THE KINDERGARTEN IN NEW SOUTH WALES.

Evening Star, Issue 11893, 22 May 1903, Page 2

THE KINDERGARTEN IN NEW SOUTH WALES.

Sydney is far ahead of us in the matter of educating the young on rational lines. In that city they have no less than four well-equipped kindergartens, but attached to the Training College m Fort street is a Froebelian teacher of high attainments, imported from the United States, and from her the State school teachers receive proper instruction in the New Education. Concerning the operations of the New South Wales Kindergarten Association, which is a voluntary, organisation that receive, substantial assistance from the State, Miss Ellie Russell writes in the 'New Idea': The Kindergarten Union of New South Wales was formed in the latter part of 1895. their first free kindergarten opened in February, 1896, and in 1899 Froebel House training centre, instituted through the efforts of Miss Buckey, of America, who was then in charge. At the present time there are four free kindergartens—Woolloomooloo, Newtown, Miller Point, and North Sydney. The teaching staff comprises a graduate {who acts as principal, and receives a salary), assisted by the students. Twelve students have graduated since the inauguration of the training centre, and twenty-eight are now enrolled, seven of whom are residents of Froebel House. All candidates for admission must bring to the work health, character, intellect, 'and musical ability, and a two months' probation is deemed a necessary test of general fitness. The professional course includes a special training for kindergarten nurses. A* special course for mothers will shortly be opened, if sutucient applicants make it advisable. Many applications for teachers have been received by the training centre from schools and private homes. In answer to such, one graduate received an appointment at Newcastle, while another was placed in charge of the Bowral Branch Kindergarten recently opened by Mrs Htanger-Leathes. The work is controlled by a central executive committee and Genenil Council, comprising people of noteladies of social position and intellect, gentlemen belonging to the clerical, medical, and political professions, with Lady Rawsou (the Governor's wife) as president. The staff (1903) includes: Directors, Frances E. Newton and Jeanie G. Dane; special teachers—Mrs S. C. Cook (nature study), Dr Agnes Bennett (physiology), Mary P. Adame (physical culture), Dr W. Quaife (psychology), Edith M. Carne (assistant in Froebel House). The income is derived from members' subscriptions, fees, students' board and residence, and class fees, donations, entertainment receipts, and a Government granWn-aid. —A' Visit to the Training Centre.— Punctually at haif-past two on one Wednesday afternoon at the Training Centre twenty-eight "sweet girl graduates" answered to the roll call, "preparatory to separation for class work. Mrs Dane's pupils remained in tho dining room, where Dr Quaife gave his IpsFon on psvcholo<ry, while the rest trooped up to Miss Newton's sitting room. I followed the hitter, vainly wishing I were the possessor of a double personality which might be in two places at once. The subjec under discussion was a lesson on 'Tho Weather-Vane,' taken from Froebel's 'Mother's Picture Play Book.' Miss NewtoD—with the instinct of the true kindergartner drew from her pupils the suggestive thoughts contained in the lesson, with the best "methods of application. In no case was the desired information given by the teacher, unless the pupils proved developing the hidden meaning. However, in most cases the students grasped the thought indicated, and worked out for themVelves with a limited help, the correct solution.' Especially noticeable was Miss Newton's method of evolving/ the spiritual thought while dealing with external objects. " How shall we teach the existence of the weather vane ?"—'' Through tho sensessight" " How juve the. impression of motive power?"—"lmitato. We leam by doing; iha divine teacher tauoht that hs- doioa the

will of the Father we should know of the doctrine."

Children may always be led from the seen to the unseen. A mother swings a colored ball in front of the baby. The child is at first attracted by the plaything, but very shortly its gaze travels up to the cord attached to the ball, so to the mother's hand—the cause of the motion. Unconsciously this is done, but it is done. The majority of people live in the sense side. Lead children through the medium of sense to think, and we get the beginning of intellect. "Knowledge is life, freedom, liberty. Freedom is not a dower, but an achievment." We are not teachers of the young, but occasioners—giving them the power to develop." And on the thought-flow went in harmonious sequence.

"How shall we deal with a child who lives m an evil environment—and imitates?"—" Divert into a good channel with similar action—not negative but positive good."

An amusing but forcible illustration was here given. A child .who would come to kindergarten dirty, in spite of all efforts to mstil cleanliness, was presented with a piece of soap—a treasure to be "all his own.'Result: Transformation of sceneclean face and hands, clean collar, regeneration! Here an application of the teacher's influence was made—the suggestion that students should wear white aprons, cuffs, and collars. In support of this, Miss Newton reviewed work done in a "slum" district of Chicago, known as the Black Hole of Chicago, where the children would lovingly smooth the clean white apron and caress the dainty linen cufis. "How shall we find out what the children arc—what they lack?"—" Study theip actions, what things seem to attract them, and inspire a repetition of positively good things." Let the children imitate, but at the same time make opportunity to express individuality. As yon increase individuality you enrich the world, and perfect harmoaL. . We m ' x J not a! 1 imitate the acts of the Divine Man, but wo can live our daily life in accordance with the teaching of the. same spirit. The teacher must come down to the luvpl of the children's standpoint—not view tjie question from hi;? own. Don't allow imitative play until the child is able to connect it with some clearly defined idea of his own—something he has seen, if it is only a picture. " A child must' not be encouraged to imitate the tilings he does not understand—if so, an untrue, unnatural result will follow." A life illustration was given of a child, young in years, with little or no knowledge of death and sorrow, who imitated the mother's example of grief, from no sense of sadness, but simply because the parent sorrowed the child had a dim idea she should do the same. The application here was: "Do not pose." "To thine own self be true."

