The Memphis appeal. [volume] (Memphis, Tenn.) 1886-1890, 1886-11-17
CHILD TRAINING.

IL We contrast the absolute lgnor-
ance OF the babe with the amount OF
knowledge displayed by a little four
year cd, We cannot but be astonished
at what has been obtained. The child
has learned 10 walk, learned to speak
a language intelligibly, to select lis
food, to obey its parents, be respectful
in lbs manners, and a crowd of other
things that. oil put together, raise the
question whether as much ia learned
in any other four years Of later life.
Very much OF this fund Of knowledgeis
Flined without guidance or assistance
on the part Of Others, and the ques-
ton Hupgests itself whether, by care full
Instruction adapted to its early years,
the child might not be made to learn
much that is useful that is not eener-
ally taught, and to be kept from
learning many things that are dis
agreeable or hurtful2 The kinder
garten system was instituted TO do
this, and experience has demonstrated
Its value and capacity TO turn the
exercise OF the young pupils powers
into a right direction. We have re.
Ceived Me November number of
The Amerioan kindergarten magaAine,
and is contents show tba',
while giving foil play for the little
folks desire for amusement, iounda-
ton Of instruction is laid, without
coercing the will or abridging the
playful freedom Of the immature
learners. The delight they take in
. going to the kindergarten school, and
the pleasure they express in prsttling
about their occupations there, lie fall
proof OF the absence Of any such re-
ttraint ss thwatts or opposes the ns-
tural liveliness OF childhood. The
first article in the magazine before us
lie Learning to Read" 1t is full of
scientific wisdom, and well it
would be if every parent could
peruse it, 1t shows that child
should no. learn to read until II has
been trained up. to, say, 8 years Of
age in the kindergarten. This posi-
ton is sustained by the following
among other reasons: In the early
years the child derives the knowledge
II gains through the senses, which are
then most acute and active and are
able OF profting from intelligent and
skilltnl training. The reflective pow
ers are very weak, facts are gathered,
observation is alive and the mind &C.
cumn ates stock OF what we
may call primitive knowledge, upon
which it continues to draw as long
as life continues. The facts are
not reasoned about or ref ected upon;
they are accepted without challenge
and uncondtio nally treasured up for
future use. Therefore such facts
ehould be presented, not through
books, but through the senses of sight,
touch and the rest, by presenting them
in q manner tina. will be diveiting 10
the young, irr,h ctive student. The
kindergarten mode Of presenting these
facts is by means that interest
the expanding mind, offering objects
Of various kinds, and leading the
little student to observe their resem-
blances and differences, and become
interested in knowing where they
come from, aud how they grow or are
made; to distinguish form and color;
know the uses OF what they are hand
ling, and 80 ol. In this way the very
TOYS OF the little one become it's in
struciors, and its play brings in wis.
dom before the eporlive, amused child
knows what wisdom is. BY the time
nine or ten years are reached the Gu
riosity is aroused, and the desire to
bnot0 comes on rapidly. % prepared,
the child learns to read with.
out the constraiLt' and sorrowlul
incidents too commonly attend
ing the daily tax. The powers Of CD
deviation having BEEN inteligently
developed, there aries strong desire
to acquire aud to b. expert. When a
child 50 trained is able 10 read, the re-
Elective powers arc brought into action
by The delight felt in understanding