Emilie Poulsson.

In the child's world; morning talks and stories for kindergartens, primary schools and homes online

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South Wind, "and make all the fields green by the first of May;
I have no time to lose. Look at yonder meadow, how brown it
is; and at these trees, how bare! Scarcely a fly is buzzing in the

270 IN THE child's WORLD.

sunshine, and not a tortoise has yet crept out of his hole in the

" I do not care for 3four daisies and your tortoises," muttered
the North Wind; "you want to hurry me off, but I will not go
so soon."

" Have you not had the whole winter to yourself?" asked the
South Wind — "freezing the brooks, driving away all my birds
and butterflies, and covering the fields and roads and bushes and
barns with snow? If I chanced to come then to pay you a little-
visit some bright morning, how quickly you drove me away
again! Never might I stay till the sun went down."

" The winter is my time," said the North Wind; "it belongs
to me, and you had no right to come then,"

"And the spring is my time," said the South Wind; "you
know the law is that I must have the fields now."

" You think a great deal of yourself," said the North Wind,
angrily, " but I am stronger than you. I can fly farther and see
things you never see. Where do you think I came from this

" Tell me; I cannot guess," whispered the South Wind.

" I came all the way from the icy pole, where the sea is frozen
over, and the land is covered with snow that never melts. The
white bear lives there; I saw one but a fe"w hours ago, watching
for fish by a hole that he had broken through the ice."

" But you never saw my home or the strange sights that are
there," said the South AVind. " I come from the far-off torrid
zone, where the snow never falls, and the frost never kills the
buds and flowers. There the panther lives. I passed by one
last night in the forest, lying out on the branch of a great tree
watching for his prey, that he might spring down on it as it
passed beneath."

"But I see the Esquimaux," answered the North Wind, "in
their strange skin dresses, living in houses of snow. They fight
the fierce walrus on the ice, and spear the fur-covered seal from
their little boats that dance on the waves. I watch the Northern
Lights, so red and beautiful, shooting up like bright flames in
the sky, and the night is almost as bright as the day. Then the
Esquimau harnesses his dogs and the Laplander his reindeer, and

IN THE child's WORLD. 271

they travel swiftly over the frozen plain. Yesterday I blew with
all my might until I loosened a field of ice and sent it out to sea.
A white bear was on it, and he sailed on his ice-boat across the
sea to Iceland. As I passed the steep, high rocks on the shores
of Greenland, I saw the eider ducks brooding there. Each one
had lined her nest with soft down plucked from her own breast.
Then I frightened them with my hoarse voice, and thousands of
them — yes, hundreds of thousands — rose up in the air like a

" But let me ask you," murmured the South Wind, **did you
ever hear among your icebergs and frozen waters, the song of
the oriole and mocking bird that I hear every day in the woods
where I live? You look at your Esquimaux in their snow
houses, but I peep in at the hut of the Indian that stands under
the forest shades, or I blow against the sail of his canoe and waft
it up some quiet river, where the trees grow thick on each side
and meet overhead. The red flamingo wades out into the water,
and the monkeys and parrots chatter among the high branches.
I see the boa constrictor coiled among the roots on the shore and
watch the alligator floating down the stream. My home is
among the orange trees and in the fields Avhere the sugar cane
grows. There I lie still and sleep, or awake to go forth on my
journeys over the earth, not to freeze up the ground and make
barren and bare, but to cover it with green, and bring out the
buds and flowers in every bush and tree."

While the Winds were talking in this way, the Eiver, which
had been listening to them, said: " Why do you thus boast and
provoke each other? Why not speak gently and kindly of the
wonderful things you have seen? You would not change homes,
would you?"

"No, indeed," each one replied; ''I love my own the best."

" Then," said the Eiver, "what good can come of disputing
when both are satisfied? As for me, I love you both. I am
glad for the North Wind to blow cold, and cover me with ice in
the winter, so that the merry skaters can come and glide swiftly
over my smooth surface. And I love the South Wind to breathe
softly in the spring, and make my banks green again,. and waken
the frogs along my shore, and bring the fisherman in his boat,

372 IN THE child's world.

and the boys to swim. Let us all be friends, then, and love each
other, and be satisfied with what our good Creator has given us,
and be happy in pleasing him."

