West Virginia freeman. (Parkersburg, W. Va.) 1881-1886, 1885-09-16

80 we must remember that each
child is an individual, and each
must have special care. The Kin
dergarten recognizes this, and each
child becomes the special study of
the wise Kindergarten. Each
child is to her an open book for
study, and each one is studied as if
it was the only child in the world.
She looks down through its eyes,
the windows of its soul, into that
soul, and sees what are it's special
needs.
The kindergarten also recognize
es the three-fold nature of the
child, Mental, Moral and Physical.
It takes it as child of nature, a
child of humanity and child of
God. 1t is at the development OF
this three.fold nature that the Kin
dergarten aims. No part is to be
left undeveloped- 1t starts with
the child at the tender age Of three
years. Indeed, we have children
in our free kindergarten in Balti-
more even younger than that, be.
fore evil can be very deeply rooted
in their hearts; but not too soon,
for some of the little ones who
come to see us know nothing but
profanity, and use tobacco like old
men. This can not last long after
entering our schools, for the loving,
gentle influence of the Kinder
gartner soon wins them to the right.
METHODS OF TEACHING.
The development of the child is
carried on by the means of a sys-
tenn of Gifts, Occupations, Trades,
Games, Songs, Plays, Talks, &c.
We commence with the simplest
form in nature, ball. With that
ball the child plays, but the play
is we'll directed play. The Kinder
gartner is right there to watch it
and see that there is no selfshness
displayed, and if there is, to lead
the child from its own pleasure to
the pleasure of others. Through
these plays a child learns innu-
merable things. And a child is
never too young to learn. If good
is not being planted in its heart,
evil will be. Every game, every
thing in the training is aimed at
the special development of some
one thing in some child. The child
does not know it, but all these lit
tie things combine in the end to
bring out well rounded character;
and character-building is the great
object.
Oh, what a responsibility We
have these little human beings to
mould for God, and if we do not do
it, their surroundings will mould
them for other service.
The mental nature is developed,
not by pouring in and examining,
but by drawing out all we can from
the child. 1t is taught to observe,
and thus finding out for itself, it
never forgets. In this way many
useful things are learned, but above
all, the child's mind is strengthen
ed and it is taught to think. Oh!
for more thinking in this world of
ours! When the Kindergarten be-
comes universal, there will be more
Here the child is not
educated by instruction, but by ex-
periencc. 1t learns to do by doing.
Not only is the three-fold nature of
the child considered, but every fac
ulty and member is trained. Take
the hand, the most wonderful part
of the body. Through the plays of
the kindergarten the child gets
perfect control of it. The weav.
ing, sewing, building, tick.laying,
all require exactness. The eye is
trained also. If a child builds
something that is not straight, it
soon detects it, and of itself corrects
it. The kindergarten never helps
a child to do what it can do for it.
self. Sometimes one child is allow
ed to help another, because we
want them to be helpful to each
other. We want to develop individ-
uality we want to make them feel
also that they are a part of one
great whole, and each owes some
thing to the other. Through the
gifts and occupations love for the