The Labor Day parade is a revival, or survival in modern guise, of the mediæval processions of the Guilds. Such a procession is charmingly represented in Wagner's delightful opera, "Die Meistersinger," wherein, on a festival day, we see the bakers enter, bearing the insignia of their trade, enormous pretzels and other cakes. The cobblers march in with gigantic boots and slippers suspended from tall poles; the butchers carry hams and festoons of sausages, etc. The child may imitate such a parade in his play.
In talking with the child, emphasize the obligation to do good, true work and to take pride in such. Let fidelity and trustworthiness be his watchwords.
Parade (Poles or broom handles, wrapping paper or newspaper, scissors, tacks, rakes, spades, etc., flags and banners)
Let the children cut from the paper large outlines of shoes, boots, hams, saws, try-squares, clocks, watches, enormous pens, knives, forks, etc., and fasten with pins or tacks to the poles. Then march to the tune of some stirring air.
Some may be able to secure small garden rakes, spades and toy brooms to carry. The American flag and banners should also be carried.
Toy-Processions (Trade catalogues, toothpicks, paper dolls, etc.)
Cut out paper dolls and let each one carry a tiny toothpick upon which has been pasted a picture cut from some catalogue. These catalogues will furnish pictures of shoes, carriages, saws, hammers, watches, furniture, etc. Be sure that little American flags are also carried. Dolls may be glued to spools for standards.
Place Cards for Dinner
1. (Bristol board, scissors, paints, brush)
Make place cards of Bristol board, which may be cut into shape of shoes, watches, etc., and painted accordingly. The name of guest may be placed on reverse side. Or, on plain white card, paint a picture emblematic of a trade and write upon it also some quotation from a writer of democratic spirit.
2. (Tiny cast-iron rakes, spades and hatchets—1 cent each.)
As a souvenir, give each guest a tiny cast-iron spade, rake and hatchet tied together with cord. Or, for a joke, these may be placed by each plate instead of knife, fork and spoon.
3. (Pen and ink or pencil, white card.)
Draw on a plain, white card a picture of an ant, bee or beaver as emblematic of labor. Use for place cards.
4. (Frances S. Osgood's poem, "Labor," white cards, pen and ink.)
On each card write one stanza of this beautiful poem, and after the close of the meal let each guest in turn read the lines on his card. It would be well for every child to commit this poem to memory. It is long, but sings itself easily into the mind. The word-pictures it calls up are exquisite and the learning of it, little by little, would not be an unhappy task.
This is the festival which is given over to all kinds of merry pranks and is dearly loved by the children. It is an opportunity to teach them to discriminate between the fun which is kindly and that which is malicious and productive of needless pain.
Ducking for Apples and Nuts (Large pans or tubs, apples, nuts, pennies)
Let the children, young and old, for once get themselves wet, if necessary, in ducking for the nuts and apples floating in the water. With a little suction some of the children will be able to get pennies from the bottom of the tub.
Fortune-Telling
1. With Needles. (Needles, pan of water)
Name a needle for yourself and one for a friend, and put in the water, but not together. If they move safely across, it betokens good luck. Two needles meeting indicate life partnership.
2. With Toy Ships. (Pan of water, nut ships as described on page 22 )
Name one little vessel for yourself and one for a friend and set them afloat. If they come to port on the other side all is well.
3. With Apple Rinds. (Apple, knife)
Pare an apple so that the skin comes off in one long piece. Toss over the head upon the floor, and the form it takes will give the initial letters of the name of one's future mate.
4. With Cake. (Cake, thimble, ring, penny, etc.)
Bake a cake, hiding in the dough a thimble, a ring and a penny. When cut, the recipient of the ring is fore-doomed to marriage; the one getting the thimble will be a spinster; the one receiving the penny will have the pleasures and responsibilities of wealth.
Apple-Biting Contest (Apple suspended from a string)
1. The apple is set swinging and two people, standing opposite each other, try as it passes to seize and hold it in the mouth. They must not touch it with the hands.
2. Tie an apple by its stem to the middle of a string about a yard long. Then two people, each taking one end of the string in the mouth, begin, at a signal, to gather it as fast as possible into the mouth, and so to reach the apple. This belongs to the one reaching it first.
Refreshments
Apples, nuts, popcorn, cider, gingerbread and doughnuts are suitable for lighter refreshments. Baked beans and plain ice-cold rice pudding were once eaten with decided relish at a New York City Hallowe'en party, the city people evidently enjoying the contrast between this feast and the usual caterer's service. Serve fruit from a kettle suspended from three cross-sticks, a la witch.
Decorations
Jack-o'-lanterns of pumpkins; strings of apples, popcorn and cranberries, and toy brooms hung here and there, as reminders of the witches who are said to be abroad, will add to the occasion. The pumpkins should be cut to resemble skulls.
Reading
Have some one read "Tam O'Shanter's Mare" (Burns); also some good ghost story. Thomas Kendrick Bangs' "Ghosts Which I Have Met" contains some good stories, all absurd. Choose a good reader for this.
