New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1915-08-24
THE HOUSE OF CHILDHOOD"
How Youngsters Are Developed at
the University of Pittsburgh.
To the Editor Of The Tribune.

To the Editor Of The Tribune.
Sir: In this mornings Tribune you pub
lished an article entitled "The House OF
Childhood: an Experiment in Education
Under the University Of Pittsburgh BE-
cause of that may | ask you to print the fol-
lowing outline Of the history of the School
of Childhood Of the University of Pittsburgh J!
In October, 1918, Mrs. Alice Corbin Sizes
then Miss Corbin, with the assistance OF
Miss Edith Murray, opened the School OF
Childhood as a demonstration Of the primer
pies for which the department OF Childhood
of the School Of Education Of the University
of Pittsburgh stands.
Up to this year it has been for children
from four to six years Of age, and utlhzes
the best of all methods of childhood educa-
ton as determined by modern psychology. IL
recognizes that at this period of the child
life his principal business is growth. and by
growth we mean not only increase of stature
and weight, but also increase of ability to
use all parts Of his body, his senses and
such materials as will help growth.
For this reason the School of Childhood is
equipped as a model playroom, with lndi-
vidual chairs and tables slide, swings,
walking-beam, a parallel bar fence, Jump
ing board low trapeze swing, sand table,
and has a real garden in the yard. The ma
terials are selected from kindergarten ana
Montessori supplies and other educational
toys, such as dolls, trains and large building
blocks.
In contrast to the usual kindergarten pro-
cedure, emphasis is put upon individual de-
velopment instead Of group instruction. AS
children come into the school each one goes
to a personally selected problem. This may
be in a spontaneously formed group or indi-
vidually with one Of the pieces of apparatus,
house or store play, some piece of art or
industrial work, the picture books or to the
care of plants or pets. Out Of these actyi-
ties the play leader aids the child to gain
a better idea Of his activity by emphasizing
those things in it that are most valuable
and bringing out problems suitable for the
whole group While individual development
is emphasized the children are encouraged
TO play in groups, because the School OF
Childhood recognizes the necessity OF social
intercourse in helping children to learn self
control.
The work is based on the five groups of
Instructive activities of childhood -locomo-
ton. construction, exploring, nurture and
communication.
Believing the children grow best in
healthy, democratic atmosphere, they are
free to move about in their play or work,
often leaving it temporarily to slide, jump,
run or swing As human beings, children
must be given opportunities to live a nor
nal life in q community of equals, there
fore the discipline is selfdiscipline, and chill
dren are restrained only by the moral neces-
sity Of the situation and the welfare of the
group. The play leader here stands as in
terpreter of society.
This year Miss Meredith Smith, Of Teach
ers College, Columbia University, comes to
the School of Childhood to carry on the
work up into. the primary grades with chill
dren from six to eight years old. She will
carry out the experiment you described so
well in this mornings Tribune.
MARY G. WAITE,
Play leader of the School of Childhood of the
University of Pittsburgh
Pittsburgh, Aug. 10, 1915.