THE

KINDERGARTEN-PRIMARY
MAGAZINE

VOLUME XX
—
September. 1907 June. 1908

THE KINDERGARTEN MAGAZINE COMPANY

( 50 Na»> u Street . New YorE N . Y .
.
Copyrighted 1907* i908,
— hr lh (
i

NEW YORK
Kinde rgpflon M*i*anc CnUfiin;

igih 7 Dd by G(>OglC HABNftHDUNIVEHSrTr

 Villume XX . SEPTEMBER 1907 NumWr I

The Kindergarten-Primary Magazine

E. LYELL EARLE, Publisher and Managing Editor .
Tevoted to the Child and to the Unity of Educational Theory
and Practise from the Kindergarten through the tJniTertily.
BdttOtitl Commi / fM ,
.
JHNNY B. MERRILL Supervisor Kindergartens , Manhattan , The Bronx and Richmond.
.
BitKTHA JOHNSTON
Kindergarten Editor
DANIEL SNHUDI N , PH, D
Teachers College
-
HARRIETTH M , MILLS WALTER F. DEARBORN. PM . D.
New York Frocbel Normal University t> £ Wisconsin
JOIIM HALL, PM , D. ERNHST FARRINGTON, PH . D.
University of Cincinnati University of California
ERNEST N . HENDERSON , PM , D, E . LYRLL EARLS , PH . D.
Adel phi College, Brooklyn Managing Editor and Publisher
BiisirreifR Mepfirfmen t:

BENJAMIIN F. CHANDI.HR , Manager , New York.

Miss MINERVA JOURDAN , Western Representative, 157 N. Scovilk Ave, , Oak Park . Ill ,

CONTENTS, SEPTEMBER , 1907

Froebels View /of Play and Work . 1- 2
My Mmu iuc Hcrn’urt , Germany.
The Kindergarten Program
By llurriettn Mehifim
'
jVilla ,
- - - 2 -8
Camera Culture in the School Room S- n
By ftolwrt Bulk .

Grades -
—-
Day by Day with Nature For the Kindergarten and Primary
- - - - -
n 15
iiy Vary ProurHoot .
Some Stories about Tommy - 15-16
/#/ Anna Burr If' ilaori ,
Department of Parents' or Mothers' Meetings
By Dr. Jenny H , KerriL
17 18 -
Field Notes - - - - - [ 8- 22
The Problem of City Play grounds
.
By Dr Henry fi, Curtis
-
23 27
Neighborhood House Play -ground . Louisville , Ky . 27- 29
What Does the Play ground Do for the Winter Child ? -
29 30
By Miss K . G . Billings,
Talks to Teachers
The Editor.
30-32
Monthly Digest of the Pedagogical P ress Abroad
Magazine Notes
32 34 -
34 - 35
-
TUB KINDEllUAltTliN PHlMAitY MAGAZINE la |mbHalicd < m l he first of each month extupt
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.
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to The Kindergarten Magazine Company. IF a local check Is sent, it must Include I be exchange.

1 Cash may be sent by Registered Letter.

All cotumtinicathms should be addressed,
THE KINDERGARTEN MAGAZINE COMPANY , . . 59 West 90th Street , New York , N. Y.
Copyrighted , 1907 , by E. Lyell Earle. Application for entry an Second CLana Matter In the Pent
: Onice iU New York ,

Original from
Digitized by HARVARD UNIVERSITY
 Index — Continued

PRACTICE DEPARTMENT PEDAGOGICAL DIGEST DEPT.

Day by Day With Nature For the Kinder
garten and Primary Grades Mary A .
— —
- Industrial Education
Digest of
Muonch
—
Bertha Johnston , 183
Foreign Periodical
. .. Prof . F.
32 , HO , 190 , 237, 321
.
..
Proudfoot „ f * * > . 1 1 , 37, 7 8 , 1 2 1, 177 , 3 4 4
i

Water and its Correlated Interest — Mary

—
Talks to Teacher* E, LyelL Earle, Ph. D.
30, 67, 92
A . Proudfoot ........
.
267 Manual Training Up -
. .. ......
.
To - Dat
—
* Bertha 8 5
Program For Kindergartens
Plana for Primary Grades . . .. . . .... . ..
257
258
Jobnstnn
Continuation Schools of Germany Prof ,
F. Muench, Ph. D , + + * . 4
— +
t 103
f .
.
Review of Anniversary Report of the N
Story of
Mill , Th
a Raindrop, The
Words by Mary A . Proudfoot
261
—
E. A, Bertha Johnston
Editor 's »otes on New York City E.
.. . ,
104

. . . . . . .—..
* no
. .. Lye 11 Earle ,
Music by Frederick J Long ,
Brooklet 's Story , The * 262
262
.
Monroe In U B. Bureau Education
*
Progress of Education In Italy Will S. — .
Winter Subjects: Snow and Ice Mary
A , Proudfoot, B. S
—
. . . . . .. . . . .. .
+ , + 177
Report
Training of the Exceptional Child , The *
267
273
+

A Winter Song Words by Mary A.— Education In Mexico . . . .. .

,
* *
279
Proudfoot, Music by Lydia F. Stevens 181 Dlscusalon of Kindergarten Education In
Wool and Sheep * .. 212 the Sixth Yearbook. Part li of the
National Society for the Scientific
.
.. . . .. . —. .
Study of Education , The E Lycli
Frost , Ice, and Snow 214 ,
Earle, Ph . D . + » * * * * 224

Chickens, The 307 Southern Educational Association In Con

. 230 -
ventlon
A Queer Little Chick Words by Mary —
A . Education In Louisiana —
Bertha Johnston 232
.
Proudfoot Music by Frederick J . Long 309 Kindergarten in Louisville, Ky., The .
.. . . . . .. . . . .
234
Moon 's Story of a Family of Chickens), 310 News Notes * r . . 240 ..
The ( Translated from Hans Andersen Celebration at the Normal School for
Lady Teachers, Mexico 319
A Message of Spring. — Mary A. Proudfoot, 353 Reciprocal Visit of American Teachers to
B. P *
Europe 320
Drawing, Paper Cutting, etc — Llleon Claxtnn ,
, 131, 167, 215, 262. 316
Book Notei Bertha J o h n s t o n 6 9 107, .
192, 146, 227
88
Clothing a Kindergarten Topic, with Sug-
Moral Education
Bertha Johnston
of Children , The
123 —
gesLive
Denton
QB
Story , Songs, and Games Frances — 2 1S Notes From the Field , 141
Bertha Johnston , . 34,
Beara of Berne, Th Bertha Johnston . . . . .. 219
Magaxine Notei
107. 142 . 238

—
Our Play Corner Teresa Y. Hatch . . .. —
Nature Study ‘Bertha Johnston . . t i i G O .
Postman , The ( Words and Music )
.
— LlleoD
.
220
Tuskepee Institute, An Industrial Community
—
for Industrial Education Booker T, Wash-
153
Clanton and Isabel Valentine -
Faith of a Little Child , The Marie E. Hoff — -
221 ington I

