II. That the relation of the kindergarten to social reform is simply
that, as a plan of education, it offers us valuable suggestions in
regard to the mental, moral, and physical culture of children, which,
in view of certain crying evils of the day, we should do well to
follow.
The essential features of the kindergarten which bear a special
relation to the subject are as follows:--
1. The symmetrical development of the child's powers, considering him
neither as all mind, all soul, nor all body; but as a creature capable
of devout feeling, clear thinking, noble doing.
2. The attempt to make so-called "moral culture" a little less
immoral; the rational method of discipline, looking to the growth of
moral, self-directing power in the child,--the only proper discipline
for future citizens of a free republic.
3. The development of certain practical virtues, the lack of which
is endangering the prosperity of the nation; namely, economy thrift,
temperance, self-reliance, frugality industry, courtesy, and all
the sober host,--none of them drawing-room accomplishments and
consequently in small demand.
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