LITMIR.BIZ

Скачать книгу

helpers.]

      "The garden was not a garden, however, but a barn, with a small room and an entrance hall. In the entrance Middendorf welcomed the children and played a round game with them, ending with the flight of the little ones into the room, where each of them sat down in his place on the bench and took his box of building blocks. For half an hour they were all busy with their blocks, and then came 'Come, children, let us play "spring and spring."' And when the game was finished they went away full of joy and life, every one giving his little hand for a grateful good-bye."

      Here in this earliest of Free Kindergartens are certain essentials. Washing and mending, the alternation of constructive play with active exercise, rhythmic game and song, and last but not least human kindliness and courtesy. The shelter was but a barn, but there are things more important than premises.

      Froebel died too soon to see his ideals realised, but he had sown the seed in the heart of at least one woman with brain to grasp and will to execute. As early as 1873 the Froebelians had established something more than the equivalent of the Montessori Children's Houses under the name of Free Kindergartens or People's Kindergartens. It will bring this out more clearly if, without referring here to any modern experiments in America, in England and Scotland, or in the Dominions, we quote the description of an actual People's Kindergarten or Nursery School as it was established nearly fifty years ago.

      The moving spirit of this institution was Henrietta Schroder, Froebel's own grand-niece, trained by him, and of whom he said that she, more than any other, had most truly understood his views.

      The whole institution was called the Pestalozzi-Froebel House. The Prussian edict, which abolished the Kindergarten almost before it had started, was now rescinded, and our own Princess Royal[4] gave warm support to this new institution. The description here quoted was actually written in 1887, when the institution had been in existence for fourteen years:

      [Footnote 4: The Crown Princess of Prussia, afterwards the Empress

       Frederick.]

      "The purpose of the National Kindergarten is to provide the necessary and natural help which poor mothers require, who have to leave their children to themselves.

      "The establishment contains:—

      "(1) The Kindergarten proper, a National Kindergarten with four classes for children from 2–½ to 6 years old.

      "(2) The Transition Class, only held in the morning for children about 6 or 6–½ years old.

      "(3) The Preparatory School, for children from 6 to 7 or 7–½ years old.

      "(4) The School of Handwork, for children from 6 to 10 or older.

      "Dinners are provided for those children whose parents work all day away from home at a trifling charge of a halfpenny and a penny. Also, for a trifle, poor children may receive assistance of various kinds in illness, or may have milk or baths through the kindness of the kindred 'Association for the Promotion of Health in the Household.'

      "In the institution we are describing there is a complete and well-furnished kitchen, a bathroom, a courtyard with sand for digging, with pebbles and pine-cones, moss, shells and straw, etc., a garden, and a series of rooms and halls suitably furnished and arranged for games, occupations, handwork and instruction.

      "The occupations pursued in the Kindergarten are the following: free play of a child by itself; free play of several children by themselves; associated play under the guidance of a teacher; gymnastic exercises; several sorts of handwork suited to little children; going for walks; learning music, both instrumental (on the method of Madame Wiseneder[5]) and vocal; learning and repetition of poetry; story-telling; looking at really good pictures; aiding in domestic occupations; gardening; and the usual systematic ordered occupations of Froebel. Madame Schrader is steadfastly opposed to that conception of the Kindergarten which insists upon mathematically shaped materials for the Froebelian occupations. Her own words are: 'The children find in our institution every encouragement to develop their capabilities and powers by use; not by their selfish use to their own personal advantage, but by their use in the loving service of others. The longing to help people and to accomplish little pieces of work proportioned to their feeble powers is constant in children; and lies alongside of their need for that free and unrestrained play which is the business of their life."

      [Footnote 5: From certain old photographs, I suppose this to have been what we now call a Kindergarten Band.]

      "The elder children are expected to employ themselves in cleaning, taking care of, arranging, keeping in order, and using the many various things belonging to the housekeeping department of the Kindergarten; for example, they set out and clear away the materials required for the games and handicrafts; they help in cleaning the rooms, furniture and utensils; they keep all things in order and cleanliness; they paste together torn wallpapers or pictures, they cover books, and they help in the cooking and in preparations for it; in laying the tables, in washing up the plates and dishes, etc. The children gain in this manner the simple but most important foundations of their later duties as housekeepers and householders, and at the same time learn to regard these duties as things done in the service of others."

      It is worth while to notice the order in which the necessities of this place are described. First comes a kitchen and next a bathroom, then an out-of-doors playground with abundant material for gaining ideas through action—sand, pebbles, pine-cones, moss, shells and straw. Then comes the garden, and only after all these, the rooms and halls for indoors games, handwork and instruction. It is worth while also to note the prominence given to play, music, poetry and story-telling pictures, domestic occupations and gardening, all preceding the "systematic and ordered occupations" which to some have seemed so all-important.

      If we compare this with the current ideas about Nursery Schools, we do not find that it falls much below the present ideal. There has been a time when some of us feared that only the bodily needs of the little child were to be considered, but the "Regulations for Nursery Schools" have banished such fear. In these the child is regarded as a human being, with spiritual as well as bodily requirements.

      To put it shortly, the physical requirements of a child are food, fresh air and exercise, cleanliness and rest. It is not so easy to sum up the requirements of a human soul. The first is sympathy, and though this may spring from parental instinct, it should be nourished by true understanding. Next perhaps comes the need for material, material for investigation, for admiration, for imitation and for construction or creation. Power of sense-discrimination is important enough, but in this case if we take care of the pounds of admiration and investigation, the pence of sense-discrimination will take care of themselves.

      Besides these the child has the essentially human need for social intercourse, for speech, for games, for songs and stories, for pictures and poetry. He must have opportunity both to imitate and to share in the work and life around him; he must be an individual among other individuals, a necessary part of a whole, allowed to give as well as to receive service. In the National Kindergarten of 1873 no one of these requirements is overlooked except the provision for sleep, and from old photographs we know that this, too, was considered.

      Nursery Schools are needed for children of all classes. It is not only the children of the poor who require sympathy and guidance from those specially qualified by real grasp of the facts of child-development. Well-to-do mothers, too, often leave their children to ignorant and untrained servants, or to the equally untrained and hardly less ignorant nursery governess.

      Mothers in small houses have much to do; making beds and washing dishes, sweeping and dusting, baking and cooking, making and mending, not to mention tending an infant or tending the sick, leave little leisure for sympathy with the adventuring and investigating propensities natural and desirable in a healthy child between three and five. There are innumerable Kindergartens open only in the morning for the children of those who can afford to pay, and these could well be multiplied and assisted just as far as is necessary. In towns, at least, mothers with but small incomes would gladly pay a moderate fee to have their little ones, especially their sturdy little boys, guarded from danger and trained to good habits, yet allowed freedom for happy activity.

      Kindergartens and

Скачать книгу