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found a beneficent sphere of activity in schools for the blind, the deaf, the crippled, and the defective, as well as in many hospitals and homes where convalescent children are helped by it through many a weary hour of pain and suffering. The kindergarten has a twofold purpose. It is designed to minister to the education of young children and young women. In this latter aspect, except in preparing young women to be kindergartners, it has not yet achieved that widespread influence which is called "success." It is well known that Froebel believed that the sanctity of the family is the safeguard of our social order, and that the making of the home is the preeminent privilege of woman. To him the highest education of women was that which prepares them for the supreme duties of intelligent and consecrated motherhood, and to be the helpmates and, in the highest sense, the companions of men was more-necessitated more-than to be the rivals of men. In his view no education of woman was complete that ignored these her highest powers, her loftiest ideals, her unique province, in which she could most fully realize herself, and so contribute to man's world what men can not contribute and what must be lost in the world's economy except as she with her special gift and unique genius provides it.

As a factor in the higher education of women the kindergarten has had singularly little influence. It can not be said that it is looked upon with favor by the women's colleges, either as a necessary part of the training of teachers or as an element in the general education of women. The explanation may lie in the avowed purpose for which women's colleges exist. Whatever the reason for it may be, the kindergarten is not expanding its limits so as to include the college in its present accepted form, nor is the college expanding to the extent of including the kindergarten either as a special department or school, or as a part of its regular course. There are a few colleges in which it has partial representation. Radcliffe College offers a half course (voluntary) on the principles and methods of the kindergarten, and at the University of New York Miss Caroline I. Haven, principal of the Kindergarten Department of the Ethical Culture School, has been appointed to a lectureship in the School of Pedagogy. This is only a very small beginning of the realization of Froebel's hope and purpose, that all women as well as all children should come under the influence of his educational ideal. Nevertheless the signs of our time seem to point in the direction of that ideal;

For the world was built in order,

And the atoms march in tune,

and deep-rooted in her nature is what we call the "maternal element" in woman. In it all her activities find their explanation, and in its exercise lies her completest satisfaction. Her special function, her deepest need, still seems to be to comfort the sorrowing, to heal the sick, to lift the lowly, to support the weak, to enlighten the ignorant; to love, to encourage, to cooperate with and so to strengthen the strong. To this, that divine charity which the poets celebrate in their worship of the "Ewig-weibliche," the kindergarten's "ideal of nurture" appeals, promising woman large opportunity for the exercise of originality and power in the fields that are ever hers. It believes that the ideal woman of the future will be the ideal woman of the past come into her own, conscious of her deepest, truest self, and equipped with all the instrumentalities necessary to its realization, and that in the making of this woman, forever new and yet forever old, the kindergarten will have its part.

With a passion for the highest development of each individual, with faith in the infinite value of the human soul in all its stages and phases, with endless patience born of a lofty purpose, and unceasing effort springing from boundless hope, the kindergarten works and waits, sure that in due time it, too, will come into its own.

THE KINDERGARTEN PROGRAMME.

The daily programme in many kindergartens consists of the following order of exercises, varying in length according to local needs and conditions.

9 to 9.20.-Opening exercises: Morning prayer and hymn, morning greeting, songs (generally with gestures), conversation.

9.20 to 9.30.—Marching and other physical exercises, e. g., running, skipping, rhythmical movements.

9.30 to 10.-Gift or occupation.

10 to 10.30.-Circle games.

10.30 to 10.45.-Free play.

10.45 to 11.-Lunch.

11 to 11.15.-Talk or story.

11.15 to 11.45.-Gift or occupation.

The songs of the kindergarten are usually either those suggested in Froebel's Mother-Play or such as deal with similar subjects covering the actual experiences of childhood. Like the games, they center upon familiar facts of nature and of human life. The marked differences between the songs and games consist in the degree and kinds of movement, the latter being very active and designed to provide physical exercise and training. In the songs all the children are expected to take part, while in the games the singing falls upon those only who are not physically active.

The morning conversation usually turns upon subjects naturally suggested by what the children have observed on their way to kindergarten, by the songs chosen, or by some special experience or aspect of the day.

The gift exercises given daily comprise during the first year the use of the first, second, third, and sometimes the fourth gift, square and circular tablets, large splints used in place of sticks, and rings. During the second year, or in the more advanced class, these same gifts are used for more advanced and complex exercises; in addition, triangular tablets, sticks, half rings, the fifth gift and sometimes the sixth gift are also introduced.

The occupations introduced the first year are: Sand, clay, brush work, preliminary sewing with heavy cord on cards punched with large holes, or winding worsted on cardboard; preliminary weaving with strips of cloth through frames of various kinds or slats woven through heavy cardboard and enamel cloth or linen mats, nature work, sorting exercises, springing exercises, pasting, cutting, and some simple folding. During the second year the same occupations are continued in more advanced forms; preliminary weaving and sewing are followed by the regular occupations of this nature; more emphasis is placed upon clay modeling, less on sand; folding and paper modeling are introduced; systematic brush work and linear drawing are taken up, and likewise paper cutting, slat work, and peas work.

The methods governing the use of the gifts are made akin to play with the younger children, and more akin to work with the older children. With the younger children active and constructive use of the objects in exercises demonstrating their qualities is in the main the characteristic method. With the older children the objects are used actively and constructively, but the observation of form, color, size, number, arrangement, dimension, direction, position, etc., in the objects used is emphasized, and these same qualities are likewise observed in and illustrated by means of other objects as well. The children are also expected to state in adequate language what they do and see; to construct more carefully and more difficult forms; they are trained in habits of greater self-control and voluntary attention, and the work begins to prepare more definitely for that required in the elementary schools.

