The Sentinel=record., 1912-11-03

bulb, and it is the serious business as we'll as the privilege of the guardian of the child to anticipate and provide for this at every stage.
 Mothers have the world oyer at tempted to do this instinctively ana systematic child study is fast render ing intuition, conscious intelligence.
 The first care of the child is re- warded by purely physical reaction. The baby sleeps and wakes, his mus cles stretch and contract his eyes and ears make the necessary adjustments for sight and hearing. As he becomes more conscious he realizes these are things outside himself and he a.- tempts to understand them and to measure his strength against them, he pushes and pulls, he grasps and kicks. he reaches for things, he pro duces sounds, he struggles on the floor until he can creep about the room, he climbs and stands alone, one day he walks and that makes the birth of a more conscious personality We must help the little child to ac- complish this wonderful self training and discipline.
 The next phase is that of becoming nearer 10 nature and the opportunity for out of doors experiences should be given. Paying in the sand, running about the garden, watching the activ- ity of birds and chickens and house : hold pets. the child seems to see his own life mirrored in the world about him and there need be very little word teaching about it all.
 These first impressions may yell be followed awhile, both for his men tai and spiritual development.
 But there comes a time when the dhild looks wistfully from mothers side to where the children play, O. hangs lspon the gate to see them pass to school. A time when one often hears the phrase, q don't know what to do" A time when he struggles with bits of string or wood in the attempt to construct something When little half formed songs and strange questions come to his lips. He may become shy and moody, or boisterons and troublesome as is his tempera- ment, but, however manifested. deep within him the springs of social and racial being are stirred.
 Life calls to him, not alone the life of nature, but the companionship and activity of his fellows. At this period all the costly books and toys in the world do not satisfy. the child needs children of like age and interest il is this period which usually approach es the fourth year, the mother should be as ready to recognize her child's need as at any other, even though 1t implies a personal sacrifice.
 Suppose one morning the mother and the child walk to the nearest kin de-garten. She hopes to find assist ance and sympathetic cooperation in the care of her child. Upon entering there is an impression of brightness and good will eyerywhere-the room is clean and attractive, with plants and pictuses, and the open piano, there are many children playing about the room, yet such harmony prevails. that there is very little noise
 Some little ones are playing in the sand table, a corner has family play ing house, other children are looking at picture books O. playing with blocks. cn the window sills we see several plants and bulbs in various stages of development, there may be chrysals--some pretty sheIls-a bowl of gold fish Two children have little watering cans and are carefully sp-inkling the plants One well moth CT rocks her baby to sleep in quie' corner and in another D ace we see q group of boys playing blacksmith ol carpenter Surely life is being lived In it's fullness here
 A chord on the piano brings in- stant response from the playing chii dren. toys are quickly put in theil rlaces. and tho tables are filledfreait for the mornings organized work an' play. After a few minrtes talk they march to the cisc e. trying to kesl step with the music If better un derstood and appreciated, there W9ul' he few mothers willing to deny theN little ones such an opportunity iol harpy living as this beginning stage of education affords. II is tte on' system which begins with the chii' as it's text book and recognizes ma each child is an individual text boo with some unusual characteristics am many personal adaptations to be con sidered
 The Kindergarten has essentially trrce-fold purpose. the mature an' development of the body, mind an' spirit. In the plays and games Il [ sclear'y evident that the children gai' in physical ways. such as strength self control and bodily activity NO infrequently a physical weakness Q desect, stopped shoulders, pigeon toes is corrected or helped by fine intelli gent use of games, marches am rtvthms Tn kindergartens among th' poor the kindeTgartner is oIten ap'' to help child to get prope~ trea' nlent for eyes or ears and make tn' parents seeNthe necessity of early al tention in such cases
 Mentally y the children receive sens impressions. ideas and images, whicl are developed by hand work, drama fizatiuM music, stories and the us of educational toys and materials They learn numbers, unconsciousi' as applied to their own experlenc and needs. therefore they understan'
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