Elizabeth Harrison - Christmas-Tide

A little boy in Miss Harrison's kindergarten heard the story of the legend of the Christ Child, told just prior to his going to Europe for a three months trip with his father and mother. While there his mother took him one day with her to see a collection of art photographs. He looked at them quietly and thoughtfully for a time, and then picking up a copy of the above picture he said, "Mamma, you told me I might take a present home to Miss Harrison, and I would like to take her this picture, because it looks just as I think the little Christ Child that she read us about must have looked."

So beautiful was the thought embodied in the story that it left the same impression upon the mind of the child that the great artist Murillo had left upon canvas. This is but one instance that great thoughts do make impressions upon the mind of the child.

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.

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.

Blocks, dolls, balls uncolored (also six of red, yellow, blue, green, orange, purple), woolly lamb, cradle, chair, picture-book of families of birds, cats, dogs, cows, etc., anchor stone, blocks, furniture for dolls' houses, express cart (iron or steel), spade, rake, or hoe, biscuit-board and rolling-pin, a churn, a wooden case with a six-inch rule and pencil in it, a box of non-poisonous paints – water-color – pair of blunt scissors, paper windmill.

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.

Low sand tables are an almost endless pleasure to small children, as sand is one of the most easily mastered of the materials of nature, and can serve as a surface for the first efforts at drawing, or can be the beginning of the childish attempts to mold the solid forms about him. When lightly dampened it serves as an excellent substance on which to leave the impress of various objects of interest. In fact, there is scarcely any play in which the sand may not take part. The child should be taught from the very beginning that he must not spill the sand upon the floor nor throw it at any one. In case he violates these laws of neatness and safety, the sand table may be removed for a time.

A blackboard and chalk are usually a source of much keen and innocent enjoyment to three and four year old children, especially if the mother sometimes enters into the making of pictures, or story-telling by means of pictures, no matter how crudely drawn. Various other kindergarten "occupations" may be used by the trained mother – but the untrained mother often finds them confusing and of little use.

Whenever it is possible the back yard should have a sand pile, a load of kindling, and a swing in it, that the child in his instinctive desire to master material, to construct, and to be free, may find these convenient friends to help him in his laudable aspirations. The street has less temptations for children thus provided for.

Blackboard and crayon, building blocks, balls, train of cars, doll and cradle, wooden beads to string, small glass beads to string, rocking-chair, doll's carriage, books with pictures of trade life, flowers, vegetables, etc., tracing cards and paper dolls, toy poultry yard with fences, trees, a woman, and a dozen ducks and chickens.

The more advanced gifts of the kindergarten now interest the child. Clay modeling and paper folding can easily be taught him, and many of the simpler formulas for the mat weaving, also some of the sewing. A good kindergarten is the best play ground for a child at this stage of his development, as he needs comrades of his own age and ability. If a kindergarten cannot be had the mother must be as nearly a child herself as she knows how to be. Good, simple, wholesome stories now become a part of the child's life. They form the door by which he is later to be led into the great world of literature. Therefore, story-books may be numbered among the suitable toys for four and five year old children, though stories told to the child are better. Almost any mother who has her child's best interests at heart can simplify the old Greek myths as retold by Hawthorne in his "Wonder Book," or the Norse legends as given us by Hamilton Mabie in "Norse Stories," or the rich, pithy experience of the Teutonic peoples as collected in Grimm's "Fairy Tales." All of these contain the seeds of wisdom which the early child races stored away in childish forms, and therefore, they delight the heart of the child of to-day and aid materially in cultivating his imagination in the right way.