Telegram-herald., 1891-08-02
KINDERGARTEN WORK.
The True End aud Aim of Education
Considered.

The question fo- us to decide in Mich
igan today is, not how we can interest
people In. and how illustrate the true
kindergarten. for that is already done
20 n considerable extent: but how we
can convince school boards. superin-
dents and voters that the final intro
duction OF the kindergarten into the
public SCHOOL, system is thing
greatly to be desired The kinder
garten and the school. now two dis
tinct. dissimilar. and sometimes.
though very seldom, of late, antago-
nistic institr tions. how will the one af-
feet. or be affected by the other one.
AS to the final adoption of the kin
dergartcn there is one preliminary
question which goes straight to the
root OF the whole matter. At pres
ent the State accepts the respoISi-
bility of educating children after an
arbitrarily fixed age has been
reached: in Michigan. five years.
Ought il not. Gather, IL IL assumes
the responsibility at all. TO begin to
educate the child when he needs educa-
ton.
Thoughtful people are awakening to
tho fact that this regulation Is an
artificial. and not n natural one, and
that We have been wasting two prec-
ious years which might not only be
put TO valuable uses. but would so
shape and influence after teaching
that cvc-y succeeding step would he
taken with greater ease and profit.
We have been discreet in omitting tho
beginning, so long as we did not feel
s,b-e how to begin. But we know
now that Fcocbel's method Of deal
irg with fop- or five year old babies.
when used by discreet and intelligent
person, justiiies US In taking this deli
icate. debatnblc g-ouud
So far. then IL Is 4 question Of law
"A law which can be modified Just
"a soon and as sensible as the people
wish. Before, however. that modl-
fication can become the active wish
of the people. its Importance must
be understood and its effects csti.
mated. Could II be shown that
aftcr educ ton will be hindered or in
any way rendered more difficult hy
the Kindergarten. clearly all efforts 10
int<o,luce il must cease. Were il
merely matte of Indifference. some
thiHE iHdt WoutH neii0eE make nor
mar the after work of schools. then
II remains matter of choice or
fancy. for individual parents 10 de-
eide as they like: but n it can be
shown that tae work OF the kinder,
garten viii lay more solid found7t
tion. or trace more direct paths for
the workers of latter period. then
II hehoovcs Ne 20 give ~ n hearty
welcome. and TO work out its princi
pie with scaloas good will and
working ont" its principles means
not accepting II az n finallty--a piece
~ fiawle<s perfection -.hut as n step.
ping stone which will lead VS. nearer
to the truth II IL Is a good thing
~ is good for all n II is truth. W.
want it eve~y " here. but this new
department cf educ alton and training
IL 20 gain ground. or accomplish The
sYrcce~sfuI sruitIon ~ its wishes. there
nau-t ~ perfect unity among teach
| e-S concerning ~. n We MI under
stood the thing itseii. snd andorst oet
each Other. thsrr r0s1id be ~ lark ~
sympathy. yet tiaere has been misan
| standing. 4ni rnuf1iet occasionally
nj some ,sfaee woFfhY Teaches
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