Show I Home and School League I I Answers to Objections to the Kindergarten Kindergarten- Part Kindergarten Part I. I By MISS ROSE JONES Director of Kindergarten University o of Utah The The- following answers to object objections to the kindergarten have been prepared in the kindergarten division bureau of education Washington n D D. C. C in co cooperation cooperation co- co operation 1 with the International Kindergarten Kindergarten Kindergarten Kin Kin- Union The objections quoted here have been urged against the kindergarten kindergarten kindergarten kin kin- from time to time chiefly by persons who have no clear of ot the place which the kindergarten holds today in relation to education or whose opinions are ale largely tho the result of ot prejudice and second hand Judgment Judg judg- ment and not of intelligent and personal personal per per- sonai observation of ot this form tonn of child training S I 1 Some primary teachers say that kindergarten children are hard to manage manage manage man man- age they prefer to receive children fresh from home Answer To say that some primary teachers find kindergarten children hard to manag manage and that they prefer pre pro fer children without kindergarten trainIng training training train- train Ing would indicate that these teachers are Interested chiefly in the management management management manage manage- ment of ot children rather than their de development de- de deI I which should not De be true A teacher who depends on tho t enso sensa of oJ awe and ancl separation which characterizes characterIze character character- Ize izes children fresh sh from home bome will naturally nat nat- have little sympathy with the child from the tho kindergarten If It she confuses order with passivity and nd self expression with license she will wm have difficulty with children from tho the best est kindergartens She falls fails to understand and practice the of self ac in education Modern psychology and hygiene agree In In emphasizing the Importance of ot freedom freedom freedom free free- dom of ot thought and action at the kindergarten kin kin- age agO jn In some somo Instances the criticism is duo due duoto duoto to Inadequate kindergarten practice There Thero may be kindergartens who do donot donot not pot represent the Ideal as there thero are teachers Aachen In all grades who fall below the he best hest educational standards Tho Thin kindergarten child who has re- re cf from his l kindergarten training what it In is designed to give him and what In iii the tho vast majority of ot cases he do does s get goes into tho the primary room with senses lenses keen leen and alert skill of or eye cye and hand power of attention habit of obedience and ability and ana practice In self expression also with power to solve his hla own problems |