Christmas-Tide

d 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

e 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

toys as have delighted as well as have helped

EN FROM ONE TO

ber rings, worsted balls, strings of spools, knit dolls, rag dol

ese 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

N FROM TWO TO FO

cats, dogs, cows, etc., anchor stone, blocks, furniture for dolls' houses, express cart (iron or steel), spade, rake, or hoe, biscuit-board and rollin

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

ildish 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 no

e mother sometimes enters into the making of pictures, or story-telling by means of pictures, no matter how crudely drawn. Various ot

child in his instinctive desire to master material, to construct, and to be free, may find these convenient f

N FROM THREE TO

ass beads to string, rocking-chair, doll's carriage, books with pictures of trade life, flowers, vegetables, et

e 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

N FROM FIVE TO S

rd, wagon, whip, sled, kite, pipe for soap bubbles, train of cars, carpenter tools, jackstraws, hobby-horses, substantial cook-stove, sand table, skates, rubber boots, broom, Richter's stone blocks, shov

be told, and the beginning made of collections of pictures for scrap-books, also collections of stones, leaves, curios for his own little cabinet. Many references may from time to time be made to the books to be read by and by, which will tell him wonderful things about the

the child delights in handling his own books almost as much as his own toys. The value of the right kind of books cannot be to

ose silent companions which you have placed upon his bookshelf or on the library table. Shall heroes and prophets be his

o be read to children, those which are to be read wit

ther's sympathetic and genuine interest in the subject-matter in hand; an

m alone; but, if the mother will take time to read them before giving them to the c

T N

UNDER SIX Y

ursery Song, by F

r Plays, by E

se, in one

tle Ones, by

one syllable, by

p; illustrated

, by Mary

and J

the Air, by Oli

ook, by Ed

T N

ROM SIX TO EIG

, by Mrs.

Tramp, by

ry of Toto, by

odley Family, b

g Stories, by

istmas Carol,

ry Tales, translate

s in Wonderland,

he Old Testament, by

s, by Jan

Fairy, b

ome, by Barbo

hildren, by

and Lig

T N

DREN BETWEEN THE AGES

isters, by Mis

l, by Miss

Way from Long Ago to No

Life, by Mrs. Jul

by Mrs. Juliana

Mrs. Juliana

, by Mrs. Julian

thaniel Hawthorne; ill

thaniel Hawthorne; illu

by Nathani

les, by

Househol

by Hans Chris

irls, by E

Boys, by E

lric

Crusoe, b

r, by Mary

illustrated by

Odyssey; illustrat

Two Gentlemen of Verona; i

y Dean Swift; illustr

by Washington Irving; illu

by Dickens; illustr

m of a Star,

s, by Charl

Robert Louis Stevenson; illu

Idea, Putnam & S

s, Putnam & So

Putnam & Son

s (8 vols.), Putnam

Ulysses, by

akespeare, by

k Tragedians, by

Age, by Jam

Elizabeth Harrison; illu

hout the moral exp

amily R

rince, by

Nature, by M

, by J. G.

of England, by

, by Elizabe

he New Testament, by

ooks, by E

Would Not Kill,

, by Charl

e North Wind, by

by Joel Cha

Rugby, by T

nt Siviter; illustra

cess Sto

the Cachalot,

ys' Handy Book,

ook, by Rudy

g nature and her marvels. The mother should be careful that the child does not rest in mere perception of the objects of nature, but that he compares and

'S BOOKS ON SCIE

r Nature Told,

ture (3 vols.), by

tars, by Ag

uthful of Bread

y Laura and

hildren, by Ar

e's Race, by A

cience, by Ara

thers and Furs, by

er

derful Globe, by

Two Feet, a

Home, by C.

Old Farm Yar

in Nature,

ones. It is well to lead a child to the world's great books as soon as possible. Enough have been given to show

othing but the newspapers and the mother nothing but novels, what then? Children are taught as

MOTHERS AND TEACHERS IN T

ursery Song, by F

Mother, by

cation, by S

el's Mother-play Song

d Nature, by El

Madam Marenh

ation, by Harr

y Jean Pa

rture, by Ho

herhood, by E

about Home Ma

roebel, by Madam M

r Christ, by Re

to the School,

Training the Youn

Jean Paul

Gertrude, by

ly Education

l Physiology, by M

al Physiology, by

UL TO MOTHERS AND T

tific Knowledg

uthful of Bread

Nature, by H

in Nature, by

e Fields, by

ok of Zo?logy

thers and Furs, by

Story Briefly

-Geology, by A

r-Botany, by

-Chemistry, by

Lady Why, by C

of Geolog

ts Grow,

s Behave,

k of Nature

y Botany,

ual of Bota

ons, by John