KINDERGARTEN WORK

Otago Daily Times, Issue 14899, 30 July 1910, Page 12

KINDERGARTEN WORK

ITS.AIMS AND PRINCIPLES,

Tho following is the text of a paper on the above subject read by Miss ISnsom at a meeting of. theil'Voobel Club: — In entering upon a discussion of this subject-1 think it would perhaps be as well to dwell for a minute or two on the history of the movement known as kindergarten. At first, even in America, it was HOt taker, seriously, but woe looked upon, 113 a fad. ■ Then, for come timo it was to a laTg-a extent charitable anti philanthropic, and this partly because it was Ikaiicpd by rich and enthusiastic natrons, or by religious and philanthropic institutions. Slowly tho earnestness of the movement and its real educational value began to make themselves felt, and it was encouraging to find from present day statistics that tho teacher in almost all the large cities of tho United States is -on }he sojno salary basis as tho primary teacher, and that her work in aewpted «s seriously and her equipimsnt required to bo as thorough. Thflvoforo tho attitude toward; tho movement to-day is aot one of .suspicion and distrust. It is ho longer looked upon as a little system of material, invented to keep tho olujd cniploy^d— ijoraetliing which can bo carried on by aiiyone, no special knowledge of diildren • being lieeesaary for the right use of its materials. No, we aro grateful to know that such a, feeling has parsed away, and in its place has conio the firm and established belief that kindergarten is tho first step ill education, tho foundation for all future work and play, and, from many points of view, more important than any of_the-later stages,'becauao of tho- impressionable) nature of the oWld during tho oarly stages of life. Let me here "five a short extract from an article by tho assistant superintendent of schools in Now Orleans, which Veveals tho growth of th-a movement in one city alone. Mr Bauer says: " The' kindergarten ihas grown slowly but stirclv in New Orleans. In common with every sphere of educational activity, tlio kindergarten has bee.-] subject to severe criticism, and hits had to undergo eloso insjxetion to prove its right to existence. To-day the kindergarten stacds approved, and its future development is assured. There now exist in New Orleans 28 kindergarten departments in the public schools, m charge of 66 specially trained kindergarten teachers. That the valuo of the kindergaJtcn as an . integral part of tlio city's educational system is gradually being appreciated by tho public is evidenced, by tho steady and eminently satisfactory growth in enrolment in' the kindergartens of tho public schools. During the school session of 1905-1906 the enrolment reached 1353, while in 1906-19Q? itamounted to 1674, an increase of 321 children."

, The lite and vitality of Hie kindergarten in America has lain in its peculiar and individual fitness to tho needs Of little children. It has in'ral to carry out the definition oi cduration given lis/ by Colonel Parker: " Education is tho all-sided growth of the individual—physical, nsontal, and moral. Community life is tho ideal of education, because it is (he, only one greatenough to provido for this all-sided- develop, nient of the individual," The founder of kindergartens laid- down no hard and fast rules concerning tho material of his plan. Through studying his life and work wo learn to watch the child, to endeavour to realise what his expressions mean, and then to adapt our material to the needs of the ohild. " Tho child's own instincts and powera furnish the material and give the starting point for all education," says Mr Dewey,' and those who have tried both methods, that of developing the kindergarten maierial and that, of developing tho chijd by means of tho material, know that it is far easier to fake the gifts-and occupations of the kindergarten and develop a logical system of work and play by moans of them- than- to pursue the pathway of less outward result but more inner development and _ response-i.e., that which uses these media of e.vprcssion. as the interest and need of tho child direct. Tims, for example, we do not givo surface material, (ablets, sticks, _ and rings to tiny children, i for t.hoy are in tho constructive stage of development, and -blocks satisfy this wed, and if this is not- given tho right, conditions for growth it mil diminish aud finally disappear. The teacher must catch fiho powers : and tendencies of the child- at the flood. Yes, there is truly a deep meaning in childish play, and Froobal's plan was to snow that childish play to express itself ifl its own way. This ideal was understood by Mr Earle when ho said: "In tlie normal or -harmonious lifo play, art, work ai'o inatters of attitude immanent , in activities; not things fowxl or superimposed from without." Wo cannot-, if wo would, stop tile activity of the child, which, if mot' provided with wholesome, right conditions and opportunities for expression, will discover tho means which end in what we call " getting into mischief." Froebcl's message is one of unified play, self-activity, co-ooeration. and nomocracy. Wo cannot read one of Froebel's hooks or enter the right, kind of kindergarton without- teing impressed with fhe_ senso of unity which prevails there, without this sense of nnitv education must fail, for it is through the drawing of. all tilings to on© centre, and the branching out from that centra again to' a wider circumference that we broaden our viewpoint and stimulate growth. "In all things there lives and reigns an eternal law, says Frcobel. and it is through the. recognition of this law that education ■ proceeds. Rich child should be helped to realise that there is a law behind all things; a law which stands for wlrat is right and best, and that that law must be obeyed, not because the teacher s uys so, but because of cause aud effect, a tain result must follow opposition to law. Education can bo passive and still Iw lawful. "All's love, yet all's law." Tho observation-and study of the child's inner ; nature so that tho right conditions for ' growth may be provided—this method ia ; loving and yet fully aware of the reign of law-. In the home'and ill the school- i room it- should matter more whether love rules, whether thoro aro patience and | mutual helpfulness, than whether mere

