The sun. [volume] (New York [N.Y.]) 1833-1916, 1879-04-20


authoritative summary Of his principles But
fundamental idea was the observation OF tho
natural order In mental growth and such an
adaptation of tuition to cNch stage as 10 tend d.
rectly 70 promote the next step Of development.
From his own experience in instruction he laid
down ths rule that the systematic study Of things
should precede that Of books-that tho obscrv-
| ing powers should be trained TO per-
| ceivo and discriminate by exercise upon
real objects. and that tho oflco Of print
cd matter is to supplement the knowledge
| thus acquired. This Is the obvious. and In pop
1lar estimation, tho characteristic feature OF his
method. The movement started by Psstalo7zi
wns In the main q salutary reaction from tho
old habit Of rote learning but in tho hands Of
some Of HIS followcrslit was carried too far. To
personal experience which is doubtless indis-
pensable rs forming the basis Of all knowledge
was assigned too high place. while too little
| Importance was attached to the knowledge de-
| rived at second hand through the experience Of
| others. and which must always constitute the
bulk Of our acquisitions.
| Froebel was a disciple Of Peetalozzi. hut he
surpassed his maetcr in continuing means Of
applying the same fundamental ideas in prac-
| ticc There is much suggestiveness in the word
which he invented. kindergarten meaning, Of
| course, place where children are cultivated
I u "
| postulate which. by the way. has since been ac-
cepted by Herbert Spencer namely. that tho
| education OF children should he begun at the
| earliest period OF conscious existence and dur
| ing number OF years should be strictly based
| on self-actvty Froebe drew two striking de-
| ductions both entirely antagonistc 10 the old
notions Of education. One was that whatever
| gives pleasure to children generally and at all
times inevitably serves to promote their devel-
opment in some healthful way. He held the
converse Of this proposition TO be also true. that
whatever ia disiasteful to children in general
| and whatever is performed as mere task work.
is OF but very little worth in furtherine the
right development OF n child. There is some
truth in these propositions. but We need not
| point out how much caution and discrlmina-
ton are required In their adjustment TO indl-
viduals. great variety Of unnecessary or
| hurtiul desires aud proclivities may arise from
Inheritance. and II is only after wide and pa
tent investigation that teachers can distinguish
unerringly between the manifestations Of spu-
rlous and real needs. A like objection may be
! taken TO another fundamental principle OF
| Froebe; he aimed TO secure a svmmctrical and
harmonious development Of all the powers. and
he claimed that to this end each capacity should
receive attention in proportion 10 Its present
| activity. Unless this rule were ADAPTED with
the utmost wariness and elasticity TO dawning
signs Of inherited ability. II is plain that II
might permanently check the evolution Of indi-
yidua gifts In the child. and produce n s,unted
character. II has been pointed out by Mr. W.
| 5. Harris Of st. Louis. whore kindergarten in
struction has been tried that in this matter Of
overlooking the accumulated stock Of inherited
talent Frocbe went 20 the edge Of safety. 1t is
easy 70 20 over the brink.
The great problem which Is now set for tho
solution Of teachers IS how 10 harmonic the
conceptions embodied in two rival and rp-
parently inconsistent methods-the Old scholas-
tic system and tho new process Of object teach
ing. Certainly the agencies and forces which
the latter calls into play are natural. carry
their vouchers on their face. and demand Of US
| faithful recognition. On the other hand. 10
exclude books from n predominant share IN
school course would be TO ioreco and Ignore the
most precious fruits Of civilization. Mr..
Johonnot comedies that not only should books
DO used. but that they should be even more
largely and generally turned 20 account than
they are now. But he would Rnuge and appor-
ton the time and purpose of their use. In his
Judgment the only change required Is that no
attempt shall be made 20 get more out Of them
than they contain. or TO make them do the par
ticulAr work which can only be discharged
by personal experience In tho study OF things
at first hand.
hhNAANA htGtHA lA'oAAA NAlNh HhlAA uNniAH ~
conclusive answer. 10 concerned with the ieasl
bility Of arranging courses Of study for ad-
vanced schools that shall embody the kinder
garten principle. and eliminate IN the skill now
obtained only through technical instruction. In
the latest revision Of the Prussian normal
schools. the idea has been partly carried out in
the Introduction o, two branches Of industry
gardening and silk culture rs regular features
Of the curriculum. An experiment In the same
direction has recently been made at the Massa-
chusetts Institute Of Technology. and is said TO
have been attended with marked success. In
one OF his chapters Mr.. Johonnot sums up the
advantages expected 10 accrue from such COM
bination OF hand culture with brain culture.
By handling objects, il is claimed. n keener in
tefest is excited and deeper impression is
made. Moreover. the manipulation Of the
materials requisite for work leads 20 o
closer investigation into the qualities and
relations OF objects. and TRANSFORMS vague
notions into positive knowledge. In
the acquisition. too. Of manual dexterity
the intellect is excited. md this excitement re-
acts upon the muscles. the physical and inteec-
} tual disciplines thus furtherlng each other II
would follow that the materials chosen for hand
labor should be selected quite az much with ref
erence TO the character and fitness of the mental
? development which they afford as 10 the prac-
I teal value Of the knowledge 10 be gained from
them. Finally II may be arEued with con-
siderable show Of plausibility that the study Of
things affords well-ngh as suitable field for the
cultivation of that retontive power which forms
the root OF mental acquisition rs does the study
Of books. Certainly. where the former mode OIL
research is supplemented by actual hand labor
4 It would seem that a much sharper and conse-
| quenty more lasting dnt must be left upon the
! cerebral substance. Nor can we doubt that the
relation OF things in the infinite variety OF M
ture offers scope for the most perfect develop
Z ment OF associative memory
. Prom Egypt 60 Palestine.
I There is an impression that the scenes q
l. Eastern life portrayed with so much vigor II
Eothen " were never witnessed by Mr.. King
: lake save as he behold them pictured 70 hi