Value in the Santa Claus Myth Alice M. Cor-

bin
— 129
What Does the Play ground Do For the Win-
-
man 222
—
ter Child ? Miss K , G, Dinings ... . .
29
Recreative Games for the Schoolroom ,Marie
Ruef ilofer 159 305 , 342
— What Should the Public Do Fur the Care and
Training of Children Before They Arc Ad -
Public Schools Ada —
Playhouse Corner — Bertha J o h n s t o n .
.. 267
266 mitted to
Van Stone Harris
the

—
Physical Education Bertha Johnston .
197
304
Lunatic’s Will — Exchange

Origins! from
Epgrired Gen HARVARD UNIVERSITY
 Volume XX. JUNE- 1906

The Kindergarten-Primary Mag

MANISTEE, MICHIGAN , and NEW YORK, N- Y.
THE KINDERGARTEN MAGAZINE COMPANY , Publi .
Devoted! to the Child and to the Unity of Educational Theory
and Practise from the Kindergarten thru the University
EDITORIAL COMMITTEE
,

. -
JRNNY B MHURILL, PD . D., Supervisor Kinder E. LYSLL EARLB, PH, D . ,
martens, Manhattan The Bronx and Richmond , Ma
MAPI RUHF HOFRR DANIUI, SNEDDEN , PU, D.
Teachers College Tes
: JfAR & lETTH M , MlLU$ WALTER F. DEARBORN , PH. D,
i
New York Froebel formal University
;
JOHN HALL, A. MUniversity
. ERNEST FARRINGTON , PH. D.
of Cincinnati University
)
ERNEST N , HHMDEKKON FH , D. , .
Adelphi College , Brooklyn
BERTHA JOHNSTON
New York Fr
EDITORIAL ROOMS, 5<J Wost 96th Street, New York , N . Y,
CONTENTS, JUNE 1900 .
—
The Jnlema' iD»>l Kindergarten Union Jr* Fmuie in Ftlalion l* other
Educational Or
Mother ,"
| inu lig
end
* ^
Rcidinj Circle
- Hi' ft hit Pu_ FIT!*
Jenny fi . Pferril .
*

Ill Pul-Whol it hu iccwpluhrd , —

Thought!Suggested by the Kindergarten Evhibil v New Onleuu, H - M M -
The International Kindcfpitcn Union It* Origin. Why it wn Organized . Cltritline 7 - ffnr
-
Adreu of the International Congreu ol Mother*, Washington O- C. of Srnoi-
Annie B. Laws,

it* Eitcfinii Cutuidc SuprmtoT A! Notional Kindergarten,, Mnico,

and fteprrientiliTe of |hr Kindergarten Pfen ol Merit ? City,
The Fifteenth Annual Convention of the International Kindergarten Union.
New Or Luna Lm , Maieh 30, 31 , April T, 2, 1906 . Harriet tc Metits
PRACTICE DEPARTNENT
Recreative Play* and Ceme*. Mtiri Ruef Hofcr.
Pay bj Dir With Nature in the Kindergarten and Primary Grade ,. Mury Proud fat
PEDOAOQICAL DIGEST DEPARTMENT
physical Edutiticn , * ' Hcrtha Johnston
National Educational Anociatiun. Cleveland, Ohio,

THK KINDERGARTEN-PRIMARY MAGAZINE la published oil the Srst of earth

cepl JULY and AUGUST, from 171 River Street, Manistee , Mich .
.
THE SUBSCRIPTION PRICE fe Jl DO per year, payabLe In adv & iKS Slagle copies, .
POSTAGE IS PREPAID by Che puhltiiherH for all suljHerJpitoni In tbs United State* ,
.
.
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and Mailed. Far Canada add Jfc aid far all Other toinlrin Is the Pflilal Union add tt lor i»itijt ‘ * . -
~
-
NOTICE OF EXPIRATION in «ent , but It la ftesniuod that a continuance o( the mibt
desired until notice ol discontinuance Is received .
When sending notice ol change f '
both the old and new addresses must be given . *
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REMITTANCES should be sent by draft, Eipreea Order or Money Order, pai*h
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If a local check 1 mot, It must Include He, eichr
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ALL COMMUNICATIONS should be idJrtst to thr
York, N Y . .
New York office . Suite 1203, 150 Nassau

BENJAMIN F . CHANDI.HR , Business Manager , New York .

. .
Copyrighted IS 0 0 by THE KINDERGARTEN MAGAZINE CO Entered a* Second
in the Foituffice at Manistee , Michigan,
- t

igi Got glc > -

Qr Jaftfl|TiJIY|
HARVARD UNIVERSITY
PRACTICE DEPARTMENT
Index* Continued
— PEDAGOGICAL DIGEST DEPT.
Day by Day With Nature For the Kinder — - Industrial Education Bertha Johnston . — . 183
garten and
ProudToot
Primary Grades Mary A.
. .11, . —. .
37 78 121 17 7 , 34 4
-
Dtgeet of Foreign Periodical: Prof . F.
Miiench + «. e + + - 32 , 140 190 237* . . 321
—
S B 4 m §
** * ** ,

Talks to Teacher* E. Lyell Earle , Pit , P.

— .
——
Water and Its Correlated intureet Mary 30 67 , 92
A. Froudfoot 257 Manual
Johnston
Training Up To Date Bertha - - 95
Program For Kindergartens 257
Continuation Schools of Germany* Prof .
Plane for Primary Grades .. 258 F, Mueneh , Ph. D + * a P 103
Story of a Raindrop , The
. 4* P 4 * * * 26! .. fl fl > fl . Review of Anniversary Report of the N .
—
E. A. Bertha Johnston •> + t * a - + , 104
Mill Th Word* by Mary A. Proud foot.
—
I I i k 4 fl

Editor 's j * otes on New York City E.

Music by Frederick J . Long , , .. . „ 262 Lyell Earle - - - 110
—
r 4 i 4 4 fc ft

.
— .
Progress of Education in Italy Will 8.
Brooklet 's Story, The . , * , * * » , * ' * + , * « 262 Monroe In U. B. Bureau Education
Winter Subjects:- Snow and Leu Mary Report 4 fc + r 4 I t 1 4 M t , 267
* B

. ... ..
A. Proudfoot , B. B
A Winter Song Words by Mary A.
177
Proudfoot- Music by Lydia F, Stevens 1 S 1
Wool a nd Sheep
—
. .. 212
Training of the Exceptional Child , The
Education in Mexico
Discussion of Kindergarten Education In
the Birth Yearbook . Part II, of the
National Suelety fur the Scientific
* 279
. 273

FYoat , lea , and Snow 214 Study of Education , Th E. Lyell

Chickens, The .. 307
Earle , Ph. D ...........
.. 224
* * * 4
Southern Educational Association In Con-
A Queer Little Chick Words by Mary A.
Pmudfoot. Music by Frederick J . Long 309 — vention
Education In Louisiana. Bertha Johnston 232
Kindergarten in Louisville , Ky. , T h e .
230

234
— ...
Muon a story of a Family Of Chickens, News Notea 240 fr
The ( Translated from Dans Andersen ) 310 Celebration at the Normal School for
A Message of
D, R .„.
Spring
* * 4 .
.
+
—,+
Mary A , Proudfoot ,
+ + » + « , 4 ,
4
-
4
l , + 333 - -
4 4 4
Lady Teachers, Mexico + + * »• + s + » *
Reciprocal Visit of American Teachers to
Europe » t a * + a t + + > * -t
t i 4
319

