KINDERGARTEN AND PRIMARY DEPARTMENT. evoted to the Psychology of Childhood, Scientific Study of Children, and Kindergarten System and Its Application to the Public Schools. Edited by MR. C. H. MCGREW, Secretary of California School of Methods, and Principal Professional Training School for Kindergartners and Primary Teachers. All communications for this department should be addressed to MR C. H. MCGREW, Box 938, San Jose, Cal. I. LAWS OF CHILDHOOD. This article will conclude the Series on the Laws of Childhood. These aricles have appeared in the several issues of the TEACHER since last October. I have expounded them in a simple way and hope I have shown to teachers and kindergartners reading these pages the necessity of understanding these laws in any scientific study of child life. In the last issue I expounded several of the PSYCHOLOGICAL LAWS. I will conclude these laws with a brief treatment of the law of expression. The Law of Expression-Complete mentality or complete mental development includes Sensation, Mental Action and Expression. As Mental Action in its several forms arises out of Sensation, so Expression in its several forms arises. from Mental Action. Mental energy is manifested as Instinct, Emotion, Thought and Volition, and in all these forms it finds expression through the body and. physicial powers. And the value of expression as a means of mental growth is just beginning to be understood. Nothing stimulates thought and emotion like the expression of thought and emotion. The true psychologist and educa tor studies expression in its broadest sense and relations, as a manifestation of life in every phase. No subject is more interesting than to study expression as the manifestation of life in the lower forms-plants and animals. In such a study one is constantly impressed with the manifestation of intelligence, suggestive of human and even divine attributes. And here let me note we do not begin to understand a living organism until we understand its modes and forms of expressing its life experiences. How little then do we understand the plants and animals about us! How little do we understand child life. How many thou sand gestures, looks, movement do we see daily in the life of persons we meet that we do not understand the Instinct, Thought or Emotion that prompts them. It is true most people understand little more that the conventional forms of expression. The spontaneous, instructive expression is the best indication of the natural disposition, character and inner life of the individual. This should be carefully studied in ourselves and others. It gives us a quick and clear insight into the secret desires, motives and thoughts of human beings. The several forms of mental activityInstinct, Emotion, Thought and Volition -find expression in the following kinds of expression. Often a thought or emotion is given out in several of these forms, and thus becomes stronger, fuller, clearer and deeper. 1. Physical Expression:-For the lack of a better name, I will call the spontaneous, free, natural outpouring of Instinct, Emotion and Thought Physical Expression. While it is true all expression is done through the physical organs and powers, this form uses the body, limbs, head and face in a free spontaneous and unconventional way. It is sometimes called natural language. It is more properly the language of the natural life. It includes bodily movements and attitudes, movements and positions of the head and limbs, gesture and all forms of facial expression-as the smile, laugh, frown, glance of the eye, countenance, and positions and movements of the mouth and head. It is our most valuable and most subtle means of expressing emotion, thought and volition. No other means is halt so effective. It is this which gives the value and charm to personal interviews and presence, which nothing else can take the place of It is this expression which gives us our deepest, broadest and subtlest knowledge of human nature. In these natural forms of expression, are to be found the great est power of the teacher, and the secret and charm of personality. only by the human voice. It is especially observable in the deaf and dumb that they lack these delicate, emotional, spiritual and soulful expressions, which are not lacking in the blind and those who hear and speak as classes. Much, very much depends on the quality of the voice. No other peculiarity of a person impresses us so favorably or unfavorably as the voice. It speaks great truths to us in many ways. It reveals to us the inner character and force of its possessor. no matter what his desires may be. Rhythmical Expression:-Closely related to vocal expression, and ofter blended with it is Rythmical Expression. This includes rythm in motion and sounds. Rythm in motion gives us grace, harmony and beauty in action. Rythm in sound gives us music. Both forms are powerful means of expressing the feelings and emotions. Rythmical Expression contributes largely to the culture of the æsthetic side of our natures. Its chief value is to be found in its ap peal to ideas and feelings for the beautiful and spiritual. 