Grand Rapids herald. [volume] (Grand Rapids, Mich.) 1892-1959, 1892-11-05
ARE NOT OUR PRIDE.
Weaknesses IN the Pubic school System
Exposed


Exposed
But one member OF the beard OF edu-
cation was present al Prof. W. n. Hail
mans lecture on "Common Sense in
Education" in Founts in street Baptist
church last evening, but the room MAS
well filled With the teachers from the
public schools aud the words Of the
lecturer Will no doubt have an excel
lent effect. Prof. Hailman said he sid
not feel as if he could teach Grand
Rapids people anything about kinder
garten work. for IN u comparatively
snort time Grand Rapids has become
the stronghold of the work IN Michi-
gan. He sald his lecture would be an
attempt TO prove that what froe-
bel taught WAS slmply that COM
mon sense should be exercised
In educat nal matters Before his
time the child was looked upon As a
little arrival that must be developed
into humanity, that II might stumble
along haphazard t. its full develop
ment. Froebel taught that the child
possessed the fullest humanity that Il
would ever possess. In later life these
traits are dulled by failure and defeat.
The work should begin early, before
the child's mind has been warped from
Its natural tendency. No matter how
young the child temptations should be
kept from it. 1t Was not by stumbling
and falling that the child learned TO
walk. One might as we'll teach that by
theft . child would become honest.
Keep away the temptation is
one OF the principles OF the
kindergarten. Parents who daily
prayed, LEAD US not into temptation"
would turn to their child and attempt
to teach it resistance of temptation by
placing temptations IN its way. 1t had
been said that John would crack nuts
all day if there was q kernel within,
but to set John to cracking mute, each
one little harder than the former,
gets to DO tedious business. That Is
what John had to do in the public
schools. The child should always see
the object to be attained. 1t had been
said that the school should fit the child
for social life, but instead of devel-
Oping the social side IF the child's ma
ture he 10 isolated from his companions
and made subject to absolute authority
instead of being taught mutual help
fulness and subsection to recognized
law.
Some had said the kindergarten ides
was not practical. 1t was sensible aud
that which agreed with common sense
was the most easy to carry into prac.
tice. 1t had been found that in the
kindergarten individuality had assert
ed itself more rapidly than when chill
dreE are isolated In their work.
He said knowledge is useless unlesi
| 1t leads to some results. If knowledge
is to be gained 1t should be for some
purpose. The common schools are
run on the idea that knowledge wa.
valuable in itself. The mental action
did not end in knowledge, but in &C
ton. One grain of knowledge vel
used was of more use than tons oil
dead ballast. The trouble seemed Il
be that We thought OURSELVES on the
| top round of the ladder IN educational
| matters, as public schools were consid
cred the pride of the nation, while II
| fact they were the shame of the ma
| ton. A position on the top round wa
| dangerous. No further progress coulC
be made, no movement made except Il
go down. The idea of proprietorshiI
| in children must be banIshed. The
child belonged neither to the fathel
nor mother, but to God. He should b.
taught love and helpfulness for other
if he would be fitted for the social life
He should be taught love for his fel
| lows, not in the sentimental way, bu
because he can be helpful to them ant
they to HIM.
This morning at $50 Professor Hail
man will talk to the teachers In tn
high school building.