The Redwood gazette. [volume] (Redwood Falls, Minn.) 1873-1940, 1882-06-29
Educational Column.
AT WHAT AGE SHOULD a CHILD
ENTER SCHOOL.

is body mind and soul. His life
discipline is to develop in some
measure this nature, and prepare him
for useful labor, not only in the
present, but in other stages of exis-
tence. A young plant, from inju-
dicious placing, may fail to obtain
the greatest robustness and perfec-
ton. So we may have a weakling,
instead of the strong, capable, we'll
poised hbeing whom it is certain
Providence designed to rule the
earth. The question then comes,
how shall we best train the young
being in Natures way and Gods
way, so that at last there may come
forth to life's work one who is truly
fitted for its unlertakingsi
We must first know the scope of
. work before undertaking it. To
know any one thing, we must study
and observe that thing. Let us, then
study the child. During the first
few months of its existence it is
merely little animal. 1t eats and
sleeps that it may grow. 1t possess
es, to DO sure, the powers and quail.
ties which distinguish it from other
animals; but they arc as yet lying
dormant; the physical predominates.
It is the broad, firm basis on which
the edidce of human life stands. 1t
is the dark, rich soil into which the
tender plant strikes its roots to gath
or beauty and strength. The first
duty, then, of mother and teacher is
to make the child strong; to give
him such conditions and surround.
ings as will result in physical beau
| ty, buoyancy of spirits, and = sunny
temper.
How does anything grow? 1t is
through constant motion. Look at
the genuine child; he is never still.
From early dawn until sunset he is
fitting here and there, out of one
place into another. The active
tongue keeps pace with the active
feet. The bright eyes sec every.
thing; the eager ears catch every
sound; the busy brain is sorting and
arranging constan: flow of ideas.
Here is the grace of the kitten,
the lightness of the bird, with the
lovely child-soul shining out through
all. 1t is just as important for a
child at Eve as at three to be
dancing, fitting, singing creature;
and he should have a. favorable
conditions for being such. As we
have said before, true growth comes
of motion. To require the constant
sitting and lack Of motion which a
primary school entails, is depriving
the child of one of the prime con-
ditions of growth. The frequent
changes of position and the physical
exercises which every teacher will
employ mitigate, to great extent,
the evils arising from too much
quietude. But they cannot take the
place of the constant motion and
freedom which is absolutely indis-
pensable to the child of five. The
majority of children enter school
supple, erect, active, with correct
breathing. A year is sufficient
length of time to produce, in the
same children, rounded shoulder, and
awkward carriage, incorrect breath
ing, loss of color and spirits, as we'll
as of flesh. Often there is a change
in manner that is puzzIing and dis
tressing to thoughtful parents.
Where the little one was Def ore un-
conscious and naive, he is now con.
scious and artificial. A dull list.
lessncss has taken the place of his
former inquiry.
| Why this? Does it result wholly
from the improper confinement?
That is certainly the beginning, but
not all. School life is too abrupt. q
transition from home life; the
change is so complete and startling
that it is enough in itself to work
harm to the child's nature. There
should be link between the home
life and the school which shall par
take of the nature Of both. Then
again, the exercises of the school
are not suited to the capacity of the
tivs-year old child. During the first
seven years of life tho perceptive
powers are the chief factors of
knowledge. Nineteenth of what the
child knows is gained through tho
senses. The work of the first seven
Years, then, should be to cultivate the
organs of sense. The eye must be
trained to see, the ear to hear, the
hands to do. He must learn the
form, size, and color of objects, their
qualities and uses. Flowers, trees,
stones, animals, and all tho objects
of the outer world, are his natural
Textbooks. 1t is surprising to know
how much child will learn by OBJ
seryation in one year. 1t is more
surprising to find how much he will
forget in the same length of time, if
his mind is taken from such practice
and held to something of different
nature.
To briefly recapitulatc: A child
should not enter the primary school
school before the age of seven, be.
cause
/. The necessary confinement
and repression, are unnatural, and
hinder healtful growth.
| 2. The exercises Of the primary
school are beyond the comprehsn-
sion of the child; that is time which
should be spent in learning facts
about objects from constant associa.
ton with them, is given to stage
of work one step beyond, which
should come q little later, and fos
which the child's mind is IS yet M
prepared. s.