Place Cards
1. (White or tinted cards, Palmer Cox Brownies, ink, pen)
The Brownies are delightfully funny little people without a suggestion of anything coarse or evil. The children love them. Let the older ones copy and cut them out to use as invitation cards for the Hallowe'en party or for place cards.
2. (See "Pricking," page 165.)
Since witches are always associated with the pricking of pins, this is an appropriate occasion for using the kindergarten pricking. Outline some of the Brownies on tinted cards and prick as directed on page 165.
3. (See Pumpkin Jack-o'-lantern cards, page 135.)
Place Cards (White paper or cardboard, brush and paints or pen and ink)
1. Cut out a turkey, copying from some picture if necessary. (Picture may be found in dictionary.) If skilful with brush or pen, indicate the feathers, eye, etc.
2. Draw picture of a pumpkin. Cut it out. Paint in deep orange tones with shadings of brown. Cut into it eyes, nose and mouth, suggesting Jack-o'-lantern.
3. On white cards write stanzas from Whittier's poem, "The Pumpkin Pie," and let each guest read his stanza in turn.
4. Cut as many triangles as there are guests and paint each to resemble a slice of pie. One side of triangle should be curved.
5. Find a simple figure of a Puritan maiden and draw in outline; then cut out and paint or draw in black ink the important lines. Use as place card.
6. Make little walnut boats (see page 22), and on each sail write name of guest.
7. Find picture of Mayflower and copy on white card. On reverse side write a stanza of "The Breaking Waves Dashed High." Let each guest read his lines. (Or parts of "Hiawatha" about Mondamin may be used.)
Table Souvenirs (Tiny cast-iron gardening tools, 1 cent each)
As described under Labor Day, these tiny penny tools may be put at each place, the hatchet representing the knife, the rake the fork, and the spade the spoon. Attach name of guest to set.
Butter Modeling (Clay modeling tools, firm butter)
If any child has acquired a little skill in clay modeling, let him try his hand at modeling out of firm butter some form expressing a Thanksgiving thought. It may be a piece of fruit, or some animal. Get clay modeling tools at art store.
Center Piece (Pumpkin, knife, fruits and vegetables)
Hollow out a pumpkin in such a way that a part of the rind is left as a handle to the remaining part, which serves as a basket. Into this basket put a variety of fruits and vegetables, emblematic of the bounties for which we are grateful.
Jack-o'-lantern (Pumpkin, knife, candle)
We doubt if any boy needs to be told how to cut a face in a pumpkin. A sharp knife will soon make the cuts for eyes, nose and mouth in the rind, the seedy contents having been previously removed. A hollow may be cut in the bottom of the interior to hold the candle, which can be made still steadier by melting a little from the bottom and letting it drip into this hollow, forming a waxy bed into which the candle may be inserted.
Candlesticks
See pages 24 and 64 for those made of apples and of cardboard and colored papers.
Room Decorations
1. Corn Stalks. (Strong cord and needle, hammer and tacks.)
Stack cornstalks in the corners of the rooms in effective positions, two or three to a corner. Those living in cities may find it well to secure these from farmer friends some time before the holiday.
2. Unhusked Ears of Field Corn. (Strong cord.)
The corn husks must be turned back from the ears and cut off from them without loosening the separate leaves. Then a number of these husks may be strung upon a strong thread or string alternating with the ears of corn. Hang along the upper part of the wall as a frieze. The rich, warm tones of the brown and yellow are very effective.
3. Cranberries and Brussels Sprouts. (String, needle.)
Run upon a string half a dozen cranberries, then a Brussels sprout; then more cranberries, etc., and suspend this as a festoon along mantelshelf, in chandelier, or over window.
4. Autumn Leaves. (See page 47.)
5. Autumn Boughs. (Oak boughs.)
Oak boughs, with the rich red and russet leaves still upon them, are very handsome in the autumn. The beautiful branches may be gathered by the young people and hung in parts of the room where most effective.
Place Cards
1. (Sheet black paper, Chinese white water-color paint, brush.) Cut a stocking from the black paper (obtainable at kindergarten supply store). With the paint, paint in white toes and heels. On the reverse side write some appropriate quotation and name of guest. Stockings may be about four inches long.
2. (White paper, black ink or crayon.) Cut a rough figure of a snowman out of white paper, put in features with black ink or crayon, and write name on reverse side.
3. (Water paper, water-colors, scissors, spray of holly.) From real holly or a picture of same, paint a spray of green leaves and red berries. Cut out around the edges and use as name card.
4. (Red cardboard, scissors, pen, ink.) Draw an outline of a bell on cardboard and cut out. An appropriate sentiment may be written upon one side and name of guest upon the other.
Surprise Nuts (See page 23)
Snowflakes for Tree (See page 59)
Snowball (White cotton batting, snowflake crystals from toy store, white cotton cloth, sewing thread, mucilage)
Cut two circles of cotton cloth, stuff with the batting, after sewing into shape of ball. Cover lightly with snowflake crystals, first dipping ball lightly into thin mucilage. Suspend from tree.
