Evening Republican, Volume 21, Number 192, Rensselaer, Jasper County, 30 August 1917 — Schools Without Kindergarten are Like Buildings Without Foundations [ARTICLE]

Schools Without Kindergarten are Like Buildings Without Foundations

By Bessie Locke,

, Chief of Kindergarten Division, U. S. Bureau of Education

The magnificent work of our public-school system merits and receives the admiration of the world. But, notwithstanding the splendid progress that has been made, there is one important respect in which it may be improved. • ' - Did you ever know an architect who would undertake to erect a beautiful and substantial building and omit to provide a suitable foundation? Did you ever hear of an intelligent farmer who woulTneglect his animals when young and expect perfection in their later life ? Have we given the same thoughtful attention to the foundation of our educational structure that the architect gives to the foundation of his building? Have we realized fully that a well-rounded development depends in large measure upon early influences and the habits acquired in the formative period of life? Our leading educators for more than a generation have been earnest advocates of the kindergarten; our first commissioner of • education— Henry Barnard —saw the system demonstrated in London in 1854 and became enthusiastic over its achievements? Lpon his return to this country he wrote and talked extensively on the subject. Commissioner Harris also did much to promote the idea fluring bis long administration, and Commissioner Claxton, who personally a kindergarten for colored children in Asheville years ago, believes that kindergartens should, be a part of the public-school system in every city, town and village in the country. It is now generally understood that the function of the kindergarten is to nurture and develop the child’s inherent powers; that in the kindergarten the foundation of all subsequent education is laid; and yet, notwithstanding all that has been said and written, what are the facts today? There are four million children in our country between four and six years of age for whom kindergartens have not yet been provided. These four million children are each losing two years of possible schooling, making eight million years liost at this most impressionable and imitative age, when habits for life are being formed. This lost time can never be regained. Many communities believe they cannot yet afford kindergartens, and they build high schools and introduce manual training and other special branches for the older children, while the little ones are losing these two years of systematic trailing. But the question is not, Can we afford to have kindergartens ? but Can we afford not to have them ?