learning is Acquired. All learning •is to be subordinated to tho learner, all vocations are to be subordinate to the man.

" Education consists in leading man as a thinking, intelligent being, growing into self-consciousness, to a pur© and unsullied conscious and free representation of the law of Divine unity." Tho kindergarten circle is the symbol of unity and democracy. Each child has his place to fill, each place is as good as every other ope, but the citcle can only be a true circle when all arc helping to make the group happy, spontaneously and freely, for one unhappy member spoils the joy of his companions, and destroys tho unity and co-operation which exist in the kindergarten. The civclo brings the child into the _ right social environment, makes him realiso that he is the member of a whole, ami therefore develops in him a social consciousness, tho knowledge of tho rights of others, iiidejiendenoe, and initiative, ami enables him to become fully aware of the fact that his co-operation brings joy. to others as well a? to himeslf. We all know that the hitman being is organised for doing work, and that each of us must tako a sharo in the 'world's work. The very instinct of imitation makes us do what others do. Inactivity means stagnation and death; activity, life and growth. Not only is tho little' child an cietivo baing, but also a self-active ona. Ho has ideas of. his own, an individuality to express (the latter too often suppressed or ruined by tho imposition of mechanical facts, which have no relation to his everyday life and experience), and Froebel Saw the deadening influence Of instruction, the pouring in ,of isolated facts. He realised that the child made in ■ the image and likeness of God must havo creative ability, and he therefore recognised that, education should be based upon the outer manifestations of the child. His first consideration is tho child, his material is of no value in. and of iteelf, | but only m a means for tho development iif ealf-activitv, so that tho whole self of the j child may be active—head, heart, and hand satisfied.and absorbed, and henoe steadily progressing. As a child's gardener, :he would not force t ; be plant, but after trying to discover its nature he would'prepare the right conditions for growth, and leave tho rest to develop naturally and 1 inevitabljas the flower develops, expressing its own peculiar individuality and beauty. Kindergarten dote not pretend to prepare the. child for any precise set of conditions, for. the teacher knows not, what particular conditions lie will have to meet. It aims so to train the child that lie will have'the full and ready use of all his powers, that the child stage of development will be full and rich and complete, There implications in this law of self-activity which are worthy of consideration. First, it means that tile child's mental development is through the activity of his own powers. Through no vicarious effort can a child's powew unfold, and this applies to. all of the three prime processes involved in mental davelopment-aquisition, assimilation, and expression. In acquisition it is the child's own experiences which should furnish the starting point. "In a school in a noted American city a geography class was discussing t.ho characteristics of ijlia Mississippi Valley, and a visitor asked a member of the class if she had ever seen valloy, large or small Tha child replied fnat she had not. Yet her home was in a conspicuous valley. 'Hie writer of this incident grcs on to say that, this is an instance oE what is found to-day in .too many schools. 'The remedy lies in recognising t-ra absolute necessity of experience as the basis of acquisition. Albert Morton tells its that 11 Education 'does not commence with the alphabet; it begins with-a mother's lfx>k (> with a father's, nod of approbation, or sign of reproof, with ji sister's gentle pressure of tho hand, or a brother's nob'e act of forbearance." His remarks reveal the. point of view from which the kindergarten approaches those to bo educated. It aims to give clear impassions and opportunities for accurate, expression to help tl'.o child to be a creative, self-sctiva independent being in- full passion of his powers, quick to observe and imitate, keen to know, ready to give and shaaie, independent, active, full of a love of doing, and doing not for his own sake alone, but for tha good of lli®_ group of which he is« a member. _" The object of education is the realisation of a faithful, pure, inviolate, and hence holy life," Could there bo a, higher ideal than, this expressed-by Froebel? Is it not . worth more than the acquisition of certain facta from books—of facts which are often f» isolated from actual experience that they are forgotten almost before tho book 15 closed. Bui in Froebel's ideal of education the practical sido is nob left out, for kindergarten is the beginning of industrial education. Physical development is pro-vt-d'Kl for, or else the ideal would not Iw complete. From tho very first the child uses his hand* and is taught to bo careful and aoenrate. Plays in which .form, accuracy, judgment, etc., aro developed are part of the daily proceedings, for it is •through vloing, through tho'movement ot objects, that the child learns tlwir characteristics. The productions of 'tho child havo the value of utility as well as beauty, for instead of being bound' to the materials which Froobel planned, progressive touchers have increased their equipment by using ail things which can bo- easily managed by tiny fingers, and' which emphasise the underlying principles of educational jnaterial.

