網頁圖片
PDF
ePub 版

Pictures in rankea ecult, 31; early tran. 330, 57.709.

Noa. Henrietta, plays for Kindergarten, 786. Pauper-class in United States, 691. [Krippen, 333.
Nonsense yerses, 133, 662.

Pauline, princess of Lippe Detmold, founder of
Normal Kindergarten, 477, 533-560.

Payne, J., Genesis and characteristics of Kind., 91.
Berlin, 453.

Publications, 764, 768.
Boston, 558.

Peabody, Miss E. G., Experience in Kind., 7.
Dresden, 158.

Letter on Kindergarten development, 5-16.
New York, 551, 557.

Kindergarten for artist and artisan, 673.
Philadelphia, 735.

Froebel's methods in nursery, 561.
Normal training, for Schools and Colleges, 551, 761. Charity Kindergartens in U. S., 651.
Kindergartners, 551, 676.

Froebel's system in Am. Pub. Éducation, 617,
Novitiate teachers in St. Louis, 641.

Training of Colored Kindergartners, 735.
Number, first ideas of, 58, 365.

Publications by, 768.
Nurses, Importance overlooked, 89, 548.

Peas, method of using, 613.
Trained in Kindergarten methods, 548, 551 Peculiarity, inherent and inherited, 306.
Nursery games and songs, National, 516.

Pedagogy, library of practical, 165.
Nursery plays and songs, Froebel, 227. (161-280. Pedagogical theories, 295, 306.

Froebel's views expounded by Marenholtz, Perception, and sense impressions, 3
Peabody, Lecture to young Kindergartners, 561. Perfectibility of human nature, 638.

Blow, Mother play and nursery songe, 571. Perforating prepared paper, 612, 63.
Nursery, graduates into Kindergarten, 648.

Personality and self-will in children, 246.
Nurture period of education, 625, 625.

Pestalozzi, and Pestalozzianism, 755, 781.

Froebel's study with in 1808, 42. 136.
Obedience to authorities and law, 308, 616, 741. Use of phenomena of nature, 523.
Obedience, Conditions and motives for, 247, 741. Object or intuitional teaching, 320.
Channing, 745.

Doctrine of form, 59; Motives appealed, 63.
Obeisance, or making manners, 380, 411, 743.

Fundamental Law, 205
Oberlin, 485, 764.

Great gift to Pedagogy, 320, 322.
Objective counterpart, 609.

Petty Schoole of 1659, in England, by Hoole, 401.
Object or intuitional teaching, 169, 420. [450. Alphabet, 402; spell distinctly, 404; read, 407.
Ohject teaching, aims, methods and manners, 417 Reading catechisms, and Christian duty, 409.
Defined, analyzed, and described, 418.

How to found, Discipline, 411.
Historical development from Bacon. 419-24. Philadelphia, Kindergarten, 11, 653, 735.
Objections to, Valid as to certain kinds, 426. Philanthropinum, Basedow's school, 423.
Prussian regulation of 1851, 427.

Stulzman, Campe, Rochow, and others, 423.
True grounds between the extremes, 429. 1 Philosophy and art, Froebel's choice, 35.
Diesterweg's enumeration of differing intuition, Physical training in Kindergarten, 170.
Immediate aims, Subordinate aims, 432.

Physics, for Intuitional Method, 506.
Laws of the method in Kind. and Primary, 433. Pictorial illustrations in school work, 377.
Manual, and aids for object teaching, 435.

Pictures in school teaching, 449, 346.
Objections to Froebel's system, 473-476.

Pietism, Franke's school of, 423.
Expense, 473.

Piety, Rule and Result, 317.
Unsuitable to the Poor, 474.

Plato, Thoughts on play and early training, 710, 740.
Pedagogical, 475.

Play and playing, Educative function, 330, 577. 639,
No connection with school. 476.

Child's instinct, 91, 218.
Observation, Habit of accurate and rapid, 9, 432. Playe, Recreative and social, 718.

Developed by Kindergarten methods, 82, 442. Playthings, too expensive and artistic, 16, 81.
Pestalozzi's fundamental law, 445.

Ultimate purpose, 196, 329, 335, 571.'
Froebel's adoption and extension.

Plea for Kindergarten, Peabody, 673.
Occupation or vocation for life, 127, 653.

Plutarch, Thoughts on early training, 739, 764.
Occupations, Froebel's, 342, 861, 612

Poetry in object teaching, 434.
Berlin Kindergarten, 453-470.

