THE RELATION OF THE KINDERGARTEN TO THE PUBLIC SCHOOL

“The nature of an educational system is determined by the manner in which it is begun.”

The question for us to decide to-day is not how we can interest people in and how illustrate the true kindergarten, for that is already done to a considerable extent; but, how we can convince school boards, superintendents, and voters that the final introduction of the kindergarten into the public school system is a thing greatly to be desired.  The kindergarten and the school, now two distinct, dissimilar, and sometimes, though of late very seldom, antagonistic institutions,—­how will the one affect, or be affected by the other?

As to the final adoption of the kindergarten there is a preliminary question which goes straight to the root of the whole matter.  At present the state accepts the responsibility of educating children after an arbitrarily fixed age has been reached.  Ought it not, rather, if it assumes the responsibility at all, to begin to educate the child when he needs education?

Thoughtful people are now awaking to the fact that this regulation is an artificial, not a natural one, and that we have been wasting two precious years which might not only be put to valuable uses, but would so shape and influence after-teaching that every succeeding step would be taken with greater ease and profit.  We have been discreet in omitting the beginning, so long as we did not feel sure how to begin.  But we know now that Froebel’s method of dealing with four or five year old babies, when used by a discreet and intelligent person, justifies us in taking this delicate, debatable ground.

So far, then, it is a question of law—­a law which can be modified just as soon and as sensibly as the people wish.  Before, however, that modification can become the active wish of the people, its importance must be understood and its effects estimated.  Could it be shown that after-education will be hindered or in any way rendered more difficult by the kindergarten, clearly all efforts to introduce it must cease.  Were it merely a matter of indifference, something that would neither make nor mar the after-work of schools, then it would remain a matter of choice or fancy, for individual parents to decide as they like; but, if it can be shown that the work of the kindergarten will lay a more solid foundation, or trace more direct paths for the workers of a later period, then it behooves us to give it a hearty welcome, and to work out its principles with zealous good will:  and “working out” its principles means, not accepting it as a finality—­a piece of flawless perfection—­but as a stepping-stone which will lead us nearer to the truth.  If it is a good thing, it is good for all; if it is truth, we want it everywhere; but if this new department of education and training is to gain ground, or accomplish the successful fruition of its wishes, there must be perfect unity among teachers concerning it.  If they all understood the thing itself, and understood each other, there could be no lack of sympathy; yet there has been misunderstanding, conflict occasionally, and some otherwise worthy teachers have used the kindergarten as a sort of intellectual cuttle-fish to sharpen their conversational bills upon.