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class repeated verses which, during the weekly work hour, had been committed to memory from the Bible. One group of seriousfaced little girls arose and in the most impressive manner recited the following verses: "Make thee an ark of gopher wood; rooms shalt thou make in the ark, and shalt pitch it within and without with pitch. And this is the fashion which thou shalt make it of: the length of the ark shall be three hundred cubits, the breadth of it fifty cubits, and the height of it thirty cubits." The fact that these verses came from the best of books led to the belief that even if bereft of context, and utterly foreign to the interest and understanding of the children, nevertheless, somehow, in some unexplainable manner, they would be instructive and uplifting.

It sometimes appears to the unprejudiced onlooker that this same feeling which led to the choice of the dimensions of the ark for a "memory gem" often directs the choice of myths for use in kindergartens and primary schools. The awe-inspiring fact that this myth material has been handed down thru countless generations seems to so impress us that we apparently leave behind us our common sense and discriminating taste when we approach this particular kind of story material. We open a volume of carefully selected myths which the preface declares have been used by the compiler with great success upon all occasions, and we are so blinded by the fact that these are myths that we fail to use the tests which we apply to all other literature in our search for stories, and are betrayed into choosing something for our children which we never would have chosen had it not been found among the classics. And the most lamentable fact of all seems to be that probably in that self-same volume of carefully selected myths might be found just the needed story, fine, dramatic, and yet simple enough to be used for the joy and edification and entertainment of the children in that part of the elementary school known as the kindergarten.

It would seem that this is an age of many temptations designed to lure the kindergartner from the path of simplicity. The charms of basketry, and rug weaving, without and within, the desire to be considered progressive, have played havoc with many of us, and the battle once fought and apparently won in favor of simple work within the children's scope, and of their own doing, seems about to be fought over and over again with new foes. We need much courage to maintain simplicity in song, story, and handwork, when the educational world is so fascinatingly full of good things which we long to give our kindergarten children.

It is hard to keep in mind the fact that strong meat, altho we may cut it into very small pieces, cannot be digested and assimilated by organs prepared to deal with milk. A story whose meaning and symbolism is adult cannot be successfully imparted to young children, even by means of words of one syllable. We need the courage to reject much that is beautiful and fine, because

it is suitable for the older children and not for the youngest in the school family. We must firmly keep to that which is simple and within the child's grasp. It is possible to "cram" even in the kindergarten. The average child is so eager for stories that he will appear interested in most unprofitable ones, if they have a vestige of action and things happen in them. One should look carefully at the seemingly interested child during the telling of a story. Sometimes he is like the ordinary mortal who listens intently to a Wagner overture. He is sure it must mean something, and sometimes it almost does. The expression on the child's face often tells the observer that he hopes something is going to happen soon in that story, and he holds on as long as frail human flesh will allow.

And yet the world is full of good stories for little children. Often we might enrich both ourselves and the children by replacing an ordinary tale with a classic embodying the same truth or imaginative fancy in more enduring form; a story which we may meet again on canvas, in marble, or in song. But great wisdom 'is needed in the choosing. In the use of historical stories for very young children a wiser choice seems to be exercised, perhaps because the story side of history contains a more intimate appeal; there are so many simple, yet glowing stories of "people who do things"; of Columbus, the Pilgrim Fathers, of Paul Revere and his midnight ride, of Washington, and the lives of many who, with the simplicity of the truly great, have so much in common with little children.

Even here we may use many stories because they are history, which, if judged merely as stories, would be rejected as too involved or remote. But bringing to the choosing of myth and history all the discrimination we possess, often rejecting much, there still remain stories full of fire and life and glorious action, simple, primitive enough to find and meet the kindergarten child just where he is. To see children listening to such stories, told in a manner to bring the picture before them, is to witness the satisfaction of those who feast at a full table and go on their way rejoicing.

THE SOCIAL FEATURE

of the entire convention was the great reception given to the N. E. A. guests at the armory, one of the university buildings. The beautiful grounds and buildings were thronged with over twentyfive thousand guests.

SIGNIFICANT EVENTS AND UTTERANCES.

President Eliot of Harvard is elected president of the National Educational Association. May this prophesy closer welding, if not wedding, of the great public school system and the endowed institutions of higher learning? Among other heads of universities

who figured in the daily proceedings were Schurman of Cornell, Butler of Columbia, Alderman of Tulane, Northrop of Minnesota, and Harper of Chicago.

The sister departments of art and manual training held a significant joint session, which was addressed by Ernest E. Fenellosa, who discussed the "Possibilities of Art Education in Relation to Manual Training." Mr. Fenellosa claimed that "manual training should result in the foundation of good taste, which will mean gradual elimination of the ugliness found in so many homes. It will force our manufacturers to turn out products not only useful but beautiful."

Dr. Theodore B. Noss of California (Pa.) Normal School said. from the platform: "The best things in education today are the things which in the last decade were looked on as fads."

Dr. Wm. T. Harris was recognized for his "dry humor" as well as for his profundity.

The National Council appointed a committee to report on the relation of taxation to general public education. This report will interest every kindergartner who has undertaken the propagation of public school kindergartens.

The N. E. A. yielded its platform to a woman suffragist, and listened to Mrs. Carrie Chapman Catt on "Woman's Advancement in Education and Citizenship."

J. G. Schurman, president of Cornell, uttered these prophetic words concerning the Philippine Republic:

The kind of people we are, the way we govern ourselves, the history we have made, and the political philosophy we have given to the world, all consecrate us Americans as the advocates and preachers of liberty, democracy, and national independence; and I believe that an independent Philippine republic will be the final result, as it would be the most glorious consummation of our great educational work in the Philippines."