4- Graphic Expression.—This is one of the most painful and practical modes of expression known to man. Its relations to education, and civilization are many and constantly increasing in number and importance. As a means of rapidly conveying ideas and feelings it perhaps surpasses all other modes of expression. Its several forms are Writing, Drawing, Engraving, Etching, Painting, Photographng and Printing. In many instances several of these forms are combined, as in Photographing, and become the most powerful means of conveying thought and emotion. Intellectual education and the dissemination of knowledge are largely dependant upon the various forms of graphic expression. And as civilization grows these modes increase in num ber and value. It is entirely possible to combine in inventions two or more forms of human expression. The telephone as an invention for vocal expression promises to be improved by combining the Photographic Process with it. This would combine the vocal and graphic forms of expression for communication at a distance, and be almost as effective as face to face communication. 5. The Plastic Expression.-This is one of the oldest forms of expression. It includes modeling, carving and sculpturing and moulding. It works with plastic. materials, or materials made plastic. It too has grown with civilization, but its advances do not seem so great as the Graphic mode of Expression. In the region of fine arts its development has been mainly in the lines of modeling and sculpturing. In the useful arts, mainly in the lines of carving and moulding materials for building. Its commonest materials are clay, stone, wood and metals. 6. Constructive Expression.-This form of expressing thonght and human desire. covers the largest field of human activity. It consists of Inventing, Constructing, Creating, Producing and Manufacturing. It includes a large number of arts, trades, pursuits and professions. It calls out the highest inventive and constructive powers of man. It embraces much of the material products of civilization from the simplest construction of the child to the greatest structure of modern times requiring the greatest talents and skill of man. Inventing, building, manufacturing, architecture, engineering are the most common forms of constructive expression. Our age of all ages in the history of civilization is characterized by great inventive and constructive skill. Now all their forms of expression are natural and easily acquired by children. The work of the kindergarten and school should show training and use in all. One of the greatest differences between the traditional school and our best modern schools is the training and culture given. in all these forms of expression in the latter. Expression deepens, broadens, and classifies ideas and thoughts, ahd is necessary in developing the power to think. The more all-sided the expression is, the fuller and more perfect the development of power. The Kindergarten, Manuel and Industrial Training Schools and Polytechnic Colleges and Universities are the best types of institutions teaching all-sided expressions. II. POST-GRADUATE COURSE FOR KINDERGARTNERS AND NORMAL GRADUATES. The first Post-Graduate Class of Kindergartners on the Pacific Coast, and as far as known in the United States, has been instructed and trained during the present year by Prof. C. H. McGrew. The work has been done under the auspices of the California School of Methods for Teachers and Kindergartners, but in San Francisco at the rooms of the Golden Gate Kindergarten Training School. The course of instruction has been of a high order, receiving the hearty commendation of specialists in education both east and west. It has created such interest in kindergarten and educational circles, similar courses are proposed in Los Angeles and different parts of the East. Calls for the outlines of the course have been so frequent that the first monthly circulars are exhausted. Consequently we publish a synopsis of the general subjects of each month's lectures and studies under the three principal departments of work. The following is the syllabus of the course: Mind and Revival of Learning from 1400 to 1609. 2. Lecture and study on the Protestant Reformation and its Influence on Educational Thought and Practice. 3. Lecture and study on the Rise, Development and Influence of Scientific Thought on Civilization and Education. 4. Lecture and study on the Rise, Development and Influence of European Universities on Educational Thought and Practice. 5. Lecture and study on the Attitudes of the Church, State and Science towards Investigation, Truth and Educational Progress from 1500 to 1800. 