Candles (Paraffine or old candles, kettle, soft cotton string, small box of sand, pencil)
Candles have sometimes been made in the kindergarten in either of the following ways:
1. Heat a pound of paraffine (bought at grocer's), or melt up some old candle ends in a kettle. Place in front of the child a cigar box containing about a quart of moist sand, smoothed level. Then with his pencil let him press into the sand, making a deep, hollow mold just the width of the pencil. Now let him hold a short piece of string so that it hangs down into this mold. An older person will then pour some of the melted wax into the mold. It will cling to the string, and in a moment or two will cool enough to be drawn out, making a little candle that can be used for the Christmas tree, or put into a clay candlestick, also made by the child. (See below.)
2. Put the kettle containing the melted wax before the child and let him dip into it a piece of string about four inches long. Then let him take it out in a moment and lay it aside to cool. A very little wax will cling to it. Meanwhile he dips in another string and puts aside to cool. When cool he takes up the first one and dips it in a second time, and a new coat of wax adheres. He proceeds thus until the candles are as large in diameter as desired (about ½ inch at base). The candles may be put into clay candlesticks, also made by the child.
Candlesticks (Clay, a tin or china candlestick to use as model)
Let the child take a candlestick and copy in clay; it should be of simple form, a mere cylinder, with just enough of a base to make a firm standard.
Candlesticks (Cardboard, scissors)
Cut small squares of cardboard. The candles may be made to stand temporarily upon these by melting the lower ends of the candles and letting some of the wax drip upon center of the cards, and then pressing the candle down upon the melted wax. These may be placed upon the table on Christmas morning.
Christmas Carols
Let the children learn some simple old carol, as a secret, and Christmas morning have them sing it softly and sweetly to awaken father. A full program of songs suitable for this most beautiful of days will be found in the little book, "The Children's Messiah," compiled by Mari Ruef Hofer, price 20 cents. It gives also the address of a firm publishing stereopticon views for illustrating the program suggested.
Spider-Web Party (See page 104)
Arrange the twines of several colors as described on page 104, and at the end place the gifts belonging to each child.
Popcorn (Popcorn, popper, thread, needle)
Pop the corn and string into festoons with which to decorate the tree.
Christmas Bells (Red cardboard, scissors, thread, needle)
Make bells as described on page 109, only make them of various sizes. String, and use to decorate table or tree, or to festoon from the center of the ceiling to the corners and sides of the room.
Kindergarten Lanterns (Red, gold, or silver paper, scissors, thread, paste)
Take a kindergarten square of pretty paper or make a square of some attractive wrapping paper. Fold once into an oblong. Now cut a series of parallel lines from the fold toward the edge, stopping each about ½ inch from edge. Open and paste one end so that it overlaps the other, the cuts running vertically. This makes the lantern bulge out a little at the fold, giving a Japanese lantern effect. Suspend by a thread tied to the upper edge or paste a narrow strip of paper on for a handle. Use as decoration for Christmas tree.
Paper Chains (See pages 56 and 115)
Read a part or the whole of Dickens' "Christmas Carol," "The Chimes," or "The Cricket on the Hearth;" or "Is There a Santa Claus," by Jacob Riis; or "The Birds' Christmas Carol," by Kate Douglas Wiggin. Longfellow's "Arsenal at Springfield" and "A Christmas Hymn," by A. Domett, are also appropriate.
or
Household Duties and Responsibilities
Train the children little by little to bear certain light responsibilities in the home. Even in a home in which all the household tasks are done by trained servants let the girl and boy have some small duty to perform, if it be nothing more than to keep the match-safes filled. They will thus acquire an interest in the home which can be aroused in no other way.
Indeed, every child, boy and girl, should be trained to do easily and well the common household tasks upon which depend so much of the happiness and well-being of the home. Such knowledge and skill often prove of use in unexpected emergencies and make for general efficiency. The ancient symbol of the housewife's office is her bunch of keys, hung at her waist or placed in the key-basket, so we have used this latter phrase as our chapter heading.
Here are a few brief directions for the usual home tasks in which both boys and girls may to some extent be trained.
Table Setting (Usual dishes and cutlery)
Different homes vary in unimportant particulars in the placing of the dishes. The following is a common arrangement for the dinner table:
At each place lay the fork vertically at the left-hand side, the knife vertically at the right, and the soup-spoon to the right of the knife. This places each utensil so that it is ready for the hand which uses it most. Put the teaspoons to the right of the soup-spoon, and the napkin to the left of the fork. Place the glass just above the knife, the butterdish above the fork, and the individual salt-cellar, if used, between the two.
Father and mother sit at the ends of the table. Put carving-knife and fork at father's place; also the soup ladle, as father serves the soup and carves. Mother pours the coffee and tea and serves the vegetables. Therefore the soup and dinner dishes must be placed before the carver, and the needed vegetable dishes and cups and saucers at the mother's place. Here, too, must be placed the sugar bowl and cream pitcher.
In the United States it is customary to serve most vegetables upon individual saucers. In England they are usually served upon the plate.
If salad is to be served, oil and vinegar cruets may be put on.
The dessert is usually served by the mother, and the necessary dishes must, therefore, be placed at her end of the table.
If possible, always have flowers or a growing plant in the center of the table, but do not have it so high that it obscures the view of those persons sitting on opposite sides of the table.