In the occupations the following kinds of exercises are given:

Sand: Filling and emptying; forms cut in sand; sand building and molding; drawing in sand with fingers or sticks; impressions on sand with leaves, shells, molds of various shapes, and with squares and circles leading to original arrangement and designs.

Clay: Free modeling of objects seen; objects developed from type forms; objects of nature copiel; symmetrical arrangements of balls into borders and designs; sphere, cube, cylinder, cone; and impression work like that in sand.

Nature work: Stringing seeds, berries, shells into chains; mounting pressed leaves, grasses, flowers gathered on walks; arrangement into borders and figures of shells, large seeds, berries, acorn cups, pressed leaves, etc.; sorting seeds, grains, leaves, seed pods, shells, pebbles, and the like.

Pasting: Large circles and squares, small circles, squares, triangles in borders, figures, and other arrangements.

Cutting: Free cutting, free-hand cutting illustrating stories, talks, songs, and things seen on excursions; strips, snipping edges, fringes, cutting around forms on broad lines previously drawn, cutting out pictures, folding papers, and cutting on lines to recombine pieces into designs arranged and pasted.

Brush work: Simple all-over wash on flat forms, squares, circles, etc. Free drawing with the brush, coloring designs of natural forms previously drawn and cut (fruits, leaves, flowers, vegetables, and simple animals); coloring within outlines drawn; designing, and stroke work leading to representation of leaves, grasses, and flowers.

Drawing: Simple lines, arrangement, design, free drawing, blackboard drawing. Folding: Simple flat folding forms of life, of symmetry, and mathematical forms; paper modeling of solid forms, cube, cylinder, cone, and objects from these.

Slat work: Interlacing, producing flat forms mainly mathematical.

Peas work: Peas and sticks, constructing flat forms and the skeleton forms of solids, representing objects and mathematical figures.

Besides the talk or story connecting with the subject of the songs or games introduced and growing out of the subject of the Mother-Play picture or some other fact emphasized, the kindergarten makes much of excursions or walks. The children are taken to see whatever lies within their immediate environment that has value for them, and to observe such facts of nature as interest them. They go to the park, the public or private garden-if possible into the fields to gather things-to the baker, carpenter, wheelwright, blacksmith, the market, the toy shop; to public monuments, library, and statehouse. Every new song, game, picture, and talk should be introduced by actual experience of the subject with which it deals, and these walks and excursions are for that purpose and have that object in view.

In addition to this pictures illustrating these experiences are collected by kindergartner and children, and the beginnings of the appreciation of true art are cultivated.

Within the last ten years much attention has been given to such modifications of kindergarten materials as have seemed wise. The enlarged gifts are used somewhat, all the occupation materials are coarser and larger than those previously used, and the exercises with them have been simplified and are at the same time increasingly artistic.

Rhythmic movements, simple large gestures, and simpler dramatic games prevail in songs and games. The tendency is away from meaningless and trivial representation.

The planting of seeds, the care of plants, and the "visiting animals" are likewise aspects of the kindergarten increasingly frequent in practice and of unquestioned importance.

CHAPTER XVII.

ON PHYSICAL TRAINING.

By EDWARD MUSSEY HARTWELL, PH. D., M. D., LL. D., Late director of physical training in the public schools of Boston and sometime associate in physical training in the Johns Hopkins University.

The object of the following pages is to characterize the distinctive features and dominant tendencies of physical training as it exists in the United States, in order to determine their significance and value. The meaning, nature, and effects of physical training and its relation to other educational agencies demand our first consideration.

Physical training may be defined in this connection as the regulated practice of muscular exercises" under conditions that tend to promote the health of the organism and to develop and discipline its motor powers. The terms of this definition are so general as to include the higher animals, as well as man, within its

scope.

The forms of exercise included within the domain of physical training are very numerous and vary greatly as regards their complexity and the purposes for which they are adapted. But the nature and effects of exercise are essentially alike, whether it be employed for recreative, hygienic, educative, or remedial ends, since all forms of physical exercise, when reduced to their simplest terms, consist of muscular contractions.

Modern science bases its doctrine of the human body upon two fundamental conceptions: (1) That the organism is a structure which, by reason of the arrangement of its parts and the endowments of the living substances composing those parts, is capable of transforming and utilizing energy-in other words, it is a living machine for doing work; its smooth working we call health, its disordered working disease, and its stoppage death; (2) that the adult body is the product of organic evolution, to whose outworking it owes its rank among organisms and its efficiency as an individual organism.

The body, then, is a machine for the transformation of potential energy into free or active energy, which transformation is effected in and by the protoplasmic cells which make up the constituent tissues of the several organs. The tissues transform the potential energy of the food stuffs, which they derive from the blood. into active energy which is capable of being expended in one or another form of internal or external work. The most striking form of exterior work, which results from the liberation of potential energy within the body, manifests itself as mechanical work in the lifting or propulsion of some mass of matter against the force of gravity.

At every stage, from birth to death, the body is a highly complicated machine, comparable to an army or a city rather than to such machines as windmills, clocks, or looms. It may be termed a communal mechanism or a federal union. of organs, some of which-e. g., the digestive organs-subserve the welfare of the body as a whole, while others-e. g., the hands and vocal organs-subserve quite particular purposes. The first class may be designated general or somatic and the second subsidiary or special.

ED 1903-46

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