Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1869-06-25

pose of bein$ dried in the different rethf
DDS Or dcsices foY encouraging the sch
er and pupils time, aud rendering their
schools more interesting and efficient.
DIR. True, the County Supervisor, called
on each teacher m turn TO point out her
most interesting exercises In her school,
and how She managed them. as well as
her difficulties. This exercise gave rise
10 many practical questions and suggss-
tons from, the teacher which were ex-
ceedingly valuable. e 'eai
He next introduced somo light gym
nastics, and then called attention to the
different methods of teaching the alpha
bet. One teacher said she had succeeded
by what is called tho pin-eashion method.
She took an old book or newspaper, and
called the attention of the child to a let
ter, and then, made it stick pin into ev-
cry letter it could findof the same kind,
and in this way went through the whole
alphabet. The subject of spelling was
quite fully taken up. No less than forty
different methods were presented to the
Supervisor. He said that he exhibited
these methods only rs suggestions to the
teacher, and not as matter ofanthority.
Each teacher must exercise her own
Judgment in the selection Of the best
method Of conducting the exercise.
Reading was taken with an exercise
in an elementary book by the teachers.
The spelling and reading exercises were
intensely interesting 10 the teachers Ma
nv different methods were given. Geo
graphy was freely discussed. DIR. True
spoke Of the Importance OF uaking 1t
practical study He had asked one class
who lived on the banks ofthe Androscog-
Gin river, where it emptisd, and they all
declared that it emp,ied into Umbagog
Lake. In another school they concluded
that it emptied into the Bay OF Fundy'
while one bright fellow was sure it emp
tied into Salt Lake! He advised the
teachers to talk history and geography to-
pether to them. This led to the remark
from him. that our teachers are not gen.
erally 50 deficient in book knowledge. rs
they are in the power Of illustration,
They were too much afraid to illustrate.
simplify and explain the elements OF
knowledge Object lessons should oecu-
pv some attention in. every school, so
that the curiosity Of children should be
excited to investigate for themselves.
They should not only be masters oil the
text book. hut be able to illustrate out
side of it. il they would succeed. Prac-
,ice will make perfect in this As in other
occupations.
The teacher needs quick perception oil
things, be- active, kind and attentive to
the wants OF pupils. They should always
teach in an animated conversational and
familiar style. S"me teachers always
speak in an undertone. 1t makes sleepy,
SOM looking children to be addressed IN
n low, dragging. monotonons tone.
He then showed them how they might
put in practice their knowledge. They
could by string measure an inch, foot,
ward and rod in the schoolroom in connec-
ton with their table OF Long Measure.
With pair of steely ards they could weigh
objects in Averdupois weight. Whynot'
They would learn to guess at distances
and weights, and then test their skill by
the proof. Let them measure q bushel
of sand with a quart. Why not do here
what they will be obliged to do all their
life?
He impressed upon them the impor-
lance OF short aud thorough lessons and
constant services. Our habits are the
result of repeated acts, so is our knowl-
edge. Hence the necessity OF frequent
reviews to fix ideas in the mind. The
memory and ideas should never be sepa-
rated in study. No good teacher makes
a pupil 60 all through the rules Of gram
MGR and arithmetic without their applica'
cation in parsing and examples as they
90 along. The teacher must constantly
he humble learner, who wants success.
Self conceit III this direction Furnishes it.
self.
He then gave minute account of one
teachers school in town which he had
visited The teacher had taught seventy
different schools, and instead ofbeing an
tiquated. she was q whole generation
ahead of the present age. II was mar
yelous how much she would accomplish
in school in five days He advised them
! if possible to visit her school, where in a
few hours they would see much TO learn
about teaching.
Subjects were freely presented by the
teachers, and they went TO their respec-
tive charges stimulated to greater effort
for the good Of their pupils. The insi-
tute was eminently successful inevery re-
spect, except that some teachers met with
great loss in not being present. 1t is
to be hoped that the Institute at Rum
ford Pt., 26th inst, will find many teach
ers there They will then appreciate
their value. He ex pressed the hope and
| the belief that the time was near when it
would be not only the privilege, but the
necessity of teachers to allow such insti-
tutes, or else be struck out from the list
of useful teachers. A new orderof things
was being inaugurated in this State, which
in due time would bring about important