The kindergarten building gifts . er tank and the children can learnthat often the water must be turned into one tankwhile the other is being cleaned or mended. If thedivided cylinder is re-arranged as in Fig. 51c, wehave a double house, and the story of the neighborlylife of two families may be interwoven into theplay, and the many exchanges of kindnesses andcourtesies may be brought forth. If the blocks areagain re-arranged as in Fig. 52a, we have what hasbeen called a railway roundhouse with sheds; itcould, of course, be a green-house with wings, and DIVIDED CYLINDER. 197 it is well always,
The kindergarten building gifts . er tank and the children can learnthat often the water must be turned into one tankwhile the other is being cleaned or mended. If thedivided cylinder is re-arranged as in Fig. 51c, wehave a double house, and the story of the neighborlylife of two families may be interwoven into theplay, and the many exchanges of kindnesses andcourtesies may be brought forth. If the blocks areagain re-arranged as in Fig. 52a, we have what hasbeen called a railway roundhouse with sheds; itcould, of course, be a green-house with wings, and DIVIDED CYLINDER. 197 it is well always, if possible, to draw the name fromthe children, thus avoiding the danger of givingthem names of form which they do not compre-hend. To some children a railway roundhouse isa familiar object, whereas other groups of childrenhave no idea of the appearance, nor of the use ofsuch a building. The blocks may next be changed so as to makeFig. 52c; this has been called a railway station witha clock. Much fun may be created by No. 53. Showing two last moves of sequence begun in No. 53, viz:c?~Two gateways to trains, e—Door to railway station. families represented by sticks, or with the fingersof the child, (or with unimaginative children, dollscut out of paper may be used). The play may rep-resent these families as getting ready for a railwayjourney and watching the railway clock so as tobe on time for the leaving of the train. In factalmost any kind of a play in which the clock takespart can be here introduced.* The form illustrated by Fig. 52c can easily bechanged into Fig. 53a, and if the thought of the rail- *Vfe recommend the reading of Joan Marces Fairy Tale of the En-chanted Cloclc as a clever story in which is brought out the connectionbetween punctuality and the childs conscience whose voicemakes the owner of the little clock learn gradually to do each duty in itsappointed time. 198 the; kindergarte;n building GirTs. road and its buildings has been kept
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Keywords: ., bookcentury1900, bookdecade1900, bookidkindergarten, bookyear1903
