Marshall County independent. (Plymouth, Marshall County, Ind.) 1897-1902, 1899-09-29
&. III. Reeve on The Kindergarten.

L. Ill. Reeve on The kindergarten.
Until Froebel designed and formu-
lated the kindergarten system, the peo
pie had infant schools; but they were
of little utility compared with the kin
dergarten. The underlying principle
of the kindergarten is an education of
the head, the heart and the hands at the
same time-the intellect, the emotions
and impulses, and the way to do some
thing. To learn the tendency of the
child in its thoughts and impulses, and
teach it how to observe, remember aud
put to some use the faculties 1t has.
To arouse an ambition and desire 20 do
something; to make something and
how to do it. And to stimulate any
prominent and leading faculty it may
have. To teach it by object lessons as
well as words. 70 show it a leaf, for
instance, explain its place and use, and
how TO draw one on paper, or cut one
out of paper; and so Of any other OBJ
ject and all objects. While it is being
amused and its attention held for
long or short time, it is learning some
thing. To think in regular order; to
compare things and note differences.
To estimate and calculate as TO form,
size. color, place and use of things, and
how to initiate them. Unconsciousy it
learns TO perceive and finally to con-
ceive the relation between objects, and
the uses of things. 1t is the only true
foundation for any system OF educa-
ton or reform.
Animals naturally cOngregate to-
gether when they can. Children espec-
tally like company and like to be
together. The children who are babied
and cOddled and kept away from other
children are objects of pity. They will
run away and get in the company of
other children if they can. Children
will never develop nor can they be de
velOped to the best advantage, separ-
ated from other children. They will
develop best and soonest miDgling to-
gether, under proper guidance and re-
straint, which is found in the kinder
garten. Their natural dispositions and
impulses show themselves, and are
guided and directed on to useful lines.
The contact with children of different
disposition compels observation and
comparison, and under proper direc
ton the contact becomes an educational
force and they learn of and from each
other.
Properly guided thew learn some
thing of social rela, ions, and what de-
pertinent is-what it means-and how
to observe it properly. 1t is the most
practical and beneficial place TO bend
the twig" while it is tender and pliable,
in the direction the Dough should grow
| for the particular child. Kindergarten
children rightly trained are far more
progressive and practical in the schools
when the school age comes, and far
more lOveable and intelligent and use
ful at home. 1t is an error to think
child should be permitted to grow wild
until six or eight years old 1t is like
preparing gar6en and then leaving
the vegetables to themselves. You
have the child, with its body and brain
as it may be. 1t will grow and develop,
and receive impressions from every
thing around it. AS it comes TO the
age of observation it will have thoughts
and impulses. AS the seeds planted in
the garden will develop in the vege-
table depending on natural charac-
tiers, soil, and elements. If left uncared
for they will degenerate, grow wrong,
be covered with weeds, and can never
be restored. So the chld's thoughts
and impulses, if left to grow wild, can
not be restored to mental health, as it's
body could not be restored if diseased
and neglected.
When young is the time when it
needs care, and training and cultiva-
ton to reach full, sound. and bene-
fetal maturity. So with the child. The
kindergarten is that care, training and
cultivation as soon as the child is old
enough, that does for it what like pro-