Upon special occasions, particularly if the guests are many, it is convenient to indicate the place of each person by a "place card" bearing his name and decorated in some appropriate fashion. Suggestions for such place cards will be found on other pages of this volume.
Table-Serving (Tray)
Train both boys and girls to wait on the table quietly and quickly. Then they can save mother many weary steps. Remove soup-tureen first; then the individual dishes. After the meat-course, remove first the platter and vegetable dishes; then the plates, saucers, etc., from each individual place; then, if there is no salad course, the bread and butter dishes, cruets, etc., from center of table. Next the table must be crumbed. Do this by quietly removing crumbs from each place with crumb-knife and tray or by brushing with folded napkin. If salad is served, crumbing takes place after that course.
Hold all dishes to left of guest, so that he may easily help himself with his right hand.
Dish-Washing (Hot water in quantity, dish pan, wire tray, drainer, washing-soda, soap, dish-mop, washcloth, towels in plenty, both coarse and fine)
If two people are to work together, let one collect the dishes and dispose of the left-over food, while the other washes the kettles and saucepans. Get these heavy cooking utensils out of the way the first thing; then the drudgery part is over before the workers are tired out.
Dishes in which potatoes, cereals, or eggs have been cooked should be put to soak, not in hot, but in cold or tepid water; they are then readily cleaned. Fill with water as soon as emptied.
Keep a little washing-soda on hand, dissolved in water in a canning-jar, for cleansing greasy dishes. Have hot water in abundance, and, putting a little soda in with it, scrub the kettles briskly with the wire-brush that comes for the purpose, or with mop, dish-cloth or chain dish-cloth. Wipe dry with a heavy towel.
Meanwhile the other worker is collecting, scraping and classifying the other dishes. Before beginning to wash, have all the dishes assorted according to kind and size and placed convenient to hand. When putting away remnants of food it is well to have for the purpose a series of pitchers ranging from three inches to about nine in height. This gives sizes suited to any quantity which may be left over of soups, milk, liquid vegetables, etc. They take less room than bowls, and the graduated series ornaments the shelf.
A wire strainer should be kept in the sink to prevent the larger particles of waste, indissoluble parings, coffee grains, etc., from going down the drain. This saves plumber's bills.
When ready for the washing, begin with the glasses and wash quickly in hot water, either clear or soapy, as preferred. Have at hand a second dish-pan in which is placed a wire rack. Put the glasses in the rack, rinse with hot water, and dry rapidly while still wet and hot. It may be necessary to keep them in the water a moment or two to get them really heated through. In washing glass pitchers put a silver spoon in them before placing in the hot water. This prevents breakage. Treat canning-jars in the same way.
Next wash the silver, having the water soapy and piping hot, in order to get a good polish. Keep spoons, knives and forks in separate groups and all pointing in the same direction.
The smaller, less greasy dishes follow the silver, and then the heavy china. Here, again, let dishes that have held eggs or starchy foods soak awhile in cold or tepid water. Rinse greasy dishes well.
Conclude by scrubbing tables and sink with cloth, brush, soap and sapolio as needed. Put the scrapings in the garbage pail and pour hot water and soda down the pipe to remove the last vestige of grease. Hang up the shining dish-pans, after washing out the towels and dish-cloth in soap and water, if they require it.
A can of Babbitt's Potash of Lye may take the place of the washing-soda.
Bed-Making (Two sheets, blanket, comforter, cover)
Put the lower sheet on with the right side up. Tuck it in neatly at the corners much as one would fold in the corners when wrapping up a box in paper. Place the upper sheet upon this with the right side down. This brings the two right sides together. Let the broad hem in each case be at the head of the bed. That of the upper sheet should just reach the head of the mattress.
Place the blanket with its upper end about six inches from the head of the bed. Then comes the comforter, placed in the same way. Fold the sheet down from the top just where the blanket ends. Tuck all in neatly at the sides and the foot. Now put the spread smoothly over all. It may be tucked in or may hang down as desired. Place the pillows with the closed ends of the cases together.
If an extra coverlet is to be placed at the foot of the bed, fold it in thirds so that the sleeper may reach down and draw it up over himself without rising to the floor.
To put on a bolster-case easily, turn it wrong side out and then roll it up over the bolster.
Train children to air beds every morning by shaking up bed-clothing and extending it over footboard and chair.
Washing (Toy tub or tin basin, toy washboard, basin for boiler, soap, bit of blueing tied in bag, strong cord for line)
Put dolls' clothes or a few dustcloths or handkerchiefs in tub of warm water after soaping well. Let soak awhile, then rub out on the little washboard or between the hands, put into the boiler with cold water and just bring to a boil. Rinse in warm water or wash vigorously in warm water if necessary; then rinse in warm and then in cold water; put the blueing in a basin of cold water till the water is slightly tinged; remove the blueing bag and rinse the clothes in the water. (The blueing is to counteract the tendency of white goods to grow yellow with time.)
Hang up to dry in the air and sunshine.
Tell the children that the clothes must always be sorted, white body clothes being in one class, bed-linen in another, table linen in another; woolens must be washed by themselves with care to keep the water of moderate temperature and the rinsing water of the same degree of heat as the washing water. Flannels must be dried as rapidly as possible. Colored garments must be washed by themselves.
