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students to become supervisors and teachers in both the kindergarten and primary grades. There is an increasing demand for teachers who can see the development of children as a continuous process, and who are prepared to unify the work of the kindergarten and that of the grades. The National Kindergarten College has added to its name in order to make plain the nature of the training offered to students and is now known as the National Kindergarten and Elementary College.

Meetings of the National Council of Primary Education:

Of special interest to kindergartners are the aims of the National Council of Primary Education and its attitude towards the kindergarten: To secure the cooperation of all those interested in primary schools for their betterment, through (1) greater use of the activities, (2) greater freedom of method, (3) a closer relationship with the kindergarten and the grades. Conformable to these aims, the topic for discussion at the meetings of the Council at Kansas City in March, 1917, was: "What changes in the time schedule of the primary school are demanded by the child's need of more varied activities and greater freedom?"

The effect of the cooperation between the kindergarten and the primary schools is apparent in the efforts which the primary school is making to free itself from the old idea of "busy work" and to adopt something more nearly akin to the methods and meaning of kindergarten handwork. This was emphasized at the meeting of the Council at Portland, Oregon, July, 1917, where the discussion concerning the "Relative value of the period of free activity" brought out clearly the wrong and the injustice practiced against children when "busy work" is used merely as a device to fill time while the teacher is occupied with other groups of children. It is urged that seat work be correlated with the work of the day, as in the kindergarten, so as to form a unit of the day's work, and that it contain possibilities for development. It is recommended also that, wherever possible, a special supervisor or teacher's helper. be placed in charge of the free activities while the teacher works more intensively with a small group on some phase of traditional subject-matter. Kindergartners will recall that in Boston and Cincinnati, the nonteaching hours of some of the kindergarten teachers are employed in the way just described to the great advantage of all concerned.

Habits formed in the home when children are small are carried with them through life, said Miss Louise Armstrong, in addressing Windsor Kindergarten Mothers' Club Thursday. She urged that children should form good habits, and said mothers and teachers must co-operate for the best interests of the children.-Cincinnati Enquirer.

The first meeting of the Elmwood Mothers Club, Des Moines, Iowa, proved a very successful affair.

BAY CITY, MICH.

Editor Kindergarten Primary Magazine,

Manistee, Michigan.

The Bay City branch of the I. K. U. in the absence of a supervisor have devised what they consider a very successful and helpful plan of self supervision. At their September meeting which started their second year, they planned a list of subjects which covered the different phases of the kindergarten in a general way, including a talk by the primary supervisor on "What the First Grade Teacher Should Expect of Kindergarten Children?" Each meeting is in charge of two teachers who collect all the new materials on their subject and lead the discussions. The teachers are giving a great deal of their time to free construction with paper, wood and sewing. The results of these experiments are reported and specimens considered especially good are exhibited. Visits to kindergartens of other cities are counted and discussed, problems which from time to time arise in methods and management are talked over. This part of the meeting is followed by a social hour so that all feel much is gained in promoting a feeling of good fellowship and harmony as well as gaining a broader knowledge of up-to-date ideas than any one teacher would have time for. FRANCES E. LUIBRAND.

By Laura Rountree Smith, Platteville, Wis. In January, if you please, "Tis fun to make Snow Men like these, Kindergarten Bunnies say,

"We'll make a Snow Man every day!"

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He who would have full power must first strive to get power over his own mind.-King Alfred.

The only way to have a friend is to be one.Emerson.

The block of granite which is an obstacle in the path of the weak is a stepping stone in the path of the strong.-Carlyle.

PATRIOTIC PIECES FOR LITTLE PEOPLE

Written for the Kindergarten-Prim. Mag.

THE NECROMANCER, THE CHILDREN AND

THE FLAG

By Bertha Johnston, Brooklyn, N. Y.

