St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1896-02-23

grades: In the first years work we
have $50 pupils, in the sixth 80, in the
eighth o. This shows how many are
able to take no more than the primary
grades. They begin to drop off dur
ing the third year and continue all
through the course"
What do you consider is the average
amount Of schooling received by young
people in the German school district?'
THE average is less than two years
1 have been here so long and have
made such a careful study of the ques-
ton that 1 believe that is very con-
sentative estimate. But cutting off
the kindergarten, it will simply reduce
the school average one year. Per-
sonally | believe 1t would be a good
system to allow them to enter at four
and remain until they are six. Those
who complete their work would have
that much better foundation, and those
VINO quit early would have that much
more of an education. AS for abolish
ing the kindergarten it would certainly
mean very serious injury to the edu-
cational interests of this district
Miss Sarah c. Brooks, superintend-
ent Of the kindergarten and primary
work of the city, says:
The great thing has been in the
change it has made in the homes of
the people themselves. l know neigh
borhoods in which the whole aspect of
the children has changed since kinder
gartens have come. The children once
came to school half-dressed and dirty
Lessons OF neatness, carefulneSs, clean
Hness have been inculcated. The
clothes are clean and mended. The
children come to school with handker-
chiefs One teacher wondered where
n hot, ho, iaf-
as they had never had any before. In
stead of being street educated they
are getting a better kind that turns
their thoughts in sweeter direction.
From four to six years of age the
memory is very active. The child
should be given things worth remem-
bering when the mind is more plant.
In all districts there is the same result.
In the kindergarten there is more
of an opportunity for home life feeling
than in the other grades. Lessons of
unselfishness, gentlenesS and self-con-
troll are taught, which lie at the foun-
dalton Of all community life. Rich and
poor are helped alike in one way in
respect for law and consideration for
other people.
I'm the work which the children re-
ceive, all the powers of mind and body
are so developed. l heard a principal,
who is a conservative man, remark
that those children who have had kim.
dergarten training, gain a year in the
three following years. This fact is be-
ing illustrated right here in the city,
where kindergarten children are pre-
pairing to jump grades.
Those who enter the primary from
the kindergarten are more active. 1t
takes more to supply their needs than
those who have not had this training.
They learn to read, and learn number
work much quicker than the ones who
have not been in the kindergarten.
Its most serious play The thought
of the children in play is to compre-
bend and interpret life. We give them
lessons in history, literature and ma
lures work.
In reply to the question as to what
part of the school work should be cut
out, if any, she said: I'VE could dis
pense with good deal of the upper
story rather than lose our kindergarten.
1t is the school of the poor people.
There are SO many of our children who
do not get to the high school. Out of
the thousands paid out for the high
school, though 1 don't say it is not Of
value, if we could only have some hun
dreds of it in our kindergartens, rather
than to have them dispensed with. I
have been frequently touched by what
the children say. If lullaby is taught
them, or a story is told, they will come
back to school the next day and say, L
told it to mamma last night and she
liked it, or 1 sung it to the baby
THE mothers clubs come right from
this work. They are all studying the
child and endeavoring in every way to
comprehend the needs Of the little chill
dren. They don't think of the expense
when they wish material to put in the
high schools. This is robbing Peter to
pay Paul.
"a teacher said to me the other day:
And now they are going to take away
the kindergarten, the only help l have
in raising the status of morals in the
community where l live.''
Miss Lucia Miller, principal of the
Webster school, says in reference to
this question: 81 should think it a
very unwise measure to eliminate the
kindergarten now, after the expense of
establishing it. 1t seems to me the
results have proved the wisdom of in
Producing and sustaining it. 1 have
had admitted in my kindergarten 142
children since September These chill
dren are of the weather. classes, which
shows how the kindergarten is appre-
ciated by all. They gain in powers of
observation, attention and concentra-
ton. They get the idea of form. AS
to those children who have such ex-
uberance, of life that their parents
IL,
problem Is solved when you put them
in the kindergarten. The child has
something upon which to put his ac-
tivities. The fact that all classes
patronize 1t shows that the kindergar-
ten has a good footing. Just before
Easter l visited one. The thought
was the birth of new life. It's a para
disc, true glimpse of heaven that the
children must get in some of the kim
dergartens. The principal at that one
is a regular missionary. The children
were very responsive. They took the
thought just as keenly as any. Where
are these children if they are not there?
How much it must mean in many To-
calities!
Some object that the kindergarten
work is play. The play means some
thing. 1t is a means toward an end.
While 1t may be put under the garb
OF play, it is still work. The child is
learning.
while it was an expense in intro
ducing this system, 1t is economy in
the end. Results have warranted the
expenditure"