Christmas-Tide — Story, Setting & Ideas

Murillo had left upon canvas. This is but one instance that great thoughts do make impressions upon the mind of the child.

CO-PRINCIPAL OF THE CHICAGO KINDERGARTEN COLLEGE

PUBLISHED BY CHICAGO KINDERGARTEN COLLEGE 10 VAN BUREN STREET CHICAGO

COPYRIGHTED 1902 BY ELIZABETH HARRISON

DEDICATED TO MY FATHER FROM WHOSE HEART AND LIFE AGE CANNOT BANISH THE PERPETUAL CHRISTMAS-TIDE

I. CHRISTMAS PRESENTS 9

II. THE PLACE OF TOYS IN THE EDUCATION OF A CHILD 25

III. HOW TO CELEBRATE CHRISTMAS 41

V. A CHRISTMAS EXPERIENCE 55

VI. A CHRISTMAS CAROL 81

VII. CHRISTMAS STORIES FOR THE CHILDREN 219

VIII. A CHRISTMAS STORY FOR GROWN-UPS 237

IX. A CHRISTMAS SONG 247

X. BIBLE STORY OF CHRISTMAS 251

Many mothers are sorely perplexed as the Christmas-tide approaches by the problem of how to select such presents for their children as will help them rather than hinder them in their much-needed self-activity. Let the toys be _simple, strong, and durable, that your child may not gain habits of reckless extravagance and destruction_ which flimsy toys always engender. Remember a few good toys, like a few good books, are far better than many poor toys. Toys in which the child's own creative power has full play are far better than the finished toys from the French manufacturers. In fact, too complex a toy is like too highly seasoned food, too elaborately written books, too old society, or any other mature thing forced upon the immature mind. Your choice should be based, not so much on _what the toy is, as on what the child can do with it_. The instinctive delight of putting their own thought into their play-things instead of accepting the thought of the manufacturer explains why simple toys are often more pleasing to children than expensive ones.

The following list has been compiled from such toys as have delighted as well as have helped the children of kindergarten-trained mothers.

TOYS FOR CHILDREN FROM ONE TO TWO YEARS OF AGE.

Linen picture-books, rubber animals, cotton-flannel animals, rubber rings, worsted balls, strings of spools, knit dolls, rag dolls, rubber dolls, wooden animals (unpainted), new silver dollars.

The kindergarten materials helpful at this period of the child's development are the soft worsted balls of the first gift. When the child begins to listen to sounds and to attempt to articulate, the sphere, cube, and cylinder of the second gift may be given to him. These two gifts, when rightly used, assist the clear, distinct, and normal growth of the powers of observation and aid the little one in expressing himself, even before he has language at his command. Songs and games illustrative of the various ways in which these gifts can be used with a young child, are to be found in the Kindergarten Guides now published. Some very good ones are included in the first year's course of study for mothers of the Kindergarten College. However, almost any mother can invent plays with them for her child.

The kindergarten materials found most helpful for this period of the average child's growth are the second gift and the divided cubes of the third gift. With the latter the child can early be trained into habits of _constructive_ play, rather than _destructive_ play. As all children like to transform and rearrange their toys, this gift is particularly adapted to that purpose. It is simple and easy to handle. Much logical training can be given the child by teaching him to change one form made with his blocks into another, without scattering, or entirely destroying the first form. Many suggestive forms may also be found in the various Kindergarten Guides already published. A series of these are now being prepared by the College for general sale. However, the child himself will oftentimes name the forms made by some name of his own, which should be accepted by the mother. The wooden tablets, sticks, rings, and points of the kindergarten can also be used with a child from three to four years of age though they are, as a rule, less satisfactory than the blocks. The second gift beads furnish an almost exhaustless amusement for some children at this stage of their growth. A long linen shoe-string with a firm knot tied at one end has been found to be the most serviceable kind of a string on which to string the beads. Knowledge of color, form, and number are also incidentally taught the child by these beads.