With air debonair

Mephisto style,

Mysterious, subtle

And cryptic smile,

He toward the footlights paces,
Scanning the many faces-

Faces of children brown with tan,
Faces of children careworn, wan,
Faces in quiet, sad,

But now alive, expectant, glad―
Children of native worth,

Children of alien birth,

American, Italian, Greek,

And those that other tongues can speak,
Gathered beneath this ample roof,

Within this spacious hall,

To see his magic put to proof,

The wonder of it all!

Cards materialized from air,

Coins extracted from ear or hair,

And rabbits, can you your eyes believe,
Brought forth at will from hat or sleeve!
Smiles and gasps and puzzled brow
Follow his every movement now.

Smiles and nods, then comes a pause,
Followed quick by wild applause.
One spontaneous, hearty cheer,

And clap of hands from far and near;
What charm, what magic feat,
Has stirred this sudden heat?

A little flag was flirted in air,
Others followed, silken, fair,
Italian, English, Spanish,
Russian, German, Danish,
Scandinavian, Irish, Swiss,
And many more, I wis,
Flirted and whirled in air,
Pretty beyond compare.

But eyes, bright eager eyes,
Miss not the great surprise,

For now he gathers, squeezes all
Within his palm in compass small,
Uttering weird command,
With waving of his wand,
'Tis then that frantic cheer

Echoes from far and near,

For now their bright eyes see,

In answer to his call,

The ONE FLAG fluttering free,

That compasses them all,

All become one 'neath the Stars and Stripes, That welcomes and unifies all racial types.

Ah yes, a constellation new

Has risen to man's view.

The Harp, The Lion, Dragon, Bear,
Still in the heavens glitter fair,

The Dolphin, Bull and Eagle too,

Long may they shine in the welkin blue.

But though loving the old, O children true,
To the new star cluster your fealty's due.
Its orbit is wide, its path is long,

All ennobling ideals to it belong,

So let the hall echo with shout and cheer,

To the FLAG that is symbol of all we hold dear.

NOTE The constellations referred to above, may symbolize Ireland, England, China, Russia, France, and the various nations whose emblem is the Eagle.

THE OLD FLAG AND NEW FLAG A Dialogue by Laura Rountree Smith (A boy enters from the right carrying an old flag, a boy from the left, carrying a new flag, they meet and talk.)

Both: Dear New Flag, Dear Old Flag,

With your stripes and stars unfurled,
Dear New Flag, Dear Old Flag,

Wave on, o'er the wide, wide world.

Old Flag: Here I am, feeling rather old and faded 'tis true but still the children love me.

New Flag: Dear me! I feel so new and important. How my stars shine!

Old Flag: I have wonderful memories of parades, and battle fields. I do not mind my faded stripes when I think of the days gone by.

New Flag: Do you remember how we were made?
Our wool was sorted, carded and spun.

Old Flag: It was warped, dressed and drawn.
New Flag: It was woven, inspected and dyed.
Old Flag: It was pressed and we were ready for
sale.

New Flag: I wonder if you know the songs of the states as well as I do? In Michigan we hear "Michigan, My Michigan," in Wisconsin, "Land of Beauty." I cannot name all the songs.

Old Flag: If we were in Georgia today we would hear strains of "Dixie." Hark! I hear the boys and girls singing it now!

(Children sing "Dixie".)

New Flag: In Nevada they are singing, "My Own Nevada."

Old Flag: Yes, yes, and in Kentucky, "My Old Kentucky Home."

(Chorus is sung by children) New Flag: "Utah, We Love Thee" is sung in Utah, in Arizona, "Hail, to Arizona, the Sun-Kissed Land."

Old Flag: In Maryland they are singing, "Maryland,

My Maryland" or the "Star Spangled Banner." (Children all rise from their seats, wave little flags and sing the chorus of the "Star Spangled Banner") Old Flag: Well done, the children are all patriotic I see. I wonder if they know that each state has a star in the flag. No. 1 is for Delaware, in the upper left hand corner (points to it). New Flag: No. 48 is for Arizona, in the lower right hand corner (points to it).

