The Somerset reporter. [volume] (Skowhegan, Me.) 1868-1909, 1905-08-03
Benefits Ofthe Kindergarten.

nav hiudBi RhlAbub WCiC a OiB oChOhl
to the child before entering primary
school Las been known in general way
aud that Bangor has a most excellent
kindergarten system under the super
v,siJn Of Miss Nellie Brown is also
known just how the children receive
benefit, and IN what way they are af
tected is not 30 patent however, and the
| following communications submitted by
Miss Brown are of great interest:
document has been recently given
to the public in which the educational
department of Maine states that much
is being said about the value of the pub
tic school and the duty of each citizen
IN making II more efficient. This discus
sion, as found In the newspapers and
delivered from platforms, has stimulate
our interest In clvillzation's most potent
| agent 1t has led to not little investi
CATION, and has suggested some queries
which, when answered IN tangible form,
will bring us many improvements. 1t
is the hope of all good citizens that this
revival of interest may result in the
establishment and maintenance of such
schools az are needed TO fit the youth of
to day for the duties of tomorrow.
| In line with this is q work undertaken
by oupt. J. c. Templeton of santa Anna,
Cal, which, 1.-THE people who are read
ing, thinking studying and investigating
the school problems" should know
about.
Every kindergartener believes that the
kindergarten is the best beginning of
public school system. There are those
who think she claims too much but
the following statements should carry
weight, since they come from source
which is competent, unprejudiced and
dsnterested
Experienced public school principals
and primary teachers from various parts
of our country, representing places with
population of from 5000 to that of
New York City, were asked to state in
what particulars they had found that
kindergarten training prepares, or fails
to prepare the child for the work of the
primary school.
In order to set forth, as far as posi-
BILE, the facts which the letters contain
ed, the data furnished by the public
school teachers was reduced to a per-
centage basis and presented under two
general heads:
A. In what particulars kindergarten
training prepares the child for the
primary grade.
d. III WHAT particular IL ldliS " pro-
pare him for the grade.
In order that the results which they
set forth should be realized they EN-.
phasized, as is emphasized in every line
of education the necessity of caution in
the equipment and regulation of kinder
gartens; the teachers must be well
trained, the kindergartens must be prop
erly equipped and we'll regulated, chill
d. ai in in BinHpr-
garten not less than year; finally, the
primary teacher who receives them must
not be too rigid, allowing no opportunity
for freedom.
A. In what particulars kindergarten
training prepares the child for the
grade
l. kindergarten training is an excel
lent preparation for the studies taught
in the primary school.
One hundred per cent of the replies
state that kindergarten training is a
good preparation for actual school
studies Some say that cit is an ideal
preparation;' others that it is the best
possible preparations" and all agree that
it gives good foundation for after
school work.
Fifty six and two-thirds per cent say
that they have larger and b5tter vocabu-
laries. Thirty three and one-third per
cent. that kindergarten children advance
more rapidly in the grades. some say,
"they gain six months the first year."
others, "they do the work in half the
time 1t takes other children" and they
do not weary of the work because they
are prepared for it
Thirty per cent. that kindergarten
children are better writer's. Twenty six
and two thirds per cent. that they show
more skill in manual work. Twenty
three per cent. that they are quicker in
numbers. Twenty per cent that they
draw better. sixteen per cent. they are
better readers.
2. kindergarten children attain a
fuller physical growth and development
than children who do not attend the
kindergarten.
Forty-three and one-third per cent. of
the letters say that kindergarten train
ing insures a greater physical develop
ment to the child. That they work
with more skill; work with more ac-
curacy; attack the work with more
vigor; sit more quietly; move with more
ease and grace
8 kindergarten children have more
actual information than do non-kinder-
garten children. 20 per cent state they
know more about color; about position
and direction; about models and forms;
about qualities of objects
They, have a greater knowledge of
trades; of occupations; of family rela-
tionship; of organic life; of natural
phenomena; (sun, moon, stars, water,
etc They get this in a way they
could not in the best of homes"
4. Kindergarten children manifest
more mental power than children who
have not h ad this training.
Seventy-three and one-third per cent.
of the replies state that children who
have had kindergarten training possess
greater mental vigor than those who
have not had such training
Fifty per cent say that they have
keener powers of observation That:
their senses are better trained; they
grasp new ideas more quickly; they are
more attentive; they are able to apply
themselves more closely; they are more
persistent; they are more inventive and
original; they have better judgment
kindergarten training improves
the general attitude of children
Sixteen and two-thirds per cent say
that they are ready to conform to the
ways of school; they are ready to start
right the first morning; they are more
responsive.
| kindergarten children evince a
higher moral development than those
who come directly from home.