CHAPTER II. ROOMS, ETC. I HAVE made an article, which I published in the "Atlantic Monthly" of November, 1862, my first chapter, because I cannot, in any better way, answer the general question, What is a Kindergarten? I will now proceed to make a Guide for the conduct of a Kindergarten; in which I shall freely make use of what Madame Rongé has said in her "English Kindergarten," and Madame Marienholtz in her "Jardin des Enfans; but I shall not confine myself to them, for an American Kindergarten necessarily has its peculiarities. In the first place, we must think of the accommodations. These are not to be in the open air, as has been supposed by many, through misapprehension of the use of the word Kindergarten. But it is desirable that there should be a good play-ground attached to the rooms; and Froebel thought it of very important religious influence that every child should have earth to cultivate, if it were only a foot square. Two rooms are indispensable, and if possible there should be three, all of good size, with good light and air: one room for music and plays, gymnastics, dancing, &c.; another for the quieter mecl. nical employments, pricking, weaving, sewing, moulding folding, paper-cutting, sticklaying, and block-building; and still another for drawing, writing, objectteaching, and learning to read. It is desirable that every child should have a box, if not a little desk, in order to learn to keep things in order. When this cannot be done, the teachers must so arrange matters, as to have everything ready for every change; that no time may be lost and no confusion arise. In my own Kindergarten, I arrange beforehand the chairs in the play-room in a solid square, into which the children march at the commencement of the exercises. Sitting in them, they sing their morning prayer or hymn, hear the reading, and take a singing lesson on the scale. Then they rise, and, taking up their chairs, march into the other room for their reading lessons, which are always in two classes, sometimes in three. They bring their chairs back again for luncheon, and then take them out for another lesson; for in this room they have gymnastics, dancing, and the play, and need a clear space for all. They come back with their chairs, at the close of the exercises, to sing songs together before they disperse. Two of my rooms are carpeted. The other is smooth-floored for dancing, playing, and gymnastics. And, for the convenience of the gymnastics, it is well to paint, at convenient distances, little feet in the first position, as Dr. Dio Lewis has done in his gymnastic hall. When Kindergarten accommodations can be built expressly, I would suggest that there should be a house with glass walls and partitions, at least above the wainscoting; and that the wainscoting should be rather high and painted black, so that every child might have a piece of the blackboard; for it is easier for a child to draw with a chalk on a blackboard than with a slate and pencil. A house of glass, on the plan of the crystal palace, would be no more expensive than if built of brick. It would secure the light and sunshine, and make it easy for the superintendent to overlook the whole. It should be equably warmed throughout. My own Kindergarten is not in a glass house, but is the lower floor of a house which has three rooms, with a hall between two of the rooms; a large china closet which I use for the children's dressing, as well as to store many things; and beyond the third room, a bathing room, with every convenience. Rooms, hall, closet, and bathing room have all an east-south aspect, and are amply lighted. The room between the china closet and bathing room is longer than it is wide, and has blackboard painted on three sides of it, so that each child has a piece of blackboard. It is possible to keep a Kindergarten in two rooms, but not possible to keep it in one, if it is of any desirable size, or there is any variety of age in the children. A large playground and some garden is desirable. I am so fortunate as to have these in my house in Boston. There must be a musical instrument in every Kindergarten, of course. The only books which the children use are those in which they learn to read. Everything else must be taught by symbols, objects, and pictures, explained conversationally. One of the rooms it would be well to