the natural order of all development for human beings, by which alone
they will come to the knowledge of, and at last to union with, their
Heavenly Father. This is the way which Christianity prescribed eighteen
hundred years ago, but into which education has not understood how to
lead us, because it has put statutes instead of actual experience, and
has not let the study of nature, as the work of God, _precede_ statutes.
Froebel leads education again into the path intended by GOD, which, in
the course of universal development, will lead to the happiness of the
individual, as well as of the whole of society. In the human being
itself are the rich mines, the development of which our false modes of
education have hitherto made impossible. May mothers have faith in GOD,
the Heavenly Father of their children, and that he has given them the
capacity for good, which will crush the head of the serpent, and bring
the kingdom of God upon earth.
NOTE C, TO PAGE 84.
In the second part of my _Guide to Kindergarten and Moral Training of
Infancy_, published by E. Steiger, 25 Park Place, New York, is an
account of how I actually first began to teach to read on this method,
that may be of practical aid to one teaching _After Kindergarten--what?_
The first kindergartner who tried the method, in the course of the first
half-hour led her children to write on their slates (in imitation of
what she wrote on the blackboard, letter by letter, giving the power,
not the name, of each as she wrote) words enough to involve the whole
alphabet; namely, _cars_, _go_, _bells_, _sing_, _dizzy_, _old_, _hen_,
_fixes_, _vest_, _jelly_, _jars_, _puss_, _kitty_. The words were in a
column, and after they were written, the children recognized each word,
pronouncing it right when she pointed to it on the blackboard. But she
was surprised the next day to find they remembered every one, and they
had so clear an idea of the correspondence of the letters and sounds,
that, long before they had finished writing at her dictation the words
of the first vocabulary, they read at sight any word of it, no matter
how many syllables it had. In fact, at the end of the first week she
wrote and asked me for the groups of exceptions, and, beginning with the
smallest group, which is most exceptional, in a few weeks they could all
read.
But I would not advise this rapid acquisition of the whole language in
so short a time. It is better to pause on the meaning of the words,--not
asking them to define them by other words, but asking them to make
sentences in which they put the word, which will show whether or not
they understand its meaning. A great deal more than mere pronunciation
may be taught children while learning to read.
NOTE D, TO PAGE 102.
History of Printing, an unfinished manuscript of which he found in the
Antiquarian Library of Worcester.
NOTE E, TO PAGE 110.
The story, as I paraphrased it, was this. The drop of water speaks,
"Once I lived with hundreds, and hundreds, and hundreds of brothers and
sisters, in the great ocean. There we all took hold of hands, and played
with each other; and the winds played with us, and took us up on their
backs, making us into little waves and great waves. But sometimes, when
the winds were not there, we would spread ourselves out smooth like a
looking-glass, and look up into the sky; and the moon and the stars
would look down upon us, and the ocean would look just like the sky.
"And we wanted to go up into the sky; and so, when the sun sent down his
sunbeams, and the moon sent down her moonbeams, and the stars sent down
their starbeams, some of us would jump up on their backs, and ride up
into the sky. But soon they would be tired of us, and shake us off; and
down we fell, and then we would catch hold of hands, and make ourselves
into clouds; and when the clouds got to be so heavy that the air could
not hold them up, we would let go of hands, and fall down in drops of
rain. But sometimes the clouds would stay up, and sail round; and one
day the cloud that I was in, bumped up against a mountain, and we all
fell out, down into the little holes of the mountain, and I soon found I
was alone in the dark; but I saw a light a little ways off, and so I ran
along and came to the light, which was outside the mountain. And as I
stood there, I saw a great many of my sisters and brothers standing at
just such holes as I was looking out of; and when we saw each other, we
burst out laughing, and ran to each other, and took hold of hands, and
made a little brook that ran down the sides of the mountain into a
meadow full of flowers; and we ran about the meadow, watering the roots
of all the flowers to make them grow, for we wanted to do as much good
as we could; and then we thought we would run on, and see if we could
not find our old home in the ocean, where we left hundreds of brothers
and sisters; but as I got rather tired, I thought I would stop and rest
awhile on this flower-leaf. But now I am rested. So good by; I will jump
off, and run home as fast as I can with the rest."
