The child is viewed in his threefold
relations, as the child of Nature, the child of Man, and the child
of God; there is to be no disregarding any one of these divinely
appointed relations. It endeavors with equal solicitude to instill
correct and logical habits of thought, true and generous habits of
feeling, and pure and lofty habits of action; and it asserts serenely
that, if information cannot be gained in the right way, it would
better not be gained at all. It has no special hobby, unless you would
call its eternal plea for the all-sided development of the child a
hobby.
Somebody said lately that the kindergarten people had a certain stock
of metaphysical statements to be aired on every occasion, and that
they were over-fond of prating about the "being" of the child. It
would hardly seem as if too much could be said in favor of the
symmetrical growth of the child's nature. These are not mere "silken
phrases;" but, if any one dislikes them, let him take the good,
honest, ringing charge of Colonel Parker, "Remember that the whole boy
goes to school!"
Yes, the whole boy does go to school; but the whole boy is seldom
educated after he gets there.
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