Politeness, Respect for others, in manner, 30, 718.
Ogden, Mrs. John, Kindergartner, 11.

Pollock, Louise, Kindergarten work, 650.
Oneness with God, 41, 561, 583, 755.

Kindergarten methods in Primary schools, 643.
Opposites, Doctrine of, 524, 878.

Peculiar features of the Kindergarten, 648.
Froebel's law, 204.

Polyhedron, office in Froebel's system, 361.
Reconcilement, 211.

Polytechnic schools, founded on Bacon, 421.
Oral Teaching, 436, 441, 763.

Poor and neglected children, Treatment, 705.
Order, Heaven's first law, 569.

Popular Education and Popular Errors, 291, 295.
Order of development, 304.

Fichte, Report on Problem, 293.
Orientation, 503.

Portugall, Madame de, 8, 43.
Original sin, 282, 315, 390, 396.

Extension of Froebel's System, 473, 480.
Originality, or individuality of children, 676. Portrait, Froebel, 1.
Orphaa Asylums, 480, 566, 734.

Potter's-Clay, in Kindergarten, 683.
Ortman, J. H.,Object teaching in com. schools, 447. Practice of quietness, School-books of 1659, 405.
Otto, of Mühlhausen, Obj.teaching in schools, 428. Practice, much-Precepta, few, 672.
Oversight of each pupil, how secured, 641.

Practical education, so-called, 307, 628, 673.
Over-stimulation, 303.

Trades and arte, 631, 673, 685.
Ownership, Instinct and results, 174.

Prayers, Kindergarten, 549, 410.

New England Primer, 881, 385.
Pain, excess of sensation, 301.

Marenholtz, suggestione, 687.
Palissy, learning by failure, 681.

Prayers for children, 385, 687, 725.
Pape-Carpentier, Madame, 488.

Precocity of development, 507, 677.
Parables, Christ's use of, 277.

Precepts, and models and practice, 460, 486.
Parentage, and Parents, 314, 737.

Preparation of lessons, for Kindergartners, 463.
Parental feeling, 42.

Primary schools, and instruction, 297, 310, 314, 582.
Cooperation and representation, 328, 515, 551. Kindergarten connectione, 350, 362, 478, 535, 643.
Parochial work and charity Kindergarten, 705.

Discipline, unnatural, 533.
Parochial work with neglected children, 734.

Historical data, 411, 529.
Pastoret, Madame, infant asylum in France, 486 Primer, Medlæval, described, 414.
Patriotism, grown by serving, 46.

Primer, the new, by Hoole, 404.
Patty-Cake, Froebel's game and song, 592.

Primer, the New England of 1777, 377, 381.

Prism and Cylinder, 359.
Private and public education, 488.
Private tutor, Froebel's experience, 88.
Productive labor, for a result, 607, 613, 675.
Progler, Miss, constructions for kindergartens, 769.
Progressive Development, 283.
Prussia, Prohibition of the Kindergarten, 116.

Regulation limiting intuitional teaching, 427.
Golizch's interpretation, 428.
Psalms in meter, Early school-book, 408.
Psalter, Early school-book, 408, 411.
Pealter class in Petty school, 411.
Psychology in education, 295, 297, 308
Public Kindergartens, 491, 625, 642.
Publications in aid of child-culture, 761, 765
Pupils to teacher, ratio, 620.
Pyramid and cone, Froebel's use, 359.
Quality of education in public echools, 617.

Moral and Industrial Elements, 618.
Qualifications of a Kindergartner, 557, 647, 671.
Questioning, Better than precept, 677.
Questions fargely encouraged, 621.
Quinet, Edgar, Estimate of Froebel, 621.
Quintilian, Early training of children, 743, 764.
Races, human, enlightenment, 183, 664.

Education demanded for, 291, 813.
Rogier, Kindergarten in Belgium, 487.
Raiich, Plea for intuitive, or object teaching, 421.
Raumer, K, von, Pädagogy, cited. 421, 764,
Readers and reading Hoole in 1659, 407.

Connected with object teaching, 440.
Reading, in instruction of children, 436, 439.
Receptivity of children, Age of impressions, 417,737

Productivity, 259, 320, 417.
Reconcilement of opposites, 329.
Record-books and Registers, 639.

Brussels public Kindergartens, 495.
Recreation, 66, 619, 614.
Red color, significance of, 695.
Reflection, Mental process, 635.
Relationships of child, Nature, Man and God, 162.
Religion and religious instruction, 324, 749.

