The Liberal democrat. [volume] (Liberal, Kan.) 1911-1924, 1912-11-22
8 County School News
'4~A N~~NN~~~AAAN~%A%AANAAA~A~4
BY MARY f. TODD

W uS cannot POSSIBLY ne news lOf Jne
public: 1t is good to talk with our
friends. knowing that they will not
report us, and to play with children,
knowing that no one is looking al
ls. Ii is good to recognize that the
object OF all true civilization is that a
mans house, rich or poor, shall he
mis- castle and not his dime museum"
Prof. F. o. Rndom gave a splen-
did talk on The Heritage of Ameri-
can Ideals. The streams that have
entered into our American life come
from springs very wide apart--frOm
Puritans whom James | was perse-
cutting, and from the cOurtiers whom
he was patroni2ing; from the Dutch
men whom Charles II was fighting
and from the Covenanters whom he
was trying to convert at the pistols
point; from the Scotchmen who Mad
captured the north oil Ireland, and
from the HugenOts who had been
driven out OF the south OF France.
Yet with all these differences OF
ancestral stock, Americans have a
common and undivided heritage OF
ancestral ideals, They are the fruits
OF that underlying unity OF convic-
tons. hopes, purposes which made
our forefathers one people. A love
Of liberty strong enough to harmon
lie different ways of cOnceiving it,
reverence for the rights of hui
nanity deep enough to reconcile diff
erent ways of defending it and
aith in God high enough to make
room at last for all modes of express
ing it--these essential qualities OF
manhood made the best men of the
Northern and Middle and Southern
'olonies able to understand one an
Ither, and worked out through years
inherited ideals which are the true
riches and strength Of America. The
typical American is a clear-eyed
,evel-headed, straightforward, edu-
Gated, self-respecting gentleman with
rank manners and firm convictions.
who acts on the principle that---The
rank is but the guineas stamp: a
mans man for a that"
The Association read alternately
Chapter from Johnson's Education
ny Plays and Games.
The whole question of school hy-
'lene and fatigue bear directly upon
the successful blending Of play and
work in education.
The mental attitude Is also impor-
tant in play and work. A disagree
lble task has often been transformed
into play by the mere shifting OF
he mental attitude A gentleman re-
lates that when he was boy his
father succeeded in getting all the
stones in field picked up and piled
In one spot by placing a large stone
in the center and suggesting it as
mark for his boys to pitch stones at.
We all recall how II was that Tom
Sawyer got his fence white washed. |
Education in harmony with child de- |
velopment makes habitual a happy |
attitude OF mind in both play and
work. Is 1t not the Office OF educa-
ton to open up to each child an ever
widening field for achievement, an
ever-increaslng joy and satisfaction |
IN accomplishing? This joy of |
achievement In the line of some per-
manent and useful interest related |
to life and adopted to it's needs, is |
what the love Of play may, should |
eventually develop into.
We need a new term to express
the idea of play as related to edu-
cation. Play always involves work:
1t Is the child's work. The normal |
Lust WORK as truly as the normal
child must play. Given health and |
freedom and absence OF fatigue. why
Is not the work of man very similar
to the play of the child.
Miss Beecher gave us a splendid |
paper on music in our rural schools
and what could be accomplished
the first two months of school. We
give her paper below and hope all
our rural teachers will be helped in
their teaching of music by reading
her paper.
Ontline for music in rural schools.
would not attempt to teach music
in the hural schools in one class.
There should be at least two and it
time will permit, divide them into
three groups.
Class |. Grades |, II and III.
Glass period. fifteen minutes.
Time, first two months.
One lesson:
|. Breathing exercises. | minute
Blowing bubbles
b Blowing up paper sacks.
C Initiating the wind.
2. Vocal drill minutes.
a. Use a, o, 90, la, laa, etc..
on the easy scale tones as do,
mi. sol. do.
g. Tone imitation work. minutes.
Roll call Call the child's
name on do do, or do do, and
let them initiate by singing
I'm here on the same tones.
b. Circus game.
c. Fruit stand calls.
I, Ear training, minutes.
Glass sing together something
that they know quite we'll. In
sist on soft tones.
If they are ready for it present a
new rote song.
Tracks in the Snow" Tell them
a very interesting little story about
these tracks. Question them about
some that they have seen. Arouse
heir interest If possible. Sing It to
hem twice. Let them sing la to the