teaching, — but in the aspersion cast upon the Kindergarten. 
 
 Again, the popular estimate as to grade and compensation is badly distorted. 
 We pay ahnost respectable salaries, in some cases, to high-school teachers, 
 superintendents, and college professors, but quite as ridiculously low ones for 
 primary work ; whereas, if any difference is made, it ought, surely, to be made 
 in favor of the position requiring the greatest skill, wisdom, experience, and 
 patience (and there should be a premium on this last), so as not only to avoid 
 the innumerable blunders incident to early school-life, thus committed to un- 
 skilled hands ; but, through a wise and judicious system of Kindergartening, to 
 put the child so in possession of himself, by training his faculties, as to render 
 subsequent teaching not only easy, rapid, and delightful, but comparatively 
 cheap and eminently practical. 
 
 (7) The charity Kindergarten seems to offer the readiest means for popularizing 
 the system, and for introdiicijig it into the public schools. This latter seems to 
 be the most desirable thing to do ; if, indeed, it can be done without spoiling it, 
 by subjecting it to the manifold dangers which beset the way, one of which would 
 be the manipulations of incompetent boards of education — not incompetent, 
 perhaps, in the business affairs of life, as the world goes, but ignorant of the 
 peculiar nature of Kindergartening and of the best means of preserving its 
 purity. 
 
 The private Kindergarten has been in operation in this country for the last 
 twenty-five years or more ; and, while it has wrought wonders in changing 
 popular methods of teaching, yet its progress toward general recognition has 
 been comparatively slow. It is one of those movements that require time for 
 growth. In its very nature it is averse to popular display. It seeks the quiet 
 retirement of the home and the human heart. It appeals to the judgment and 
 the understanding of the people : and these are not always so easily moved. 
 People must have time to think and to weigh results. The Kindergarten wins 
 its way by those silent approaches that escape popular notice, but whose quiet 
 influences work changes, nevertheless, more powerful and permanent, in 
 consequence of their unobtrusiveness and modesty. And what is said of the 
 Kindergarten in general is true in any special sense, as in the case of the charity 
 work ; especially where // has not been flaunted in the face of the public for the 
 unholy purpose of show or gain. The two kinds are identical in nature and 
 purpose and should work to the same end. But already the charity, or free, 
 Kindergartens outnumber the private ones, three to one ; on the Pacific coast, 
 five or six to one ; and if compared as to number of pupils, ten to one, at an 
 expense scarcely greater than that for common primary schools for the same 
 
Froebel Institute of North America. 41 
 
 number. This seems to point to the charity effort as the speediest route to 
 ■universal recognition, though it may not be the safest. But there need be no 
 conflict in the two methods of carrying on the same work. Indeed, there can be 
 none, except that generated by ignorance or selfishness. Both kinds are gov- 
 erned by the same laws, and judged by the same standard. 
 
 II. SOME OF THE DANGERS TO BE GUARDED AGAINST IN THE CHARITY 
 KINDERGARTEN WORK. 
 
 (i) Superficiality. Kind-hearted persons, moved by the suffering and misery^ 
 about them, and seeing in the Kindergarten the most effective means for check- 
 ing them and for drying up the sources of evil, both physical and mental, will be 
 disposed, unless practical Kindergartners themselves, to employ teachers with- 
 out due care as to qualifications. A true Kindergartner or teacher needs a 
 heart as well as a head. Thus far, however, the reports show that the persons 
 employed in the regular charity work have received regular training and are doing 
 genuine Kindergarten work. Cases, however, have fallen under the writer's notice 
 quite the reverse of this. Cases, too, where the most superficial work has been 
 done, but happily soon discontinued for the want of appreciation on the part 
 of the people. 
 
 (2) Overcrowded rooms. On this point we have received some encouraging 
 information. Still there is cause to suspect that there is real danger here, arising 
 chiefly from benevolent desires on the part of managers to do the "greatest 
 good to the greatest number." Experience shows that not more than about 
 sixteen pupils can be conveniently managed in the same room, or under the 
 exclusive instruction of one Kindergartner, especially if the children are very 
 young. Some of our reports show, however, from twenty-five to forty in the 
 same room, and I have heard of as many as sixty. This number, with compe- 
 tent assistants, might possibly be managed, not otherwise, it seems to me, and 
 carry out the highest purposes of the Kindergarten. 
 
 (3) The counter-infltiences of the home. Most of the unfortunates gathered 
 into these Kindergartens are from homes where the most debasing passions 
 dominate ; and where the little ones' minds and hearts, and bodies for that 
 matter, are subjected, daily and hourly, when not under the eye of the Kinder- 
 gartner, to the most brutal treatment. And, while it is the mission of this new 
 gospel to children to minister to this suffering and to neutralize as far as 
 possible these unholy influences, yet the growth of childhood proceeds in 
 accordance with an inflexible law. This law turns neither to the right hand 
 nor to the left. " Whatsoever a man soweth, that shall he also reap," expresses 
 the thought here. 
 
 The good stands, evermore, not only <?/posed to, but ^;rposed to, the evil : 
 and it requires more than human wisdom and power to give the entire ascendency 
 to the former. There is a constant warfare between these two forces, the good 
 and the evil, and the victory shall be declared upon the stronger side. 
 
 I have no doubt of the final issue, however, especially where these Kinder- 
 gartens can have — as I know many of them do have — the wise counsels and 
 management of a Mrs. Sarah Cooper, a Mrs. Josephine Shaw, or the magic 
 enthusiasm of a Mrs. Kate Smith Wiggin, and many others of scarcely less 
 notoriety and wisdom. 
 
42 . Seco7id A nnnal Meeting of the 
 
 (4) Ignorance of the great principles, and of the far-reaching results, of the 
 Kindergarten is another source of danger. I have thought that probably the 
 greatest danger, not only to Charity Kindergartens, but to the whole system, 
 arises from Kindergartners themselves, either ignorant of the deep meaning of 
 this doctrine, or else not overconscientious in their adherence to the moral 
 teachings it would inculcate. 
 
 The child-nature is a deep fountain. It is the wellspring of life. From 
 it issue all those streams of influence which make society what it is, either 
 good or bad. 
 
 Observation and experience teach us that, unless checked at times when out- 
 breaks occur, and held within the restraints of law and a decent regard for 
 opinions and usages of society, these streams of influence grow more and more 
 corrupt as we trace them from their sources. They gather additions on the way, 
 seeking their affinities as they pass on. In other words, human nature is of 
 such a character that it either grows better or worse as it mingles with its 
 affinities, and crystallizes into social order or disorder. Nearly all depends upon, 
 the directing and controlling influences at the start. The Kindergarten is 
 especially fitted for this early work of starting the child on the right road. It, 
 both by reason of the tender age of the child, and the peculiar force of the 
 agencies at its command, possesses greater power than any other agency withia 
 our reach, the family not excepted. 
 
 But as these agencies are powerful for good, so they are for evil : and in the 
 hands of the ignorant, inefficient, careless, or unscrupulous, they are very 
 dangerous. They are like edged tools, in the hands of a novice or a maniac. 
 They may destroy more than they build up. Here the greatest care should, 
 be exercised by the Kindergartens, and those having in charge the little ones, 
 to adjust these forces, so as to meet and minister to the real wants of childhood. 
 But I fear many Kindergartners are swerved from the truth by a desire to please 
 and to attract attention, to become popular, or to win patronage, by yielding 
 to the whims of parents This is seen, not only in the mixed exercises in the 
 Kindergarten, as reading and spelling, and learning and reciting verses and 
 catechisms and such like, at an age when nothing but pure Kindergartening 
 should be practised, but in foolish shows and exhibitions to tickle the vanity 
 of fond parents and friends, thereby stimulating the self-consciousness and 
 vanity of the child. 
 
 Here is an instance which I will relate as it was given me by an eye-witness. 
 At an exhibition, given by a Kindergarten in one of our capital cities, — " The 
 Kindergartner, Miss , from Miss 's training-school in [so adver- 
 tised, at least], — a little, girl, in one of the performances, acted the part of a 
 monkey, fastened by a cord to a hand-organ that was played by a little boy, 
 her classmate in the Kindergarten." " Her monkey-shines were very lifelike, 
 and the audience applauded to the echo." " They were charmed." " The same 
 little girl was the goddess of Liberty, later in the evening, in which she displayed 
 equal talent." My friend remarked: "This gives one a true idea of evolution 
 illustrated." In this case it was from a monkey to a goddess. 
 
 Now I need not say to these Kindergartners that this is anti-Kindergarten. 
 It is outrageous ; and one would naturally hope of rare occurrence ; but I have 
 seen exhibitions similar to this, and no one seemed to be offended much. 
 Indeed, such things are usually praised, especially by the press, and passed round 
 as evidence of the wonderful virtues of the Kindergarten. 
 
Froeb el Institute of North America. 43 
 
 " Tuesday evening of this week witnessed the closing exercises of the Kinder- 
 garten at No. Street, Miss , principal. The programme was varied and 
 
 interesting, and frequent outbursts of applause greeted the little ones by their 
 fond parents and friends. The address of welcome was very nicely rendered by 
 Master Willie C. Ellinger, five years old, and followed by little Miss Clagett, 
 eight years of age, with a declamation ; then a recitation by Master Compton, 
 entitled ' Somebody's Mother ' ; recitation, ' Curfew shall not ring to-night,' 
 Miss Edith Compton ; recitation, ' Independence Bell,' Master Roscoe Searle ; 
 
 'Pussie Class,' five children; vocal solo. Miss ; 'Playing Railroad,' 
 
 Master Ellinger ; recitation, ' Seven Years Old,' little Edith Clagett ; recita- 
 tion, ' Romance of the swan's nest,' Etta Searle ; recitation, ' Paso del Mar,' 
 Will Deming ; ' Masonic Motion,' by the whole school ; recitation, ' A Sun- 
 beam,' Miss May Deming; recitation, Httle Charlie Helmick. The honors 
 of the evening were carried off by little Lillie Witherow, in her recitation, 
 entitled 'A little girl's view of life in a hotel.' A drama entitled 'A Surprise 
 Party,' in which all the children took part, closed the exercises of the evening. 
 The medals were awarded to the Misses Taylor, Compton, and Witherow, and 
 Master Willie Ellinger." 
 
 " The entertainment given by the members of the Kindergarten school, on 
 
 Friday evening, was a grand success. Miss , the teacher of the same, 
 
 deserves much credit for teaching stich young children to render snch an; 
 excellent entertainmeiit y 
 
 The entertainment seems to be the main feature here. Therefore the system 
 itself is in danger from its pretended friends. Its great object, the quiet, healthy, 
 innocenti, unconscious moral, physical, and intellectual growth of the child, is 
 overlooked, compromised, and confounded with nonsense. In some cases it 
 is supplemented by a species of garish folly that would make an old-fashioned 
 district-school blush for very shame. How shall these things be prevented? 
 
 (5.) yi want of a thorough knowledge of the fundamejital principles of 
 educatioit as applied to all grades is another source of danger to effective Kinder- 
 garten work, both public and private. If the Kindergarten is what it claims 
 to be, a system of exact adaptation to the wants of childhood, — and no one has- 
 yet controverted this point, — indeed it stands in a fair way to challenge universal 
 opinion, and to demand universal adoption, as a part of our national system 
 of education; — but if, I say, it is what it is generally conceded to be, the true: 
 doctrine of child-culture, it follows that its adherents must see to it that it end 
 not with merely the two or three years of training in what is called the Kinder- 
 garten period. They must look forward to the time when the child is to enter 
 the precincts of the public school for a more advanced stage of instruction, and 
 to become a part of that great army which the state has undertaken to train 
 for citizenship. This system hereby will become a reformer of methods of 
 instruction, as applied to all grades — a reinstatement, as it were, of the true 
 principles of education. 
 
 This presupposes a harmony and co-operation of effort and method on the 
 part of all teachers, or else the time and effort spent in the Kindergarten work 
 will not be appreciated in the primary schools and- higher grades. And the 
 question as to what changes must be made in either system, where this harmony 
 does not already exist, in order to effect it, must soon be met and settled. This 
 issue, if indeed there shall arise any, will be decided, I think, by experiment. 
 
44 Second Ammal Meeting of the 
 
 The strongest force, properly managed, must conquer, or else a compromise, 
 more or less detrimental to the Kindergarten, must be effected. This is the 
 point of danger in the charity 'work : since through it, largely, must come the 
 infiltrations of principles and methods affecting the public schools. 
 
 No compromise of true principles is necessary. The public schools are open 
 to these improvements. They have already received largely of the true doctrines 
 and spirit of the Kindergarten. No compromise, therefore, other than the 
 adaptation of the principles and methods of the Kindergarten to the more 
 advanced grades of teaching must be tolerated; otherwise the Kindergarten 
 is no more Kindergarten, but something else. It may chance to be a school, 
 •• or some other grain," but not a Kindergarten. But the point is this : Kinder- 
 gartiiers must qualify themselves for more tha7i the Kindergarten, as it is now 
 generally understood. They must not content themselves with any kind of 
 patchwork, or with a few tricks of the trade, — if it have any, — with a few 
 things to attract public notice, or even to be able to practise the ordinary occu- 
 pations as laid down in our textbooks. There is a deep underlying science 
 beyond all this that must be studied, if not mastered. In short. Kinder gartners 
 must be good primary-school teachers in order to be good Kindergartners . 
 They must be so deeply versed in the philosophy of education as to make a 
 ready application of the Kindergarten principles to any and all grades of pupils ; 
 and this, too, in a way that these principles shall lose none of their essential 
 force and beauty. The charity Kindergarten offers large opportunities for doing 
 this kind of work. 
 
 It is customary to have what are known as connecting classes attached to 
 Kindergartens in which the transition alluded to above is made. I have 
 watched this part of the work with more than ordinary interest ; for the ultimate 
 efficiency of the Kindergartens, as associated with the pubHc schools, must 
 depend largely upon the facility with which this transition can be made. My 
 expectations, in a few instances, have been more than realized. When the test 
 has h^Qw fairly made, the pupils seem to be more and more delighted, as they 
 are led on, step by step, in the application of the Kindergarten principles, to 
 reading, writing, spelling, geography, language, and mathematics, especially 
 that feature of the latter which applies to form and concrete number ; showing 
 clearly, to my mind, that the elements of geometry precede mathematics of 
 numbers or common arithmetic ; and that elementary physics, or natural science, 
 precedes, and necessarily introduces, language culture, as reading, writing, 
 drawing, music, etc. etc. ; that reading, in particular, should be taught incident- 
 ally and as occasion demands it for the expression of thought and for extending 
 language, using it chiefly as a record of facts and incidents, and ultimately 
 as means of pursuing science beyond mere observation and experiment. The 
 same is true of spelling and writing ; and, to a limited extent, in the study 
 of mathematics. 
 
 Formal language is but a record of our thoughts and knowledge, serving the 
 double purpose, meanwhile, of investigation and acquisition, and is therefore 
 best developed as occasion demands it, both in families and in schools. Mathe- 
 matics is but an instrument or tool with which we delve into physics or nature 
 (having also a metaphysical side) ; language recording our progress and affording 
 means for further pursuit when observation and experiment have exhausted the 
 resources at hand. Metaphysics is that which lies dimly, yet invitingly, beyond 
 
Froebel Institute of North America, 45 
 
 the realm of nature, and is the source of all psychical phenomena and all 
 rational investigation. Thus physics and metaphysics^ the two grand extremes 
 of thought and of creation, afford us the only sources of knowledge in this world, 
 and mathematics and language are the means of developing this knowledge. 
 
 This simple, yet sublime, relationship of knowledge and science sweeps away 
 all mysticism and opens wide the gateway to the realm of truth. In this realm, 
 are located the true principles of the education of man. These prmciples are 
 represented by the doctrines of the Kindergarten, appealing to the heart, the 
 hand, and the mind of childhood, that they may all start together in the grand 
 life-career of progress. And these principles must not be sacrificed when the 
 transition is made frojn the Kindergarten proper to the connecting class or ta 
 the primary school. And yet I have witnessed some of the most objectionable 
 of all the old-fashioned methods in some of these connecting classes belonging 
 to the Kindergarten. Teachers seem to have thrown aside every principle 
 of Froebel's doctrine of natural development, and settled down upon methods 
 long since discarded in all advanced primary teaching. 
 
 Now if the Kindergarten cannot keep pace with the primary school in its 
 onward progress to perfection, it must not expect an honorable recognition 
 among the improvements of the age. But this malpractice is an imposition upoa 
 the name Kindergarten. It should be called YÌV!\à.Qx-murder , for every high 
 and noble principle is sacrificed to ignorance or cupidity. 
 
 This perversion of the high prerogatives of the Kindergarten shows how 
 dangerous it is to commit to unworthy hands that which requires the wisest 
 and best gifts of the nation. No persons — if it were possible to prevent it — 
 should be allowed to assume these holy duties, except those whose souls and 
 lives are most deeply imbued with the spirit and power of the true teacher: 
 especially is this true in the charity work, because we expect more from that 
 than from any other. 
 
 Unworthy persons may be tolerated in positions where their influence is 
 confined to adults or to mere animals, and even here it were better otherwise ; but 
 to subject little children to influences calculated to interfere with their well 
 begun development in the Kindergarten is not only a reproach upon the Kinder- 
 garten, but fatal to the cause of education. "Put off thy shoes from off thy 
 feet, for the place whereon thou standest is holy ground," God said to Moses, 
 as he was about to commission him and send him forth to deliver his people 
 from Egyptian bondage. To the Kindergartner, let me say. Put off thy shoes 
 of clumsy indifference, or of ignorance — if this latter be the hindrance, and 
 be shod with the preparation of the gospel of peace and love. Walk carefully 
 among God's little ones ; for out of these hosts come the true freemen and free- 
 women to stand in the evil times against the hosts of ignorance and prejudice 
 of the present age. Let there be no compromise of the truth and the right. 
 "But be ye wise as serpents yet harmless as doves." Lift high the standard of 
 qualification. Let it mean true soul progress to the people. But strive rather to 
 be right than to be popular. 
 
 Already through your labor of love, and of Christian patience, and wise 
 management in these charity Kindergartens, new sources of relief and comfort 
 have come to whole generations of God's little ones, hitherto outcast and 
 despised; and to the teaching profession, through these humble means, like 
 from the manger at Bethlehem, a light is sprung up: a new era has dawned — 
 
46 Second Annual Meeti?ig of the 
 
 the eocene of the coming ages : a new life is born, a new spirit given, and 
 lo, a new doctrine of peace and love has come into our public schools. This 
 is the leaven hid in the three measures of meal — the mustard seed planted 
 in the earth, that shall grow to be a great tree, under whose wide-spreading 
 branches thousands and tens of thousands of little ones yet unborn shall come 
 and find shelter. 
 
 This is the spirit of the charity Kindergarten. Let it not be tarnished by any 
 spirit of selfishness, or compromised with any half-way measures of reHef. But 
 let us "stand fast therefore in the liberty wherewith Christ has made us free; 
 and be not entangled again with the yoke of bondage " ; this bondage of the 
 *' old education" that gendereth to fear — the obedience of tyranny and deceit that 
 has filled the land with cringing hypocrisy — the bondage of unwilling labor, 
 and the consequent superficial thinking. This is the harvest of the ancient 
 sowing. But the " new education" promises better things. Let the expectation 
 of the poor not be cast down. 
 
 There is a Liberty born of discipline and willing obedience, whereby if a man 
 is made free, he shall be free indeed. But to be a freeman, in these days, means 
 something grand. It is to be a monarch, ruling one's self with diligence and 
 faith and patience ; and to be a Kindergartner, in the truest and highest sense 
 of all the word means, is greater than to be a king. 
 
Froebel Institute of North America. 47 
 
 ANNOUNCEMENT OF 
 
 International Educational Exhibit of the National 
 Educational Association. 
 
 DEPARTMENT OF THE KINDERGARTEN. 
 
 An exhibit of Kindergarten work, Kindergarten material and appliances, will 
 be opened in the Capitol building at Madison, Wisconsin, on the fourteenth 
 of July, and remain open for a period to be hereafter fixed. 
 
 The following classes of objects will be received for exhibition : — 
 
 1. Plans of Kindergarten buildings and of gardens connected therewith. 
 
 2. Kindergarten furniture, pictures, and charts. 
 
 3. Kindergarten material. 
 
 4. Books and pamphlets on the subject. 
 
 5. Abstracts and " schools of work" by members of training-classes. 
 
 6. Work done by pupils of Kindergartens. 
 
 7. Kindergarten work done in advanced grades and primary schools. 
 
 8. Historical and descriptive sketches of Kindergarten work. 
 
 9. Descriptions and plans of nurseries and Kindergarten work done in 
 these. 
 
48 Second Annual Meeting of the 
 
 REPORT OF THE COMMITl^EE 
 
 On International Educational Exhibit. — Department 
 OF THE Kindergarten. 
 
 Appointed by the Froebel Institute of North America. 
 
 Probably never has so large and complete an exhibit of Kindergarten work 
 been seen in this country. Your committee find it a difficult task to make a report 
 on such an immense mass of work, any touch of which may express the history 
 of an era in some little life. Not the gala air of the lofty halls, festooned with 
 all the bright tints of a sunrise, not the throngs in the passageways between 
 the high temporary frames rising from tables, can be the subject of our report, 
 though the very brushing and tearing away of delicate work placed on the line 
 of shoulders or skirts showed how great the crowd and how intense their 
 interest in that section. It was like the Art Annex at the Centennial, always full. 
 
 Among the results of Froebel's Kindergarten, least in importance is the 
 appearance of the work after the children have left it. 
 
 Of course no one would expect the little ones of Kindergarten age to produce 
 work of any mercantile value. Any dry-goods store could show a more brilliant 
 display of bright patterns and regular designs. 
 
 The object of education is not to set the child to compete with a calico-printing 
 or wall-paper machine. So what does this exhibition of Kindergarten work 
 mean? It is this: not that you cannot see elsewhere more beautiful designs 
 or more valuable products, but it is a proof that mental activity has been 
 awakened in those children. The products of a machine are made by the turn 
 of a crank : these varied forms and designs are understood to have been made, 
 each touch, each permutation, by the intelligent act of little fingers. 
 
 So much of the show, however, was elaborate and precise that it gave too 
 much the impression of a school of fancy-work : and is there not danger in this 
 direction, by losing sight of the end of FroebePs ideal of true human develop- 
 ment? Yes, there is danger that children may be made mere factory operatives, 
 as Dr. Hall suggested. This impression would have been partially avoided, and 
 the work of the committee greatly facilitated, if there had been in all cases a 
 clearer designation of the work done by the children and that done by the 
 teachers. The public too would have been able to see quicker what was the 
 real meaning of this display. 
 
 Owing to tlike difficulties of arranging the objects sent for exhibition in the 
 different rooms of the State Capitol the original plan was not carried out, but 
 each person's or institution's exhibit was placed by itself. In several instances 
 there were pretty things that had been sent without being plainly labeled, as 
 to whether they belonged to class six (work of pupils of Kindergartens), or 
 classes five and seven, of the circular. Perhaps it would have been better to 
 exclude these rather than put them where they might be mistaken for a pretence 
 of children's work and thus impugn the good faith of the whole exhibition. 
 
Froebel Institute of North America. 49 
 
 Therefore, the committee would suggest the wisdom of adhering to the 
 following classification of work, in future Kindergarten exhibitions, as being 
 a consideration that should take precedence of any general effect of display, 
 or of the exhibition of personal results. It is quite possible, however, to make 
 such arrangements as to keep the exhibit of each institution together, while 
 strictly confining these classes of results to their appointed limits : — 
 
 A. — Work done only by children : (i) Before entering Kindergarten. (2) In 
 Kindergarten. (3) After leavng Kindergarten. 
 
 B. — Work done partly by adults. 
 
 c. — Work done by adults ; as, training, preparation for teaching, and in 
 illustration of principles. 
 
 NOTES ON SOME OF THE SPECIAL EXHIBITS. 
 
 As an illustration of FroebePs method in using his gifts, the Froebel Institute 
 Exhibit* filled a gap which could hardly have been supplied from private sources. 
 The training-class of Mrs. Hailmann had met at Madison and arranged the 
 material of the gifts as the children in a Kindergarten would do. Fixed with 
 glue, they remained an important feature through the whole time of the conven- 
 tion, and, examined in connection with the many " schools " of work, — drawing, 
 sewing, weaving, cutting, pasting, etc., — they enabled a stranger to the actual 
 Kindergarten to see its whole material skeleton, from the simplest to the most 
 complicated objects of activity. 
 
 KINDERGARTEN WORK FROM THREE INSTITUTIONS FOR THE BLIND. 
 
 There would be very little instruction in studying work from such schools 
 if it had been made over for show by seeing people. But perhaps the most live 
 interest about the whole collection of Kindergarten work was excited by the 
 exhibits from the State Institutions for the Education of the Blind, of Massachu- 
 setts, Kentucky, and Wisconsin. This was very much because, although 
 arranged with taste for general effect, and for facility of study, it was evident 
 that most of the work was presented as the blind children had done it, and the 
 very crudeness of many articles gave touching proof of difficulties overcome. 
 The presence of some of the teachers, and their explanations of personal 
 incidents connected with these experiments in giving the blind the great help 
 of Froebel's ideas, added still more to this interest. 
 
 There was evidence of much ingenuity in the adjustment of the Froebel gifts 
 and occupations to the use of the blind. Among different contrivances, as substi- 
 tutes for tables, such as sawdust cushions, etc., were noticed (from the Kentucky 
 Institution) oblongs of thick soft " saddle-cloth felting," marked into inch 
 squares, like the usual tables, by stitching. 
 
 The exercises in laying tablets, sticks, and rings, had been done upon these 
 with precision by the blind children, each stick or object being held in place 
 by the insertion of little wires like hairpins, so that the exercises could be kept 
 from day to day, piled up on a shelf ready to use. 
 
 The work in Kindergarten sewing, especially from the Wisconsin Institution 
 for the Blind, showed logical presentation of the subject and care on the part 
 of the children. 
 
 *The material for the Froebel Institute Exhibit was kindly furnished by the Milton Bradley Company, 
 of Springfield, Massachusetts. 
 
50 Second Annual Meeting of the 
 
 In the report for 1881 of the Perkins Institution for the Blind (Massachusetts), 
 we read the following : — 
 
 "The Kindergarten system and object-teaching have been found among the 
 best and most efficient auxiliaries ; . . . modeling is particularly beneficial 
 to the blind." 
 
 From this institution were most interesting specimens of weaving, sewing, 
 paper-folding, and clay-modeling; the last deserving of special mention, as 
 most remarkable for blind workers. Frqm the Kentucky Institution several 
 stories were illustrated in clay, showing much ingenuity ; figures and animals, 
 a baby in a cradle, dog asleep in a chair, fruits, a few geometrical forms, and 
 many household utensils. From the Wisconsin Institution were tiny clay 
 dishes, vases, stoves, flatiron, bottles, hand-bells with tongues, and various 
 utensils. A clay horse had been harnessed by the little blind boy who made 
 it with narrow strips of paper with careful injunctions to the teacher how to put 
 it on. Not only clay but wax, soap, paper, and wood had be.n used.* 
 
 CONCLUSIONS. 
 
 Since the results of Froebel's methods have been found satisfactory when 
 applied in institutions for educating the blind ; and, although not represented 
 here, also in institutions for the education of deaf-mutes and for the feeble-minded ; 
 it is but reasonable to suppose that for children with unimpaired faculties still 
 better results might follow. 
 
 When the child enters the primary school, he will be put to reading, spelling, 
 constructing words into simple sentences, and his sentences into simple discourse. 
 He will combine numbers, practise singing, modeling, and drawing, and have 
 presented to him a systematic course of lessons on the qualities of objects. 
 He will be made subject to such rules of conduct as have for their object the 
 right activity of the intellect, sensibility, and will — such activity as should ulti- 
 mately lead to the power of complete self-control. For this work the child, if 
 possible, should have a previous preparation. Without violence to his youthful 
 nature, he may be so directed in those exercises that have amusement for their 
 immediate end, as to enter, at about seven years of age, the primary school, free 
 from bad habits, with his powers trained to self-activity and his mind stored with 
 a rich collection of facts. He will then be ready for rapid progress in those 
 studies which the primary schools are designed to teach. If all our children could 
 pass from a well-conducted Kindergarten to their courses of study in the schools, 
 a foundation would be laid for rapid and successful progress. 
 
 It would be well if the spirit of FroebePs Kindergarten could be carried into 
 all our public schools. 
 
 CALIFORNIA, SAN FRANCISCO. 
 
 Miss Emma MarivedeVs Pacific Kijidergarten Noj'mal School and Kiiidergar- 
 teji. — Ingenious series of diagrams and colored drawings beginning with a simple 
 circle as representative, on the flat, of the already familiar ball ; rising in gradual 
 sequences through forms of vegetable growth — fruits and roots. In other ways 
 also a valuable exhibit in illustrating the spirit of Froebel. 
 
 *The work in soap-carving, a novel device of Miss Eleanor Beebe, of the Kentucky Institution, deserves 
 special mention. The material seems to be peculiarly adapted to the needs of the blind. — W. N. H. 
 
Froebel InstitiLte of North America. ^1 
 
 CALIFOKNIA, SAN FRANCISCO. 
 
 Mrs. Kate S7nith Wiggin. — To those who knew the story of the Silver-street 
 Kindergarten, this exhibit had a personal interest. 
 
 Some very elaborately finished embossed work, by pricking, was much noticed. 
 The committee would, however, here utter a protest and warning against the 
 danger of this work for the eyes, if pursued for making fancy-work, or more than 
 for using it as a connection through the point in the series of developments. 
 
 DISTRICT OF COLUMBIA, WASHINGTON. 
 
 Mrs. Louise Pollock, Priiicipal of the National Kindergarten and Normal 
 Kindergarten Training-school. — A velvet frame with work and designs of 
 children ; many of the inventions in weaving and sewing made up into useful 
 articles. 
 
 Also a large book — a history of developments by work — into which had been 
 copied inventions in drawing for the past ten years : the children not knowing 
 of it or that their work was to be exhibited. 
 
 , WASHINGTON. 
 
 Miss Susie Pollock, Principal of the Froebel Instittite, of Washington, D.C. 
 — Glass case containing teachers' schools of work — showing taste and skill. 
 
 ILLINOIS, CHICAGO. 
 
 Miss M. H. Ross, Superintendent of the Chicago Free Kindergarten Asso- 
 ciation. — This exhibit was conspicuous for its care in arrangement and its 
 variety of objects. A very live organization, doing a very extended work. 
 
 INDIANA, INDIANAPOLIS. 
 
 Miss Alice Chapin. — Where there is evidence that principles have been in- 
 stilled, it is far better than mere precision ; the show versus the truth. Miss 
 Chapin's exhibit offers proofs of deep and thorough training and a hearty appre- 
 ciation of Froebel as a master who could inspire the freedom of truth. 
 
 Very interesting were the books of her training-class, showing that a great 
 object of the teaching had been to inspire in the pupil an independence of the 
 teacher. Thus, in weaving, only the first and last mat of a series had been dic- 
 tated; the intermediate ones were inventions. Again, in the folding books, the 
 first fundamental form dictated, the rest of each page being done in carrying out 
 principles. This makes such working out of progressive series truly educational. 
 Much inventing later. Interesting triangle exercises in folding. 
 
 Books of weaving and sewing by children. The child tells, or draws on slate, 
 the next pattern of mat. 
 
 LAPORTE. 
 
 W. N. Hailmann, Superintendent of Public Schools. — Admirable and thorough 
 display of practical work, illustrating the ideas of Froebel ripening in the public 
 school as a result of healthy growth in the Kindergarten. 
 
 Very interesting and valuable developing work. Series of books of home- 
 made simplicity, showing the school-children's own work; "original concep- 
 tions"; "ambidextrous exercises"; training in form and number, and ele- 
 ments of design, in many new and thoroughly practical ways. A remarkable 
 collection of work in sticks, in paper, and in clay. Many of the dry clay forms 
 tinted with crayons. 
 
52 Second Annual Meeting of the 
 
 KENTUCKY, LOUISVILLE. 
 
 Kentucky Institution for Jthe Education of the Blind. B. B. Huntoon, 
 Superintendent ; Miss Eleanor Beebe, Kindergartner . — This interesting exhibit 
 is referred to above. 
 
 MASSACHUSETTS, FLORENCE. 
 
 Miss C. T. Haven, Director of the Floreiice Kindergarten. — Interesting work 
 from a Kindergarten centre of special interest. 
 
 , BOSTON. 
 
 Perkins Institution and Massachusetts School for the Blind. M. Anagnos, 
 Superintendent. — Already referred to above. 
 
 MINNESOTA, WINONA. 
 
 State Normal School, Kindergarten Depart7nent. Mrs. Eudora Haihnann, 
 Director. — Work of training-class of exceptional comprehensiveness and interest. 
 
 In arrangement of gifts showing sequence and development, the methods 
 of connecting the child's progress with his own experience, and the exhibit as a 
 whole, deserve great credit. Children's work carefully done, and good results 
 secured. 
 
 NEW JERSEY, EAST ORANGE. 
 
 Dr. Eliza B. Phelps. — A small but attractive exhibit. 
 
 NEW YORK CITY, NEW YORK. 
 
 Union Relief Works of Society for Ethical Culture, of New York City. 
 Miss Fannie E. Schwedler, Director of Kindergarten Departme7it. — An impor- 
 tant contribution to the exhibition; strong, sensible, and original work shown 
 Original sketches of children, on rough brown paper, especially noticed. 
 
 PENNSYLVANIA, PHILADELPHIA, GERMANTOWN, ETC. 
 
 Philadelphia Society of Froebel KÌ7idergartners. Miss M. Gay, Secretary 
 and Delegate. — Miss Gay in charge of the combined exhibit of a number of pri- 
 vate and free Kindergartens ; several points rendering this collection a special one. 
 Mr. D. Batchellor's musical scale, based upon the idea of the unity of the two 
 scales of tone and color. Samples of tunes composed by little children in the 
 Kindergarten by using colors as notes. In this Philadelphia exhibit the objects 
 modeled in clay and nicely fired to an attractive buff terra-cotta showed how 
 useful and beautiful things might be made as a result of, and even during, the 
 Kindergarten practice. 
 
 From Miss Gay's own Kindergarten was a book of baby-work with water- 
 colors. The six balls of the "first gift," represented as rude disks of the six 
 colors, were followed by squares in colors ; all showing the struggles of the 
 little artist, without a touch of the teacher's. 
 
 RHODE ISLAND, PROVIDENCE. 
 
 Mrs. C. M. N. Alden. — If you climb up Angeli Street in Providence, you find at 
 the top the pretty gem of a Kindergarten and school building, shown in the photo- 
 graphs accompanying this exhibit, rich in a variety of work. Some nicely 
 
Froebel Institute of North America. 53 
 
 executed pieces of carving in wood were evidently from the older class; but 
 the Kindergarten has its influence over the whole establishment, which is 
 conducted with artistic refinement. 
 
 WISCONSIN, EAU CLAIRE. 
 
 Miss J. L. Jones. — Careful work. Many very smooth little articles in clay — 
 probably by teachers — too smooth and precise. 
 
 , LACROSSE. 
 
 Mzss Ella Naffz. 
 
 -, MADISON. 
 
 Madison Kindergarten. Miss Egleston, Director. — Much careful pains taken 
 — a good variety of objects and work. 
 
 MENOMONEE. 
 
 Miss Lucy Washington. 
 
 MILWAUKEE. 
 
 Mrs. C. H. Clark. — Here, as in the Providence Kindergarten, we find an 
 artistic excellence. Some roughly executed water-colors, by little children (their 
 ages marked on back), were specially noticeable, as strong renderings of real 
 objects. Folding with two colors, very effective. 
 
