The Memphis appeal. [volume] (Memphis, Tenn.) 1886-1890, 1888-06-24

see OF this first period Of the growth Of the
| human soul. II q tender young leaf bo
| pricked in springtime with the finest needle,
| II will show scar Of continually increasing
size till il withers in the autumn. How
many such needle pricks does not the young
child-soul receive, and in them the begin
ming Of many scars, bad habits, faults and
vices2 Is there single human being who
has not to bear the weight-often a very
heavy one--of the consequences of some
neglect in childhood? For each one OF us
| the roots of our being are planted in our
childhood, and as are the roots so will be
the tree. The good and the bad alike, If
| they could see down In the lowest depths Of
their existence, would be able to trace back
their good deeds and their evil ones, in their
latest qualifications, to the seeds sown in in
fancy and early childhood. 1t is true that the
origin. both of physical and moral diseases,
| lies to great extent, in the mate DISPOSE
sitions which are the heritage Of parents and
ancestors but II depends upon carly care
and training whether these dispositions be
developed or suppressed. Every evil tend
| cncy can be overcome TO a certain degree"
IL we recognize the force OF the above ut
terances of Baroness Marenholtz- Buelow, we
must at the same time recognize the import
ance Of the kindergarten system of early edu-
cation. As Is well known, the kindergarten
Is a product Of German thought but our
practical nation has, with the energy char
actcristic of America, grasped and fostered
the idea, until today we have far surpassed
in practical application the land which orig
mated 1t. And within our borders it is st.
Louis 10 whom, above all other cities,
belongs the credit OF having cherished the
lSindergartens. and Of having developed
them TO n high degree Of perfection, as part
OF her public schools.
During recent stay ut that city l visited,
at the suggestion Of Mrs. A. L. Bowles, Of
Memphis, principal Of Bowles' school on
Adams street. the exposition of kindergarten
work at the Polytechnic institute. This
thoroughly progressive aud energetic teacher
who recognizing the well earned reputation
Of the Future Great as a leader in educa-
tional matters, had repaired TO st. Louis to
investigate and acquaint herself with all that
Is progressive in the province OF education,
seemed perfectly carried away with what she
had seen of the work of the kindergartens.
| Although / was not influenced by the same
devotion to calling which characterizes Mrs.
Bowles. soon felt q keen interest awakened
when stood in the spacious halls of the in
stitutc, which were literally crowded with
the neat specimens of the work of tiny
hands, work so neat, and even artistic, that
one could not but marvel at the degree Of
practical skill of which child;bands are
capable. Miss Mccullough. the head of this
delight in furnishing explanations. She Is
thoroughly in love with her work, and her
earnest, intelligent countenance beamcd
with pleasure ~ she dwelled with ready
cloquence upon tho success OF her kinder
cartons and the benefits the pupils derived
FROM them.
Al the kindergarten. according 10 Froebel's
principles, body and spirit both receive due
attention; neither issuppressed nor neglected
for the sake OF the other, but the body
through the discipline Of the senses and i'm
pulses Is raised TO the level Of the spirit. Tc
state the principles underlying this system
OF education in a concise form we may say:
Education means a harmonious development
of all the bodily and mental powers; tn,
spontaneous Is the raw material and the only
element that Is valuable in education, ant
the teacher must connect all his instruction.
In with these and graft il upon the spontanc
Gus activity OF the child; the work OF thu
/. teacher Is not TO give knowledge alb extra
but 10 supply material, means and op
portunity In rational and harmo
NOUS order for the childs mind spontane
ously 20 work upon; and, finally, In tn
/; presentation OF their materials or occupa
lions there must be no break, because al
, occupations which train must be DEVELOPS
|. out Of each other. The steps In froebcl'
system are: ~ Spontaneity or play. which
however. In child is always serious, an
. never frivolous: (2) direction Of this towar
i external fact and truth; (3) weaving OF spon
: taneous powers into ordinary occupation.
(4) development into self culture, indepcnd
\ ent action, a love Of knowledge, beauty an
: society The idea Is TO give the children eS
|. action IN the place Of abstrac
I learning. In the kindergarten th
!, children . find themselves surroundc
!, by n miniature world adapted TO their n
quircmonts at different stages OF growth an
= through action In which they can deyelo
! themselves according 10 the laws Of thci
/. nature. In common with their parents. the
\ rejoice In tho discovery that lessons an
Y tears have no necessary connection with eac
/ other. Play Is for them at the same tim
work. for Il serves 10 develop their member
senses and organs. The favorito occupatio
!. OF their little hands IL 90 dabble In soiae 20
1. mess and 10 try their skill at shaping an
4. producing.
!, Modelling Is one Of the first necessities ,
:. child nature, and here hefore me were u
n | proofs Of what can be accomplished In III
direction II the childish efforts are properl
A guided. On long tables lay In endless varici
the specimens Of clay modelling. There We
I. balls, apples, pears, grapes. leaves, articl
A. Of furniture, stoves, and almost every objc
Il. that one encounters In the fields or In Il
4 household, even human hands and feet, a
reproduced In clay In various stagcs OF pc
Y fcction. The finished objects were amp
IN proof OF the delight these children mn
n. have experienced In forming them.
another table were seen mats. baskets boxs
I letter cases. etc, In all sorts OF pref
II; patterns, all plated from dinerc
n | colorcd papers, straw or leaths
. Then again | saw architectural stru'
N urcs of tho childrcns own plannin
es Further on noticed hung upon the wa
specimens Of paper folded into all sorts
ha shapes, representing squares, octagona
a. STAR, flowers and what not All the yario
n. forms which tho children produce In Il
n. way are arrived at by gradual transitio
-, from one fundamental mathematical forl
-. aud thus the elements OF geometry are I
m. quircd In thu kindergarten, not through q
I'M stract instruction, but by observation a.
ls original construction. There were lace-li
ma arabcsqucs cut out OF fine white paper a
I'M pasted on blue paper; ingenious
vices OF plated straw and sticks,
I'M tistio little houses and churches, Il
NJ niture, ETC., constructed Of little sicl
Nv needle work from tho simple stralg
g. line 10 complete figures and a promine
n place was reserved for all manner OF dra
ID. lngs. done according 10 froobol's new line
I'M method: In short. II was n yeritable
n and industrial exhibition Of the works
m the little manufacturers But the center
n attraction was the model OF q kindergnrt
lla building, exterior and interior, copied frs
M one Of tho ST. Louis KlnderRartens,
n looked 20 neat and inviting. and home-li
" that I could not help but yearn for scel
no. the original with IL complement OF hap
on. children at work.
Inn The hour spent at the Polytechnie has 9,