32 «k •i i I
<

fi 4

Drawing, Paper Cutting , etc— LI Iron Claxton ,

S 3, 131, 167, 215* 263* 316 —
Book Notes Bertha Johnston 69 , 107 , .-
192 , 146 * 237
as a Kindergarten Topic, with Sug- Moral Education of Children Th
Clothing
Story, Songs, and Game Fraucos . ... ...........
Bore ha Juki Baton
*
133
geRLive
, , . , 218 .
Denton
Eieara of Berne, The
*

—
* fc

Bettha Johnston t 9 f + 219

Notes From the Field
—
Magazine Motets Bertha Johnston . , 3 4 ,
+ 4»

197, 142 , 23S

.. .....
141

Our Flay Corner Teresa Y. H a t c h

Poet man , The ( Words and Music ) — —
.... . . ...
eon LB
220 —
Nature Study Bertha Johnston
Tuakegee Institute , An Industrial Community
for Industrial Educ-utIon. - Booker T. Wash
——
C (J

- 153
Claxton and Isabel V a l e n t i n e ....... 221 ington. + « « 4- 4 4 - 4

Faith of a Little Child , The Marie E. HoK — - Value In the Santa Claus Myth Alice M . Cor
bin , .. •r *
, . -.4 fc B fc 4 4 4
- 129
man - - - 222 -
What Does the Play ground Du For the Win -
—
fc + a 4 i 4? a 4 i + 4 P 4

.
Recreative Games for the Schoolroom Marie
Ruef liofer . * - -. . . 159 , 3 05 , 34 2
t I 4 P 4 P 4 4*
— ter Child ? Miss K G . Btilings
What Should the Public Do For the Care and
* « *

-
29

Playhouse Corner
— Bertha Johnston . . P + . 2 66
Training of Children Before They Arc Ad
mitted to the Public Schools Ada —
—
4> f l
Van Stone Harris. 197
Lu na tic s Will
'
Exchange * . --i i 2G7 Physiul Education Bertha Johnston — . 354

Original ITom
Digitized t Google HARVARD UNIVERSITY
 ^ 0 . ^|
UQUtGE uBHAHr
1
CEXTEJ4 FUNS l
;
1 rria^ wf' T -

V
Index to Volume XX I
t

J
r

1907 1908
— t

A Baker 's Dozen For City Children Impression a Derived From Vlsils to the Kin -
A Carpenter Builds Shelter For Some Ani
—
mate Katherine G , Church . , + + +
+ <

.
a 123
- 123 —
dergarten An Experienced Teacher , , „ 2 *1 . T

-
Kindergarten
—
Education in Mexico ( Illu
9 fr 9 ft 9 9 9

Address at the International Congress of strated ) EL Lye ] I Earle, PhB D 2 SI

—
+
Mothers ' , Washington , D, C , of Senorita . Mothers' Meetings and Reading Circles Jenny
Estefania Caetenada . Supervisor of National
Kindergartens, Mexico , and Representative Br Merrill, Pd. D 17 , 63 , 31, 125 , 161 * .
of the Kindergarten Press of Mexico City , . 335 203 , 25 & , 300 , P.i
. National Education Association Cleveland
An Indian Legend of the Corn
A Tour Through New Orleans ( Illustrated )
May Cr Nobles .
Art Work In the Kindergarten and Primary
r > * 9
— 39

206
Ohio
Neighborhood House Playground , Louisville ,
Ky .
^ 30 '
\
* :: .
— . . Notes from the Field . , - * * + « + IS ,22 , .
Autumn Festivals Marie Ruet
—
Grades Robert Du Ik . + i l + i + i - + * . 47 90

Camera Culture In the School Room Robert

KG
9

Hofer .......
i

—
130
Patrick Maloney McKloollgan , Practical In
atrueto! Eunice Janes Goodell * . +
fc 9 i 9 4 fe l fl

- £9:
5S

Bulk ....
Child Study Questionnaire Mrs. Frances C.
Holden 264 393
S'
— . Some Rhymes and Plays
—
School Diet- A , P. Reed , M. B
126
*

-.
-.
254
1
i

Difficulties of Celebrating Christmas Mary

Schaeffer + +9 + I + +
fl + + + . . . 127 I 9 9
—
9
Some Stories About Tommy Anne Burr Wil
eon + +
4 fr 4 F ! ! .
, .15 , 60 , J56 , 119, 162 , 205
—
Digest of Domestic Magazine ! Dertha John - The Kindergarten In New Orleans
Eleanor M c M a l n . .

—-
'

Free Kindergarten IN 1
stun * + + - + + + +
1 1 9 + 9
* - - * * . . 34 , 63
9 9 B 9 9 9 9' fl 9 9 9 i

.
Dr Maxwell 's Welcome to the Representative Public School Kindergarten System
Nicholas Bauer . fc .
* 241 «
of Mexican Education . 291
Fifteenth Annual Convention of the I. K U
Provisional Program 259
. -— New Orleans Normal Kindergarten Train
—
ing School Margaret C H a n s o n . 2!* . ... .
Fifteenth Annual Convention of the Inter- Recreative Plays and Games. Mari Reuf
,
— . -'
—
national Kindergarten Union , New Orleans, Hofer ^ + 3i
I
La. , March 30 » 31, April 1, 2 » me , The Educational Value of Book binding, Th

—
Sarah J, Freeman ,
156 210, i
Harrietts. Meltet* Mills + + * + 337
..... ... -.
•

. .
Important to I K U, Members , 251 Kindergarten Program , The Harrlette MelJp
.. 2, 41, 73, 170 2 :
FroebePs View of Play and Work Fraulein
Hear wart l
— &a Mills * * +.*. fc + S + 1 * !
*
How s City Child F>eete About Nature AlwEn
West . .. 262 —...... Place of the Mother Play In the Training of
Kindergartnere, The Laura F i s h e r
Problem of City Play “ grounds The Dr
— .
. .... .
—- ..
al I

international Kindergarten Union , .. 209, 260 . .. ,

Henry S Curtis . 23
International Kindergarten Union , The Its
Future in Relation to Other Educational Or —- Though Is Suggested by the Kindergarten Ex
hibit at New Orleans, M . M. M + + ..... 313
—
9* 9 9

— —
ganlzations Bertha Payne + + + + + * 325 Right of a Child To His Religious inheritance,
+

—
9 3 9 9 9 9

International Kindergarten Unlon » The Its The E , Lyeil Earle, Fb D + * . 11J

Origin . Wny It Was Organized . Caroline
—
Water Cart , The Words by Li Jeon Claxton .
T. Haven »
—
4

Its Past What It Has Accomplished.

Annie E . Laws
331

333 — Music by Isabel Valentine

True Independence In Childhood Carrie M.
Bou telle i * * a +
. ...... . .......
— . ..
31

l
r
i*

w! (Tom
r. hy Go< gle HARVARD UNIVERSITY
 3Kindar <;arten -'printar? Ttagazinc
^
'

VOL. XX — APRIL— MAY . 1908 — NO . 8

THE KINDERGARTEN PROGRAM.