 MILWAUKEE. 
 
 German-English Academy. Miss Her7nine Weissenborn, Director. 
 
 MILWAUKEE. 
 
 Normal School, Milwaukee Public Schools. Miss Sarah A. Stewart, Director. 
 — A fine exhibit of books of work, covering one entire end of the largest.hall. 
 Much pains taken to render the whole exhibit an attractive feature. 
 
 MILWAUKEE. 
 
 Tenth- street Kindergarten. Miss Bonesteel, Director. — Rustic work vases, 
 baskets, etc., in well-fired terra-cotta. 
 
 MILWAUKEE. 
 
 Tenth-street Kindergarten Connecting Class. Miss K. H. Dousman, Director. 
 
 OSHKOSH, 
 
 State Normal School, Kindergarten Departmejtt, Miss Colcord, Director. — 
 *' Patty-cake song," illustrated in clay, probably by teachers. Good hints as to 
 what may be done in clay in carrying out a story. ^ 
 
 The committee can by no means undertake to report on everything worthy of 
 notice, where three days gave only a slight opportunity to study into the spirit 
 back of all this work. 
 
 A noticeable feature was the amount of clay-modeling, and especially the 
 successful firing of much of it. Foreign countries were represented by two 
 exhibits. 
 
54 Second Annual Meeting of the 
 
 Madame de Portugall, of Geneva, Switzerland, sent interesting things ; some 
 educational charts. 
 
 Professor L. W. Mason brought from Japan some wonderful Kindergarten 
 work of native Japanese children. 
 
 It is to be hoped that the refined color sense that made them choose such 
 paper and tints to work in will not be lost, and exchanged for our too prevalent 
 liking for sleek and varnished preciseness. It was a rest to the eye to turn from 
 some violent combinations of gay papers to the rough surface and subdued 
 tints, yet strong effects, shown in the Japanese paper foldings. But the fact that 
 our children are doing such work at all is a grand step toward progress in true 
 refinement and a love of honest work. 
 
 E. A. Spring, Chairman. 
 
Froebel Institute of North America.- 55 
 
 Report of the Committee on the Kindergarten 
 
 Exhibit. 
 
 The committee appointed by the National Educational Association to examine 
 the exhibit of Kindergarten work at Madison, collected and presented by the 
 Froebel Union, beg leave to present the following brief report : — 
 
 The exhibition was one of the most extensive and complete which has ever 
 been made of Kindergarten work. It was a strikingly rich and characteristic 
 display. An exhibition of this kind can, of course, show^ but one side of the 
 rich and manifold training which the Kindergarten imparts ; it is understood that 
 only the tangible and more external features of the work admit of such represen- 
 tation. But, while the educational processes of the Kindergarten can find 
 a limited representation in an exhibition of the gifts and the results of the 
 occupations, and while there are many important features which cannot be 
 embodied in such an exhibit, the material here collected indicated, nevertheless, 
 the great scope of the work of the Kindergarten in its entirety. 
 
 The work displayed in the exhibition was most comprehensive in character. 
 Beginning with the lowest gifts which are to be placed in the hands of the infant, 
 it extended to specimens of work in form, color, and design made in the higher 
 grades of schools. It included, also, the work in folding, modeling, etc., of 
 the young Kindergarten teachers who are attending a training or normal school. 
 The various systematically arranged gifts of geometrical bodies which are to 
 be placed in the child's hands for the purpose of leading him to knowledge and 
 skill, through contemplation and activity, were here represented in their logical 
 continuity. Besides the gifts, which he receives from the teacher, there w^as 
 also the child's own work in clay and paper ; the forms which he imitates and 
 invents by the use of sticks, wires, peas, etc. ; the colors v^hich he learns to 
 select and combine harmoniously, and the whole almost endless variety of means 
 and devices which the ingenuity of the Kindergarten teachers have made 
 subservient to the manual and mental training of little children. 
 
 The range of institutions, also, which had placed work on exhibition was 
 a wide one. Kindergartens for white and colored children, from New York 
 to San Francisco; "transition" schools; Kindergartens for blind children, and 
 public schools of all grades, were here represehted. The following is a list 
 of the 
 
 TEACHERS AND SCHOOLS THAT PARTICIPATED IN THE EXHIBITION. 
 
 1. PubHc Kindergartens of Milwaukee, Wisconsin; W. E. Anderson, superin- 
 tendent. 
 
 2. Milwaukee Normal Scnool; Miss Sarah A. Stewart, principal. 
 — 3. The Froebel Institute of North America. 
 
 4. Kindergarten Department of the State Normal School of Winona, Minne- 
 sota ; Mrs. Eudora Hailmann, director. 
 
 5. German and English Academy of Milwaukee, Wisconsin; Miss Hermine 
 Weissenborn, Kindergartner. 
 
 6. Miss Emma Marwedel, San Francisco, California. 
 
 7. State Normal School of Oshkosh, Wisconsin; Miss Colcord, Kindergartner. 
 
$6 Second Annual Meethig of the 
 
 8. Miss J. L. Jones, Eau Claire, Wisconsin. 
 
 9. Tenth -street Kindergarten, Milwaukee, Wisconsin; Miss Bonesteel, 
 Kindergartner. 
 
 10. Connecting Class of Tenth-street Kindergarten, Milwaukee, Wisconsin; 
 Mrs. K. H. Dousman, Kindergartner. 
 
 11. Union Relief Works, New York City; Miss Fanny Schwedler, Kinder- 
 gartner. 
 
 12. Miss H. M. L. Egleston, Madison, Wisconsin. 
 
 13. Massachusetts School and Perkins Institute for the Blind; M. Anagnos, 
 superintendent. 
 
 14. Kentucky Institute for the Blind; Miss Eleanor Beebe, Kindergartner; 
 B. B. Huntoon, superintendent. 
 
 15. Miss M. J. Gay, Philadelphia, Pennsylvania. 
 
 16. Mrs. Lrusia Pollock, Washington, D.C. 
 
 17. Chicago Free Kindergarten Association; Miss M. H. Ross, superin- 
 tendent. " 
 
 18. Public Kindergarten, Menomonee, Wisconsin; Miss Lucy Washington, 
 Kindergartner. 
 
 19. Dr. E. B. Phelps, East Orange, New Jersey. 
 
 20. Mrs. C. M. N. Alden, Providence, Rhode Island. 
 
 21. California Training-Class; Mrs. K. S. Wiggin, San Francisco, California. 
 
 22. Miss Ella Naffz, La Crosse, Wisconsin. 
 
 23. Cherokee Orphan Asylum; Mrs. J. W. Riddell, Kindergartner. 
 
 24. Mrs. C. J. Clarke, Milwaukee, Wisconsin. 
 
 25. Public Schools of LaPorte, Indiana; W. N. Hailmann, superintendent. 
 
 26. Japanese Kindergarten, Tokio, Japan ; Dr. L. W. Mason. 
 
 27. Madame A. de Portugall, Geneva, Switzerland. 
 
 28. Florence Kindergarten, Florence, Mass. 
 
 THE COMPREHENSIVE CHARACTER OF THE EXHIBITION 
 
 was not its only noteworthy feature ; the systematic and logical arrangement 
 of the objects was still more remarkable, and deserves recognition and praise. 
 The various gifts which Froebel invented were placed in such juxtaposition that 
 the arrangement served to explain their use and educational value. The same 
 is true of the exhibition of the specimens of the children's work. Their arrange- 
 ment suggested the connection subsisting between the simplest forms, which 
 the youngest child contemplates and imitates, and the more and more compli- 
 cated occupations of advanced grades. 
 
 It was manifest everywhere that the objects placed on exhibition were pre- 
 sented, not as results accomplished, or as specimens of work valuable in them- 
 selves, but rather as indications of the training which may be given to hand 
 and mind through the appropriate use and the handling of objects, and through 
 directing the attention and activity of children, on the one side, toward form, 
 color, and number, and, on the other, toward nature and life. The order of 
 the gifts and specimens of work as presented in the exhibit illustrated the plan 
 of Kindergarten training, as far as it relates to objects and their handling. It 
 demonstrated how the child is led from the contemplation and perception of 
 form and color to imitation and invention. 
 
Froebel Institute of North A merica. 5 / 
 
 While the foregoing embodies the general features which your committee 
 considered, they beg leave to mention, also, 
 
 A FEW SPECIAL POINTS, 
 
 which they deem of importance : — 
 
 1. The systematic completeness and consistency of the leading exhibits, taking 
 each by itself. 
 
 2. The beauty, abundance, and great variety of gifts and work placed on 
 exhibition, and their excellent workmanship. While the geometrical basis 
 of FroebePs plan could be discerned in every exhibit, there was muoh ingenuity 
 displayed in regard to adaptation and invention. Quite a number of new objects» 
 gifts, and devices were presented. 
 
 3. The artistic taste displayed in the work of the children, both in regard 
 to color and form. 
 
 4. The attention paid in many exhibits to the hygienic criticism of the last 
 few years in regard to the injurious nature of some colors, and in regard to the 
 effects which some of the discarded occupations had on the eyes. 
 
 5. The efforts made in the direction of manual training, which will serve 
 as a preparation for the industrial training of later years. 
 
 6. The exhibits of the " transition schools" deserve notice ; these institutions 
 are designed to fill the place between the Kindergarten and the public school, 
 and to make the transition from the former to the latter. 
 
 7. The specimens of " ambidextrous" drawing exhibited show the noteworthy 
 results of attempts to give training to the left hand as well as to the right. 
 
 8. The remarkably successful application which the Kindergarten idea has 
 found in the training of blind children ; it is evident that an accurate idea of 
 form can be developed in these children through the occupations of the Kinder- 
 garten. 
 
 9. In some of the exhibits a whole system of schools, beginning with the 
 Kindergarten and extending to the grammar grades, is represented. These 
 well-graded specimens of manual work suggest that certain features of the Kinder- 
 garten, such as lessons in form, color, and design, learned through practice, may 
 be advantageously embodied in the work of higher grades. 
 
 Your Committee is of opinion that the exhibition of Kindergarten work during 
 the session of the National Educational Association in Madison was most 
 interesting and instructive to the teachers of the whole country, and that the 
 thanks of the Association are due to those teachers and schools that have sent 
 specimens of their work and participated in the exhibition. Their names have 
 been mentioned before. The thanks of the Association are due especially to 
 Professor W. N. Hailmann, president of the Froebel Union, and to Mrs. Eudora 
 Hailmann, to whose unremitting efforts, talents, and indefatigable zeal the 
 success of the exhibition is largely due. 
 
 All of which is respectfully submitted. 
 
 F. Louis Soldan, Chairman^ 
 Z. Richards, 
 John B. Peaslee, 
 J. A. Stearns, 
 
 Committee, 
 
Philadelphia Public Schools, 
 
 EXAMINATION PAPERS 
 
 USED IN THE 
 
 First Examination of Candidates 
 
 FOR THE 
 
 Kindergarten Teacher's Certificate 
 
 September, 188T. 
 
 PHILADELPHIA: 
 
 BuRK & McFetridge, Printers and Publishers, 
 
 306 and 308 Chestnut Street. 
 
Examination for Kindererten Teachers Certificate. 
 
 THEORY AND PRACTICE OF THE 
 KINDERGARTEN. 
 
 1. State the principles which distinguish Froebel's 
 philosophy of education from the systems of other educational 
 reformers. 
 
 2. Describe the second gift, and explain what is 
 intended to be accomplished by it. 
 
 3. What are the specific objects which the kinder- 
 garten seeks to attain in the education and training of the 
 child ? 
 
 4. Weaving. One example showing the first five steps. 
 
 5. Pease zvork. Make a pentagonal prism. 
 
 6. Paper Cutting and Mounting. Invent and make a 
 geometric pattern with colored papers. 
 
 7. Paper Foldiiig. Make the first fundamental form 
 five times, and then convert all of these but one into four 
 different forms. 
 
DRAWING. 
 
 N. B. Place each of the following exercises on a separate 
 sheet. The figures are to be bold and to be freely drawn. 
 
 1. Make an outline drawing of 
 
 (a) The cat. 
 \b) The lily. 
 
 2. Draw an outline representation of the group of 
 models placed in view. 
 
 3. Make a picture to illustrate a story of which the 
 following is a synopsis : 
 
 Mary lived in a pretty house in the country. She took 
 her. slate and started off for school. She saw a rabbit near 
 the lane as she went along. The rabbit sat up to look at 
 Mary and she stopped to look at the rabbit, 
 
MODELLING IN CLAY. 
 
 1. How would you prepare dry clay for the children 
 to work with ? 
 
 2. How would you take care of the clay ? 
 
 3. Develop the square pyramid, beginning with the 
 sphere. 
 
 4. Model a basket containing apples. 
 
 5. Make a high relief model of a pear. 
 
GEOMETRIC FORMS. 
 
 1. Classify triangles according to their sides and their 
 angles. Illustrate with figures. 
 
 2. Classify four-sided figures. Illustrate. 
 
 3. Explain the development of the cone. 
 
 4. Make a paper form of a cube. 
 
 5. Make a paper form of a triangular prism. 
 
 6. Make a paper form of a square pyramid. 
 
MUSIC. 
 
 1. Why is music made an essential feature of kinder 
 garten instruction ? 
 
 2. How would you prevent children from straining 
 their voices ? 
 
 3. How would you secure a pure, sweet tone in singing ? 
 
 4. Write, on the staff, three measures of music in the 
 key of A, f time, using a half note in the first, a dotted note 
 in the second, and a quarter rest in the third. 
 
 5. Write, on the staff, the major scale of B flat. 
 
 6. Sing, at sight, exercise A. 
 
 7. Sing, at sight, exercise B. 
 
 8. Sing from memory a kindergarten action song. 
 
PLANT AND ANIMAL LIFE. 
 
 1. (a) What peculiarities of structure are used as the 
 basis of the classification of plants ? 
 
 (b) Illustrate your answer by classifying the pink. 
 
 2. {a) Illustrate by drawings the several parts of a 
 flower. 
 
 {b) Combine these several parts to represent the entire 
 flower, and name the flower that you have drawn. 
 
 3. Write the outlines of a lesson on the potato to a 
 class of Kindergarten children. 
 
 4. [a) Name the four great divisions into which 
 naturalists have divided the animal kingdom. 
 
 ib) State the leading characteristics of each. 
 
 5. Name three different coverings of animals, and show 
 how these coverings are adapted to the habits of the several 
 animals to which they belong. 
 
 6. Give a conversation lesson on the cat, stating the 
 distinguishing characteristics of the structure and the habits 
 of the family to which it belongs. 
 
PHYSICAL PHENOMENA OF NATURE. 
 
 1. Write out the topics of a conversation on suozv, 
 showing the subject-matter and the purpose of the lesson. 
 
 2. Arrange the outHnes of a class-lesson on rocks, 
 adapted to advanced kindergarten pupils. 
 
 3. How would you develop a lesson on running waters 
 so as to explain their origin and their uses. 
 
 4. Write the outlines of a conversation-lesson on light. 
 
IO 
 
 SCHOOL HYGIENE. 
 
 1. Give the three essentials of any scheme of artificial 
 ventilation. 
 
 2. How can the teacher care for the eyes of the pupils? 
 
 3. How can the moral nature of the pupils be effectively 
 aroused and strengthened by agencies at the disposal of the 
 teacher ? 
 
 4. (a) Why do not the feelings of teacher or pupils form a 
 good means of judging of the correct temperature of a room? 
 
 (Ò) What do the best authorities consider the proper 
 temperature ? 
 
 5. How can the kindergarten teacher influence her 
 pupils in regard to their food ? 
 
TI 
 
 MENTAL AND MORAL SCIENCE IN THEIR 
 RELATIONS TO EDUCATION. 
 
 1. Discuss the relative values of mental development 
 and mental acquisition. 
 
 2. What is meant by training a faculty? 
 
 3. Name the special senses in the order of their 
 knowledge-giving power. 
 
 State what stimuli are appropriate to each. 
 
 4. Upon what two conditions does the power to repro- 
 duce an object or event some time after it has been presented, 
 depend ? 
 
 5. Show how imagination is related to the acquisition 
 of knowledge. 
 
 6. Discuss sympathy as an element in education. 
 
 (a) Its uses. 
 
 (0) How cultivated. 
 
 7. Mention some of the ways by which a child's 
 attention is stimulated. 
 
12 
 
 HISTORY OF EDUCATION. 
 
 1. Write a comparison of the methods and aims of 
 education as practised in Sparta and in Athens. 
 
 2. What was the condition of education in the middle 
 ages? 
 
 3. Explain the rise of Humanism and its influence 
 upon modern education. 
 
 4. Give some account of the educational theories of 
 Comenius. 
 
 5. Discuss briefly the educational theories set forth in 
 Rosseau's Emilè. 
 
 6. Give a short statement of the practical principles 
 introduced into the school by Pestalozzi, and the bearing of 
 these upon the subsequent development of educational 
 methods. 
 
 7. State the leading principles of Spencer's philosophy 
 of education. 
 
188S. 
 
 SÜB-PRIMÄRY SCHOOL SOCIETY. 
 
 INCORPORATED JUNE 9th, 1881. 
 
 PHILIP C. GARRETT, 
 
 PRESIDENT, 
 
 Logan, Phjlad'a. 
 
 N. DUBOIS MILLER, 
 
 SECRETARY, 
 
 400 Chestnut Street. 
 
 GEORGE H. LEWARS, 
 
 TREASURER, 
 
 205 Walnut Place. 
 
 MISS ANNA HALLOWELL, 
 
 CHAIRMAN EXECUTIVE COMMITTEE, 
 
 908 Clinton Street, 
 
 MANAGERS. 
 Mr. Edward T. Steel, Mr. George H. Lewarj^, 
 
 " James S. Whitney, " James C. Brooks, 
 
 " William W. Justice, Miss Anna Halloavelj., 
 
 '* Thomas M. Seeds, '• Bertha JjEWis, 
 
 ■' Charles H. Banes, Mrs. Henry Justice, 
 
 EXECUTIVE COMMITTEE. 
 
 Miss Anna Hallo well, Mr. William W. Justice, 
 
 Mr. James C. Brooks, Miss Bertha Lpwis, 
 
 Mrs. Henry Justice. 
 
 FINANCE COMMITTEE, 
 
 Mr. James C. Brooks, Mr. James S. Whitney, 
 
 *' Charles H. Banes, " Thomas M. Seedh, 
 
 Mr. Philip C. Garrett. 
 
 ADVISORY COMMITTEE. 
 Prof. James MacAlister, Prof. Edmund J. James, 
 
 Miss Agnes Irwin, Mrs. Fanny B. Ames. 
 
 SUPERINTENDENT. 
 
 Miss Constance Mackenzie, Office, 713 Filbert Street. 
 
Location of Free Kindergartens, 
 
 No. 1, for 50 pupils. 
 
 H. Lenox Hodge Kindergarten, 
 
 Public School Building, 8tli Section, 
 
 S. W. cor. 22d and Locust Streets. 
 
 No. 2, for 50 pupils. 
 
 Public School Building, 6th Section, 
 
 New Street, between Front and Second Streets. 
 
 « 
 
 No. 3, for 25 pupils. 
 
 Progressive Workingmen's Club, , 
 
 424 South Eleventh Street. 
 
 No. 4, for 25 pupils. 
 
 Church of the Crucifixion, 
 
 Eighth Street, above Bainbridge Street. 
 
 No. 5, for 50 pupils. 
 
 Bedford Street Mission, 619 Alaska Street. 
 
 No. 6, for 30 pupils. 
 
 Day Nursery and Children's Home, 
 
 713 St. Mary Street. 
 
 No. 7, for 30 pupils. 
 
 Beulah Coates Kindergarten, Mission Church, 
 
 St. Mary Street, above Sixth Street. 
 
 No. 8, for 25 pupils. 
 
 House of Industry, 718 Catherine Street. 
 
No. 9, for 25 pupils. 
 
 Theodore Starr Kindergarten, 
 
 1420 Lombard Street. 
 
 No. 10, for 25 pupils. 
 
 Buildi 
 
 Crown Street, above Race Street. 
 
 Public School Building, 6th Section, 
 
 No. 11, for 50 pupils. 
 
 Beidman Public School Building, 11th Section, 
 
 St. John Street, below Buttonw^ood Street. 
 
 No. 12, for 25 pupils. 
 
 Livingston Public School Building, 15th Section, - 
 * Twenty-third Street, above CalloAvhill Street. 
 
 No. 13, for 25 pupils. 
 
 Public School Building, 19th Section, 
 
 S. W. cor. Susquehanna Ave. and Hancock Street. 
 
 No. 14, for 50 pupils. 
 
 Corner Coulter Street and Pulaski Avenue, 
 
 Germ an town. 
 
 No. 15, for 50 pupils. 
 
 Centennial Baptist Chutch, 
 
 N. W. cor. 23d and Oxford Streets. 
 
 No. 16, for 25 pupils. 
 
 Western Temporary Home, 
 
 35 North Fortieth Street 
 
 No. 17, for 25 pupils. 
 
 0. V. Catto Public School Building, 7th Section, 
 
 Lombard Street, above Twentieth Street. 
 
No. 18, for 25 pupils. 
 
 Anna Hallowell Kindergarten of the Eighth Ward 
 Charity Organization, 
 
 238 South Tenth Street. 
 
 No. 19, for 25 pupils. 
 
 Mary Anna Longstreth Kindergarten, 
 
 921 Bainbridge Street. 
 
 No. 20, for 25 pupils. 
 
 House of Industry, 112 North Seventh Street. 
 
 No. 21, for 25 pupils. 
 
 Public School Building, 9th Section, 
 
 Filbert Street, above Twentieth Street. 
 
 No. 22, for 25 pupils. 
 
 Union Temporary Home, 
 
 N. E. cor. Sixteenth and Poplar Streets. 
 
 No. 23, for 50 pupils. 
 
 Morton Street Free Kindergarten of Germantown, 
 
 Morton Street above Haines Street, Germantown. 
 
 No. 24, for 50 pupils. 
 
 Monroe Public School Building, 14th Section, 
 
 Wood Street, below Twelfth Street. 
 
 No. 25, for 25 pupils. 
 
 Susan I. Lesley Kindergarten, 
 
 S. E. cor. Broad and Brandy wine Streets. 
 
 No. 26, for 25 pupils. 
 
 James Forten Public School Building, 5th Section, 
 
 Sixth Street, above Lombard Street. 
 
No. 27, for 25 pupils. 
 
 Public School Building, 27tli Section, 
 
 Forty- Second and Ludlow Streets. 
 
 No. 28, for 25 pupils. 
 
 706 North Forty-Sixth Street. 
 
 No. 29, for 25 pupils. 
 
 Girard Kindergarten, 
 
 Forty-First Street, above Girard Avenue. 
 
 Kindergarten Term — First Monday in September to July 1. 
 
 Kindergarten Session — Every week-day, except Saturday, 
 from 9 to 12. 
 
 Contributors of any sum not less than five dollars annually 
 shall be members of the Society. 
 
 The funds of the Society are almost exclusively used in the 
 payment of teachers' salaries, the school-rooms, including 
 heating and care, being furnished either by the City in the 
 public schoolhouses or by charitable organizations. 
 
 A meeting of the executive committee with the teachers of 
 the Kindergartens is held on the last Saturday of each month, 
 at 11 o'clock A. M., in the Directors' room of the Locust Street 
 Grammar School, N. E. corner of Twelfth and Locust Streets. 
 Associate committees and all interested in the work are cor- 
 dially invited to attend. 
 
 Donations and annual subscriptions may be sent to any of 
 the managers, or to 
 
 GEORGE H. LEWARS, 
 
 TREASURER, 
 
 205 Walnut Place, 
 
 PHILADELPHIA. 
 
REPORT 
 
 OF THE 
 
 EXECUTIVE COMMITTEE 
 
 FOR 
 
 1885. 
 
 To the Managers of the Suh-Primary School Society : 
 
 During the year 1885 there have been twenty-nine Free 
 
 Kindergartens under the care of the Society. 
 
 Number of pupils enrolled 1001 
 
 Maximum attendance 847 
 
 Average " 701 
 
 Which gives for each Kindergarten — 
 
 i:nrolled 37 
 
 Maximum attendance 34 
 
 Average " 28 
 
 J^umber of children sent to public schools 282 
 
 " '* " private schools 40 
 
 Ages of the pupils — three to six years 
 
 Number of paid teachers employed 37 
 
 " pupil " " 11 
 
 Maximum salary of principals per month $30 00 
 
 " " assistants " 20 00 
 
 Number of visits by teachers to families of the children 4,644 
 
 The following changes in location, arrangements, etc., have 
 been made : 
 
 Kindergarten No. 9 The Theodore Starr Kindergarten 
 opened February 18th with an Associate Committeee of ladies 
 of the Seventh Ward Association of the Charity Organization, 
 at 1420 Lombard Street. 
 
 No. 12. The opening of the " Manual Training School " in 
 the Hoffman Public School Building, corner of Seventeenth 
 and Wood Streets, necessitated our closing this Kindergarten 
 on June 30th, all rooms being in requisition. 
 
 No. 14 removed in October to corner of Coulter Street and 
 Pulaski Avenue, Germantown. Our Associate Committee 
 have built a commodious, tasteful school-house, with simple 
 and convenient appointments. The interest and energy shown 
 
 (7) 
 
in accomplishing this promise much for the future of the 
 Kindergarten. 
 
 No. 15 removed January 5th to Centennial Baptist Church, 
 North-west corner of Twenty-third and Oxford Streets. 
 
 No. 19, on April 1st, was consolidated with No. 2 under 
 one principal and an assistant. Arrangements are made to 
 re-open No. 19 in January, 1886, at 921 Eainbridge Street. 
 This Kindergarten is to be a memorial tribute to Mary Anna 
 Longstreth, whose name it will bear. Miss Longstreth during 
 a half century was known as a successful teacher in Philadel- 
 phia, and a friend of education in all its departments. Her 
 former pupils desire to pay respect to her memory in this way 
 and w^ill be responsible for the support of the Kindergarten. 
 It will be placed under the immediate care of the Society in 
 common with all others on our list. 
 
 No. 26> On July 31st our co-operation with Miss Edith 
 Wright closed. No. 26 will open in February in the James 
 Forten Public School Building, Sixth Street above Lombard. 
 Funds for its support are to be provided by the " Society for 
 the Moral Beform of Destitute Colored Children." 
 
 No 27 removed, January öth, to Public School Building 
 corner of Forty-second and Ludlow Streets. 
 
 No. 28 closed with the Italian Mission December 30, 1884, 
 and opened February 3, 1885, with the West Philadelphia 
 District of the Charity Organization, at 706 North Forty-sixth 
 Street. 
 
 No. 29, The Girard Kindergarten opened March 2d with 
 an Associate Commitiee of ladies, Mrs. Bobert S. Sturgis, 
 Chairman, at Forty-first and Girard Avenue. 
 
 The Feiiny Savings Baule, 424 South Eleventh Street, 
 
 Number of depositors . . . 410, from 19 Kindergartens. 
 
 Amount deposited $66 03 " " 
 
 Total amount deposited . . 410 03 " *' 
 
 We have given the largest amounts reported in any one 
 
 month during the year. 
 
 Meetings with the teachers have been continued on the last 
 
9 
 
 Saturday of each month. The subjects discussed were those 
 especially relating to Kindergarten work as well as to general 
 education. These talks have been stimulating to improved 
 methods in teaching, to self-culture, and to broader views of 
 the varied duties of their profession . 
 
 We have been aided by several specialists to w^hom we are 
 greatly indebted. 
 
 On February 28th, Mr. J. Liberty Tadd lectured on " De- 
 signing and Modelling in Clay." This was followed by three 
 lessons in modelling to the teachers without charge. Still 
 later by six lessons in the same branch at a cost of material 
 only, twenty-five cents for each lesson. Twenty-three teachers 
 accepted his kindness. 
 
 March 23d, Dr. Susan P. Stackhouse lectured on "Hygiene 
 in the School-room." 
 
 September 26th, Professor Cornelius Everest on "The Voice 
 and How to Use it." 
 
 October 31st, Kachel M. Bodley, M.D., Dean of tlie 
 Women's Medical College, on " Botany and How to Present' 
 it to the Children." 
 
 December 26th, Miss Julia A. Orum on "Physical Exercise 
 in its Relation to Vocal Culture." 
 
 Much efiicient work has been done by the teachers in the 
 school-room ; zeal and conscientious devotion have not been 
 wanting ; but a stimulus to wider thought and to study, in a 
 more comprehensive range of subjects than is to be had in the 
 ordinary training of our normal classes, has been given by two 
 examinations held by your committee, one in June and one 
 in December. 
 
 Twenty-nine candidates for positions in our Kindergartens 
 and fourteen teachers already in the employ of the Society 
 took the preliminary examination in June. Of these, nineteen 
 candidates and fourteen teachers received the preliminary cer- 
 tificate. 
 
 In December, six candidates and twenty-two teachers came 
 up for the advanced examination. Of these, two candidates 
 and eleven teachers received the advanced certificate. 
 
10 
 
 The subjects were: 
 
 Kindergarten Technique and Practice. 
 
 Morning Talks and Object Lessons, covering some element- 
 ary Zoology and Botany. 
 
 Drawing. 
 
 Modelling. 
 
 Hygiene of the School-room. 
 
 Vocal culture with simple music. 
 
 These examinations are not intended to indicate what should 
 be taught the children but to give your committee an oppor- 
 tunity, so far as examinations may do so, of judging of the pre- 
 vious education and general cultivation of the teachers and 
 candidates themselves. 
 
 Our experience suggest? the pressing need of a standard 
 of Kindergarten normal training ; not one localized and vary- 
 ing in the different cities where Kindergartens may be estab- 
 lished, but one that shall be acknowledged universally as the 
 highest and best. 
 
 Many teachers have been helpful in the families of the 
 children, inspiring poor mothers to cleanly habits and a more 
 enlightened interest in the proper bringing up of their children. 
 Convincing testimony of the good influence carried from 
 the Kindergarten to the home reaches us continually, and if 
 no other satisfaction were realized, this would be sufficient 
 encouragement to continue and enlarge our work. 
 
 Whatever advance we have made toward wise and whole- 
 some treatment of very young children, and in all that tends 
 to make the Kindergarten at once a nursery and a school, we 
 gladly credit to the efficiency and devotion of our superinten- 
 dent. The interests of the Society in every respect have been 
 best served by her. 
 
 We have entered upon the seventh year since the 
 opening of the first Free Kindergarten on our list. There 
 was at first little encouragement from the public or from 
 individuals. A few friends became subscribers that the 
 experiment might be tried. Three years were to prove 
 whether money had been wasted and time thrown away. 
 There were mistakes made in the beginning, and now we 
 
11 
 
 may not boast of perfection. Gradually, however, Kinder- 
 garten methods grew in favor wherever they became known. 
 So far as the Free Kindergartens could be placed in vacant 
 public school-rooms, they in time gained the respect of the 
 sectional boards of control and of the teachers. For a long 
 time the former yielded only to personal solicitation in grant- 
 ing accommodation and incredulously smiled at the methods 
 of instruction ; the latter criticized the departure from strict 
 discipline and feared an intrusion upon their quotas. The few 
 men of business who paused to look at a Kindergarten found 
 it too expensive, and educated mothers pointed to lessons in 
 scrubbing and sewing as more valuable to the class of children in 
 the Free Kindergartens than "fanciful games and amusements." 
 
 The experimental stage is now happily passed. That many 
 still hold to their first impressions and opinions there is no 
 doubt, but there is a steadily increasing number of public 
 school directors and teachers as well as of men and women of 
 all classes who have caught the deep and subtle wisdom of 
 Froebel's method in unfolding child nature, recognizing it as 
 the initial movement of all intellectual development, and at 
 the same time the foundation of manual and industrial education. 
 The community however is far from being convinced of the 
 importance of devoting the requisite money, time, and thought 
 to this system to engraft it upon our public education. To do 
 this should be the work of the Society in the immediate future. 
 
 We have been strongly supported by the Avise and able super- 
 intendent of our public schools and his corps of assistants, and 
 all that we have asked of the Board of Public Education has been 
 granted with courtesy and cordiality. We need now a public 
 opinion to demand Kindergartens for all children of suitable 
 age and a vitalizing activity to provide ways and means for 
 their support. 
 
 Respectfully submitted, 
 
 For the Committee, 
 
 ANNA HALLOWELL, 
 
 Chairman, 
 December 31, 1885. 
 
TREASUEER'S REPORT. 
 
 For year ending December 31st, 188B. 
 
 RECEIPTS. 
 Balance December 31, 1884 |2,540 51 
 
 O 
 
 Donations to sundry Kindergartens by Charity and Ward 
 •ganizations, and by private individuals, as follows : 
 
 To Kindergarten, No. 2, by Sixth Ward Charity 
 
 Organization $238 93 
 
 " No. 5, by Bedford Street Mission.. 100 00 
 
 No. 6, by Mrs. Susan I. Lesley 240 00 
 
 ic KJ n J by the Misses Coates...|50 1 i^rv nn 
 
 ^^^- ^'tby Benjamin Coates...$50 / ^^" "^ 
 " No. 9, by Committee of Theodore 
 
 Starr Kindergarten 200 00 
 
 No. 10, by Sixth Ward Charity 
 
 Organization 218 74 
 
 No. 11, by Mrs. M. F. Ivins 10 00 
 
 " No. 12, by Geo. B. Bonnell, |10; 
 
 Thos. C. Hand, Jr., $5 ; 
 Mrs. Mary Gawthrop, $5; 
 Mrs. Wm. B. Wood, |10.... 30 00 
 
 No. 13, by J. S. McMaster 8 00 
 
 " No. 14, by Mary W. Shoemaker, 
 Treasurer Pulaskitown Com- 
 mittee 312 46 
 
 No. 15. by Mrs. J. R. Patton 135 00 
 
 " No. 16, by Western Temporary 
 
 Home 90 00 
 
 . " No. 18, by Eighth Ward Charity 
 
 Organization 604 42 
 
 No. 19, by Sixth Ward Charity 
 
 Organization 153 33 
 
 No. 20, by Tenth Ward Charity 
 
 Organization 125 00 
 
 " No. 21, by Ninth Ward Charity 
 
 Organization 150 00 
 
 " No. 22,by Union Temporary Home 107 50 
 
 " No. 23, by Managers Morton Street 
 
 Kindergarten 150 00 
 
 " No: 24, by Thirteenth and Four- 
 teenth Wards Charity Or- 
 ganization 150 00 
 
 Carried forward, $3,173 38 $2,540 51 
 (12) 
 
13 
 
 Brought forward, $3,173 38 $2,540 51 
 To Kindergarten, No. 25, by Spring Garden Uni- 
 tarian Society 180 00 
 
 " " No. 26, bv Miss Edith Wright 87 50 ' 
 
 " " No. 27, 'by West Philadelphia 
 
 Charity Organization......... 22 50 
 
 " *' No., 28, by West Philadelphia 
 
 Charity Organization 20 00 
 
 " " No, 29. by Committee Girard 
 
 Kindergarten.. 100 00 
 
 3,533 38 
 
 Donations from sundry Kindergartens 131 39 
 
 City of PJiiladelpliia. 
 Appropriation for 1885 .= 7,500 00 
 
 Private Subscriptions. 
 
