‘Sweetness and Light’ in the Kindergarten––The child breathes an atmosphere of ’sweetness and light’ in the Kindergarten. You see the sturdy urchin of five stiffen his back and decline to be a jumping frog, and the Kindergartnerin comes with unruffled gentleness, takes him by the hand, and leads him out of the circle,––he is not treated as an offender, only he does not choose to do as the others do, therefore he is not wanted there: the next time, he is quite content to be a frog. Here we have the principle for the discipline of the nursery. Do not treat the child’s small contumacy too seriously; do not assume that he is being naughty: just leave him out when he is not prepared to act in harmony with the rest. Avoid friction; and above all, do not let him disturb the moral atmosphere in all gentleness and serenity, remove him from the company of others, when he is being what nurses call ‘tiresome.’
Once more, the Kindergarten professes to take account of the joyousness of the child’s nature: to allow him full and free expression for the glee that is in him, without the ‘rampaging’ which follows if he is left to himself to find an outlet for his exuberant life. This union of joy and gentleness is the very temper to be cultivated in the nursery. The boisterous behaviour sometimes allowed in children is unnecessary––within doors, at any rate: but even a momentary absence of sunshine on the faces of her children will be a graver cause of uneasiness to the mother. On the whole, we may say that some of the principles which should govern Kindergarten training are precisely those in which every thoughtful mother endeavours to bring up her family; while the practices of the Kindergarten, being only ways, amongst others, of carrying out these principles, and being apt to become stereotyped and wooden, are unnecessary, but may be adopted so far as they fit in conveniently with the mother’s general scheme for the education of her family.