errand girl. Thank you for going quickly and coming right back to tell me." Young children love to "carry." We find that the simple habit of looking directly in the eyes of the person speaking is often not formed in the home. The Kindergartner often has to develop the looking and listening habit by story-telling and also by the Morning greeting. It is possible to do this in the pre-school age, by telling simple stories while the little one looks right into Mother's or Father's eye. There is a good suggestion in habit-training in the text "I will guide thee with mine eye." Children can be interested in seeing their own tiny picture in Mother's eye. Then in giving directions of any kind to young children, do not form the habit of calling out from a distance, but take time and pleasure, whenever you can in holding both little hands, speaking gently, but firmly. The little one is more likely to feel the power in your voice, and to respond with satisfaction, than if a loud, harsh voice calls from a distance. One little child who did not obey promptly, was heard to say, "I don't have to go, she hasn't screamed yet." A kindergartner in "Round Robin" published by the N. Y. Public Kindergarten Association presented the following questions to Mothers for study and discussion at a Mothers' Meeting and now I send these questions to you, both parents and kindergartners. "What do you answer?" 1. At what age do we begin to form habits? 2. Name some habits you want your children to form. 3. How can you help the children to form them? 4. Name some habits you want to avoid yourself. 5. How can we correct a habit already formed? Good habits are our friends. They ease the way and give us time that we would otherwise waste in doing unnecessary things. If they are formed pleasantly they stand by the child thru life. If formed unpleasantly they are apt to be shaken off as the love of liberty grows. The safe method is democratic. It makes the child feel his own interest and responsibility rather than the extreme force of arbitrary rules. J. B. M. By Mrs. Howard Burkett, Etna Green, Ind. 130 ST. LOUIS' BEST KINDERGARTEN TEACHER By Ruth Payne In visiting the various kindergartens of St. Louis, I tarried long with Miss Martha Weisel, director of the Marquette Kindergarten. To me, as well as others, she unostensibly ranks first as a kindergarten worker. She sat at her desk talking to me. A precocious young chap marches up to her and held out for display a drawing of what might be the sun, moon or was it a pumpkin? Miss Weisel did not quickly get rid of the child with a studied grace, but with a ready smile took the paper and examined it while the little fellow eagerly awaited the verdict. She handed the paper to me enthusiasticly, commenting on the sun, its bright color, etc. We had the satis. faction of hearing the boy explain just how he made the sun's rays and just how he colored it, exclaiming, "It was hard to do, but I did it." He returned to his seat and with a self-satisfied air began to draw, I presume, another picture to again win his teacher's praise and smile. I began to observe as I had here-to-for that she was actually beloved by each and every child in the room. This seems to be the phychological reason for her great success. Her method is to make each child individually feel his aptness, cater, as it were, to his ego. Undoubtedly in admiring the drawing and pointing out the beautiful color of the sun's rays, etc., she was virtually giving him a lesson in self-confidence. The previous day a teacher had in a parallel case made the little girl do her drawing again. Her pride was hurt, I shall never forget the baneful, injured expression on the little face as she slowly resumed her seat and laboriously began her drawing again. It was needless for Miss Weisel to tell me she loved her work. I could readily see it was not an assumed attitude for commercial reasons. It is only necessary to observe the children a short time to be fully convinced of her genuineness. The child is the first to discover lack of love and understanding and if these are lacking the teacher had better, out of kindness to the children, change her position. In comparing Miss Weisel with other teachers I find her power of demonstration is most vivid. Her entrance into the work or little games creates unlimited enthusiasm, all faces are beaming, all eager eyes are rivited on her anxious to imitate, endeavoring to please. If the kindergarten teacher could only realize just how necessary the study of child psychology is. A child of kindergarten age is never benefited by a teacher deriding his poor little attempts. Miss Weisel will tell you to take the unresponsive child and give him an active part in the work to be done, or the game, cajole him, if necessary make him feel that his co-opration is necessary to the game's progress. After a few trials the average child is bound to forget himself and enter into the ardor of the game. If you were to ask her to sum all her success up in one big thought, she would say, "Love your work and your children, then success is sure to follow." KINDERGARTEN ACTIVITIES DURING THE MONTH OF MAY By Jenny B. Merrill, Pd. D. Again we are to enjoy the merry month of May with our dear little children. We wonder whether May makes us merry or whether we make May merry. Which is it? Doesn't it work both ways? If we don't feel merry then let us sing and put ourselves in tune. The children will jump and run and laugh because they cannot help it, if only some unfortunate human being who doesn't know and love children's activities forbids or frowns. Kindergartners usually have a way of insisting on the rights of children to be merry and gay and most surely in the month of May. What will the activities of May be? Either making or tending their little gardens, made in April, indoors or out as location has decided. Has each child a little potted plant? will want to watch it every day. He will call you to come and see. This will take time in the morning but it will be time well spent. Let each child talk freely about his own. He Often invite the children to carry their little