The Savannah morning news. (Savannah, Ga.) 1900-current, 1904-05-01

1t ought to be subject of congrat-
ulation among thoughtful kindergart-
ners that our work has grown to such
proportions that the public considers 1t
of sufficient importance to criticise
and demand explanations of different
phases of the work.
A certain amount of opposition is
necessary to clarity ones ideas and
beliefs, for difference of opinion be-
gets doubt, doubt begets research and
research begets truth. And the
"truth-seeking" spirit which animates
the true kindergarten welcomes
thoughtful criticism and Is open to
suggestion from those outside or inside
its ranks.
No doubt all the adverse criticisms
of kindergarten have a foundation in
fact and that in particular cases kim
dergartens have been bad and kinder
gartens poorly equipped and ineffi-
GENTLY trained. But it is where these
particular cases are held up as repre-
senting the work as a whole that re-
monstrance is necessary. Granting
that the kindergarten has many flaws,
| do not hesitate to say that 1t still
compares most favorably with any
other educational system.
Now to attempt to answer some
specific objections:
1.-THE fundamental principles that
kindergartners work from is wrong,
and the objector quoted Froebel,
Every child is thought of God"
This sentence had been construed to
mean that Froebel and all his follow
ers worked with the idea in mind that
the child was born perfect, without
sin, and that man marred this perfect
work of God. Now this objection is
without even a faint vestige of truth
at the foundation, for it has been clear
ly stated in a previous article that
the kindergarten views the child as
neither moral nor immoral, but un-
moral. In answering this objection
cannot do better than quote Sully, the
eminent English student OF child ma
ture, 1.-THE child tho 1t has nature
capable of becoming moral or I'M
moral is not yet moral being. He
has tendencies favorable to virtue, pro-
moral and those unfayorable contra
moral"
Now what the kindergarten really
endeavors to do is to take the inn
moral child, weed out the contra-mo-
raj tendencies ana make ndDlLudl the
pro-moral tendencies, thus helping him
to lay the foundation for good citi-
zenship and a life Of social service.
THE kindergarten is excellent for
the children of the poor but not nee
essary for the rich" People who make
this objection have only a superficial
knowledge of kindergarten; it's educa-
tional and character building power
being entirely overlooked, while dwell
ing on the philanthropic, side of the
work
On second thought am sure no par
ent would discriminate against the
poor little rich child"
The mere fact that among the rich,
the complexity of social life takes the
mother away from her children and
their bringing up is largely intrusted
to servants, argues the necessity for
the sound intellectual and moral train
ing afforded by the work and play of
kindergarten.
In this country, especially, children
often inherit the directive power of
their parents, and 1t is difficult to find
servants who have great directive
power, with the result that the child
is apt to get control over the nurse
or governess and use that control for
his own injury.