The Washington times., 1914-06-04
By MISS KATHERINE R. WATKINS.

SOtne, let Us i've WIN eiS
dren," was the call which over nifty
years ago aroused not only mothers
and teachers, but the whole educa-
tional world to a new conception OF
the meaning and Significance OF
childhood. 1t was uttered by one
who had devoted long life to the
study of the needs and the interests
of little children, and who. as a
result of this study. had founded
new system for their education
which he called kindergarten"
(child sarden). that even the name
might suggest the new ideal.
Henccforth education for the yonng
child was not to be a process of
pouring in of instruction, but OF
DEVELOPMENT The child was to
realize his individual powers through
expression; he was to be the active
agent in his own education, and.
knowing was to grow out CT doing
The kindergarten, therefore. Is a
principle as we'll as a system OF
education, and as such 1t has per-
mea,Rd the schools from the bottom
to the top.
The progress of the movement Is
measured not only by the increasing
number of kindergartens. but by the
increasing applications of its princi-
pies in the home, in the school, and
in the community. 1t has interpreted
life upon a higher plane for thou
sands of young women in its train
ing schools; it has reconsecrated the
Office of motherhood; 1t has helped
to solve many Of the home problems
through its mothers meetings; 1t
has Influenced the Sunday school TO
provide a course of lessons upon the
child's plane Of comprehension. and
of action. and its principles It's
methods. and its activities have peeh
among the strongest agencies In
Transforming our entire school sys-
tenn.
Kindergarten Worth While.
And now what is it worth for the
little child himself. every child =
for. in the words of Kate Douglass
wiggin, "the kindergarten Is not for
the rich child alone-a luxury.
correction, an antidote-but the
ideas of which 1t tries to be the
expression are the proper atmosphere
for every child" The kindergarten
is worth while
First, because 1t stands for all
around growth. developing and train
ing simultaneously the entire nature,
(a) physical, (b) intellectual. (c) So
cial, and Cd) spiritual.
Second, because of the values,
the subject-matter. it presents
Third. because OF the natural meth
DDS 1t employs.
Fourth, because Of the materials it
uses.
For physical development the
Kindergarten provides rhythmic ex-
ercises, simple joyous plays and out
door activities wherever possible
Intellectually 1t forms new centers
Of thought and relates them to the
old: II guides the imagination and
fills II with wholesome content; II
presents, through simple concrete
material, concepts OF form. size
color. number. direction and posi-
ton; 1t incites the child to hnd out.
to discover, and to create: and
trains attention and concentration
by utilizing spontaneous activities
and native interests for educational
ends.
Socially. IL adjusts the individual
child to the group through play and
through actual experiences in the
schoolroom. 1t forms correct habits
of action-that is, mutual heiprm,
ness, kindness. punctuality "a social
virtue). neatness. order.
Sniritually. IL recognizes the unity
Of life. The spiritual development OF
the little child runs like n golden
thread through every activity OF the