The record-union., 1896-11-25
WINSHIP'S WARNING WORDS.
He Advises the Teachers in Relation to
Managing Boys.
Remarks That Concerned Parents as
Well-Other Subjects Before
the Institute.

The weather was still inclement yes
terday morning, but the second day of
the City and County Teachers lnsu-
tute showed a fuller attendance than
the first day.
They knew they were going to listen
to an educator of worldwide fame, but
Gid not realize what a treat was before
them. DR.. A. E. Winship was the main
speaker for the day, and was listened
TO by the assembly with rapt interest.
He is not only a CHEEKY, pleasant speak
er, but man who has something to say
that is worth listening to, and when he
becomes more than usually serious in
his remarks his personal magnetism
Carries his hearers along with him, and
tears spring unbidden to their eyes as
they listen to his pathetic recital or ap-
peal.
Such was the case yesterday in the
latter part of his talk on Boys" and
there was not teacher in the room who
cid not realize, as perhaps few of them
had realized before, the heavy respon-
sibility for the future lives of their pu-
pills that in a great measure rests upon
their shoulders. 1t is to be regretted
that every father and mother in this
city could not have listened to it.
The attendance at the institute is not
limited to teachers, but the general pub
lie is cordially invited, and as he talks
this morning upon Girls many a
mother IN this city would find the morn
ing well spent in coming to listen to
him.
KINDERGARTENS
Value of kindergarten Work to the
Public School, was the subject upon
which Miss Prichard, Principal of the
Kindergarten Training School of this
city, spoke.
hlndergartens stand upon a different
basis than formerly. Up to this time
they have been on trial for their life.
as it were. Now they are an established
fact. The greatest educators think they
are the basis of all education The great
question at present is, How shall the re-
lation between the kindergarten and
primary schools be harmoniously ad-
Justed?" Education is that which gives
one the best preparation for life work
mentally, morally and physically.
There is too great a transition from
the home to the severe restraint of the
school. The kindergarten teacher re-
members that they are mothered ba-
bies. She leads them until their play
becomes serious work: their faculties
are developed, and their activity is
turned into the right channels.
The child is surrounded by life and
beauty in the kindergarten and is
brought into communion with nature
he IS taught to see, hear and to use his
kands He gains the sense of power and
number. He learns how to learn, and
has the ability to express himself. He
learns to work and enjoy work, and
feels that he has power.
The kindergarten child is eager to
learn if rightfully developed. The child
does not lose his love of activity when
he firSt enters a primary school. The
primary teachers should not shut out
all the beautiful things from the chill
dren. To be successful with children
one should be endued with that spirit
winch says. Suffer little children to
come unto Me, and forbid them not"
DIR. WINSHIP'S TALK.
DIR. Wnship's subject was Boys"
Boys are now, as they always have
been, problem. After all the study of
are boys. We can learn a great deal
by studying a boy. We find that they
know more about US than we do about
them. In fact, they know all about US.
A boy has a great appetite He does
not eat for fun primarily. but to grow
he wants to be big. He grows for
long time and rapidly, and all of a sud-
den be stops growing. But his appe-
tite still continues. This is the most
vital point in his life. Growth is
changed to development. They must
at this time be trained with the great
est care.
Boys are as hungry mentally as they
are physically, but they are not hungry
for many things that we try to feed
them with. They have a mental
growth that stops and changes to de-
velopment as does their physical
growth. They can be forced in one di-
rection and dwarfed in another, and
great pains should be taken to prevent
anything of the kind. They should not
be unduly put into books, but should
be put into life.
In the first period they may be said
to be sense hungry and word hungry.
This period is from one to four years.
The sense hunger reaches its climax In
three or four years. and the word hun
ger runs little behind the sense hun
ger.
The second period which ranges
from eight to twelve years, is when the
boys are fact and memory hungry
They memoriZe words and jingles that
have no sense. but to them have
rhythmic sound They do not learn
words or verses that we teach them.
because they do not seem rhythmic
AT this period they learn by ear and
not from a textbook by eye. If we give
them things to learn orally and that