plant to the center of the morning circle. Add vases of flowers, if possible. Play walk around the garden. See who can tell what is growing in our garden. Play again all about the planting of the seed by singing with motions. "Take a little seed So small and round Make a little hole Down in the ground" The song will grow in meaning even as the seed grows, and the children will love it more and more for the many repetitions. Nature surely gives us our key note in May. We must sing with the birds and hum with the bees, but if possible we must first see them in the woods and parks, perhaps even in the city street. We must get out our bird pictures, our nests and decorate our room with them, mingling them with pictures of trees, and woods and blue skies until we fancy it is May inside as well as outside. Of course, the little folks will want to paint the blue sky and draw birds and nests and flowers after we have told them stories about birds as well as walked and talked and sung. Will the children have any projects to suggest? One morning, Annie may say, Mamma says she made May baskets when she was a little girl. Can we make May baskets? Tell us all about it, Annie. How do you make a May basket? Why you just fold a paper like this and put a handle on, and you put flowers in and you surprise some one you love. How do you surprise them, Annie? You put it by the door and run away and then they find it. Well indeed that is great fun. How many want to do it? All who do may sit at the table with Annie and perhaps she will help us. What do we need? Paper, paste and scissors. Here they are in the closet. Annie can get them out and you can all choose the color you want for your basket. After the baskets are finished, we will go to the woods to find the flowers (or if there are no woods, provide tissue papers of several colors and let the children cut or twist little pieces to suggest flowers, or you may have gathered violets yourself and so surprise the children after the basket is made.) Let there be a happy time deciding to whom to give the May basket. Some may decide to take theirs home to mamma or grandma or auntie. Where there are two kindergartens, the morning children leave their May baskets on the chairs to surprise the afternoon children who possibly make baskets in return. Sometimes all decide which is the prettiest basket and on tip-toe all go to the principal's room and hang it on the knob of her door. Talking over these little plans is one of the very best ways to develop language and friendship, too. Giving in its simplest forms develops character. The Great Teacher taught us that it is "more blessed to give than to receive," but it is a hard lesson to learn and we must begin early in these pleasant little ways to develop the habit of thinking of others. Kindergartners are now writing about a "Conduct Curriculum" which means that we want to think more of Character building than of mere knowledge getting tho that too it not to be forgotten. So let these May days and May baskets and May poles, these May songs and May dances aid us in developing cheer and "good will to men," and the graces of life, little by little. Project 2. They May pole project was developed fully last year in the Kindergarten Magazine and we ask all who have the good habit of keeping their magazines for reference to consult 1923. For our new readers, let us say that we older kindergartners have assisted materially in reviving the old English May day by having May poles in the kindergarten. We tell stories about May parties, showing pictures and drawing May poles on the blackboard if the children have never seen one. We let the children think how to get a pole, aiding them, of course. We let them suggest ribbons, paper, strings and finally, if necessary, show cheese-cloth and decide to tear it into strips. After some conversation, we decided to leave red, white and blue for Memorial Day and have flower colors for our May-pole, as pink, yellow, violet, white. We trim the pole, with children helping, for that gives added interest and value. They need us to help but they also can help, can think, can plan, can suggest and choose. These are the activities of mind that will count all thru life. Working together, cooperation is also a valuable lesson in carrying out a May pole project. Later children may suggest making little May poles, using a spool for the standard, a round stick or pencil for the pole and finish it by tying on colored worsted. This they may do alone or in groups. Possibly this project may grow into a scene on the sand table. Paper dolls may be cut out to stand around the May-pole, Trees may be added, blocks used to build such things as are seen in a park. A flower bed may be added. Start children and give them freedom and they will show you better things than you think of yourself. Every now and then start a May song spontaneously and encourage children to do so by a question, as won't some one start one of our May songs? Please do not have kings and queens. They are out-of-keeping with America. Let all make wreaths, or rather let the older children make them, and so let the celebration be democratic. Mothers are apt to be more jealous than children sometimes. We have known ignorant parents to be ugly to their neighbors because “your child is no better than mine if she was queen!" Trifles are important in education. So let each boy and girl wear a pretty cap or band with proper decorations and so avoid jealousies and instead teach by example, equality. The making of wreaths, flower caps or bands or garlands will furnish hand work for several days. The May pole may be used daily. If weather permits, late in May or even in early June, plan to carry it to the woods or the park and have a real May party. MAY DANCES May dances should be very simple in the kindergarten. The following suggestions are taken from "Play Life in the First Eight Years" by Luella A. Palmer, which I think every kindergartner would do well to own and study. 1. All walk around the May pole and reverse (holding streamers.) 