 Margaret Newlin, per Anna Hallowell $25 00 
 
 Mrs. Mary E. Fox, " 100 00 
 
 Mrs. James Whitall, " 25 00 
 
 James C. Brooks, " 50 00 
 
 W. W. Keen, M. D., ' " 15 00 
 
 Thornton Pike, • '' 5 00 
 
 Penna. Abolition Society, " 100 00 
 
 Thomas Hockley .'. 10 00 
 
 Henry Peterson 5 00 
 
 Thomas Mott, per Henry C. Davis 10 00 
 
 345 00 
 
 Sale of School Supplies 1 24 
 
 Interest to November 30, 1885, @ two per cent, on balances 
 
 in Provident Life and Trust Co 47' 93 
 
 $14,099 45 
 
14 
 
 PAYMENTS. 
 
 Amount paid for salaries of teachers and sundry expenses of Kinder- 
 gartens for year ending December 31, 1885, as follows: 
 
 For Kindergarten, No. 1 |533 21 
 
 " 2 501 93 
 
 " 3 362 10 
 
 " 4.. 250 76 
 
 " 5 276 50 
 
 " 6 366 03 
 
 " 7 522 21 
 
 " 8 309 58 
 
 " 9 243 50 
 
 " 10 338 03 
 
 " 11 502 85 
 
 " 12 165 01 
 
 " 13 311 73 
 
 " 14 509 26 
 
 " 15 519 45 
 
 " 16 306 53 
 
 " 17 317 96 
 
 " 18 546 08 
 
 " 19 92 84 
 
 " 20 262 77 
 
 " 21 308 95 
 
 " 22 315 91 
 
 " 23 554 06 
 
 " 24 511 53 
 
 " 25 257 53 
 
 " 26 175 30 
 
 " 27 155 62 
 
 " 28 246 92 
 
 '' 29 268 26 
 
 Salary of Superintendent. 
 
 General expenses 
 
 Examination expenses.... 
 
 Total payments. 
 
 1885. 
 Dec. 31. Balance in Provident Life and Trust Co. 
 
 $10,032 41 
 
 500 00 
 
 230 10 
 
 36 55 
 
 110,799 06 
 
 3,300 39 
 
 $14,099 45 
 
 E. and 0. E. 
 
 Philadelphia, January 11, 1886. 
 
 HENRY C. DAVIS, 
 
 Treasurer. 
 
 Examined and found correct ; vouchers compared. 
 
 WILLIAM W. JUSTICE, 
 THOS. M. SEEDS. 
 
 February 2, 1886. 
 
SUB-PRIMARY SCHOOL SOCIETY 
 
 Normal Kindergarten Training School. 
 
 Since issuing the Annual Report for 1885, the Sub Primary School 
 Society have decided to open, in September next, a Normal Kindergarten 
 Training School. 
 
 The work of the Society has grown rapidly and the demand for 
 trained teachers exceeds the supply ; it is therefore thought necessary to 
 establish a training-school to educate teachers, as well as others who may 
 desire to take the courses. 
 
 The school will be under the immediate direction of 
 
 Miss Sarah A. Stewart, 
 
 who has been for many years principal of the Milwaukee Normal 
 School and directress of public Kindergartens. 
 
 It will be the aim of the school to give a thorough knowledge of 
 Froebel's Philosophy both theoretically and practically, and to show the 
 relation of the Kindergarten to general education. 
 
 There will be two courses of instruction — first, General ; second. 
 Special. 
 
 The first will include the following subjects : 
 
 History of Education. 
 
 Froebel's Philosophy and Method. 
 
 Mental Science. 
 
 School Hygiene. 
 
 Elements of Geometry, Zoology, Botany, Physics. 
 
 Music, Drawing, Model-Hng. 
 
 Parallel Courses of Reading for professional and literary culture. 
 
 Instruction in music, drawing and modeling will be given by 
 specialists in those departments. 
 
 Lectures will be given from time to time by persons eminent in 
 special subjects. All other instruction Avill be given by the principal of 
 the school. 
 
 Qualification for admission to the general course will be classed 
 under — first, Personal ; second. Scholastic. 
 
 A preliminary examination of candidates will determine fitness for 
 the general course. A minimum standing of seventy-five per cent, in all 
 the subjects will entitle a student to a diploma. Length of time required 
 for completion of the course will depend upon the amount of previous 
 preparation. Practice-work Avill be carried on in connection with the free 
 Kindergartens of the city. All who take the full course will be expected 
 to practice at least one term with half-day sessions. 
 
 The special course will be open to those who wish only the theoretical 
 part of the Kindergarten and will include lectures upon Froebel's Philos- 
 ophy in its various relations to education. 
 
 A full prospectus of the school will soon be published. 
 
 Those desiring further information will please communicate with 
 
 Miss Anna Hallowell, 
 
 Chairman Executive Committee, 
 PHILIP C. GARRETT, 908 Clinton St., Philadelphia, Pa. 
 
 President. . 
 
isse. 
 
 SUB-PRIMÄRY SCHOOL SOCIETY, 
 
 INCORPORATED JUNE 9, 1881. 
 
 PHILIP C. GARRETT, 
 
 PRESIDENT, 
 
 Logan, Philad'a. 
 
 N. DUBOIS MILLER, 
 
 SECRETARY, 
 
 400 Chestnut Street. 
 
 GEORGE H. LEWARS, 
 
 TREASURER, 
 
 205 Walnut Place. 
 
 MISS ANNA HALLOWELL, 
 
 CHAIRMAN EXECUTIVE COMMITTEE, 
 
 908 Clinton Street. 
 
 MANAGERS. 
 
 Mr. Edward T. Steel, Mr. George H. Lewars, 
 
 " James S. Whitney, " James C. Brooks, 
 
 " William W. Justice, Miss Anna Hallowell, 
 
 " Thomas M. Seeds, " Bertha Lewis, 
 
 " Charles H. Banes, Mrs. Henry Justice. 
 
 EXECUTIVE COMMITTEE. 
 
 Miss Anna Hallowell, Mr. William W. Justice, 
 
 Mr. James C. Brooks, Miss Bertha Lewis, 
 
 Mrs. Henry Justice. 
 
 FINANCE COMMITTEE. 
 
 Mr. James C. Brooks, Mr. James S. Whitney, 
 
 " Charles H. Banes, " Thomas M. Seeds, 
 
 Mr. Philip C. Garrett. 
 
 ADVISORY COMMITTEE. 
 
 Prof. James MacAlister, Prof. Edmund J. James, 
 
 Miss Agnes Irwin, Mrs. Fanny B. Ames. 
 
 SUPERINTENDENT. 
 
 Miss Constance Mackenzie, Office, 713 Filbert Street. 
 
NORMAL KINDERGARTEN 
 TRAINING SCHOOL 
 
 PHILADELPHIA. 
 
 TO BE OPENED SEPTEMBER 15, 1886, 
 
 1336 Spring Garden Street. 
 
 SARAH A. STEWART, 
 
 Principal. 
 
THE Normal Kindergarten Training School op 
 Philadelphia is established under the auspices of 
 the Sub-Primary School Society. Its aim is to meet the 
 growing demand for trained Kindergarteners throughout the 
 city and country. There are under the care of the Society 
 twenty-nine Kindergartens with an enrolment of one thousand 
 pupils and forty teachers; this system has already proved 
 so beneficial to the city that it is thought best to extend the 
 range of its training and influence. 
 
 The department of instruction will include both the theory 
 and practice of the Kindergarten and will show the relation 
 of the same to primary education. 
 
 All who expect to complete the entire course and to receive 
 a diploma will be required to teach at least one term with half- 
 day sessions in some one of the Kindergartens of the city. 
 This practice is necessary in order to acquire a knowledge of 
 the system and to furnish an opportunity of judging of the 
 natural and acquired fitness of the student for her profession. 
 
 ADMISSION. 
 
 Candidates for admission must be at least seventeen years 
 of age and must show personal and scholastic fitness for the 
 work. 
 
 It is desirable that they have good health, a correct ear and 
 voice for music, and love for and ready sympathy with 
 children. 
 
 (5) 
 
6 
 
 The minimum scholastic requirements will be a thorough 
 common school education. General culture and a knowledge 
 of music and drawing will be taken as an equivalent for 
 advanced work in arithmetic, geography and grammar. 
 
 Those holding diplomas from high and normal schools and 
 any of the higher educational institutions will be admitted 
 without examination. 
 
 Examinations for admission will begin on September 15, 
 1886. 
 
 The course of study will extend through one school year 
 and will include the following subjects: 
 
 History of Education. 
 
 Mental Science. 
 
 The Philosophy and Method of the Kindergarten. 
 
 School Hygiene. 
 
 Instruction in Plant and Animal Life. 
 
 Instruction in Physical Phenomena. 
 
 Instruction in Geometric Forms. 
 
 Music. 
 
 Drawing. 
 
 Modeling. 
 
 Parallel Courses of Reading for Professional and Literary- 
 Culture. 
 
 Lectures will be given from time to time by persons eminent 
 in special subjects. 
 
 Instruction in Drawing and Modeling will be given by the 
 Instructors in those departments in the Pennsylvania Museum 
 and School of Industrial Art. 
 
 Music will be under the direction of the best talent in 
 the city. Especial attention will be paid to vocal training and 
 to the most approved methods of cultivating children's voices. 
 
Opportunity will be afforded teachers, Kindergarteners and 
 others to take such portions of the regular course as they most 
 desire. No examinations required for admission to the partial 
 courses and no diplomas conferred. 
 
 Tuition for the entire course. $100 
 
 " " partial courses 50 
 
 One-half to be paid upon entrance, the remainder on 
 January 1. No deduction for short absences. 
 
 Students will be required to furnish their own text-books 
 and material for illustrating the lectures. 
 
 First term to begin September 15, 1886. 
 Second " " January 3, 1887. 
 
 Third '' " April 1, 1887. 
 
 Vacation. — One week at Christmas and one week at 
 Easter. 
 
 Daily Sessions. — 9 to 12 A. M. 
 2 to 4P. M. 
 
 BOARD. 
 
 A committee of ladies will secure suitable boarding-places 
 in families at very reasonable rates for students coming from a 
 distance; all assistance and supervision required will be 
 cordially extended. 
 
 For information upon this or any other subject connected 
 with the school, address 
 
 MISS ANNA HALLOWELL, 
 
 Chairman Exectitive Committee, 
 908 Clinton Street, Philadelphia, F»a. 
 
 PHILIP C. GARRETT, 
 
 l*resident. 
 
 May IS, 1886. 
 
ISTITUTO FRÖEBEL 
 
 EX COLLEGIO MEDICO LARGO SANT' AGNELLO A CAPONAPOLI 
 
 S 
 
 NORIVIE 
 
 PER L' AMMISSIONE ALL' EDUCANDATO FEMMINILE 
 
 ED 
 
 AL CONVITTO FEMMINILE SEMI-GRATUITO 
 
 Il favore con cui il Pubblico , ha accolto successivamente a^,,.^/^^ . -i. i 
 l'apertura del Giardino d'Infanzia, delle Scuole Elementar i^^/è^ni2^/'*-' 
 Maschili e Femminili , del Convitto di povere Orfanelle , del ^^é^^'^^i^^ ;: 
 Convitto semi-gratuito per fanciulle di famiglie aventi mezzi uCfi^^tf^ ^ 
 limitati e del Seminario femminile Fröebelliano ; e le continue if/-L 
 richieste, gl'inviti e gl'incoraggiamenti pervenuti da perso- ^^t^ 
 naggi autorevoli e per nome e per intelligenza, hanno deciso fjlj^^ j ; 
 la fondatrice ad aggiungere a quest'Istituto dal 1.'* Ottobre y^/^/^^V^^,! 
 1878, un Educandato Femminile, destinato ad ammettere fan- ^?^f^^^*^' l 
 ciulle di famiglie agiate, che non abbiano oltrepassato il nono j-yy-^lc^2. i 
 anno d'età e non siano minori di tre. ^ VW--«^ 
 
 I programmi d' Istruzione procedono sul sistema di Fröebel, 
 r illustre pedagogo ed educatore tedesco, dal Giardino d' In- 
 fanzia ai corsi normali superiori, e contengono la lingua fran- 
 cese, il disegno ed il canto corale. La lingua inglese, la lingua 
 tedesca e la musica sono insegnate a richiesta nelle scuole da 
 
 a -^tv 
 
— 2 — 
 
 appositi maestria Neir Educandato però vivono un' istituttice 
 inglese ed una tedesca, che conversano con le educande nella 
 loro lingua rispettiva. 
 
 Le fanciulle sono condotte a conoscere ogni loro dovere 
 domestico e sociale , onde formarne al caso , non solamente 
 buone educatrici, ma eccellenti madri di famiglia e donne atte 
 al governo della casa. Per ottenere praticamente lo scopo, si 
 seguirà il sistema già adottato nel Convitto Orfanelle, e che 
 ha dato pruove non dubbie della sua grande utilità , cioè che 
 si assegna ad ogni bambina maggiore , una minore , affinchè 
 eserciti su questa tutte quelle cure che una madre ha da usare 
 con la propria figlia, e ciò s' intende sotto scrupolosa sorve- 
 glianza. 
 
 Esse devono essere provviste del corredo per la persona e 
 della biancheria da letto, secondo la nota data qui appresso. 
 Tutto ciò che riguarda il rinnovamento del corredo e vestia- 
 rio, le riparazioni, e le spese di medico, medicine e materiale 
 scolastico, sono a carico della famiglia o di chi ne fa le veci. 
 
 I genitori potranno visitare le loro fanciulle solamente nella 
 seconda e quarta domenica d' ogni mese. 
 
 Durante V anno scolastico resta strettamente vietata 1' uscita 
 delle fanciulle per recarsi in famiglia, tranne per pochi giorni 
 nelle solennità di Natale e Pasqua. 
 
 In fine dell' anno scolastico, le fanciulle potranno rimanere 
 neir Educandato, o recarsi in vacanze, se meritevoli per con- 
 dotta e studio. In questo caso però si continueranno a pagare 
 le rette stabilite. 
 
 Volendo toghere totalmente per qualsiasi circostanza , le 
 fanciulle dall' Educandato, restano pregati i genitori o le per- 
 sone incaricate di renderlo noto alla Direzione almeno un mese 
 prima. 
 
Oonca-izioni cL' aznaM-issione 
 
 Retta d' entrata per ciascuna fanciulla . . L. 50 
 Retta mensile (da pagarsi a bimestre anticipato). » 60 
 Retta annuale di manutenzione mobili. . . » 10 
 
 ItTotsi del Oorred.o 
 
 1 Cappello ed abito da inverno (di 
 
 modello) 
 
 1 Cappello ed abito d' estate 
 
 id. 
 
 6 Camici 
 
 id. 
 
 2 Grembiali bianchi 
 
 id. 
 
 2 Grembiali neri 
 
 id. 
 
 2 Grembiali per faccende 
 
 id. 
 
 2 Accappatoi 
 
 id. 
 
 3 Paia stivaletti 
 
 id. 
 
 1 Paio pantoffole 
 
 id. 
 
 1 Posata cristofle con cifra 
 
 id. 
 
 1 Anello » » per salvietta id. 
 
 1 Cucchiaino » » da caffè 
 
 id. 
 
 1 Bicchiere di metallo con cifra 
 
 id. 
 
 1 Tovaglia da tavola 
 
 id. 
 
 4 Salviette 
 
 id. 
 
 6 Lenzuola 
 
 
 3 Fodere 
 
 
 6 Asciugamani 
 
 
 6 Camicie da giorno 
 
 
 3 Camicie da notte 
 
 
 6 Paia calzoni 
 
 
 12 Paia calze 
 
 
 2 Sottane di flanella 
 
 
 6 Sottane di cotone bianco 
 
 
 3 Cuffie da notte 
 
 
12 Fazzoletti di lino 
 2 Spugne 
 
 2 Pettini — 1 rado, 1 fìtto 
 1 Spazzola da testa 
 1 id. da abiti 
 
 1 id. da pettini 
 
 2 Spazzole da scarpe 
 1 Spazzolino da denti 
 
 1 id. da unghie 
 
 4 Strofinacci da spolverare 
 
 1 Cassettino da lavoro con necessario. 
 
 N. B. Non è permesso di oltrepassare il numero prescritto 
 dei suaccennati oggetti, e la biancheria dev' essere numerata 
 e marcata con le iniziali della fanciulla e col numero che le 
 verrà assegnata in Educandato. 
 
CONVITTO SEMI-GRATUITO 
 
 Questo Convitto fu instituito il 1." Novembre 1877, allo 
 scopo di venire in aiuto a quelle famiglie che hanno mezzi 
 limitati, a provvedere una buona educazione alle loro fanciulle. 
 
 In esso si avvezzano le bambine a praticare ciò che occorre 
 nella vita domestica, e per ottenere praticamente lo scopo, si 
 assegna ad ogni bambina maggiore, una minore, affinchè su 
 questa eserciti tutte quelle cure che una madre à da usare 
 con la propria figlia, e ciò s' intende sotto scrupolosa sorve- 
 glianza. In quanto all' Istruzione dovranno percorrere i seguenti 
 gradi : Giardino d' Infanzia, Scuole Elementari, corso superiore 
 e Seminario Fröebelliano. 
 
 Si ricevono fanciulle dai 3 a' 9 anni, e si ha cura di loro 
 fino alla compiuta educazione, dopo la quale se anno genitori 
 possono tornare nelle proprie famiglie, se no, si cerca di col- 
 locarle nel miglior modo possibile, a seconda deha loro con- 
 dizione, capacità e stato fisico. 
 
 Esse devono essere munite del corredo per la persona e 
 della biancheria da letto secondo la nota che segue ; e dovranno 
 esibire oltre agh attestati di moralità della famiglia dalla quale 
 provengono, anche la fede di nascita ed il certificato medico 
 di godere buona salute e di essere state vaccinate. 
 
 Le fanciulle che vivono iu questo Convitto , possono rice- 
 vere visita dai genitori o di chi ne fa le veci, una volta al 
 mese e la prima domenica è il giorno a ciò stabilito. Nelle 
 vacanze, o in altre circostanze simili, potrà essere permesso 
 alle fanciulle di andare nella propria famiglia, ma in questo 
 caso la pensione dev' essere egualmente pagata. Volendo to- 
 gliere totalmente , per qualsiasi circostanza , le fanciulle dal 
 
— 6 — 
 
 Convitto , restano pregati i genitori o le persone incaricate 
 di renderlo noto alla Direzione almeno un mese prima. 
 
 OorLd-izioni d.' sua^iaAiissìone 
 
 Retta d' entrata per ciascuna bambina . . . L. 30 
 Retta mensile (pagabile a bimestre anticipato). » 30 
 Retta mensile di manutenzione vestiario , (pa- 
 gabile a bimestre anticipato) » 5 
 
 Retta annuale per materiale e tasse di scuola (pa- 
 gabile all' entrata ed al 1." Ottobre ^di ogni 
 
 anno) » 10 
 
 Retta annuale per spese di medico e medicine 
 
 (pagabile al 1° ottobre di ogni anno) . . . » 10 
 
 ItTota; cLel CorrecLo 
 
 1 Cappello 
 
 di modello 
 
 4 Vestiti (due d' estate e due d' 
 
 inverno) id. 
 
 6 Camici 
 
 id. 
 
 2 Grembiali bianchi 
 
 id. 
 
 2 Grembiali di colore 
 
 id. 
 
 2 Grembiali per faccende 
 
 id. 
 
 1 Accappatoio 
 
 id. 
 
 3 Paia stivaletti 
 
 id. 
 
 1 Paio pantoffole 
 
 id. 
 
 1 Tovaglia da tavola 
 
 id. 
 
 3 Salviette 
 
 id. 
 
 1 Posata 
 
 id. 
 
 1 Cucchiaino da caffè 
 
 id. 
 
 1 Anello da salvietta 
 
 id. 
 
 4 Lenzuola 
 
 
 3 Fodere da guanciale 
 
 
 6 Asciugamani 
 
 
4 Strofinacci da spolverare 
 4 Camicie da giorno 
 
 3 Camicie da notte 
 
 4 Paia calzoni 
 8 Paia calze 
 
 2 Sottane di flanella 
 
 2 id. di cotone bianco 
 
 2 id. di cotone colorato 
 
 3 Cuffie da notte 
 12 Fazzoletti di lino 
 
 2 Spugne 
 
 2 Pettini (1 rado, 1 fitto) 
 
 1 Spazzola da testa 
 
 1 id. da abiti 
 
 1 id. da pettini 
 
 2 Spazzole da scarpe ' 
 1 Spazzolino da denti 
 
 1 Spazzolino da unghie 
 
 1 Cassetti no da lavoro con necessario. 
 
 N. B. Non è permesso oltrepassare il numero prescritto dei 
 suaccennati oggetti, la biancheria dev' essere marcata con le 
 iniziali della fanciulla e col numero che le verrà assegnato 
 in Convitto. 
 
 Napoli r ottobre 1878. 
 
 La Direzione 
 
 stab. Tip. del cav. Giannini 
 
E 
 
 PER LA SCUOLA 
 
 NORMALE FRÖBELIANA 
 
 APERTA 
 
 nella località dell' ex Collegio Medico 
 
 Largo S. Agnello, in Napoli 
 Il 1.^ ^ToTT-errtTore IST^'Z. 
 
 oO^o 
 
 NAPOLI 
 
 STABILIMENTO TIPOGRAFICO DEL CAV. F. GIANNINI 
 
 Cisteran-a, aell' Olio, S 
 
 1878 
 
Ex Collegio Medico 
 
 Napoli, 30 Giugno 1877. 
 
 La sottoscritta, alla vigilia della sua partenza per 
 r Inghilterra, desidera rendere noto che accanto al- 
 l' istituto educativo fondato da lei nelF ex Collegio 
 Medico di Napoli, è per essere aperta una scuola 
 normale frobeliana^ al governo della quale avrà a 
 sopraintendere un consiglio direttivo, di cui il cav. 
 Domenico Failla, direttore delle regie scuole normali 
 di Napoli, si è compiaciuto accettare la presidenza. 
 
 La sottoscritta, per rispondere nel modo migliore 
 che per essa si poteva alle premure di un Comitato 
 di signore, fondato in Torino il 1861, a capo del quale 
 era la Principessa M.^ Pia di Savoia, aprì in Napoli 
 giardini d' infanzia per bambini, e scuole elementari 
 per fanciulli; ma ebbe ed ha in animo di dar com- 
 pimento al suo istituto educativo con T apertura di 
 scuole industriali, volendo ottenere che l'allievo entri 
 nella sua casa all' età di tre anni e non ne esca se 
 non quando sia in grado col proprio lavoro di gua- 
 dagnare onestamente per vivere. Così si avrà un 
 istituto modello, composto di un numero di scuole che 
 formino un tutto organico, in cui diverranno una re- 
 
— 4 — 
 
 alta le parole di Montaigne : « Non un intelletto, non 
 « un' anima, non un corpo noi dobbiamo educare; 
 « noi dobbiamo educare un nomo; e quest'uomo 
 « non si deve spezzarlo » ; verità questa , che il 
 Montesquieu riconobbe e volle suggellare con l'alta 
 autorità sua, dicendo: «Non si tratta di far leg- 
 gere, ma di far pensare » . 
 
 Or, ad ottenere questo fatto, è necessario prima 
 d' ogni altra cosa formare le maestre che sappiano 
 porre in atto tale principio negli asili d' infanzia e 
 nelle scuole elementari. 
 
 Ecco la cagione che ha mossa la sottoscritta a 
 disporre una parte dell'ex Collegio medico di Napoli, 
 magnifica località concedutale dal Governo italiano, 
 per aprirvi nel vicino mese di novembre una scuola 
 normale frobeliana; la quale e per la teoria e per la 
 pratica deve educare, secondo il sistema Frobel, non 
 solo direttrici e maestre di giardini d'infanzia, ma 
 ancora insegnanti per le scuole elementari. E a con- 
 seguire il nobile scopo, ha già nominata direttrice 
 della scuola una valente signora, per lo innanzi lun- 
 gamente esercitata come insegnante, la quale, dopo 
 aver studiato un anno nel seminario Frobel di Dre- 
 sda, sotto la direzione della Baronessa Marenholz 
 Bülow , venne ultimamente munita di uno de' più 
 segnalati diplomi di questo seminario. 
 
 La sottoscritta, nel render grazie al cav. Failla 
 per aver accettato la presidenza del consiglio diret- 
 tivo della scuola normale, e nell' esprimergli la sua 
 
— 5 ~ 
 
 gratitudine per il grande appoggio che le ha finora 
 prestato in ogni difficile momento, è lieta rendere 
 di pubblica ragione il programma ed il regolamento 
 della scuola, scritti dal medesimo, con la lettera 
 nella quale glieli ha mandati. 
 
 E, nel lasciar Napoli, fa intanto appello alle pro- 
 vince italiane, perchè vogliano aiutarla negli sforzi 
 che si stanno facendo da varii anni per il bene della 
 educazione popolare di questo incantevole paese. 
 
 JULIE SALIS SCHWABE 
 
Napoli, 28 giugno, 1877 , 
 
 Egregia signora Schwabe, 
 
 Ella credette che col mio modesto consiglio po- 
 tessi recarle alcun aiuto a porre in atto il suo lo- 
 devole disegno di fondare una scuola normale fro- 
 b eliana; ed io per secondare i suoi desiderii tanto, 
 quanto le mie umili forze mei consentirono, m'in- 
 gegnai rispondere al suo invito. Ora vuole che io 
 stesso, cui pensa affidare la presidenza del consiglio 
 che avrà a governare la scuola, ponga in iscritto le 
 ragioni dalle quali fu mossa a instituire il nuovo 
 seminario di educatrici , dica qual' è lo scopo , cui 
 esso avrà a mirare, e con quali mezzi stimi potersi 
 conseguire. Ed a mostrar quanto le sono grato per 
 la fiducia che volle porre in me, le mando il rego- 
 lamento della scuola, preceduto da una breve dichia- 
 razione, che ne renderà più manifesto il concetto. 
 
 Spero che voglia trovarlo di suo gradimento. 
 
 Intanto accolga i sensi della mia stima e mi creda. 
 
 ' Suo devotissimo 
 
 D. Failla 
 
L' Istituto educativo Fröbel, fondato in questa bel- 
 lissima città, or sono già quattro anni passati, dalla 
 egregia signora J. S. Schwabe, incominciò la mo- 
 desta opera sua accogliendo buon numero di bam- 
 bini ne' più belli giardini d' infanzia, che mai siensi 
 tra noi veduti , nei quali educatrici venute di Ger- 
 mania, insieme con maestre italiane, procurarono 
 di allevare le tenere pianticelle loro affidate secondo 
 i principi e col metodo di uno tra i più grandi edu- 
 catori dei tempi nostri, accomodati all' indole vivace, 
 allo svegliato ingegno e al docile volere dei figliuoli 
 di questo popolo ricco di bontà e di amore. 
 
 La buona riuscita del primo esperimento e gli 
 ajuti dati all' opera benefica dal Governo nazionale 
 e da' forestieri, amici generosi del nostro paese ^ con- 
 sigliarono il modo di assicurarne e farne crescere, 
 anzi moltiplicarne i vantaggi. Imperocché V opera, 
 che aveva avuto origine nel giardino, avrebbe potuto 
 recare buoni frutti solamente quando fosse stata 
 continuata e allargata nella scuola elementare, in 
 cui, uscendo di bambini, i fanciulli fanno quegli 
 studi che spesso formano tutto il piccolo tesoro delle 
 conoscenze della vita loro , o apprendono quelle co- 
 gnizioni che devono essere il fondamento del loro 
 sapere. 
 
Ed ecco ciie a canto ai giardini d'infanzia ven- 
 nero aperte un certo numero di classi elementari 
 esemplari; nelle quali l'istruzione era data avendo 
 sempre in mira il nobile scopo di fecondare nell'a- 
 nimo dei fanciulli le disposizioni naturali postevi 
 dalla Provvidenza , e di volgerle e indirizzarle in 
 modo da formarne figliuoli affezionati al lavoro, per- 
 severanti, previdenti; a fecondar insomma quelle di- 
 sposizioni che, perfezionate, possono dare ad un paese 
 civile ciò che forma il principio della felicità delle na- 
 zioni, le buone madri di famiglia e gli onesti cittadini. 
 
 Ma poteva egli bastare ai bisogni nostri un isti- 
 tuto solo con poche classi di giardino d'infanzia ed 
 alcune scuole esemplari ? Abbiamo noi molte educa- 
 trici di bambini che sentono dentro sé tutta la no- 
 biltà e tutte le difficoltà della loro missione? E le 
 maestre elementari delle scuole nostre, in ispecial 
 modo quelle che non ebbero agio di fare i loro studi 
 in iscuole normali o magistrali ben ordinate, sanno 
 sempre rendere educativa l'opera loro? La giardi- 
 niera e la maestra riescono ad ottenere che le forze 
 fisiche e le potenze dell'animo del bambino nell'a- 
 silo e del fanciullo nella scuola sieno coltivate in 
 modo da rimanere, come natura le pose, sempre in 
 bell'armonia tra loro e seconda il fine cui devono 
 essere indirizzate? 
 
 Pur troppo a queste domande non v' ha chi possa 
 dare confortanti risposte. Noi non abbiamo ancora 
 scuole speciali, come ce n'ha in altri paesi civili, 
 
— 9 — 
 
 per allevarvi le maestre dei bambini ; le quali, per 
 l'importanza dei primi impulsi educativi e per la 
 difficoltà di scorgere le tendenze della prima età, 
 avrebbero ad essere le più savie e le più avvedute 
 tra le maestre. Anzi noi lamentiamo tutti che l'istru- 
 zione non solo degli asili d' infanzia, ma ancora in 
 molte delle nostre scuole elementari sia ancora mec- 
 canica , non guardi a far germogliare nell' animo 
 de' fanciulli ciò che è necessario a ben vivere, ciò 
 che deve formare l' uomo , e a dirlo in breve , la- 
 mentiamo che il pili delle volte l'istruzione nelle 
 nostre scuole non riesca che poco o punto educativa. 
 
 A soddisfare tali bisogni ed a compiere l'opera 
 incominciata nei giardini d' infanzia , e proseguita 
 nelle scuole esemplari , poste nell' ex-Collegio Me- 
 dico, fecesi il disegno d'istituire una scuola normale 
 fröbeliana per le educatrici dei bambini non solo, 
 ma ancora per le maestre delle classi elementari. 
 
 Questa scuola, della quale il titolo basterebbe ad 
 indicare lo scopo , si propone di creare le giardi- 
 niere e le direttrici dei giardini infantili non pure, 
 ma mira altresì a porgere alle giovani , che sono 
 già maestre, il mezzo di perfezionarsi nelle abitu- 
 dini di savie educatrici, affinchè abbiano ciò che for- 
 ma il pregio principale di quelle, cui è affidata l'edu- 
 cazione popolare. 
 
 La scuola normale fröbeliana può tornare oltre 
 a ciò di grande utilità alle giovani figliuole di fa- 
 miglie agiate e ricche. Imperocché quale opera po- 
 
 2 
 
— 10 — 
 
 irebbe essere' più bella per esse di quella spesa a 
 compiere i loro studi negli esercizi, in cui si acqui- 
 stano le più rare virtù e il più splendido ornamento 
 di chi vuol meritare il santo e dolce nome di madre ? 
 
 Ma poiché siamo ancora assai lontani dall' aver 
 madri che non solo vogliano , ma sappiano anche 
 tutte aver cura dell' allevamento dei loro teneri fi- 
 giiuolini, conviene provvedere ad un altro bisogno 
 assai sentito presso di noi; ad istruire cioè per le 
 nobili famiglie le aje o bambinaie che vogliano dir- 
 si, delle quali noi manchiamo affatto. Onde è che 
 fra le altre cose la scuola normale fröbeliana pro- 
 curerà di attirare nelle sue classi le giovinette di 
 modeste famiglie , che vorranno dedicarsi al gen- 
 tile ufficio di allevare nelle case dei ricchi la prole 
 tenerella di quei parenti , i quali non trovano il 
 tempo di farlo da sé. 
 
 Nel breve regolamento che segue vengono indicate 
 le materie d'insegnamento della scuola, la durata dei 
 corsi che si faranno in essa, il modo nel quale la 
 stessa verrà governata e le condizioni che devono 
 avere le candidate per esservi ammesse a studiare. 
 
 Speriamo che non solo la nobilissima città no- 
 stra, ma tutto il paese voglia accogliere con favore 
 la nuova scuola, ed incoraggiare l'egregia patrona 
 nella difficile impresa ; e ciò sarà largo compenso 
 alle infinite cure , che la signora J. S. Schwabe 
 spende per contribuire al progresso dell'educazione 
 di una terra , cui porta immenso affetto e che ha 
 scelto per sua patria adottiva. 
 
REGOLAMENTO 
 
 PER LA SCUOLA 
 
 NORMALE FRÖBELIANA 
 
 ISTITUITA IN NAPOLI 
 
 ACCANTO AI GIARDINI E ALLE SCUOLE ELEMENTARI 
 Fondati dalla signora S. SCHWABE 
 
 1 
 
 La scuola normale Fröbeliana si propone di for- 
 mare maestre e direttrici de' giardini d' infanzia, di 
 perfezionare V istruzione delle maestre elementari in 
 ciò che si riferisce all' educazione dei bambini e dei 
 fanciulli, e di dare alle giovani ed alle madri le 
 cognizioni necessarie a saper allevare i fìgiiuoli nella 
 famiglia. 
 
 2." 
 
 In questa scuola s' insegnano la pedagogia e la 
 metodica fröbeliana; la lingua italiana e la storia 
 dei più celebri sistemi educativi ; gii elementi di 
 
aritmetica , di geometria e di scienze naturali ; le 
 prime nozioni di antropologia , di psicologia e di 
 etica , d' igiene e di medicina domestica ; il canto 
 corale e la ginnastica. Le osservazioni pratiche si 
 fanno nei giardini e nelle* scuole esemplari dell'isti- 
 tuto Fröebel, a canto al quale sta la scuola normale. 
 
 A quelle giovani che lo desiderano, si danno an- 
 cora lezioni di lingua tedesca, inglese e francese. 
 
 Durante il corso le allieve vengono condotte a 
 visitare istituti educativi di carità e musei, e fanno 
 anche escursioni scientifiche. 
 
 3.^ 
 
 La durata del corso è di un anno (10 mesi) per 
 le maestre elementari e per le giovani, le quali in 
 un esame mostrino d' avere istruzione sufficiente a 
 poter seguire con quelle gii stessi studi; invece per 
 le giovani, che hanno una istruzione meno eleva- 
 ta, il corso dura due anni. 
 
 4.^ 
 
 Il governo della scuola, in ciò che riferiscesi agii 
 studi delle alunne e alla loro condotta morale e di- 
 sciplinare , spetta ad un Consiglio di direzione , il 
 quale è composto della patrona dell' istituto o di 
 chi ne fa le veci , della direttrice e di tutti i pro- 
 fessori della scuola , ed è presieduto dal direttore 
 
— 13 — 
 
 delle regie scuole normali di questa città, Dome- 
 nico Failla. 
 
 5.° 
 
 Nel consiglio si discutono ed approvano i pro- 
 grammi didattici dei professori della scuola, e T^ y^ 
 rario delle lezioni. Il consiglio sceglie nel suo seno 
 le commissioni esaminatrici per Y ammissione alla 
 scuola e per dare alla fine del corso gli attestati 
 di merito alle allieve della scuola. 
 
 6.^ 
 
 In ogni due mesi i professori si riuniscono a con- 
 siglio per intendere al regolare, ordinato e concorde 
 progresso degli studii delle allieve. 
 
 7.^ 
 
 Sono ammesse alla scuola quelle giovanotte che 
 presentano alla direttrice di essa la patente di mae- 
 stra elementare , ed un attestato dal quale risulti 
 essere di specchiati costumi. Le giovani che non 
 hanno patente devono superare un esame nella lin- 
 gua italiana , nella storia d' Italia , nella geografia 
 e neir aritmetica ragionata. 
 