provide with flat box-desks, in which can be kept all the materials which each child uses, slates and pencils, blocks, sticks, weaving and sewing materials, and the children should be required to keep these in order. In my own Kindergarten I provide all the materials for their work and instruction, thus securing uniformity; and it is better to do so always, and to charge a price covering the expense. It should be understood, from the first, that Kindergarten education is not cheap. As a Kindergarten requires several persons to keep it properly, a genial family, consisting of a mother and daughters, of various accomplishments, might devote their whole house to it, preparing for the writing and drawing one large room with blackboards all round, whose area could be used for the playing, gymnastics, and dancing. When this new culture shall be appreciated for its whole worth, it will not be deemed extravagant for a whole family thus to devote their house, as well as their time, to make a Kindergarten the temporary home of a large company of children. CHAPTER III. MUSIC. THE first requisite to the Kindergarten is Music. The voice of melody commands the will of the child, or rather disarms the caprice, which is the principle of disorder. Two hymns are given in this Guide with which to commence school,- one being the Lord's Prayer, set to cheerful music. But there should be regular scale singing, and if conducted by a teacher of tact, a ten minutes lesson may be given every day, and the interest be kept undiminished. The first lesson should be preceded by the teacher's drawing on the blackboard a ladder of eight steps, and then saying to the pupils, "Now listen to my voice, and see how it goes up these steps." She then sings the eight notes very clearly, pointing to each step of the ladder; and runs her voice, with equal distinctness, down the descending scale. The children can then be asked to accompany the teacher in going up and down the ladder, singing the numbers 1, 2, 3, 4, 5, 6, 7, 8, instead of do, re, mi. There will doubtless be enough discords to be palpable to all ears, and these can be spoken of by the teacher, and a proposition made that every one who thinks he can go up and down the ladder alone, shall hold up a hand. Some may be able to do so, but a majority will fail. Some will not try at all. The teacher can then say, "Now I am going to teach you all to do it, - one step at a time. Let us all sing one." The piano is struck, and teacher and "Now let us go up a step, — one, two." pupils all sing one. Let this be repeated several times. Then stop, and say, "Now I am going to strike one of these notes and see if you know it." Strike two, and ask, "What is that, 1 or 2?" There may be difference of opinion; in which case, ask all to "hold up their hands who think it is 2, and then all who think it is 1." Tell which is right, and say, "Now let us all sing 2." Then say, "Now let us go down that step, 2, 1; and now up again, 1, 2; now all hold up their hands who can sing 1, 2, 1?" Select one after another to sing it alone with the piano, and after each has tried, let all sing with the teacher 1, 2, 1, before another is asked to sing it. Then let all sing 1, 1, 1; 2, 2, 2; 1, 1, 1. Go on in this way till all the eight notes are learned. They will be able to tell these notes, when struck upon the piano, much sooner than they will be able to strike them with their voices. And other exercises, every day calling upon them to name notes struck, at first one note, afterwards combinations of notes. The following exercises were given in my Kindergarten in one year, which resulted in nearly all the children being able to sing them alone, and tell any notes struck. 1st. -1 2 1; 11, 2 2, 11; 111 1, 2 2 2 2, 1111, 2 1 2, &c. 212, 2d. · 1 2 3, 3 2 1; 1 3 3 1, 1 2 1, 2 3 2, 3 2 1. 3d. - 1 2 3 4 5, 5 4 3 2 1. 1 3 5, 5 3 1, 1 5 5.1. 6th. 1 2 3 4 5 6 7 8, 8 7 5 6 4 3 2 1; 1 3 5 8. This exercise can be varied by repeating each note one two, three, or four times. 7th. 11 2,2 2 3, 3 3 4, 4 4 5, 5 5 6, 7 7 8, 8 7 6 5 4 3 2 1. 8th. 9th. 1 1 2, 3 3 4, 5 5 6, 7 7 8 ; 8 7 6 5 4 3 2 1. 1 2,1 2 1 ; 2 3,2 3 2 ; 3 4, 3 4 3; 4 5, 4 5 6; 5 6,5 67; 67, 678; 8, 7, 6, 5, 4, 3, 2, 1. 10th. 1 1,2 2, 1; 2 2, 3 3, 2; 3 3, 4 4, 3 ; 4 4, 5 5, 4; &c. 11th.-13; 24; 35; 46; 57; 68; 8, 6; 7,5; 6,4; 5,3; 4,2; 3, 1. |