6. Lecture and study on the Great Educational Reformers, Comenius, Rousseau, Pestalozzi and Froebel, and their Ideals, Rank and Influence. 7. Lecture and study on Modern Sciences and its Influence on Educational Institutions, Thought and Practice in America. 8. Lecture and study on the Growth of Higher Education in the United States and its Influence on Elementary Schools. 9. Lecture and study on the Rise and Growth of the Free Public Schools and Kindergartens in the United States. 10. Lecture and Study on the Rise and Growth of Normal Schools, Kindergarten Training Schools, and Professional Colleges for Teachers in the United States. PSYCHOLOGY OF CHILDHOOD AND STUDY OF CHILDREN, THE SCIENCE AND ART OF THE KINDERGARTEN AND PRIMARY EDUCATION. 1. Lecture and Study on the distinctive Principles of the Kindergarten Sys tem, sometimes called Fræbelian Philosophy. Lecture and Study on Kindergar ten Principles in comparison with the Principles of Natural Education and the Art of Education as deduced by Joseph Payne. 3. Lecture and Study of the Kindergarten System as a Natural Education based on the Natural Development of Children. 4. Lecture and Study on the Educational Value of the Gifts and their application to Kindergarten and Primary School. 5. Lecture and Lesson on the Educational Value of the Occupations and their application to Kindergarten and Primary School. 6. Lecture and Study on the Gifts, Occupations and Materials of the Kindergarten, showing which has the greatest educational, which is becoming absolute, and in which lines new Inventions and Occupations are desired. 7. Lecture and Model Lessons in Numbers, Nature Study and Primary Science. 8. Lecture and Nature Lesson and Primary Science Work. Illustrated with Lessons on the Violet and Calla. 9. Lecture and Lesson on the Relation of Nature Study to Drawing, Form, Color, Number and Language Work. Model Lessons on the Potato, Orange and Honey Bee. IO. Lecture and Lesson on the Uses of the Story in Teaching Language and Reading to children in Kindergarten and Primary. Model Lessons according to the most Natural and Approved Methods. The plan of giving this course is both unique and original. Monthly circulars have been printed for class use, outlining these general topics for the month. For example the topics numbered "No. 1" under all three general headings were outlined for fecture and study during September and those designated as "No. 2" under all three heads for October and so on for the ten months. At the class meetings on the first Saturday of each month, Prof. McGrew would open these subjects of study by a lecture on each general line. The class would make a synopsis and record of each lecture, and with these lectures and the printed outlines of each subject, giving special and definite readings on each subject, the class were guided and directed in their reading and investigations. These lectures were supplemented by special lectures on the same lines by several of the ablest teachers and educators in the State, among whom we may name Mrs. Mary Sheldon Barnes, Mrs. Sarah B. Cooper, Prof. Herman Kruzi, and Prof. Earl Barnes. Besides the regular monthly meetings for all day sessions, the class has met Prof. McGrew about the middle of each month throughout the year for a three or four hours Seminary Session. At these seminary sessions, educational principles were discussed, special subjects treated and model lessons given, the whole class taking part in the discussions and work. Twenty-four graduated kindergartners were enrolled in this Post Graduate Course in September, of whom some eighteen will be able to finish the course in June, and receive the special Post Graduate Diploma from the Cal. School of Methods. A special diploma is granted these teachers because of their previous training courses and experience, and because of the high grade and liberal course of instruction they have r. ceived. This same course of instruction and training will be continued next year for kindergartners and Normal Graduates. Some modifications in the line of Art and Technics of the Kindergarten will be made for Normal Graduates, not trained in kindergarten work, so this class of teachers can be admitted to the course and receive when finished, the special Post Graduate Diploma as kindergartners and primary teachers. Several applications for admission to the course have been made by Normal Graduates this year, but not having had any kindergarten training they had to be refused. They will, however, be admitted this coming year and the course specially modified to meet their wants. We have always noticed that Normal Graduates make the best kindergartners and primary teachers when trained; and this opens up to Normal Graduates a long desired opportunity to get a Post Graduate Course of Professional Instruction |