— 14 — 
 
 Le allieve iscritte in un corso hanno V obbligo 
 di seguirne tutti gli insegnamenti, da quelli delle 
 lingue straniere in fuori , le quali sono libere di 
 seguire o pur no. 
 
 Compiuto il corso, il Consiglio di direzione alle 
 allieve che vi hanno assistito con assiduità , con 
 molta diligenza e con lodevole profitto, dà un di- 
 ploma, in cui viene indicato il merito speciale ac- 
 quistato per essere educatrice dei bambini, maestra 
 direttrice in un giardino d' infanzia maestra ele- 
 mentare segnalata. 
 
 10.^ 
 
 Ogni allieva paga per le lezioni che riceve nella 
 scuola, al cominciare di ogni mese, 10 lire. Volendo 
 studiare una Ungua straniera paga 2 lire per ognuna. 
 
 11.^ 
 
 Le giovani che desiderano tener dimora nell'isti- 
 tuto Fröbel vi possono avere vitto ed alloggio, pa- 
 gando 50 lire al mese, di tre mesi in tre mesi an- 
 ticipatamente. 
 
— 15 — 
 
 12.^ 
 
 Hanno ogni due persone una stanza da letto con 
 tutti gii arredi necessarii e tre pasti al dì. Ciascuna 
 deve provvedere però, a proprie spese, alla nettezza 
 della biancheria , al medico ed ai medicamenti di 
 che può aver bisogno in caso d' infermità. 
 
 13." 
 
 Le allieve che vivono nell'istituto possono uscire 
 una volta in ogni mese, nei giorni e nelle ore sta- 
 bilite dal Consiglio direttivo, quando siano accom- 
 pagnate dai loro genitori, o da chi fa le veci. Esse 
 possono ricevere visite anche una volta per setti- 
 mana dai genitori, dai fratelli, dalle sorelle e dalle 
 persone che fanno le veci dei genitori. 
 
 14." 
 
 Il vestire e V acconciatura delle allieve debbono 
 mostrare in esse V abitudine alla modestia e alla 
 semplicità, o debbono conferire alla loro sanità. 
 
— 16 
 
 15.^ 
 
 I^a direttrice della scuola dà notizia alla fine di 
 ogni mese alle famiglie delle allieve, della diligenza, 
 dell' assiduità e del profitto delle loro figliuole. 
 
 16.« 
 
 Il Consiglio di direzione può, per abituale negli- 
 genza di un' allieva, per poco studio, per mancanza 
 di attitudine a divenire educatrice, invitare i parenti 
 a ritirarla dalla scuola. 
 
APPENDICI 
 
 Dopo r esperienza di un anno abbiamo acquistata 
 la convinzione che per formare educatrici pratiche 
 e senza pregiudizi , sia utile di far loro prendere 
 parte attiva alla vita domestica ed educativa non 
 solo nel Giardino d' Infanzia , ma ancora di asse- 
 gnare loro il compito nelle prime ore del mattino 
 di pulire ed ordinare la loro camera e di lavare e 
 di vestire i bambini. 
 
 Dopo aver consacrato V anno scolastico di dieci 
 mesi ad imparare il metodo Froebeliano teoretica- 
 mente e praticamente, si occuperanno, durante gli 
 altri due mesi dell' anno nelle faccende di cucina 
 ed in altri importanti lavori domestici che trove- 
 ranno opportuna occasione nel nostro convitto delle 
 orfane sotto l' abile guida della signorina Baermann, 
 rappresentante della signora Schwabe nell' Istituto, 
 sicché non si formerebbero solamente vere educa- 
 trici, ma anche eccellenti madri di famiglia e donne 
 atte al governo della casa. 
 
 Ew Collegio Medico 
 Napoli 
 
 Settembre 1878 
 
PRCEBEL'S KINDERGARTEN SYSTEM OF EDUCATION. 
 What is it, and what are its Uses in the Nursery? 
 
 Lecture delivered April 21 j in Washington, D. C, 
 
 B"Sr 3iwfl:RS- X.OTJISE I^OIiXiOCK. 
 
 It is a fitting time, that at the opening of a 
 new century, we should gladly lay aside old 
 and ineflElcient methods of education and 
 grasp eagerly at the new and joyous method of 
 training the rising generation in a better way 
 than we have been trained ourselves. 
 
 Who can describe the enthusiasm, the delight 
 of all those who after a careful investigation 
 and study of this subject, recognise the fact» 
 that Fred. Froebel, the inventor of the Kinder- 
 garten System, or, as he calls himself, the Dis- 
 coverer of Nature's Method of Education, by 
 devoting fifty years of his life to study the 
 demands of child life in its three fold capacity, 
 of its physical, intellectual and spiritual nature, 
 and practically demonstrating and carrying out 
 his ideas on the subject, has given us the key to 
 unlock to us the precious boon which will cre- 
 ate a new world, a new generation, capable of 
 great deeds, and able to realize and enjoy a 
 happier life, and one more in harmony with 
 the intentions of the Divine Creator and Law- 
 giver, than any heretofore experienced. 
 
 Through a study of his system, and apply- 
 ing it in my own home, my whole life as a 
 mother, my relation to my own children and 
 humanity in general, have become so essential- 
 ly enlightened and aroused to increased activ- 
 ity, my spirit has been nourished with such 
 «trengtheuing as well aa refreshing food, that 
 
 I am able to bear joyful testimony, that if 
 FroebePs system of education is carried out, 
 with a clear comprehension of it, the efEecta 
 upon child life will be most blissful and pro- 
 gressive in the family, as well as in the Kinder- 
 garten, and later in the community." Thus 
 Mrs. Lina Morgenstern testifies, who is the able 
 editor of the Woman's Journal in Berlin, Prus- 
 sia, and has beei;i President of the Woman*s 
 Union for improving the condition of the home 
 and its inmates, ever since it was inaugurated. 
 Froebel was teaching in Thüringen, earnestly 
 devoted to his high calling. He studied every 
 system that might offer an improvement in ed- 
 ucation; for he made the discouraging expe- 
 rience, that most of what is called education 
 is not only unnatural, but even anti-natural, as 
 failing to reach the inner being of the child, it 
 fails to give joy or rouse pleasurable attention, 
 and thus not only hinders but counteracts tha 
 force and spontaneous growth and develop- 
 ment of the child's intellect and affections as 
 Well. He found that his scholars came to him 
 with many a twist in body' and mind, which 
 only the earliest care and training could have 
 prevented, and he made it his life's business to 
 study out a system which should look upon the 
 child as a tender plant that should be surround- 
 ed with circumstances favorable to his free de^ 
 velopment, and that should be trained bj: 
 
- 2 - 
 
 means suited and agreeable to his God- given 
 nature. fH'is system is based so entirely upon 
 the nature of the child and its natural require- 
 ments, that when it is being taught and applied, 
 people seem astonished, that all those means 
 which seem so simple and to the purpose, have 
 not been known and in use before. And yet 
 many parents, no doubt, object to Froebel's 
 system, beginning as it does with the infant 
 three months old, before they have taken the 
 trouble to investigate it, thinking that 
 there is such a thing as beginning too early, 
 and that it is wrong to interfere with the 
 child*s innocent harmlessness. Many mothers 
 may ridicule the idea of introducing the color- 
 ed balls to the child's perception at the age of 
 three months, as Troebel recommends, with a 
 view of educating it. But this is not aston- 
 ishing, when we remember what erroneous 
 impressions the word education has left on 
 people's minds. | 
 
 y . Neither can we wonder much or blame peo- 
 ple, if they do not at first seem very much in- 
 terested in any new scheme of education, for 
 many parents no doubt think, why our chil- 
 dren enjoy far better advantages than we ever 
 did. We spend a great deal of money to make 
 them comfortable, we try to have as good a 
 nurse as can be found, and God knows, they 
 give us trouble enough now. When they are 
 quite small, there is the constant anxiety to 
 find out and supply all their wants, the home 
 in many instances is a scene of confusion and 
 noise, and a poor refuge for the tired father 
 who seeks rest and quiet from his day's labors ; 
 and all this trouble is caused by the children. 
 Then, as they grow older, they begin to quar- 
 rel among themselves, they make constant 
 demands upon their parents, without feeling 
 the slightest sense of obligation in return. The 
 wrong course which has been pursued in educa- 
 ting them, has had the detrimental effect upon 
 their nerves, to weary or even deaden the child's 
 natural buoyancy of good spirits, and causes 
 such a constant necessity for admonish- 
 ing or fault-finding on the teacher's and par- 
 ent's part, that it was not so very strange, if 
 the child really imagined himself an abused 
 
 mortal, and he became somewhat estranged 
 from those who were making every sacrifice to 
 make tlieir children well behaved and happy, 
 and were giving them all the advantages of a 
 good education. But what 'we have been 
 pleased to consider a good education, with 
 our present light upon the subject, we know 
 now to be very tar from being such ; as is prov- 
 en by its inefficiency in bringing about the 
 desired result, of producing a vigoro us, inven- 
 tive, self-relying, honest generation, virtuous 
 and happy, in a firm trust and rehance upon 
 their Heavenly Father, whose laws it is their 
 pleasure to obey. While, instead of these, we 
 observe all around us the natural consequences . 
 of our present system of education in the pale, ~~ 
 thin faces of our young people, their emaciat- 
 ed limbs, the premature oldness of little chil- 
 dren, the sudden breaking down of young 
 women's health, the aversion of many women 
 to having children, on account of their be- 
 ing so expensive and troublesome, forever 
 wanting to know, "What can I do?" which 
 question the poor mother is often unable or / 
 ijnwilling to answer in a satisfactory manner. / 
 , The true education of the people must re- 
 ceive its solid foundation in the home circle, 
 at the hands of the loving parents, for if the 
 family circle is discordant, and the mother 
 does not know or is unwilling to do her part, 
 we need not look for any reform in education 
 or" social matters. Infant training has, imtil 
 now, been less thought of than school educa- 
 tion, and the civilization of the past century, so 
 much praised, has not yet paid that attention 
 to the subject, which is needed, if we would 
 faithfully fulfil our duty towards our children 
 and the rising generation^ 
 
 If we must admit that there is a great ad- 
 vance in the modes and appliances for instruc- 
 tion in our present day, it is equally certain 
 that in certain respects the education of the 
 preceding generation was ahead of that of our 
 time. Principles of integrity and morals, 
 physical and moral power of endurance, force 
 of character and religious fervor, the founda- 
 tion for all true education, were far more de- 
 veloped among our forefathers, than they are 
 
now. ì A one-sided development of the intel- 
 lect has prevailed, and a shallow memorising of 
 facts in almost every branch of knowledge is 
 characteristic of our times. Too much thought 
 and importance is being given to the external, 
 while the selfish, worldly motive peers out 
 from every principle of action, dictating the 
 
 3 - 
 
 Through the senses the young soul receivea 
 the first nourishment for the growth of the 
 mind. As the nature and the quality of the 
 child's first bodily nourishment is of the great- 
 est importance to build up the material frame, 
 and give it the right foundation for a strong 
 and healthy body, endowed with vitality and 
 
 course education is to take in every directioiy the power to resist and overcome privation or 
 
 There is now no longer the excuse to be 
 brought forward that there is no light on that 
 particular subject of infant training, except 
 that of human instinct, inferior though it is to 
 that of most animals, on account of our having 
 been endowed with royal reason. For we do 
 have light now, and sufficient, to make life 
 far more of a boon than it has been to us ; and 
 all we need to do is to open our hearts to it, 
 and allow ourselves to be guided by it. 
 
 The first thing for us to dp, Frcebel says, 
 is to throw aside the fallacious notion that a 
 young babe is not much above an animal by 
 nature. On the contrary, the child is a living 
 soul from the beginning, a person, endowed 
 with a divine spirit, a heart which responds to 
 love on the one hand, wliile it is intimately 
 related to nature on the other. But body and 
 soul, or the mind and its function, seem at 
 first only one, nnd bodily wants express them- 
 selves at first exclusively. The organs have 
 to gain strength before the soul can use them, 
 and through this development the soul itself 
 grows. Every bodily impression is also a soul 
 impression, and the younger a child is, the 
 stronger the impressions made upon it. As 
 yet the external is mightier than they are 
 themselves, and they readily adopt the man- 
 ners, habits, modes and dispositions of those 
 who take care of them. As in a physical, so 
 in an intellectual and moral point of view, 
 ( ignorance and tlioughtlessness on the part of 
 the mother or nurse may do an infinite amount 
 of harm, and carry its baneful consequen- 
 ces through a lifetime, or even longer. = It is a 
 solemn fact that some of our best educated 
 people, our deepest thinkers, and wisest phy- 
 losophers have to fight against impressions they 
 received daring their infancy from their 
 mother or their nurse. 
 
 sickness in future years, thus the child's first 
 soul nourishment is of equal importance. 
 
 The development of tiie soul depends in a 
 great measure, not only upon the full devel- 
 opment of the limbs, the senses and organs, 
 but upon the means by which these are devel- 
 oped. And there is no doubt in the minds of 
 all those wlio have studied Frcebel's works, 
 his life and his system of nourishing, as we 
 might call it, the human being, to help it at- 
 tain the full stature of health, activity and 
 happiness, that we were destined to enjoy, 
 but that he has gone deeper into the science 
 of education than any other man. No won- 
 der, then, that although his system, like al^ 
 new things, no matter how excellent, was at 
 first very slow in being appreciated, yes, even 
 suffered persecution, it nevertheless, even 
 during his. lifetime, began to be recognised 
 and appreciated; he was being looked upon as 
 a public benefactor, princes invited him to 
 their palaces, and teachers and mothers all 
 over Europe learned to love his name, and 
 there is no doubt that, in the future, every 
 true mother and educator of whatever nation 
 will pronounce his name with tenderness and 
 reverence. 
 
 During Miss Peabody's last visit in Wash- 
 ington she was present at my last public 
 lecture in the Y. M. Christian Association 
 Parlors. After the lecture Miss Peabody 
 gave an informal talk on the general subject 
 of Kindergartens here and in Europe, which 
 was greatly enjoyed by all present. She 
 mentioned the fact that Frcebel's system was 
 at first intended only for the nursery, but that 
 afterwards he found, that the true interests of 
 the child demand that it should not be re- 
 stricted to the experience of the family circle 
 filone, for it does not afford a sufficient scope 
 
4 - 
 
 for the development of those activities which 
 in their combination, constitute life. Again, 
 Froebel doubts whether mothers generally are 
 qualified to carry on the system after the 
 chUd is three or four years old. 
 
 Miss Peabody congratulated Washington, 
 that it enjoyed not only the advantages of a 
 Kindergarten Training School, where young 
 ladies can receive the training required to 
 become Kindergarten teachers, but that 
 mothers, nurses or governesses can learn Eroe- 
 bel's system of infant training, adapted to the 
 nursery, also. 
 
 As it may interest some of our readers to 
 learn what Froebel's method is by which he 
 begins to educate the baby before it can even 
 talk, I will append the practical part of my 
 twelfth lesson to mothers and governesses. We 
 had had quite a number of lessons with Froe- 
 bel's first gift of six colored balls, and our 
 last were on the use of the second gift, the 
 wooden ball, cube and cylinder. We will now 
 continue, in our instructions, how to use the 
 second gifts of Froebel's Kindergarten occupa- 
 tions, consisting, as it does, of the wooden 
 ball and cups, and the cylinder. 
 I The following little plays are accompanied 
 by word or song indicating what they should 
 be, but of course they need not be the exact 
 words. Some of the time a sort of a dialogue 
 is to take place, where the cube or ball do the 
 answering through mamma. "What is the cube 
 or ball doing?" "It rolls." "What now?" "It 
 hops, or swings." "What is rolling? What is 
 hopping?'' Even babies will in some way 
 soon do the answering by certain sounds com- 
 prehensible to mothers. The wooden ball 
 gpins round on a plate : 
 
 "See it going round and round, 
 Never idle is it found, 
 However fast I spin or race, 
 I always show the same round face." 
 
 The child cannot help observing that it al- 
 ways looks the same, which becomes the moi'e 
 evident, by the accompanying toy, the cube. 
 What was observed in a general, unconscious 
 way with the ball, becomes more distinct by 
 the contrast, for all knowledge is founded on 
 contrasts and comparisons; and it is the 
 
 method of giving any positive instruction in 
 the Kindergarten. Nothing would seem large, 
 if there was nothing smaller to measure by. 
 The ball and the cube are the complement to 
 each other. Both are bodies, taking up room 
 in three directions, bight, width and length, 
 and are made of the same material. But 
 while the ball was a unit and exceedingly 
 simple, the cube represents variety and plu- 
 rality, for instead of one face only, it shows 
 six, instead of no corners, it has eight, and 
 twelve edges. Instead of being ever on the 
 move, the cube seems best content to lie still; 
 and at every- turn presents a different aspect, 
 instead of being always the same as was the 
 ball. All these peculiarities it is the part of 
 the educator to point out and speak or rather 
 sing about to the child. Standing it firmly 
 before the baby she sings, while touching it 
 lightly with baby's fingers, (which, with the 
 ball, had been enough to make it roll away : ) 
 
 "See, the cube must like to stand, ■ 
 It does not mind your little hand." 
 
 Now they push a little harder: 
 
 "Ever on this spot you lie, 
 "We shall move you bye and bye." 
 
 As much as possible make the child active in 
 all these plays, even to lifting it down to pick 
 up the toy, when it falls. It will then enjoy 
 everything better, even if diflGlculties have to 
 be overcome. All Froebel's play materials 
 can be used in a great variety of ways, and 
 when certain laws are obeyed in the use of 
 them, far from lessening the freedom of ac- 
 tion, it enlarges the sphere or range of play 
 and amusement. The child therefore does 
 not tire very readily, even if these experi- 
 ments and experiences are many times repeat- 
 ed. Lay the cube on baby's hand and say: 
 
 "The cube lies in your hand so still 
 You may press it, if you will." 
 
 Or holding the cube downwards with the ba- 
 by's hand: 
 
 "To the ground you cannot go, 
 While we hold you tightly so." 
 
 But alas, it does fall, and mamma, using every 
 
- 5 - 
 
 incident for a new play and new instruction, 
 sings : 
 
 "Baby's hand is yet too small, 
 So the cube must have a fall." 
 
 These plays can be extended to the infinite, 
 but always leave the child free and never 
 force it to this or that play. An attentive 
 mother understands the meaning of the child's 
 utterances, and will try to respond to its 
 wishes in the most satisfying manner, ever 
 watchful to lead him on in an instructive and 
 ennobling manner. 
 
 Every close observer will have noticed that 
 every child loves and attempts to grasp more 
 than they are able to, the child will try to hold 
 the two toys and mamma sings : 
 
 Or: 
 
 Or: 
 
 "The cube, you cannot hold at all, 
 When in your hand you hold the ball.* 
 
 "Where the cube is, you see, 
 The ball cannot be." 
 
 "Some room we must make, 
 If the cube we will take." 
 
 Or when it loses both by not wanting to let go 
 of either : 
 
 Or: 
 
 "If holding some ; you still want more, 
 You must lose, what you had before." 
 
 <When nothing holds the cube or ball, 
 To the floor they both must fall." 
 
 Some people may smile at the thought that 
 any one should attempt to give to a child, one 
 or two years old, any idea of time or space, 
 when there are so few adults that have a clear 
 comprehension of them, or that ever give any 
 serious thought to the subject. But when we 
 consider that, without time or space, there 
 could be no thinking, it hardly seems so ab- 
 surd, especially, as we do not mean to have 
 anything to do with abstract instruction. Our 
 only aim is to give impressions. These by 
 repetition become experiences which are many 
 times repeated in other objects. Thus it can- 
 not help after a while to come to the conclu- 
 sion that every object takes up space, and that 
 no two things can fill it at the same time. No 
 
 doubt the child makes that experience often 
 enough, when he hits his head against the 
 wall, but the experience tlien comes in such a 
 way, as notby any.means to be conducive to 
 give clear ideas on any subject. Not like the kit- 
 ty or the young colt would Frcebel have our 
 pets gambol about, but he would have them 
 do their merriest and happiest play in a 
 thoughtful conscious manner, rather than stum- 
 ble through its child life in a thoughtless man- 
 ner, leaving to accident all the experiences and 
 discoveries a child may make, which are after 
 all not discoveries, if passed by unnoticed. 
 
 But we return to our cube, resting so gently 
 upon the table. Mamma tries to stand it on 
 one edge, parallel to the table edge. 
 
 "Steady, steady little man; 
 Stand alone now, if you can. 
 It does not know which way to go, 
 And totters feebly to and fro." 
 
 Now it may be made to stand by resting it 
 against the box or the wall: 
 
 . "With my back against the wall, 
 I am safe and shall not fall." 
 
 Every time it falls the child is so pleased, that 
 it will push away the support to make it tum- 
 ble down again, for it loves life and motion in 
 everything. Or it will bang the table with it, 
 and mamma, getting enough of it, and to sepa- 
 rate the child cheerfully from its toy, sings : 
 
 "Bang, bang, what a noise. 
 You cannot hear your mamma's voice. 
 Baby loves that kind of fun, 
 Not 80 hard, my little one. 
 Spoiled will our table be, 
 Give the cube now back to me. 
 Put it in its little nest. 
 For the cube now wants to rest." 
 
 This little song is also calculated ta call the 
 child's attention to the two different sounds, 
 the banging and the voice. Playful energy 
 and self-reliance, content, joy, as well as ob- 
 servation and perseverance, are the legitimate 
 result of these occupations, and although the 
 intellectual fruits of this system will not be 
 observable till in later years, this fruit will not 
 be forthcoming, wUere this sy§tem t^as rjot 
 be^p usgd,'^ 
 
6 - 
 
 FroebePs "Mother's Book of Songs" I use 
 in my lectures to mothers, to have it serve 
 them, as it was intended, as a guide for the first 
 infantile development, physical, mental and 
 spiritual, by means of amusing physical play 
 exercises. The examples given are intended 
 to make clear to the mother's consciousness, 
 the aim of all her play with her child. For 
 centuries, the mother's instinct, impelled by 
 the desire to amuse her child, has been invent- 
 ing little plays for the exercise of its limbs, 
 which have, of course, contributed somewhat 
 to their development, but only in an imperfect 
 manner, as everything must be where affec- 
 tion is not guided by wisdom. This playing 
 was often nothing but a thoughtless tossing 
 or dandling, because mothers and nurses had 
 riot the proper end in view, the strengthening 
 of the limbs and the awakening of all the dor- 
 mant faculties of the soul. A great man has 
 said, "Let me make the songs of a nation and 
 I care not who shall make the laws." Perhaps 
 he did not overestimate the powerful influence 
 of songs over the human heart. The cradle 
 songs, which have been handed down from 
 generation to generation, are pretty much alike 
 in all nations. Of such traditional lore Froe- 
 bel collected what would suit his purposes 
 best. No mother plays with her baby silently, 
 and she has early learned from experience that 
 rhythmical sounds give from the very begin- 
 ning the most pleasure to the baby, and that it 
 proves a wonderfully effective power to soothe 
 the nerves and remove uneasiness. Those 
 who yet remember with tender emotion the 
 lullabies with which a mother's voice hushed 
 them to sleep, will understand Froebel, who 
 sees in these songs, which accompany the 
 :first infantile plays, the means of developing 
 the child's emotional nature. Very much of 
 the benefits and the success of the Kindergar- 
 ten training is invisible at the time, it is neg- 
 ative and consists in preventing harm. Then, 
 again, its positive success is so simple, that it 
 cannot be expected to attract more notice with 
 people who are always expecting immediate 
 results, than, for instance, fresh air, the pure 
 water, or the merits of a family physician, 
 
 who keeps the family from getting sick. But 
 as applied in the nursery, the increased health- 
 fulness and happiness of the baby reacts upon 
 the mother, and the whole family circle are 
 made better and happier by the use of the 
 system. The pretty little exercises for strength- 
 ening the fingers, hands, and the wrists, 
 need no explaining of their use when we con- 
 sider their great practical importance, not only 
 in giving the child a free and easy, graceful 
 carriage and use of the arms and hands, but 
 how they may also serve him in later years 
 much mechanical drill and exercise necessary 
 for playing on the piano or required in skillful 
 works of art. 
 
 The Weathervanb. 
 Play exercise for strengthening the wrist; the 
 child* s hand is being gently moved backward and 
 forward while we sing : 
 
 "Like the weather vane is going, 
 When the stormy wiadä are blowing, 
 Thus my baby's hand must learn, 
 All in play to twist and turn. 
 
 "Like the little bird is flying, 
 Thus my little boy is trying, 
 With his little hands to learn. 
 All in play to twist and turn." 
 
 All these little songs Froebel would have us 
 introduce to the child at an appropriate time. 
 Thus, with the weathervane, we might draw 
 the child's attention to a flag, or some clothes 
 or branches of trees, moving in the wind; if 
 older children are present or in the Kinder- 
 garten questions may be asked in regard to the 
 effects of the wind, its uses, etc. ; the child 
 may be impressed with the existence of things 
 which it cannot see. 
 
 If children were made to understand that 
 these physical exercises were good for them, 
 they would consider it a very dull piece of 
 business, instead of that every exercise and 
 occupation intended for their physical and 
 mental development assumes the garb of play 
 and amusement, and no child, even in the ad- 
 vanced department of the Kindergarten, has 
 the faintest idea that he is receiving instruc- 
 tion, so perfectly consistent and in perfect har- 
 mony is this system of education with the na- 
 ture and wants of the child. 
 
- 7 - 
 
 Mowing Song. 
 To strengthen the muscles of the arms and shoulders. 
 The words of the Mowing Song jare calcu- 
 lated to make the older children pre«ent to be 
 thoughtful and considerate for those that con- 
 tribute to their comfort, while the melody 
 and exercise delight the baby. While the 
 child is^ too young to stand on the ground it 
 may sit in mamma's lap, with its hands in 
 mamma's, swinging back and forth, to imi- 
 tate the mowing exercise. 
 
 "Peter, to the meadow go, 
 And the grasses quickly mow. 
 Bring it home to mooley cow, 
 For she wants her supper now. 
 Peter, do not be so late. 
 Do not make my baby wait 
 For the milk from mooley cow, 
 For she wants her supper now." 
 
 Be little faster moving with baby's arms. 
 "Thank you, Peter, for the mowing, 
 Thank you, horses, for the drawing, 
 Thank you, mooley, for the food, 
 Which the baby finds so good. 
 Thank you, mamma, for the pleasure 
 Which she loves to give her treasure, 
 Thanks to papa for his love, 
 Most of all to God above, 
 Most of all to God above." 
 
 Finger exercise, moving the fingers back and 
 forward, one after the other; with the last 
 line baby's hands clapp together. 
 
 •'This is mamma, kind and dear; 
 This is your papa, standing near; 
 This is your brother, see how tall; 
 This is your sister playing ball; 
 This is the baby, sweet and small; 
 These the family we'll call.'' 
 
 Following the normal progress of a child's 
 development, we observe that, first, its powers 
 germinate and grow, secondly they are as- 
 sisted in their progress by exercise, they be- 
 come productive. Lastly, the child acquires a 
 consciousness of its power in the use of these 
 powers. 
 
 May we not hope that Froebel's system of 
 Infant Training may ere long be considered an 
 accomplishment, a most important part of 
 every young woman's education, and that 
 every college and academy for young ladies 
 
 maybe considered as inefficient and behind 
 the times, where a Department to the Science 
 of "The New Education," as Froebel's system 
 is called in England, has not been introduced. 
 The State might do something towards es- 
 tablishing an institution, where governesses 
 and nurses may have an opportunity to receive 
 this training, as is done in Hamburg, and 
 with great success. From these, fitted out 
 with a certificate or diploma, they would be 
 eagerly sought after to become inmates of 
 our most respected households. The surest 
 way of succeeding in such an enterprise in 
 this country would be, to introduce Frcebel's 
 system of infant training, tobe taught in every 
 charitable institution for girls or women in 
 this country. 
 
 From the Washington National Republican 
 we quote : 
 
 "Miss Peabody urged Mrs. Pollock to open^ 
 the coming summer, a course of lectures, prac- 
 tically illustrated like the present one she is 
 now engaged upon, but for nurses, where la- 
 dies would come with their children and nurs- 
 es to learn. Froebel's method of infant training, 
 which, in a perfectly natural and amusing 
 manner, lays the foundation for the child to 
 grow up healthy and vigorous in the mind and 
 body, industrious and religious in the true 
 sense. She cited the example of Mrs. Aid- 
 rich, who has opened such a class in Florence, 
 Mass., with great success, numbering seventy 
 when last heard from. Her expenses the first 
 year were defrayed by an enlightened, rich 
 gentleman, who had become convinced that 
 by this means the whole generation would be 
 benefited. It remains to be seen what can be 
 done here in Washington to enlist people's at- 
 tention for the science of "the new educa- 
 tion," as it is called in England. Mrs. Pol- 
 lock is ready for the work, if some encourage- 
 ment is held out to her, and willing, though 
 not in a position to do so, to give her services 
 entirely without remuneration." 
 
 Froebel's Gifts for the Nursery or Kindergarten 
 can be obtained of Mr. E. Steiger, 22 Frankfort St., 
 New York; Y. S. Hammet, 37 Brattle St., Boston, 
 and Milton, Bradley & Co., Springfield, Mass. 
 
I 
 
Die iFröklltiftttttg in Dtesbm 
 
 nnb t|ve Drganifatton. 
 
 ^en aii8gci|)rod)enett Söünfc^en etiüaS 9MI)ere§ über hie gröbelftiftud 
 gu l^ören, entgegen §u kommen, tl)etlen wir ^ter ba§ 9flac^fteì)enbe mit: \ 
 
 S3or 5tt)ölf 3al)ren lonrbe ber OTgemeine @r^ie^nng§=35erein bnrdj ^xé 
 Baronin b. 30^ a r e n 1§ o 1 1 = ^ ü ( o ir? tn§ Seben gernf en nnb t)on biefem bic erftd 
 ^oIMinbergärten in SDre?ben gegrünbet, gegenwärtig befteì^en 11 SSolMinbergarteii 
 abtl^eitungen in ^re^ben. (g^robel felbft i^atk befonntlic^ feine SO^et^obe av^ 
 bie S^olf^ergiel^nng nod^ nic^t aniuenben !önnen. 3m Safjxe 1861 grünbete nd 
 organifirte grau Q3aronin ü. Mareni^ol^^^ütoto in Berlin bk erfte 5lnftai 
 biefer ^rt nnb gab ii^r ben D^lamen SSoI!»!in bergarten, iüetd)em fel§r hat 
 anbere narf)foIgten nnb fi^ überall einbürgerten.) darauf mnrbe 1872 b| 
 gröbelftiftnng gegrünbet unb in folgenber Sßeife organifirt: | 
 
 1) SDic 93i(bnng§anftalt für ^inbergcirtnerinnen. SDie fid 
 fc^nell öermel^renbe 3(nga^I Don @(f)ülerinnen nnb beren öerfd^iebene ^ilbnng^ 
 grabe liefen im gttjeiten ©nrfu§ bie (Sinrid)tnng treffen, ba^ gmei 5lbt]^ei(ung^ 
 gebitbet lourben. ^ie erfte ^bt^eitung nmfa^t bie Seiterinnen üon ^inbergärtd 
 unb ©rgieì^erinnen in ber gamilie, bie gleite ^Ibt^eilung bie ^inbergärtnerinnei 
 für bk gamitie unb bie @e!^ülfinnen im ^inbergarten. : 
 
 ^n^erbem tonrbe iüäl^renb ber SBintermonate ein l^albiötjriger ß^urfuj 
 eingerichtet für Tanten, tvdéjt bk Erlernung ber grobe(fcì)en 5D?ett)obe ni| 
 für il^re eigene gamiUe ober aU gortbilbnng benn^en mollen, ol^ne einen 33erä 
 barau§ gn madden, ^er (S^nrfnè in ^bt]§ei(ung I nnb II öon ber ^auer einei 
 3al^re§, ertüieg fico o.U un^nreic^enb für bie üieicft^altigfeit ber Unterrichte 
 §meige, lüä^renb gmei Sa^re für bk meniger bemittelten inngen M'àbd)tn eine; 
 oft unerfc^minglic^en ^oftenaufmanb mit fid) brauten. @o mürbe bk 3eitbaue 
 eineè (5^nrfn§ für Ibttieitung I nnb II anf anbertl)alb Sa^r feftgefe^i 
 (^a§ Unterrid)t§bonorar für ben (S:nrfn§ beträgt jä^rlidi 100 ^ari) ^o 
 
Beginn bc§ (ä^urfue finbct eine ^ufnaftmc^J^rüfung ftott, om ec^tuffe beffelbcn 
 ine Dffentli(f)e $rüfnng, unb erl^atten hk Schülerinnen bann ein S^wgniè ol§ 
 iinbergärtnerinnen erfter unb ?^iüeite'r Maffc. Seit ^\m Satiren ì)at bie ^Regierung 
 luf @ejuc^ ber grau ö. Tìùxen\)oÌ^^^niotu einen (Sommiffor 5U ben ^^^rüfungen 
 mannt, wdéjtx bie g^i^nniffe mit unterzeichnet, a(§ S^if^)^" ftaatlid^er 
 'Jlnerfennung. 
 
 3n ben SlStl^eilungen l unb II iüerben bie folgenben Unterriditè^meige 
 lele^rt: ^J^äbagogi! (in aUgemeinen 3ügen, um auf groèelè @r§iel)ung§ibee 
 )inäufüt)ren). gröbelj't^e ör§ie]^ung§Iel§re unb it)re ^Inmenbnng. Anatomie, 
 ßl^^fiologie unb ®ejunb]^eit§(el)re (nur in ben ©(erneuten). D^uturfunbe 
 mb il^re ^ra!tijd)e ^Intuenbung im Gartenbau unb in Söegieliung auf 
 'Oejenige, waè ha^n bienen !aun junge £inber p beleihten, ^ie Elemente ber 
 O^atl^emati! mit 5lnU)enbung auf bie gröbelfdien 33efc^äftigungemittel. '^ti\t^à)e 
 5prad)e mit Einleitung gum ©rjälileu unb ju 5ln}d)auung§übungen. ^ie 
 fröbelf^en SO^utter== unb ^ofelieber unb i^re gingerj^^iele. ^ie Xl^eorie unb 
 prajig ber gröbelfcften ^efd)äftigungen (in ftreng metl)obift^er SSeife, ol^ne 
 ueld^e ber l^au^^tfäc^li^fte dingen für bie ^inber verloren gel^t). D^efeseidineu 
 laà^ gröbelg ^[J^etl^obe. ©efang, ^eu)egung§fpiele be§ Ä'inbergartene unb 
 turnen, ^a^n !ommt gur (^infü^rung in ben praftijc^en ^eruf ber regele 
 iiä^ige 33efuc^ ber ^ol!§!inbergarten, ber kuppt unb be§ i(ìinberl)OJpital§. 
 
 2) @(^on in btn erften 3al)reu be§ 33eftel)en^ ber gröbelftiftung mürbe 
 om ^amencomite be§ S5ereiu§ unter ^orfife ber grau ö. 9J^arenbole-33ülom 
 ie brüte Elbtl^eilung ber ^ilbungèanftalt, nämlid) bieSlnftalt für Sröbelfd^e 
 H n b e r p f l e g e r i n n e n l^ingugefügt. 
 