Old Flag: We are much alike in our feelings after all though I have had far more experience than you. How wonderful it is to fly in the breeze and hear the children call, "America, The Land Of The Free, And The Home Of The Brave." New Flag: We are brothers after all though I am so new and you are old, see, we have the same stripes and stars.

Old Flag: The call to the colors stirs every heart.
We stand for truth and right, liberty and freedom.
New Flag: The little children love us, they stretch
out their hands eagerly to hold a flag.

(Children in seats recite in concert)
Old Flag and New, Old Flag and New,
To you we pledge allegiance true,
Beloved by all in song and story,
Proudly wave above, Old Glory!

Little children marching with red, white and blue paper lanterns may give any simple drill to add to a patriotic program.

FLAG DRILL.

By Anna Mae Brady.

Music by Lela Clark, Book Rights Reserved.

Girls enter from right and cross to left back of stage and down to front. Square corners. At the same time the boys enter from left and pass to right back of stage and down to front.

Mark time-8 counts.

First couple pass up center to back of stage. Face front. Cross flags in shape of X.

Other couples same.

Mark time-8 counts.

Flags back in position-4 counts.

Form circle. Touch flags in center of circle. Hold 8 counts.

Mark time 4 counts.

Boys 4 steps back to position.

Girls 4 steps back to position.

Advance and pass thru each other's line.

Face front. Mark time-8 counts. Face partners. First couple march to center. Join partner. March to back of stage. Exit. Other couples same.

OUR COUNTRY'S CAUSE!
By Leila B. Stockton.

Raise our colors! Boys stand loyal!
For our cause is truly royal!
Not a man would dare say fail!

Not one heart could ever quail!

With our strong, Red, White and Blue.
Rousing courage, ever new!
America! Hats off and cheer!!!
She to all of us so dear!

Our life's blood shall stanch her wound!
Her freedom, ne'er shall we see doomed!!
Nor dragged in dust, her colors brave!
Off with your hats! our flag we'll wave!
And cheer, and fight, with all our might!
For our United States, and Right!!
(Continued on page 143.)

ALL THE YEAR SCHOOLS

Two years ago the schools of Mason City, Ia., divided the year into four 12-week periods with promotions at the end of every quarter. This system extended from the kindergarten to the close of high school. Naturally it necessitated a rearrangement of study schedules, changing some of the half-year courses to 12-week, and some to 24-week courses.

The superintendent of the Mason City High School explained in a recent interview what have been shown to be some of the advantages of the system. In the first place it has kept a $1,000,000 investment working straight through the year instead of letting it lie idle for three months. It has enabled children who have to leave school and get to work as soon as they are old enough, to go farther with their formal education than they could under the old regime. Many of them who would not have gone beyond the grades got in two years of high school work, and others finished the four years. They were better fitted for earning their own living than they would have been with less schooling. It enabled other students who were accustomed to working through vacations to choose the three months in which they could get the most lucrative employment. Teachers were glad to have their profession raised above rank of a seasonal occupation, and to be able to choose their own vacation periods. From the educational side there was an interesting fact noted. The pupils themselves did better work in the nine months following a summer session than they had done in the preceding nine months that had followed a summer recess. And their health didn't suffer from all-year-round work, either.

TO MY GRANDCHILDREN
Nellie Burton Brock, Flemington, N. Y.
Two little children so happy and gay
Jack and Betty Cregier

What in the world would I do I pray
If God had not sent them here.

Jack is the elder and only just two

A dear little laddie so brave and so true

While Betty a wee wee lassie of one

Is just brimming over with laughter and fun.

God watch over them every day

And when life's journey is o'er
Gather them up in thy arms, dear Lord,

And take them to Heaven's bright shore.

HINTS AND SUGGESTIONS

By Bertha Johnston

Brooklyn, N. Y.

THE RACE.

"Sixty seconds make a minute,

Sixty minutes make an hour.

Let us race now. Who will win it?"
Said the hands up in the tower.

The hour-hand hurried so very fast,
He won the race when an hour was past.

