Greenbrier independent. [volume] (Lewisburg, Va. [W. Va.]) 1859-1980, 1920-11-26
THE VALUE OF THE
KlNDERGAETEN.

is directed and utilized for the de-
velopment OF the thrcefold nature |
of man.-mcntal, moral and physi- |
cal. This. one can readily see. con-
stitutes the strongest argument ill |
favor of the Kindergarten. State ii !
scientifically and see how ii sounds
Children are tremendously active |
The most natural expression Of that
activity is play. Here We have "a
great natural force. Shall we util-
ize it for wise ends, or shall we
substitute an artificial power alien
TO the nature of the object upon
which it is supposed to work!
The answer is obvious. The mil
Ter looks TO his mill race, the en-
gineer repcnishes his coal bin. the
motorman sees 10 his current, the
sailor regards the quarter of the
wind" And we educators. if we
are wise, will work with nature and
not against it.
l should like those interested in
the kindergarten to visit any SEES
sion (hours 9-12) and observe the
following points:
The Feel of the Place-A Kinder
gartcn should feel happy and you
should be conscious of this rs soon
as YOU enter the room. Happiness
is a moral quality and can only
come through the right ordering OF
our relation with others. Children
OF kindergarten age, four to SIX
easily cry and quarrel. and to have
a group like this working and play
ing together in happy manner Is
:, uroof moral achievement.
A kindergarten is busy place
I'VE learn to do by doing" And
here the child is given All oppor-
tuniiy to do and learn. Directed
activity. not suppressed activity, Is
what we want. The normal child
is very active, and the wise cduca-
tor will utilize this natural force
in directions that will train and de-
vcIop the child.
The kindergarten Director has
Written Plan Of Work. While TO
a casual observer the kindergarten
work seems very simple and Spon-
taneous, il is really The product OF
that true art that conccals all art.
Nothing the Kindergarten does is
accidental. for each days program
has been the subject Of thought and
is made for special purpose,
namely, to meet some need in the
development OF the group. or i'll
some instances, some particular
child. To this end is planned the
subject Of thought suitable 10 the
season Of the year or to the line OF
activity and ideals that we wish to
bring before the group Of children.
The line of thought selected is il
Illustrated and emphasized by talks,
stories, songs, etc. An 0pportuni-
~ is given the child to get this
thought into action through con-
duct, through the hand work and
the games.
4 kindergarten should be order
~. BY order do not understand
that we mean military discipline
and silence. What we do mean is
the order that comes naturally
through interest in what one is do
ing and through care not to inter
fer with the rights of others.
Observe the Children---The chill
dren should be unconscious, spon-
tancOus, all alive. paying little or
no attention To visitors. Notice the
quality Of attention that the chill
drcn give their work and play. 1t
should he involuntary attention
that born of genius and interest.
Notice the quality Of control or self
direction possessed by the chill
drcn and remember their age. No
tiCe Inc discipline. II no disciI,-
line is needed be sure ic see the
produce OF thoughtful guidance. If
discipline is used, notice The char
acier, moi an arbitrary or personal
inf1iction, but the natural penalty
Of q broken law.
4 sample program follows:
Morning Circle :--Obscrvc happy
good morning greetings. express
,ions Of good comradcShip, happy
living together. Reverence during
Devotion. The thought for the day
given to The children by the Kinder
Earten i'll an appropriate manner.
Singing Of the songs. During this
period opportunity is given the
children to relate individual cX-
.Derienccs. This means growth i'm
individuality, personality and in
.thc power OF expression.
Rhythm Exercise :--Obscrvc the
movements of the children arc
strong. graceful, free, not mechan-
iCal and craInped. With children
of Kindergarten age, we use large
bodily movements, and The reason }
is physiological. The large muscles
come into play first in the order Of
The child's Development The de-
Sciopment of the small muscles not
coming until after kindergarten