2. Those holding white streamers take two steps toward pole and kneel. Those holding pink or other color skip once around the pole to the right. Those holding white streamers rise and step back to places. Repeat those holding pink kneel and those with white skip. 3. Those with pink hold streamers high over their heads. Those with white take two steps towards the pole, face to right and skip twice around the pole. Reverse and skip back to first position. Repeat with white holding streamers high and pink skipping inside. 4. All join hands, advance two steps towards pole and back to place. Repeat three times. 5. Drop streamers at signal. Use music during these movements after children have tried them indicating changes by chords, 132 Even these simple movements should not be organized at once. The children just love to stand around the pole, lift up a streamer as high as they can, then drop it and watch it float back to the pole. Ask just one child to do this at first. then another, another, until all hold one. Then all float back. If the children have learned a dance step, as heel, toe, one two three let them use it also but do not attempt "in and out" with kindergarten children. Extension classes sometimes can learn to twine the streamers a little way. MEMORIAL DAY Children of kindergarten age are hardly old enough to understand this holiday but more marches and flag drills, pictures of soldiers, or toy soldiers added to the play corner, paper tents, and forts built with blocks may be used to interest if desired. Games with balls and blocks may be used to train the eye. Practice hitting a block with a wooden ball gradually increasing the distance. Train the child to look carefully before rolling the ball. Ask why Eddie succeeds. Let us watch. He takes aim. Johnny throws without looking first. Place the six colored balls in a line. Which one will you aim to hit. Ready, steady, now roll. Throwing a soft ball through a hoop is another aiming test. A little competition is aroused. Clap for the one who succeeds. Bring forward the good side of the soldier story. How finely he stands! He is strong and brave. If he is hurt, we must take care of him. Obeying quickly is another ideal to impress by having halts and rapid turns during marches, prompt salute to the flag. Such games train in quick attention to signals which is as valuable in peace as in war. During the week decorate the room as the child. ren may be led to suggest in national colors. Make chains, badges, flags. If there is a soldiers monument near the school, the children should walk to it carrying a potted plant to help in honoring the soldiers. Perhaps some child will give his own plant. If you have a band, now is the time to use the young musicians. Drums may be made from cylind rical boxes saved and brought from the home kitchen. Cover such boxes, add a cord and let the young drummer beat with his hands if there are no drum sticks. Sing America. God bless our soldiers. God bless our country God bless every country God bless us every one. Kindergarten Activities in JUNE By JENNY B. MERRILL, Pd. D., New York City Jenny B. Merrill, Pd. D. We have reached June the closing month of the school year. The kindergartner is naturally expecting to see happy results in song, in work, in play. She looks back over the year and forward to the vacation days. She listens with pleasure to the stories the little ones tell of promised visits to the farm or to the seashore and encourages the children to play out some of these happy expectations. No doubt there will be some projects now in little minds. Watch for them to appear. Some City kindergartners may not have a single child who has any prospect of leaving home for a summer outing, no visions of farms or seashore! Other kindergartners may have been teaching children who have both experiences, the little "travelers to be" and the equally precious "stay-at-homes." Let them learn from each other. What a collection of pictures will be needed to bring farm and seashore to all the "stay at homes." There will be the farm pictures, the fields, the barns, the garden, the animals. Hunt for pictures betimes Have them in plenty. Group them. What interesting talks, what stories will be told in anticipation of what may happen here or there. The older children of the kindergarten have developed the dramatic stage of existence by a year's life in the kindergarten. They will now make the dearest little dramas if encouraged. Give them a chance. All children are little actors. But while children are fond of making believe there must also be real experiences of life. Visits to quietly observe in gardens, parks, streets, roadsides. There must be a picnic party. Live out of doors in the June sunshine and gather all you can find of June to use indoors. What will some of these real June experiences be? Of course this depends upon the location of the kindergarten. It is remarkable, however, how much more real experience some mothers and kindergartners can get out of a little nature than others. Three year old Dorothy called on me yesterday with her mother to show me a stone, a blade of grass and a brown leaf she had picked up in the park near by! Would some mothers have said, "Throw those away. Miss Merrill doesn't want to see such things?" Yesterday I visited where a boy with a lively imagination accosted me thus "Here comes a big, brown bear!" Frank was soon my cub and was cuddling against my brown fur coat which had suggested the make-believe fun. A little later he called himself an "Alp." He got a cane and began to climb mountains. He had evidently mixed the mountain and the boy in the story he had heard. Never mind, it was easy to advance his knowledge and vocabulary a step by entering into the play and remarking "Why, here comes an Alpine guide." I wonder if he will help us climb these big mountains. I think he must live here in the Alps. It was really remarkably interesting to see this young climber pretend to climb a mountain while on a level floor, clinging to the Wall of the room as he climbed ! Watch for the little ones who have this vivid imagination and they will be your best helpers in June or January. They will have