CHRISTMAS-TIDE

I. CHRISTMAS PRESENTS 9

II. THE PLACE OF TOYS IN THE EDUCATION OF A CHILD 25

III. HOW TO CELEBRATE CHRISTMAS 41

IV. SANTA CLAUS 49

V. A CHRISTMAS EXPERIENCE 55

VI. A CHRISTMAS CAROL 81

VII. CHRISTMAS STORIES FOR THE CHILDREN 219

VIII. A CHRISTMAS STORY FOR GROWN-UPS 237

IX. A CHRISTMAS SONG 247

X. BIBLE STORY OF CHRISTMAS 251




I.

CHRISTMAS PRESENTS.


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.


TOYS FOR CHILDREN FROM ONE TO TWO YEARS OF AGE.

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.


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.