—The Benefits of Physical Training.— Are my readers ready, with the students, to rest their mental powers in the healthy, happy activities and relaxation of the Delsarte theory of physical culture'/ I enter the Masonic Ha 11.,, and am greeted by several girls in regulation gymnasium costume. Is it possible that these laughing, bonny specimens of girlhood are the same studious young ladies I encountered in the class room? However, I have little time for problems this afternoon, and I find myself rapidly catching the infectious spirit, as Miss Newton (whose costume is enhanced by a charming lace collar and spray of roses) marshals her pupils through a preliminary drill, which consists of marching, skipping, running—orders being interpreted through the medium of music, which service is rendered by Mrs Dane. It was with difficulty I kept my seat! Soou the scene was changed. A mysterious silence ensued. The students and Miss Newton, with hands linked, stood in a charmed circle, while the music still played on. Then, one by one, several girls ran towards the centre of the ring acting a suggestive thought, which, according to the individuality of each, interpreted the music. In one case—when the music had a martial strain—the war-horse was imitated; at another time, the flying of a kite, picking up apples. As the players retired the spell was generally broken bv laughter and exclamations. Then followed —Kindergarten Games,— wliioh the student must learn to play (and naturally, too), that she may bo a child the next day at the kindergarten. Miss Newton, Mrs Dane, and the students all sat in childhood's fashion on the floor, to learn some new mystery in the shape of a game originated by one of the students—who for the time beincr acted in, the- capacity of teacher. At this juncture my seat was vaoated, and I, too, s-at on the floor. Tho players were ranged in two divisions, facing each other, and still sitting. Each. player was designated by a number—the figures ranging from one to twelve—and the girl in cne division faced her partner in the other, cii':h Inuring the same numerical identity. Then the fun began. All stood, and while one division remained stationary the other advanced—the right foot held up from behind by the right hand—singing to a nursery melody:

Would you like to hop like this, Right in and out again? The second division responded in like man ner:

Yes, I'd like to hop like this, Right in and out again. Then all joined a circle and hopped towards the centre, with the words

Let us then together hop Right in and out again. The game ended amid much fun and; laughter. Three girls were now chosenfrom each side to argue the merits and demerits of the game, while Mrs Dane and myself were chosen to give a judge's decision on the case. Though the negative side did their best to make their c&e good, the " Yeas " gained the day.' Mrs 'Dane pointed out, in summing up the evidence, that, in addition to the healthy action and spontaneity developed by the game, the underlying thought was individuality, the unit co-operation-partnership, and unity the circle. It was also suggested that a sympathy for crippled life might be evolved. Again the scene was changed. Miss Newton and Mrs Dane now became students, while Miss Adame (the special instructor in physical culture) became the teacher. And a veritable little general she looked as she gave her orders, explaining before so doing that every movement had its corresponding thought, and unless the action was an outcome of its special morale physical, and intellectual thought, the exercise would foil in, its true end—tho harmonious development of body, and spirit. Then followed breathing exercises, the production of vocal tones, exerV cisas for releasing overstrained nerves, poising, lying at full length on the floor while head and limbs were exercised independently; and as a climax before marching, skipping, running (as the music quickened or slackened) till at last, in a spirit of mischief, one of the members remembered tho last new game, and for at least one round of the large hall a hopping drill was instituted. By this time all were glad to retire from such activities, and regain their habitual conventional costumes! Miss Adame received her instruction jn America from a pupil of Delsarte, a Frenchman, who instituted this special system of physical culture. A short talk threw additional light on the subject. Miss Adame explained that the system was based on the theory that not only the face, bat the whole human figure, should be a medium of expression for the indwelling soul; also that the body was divided into the trinity of mental, moral, and physical, and each should be so adjusted that a perfect balance is maintained. All students do not necessarily graduate in view of a professional life. Some, especially those woo are privileged to gain admittance to " Froebel House," are being trained by cultured women to embody an ideal womanhood, and to be true homemakers. The directors realise that here lies their power. It' is not college life in the ordinary acceptation of the word, it is "Home," formulated on —Froebel's Theory of Idea] Family Life.— The college gains much through Miss Newton's practical experience as one of the directors of " Gertrude House," Chicago. "Froebel House" is built in the neighborhood of Roslyn Gardens, and commands a beautiful view of Rusheutters Bay. Miss Newton holds the position of "House Mother," while she is ably assisted by Miss Carne, who superintends all domestic arrangements. The students are " sisters," and each has her pet name in- the household. Tho surroundings and life are bright, simple, and unpretentious. Small household duties are shared in common. They are changed every fortnight, and occupy from twenty < minutes to half an hour daily. "The members have a share in government through fortnightly 'house meetings,' where solutions are offered by the students themselves of their own social and domestic problems, and where ideals of homeniaking and daily life are discussed, to be followed by the daily effort to apply the same and test their practicability." I was an invited guest for dinner on tho evening of the "house meeting." As the second gong sounded, the various members of the family—girls linked arm in arm—descended the stairs leading to the dining room. I was escorted by one of the bonny student". A large, well-lit'room, artistic coloring in wall paper, snowy damask, dainty evening gowns, and happy, smiling faces—these were my impressions as I entered, and was assigned my place at table. • All stood, while the "following beautiful grace was repeated in unison : F;dher of all, Thine own we are, Thine is our strength and power. Thou art our life, we long to be Conscious of Thee each hour— Consciously Thine each hour.