The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1897-06-19

Next came the essay on Truthful
ness, the Pervading Atmosphere of the
Kindergarten" by Miss Carrie E. Bray,
the other graduate. This was a very
able composition, showing deep
thought and study. Following is a
brief resume of the paper:
THE thought, usually uppermost in
the mind when considering subject
of this nature, is how that pearl of
great price'-truthfulness of speech
may be cultivated and fostered in the
child"
Miss Bray then proceeded to consid-
er this under two divisions, stated neg
atively, as follows:
l. Intentional untruths known to be
such
2. Exaggerated statements, subdi-
vided into
(a) Intentional exaggeration.
OBJ Exaggeration arising from un-
trained senses and vivid imaginations.
In discussing these the following
facts were brought out:
I'm dealing with intentional false
hood, we try, if possible, to make the
child confess it; then there is hope
that a realization of it's wrong will be
the just punishment which should fol-
low.
subdivision (a) of our second head
ing calls attention to Intentionally ex-
aggerated statements, which may have
their origin in either love of appearing
smart, revealing itself in an effected
laugh or from the delight of calling
forth upon the faces around a look of
r,cyfO aicI,y w
their own inwardly composed feel
ings."
Miss Morris called these white lies
and asked: How long can white be in
constant use before it becomes spotted
and finally black?"
Subdivision OBJ, eXaggeration arts
ing from unframed senses and vivid
imaginations, shows a lack of much
needed mental development, which
fault the kindergarten training en-
deavors to remedy.
1--WE conclude, then, that if the
causes impelling each individual child
TO falsehood are known and treated
justly the result will be that the good
is nourished and cultivated, and the
weeds left to wither and die
But are there not still other ways of
icing untruthfu1? Surely, actions
speak louder than words. This phase
of untruthfulness is dealt a severe
blow in the kindergarten through rep
resentative games in the circle and
through representation in gift plays
and other table work, the exact ex-
preston of what the child sees and
feels.
''Frolic and nonsense, legitimate at
the proper time; does sometimes de-
stroy the feeling of truthful represen
tatiOn. The games must be so conduct
ed as not to allow this to continue, for
the true feeling is lacking, and is,
therefore, hurtful, rather than bene-
fetal
There is, also, danger that, in these
representations the child may simply
follow the directions of the kindergart-
ner. This we avoid by letting them
first observe natural, and the resem-
blances are worked out by the children.
'Above all, the Kindergarten must
be true herself. She must be what she
wishes the children to be and feel what
she wishes them to feel, or instructive
ly, they will feel the deception From
her they learn to love the truth, and
are placed in the position to be easily
led to believe in and love the One to
whom they should be pointed: Him
who said, I am the Way, the Truth
and the Life!'''
In Rev. D. P Birnie's address, the
speaker dwelt upon two points:
L. Every true teacher realizes that
the help of the homes of the students
is an essential. 1t is impossible for a
teacher to do good work alone.
2. The inspiration of a school like
the kindergarten is Christian. It's mo-
tive power must be devotion to the
Lord, Jesus Christ.
In the presentation of diplomas to
Miss Norris and Miss Bray, Mrs. G.
NJ. Hyde, president of the Kindergar-
ten Association, made a short address,
telling the graduates of their mission
as kindergartners and what was to be
expected of them.
Mrs. Hyde was followed in an adj
dress by Miss Frances Lawrence, di-
rector of the Training School, in which
she dwelt upon the noble mission of
the kindergartners fraught with great
responsibility.
The exercises of the afternoon were
closed with a Mountain Lullaby" a
composition by NJ. E. D. Frear, by the
school.