The Beaver herald. [volume] (Beaver, O.T. [Okla.]) 1895-1923, 1906-01-18
>.KINDERGARrRR WORK IN CON
HECrIor WITH THE PRIMARY

Inc iolioWlnB SHry interesting hs<tl
Instructive paper on kindergarten
work, was read by Miss Daisy 0yler,
teacher Of the Primary room of the
schools, at the Teachers's Association
meeting. Saturday afternoon. We
publish the same that teachers and
patrons of the schools OF Beaver
county may receive the benefit of Miss
Oyler's original and successful ideas.
1t follows:
"Troebel, one OF our greatest educa-
tors, is the originator of the Kinder
garten system. When we think of the
time, when little girls and boys, first
starting to school, were suddenly stop
ped from their romp and play and
daily exercise and made TO sit for three
hours. with only few minutes rest,
with their feet dangling and their
hands idle, just waiting to DC called to
the front 10 say over and over again
the A C's which, to them, are so
many sounds with no meaning what
ever, we, who are SO interested in the
little tots. cannot help but be thank
ful that some one has come TO the re-
lief and introduced a system by which
the little ones can, in measure, be
prepared for the work before them.
A child's education dates back to
the first time that it recognized an OBJ
lect and reaches out its hand for IT,
The tirst time il misses its mark so far
that it scarcely dawns on one for what
it rs reaching. But the idea is in the
little mind ard then is when the un-
folding begins, thoughts increase and
its education has begun. At the age
of six the child has proportionatcly, a
larger amount Of well assimilated
knowledge and corresponding power OF
physical and mental expression, than
he usually gets in any latter six years
Of his life, and the general contour of
habit and character is already defined
A healthy child is full of activity of
body and mind-it cannot keep still.
Doesn't il then seem proper that when
they come under the care of the teach
er that the teachers fiSst attempt
should be to keep them busy? Pri-
mary work and kindergarten work, to
me. seem inseperable How can n
child be kept working on one lesson
for longer than ten minutes without a
ehanges In fact. it is said, that even n
matured mind cannot be concentrated
on one single thing for more thar five
minutes. Then, / conclude, that n
child cannot DC expected 10 learn a
lesson better by having plehly of time
than by having just time enolgh.
Then when they have learned lesson
are they to sit and gag, around the
rocR; until time to recite or, would IL
not be better TO introduce some phase
OF the Kindergarten system? We
cannot, Of course. have shis work 20
its fullest extent in our puld5e schonls
but do think we cannot teiah little
folks successfully and not have it, not
only to keep them busy but IN teach
them tn admire the bcauuful; to
blend colors TO form and shape things
10 weave; sew; draw; paint: fold
rapers, etc. How can better idea of
rivers. mountains and such things be-
developed than ~ the use of the Sand
fable? With what delight will they
satch the growth Of plant life in the
school room. NatulF study is certain
~ one Of the most neglected phases Of
school work
How better can we teach a lesson;
~ - sane out the best Of I'll r