Capital journal. (Salem, Or.) 1893-1895, 1895-05-23
THE KINDERGARFEN

TO say; "Tell us, actually and practically
what the kindergarten is going to do for oui
children" Fathers have right TO ash
mothers whose hearts are set on putting tn,
children into kindergarten, "What is the
good Of it any way1" Unless the kindergar
tner can tell the mother in a way she can un-
deTstand, the mother cannot tell the father ia
a way which will make him feel that he is
paying bills to any particular purpose.
The average mother Of children today, be.
lieves in general sort Of way, that the kin
dcrgarten is very good thing She believes
this because people tell her So She knows
that the teachers are usually earnest and con.
scientious women, that the children are am
used and entertained, that they learn pretty
songs and plays, and make bright colored lit
tie jim-cracks for her to take care Of. But
ust wherein consists the direct educational
advantage, the intellectual and spiritual good
is the point where ideas are apt to be little
hazy. She sometimes wonders why her child
should be better of in a kindergarten than
playing happily at home or out doors.
Now it is very hard Tor young kindergar-
tner 10 formulate an answer to questions on
these points. She knows good deal more
han she can tell. Like the children, she can
at first express better by deeds than in words
10 give any simple, definite and satisfactory
statement Of the Kindergarten, such state
ment as will form clear ideas in mothers
mind, is not easy for any Kindergarten, on
account Of the comprehensivenes Of the sub
ject, for it is as broad as human nature; it is
aothng more or less than thought and in.
tention Of God that we have TO interpret.
Kindergartners are very apt to take Froe-
bePs writings and use them as sort of bal.
loon by means Of which they take fights into
the empyrean SO far above the ordinary walks
Of life, that the mother, who has not made a
very great study Of Froebel, has great diff
Guilty in following. Every child has a three
fold nature. He is body, mind and soul. At
home, during his earlier years, his body is the
chief object Of care and solcitude, mind and
soul being allowed to develop pretty much as
they will at first.
In school, the mind gets most ofthe atten.
lion, body and soul being left largely hot Of
the calculation. Now, IL it were not true
that the child has a three.fod nature, il
would be all sufficient to give him good phys.
ical care during the first six years, and then
send him to school to get his mind trained
II in the one child, body, mind and soul did
not dwell together during life as an INSOFAR.
able unity, the old way Of caring for body at
home, mind at school, and soul at Sunday
school, would do very we'll, and there would
be no need Of kindergartens. But the child
has growing mind and soul at home, and be
has an active body and forming character
lanother name for souD at school, so he takes
us restless body and enquirng mind with him
70 Sunday school. lie has his three fold ma
ture, and as yet the kindergarten is the only
educational institution which recognizes it
and strives 10 educate II.
Whatever the kindergarten gives a child,
Of song, story, work or play, takes into &C.
count the active body, the unfolding mind
and the growing character or soul.
The best educators, ancient and modern,
agree that forming oi character, which i'm.
plies power to net rightly, efficiently and
wisely. is the end and aim Of true education.
Teachers today are beginning 10 put thi.
thought into practical daily use. The child Is
not 20 learn, simply that he may know, bui
that be may do, and through doing what /.
slls and night, build up ths character, which
70 10 make him what he can be In time, and
for sleinily. All hsndwork aud manual
training as means 70 this end The Amouel
oi clay, pspsI, Wood a. iIoa weSk. Is noihing
10 iisslil bpi The pawer developed and lhe
character iolnisd by tho conscientious doing
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iegsshsL sRshis lhs child ~ saplsss himsrlf
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