New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1892-05-12
SELECTIONS FROM THE MAIL.
KINDERGARTEN AND PUBLIC SCHOOLS.


PLEA For THE NEW SYSTEM on THE GROUND
OF PUBLIC NECESSITY.
TO the Editor OF The Tribune.
Sir: In regard to introducing the kindergarten into
the public schools, may present you the follow
Ing considerations:
board On the ground that il would be an outrage
u put upon the atty the burden OF an expense OF
soVOooOO, merely that the children Of the dty may
oesih me study OF grammar little earlier. Inc
au'VcaIes OF the measure acknowledge frankly that
numbers nearly 100000 Inhabitants and whose real
Estate ana personal property are assessed al nearly
Two thousand million of dollars. would not seem too
great even II merely" there would thereby be Sc
e elsr TO the next generation little more little
.iih othcf ana stronger arguments necessary, they
would respectfully present the appeal as one Tor self,
that the children ot the clty-and we trust pathos
Of PHI the name WIN touch the maginaton-may look to
their parent for the same training OF the soul as
wen AS the mind that the individual child has
f fliI to demand from the individual parent and
child, but for the eventual benefit TO the parent.
We appeal for Klndergarten In the public schools on
Influence possible for the city 10 masse to
eS s 1a'niag Of oo goSd citizens We appeal for an
children OF the city will be made happier and
Intelligent In school, of which the prceminent ad-
that they begin nightly but also to save the city
ai eventual expense OF SlO,O0oOo0 or more for
s'o wsm a aa IN s its nt edcn
drift inevitably to the squaor the want the shift
ment than from neglected Temperament. The ind
vidual parent feels the responsibility Of heredity,
breads TO discover In the Child seeds Of evil by
himself. Not less should great city realize its
power to determine the hercdity not OF its own i'm
mediate generation OF children. but that OF their
own children with advantages perfectly in Its power
to bestow and certain to react In the years to come
with force that grows OF gcometric progression,
force which leaving out of consideration the interest,
OF the children themselves viii be OF lnealculabc
young and you will not need TO reform the old.
Neglect the minds Of the young, and you will not
old.
H. 1t will at once be asked, Granting the value of
the results claimed by what methods they secured
by the Kindergarten system How IS 1t possible for
citizens Of so much finer calbe to develop merely
from beginning school little earllerl" To which
must repeat that 1t Is not in the beginning earlier but
In the beginning better that the miracle lies. The
Impressions. boy MAJ forget dsdain Il part but
atmosphere. not dogma, that ctucates the Kinder
garten surrounds the child with an atmosphere Of
culture ana nt"Igcnce ana good VIII to men. said
the boy llene Of The old French drummer in his
fathers household. when he talked about Liberty, /
ana not understand but when. he PLAYED the Mar,e
lai,c on his drum. then understood" The Kinder
caren plays the Marscllasc The finely responsive
chords % the Young soul which will never vibratc to
any other influence effectively. The ordinary
school tells the child he ought To love his country the
Kindergarten makes him love il. The tells him
facts about Washington and jefferson and patriotic
wave rs he marches round the room 10 n stirring
National air. and behold! he himself has become
:n'up - And as ic is nladr indclby patriotic by a
mer' .mpic's'Jn OF he Is tnught ndcibiy I'm other
ways ~ other Impressions. to h. Courteous To be-
honest I" 10 unscltsh TO be thoughtful. Ia regard the
rights Of Others 10 feel the impulses Of love and ten
dcrnc,N and sympathy. and Of s"frc,pcct. and 10 BE-
sensitive 10 beauty No denies the importance OF
the'" factors Of education but II Is generally sup
posed that everything except intellectual nc> will be
taught N. child at homo and In society: and It is
too often forgotten that ~ the children ~ tc
civ End the worst OF Influences I'm their homes and
the society that surround, them. There Is not a game
not talk not picture. not a song. I'm the Kinder
inrcn method which nghtens learning by games and
talks and pictures and songs. hut has an Interior
making an impression
H. mi, Then. Is the chief value Of the Kinder
car@n method !, hxc, habit in the mind. n important
as the habits 81 the ody Of occupation That which
Won make habit for yourself bec6mes the good or
bad last, ~ yonr children and the virtue OF your
grand chilircn We are al good or bad ROT
fccnus" Of the attitude Of mind which confront
circumstances. \ heap Of damp clav in the road
mhdng mud hall 10 throw NJ n policeman You can
not arrange the NE Of vorr child that he shall never
hs mind I'm channels Tint shan determine what he viii
think about when he meets damp clay. YOn cannot
MAKO boy good by h"nming him IN with Sken cur
taln,: cvll dWellS within well without and ho
may need outlets rather hnn curtains Nor can Won
Keep 'ur~clf .af" from evil by locking mp evil I'm
distant part ~ tho CITY. You can neither lock owl
WHICH 10 de"rmln" the attitude Of the growing soul
u the owl which II j. liable ut moment 10 mcoi
p'"ro Of taste that the Kinder gnrcn excos: the taste
that IN second generation becomes vlrtIe. | car
think ~ no better description ~ II than divine
hvpnotsm ~ the soul a method ~ mental "slggc.
tlon." bv which the teacher determines for tho vonnc
SOM under h~ guidance not the circumstances II (.
- encounter Int re attitude II shall assume toward.
whatever Circumstances may c9nir9nt it whether Of
Ncw-Yorh. May :. 1892.