Then the North Wind said: " I am willing to be friends again.
It is true that the spring is your time, gentle South Wind. I
will not stay to nip your opening flowers, but will fly away to
my cold home."

And the South Wind said : '* Forgive me if I was rude, brother.
When November shall come once more, I will leave the fields
and woods to you. Take this sprig of evergreen to remember
me by, and may it not fade till we meet again. Farewell."

Charles Foster.

''New Light on Old Paths," Chas. Foster Pub. Co., Phila., Pa.


Once there was a little worm about as long as the nail of my
thumb, and no larger round than a big darning needle. This
little worm lived in a little house that he had made for himself
in the ground, just big enough to hold him when he rolled him-
self up like a little ball with his head sticking out. There were
no windows nor doors in his house, except one on top which was
his door to go in at and his window to look out of. When he
had made this house he was tired, and crawled into it and curled
himself up and went to sleep and slept all night.

In the morning the sun rose and spread his beams all over the
world, and one of the bright sunbeams shone into the window
of the little worm's house and touched his eyes * and waked him,
and he popped up his head and looked out and saw that it was
very pleasant in the garden, and he thought to go out to walk.

* The following quotations' are for the help of the teacher who wishes to make Miss
Peabody's exquisite story truer to nature:

'• As these animals have no eyes, we must suppose that the light passes through their
skins, and in some manner excites their cerebral ganglia."

•'Worms are poorly provided with sense organs, for they cannot be said to see,
although they can just distinguish between light and darkness; they are completely
deaf, and have only a feeble power of smell: the sense of touch alone is well developed."
• Charles Darwin.

From " The Formation of Vegetable Mould through the Action of Worms.

The Boy Ran on the Other Side of the Path. 273

274 IN THE child's world.

He squirmed himself up out of his hole, and, because he had
no feet, he crept along the garden path. The warm beams of
the sun put tlieir arms all round his cold little body and made it
as warm as could be, and the sunbeams went into his little mites
of eyes and filled him all full of light, and the songs of the birds
went into his little mites of ears and filled him all up with music,
and the sweet smell of hundreds of flowers went up that little
mite of a nose and filled him up with their perfumes. And so
the little worm went creeping along, as glad as he could be that
he was alive.

Now in the house that stood in that garden lived a little boy
about four years old; and when the morning came, the sunbeams
had gone into the window of his nursery and waked him, and he
was washed and dressed, and had his breakfast of bread and
milk, and then his mamma took him to the door that led down
the steps of the piazza into the garden, and told him he might
go down the path and have a good run to make himself warm.
So down he ran.

Now, if that little boy should put his strong foot on that dear
little worm, it would break him all to pieces; but that little boy
would not do such a cruel thing for the world ! He saw the little
worm creeping along, so glad to be alive, and he ran on the
other side of the path; and the little worm nibbled a blade of
grass and drank a little dew for his breakfast, and then he felt
tired, and went creeping back, full of good food, to the little
hole that was his home, and curled himself up like a little ball
and went to sleep.

Elizabeth P. Peabody.

In " Lectures to Kindergartners," D. C. Heath & Co.


Mr. Chipmunk was playing among the trees one lovely autnmn
day, when he came across such a pile of delicious looking acorns!

" AAliat a feast! " he cried. " I '11 cover these acorns and keep
them until spring, for I have nuts enough in my storeroom for
i-nv winter's use; when tliev are gone I '11 come for these."


Tlie little acorns heard him talking to himself, and laughed
softly: " Ha, ha, Mr. Chipmunk! Spring is a long way off, and
you cannot be so sure of finding your acorns then. Mother Oak
Tree has told us that if we go to bed like good children, and lie
very still, something beautiful and wonderful will happen to us
when the warm spring days come.^'

The little acorns lay very quiet where Mr. Chipmunk had put
them. Soon they could hear the cold winds blowing, but the
brilliant leaves, falling, made a beautiful warm coverlet for them.

Then Jack Frost came, and the snow fell softly on their bed
like white wool. The wind, singing through the trees, lulled
them to sleep, and they had a long, long nap.

When they awoke it was warm and sunny.