HARIETTE MELISSA MILLS.
Method
—
General Foundations.
N the foregoing discussions, than a conscious mastery of the method of
three of the fundamental con- all effective teachings The substitution of
-
ceptions which underlie all at device for method in teaching has become
tempts to formulate school so universal that the term itself has ac
programs, or courses of study, quired an unpleasant significance which can
-
have been considered , and an be overcome only by consciously under-
-
attempt has been made to indi standing and applying a true concept of
cate how the kindergarten, as method .
a form of school, shares with
all education these constitu -
Let us conceive, then , that method pre
sents two aspects ; one, internal , represent -
-
tive and regulative conceptions under spe- ing the child, and the other external , repre-
cial forms of adjustment and adaptation . senting the teacher. Method arises and ex-

— —
We have now to consider a fourth concc|> ists for the control of experience ; hence ,
tion , which with the others already elabo - method viewed from the aspect of the child ,
rated determines and controls the concrete is the way in which certain mentally in -
details of school work ; namely, the Method itiated tendencies arise, and , through activ -
which renders the subject matter effective ity , are manifested for the gradual elimina
in realizing the aim of education, and at the tion of aimless response to stimuli in favor
-
same time provides the nurture that the de- of increasingly nurposeful measures of con-
veloping human being needs. trol of experience. Eagerness, restlessness ,
Beyond question , the concept of method and persistent action accompany the child ’s
presents far greater difficulties than any of effort to control experience. Herein lies the
the topics with which we have been dealing. sanction of the teacher's office , which is
-
No adequate treatment of method is possi none other than to devise ways and means
ble in this connection , nor will anything by the selection of such subject matter and
-
here given be presented as a definitive state education materials as shall facilitate the
ment : but something may be accomplished child's method of organizing experience.
if the views presented prove suggestive to From the external aspect , method repre-
the teacher who must grapple with the sents the teacher 's plan of action in response
problems of method in the administration to the child ’s initiative. Device in educa
of her daily program , or if , in some small tion , from this point of view, loses its stig-
-
measure , they help to define the subject for ma ; for it carries with it the self -activity of
students of general educational theory and the teacher which should be absolutely con -
-
practice or for students of kindergarten ed ditioned by the character of the child’s in
ucation. itiative and the nature of the experience to
-
At the verv outset of our investigation, be controlled . In harmonizing the child -
we may as well acknowledge the exceeding contributed, internal factor in method,
vagueness of the term method as it is ap- with the extermil factor contributed by the
plied to the administration of the course of teacher’s intelligent consciousness of the
study, and its related instrumentalities. It values represented , there is developed an
is probable that this existing vagueness artist teacher and an art of teaching.
arises partially from an inability to distin - The points covering Method may be
guish clearly between a true concept of grouped broadly under two headings ; first .
method and matters of device . It is equally The General Foundations of Method which
probable that a close analysis of prevailing are in harmony with the positions assumed
practice would reveal that the average in preceding discussions ; second , The Prac-
-
teacher’s success in the presentation of sub tical Application of Method in the adminis -
-
ject matter and in securing reproductive re tration of the kindergarten program , in
sponse, depends upon clever device rather cluding the presentation of exercises with’
-
Digit, Google HARVARD UNIVERSITY
286
KINDERGARTEN PRIMARY MAGAZINE.
gift and occupation materials. This paper
will deal only with the general foundations
of method.
Let us here recall our major premise as
given in the Introduction to these discus
sious in that great initial utterance of Fried
rich Froebel , "In all things there lives and
reigns an eternal law .” This insight into
tite nature of all things , science affirms :
while idealistic philosophy in turn reaffirms
the profoundest generalization of scientific
—
thought the doctrine of evolution , or the
principle of organic unity. Education , ac
eepting this principle as a working hypo
thesis, finds proof of its soundness in every
realm of human thought and action. Thus
I lie principle of unity illumines educational
theory and regulates educational practice . to new ideals furnishes ground for courage,
We have now reached the point in our
inquiry where our notions concerning
this fundamental principle must assume
a more definite form. Let us note
first that this principle of unity is
dynamic rather than static. It is a pro
gressive principle which operates in ever
widening and ascending circles of thought
itnd action . Within this principle it is pos
sible to discern two functions ; first , a pro
ductive function , and second, an organizing
function. These functions cannot be sepa
rated , as each requires the office of the other
to fulfill its meaning and purpose. Without
something to organize and systematize the
second is meaningless. Without an organ
izing agency the productive function yields
unregulated results. Through its dual func
tinning the principle of unity has produced
II race that is human. It has produced civil
ization ; not in distinct stages , but in pro-
gressive movement, the result of which"
may be noted in ever ascending tendencies
toward the humane fife. Again, in the de
velopment of the life of humanity, we may
trace the dual functioning of the principle of
unity, producing and organizing the threads
of human experience into the varied forms
of religion, history , art , literature, and
science , which constitute the priceless heri
. -
tnge for each succeeding generation Thus,
from the function of productivity arise the
elements of human experience which the or
ganizing function of the principle preserves,
conserves , and institutes agencies for their
transmission from generation to generation,
The organizing function of the principle of
unity is nothing less than the Method by
which the results of the productive function
Google
-
are systematized into ascending series of
facts which have , as their accompaniment ,
ascending series of interpretations.
Considering, then, the manifestation of
- the principle of unity in the several realms
- of fact and interpretation of human experi -
ence one may discern the process as evolu
tionary, moving from rudimentary and par -
-
tial recognition of the meanings of life and
education, toward an increasing consc i ous-
ngss of their significance. Retrospection re-
-
veals causa ) agencies of the effects that
make this age the best the world has known ,
- but the human Spirit , with the power to Con
ceive better, presses forward towards an
-
ideal goal hidden from human ken. The
record of ideals achieved which' gave birth
aspiration , and the faith that here the strug-
gle for the complete humanization of man
kind, will be won. The Sanctions for this
-
belief are rooted deep in man's religious
consciousness, which recognizes that the
- struggle which LS progressively defining
man and humanity is also defining God and
divinity. There is also progressive recogni -
- tion that humanity and divinity are the nec -
- essary, mutually interpretive factors in the
processes of life.
- .
Tennyson In idealizing his friend , Arthur
HalUm , in "In Memoriam, ” conceives him
as the hastened product of human evolution
-— born ripe before his time, and needing a
- habitat such as earth does not afford . To
-
the poet's vision, his friend was the ardie
type of man when conscious unification of
-
human life with the divine life shall be ac-
- complished , and when the struggle for com -
plete humanization shall be won. This is.
for the poet that
"One far-off divine event
- To which the whole creation moves.”
The humanitarian ideal in life and edtiea-
tion predicates of each human being the
^
right of freedom which exists, not as i en
dowment, hut as a capacity of the human
-
soul. Freedom is tfte goal of individual striv
-
ing. Under collectivfstic conditions, it is
the goal which civilization is ever seeking,
Admitting that freedom is an idea! having
- the characteristic of allurement alike for so
crety and for the individual , the question
-
immediately arises, how is freedom to be
won ? The very form in which the question
fs stated indicates the dynamic character of
the problem , since the implication is that
freedom is never won in a static sense, but
HARVARD UNIVERSITY
 KINDERGARTEN PRIMARY MAGAZINE.
is in a very dynamic sense being won. And
here emerges the problem of method in life
and education. Accordingly, then, between
the principle of organic unity, which is our
working hypothesis, and the ideal goal of
life and of education, which we predicate as
freedom , there is the organizing and medi
—
tating agency a method which is none
other than self -activity which constitutes
the individual soul.