projects, you may be sure. They are your leaders. They can project. JUNE WALKS Last year we mentioned a kindergartner who always had a special object in view in "taking a walk." Who can recall the ten she gave us in the Kindergarten Magazine June Number 1923? Who found others? Why is it better to make a simple plan or have the children suggest one before starting on a June walk or any walk? Have you seen children bored or walking listlessly with no aim or goal to guide them, no special incentive, no particular goal to reach? Have you seen other children "eager to get there?" In which case was the mind in better condition? Looking ahead is desirable. I know a little girl who walked along day after day with a nurse by a baby carriage doing nothing. One day she threw herself down on the ground and kicked! I don't wonder; do you? A kindergartner found difficulty in keeping the children in good marching lines. She was anxious all the time about street manners and street crossings. She had not called the little ones together before they had started on the walk. What remedy can you suggest? Yes, I hear you say "Plan the walk beforehand with the children, both getting and giving suggestions. The children will be in a receptive frame of mind while listening before starting. If they forget, just a word will recall their promise to do this or that. Or possibly a slight rebuke as shall we all return before we get to the? Mentioning the place previously planned. Some one may get hurt if we cannot remember our promises. What shall we do, go on or go back? In securing a class decision about conduct we can control much more easily. Be calm and self-possessed, not fussy and nervous or excitable on a walk. Expect good conduct. Children love to go out with you and in a group. They are sociable little beings, and the kindergarten aims to guide them in social ways. It is good to have them realize that they influence each other. There will be lessons in conduct in the park, or on the street, or in the bus quite equal to those in the kindergarten room, lessons of courtesy, of consideration for the youngest, of fair play in taking turns in using swings or slides or goat carriages, or donkey rides. Some good friend of little children may have commissioned you to give these or other treats in the park or at a party in the kindergarten room by furnishing the wherewithal. If not and you cannot afford to do so yourself, write to a friend of children and suggest a plan. Some "shutin" sufferer may ease her suffering while she hears your report of the happy day she gave them. HANDWORK Project 1. Making roses of tissue paper. Perhaps some child will try to make them without your suggestion. Follow it up or start making some leaving them on the table. Last month we put flowers in our May baskets. What shall we do with our June roses? Can we make a garden? How Let them alone and see whether native genius appears. I saw a rose garden made by stringing little bits of twisted pink paper on green worsted and winding the worsted about a trellis made of splints. I have seen a sheet of stiff paper colored green with crayon, holes punched with a stick or pencil, loose, big holes and paper flowers pushed in crudely. The edge of the paper can be turned up to suggest a fence. A garden may be made in a box lid or in a box. Some of the younger children may make gardens on peg boards. Some day you may ask if we could make a garden with children. How? Some one may think of taking names of flowers. Well, let us take flower names? What flower will you be, Annie? and you, and you? Now shall we have a round flower bed or a long one? Who will arrange our garden of children? Well, now that is a fine garden. What shall we do next? Play bees are coming? Hark, I think I hear them humming! Some children will surely take the hint and hum. Some one will buzz too. Project 2. Making tools for the farmer. Have real tools first. Outline with sticks, draw or fold or cut. Project 3. Building barns and wagons for the farmer, using blocks and boxes. Let those who want to, experiment. Do not do any more yourself than absolutely necessary. You are watching for the results of a years work. Give the children a chance to show you how they can amuse themselves during vacation. Add your help a little at a time. Project 4. Making a doll's house to take home to play with when school is over. Get the children to bring boxes from home. Let them furnish them as they please. Get the boys to make a train of cars to play go to the country. Project 5. Making a border of pretty butterflies and flowers for our kindergarten room. Project 6. Drawing or making a flag for Flag Day. Project 7. Making the seashore in the sand box, 134 Project 10. Making a scrap book of pictures to take home to look at during vacation. Try to get children to bring pictures but do not use all they bring! Encourage choices of the right kind. Get your friends to cut out farm scenes, mountains, lakes, boats, bridges, animals and sort them in envelopes. If you have kept many of the children's drawings it is well to use them in a scrap book. They will remind the children of their happy days with you. They may be tied together with bright ribbon or worsted. PROMOTION DAY Never fail to show an interest in the new room, the new teacher, the new books. If possible go with the children to visit the new room before they are promoted. Play school on your return. Explain a few changes likely to occur. Try to find a minute to run in to see those promoted every day for a week or so. Speak an encouraging word or give an explanation about a child's characteristics to the new teacher if you are good friends as you should be. Let your influence be felt for good thruout the school. You may have to take a snub now and then, but never mind. Don't take offense. Be sorry for those who mistake your friendly interest. Trust then and try again. It is not easy always to understand each other's motives. Charles Dickens has left a message with me for you: "I love these little people, and it is not a slight thing when they who are so fresh from God, love us." Mr Biddy's single care |