" It must be nearly time for us to throw off these heavy
blankets and stretch up where we can see the sky, for I can feel
the sun^s warm rays," said one. ''And I can move!" cried
another. "Oh!" exclaimed a third, "I have burst my brown
shell, and now I am reaching up! "

Soon the little roots had grown down deep into the earth, and
the tiny green shoots had pushed their way through the dark-
ness to such a glorious world — a world so different from the
cold, dark earth they had known before.

There were beautiful flowers and green grasses all around
them and tiny new leaves on the trees, and birds singing on the
branches, and the acorn shoots hardly knew Mother Oak Tree,
she was so gay in her new spring gown of green.

The little shoots were very happy, for they knew that they
were to grow taller and more beautiful each year, like their
grand and stately mother who stood near by.

Mr. Chipmunk came running along one day soon after this,
looking for his acorns. When he reached the place where the
baby oaks grew he looked in amazement, for he was sure that
they stood in the very spot where he had hidden his nuts.

*' Well," he said, after thinking a long, long time, "perhaps

some hungry little chipmunk found my acorns and carried them

home. But who can have put all these green things here, J


Sue Clarke Kimball.


To TiiK Tkachek: —

The most ajipealing and exiiressive image of Frrebel "which has been
preserved for us is that of the tall old man, with long gray hair parted in
the middle and his old-iashioned attire adding to the plainness of his
aspect, leading a troop of village children up on the hill to play — he him-
self being a very child in simplicitj^ and freedom as he joined in the
game, while yet a seer in discernment of its meaning and a priest in
ardent devotion to his purpose and principles.

But we have other interesting portraiture of the founder of the kinder-
garten, delineated by his contemporaries; and if we turn our gaze toward
these images of Fro3bel from time to time, we shall find ourselves doing
his work in fuller sympathy and with quickened comprehension. The
lonely, unhappy little child, perplexed at the discords in the lives about
him, is a sad picture. But how noble the lesson so plainly taught when
we read how the remembrance of the ungratified longings of his own
early life bore the fruit of plans for the amelioration of such ills in the
lives of other children.

So, too, his glimpse of the harmony and beauty of nature, disclosed by
an elder brother, was remembered for the benefit of childhood, and his
system, based upon natural laws, keeps the child in close and loving
communion with nature. Frcebel was extremely fond of flowers, even
to the day of his death, when he asked for them toward the very last.
He had before said to some of his friends: " Take care of my flowers,
and spare my weeds — I have learned much from them." The sunset
was a favorite sight and almost every evening he resorted to a hill-
top to gaze at the trailing splendor of the departing light. Indeed,
Frffibel was keenly sensitive to all beauty, whether in nature or art. It
is related that although he was usually (^uite obscure in the presentation
of his theories of education, yet that when speaking to the Grand Duke
of Weimar upon them he succeeded in stating them with great clearness,
and attributed this success to the beautiful architecture of the dining
hall with its marble pillars and vaulted roof. "I felt as if I were in a
temple," he said, afterwards.

This sensitiveness was not confined to beautiful sights alone. Froebel
perceived with extreme keenness and enjoyment the distinctive fra-
grance of wines, food and plants. A man whose senses were less deli-
cate might perhaps have omitted from his scheme of education the
special cultivation of the senses, not realizing the value and pleasure
derived from such cultivation.

. \ W .. .1 A,\\v.,..ilii-feiI.Ll' ,.^i

■'The Sunset was a Favokite sight."' 2

278 IX THE child's world.

Thus whatever he had or lacked tended toward the perfecting of his
educational plans and was made to serve the good of others.

His love of children always aroused a corresponding love on their part.
They would run to meet him in the village streets, clinging to him and
following him about. "I see in every child the possibility of a perfect
man," he said to the Baroness Von Biilow. What a rebuke to the hope-
lessness which sometimes attacks us concerning some small reprobate!

Froebel's estimate of the requirements of a teacher were very high,
and he felt himself so far below his own standard that he returned to the
University at Gottingen for more study, having saved a little money ;
and again, after the close of the war, in which he served, we find him in
the mineralogical museum at Berlin, resuming his studies that he may
be better fitted for teaching. He craved classical and scientific knowl-
edge, and history, anthropology, theoretical pedagogy and ethics at-
tracted him no less strongly. He labored indefatigably to repair any
defects in his own education. His humility was beautiful, making him
ready to confess ignorance and to learn from everything and everybody
— even from his normal pupils or kindergarten children — concerning
some new application of his idea, although the idea itself he guarded as
a sacred trust.