Here let us recall the definitive statement
concerning the impulse to activity, made in
-
Section 11 of this series: “ Self activity is
man 's highest endowment, In the exercise of
which the self continually reveals its nature,
and may progressively achieve its destiny,
-
which is freedom.” Psycho physical life un
folds under the law of organic; unity ; and
self -activity Is the method of its revelation
-
.
and realization Primarily , then, method
aa self activity mediates between the im
plicit unity of the principle and its explicit
unity which is implied in the ideal goal of
freedom.
The foregoing statement is In entire har
mony with Froebel’s lawof innerconnection,
—
since it makes the soul which is activity
the agent of freedom for the race. It is also
in harmony with Froebd 's law of opposites,
— However valuable these distinctions may
since method , in order to perform its media -
ting function, must unite within itself , in
some degree, the elements which constitute
the factors to be meditated , ( See Education
by Development p. 308). Placing the two
categories of inner connection and opposi
tion over against each other we discern that
the law of opposites is but an inversion of
the greater law of inner connection. The
law of inner connection is the greater law
since it carries with it the positive sanction
of the fundamental law, which is unity, the
method of self -activity which yields evolu-
tion , mental development, and lies at the
basis of the philosophy of education. ( See
Editor’s Preface to Symbolic Education and
also to Education of Man ). Thus, the
principle of unity, functioning through
generative and organizing processes, is
constitutive and regulative of all life. It
functions through successive differentia
tions and integrations for the advancement
of humanity and for the development of the
individual by means of the activities of the
individual soul. Concentrating upon the
differential characteristics of the process,has
given to education its doctrine of Estrange
ment. Concentrating upon its integrating
;ized Google
287
characteristics we have the doctrine of
Education by Unification of the Froebel
system.
If the foregoing positions arc tenable,
-
there can be no hard and fast distinctions be
tween the various aspects of educational
- theory and practice, since the aim of edu -
cation, the subject - matter of the course of
study, and the method of realizing the
former and of securing control over the
latter issue from tha matrijc of a single
principle. For purposes of reflection,
theoretical separation between subject -
matter and method may be predicated ;
but in reality there can be no separation.
To do this is as unthinkable as the Car-
- tesian separation between mind and matter ;
or the separation between man and nature
- —
which is implied in certain theories of
the Froebel materia I s notably, the gifts as
necessary means to Securing quantitative
control over the world of nature ; also, the
separations which Froebel established be-
tween the classes of exercises with these
- —
materials forms of life, forms of beauty,
forms of knowledge .
be in the realm of educational theory they
are inimical to good practice, since they in-
variably lead to the practice of emphasizing
-
subject matter of the course of study as the
primary factor, while the pupil is a secon -
dary factor of whom a single function is
- —
required passive receptivity. Such teach-
ing as this has led Dr. Dewey to say : “Sub -
ject matter never can be got into the child
from without. Learning is active. It
.
involves reaching out of the mind It in -
volves organic assimilation starting from
.
within , , , The only significant method
is the method of the mind as it reaches out
-
and assimilates. Subject matter is but spiri-
tual food , possible nutritive material. It
-
cannot digest itself ; it cannot of its own ac
cord turn into bone and muscle and blood."
( The Child and the Curriculum , pages 13-
14 ). Thinking of subject-matter as all im-
portant , is to ignore the active agency of
-
the mind of the pupil which alone deter
-
mines the validity of the subject matter as,
-
in reality, “spiritual food.”
Let us turn now to other aspects of the
principle which is guiding our educational
theory and practice. We have noted that
this principle has productive and organiz -
- ing functions by means of which the various
aspects of human experience develop, and
Original from
HARVARD UNIVERSITY
* 88 KINDERGARTEN -PRIMARY MAGAZINE.
are organized into classes known as litera
.
ture, art , etc From one point of view, any
given body of experience has not only its
content aspect , but it is in itself a method of
control of the province to which it belongs ;
e. g . , Biology is a method of control of that
province of experience which deals with
living tilings ; but within this science Bot
any, while a method of control of one aspect
of living tilings , is but partially a method of
—
control of its correlative province of experi
ence Zoology,
—
—
Again , from another point of view that
-
of humanity, as noted self activity may be
conceived as a principle, producing an ex
perience, and as method , organizing experi
ence into a system in harmony with more
or less consciously conceived ideals ; e. g .,
Literature as represented in the great world
stories which grew with the growth of the
—
minds and hearts of men Of what are they
wrought ? Ol the experiencing of many in-
dividuals and of many groups of individuals ,
-
the outcome of self activity as a productive
agency . But when these several experi
cnees are gathered by some master singer
and incarnated in a single character , as in
the Homeric stories of Odysseus and Achil
les , or in the Arthurian Legends by Tenny
son , we discern self -activity as method, or
ganizing human experience for the enduring
-
uplift of humanity. Because this inter rela -
tionship exists between principle as method
and method as principle, no real dualism can
exist between the experience produced and
the method which places it within the or
dered relationships of life. Let us, then, ac -
custom our minds to a world view based
upon processes of interaction and interrela
tion , rather than upon processes of estrange
ment and separation.
Further, let us think the principle of unity,
—
working in the realm of human affairs , in
terms of movement as something charact
erized by progress , Let us also think the
aim and purposes of life and education in
.
terms of movement The pursuit of free-
dom will take our feet along pathways of
the commonplace . It will set common
tasks for our hands to perform. But , while
self -activity in its necessary forms of ser-
-
vice engages the physical self , self activity
in its higher forms may give wings to the
spirit to bear it away to the realm of the
ideal wherein are no boundaries of time or
space. The ideal world is a world of free
dom ; its experiences are defined in terms of
Gcu igle
- of the ideal come the interpretations which
reveal the significance of work in the de
.
veloping life of man Work is the instru
--
mentality which makes for actual physical
spiritual appreciation . -
Thus, Self activity
has power to throw the fight of its ideal
world upon the commonplace walk and the
- weary round of daily toil. From the plane
freedom and leads to the higher forms of
- -
intellectual and spiritual freedom. Self ac
-
tivity, working in the realm of the actual
world, idealizing work , establishing ideals
-
-
and striving to realize them , makes it neces
sary for us to think the method by which
all the activities of the individual are possi
ble , in terms of movement .
-
-
Lrft us for a moment glance backward
over this course . The principle of organic
unity with which we began and which
seemed abstract and remote, has become
more and more the efficient principle by
which to conduct the concrete details ot
educational theory and practice, The prin -
ciple of organic unity has produced a race
- that is human. Through its functioning man
became a creature different in kind from
his predecessors and fit for an everlasting
- life of progress. Thus , this principle deter-
- mines our attitude toward humanity as rep -
- resented in civilization, ft determines our
attitude toward the nature and need of the
-
individual child . It indicates physical , intel
lectual , and spiritual freedom as the ideal
goal of life and of education. It determines
the course of study in general and should be
- the basis of the kindergarten program . It
is the guide in selecting those themes from
-
the main bodies of experience it has pro
duced which are essential to the nurture of
-
- grating , or arranging these experiences with
-
child life. It is the essential element in inte
their related resources of literature, art , and
-
educative instrumentalities, into a daily pro
gram . It determines the concept of method.
In this article we have traced the func
tioning of the principle of unity within the
-
-
human spirit and its environment , under
.
various aspects of self -activity It now re
mains to indicale the application of this
-
principle in the administration of the daily
kindergarten program , since we have still
to determine the characteristic modes of ac-
tivity by which the child of kindergarten
age seeks to control the course of his ex
perience. The Practical Application of
-
- Method will be the topic for the concluding
article of this series. -
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CONSTRUCTION WORK IN MEXICAN KINDERGARTEN

