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dren plant in spring, and the goldfish in a globe, 

 are the only means by which the attitude can 

 be cultivated. 



During the kindergarten years the children 

 have another need that should be met. This 

 is the need for a vocabulary. Because the kin- 

 dergarten insists upon observation and expe- 

 rience as a basis for expression in material, it 

 provides at the same time an admirable basis 

 for expression by means of speech. In their 

 out-of-door observation and their play with 

 material, words are constantly associated with 

 objects and actions, and the expression of 

 thought in words is a matter of course. In 

 the morning circle the children tell of their 

 home experiences and talk over with the kin- 

 dergartner the things they have seen and done 

 or which they plan to do together. Sometimes 

 pictures serve to call out stories of their recent 

 experiences, and finger rhymes are taught to 

 help them keep an experience in mind. The 

 story-telling and the children's reproduction of 

 the stories are additional means by which lan- 

 guage is acquired and the introduction to liter- 

 ature is made. 



Since children wish to sing, even before 

 their voices have evolved from the monotone 

 stage, it is important that they should have 

 also the right beginnings in song. By the selec- 



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THE BLOTTER INPUUe. 



tion of songs that appeal to children's interest 

 the skilful kindergartner helps them to gain 

 control of their voices and to sing with pleas- 

 ing effect. She believes that the little reper- 

 toire of songs which she teaches them to sing 

 as they might tell a story will form a nucleus 

 from which will develop a love for beautiful 

 music. Because the importance of right begin- 

 nings in music is increasingly appreciated, the 

 musical work of the kindergarten, both from 

 the side of song and rhythm, has received 

 increasing attention in recent years. 



It is through the agencies mentioned the 

 games and songs, the play with material, the 

 outdoor observation and the stories and rhymes 

 that the kindergarten educates the child dur- 

 ing the period when he needs a larger life than 

 that of the home and a freer one than the 

 school is yet willing to accord him. The school 

 itself has gradually adopted these agencies, 

 however, and hence it recognizes their value 

 in the kindergarten, and the significance of 

 the kindergarten as a whole, as it did not in 

 the earlier years. As a result, the kindergarten 

 is being increasingly recognized as the true 

 basis for the work that is to follow. N.C.V. 



Consult Atwood's Theory and Practice of the 

 Kindergarten; Smith's The Home-Made Kinder- 

 garten; Johnson's Education by Plays and Games. 



