The enterprise. [volume] (Wellington, Ohio) 188?-1899, 1896-08-05

ludUtIldl, Ilt Has lutdo Ul lUlln, OOlOl uhu
numbers, is always responsive, more
alive to the moral aspect of question,
has more of the spirit of helpfulness and
a ready sympathy toward both teacher
and pupils" Another speaks Of the in.
creased powers Of observation and abili'
ty to concentrate thought, develop
ment of speech in marked contrast tt
those who had not the training that the
kindergarten child takes up the work far
more intelligently than he otherwise
could, and has quick recognition of the
number in group Of objects that saves
months of drill necessary for some class
es of children to recognize even group
of four.
Our colleges and universities are rec
Ognizing the value of the educational
principles underlying the kindergarten,
that they are the fundamental princi-
Piles, and apply as as we'll to the advan-
ed stages Of intellectual growth, for are
not the true laws of mental development
the same in both kindergarten and uni
vesity?
That the kindergarten has done much
to produce the child study "wave" that
is resulting in the employment of prac-
tical methods in the education Of chill
dren, rather than the formulating of
method by the study of mere theory as in
former years, proves the value Of the
kindergarten in the reform of educa-
tiOn that is terminating our teacher and
will make thinking beings Of our child
rem, rather than machinery made par
rots. Our most prominent universities
are showing their interest in this reform
by establishing departments Of pedagogy;
and the Chicago University is making a
pedagogical experiment by establishing
primary school in its vicinity, not for
the training Of teachers, but where ex-
perienced teachers and superintendent
may test and develop methods
which may be safely recommended to
other schOols,-a most important use to
put part of its millions, for what bene-
fits the children reaches farther into the
future.
We want kindergarten in Yelling
ton because we have had experience in
life, we know what life means, how i'm
pOrtant is the environment to man. We
can look back and see what was lacking
in our lives and our surroundings which
have prevented our making the best of
ourselves, and If we were willing to
think and study causes and effect, ought
to be able to see what might have helped
to make our lives truer and nobler ami
more useful to our fellOwman. Let us
furnish better, stronger, conditions for
the development Of the fullest posi-
bilities of our children, whose suprem-
est good in the pressure Of life's duties
in business cares and societies, we are
apt to sacrifice to the physical needs, to
the creature comforts of life.
Do we not fail in measure to realize
that the children Of today are to stand In
our places in the tomorrow, and that up
on our faithfulness and insight into their
true needs depends what that tomorrow
is to be; how we'll our places are filled,
what kind Of laws are made and how
well they are enforcedp
The axiom that we'll ordered, law-abid-
ing children make well ordered, law
abing citizens may be worn threadbare,
but 1t needs to be redressed and freshened
up occasionally, lest 1t be neglected to
to the unexplained corner Of our brain
attic, with some other truths that also
need to be exhumed.
Children have individual needs as we'll
as grown up folks and give much better
returns rs an investment Of time, love
and labor.
Then let usldo our best to provide for
the wee men and women, an ideal world
in which they may gain life experiences
that will be just as valuable to them as
our larger world Of experience Is to rs a
little world suited to their size where
their individuality is held sacred, and
their kindergarten friend aud leader is
one Of those only perfected through
living experiences and a great over
whelming love.
Colonel Parker, Of the Cook County
Normal Schools, Illinois says: that the
greatest obstruction today ineducatiOnal
progress is the profound ignorance and
therefore indifference to real education
on the part Of the parents and the pub
lie generally.
Many a mother who would die for her
child will not and cannot be made to
think carefully and earnestly OF the
child's nature, to study the child and
use all possible means at hand for that
study"