Knoxville weekly chronicle. [volume] (Knoxville, Tenn.) 1870-1875, 1873-01-22
THE KINDERGARTEN

This plan of instructing the young mind
was first instituted by Froebel of Germa-
ny, and is becoming rapidly adopted in
otker countries, many schools of the kind
being already in operation in the United
States. The system is unique one but IS
founded undoubtedly upon correct primer
ples. In it books are entirely eschewed'
and object teaching takesthei place. In
stead of attempting to cram the young
mind with dull facts, it has presented to 1t
tbe commonest objects by which 1t is sur
rounded, and their shape, manner
of construction, use, &c, clear
" pointed out. The young intel
lect is thus set to work; it begins to
os,, questions: Where did it come from
What is the difference between 1t and an
other object that is presented to it at the
same? Who made it? and a thousand
Others that will occur to its inquisitive
mind. This might, in fact, be called
natural system of education, for 1t draws
out the growing mindin a direction given
il bv Nature. We all know how inquisi-
tive children are concerning the objects eli
every day life, and how persistent they are
in their investigations and questions aboHt
them.
The kindergarten is only this natural
tendency directed and guided in the
proper channel. 1t is, of course. not iE-
tended that this shall supersedc the pres
ent system entirely. tits only preparatory.
II strengthens the child's mind and
laws mental groundwork upon which
the more mature intellect can build with
the greatest advantage and profit. Besides
this. in these Schools where a large mum
Der of children are brought together, each
individual child is made the subject OF
special study-it- peculiarities marked,
and mental inclinations drly
noted. There is certainly rs much
difference among children as among colts,
vet MANY seem TO think one kind OF
training is applicable to all children who
would study the peculiarities of their
Young colts diligently before deciding
which enc they will train for trotter,
Which for racer and which for single
footeT.
1t is a stern but unpleasant fact that we
are more interested in this respect regard
ing our dumb bruteB than in regard to our
children. Our whole system of education
needs a revision upon this point. The
natural system should take the place of
the present TO some extent artificial one,
and in no country is it needed more than
in our own. There is no use denying the
fact that, in regard to educational matters,
more especially primary and common
schools, we are terribly behind the times.
The freshness of the country and the de-
mands made upon our time and energy
for its development may plead some eX-
.cuse, but will not wholly eXonerate us
from blame. While we are developing our
great country, let Us not neglect too much
tht development Of the young minds that
are to become heirs to Il.
And now is the time 20 begging refor-
nation. There is nothing like taking
right start. As we bring forth the hidden
treasures of our rich and highly favored
land, we can at the same time be develop
ing the great intellectual riches that are
stored away in the minds of our children
and youth; they should 60 hand in hand,
neither should he developed to the neglect
of the other. 1t seems to Us the proper
time to begin such a work is when the
mind il young and piiabIe and this the
Kindergarten promises to 30. We hope
some one will take an active interest in the
matter in our midst for of it, ultimate be-
nef cial influence we have nodoubt.