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Show SUMMER SCHOOLB. 495 To acquire a knowledge of the mind and the means by which the mind may be developed is the study ot a lifetime. [Miss Doaa S. Dnl~oaC, srlisle Yohml. Pennayhsnia.1 The underlying thought of the kindergarten is development through self-activitv. nnder three heads-the heart. head. and hand. or tbe sniritoel~. m, ental. ~~~~ ~ an,l phkical. They are familiar with the crude but loring life of the home. It is September and they are entering mhool. So we may beam wrth horses, or any other phnseof life with vhi8.h thevarc ac~~uaiutea~ndl . i n n natural wa!~develou thesubiect with the material best a8apted6 our purpose. Drawing, building a>orral, aidgames that all children play, add to the interest andvariety. To prepare the children for the Thaultsgiving spirit, we take, as onr leading thonght, The Preparation for Winter. This is one of the Indian's weakpoints, and one that should be emphasized. However, there is a kind of preparation in the Indian home, to which we may refer and then pass easily to the preparations being made at the school, then, by picture and story, to the preparations in other homes. Next, we will take np the work of preparation on farms, and then in nature, such 8s the birds migrating south, the work of squirrels, bees, and other animals. Ey Thanksgiving time we can look back over the work which baa been preserved in its crude form by pioture work, either drawing or paper cutting. The result is very far from perfect. We are not working to have a fine d~splay of woven mataandclose, fineneedlework, which is too often shown with triumph. We are working to develop the child. Our material should be chosen with regard to the child's powersof handlinp and its adaptability to the subjeet in hand, but the idea of passing the child through a course of sewing, mat weaving, and other sim~laor ccupations, bellevmg tha$ in some magic way this is going to produce marvelous results, is, or should be, a thing of the past. Lead up to the Christmas thought through the subject of guides, leading to the Orent Guide, whose birthday wc are about to celebrate. After Christmas is a good time to take up the various trades. This gives the child a respect for honest labor and skill of hand. so when be becomes of age to enter the working departments of the school he is already familiar with the various trades and in the right mood toenter thls form of work, not as a drudge, bnt with greater possibilities for expression and creation. To me this seems a very impor-tant feature of our work. and a close cannectiug bndbetween theffihool and shop. In the s ring we may trke np the Easter thought as a truly spiritual side of the work, anzone which appeals strongly to the child-nature and relieves the gloomy thought of death which is a terror to childhood. This plan can be carried out in a great variety of ways, and is only meant to be suggestive. The importnnt things to be gained by proper kindergarten training are, the development of the body through the various senses. These bring the child his knowledge of the world about him, and if we help him to interpret his knowledge he willgain far more than if left to himself. When he has gained the impressions his next step is expression. first through imitation, and finally by arranging his ideras in new relations he is ledtocreation. It is the same process our great invent-ors follow. Expression through music i~ one of the mmoat helpful and pleasant forms. And habit, a very important feature. must be considered, The spirit of the kindergarten is happy and the children learn to look for the pleasant things in life and to condnct themselveskindly toward their neighbors. A habit of doingthings for themselves, and others, is farmed. One of the unfortunate features of Indian schools ia that children have so much planned and done for them. Their mealsare prepared and served to the majority without any thought on their part. Clothingis handed to them.ready tp pnt on; they are told when to bathe, etc. This all has snlmportant part in formlng hablt, but it daes not lead them toindependent thinking. Later in school life they never think of answering a knock at the door when sitting very near it. They allow teachers to carry heavy suppliea and to do the hundred and one little things that go to make life agreeable in the home school. The kindergarten principle is to inspire the children with a spirit of helpfulness, and teachers who wear themselves out during this sort of work, and robbing the child of opportunities for activity and usefulness are not filling the vocation of teacher, but rather of worker. Never do fora child what he can do for himself, and teach him to look for opportunities. The man who sees his opportunity is successful in whatever position he may find himself. My plea is for a higher appreciation of the underlying principles of the kinder-garten. |