A Morning in a Kindergarten.

Progress, Volume V, Issue 4, 1 February 1910, Page 116

A Morning in a Kindergarten.

A lady correspondent sends us an article with the above heading. It reminds us of Maurice's famous saying, "It is impossible in educating little children to think chiefly of reading, writing, and ciphering. We have living spirits to deal with which must, by most wonderful mystical processes, wherein we may be agents but not principals, be brought to trust, to think, to hope, and then to know." The article being besides very bright, we gladly find space for it, with illustrations. I have a friend who is an ardent kindergartener. Being a busy person myself, I had never got much farther in my knowledge of the kindergarten system than that I took .for granted, to use my friend's own words, ' ' it was just the thing for the children and their teachers." However, I chanced upon a pamphlet which put forth, in no measured terms, the value of the system as being the best means ol! truly developing the whole child, physically, mentally and spiritually It also pointed out that in learning to become a kindergartener a girl is going through a course of education which completely satisfies and so fully develops her. For it accords with her womanly instincts and calls for the highest she has of educational attainments and musical and artistic ability. This I read, and more, and determined to see for myself, if possible, how these beautiful ideals worked out in practical, everyday life. Accordingly, I asked the director, as the head of a kindergarten is termed, if I might accompany her to her school next day and spend the morning there. She willingly agreed. I found it was quite the usual thing for those interested to visit there. So early next morning we sallied forth. Many of the little people were watching for her coming, carried her parcels, and chatted away freely. It was easy to see they were friends. In the schoolroom a number of bright, fresh-looking students were busy with their little helpers, dusting, arranging flowers and getting their material ready for the day. At 9.30 the bell rang, and in trooped the children, boys and girls, to their respective rooms to make themselves tidy for school. They then marched quietly to their tables uad class-rooms; a few minutes' friendly ialk between each teacher and her little group ensued, and finally a bugle call was played on the piano, which, I found, was the signal for all to sit still to listen to a fragment from Mendelssohn or some other good composer. I took this opportunity to glance round the room, and could not but think how wholesome and happy was the whole atmosphere. The room was large and airy, flowers were on every table, good pictures, and pleasing to children, on the walls, and. the bright faces of teachers and children, now in repose, completed a scene which gave one food for thought, and I realised that the kindergarten recognised what a very potent factor -was a wholesome and beautiful environment in the right development of a child. My musings came abruptly to a close by the playing of two quick chords, which was the signal for all to stand!, carry their chairs and march to their places on the large circle which was painted on the floor. Here they sat and sang good-morn-

ing to their friends and to each other, followed by a short hymn of thanksgiving. They counted the members of the circle, found out who was absent, and why, if possible, and there was no need to explain that the circle was a symbol of unity; for one could not help feeling that here was true community and social life, each mindful of and considerate for the interests of the others. A few songs were sung. I remember one was "Good-morning to the Sun," the day being gloriously sunny; the little cardboard pillar box made by the children was cleared by one, who delivered many little notes and postcards sent from child to child or teacher; and then, finally, all settled down to the "Morning Talk," from which I afterwards gathered springs the work of the day. The subject this morning was the work of the shearers. A picture from an illustrated paper depicting the process was examined, those children and students who had seen it in progress were called upon to relate their experiences ; the reason for shearing was discovered, and "what becomes of the wool" was a fascinating problem left for solution till the next day. Again a chord. All stood and carried their chairs back to their tables, the prim-

ary classes to sit down for a lesson, the kindergarten children to come back to the circle for exercise and rhythm. One child in turn stood in the centre and "did what the music told him," the others imitated. Some were ludicrous, some graceful, all earnest. This was followed by a brisk march, enjoyed by all alike, from a little toddler of three to "big children," nearly six ! Finally the kindergarten classes sat down at their respective tables and worked out the morning talk with their own teachers. One went to the sand tray and depicted a most animated farmyard with animals from a Noah's Ark and some unnameable creatures fashioned previously in clay. These incidentally they counted and talked about, and it was obvious that they were getting real mental training through their play. An older class was building a shearing shed, following carefully the verbal directions of their teacher," a process which called for reasoning power, concentration and accuracy. The "babies" have shorter work periods than the other classes, and with them quite a feature is made of lunch time. Little Japanese serviettes are passed round

and carefully unfolded by each tiny pair of hands. One child is chosen for "house keeper," and hands the plate of lunch round to each individual; a little "Thank you" song is sung, and then quite a pleasant chatter is heard as the little ones enjoy their lunch. I took this 'opportunity to ask my director what made her think of sheep farming as a subject for conversation, and she told me that, at the beginning of the year, in planning out her work, she had decided, to open the children's eyes to their environment through the medium of "The World's "Workers." In the first term home-workers were discussed — father's, mother's, children's, milkman's, baker's, etc. In the second term city workers — fireman, lamplighter, postman, and others; and in the third term country workers, hence the farmer. Through these experiences the children had realised thoir interdependence with, and lived out the lives of, those who co-ordinate to form the complex civilisation of to-day. Again the bugle. It must have said "Time's up," for all hands stopped work. There was a little chat about and appreciation of the results of the work period, and then all was put away in an orderly manner. When again the warning bugle notes