 ^er ©ur)u§ für biefe lbtl)eilung hamxt ein Sal^r unb am ©d^luffe 
 effelben ^ben and) biefe 9D^äbd)eu eine '»ßrüfung abzulegen unb erl^alten ein 
 }eugniJ3 aU gröbeljdje ^iuber:pflegerinnen. ^ie Unterrit^tgföc^er finb : Äör^jcr* 
 id^e Pflege beè Äinbe§, ^eutfc^ mit Anleitung pm SSorlefen, @rääl)len unb 
 u 5lnfc^auung§übungen. gröbelfc^e (Sr^iel}ung§lel^re. S3efc^öftigungen beS 
 linbergartenè. ^ie Elemente ber 9Zatur!unbe, fomie Anleitung in l)äugli^en 
 Befd^öftigungen , aU: SSafd)en, glätten, Elulbeffern u. f. m. lud) biefe 5lb* 
 l)eilung befud)t gu il)rer Hebung Äinbergärten , Äinberl^ojpital unb ^riiJ^e. 
 ^a§ jä^rli^e Unterri(^t§]§onorar für 5lbtl§eilung III beträgt 24 Wart) 
 
 3m Saufe ber Qtìi l)at e» fid) berauègeftellt, ba^ gerabe biefe SÖ^äbd^en 
 in großer @egen für bie gamilien geworben finb, fc^on baburc^, òa^ biefe 
 effer vorbereiteten Pflegerinnen bie unerfal^renen jungen Wabàjtn erfefeten, U)eld)ett 
 eiber bi§ bal)in in ben gamilieiybie jungen ^inber anvertraut mürben. 3)ie 
 ^ad^frage na^ biefeu 9J^äbd)en/t fo grof5, hai oft fünfzig 9^ad)fragen nube* 
 üdfic^tigt bleiben mußten, member Surfu§ nid)t fo üiele «Sdiülerinnen au§ge* 
 ilbet l)atte. / 
 
 3) 3n ber erften-'geit be§ Mtel)^u§ ber gröbelftiftung befc^loè bag 
 Damencomité bie Einrichtung eine^'^^éitf ion atee für bie au^märtigen 
 5d)ülerinneu in bemfelben §aufe, in melr^em fid) bie Uuterrici^tèraume befinben. 
 
^ie§ ertt?ie§ fic^ a(§ öu^erft öort^ei(^aft unb öerl)inberte , bo^ bie auswärtigen 
 ^(^ülertnnen in ber 6tabt ^erftreut leben, tüöl^renb fie gegenwärtio ein gamitien^ 
 (eben fül^ren, woburt^ er^iebtid^ ouf fie eingetüirft werben !ann. X^qS $enfionat 
 fielet unter Leitung einer bop öoni ^amencomite gewählten S)nme. (Qäfirlit^er 
 $enfion§prei§ ift 500 Waxl) 
 
 4) @eit äWei 3al)ren würbe ber 5Infta(t ber erfte grob elf die ©d)u^ 
 garten l^ingugefügt. tiefer ©rf)nlgarten nimmt biejenigen ^inber auf, welche 
 ben ^'inbergarten tertaffen l)aben unb mit bem fiebten SebenSjal^re ì)k <Bd)nk 
 befudien muffen, ^ic tinber fommen an ben fd^ulfreien 9?ad)mittagen für 
 einige «Stunben in hk ^^Inftatt. ^ie im tinbergarten geübten fkinen Anfänge 
 !ünft(erif^en ©d)affen§ werben im (5d)u(garten weiter geführt, namentlid) ba^ 
 8eid)nen, ^2(u§fd^neiben , ^^onmobeUiren unb Keine ^(aftifd)e arbeiten, 5. So. 
 ^ilbwerfe, bie an§> 9J^oog, <Samcn, Dbtaten :c. I)ergefte(It werben u. b. g. m. 
 ^ie ^Bearbeitung ber Gartenbeete bietet befonberS ©etegenl^eit, bie Äinber in 
 bie erften ^Infänge ber totani! einpfül^ren unb il^nen bie D^atur lieb ^u machen, 
 beSgleid^en hie bamit öer!nü|3ften Spaziergänge ine %xm, bei welchen ^^flanjen 
 gefud^t werben gum S^rodenen unb 5(uf!leben; bie baneben ftattfinbenben ^e* 
 wegungèfpiele unb Xurnen bieten binreid)enb ß)elegenl)eit, bie !ör:perlid^en Gräfte 
 pi ftärfen, nad) bem langen @tillfi|en in ber Sd)ule. (S§ wirb beabfit^tigt, 
 jebem 33ol!§!inbergarten nac^ unb na^, foweit bie Umftänbe eè erlauben, einen 
 (Schulgarten Ijingupfugen. 
 
 Sn bem SSinter^albial)r üeranftaltet baè ^amencomité monatlid) ein= 
 hiè zweimal fogenannte UebungSabenbe, an welchen hk Schülerinnen ba^' 
 ienige tüa^ fie gelernt l)abeu mit S^inbern praftifd^ auSfül^ren, i|re fertigen 
 |)ra!tif(^en "äxh^itm auflegen unb bzn 3^orftanb§mitgliebern @elegenl}eit geben 
 il^re gortfc^ritte gu übermalen. 3^9^^^ bienen biefe 3lbenbe ^u Keinen ^or= 
 trägen über ))ra!tif(^e ©r^iel^unggfragen, benen fir^ ebenfalls öftere furje ^or= 
 träge eine§ ^IrgteS über bie för|?erlid)e Pflege ber ÄHnber anfi^liefeen, um ben 
 anwefenben 9Jcüttern aller ^ol!§!laffen (SJelegenl^eit p bieten, il^re ^^ufmer!= 
 famfeit auf bie betreffenben Gegenftänbe ju rid^ten, anfeerbem finben im SSinter 
 noc^ einige ernfte päbagogifd)e S^orträge \iatt, an weld^en ebenfalls unentgeltliche 
 X]^eilnal)me geftattet ift. 
 
 3n ben Sommermonaten werben bie UebungSabenbe erfe^t burd) bota= 
 nif^e ^'rcurfionen unter Leitung eine§ 2é^xexè. Qnx pximkn ^elel^rung 
 ber Sd)ülerinnen befi^t bie ^nftalt eine Keine 33ibliotl)ef, in weldjer öor* 
 gugsweife SSerfe über bie 5röbelfd)e (Sr^iel^ung Vertreten finb. 
 
 ^ie gröbelftiftung fteftt unter Leitung eines Kuratoriums unb eines 
 ^ a m e n c m i t é S , beibeS unter ^orfi^ ber ^Jrau 33aronin ü. SD^arenl&olfe-^ülow. 
 ^n bie ^JJ^itglieber beS (SuratoriumS : grau Baronin 0. 9J^arenl)olis=^ülow, 
 aSienerftrafee 19, ^räulein ö. gromberg, S^eic^Sftra^e 25, greifräulein t). S3ülow- 
 SBenb^ufen, Söienerftrafee 19, Dr. ^. 2öünfd|e, 5llbred)tgaffe 28 unb Dberft 
 a. ^. ö. Ued)trit>, Struüeftrafee 17, finb bie 5lnmelbungen ber Sd}ülerinnen 
 
§11 lid^ten, unter Setfügung be^ ©c^uIentfoffungSgeugniffee unb eine§ gül)ruu9§- 
 gengntffeö. 
 
 ^ur^ (^uratorimn unb ^amencomite finbet iim ftete S3eauf}id^ti9uno 
 be§ ^enfionateè foiüo^t )DÌe beg llnterrid)te0 ftatt unb finb bte @(^üterinnen 
 ben t)erj4iebenen tarnen be?^ S3orftanbe§ o(g ilÉire @(i)ü^linge ^uget^eift unb 
 mibmen biefe il^nen Befonbere 5{ufmer!)am!ett. 
 
 ©oiool^t öon ben Leiterinnen ber SJolMinbergörten mie t)on Seiten ber 
 Sel)renben in ber 5Inftatt merben beni Kuratorium tialbjal^rige (l^enfuren für 
 bie 6(i)ülerinnen mitgetl§ei(t. - 
 
 Unbemittelten @rf)ü(erinnen lüirb entmeber freier Unterrid^t erti)ei(t ober 
 es merbeu (für 5(u§märtige) ©tiljenbien getüäl)rt, fomeit bie ^erein^einual^men 
 reid^en, n:)o^u uamentlicft bie (Srträgniffe öon Sagaren, ß^oncerten u. b. g., 
 iveld)c haè ^amencomité öeronftaltet, benu^t tuerben. ^ie gröbelftiftung erl^ätt 
 eine jä^r(irf)e S3eif)ü(fe aus ber fönignd)en ^mnüenftiftung, fotnie eine jä^rlic^e 
 Unterftü^ung öon ©eiten ber (Btahi SDreèben. 
 
 ^ie gröbelftiftung üerf^affte mä^renb ber ge^n Sabre i^reè S5eftei)eng 
 uol^e an 1000 jungen S[Räbcben am ben berf^iebenften Xbeiten SDeutft^(anb§ 
 unh faft a((en euro|)äi{(i)en -ßanbern unb 5(merifa einen befriebigenben 23eruf, 
 ben unbemittelten il)ren £eben?4tuterl)alt unb trug fo iDefentlid) ba^n bei, bie 
 ^inbergärten unb hamii gugleid) b(\§> gröbelf^e ^rinci|) ber Kr^ie^ung gur 
 5lrbeit in allen S5ol!§!Caffen unb in allen ciöilifirten Säubern §u Verbreiten. 
 
 ^ie ^Vorbereitung für ben cr5iel)(id)en Seruf ber iungen ^äbdien trägt 
 Sug(ei(% hd, eine Un^ahil in Sßa'^rl^eit für baè @rgief)ung§fac^ befähigter 9)?ütter 
 für alte ^(affen ^eran^ubifben. 
 
 ^riuf üon ^eber & SBeibcmcl)cr tu ^ai^tl 
 
^MtU ©runìiike 
 
 aJon 
 
 i. 0. ilacenlio[|--iu[otD. 
 
 (Sin @#em in ^aìjxl^dt gu öerfteften ift nur bann m5g(i(^, njenn beffen 
 ©runbibee erfaßt ift nnb beffen Snl^alt nacft alten leiten ^in auf hk]t 
 ©runbibee §urü(fgefül&rt merben !ann. gröbel löat nun freiließ in feinen i^inkv 
 (affenen (Schriften bie (55runbibee feinet (Srsieìfiungèf^ftemS nic^t beftimmt 
 forntulirt, fie n)enigften§ ni^t aU ein^eitlid^en «Sa^ pfammengefagt. ^ucft in 
 ben (Schriften über feine ©rgie^ungèmeife ift bieg nid^t gefc^el^en, aufgenommen, 
 ba6 man ba§ SBort „:Öeben Reinigung" i)ier unb ba bafür ausgegeben l^at, 
 ol^ne iebod) irgenbhjie genügenbe 33ett)eife ober @r!(ärungen bafür anjufül^ren. 
 @o lange aber biefe ©runbibee feiner (Sräie^ung nii^t !Iar unb beftimmt unb 
 im SwföHimen^ang mit ber $raji§ feiner 9J?etftobe angegeben toirb, fo lange 
 (öfet fi(^ aud) !ein enbgüItigeS Urti^eil über bereu Sßert)^ fäden, unb e§ !ann 
 il^re gange S3ebeutung nid^t boltftänbig erfannt werben. 
 
 Su meinen @rf)riften ìjah^ ic^ ben ^ern ber gröbelf^eu ©rgiel^uugSibee 
 bafiin gebeutet, ba^ fie bie pl^ilofopl^ifc^ anerfaunte unb nameut(id) öon §erbart 
 au§gef|)ro^ene SöaT^rl^eit : ba^ ber einzelne SJ^enfc^ bie nämti^eu (Sutmirflungg- 
 ftufen toie feine Gattung, bie 3)^enfc[)beit, gu burilaufen l^abe, ober mit anbeten 
 Söorten: ba^ bie ^rt unb SSeife mie fic^ bie 5!J^enf(^l§eit t)òn Anfang an ent= 
 
— ä — 
 
 mìdelte fid) in iebem ^inbe in jcfineller 5lufeinanberfo(ge unb in aKgemeinen 
 3üöen UJieberl^oIe, ha^ biefe Söal^rl^eit üon ?Jröbe( §ur ©mnblage 
 ' feiner (Srgie^nnn genommen nnb ^uni erftenmale üoUftänbig nnb 
 pra!tif(^ angen)enbet fei. 
 
 3ft bie§ aber in SBal^rl^eit ber ^^all, fo ift bamit bie eingig möglid^e 
 ttttturgemägc ©rgie^ung^niet^obe be§ ^enfc!^enmefen§ entbedt. ^enn ol^ne ein 
 ' ber (Srfal^rnng entnommeneg Sßorbitb, melc^eg bie notürlidje (Sntmidelnng 
 ' beè menf^Iic^en 2Befen§ iiax erfennen lägt, Bleibt bie ©r^ieì^ung ber SBillt'ü^r 
 I mel^r ober weniger ani[)eimgegeben unb fei)lt bie fefte D^orm für ha^, mag für 
 ' ben ^O^ienf^en öoßftänbig naturgemäß ift. 
 
 ' gür jtl^ier unb $f(an§e ift e§ aner!annt, ha^ jebeg einzelne Silier, jebe 
 
 \ einzelne ^flanje fi4 gteid^ermeife entiüicfetn muffe, mie bie ©attnng ober bie 
 
 ; ^rt, 5u melc^er fie gei)ören, unb jeber (Gärtner unb jeber ^{»iergüi^ter beobaditet 
 
 ■ bie ©attung feiner Pfleglinge nnb fragt i)k trabitionellen ©rfal^rungen um 
 
 I S^^atl^, mie ha^ ©ebei^en biefer ober jener ^rt gu er\^ielen ift. 
 
 ' gür bie (Sr^ieljung be§ SD^enf^enmefenS ieboc^ ift beffen (Sntmidelungg- 
 
 ' gefd)i^te nod) menig befragt morben. ^ie miffenfd)aftli(^e S^jefulation al§ 
 
 ' fot^e altein befaßt fid^ bamit, aber man i)at noc^ nic^t öerfu^t, für bie $rajig 
 
 ' ber (Sr^iefinng einen Seitfaben barane p geminnen. ^ein Stiffen öermag einen 
 
 fo fixeren ?tn^It pr (Srfenntniß nnb bemnai^ pr ^el^anblung be§ ^enfd)en- 
 
 mefen^ ^u bieten, alg bie ©rfal^rung über beffen Vergangenheit, ober über hie 
 
 %xt unb Söeife mie bieg Sßefen pt bem gemorben, ma§ e§ gegenmärtig ift. 
 
 Unb gmar mirb bie§ am erfid)t(icöften burc^ ba^ienige, mag eg im Saufe ber 
 
 geiten ^eröorgebrac^t ^at, b. t). bnrd^ bie ^ulturgefd^it^te. OTeg mag 
 
 ber SJ^enfc^ getl^an unb gearbeitet Ifiat, nid)t nur öon ben älteften gef(^id)tü(^en, 
 
 fonbern auc^ htn öorgefd)id)ttic^en Seiten an, mie fie ung hu neueren 5(ug= 
 
 grabungen tjergegenmärtigen , ^eigt an, mogu er befäl^igt ift, mie unb moburd^ 
 
 fid) feine Einlagen unb Gräfte entmidelten unb moburd^ hk ^öl^e gegenmärtiger 
 
 S3i(bung erreicht mürbe. 
 
 @g ift mitif)in hk Arbeit, eg finb bie {jeröorgebrai^ten 2Ber!e, mel^e 
 angeben, mag ha^n bienen mulste, bie för^erli^en unb geiftigen ^enfc^enfräfte 
 5U bilben, bag mid fagen: biefe ^ulturmerfe geben an, morin hk (Sr^iel^ung 
 beg 9]^enfd)engefc^(ec5^tg beftanben, unter ber Leitung beg l^öc^ften ©rgiel^erg: 
 ©Ott! Sie te^^ren siigleid), mie langfam unb allmä^tig ^ultnr unb ^itbung 
 erlangt finb unb mie i^re ^Infänge gunädift in törperlid^er unb ^eröor* 
 bringenber Arbeit beftanben, unb mie biefe eg mar, meld)e hk (55eifteg= 
 !räfte entmidelte, p ^nnft unb SSiffenfi^aft füljrte unb p allem göl^eren. 
 S5erglei(^t man mit biefem gefc^ic^tlid^en ©ntmidelungggange unfere 
 gegenmärtige (Sr^ie^unggmeife, namentlich unfere (Sd)uler§iel)ung, bie mit bem 
 fe(^ften finblic^en Sebengja^re beginnt, bann läßt fid) nit^t bei§au|)ten, ha^ bie 
 erfaijrunggmäßige ©rgieiinng beg 93^enf^engefc^led)tg, mie bie Sßeltgefi^ic^te fie 
 le^rt, ber ©rgieì^ung unferer ^inber alg Vorbitb bient. @g laßt fi^ hamxt 
 
— 8 — 
 
 bann eben fo wenig Bel^au:pten „ha^ fte naturgemäl fei, menn ber geftiiici^t^ 
 (icfte S[5er(anf ber SD^enfc^enentmidelung bie 9^orm für beren S^atnrgemäfel&eit 
 angeben foli. 2)enn öor nnb anfeer ber (Scinte ift üon einem @r§iel^nng8plan, 
 üon einem ^orbitbe al§ 9Zorm, überlian^t öon beftimmten leitenben @rnnb* 
 fä^en fo gut mie gar feine 9^ebe, für bie gro^e SD^affe menigftens in feiner Sßeife. 
 
 ^ie 'Bàjuh iì§rerfeit§ öerfäl^rt bagegen me^r ober meniger in nmgefel^rter 
 Sßeife, mie bie (Srjiet^ung be§ $D^enf(^engef(^Ied)t§ e§ Iel}rt. (Sie beginnt mit 
 S3 r t beleiirung ober mit Unterrirf)t, mäl^renb ba§ 9[Renfc^engefd^Ie(^t in feiner 
 Äinbl)eit mit för|jerli(^er 5(rbeit begonnen ^at ^ie ©rfai^rung tel)rt 
 an^erbem, hafi bie @|)rad^fäf)igfeit unb i)a§> Söortberftönbnie ber 5tinber in 
 ben erften geìin ßeben§jal)ren nod) ein geringe^ ift, nnb nur fein fann, fofern 
 ha^ SSortoerftänbnijs auf ©rfai^rung berul^en foK, b. l). ein mirfti(fie§ 
 ^erftänbnife fein foK. ^iefe @rfal[)rung ift gefdiid^tüd) öon ben äRenfc^en bur^ 
 ^^nn unb §anbetn, burc^ eigne ^l^ätigfeit unb eigne 33eobac^tung ber ^inge 
 nnb ^^atfac^en in feiner Umgebung gemonnen, nirf)t burd^ SBortbelel^rung ober 
 gar S3üc^er, bie in ben 5lnfängen ber Kultur noc^ widjt öorl^anben maren! 
 ^a§ erfte S3u(^ pr ^etebrung maren bie SSerfe beg @c^ö|)fer§, bie dlatnx. 
 ^iefe SBerfe mürben S^orbilber für bie Söerfe ber SO^enfdien, gaben ben 9}ia6ftab 
 ah, naä) metd^em fie i^re SBerfe l^erborbrac^ten. ©ie maren bemnad) öor 
 OTem fd) äffe übe SBefen, al§ be§ einftigen (Sbenbitbeè il^re» ©c^ö|)fer§. 
 
 Söenn nun and) bie ^inber f^äterer 3^^^^^^^ inmitten einer gegenmärtig 
 l^oc^geftiegenen Kultur gum Seben ermac^en unb überl^aupt niäii md^x öon ben 
 erften rollen Anfängen unferer Kultur in berjenigen gorm bie 9^ebe fein fann, 
 bie il^ren Urf|)rung be^eic^net, fo giebt e§ bennod) l^inreid)enbe ^Injeid^en in 
 ber ^inbeènatur felber, meiere bk üerfc^iebenen Slrten bon ^l^ätigfeit anbeuten, 
 iiaä} metd)er biefelbe t^erlangt, um baburd^ il^re ^ntmidtung gu förbern. ^a§ 
 finb hk triebe me((^e be§ ^inbe§ ^l^ätigfeit beftimmen, fobalb il)m bie b%xi 
 erforberlid^e greil^eit gelaffen ift. SDie Beobachtung lel^vt, ba^ biefe Stl^ätigfeit 
 algbann — neben ber felbftöerftänbtic^en 9^ad^al^mung beffen mag e§ in feiner 
 Umgebung mafirnimmt — baljenige anbeuten, ma§ bit erfte ©runblage ber 
 menfd)(i(^en Kultur augmad)t» Unb bieg gmar in gan§ äl^nlic^er SSeife mie 
 eg bie ^ì^iermelt geigt, beren Snftinft jebem jungen ^^iere leiert, feine il^m 
 f^Jäter gufommenben gunftionen fd)on in feiner ^inbljeit borguüben. @o lauert 
 bie junge Ä^afee ber S3eute auf, oT§ne ba'ji eine foldbe bori^anben ift unb mad&t 
 bie f^jringenben Bemegungen alg menu fie eine folc^e erl§afd)te. @o ^idt unb 
 iVLp^t ber junge Bogel unb trägt allerlei (Stoff gufammen, alg moKte er ein 
 ^t\t bauen u. f. m. Soie bie tunftfertigfeit beg ^^iereg fic^ geigt in ber 
 Sßeife, mie eg ber (SJattung, gu me((^er eg gel^ort, eigen, fo geigen fic^ anéj 
 beim jungen SD^enftftenfinbe f(^on in früftefter Qeit Beftrebungen , meiere ber- 
 fd)iebene Wirten bon ^ulturgmeigen anbeuten, bie ber ^enfd)enmelt eigen, loenn 
 and} .nur in adgemeinen unb bnnflen 5(nbeutungen. @g finb bie ÄMturtriebe 
 feiner ISaffe, bie l^eröortreten, menu bie jungen §änbe etma im @anbe graben 
 
^ 4 — 
 
 itnb formen, b. ìj. ©arten unb ^öl^Ien anlegen motten, ober mit toeic^er 3)^'affc 
 gn formen üerfucf)en, ober toenn fie banen, ober au§ Rapier gn g^ftalten öer= 
 fu^en, felbft toenn bie ^inge gerriffen unb gerftört merben, um i^re ^l§ei(e 
 für onbere ©eftaltung p benu^en. ^tte biefe 9[RanipuIotionen junger ^inber 
 beuten haè (3u(^en unb S^erfud)en il^re§ ^]§ättg!eitetriebe§ an, l^eröor-» 
 anbringen, ober ba^jenige §u fci)affen, loag menfd^(irf)e ^öebürfniffe be- 
 friebigen foil. 
 
 ^ìà)ì òa^ 93eburfniÌ5 für òk ^iften^^, bie nutl)tuenbigen SD^ittel p 
 fc^affen, ìuorin bie erften roften !u(turel(en 5lnfänge beftanben, treibt ha^ ^inb 
 gu feinem Xl^un, benn feine 33ebürfniffe derben befriebigt, fonbern ber Qnftinft 
 feiner fRaffe treibt e§ , toelc^er a(§ ererbte nubeiDU^te Erinnerung in il^m Uhi 
 unb ba§ X^un feiner 35orfabren gn mieberl^olen ftrebt. 
 
 ©0 lange bie§ inftinftiöe ^I)un ber einzelnen menfd)Iic^en ^utturtriebe 
 unbeachtet, bal)er nur blojse mel^r ober meniger refultatlofe (BpieUxti bleibt, 
 fo lange !ann ber Qwed, mel(ì)en bie Statur bamit öerfolgt, nid)t toirflid^ 
 erreicf)t merben, menu ma) immerlfiin hk^ @j)3erimentiren einige Hebung ber 
 Gräfte unb Anlagen mit fic^ bringt. Söirb bagegen ber dlaiux^toeä, b. 1^. bie 
 5(uèbi(bung aller Organe für menfd^lic^e Kultur in SSal^rl^eit erreicht, fo UJtrb 
 bamit i>a^ g^unbament für alle unb iebe S5ilbung ber 5lrt gelegt, mie haè 
 SJ^enf c^entrefen fie f orbert ; unb gmar in ber Söeife, mie e§ öon bem natürlid^en 
 ©ntmicflungggange be§ @ejc^led^t§ öorge^eidftnet ift. Um bie§ erreichen gu 
 fönnen, ^ai aber bie ©rgiel^ung il^re ^ülfe ^n leiften. ^al mill fagen, 
 baè fie bie erfte unbemufete $eriobe be§ 9)?enf^enleben§, baèXriebleben, 
 nad^ bem ^orbilbe leite, melc^eè bie (£ntmi(flung§gefci6id)te ber SD^enfc^l^eit — 
 fo meit fie befannt gemorben — bietet. 
 
 ^iefe gorberung mar nun freili(i) unerfüllbar, fo lange bie SJ^ittel 
 fel)lten, bie e» in SSal)r]§eit ben fc^mad)en ungeübten ^inbeSfräften ermöglichten, 
 bem @ange ber menfc^lic^en Mtur in feinem f|ji eleu ben S^l^un gu folgen. 
 jDenn üon einer anberen g^orm ber ^nmenbung aU ber fpielenben, !ann nit^t 
 bie 9fiebe fein, ha òaè 'Bpiti bk einzige freie felbftgem olite 5^1^ätig!eit ber 
 ^inbl^eit ift, bie i^r Snftinft l^erborbringt unb bie nur ber ricl)tigen Seitung 
 bebarf, um hk bon il)r gefuc^ten ^^Jede erreichen gu lönnen. ^er menfcftlicä^e 
 Snftinft öermag ni^t entfernt ju erreichen ma§ ber tl)ierifc^e erreid^t. ^a htm 
 30^enfd)en bie ^Sernunft gegeben marb, fo reid)t befanntlidb fein blofeer Snftinft 
 nic^t einmal au§, um für feine <Selbfterl)altung forgen gu fönnen, e§ bebarf 
 öielmel^r ber §ülfe unb Unterftü^ung öon leiten 5lnberer, fo lange er fid^ 
 über^au|)t in ber ^eriobe inftinftiöen ober nubemufeten Seben§, b. 1^. in 
 ber Äinbl^eit befinbet. ©obalb aber eine öerftänbni§t)oKe Siegelung unb Leitung 
 be§finbli(i)en Strung ftattfinbet, fo finb auc^ bie ^inbeèMfte in früi^fter 3eit lultur- 
 eilen 3tf eden bienftbar gu ma^en unb meit mel^r, alg man biè je^t anéj nur al^nen 
 fann. dìxàji etma um fie — mie e§ leiber gef^iel^t — für fabrümö^ige ^l^ätigfeit 
 
-^ 5 - 
 
 p mié6rau(f)en , fonbern au^fc^üeglic^ um biefe ^^ättgfeit für Qwzät feiner 
 eigenen Stibung gu benu^en. 
 
 Wü ber ^ufftnbung biefer Wxttd öerl)ä(t eè fid) freili^ wie mit bem 
 @t beè ßioIumBue, ba^, einmal auf bie ©^ifee geftellt, bann üon 3ebermann 
 auf biefe SBeife geftellt werben !ann. ^a§ ©enie gröbelg I)at bieg bolt* 
 Bratet, um ber Älnbl)eit bagu ju üerl)elfen, ba^ fie gtei^ jebem jungen Siviere 
 bie il^r öerliel^enen Gräfte unb Einlagen in ^reil^eit l^erauSleben !ann, unb 
 girar in ber Söeife, wie e§ il^rer 9^at ur gemäfe ift. @in großer 3rrt()um ift 
 e§, bem ungeftinberten ^el^enlaffen ber Äinber bei ii^rem Spiele ai^ „greil^eit 
 ber S3ewegung" ha^ Sßort gu reben, wöürenb e§ nur 2öiII!ül^r ift, hk ha§> 
 gewollte Qkl nur uuüoKfommcn gu erreichen öermag. SDag ^inb bebarf 
 ber Seit un g unb fu(^t bk §ü(fe grabe hn feinem Spiel, ba§ mu^ jebe 
 Butter wiffen. 5(ber man mifeöerftel^t fein nnbewujsteè SBotten unb man f:jat 
 nidit bie rechten SJ^ittel pr §anb, um feinem Streben entgegen fommen 
 äu fönnen. 
 
 SBorin aber muffen biefe Wittd beftel^en, wenn fie bem inftinttiöen 
 orange entgegen fommen, wenn fie ber D^atur be§ Äinbe§ üoUftänbig gemä§ 
 fein foden? ^ier ift eg ja grabe, wo bie pbitofopl^if^e Söa^rl^eit öon ber 
 Uebereinftimmung be§ (Sntwidtungègangeg swifc^en bem eingetnen SJJenfd^en 
 unb feiner ©attung, ber Menfcftl^eit, i^re praftif^e 33ebeutung erplt. (5§ 
 ift D^aturgefe^, bajs hk junge (Snte fogleit^ bem Sßaffer gufteuert, fo balb fie 
 eg erblidt. @g ift ebenfallg D^aturgefe^, ba§ bie Üeinen §änbe beg ^inbeg 
 fi(^ ber ii^m §ugängli(^en Stoffe bemächtigen, fo balb fie nur greifen lönncn, 
 um naif^ unb nad) hk öerfc^iebenften Manipulationen bamit üorgunel^men. 
 tiefer fid) fd^on in ben erften SJJonaten geigenbe Stt)ätig!eitgtrieb , ift bag 
 ererbte S^ebürfnife, bie !örperti^en SBerf^euge unb Organe in ben ^ienft ber 
 Arbeit ober ber Kultur gu fteHen, bag öon ben SBorfa^ren ererbte können 
 feinem gi^^e suäufül^ren. Unb gwar ift bag mit jeber Generation fid) fteigernbe 
 unb öerme^renbe Kapital beg Äönneng gu berüd"fid)tigen. 
 
 ^ie ^inber gebilbeter S^ötfer bringen mel^r Einlagen auf bie SBelt, alg 
 hk ber SBilben; unb jebeg ^inb profitirt öon alk bem \va§> feine S^orfal^^en 
 augbitbeten, fowobt ^infic^tü^ ber (SJef^idüc^feit ber ©lieber, wie l)infid)tlid) 
 ber (Sntwicflung feiner ©eiftegorgane. golgli^ l)at jebe neue Generation mefir 
 5lnfprüc^e an Silbunggmittel p ftellen, alg bie i^r borangegangenen. Unb 
 weil bie Summe beg Sßiffeng unb ^önneng fid) ebenfallg mit jeber neuen 
 Generation üermel^rt, fo bebarf eg aud^ immer mel^r ber ^rleid^terungg- 
 mittel, um ol^ne Ueberanftrengung bie ©rforberniffe au 33ilbung in ben 
 fpäteren ä^it^poc^en erfüllen ^n !önnen. 
 
 Sßoburd^ aber fönnten biefe ©rleit^terunggmittel beffer errei^t werben, 
 olg burc^ eine ^Sorbilbung, welche fpielenb unb ol^ne 5lnftrengung fc^on 
 in ben erften Sebengjal^ren p erlangen ift unb weld^e öon ber S^^atur felber 
 öorgefd^rieben unb geforbert wirb? 
 
^ie '^laiìxv lami niente anbereè toorfc^retSen unb forbern, ale ma» tk 
 ©nttütdtung jeber (Gattung ' mit fid) bringt. Sie forbert freie ^etuegung in 
 ber Suft für ben S^ogcl, freie S3etüegnng im SBaffer für ben gifd) unb für 
 jebeè ^^ier ben freien «Spielraum unb bie 9Jättet fid^ feiner 5lrt nad) tl^ätig 
 au§(eben 5U fönnen. SDann hunt ber 3[^ogel funftfertig fein D^eft, bie 33iene 
 if)re 3^^^^^ ^^^' Surfjè feine ^öt)Ie. 
 
 SDie DZatur be§ ^J^enfc^enünbee forbert 9}^aterial unb Einleitung 5U 
 beffen ®ebrau(^, um feinen ^utturtrieben genügen gu fonnen, unb fit^ bamit 
 für bie Elufgaben ber narf)foIgenben @jiften§ öor^juBilben. 
 
 ^iefe 5(ufga6e fteKt fid) ber g^rö belfere ^inbergarten. ^r foli 
 bie SBerfftatt fein, in ujetc^er bie ©runbbebingungen aller Kultur unb ^ilbung 
 in ber SBeife üorgeübt n)erben, rt)ie eè bk ^utturgef(^id)te ber gebilbeten 
 3^ö(!er le^rt. 
 
 Um hk %xt unb SBeife ber gefcftic^tlic^en (Sntmidlung gu öerfte^en, 
 mufe man fi^ bie äJ^enf^^eit at§ ein Qnbiöibuum öorftellen, aU einen 
 Me uferen unb mu^ beffen SS er! e befragen, tüa§> er in ben oerfc^iebenen 
 ^erioben feiner ^inb^eit, Qugenb unb D^leife get^^an unb geleiftet ^at 
 
 3n feiner frü^ften ^Hnb^eit galt eè bie ^örperfräfte p üben, gunäc^ft 
 bie ©lieber, ^eèl^alb mußten biefe f^on in ben frü^ften Reiten burc^ §erbei, 
 f(^affung ber notl^meubigen :Öeben§bebürfniffe burd) Sagb, gifi^erei, SÖubenbau 
 u. f. in. p Hebung unb 5lnftrengung gegmungen werben. 
 
 @egentt)ärtig l§at bemgemäg bk (Sr§ie6ung bafür p forgen, ba^ baè 
 größte S3ebürfniß ber ^inbl^eit, fic^ frei gu beilegen, nic^t nur nid)t gel^inbert, 
 fonbern ba^n benu|t tüerbe, bie ©lieber bur^ SD^u§felübungen gu fräftigen unb 
 p bilben, unb bk§> ni^t beni Qn^aU ^u überlaffen, mie e§ biSl^er gefc^el^en. 
 
 gröbele ©lieber* unb ^emegung§f|)iele nebft fpielenbem ©arten» 
 hau, mie ber ^inbergarten bietet, finb bafür bk geeigneten 9}ättel. 
 
 ^a§ notl)menbigfte ©lieb für alle S!}^enfd)enmer!e , bie §anb, 'f^at 
 ja^rtaufenblanger Hebung beburft, bi§ fie für bie gegenmärtige ^unftfertig!eit 
 befäl)igt mar. (S^e mà)ì bk ^al)Hofen öerf^iebenen 33iegungen, 33emegungen 
 ber §anb geübt, mie fie beim Mü|)fen, jammern, S5ol)ren, 'Bkó:^e\i, 
 ©lätten, SJ^eifeeln u. f. m. erforberli^ finb für alle §anbmer!e, el^er befaß bie 
 §anb ni^t bie not^menbige ©efdiidlic^feit ^n bereu 5lu§übung, noc^ meniger 
 pr Elueübung ber plaftifdien Ä^ünfte. 
 
 ©lei^ boni beginn beè Sebenè an mill bie ^inbe§banb tl}ätig fein, 
 fie greift taftenb um^er unb finbet ni^t ober fel^r menig beffen fie p genügenber 
 Hebung il)rer yj^uèlelfraft unb^iegfamfeit bebarf. ^a§ übliche (Spielzeug ift 
 nur menig geeignet biefen ^ienft leiften p fönnen, bk trabitiunellen fleinen 
 ^anbbemegungen erreirf)en öiefen Qwtä feinermeife, baì^cx wirb bk erreii^bar 
 möglid)e §anbbilbung fd^on in ben erften 3al)ren öerabfäumt, bie nur in biefcr 
 3eit ftattfinbenbe ^ienjamleit unb ©lafticität gel)t öerloren unb eine ber erften 
 äSilbunggbebürfniffe bleibt unbefriebigt. ^enn o^ne bie S3ilbung ber §ant 
 
- 7 — 
 
 föuneit teine SlBerfe, lueuigftenè feine Befriebicjenbe Ijeröorgebrac^t werben, unb 
 ot)ne i>k\e fcf)affenbe Xl^ätigfeit b(ei6t ber ö)eift mcl)r ober luenioer untl^ätig, 
 b. I). er entit)i(fe(t ftt^ nii^t, unb ba§> in ber 3^^* feinet erften ^xìvadjenè. 
 