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HARVARD UNIVERSITY
 KINDERGARTEN-PRIMARY MAGAZINE.
*91
DR MAXWELL'S WELCOME TO THE REPRESENTATIVE OF MEXICAN
EDUCATION
AM delighted to have the opportunity to express to the people of Mex
ico, through Senorita Castaneda , my views regarding the Kindergarten- ,
Indeed, I regard it as a very great honor to be permitted to do so. I re
gard the Kindergarten as outlined by Froebel and improved by his fol--
lowers and disciples as an essential part of a liberal education of the chil
dren of this and every other country. The two things that seem to me-
so valuable are : First. That the Kindergarten builds everything upon
the child's self-activity. Second. That it makes use of the child 's instinct
of play to elicit his powers , and to learn by doing.
There is one other consideration regarding the Kindergarten that has
not been so much dwelt upon in the literature of the subject , and that is that the Kin
dergarten supplies the young child with agreeable and instructive occupations for -
the home. The child who goes or has gone to a good Kindergarten , spends his or her
time at home much more profitably, and much more interestingly. The child is a
more agreeable companion to himself and to other children, more interesting to parents
and friends and much less liable to be a nuisance.
WILLIAM MAXWELL,
Superintendent of Schools, New York City,

KINDERGARTEN EDUCATION IN MEXICO,

E. LYELL EARLE, Pb . D.
F all the Latin - American peoples even the home of the wealthy, has organ-
^ today in both Americas of the ized and developed education to such a de-

10 New World , Mexico seems to

be tile one that has made the
most rapid and permanent ad
vance in education. The
"grand old man" who has guided the des-
tinies of that young republic for almost half
-
a century has left a lasting impress on this
department of human advancement.
Education perhaps more than any other
specific department has felt the influence of
his master mind . While a man of war, when
gree of excellence that even our own ad
vanced methods may learn much by study
of this recent work in Mexico. The writer
of this article has had the pleasure of meet
ing two of these three people who have
done, and are doing such great work for
-
-
Mexican education. Senor Chavez delivered
an inspiring address at Washington at the
Conference on International Education .
Senorita Estefania Castaneda is now
studying Kindergarten education in the

--
war was the means toward peace , he is pre United States and Canada , and is taking
eminently a man of artistic and literary ap
.
a prominent part in the Mothers’ Confer -
preciation and has ever kept a watchful eye
on the individual growth of the republic. In
ence at Washington, and at the Kindergar
ten Convention in New Orleans. She is a
-
this work he has been ably seconded by two woman , who, like so many of the prominent
men , Senor Sierra, the secretary of public women who have devoted themselves to
-
instruction, and bis efficient under secre
tary, Senor Chavez, under whose wise and
- Kindergarten Training, has a great moth
er’s soul and a great mother's insight into
-
far -sighted administration every aspect of the needs of children , as well as a very sane
education has made tremendous advance appreciation of the child’s place in the home*
within the past ten years. in the state and in society, Mexico is to be
Associated with these men , in perhaps the congratulated in having at the head of its
most beautiful aspect of the work , is Seno
rita Estefania Castaneda, who, taking the
- education a woman of such sterling worth ,
with heart large enough to plan for his wel -
little child from the street and the ranch and fare, and with energy inexhaustible to carry