Child's first relations to God, 261-278, 676.
Pestalozzi's method, 265.
Froebel, 27, 111, 117, 261, 723.
Combe, 662.
Diesterweg, 512.

Goethe, Formal Cultivation, 747, 749.
Religious intuitions, Diesterweg, 431.
Religion and science, 662.
Religious instinct, 86, 97, 177, 431, 566, 166.
Reminiscences of Froebel, Lange, w., 833.

Marenholtz, 117, 151, 161, 451.
Boelte, 537.

Middendorf, 119.
Republicanism and education, 292, 535.
Restrictions on play, 349.
Reverence, gratitude and love, to God, 566.
Middendorf, 140, 141.

Channing and Goethe, 746. 749.
Rhymes and Rhythm, advantages of, 170, 573, 623.
Rhombohedron, 357.
Rhom bodo-decahedron, 361.
Richter, C., Object teaching in El. schools, 426,444.
Richter, Jean Paul, cited.
Ricthammer, Bavarian schoolmaster, 429.
Riders, Froebel, Game of the, 248.
Rochow. E. von, Intuitional method.
Rogers. Rev. John, and his children.'

Advice to his children in verse, 388.
Ronge. Mad. Kindergarten in London 1854, 1.8
Rounds, Children's attempts at circles, 362.
Ronsseau, Emil E., Gospel of human nature, 423.

Principles of Emil applied by Basedow, 423.
Absence of the mother-element, 423.
Elevated and improved by Pestalozzi, 207

Hints on early training, 741, 764.
Rucket, Pastor, address at Froebel's grave, 121.

Rudoldstadt, German educational institution, 107.

Teacher's union at, 117.
Rüegg, H. R., Instruction in language, Manual, 450.
Running wild, not developmeni, 620.
Rural surrounding, 535.
Russell, William, perceptive faculties, 763.
Salis-Schwabe, Madame, 6, 158.
Salaries, of Kindergartners in St. Louis, 641.
Salzman, Assistant of Basedow, 423.
Saturday, half-holiday, 412.
Saying lessons in Petty school, 412.
Scattock, influence of passes, 528.
School and Kindergarten, Differences, 363, 639.

Bond or class of union and transition,557, 6:29.
School-discipline in United States, 637.
School-garden, 352, 551, 557.
School of good manners, School-book of 1659, 409.
School management, 78.'
Scheffel, Annette, Berlin Kindergarten, 456, 471.
Schelling, Bruno, 35, 686.
Schlotterbeck, Intuitive or object teaching, 440.
Schmidt, Froebel and the Kindergarten, 753, 758.
Schräder, Henrietta Breyman, Kind, work. 451.

Visit to, by Mrs. Aldrich, 469.

Kindergarten principle, by Mies Lyschinska, 459.
Schwab, Dr. E., School Garden, 557.
Science and Religion, 609, 662.
Science of teaching, 77, 80.
Scolding and love, contrast, 549.
Scolding children, 549.
Sculpture, as an Art. 685.
Second gift, nature and uses, 94, 755.

Extension of uses into advanced class, 358.

Froebel's original and developed vices, 358.
Seed of plants, Analogy of the soul, 621, 661.
Self-activity, 24, 42, 71, 170, 218, 314, 630.
Self consciousness, first token, 418.
Self-education, 297, 309, 638, 752.
Self-government, to be cultivated, 298.
Self knowledge, by personal action, s
Self-reliance, 87, 366.
Self-seeking and its opposite, 204, 324.
Self-will, and personality, 246.

Must submit to social conditions, 247.
Seligman, Joseph, Aid to Kindergarten, 639.
Sensation, and Ideas, 322, 501.
Senses, Cultivation in intuitive teaching, 432.

Taste, 562; Touch, 442, 563.

Sight, 441, 563 ; Hearing, 442, 561; Smell, 563.
Sense, a receptivity for impressions, 417.

More perfect in beasts, 418.
Sense, impression, and intnitions, 418, 502, 562.

Unity, 419; difference with animals,
Sensuous intuitions from outward objects, 430.
Seventh Gift, Nature and Uses, 766.
Shaw, Mrs. Quincy, Free Kindergarten, 652.

