The San Francisco call., 1895-05-21
Following was Miss
dergarten Gospel
Stoyell's paper:

l. The good message that the kindergarten gos.
pei brings 10 the home is embodied in the
simple but soul-stirring appeal, Come, let US
with our children live. that all on earth may
better, happier be-.
This appeal is the heart entreaty of one
whose childhood, through the early death of
father, really felt the need OF a parents loving
companionship a parents loving influence,
one whose early manhood WAS spent in the
service of teaching, whose maturer and richer
years were self-sacrifcingly and zealousy de-
voted to the reform OF education; one whose
life was animated by desire to contribute to
the welfare of humanity, TO iurther the happt-
ness OF the race; grand desire that gave
birth to grand educational achievement and
won for him the unique name OF "discoverer OF
Childhood"
To live with children in the FrOebelian sense
involves preparation for its performances
reverent study OF child natures training in
the science and art of educating growing hui
manity.
To live with children man and womans in
sight must be superior to their parental in
stinct, their wisdom equal 10 their parental
love, and possessing the insight the WISDOM
illumined by holy enthusiasm, they must
transform it into habits OF conduct.
To help them raise this instinct into insight
to help them gain this WISDOM, and aid them
in translatng it into practice Froebel, the great
lover and revealer OF childhood, consecrated
many years to the task, and left to mankind
rich legacy in the educational institution he
founded, and its literature.
The beautiful message he gave to the world
concentrates itself on the precious years of in
fancy. 1t holds that, however important all
subsequent periods OF human growth may be,
the Seeding time is the basis upon which they
rest. 1t knows that the later years OF ones life
are largely what the earlier years have deter
mined them, "that to the sin of omission may
be traced much that has made the sin of COM
mission possible"
1t maintains that loving insight wisely en-
ployed at the outset may accom- plish more than
the greatest skill in after years. when habit
and the complexity of all the conditions have
rendered the mind less plastic, less receptive
1t therefore bestows upon TINS critical period
of life, its surrounding and its results, its chief
attention.
This gospel holds that the happiness the
Joy, peace, freedom-of the child is willed by
the Deity, and that to be truly happy he must
truly live, that is, exist according to his inner
nature, develop according to natures law.
The inner condition necessary TO this develop
ment the child brings with him into the world,
the outer ones must be supplied by education.
1t holds, Furthermore, that the adult, in ac-
cordance with natural law, must provide this
education, these outer conditions, ana that the
BILE through a correct understanding of the
laws of childhood. Also that this education
will only fulfill its task when it deals with the
child in the totality of his powers, his physical
and psychic-when it encourages and strength
ems all the natural disposition; when it treats
him as child of nature, child OF humanity
for it to realize its relationships, and practice
in childlike way the duties which arise out of
them. 1t holds that the inner individual life
of the child reveals itself most freely most
perfectly, in play: that - this is natural,
which his early education is achieved.
To make clear his thought OF the proper
method OF procedure Froebel uses an analogy
| that grew out OF his observation and study Of
plant and child life. He finds a correspond
ence between the plans OF , ,uniolding the child's
give his plants The plant must do its own
growing, but the responsibility OF the gardener
| that growth. The gardener must work thor
oughly and by the laws that govern the plants
unfolding.
With this thought in mind Froebel terms the
| environment created for the chIld's all-sided
growth the kindergarten, and to the care
| taker, the educator, he gives the name of kim
Observation-Disclosures.
the child in the family from birth to the age of
or years under the immediate guidance of
the mother, the natural and divinely ap-
is the first and therefore the strongest, it fol-
| lows that 1t is of the highest importance that
| 1t should be the best One necessary condition
| to make it the best is that the child be 1.-The
welcome child" Since the original outfit
| largely limits the amount of development pos
! sibly this gospel pleads that the child be born
! favorable.
Obeying hint from the scrupulous care ma
ture takes in providing the child's first physi.
cal food the mother must as carefully prepare
the child's first mental nourishment, hence she
| must lay chief importance upon early impress
| sions. She should so regulate, select and har-
monize these early impressions that crowd in
upon the little child's mind that they will best
contribute to q healthy mental growth and
| awaken into life the child's sleeping soul
powers
She must know the necessity of enlisting the
childs play activity in the direction of these
impressions, for In no other way can the childs
nature be so well directed so well controlled.
For this work the mothers most helpful guide
is the study of Froebel's Mother Play" that
wonderful book prepared for mothers and
known to the kindergarten fraternity as the
richest product OF his experience as an edu-
Gator
The next stage of which this gospel treats is
the child in the kindergarten from the age of
three or thereabouts to six years under the
guidance of the undergraduates woman en-
dowed by nature for this holy mission and
made efficient in high degree by special
training.
When the little child begins to delight in
the exercise OF his powers to use his m uscles
his desires and observations in language,
when his social consciousness begins to dawn
then the kindergarten beckons him to enter.
This kindergarten, let it be distinctly under
stood, invites the child, not to relieve the home
OF one of its chief responsibilities and duties
1t is not its mission to draw the child insen-
slbly from home influence. 1t comes to the
home to render necessary helpful efficient
service in the education OF the child of the
home, to share with the home responsibility.
1t invites, not alone the little child from the
neglected, squalid, depraved home to give it
the loving protection, the happiness its birth
right demands-not alone the little child from
the wealthy, INDUCED home, to curb its selfish
ness, its caprice, and to change its social view
point to q more humane one.
But If the kinde, garten idea is to be known
in its fullness, 1t must be known in more than
its philan thropic phase.
IL claims to be essentially educational. 1t
recognizes the fact that children are most
happy and active when together. All their
powers, receptive and expressive, mental and
physical. are strengthened, developed in pro-
portion to the efforts they make to assist each
other, to do for and to do with their associates
We are told 'Man's impulse toward civiliza-
ton comes from his intercourse with his fellow
mem; that in the instinct of fellowship lies
the origin of church and state, and of all that
makes human life what it is.
1t is a truism that If the hand is to do skilled
work in later years, it must be trained in it's
growing state. This principle of activity TO
produce development the kindergarten gospel
holds as vital, and applies it equally to
the moral powers II the man is to practice
social virtues to be useful member of society,
the child must be given opportunities to exer-
else his social instincts to be useful among his
fellow-equals. The social impulse manifests
itself very early in life In his first smile the
child proclaims his social self. AS long as this
impulse is vague the family circle is sufficient
to satisfy all his social needs. But soon the
little one reaches out for the companionship of
those equal in ability; soon he requires wider
training for his social instincts. The home