The times. [volume] (Richmond, Va.) 1890-1903, 1901-11-17

There are two well-know-ll and easily
6istinguishable forms Of educational crit
icism. There is, first Of all, that of the
icensorious critic, who seeks for weak
nesses in points Of detail, who lacks
equally a sense of proportion and sense
of humor. and who overlOoks the fact
that in the working cut of great 1unda-
mental principles, not even the greatest
of them flows to its full application with
out some slowing of the current OF some
eddy in the stream. Such is the criticism
which tends TO ridcule. to break down.
TO destroy. and it is wholly unworthy of
attention in any form.
There is, on the other hand. a criticism
which is sympathetic, which is apprecia-
tive and which, with some insight into
the aim and methods of an educational
movement, points out ways and methods
of Strengthening and improving that
movement with the declared purpose of
building up a more enduring educational
iSuperstructure.
Having as j have, SO profound an adj
rniration for the spirit, methods and aim
;of the Kindergarten, and being 50 abso-
lutely convinced, not only in its excel
lence as an educational factor in its own
place. but of its value as an inspiration
to all education, it would be quite impos-
isibie for me to speak in any spirit but
that of a kindly and constructive criti-
cism.
One criticism which is made in a con-
structive spirit upon the work OF the KIN
dergarten is that it often crafts the letter
above the spirit: that it tends to make
static, definite and permanent the forms
of procedure, kinds of material, and
methods OF intellectual, moral and social
development, which are not ends in them
selves, but rather runGs of a ladder by
which the child-spirit climbs TO higher
view point from which outlook on lie be-
comes broader and richer. There is basis
for that criticism. One danger in which
the Kindergarten has stood lies in what
may be called the worship of literal form
as distinguished from eNaltation of the
spirit. which clothes itself in ever-NarE-
ing forms How has that come about
when the real spirit Of lfroebel, like the
real spirit of Hegel, is so. clearly an"
surely n principal Of development? There
lis only one answer TO that question. 1t
lis. because, in some parts of TINS country,
tile kindergarten movement, appealing to
the phiiaEtlrcpic instinct of men and
women not highly trained to think, mas
Furnished them with educational material
which they have seemed TO understand
land with which they have too often been
satisfied In other words, the sure meth
cd Of escape from that particular lower
ing of the tone cf kindergarten thought
and practice lies in the one thing which
the Kindergarten most needs to-day
wider scholarship. 1t is too often sup
posed that because TIE kndefSaIten
teacher is dealing with the very young
child, an emptiness OF MIND, coui'!eu VIZ. u
amiability of disposition, VIII suffice 70
direct the child's spiritual development
+ a stupid person may perhaps direct eou-
cation at that stage where some adequate
consciousness OF the subject matter IS
had by the pupil himself; but no wisdom
is too great to deal with the young chila,
who can approach his subject-nlatseT
thru symbols only.
What is needed most to-day III TINS
work is a higher standard of excellence
In the training of kindergartners. i mean
a broader general preparation. a more more
widespread conviction as TO the lMpoF-
lance OF thoro preparations, The resources
of literature science. art and music must
he drawn upon to the largest possible eN-
tent. 1t is all well enough TO learn, part.
ly by instruction and partly bY a perlou
of arprenticeship something OF the mooe
o, linder,.artcn procedure. Sut unless
that procedure be inspired and lllUE2l-
mated by n grasp upon general culture
and modern scientific information. no.ti-
ing but a form al and barren e oucasioi'
will result.
Tao MANY low-standard kindergarten
.rain.np classes are at the bottom OF
sc,np q, our faults. They nave low
standards of admission. low Ideals o.
training, and are too often satisiied Win
training in technique and form. trusting
that time viii repair the damage or eN-
,,erience remove 1t. That kindergarten
teacher who is not constantly and con-
1in,,aliy /. student and q student along
those great lines of human effort which
have named, will sooner or later drS up
iher Inspiration at its source. First or an,
she mast have scholarship, not only IN
entering upon the work. but af1erward as
,ye,l. a constant and broader study, whicn
is truly philosopkic, because comparaltise e
and because it puts itself under the sulo-
ance o. the best teachers; one which is
also practical IL the highest sense De-
cause it brings its resources to focus
every morning in he kindergarten room.
Another criticism which is sometimes
made and with which mg observation
leads me to find myself in sympathy. IS
that the kindergarten is often attached
An an external manner to an organic
scheme orsschool system. and is not con-
,ceived as an integral part of one process
of child development. II was easy Tor
such a condition to come about, because
The Kindergarten. In its inception. repre-
scented ideas which We're wholly strange
no the school-master's mind. The kinder
eaetners were therefore. thrown back
s,,,onS themselves and incruSted tflem-