Ironing (Two irons, holders, ironing blanket and sheet, iron-stand, cake of beeswax or candle)
Before ironing the clothes must be sprinkled lightly with cold water, smoothed out and rolled up tightly for half an hour. Meanwhile pin the blanket to the ironing board and cover smoothly with the sheet. The iron must not be so hot as to scorch the clothes. Try it on a piece of paper. If it seems dirty or rough, rub it on the beeswax to make it clean and smooth. (In place of wax a candle will serve the purpose if wrapped around with a piece of clean cotton cloth.) If the garment seems too wet, put a piece of white cloth over it and iron till somewhat dry. Then the iron may be placed directly upon the garment.
Starch is prepared by wetting and dissolving it in cold water and then pouring upon this boiling water and boiling until clear and smooth. The young child will not need to starch anything, however.
Sweeping (Broom, whisk-broom, hair-broom, sheet, sweeping-cap)
Let the little worker don sweeping-cap and apron, and then proceed to dust carefully small articles and books, place them on the bed and cover with an old sheet. Put furniture which is movable in the hall after dusting. Open the window. Then sweep the rugs on both sides and place outside. Pin up the curtains. Then dampen a newspaper and tear into small pieces; throw these on the floor to absorb the dust. Wet tea-leaves may be used for the same purpose.
Sweep, holding the broom rather closely to the floor and taking short strokes, raising as little dust as possible. Then leave the room for awhile, for the dust to settle.
Dusting (Dusters of cheesecloth, clean pieces of old silk, chamois-skin)
On returning to the room after sweeping, wipe off the baseboard, then the furniture, always working from the top down. To reach high corners where cobwebs may lurk, pin on the brush of the broom a cap of cheesecloth and sweep along the edges of the ceiling. For corners under heavy furniture, a small whisk brush or soft hair brush may be needed.
Rub off mirrors with a damp cloth, drying and polishing with chamois-skin or crumpled newspaper. Highly polished furniture may be dusted with soft silk or chamois-skin.
Even small members of the family may be given a share in this work. Little boys and girls can be shown how to dust chairs and furniture within reach of the little arms and hands. It may take more time at first on the mother's part than if she did the work herself; but in the end she is more than repaid. The little child need not be required to do much, but let that little be done thoroughly, if only the legs and rounds of one chair.
Every child should be encouraged to possess his own books even in this age of public libraries. Birthdays and Christmas afford occasions when the parent can increase the little library, and later the child may be trained how to choose wisely his own purchases. When he is limited in the books he possesses public libraries open up opportunities for a wide range of reading.
We give a brief but varied list of books from which the parent may select such as suit her child's particular needs. The discriminating taste in reading must be cultivated from the earliest years if the child is to read with profit and pleasure in youth and maturity.
All children should be allowed to read a few at least of the traditional fairy tales. They teach many important life lessons in an impersonal way; they develop the imagination and widen the sympathies. The successful business man, the progressive physician or lawyer, and the truly successful minister is he who understands human nature, who can put himself in the other person's place; and to do this he requires a cultivated imagination. The fairy tale also lifts the child from the restricted life of his environment into the region of boundless possibilities. It increases his sense of power over untoward circumstances. Acquaintance with fairy lore also familiarizes one with many allusions to be met with in reading all great writers.
A love of poetry should be the heritage of every child, because of the inspiration it gives amidst the sordid cares of life, and because of the innocent pleasure and refreshment it affords in hours of loneliness and weariness. The child's first book of verse should, of course, be Mother Goose. After this there are many valuable compilations of good poetry that may be used.
A varied library to be found in one large volume is "The Children's Book" compiled by Scudder. It includes selections from Mother Goose, from Grimm's fairy tales, from old English fairy tales, the Arabian Nights, and Hans Andersen. There are also several of Maria Edgeworth's famous moral stories, a great many of Æsop's fables, many of the old English ballads, etc. An excellent compilation of verse is Roger Ingpen's "One Thousand Poems for Children," which contains all the old favorites of children as well as a large number of the best-known poems by standard authors.
Standard books on science and nature should be in the home, and the child's library should include a few books with stories from real life leading up to biography, history, and travel.
The little one's sense of humor must be accorded recognition. Mother Goose supplies such a need in part, and Lear's Book of Nonsense may be added. The Sunday funny sheet should be censored before being put into the hands of the child. Expurgate anything that expresses disrespect to old age; that makes light of honor and integrity; or that is coarse in drawing, color, or subtle suggestion. If the child when grown is to appreciate the delicate humor of a Charles Lamb, his taste must not be dulled when he is young.
It is a pity for a child to grow up without knowing and loving the "Pilgrim's Progress." To give him this pleasure the book should be read to him or put into his hands when about ten years old. Otherwise the psychologic moment has passed and he may never learn to care for the great English classic.
The great mediæval legends should also be known to the child. They are interwoven with much of history and literature and give a glimpse into a rapidly receding past.
We include in our list a charming wee volume, "The Young Folks' Book of Etiquette," by C. S. Griffen, which the mother, wearied of repeating from day to day the same admonitions as to manners and morals, will find a great assistance in seconding her efforts. The child will enjoy both the text and the pictures.
