Evening star., 1902-02-27
OF OFFICERS
CONTINUED from Second Page.)

1OntHueu lTOIH oeSOHu dSc-J
cure this early training for all deaf chill
dren. but the simple logical fact that the
early years are the proper years for learn
ing speech and language cannot be denied,
and the deaf childs right to have this op-
portunity In early years is becoming more
and more generally accepted.
There is another class of children with
partial hearing which is altogether SUI
ficient for them to make worthy citizens
of the next generation.
II ask your attention to what seems 10
me should be provided for all little chill
dren who are born deaf as a matter OF
simple justice.
hear begin to learn to talk and to under
stand language from about the age OF six
months If some deaf pupils were taught
speech reading before going to school they
would have difficulty
Address on Child Study.
The first address last evening was deliv-
cred by Mrs. Mary Boomer Page of the
Chicago kindergarten Institute. on child
study and the value of plays and games In
relation to character building. Mrs. Page
said. in part:
Our purpose educators Is the develop
ment of capacity, the upbuilding OF char
acter; our standard the realization of our
ideal. The function of play is that it Is the
childs whole life. In highest form of purf-
ty. it is fully spontaneous. 1t is that which
interests and absorbs him. The old school
life was uninstructing because unrelated to
every day life. The function and signif-
canoe of play is that it is development. 1t
IS necessity to the very contlnu-
ance Of life itself 1t is a hunger
of senses 1t is the key to the nascent
idiots lifted from a condition Of help
lessness by right physical training to the
condition of productive members of society.
The complexity of play-life is measure
of the intelligence when older.
The activities and emotions are domi-
nant in childhood. and yet. as teachers. we
insist on placing the emphasis in education
on development of intellect. We need to
realize that moter-activity Is the basis of
intellectual development. The study of In
stinct is a necessity in order that we may
realize what the child-life, through his In
heritance of the ages and his surroundings,
demands his growth. If not intelligently
understood. natural tendencies and capacity
are arrested in development
PLAY life should obtain In schools, as well
as in working. The periods when instruc-
tive elements predominate are during school
years. Gymnastics are conscious move
Games and play are recreation and varied
form OF development, with added ZeSt OF
motive In play form. incidentally they de-
velop children on some lines as gymnas-
tics do. In play children reproduce life
about them. The acts Of the child are the
stimulus for new ideas and activities The
questions for us to consider, therefore. are
our children rightly environed? Is the right
for righteous living socially now?"
Among the Poor Children.
Another extremely interesting address
was that of Miss Mary e. Remington of
Buffalo, who has established large home
for poor children and is at the head OF
the Remington gospel settlement of Buffalo,
one Of the great philanthropic charities to
which she Is enthusiastically devoting her
life.
THE settlement Is large tenement
house, which Miss Remington took as her
headquarters. living there herself and let
ting the rest Of the building to the people
whom she desired to benefit. In this way
the building was made to pay for itself and
the cost of rent was saved.
A great difficulty at first was the lack Of
funds, for a large deposit was required
before the owners would let the building to
money together and moved in. There were
at that time In the building 1.O40 people.
Five families occupied one room, the room
which the new agent now has for her work
room.
An audible "Oh!' went around the room
Ut this statement, and there were many
OF these as Miss Remington proceeded.
Building Put In Order.
ut didn't cost any more to live there and
work than 1t would to live and not work.. -
she said, land lady whom 1 knew told me
that If was really willing to go down in
that awful place and live she would give
me enough to live on. When we finally got
the building We began to get it into decent
order. and that took some time or course
1t was dirty-hOw could the people help it.
living as thick as they were? And when
they cleaned up, as they did take a notion
to do once in a while. they would take six
or eight pals Of water and pour them on
the floor and then scrape the dirt Of and
scoop the water up and pour it all out of
the window; and II you happened to be
passing under the window you didn't care
for the water.
The food served to the children In most
OF the rooms was something awful Some
parents gave their little boys and girls
nothing but raw meal and water three
times a day. while all the heat afforded by
rickety stoves was from wet driftwood
fshed out Of the Erie canal, which runs
near by.
We'll. we began by teaching the chill
6ren- When we had taught them how to
keep clean they would tell their mothers
In their childish way. something about It.