The attempt to instill an idea of
self-government into the tiny slips of humanity that find their way
into the kindergarten is useful, and infinitely to be preferred to the
most implicit obedience to arbitrary command. In the one case, we may
hope to have, some time or other, an enlightened will and conscience
struggling after the right, failing often, but rising superior to
failure, because of an ever stronger joy in right and shame for wrong.
In the other, we have a "_good goose_" who does the right for the
picture card that is set before him,--a "trained dog" sort of child,
who will not leap through the hoop unless he sees the whip or the lump
of sugar. So much for the training of the sense of right and wrong!
Now for the provision which the kindergarten makes for the growth of
certain practical virtues, much needed in the world, but touched upon
all too lightly in family and school.
The student of political economy sees clearly enough the need of
greater thrift and frugality in the nation; but where and when do we
propose to develop these virtues? Precious little time is given to
them in most schools, for their cultivation does not yet seem to be
insisted upon as an integral part of the scheme.
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