To a man of Froebel's gentle nature and peaceful habits the soldier's
life could not have been attractive ; nevertheless, patriotism led him to
respond to a call for soldiers, although there were various reasons why
he need not have served. He felt it his duty the more strongly in his
capacity as teacher, for, as he says : "It was hardly possible for me to
conceive how any young man, capable of bearing arms, could think of
becoming an educator of children whose country he would not defend
with his blood or his life. It was impossible for me to imagine how a
young man who should not be ashamed then to hang back like a coward,
could later, without shame, and without incurring the scorn and derision
of his pupils, stir them to any great thing, to any action requiring effort
or self-sacrifice."

During this soldier life a friendship of the most fervent and enduring
kind was formed with two of his comrades, one of whom afterwards
continued Frajbel's work. This friend, Middendorff, relates an inter-
esting anecdote of this time: " Once when their Jager corps was lying
in a ditch behind a hedge, and under fire of the enemy, whose balls were
passing over them, Froebel turned to Middendorff, who was lying behind
him, and asked him whether he knew how many seconds faster the mus-
ket balls moved than the balls from the flint locks. While he was in
immediate danger of his life, Froebel had the coolness to solve this
mathematical problem." The secret of this intrepidity was probably in
Froebel's conception of death, which he defined as "an enlargement
of life."

Another anecdote which Middendorff tells shows Froebel's simple and
generous impulsivenebs. " Froebel came home one day much heated by

IX THt; child's wuklo. 279

a walk in the neic^hborhood, and wished to change his clothes. When
his wife opened the wardrobe she exclaimed with alarm: 'The closet is
almost empty! Thieves have been here.' Frojbel answered, laughing:
' 1 am the thief.' And he then told her that the inhabitants of a neigh-
boring village which had been destroyed by fire had been there that
morning and asked for assistance, and as he had no money, he had felt
obliged to give them some of his effects."

One cannot wonder that such a man did not achieve financial success
in life. He was surely akin to our own Agassiz, who had "no time to
make money," and who preserved under all circumstances the integrity
of his life-purpose — "the ennobling of humanity."


(Call attention to the things which make the kindergarten
room attractive — the windows where the merry sunshine enters,
the plants, birds or fishes, if any, the flag, the children's work,
which is often an effective decoration and one much appreciated
by them, and to the pictures.)

To-day we will talk about Froebel, for his birthday is coming
in a few days, and all the little kindergarten children should
know about him.

Do you remember how the bells were rung and the guns fired
and the flags were put out on Washington's birthday? Frcebel's
birthday will not be kept in that way, but we will have a happy
time in kindergarten, because it was Froebel who thought about
the kindergarten and planned it all.

Washington lived in what country? In America — the country
we live in and sing about when we sing " My country, 'tis of
thee." Froebel lived in Germany, a land away over the sea, so
he was a German. He loved little children, and wanted them
to grow strong and wise and good, and so he thought of having
kindergartens where they could work and play and learn and
be happy.

What do you like to do in kindergarten? (Draw out as many
expressions as you can from the children, and tell them that
Froebel planned all these pleasant things.)

Would you like to hear some stories about him?

When Friedrich Froebel was a little boy he was very lonely.

280 IN THE child's WORLD.

His brothers were away from home, so there were no children
to play with him; and, worse than that, he had no mother to
love him and take care of him. He had a father, but his father
was a very busy man, and did not have time to play with his
little boy or to talk to him very much. Do you not think poor
little Friedrich must have been very lonely?

He used to look out of the window and see the men at work,
on a church which was near his home, and as he watched them
he wanted to build something, too; but he had no blocks, so he
tried to build with the chairs and footstools and such things
which were in the room. But poor little Friedrich! He was so
little that the chairs were heavy and clumsy for him, and, be-
sides, they fell over as often as he tried to put them on top of
each other. He could not build nicely with them at all.