 Se unentmidelter bie ©eifteMräfte noc^ finb, je mel)r bebürfen fie ber 
 §anbfertig!eit, iDeId)e ber ^orfteIImig§!raft, ber ^^ntafie bie ©egenftänbe 
 fcftafft, beren fie bebarf, bamit ba§ innerli^ unüare unb unbeftimmte , hnxéj 
 äujsere SDarfteKuug beftimmt abgegrenzt unb georbnet loerbe. ^ur^ bloge 
 5(nfd)auung gegebener ©egenftänbe ift ba§ nidjt gu errei^en, benn müffigeä 
 ^nf^auen üermag niemals fteröocbringenbe ^f)ätig!eit ju erfe^en, midjz öer- 
 fd)iebene unb 5al}Ireid)e ©eifteSfröfte in 5(niprud) nimmt. 3e früher e§ burd^ 
 ^anbfertig!eit moglie^ njìrb, bem Reifte biz i^n befä|igenbeu S^orftelluugen p 
 objectiöiren, je mel)r bie erfte @eban!ent^tig!eit fic^ unmittelbar an Xt)un unb 
 ^anbeln fnü^ft, je normaler unb naturgemäßer toirb fidi ber ^inbeSgeift 
 entfalten, je me^r iüirb grül)reife fern gehalten. 
 
 ^ie §anbgefd)idticft!eit ber S5orfal)ren hktd einen fixeren SOZafeftab für 
 il)re geiftige (Sntmidlung, benn beibe§ ^ölt ©c^ritt mit einanber, ein§ enttüidelt 
 fid) nic^t o^ne ba§ anbere. ^al^er ift e§ üon großer Söebeutung, baß bie 
 Uebung ober @t)mnafti! ber ganb in einer gemiffen ^Jolgerit^tigleit üor fid) 
 gel)e. ®iefe golgerid)tigfeit aber beftel)t öor^ugSmeife barin, bie einfad)en unb 
 leichten ben gufammengefeèten ft^ioeren 9J^anit)ulationen öorau^gel^en gu laffen. 
 Sitte (^ntmidlung beruht auf ©eje^idifeit. fei e§ bie be?- @ra§!&almg ober bie 
 be§ menfd)li(^en $irn§, b. l). fie gel)t folgerichtig öor fic^. Hud) für òk 
 allmäl)lig erreichte ^ilbung ber §anb ift ber logift^e (SJang p er!ennen, melc^er 
 ber gegentnärtigen ^rjieliung al§ Sßorbilb bienen foH. 9J^an erfennt i^n in 
 ber Speisenfolge ber menfi^lii^en Slrbeiten, an ben 2Ser!en ber S^orjeit, mel^c 
 tl)rerfeit§ öon ben erften :|)rimitioen Seben^bebürfniffen al§ 9Zal^rung, SSo^nung 
 unb Reibung beftimmt tourben. 
 
 ^ag freie @:piel be§ ^inbeè beutet in allgemeinen Umriffen an, ioelc^e 
 Strati gleite meif e hk il)m innemol^nenben ^ulturtriebe forbern. SJ^an öerftanb 
 biefe gorberungen ber ^J^enf^ennatur bi^l^er nic^t, fonnte fie baber ond) ni^t 
 befriebigen. (S§ ^anbelt fid) alfo barum, ben Xrieb gum ^ ob en bau, ^^um 
 ^auen (ober SBo^nungStrieb) unb pm Soeben ober glec^ten, b. l). jur 
 ^efdjaffung ber 33e!leibung gu befriebigen. ^er ^inbergarten bietet p biefem 
 Qwcä bk geeigneten ^efcbaftigungen in einer gorm, meiere fie ben fi^trädiften 
 5linbe§!röften ale unterl^altenbeè ©^iel au§äufül)ren ermöglicht. 
 
 ©ans allmäl^lig oom Seichten gum 8^U)eren auffteigenb finb bamit bk 
 meiften jener §anbgriffe öerbunben, mie fie bie ©runblage öon ^anbmerf unb 
 (SJemerbe au§mad)en, §. ^. bie Manipulation öon galten, ©teeren, S3ol^ren, 
 Sluèfc^neibeu , gormen in meid)en Stoffen u. bgl. m. oor allem 3sit^«en 
 unb Steffen. 
 
 SDamit mirb aber ni(^t nur bem Ünblic^en St^ätigleitetriebe genügt, 
 njelc^er nac^ bemjenigen fuci)t beffen er bebarf um g eft al ten gu fönncn, ma^ 
 
— 8 — 
 
 in (einer $l^antafte lebt, eé mxò öiefme^i* bamit baè Wiitd geboten: jebeS 
 neue 5(ufnel^men unb SKa^rne^men, altee (grfennen in können umpmanbetn. 
 ^a§ ttjill fagen: Don Einfang an baè Stiffen au è bent können ^ett)or= 
 gelten ju (äffen, beibe§ in fteter Söer^fetmirlung unb in ^armonie ^n erl^atten, 
 über eine ìdìiKìc^ naturgemäße (Snttüitftung ber 3J^enfd)en!räfte tierbeiju^ 
 füllten, ^ie nämliche £ogi! unb 5Dlgeri(f)tig!ett, bie l^inficötli(^ ber allmä^Iigen 
 ^itbung ber ntenfcftti(^en ^anb, int ßaufe ber gefc()i(ì)t(i(f)en (Sntiütcflung ftatt- 
 gefunben, finbet aurf) ^taü für alle übrigen Organe ber ©inneè- unb ber 
 ßJeifteefräfte. 
 
 ^ie bièl^er gema(^ten ^erfuc&e int ^inbe§alter , bie primitiöen S5e- 
 fc^äftigungen be§ Kulturleben^ auefül^ren gu laffen, lüie fie tirva int B^lobinfon 
 bargeftellt finb, l)at feinen ©rfolg gel^abt. ®a§ fül^rt gu ni(f)t§ al§ (Spielerei, 
 bie ivoU ^ier unb ha im l)äu§lirf)en Seben il^ten $la^ beim ünblid^en 
 ©|)iel finben barf uitb moljl ftetè gefunben i)at, burd) Koc^enf fielen, buttern, 
 ^^«l'^^niüäfcöß li- ^9^. m., niemale aber fann baburcö ber ©ebanfe öermirflii^t 
 loerben: ber K'inb^eit hu erften Kulturftufen ber SCRenfc^l^eit bur^laufeu p 
 laffen. (S§ l^anbelt fid& mdji barum, bie fpe^iellen 5lrbeiten |)robuäiren p 
 laffen, fonbern barum: hai ^Ì2 fämmtli(^en Kräfte unb Einlagen öon üöxptv 
 unb ÖJeift hk normale ©nttoicflung erbalten, bereu fie fä^ig finb, mtb gmar 
 Quf bem für^eften SBege. 
 
 @§ ejiftiren unbebingt folgerichtige Uebung§mittel, meiere g. ^. 5lugc 
 unb D^r boin erften ©eben unb §ören an, ben graben rid^tigen SSeg p 
 ii^rer itormaleu unb unuttterbro ebenen (Sntmidlung fül^ren. ^a§ nämliche muß 
 feine ^Inmenbung auf alle übrigen Organe finben fönnen. Sft ber 2Beg p 
 biefer normalen ©ntmidlung ber 9J^enf(i)en!räfte für ein einzige» Organ ge= 
 funben, fo ift er e§ auà) für alle übrigen, ^enn bie babinfübrenben äJ^ittel 
 fönnen nur auf ©efeèlic^feit berufen, morauf alle ^ntmid lung ber Statur 
 itnb be§ ©eifte» beruht. Sft mithin biefe (Sefe^lit^feit entbedt , fo giebt fie 
 unb fie allein ben Seitfaben für bie anpmenbenben WitttL 
 
 Sitfofern nun biefe öon gröbel gefunben finb, fo finb biefe auà) nad) 
 feiner 3}^etl)obe angumenben; nid)t p gerftüdeln, fie in il^rem Qi^fcimmenl^ange 
 p belaffeu uitb nid)t ztwa fogenannte „SSerbefferungen" einfüliren §u molleu, 
 mie bie ©uperflugl^eit manner Vertreter bie§ bereite t)erfud)t. ^ie für (Sin=^ 
 5elne§ mijglic^en ^erbefferungen in ber 5^raji§ finben ficb int Saufe ibrer 
 ^nmenbung bon felber, ol)ne ha^ baburd^ gegenwärtig ba§ 35erftänbni6 be§ 
 gan^eu (Sräiebung§geban!en§ beeinträd)tigt mirb, meld)er jebeitfallS öon hzn 
 fogenannten S^erbefferern nid)t o er ft a üben ift. 
 
 ^ie öon grobel angegebenen SJ^ittel pr Hebung eine§ jeben menf^li^en 
 
 Orgaue, erfüKen gugleicb bie 35ebingung aller finblic^en S3efcöäftigungeu, einmal 
 
 baburc^, ha^ fie in bie gorm be§ 'BpxzUè ober ber Unterbaltung eingefleibet finb, 
 
 unb bann, ha^ fie ein ^)?efultat, ober ein $robuct l^interlaffen. ^ieS lettere ift öon 
 
 I ^xo^ex SSi^tigfeit, eè liefert nid)t nur ha^ äl^ittel, bem Kinbe bie S3efc^äftigung 
 
— 9 — 
 
 ticB ^u mad)eii, i^m @elegeni)eit ,^u bieten für ^^nbere ,^it arbeiten, um fie §u 
 erfreuen unb bannt eine erfte 'ipf(i(f)terfüllunfl Iierbei p füllten, e§ bietet i^m 
 gugtei^ (SJegenftänbe , tuelc^e iW fein können bor ^lugen fül)ren, i^ni eine 
 ^^orftetlung geben öon bem, \m§> e§ p (eiften üermag. ^iefe Seiftunggfä^igMt 
 aber bitbet bie erfte (55runb(age für hk fittUAe SBürbe. dagegen füT^rt bIo^e§ 
 frül^eS Sßiffen nur 5U Uxd)t gn @ite(!eit unb ^nntafeung, mie fie in ber gegen- 
 iüärtigen Sugent) unöerfennbar l^erbor tritt, ©rft menn SSiffen unb können 
 mit einanber öerbunben finb, n)irb ba§ bererfitigte (5eIbftgefülE)I gevüeift, bie 
 ^afig ber d^l^arafterbilbung. 5Da§ können forbert Qeit unb 5lnftrengung — 
 haè blofee SBiffen n»eit lüeniger — unb ift ba^er ba^u geeignet, bie fitt(id)en 
 Gräfte gu ftärfen. 
 
 ein gleic^eg beirirft ba§> STurnen, tüelrfiee ebenfalls hk Uebung ber 
 '^In^Mn gefe^li^ p regeln erftrebt, mt e§ grobe!» Uebungen für bie @eifte§* 
 fräfte beipir!en foKen. ^a§ beim turnen noè) ni^t erreidjt ift : biefe Uebungen 
 für :pra!tif(i)e 5Crbeit fruditbar p mad)en, Sf^efultate berfelben p erlangen, ha§> 
 leiften bagegen bie betreffenben Hebungen ber ^inbl^eit, wie fie bon g^röbel 
 geregelt finb. @ie bilben in Sßal^rljeit ein |jra!tifc^e§ Softem, ha§> man fid^ 
 ^üten foK burd^ mitlfü^rlic^eg (Singreifen p gerftören. ®ie ^^ernad^täffigung 
 aud^ nur einer öon ber 9Zatur gegebenen Anlage öer^inbert bie l^armonifi^e 
 ?tu§bi(bung beè gangen SD^enfc^eniüefene. (Selbftöerftänblic!) innerhalb ber 
 (^rengen ber 9JÌDgH(^!eit, für bag no c^ fo unöolüommene, berSünbe unter- 
 worfene ^enfd)emr)efen. 2öenn öon @rgiel)ung bie 9iebe ift, fo !ann ftet§ nur 
 öon relatiöer ^ollfommen^eit ai§> bereu Qiel bie 9^ebe fein. 
 
 SebenfallS ift e§ öon nid)t geringer S3ebeutung, roenn ein eräiel§lid)er 
 £eitfaben gefunben ift, »elc^er ber ©rfal^rung entnommen, ber (Srfa^rung, \ü^ld)^ 
 bie ©ntujidelung ber menfd)(ic^en ©attung barbietet unb burd) wdäjt allein 
 ein fid)erer 3J?a^ftab für naturgemäße ©rgie^ung p geiuinnen ift. 
 
 3ebe ^Ibioeic^ung oom gefe^licften $fabe fü!^rt gum Ungefeèlid)en, fü^rt 
 überl)au^t ba§ SJJenf^enmefen §um 33öfen ober pr Slbmeic^nng öon bem il§m öon 
 @ott unb Dlatur angeujiefenen 2Bege. Unb bal)in fü^rt and) jebe ni^t 
 gebraud)te l^raft. ^enn alle Gräfte finb bagu beftimmt, geübt unb bamit 
 entiüidelt p werben. ©0 fül)ren hk n\ó)t gebraud)ten Gräfte ober bie unbe= 
 nufeten Ä\äfte haè junge ^inb §um SD^üfeigfein, ba§> S^j^üfeigfein bringt aber nid)t 
 nur Langeweile, htn geinb aller Stugenb, e§ treibt ba§ Äinb p nieberem 
 ©enieèenmollen, gum bloßen ^innengenuß, o'^ne ^H^ittliütigfeit ber @eifte§!räfte. 
 Unb nìéji nur biefe§ ift ber gall für ^inbljeit unb Sugenb, felbft für hk 
 fpäteren Salire fül)rt ber SlRüßiggang befanntlid) gu allen möglii^en Saftern 
 unb wem ift e§ nid)t befannt, ba^ müßige ^inber ftet§ p effen öerlangen? 
 ^l^dtigfeit ift nid^t nur ein S3efferung§mittel für Verirrte unb S5erbrecfter, fie 
 ift bie notlimenbigfte S3ebingung für alle unb jebe ©ntmidelung be§ 9}lenf(^en= 
 mefenè unb namentlid) für bie (Sntmidelung pm @uten, pr ©ittli^!eit. D^ne 
 Z^nn unb §anbeln, ol^ne ^flid^tübung unb 5lnftrengung wirb ber fittlic^e 
 
— 10 — 
 
 ß;^Qrafter nicl)t entiuirfett, hk blofee (£in{ic^t beè (tuteli, mie òk 8fl)u(e jte ^u 
 geben beftrebt ift, Vermag bkv nid)t. 'ùlìéjt ba§> @d)uta(ter ber ^tnber ift bie 
 iüic^tigfte 3eit 511 beren fittlitfier (Sr§ief)ung, fonberu ba§ 5(Iter Uov ber (Scftute, 
 IDO bie erften ^eime gelegt unb gepflegt merbeit muffen. 9^ad) grbbel ift ber 
 5(nfang, bie frül^efte ©ntmiifeInngSftufe, bie ii}id)tigfte. 5Daì)er finb anc^ bie- 
 ienigen feiner ©pielmittel , melile bie erften beiben SebenSjaì^re berüdfit^tigen, 
 ì>k micfttigften in ber ^Intüenbnng, nnb man foli fid) l)üten, gerabe biefen Anfang 
 iDÌ(l!nl)r(i(^ erfe|en ober änbern gu trollen, haè inäre ein öölligee 9JäBöerftei)en 
 ber ganzen gröbelfc^en 3bee. ^ie foIgerid)tige ^Inmenbnng Bewirft eine ftjfte* 
 matifc^e 33ilbnng ber ©inne nidit nnr, fonbern §ngleic^ bie Uebnng ber ©eifte§= 
 !räfte. Unfere gan^e StuÜnv ift ja gleichfalls ba§ fRefnItat öon (Srfinbnngen 
 nnb (^ntbednngen in ber ^or^eit. 
 
 @§ fommt jeboc^ auf bie 5trt ber ^l)ätig!eit an, blog mec^anifcbe ^e- 
 fdjäftignng, mie man fie innge tinber gemi^^nlic^ an§fü^ren lä^t, mie g. S3, 
 in S3ema^ranftalten , bnrd) i)a§> fdiäblic^e ßliarpiesupfen, einen ^^ah^n burd) ein 
 £öp|)cften gieljen laffen, ol)ne hai ®i^foIg prüdbleibt, gar ba§ leibige «Striden 
 junger ^inber u. b. g. m. tijnnen nnr ba^^u bienen, bem Äinbe bie 5lrbeit ju- 
 lüiber 5n machen, abgefe^en Don anberen ^^ac^tl^eilen. 
 
 ^ie erjiel^Iic^e 5lrbeit mu^ ftet§ :|:}robuctit) fein, ein Df^efnltat bringen, 
 beffen ©rreic^ung erftrebt mirb unb erfreut, ©ie muß bie {)ö^eren @inne unb 
 öor allem ben @d)önll)eitefinn meden unb bilben, um ba^ Witkl gu ge- 
 mbtnen, ben nieberen ©enüffen Iiöl^ere al» @egengemid)t gu geben, bnrd) 
 bie erften 5lnfänge !ünftlerif d)en (Schaffen!. ®a§ mill fagen, òù^ hk 
 Xl^ätigfeit mäjt in bloßer 9^a(^ai^mung beftel)en barf, fonbern mel^A ober meniger 
 eine freie mirfüd) felbftt^ätige fein muß, ol^ne gegebenes ^^orbilb, ber ünbüc^en 
 $]^antafie entf|)rnngen. 
 
 ^a§ aber ift mit ben bisheriger SJtitteln nid)t erreid)bar. 
 (Ss beburfte einer neuen ^rfinbung, einer W^il)oh^, p bem Qmed, unb 
 biefe 9J^et^obe ift eS, mel^e gröbel gefunben l)at. Tlan muf3 fagen, gefnnben 
 l^at, benn eS ift bie SJ^etftobe ber D^^atur felber, fie bebingt bie ^(nmenbung beS 
 namli(^en ©eftaltungSgefe^eS, me(d)eS biefe befolgt. 
 
 ^aS (5^efefe, nad) meldiem bie ©pinne il)r D^efe mit öollfter (Sbenmägig* 
 feit mebt, bie 33iene i^re ^elle mit matl)ematif^er @enauig!eit baut, eS iftbaS 
 ©efe^ aller Slljätigfeit überhaupt, nad) meld^em ^()ei(e ^^n einem ^an^^en äu- 
 fammen georbnet merben, ober and): nad) bem bie ©üeberung im organifc^en 
 Seben öor fid) gel)t. ®S ift gemiff ermaßen ber ©c^lüffel äum organifiren. 
 Sebe l)erüorbringenbe Xftätigfeit bebingt in gemiffem @inne ^n organifiren, 
 b. l). ftoff(id)e ^inge p oerbinben, ober ju oerfnüpfen, um ein gemoIIteS 
 fHefuttat p erreid)en. ©lei^öiel ob biefeS S^tefnltat hen ^an eineS §anfeS 
 ober ein MeibungSftüd , ober etma eine felbfterfunbene (Stiderei gumege bringt, 
 menu nur ber 5lrbeiter gngleid) ber .Q3aumeifter ober ber (Srfinber ift, unb nid)t 
 ben ^orfc^riften eines anberen, fonbern feiner eigenen Eingebung folgt. 
 
11 
 
 (8o öermaß haè Äinb fein ^apierbtättc^eii ,^u einer fHojette, eine 
 Stern, ober einer fünftigen gorm gn geftalten, tvit fie feiner ^^antafie bo 
 fcStoebt, ober irgenb ein 9}^ufter gu f(ecf)ten, ober eine g^igur mit Stäbchen oi 
 Xäfelc^en §n legen, o^ne bagn anbereS ^n bebürfen at§ bie S3enuèung Ì 
 gegebenen ^?aterial§ nad) ber ibm befnnnten dienti ber.^eftattnng, ol 
 gormenbilbnng, oI)ne eines S5orbi(be§ §n bebürfen, melc^eS eè nad)äna!^men ftt^ 
 
 tiefes freie ©diaffen ober (^rfinben märe nnauefül}rbar für bie fcÉ)rt)a(^ 
 ^inbeefräfte, ba^ ^erftänbnife ber an^ntoenbenben Siegel nnmögli^, märe b!i 
 te|tere nic^t jebem ÄHnbe eingeboren, al§ ©efe^ ber geftaltenben ^^ätigfeit ei 
 geboren, mie bent 3nftin!t ber ©l^inne nnb ber S3iene, meiere banad^ mi 
 unb haut - 
 
 Wan fomite bie ©rlenntnife biefer ^I)atfad)e eine (^ntbednng über b 
 äJ^enfcftenmefen nennen. S3eftreiten lägt fie fic^ m6)i mel)r, fobalb be§ ^inf 
 ^^nn nnb beffen ^^5robuctionen ben ^emeiè bafür liefern. SDiefe finb !eirf 
 meife ergmnngen, tonnen gar nid)t er?^mungen merben, meil fie beni Ünblicl 
 @^iel, ber ünblii^en Snft nnb grenbe x])x ®afein üerban!en. 9^nr bann, me 
 bie SQ^et^obe nic^t oerftanben , balder i^re fRegel nid)t angemenbet mirb , ft 
 beffen bto^e D^ad^a^mung , mei^anifcfteg 9^ad)bilben ftattftnbet, nur bann !a 
 ö.on S^i'txng, oon Hnftrengnng unb bamit oon 9'kd)tiöeit bie S^ebe fein. $ 
 fällt jeboc^ ni^t ber 502et^obe felbft, fonbern bereu öerfebrten 5lnmenbung i 
 Saft, mie bu% noc^ in gal^lreic^en ^inbergärten öorfommt, meil beren Seiterim 
 hxt «Sac^e nid)t mirflic^ gelernt, nur äu^erlic^ nac^geniad)t l)aben. 
 
 @g ift nic^t etma nöt^ig, bag bie Leiterinnen üon ^nftalten unb X 
 ^inbern in ber gamilie, ben inneren Äern, bie ©runbibee be§ (S^ftem§ in x^x 
 gangen Umfange oerfte^en muffen — ba% märe üon (Seiten junger SO^äbd 
 unmöglid)! ~ <3ie muffen jebod) bu 9J?et^obe unb beren ^luSfül^rung gele 
 unb öerftanben l)aben, menu bie ©rfolge berfelben erreid}t merben follen. ^ 
 ben ßel)renben ift e§ bagegen unumgänglid) p forbern, bafe f^^ ^w^i*^ìc()en' 
 ^erftänbnig ber gri)belfcöen @rnnbibee befi^en. ^afe biefeè no(^ in 1 
 meiften fällen nid)t öor^anben ift, ba^ ift bie l^auptfäc^liri^fte Urfa(^e, ho^ 
 ^Inmenbung ber bebeutenben ergielili^en (Srfinbung nod) fo unüollfommen 
 bie bafür ma^gebenben ©eifter unb ^^lutoritäten i^r nod) nic^t bie gebüi^re 
 333ürbigung gu ^l^eil merben liefen, unb fie beSljalb nod) nic^t ixx allgemei 
 5lnmenbung gelangen fonnte. 
 
 ©ine anbere Urfac&e beè nod^ fo geringen 35erftänbniffee ber gröbelfc 
 @rgiel)ung§ibee liegt barin, bo!^ man biefe mit ^^eftaloggiS 3bee sufammen m 
 unb meint: ba^, meil gröbel mit beffen I)auptfä^lic^ften ©runbfäeeu über« 
 ftimmt, ßinfid)tlic^ be§ @cöulunterrid)t§, unb meil ^eftaloggi mand)e ber erg 
 Ixéiixx ^nfd)auungen gröbele t^eilte, unb in feiner SBeife au§gefprod)en \)(ii 
 fönne man gröbel nur al§ Sünger nnb 9^ac^folger ^eftaloggiS anfe^en, c 
 niciit etma ale ben Präger einer neuen ^bee, 
 
— 12 — 
 
 éjtobel jelber pflegte in biejer ^eaiel^ung p jagen: „$efta(oààt ging 
 g UDII ber äußeren Dlutl^ ber ^oIMtaffen uub forberte beè^alb beffere ^e«^ 
 )rung unb ^Vorbereitung jnni 33rotertt)erb für biefe. Sd) bin öon entgegen» 
 fester @eite ausgegangen. Dlic^t öon ber äußeren 9^otl), fonbern bon ben 
 teren S3ebingungen be§ 9)^enfc^enn)efen§, üon einer 3 bee über bie 30^enfci|en=' 
 fiel^ung." ©r pflegte bem I^in^upfügen : „Man foil neuen SSein nicftt in 
 :e ©(^tändle füllen!" 
 
 Unb barin liat er rec^t. ^iefeè 3"f^"^w^ßJii^^^'f^it öon gröbel unb 
 ftaloggi l)inbert me^r ale alles anbere, ha^ ^röbelS 3bee öerftanben loerbe. 
 efer 3rrtl)um ge^t öielfat^ öon ben M)rern aiVè, wéidjt ^eftalog^i kennen 
 D aniüenben, gröbel aber nod) nid^t genügenb fennen. 
 
 ^er Unterfc^ieb gmif^en biefen beiben legten ^äbagogen öon 33ebeutung 
 )t fc^on allein barane ^erüor: ha^ n)äl^renb ^eftalo^gi feine er^ie^lidien 
 unbfäee üornel^mlid^ auf hk 3al)re be§ (Sc^ulbefuc^è unb be§ eigentlichen 
 tterrid)t§ für ^inb^eit unb Sugenb amoenbet unb biefen le^teren burc^ 
 le 5lnf(^auungSmeti^obe naturgentäf3er geftaltete, gröbel fii^ bagegen 
 :ne]èntlic^ mit bem ^Iter öor ber «Schule unb mit ber meibli^en ^ilbung 
 (^ ber ©d)ule befc^äftigt, um bie lettere bal^in gu reformiren, i>a^ ber 
 gemeine er^iel^lic^e Seruf be§ toeiblic^en Ö5efd)le(|t§ , als SD^ütter unb 
 iiel)erinnen, bie i^m gebül^renbe S3erüdfic^tigung öon (Seiten ber @(^ulc unb 
 ir anberen @räiel)ungSfa!toren erhalte. Unb meil bem fo ift, fo fiaben bie 
 irer in $eftalo§gi i^ren er^ie^lii^en $rop^eten ^u begrüben unb bie grauen, 
 äJ^ütter ben il^ren in O^röbel §u feigen. 
 
 ^Ilfo gröbel befd)äftigt fid) l)au|)tfä^li(^ mit benienigen eràiel^lic^en 
 iten, meld) e $eftalo^äi unberüdfid^tigt geloffen, mäftrenb er ben 5(nfd^auungS» 
 errieft in @(^ule unb .^auS bal^in erweitert, ba^ er p ber ^nfc^auung nod^ 
 ®ar fiel lung Ijinpfügt, b. 1^. bajs er fid^ nic^t mit ber blofeen Hnfc^auung 
 pr ^ele^rung bienenben ©egenftänbe begnügt, fonbern me^r ober weniger 
 m §ert)orbringung burc^ eigene Arbeit forbert, unb namentli(^, ha^ er bie 
 ijenbung eineS principe, pm Qtved eigener (Srfinbung, ermöglid)t, 
 c^e ben Unterri(^t mit einer mir!li(^ fd^affenben ^^ätigfeit öerbinbet. 
 :fe fd)affenbe X^ätigfeit l)at il)re l)ol^e Sebeutung nod) befonberS barin, bafj 
 lit ein TOttel gefunben ift, bie inbiöibuelle Begabung ber ^inber in 
 n fleinen ^robuftionen er!ennen gu lonnen, benn jebeS frei geft^affene SBer!, 
 1 ober gro^, trägt ben Stempel feines Url)eberS, mie jebeS ^unftmer! bieS 
 eift. ^urc^ baS frü^e @r!ennen ber ünblid^en Einlagen unb Steigungen aber 
 t ber !ünftige S3eruf bemgemä^ beftimmt merben, unb berart bie erfte ^e- 
 jung für !ünftige 33efriebigung unb 2öol)lfein ber 9}Jenfd)en gewonnen 
 ben. 
 
 ^eftalog^iS ^rbeitSübungen betreffen bagegen rein medianifc^e 5(rbeiten. 
 i einer Uebung ber intellectuellen Gräfte burd^ bie ^2lrbeit felber ift 
 il^m nod) feine 'ìRtòt. 
 
- 13 — 
 
 8c^on an^ ben Dorftel^enben 5(nbeutungen gel^t ber gro^e Unterfd^ii 
 ber S3eftrebuiigen unb ber Sbee beiber $äbagogen l^eröor. 'Bit ergänze 
 fic^ getpif jermajsen , geilen jebocft öon gätt§Uc^ öerfc^iebenen ®efi(^t§^un!ten au 
 ^eè^oIB (affé man einen Seben für ficf) gelten unb kl^anble i^re Sbeen ut 
 ©runbfaèe ebenfaKè für firf), bamit enbticft einige ^larl^eit über i^re gegei 
 feitige @tel(ung eintreten !önne. 
 
 ^ie ÖJegentüart erforbert gang auSbrüdlici), ha^ bie unerl^örte (Sinfeitij 
 feit unferer (Srgiel^ung bnri^ au§fd^(ie§li^e 3K o r t Belehrung ober Unterrid^ 
 il^re ©rgänpng erliatte bur^ ]§crt)oröringcnbc 3lrbcit, b. ^. burd) Uebungj 
 ber geiftigen unb förderlichen Gräfte gugleic^, fóoburc^ b( 
 ^OJenfc^enfóefen in feiner Totalität erfaßt unb eine moglit^ft l^annonifrf 
 S3i(bung beffelben erreid)t werben fonne. ^ie§ aber fteijt nur gu errei(^ei 
 burc^ eine er^ieljlic^e ©runblegung in ben erften Sebeneja^ren ber àinber. 9Zi 
 baburc^ ift e§ möglid), bie filatere Ueberanftrengung ^u öermeiben, infofex 
 bie üon 5(nfang an gebilbeten unb geübten Drgane ftärfer finb, ale bie be; 
 3ufall überfaffenen r itnb über^au^t ha§> mxtiià) benfenbe £ernen üorbereiti 
 unb bamit erleichtert mirb. 
 
 SD^el^r aU [e laffen \xà) bie traurigen folgen ber p frül^en unb § 
 grolen ^Inftrengung in fo Dielen bleichen unb müben ^inbergeftd^tern erfennei 
 in ber ber ^inbl^eit fo unnatürlichen ©(^laffl^eit unb Unluft gur X^ätigfei 
 toenn nic^t gar Seben§überbru§ fi(^ einftellt. ^ör:perli(^e ^raft unb g^rifdf 
 ttjirb immer meì^r untergraben burd) ben 9}?angel an ÖJleid^gemic^t gmifc^e 
 geiftiger unb förderlicher ^ptigfeit, burc^ ha§> gu üiele «Stillefi^en öon frü]§ au' 
 
 ©obalb baè Witid gefunben, ein feftereS gunbament für bie geiftige 
 Gräfte unb Einlagen felbft fc^on öor bem ©(^ulalter p legen, hu Organe a 
 ftetige unb leichte Hebung öon öornfterein gu getüö^nen unb fie p fd^neHerei 
 5(ufnel)men ^u befähigen, fo ift bamit auc^ ein «Heilmittel gegen bie ftattfinbenb 
 Ueberanftrengung gefunben. 
 
 (So lange man eine fold)e in 2[öal)rleeit naturgemäße (Srgie'^ung, mi 
 i^xöhtU Sbee unb SOietljobe fie anbal^nt, prüdireift, fo lange ift fein §eil fü 
 ^inbl^eit unb Qugeub gu ermarten unb me^e ber ©efeUfc^aft ber ^itfunft, rtjen: 
 no(^ lange gezögert mirb, bie ergiefilic^en Srrtl^ümer l^inmeg ^u räumen. 
 
3)rucf t»on Söebeu & SSeibemcljcr in Gaffel. 
 
'garloD li Ciiiii 
 
 ilu, 
 
 SUPPIL.EMElSrT-ISri:Lmber One. 
 
 I. POETRY IN CHILD CULTURE. 
 
 By Miss Lucy Wheelock. 
 
 IL STORY TELLING TO CHILDREN. 
 
 By Mes. Maey Peabody Mann. 
 
 Eei3ubli.shed from Barnard's American Journal of Education. 
 Price, 15 cts. • 28 Main Street, Hartford, Conn. 
 
[Reprinted from Barnard^ s American Journal of Education for 1883.] 
 
 POETRY IN CHILD CULTURE 
 
 BY MISS LUCY WHEELOCK. 
 Kindergartner in Chauncy-Hall School, Boston. 
 
 INTRODUCTION. 
 
 One of the most important factors in the culture of little chil- 
 dren, in developing a love for the good, the true, and the beauti- 
 ful, and in making real the "Heaven which lies about us in our 
 infancy," is the judicious use of the best poetry suited to their 
 comprehension. 
 
 The love for words in rhythmic form is universal among all 
 children. What child has not been entertained and delighted 
 with Mother Goose and other nursery melodies ? These have 
 their use in the satisfaction they give, and pave the way for the 
 formation of a poetic taste; but children of the kindergarten age 
 can appreciate something better if it is properly presented. 
 
 No work in the kindergarten should be isolated; but a vital 
 connection should exist between the different exercises. When 
 poetry is to be used, it should treat of facts and objects which 
 come within the horizon of the child's little world, and the 
 stories, songs, and conversations of the week should have refer- 
 ence to the subject selected. The suji, the moon and stars, 
 flowers, birds and other animals, — all the things about him in 
 which the little explorer into the world's mysteries has such a 
 deep interest are proper subjects for the poetry lesson. 
 
 When children come together in a kindergarten for the first 
 time, and begin to understand their relations to each other, and 
 to get an idea of their growth in the sunlight of love, which 
 makes the atmosphere of this garden for children, it is most 
 natural to talk of the sun which shines to make all the flowers 
 grow and to fill their hearts with happiness. Perhaps they will 
 learn to sing, " This is the way sunshine comes down," or 
 " Good morning, glorious sun," and when " story morning " 
 comes, the fable of the " Sun and the IVincV^ may be told, then 
 the following poem may be repeated to them, and after a few 
 recitals they are ready to join in : 
 
POETRY IN CHILD CULTT'RE. 
 
 SUNSHINE. 
 
 / 
 
 Good morning, merry sunshine! " I never go to sleep, dear child, 
 
 How did you wake so soon ? I just go around to see 
 
 You 've scared away the little stars My little children in the East 
 
 And hid the pretty moon. "Who rise and watch for me. 
 
 I saw you go to sleep last night, " I waken all the birds and bees, 
 
 Before I ceased my playing. And flowers on my way; 
 
 How did you get way over here, And last of all, the little boy 
 
 And wliere have you been staying? Who stayed out late to play." 
 
 This also is a good one to begin with: 
 
 Morning awaketh, darkness is gone; 
 Brightly above us, shiueth the sun, 
 Birds with their music fill the pure air, 
 Flowers their fragrance breathe everywhere. 
 
 Brightly the dewdrops spangle the grass; 
 Bees in the meadow hum as they pass. 
 All is so joyful, all is so blest. 
 Praises and joy should fill every breast. 
 