igwnd Google ! ti i

HARVARD UNIVERSITY
*9* KINDERGARTEN -PRIMARY MAGAZINE.
out these plans of true love for the child
:md his place in the nation.
We are glad to introduce our readers to
this aspect of American education ; to set
before them some of the views of Senoiita
Kstefania Castaneda, and an outline of the
work she is doing m the Republic of Mexico,
Net recent report on Kindergarten Educa -
tion in Mexico easily surpasses any similar
report that has ever come to our table If .
supervisors of Kindergarten in our large
cities had means at their disposal , and funds
for this special purpose, similar reports
.-
would make up a source book for Kinder
garten Education throughout the world
THE KINDERGARTEN
—
PURPOSE.
ITS FARREACHING
The first kindergarten in Mexico was
founded according topi a ns outlined bySeno
rila Esicfania Castaneda and presented to
the under- secret ary of public instruction, on
the loth of March, 1903, The plan was ap
proved August the 18 th, 1903, and the
school was opened January the ad , 1904.
In formulating her plan Scnorita Este
fania Castaneda was influenced by the fol
lowing principles:
“The little child , as docs every being be
ginning its life, needs special care and pro
tection,”
To give this aid and protection and to
foster gradually the child ’s development and
progress , or in other words, to cultivate the
human plant, that has within itself a prom
ise of happiness, and, in its struggle with
the world looks for our help and assistance,
is the chief aim and purpose of the Kinder
garten.
The young plant longs for all the sap it
possibly can obtain, for the fresh dew , for
the joyous tight from the sky. Because of
its weakness it craves our fostering care and
watchful solicitude. Attention should be
paid to th"e air which it breathes ; extreme
care should be taken to furnish it with a
mild and cheerful atmosphere ; alt of which
are things that only a mother, a true mother
by nature , intellect , and feeling can wholly
give.
During bis first years the child lives main-
ly by imitating us ; he reproduces only what
we give to him , and inevitably the develop
ment of his own personality is to be effected
only in the presence of the examples of ac-
tivity and models of energy placed within
his reach. To the mother, then , belongs the
first direction of the child . If she possesses
Google
high culture, the strength of her qualities
will be shown in the physical development
and in the formation of the moral character
of her child.
But, just as there exist in family educa
tion , the devotees of the great, the noble,
-
and the beautiful, true martyrs, who sacri
fice their energies one by one to the su-
-
preme personification of an ideal , there are
also homes in which that Light is lacking,
and there are a great number of children
who start life among the worst conditions
of neglect and misery.
-
The poorest classes of our society, espe
cially, present instances of this: woman
there is often the victim of ignorance and
poverty, and sometimes, of the conse-
quences of degenerate habits, and she does
- not understand her high mission on earth.
The organic inheritance is somewhat an
anticipation of the social inheritance of the
- child, who, a social nomad , is a little uni
verse that reflects the whole system of in
-
-
fluences exercised upon his sensibilities. Is
- that infantile crowd that drags along in
- misery through the streets, the people in
which the country has put her hopes of cul -
-- tivating the field, of giving life and energy
to our industries, and consciously co-oper -
ating with bountiful nature ? If so, it is ab-
solutely necessary to prepare the child 's
spirit for an active, honest , progressive life.
But this preparation must and should begin
- early , at the proper time , without wasting
the earliest , precious years of life that
should be devoted to the beginning of edu-
- cation, We must start this development
early, for although the child is apparently
unconscious, he observes, he notices all the
actions of the people surrounding him and
he quickly assimilates knowledge.
How shall we protect this little being ?
Where shall we begin , so that his intelli -
gence and delicate organism may not be
impaired ? Only in a place especially cre
ated for him, only by introducing him to a
-
sweet, serene, mild atmosphere ; taking him
to a garden in the open air, in communion
with sky and earth , teaching him to vener
ate Nature, to be active, observing, orderly
-
in his movements and master of his own 1
- self.
The charitable , tender idea of transform
ing the school into a home, into a loving,
-
attentive mother, that studies every mani -
festation of her child, and secs in those man
ifestations the quickening, the evolution of
-
Original ifom
HARVMD UIVE
^ITt
 KINDERGARTEN-PRIMARY MAGAZINE* 393
a being that must become a man, began in - the child ; possess an intimate knowledge of
his nature , have a profound respect for the
deed with Pestalozzi, but it was Froebel,
with the tenderness of his loving heart, who progressive, methodic development of his
spent long hours patiently observing the moral and physical powers, and inquire
plays of childhood so as to use them for when necessary for the psychological mo-
education . tives which are to be found at the bottom
of every human action. Besides, she must
That immensecrowdof miserable children ,
orphans bereaved of love and hope, need to be unselfish, almost a mother, eager to ful-
come to school as to a place where their fill her duty, and so tender, so serene and
lives receive bright encouraging rays of joy, firm as to encourage and sustain the child
.
of light, and of love A place where human without any vehement expression of affec-
dignity is respected, impulse given to self - tion or partiality. Her spirit must be sweet
and judicious, and its effects are to be shown
activity, personality formed and the feeling
of mutual sympathy and service developed, in the child’s character, which is at the same
and finally, the child treated as a creative, .
time free and docile This is what she must
active moral being . be and what she must do.
Froebel’s ambition was an infantile col
ony ; flowers, plays, songs, were intended to
- There is only one book for learning all
this : the child himself is a living book, and
beautify the early existence of man on earth for reading it and being able to meet the
and make a poem of love and work. Let us child’s need it is only necessary to live with
.
then realize Froebel's ambition Our coun - him, breathing the pure, simple , innocent
-
try ’s ground is rich, immense , fertile ; it in atmosphere of his life. To live with him ,
vites us to progress, hut we lack the spirit and to love him, is the same thing. He
of industry, of effort , of persistence. Have takes charge of that. His subtle, true , deli -
we exhausted already that generous, brave cate soul penetrates into our spirit , bathes
spirit which could lay the foundations of a and saturates it in a healthy, mild and com -
great Nation ? Oh , no I We may be sure forting perfume ; if we are sad , he brings us
the Mexican spirit is not dead ; the only numberless promises of help, consolation
thing needed is the home, and, as a comple - hope ; if we are alone, he speaks with our
ment of this, the school. soul.
Each one of those little souls possesses To live with the child in that joyous trans-
some of that creative energy. “They are parent life, without mysteries, without
only children today ; they will be a people doubts , without vacillation, without suffer-
tomorrow.’’ Let them be raised up in the ings ; to follow the child’s movements and
arms of an intelligent, just teacher, an in
dustrious mother, and they will grow strong
- play activities ; to observe his seTene work
ing ; to observe how he runs in the garden ,
-
and good. flitting like a little butterfly from flower to
But here comes a difficulty ; the feeding flower, or stopping to take out from the
of the soul must be preceded by the feed - ground the little seed just planted , which he
ing of the body, and the children of the low - would like to develop with his love and good
est classes of our society are hungry for wishes ; to see him absorbing Nature with
bread and for care. What could be done in all his senses, and drinking eagerly at every
this case ? The Department of Public Assis - fountain of knowledge ; to hear how he
tance , which has to attend to these condi - laughs with exquisite, silvery music, and to
tions, should establish motherly schools listen to the glorious hopeful song of the in -
where the child is taken away as much as .
cipient life This shall be the book , this the
possible from the evil influence of the home, school where the girls who have aspirations
and given all the nurture which his soul and to be teachers of little children shall go to
body demand. learn the meaning of Kindergarten and the
But the Department of Public Instruction high mission of the kindergartner.
can also do much. It must lay the basis of THE KINDERGARTEN A3 AN ACTUALITY.
the future happiness of the little ones by ”
founding the Model School for children as Every kindergarten must have a central
a type that must be imitated , and by -
form object of interest, around which children are
work. The garden
ing the ideal teacher for the young. That united by the common .
is a capital point. love
is very
Apart
valuable
from
in
the
this
study
respect
of Nature and from
The teacher of little children must

