The morning call., 1894-05-01

ter figure for general composition that
would have captivated painter.
On the platform with Mrs. Cheney were
TO be seen Miss Edna Rich of Santa
Barbara. Rev. Ada Bowles of Pasadena,
Mrs. Mary Newberry Adams of Dubuque,
Iowa. Mrs. S. Shepard of Ventura. Mrs.
Elmira Z. Stevens OF Los Angeles. Mrs.
Eliza Upper Wilkes, Mrs. Margaret Upper
True, Mrs. John G. Bidwell, Mrs Char
lntte Perkins Stetson, Mrs. Frances FnlIer
Victor of Portland, Or. Mrs. T. B. Walker,
president of the Woman's Council. Mime
8polis. Mrs. Alice Moare McComas of
Los Angeles. Mrs. Kate Tupper Galpin.
Mrs. Mia Upper Maynard. Mrs. Walter
Magee, Mrs. Sarah &. Cooper. Miss Nora
a. Smith. Mrs. Georgia a. Watield of
San Diego and Miss Margaret Schellen-
berger of Stanford University.
The theme set for the day was that of
Education" Mrs. Vance Cheney called
the congress to order at 10 O'Clock and
made the opening address. The speaker
said they bad gathered together to take
council as women, as men and women had
not yet learned to meet in joint council.
I'VE are not here" she said. ''to tell
what man has or has not done for US, but
to confess with humiliation how little we
have done for ourselves, and to try to 90
better things in the future"
Mrs. Cheney concluded by introducing
the various speakers of the day, annOunr-
ing the first speaker, Mrs. Sarah B.
Cooper.
Mrs. Cooper's subject was Relation of
the kindergartens to Manual Training"
She thought that the education of the
people should be such as to develop their
industrial capacity. They should be
taught how to work. The schools should
teach the children how to earn their
living. 1t is fact that when the majority
of the pupils leave school they cannot earn
their living The boys who go to college
have four years more, but those who do
not go to college should be trained so as to
be able 10 earn living. What thew need
is manual training. Il want to say" went
on Mrs. Cooper, that this diserim nation
against those who earn their living nv the
labor of their hands is very unjust. There
is no degradation in labor, because it is on
production that the world depends and
production depends upon the labor of the
hands. The work of finding out what is
in child should be begun as early as
possible-from the very beginning. The
kindergarten, | contend, is the only true
foundation for this industrial training. 1t
teaches the little child to teach himself.
The Kindergarten is devoted to ideas-not
to words. The children are taught words
too much. The world does not need
rhetoric, l hold, as much as il needs useful
Ideas"
According to the speaker more than
Dine-tenths of the criminals of this coup-
try had never learned a trade The pre-
ventiOn of crime is the duty of society and
society as no right to punish crime at one
end when it does nothing 10 prevent crime
al the other.
In the discussion that followed Mrs.
mary NJ MeRoberts declared that the kin
oergarten training failed in doing as much
Roou as IL might as that principle was not
carried oqt III the succeeding grades of the
PUBIC schools. There should be no divorce
between the kindergarten and the public
sch 0Os.
Professor j. C. Pelton praised the kin.
dergarten system.
Mrs. T. b. Walker of Minneapolis
thought that mothers who did not know
what 10 do with their children should dron
a parlOr and make workshop. The chill
0ren should be taught to work.
The next paper was then called for. and
Miss Nora III. Smith, principal of the Cali
fOrnia Kindergarten Training-school. read
a paper on 1.-THE Art of STORYTELLING"
which she aptly illustrated by relating
the story OF "a little girl who wanted 10
make a piece OF toast for her mother"
According 10 the speaker, truth should be
a component part CT the narrative; it
should be told in attractive language,
though falteringly told crude tale is bet
ter than an absence of all storytelling
from the child's life. The awakening of
the imagination through storytelling was
Aso advanced as beneficial for little pee
pie.
Miss Smith. who has had much expert