For the child's Bible reading we recommend Moulton's edition of the Old and New Testaments. The language is identical with that of the familiar old volume, but the text is condensed so that each story is given in the form of a continuous narrative, and objectionable passages are omitted. It may thus safely be put into the hands of very young children, who enjoy the simple, dignified style.
Music also must form a part of the child's library. The list appended covers a variety of needs.
|
Childhood of Ji-Shib the Ojibwa, A. E. Jenks. Children of the Cold, Frederick Schwatka. (Life among Esquimaux children.) Cuore, de Amicis, translated by Mrs. Lucas. (Experiences of a school boy in Italy.) Each and All, Jane Andrews. Five Minute Stories, Laura E. Richards. History of the Ancient Greeks, C. D. Shaw. |
Lolami, the Little Cliff-Dweller, Clara K. Bayliss. Ten Boys of Long Ago, Andrews. The Chinese Boy and Girl, Bishop Headland. The Snow Baby, Mrs. Peary. Seven Little Sisters, Jane Andrews. Story of Joan of Arc for Boys and Girls. Story of My Life, Helen Keller. Story of Troy, M. Clarke. |
A Year in the Fields, Burroughs. Everyday Birds, Bradford Torrey. First Book of Forestry, Filibert Roth. Friends in Feathers and Fur, Johonnot. Grasshopper Land, Margaret Morley. How to Attract Birds, Neltje Blanchan. Lady Hollyhock and Her Friends, Margaret C. Walker. (Tells how to make dolls out of flowers.) Plant Relations, Coulter. |
Pussy Meow, S. Louise Patteson. The Bee People, Margaret Morley. The Hall of Shells. The Stars in Song and Legend, J. G. Porter. The Training of Wild Animals, Frank C. Bostock. Trees in Prose and Poetry, Stone and Fickett. Ways of the Woodfolk, William J. Long. Wilderness Ways, William J. Long. Wild Animals I Have Known, Seton Thompson. |
Book of Nursery Rhymes, New Collection of Old Mother Goose, Charles Welsh. Children's Book, The, compilation by Scudder. (Prose and verse.) Child's Garden of Verses, Robert L. Stevenson. The Chinese Mother Goose, Bishop Headland. (Charmingly illustrated with photographic pictures of Chinese children with their parents.) Golden Numbers, Kate Douglas Wiggin. (Choice collection of miscellaneous poetry; beautifully bound.) |
Little Rhymes for Little Readers, Wilhelmina Seegmiller. Lyrica Heroica, edited by W. E. Henley. One Thousand Poems for Children, Roger Ingpen. (A very full collection.) The Listening Child, L. W. Thacher. (Compilation of short poems suitable for children over six.) The Posy Ring, Kate Douglas Wiggin. (Choice collection for young children.) The Robin's Christmas Eve. (Old English ballad.) |
An Apple Pie, Kate Greenaway. At Great Aunt Martha's (Pictures), Kathleen Ainslie. (Illustrations of wooden dolls.) Book of Nonsense, Edward Lear. (Highly recommended by Ruskin.) |
Dean's Rag Books. (For very young children; will wash and iron.) Jingleman Jack (Pictures and verses about the trades), O'Dea and Kennedy. Four and Twenty Toilers, Lucas. (Hard to procure.) |
Children's Messiah, Mari Ruef Hofer. Children's Singing Games, Old and New, Mari Ruef Hofer. Christmas-Time Songs and Carols, Mrs. Crosby Adams. Finger Plays, Emilie Poulsson. Holiday Songs, Emilie Poulsson. Merry Songs and Games for the Use of the Kindergarten, Clara B. Hubbard. Music for the Child World, Mari Ruef Hofer. Two vols. (Music every child should know.) Nature Songs for Children, Fanny Snow Knowlton. Primary and Junior Songs for the Sunday-school, Mari Ruef Hofer. |
Small Songs for Small Singers, illustrated, W. H. Neidlinger. Song Stories for the Kindergarten, Mildred and Patty Hill. Songs and Games for Little Ones, Walker and Jenks. Songs and Games of the Mother-Play Book, Froebel. Songs Every Child Should Know, Dolores Bacon. Songs for Little Children, Eleanor Smith. Two vols. Songs of Childhood, Field de Koven Song Book. Songs of the Open, Seeboeck. Songs of the Child World, Jessie L. Gaynor. St. Nicholas Songs, the Words from St. Nicholas Magazine. |
A Year of Sunday-school Work, Florence U. Palmer. Beginnings, A. W. Gould. Pamphlet. Tells of the beginnings of world, man, sin, language, death, law, etc., according to the Bible, according to Science, and according to old myths. Bible for Young People, Century Co. Kindergarten Sunday-school Stories, Laura A. Cragin. (New Testament.) |
Old and New Testament for Children, edited by Richard G. Moulton. Old Testament Bible Stories, Walter L. Sheldon. Stories from the Lips of the Teacher, O. B. Frothingham. Stories of the Patriarchs, O. B. Frothingham. Wonder Stories from the Gospels, Katherine Beebe. |
Friedrich Froebel, after observing and studying thoughtfully the play and playthings of little children, selected from among these, and arranged in logical order, a certain series which should help develop the little one in mind, body, and spirit through childlike play. This series of related playthings is known as the kindergarten "gifts."