were heard, followed by two "stand up" chords, all filed out for fifteen minutes' free play in the playground, the teachers playing as merrily as their little charges. Meanwhile, the primary children have had their first lesson and playtime, and come in to drill and march in the big schoolroom, and much I enjoyed — as indeed did they — the precision and accuracy of the performance. Again the bell, the little ones come in from their play. To the primary children is given the order "dismiss," and they walk quietly to their respective class rooms, the boys waiting for the girls to enter first, courtesy being an essential part in their training. I should like to have seen the working of this part of the school, where the "three R's" are taught, and where the underlying principle of the kindergarten is worked out, namely, , "Education through self activity," and promised myself another visit, at no very distant date. The little ones were now on the circle again, this time for games. These consisted of active ones, such as "Jolly is the Miller"; then came a dancing game, making for grace and courtesy, and one or two others chosen by the children, which were

fallowed by quiet games, when all sat cross-legged on the floor playing various guessing games involving sense and training, and requiring alertness and thought. Again, at a sign from the director, the bugle; all stand and march to their places and settle down for the second and last

"work" period. One class is gardening, another drawing on the blackboard, a third finishing an illustration of farm life begun earlier in the week. All are happy, and there is quite a busy hum, and I could not but agree that the aforesaid pamphlet was

right when it stated that all sides of the child were being developed. Physically, to begin with, the little chairs and low table make for an upright sitting posture; then the marching and rhythmic movements have as an aim an upright and graceful carriage, and most of the seden-

tary occupations lead to muscular control and hand training. Intellectually, through building and sand play, modelling, drawing, and story, is evolved the beginnings of number, geometry, form, geography, writing and

history. The dormant and budding faculties of observation, reasoning, promptness, obedience and others are ever called forth in the children's earnest "playful work." "Whilst ethically, the games with their spirit of give and take; all the little courtesies required from boy to girl, these are

ever working factors in the development of consideration for others. A -happy morning was brought to a close, as it began, with "quiet music. " Then all stood and marched to the circle, there to sing "Good-bye." But first two

children, who had been "helping all the morning," held a large Union Jack in the centre. All repeated solemnly together, suiting action to word, "I give my head, my heart, my hands, to my country"; the first verse of "God save the King" was «?ung, the flag saluted and put back in its place of •• honour, all sang, in simple faith, good-bye to me, their friend, and to each other; the director walked quietly into the centre, and to the accompaniment of soft music, shook hands and said good-bye to students and girls and boys in turn, eye meeting eye for a brief second, and — the morning was over. My director breathed a sigh. ' ' Can you wonder I love it?" she asked. "And aren't the children dears?"

known in connection with bucket dredging enterprises in Victoria and New South Wales, has reported on the lease, • and states that it is the richest alluvial deposit suitable for dredging he has ever examined. His tests gave the net monetary return per cubic yard of ground tried at 3s. 10d., as compared with 2s. 2d. stated by Mr. Watson. The working costs are approximated at 4d. per cubic yard. In order to ensure efficiency, the directors of the Mynpacht Company have decided to obtain the dredge locally, and also to send the whole staff from Axistralia. The contract for the dredge, which will have a capacity of 30,000 cubic yards per week, has been let to Messrs. C. Ruwolt and Co., engineers, of Wangaratta, Vie.

Mr. Henry J. Eanger, of the Christchurch Oarage, reports business brisk. A number of his clients are awaiting the arrival of the new creation of the Knight Daimler Co.. the 15 h.p. type, which by the way is fitted with exceptionally large wheels, and worm drive instead of bevel, thus mnking this well-known quiet car as £ silent as its famous engine. The 2 38 W Knight Daimlers are much admired. Mr. Ranger has sold Ford taxicabs to Messrs. Hayward, Rink stables, and F. F. Scott, Cla ridge stables, and touring car to Mr. H. Soanes. Ford taxicabs are becoming popular. Three more are expected to arrive shortly.

The first International Exhibition of shooting and field sports will be held in Vienna from May to October. 1910. This exhibition will be of special interest to sportsmen all over the world, and will be held under the patronnge of His Majesty the Emperor Francis Joseph I. This exhibition, the first of its land, is intended to illustrate the economic importance of hunting, and to show the great value of the work done by the hunter not only from a sporting standpoint, but also with regard to trade and industry. The knowledge that this Exhibition is an accomplished fact and that it will be arranged on an extensive scale has awakened a keen interest among hunters of all classes and all countries. Thousands of applications have been received, a separate spnee is to be assigned to each country, and pavilions will be erected as nearly as possible in imitation of shooting boxes, country seats, etc. The exhibits will be in four divisions . — (a) Hunting and all things relating thereto; (b) trade and industry; (c) art and industrial art; (d) forestry.