Day nurseries, 847.
Shenstone, Schoolmistress, cited, 416.
Shirzett, Emily, Kindergarten Publications, 786.
Sign-language, Natural, 568.
Sight, Training by color, form, distance, 441, 0174.
Similar and dissimilar things, 176, 204, 594.
Singing and songs, Froebel's use, 256, 340.
Site of educational buildings, 160.
Sitting still, unnatural to young children, 677, 505.
Sixth Gift, Nature and Uses, 600, 645, 756.
Sixth year of a child, 634.
Slnys, A., Intuitive Teaching, 497.
Smell, Training sense of, 564.
Smiling, Child's first expression of love, 564, 567.
Smith, Katharine D., Trials in Kindergarten, 663,
Snell, Anna, Pupil of Middendorff, 7.
Social Instinct, 309, 311, 566.
Social side of the Kindergartens
Social institutione, 481, 509.
Social intuitions, 177, 311, 511.
Socrates, Thoughts on early training, 739, 748.
Songs and Rhythm, 256, 310, 341.
Soul, Herbert's Idea of the, 295. Beneke's, 30.
Sound, Sense of, 174.

[ocr errors]

Sorrow, Goethe's interpretation, 263, 751.

Tansformation, Froebel's Law, 859.
Speaking and observing exercises, 439, 443.

Transition from home to school, 629.
Spekter, O., Fifty Fables for children, 449.

Transition class from Kindergarten, 478,537, 557.
Spelling, Hoole's directions for Petty Schoole, 404. | Trust and Faith, 284, 661.
Spencer, Herbert, 710, 764.

Tyndall on color, 573.
Sphere, 356, 360.
Spiritual milk for American Babes, Cotton, 396. Understanding, sum of two or more conceptions, 301
Spontaneous action, always pleasurable, 82,639,677. United States, Department of Education, 3, 551.
St. Louis, Public Kindergarten, 641, 766.

Kindergartens in, 5, 550.
St. Paul's Standard of Church work, 705.

Unity of Life, Froebel's law, 111, 115, 358, 364, 615.
Kindergarten, the earliest step, 528.

Unity of sense impressions and intuitions, 418.
State and Education, 327, 763.

Unity of light, love, and life, in God, 825, 328, 723.
Steinmetz-Strasse Kindergarten, 451. (765. Unity, 41, 183, 214, 225.
Steiger, E., Kindergarten literature and material, 15, Unity and Diversity, 357.
Kindergarten Tracts, 766.

Universe, God, Nature, Man, 216.
Designs for K. occupations, 767.

Unity and Law, 217.
Stick-laying and drawing, 350.

Universal German Institution, 84.
Still, and stillness, unnatural to children,

Universal Human Culture, 292, 326.
Stockwell Training Kindergarten, 541.

| Utilities, in Froebel's occupations, 614.
Story-telling and narration, to children.

9. Unselfishness, Nurture of, 707, 719. -
Mrs. Mann on, 800.

Utterance of a child, the first, 99, 161, 179.
Strips of leather, paper, etc., for platting, 339.
Stupidity, Play inconsistent with, 95.

Vanity in children, 248.
Style and intuitive teaching - Imagination, 507. Van Kirk, Miss, Kindergarten in Phil., 11, 735.
Suggestions on early training, 737-756.

Van Wagenen, Mary L., Parochial Kind., 730.
Sun-bird, Froebel's game, 234.

Vegetable World, and the child, 218, 267, 503.
Supplementary Papers, 800.

Violence with children, 659.
Surroundings, accidental and designed, 304.

Virtue and morality, how attained, 199, 509.
Switzerland, Federal and Cantonal, 473, 763. [634. Vocation, Aptitudes and education for, 363, 626.
Symbols, Natural phenomena, 99, 64, 864, 175, 590, Froebel's choice, 31.
Symbolical meaning of Froebel's plays, 359, 590. Vocal music, 256, 700.

Vogel, Schools of Leipsic, 425.
Talks and Object Lessons, 479, 573, 599.

Voluntary work pleasurable, 91, 633, 639.
Lessons in Language, 439, 479.

Volter, on object teaching, 427.
Talking, and teaching, 438.

Vorman, cited, 428.
Taske and play, 639, 718.
Taste and Imagination, 507, 512.

Walk, the child's learning to, 565.
Taste, the sense, 249, 297, 562.

Different with the young animal, 565.
Teaching Children, Methods and manuals:

Walker, Dr. W., Training of Nurses, 547.
Armstroff, 444.
Haihnan, 765.

Walter, Louis, Marenholtz-Bulow, Work, 149.
Ascham, 761.
Hanschmann, 765.

