Evening star., 1927-11-13
ngton Kindergartens Are Public Schools Without Books

race. The growth of the child mind
is, after all, closely similar to the
growth OF the race mind as traced
by anthropoiogists.
What does child know when It
leaves the kindergarten? There are
certain very definite requirements de-
noted on the progress chart used in
the District schools. He must BE-
able, first, 10 give his name, age and
address. Few children. according 10
Miss Watkins, can give their street
and house number accurately. They
can only say that they live on z
certain streef-perhap not even that.
Each must be able To distinguish the
six sta INDIA rd colorS--whito. black, red,
blue, green and yeliow-~snd the
circle. square. ball. cube and brick.
lie must have n sense of direction
sufficiently developed to orient an
object a- up, down. high, low, behind
or in front. lie also is taught to
make such distinctions as light and
heavy, soft and hard. When he goes
into the first grade he is able TO pick
out "a penny, nickel. dime and 9
quarter. lie knows three Mother
Goose rhymes and three four-Ilrs
poems. He also can sing four Of the
classroom songs.
If he has been an apt pupil he cau
~
in pictures. Some OF the drawings
of the children, which have been Col-
lected hv Miss Watkins, really show
remarkable progress in this direction.
AS many as six or seven elements
are contained III single exercise
for instance. the sky at sunset, z trea
w<th birds nest in if, a house. a
harm, T~<oad and 2 man walking
along it. At first the children are
told simply to draw a flower. but Il
is found that as the course progresses
they begin 10 draw definite flowers
which they see in the classroom.
The child also is able 10 name ard
distinguish four flowers, three kinds
of fruit, three veceta blcs, three leaves.
two birds, four kinds ~ wild animals
and five kinds of domestic animals.
His final report is marked on ohedi-
encc, cooperation, courtesy. fairness,
| promptncss, self-control. Self.rejianCe.
perseverance. neatness and thrift.
"ln accordance with the aims and
purposes Of the kindergarten. ssvs
Miss Watkins, results may generally
be stated in terms of desirable change
| in thought, feeling and conduct. since
each subject, activity and experience
is a contributing factor in these
changes. it is difficult 10 list results
specifically apart from the curriculum.
Broadly speaking, however. they NAV
be classified as right habits, social
and personal; right attitudes and ap-
precautions. increased manual dexter.
ity, greater ability TO organize ex-
perience. a readiness to attack and
solve problems and fund Of iufor-
| nation concerning the outdoor world
and the activities Of home and neigh.
| borhood.
1.-The development Of the social spirit
Is possibly one Of the most far-reach-
| ing results of kindergarten training,
making for happy cooperation in
work and play and laying the foun-
dation for true democratic citizen.
| ship.
THE kindergarten curriculum con.
ducts the child across the threshold
OF his herita aee-beg ginning many OF
! the school subjects (which will be pro.
! gressiVely unfoded as he grows older.
| The subjects are sometimes unrecog-
| niZed, because education in the kin
dergarten is without books The place
| Of the teacher is that of expert guide
and companion"