Middletown transcript., 1897-05-29

Miss Mclaughlin gives short but inter-
esting article on the advantages of kinder
garten training for children before entering
the primary grades. Those who have had
the pleasure of receiving into the primary
children trained in the kindergarten will
appreciate what Miss Mclaughlin says.
Those children who are SO fortunate as to
receive their first training in q killdergar-
ten, have no small advantage over other
children.
THE ADVANTAGES OF KINDERGARTEN TRAIN.
ING TO THE PRIMARY DEPARTMENT.
The advantage of kindergarten training
to children who are to enter the primary
department can scarcely be estimated. The
benefit derived is very great.
We cannot say the child has learned so
much language, or has gone SO far in num-
bers, or has SO much of this or that; but he
has made step irf his educational progress.
He is in some degree able to see what he
looks at; having ears he has learned to
hear.
He has acquired some power of attention.
Having learned obedience to certain ex-
tent, he is on the difficult road to self con-
troll. He can use his hands. His imagina-
ton is at work and his memory is ac-
tive.
When the kindergarten children enter
the first grade we see at once that their de-
velopment puts them in class by them
selves. There are always few who enter
school at an age too old TO enter the kinder
garten, and those whose parents do not
wish them to go to the kindergarten. Thus
at the first there are two unequal classes in
the first grade.
Those who have missed the kindergar-
ten training are at disadvantage. losing
time at the very start; rarely entering the
second grade at the end ofthe first year.
The kindergarten children learn to read
quickly and easily, for the study of letters
and their combination is study of form,
in which they are well informed. They
know numbers in the concrete and soon
learn to represent them BY figures. They
see resemblances and differences that
others can not see. Their language work is
greatly improved by frequent expressions Of
thought, encouraged by talks. stories, games
and occupation in the kindergarten. They
use their hands much better and can
hold their pencils with ease. They can IL
lustrate their work by drawing pictures
from objects or from memory.
But aboYea all they have developed their
Imagination. Pictures are full Of live men,
flowers, and trees. They are not unac-
quainted with the stories of history and
geography; they journey with Columbus
across the unknown ocean, go into the
wilderness with the early explorers, and
endure hardships with the early settlers.
1t is all real to them. Describe anything to
them, and in their imsginations they live
for the time being in the place and amid
the circumstances. They are SO well in
formed that they make greater demands
for preparation necessary on the part of
their teacher.
When the Imagination has this healthy
development, the power Of the memory is
not wanting, and reason itself is not neg
lected. Occasionally children who come to
the kindergarten seemingly with out any
natural affection, often screaming and
kicking apparently from fear and i'll tenn
per, have come to the primary room
changed completely, gentle. afectionatel
children, after q years training in the
kindergarten, interested in every thing
about them, anxious to learn. having
learned to love their teacher and the little
ones they worked and played with day
after day.