Origins from
Digitized by Google HARVARD UNIVERSITY
394 -
KINDERGARTEN PRIMARY MAGAZINE.
the benefita derived from the general hy
giene of the school and the physical culture
of the child , there is another capital reason
that shows the importance of the kindergar-
ten work .
"The child is a pan of human society and
must be considered as such ; it is necessary ,
then, that he learn to know his personality
as a part of the whole, his relations with it ,
and get used to work for the benefit of it ."
Froebel thinks that the best place for the
learning and remembering of the social vir
tues is the garden itself. He says : "The
child lives there a real life ; there he feds the
sentiments of humanity, of mutual help, of
fraternal love ; he practices these precepts,
and unites them to his life forever.
The weakest child is helped by the strong
est ; if one child gets sick , his little garden is
cared for and tended by the other children ;
the flowers are used as presents to parents ,
superiors, friends ; the child who interferes
with the order of things suffers the conse-
quences, being excluded from the collective
work of the community , so that he may
learn that it is necessary to fulfill one 's
duties toward society in order to enjoy the
pleasures coming from it.
The ground should be divided into small
portions, one for every child , a larger space
being dedicated to a common garden, where
all the children work collectively. As orna
mental plants there must be selected those
of easy cultivation , as poppies, pansies, roses
and carnations.
When the proper time comes, wheat , corn,
flax , barley and vegetables are to be planted ,
all this in small portions of ground culti-
vated by each child, so that he can enjoy
afterwards the product of his labor. The
child will be the master and proprietor of
his industry and work ; what he creates is
his own , but he is compelled to respect the
.-
rights of others and to co operate with all
for the progress of society
In relation to the present attitude of
American kindergartens toward sand and
clay the following will be interesting :
SAND WORK.
Clay WGTW is to be used in kindergarten
twice a week, and sand work every day.
Sand is to be kept on special tables or in
square boxes, that should be put upon the
tables after protecting these with a rubber
or thick paper cover.
A big wooden box placed on the floor,
M 100 x Mioo x M700, would be preferable.
hv Google
- From the beginning children are very
glad at the sight of the sand ; they never get
tired of digging in it day after day, burying
in it their little hands, tracing lines, roads,
.
making hills, mountains, caves After hav -
-
ing played with the dry sand it will be pre
—
sented to them under another aspect.—that
is, damp and it will appear as a new thing
before their eyes. Objects may be gradu -
ally added , as shells, pebbles, sticks, flowers,
etc., and the children will be invited to build
- houses, fences, dikes, foundations, etc,, us
ing the sand as the fundamental basis, but
-
using too, as helpers of expression, the
building gifts. The smallest children < M 1 '
use the third and fourth gift, and the older
children the fifth and sixth gift. Work is
- to be free, but if the teacher helps just at
the proper moments better results can be
obtained.
In the succeeding exercises the children
will represent the garden, the farm, the cot
tage, the village they remember ; and as
-
time passes, they will he apt to build those
things more or less perfectly .
Before destroying the work , it is good to
copy the best ones in a smaller size, and
they must be kept, often describing them
as an exercise for memory and analysis.
BUILDING GIFTS.
- Each child is to build daily several objects
with blocks, and these buildings, as it has
been said before, are to be connected often
with the sand work .
There is nothing more pleasant, joyous
and fit for the educational purposes than the
building gilts. Number, form, and material
are to be noted in this work and some pre-
cepts are to be given in relation to the life
and symmetrical forms, encouraging the
children to point out many symmetrical
combinations.
Kroebel emphasizes strongly the need of
exciting, awaking and fostering each one of
the child ' s powers, appealing to his percep
tion, inclination, judgment and reason by
-
means of attractive exercises with the gifts.
The kindergartner must resolve :
1. To organize several experiences to
lead the child towards the knowledge of the
qualities common to all forms, producing
concrete impressions of these qualities pre
senting remarkable contrasts.
-
2. To give good basis for the classifica
tion of objects, presenting typical forms and
-
giving simple explanations that make easy
HARVARD UNIVERSITY
 KINDERGARTEN- PRIMARY MAGAZINE.
*95
for the child the recognition of the modified the objects familiar to him, stimulating and
type, when it conies before his eyes . encouraging the creative activity.
3, To give simple application of concrete
explanations, showing fundamental truth as -
All this is to be done little by little , gradu
unity, continuity, sequence , etc , ally and by using the most natural and sim -
4 . To attract the child 's interest towards plest ways.

SEMOftlTA ESTAFAMA CASTENADA

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LIBRARY O f THE

GRADUATE SCHOOL
OF EDUCATION

I Go £ Ic
 THE

KINDERGARTEN-PRIMARY
MAGAZINE

VOLUME XX
—
September, 1907 June, 1908

'

!
I

I
i
THE KINDERGARTEN MAGAZINE COMPANY
150 Nassau Street, New York , N. Y.
Copyrighted, 1907 — 1906, bf lh* Kindergarten Magazine Company
NEW YORK

Orlglral ironi

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Index to Volume XX i
r

!
1907 1908 —
A Baker 's Dozen For City Children . ,
.-
123 Impressions Derived From Visits to the Kin
A Carpenter Guilds Shelter For Some Ani
—
mals Katherine G * Church . ..- 128 —
dergarten An Experienced Teacher . . .. * 204
Address at the International Congress of
Mothered Washington * D. C., of Senorita
Estefanla Caatenada . Supervisor of National
Kindergartens * Mexico, and Representative
—
Kindergarten Education In Mexico
nt rated } E. Lyell Earle, Ph. D I + *
Mothers’ Meetings and Reading Circles Jenny
li . Merrill , Pd D * *• , 17, 68 SI , 125 Ifli ,
p i .
281
—.
( [ Hu-
.. .

of the Kindergarten Press of Mexico City , . 335 203 , 255, 300 , 328
An Indian Legend of the C o r n + . .. . ay National Education Association , Cleveland

..—. 206
A Tour Through New Orleans ( Illustrated > Ohio 3C 0
May C, Nobles m + * .. Neighborhood House Play -ground , Louisville ,
.
*#•
+ + ir I
*
Ky
—
Art Work In the Kindergarten and Primary
Grades Robert Dulk
—
Autumn Festivals Marie Ruef Hofcr
47 , 90, 130 Notes from the Field 18 * 22, 56
27 i

Camera Culture In the School Room Robert

Dull , , * , * * . —
86

3
Patrick Maloney McKlunllgan , Practical In
—
structor Eunice Janes Gooden 297
-
Child Study Questionnaire Mra, Frances C. — —
School Diet A, P, Reed * M . D. ..
. 256 ..
.
+ + P

Holden . * « i* 165 254 *

Difficulties of Celebrating Christmas- Mary
Schaeffer
Digest of Domestic Magazines Bertha John
* * „.
4 I i »

—
—. . . 127
-
303 Some Rhymes and Plays * , ,
Some Stories About Tommy Anne Burr WII
son — . . 126* 155
15, 50 , 86 , 119 * 162 , 205, 266
The Kindergarten In New Orleans
-
ston 34 , 68 Free Kindergarten Eleanor McMaln . . 2 16 -
Dr, Maxwell's Welcome to the Representative
of Mexican Education ... .. . . 291
Public School Kindergarten System
Nicholas Bauer 247 , —..
—
+

. .-
Fifteenth Annual Convention of the I K. U. New Orleans Normal Kindergarten Train
—
ing School Margaret C, H a n s o n , * . . 2 4 8
Provisional Program
Fifteenth Annual Convention of the Inter -
250
Recreative Plays and Games, Mari Reuf
. —
national Kindergarten Union , New Orleans,
La. , March 30, 31, April 1, 2 , 1908 , The
. ... .. .. . ... 337 — Holer , , *
Educational Value of Bookbinding , Th
Sarah Jr Freeman .. . .
34 2

. i
Harrietts MelLssa Mills
Important to t K. U, Members ,
FroebeFs View of Play and Work Frauleln
Hcerwart
*
,

—
... ... .. . 251
1
—. .
4
* + * 156, 210, 242
S

Kindergarten Program , The Harrlette Melis-

sa Mills
4> 4

2 41 73, 176, 255

Place of the Mother Play in the Training of
.
flow a City Child FGBIB About Nature Alwln — Kindergartners , Th Laura Fisher 61
West -P 4

International Kindergarten Union

252 Problem of City Play grounds, Th
.. -. .. Dr.
International Kindergarten Union , The Its
209,

Future in Relation to Other Educational Or

ganisations —
Bertha Payne
—- 250 Henry S. C u r t i s * , , ,
Thoughts Suggested by the Kindergarten Ex
hibit at New Orleans, H , M. M
23, 27
. . . .. ... .. .-
329
International Kindergarten Union, The Its
Origin. Wny it Was Organized , Caroline
T, Haven ft P I t
* * + fi «. k m
P
325

. . 331 4 t 4
— m
—
.
—
Right of a Child To His Religious Inheritance,
The E, Lyell Earle, Ph. D.
—
Water Cart , The Words by LUeon Cl ax ton.
Music by Isabel Valentine
.. . . . . . . . ... .
113

. . . 318
—
9

—.
Its Past What It Has Accomplished .
Annie E Laws 333
True Independence In Childhood Carrie M. — /
p i
Boutelle LiS%

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