The Kindergarten-Primary Magazine

Devoted to the Child and to the Unity of Educational Theory and Practice from the Kindergarten Through the University.

Editorial Rooms, 59 West 96th Street, New York, N. Y. E. Lyell Earle, Ph. D., Editor, 59 W. 96th St., New York City Business Office, 276-278-280 River Street, Manistee, Mich. J. H. SHULTS, Business Manager.

MANISTEE, MICHIGAN.

All communications pertaining to subscriptions and advertising or other business relating to the Magazine should be addressed to the Michigan office, J. H. Shults, Business Manager, Manistee, Michigan. All other communications to E. Lyell Earle, Managing Editor, 59 W. 96th St., New York City.

The Kindergarten-Primary Magazine is published on the first of each month, except July and August, from 278 River Street, Manistee, Mich,

The Subscription price is $1.00 per year, payable in advance. Single copies, 15c.

Postage is Prepaid by the publishers for all subscriptions in the Islands, Hawaiian United States, Islands. Philippine Guam, Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba and Mexico. For Canada add 20c and for all other countries in the Postal Union add 300 for postage.

Notice of Expiration is sent, but it is assumed that a continuance of the subscription is desired until notice of discontinuance is received. When sending notice of change of address, both the old and new addresses must be given.

Make all remittances to Manistee, Michigan.

FOR MORE RAPID PROGRESS We publish several communications this month. in addition to those which appeared in the September and October numbers. Many helpful suggestions have been brought out through this correspondence. We hope other kindergartners will express themselves. The subject is a vital one and should interest every kindergartner. Indifference is not a quality that makes for progress in any cause. If the kindergarten is a good thing for children anywhere it is a good thing for children everywhere, and the friends of this cause cannot consistently cease their labors while a vast number of the little ones are deprived of this blessing. A private correspondent said to us: "I am not a kindergartner, but I believe in the kindergarten. The indifference The indifference of some of these kindergartners in regard to the advancement of the cause leads me to suspect that they do not believe in it themselves, or else that they are kindergartners merely for a job." This statement may be severe and perhaps unjust, but the kindergartner who does not have a real live interest in the progress of the kindergarten cause is certainly not living up to her privilege and may be in danger of "dry rot." Let

each kindergartner resolve to do some one definite thing at least to bring about greater progress not only in the establishment of public school kindergartens but in the advancement of the cause in general. Let kindergartners at all times. be able to give a reason for the faith that is within them, and each in her little corner earnestly endeavor to demonstrate by the test of actual results that it is "well with the child" who has been entrusted to her care and culture.

From "Just a Kindergartner"

I am just a kindergartner in a small city and hence would prefer not to have my name published but I am greatly interested in the kindergarten cause. It seems to me that many young girls who take a course in the training schools are not fitted by nature for the position of a kindergartner. They do not seem to comprehend the sacredness and importance of the work. I am afraid that not every training school would advise applicants who do not possess the adaptability for the work to take up some other calling. I hope your magazine will agitate the subject until every city in America is provided with kindergartens in connection with the public schools at least. In fact, it seems to me that every child is entitled to the blessings of kindergarten training and that we as kindergartners have no right to rest content when so many children are deprived of this advantage.

A KINDERGARTNER.

Not a Kindergartner

While I am not a kindergartner I am nevertheless very deeply interested in this cause. It seems to me that one hindrance to more rapid progress lies in the want of natural adaptability of some kindergartners for the work they have undertaken. Doubtless there are in every city hundreds of young women who are by nature and culture admirably adapted to the work but who are themselves unaware of their talents in this direction. Is it not possible for the International Kindergarten Union to adopt some plan by which these young women can be sought out and so far as possible enlisted in the work. Having plenty of competent kindergartners the work of establishing public school kindergartens is not difficult if it is undertaken in a systematic, business-like

All communications pertaining to subscriptions and advertising or other business relating to the Magazine should be addressed to the Michigan office, J. H. Shults, Business Manager, Manistee, Michigan. All other communications to E. Lyell Earle, Managing Editor, 59 W. 96th St., New York City.

The Kindergarten-Primary Magazine is published on the first of each month, except July and August, from 278 River Street, Manistee, Mich,

The Subscription price is $1.00 per year, payable in advance. Single copies, 15c.

Postage is Prepaid by the publishers for all subscriptions in the United States, Hawalian Islands. Philippine Islands, Guam, Porto Rico, Tutuila (Samoa), Shanghai, Canal Zone, Cuba and Mexico. For Canada add 20c and for all other countries in the Postal Union add 30c for postage.

Notice of Expiration is sent, but it is assumed that a continuance of the subscription is desired until notice of discontinuance is received. When sending notice of change of address, both the old and new addresses must be given, Make all remittances to Manistee, Michigan.