Froebel-Literature, 127, 159.
Bacon, 421, 488, 761. Heerwart, 765.

Want and Wickedness, Relations of, 715. (101.
Basedow, 4
Hoole, 401, 763.

Wartensee, Froebel's institution in Switzerland, 79,
Busse, 417.
Koehler, 766.

Watering-Pot, Froebel's hand-game, 238.
Calderwood, 762. Kraus, 766, 768.

Watts, Isaac, Hymns for children, 381, 385.
Currie, 762, 765.
Lancaster, 763.

Webster, Ira. Publisher in 1844 of N. E. Primer, 381.
Comenius, 422, 499, 764. Locke, 763.

Wearying of pupils to be avoided, 829.
Danıbeck, 445.
LaSalle, 763.

Weather-cock, Froebel's game, 233, 580.
Diesterweg, 147, 445, 499. Luben, 443.

Weston, Miss, and Miss Garland's Institute, 11, 559.
Dunn, 762.
Luz, 446.

Westminster shorter Catechism, 390.
Duruy, 762.
Marcel, 763.

Wheat, Kindergarten lesson on, 460.
Ehrlich, 438.

Middendorff, 131. Wheelock, Lucy, Translations by, 21, 82, 125.
Fenelon, 762.
Otto, 428.

Poetry for Children, 800.
Franke, 423, 762. Peabody, 585, 767. Whole duty of man, School-book of 1689, 409.
Froebel, 91, 125, 161, 766. Pestalozzi, 21, 763, 764. Why and How, of Things, 661, 671.
Fuhr, 447.
Richter, 444.

Wiebe, Edward, Paradise of Childhood, 783.
Grassmann, 426, 435, Ruegg, 450.

Wieland, cited, 136.
Graser, 762

Ratich, 429. 764. Will, and will-power, 302, 453, 638.
Harder, 443.

Rousseau, 423, 764. Willisau, Froebel's school for girls in Switz., 80.
Harnisch, 435.
Schumacher, 449.

Wiseman, Cardinal, 673, 716.
Technical Element in Kindergarten, 521, 631

Woman's mission, 83, 336, 677.
Temperament and character, 312, 315.

Deficient education, 635.
Theatricals, Froebel's experience, 82.

Words and things, 323.
Thinking, without intuition, unfruitful, 420, 432. World law, or law of balance, 211.
Thinking and speaking exercises, 435, 456. Wordsworth, William, cited, 683, 637, 723, 752.
Third Gift, 85, 600, 609, 644.

Work, the basis of morality and education, 221, 254.
Third Gift Nature and Uses, 85, 94, 755.

Conscious, or productive action, 279.
Thought, Laws of developed, 432.

Work-School, 689.
Thompson, Mrs. Elizabeth, 324, 624.

Worship, Child's first ideas of, 179, 275.
Tone and color, analogies, 692.
_ Use of colors in teaching musical notation, 701. Yellow Color in Music, 696.
Tonic-sol-fa method, 693.

Young children, Suggestions respecting, 737-752.
Tools in Clay Modeling, 683.

Youths' behavior, School Reader in 1659, 411.
Touch, Sense of, 92, 365, 563.

Young Women's Christian Associations. 666.
Toys, and Kindergarten material, 16, 769.

Youth, an epoch in education, 625.
Too expensive and complete, 85.

Yverdon, Froebel's residence at, 38.
Trades, Aptitudes for, 631, 673, 679, 714.
Training, general principles, 495.

Zeh, School Councillor, Report on Keilhau, 105.
Suggestions on early, 737, 750.

Zoology, Subject for Intuitive Teaching, 603.
Kindergartners, 451, 533, 557, 623, 671.

SOLD SEPARATELY OR IN VOLUME. FRIEDERICH AUGUST FROEBEL AND THE KINDERGARTEN as developed by him and his immediate Associates and Pupils, and the Principles and Practices of Child-Culture by erri. nent Educators. Papers published in the American Journal of Education. Edited by Henry Barnard, LL. D. 752 pages, with Portrait, from steel plate, of Froebel. $3.50.

KINDERGARTEN PAPERS SOLD SEPARATELY,

And sent by mail on receipt of price named, in postage or money order. MENOIR OF FROEBEL: Principally Autobiographical, with Aids to the understanding of his Principles of Child-Culture, by Barop, Middendorff, Lange, Payne, Zeh and others. 128 pages, with Portrait. $1.25, in neat cloth and beveled stiff cover.