All children of all races play ball, and the first kindergarten gift to be given, even to a very little child, consists of six soft worsted balls in the colors red, orange, yellow, green, blue, and violet.
The second gift is an oblong box containing a wooden ball or "sphere," a cube, and a cylinder, with several slender axles and beams to assist in the little plays.
The third gift is a box containing a two-inch cube divided horizontally and vertically into eight one-inch cubes.
The fourth gift is a similar cube divided horizontally into eight oblong blocks.
The fifth gift is evolved from the preceding ones and is a five-inch cube divided into inch cubes, half cubes, and quarter cubes.
The sixth gift is a cube of the same size divided so that it contains cubes, oblongs, and plinths.
The third, fourth, fifth, and sixth gifts are derived from the geometrical solids.
The seventh gift is derived from the geometrical surfaces, and consists of wooden tablets in shapes of circles, squares, triangles, etc.
The eighth gift represents the geometrical line and is made up of wooden sticks in lengths of one, two, three, four, five, and six inches. They may be had in two thicknesses and either colored or uncolored.
The ninth gift, derived from the edge of the circle, consists of metal rings, half rings, and quarter rings, in several sizes.
The tenth gift, derived from the geometric point, is the lentil.
Kindergartners differ as to the amount of emphasis to be placed upon the geometric side of the "gifts," and as to whether or not they should always be presented in a certain logical order. To appreciate their full value the mother must read her Froebel or take a kindergarten course. We give below some simple methods of using them, from which the child will derive both pleasure and benefit. What follows should be entirely clear, especially if the mother has the "gifts" before her as she reads.
First Gift Balls (Rubber ball 1½ inches in diameter, wool in six primary colors, crochet-hook)
These balls can be made by taking a rubber ball and crocheting around it a case of worsted; or a case can be crocheted and then stuffed with loose wool or cotton. In the latter case to insure a good shape it is well to crochet over a ball till nearly finished; then take the rubber ball out and fill with the cotton or wool and then complete the ball. Then crochet a string about eight inches long and attach to the ball, for suspending it. The ball can then be swung, raised, lowered, made to hop like a bird, swing like a pendulum, revolve rapidly like a wheel. The child may play that it is a bucket being raised or lowered. See how steadily he can raise it.
The balls lend themselves to many color games.
1. Place them in a row, let one child blind his eyes, another one removes one of the balls and the first one, opening his eyes, tries to think which one is missing.
2. Let children observe the colors through a glass prism and try to arrange balls in similar order. Ask child if he can tell which colors are uppermost in the rainbow, the cold or the warm ones.
3. If the mother is sewing on a colored dress, let the child try to pick out the ball resembling it in color.
4. Play hiding the ball, as in hide the thimble.
5. Play store, letting him tell you which ball will best represent a lemon, an orange, a red apple, etc.
Second Gift Plays
Throughout his life, Froebel felt with keen pain all that was discordant or inharmonious in human society. Beneath all differences and misunderstandings lay, he believed, the possibility of adjustment, or reconciliation. Relations most strained might be brought into harmonious union. This great idea is typified by the second gift. The hard wooden sphere is round, curved from all points of view, with no angles or edges, and is easily moved. The cube is a complete contrast to the sphere, inasmuch as it stands firmly, has flat faces, angles, and edges. The cylinder combines the characteristics and possibilities of the other two. It has flat faces as well as a curved one, and can both stand and roll. It forms a bond of connection between the other two which at first sight seem irreconcilable.
Three of these forms have small staples inserted in side, edge, and angle so that they may be suspended, swung, and revolved. There are also perforations through each one admitting the insertion of the axles, when needed for certain plays.
If an axle be put through cube or cylinder and it be revolved rapidly, you can see, in the swift moving figure, the spirit, as it were, of the other forms—an experiment fascinating to young and old.
A little imagination will turn the box in which these blocks come, into a boat, car, engine, etc., pins, matches, tacks, wire, etc., being called in as extras.
The little wooden beam may be placed across, held up by the axles and upon this the blocks may be suspended as objects for sale in a store.
The box with its cover may be used to illustrate the three primary mechanical principles, the pulley, or wheel, the inclined plane, and the lever. The pulley is made by placing the cylinder on an axle, tying a little weight to one end of a cord and drawing it up over the cylinder. Let the child play the weight is a bucket of water being drawn up from a well.
Play loading a boat and use the cover for a plank, inclined from the deck to the ground, up which to roll a barrel (the cylinder).
Play that the cube is a heavy piano box and show how to raise it by using a stick as a lever.
The students of a kindergarten training school made fine derrick cranes with this box of blocks, and no two were exactly alike.
Games with Second Gift Ball
1. Let children sit crossed-legged on the floor in a circle and let one child roll the ball across to another child. He in turn rolls it straight over to some other child and so on.
