Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1870-12-23
TEACHERS COLUMN.


Instisutc. u
Thinking that the reports of our Instr
tutcs would not be devoid of interest TO
teachers, we chccrfulIy give our column,
this week, to the report from Buffalo
Grove.
A Teachers Institute was held at Buff
falo Grove, Dec. Sd. VIM Quick was
elected President, and w. i. Parker Sec
rotary, Miss l.. f. Parker and A. 7. Flick
niger were appointed Critics.
"How shall We teach Geographic"
f. II. Ely: II was taught Geography
by the old method Of question and answer;
and consequently used this method in my
first teaching. But the results were not
satisfactory. 1t is true, the pupil will
commit easily, and answer readily; but
he as easily and readily forgets. 1t is a
grinding process in which the pupil, the
owner Of the mill, gets no toll. The
method is wanting in comprehensiveness.
The idea gained is as circumscribcd as is
the map from which it is gained; and as
destitute Of relief as the printed question
on the page. do not pronounce against
questtOns, these are the gOads which
urge us on to knowledge. They must be
used if we would draw out the mind.
For some time past, have used the Top
ical method In this method the pupil
gives the ideas gained, in his own Ian
guage; thus the pupil not only acquires
knowledge, but also learns to impart;
this is pouring in and at the same time
drawing out; and as paradoxical as it
may seem, the more there is drawn out
the more there is remaining"
Mr.. Stockwel: II am not satisfied
either method exclusively, the Topical is
much the preferable l use the Topical
in connection with map drawing. The
outlines are first drawn, and at each sue
ceeding lesson little is added When a
map is thus completed it can readily be
reproduced from memory. Read and you
viii know; write and you will remember"
A. d. Webb 'eDo you complete a map
in all its details before proceeding to an
other?"
Stockwell: "Not always, I complete
the map in its main features, and return
when necessary. When the main fea-
lures of one country are made prominent,
and then the main features OF another, if
we return to the first country, a compari-
son is instituted; and thus an inquiry in
to cause and effect is suggested"
Mr.. Day: 81 teach much the same as
Mr. Stockwcll. l commence with map
drawing, bat do not use it much in adj
vanced classes At this stage of the sub
ject, | have the pupil study the lesson
and then rccite from memory. make it
an object for the pupil to use his own
language
Mr.. Webb: "Why not have pupils in
advanced classes draw maps?"
Mr.. Day: at is presumed that by the
time pupil can enter an advanced class,
he is familiar with the main features Of
the different countries"
A. T. Flickinger: In connection with
drawing, frequently make class of the
whole school, and teach from outline
maps. OF this part Of the work l make
a general exercise"
Snpt Pierce: "Our methods of teach
ing must vary somewhat to accommodate
tuc autIoIS We USE. III ScilSIdI, VIC us
sumo too much on the part of our pupils.
Without great care on the part of teach
crs, pupils get geographical ideas no more
extended than the maps from which they
are obtained | was once visiting a
school, and asked boy who was study
ing geography the length of Africa. At
ter little questioning, he held out his
hands and indicated that Africa is about
ten inches long. His idea of distances,
as applied to geography, was just as ex-
tended as the book which he handled
This is not strange. Only when the eye
has been trained, can it give us correct
ideas of distance; even then we cannot
rely on it when the distance is consitlera-
bic; il we would know we must measure
To measure we must assume unit.
Keep some unit of measure, as Il rod, in
every school room. Teach the pupils lis
use by actual measurement. Thus, by
frequent reference to the unit, can
we give the pupils somewhat cor
rect ideas Of distance 1t is difficult
to rid ourselves Of first Impressions Do
not have mountain ranges remembered as
fringes, boundary lines as black marks.
etc Let not long dull hunting lessons be
assigncd-lcssons in which nothing is
gained but the location of uuimportant
places"