The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1899-03-14
FROEBEL'S NEW IDEA
1T MADE A REVOLUTION IN THE
TEACHING OF chill
DREN
SO DECIDED LOCAL EXPERTS
City school Union Discussed the
Kindergarten Question at Once
StudtOusly and Interestingly at IL
Meeting at Central High school
Last NiGht-Some. Enthusiasts
Were Heard In Advocacy.

The kindergarten in it's various aspects
was thoroughly discussed last night at
the meeting of the Central School union.
which was held at the Central high
school
P. ]. Smalley, who presided, delivered q
few preliminary remarks on the benefits
derived from kindergartens, and then in
troduced Miss 8. C. Brooks, who read
very interesting paper on FroeDcrs kin
dergarten and it's aims and objects.
The kindergarten, Miss Brooks said.
was founded on the principle of the unity
of the senses, hence there was need Of
close relation between studies
offered to children 50 they might learn
to understand the relation of cause and
effect. Nature study in the kindergarten,
she said meant the discovery and appli-
cation of conditions of growth and the
observation of Gods three gifts, earth.
light and air. To attempt to treat of
morals before child understands, she
said, Is a waste of time, for a concrete
idea of morals is necessary in order that
a child may know the effect of actions.
Froebel saw that children are active
creatures; others only saw them as re-
ceptive beings. The kindergarten fur
nished them with actions to perform.
fTO6DSl discovered CndC DenlnQ muscular
activity lay brain activity. which was
one Of the greatest of discoveries.
Home criticism, Miss Brooks said, oft
en- hurts the feelings Of sensitive chill
dren, who ought to receive encourage
ment instead of censure for mistakes. A
June apple is not a perfect apple, but it
is perfect apple for June.
Miss Brooks said she thought mechan-
ical arts should be taught several years
earlier than they now are.
Every life she continued suffers
from the advice and preconceived notions
of other people. Only genius of the most
pronounced type can escape from It,"
The kindergarten, Miss Brooks said,
develops the individual along the line of
least resistance and according to its in
clinations and aptitudes. Instead of so
many "don'ts," there should be more
encouraging dos to help along a child
An eloquent tribute to the kindergar-
ten was paid by Rev. E. C. Mitchell, who
said it belonged to the public.
1--WE organized It," he said 1--WE es-
tablished 1t, paid for it and are It's final
judges. If it is good we want it,
The kindergarten. he said, teaches by
drawing out the faculties, not. by pound
ing in the facts. 1t subdues the rebel
lious child and leads him to see that he
is a part Of the general plan. 1t does
not restrain the child, but recognizing
that the child's instinct is to touch things,
it teaches him to take up and examine
them and make him more helpful at
home. 1t trains the observaht faculties
and makes open and full minds.
The common school system, Mr.. Mitch
ell declared, is one-sided. The intellec-
tual but not the emotional side of nature
is developed Children learn facts. but
not ways to apply them. The kinder
garten develops the heart, head and hand
and brings all the faculties into action.
1t comes to the rescue of street children.
1t meets their special needs and makes
them beings. kindergarten children are
more self-helpful than others.
Mr.. Mitchell said that much depended
upon the teacher.
ANY teacher he said. that is a ma
chine operating for revenue only will ruin
any child
Miss 8. M. Greene quoted statistics to
show how the kindergarten had grown in
the United States. Froebel established
his first kindergarten in 1920 and the sys-
tenn was introduced in the United States
in 1896. when three schools were found
ed at Boston. Hoboken and Louisville.
kfndergartens are now in twenty-nine
states where they are established in con-
nection with the public schools. They