GRAMMAR AND LANGUAGES.
MRS. MANN has suggested, in the last part of this volume, the first
exercises in grammar. But grammar is the most abstract of sciences.
There are at present few children sent to Kindergartens, who are not too
young for the abstracting processes of classing words into parts of
speech.
But it is a lesson of orthography, to lead the children to make the few
changes which there are in English words, to denote grammatical
modifications. For instance, let them write cat, and then say--"If you
are talking about more than one cat, what do you say?" They will say
_cats_. Let them write at the head of two columns--cat and cats. After
some exercises on words adding s only, tell them to write box, and ask,
"What if there are more than one?" Then go on and get groups of other
irregularities, as changing f into ves, y into ies, &c. Having gone over
the nouns, and told all their changes, for number, also letting the
children write a list of the nouns that do not change for number, go
into verbs, and give the few personal terminations thus: tell the
children to write, _I cry_. Then say, "Would you say George cry?" "No,"
they will reply, "George _cries_." I say, "I have a book; but should I
say, George have a book?" They will say,--"No; George has a book." Also
by asking questions whose answers shall give the comparison of
adjectives, these can be written; and finally the past tense and past
participles of irregular verbs. In my own Kindergarten I have given to
about half a dozen children who know how to read fluently, and can
print very prettily, a little LATIN. It is but a quarter of an hour's
lesson, and is conducted in this wise:--Write down _am_. Now, that means
love in Latin; but if you want to say he loves you, add _at_, which
makes _amat_. Write down _ar_. That means plough; if you want to write
_he ploughs_ you write what? A bright child said _arat_. Now write down
_cant_. That means sing. Now if you want to say he sings, you add what?
_at_, then it is _cantat_. But if you want to say _to love_ you must add
_are_ to _am_. They all said _amare_. Now, if you want to say to plough?
_arare_; and to sing, _cantare_. Now make the whole sentence, he loves
to sing. What is it he loves? They all wrote _amat cantare_. Now write
he loves to plough. They wrote _amat arare_. I took the hint from
Harkness's edition of "Arnold's First Lessons," and gave them six
variations on the four regular conjugations, the infinitive and the
third person singular of the present imperfect and future indicative,
and Latinized their own names; and they were greatly entertained to
improvise sentences, the most complicated of which was, O Helena, Anna
loves to dance, Maria loves to sing. I give them no grammatical terms,
but only English meanings, and shall not give any cases but the
nominative and vocative at present; but I think I shall teach them to
vary verbs throughout all the conjugations. It is perfectly easy to give
so much of Latin grammar to children in the Kindergarten, because it
will not involve the use of a book. They can have a manuscript book into
which they can write their words and sentences, in print-letters.
French, so far as it can be taught by merely conversing with the
children, is legitimate in the Kindergarten; also any other modern
language. But let there be no books used, nor should French be written
by the children, for it will confuse their English spelling, and not,
like Latin words, aid it. In my Kindergarten, about a quarter of an hour
a day is given to making French phrases by all but the smallest
children. They have also been greatly interested in learning the French
words of a play, which is a useful exercise in pronunciation. I will
give the words here:--
L'ESTURGEON (_Sturgeon_).
Commère Perche,
Je vous salue!
Comment vous portez-vous?
LA PERCHE (_Perch_).
Je me porte très bien, et vous?
Quelle est l'heure pour le ragoût
Fait de sole et de morue?
LA SOLE ET LA MORUE (_Sole and Cod_).
Commère Perche, je vous salue;
Nous autres ne serons pas un ragoût.
L'ESTURGEON.
Commère Baleine,
Comment vous portez-vous?
LA BALEINE (_Whale_).
Très bien, et vous?
L'ESTURGEON.
Pouvez-vous sauter en haut
Comme moi,
Au dessus de l'eau?
LA BALEINE.
Je ne puis sauter si haut;
Mais je saurais faire jeter de l'eau.
L'ESTURGEON.
Commère Hareng, je vous salue,
Dites moi, je prie, où allez-vous?
LA HARENG (_Herring_).
Je vais chez moi, chercher les jeunes,
Alors nous irons à l'océan.
L'ESTURGEON.
Commère Brochet, je vous salue!
Commère Brochet, que mangez-vous?
LE BROCHET (_Pike_).
Je mange des truites
Pour mon déjeuner,
Et des éperlans
Pour mon diner.
L'ESTURGEON.
Commère truite,
Je vous salue!
Dites moi, je vous prie,
Qu'avez-vous?
LA TRUITE (_Trout_).
Ah, par exemple,
J'ai bien grand peur;
Voilà le brocheton
Même si de bonne heure!
L'ESTURGEON.
Commère Requin,
Je vous salue!
Que faites-vous là
Auprès du bateau.
LE REQUIN (_Shark_).
Je veux manger
Le petit garçon,
Qui pêche dans l'eau.
Pour l'éperlan.
L'EPERLAN (_Smelt_).
Petit garçon,
Je vous salue!
Voilà la Requin
Près de moi, et près de vous.
(_Tous les poissons se plongent._)
The play consists in each fish being represented by a child; and the
little boy also. As the Sturgeon asks her questions, she jumps up and
down, and as the fishes answer, they jump up and down, till all are in
motion. But, before it is played, the whole must be learnt,--which is
nearly a winter's work.
In the Kindergarten connected with Madame Kriege's
Normal class in Boston, German is taught at the same
time with English; or at least as soon as the children
can read English with tolerable fluency.
And Mrs. Kriege would doubtless, if desired, teach the
Normal scholars German; but to learn German they would
need to remain in the training-school more than six
months, the time she decides to be the least possible
for preparation to be a Kindergartner.