 From the German. 
 
 If too much is attempted at first, confusion of mind and a 
 distaste for the exercise will be the result. It is best to repeat 
 one poem for several weeks before a new one is given. Later, 
 when the little minds have become better trained, they will 
 grasp a fresh subject much more readily. 
 
 When the leaves put on their gorgeous autumn tints there 
 will be an opportunity for teaching this song: 
 
 AUTUMN LEAVES. 
 
 " Come, little leaves," said the wind one day — 
 " Come over the meadows with me, and play. 
 Put on your dresses of red and gold; 
 Summer is gone and the days grow cold." 
 
 Soon as the leaves heard the wind's loud call, 
 Down they came fluttering, one and all; 
 Over the brown fields they danced and ficw, 
 Singing the soft little songs they knew; 
 
 " Cricket, good-bye, we 've been friends so long. 
 Little brook, sing us your farewell song, — 
 Say you 're sorry to see us go ; 
 Ah! you are sorry, right well we know. 
 
 " Dear little lambs, in your fleecy fold. 
 Mother will keep you from harm and cold ; 
 Fondly we've watched you in vale and glade; 
 Say, will you dream of your loving shade ? 
 
POETRY IX CHILD CULTURE. 5 
 
 Dancing and whirling tlie little leaves went; 
 Winter had called them and they were content, 
 Soon fast asleep in their earthy beds, 
 The snow laid a coverlet over their heads. 
 
 This leads to talks about the wind, and Mrs. Gatty's parable 
 of the " Wind in the Garden " or the fable of the " North 
 Wlnd,^'' may be used here with the poetry, of which there are 
 various appropriate selections, as: 
 
 • THE ^A/■IND. 
 
 Which way does the wind blow. He rages and tosses \^ 
 
 And where does he go ? When bare is the tree, 
 
 He rides over the water. As when you look upward. 
 
 And over the snow. You plainly may see. 
 
 O'er wood and o'er valley, But whither he cometh, 
 
 And over the height, Or whither he goes, 
 
 Where goats cannot traverse, There 's no one can tell you— 
 
 He taketh his flight. There 's no one who knows. 
 
 O wind, where have you been The honeysuckle waits 
 
 That you smell so sweet? For Summer and for heat, 
 
 Among the violets But violets in the chilly Spring 
 
 Which bloom at your feet. Make the turf so sweet. 
 
 Christina Rossetti. 
 
 Best of all is George MacDonald's "The Wind and the 
 Moon," which has a wonderful fascination for children: 
 
 Said the Wind to the Moon, " I will blow you out. 
 
 You stare in the air 
 
 Like a ghost in a chair; 
 Alwaj^s looking what I am about; 
 I hate to be watched; I will blow you out." 
 
 The Wind blew hard, and out went the Moon. 
 
 So, deep, on a heap 
 
 Of clouds, to sleep. 
 Down lay the Wind, and slumbered soon — 
 Muttering low, " l 've done for that Moon! " 
 
 He turned in his bed ; she was there again ! 
 
 On high in the sky, 
 
 With her one ghost eye, 
 The Moon shone white and alive and plain. 
 Said the Wind, " I will blow you out again." 
 
 The Wind blew hard, and the Moon grew dim. 
 
 " With my sledge and my wedge 
 
 I have knocked off her edge! 
 If I only blow right fierce and grim 
 The creature will soon be dimiuor than dim." 
 
6 POETRY IN CHILD CULTURE. 
 
 He blew and he blew, and she thinned to a thread. 
 
 " One puff more 's enough 
 
 To blow her to snuff! 
 One good puff more where the last was bred, 
 And glimmer, glimmer, glum, will go the thread! " 
 
 He blew a great blast and the thread was gone, 
 
 In the air, nowhere 
 
 Was a moonbeam bare; 
 Far off and harmless the shy stars shone: 
 Sure and certain the moon was gone. 
 
 The Wind, he took to his revels once more; 
 
 On down, in town, 
 
 Like a merry, mad clown. 
 He leaped and hallooed with whistle and roar, — 
 " What 's that ? " The glimmering thread once more! 
 
 He flew in a rage, he danced and blew; 
 
 But in vain was the pain 
 
 Of his bursting brain; 
 For still the broader the moon scrap grew, 
 The broader he swelled his big cheeks and blew. 
 
 Slowly she grew — till she filled the night. 
 
 And shone on her throne 
 
 In the sky alone, 
 A matchless, wonderful, silvery light. 
 Radiant and lovely, the queen of the night. 
 
 Said the Wind, " What a marvel of power am I, 
 With my breath, good faith! 
 I blew her to death — 
 First blew her away right out of the sky. 
 Then blew her in; what a strength am I! " 
 
 But the Moon she knew nothing about the affair, 
 
 For high in the sky. 
 
 With her one white eye, 
 Motionless, miles above the air. 
 She had never heard the great Wind blare. 
 
 This is above the comprehension of the youngest children, and 
 probably none of them will detect the inner meaning; but they 
 are pleased with the spirited story, and later the significance 
 may dawn upon them. 
 
 Every child has pretty little fancies about the moon and the 
 stars. Mrs. Folien has embodied one of them in the following: 
 
 THE MOON. 
 
 Dear mother, how pretty the moon looks to-nightl 
 
 She was never so cunning before: 
 Her two little horns are so sharp and so bright, 
 
 I hope she '11 not grow any more. 
 
 i 
 
POETRY IN CHILD CULTUIIE. 
 
 If I were up there with you and my friends, 
 
 We would rock in it nicely, you see; 
 We would sit in the middle and hold hy both ends, 
 
 Oh what a bright cradle 't would be! 
 
 We would call to the stars to keep out of the way, 
 
 Lest we should rock over their toes, 
 And there we would sit till the dawn of the day, 
 
 And see where the pretty moon goes. 
 
 And there we would rock in the beautiful skies, 
 Or through the bright clouds we would roam. 
 
 We 'd see the sun set, and see the sun rise, 
 And on the next rainbow come home. 
 
 Here is another pretty fancy : 
 
 AT THE WINDOW. 
 In and out, in and out. In and out, in and out, 
 
 Through the clouds heaped about. Wanders the bright moon. 
 Wanders the bright moon. In and out, in and out. 
 
 She will find it soon. 
 
 What she seeks I do not know. There she comes! as clear as day, — 
 
 Where it is, I cannot show; Now the clouds are going away; 
 
 t am but a little child She is smiling I can see, 
 
 And the night is strange aud wild. And she 's looking straight at me. 
 
 Pretty moon, so bright and round. 
 Won't you tell me lohat you found? 
 
 " TwinMe, twinJcle, little star " is a great favorite. 
 
 Twinkle, twinkle, little star; In the dark blue sky you keep, 
 
 How I wonder what you are ! And often through my curtains peep ; 
 
 Up above the world so high, For you never shut your eye 
 
 Like a diamond in the sky. Till the sun is in the sky. 
 
 When the glorious sun is set, As your bright and tiny spark 
 
 When the grass with dew is wet. Lights the traveler in the dark, 
 
 Then you show your little light. Though I know not what you are 
 
 Twinkle, twinkle, all the night. Twinkle, twinkle, little star. 
 
 Jane Taylor. 
 Perhaps the children will also like this: 
 
 What do the stars do 
 
 Up in the sky, 
 Higher than wind can blow 
 
 Or the clouds fly ? 
 Each star in its own glory 
 
 Circles, circles still; 
 As it was lit to shine and set 
 And do its Maker's will. 
 
 Christina Rossetti. 
 
 Children are naturally religious and anything which appeals 
 to the devotional side of their natures, they will readily receive. 
 
 vXv^ 
 
 V 
 
8 POETRY IX GUILD CULTCKE. 
 
 The following poem always makes a deep impression: 
 
 HARK! HARKT 
 Harl^! hark! my children, hark! 
 When the sky has lost its blue, 
 What do" the stars say in the dark ? 
 "We must sparkle, sparkle through." 
 
 What do the leaves say in the storm, 
 Tossed in whispering heaps together ? 
 
 " We must keep the violets warm. 
 Till they w^ake in fairer weather." 
 
 What do little birdies say, 
 
 Flitting through the gloomy wood ? 
 '* We must sing the gloom away; 
 
 Sun or shadow, God is good." 
 
 During the fall some child will probably bring a chestnut burr 
 or a nut of some kind, which will lead to conversations and 
 stories about these hard fruits of the trees. Björnsteine Björn- 
 son has a pretty little thing which is very apropos. 
 
 THE TREK. 
 
 The tree's early leaf -buds were bursting their brown; 
 
 " Shall I take them away ? " said the frost, sweeping down. 
 
 " No, leave them alone, 
 
 Till the blossoms have grown," 
 
 Prayed the tree while he trembled 
 
 From leaflet to crown. 
 
 The tree bore his blossoms and all the birds sung. 
 
 " Shall I take them away ? " said the wind as he swung. 
 
 "No! leave them alone. 
 
 Till the berries have grown," 
 
 Said the tree, while his leaflets quivering hung. 
 
 The Tree bore his fruit in the midsummer glow; 
 
 Said the girl, " May I gather thy berries now ? " 
 
 " Yes, all thou canst see; 
 
 Take them, all are for thee," 
 
 Said the tree, while he bent down his laden boughs low. 
 
 If an acorn is brought and talked about, this old poem may 
 be taught: 
 
 LITTLE BY LITTLE. 
 "Little by little," an acorn said, 
 As it slowly sank in its mossy bed, 
 " I am improving every day, 
 Hidden deep in the earth away." 
 Little by little each day it grew; 
 Little by little it sipped the dew; 
 
POETRY IN CHILD CULTUKE. 9 
 
 Downward it seut out a threadlike root; 
 
 Up in tiie air sprung a tiny shoot. 
 
 Day after day, and year after year, 
 
 Little by little the leaves appear; 
 
 And the slender branches spread far and wide, 
 
 Till the mighty oak is the forest's pride. 
 
 Far down in the depths of the dark blue sea 
 An insect train works ceaselessly; 
 Grain by grain they are building well, 
 Each one alone in its little cell; 
 Moment by moment, and day by day, 
 Never stopping to rest or play. 
 Rock upon rock they are rearing high, 
 Till the top looks out on the sunny sky. 
 The gentle wind and the balmy air, 
 Little by little bring verdure there; 
 Till the summer sunbeams gayly smile 
 On the buds and flowers of the coral isle. 
 
 " Little by little," said a thoughtful boy, 
 " Moment by moment, I '11 well employ. 
 Learning a little every day, 
 And not spending all my time in play. 
 And still this rule in my mind shall dwell, 
 * "Whatever I do, I will do it well.' 
 Little by little I '11 learn to know 
 The treasured wisdom of long ago; 
 And one of these days perhaps we '11 see 
 That the world will be the better for me." 
 And do you not think that this simple plan 
 Made him a wise and a useful man ? 
 
 A lesson upon coral should be given before teaching the sec- 
 ond stanza, and the whole subject of coral formation be made as 
 clear as possible. None of it is suitable for the youngest chil- 
 dren in the kindergarten. 
 
 I have a little Thanksgiving hymn by Mrs. Dodge which can 
 be used at that season, if desirable. 
 
 Can a little child like me For the fruit upon the tree, 
 
 Thank the Father fittingly ? For the birds that sing of Thee, 
 
 Yes, oh yes! be good and true, For the earth in beauty drest, 
 
 Patient, kind in all you do; Father, mother, and the rest, 
 
 Love the Lord and do your part. For Thy precious loving care, 
 
 Learn to say with all your heart: For Thy bounty everywhere, 
 " Father in Heaven, we thank Thee. Father in Heaven, we thank Thee!" 
 
 In choosing our Christmas poetry we have an emharras des 
 richesses. One of the prettiest of the carols, " Cheeril}'^, Cheer- 
 ily, sing we all," is sung everywhere and is familiar to every one. 
 
10 POETRY IN CHILD CULTURE. 
 
 Another, not so common and very popular is: 
 
 THE CHRISTMAS TREE. 
 Gather around the Christmas treo! Gather around the Christmas tree! 
 Ever green have it branches been, Tapers bright in the branches light, 
 It is king of all the woodland scene; Till oiu" eyes all shine at the goodly sight; 
 For Christ, our King, is born to-day. For Christ, our light, is born to-day, 
 His reign shall never fade away. His glory ne'er shall fade away. 
 
 Gather around the Christmas tree! Farewell to thee, O Christmas tree! 
 Every bough bears a burden now, Thy part is done, and thy gifts are gone. 
 They are gifts of love for us we trow; And thy lights are dying one by one; 
 For Christ is born, his love to show. For earthly pleasures die to-day, 
 And give good gifts to men below. But heavenly joys shall last alway. 
 
 Farewell to thee, O Christmas tree! 
 Twelve months o'er we shall meet once more, 
 Merry welcome singing, as of yore; 
 For Christ now reigns, our Saviour dear, 
 And gives us Christmas every year. 
 
 THE BLESSED DAY. 
 What shall little children bring, For Christ was born in Bethlehem 
 
 \/ On Christmas day, on Christmas day? On Christmas day, on Christmas day; 
 What shall little children bring For Christ was born in Bethlehem 
 
 On Christmas day in the morning ? On Christmas day in the morning:— 
 
 This shall little children bring " And all the bells on earth shall ring, 
 
 On Christmas day, on Christmas day. On Christmas day, on Christmas day; 
 Love and joy for Christ, their king. And all the bells on earth shall ring. 
 On Christmas day in the morning! On Christmas day in the morning. 
 
 What shall little children sing, " And all the angels in heaven shall sing, 
 
 On Christmas day, on Christmas day ? On Christmas day, on Christmas day; 
 What shall little children sing. And all the angels in heaven shall sing, 
 
 On Christmas day in the morning ? On Christmas day in the morning. 
 
 This grand old carol shall they sing, " And all the souls on earth shall sing, 
 
 On Christmas day, on Christmas day; On Christmas day, on Christmas day; 
 
 With all their hearts their offering And all the souls on earth shall sing, 
 
 bring. On Christmas day in the morning. 
 On Christmas day in the morning, — 
 
 " Then let us all rejoice amain. 
 
 On Christmas day, on Christmas day; 
 
 Then let us all rejoice amain, 
 
 On Christmas day in the morning." 
 
 CHRISTMAS BELLS. 
 This is the day that Christ was born! 
 
 Hark to the music, sweet and wild, 
 That wakens glad hearts and forlorn, 
 
 To greet the blessed Child! 
 
 O silver bells, that ring so clear 
 
 All the wintry morning gray, 
 Rouse up the sleeping world to hear 
 
 That Christ was born to-day!— 3/ar?/ E. Bradley. 
 
POETRY IN CHILD CULTUKE. H 
 
 Children often ask for a song or poem about the things in 
 which they are interested, and when the snow falls, and they 
 see the soft little flakes whirling in the air, they will naturally 
 want to learn something about them. The following little poem 
 will please the little ones with its pretty fancy: 
 
 THE LITTLE SHIPS IN THE AIR. 
 
 Flakes of snow, with sails so white, " Warmth for all the tender roots, 
 Drifting down the wintry skies, Warmth for every living thing, 
 
 Tell us where your route begins. Water for the rivers' flow. 
 Say which way your harbor lies ? This the cargo that we bring," 
 
 " In the clouds, the roomy clouds. Who 's the Master that you serve, 
 Arching earth with shadowy dome, Bids you lift your tiny sails, 
 
 There 's the port from which we sail, Brings you safely to the earth, 
 There is tiny snow-flakes' home." Guides you through the wintry gales ? 
 
 And the cargo that you take " He who tells the birds to sing. 
 
 From those cloudy ports above— He who sends the April flowers, 
 
 Is it always meant to bless, He who ripens all the fruit. 
 
 Sent in anger, or in love ? . That great Master, he is ours." 
 
 Rev. Edward A. Rand. 
 
 Or perhaps they will sing about the snow birds, or " Pretty 
 Robin Redbreast, hopping in the snoiof^ then some poetry 
 about the robin may be in place, like this: 
 
 BIRD WITH BOSOM RED. 
 
 When the winds of winter blow. But we are not left alone, 
 
 And the air is thick with snow. Though the summer birds have flown, 
 
 Drifting over hill and hollow, Though the honey bees have vanished. 
 
 Whitening all the naked trees, — And the katydids are dead; 
 
 Then the bluebird and the jay Still a cheery ringing note, 
 
 And the oriole fly away From a dear melodious throat, 
 
 Where the bobolink and swallow Tells that winter has not banished 
 
 Flew before them, at their ease. Little bird with bosom red. 
 
 Pipe away, you bonny bird. 
 Sweeter song I never heard; 
 For it seems to say: "Remember, 
 God, our Father, sits above, — 
 Though the world is full of wrong, 
 Though the winter days are long — 
 He can fill the bleak December 
 With the sunshine of his love." 
 
 We have many poems about our little feathered friends which 
 are suitable for any season of the year; but more especially 
 
12 POETRY IX CHILD CULTURE. 
 
 interesting in the spring, when they return from their Avinter 
 sojourn. Every child will delight in this: 
 
 THE SPARROW'S CHIRP, 
 
 I am only a little sparrow, I know there are many sparrows, 
 
 A bird of low degree; All over the world we are iound— 
 
 My life is of little value. But our Heavenly Father knoweth 
 
 But the dear Lord cares for me. When one of us falls to the ground. 
 
 He gave me a coat of feathers, Though small we are never forgotten, 
 
 It is very plain I know. Though weak we are never afraid— 
 
 With never a speck of crimson, For we know that our dear Lord keepeth 
 
 For it was not made for show. The life of the creatures He made. 
 
 But it keeps me warm in winter I fly through the thickest forest; 
 
 And shields me from the rain ; I light on many a spray; 
 
 Were it bordered in gold and purple, I have no chart or compass. 
 
 Perhaps it would make me vain. But I never lose my way. 
 
 I have no barn or storehouse And I fold my wings at twilight, 
 
 I never sow nor reap; Wherever I happen to be; 
 
 God gives me a sparrow's fortune, For the Father is always watching 
 
 But never a seed to keep. And no harm can come to me. 
 
 If my meal is sometimes scanty, I am only a little sparrow. 
 
 Close picking makes it sweet; A bird of low degree; 
 
 I have always enough to keep me, My life is of little value, 
 
 And •' Life is more than meat." But the dear Lord cares for me. 
 
 Another Sparrow song of a different style may be used 
 sometimes: 
 
 THE SONG SPARROW. 
 
 The song sparrow sits in a neighboring thorn; 
 
 He has toiled for his bread since the break of the morn; 
 
 And he sings us a song, a melodious ditty. 
 
 To soften our hearts and awaken our pity; 
 
 The refrain he addresses to all whom he sees, 
 
 Crying, " Bread, bread, bread, and an atom of cheese."* 
 
 He has hunted all over the garden and wood. 
 
 And cleared them of insects as well as he could; 
 
 The grub and the beetle, the chafer and fly. 
 
 He has drawn from their shelters and doomed them to die. 
 
 His task being finished, he calls lor his fees, 
 
 Crying, "Bread, bread, bread, and a morsel of cheese." 
 
 He is willing and eager to toil for his bread; 
 But we tljink of his service in days that are fled; 
 And when he appears at our door with his bill, 
 We will thank him, and pay it with hearty good will. 
 He asks for no money, but says, " If you please, 
 A few crumbs of bread and an atom of cheese." 
 
 ♦Public attention Avas first directed to these variations by Charles S. Paine of East 
 Randolph, Maaa., in the year ISoG.— Wilson Flagg, 
 
POETRY IN CHILD CULTURE. 13 
 
 But though he has done us no service at all, 
 
 When on bright early mornings we wake to his call, 
 
 So sweet are his tones and so cheerful his song — 
 
 The first and the last of the musical throng — 
 
 If, instead of bread, bread, and a morsel of cheese. 
 
 He asks us for gold, we should pay him his fees! 
 
 Wilson Flagg. 
 
 Emily Huntington Miller has some pretty poems which I have 
 used with great success, one entitled the Bluebird : 
 
 THE BLUEBIRD. 
 
 I know the song that the bluebird is singing. 
 Out in the apple-tree where he is swinging. 
 Brave little fellow! the skies may be dreary 
 Nothing cares he while his heart is so cheery. 
 
 Hark! how the music leaps out from his throat; 
 Hark! was there ever so merry a note ? 
 Listen awhile and you '11 hear what he 's saying, 
 Out in the apple-tree swinging and swaying. 
 
 " Dear little blossoms down under the snow. 
 You must be weary of winter, I know. 
 Hark! while I sing you a message of cheer, 
 Summer is coming and springtime is here. 
 
 "Little white snow-drop, I pray you arise! , 
 
 Bright yellow crocus, come open your eyes. 
 Sweet little violets hid from the cold, 
 Put on your mantles of purple and gold. 
 Daffodil! Daffodil! say, do you hear. 
 Summer is coming and springtime is here ? " 
 
 E. II. Miller. 
 
 MY NEIGHBORS. 
 
 Up in the apple-tree over the way, 
 Robin, my neighbor, is busy all day. 
 When the sweet morn is beginning to gleam. 
 Through the white blossoms he flits like a dream; 
 Trills a wild carol so mellow and clear. 
 Through all my dreaming it streams on my ear. 
 Robin 's my gardener, honest and bold, 
 Robin 's my minstrel unpaid by my gold. 
 
 Under my window where roses entwine, 
 Lives the brown sparrow, a neighbor of mine. 
 Close by the hxttice, among the green boughs, 
 Rocks like a cradle her snug little house. 
 Up in my face with her innocent eyes, 
 Looks my wee neiglibor with timid surprise; 
 Nestles a little as if she would say, 
 Touch but a feather, I 'm up and away. 
 
14 POETRY IN CHILD CULTURE. 
 
 Swallows are twittering under my eaves ; 
 Thrushes are singing among the green leayes; 
 Blackbirds are piping a musical lay, 
 Bees in the clover are droning all day. 
 Blithe little neighbors, so merry and free. 
 Sparrow and Robin and Swallow and Bee, 
 One loving Father keeps watch over all, 
 Caring alike for the great and the small. 
 
 Emily Huntington Miller. 
 
 CHERRIES. 
 Under the tree the farmer said, 
 Smiling and shaking his wise old head: 
 " Cherries are ripe, but then you know. 
 There 's the grass to cut and the corn to hoe; 
 We can gather the cherries any day, 
 But when the sun shines we must make our hay; 
 To-night, when the work has all been done, 
 We '11 muster the boys for fruit and fun." 
 
 Up in a tree a robin said. 
 
 Perking and cocking his saucy head: 
 
 " Cherries are ripe! and so to-day. 
 
 We '11 gather them while you make the hay: 
 
 For we are the boys with no corn to hoe. 
 
 No cows to milk, and no grass to mow." 
 
 At night the farmer said: " Here 's a trick! 
 
 These roguish robins have had their pick." 
 
 Emily Huntington Miller. 
 
 I will give others which can be used as the different birds are 
 introduced in the kindergarten. 
 
 HUMMING-BIRD'S NEST. 
 When June was bright with roses fair, 
 And leafy trees about her stood. 
 When summer sunshine filled the air. 
 And flickered through the quiet wood, 
 There in its shade and silent rest, 
 A tiny pair had built their nest. 
 
 And when July, with scorching heat, 
 Had dried the mead(^w grass to hay, 
 And, piled in stacks about the field. 
 Or fragrant in the barn, it lay, 
 Within the nest so softly made. 
 Two tiny snowy eggs were laid. 
 
 But when October's ripened fruit 
 
 Had bent the very tree-tops down. 
 
 And dainty flowers faded, drooped. 
 
 And stately forests lost their crown, 
 
 Their brood was hatched and reared and flown, — 
 
 The mossy nest was left alone. 
 
I'OETRY IX CHILD CULTURE. 15 
 
 And now the hills are cold and white, 
 ' T is severed from its native hough; 
 We gaze upon it with delight; 
 Where are its cunning builders now ? 
 Far in the sunny south they roam, 
 And leave to us their northern home. 
 
 Dora Read Goodale. 
 
 THE BRO^A^N THRUSH. 
 
 There 's a merry brown thrush sitting up in a tree. 
 
 He 's singing to me, he 's singing to me! 'y 
 
 And what does he say, little girl, little boy ? 
 
 " Oh, the world 's running over with joy! 
 
 Don't you hear ? don't you see ? Hush! look in my tree! 
 
 I 'm as happy as happy can be." 
 
 And the brown thrush keeps singing, " A nest do you see, 
 
 And eggs, one, two, three, in the juniper ti'ee? 
 
 Don't meddle, don't touch, little girl, little boy, 
 
 Or the world will lose some of its joy ! 
 
 Now I 'm glad! now I 'm free! 
 
 And I always shall be. 
 
 If you never bring sorrow to me." 
 
 So the merry brown thrush sings away in the tree, 
 
 To you and to me, to you and to me ; 
 
 And he sings all the day, little girl, little boy, 
 
 " Oh, the world 's running over with joy! 
 
 Don't you know, don't you see ? 
 
 But long it won't be. 
 
 Unless we are good as can be." 
 
 Lucy Larcom. 
 
 THE MOCKING-BIRD AND THE DONKEY. 
 
 A mock-bird in a village They came, and all were talking 
 
 Had somehow gained the skill In praise of what they heard. 
 
 To imitate the voices And one delighted lady 
 
 Of animals at will. Would fain have bought the bird. 
 
 And singing in his prison A donkey listened sadly 
 
 Once, at the close of day, And said: " Confess I must 
 
 He gave with great precision That these are shallow people 
 
 The donkey's heavy bray. And terribly unjust. 
 
 Well pleased, the mock-bird's master " I 'm bigger than the mock-bird, 
 Sent to the neighbors round, And better bray than he. 
 
 And bade them come together Yet not a soul has uttered 
 
 To hear that curious sound. A word in praise of me." 
 
 William Cullen Bryant. 
 
 ANSWERS TO A CHILD'S QUESTION. 
 
 Do you ask what the birds say ? The sparrow, the dove. 
 The linnet, the thrush say, " I love, and I love! " 
 
16 POETRY IN CHILD CULTURE. 
 
 In winter they 're silent, the wind is so strong; 
 
 What it says I don't know, but it sings a loud song. 
 
 But green leaves and blossoms, and sunny warm weather, 
 
 And singing and loving all come back together. 
 
 And the lark is so brimful of gladness and love, 
 
 The green field below him, the blue sky above. 
 
 That he sings and he sings, and forever sings he, 
 
 ** I love my love, and my love loves me." 
 
 6'. T. Coleridge. 
 
 IF I ^A^ERE A BIRD. 
 
 If I were a bird, I would warble a song, 
 The sweetest and finest that ever was heard, 
 And build me a nest on the swinging elm-tree; 
 Oh, that 's what I 'd do if I were a bird! 
 
 If I were a flower, I 'd hasten to bloom. 
 And make myself beautiful all the day through, 
 With drinking the sunshine, the wind and the rain; 
 Oh, if I were a flower, that 's what I would do! 
 
 If I were a brook, I would sparkle and dance 
 Among the green fields where sheep and lambs stray, 
 And call, " Little lambkins, come hither and drink; " 
 Oh, if I were a brook, that is what I would say ! 
 
 If I were a star, I would shine wide and bright, 
 To guide the lone sailors on ocean afar. 
 And travelers lost in the deserts and woods; 
 Oh, that 's what I 'd do if I were a star! 
 
 But I know that for me other tasks have been set, 
 
 For I am a child and can nothing else be; 
 
 I must sit at my lessons, and, day after day, 
 
 Learn to read and to spell and to add one, two, and three. 
 
 Yet perhaps by my books, I shall sometime find out 
 How the birds sing so sweet, how the roses grow red, 
 What the merry brook says to the moss-covered stones, 
 And what makes the stars stay so high overhead. 
 
 E. N. Hathaioay. 
 
 Daffodil will do for our first spring flower, and the following 
 poom, though it may seem long, is very quickly learned: 
 
 DAFFV-DOWN-DILLV. 
 
 Daffy-down-diily came up in the cold, 
 
 Straight up through the mold; 
 
 Although the March breezes blew keen in her face. 
 
 Although the white snow lay in many a place. 
 
rOETRY IN CHILD CULTURE. 17 
 
 Sweet Daffy-down-dilly had heard, under ground, 
 The sweet rushing sound 
 
 Of streams as they burst off their white winter chains, 
 Of wliistling spring winds and the pattering rains. 
 
 " Now then," thought Daffy deep down in her heart, 
 
 " It 's time I should start." 
 
 So she pushed her soft leaves through the hard frozen ground, 
 
 Quite up to the surface, and then she looked 'round. 
 
 There was snow all about her, gray clouds overhead. 
 
 The trees all looked dead ; 
 
 Then how do you think Daffy-down-dilly felt, 
 
 When the sun would not shine and the snow would not melt ? 
 
 "Cold weather! " thought Daffy, still working away, 
 " The earth 's hard to-day. 
 
 There 's but a half inch of my leaves to be seen. 
 And two-thirds of that is more yellow than green. 
 
 " I can't do much yet, but I '11 do what I can. 
 
 It 's well I began. 
 
 For unless I can manage to lift up my head, 
 
 The people will think that the Spring herself 's dead." 
 
 So little by little, she brought her leaves out. 
 
 All clustered about. 
 
 And then her bright flowers began to unfold 
 
 Till Daffy stood robed in her spring green and gold. 
 
 Oh! Daffy-down-dilly, so brave and so true! 
 
 Would all were like you! 
 
 So ready for duty in all kinds of weather, 
 
 And showing forth courage and beauty together. 
 
 Miss Warner. 
 
 Songs about the daisies and dandelions will follow, as the chil- 
 dren revel in these spring beauties. I have been asked so many 
 times, " A song about the daisies, please." We have a great 
 variety at our disposal here. 
 
 There was a pretty dandelion, 
 
 Witli lovely fluffy hair. 
 
 That glistened in the sunshine 
 
 And in the summer air. 
 
 But, oh! this pretty dandelion 
 
 Soon grew quite old and gray; 
 
 And, sad to tell! her charming hair 
 
 Blew many miles away. 
 
18 
 
 POETRY IN CHILD CULTURE. 
 
 LITTLE DANDELION. 
 
 Gay little Dandelion 
 Lights up the mead, 
 Swings on her slender foot, 
 Telleth her beads, 
 Lists to the robin's note 
 Poured from above; 
 Wise little Dandelion 
 Asks not for love. 
 
 Cold lie the daisy banks. 
 Clothed but in green, 
 Where in the days agone 
 Bright hues were seen. 
 Wild pinks are slumbering, 
 Violets delay. 
 True little Dandelion 
 Greeteth the May. 
 
 Brave little Dandelion ! 
 Fast falls the snow. 
 Bending the daffodils' 
 Haughty heads low. 
 Under that fleecy tent 
 Careless of cold. 
 Brave little Dandelion 
 Counteth her gold. 
 
 Meek little Dandelion 
 Groweth more fair. 
 Till dies the amber dew 
 Out from her hair. 
 High rides the thirsty sun 
 Fiercely and high. 
 Faint little Dandelion 
 Closeth her eye. 
 
 Pale little Dandelion 
 In her white shroud, 
 Heareth the angel breeze 
 Call from the cloud! 
 Tiny plumes fluttering 
 Make no delay! 
 Little winged Dandelion 
 Soareth away. 
 
 Helen Bostwick. 
 
 DANDELIONS. 
 
 "I think," said Mother Golden Head, 
 
 To all her children dear, 
 " I think we 'd better be astir. 
 
 And see how things appear. " 
 
 Then forth she led them one by one. 
 Through fields and meadows sweet; 
 
 A gayer troop of Golden Heads 
 ' T is rare for one to meet. 
 
 "Good morning, Mistress Golden Head," 
 Said modest Daisy White; 
 " It seems to me I never saw 
 You look so fresh and bright. 
 
 " Pray tell me where you 've been to find 
 
 Such lovely shining hair; 
 There 's nothing in these parts, I know, 
 
 That can at all compare." 
 
 " I think l 've only been asleep. 
 
 Yes, fast asleep," she said; 
 " And while I slept the fairies poured 
 
 Gold-dust upon my head." 
 
 FJizubeih A. Davis. 
 
P()p:tky in child cultuke. ij) 
 
 DISCONTENT. 
 
 Down in a field, one day in June, 
 
 The flowers all bloomed together, 
 Save one who tried to hide herself 
 
 And drooped, that pleasant weather. 
 
 A robin, who had soared too high 
 
 And felt a little lazy, 
 Was resting near a buttercup. 
 
 Who wished she were a daisy. 
 
 For daisies grow so trig and tall, 
 
 She always had a passion 
 For wearing frills about her neck, 
 
 Just in the daisies' fashion. 
 
 And buttercups must always be 
 
 The same old tiresome color, 
 While daisies dress in gold and white. 
 
 Although the gold is duller. 
 
 '* Dear Robin," said this sad young flower, 
 
 " Perhaps you 'd not mind trying 
 To find a nice white frill for me. 
 
 Some day when you are flying." 
 
 " You silly thing! " the robin said, 
 
 " I think you must be crazy; 
 I 'd rather be my honest self. 
 
 Than any made-up daisy. 
 
 " You 're nicer in your own bright gown; 
 
 The little children love you; 
 Be the best buttercup you can, 
 
 And think no flower above you. 
 
 ** Though swallows keep me out of sight, 
 
 We 'd better keep our places; 
 Perliaps the world would all go wrong 
 
 With one too many daisies. 
 
 " Look bravely up into the sky, 
 
 And be content with knowing 
 That God wished for a buttercup 
 
 Just here where you are growing." 
 
 Sarah 0. Jewett, 
 
 DAISY SONG. 
 
 Hi! little Daisy! Ho! little Daisy! Hi! little Daisy! Ho! little Daisy! ^ 
 
 Under the greenwood tree. What does your bright eye see ? 
 
 There is nothing about you A bird and a clover 
 
 To make us doubt you, With heads doubled over. 
 
 Smiling at Baby and me. Smiling at Baby and me. 
 
20 POETRY IN CHILD CULTURE. 
 
 Hi! little Daisy! Ho! little Daisy! 
 What can the matter be ? 
 Don't think we 'd steal you, 
 We 'd much rather feel you 
 Smiling at Baby and me. 
 
 Prudence Faxon Dare. 
 
 There are other pretty flower songs, as: — 
 
 A SPRING STORY. 
 1 A Lady-bug and a Bumble-bee 
 
 Went out in the fine spring weather; 
 , They met by chance on a lilac bush, 
 And talked for a while together. 
 
 " These days are warm," said the Bumble-beep 
 " But the nights are damp and chilly; " 
 " So damp, indeed," said the Lady-bug, 
 ** I should think you 'd rent the Lily. 
 
 "I know it 's * To Let* l 've seen the sign, 
 But it won't be long untaken; 
 The wonder is that so sweet a place 
 Should ever have been forsaken." 
 
 " A thousand thanks," said the Bee in haste, 
 " And if you '11 excuse my hurry, 
 I '11 go and secure the house at once. 
 Before there 's a rush and flurry." 
 
 So off he flew towards Marigold street, — 
 
 (The way was not long nor hilly,) 
 
 But just as he passed the Pinks, he saw 
 
 A little girl pick the Lily,— ^ 
 
 The only house he could find to rent, — 
 And this is the pitiful reason, 
 Why out on a cold, bare clover leaf 
 He slept the rest of the season. 
 
 You call this story too sad to tell- 
 Perhaps it is ; but it teaches 
 A little rule to the little heart 
 Of each little girl it reaches. 
 
 And the rule is this: When springtime comes, 
 And the nights are damp and chilly, 
 Be very sure that it 's not " To Let " 
 Before you gather a lily. 
 
 Kate Kellogg. 
 
