The Washington times., 1915-12-22
G iding the
Activities Of
NormdlChild.
kindergarten Can Supply
Training in Color, Form,
Touch, and. Other Sense
Experiences.

@vERY mother Of lively
youngster Just out of baby
IL hood. hanging about her
- skirts most Of the busy day.
faces the question before she is
aware of IL: "EIow soon will this
child need more than am able to
give? How can his little head think
of all the things he asks me? Where
did he ever get such an idea? why
doesn't he play by himself? How in
the world shall keen him busy
and contented all through today and
tomorrow and then the next day.
Wpere there are two or three little
heads In tho family tho case is not
always so urgent: on the other hand.
IT sometimes means three questions
to answer instead of one, not to
mention the pretty constant settling
Of difficulties between the older,
who know, and have. and the young
or. who know not and have not!
Too often 1t Is not the mother at all
who faces this rapid fire. but the
less competent nurse or the wholly
incompetent nursemaid. IL not the
bousemaid. cook. laundress, or who
ever can be drafted for a few hours
OF emergency relief.
What about the kindersarten. then!
The quite natural first impulse Is to
exclaim: my boy is too young vet
Tor that-he won't be even three until
next month. I don want him
forced. True. 1t is only three hours
a day. but can tell him all he
needs to know right here" The
mother canpot realize that the little
fellow Is no longer a baby, and so
the inevitable turning off, process
M,
eidental helm of the domestic staff
or the neighbors' children so far as
opportunity will permit.
But what is the kindergarten, after
all? What does It really do?
NO greater mistake could be iolade
by the thoughtful parent than to
d:en from three to fire or six.
fcrcinS Institution. Just the con-
trary. It's real effect is nearly al
ways an immel Sc gain in the child's
ccnteptment and happiness. gen
eral 'easing-up'' of rhe high~strInP
little organism, because of the order
and rhythm of the new surroundings
Tor those morning hours. the
thoughtful and never impatient at
tention to his growing needs. and
the more varied and interestink out
let for his Supcrabundant energies.
The simplicity and naturalness OF
the Froebel system. when applied
as its devoted founder intended. and
not mixed up with snowy fads and
Individual "isms." adapt 1t perfect
ly to the state OF mental develor-
n1ent and physical activities OF
children no more than three years Of
meets them upon their own level.
crows and expands with them fron,
week to week and month to month.
The true kindergarten goes hand in
hand with the child. never drars or
pushes Based rs it Is upon q faith
ful AMI scientific study OF the nat
ural relations NJ mother and child.
II Is found that children o' three
and even less interest themselves in
It's simple occupations as readily aS
and usually much moro happily than
they do in the numherlrss thing;
or less urshtished attention ut home
The kindergarten Is not n "sChool."
IT is in truth a "child's garden"
wherein their own normal and
healthy activities are given wider
play and interest. Their energies arc
merely guided. in the simplest ways
and without pressure. so az to form
the beginnings OF right ideas OF
form, order. color. sound. and nature
life. as we'll as The rirht habits in
their relations with zach bther, all Of
which can hardly begin too soon.
cd at cost, later on.
The normal child. from the time II
Is able to walk and speak, is n little
engine of incessant activity. whether
At home or on the street or In tho
kindergarten. He Ia in constant
search Of informal ton about every
thing he touches. and of new means
of activity. 49, will fnd them.
whether we wish 1t or not, in what
over is, nearest at hand. To keen
him at home does not lessen or sup
nress this inuuisitive energy 1t may
oven increase his irritahlitv and
nervousness by reason Of the In
ability of busy parents to give the
little mind tho serious and patient
attention il demands
The kinderGarten simply meets this
condition. 1t docs not go beyond it,
does not force upon the child's after
tton anything in advance. of it's owH
needc and powers as thcv normally
develop. There is no excepting up
with the class" the Youngest and
slowest End at all points and all
times oCcuDation and interests suit
ed to their individual needs and state
Of DEVELOPMENT
In other words, II is in no sense
Schooling" II "a merely the natura1
Guidance OF cNerSics and demand :
implanted In tho child Nature. and
which will inevitahlv find outlet and
expression II not in one way. ther
in another. .--Rnston Transcript.