This story I had to tell over and over again at the time, which I did in
the same words; and now, when I again repeated it in the same words, he
liked to hear it over and over again, looking at the picture in the book
while I told it.
NOTE F, TO PAGE 167.
I here insert the version of the Lord's Prayer and the _Song of the
Weather_, which have been found so effective in the religious nurture,
and which, if used in the simple, unsanctimonious manner I have so
earnestly suggested, will preclude the necessity of talking to the
children in prose. These songs explain themselves to the child's heart
and imagination.
OUR FATHER, who in Heaven art,
Thy name we dearly love;
We'd do thy will with all our heart,
As done in heaven above.
Give us this day our daily bread,
Forgive the wrong we do,
And we'll not mind when treated ill,
That we may be like you.
Help us avoid temptation's snare;
Deliver us from evil ways;
For thine's the kingdom and the power,
All glory and all praise.
SONG OF THE WEATHER.
THIS is the way the snow comes down,
Softly, softly falling.
God, he giveth his snow like wool,
Fair, and white, and beautiful.
This is the way the snow comes down,
Softly, softly falling.
_Chorus._
Wonderful, Lord, are all thy works,
Wheresoever falling;
All their various voices raise,
Speaking forth their Maker's praise.
Wonderful, Lord, are all thy works,
Wheresoever falling.
This is the way the rain comes down,
Swiftly, swiftly falling;
So he sendeth his welcome rain.
On the field, and hill, and plain,
This is the way the rain comes down,
Swiftly, swiftly falling.
(_Repeat the chorus._)
This is the way the frost comes down,
Widely, widely falling;
So it spreadeth all through the night,
Shining, cold, and pure, and bright,
This is the way the frost comes down,
Widely, widely falling.
(_Chorus._)
This is the way the hail comes down,
Loudly, loudly falling;
So it flieth beneath the cloud,
Swift, and strong, and wild, and loud,
This is the way the hail comes down,
Loudly, loudly falling.
(_Chorus._)
This is the way the cloud comes down,
Darkly, darkly falling;
So it covers the shining blue,
Till no ray can glisten through,
This is the way the cloud comes down,
Darkly, darkly falling.
(_Chorus._)
This is the way sunshine comes down,
Sweetly, sweetly falling;
So it chaseth the cloud away,
So it waketh the lovely day,
This is the way sunshine comes down,
Sweetly, sweetly falling.
(_Chorus._)
This is the way rainbow comes round,
Brightly, brightly falling;
So it smileth across the sky,
Making fair the heavens on high,
This is the way rainbow comes down,
Brightly, brightly falling.
_Chorus._
Wonderful, Lord, are all thy works,
Wheresoever falling;
All their various voices raise,
Speaking forth their Maker's praise.
Wonderful, Lord, are all thy works,
Wheresoever falling.
(The appropriate gesture is spreading the arms, and, when it is the rain
or the hail, the children enjoy making the patter on the table,--gently
for the rain, and louder for the hail.)
Butler & Tanner, The Selwood Printing Works, Frome, and London.
THE COMMITTEE OF THE
Manchester Kindergarten Association
Beg to Announce that the
TRAINING CLASSES FOR TEACHERS
Meet in the AFTERNOON at
Thorney Abbey, Alexandra Park, Manchester,
For THEORETICAL instruction in the following subjects:--
Drawing J. CLEGG, Esq.
Music MISS WICHERN.
Theory and Application of the Kindergarten
System MISS SNELL.
Physiology and Laws of Health MISS CLEGHORN.
Science of Education W. H. HERFORD, Esq., B.A.
Natural History and Physiography F. J. WEBB, Esq.
Elements of Geometry MISS SNELL.
Botany MISS HERFORD.
=Practical Instruction is afforded at the Model Kindergarten in the
Forenoon.=
FEES FOR THE ABOVE.
THE WHOLE COURSE (per Term of Ten Weeks) 5 GUINEAS.
SEPARATE CLASSES (per term of Ten Hours) 2½ GUINEAS.
_Students are expected to take the whole Course of Two Years; when
withdrawal before the end of the course is necessary a Term's notice is
required._
A LIMITED NUMBER OF STUDENTS CAN BE RECEIVED AS BOARDERS BY THE HEAD
MISTRESS.
