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Show in resources and incidents nloreor less foreien to him in his exnerience: that tllu proper t n ~ ~ ~ n ifrtoi no~c~ ~~t~ ~ver~s i-l rtioo tlh~e render lies' tl~rough tihe blaeklro;lrd, \v\.lticlt the chilcl dionld have ledrnecl to use flsmtly, hot11 in r e n ~ l i ~au~dg n .riting, before 11e( , l ~ z uth~e school reader In nrnlly of r l ~ es chool*, too, the te;lel~ersn ud il~dustriulw orkers, ut~der t l~ci ~ ~ t r l l i p etl~ir~erc rio~~ot ' tbrateinc sul)eri~~ren~len:t~su d agents, have bee~cled to organize their worg in fiarmony with each other. The teachers base their lang~mye exercises upon the require-luents of the industrial work, and t,he industrial workers actively support the teachers in this, and apply in their work subjects uuder con side ratio^^ i l l the schoolroom. They are enabled to do this through periodical meetings in which certain neeessary details of this mutually helpful work are definitely planned. Here t11e school and life eutor into perfect harmouy,,life furnishiug the material for school work, and the school work entering at once and directly into the actual practical life of the child. At the same time the child and the school deal con-stantly with things and incidents that have a direct relation wit11 the child's likes anti dislikes, his. hopes and fears. With reference to a11 of t>hese the school brings to his daily life needed help, and he learns to love the school from a sense of natural gratitude for the benefits conferred. THE KINDERGARTEN. In this respect the kindergarten has given much help. The work of the kindergarten rest,s up011 the priuciple that in everything which is done t,he child takes a natural spontaneous interest; that the knowledge which the child sponta~~eoussleye ks or welcomes should bear a direct relation to the achievement of some definite purpose on his part. On this account it lays great stress upon games and upon wllat is some-t, imes called play, with skillfully devised material placed in the cl~ild's hands. In the child's mind, however, this play has Illore the character of serious worlr. In the selection and management of these games and of this play-work, the ltindergartner carefully considers the immediate environmeut of the child, as well as the knowledge and skill ani the legitimate inter-estsaurlpurposes which the child brings to the kindergarten. All the i~~for~oatwiohnic h the kindergartner nives the child has a tendency to e11:lble hi111t osre n~t)l.eelcarly'ihnr 1e3n.n~b y wbicl~1 1evnna ttain l1iai1111.- poses, all11a ll xl~orviugI I:ISr eferenee to sowe lill~dofs LIII i~eedecbl y tile chill1 in nt tai~~iuhizs r)uruose. The l i i~~~I~. rcalorotcksu olmn i)o!vel. to gain kuowledge unaided as superior to the mere acquisition of certain prescribed forms of knowledge. It considers skill and efficiency in doing as higher than the mere acquaintance wit,h the achievements of others. It measures its educational work a,t everv ooint bv its influence ~ ~ ~-~~ ~" upon the development of strong individual charfl&er. Naturally under si~chtr ainina the child isinterestedin the character and outeome of his work with feference to the purpose in view,ratber than in the impression he may make upon others or in comparing his personal success competitively with the personal success of his play mates: and in all common work in which a number of children or the e~,tirt.kiudrr~lirtennla y be ellgaged r l~ee h~ld's? lief interest is to eon-tributuu~~ reservedillyid eutire power to the suece>sot'thec olumouenter. p~ise. The kecu ]~leas~lwrzl ~ierle~w ards the child id an ineideut,a sort of i u ~ ~reearc tion, eonsequellt upon rhe develol~~ueolf~ pt ower to do ond to l~clpa nd i q entirely free from jeulondies, envy, competitive g~ceda,n d other forms ot selGahnc.~sw hich are not uncouurlou iu routine schools. |