, 1863-08-08
Third Days Proceedings.


so.wttbst,pdnr TIE ineIea;s5sv Of % 4ss ,.,tssr .J
piShu aaL Was wen ullid 81 an carly hour, by del
7eGatcs end those interested in educational rat.
te,a. Tle meeting WIS ourncd at half mat .fr,,
with prayer, By Rer, E. N. EorIng. Amer the
reading AID approval Of the minutes OF yests.-
Gays pfoeeeoltge. INC Chairman announced Prof.
D. b Greene, OF L. and \. W. Buckley, OF ME-,
IL Committee on Resolutions, to act with tit
es1''f nas'ness eon'mlltee-t- ..
On motion Of ]. Tuckerman, Of Ohio, it WIS
Resfte<d, That committee OF three he appoint
e.dt rtpon At tie next annual meeting 81 this
j. ;erm1d thsostiesl or apn., and nnsetical Il M os
specific irftsuctiou. = : -
Mr. Z. A. Sheldon, of Oeseco n, r. read an
intcrettih. paper on, Object tcacbnc,'' at The
close Of safeh he submitted the follow inc resoIu.
TORS: ~. -
drg,ec successful thu. il lot paEed GU sno 51eIge
Of the mental, mo:al and physical constitution of
.Liidlood. tAs naturs cres. IN III; e.olsuoa orthe
Development.
Rtt,3fed. That 10 tc ecker sl.on.d be considered
as prope,ly prepared tor hts wotk who las not
I.aue himself familiar with these principles and
room
s:Sarea, Inst TO this ena We fssonmesd @ tue
~ sshioh sial, fe ihe nsofe.sienai IL ednretion n
teachers; s<hocla- whose special aim shalt be to
c'pIes ; INC ut sI 81 applytns tne,a ,,,,.
GetU.su, t nat tue Hs!eeps,se lAe1Laes De1ng
th Of tne sanentnr snS ahnn
special nnd distinctive salta5s "a e this ead Il
IN eEty al euacae'oa snoo4o u
''E H.. y.S Tn.t ,,t .o.,,. ,,,+,,,.,,>,u .,,,,a
70 I'm Ss, s!eps o. iae sho}ess
- .-atf. a. ,sn1.; -. 80 su ea1.4s &c , ". sue
y sdrpttq .o this cid, natara! history, ias5aa5n
mineral s| SaSs,aaS. ~ TIL ssasis,s p1op:ttss
lo'm. anI GtaWarg. ano language. lnciaasns orai
~ sh,a1 ~ ~ aeaung an eteg' anu
ennt,nn:y '' noS eleDoeo 'ilI taHo pte
Esstrfa, ! nat @ Me inAI concqf Win pestaiozsls
u " n eaaa w NV ~ ane oas,e
~ taa ~ na' 'aS ,a Hts. oas,ness ID
INNS. e 70 no ee eno 20
Wnh ae1a,'ey' any tne secoho " express WIN COZ COZ
ftetnees ine 4 sait o. NJ oossrralons, ana Ia
II g eiead ndS Il eng y
Ets:xpsd. Tint we regard Is unfortunate the
sht of sny ~ otIey soeelae la nams i 10 Ia Improved
Of a ,s ssoo d and taa &c
occasional processes as natural methods Of teach
tng.
ErxAnK. OF E \. ssElpox. z.e, or esweso-;
'oA' oD'.e4 ..A.h.'S.
4 Common error committed IL Object Teaching,
Tor development, into fnEtruetfou In abstract sc
cncc. Now the aim Of all these early lessons
should be to quicken the perceptions, and givc
them accuracy; awaken thoaght, and cultivate
language To this end the aeases must be cxer-
dsca on the sensible qualities and properties OF
objects; and when the consideration Of these OBJ
;ecta goes beyond the reach OF tie senses, theu Of
course, the exercise ceases to be 4 Development
t,1yrc!ee, aud becomes either 40 exercise Of the
memory OF of come Of the higher faculties. AL
these easly LESSONS then ehon1d be eonfned to OBJ
jects. their pats, Qualities and properties that
ONE clearly within the reach OF the eenses Of the
children. and no fcneTaltzatIons should tnclude
anything more fha: snca oe]ects ahu theaE anai-
ties. definitions si!onld ~ no case go ps5ona tne
mere description of tae acanal pe5etptaons o. tne
c'osen- Ihete points We Iesa;o o. VISA ilopol'
~. ~, anu 1nat We may ue etea1iy 1~nuelvou ~ t w
VIII be Etue moIe dennile, ana.1naicats ~ 1ast
where We Wonid seSn aaa nov lar es we Moeic e.,
~ ieW o me ieaoans enetGsfs & &einHoSaa' HSa ,, ~
he st tneofy ~ ~S nasf s1 ~ ~.
s1st o. lessons h,, on eE aseona ~, f;h'scts
1ohEnG t9 G o1 ~, asssohs ~ ~ r!,' Ups'
~ hlnn;, ina tn SatnIa HstorS and lessons on
Ianeuare, ti,cludipg On! and Written expression,
and Ga-e renst aba,, tc hardened far nresent-
,r1 nv views IN 1hear nn.nts In nearly tnn Woriie
Of a1fport On thfs sub}ect. presented asl weeE at
The animal neetin. Of he II. 7. State Teacher's
Associafion. In Ieegons In number the children
should be held long and cloEe1y to the simple COM
b.natfon OF objects, ard hence must be confined
to numbers that come fairly within the range Of
their perceptions. The Lessons on form should
be confined to the observation and description OF
some OF the more aimple and common forms In
nntrre There we must guard ngainst distinctions;