The Seattle post-intelligencer. [volume] (Seattle, Wash. Terr. [Wash.]) 1888-1914, 1896-11-18

prtscd to ind In Seattle 20 great an inter-
est I'm the work. Another graduats OF the
Portland training class. and one who has
been Of great assistance TO the kindersar-
ten cause in Seattle. said she wished me
to know how differently people met her
when she attempted lately Ia start a kim
dergarten from what they did few years
ago. She said that they had much high
er knowledge Of its possibilities and OF
what kindergarten education really meant.
Many of the parents of the training class
have been most cordial In expressing their
appreciation Of the work. ~ were also the
parents Of the children.
The members Of the training class do
not hesitate TO express their pleasure in
the work. and speak to me of their appre-
citation OF the work In such q wey that I
cannot become discouraged. Az Their iu-
sight grows greater their enthusiasm In
creases Tho visitors at the kindergarten
have been sympathetic and enthusiastic.
81 know that none of us need feel that
efforts have been In vain. The first few
years work Ia any city may not have a
large outward result. but many persons
have become interested. and what has
heen done will not be lost. ] earnestly
hope that soon a email portion of the pub
lie school funds may be given 10 the sup
port OF the kindergartens In Seattle. be-
iieve that such a step would meet with
the hearty approval Of many In this city.
I believe that those upholdinE the kinder
garten education In this city want the
best possible results. 1t Is truly cause
worthy Of any ones best efforts.
II shall briefly outline the course Of study
of the training class. but II Is still subject
to change at any time. The first two
years practical work with children in tire
kindergarten OF from three TO four days I'm
the week. The days of duty In each week
being necessary for home study. The
first months OF Junior work are for obser-
walton only. Gradually the pupils give a
little assistance. which Is slowly increased
during the year.
work During second Year.
During the second year the students
prepare and give lessons. adapting the les
sons TO the general programme. Their
plans are criticised before and after les
SONS. and pupils are taught also 10 tudee
OF their own success. This supervision
during the second year alone. can make
the practical work satisfactory. To send
one out without constant advice. in the
majority OF cases. would be TO hinder
greatly the pupils success. Not 30 keep
pupil teachers to their best, fer a long
enough time. IL usually to leave them to
sink beneath their best I'm later work and
that means TO become inferior teachers.
1t Is not enough that they shall learn 10
PLAY beautifully and happily with little
children. Unless thew are constantly ris-
ing to new power within themselves the
work in the future will grow fnonotonous
to them.
standing on the outside some persons
think and say that great deal seems 10
be asked I'm the practical work hut onc4
let rcrseu gain the true Insight into the
Kindergarten. or engage actively In tho
work. and they soon cease 20 put forth
Ee.sxyx fzr.. r.
they know what II expected from the kfn-
derrRrfsn by the educators OF this country
they will say Leave no stone unturneS ia
giving the most thorough training posstb,a
TO the pupils saw not enc school IN the
East where training class pupil was
asked 10 take Tire responsibility Of clues
without supervision rniess the pupils
can learn how 70 md JOY. peace. success.
In their practical work In tie two wears
we fsar they may later become dtseour
aged IN the work. IL this OF less import
anc~ than tire preparation for the varfors
professions. which takes several wears
this education which r. to Law the scunAa.
sic- s.,r all other education for lifey am
sure that all who give the matter thorough
attention will answer NO
The Text Books rseA.
with reference 20 the text books USED
We have. Finderxsrten theory erd nrs.e-
tts-F~~T S1'fBsr RAY. FroeEFF4
'pecarovirs Of the Kfrderravfen. sRenuh-
lie - Childhood by Mrs wfsrio ana M,..
Smith: "reminiscences Of rroebel Bars@-
e-s Marenhoss.' by Ven Bulow, .Svrboyfo
Education by Miss Ssrsar BLOW. sFduns-
tion Of Man by Fsoehel History OF edr-
catfon-T,ectures on Pedagogy hv Hail
mann: Educational Refcrusers.' bv Quick.
Readings from Froebers Letters ana
othe- vniumes- psychclogv and chsgA
ssudv-Trs~v's Trfanf Paychoioxvs IN.
ciuAsng prsver's 'chserva ffo-s.' Research
Work hv Dr.. a. ssaniey Han: Views ~
DR. Harris and Others Nature sfussf.~--
Song of Life by Morley. and other vnI-
urn~s. also the following stories. .asor~
Hour Nv Ease Drrssss wa-wtn ANA va-.
A. Smith. Tn she Chiid's World nv rms.
lie Poni@son. 6crxs ana games. their pur.
rose and manner 81 uve--svFrAervsrt~v
Chimes By Kate Douglas wisrfn: .sonrr
for Little Children By Ffesnor Smith.
sChiidren's son9s.' by Walker 4 J.rks.
other sor~ books by Patty Hifi. Affx. Yzuh-
bard Prof Tomffns and Emflse PcuIssou.
TN physical culture q series 81 ever
rises are kfven for the purpose Of leading
20 correct positions Of standing. sftting
and walking. conducive 10 both health
and oppression II has been decided to