Wichita eagle., 1890-01-30
THE KINDERGARTEN.
A Glance At the ". c. 7. u. Kindergarten-1ts
Progress and General Outline OF Its
Work.

attained the age at which 1t is desirable tc
subject their minds to the course of train
ing that is adopted in the public schools.
1t has been truly stated that child learns
more the first five years OF its life than it
does during the remainder of its existence.
Then it is evidently of the utmost import
ance that it's opportunities should be the
best for acquiring the amount of knowl-
edge tnat the infant mind demands.
1t goes without saying that 1t is danger
Gus to force the child's mind, but in self
defence the child insists upon obtaining a
certain amount of information. Nature
has fitted the mind for this rapid advance
ment and if the child does not have the
opportunity to acquire correct knowledge
its mind will grasp an equal amount OF
distorted ideas in spite of everything that
can be done to prevent it. Many parents
enormously suppose that child needs no
mental training until it is past FIVE years
of age and then if it has acquired the al
phabet by the time it is seven. the age at
which children are admitted into the pub
lie schools, its progress is supposed to be
quite satisfactory.
The minds of two children at five years
of age are practically equally developed; at
any rate this is true in the majority of
cases. That is to say the one has acquired
as many ideas as the other. Neither of
them comprehend what they have acquir-
ed, but the mind has been developed all
the same. That being the case the one
that has had the advantages of the kinder
garten training has its mind stored with
correct knowledge and principles that can
C1ncassfpl1v ha orarlipd aHu cafJnp
advances. The others mind is filled with
erroneous comparisons and distorted ideas
which must all be unlearned before any
satisfactory progress can be made at
school. The work Of unlearning is much
more tedious than the work of learning,
while it has discouraging effect upon
the child. On the other hand the acquir-
ing of knowledge and the application OF
principles of thought that are almost I'M
consciously acquired is pleasurable eX
element for the child and beneficial to its
mental and PHYSICAL growth.
The teacher in the primary department
of the public school understands the SUBJ
ject we'll and knows that the difference in
the adaptibility of the different minds to
the acquiring of knowledge is due more to
the training the mind was subjected to in
infancy rather than to any difference in
intellectual capability.
The kindergarten does not teach but
simply affords the child the opportunity
for acquiring the amount of true knowl-
edge that the mind will naturally grasp,
ia other words it does not teach but affords
the child the opportunity to learn.
Parents are invited to spend any fore
noon at the W. c. T. q. kindergarten on
South Market street where they may see
for themselves the advantages of this sys-
tenn for children. The school Is under the
personal direction of Miss Amelia l..
Halsey who has had twenty years exper-
fence in teaching. Miss Halsey received
the regular course of training for kinder
2arten teacher in Chicago at one of the
leading institutions of that city and her
experience eminently qualities her for the
work The w. G. T. L. feel that they are
particularly fortunate in having secured
the services of so competent teacher
The room is more than comfortably
fitted I'D and every comfort of a home fire
side is afforded the little ones who enjoy
their lessons as much as they 90 their
games. In fact the lesson itself is a game
and the knowledge comes to the child
while really at play. They are taught or
rather permitted to learn to sing by
piano which is played by the teacher and
their aptitude for learning is
simply astonishing The mind is not
urged ia the slightest degree and would be
absorbing useless information if the cor
rect ideas were not spread out before it in
a tempting garb.
The best of order is maintained and yet
the school is conducted without single
rule. The work or more appropriately play
is SO arranged that discipline is not neces-
sary and order is the natural insult. Miss
Halseys tact and skill as a directress is
such that the children love her second only
TO requirement of knowledge.
In the morning the children ara first led
to notice the sunshine, the surroundings,
each other and the manifold blessings
that are theirs and their childish hearts
well up in gratitude to the creator and
giver OF all good, the inscrutible dispenser
of life and happiness Then follow the OBJ
iect lessons from cubes, circles and divided
blocks the child learns unawares correct
weight color and the humid
red different qualities of everything 1t
touches. 4 variety of games are played
with these blocks which affords the child
endless amusement and yet it is impossible
for its mind to receive any incorrect idea
that will have to be unlearned Or corrected
as it grows older.
They range themselves in circles an
different figures about the room and with
each movement that is merely play to the
ipIa laarraH Very lit
tie is accomplished in one day but to note
the progress of a month or even week IS
astonishing. AT the same time II the
children remained at home to play aim
lessly the mind would acquire just as
many ideas and the brain be taxed the
same. The difference is that nine-tenths
Of the information acquired by the child
would be useless probably a hindrance to
its future advancement. In the Kinder
garten training every idea obtained Will
be useful and above all the mind learns
how to think to advantage. The child
that has had kindergarten advantages Will
far outstrip the one that has not, when
school work actually commences and yet
the one may have no natural advantages
over the other
The expense of giving the little ones a
morning in the kindergarten is too trlfiing
to mention Miss Halsey will be glad TO
welcome any that are interested IN her
work at any time. The morning only is
devoted to kindergarten work, the after
noon being set aside for work OF equal
Importance.
In the afternoon the older pupils and
those that propose entering the public