Papers on Froebel's kindergarten, with suggestions on principles and methods of child culture in different countries

Front matter

\.h%JU I

Book • P^

I>-A.I>EIIS

Contents

In.trod'uotioTi— Development of the Kindergarten 1— xvi

1. Lbttbr op Editor op American Journal op Education iii

2. Lbttbr op Miss E. P. Peabodt v

Part One— Alphabet, Prayers, Graces and Instructions 375

Symbolic Alphabet. In Adam's Fall, &c 376

Rules for Behavior at Home, School and Church 378

Modifications In New England Primer enlarged 379

8. The New England Primer with Shorter Catechism 379-400

Historical Data— Webster's Reprint in 1844 of Edition of 1777 379

Illustrations— John Hancock— Adam's Fall— Mr. John Rogers at the Stake... 381 Infant Songs and Prayers- Letters.large and small— Syllables, short and long.. 382

Who was the first Man ?— Lessons for Youth— Commandments— Creed 386

Mr. John Rogers' Advice to his Children 388

Shorter Catechism of the Westminster Assembly of Divines 390

Mr. John Cotton— Spiritual Milk for American Babes 396

Dialogue between Christ, Youth, and the Devil 398

4. The Petty Schoole. Bt C. H., 1659 401-413

How to teach little children to say their letters, to spell, and to read 402

How children who don't study Latin may be employed 408

Hints for providing a Petty School, and its daily and weekly routine 410

6. The English Schoolmaster. By Edward Coote 414

Title Page— The Schoolmaster's Cautions 414

6. Orbis Sensualium Pictus 415

Janua Linguarum of W. Bateus in 1615 415

Janua Reserata of Comenius in 1631 415

English Edition by Charles Hoole in 1658 415

Encyclopedia of things subject to Senses 415

Woodward's Gate of Sciences, 1658 416

7. The German Teacher's Path Finder— By Diesterweq 417-450

Dr. Busse— Intuitional, or Object Teaching in 1873 417

(1) Aims and Methods — Teaching by Inspection or Intuition 417

Historical Development from Bacon to Diesterweg 421

Different kinds of Intuitions for Object Teaching 430

(2) The Method and its Rules 433

Actual Inspection of real material— and doing 4.33

Easy to difficult- Simple to complex— Concrete to abstract 434

Instruction according to Material, and Individual Child 434

Use of Poetry and Conversation 435

(S) Best Guides and Aids for Observation, Thinking, and Language 435

8 KINDERGARTEN AND CHILD CULTURE.

Kindergarten "N^orli in. Different Countries 451-738

L Madame Henrietta Breymann Schbadeb 451

Proebelian Institute in Berlin 453

n. Mabamb de Pobtugall— Geneva 473-480

"Value and Extension of the Kindergarten Principle 473

in. The Creche, and Child Cultuee in France 481^88

Day Nurseries— Infant Asylums— Training Institute 481

rV. Kindergarten and Child Culture in Belgium 489-518

2. Intuitional Teaching in Model School 497

v. Recent Kindergarten Publications in England 513-528

1. Hindrances and Encouragements in Kindergarten Wobk 513

2. Use or Natural and Household Phenomena 523

3. Relations or Kindergarten to Infant Schools 526

VI. Kindergarten Work in United States 629-736

A. Examples op Training Institutes and Kindergabtbns 535

1. Boston Training Class and Kindergabten 535

2. Mrs. Maria Boelte-Kraus.— Rbminiscbnces or Kindergarten Works.. .539

New York Training Institute and Kindergarten 537

3. Experience of New York Female College 557

B. Papers in Elucidation op Feoebel's System 661-736

1. Feoebel's Principles and Methods in the Nursery. Mis-i Peabody .561-514

Helplessness of Infancy— Getting Possession of its Organization 5fil

Froebel's Use of the Natural Instincts— Uses of the Ball 566

2. The Mother Play and Nursery Songs. Miss Susan E. Blow 575-594

Unity of Human Life— Germs of all Faculties 578

3. Some Aspects of the Kindergarten. Miss Susan E. Blow 595-616

Froebel's Dealing with Natural Phenomena 595

Daily Talks— Doing and Expressing— Occupations 601

Laws of Intuitional Teaching 607

4. Fboebel's Principles in PirBLic School System. Miss Peabody 617-624

Quality of Education to be considered— Special Training 617

6. Kindergartens the First Grade in City System. W. T. Hatris 625-642

Conditions Precedent— Ideal Kindergartens 625

General and Special Disciplines- Transition from Home to School 629

Relation to Trades— Moral Discipline— Education of Play 6.31

Practical Conditions Necessary to Succees 639

6. Kindergarten Methods IN Primary Schools. 3/rs. Xowise PoZtocA;.. .643-653

Lecture to the Public School Teachers of Washington 643

t. The Public and Charity Kindergarten. Miss Peabody 651-653

Miss Quincy's Shaw in Boston— Miss Blow in St. Louis 651

8. Influence op Kindergarten Training on Homes. Mrs. H. Mann.. .654-664

Homes of the extreme Poor— New Element of Sweetness and Light 658

Miss Marwedel— Young Women's Christian Association 665

Silver Street Kindergarten — Kindergarten Workers 668

10. fiiNDERGARTKN Training for Artist and Artisan. Miss Peabody 673-678

A Primary Art-School- Play converted into Habits . . .- 673

Sjrecial Training in the Kindergarten 676

11. Clay Modeling for Home and Kindergarten. Edwin A. Spring 679-685

12. Free Kindergarten and Woekingman's School. Felix Adler. . . . 686-690

13. Use op Colors in Teaching Musical Notation. Z>. Batchelor 691-704

14. Free Kindergarten in Church Work, R.Heber Newion 705-730

15. Kindergarten for Neglected Children 731-736

Barnard's Kindergarten Papers, Hartford, Ct., 736 pages, will be eent by mail on

receipt of p.SO