The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1898-07-15
THE SECOND DAY.
Miss Allen Tells of Her Plans for
kindergarten Work.

The work of the second days ses-
sion of the Summer school began yes
terday at S o'clock in Progress hall
with a talk on kindergarten teaching
by Miss Allen. The early hour, for
! Hawaii, did not prevent a good sized
audience from assembling. The kind
/ ergarteners and many other teachers
were there, and the public was well
represented. Miss Aliens talk was
chiefly a mapping out of work and
topics for discussion during the ses-
sion. Her enthusiasm for her work is
| contagious. She inspires her hearers
with her earnestness, her love for
! children. During the sessions she will
tell teachers of what value music Is
in the kindergarten and in the school.
She says that this feature is much
neglected one, although it plays an i'm
pOrtant part in the school room. Dis
cipline is necessary. Because the par
ent and the teacher loved the child
sincerely, 1t should not be thought that
petting and fondling should alone be
INDUCED in. Often her love went out
the most to the child who needed the
most discipline. She often found her
self eXcuSing that child because she
knew that its conduct was due to
considerable degree to environment.
Miss Allen wishes especially to be-
come acquainted with the mothers, TO
talk with them of the child's habit of
thought, Of what the mental food in
the home should consist. She wished
to talk with them of the nature OF the
playthings in the home, and of temper
ance for little children, temperance in
speech, in food in drink. She wishes
IL announced that she will meet the
mothers at $3.50 o'clock this morning.
Miss Allen then had a three-quarter
hour session of kindergarten with
about dozen children on the stage
as a practical illustration of the prin-
ciples which she eXpounds.
At 9:S5 o'clock Col. Parker gave
his first lecture of the morning. He
spoke n second time at HES. follow
ing Mrs. Parker. At the first lecture
Col. Parker said that the true teacher
Is an artist, who Is studying every
question OF education, who is concen-
trating his attention on the children
before him, studying and thinking He
presented several working hypothesis.
The first OF these was the one function
of the word, its use. The word re-
calls something into consciousness. All
learning to read consists in the func-
tlOning of words, reading presents i'm
agery. As an illustration he wrote
several German words on the black
board. The majority OF the audience
did not understand them. They
brought up only the image OF the word
itself. He gave their meaning and the
words recalled the image of the objects
which he named.
Imagery, said Col. Parker, is the sub
Stantial flow of conscience. When
there are two Images in the conscience
simultaneously or in immediate sue
cession, thereafter one of them may,
and usually does, recall the other.
This Is fundamental law of recollec-
ton or memory. All words are learned
under one law only: the image Of the
word and the appropriate image Of the
object. The meaning of the word Is
the image 1t recalls. He applied this
principle to characters, the Chinese
characters, for instance. II no image
was recalled it was almost a crime 10
teach the words, Children often learn
word by once hearing It. The strong
err the image is in the mind, the quick
er the word Is learned. The size OF
the word makes TO difference. 4 child
will learn large word as quickly as a
small one.
The interest of learning to read, he
said, comes after the formation of i'm