But would you believe it? yes, true is my rhyme;
The long hand and short hand were both on time.
GIFTS AND OCCUPATIONS

First Gift-Let the balls be church bells, New Year's Eve.

Swing, bells, swing!

Ring, bells, ring!

Call the people to church
To praise and sing!

Let them be pendulums of clock and also weights of clock. What do the weights of cuckoo clocks resemble? Pine cones. Is that because so many were made in the Black Forest?

Let them also be the toys found in the Christmas stockings.

Second Gift-Make a tall grandfather's clock of the box. Use one block for dial plate. Ball for pendulum, etc.

Third and Fourth Gifts-Make clock shop, also gifts received at Christmas.

Tablets Make floor designs for doll-house. Also picture of hour-glass and of clocks.

Sticks Roman figures on dial.
Rings-Clock dials.

Peas and sticks-Frames of clocks.
Lentils-Figures on dial.

Clay-Model porcelain clocks and place circles or rings in for face.

Cardboard-Cut and fold clocks of various shapes. I am glad the clock tells us when food should be done.

To eat things that are spoiled is not very much fun.

A GEOGRAPHICAL WONDER

The Boston Herald says: In the question and answer department of Current Affairs, the organ of our Chamber of Commerce, somebody inquires how the distance from Rio Janeiro to Boston compares with that to other American ports. Would you not answer that southern ports like Baltimore, New Orleans, and Galveston were nearer Rio Janeiro than are Boston and New York? But you would be wrong. Boston is thirty miles nearer Rio than New York, eighty miles nearer than Philadelphia, ninetytwo miles nearer than Baltimore, 480 miles nearer

[blocks in formation]

We have misnamed our southern continent. It ought to be Southeast America, or East America, while we were West America. Our eastern coast line is on practically the same meridian as the west coast of South America. Because of this, in part at least, the relations of that continent to Europe have been so much closer than with us. South America is half way over.

Now, Rio Janeiro is on the east coast of South America, and so far to the east of our own coast line that shipmasters from Galveston or New Orleans must "make longitude" more than enough to offset the difference in latitude between them and Boston. If you have any doubt of this, just take a look at the map.

Miss E. E. Lawrence is the principal of the Froebel Educational Institute of London, England, a flourishing institution, when we visited it in the winter of 1913-14, with buildings beautiful in architecture and very well equipped. In October of 1914, after England had entered the war, Miss Lawrence gave an informal address before the Froebel Society, which was published in the November number of Child Life, 1914. The address is replete with valuable suggestions. The speaker, realizing the immense influence of education upon national life and progress discusses the advisability of reorganizing the schools of England in many respects with especial reference to the elementary schools, as the title of her address would indicate. She called it "Nations and Nurseries." From it we will quote a few paragraphs that have hints for the United States as well as for her Ally across the seas.

She says amongst other things:

"I hope that the name 'Kindergarten' and its origin, and the name of the Froebel society, will not lessen our respect for what these names imply. If there had been many more educators as great and as wise as Froebel, and many more schools for little and bigger children conducted on Froebelian principles, it is likely that all our so-called civilized countries would by now have learnt to respect the liberty and independence of their neighbors, would have had a higher conception of honor and national greatness, and a deeper hatred of wanton destruction and sacrilege. If we judge them accurately there can hardly be anything less Froebelian than the attitude and character, the aims and actions of the German emperor and the German government at the present time."

Miss Lawrence tells of a Mr. Paton, headmaster of the Manchester Grammar School, who made a rule that any fighting amongst his boys must be carried on openly." The reasons for the fights were known, fair play insisted upon, the better side of boy nature triumphed, dishonorable war was checked and became practically unknown in the school." The lesson is obvious.

2.

Miss Lawrence in describing kindergartens in Belgium before the invasion, says that "the children in the upper division work as much as possible for those in the lower classes, so that they may acquire the feeling of sympathy and brotherhood that should, as the regulations say, 'unite all mankind.'"