FOR MORE RAPID PROGRESS We publish several communications this month in addition to those which appeared in the September and October numbers. Many helpful suggestions have been brought out through this correspondence. We hope other kindergartners will express themselves. The subject is a vital one and should interest every kindergartner. Indifference is not a quality that makes for progress in any cause. If the kindergarten is a good thing for children anywhere it is a good thing for children everywhere, and the friends of this cause cannot consistently cease their labors while a vast number of the little ones are deprived of this blessing. A private correspondent said to us: "I am not a kindergartner, but I believe in the kindergarten. The indifference of some of these kindergartners in regard to the advancement of the cause leads me to suspect that they do not believe in it themselves, or else that they are kindergartners merely for a job." This statement may be severe and perhaps unjust, but the kindergartner who does not have a real live interest in the progress of the kindergarten cause is certainly not living up to her privilege and may be in danger of "dry rot." Let

nite thing at least to bring about greater progress not only in the establishment of public school kindergartens but in the advancement of the cause in general. Let kindergartners at all times be able to give a reason for the faith that is within them, and each in her little corner earnestly endeavor to demonstrate by the test of actual results that it is "well with the child" who has been entrusted to her care and culture.

From "Just a Kindergartner"

I am just a kindergartner in a small city and hence would prefer not to have my name published but I am greatly interested in the kindergarten cause. It seems to me that many young girls who take a course in the training schools are not fitted by nature for the position of a kindergartner. They do not seem to comprehend the sacredness and importance of the work. am afraid that not every training school would advise applicants who do not possess the adaptability for the work to take up some other calling. I hope your magazine will agitate the subject until every city in America is provided with kindergartens in connection with the public schools at

least. In fact, it seems to me that every child is entitled to the blessings of kindergarten training and that we as kindergartners have no right to rest content when so many children are deprived of this advantage.

A KINDERGARTNER.

Not a Kindergartner

From Mary E. Law, Toledo, O.

Toledo, O., September 22, 1911.

I am much interested in the effort you are making to have the kindergarten situation. analyzed and elucidated by its sponsors, the training teachers. Your inquiry came while. I was out of the city, but I am only too happy to accede to your request and tell you what, in my opinion, is the trouble with the kindergarten, if trouble exists, for I assure you your letter took me by surprise, as did the replies of many of the training teachers who responded.

I will say in the beginning, that Madame Krause-Boelte, in her reply, explains the situation from my point of view: "A departure from Froebelian principles in the first place and too many ill-considered and superficial articles in the kindergarten press and elsewhere in the next place."

As I shall have opportunity to touch upon only a few of Froebel's great principles in this article, I shall make a practical application of one "co-operation." For those who have not read Judge Grosscup's article permit me to quote a few paragraphs only:

"Success in enterprise depends on giving the men whose thought is behind the enterprise room to work out their thought. Give them that room. It not only helps them-it helps everybody.

"These men, however, are not entitled to harvest out of it all the profit that concentration puts into their hands. They could not do that without the aid of the right to incorporate. And the right to incorporate is not theirs by natural right, but by corporate charters given them by government.

"Limit them, then, to a fair return that they can take out when, through this government giving them right to incorporate, they have thrown off competition. In other words put no obstruction in the way of what men may do for mankind industrially, but put a limit on what they may take out as their individual share when what they do is done. through the instruments put in their hands. by corporate charter."

What does he mean? Simply that individuals must voluntarily co-operate for the good of the whole and that as the government gives them legal right to combine by incorporation it must also retain the right of supervision, so that all may benefit instead

principles of the kindergarten. "Individual development and voluntary cooperation." There is no competition, rivalry and emulation in the kindergarten.

The child is taught to excel his own past efforts, not another childs. An effort is constantly made to lead the child to voluntary obedience. He makes with his mates a circle on the floor, each co-operating with all to make it round. The painted circles, where little feet were forced to toe the mark and to walk upon little paths is a survival of the early kindergarten era before the great principles were understood.

The conservation of forests and mines is in

line with Froebel's great principle of individual freedom and equality of opportunity. See child how skillfully he makes the little acquainted with his own powers and limitations. The kindergartner, like nature, furnishes the material and each child is entitled to the product of his own labor. He owns the mat he weaves, the boat he folds, the image he models.

Roosevelt, our greatest modern sociologist, would combine the two principles just mentioned. He would have the government own the coal, wood and water, conserve and sell the same to the individual at a small per cent above the actual cost of production. When we begin to study Froebel as a great sociologist as well as a great educator, we shall have little time to discuss minor differences. Froebel based his scheme of educational development upon a scientific, not a literary foundation, and unless kindergartners themselves know something of physics, biology. natural history and other sciences, they can not teach the children under their care. Here are a few questions a little boy has asked me within the last few days and he is not in a kindergarten either. He has just returned from the seaside: "What is water made of?" "Is air lighter than water?" "Why do boats. stay on top of the water?" "Why do people drown?" "What makes balloons go up?" Is it possible there are people in the kindergarten ranks who do not know that the principles are as applicable to the University as to the kindergarten, that it was "founded and taught for years by three university-bred men? What was there in it to interest them?

I should as soon expect to hear that Herbert Spencer's theory of evolution is being