The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1896-03-04
OUR KINDERGARTEN WORK
Interesting and Instructive Lecture
by Mrs. Treat, of Chicago.
THE PRESENT A PIVOTAL TINE
We Are Beginning 70 Realize the Truths
Of tho Teachings Of the Early Kin.
dergartuers-Some Recommeuda-
tions Concerning Child Culture.

A very interesting lecture on kinders
garten work was given by Mrs. Lu-
cretia Treat. Of Chicago, at the Albright
library last evening. Mrs. Treat Is
one of the foremost instructors in TINS
new education and by her many years
experience is well fitted to speak on the
subject. Her audience was composed
almost entirely of school teachers, ana
despite the inclemency of the weather
was quite large. She was introduced
by Rev. Rogers Israel
Mrs. Treat Is u woman with smil-
ing, beaning countenance. and appar-
emily possesses the kndest of disposi-
tions. She is just such u woman as
children could not help but love. Her
style Of talking is informal; hurried,
but yet well connected, and her Ian
guage In purity and grace makes up for
the eloquence which she refrainS from
attempting. Even to one not interested
or in any way concerned in the subject,
she proves to be interesting to great
degree, so we'll does she dress and pre-
sent her subject.
She began her lecture by stating that
the present was pivotal time in edu-
cational work. We are Just beginning
to fully realize the profound truth of
the contention made by the great think
ers along the line of child study fifty
or seventy-five years ago. that II Is
Impossible or at least exceedingly diff
cult to build well ON u foundation that
is weak As President Eliot OF Harv
ard. puts it: 1T is very discouraging.
this trying to plaster culture on poor
foundation" Here Mrs. Treat gave u
sketch of Frederick Froebel. the origi-
nator OF the new education. which he
styled kindergarten. and her lecture
all a
lion In 4 practical way Of this great
thinkers theories.
TWO GREAT NECESSITIES.
Suitable companionship and organ
lied working material she said, were
the two great necessities in the educa-
tion Of children. Mothers will say, II
give my child everything, and yet he
or she il not contented." That child Is
geeting too big dose of mother She
wants some one to associate with who
Is of her own age. who is not beyond
her or beneath her in years. and who
has the same hopes. aspirations, joys;
some one who can and does do the same
thing us the child A child deprived of
suitable companiOnship will grow NOR
bid, or, as FrOebel said Of himself. be-
come starved. II can not exercise its
mind with the ideas Of older folks. and
as a consequence idleness begets NOR
bidness.
BY organized material should be un-
derstood the tools of kindergarten
work, selected after years Of study and
experiment by Froebel and those who
have followed him. Froebers practical
tools We're as follows: First. instead of
discordant rattle, the effect of which
on child desiring calmness and seren-
ity. cannot be stated, Il soft ball SYM
bollc of perfect form should be its toy.
Then 4 hard ball. then cylinder, a die
building blocks, a plane. line. a point
The first thing should foreshadow the
next and SO OF. Thus the indisputable
rule of teaching by going from the
concrete to the abstract Is observed.
Thus the natural craving of children
for continuity and connection is salts
fled. Their constant question Of
Where did you get 1t and what are
you going to do with it," IL answered.
The child Is Interested and the interest
Is fixed. The result is the child is
taught without being made to study.
The first theory of advancing up the hill
of science was to riog the pupil up.
Then it was drag him up. Now 1t is
let the pupil fly up.
Then the other great feature of the
work was taken up This is character
mending. First 1t was believed that
crime would be lessened by the spread
of education. Schools We're built the
woods are full of them. but crime Is not
lessened. 1t was not enough to educate
the head. Then it was said. 'let both
head and hand be educated and man
will become better" Manual schools
were established but still something
was wanting. crime did not decrease.
The theory that If the head and hand
were both educated crime would have
no ally proved false. Then it was con-
cluded that the heart must be educat-
ed. "To the three Rs" says Lyman
Abbott. another must be added R-for
righteousness" This training of the
heart Is the motherhood work" of the
kindergarten, the highest thought of
the new education.
APPLICATION OF THEORY.
Mrs. Treat then entered in detail
upon the practical application of the
theory to be followed in this schooling
which is embodied in the thought Elm
phasize virtue and vice falls away"
The old way of teaching righteousness
was don't do this or that" That was
the negative way. The new style Is
called positive: 1t says: do this or do
that" keeping vice I'm the BACKGROUND
and virtue always to the face.
At the conclusion Of her lecture, Mrs.
Treat told an interesting story Of the
practical working of this theory applied
by herself. and then spent a short time
in answering questions which she in
vited from her hearers. The lecture
Will. no doubt, have the effect of
awakening a new and vigorous interest
in kindergarten work in this city.
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