She quotes at length from the regulations for Belgian schools the instructions on the moral training of citizens. We can give space to only the paragraph relating to "Duty towards Mankind." The instructions say:

(a) Duties of justice; they are included in this fundamental maxim: "Do not unto others what you would not they should do unto you." Respect for the life of others Condemnation of murder-Respect for the liberty of others-Respect for property, monuments and public gardens-Binding character of promises and contracts-Theft and fraud-Duty of restoring things wrongly acquired, and of repairing the wrong done to another-Respect for the honor and reputation of others-Calumny, defamation, and slander-Respect for opinions and belief-Liberty of conscience, tolerance—(b) Duties of charity: the duties of charity are summed up in this maxim: Love thy neighbor as thyself, and do unto others as you would they should do unto you"-The duties of charity are binding on each of us according to the measure of our possessions."

The speaker quotes Mme. Kergomard as saying that "a child ought to laugh as a bird ought to sing."

She speaks of the value of the games played in England in cultivating the sense of honor and fair play, which shows in battle as well as in the game of life.

She says that realizing how quickly and easily troops were mobolized one wonders at the long time taken to mobilize in educational matters.

And she suggests, "let us watch children and groups of children carefully, at all ages and stages. We elders are supposed to teach them; as a matter of fact, it is they who teach us. Let us take turns at teaching and learning, and be adaptable, not fixed either in our learning or our teaching, and not have a fixed system of education."

CLOCK GAMES

By Bertha Johnston, Brooklyn, N. Y. ▾

1.

Mark on the circle the figures of the dial. Give to twelve children the names of the twelve figures. Name six other children thus: 5, 10, 15, 20, 25, 30. Another child stands in the center and calls a name from each group thus: 10 miutes past 2, or 25 minutes to 5, etc., whereupon the children thus called run to their places on the dial. Any child making a mistake or taking too long a time, loses her name and must give it to some other of the kindergarten.

Vary above by having a child call the names of two children who take any places on the dial they choose. Some other child must then tell what time it is.

Name one child the "cuckoo" and whenever the exact hour is called, this child must cuckoo the right number of times.

Here is an old Scotch rhyme:

"Here the clock it seems to say,
'One more hour has passed away.
Ding, ding, dong.'"

Recently 200 students, men and women, at Michigan's Western State Normal School, Kalamazoo, replied to seven questions asked by the faculty regarding the sources of their first information about sex hygiene. Among the questions asked were these: How did you receive your first information regarding sex and reproduction? Have your parents ever talked with you concerning sex matters? Did any of your school teachers talk with you personally on sex matters? Were sex matters mentioned in your course in physiology? At what age did you receive your first information on sex matters? One of the most interesting questions was, "At what age did you receive your first information on sex matters?" To this four answered, at age of seven; 28 when eight; 38 when nine; 41 when ten; 31 when eleven; 26 when twelve; only nine when fourteen or over. Over 56 per cent of the boys and girls received their first information regarding sex from companions and play. mates; only 122 per cent were told facts by their parents; almost 50 per cent never had any such knowledge before they came to the normal school; 25 per cent had never heard a lecture on sex matters either before or after coming to the normal school; over 35 per cent admitted that they worried about sex matters, largely because of the lack of information; 55 per cent of the parents of these future teachers allowed their sons and daughters to leave home without having given them one word of advice or of warning as to sex; not one teacher in ten among elementary and secondary school teachers had mentioned such matters to pupils; 90 per cent, of the courses of physiology had studiously avoided mentioning sex matters. The Kalamazoo study was due to criticisms of public schools by a lecturer of the Christian Reform denomination, who referred to sex hygiene and eugenics as among "new fads brought to the attention of pupils." President John O. Hoekje of Michigan's State Normal School at Kalamazoo suggests that normal schools cannot justifiably dodge "responsibility for teaching teachers how to teach sex hygiene."

STARVING!!

Yes, starving every day!! More than a thousand died yesterday!! See page 140

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