The Telegraph-courier. [volume] (Kenosha, Wis.) 1888-1946, 1916-04-13
Is Greeted by Large Audi
ence in the High
School Bldg. on
Monday.
TELLS OF ART IN SCHOOL

"The kindergarten in its philosophy
of play in teaching the arts is the only
part of the public school system that
has seen true in regard to the relation
between facts and values" said Miss
Caroline Crawford in her talk before
the teachers meeting in the High
school Monday afternoon. Miss Craw-
ford gave one of the most thoroughly
delightful talks which it has been Ke-
nosha's privilege to hear this season.
The speaker has keenly analytical
mind, academic training, naturally
dramatic expression and a voice which
is pleasant to hear. She found an APP
preciative audience which she intro
duced to the subject of the arts in
education in it's fundamentals and then
gradually led on until she had made
them understand clearly her view of
how the arts should be taught.
Miss Crawford is of the opinion that
play should be the medium used in in
PRODUCING the child to music, drama and
literature. She said that all too often
teachers fail to understand what they
should do and fail of the end which
they should have in view when they
attempt to instill drama into the life
of the child
One reason for this confusion she
lays to our not having distinguished
clearly between two kinds Of know
ledge-values and facts.
Clean Hands Fact.
She illustrated what she meant by
differences between fact and value by
recalling Macbeth s attitude after the
murder, when he makes his plant that
his bloody hands could not be cleansed.
Gas a matter of fact his hands were
perfectly clean," said the speaker.
q AS matter of value they were reek-
ing with blood and would never be
clean again. His actions, words and
tone show his feelings towards his
hands" Another illustration was
pointed. She said the French women
are wearing little, round, black hat
with black veil draped about it be-
cause they are in sorrow and this SOM
Der bonnet expresses the mourning in
their hearts, and that she says is its
value. Broadway now, she tells us, is
filed with chic New Workers wearing
the same little round black hat with
its draped veil, merely because the
French women do it, and this is fact.
The speaker said that to have drama
one must have first, the character, next
the feeling, started and carried on
making the plot, and third the setting
in which the costuming is always the
main point. In the drama are united
the three dramatic arts-dancing, mu-
sic and literature
Schools Divorce Arts.
It is right here that she charges most
schools with failure, for she says the
effort is to cut these three that should
be one and indissoluble, apart. She
says the child begins his art life through
action, by game or dance; next through
tone and then through words. She says
the feeling makes the muscles of the
body respond, therefore the facial ex-
preston and the response in other
muscles indicate feeling before the
spoken word and as the voice is pro-
duced by throat muscles, this, too, is
an indication of feeling before the
spoken word. Music she called the
greatest art of feeling and through this
the most feeling may be expressed of
any of the arts. It is because of this
that she wants music taken into the
child's art life at an early period and
made a part Of his play.
"Tell the child the same story on the
piano that he is acting, in his play, ("
she said, "and music soon will become
to him a universal language instead of
the jargon Of sounds it is to so many
of US.
I'VE want our children to live into
this world Of values. Get every child
of every group into a story you are
presenting in dramatic form and see
how quickly they catch the spirit of
it" She said the child enters the
drama through its character and plot
and that one of the great mistakes
made by teachers Of the drama is that
they have attempted to follow the
methods of the professional stage in
stead of that of instructive values.
In one of her illustrations of how
completely the art values of literature
are frequently lost by the teacher, she
told of one who was teaching Ulysses
in facts instead of values, by making
of the class geography class, and ask
ing the pupils to point out at just what
points on the Aegean sea Ulysses
touched, forgetting the art of the Odys-
,sey in her eagerness to instill geogra-
phical facts.
One little hole, just one rusted wire
and almost the entire cost of your