National Republican., 1878-01-07
kindergarten Again.

Editor ot the Corner:
We decided to defer this discussion until
after tho holidays, rs people were too busy to
read even the REPUBLICAN, much less to take
time for thought and study, but as your paper
of the 9th utimo contained answers to our
communication, we will trespass on your kind
ness more. We regret that any names have
been given, as 1t savors Of personality, when
IL is
"PRINcIPLEs nor MEN,
we are discussing We think our assertion
that there is much misconception regarding
the system Of kindergartening was verified
in those answers. One writer used the word
"Kindergarten-school" twice. There can DO
no such thing, taking the word school in its
common acceptation. Froebel protested against
its being applied TO the kindergarten, which,
he said, Is place for the development Of tho
activities and capabilities Of children before
the usual school age. We quote from him:
"To take the oversight Of children be-
fore they are ready for school life;
to exert an influence over their whole
being in correspondence with its M
ture to strengthen their bodily powers; to
exercise their senses; to employ the awaken
ing mind to make them thoughtfully ac-
quainted with the world of nature and Of
men to guide their heart and soul in a right
direction, and lead them TO the origin Of all
life and to the reunion with Him." No omcntion
here Of books or any of the instruction Of or
dinary school life, yet there Is ample opportu-
nifty for activity and growth.
This work should be begun by the mother,
land Is, if she be true to her mission,) be car
ried on by the kindergartener, So farsas "
possible, until the child outgrows her depart
ment and is ready for school, at six or seven
years Of age Many kindergarrens are only
infant schools, such rs they had in New York
forty years ago, where songs and games were
intefspersed with studies, and where children
learned to read at three years of age, and
studied Latin at eight. In
TRUE KINDERGARTEN
children are guided to the discovery Of order.
1t is not imposed upon them as is necessary
generally in a scho5, especially when kinder
garten training has not been enjoyed
One writer says, II believe that children
should be taught to do the things that are
right and best for them to do. l believe in
making these best and right things as agree
able as possible; but believe in having them
done whether agreeable or not" So do we;
so does every lover Of children who seeks their
real good. and by this principle is every true
kindergartener guided. They who do other
wise are wolves in Sleeps clothing" Opin-
ions may clash Us TO the methods employed,
but the goal is the same. We have yet to learn
wherein Froebcls system devates from that
of the Great Teacher. We admit that our
views are imperfect as one writer asserted.
There are heights and depths in this study
| to which we have not attained
Each teacher, if he be worthy of the name,
claims to train the triune character of his
pupil, otherwise he is but pedagogue. But
does he claim to
FINISH THE WORK.
Life itself is not long enough for that.
Frocbel asked the first seven years of child
life wherein to lay good foundation. lie
never promised to build the entire super
structure, which will continue to grow
throughout eternity. 1t is said that Froebel's
disciples ignore reading. So they do, till the
child is prepared ior it and the more closely
they follow their leader, the more particular
they are in this regard. Reading is not
taught in genuine Kindergarten. When the
child is ready to learn TO read, he enters the
kindcrschool or primary class.
FROEBELINA.