The times. [volume] (Richmond, Va.) 1890-1903, 1901-11-17
SOME CRITICISMS OF
THE KINDERGARTEN
Bv NICHOLAS MURRAY BUTLER.

selves with a shell for protection. 1t is
now necessary for us to make sure that
the shell does not Stiffen and harden,
making growth impossible.
1t is easy to mark off in large periods
all development of the human mind. 1t is
easy enough to mark off in large periods
all growth Of the human body. But who
e.er saw the body or the mind grow?
The subtle process gees on before our
eyes. wholly unsccrl, unobserved. 1t does
not obey any arithmetical law; it is not
subject to precise measurement or to
scientific observation. We gather up
those things which we call marks OF
progress and dwell upon them. but we
are unable to put our hand on the point
where one stage passes into the other.
Therefore. the educational scheme which
tries to base Itself upon hard and fast
periods is false to the vital principle of
growth.
II is impossible to say how many years
are necessary, in every case. for kinder
garten instruction. / am confident that,
in the case of some children, the symbolic
period may be passed in one-haf the time
that other children may take; and we,
believing in the principle of individuality
and preaching it to others, must not fail
to apply it to ourselves This means that
the child must be released for the ele-
Inentary school as soon as he is ready
for it-but no SOoner-so far as we are
able to observe and know.
/ am inclined to resist the contention
that the kindergarten is a course of
study / have 10 objection to courses
Of study" in the sense in which the term
is often used; but l object very much to
the theory that the child who is able to
take the third step must not be allowed
to take it because he has not taken the
second. / do not believe in holding
II. l.. 49, 81, ft,,,,.
ness or completeness Of the course Of
study. I believe the human mind in
education should always be put at that
task for which it is competent; and 1t is
..pedagogicaI," not educational, to insist
that every step be covered, no matter at
what expenditure of time, when the pow
er to advance more rapidly is present,
Therefore. it is necessary for the Kinder
:,arten TO beware of holding children
back. We do not want the elementary
school to hold back those who are ready
FOR the high school; we do not want the
high school to hold back those who are
ready for college; or the college those
who are ready Tor the university. We
cannot put the children of three to seven
years of age in a STRAIGHTFORWARD and say
that there he must stay for fixed time,
regardless OF his natural ability or ac-
complishments
Because the line OF denarlation is SO
difficult to establish, it has become the
duty of the Kindergarten to acluaint
herself in a general way Git is impractl-
cable to do it i'll detaiD with the princi-
pies methods and ideals of the elementary
school. There must be the most absolute
sympathy between the kindergarten and
the grades above it; and we are in these
days rightly calling upon teachers OF the
lower grades of the elementary school to
master the spirit of the followers Of
Froebel Sympathy comes from mutual
understanding and knowledge. In this
way the kindergarten Will become at
tached TO the school, and no longer be a
separate and distinct part Of the educa-
tiona. scheme; it will take its natural
place as one Of the various stages in the
growth of one living and organic human
mind.
know that there is Il great demand
that those who go into the kindergarten
work shall know the principles of ele-
mentary school teaching, and that ele-
mentary teachers shall go into the
schools With a knowledge of the work
and purposes of the kindergarten. This
demand is made by the best educational
sentiment and opinion. 1t remains for
Undergraduates TO do their share in salts
flying that demand by studying the prin-
ciples of Elementary school work and by
occasionally supplying elementary teach
crS from their own ranks.
1t is sometimes said that the kindersar-
ten is at war with the home; that these
children of tender years should be under
their mothers care; that it is unnatural
for children of that age to be brought
together in groups for instruction, how
ever needful it may be. I hold the con-
trarv opinion. l think that of all forms
of educational work none has been SO
successful as yet. as the kindergarten in
reaching and uplifting the home; and the
kindergarten which does not have a
mothers class attached to it is not a
Kindergarten ir the best sense Of the
word.
Again, We sometimes hear it said that
the kindergarten is an admirable thing.
for the children OF the poor; that their
children are neglected. dirty, unkempt,
uncarcd for; that the children of the we'll
to-do need rot be found in the kinder.
garten In the first place. l resent such
distinction as wholly undemocratic and
uneducational. In the second place. look
ing forward as 1 do to the next great
educational problem Of this country
which will be, not the education OF the
POOR but the education of the rich. am
forced to wonder how the children of the
rich can AFFORD to be without the advan-,
takes of the kindergarten. 1t is a serious
thing when In our social and economic
efforts, limo of class distinction is