T. i. i) i ' Hailmami , tells us that Froebels demand for manual training in education has been adopted quite gejierflllVj aitihough tho utterances of this awd largely to industrial conditions. It is claimed that tho chiefly literary character of school education does not meet the demands of the world's industrial interests; that there is a <leartih of talent and skill in industrial pursuits, and a consequent excess of applicants for the learnod professions, for commercial and clerical work; that labour is shunned as degrading instead of being sought as ennobling; and that consequently pauperism and crime, as the results of enforced idleness, are on the increase. This was written in 1900. We all know of the industrial schools of Germany, also that there are _ trade schools in some of the American cities. Albany has had manual training 1 in the schools for some time, but tlio new plan thoro is to establish several industrial schools, with an industrial high school to crown .tho system, so that the hand will bo cultivated from kindergarten to tho ago of 16 or 17 years. Thisplan has in view the more far-reach-ing idea, of manual training for vocational purposes. There is much force in the claims set forth above., but there is « wider significanos attached to'inanual training as an loducational factor'. Without it there is no threefold development. The hand is not cultivated and developed. Tho need for it rosts- on the imminent ne<id oi man more than on a passing industrial need. Manual training has a moral reaction—it gives a ranse of pois? and p<r.v?r and strengthens independence anil initiative.

In conclusion, let me briefly summarise the points I'have touched on in ■ this paper.

First, what is kindergarten? In answering thlis question I liavfi tried to show that it is the first, step in education, tho basis for later work and growth, (he process which provides tho right conditions for that stage of development, in the life of the child when he k absorbing and doing, imitating all that he sees, and endeavouring thereby to make what he soos real and vital—a part, of himself. Thus is lie living, and kindergarten is helping him to livo as fully as possible in the childhood stage of life, 'flic two principles which I have touched upon and endeavoured to explain as integral parts of the kindergarten process are sclfnotivity aud unified play, and these require tiie provision of right conditions and environment so that the natural activity of the child may lw expressed in a unified, natural way, unfolding and developing | is threefold nature. Only the providing of right condition a,nd environment—it sounds so simple, but means so much —not teaching, hut guidance. In order that such an atmosphere may be enjoyed it is necessary for the teaeher to know" the needs, the interests, the powers, the selfhood of little children, and who can say that the acquirement of such knowledge does not. mean earnest, thoughtful, reverent w<JHc? It is far easier to teach a system than help a child to unfold in a. three-sided Why, but % .latter is worth moTo to llie tcaiW as well as to the child, and makes her want to .abolish the system jvhich kills, Mid preach ■the gospsl of unfoldmsnt—natural develop-t-ho child's birthright. Shall we rob him of -thai; birthright? The aim of Mich work can but go back to the Froebelliiui principle of unity, to put the child in possession of all his pow-ers, so that lie caii react ..rightly towards any condition Hint may arise and be happy in tho use of head, heart, and hand.

In order that the child may develop physically it is necessary that his surroundings be as beautiful as possible, with clean, well-ventilated, artistic, sunny rooms aircl chairs suited to his height, so that tlwro is no strain or pressure on any part of liis body. This environment will not only afford a standard for future choice, but will, I think, bo an incentive for the cultivation of respect for his own and other IMople's property. Jt is not eosj to fciko care of Something that is ugly and uninviting. Mentally, the study of the development of the child must be the chief consideration, so his powers ina.v 1m oaudit at the flood. Morally, it is right to know first, of. all' what morality means, from, the child's point of view, them provide tile kind of oxreriencos which will) be tho means of unfolding his character, and of developing the inner , divine unity ■which each child possesses and strives to express. "Tha Ifroeoeilian. idea of education is ixsver discipline or information, but: power, power in 'every worthy direction, power .to think, to feel,-, to appreciate, to do. How limiting and deadening was tho old conception of education, which was so largely merely storing knowledge in the. human mind or sharpening to keenness the mental powers in limited directions. How broadening and stimulating is the Frcebejiaii idea, which stands for the expanding of the human being, in. every worthy directions It is life to'the teacher and to tho' pupil, it is salvation to tho race."