CHARGE FOR BOARD AND LODGING 44 GUINEAS PER ANNUM.
WEEKLY BOARDERS 33 " "
=Satisfactory References Required.=
Froebel Society,
17, BUCKINGHAM STREET, STRAND.
President:
MISS SHIRREFF.
Vice-Presidents:
OSCAR BROWNING, Esq., M.A.
Rev. Canon DANIEL, M.A.
J. G. FITCH, Esq., H.M. _Inspector of Training Colleges._
Prof. G. CAREY FOSTER, B.A.
Dr. J. H. GLADSTONE, F.R.S.
Lady GOLDSMID.
Mrs. W. GREY.
Fräulein HEERWART.
Prof. MEIKLEJOHN, M.A.
Rev. R. H. QUICK, M.A.
A. SONNENSCHEIN, Esq.
Council:
Miss M. E. BAILEY.
Miss BAKER.
Miss BELCHER.
Rev. A. BOURNE.
Hon. Mrs. BUXTON.
E. COOKE, Esq.
Miss S. CROMBIE.
Mrs. FIELDEN.
Miss FRANKS.
Mrs. GREEN.
Mrs. LAW.
Miss E. LORD.
Miss LYSCHINSKA.
Miss E. A. MANNING.
Mme. MICHAELIS.
H. K. MOORE, Esq., B.Mus., B.A.
J. S. PHILLPOTTS, Esq.
Miss KATE PHILLIPS.
Mrs. ROMANES.
Rev. T. W. SHARPE, H.M.I.S.
Miss SIM.
F. STORR, Esq., B.A.
Miss KATE THORNBURY.
Miss WARD.
Hon. Treasurer:
A. R. PRICE, Esq.
Hon. Secretary:
C. G. MONTEFIORE, Esq.
Secretary:
Miss BAYLEY.
The Froebel Society
WAS formed in 1874 for the purpose of promoting co-operation among those
engaged in Kindergarten work, of spreading the knowledge and practice of
the system, and of maintaining a high standard of efficiency among
Kindergarten Teachers.
* * * * *
AN EXAMINATION OF STUDENTS
Will be held in London in the month of July, for the Higher and (this
year only) for the Elementary Certificate. In December next there will
be an Examination for the Elementary Certificate only.
Under certain conditions the Council are prepared to hold the
Examinations at local centres.
* * * * *
A Registry for Kindergarten Teachers
Has been opened at the Office of the Society. A small fee is charged to
those who apply.
* * * * *
Arrangements have been made by the Council for the INSPECTION AND
REGISTRATION OF KINDERGARTENS upon certain conditions.
* * * * *
The Calendar of the Froebel Society, price 1/-,
Contains the Syllabus for the Examinations, and the Examination Papers
of 1886.
* * * * *
Further information can be obtained from the Secretary, at the Office of
the Society,
17, BUCKINGHAM STREET, STRAND.
* * * * *
The Office is open daily from 11 a.m. to 4 p.m., except on Thursdays.
* * * * *
Transcriber's Notes:
In the introduction and last two pages which use an ornamental font in
the original, Froebel is presented without the oe-ligature. This was
retained.
Book uses both "Mütterspiele und Köse-Lieder" and "Die Mutter Spiele und
Kose Lieder" for Froebel's work: "Mutter- und Kose-Lieder." Also
referenced as "_Mother Love_ and _Cossetting Songs_."
Mrs. Kraus-Boelte is spelled without an oe-ligature except in a single
footnote where a ligature was used.
Obvious punctuation errors repaired.
Page 32, "Bulow" changed to "Bülow" (Marenholtz-Bülow has happily
remarked)
Page 42, word "it" removed from text. Original read: (forth by
addressing it the)
Page 44, "her's" changed to "hers" (for _hers_ they realize)
Page 50, "combinanations" changed to "combinations" (color and its
combinations)
Page 50, "develope" changed to "develop" (office, to develop)
Page 209, "beuause" changed to "because" (of it, because, in addition)
Page 223-224, the word "Chorus" sometimes appeared in parentheses and
sometimes did not. This was retained.