By and by, when he was grown up, he remembered this and
planned nice, smooth blocks for little children, so that they
could build churches, or gates, or towers, or pigeon houses, or
anything they liked.

When Friedrich Avas ten years old he went to live Avith his
uncle, who loved him dearly. Here he went to school and had
a great many playmates, so he was not unhappy and lonely as
he had been before.

After this he had to go to work. He wanted to be a farmer
because he liked to be out of doors and plant things and watch
their growing; but he learned to be a surveyor, too, and was also
a soldier for a while.

At one time the soldiers had to march a long way in the hot
sun and grew so tired that they threw everything they could out
of their knapsacks to make them less heavy to carry. Froebel
was tired, too, but as he walked along he noticed many beautiful
and interesting things, as he always did when out of doors.
When he saw curious stones or pretty mosses or flowers or leaves,
he picked them up and j^ut them in his knapsack. The stones
were heavy, of course, but Froebel wanted to study them as
well as the mosses and flowers. When the soldiers reached their
resting place Froebel took out all his treasures and showed them
to the other men, and they all enjoyed hearing his wonderful
stories about the plants and rocks.



After lie ha.l been a soldier, Froebel became a teacher; and
then it was that he planned the kindergarten. Shall you not
like to talk about him and sing a birthday song about him?
And will you try to remember that it was Friedrich Froebel who
planned the kindergarten for us because he loved li'ttle chil-
dren and wanted them to be busy and happy, and to grow in
three ways, as we have said — to grow strong, to grow wise, to
grow good !


Life of FrcBbel, - - - Alex. Hanschmann

Eeminiscences of Froebel, - - Baroness von Marenholtz-tiulow

The Kindergarten and the School (by Four Workers).

Friedrich Froebel, - - - Kriege

Fro3bel and the Kindergarten System, - - - Joseph Payne.

Froebel and Education by Self-Activity, - - - H. C. Boioe.n


Let us sing to-day with gladness
Of a friend to childhood dear,

One who thought and labored for us
And whose name we honor here.

Lovingly he planned for children
Happy work and merry play;

Let us, then, be glad and grateful
As we think of him to-day.

The Kindergarten MugaHne.''



To THK Teacher: —

(Let the children tell the signs of Spring as spoken of in the Spring
talk and story, and when they mention the return of the birds let them
tell the names of the first comers and then of any other birds which they
know. ^

The special bird to be studied will be the one which can be obtained.
Where a live canary is not already the happy possession of the kinder-
garten, one can easily be borrowed. If not, a stuffed bird will do, and
pictures are always useful.

Place the bird where all the children can see it, and as they describe
this special creature lead them to comiiare it with those previously ob-
served. For instance, when the bird's feathers are mentioned, question
concerning the covering of four-footed creatures and fishes. Recall the
gorgeous colors of many fishes in connection with the brilliant plumage
of the birds, and so on through all the most noteworthy points of appear-
ance, and of activity as well.)


Birdie can fly, hop, sing, build nest, lay eggs ; has two legs
and two wings. Has it a backbone? Yes. Name all the ani-
mals you know Avhich have backbones ; those which have four
feet ; four fins ; two feet and two hands ; two feet and two
wings. (Such grouping will lead to the observation that all
backboned animals have two pairs of limbs.)

Look at birdie's legs. Do you see that they are covered with
scales? How many toes has this birdie? Where does he sleep?
Where do most birds sleep? The young birds in the nest, the
older birds perched on the trees, holding firmly to the twig with
their four toes.

Do you remember how the fish guided himself through the
water? Birdie, too, uses his tail to guide him through the air,
but his wings also help.


How daintily neat birds keep themselves I Many of them like
to bathe in the clear, cold water of the brooks or ponds. After
a splash they shake their wings and fluff out their feathers, and
then set to work to make them all smooth again. This the birds
do with their bills and a little oil. You could never guess
where they get the oil. Each bird carries a little with him in a
gland or tiny bag by his tail.

What does birdie eat? Grains and other seeds, worms, cater-
pillars and many kinds of insects. Are birds useful? (Tell

Online LibraryEmilie PoulssonIn the child's world; morning talks and stories for kindergartens, primary schools and homes → online text (page 18 of 29)