 THE FAINT FLOWER. 
 Up where the meadow grass leans towards the river, 
 Stood little Bluebell all in a shiver; 
 "River! oh. River! where are you going ? 
 Stay just a moment in your swift flowing! " 
 " Oh, little Bluebell, how can I wait ? 
 The miller will chide me, the boats will be late." 
 
POETRY IN CHILD CULTURE. 21 
 
 " Rainclouds, oh, Rainclouds! where are you flying? 
 
 I am so thirsty, fainting and dying! " 
 
 " Oh, little Bluebell! afar in the air 
 
 The storm king is calling and we must be there." 
 
 " Robin, dear Robin, I am so ill, 
 
 And you 're at the river brink, drinking your fill." 
 
 " Oh, little Bluebell, do then look up; 
 Some kind cloud will give you a drop in your cup." 
 Here little Bluebell ceased her complaint, 
 Drooping still lower, hopeless and faint. 
 But down fell the twilight and up came the dew, 
 AVhisp'ring, " Dear Bluebell, we 're sorry for you. 
 
 " We are not strong, like the Rain or the River, 
 But never a flower faints for help we can give her." 
 By thousands and thousands the summer night through, 
 Silently gathered the hosts of the Dew; 
 At dawn little Bluebell held gratefully up 
 Her silent thank-offering,— the Dew in her cup. 
 
 3fari/ A. Lathhury. 
 
 After some preliminary exercises and stories, I have found 
 
 that children of five and over are able, not only to comprehend, 
 
 but really to enjoy Emerson's " Fahle, the Mountain and the 
 
 SquirreV* 
 
 The Mountain and the Squirrel 
 
 Had a quarrel; 
 
 For the former called the latter " Little prig." 
 
 Bun replied: 
 
 " You are doubtless very big, 
 
 But all sorts of things and weather 
 
 Must be taken in together 
 
 To make up a year and a sphere; 
 
 And I think it 's no disgrace 
 
 To occupy my place. 
 
 " If I 'm not so large as you, 
 
 You are not so small as I, 
 
 Nor half so spry; 
 
 I '11 not deny you make 
 
 A very pretty squirrel track. 
 
 Talents differ, all is well and wisely put; 
 
 If I cannot carry forests on my back, 
 
 Neither can you crack a nut." 
 
 Charles Kingsley has embodied one of the common experi- 
 ences of childhood in 
 
 THE LOST DOLL. 
 
 I once had a sweet little doll, dears, v. 
 
 The prettiest doll in the world ; 
 
 Her cheeks were so red and so white, dear», 
 
 And her hair was so charmingly curlédw 
 
22 POETRY IN CHILD CULTURE. 
 
 But I lost my poor little doll, dears, 
 
 As I played on the heath, one day; 
 
 And I cried for her more than a week, dears, 
 
 But I never could find where she lay. 
 
 I found my poor little doll, dears, 
 As I played ou the heath, one day; 
 Folks say she is terribly changed, dears, 
 For her paint is all washed away, 
 And her arm 's trodden off by the cows, dears, 
 And her hair 's not the least bit curled; 
 Yet for old time's sake, she is still, dears. 
 The prettiest doll in the world. 
 
 If any tendency towards selfishness and unkindness, or any 
 unpleasantness of disposition is shown, it is generally better 
 reached by a story in prose or rhyme than by a direct appeal to 
 the child. The application of the following will be readily per- 
 ceived. It is not desirable that children shoald learn them, but 
 they can be repeated as occasion demands. 
 
 THE ILL-NATURED BRIER. 
 
 Little Miss Brier came out of the ground ; 
 
 She put out her thorns and scratched everything 'round. 
 
 " I '11 just try," said she, 
 
 " ^ow bad I can be; 
 At pricking and scratching there 's few can match me." 
 
 Little Miss Brier was handsome and bright. 
 
 Her leaves were dark green and her flowers were pure white; 
 
 But all who came near her, 
 
 Were so worried by her, 
 They 'd go out of their way to keep clear of the Brier. 
 
 Little Miss Brier was looking one day 
 
 At her neighbor, the Violet, just over the way; ^ ' 
 
 " I wonder," said she, 
 
 " That no one i)ets me. 
 While all seem so glad little Violet to see." 
 
 A sober old Linnet, who sat on a tree. 
 
 Heard the speech of the Brier, and thus answered he: 
 
 " ' Tis not that she 's fair. 
 
 For you may compare 
 In beauty with even Miss Violet there. 
 
 " But Violet is always so pleasant and kind, 
 So gentle in manner, so humble in mind, 
 
 E'en the worms at her feet 
 
 She would never ill-treat. 
 And to Bird, Bee, and Butterfly always is sweet." 
 
POETKY IN CHILD CULTURE. 23 
 
 The gardener's wife just then the pathway came down, 
 And the mischievous Brier caught hold oi her gown; 
 
 " Oh, dear! what a tear ! 
 
 My gown 's spoiled, I declare; 
 That troublesome Brier has no business there; 
 Here, John, dig it up; throw it into the fire." 
 And that was the end of the ill-natured Brier. 
 
 Mrs. Anna Bache. 
 
 THE MAIDEN AND THE BEE. 
 
 Said a little wandering maiden " That I know, my little maiden," 
 
 To a be© with honey laden; Said the bee with honey laden; 
 
 " Bee, at all the flowers you work, " But the poison I forsake. 
 
 Yet in some dark poisons lurk." And the honey only take." 
 
 "That is right," replied the maiden, 
 To the bee with honey laden; 
 " So will I from all I meet. 
 Only draw the good and sweet," 
 
 EMPLOYMENT. 
 
 "Who '11 come and play with me here under the tree ? 
 
 My sisters have left me alone; 
 
 My sweet little Sparrow, come hither to me 
 
 And play with me while they are gone. 
 
 " Oh no, little lady, I can't come, indeed, 
 l 've no time to idle away; 
 l 've got all my dear little children to feed, 
 And my nest new to cover with hay." 
 
 Pretty Bee, do not buzz about over the flower, 
 Bat come here and play with me, do; 
 The Sparrow won't coni^ and stay with me an hour, 
 But, stay, pretty Bee — will not you ? 
 
 " Oh no, little lady, for do you not see 
 Those must work who would prosper and thrive? 
 If I play they would call me a sad idle bee, 
 And perhaps turn me out of the hive." 
 
 Stop, stop! little Ant, do not run off so fast, 
 Wait with me a little and play; 
 I hope I shall find a companion at last, 
 You are not so busy as they. 
 
 " Oh no, little lady, I can't stay with you, 
 "We 're not made to play, but to labor; 
 I always have something or other to do. 
 If not for myself, for a neighbor." 
 
 What, then, have they all some employment but me, 
 
 Who lie lounging here like a dunce ? 
 
 Oh, then, like the Ant, the Sparrow, the Bee, 
 
 I '11 go to my lesson at once. 
 
 Jane Taylor, 
 
24 POETRY IN CHILD CULTURE. 
 
 WHICH LOVED BEST? 
 
 " I love you,'niother," said little John, 
 >-/ Then, forgetting his work, his cap went on, 
 
 And he was off to the garden swing. 
 And left her the wood and the water to bring. 
 
 *' I love you, mother," said little Nell, 
 *' I love you more than tongue can tell; " 
 Then she teased and pouted full half the day, 
 Till her mother was glad when she went to play. 
 
 " I love you, mother," said little Fan, 
 " And I '11 try to help you all I can; 
 How glad I am school does n't keep! " 
 So she rocked the baby till it fell asleep. 
 
 Then, stepping softly, she fetched the broom 
 And swept the floor and tidied the room ; 
 Busy and happy all day was she, 
 Helpful and cheerful as child could be. 
 
 " I love you, mother," again they said, 
 Three little children going to bed; 
 How do you think the mother guessed 
 Which of them really loved her best ? 
 
 Anything which draws the mind out of itself into God's great 
 world, and directs the attention to all the varied phenomena 
 there presented and to the great Creator of all this, cannot fail 
 to quicken the spiritual life. Such is Keble's well-known hymn: 
 
 All things bright and beautiful, The purple-headed mountain, 
 
 / All creatures great and small ; The river flowing by; 
 
 All things wise and wonderful, — The morning and the sunset 
 
 The Lord God made them all. That lighteth up the sky; 
 
 Each little flower that opens; The tall trees in the greenwood. 
 
 Each little bird that sings; The pleasant summer sun; 
 
 He made their glowing colors; The ripe fruits in the autumn, — 
 
 He made their tiny wings. He made them every one. 
 
 He gave us eyes to see them. 
 And lips that we might tell 
 How good is God, the Father, 
 Who hath made all things well. 
 
 Children cannot learn lines like these and the following with- 
 out taking them into their hearts and receiving impressions of 
 the great Father's goodness and love for his children. These 
 impressions cannot readily be effaced; but must breathe forth, 
 
 " An odor of innocence and of prayer, 
 And of love and faith that never fails»" 
 
PpETßY IN CHILD CULTURE. 25 
 
 A CHILD'S THOUGHT. 
 Great, wide, wonderful, beautiful world, 
 With the beautiful water about you curled, 
 And the wonder/ul grass upon your breast, 
 World, you are beautifully dressed! 
 
 The wonderful air is over me. 
 And the wonderful wind is shaking the tree; 
 It walks on the water and whirls the mills. 
 And talks to itself on the tops of the hills. 
 
 You, friendly earth, how far do you go, 
 With wheat field that nod, and rivers that flow; 
 With cities and gardens, and cliffs and isles, 
 And people upon you for thousands of miles 
 
 Ah, you are so great and I am so small, 
 I hardly can think of you, world, at all; 
 And yet when I said my prayers to-day, 
 A vv'hisper within me seemed to say: 
 
 " You are more than the earth, though you 're such a dot, 
 You can love and think, and the world cannot." 
 
 Lilliput Lectures. 
 THE MOSS-ROSE. 
 The Angel of the Flowers one day 
 Beneath a rose-tree sleeping lay, — 
 That spirit to whose charge is given 
 To bathe young buds in dews from heaven. 
 Awaking from his light repose. 
 The Angel whispered to the Rose: — 
 " O fondest object of my care, 
 Still fairest found where all are fair, 
 For the sweet shade thou hast given me, 
 Ask what thou wilt, 't is granted thee. " 
 Then said the Rose, with deepening glow, 
 " On me another grace bestow." 
 The spirit paused in silent thought, — 
 What grace was there that flower had not ? 
 'T was but a moment, — o'er the Rose 
 A veil of moss the Angel throws ; 
 And, robed in nature's simplest weed. 
 Could there a flower that Rose exceed ?—Knimmacher, 
 
 This sweet fancy piece of Miss Gould will interest the older 
 pupils, and will bear frequent repetition further on: 
 
 THE SNO^A;'-FLAKE. 
 " Now, if I fall, will it be my lot 
 To be cast in some lone and lowly spot. 
 To melt, and to sink nnseen or forgot ? 
 
 And there will my course be ended ? " 
 ' T was this a feathery snow-flake said. 
 As down through measureless space it strayed; 
 Or as, half by dalliance, half afraid, 
 
 It seemed in mid-air suspended. 
 
26 POETRY IN CHILD CL^LTURE. 
 
 " O, no! " said the earth; " thou shalt not lie 
 Neglected and'loue on my lap to die, 
 Thou pure and delicate child of the sky; 
 
 For thou wilt be safe in my keeping. 
 But, then, I must give thee a lovelier form — 
 Thou wilt not be a part of the wintry storm, 
 But revive, when the sunbeams are yellow and warm, 
 
 And the flowers from my bosom are peeping! 
 
 " And then thou shalt have thy choice, to be 
 Restored in the lily that decks the lea. 
 In the jessamine bloom, the anemone, 
 
 Or aught of thy spotless whiteness ; — 
 To melt, and be cast, in a glittering bead. 
 With the pearls that the night scatters over the mead, 
 In the cup where the bee and the fire-fly feed, 
 
 Regaining thy dazzling brightness. 
 
 *' I '11 let thee awake from thy transient sleep, 
 When Viola's mild blue eye shall weep. 
 In a tremulous tear; or, a diamond, leap 
 
 In a drop from the unlocked fountain; 
 Or, leaving the valley, the meadow and heath. 
 The streamlet, the flowers and all beneath, 
 Go up, and be wove in the silvery wreath 
 
 Encircling the brow of the mountain. 
 
 " Or, wouldst thou return to a home in the skies, 
 To shine in the iris, I '11 let thee arise, 
 And appear in the many and glorious dyes 
 
 A pencil of sunbeams is blending! 
 But true, fair thing, as my name is Earth, 
 I '11 give thee a new and vernal birth. 
 When thou shalt recover thy primal worth. 
 
 And never regret descending! " 
 
 " Then I will drop," said the trusting flake; 
 " But, bear it in mind that the choice I make 
 Is not in the flowers nor the dew to wake. 
 
 Nor the mist, that shall pass with the morning: 
 For, things of thyself, they will die with thee; 
 But those that are lent from on high, like me. 
 Must rise, and will live, from thy dust set free, 
 
 To the regions above returning. 
 
 " And, if true to thy word and just thou art. 
 Like the spirit that dwells in the holiest heart. 
 Unsullied by thee, thou wilt let me depart. 
 
 And return to my native heaven. 
 For I would be placed in the beautiful bow. 
 From time to time in thy sight to glow, 
 ' So thou mayst remember the flake of snow, 
 
 By the promise that God hath given! " 
 
 Hannah F. Goulds 
 
STORY-TELLING AND CONVERSATION. 
 
 BY MRS. HORACE MANN. 
 
 UNIVERSALITY. 
 
 Not only children, but all mankind are more interested in stories than 
 in any other form of literature. This inborn taste of humanity is abused 
 more than any other, perhaps. Dramatic representation, being the most 
 attractive form of human communication, has been made the vehicle of 
 much evil, as well as of much good; but the old saying, that the best 
 things may be the most abused, is founded in general philosophy, and 
 that story-telling has been so abused is no argument for leaving out its 
 agency in the education of man. 
 
 It is said by cultivated scholars that the most popular stories of the 
 nursery are as old as written literature, and are to be found slightly modi- 
 fied in all countries. The symbolism of these stories has been analyzed, 
 and they are found to be the depositaries of much 'hermetic truth,' as well 
 as of homely wisdom. Oftentimes the expression of the deepest princi- 
 ples has taken the form of story-telling, because the "powers that were,'* 
 political or ecclesiastical, have suppressed all direct expression of truth, 
 lest it should conflict with their own selfish and ambitious purposes. 
 
 8tory-telling is a fine art, and it is only stories that have a hidden mean- 
 ing which are of any use for children ; mere random creations of fancy 
 are often injurious, because based upon nothing real, but imagination and 
 fancy in the hands of genius become potent workers of good. 
 
 The imagination of children is very lively; sometimes, if improperly 
 treated, painfully so; and persons of irresponsible consciences, like too 
 many nursery-maids and servant-girls, often abuse children by telling 
 them fearful stories or threatening them with imaginary evils. Many a 
 child of delicate sensibility has been ruined in this way. The greatest 
 care should be taken to guard children from receiving frightful impres- 
 sions. Far from this being the case, even parents often read the news- 
 papers aloud or talk of murders and fires and other horrible events before 
 their children. Long years of school-keeping made the writer familiar 
 with many painful and some tragic effects of this want of principle. 
 
 One child, who had seen a picture of a boa-constrictor crushing a man 
 against a tree by coiling himself around both, and heard that one of these 
 animals had lately escaped from a menagerie in the neighborhood and 
 was ranging around loose, passed a whole winter of agony lest it might 
 get into the house, and was afraid to go to sleep or to be left alone. Every 
 object, inexplicable at the moment, seemed to him the head of a boa-con- 
 strictor, and no amount of confidence on the part of his friends, that the 
 animal would not come into the house, quieted his fears; "but he might, 
 you know," was always his conclusion. I presume he was haunted, at 
 times, for years, for he was eight years old before he was willing to go to 
 bed without a light in the room; yet he made no confessions, having 
 learned that he was thought babyish about darkness. 
 
 (27) 
 
28 STORY-TELLING AND CONVERSATION. 
 
 Upon one occasion I succeeded, by a story, in disarming the fears of 
 another child of sensibiHty and imagination ; fears less well-founded per- 
 haps, but none the less real. He was very much afraid of mosquitoes, 
 indeed quite demoralized, and although he must have seen a great many, 
 for he lived in a grove peopled by them, and was witness every night to 
 the raids made upon them by his father and mother, that he might not be 
 devoured by them, he imagined them to be great and terrible monsters. 
 One evening when standing at the window he said he saw a great mos- 
 quito. I searched the window-panes, but saw none, and told him I thought 
 there could be none anywhere near, when he said, pointing to the other 
 side of the lawn, where stood the gnarled trunk of a decayed tree: "Don't 
 you see it out there? it looks so black." I made special investigations, to 
 be sure that I was right, and then assured him that it was the stump of a 
 tree, not a mosquito. I then described the mosquito, which was not 
 nearly as large as a fly, and had such beautiful marks on its pretty little 
 legs, and such delicate wings, and could make such a pretty little noise 
 with its wings. Finding him interested, I went on to say: "One day a 
 little, little mosquito that was not yet old enough to fly off without its 
 mother to take care of it, went flying into a house, and feeling very 
 thirsty and knowing that a little, little drop of somebody's blood was 
 what mosquitoes liked to drink, it put its little sharp bill into somebody's 
 hand to drink, but it made the person itch so he rubbed the place, and in 
 doing so he broke the poor little mosquito's wing and one of its pretty 
 legs, and it fell down upon the floor." My auditor's sympathies were 
 excited. "Did he step on him? " he asked, in a distressed voice. "No," 
 I said, "the little mosquito hopped away on its other legs and got out of 
 the house and found the way back to its mother, . . . but it did not get 
 well for a long time. It does not hurt people much to have a little mos- 
 quito bite them, but you know how uncomfortably it makes you itch, and 
 so people are always trying to drive them out of the house, and that made 
 you think they must be some great creatures." He laughed, which satis- 
 fied me, for it proved his ease of mind. One cannot measure the imag- 
 ination of a child, as I realized on that occasion. 
 
 The world often spoils children — temporarily, I am happy to say, but 
 even that is so much hindrance to progress, and often leaves a taint. The 
 advantage that schools, if they are rightly kept, have over common life 
 in families, while families are as deficient as they now are in the highest 
 motives of action, is that in schools, where the children, being the first, 
 and indeed the only object, the play of character may be the only ele- 
 ment of growth, the children are not exposed to dominant temptations as 
 they might be in the families. Among very young children, as in the 
 Kindergarten, where we cannot suppose there are any deep-laid plots of 
 selfishness or deception, the atmosphere may be made almost a heavenly 
 one, in which any want of love or unity is so exceptionable that it may 
 easily be eliminated, and where the guardians can take elective precau- 
 tions to have no painful images presented, no violent expressions of pas- 
 sion tolerated, no imperious rule of one child over another allowed. 
 
 Play and story-telling arc the two great factors in a Kindergarten. 
 Every occupation can be made delightful play by not being forced or con« 
 tinued too long, if the teacher is truly sympathetic and possessed with the 
 
STORY -TELLING AND CONVERSATION. 09 
 
 Froebelian spirit. It is painful to hear of adapting the Kindergarten to 
 tliis or that country. The Kindergarten is a new country, with none of 
 the imperfections of other countries, and human nature is a unit when we 
 look upon it as love, good-will, disinterested, mutual action; no matter if 
 one child is born in the most cultivated country on the globe, and another 
 in the wilds of Africa or Australia, the germs of all good are in the nature 
 of each, and the methods of the Kindergarten are adapted to their devel- 
 opment. The senses of all children are the same; there can be no other 
 diif erence than that some senses may be more cultivated already by certain 
 races than by others, and therefore more ready for intuitions adapted to 
 such. The Indian child may inherit an observing eye where the European 
 child has a dull perception of whatever he sees, from mere want of habit 
 in the race; but the germs cannot differ in kind, and all children are sus- 
 ceptible of love and of selfishness, and amenable to the same motives. 
 Both children will enjoy the story well told or even well read, and will 
 even be induced to tell their own observations as soon as they can find 
 words to do it. Experiment and conversation upon nearly every topic 
 studied would give new life and vigor to study. Kindergarten training 
 for children amounts to nothing without it, but it should be conversation 
 and not catechising. 
 
 There are stories written for children by genius, and these are worthy 
 of study by all mothers and teachers. Miss Edgeworth's stories and 
 Berquin's Children's Friend are amongst the best of these. They are 
 admirable because the evil depicted in them is not made picturesque and 
 attractive, as is often done by irresponsible consciences. The daring and 
 unscrupulousness of evil-doers may easily be made attractive; but the 
 hidden motives of selfishness and love of domination, envy, or a desire to 
 torment, should be made palpable in contrast to love the spirit of docility 
 and regard for truth and duty which animate those who try to do well. 
 
 Many people say, "I have no genius for making up stories;" nor have 
 I, but my power of entertaining children is unlimited, because I can 
 make a story out of anything I know, or recount my own childish or 
 even my mature experiences. Whatever makes a narrative real to chil- 
 dren, makes it interesting (always supposing it suitable to their age) ; they 
 often enquire if a thing is true or not, and are interested accordingly. 
 The truth need only be a spiritual one. 
 
 There is no other way equal to story-telling for inculcating a principle 
 upon children. Exhortation falls to the ground; principles enunciated in 
 didactic form do not fasten the attention, but a story, even upon the 
 most insignificant subject, will arrest the attention of every child who 
 hears it, and may be made the vehicle of immortal truth. 
 
 It is a fearful thing to accuse a child of anj^ wrong action, and a reproof 
 is more likely to wound the self-respect and to arouse the impulse of self- 
 defence and self-justification than to correct the fault, or to occasion 
 sorrow for it. A necessary reproof may be conveyed by a story contain- 
 ing circumstances applicable to the case in hand. A delicate reserve, a 
 timid spirit may be pained or crushed by a reproof, that will be saved or 
 won by a story, which the child itself can apply to its own case or not, as 
 its conscience will decide. Motives in children are often misunderstood. 
 
 Find fault with yourself rather than with the child, if possible. He 
 
:}0 STORY-TELLING AND CONVERSATION. 
 
 will then do the same, if liis ingenuousness has not already been destroyed, 
 and he feels that you understand his fault. 
 
 A child's selfishness is often made palpable to itself by the story of 
 another's selfishness, and self-conviction is far more reformatory than 
 conviction from outside. The beauty of goodness, too, will often inspire 
 where evil example or even a low plane of action has been the environ- 
 ment of a child. 
 
 Conversation is one of the most powerful instruments of culture in the 
 Kindergarten. Conversation and story-telling are mutually exciting, and 
 where one is w^ell done the other will naturally grow. A child, if called 
 upon to tell a story, will often relate some circumstance that happened to 
 himself — he calls that a ''story." If it is received with interest by the 
 teacher, as it will be undoubtedly by the children, he will be encouraged 
 to speak another time, and other children will like to produce the same 
 effect of interest. 
 
 No matter how simple the child's story may be, it can be turned to good 
 use. One child said, when his turn came, " Our dog would not let kitty 
 come and eat some of his meat; " and then the child, who had risen from 
 his seat to tell his story, sat down. I enlarged upon dogs I had known, 
 who were kind to kitties they lived with, and asked if no one else kuew 
 any such good dogs. This brought out several "stories," and indeed 
 dogs became the topic of that day's conversation, and some of the stories 
 were of great dramatic interest. On another occasion the story of the 
 hen who brooded the eggs of a duck, and who was alarmed when she 
 saw the ducklings plunge into the water as soon as they were hatched, 
 brought out the nature of ducks and led to the investigation of the web- 
 footed and the scratching birds, aided by the handling of a foot of each 
 bird. The observation of the migrating geese that made a great cawking 
 overhead one day, not only brought out the fact of birds migrating, and 
 the differences of climate, but a garden game of migrating geese was 
 improvised at once, and was played with such spirit that it Soon had to 
 be hushed up, for fear the cawd<:ing of so many human geese would dis- 
 turb the neighbors. Nothing else develops the children like this living 
 out the ordinary "Institutions of daily life," as Diesterweg would call 
 them, and where, among children, are not plenty of these to be found? 
 
 A beautiful prose paraphrase of Spencer's Legend of St. George was 
 once taken for the reading-book of a school of children from seven years 
 of age to twelve. It proved to be of overpowering interest to the chil- 
 dren, who soon apprehended the allegory, and evidently applied it to 
 their own lives, and several legends equally allegorical and of considerable 
 merit, in the form of childish compositions, were the outcome of that 
 reading. 
 
 Socrates taught by conversation, and his conversations have lived and 
 educated later generations; and Christ excelled in making known princi- 
 ples by means of parables, of the simplest yet deepest import, for they 
 were founded upon the intuitions of life. Indeed all history proves that 
 living communication exercises the most powerful influence in the incul- 
 cation of principles and of knowledge, and no stage of instruction is too 
 advanced to be benefited by it. 
 
KINDERGARTEN AND CHILD CULTURE PAPERS. 
 
 SOLD SEPAKATELY OR IN VOLUME. 
 
 Friederich August Froebel and the Kindergarten as developed by him and Ms 
 immediate Associates and Pupils, and the Principles and Practices of Child-Culture by emi- 
 nent Educators. Papers published in the American Journal of Education. Edited by Henry 
 Barnard, LL. D. 752 pages, with Portrait, from steel plate, of Froebel. $3.50. 
 KINDERGARTEN PAPERS SOLD SEPARATELY, 
 And sent by mail on receipt of price named, in postage or moneij order. 
 
 Memoir of Froebel: Principally Autobiographical, with Aids to the understanding of 
 his Principles of Child-Culture, by Barop, Middendortf , Lange, Payne, Zeh and others. 128 
 pages, with Portrait. $1.25, in neat cloth and beveled stiff cover. 
 
 Memoir of William Middendorff: By Diesterweg, with Biographical Sketch of 
 Diesterweg's Educational Work. 20 pages. 25 cents. 
 
 Memoir of Baroness von Marbnholtz-Bulow, and her Educational Mission. 16 pp. 25c. 
 
 Memoir of Baroness von Marenholtz-Bulow, with her treatise on Child-Nature and 
 Nurture according to Froebel, translated by Alice M. Christie from the latest Berlin edition, 
 with Thoughts on Child-Life in Christ, by Kev. Stopford A. Brooke. 144 pp. $1.25, cloth. 
 
 Fichte (J. H. von): National Education demanded by the Age, in connection with 
 Froebel's system. Submitted to Congress of Philosophers at Frankfort, 1869. 48 pp. 25 cts. 
 
 Fischer (A. S.) and Guilliaume (Jules): Kindergarten Papers in Brussels Educa- 
 tional Congress in 1880. 32 pages. 25 cents. 
 
 Busse (F.); Object Teaching— Principles and Methods in the Spirit and Method of Froebel's 
 Kindergarten. Translated from Diesterweg's Wegweisser, edition of 1873, by Mrs. Horace 
 Mann. 48 pages. 25 cents. 
 
 Schrader {Henrietta Breymann, niece and pupil of Froebel) : Principles of Froebel as 
 applied in the Kindergarten at 16 Steinmetz Strasse, Berlin, with visits to the Institute, by 
 Henny, Aldrich and Lyschinska. 20 pages. 25 cents. 
 
 Sluys (A., Director of Model School, Brussels): Intuition and Intuitive Methods, with 
 notice of Infant and Kindergarten work in Switzerland, France and Belgium, by Pape- 
 Carpentier, Marbeau, Portugall, Buls and Mi<s M. J. Lyschinska. 32 pages. 25 cents. 
 
 Manning {Miss E. A.,): Some Difficulties and Encouragements in Kindergarten Work in 
 England, with suggestions on Early Culture, by Miss Lyschinska. 16 pages. 25 cents. 
 
 Kraus-Boelte {Mrs. Maria and Prof. John): Reminiscences of Kindergarten Work, 
 with account of New York Normal Kindergarten and Associated Model Classes; with Por- 
 trait and other Contributions to Froebel's Kindergarten in United States. 48 pages. 50 cts. 
 
 Peabody {Elizabeth P.): Froebel's Principles and Methods in the Nursery; Kindergarten 
 Culture in Public Schools. 40 pages. 25 cents. 
 
 Blow {Susan E.) The Mother Play, and Some Aspects of the Kindergarten— Lectures 
 addressed to Kindergartners in St. Louis. 44 pages. 25 cents, in neat cloth-bound cover. 
 
 Gallaudet, Garland, Hunter and others: Boston Training Class; Early Kindergar- 
 ten Work in United States. 32 pages. 25 cents. 
 
 Harris ( William T.) and Mrs. Louise Pollock: Kindergarten in the Public School 
 System, and Froebel's Method in Public Primary School. 26 pages. 25 cents. 
 
 Mann {Mrs. Horace) and Miss Peabody: Charity Kindergartens and the Homes of the 
 Poor— Experience in Boston and San Francisco. 32 pages. 25 cents. 
 
 Spring {Marcus) and Miss Peabody: Clay Modeling and other Kindergarten Occupa- 
 tions, a Training for Art (Ideal and Industrial). 16 pages. 25 cents. 
 
 Batchellor (/).) : Use of Color in Teaching Children to Sing, and the Analogies of Tone 
 and Color. 16 pages. 25 cents. 
 
 Newton {Rev. 11. Heber): The Free Kindergarten in Church Work, and for Neglected Chil- 
 dren. 32 pages. 25 cents. 
 
 BuSHNELL {Horace) Goethe, Channing and others: Aphorisms and Suggestions on Early 
 Training, with Hints on Buildings, Grounds and Equipment for Kindergartens. 80 pp. 50 cts. 
 
 SUPPLEMENTARY PAPERS will be printed, if called for, viz.: Use of Stones in 
 Child-Culture, by Mrs. Mann and Anna Buckland; The Kindergarten in Relation to Family 
 Life and School, read to the London Froebel Union by Miss Shirrelf ; the Kindergarten in 
 San Francisco, in Reports of Miss Marwedel, Mrs. Cooper, Miss Virginia Smith and others; 
 Prof. Hailman and Kindergarten Work in the West; The One Hundreth Birthday of Froebel 
 in Many Lands. 
 
 l^^Llberal discount made on all bills over $10. 
 
 Orders Addressed to Barnard^s American Joiimal of Education, 
 
 28 Main Street, Hartford, Conn. 
 
ELEMENTARY EDUCATION AND PRIMARY SCHOOLS. 
 
 Papers (generally paged) as Published in Barnard's American Journal of Education. 
 
 A, B, C Books and P:6'Im:ers: Early English School Books, with New England Primer 
 of 1777, entire, from the plates of Webster's reprint of 1843, and Dr. Clarke's " Saying the 
 Catechism in Easthampton meeting-house." 6-i pages. 50 cents. 
 
 Home Training and Teaching : Hints for Parents and Tutors, by E. A. Abbott, 
 D. D., Head Master of City of London School. 144 pages. $1.25 cloth. 
 
 Common Schools as they Were: Buildings. Subjects and Methods of Instruction and 
 Discipline, in Reminiscences of Pupils and Teachers (Webster, Humphrey, Buckingham, 
 Kott, Peter Parley, Bushnell, Oliver, Lang Syne, Silliman and others). 80 pages. 50 cts. 
 
 The Petty Schoole and Dame Schoole of England: described by Hoole in 1659; 
 and Shenstone in 1743; with the New Methods of teaching Common Things and Every Day 
 Duties. 128 pages. $125 in cloth-boards. 
 
 Scholastic Discipline: by Hoole in 1659, with the rod and other devices for securing 
 Order and Diligence in School, historically treated, and Reminiscences of Public School 
 Life, by DeQuiucey, Lamb, Hunt, Loff t, Cowper, Hughes, Lord Eldon, and others. 64 pp. 50c. 
 
 Ob.ject Teaching and Oral Instruction in Common Things in Infant and Pri- 
 mary Schools in Great Britain, by Ashburton, Bell, Currie, Dunn, Ellis, Knight, Lancaster, 
 Mayo, Morrison, Richards, Ross, Stow, Sullivan, Tainsh, Wilderspin, Young and others. 
 558 pages. $3.50. 
 
 Supplement to above Treatise : Recent Development of Elementary Instruction in Great 
 Britain, by Donaldson. Calderwood, Riggs, and others. (304-736) $2.00. 
 
 Object Teaching : by Dr. Busse in Diesterweg's Teachers'' Guide ; Conversational Method 
 on Objects, by Marcel ; and Reports on Oswego System. 144 pages. $1.25. 
 
 [Sold separately.) 
 
 Ashburton'' s Prize Scheme for Instruction in Common Things, with Education conducted in 
 reference to Economic Science, Vice and Crime. 80 pages. 50 cents. 
 
 Morrison — Oral Lessons on Common Things : with Specimen Notes of Lessons for Collective 
 Teaching in Glasgow Training College. 40 pages. 25 cents. 
 
 Stoio— Gallery Training Zessores, orally conducted in Natural Science and Common Things 
 in Glasgow Training College. 48 pages, 25 cents. 
 
 Young — Subjects and Methods of Early Education — a manual for Infant School Teachers 
 in Irish National Schools, and Instructions by Inspector Keenan on School Organization, 
 64 pages. 50 cents. 
 
 Currie and Morrison— Subjects and Methods of Early and, Infant School Education, ad- 
 dressed by Prof. Currie to Edinburgh Training College Students, with chapter by Prof. 
 Morrison on Principles and Methods of Instruction. 90 pages. 60 cents. 
 
 Infant School Development : Contributions by Oberlin, Edgeworth, Owen, Marbeau, Wild- 
 erspin, and the London (Home and Colonial) Infant School Society. 48 pages. 25 cents, 
 
 Dunn and Fletcher— Classification, Instruction and Discipline of the Normal and 
 Model Schools of the British and Foreign School Society, with remarks on the Elementary 
 Schools of England, by Brougham, Macaulay, Carlyle and others. 112 pages. 50 cents. 
 
 Bell and Lancaster — Monitorial Instruction, as developed by Andrew Bell in 
 National Schools on the Madras System, and Joseph Lancaster in the Borough Road School, 
 London, with memoirs. 64 pages. 50 cents. 
 
 Richards— Manual of School Methods, for Teachers of Elementary Schools, as de- 
 veloped in National Society's Central School, Westminster. 32 pages, 25 cents. 
 
 Marcel— Conversations on Objects with Young Children, Chapters from Treatise on 
 the Conversation Method of Instruction in Language, 50 pages. 25 cents. 
 
 DiKSTERWEG, ABBENRODE AND OTHER GERMAN EDUCATORS— CATECHISM ON METHODS 
 
 of Teaching Common Things, Mother Tongue, Arithmetic, Geometry, Natural History, Nat- 
 ural Pliilosophy, Astronomy, Geography, Writing, Drawing, Vocal Music. 80 pages. 50 cts. 
 
 Rattch AND CoMENius, and the Progressives of the 17th Century, Memoirs and Educa- 
 tional Views, 80 pages, 50 cents. 
 
 Montaigne, Locke (Fxtracts) and Franke, and Realistic Instruction. 48 pp. 25 cts. 
 
 Rousseau and Basedow, and the Natural Methods of Instruction. 96 pp. 25 cts. each. 
 
 Raumer — Early Childhood, and other Chapters on Religious Instruction, History, 
 Geography, Natural Science, Arithmetic aiid Physical Training. 120 pages. $1.25 cloth. 
 
 Herbert Spencer. Thoughts on Education— Physical, Moral, Intellectual, and Stud- 
 ies. 64 pages. 75 cents in cloth-boards. 
 
\ 
 
i^aiEi 
 
 
 m 
 
 
 lfflM*^M?il*'^äl 
 
 
 H