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<br /> PRIMARY INSTRUCTION. '' 5. It aims especially to train the eye as a means of informing
<br /> In order to secure greater attainments in the several grades of the mind. The habit of close observation, always a chief source of
<br /> our schools, we must begin with the youngest. The best and most knowledge, is thus encouraged.
<br /> experienced educators everywhere, are turning their attention more 6. The hand is also practiced in many dexterous employments.
<br /> than ever, to*the instruction which can be given to the smallest In this way the constructive faculties are taught and developed,
<br /> children. A great advance has been made, within the last few and there is no unnatural barrier between thinking and acting—
<br /> years, in the methods used in the primary schools. between wondering how a thing is done and trying to do it.
<br /> The central idea of the new system is the law of growth—growth 7. Children are thus taught to investigate for themselves.
<br /> from the very earliest years—and also the identity of this growth Committing to memory is not enough.
<br /> between the mind and the body. Modern science in Europe, as 1 8. It regards the love of beauty as common to all,and a source
<br /> well as in our own country, is making us more and more familiar of great happiness and culture if rightly used. The harmony of
<br /> with this prominent idea. It was this that animated Pestalozzi in colors and the charm of their contrasts,the symmetry and grace of
<br /> elaborating his system of object-teaching. Friedrich Froebel, a form, about which so many adults are now lamentably ignorant,
<br /> pupil of Pestalozzi's; observing, with rare sagacity, that the bent of are taught in a way never to be forgotten.
<br /> mind and character was given in the earliest years, set himself to Though we do not propose to abolish the alphabet and the spell-
<br /> the task of providing a practicable course of training for the ; ing-book, we commend these suggestions to our primary teacher's
<br /> youngest minds. He spent a life-time in studying the natures of, as worthy of their mature thought,and, so far as may be, of careful
<br /> children, and the best means of training their varied faculties, and practice. In addition to such miscellaneous exercises as they have
<br /> when he died,twenty years ago, he had perfected a complete sys- already had, let them study the capacity and.temperament of each
<br /> tem, and had thoroughly tested its efficiency. This system of pupil, and always be ready with something to entertain as well as
<br /> instruction he called by the appropriate name of F{ Kindergarten," f' instruct him. We see no reason why the teacher should not, from
<br /> children's garden. The first stage of education is all that it aims time to time, as a reward, perhaps, for�good behavior, bring in
<br /> important
<br /> little novelties,. designed to explain or illustrate some im
<br /> to effect. The points in which it differs from former methods of p
<br /> teaching, may be briefly stated as follows
<br /> principle. For example, pieces of white paper to be folded, or cut
<br /> 1' It makes it desirable, #nd almost necessary, that pupils geometrically, (of course the children will not know that word,)
<br /> tiny wooden sticks, tied up in bundles of five or ten, for counting,
<br /> should be received at the age of four, and even three, years, and
<br /> in some cases even younger than that. At the age of six or seven small blocks for the young carpenters, perforated card-board with a
<br /> they have completed the cose of the Kindergarten proper, and few bright worsteds, flowers and grasses, shells and pebbles, pic-
<br /> are ready to pass on to higher schools. tures and toys ; these may, with proper discretion, be added to the
<br /> 2. Books have hardly any place in Froebel's system. slate and black-board as a legitimate means of education.
<br /> 3. In the place of text-books, the child has a great variety of The advocates of this system claim for it extraordinary merits;
<br /> materials given him to work with, and from these, under the eye
<br /> it is at least worth our attention. If we can find a true and effici-
<br /> ent method of starting of the teacher,he learns not only the elements of many branches of g children in life with a zest for knowledge,
<br /> study, but also the first steps in several mechanical and artistic with a body active and healthy, and with senses quickened and
<br /> pursuits.
<br /> trained, by all means let us try it. Then in later years, when the
<br /> 4. This system recognizes the natural love of activity in chil- pupil will have to submit to laborious study and grasp new
<br /> dren, as essential to their health and growth. Instead of repress- problems of thought, we may hope he will find himself well equip-
<br /> ped for the work by that early awakening and wise direction of his
<br /> ing, it endeavors to turn it into proper channels, and to make it �- powers for which he will never cease to thank his primary teacher.
<br /> one of the chief agents in their instruction. P y
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