New-York tribune., 1874-11-07
MERITS OF THE KINDERGARTEN SYSTEM
ITS NOTEWORTHY FEATUREs-AN EDUCATION THAT
Is GROWTH.

ITS NOTEWORTHY FEATUREs-AN EDUCATION THAT
Is GROWTH.
To the Editor OF The Tribune.
SIR: In reply to the recent inquiries Of
"Traveer" on the subject of kindergartens a shory
statement from VINO has for years been
gagged in spreading this benehcent and beautiful
system in America not be out OF place II seems
somewhat strange that the public in Boston should still
be so ignorant about kindergartens as Traveller"
shows, when kindergarten at least has been estab
shed there since 1863 A trainng-schOOl has been at
tached it, from which than 40 pupils have grad
uated most OF whom actively engaged in teaching
In OF near Boston, Besides, the daily papers Of that
city have frequently published able articles
on the subject. Another kindergarten, connected
with the public schools. has been open to
visitors daily; and Miss Elizlbeth p. Peabody-who
Justly may be called the apostle Of kndergarens In
America she the first TO draw public attention
to the subject and Enthusiastically TO advocate their
eIaims-was within reach and ready TO explain to
inQuirers. without further digresson allow me TO
answer the questions In the order tney were put
l. What are klndergartcns II adopt the statement
which very able advocate Froebel and hs system.
Edward Eggleston, once made, should say kinder
gartens are common sense organized SUI, this.
however true. would not sufficiently enigh en- tho
public Let me first. then. explain the word KINDER
garten childs garden-a place where chdien arc
collected by the trained and skilled teacher
as The gardener treats his plants " course TINS I'M
plies the teacher should understand their nature
and the conditions necessary development aud
perfection. One OF the conditions OF the hafnonous
natures processes of growth be aroused IN them.
III. The second question: as 10 methods or as itav-
eer' has II. What Is the system i mneh more ur
20 answer because II is almost Impossible 10 con-
press it In nutshell. as would nave 10 oo uo"1 u
adaDted TO the space allotted 10 communication III
journal 1 will mention briefly few OF It's Ieatures IL
intended to comprise the enldren rom eo "
Hone life where he may his powers often oo
freely and his school life, wnere he is placed nnief
rigid restraint when say mar ten,,es p hsr
monious manner this will still not give ueH
nite idea and when / say that the highest humah
culture must have religion, science anu ART Ior z
foundation people will be SUI more puzzeu now tuas
ia 10 be brou yht about and how tins foundation can ns
laid iu children Yet this Is done by froeocl
method. Froebel was the nTst 10 recognize anu " ,S
the fact that every chd Is center OF
seacvity Is therefore the great principle ne de'er
oped In children they not only want 10 KNOW Du aisd
70 discover; but first OF all, they want 10 do EyeIy
child something OF creative facuty IN MN, OF couiso
in finite degree, the Creator OF Worlds, IN wnose
Image made, Is ininlte ia degree Wnen, thrrS
fore Froebel gives the child simple materials 10 "or
with and law which Is even law or the universe anu
yet simple that with Its aid he produce sausla
tory results enabled the child TO give tanslos
shape TO his inward conceptions. or course. tns
child cannot do IL at first without the uiseo.ion
teacher VINO explains the use OF tho mAter'ar
thai that law. But the chnd win , soon % Deg,.
"inventing aud carrying out hs own Ideas S n
by doing 1t Is Impossible 20 a s,h9,s1 IN tre kin
era.Ttsa oeeuuations and exercises; how body nina,
ande sonl are developed harmoniously; now baDts "
order Of law Of Kindness and ls n T kIndersarten
nniv one negative statement may be allowed W mAes
wh,ch is that books sre used III hihuersea'sn
proper or up the age VI T. An advance CLASS @ ys
further op tho kindcrgarten work ana metaoas no
which roaddins, and wy.Iips' ana gpuS~fnkM n III 4.
1e@' Torp 20. ? 1874