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With the students of the training class we have tried to have the teachers work toward the inspiration of the right desire, give them a positive aim. For example, a child is rude. Rudeness involves a lack of politeness. We do not have the student teachers work on the rudeness, but strive to inspire-not force-the politeness. The question kept ever to the front is not, How shall we get rid of the bad habit, but, What good quality shall we inspire in its stead. Stealing sometimes shows itself in our work in the free kindergartens among the most neglected classes. This comes from lack of honor, a disregard of property rights. In these cases we have helped to develop the right habit by giving the child something of his own to care for under direction and guidance, and have worked to inspire him with a sense of honor.

Even physical habits are most easily acquired in childhood. The boy taught to walk correctly, stand erect and hold his head up is already ahead of the little fellow beside him on the circle, who stands on one foot, has a sunken chest and breathes incorrectly.

Physical habits are important things; cleanliness of person is a help toward purity of thought and word.

The danger in the school is for the teacher to become so absorbed in reading and writing, that she forgets that the more important thing is the habit of body or mind formed while the child is acquiring these. The same danger creeps into the kindergarten in the kindergartner's becoming so absorbed in the child's acquirement of knowledge of geometrical forms, color, number and sequence, that she too forgets that the more important thing is the habit of interest or attention or logical thinking which the child has gained or might have gained while acquiring this knowledge.”

We can judge of the great importance which Froebel attached to the formation of good habits in childhood when we remember his words to mothers:

"O, blessed thought that God to us hath given,
The finishing of that which He hath planned.”

SONG INTERPRETATION.

BY MISS MARI HOFER, CHICAGO, ILL.

Miss Hofer spoke chiefly on music in the light of the new education. The new order in education does not mean merely a better use of materials but the recognition of a new motive in their use. Froebel's statement of the creative power of the child places a premium upon genius and redeems the mass of mankind from the commonplace. Froebel, as no other educator, gives a new use and value to art and art materials in the upbuilding of the child as a creator and artist. In so doing he brings art again into right relationship with life as a natural expression of the individual in daily doing.

The first use of music to the child is not as something to be learned or acquired but as a medium of expression. In the home and in the kin

dergarten he comes in touch with life concretely-he senses and experiences. His experience he may talk, act or sing,—and with equal freedom. The first songs for children should be embodied experiences, bits of life represented in simple melody and rythmic poems. They should be natural, spontaneous, conversational, communicative-concrete in their character. In their performance the creative and original may be encouraged in the children. In this way music soon becomes a language to the child. Through the variety of themes presented he gains dramatic power and discrimination. Color, form, light and shade, motion, movement are revealed to him. Through melody, rhythm and harmony, musical imagery is established and musical consciousness cultivated.

Miss Hofer then illustrated in many charming songs the lessons which might be given unconsciously to the child. In telling the story of the songs, flat, shrill and unsolved singing must gradually give way to moods. and the higher artistic qualities of good singing.

THE CULTURE OF THE KINDERGARTNER.

I.

SUMMARY.

BY MR. FRANCIS COOK, PRINCIPAL, CROW SCHOOL, ST. LOUIS, MO. Introductory reflections on the degeneracy and elevation of modern art; contrast between it and that of the earlier classic and romance periods, when the artist and artisan were identical, the solution being the unifying AGAIN of the two. Those of artistic instinct to acquire practical skill, and those possessing the latter to elevate themselves, through culture, to the insight and inspiration of the former.

2.

These reflections carried over and made to apply to teachers, who may also be divided into the two classes of artisans and artists, the solution of their problem being of the same nature, the union of theory and practice, insight and skill.

3. The kindergartner a shining example of her fellow-teachers, in that she actually strives to do this very thing. A vision of the kindergartners at work in their school, where they may be seen doing their own work, purifying their emotions, cultivating their taste, deepening and extending their intellectual vision, through the study of great literature, and all this accompanied by music, instrumental and vocal, in song and speech, these adorned with grace of action.

4.

Why the kindergartner studies great literature; namely, in order to rise to the creative ideas of the artist, to imbibe the same as inspiration and to learn and apply his art to their own work.

5. A brief study of the Story of the Fall, the lapse through knowledge: Old Testament ("Paradise Lost"), the New ("Paradise Regained"). DANTE (The Inferno of sense, the purgatorio of symbolism) and the paradise of reason (or rational insight). HOMER, The Odyssey (the RETURN not only physical, but spiritual also).

JUSTICE AND MERCY (the content of many works). Contrast between

the God's of Sinai and Calvary; SHAKESPEARE'S Merchant of Venice (Shylock and Portia.)

6. Conclusion:-The kindergartner stands as a great light in the darkness, to illumine those groping in the valley, to the serene heights, which can only be attained by the winding paths of culture.

The kindergartner, for less money compensation, gets more out of life and makes richer return to the same than any other class of her educational co-workers-noble example of enlightened altruism!

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