MEMOIR OF WILLIAM MIDDENDORFF: By Diesterweg, with Biographical Sketch of Diesterweg's Educational Work. 20 pages. 25 cents.

MEMOIR OF BARONESS VON MARENHOLTZ-Bulow, and her Educational Mission. 16 pp. 250. MEMOIR OF BARONESS VON MARENHOLTZ-BULOW, with her treatise on Child-Nature and Nurture according to Froebel, translated by Alice M. Christie from the latest Berlin edition, with Thoughts on Child-Life in Christ, by Rev. Stopford A. Brooke. 144 pp. 81.25, cloth.

FICHTE (J. H. vox): National Education demanded by the Age, in connection with Froebel's system. Submitted to Congress of Philosophers at Frankfort, 1869. 48 pp. 25 cts.

FISCHER (A. S.) AND GUILLIAUME (JULES): Kindergarten Papers in Brussels Educational Congress in 1880. 32 pages. 25 cents.

BUSSE (F.): Object Teaching-Principles and Methods in the Spirit and Method of Froebel's Kindergarten. Translated from Diesterweg's Wegweisser, edition of 1873, by Mrs. Horace Mann. 48 pages. 25 cents.

SCHRADER (Henrietta Breymann, niece and pupil of Froebel): Principles of Froebel as applied in the Kindergarten at 16 Steinmetz Strasse, Berlin, with visits to the Institute, by Henny, Aldrich and Lyschinska. 20 pages. 25 cents.

SLUYS (A., Director of Model School, Brussels): Intuition and Intuitive Methods, with notice of Infant and Kindergarten work in Switzerland, France and Belgium, by PapeCarpentier, Marbeau, Portugall, Buls and Miss M. J. Lyschinska. 32 pages. 25 cents.

MANNING (Miss E. A.,): Some Difficulties and Encouragements in Kindergarten Work in England, with suggestions on Early Culture, by Miss Lyschinska 16 pages. 25 cents.

KRAUS-BOELTE (Mrs. Maria and Prof. John): Reminiscences of Kindergarten Work, with account of New York Normal Kindergart-n and Associated Model Classes; with Portrait and other Contributions to Froebel's Kindergarten in United States. 48 pages. 50 cts.

PEABODY (Elizabeth P.): Froebel's Principles and Methods in the Nursery; Kindergarten Culture in Public Schools. 40 pages. 23 cents.

BLOW (Susan E.) The Mother Play, and Some Aspects of the Kindergarten-Lectures addressed to Kindergartners in St Louis. 44 pages. 25 cente, in neat cloth-bound cover.

GALLAUDET, GARLAND, HUNTER AND OTHERS. Boston Training Class; Early Kindergarten Work in United States. 32 pages. 25 cents.

HARRIS (Willinm 7.) AND MRS. LOUISE POLLOCK: Kindergarten in the Public School System, and Froebel's Method in Public Primary School. 26 pages. 25 cents,

MANN (Mrs. Horace) AND MISS PEABODY: Charity Kindergartens and the Homes of the Poor-Experience in Boston and San Francisco. 32 pages. 25 cents,

SPRING (Marcus) AND Miss PEABODY: Clay Modeling and other Kindergarten Occupations, a Training for Art (Ideal and Industrial). 16 pages. 25 cents.

BATCHELLOR (D.): Use of Color in Teaching Children to Sing, and the Analogies of Tone and Color. 16 pages. 25 cents.

NEWTON (Rev. R. Heber): The Free Kindergarten in Church Work, and for Neglected Children. 32 pages. 25 cents.

BUSHNELL (Horace) Goethe, Channing and others: Aphorisms and Suggestions on Early
Training, with Hints on Buildings, Grounds and Equipment for Kindergartens. 80 pp. 50 cts.

SUPPLEMENTARY PAPERS will be printed, if called for, viz.: Use of Stories in
Child-Culture, by Mrs. Mann and Anna Buckland; The Kindergarten in Relation to Family
Life and School, read to the London Froebel Union by Miss Shirretf; the Kindergarten in
San Francisco, in Reports of Miss Marwedel, Mrs. Cooper, Miss Virginia Smith and others;
Prof. Hailman and Kindergarten Work in the West; The One Hundreth Birthday of Froebel
in Many Lands.
T Liberal discount made on all bills over $10.
ORDERS ADDRESSED TO Barnard's American Journal of Education,

28 Main Street Hartfora. Sorama

« 上一頁繼續 »