The Savannah morning news., 1902-04-26
SHOWN AT RECEPTION GIVEN BIZ
MISS PAPE AND MISS WEST.

that they are making in their studies
Examples of this work, in all depart
1nents, were on exhibition in the
school rooms, which, in addition. were
tastefully decorated with roses. ferns
and wild flowers.
The programme was as follows:
Roll call, Memory Gems.
Song, "Rock-a-Bye," class.
Recitation, What Robin Told" Dor
othy Harrison.
Recitation, Break, Break, Break, .
Fannie Tutwiler.
Recitation, "Hiawatha." Emily Mon
tague.
Recitation, "A Gaelic Lullaby" Lou
Use Kelley.
Composition, William Shakespeare. .
Almeda McGinnis.
Song, Bird Song" class.
Recitation, Ragged Robin" Nellie
Schirm.
Recitation. THE Rose Bush" Vera
Colding.
Recitation, THE Robins" Eleanor
Cosens.
Recitation, What Like" Mary
Schley.
Recitation, LIE bonnie Adventure, -
Helen Ellis.
French game. conversation game.
Recitation, THE Wait" Norma Mon
tague.
Charlton.
Recitation lie Chanson des Sal
sons" Margaret Haines.
Composition, THE Story of an Opal
Pin" Fannie Blois.
Recitation, "LorG Ullen's Daughter,
Gertrude West.
Recitation, Lady Moon" Margie
Belle Shackleford.
Song. Spring Song" class.
Recitation. "A Fable of the Oxen
Gatin), Sally Anderson.
Recitation, My Shadow Gertrude
McLaws.
Recitation, Ia Chanson des Heures, .
Elsie Chisholm.
Recitation, La Buisson ct la Rose,
Dorothy Harrison.
Recitation, Laughing Chorus, Mar
garet Juny.
Reel. alton, THE Bow-Legged Boy,
Edith West.
Physical training and delsarte, con-
Quoted by Miss Sara Charlton.
At the end of the programme MISS
West gave a short address on the
Among the other departments of our
school work which we are trying TO
show you to-day manual work is prom
nent. We have been so often asked
what manual work is, and what it is
for. that we feel that few words as
to it's meaning and value Will not be
out of place. In it's school sense, II is
simply anything for the purpose OF
training the hands.
Ito state clearly its value 1t is nee
essary to look little at the philosophy
IS of education. There are three main
objects of education, and any teach
ers general method will depend upon
which of the three is held by him to
be the true aim of his work. These
are, first: The acquisition of facts;
second, the development of the intel
lectua power and third, the
formation of character. Lack
or time forbids me to enter into an
argument as to their respective
importance. and besides it would be
superfuous, for most people will agree
that a noble character joined to very
moderate ability and learning is of
more use to society and more condu-
Give to the happiness of the individ-
ual than any amount of cleverness
where there is feebleness of will and
lack of principle.
Some PSYCHOLOGISTS and SOFIA logists
between higher and lower races, or
between individuals of the same race,
is a moral and not a mental one, and
is more a matter of willing and doing
than of thinking. If this is at all
true that training must be best for
children, which win tend to develop
in them fine characters. Now the chief
element in character is WILL strong
enough to persist to accomplishment
in what judgment approves and con-
science dictates.
The basis of will can be
proved to be attention at first
Involuntary. afterwards voluntary, and
concentrated. Often we can find exer-
else which will develop a strong de-
gree of voluntary attention passing
over into right action, such an exer-
else should be invaluable in the for
nation of character This we claim to
be true of manual work First it calls
forth an unusual degree of concentrate
ed attention. If you could see room
full of children at work, as l have often
seen them in a painting lesson, for in
stance, silent, busy, absorbed, eager
to go on, disappointed when the re-
cess bell calls them to stop, you would
know what l mean by concentrated at
tention. 1t is voluntary to the extent
that the only compuision used is tc
forbid them to work for a time If they
are not doing their best. This has
been necessary on but three occasions
in more than three months. Next, II
develops perseverance. / have known
the children, many times. to insist
upon doing a piece of work over and
over until they were satisfied with it
'.hen comes independence, a most
rsrC virtue. They must do their owr
VIC = No one will do it for them, anc
srk ~ over neighbours shoulder help.
VrN little. They learn. too, to be-
y s. t king and accurate, for they car
rt ee the use and need of it. Tt
ilarcn 403 is as good an answer
problem as 404. but a table thai
OF stand quite straight. or a DO,
at viii not shut. is a mistake
(; appeals to them. Add to this tbs
te training in taste and in man
u Skill and l think we may fairly
Il i'm that manual work has a value
One word more The work we show
is the children's work. They hav,
made the baskets. fans and paper OBJ
jects, not the teachers. They have
made their drawings and paintings
from nature, not from fiat copies, thei
maps are drawn free hand. not traced
their nature work papers embody thu
result of their own observations, no
a teachers, and the clay work is dom
from objects, with the fingers, no tool
being allowed, as our aim is manua
training not an exhibit OF sculpture.
At the end of the programme tn
audience examined and complmentei
the MANY examines of the children