Pres. Nicholas Murray Butler spoke eloquently on behalf of the Bible as one of the literature text-books in all schools.

Rt. Rev. John Ireland, Irish Catholic archbishop, took the subject, "Devotion to the Truth the Chief Virtue of the Teacher," urging "that the utmost care be taken to instill into the souls of their pupils their own love of truth and their own devotion to it.

Dr. Michael Ernest Sadler of England spoke upon "Educational Movement at Home and Abroad." He thought there. should be more intercourse between English and American teachers; would suggest international committee, which should encour

age advanced work for either in the other country's universities, and, later, that the American teacher should serve a term in English schools, and vice versa.

The musical honors of the convention were shared equally between the gifted and modern-trained musicians of Minneapolis and the Indian boys and girls of the Reservation schools.

A special memorial session was held on Wednesday, July 9, in honor of Charles C. Rounds and Francis Wayland Parker. Professor Jackman paid tribute to Francis Parker, and was followed by remarks by many of the members of the council. Miss Nicholson of Indianapolis said: "Hope was his dominant character istic." She liked best to think of him as a youth on the battlefield, wounded, and the decision was then and there to teach love of peace to children, that there might be no more occasion for war.

THE MOON OF THE FALLING LEAVES.

A

BERTHA JOHNSTON.

LL their summer work is done-
Down they flutter, one by one--
Brown and yellow, red or golden,
In the dress that autumn weaves,
For, as says tradition olden,

'Tis the "moon of the falling leaves."

Once each leaf to sky and air

Turned its fac, so frank and fair;

And its daily grace for duty,

Each one asking, each receives

Helps each tree gain strength ad beauty

Ere the "moon of the falling leaves."

Thru the long "midsummer moon"
Little breezy songs they croon;

And beneath the plowman's steaming
Team a grateful rest receives-
While he's of his harvest dreaming,
In the "moon of the falling leaves."
Comes the "moon of golden corn,"
And the vine's once yellow horn
Now a splendid pumpkin hiding,
Moon-red gleams among the sheaves;
All the harvest's patient biding,
The "moon of the falling leaves."
Children oft beneath have played,
Cattle glad stood in their shade;
Bird and beast and insect fleeting,
Each one, o'er the parting grieves.
But a "good-bye" hints a "meeting,"
Sighs the "moon of the falling leaves."

All their summer work is done—
Down they flutter one by one-
Ah the spicy rustl ng greeting
Every step! Calm autumn weaves
Miracles of beauty fleeting

In the "moon of the falling leaves."

THE LATEST EVENTS IN KINDERGARTEN HISTORY.

FROEBEL MEMORIAL at Schweina, Sunday, June 22, 1902.-The invitation sent out by Miss Heerwart, as president of the German Kindergartners' Union, for this memorial service, read as follows:

Arrival of the train in Liebenstein, II A. M.

Walk or drive to Schweina.

Meeting place, Schweina, gasthof zum "Hofgarten."

Procession to the cemetery, I P. M.

Song and address at the grave.

Placing garlands on the Froebel monument, and also on the memorial stone to Frau Louise Froebel.

Simple dinner at 3 P. M at the "Hofgarten."

Viewing the Marienthal House (with permission of Herr Heller), also the old monument in the wood.

Return to Leibenstein and departure after social evening.

The following_detailed description of the occasion comes from the evergenerous pen of Fraülein Heerwart herself:

"EISENACH, July, 1902.

"Altho the 21st of June was the day when Froebel died fifty years ago, and the 24th when he was buried, neither of these days was as suitable to meet at his grave as the Sunday between. On this day the pastor announced to his congregations in Schweina and Leibenstein that the afternoon service at one o'clock would be dedicated to one who belonged to them fifty years ago, and whose memory would be recalled in the minds of multitudes of people who would think of Schweina on this occasion. In that quiet retreat of Marienthal close by, Froebel ended his eventful life, where he had founded his last workthe training of young women for their educational vocation as mothers or as kindergarten teachers. Here he united himself with Luise Levin, his second wife; here he received many visitors, of whom Madamede Marenholtz was his most ardent disciple; here also he received the sad news that kindergartens were forbidden in Prussia, and where he rose beyond all earthly troubles to feel his unity with God and peace with the world. The last year of his life is fully described in a book by E. Heerwart, who found the details in the manuscript of the Froebel Museum. In these short pages we cannot dwell on particulars, but give a short account that the anniversary of the death was celebrated by the whole village, with their pastor, rector, and mayor at their head, and by a Froebel community that had come from far and near in answer to an invitation from E. Heerwart. Oursummer vacation not having commenced yet, and the day being kept in kindergarten centers all over Germany, it was not possible for every kindergarten teacher to be present. Some came before the 220, others on the appointed day. A grand-niece of Frau Luise Froebel, the only relative, and the councilor of schools, came from Meiningen, and an old friend of Froebel, Rector Koch, from Salzungen.

"A long line of school children, villagers, church and school authorities, the magistrate, members of the International Kindergarten Association and of its committee, walked in procession, accompanied by the solemn sound of the church bells, to the cemetery, where five hundred children stood with flowers in their hands, forming two lines from the entrance to the grave. The choir sang a hymn, after which the rector gave a most beautiful address on the profound ideas of Froebel; he then alluded to the stone, which on this day was placed on the grave of Frau L. Froebel, who rests on the side of her husband. After another hymn by the choir, in which sixty-five boys and girls took part, the wreaths were laid down by the representatives of kindergarten colleges, societies, and friends, with appropriate words. One little girl laid down flowers while she repeated what Froebel had said on his deathbed: 'I love flowers, children, God. I love everyone.' Two other children whom Frau Froebel

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