2. Let one child sit in the center of a circle and roll the ball to each child in turn, who rolls it back to him.
3. Let several children stand in the center of a ring and try to catch the ball as it rolls swiftly by.
4. Let children stand in center and try to avoid being touched by the ball as it rolls along.
5. Draw a circle on the floor and let the children try in turn to so roll the ball that it will stop inside of the ring.
6. Place the cube in the center of the circle. Put the cylinder on top of the cube and balance the sphere carefully upon the cylinder. Then let the children try to hit this target with another ball.
Many are the lessons in self-control, fair play, patience and kindness which the children practice in playing these simple games, in addition to the physical exercise and training in alertness, in seeing correctly and in acting quickly.
Second Gift Beads
Mrs. Hailmann, a kindergarten training teacher, some years ago added to the "gifts" the so-called "second gift beads," much loved by wee children.
These are perforated wooden beads in shape of the sphere, cube and cylinder. They come in two sizes and may be had in colors or uncolored. A shoe lace comes with them for stringing.
In delightful plays with these beads the child learns to distinguish form and color, and has practice in simple designing.
At first let him have a number of different kinds and let him thread them as he pleases. Observe him and see if, of his own initiative, he will distinguish either form or color. After a while he will probably, without suggestion, begin to string them in some sort of order—one sphere, one cube, one sphere, one cube, etc. Two spheres, two cubes, two cylinders, etc.
When he begins to see differences, give him two forms only and let him arrange. Later give him others. Too many at first will be confusing.
Besides the stringing, these beads may be used in other ways. Make a fence by putting two cubes and a sphere, one on top of the other for a post, and then join these to similar posts by running toothpicks or burnt matches through the perforations.
Place cubes and cylinders, one on top of another, and use as tree box with tiny twig or elderberry branch for tree. If making a toy village of blocks or cardboard, these little beads will make good lampposts.
The Pegboard
The pegboard, an additional gift devised by Mrs. Alice H. Putnam, can also be had in two sizes, the large one to be preferred. The board is perforated with holes at regular intervals and is accompanied with colored pegs, which the child loves to insert in the openings.
He may arrange them in ranks for soldiers, according to color, two and two, or four and four, learning thus to count.
A flower-bed with red flowers in one corner and green bushes in another may be made.
He may play that the pegs are kindergarten children playing follow the leader, some with red dresses, some with blue waists, etc.
A birthday cake with candles may be represented, or a line of telegraph poles, if father has gone on a journey, and over the imaginary wires a message may be sent.
The pegboard is also loved by very young children.
Plays with the Other Gifts
The third gift cubes may be built by the little child into houses, furniture, wagons, etc. It is very simple, and yet when handling it the child learns something of form and number and gains skill with his tiny hands.
The fourth gift expresses "proportion." Each block is twice the length of those in the preceding gift and half as high. He can build with it objects impossible with the first divided cube. The two may often be used in conjunction.
The fifth gift requires a decided increase in the child's powers of coördination. He can make with it a very great variety of objects. Only a kindergartner can appreciate its many possibilities.
The sixth gift lends itself peculiarly to buildings of a certain type. It expresses less strength and more grace than the preceding ones.
In playing with these "gifts" under direction of a teacher, the child, if making the grocery store, proceeds to make the counter, the scales, the money desk, etc., in succession, and is not allowed to take the first structure apart in disorderly fashion and then make the next one, but is supposed to build the counter, or other article, by gradually transforming the thing already made, removing the blocks in ones, or twos, or threes in an orderly way. Each block is supposed to have some relation to the whole. For instance if a shoe store has been made and one unused block remains, it may represent the footstool used in such a store.
Froebel thought in this way through simple play to help the child little by little to feel the relatedness of all life.
Seventh Gift Plays
With the seventh gift tablets the child makes designs or "beauty forms," becoming familiar with certain geometrical forms and exercising his powers of invention in pleasing design.
In using the tablets, which are in both light and dark stains, do not give too many at first. Give him for instance one circle, representing a picture of a ball, and let him lay a row of such for a frieze design for a gymnasium.
Give a circle and four squares, and let him place one above, one below, one to the right and one to the left, touching the circle. This will suggest a unit for a tile for a playroom fireplace.
Tell him to change the top square so that its angle touches the circle; then change the lower one in the same way; then the right, then the left. This transformation gives an entirely new design.
The other tablets may be employed in the same way, the different kinds of triangles offering opportunity for much variety.
Eighth Gift Plays
The sticks may be used in representing designs in which the straight line prevails. The lines may be placed in vertical or horizontal position. Sticks may be arranged as soldiers, standing two and two in straight vertical lines; or as fences in horizontal position.
They may be classified as to length. Let the child sort them as wood for the woodpile, putting together those of same length. Or play he is in the store to buy a cane and sees those of different lengths, some for men, some for children.
For designing give the child four sticks of one length and let him make a square. Give him four of another length and let him make a larger square. Then with these eight sticks let him make two oblongs of the same size. Give him these exercises as puzzles, but do not let him play with the sticks until he gets nervous in trying to keep them in position.
Play With Lentils
These are necessarily few and simple. Let the child make circles, squares, etc., by putting the lentils in rows. He can also represent the mass of a tree's foliage by placing a number of the lentils in a mass.