Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1870-11-23
ZoraI anD State Nems.
daine state Educational Association.


He opened by explaining the necessity of
training and teaching children to read and to
understand what they read. Believes that
concert reading and wall cards are great aids
toward this end. The first great end is to
teach the eye and voice to act in uni on. Child
rem must read much and on many subjects,
there is not enough in our series of textbooks.
taste for good reading-the reading of
good books and papers-needs to be devel-
oped, among the youth of to-day, and then
there will be less injury done by the thousands
of miserable trashy papers and books printed.
Here is where the magazine comes into use
by furnishing additional or collateral reading
for the children reading of character
which is fresh, news taking, of course interest
ing, and therefore instructive. There is no
danger but children will read and learn to
read if there is motive to do so. But they
must not be allowed to select for themselves
at first. A judicious selection by teacher or
parent is absolutely necessary. Hewould put
magazines into the school for drill purposes
and even the newspaper is very valuable
auxiliary
Mr.. fash of Lewiston, said children read
the same selections too often and thus lose in
terest in them. The kind of reading we use
in after life is silent reading and the magazine
teaches it.
Mr.. Fletcher of Castine thought in teaching
reading three objects to be aimed at-lst,
to understand the meaning, End, to read well,
and Sd, to cultivate love for reading good.
books. Believed the magazine in the school
would be great helper.
Mr.. Darrell of Lewiston said he found too
many scholars deficient in knowledge of the
principles of reading when examining them
for admission to higher grades of schools.
After recess of five minutes a paper on
"Compulsory Attendance" was read by A. P.
Marble of Worcester, Mass. His paper was
chiefly historical, relating and referring to the
action of the several States of the Union upon
educational matters, and recommending law
for compulsory attendance of pupils at our
schools.
The closing subject taken up for discussion
was Object Lessons Their place and value.
1t was opened by reading paper upon the
w
was from the pen of Miss Lathrop of the Ohio
Normal School. The article was read in an
easy, correct and graceful style, which was if
anything superior to the rendering of many
of the articles by the gentlemen who pre-
ceded her.
After some matters pertaining to the BUSH
ness of the session had been attended to, adj
journed to 2 p. NJ
AFTERNOON.
At 9 o'clock the exercises commenced with
the discussion of the question, ''IIow shall
teacher best impart Moral Instruction.
opened by Prof. +. A. Allen. He would offer
only few suggestions. Thought that definite
plans for impartng moral instruction would
prove to be failures. Alluded to the old Puri-
tanical methods Of teaching moral principles,
as exemplifed in his boyhood He had drawn
from them one simple truth that had made
him better boy and better mantle noble,
christian character of his instructors had a
moulding influence upon him, and given shape
to his character. The key note of our power
as teachers is to have high moral characters
ourselves. He would prefer to have chris
tian teacher in the school room without the
bible, than to have the bible read in a cold
formal manner without regard TO its sacred
teachings. Our teaching of morals must flow
from the hearts, not from the lips, and be
shown in the life. Appreciate the condition OF
children, acknowledge their rights, and show
the living example everywhere. If he ex-
poets to improve his school in morals, high
personal moral character must be Swallowed
forth in life, morning, noon and night. The
moral perceptions of some children are OBJ
secured. He would have every teacher stead
fast, praying christian.
DIR. True thought the subject had an i'm
portant practical bearing. Some teachers
have apower which is manifested in their
countenances, in the tone of the voice, that at
once impresses the pupils. We want positive
teaching, that will encourage the child and
not repress its feelings, or blunt the moral in
stincts. Set some motive before the children
and illustrate it. We don't realize the power
we have in this direction until we make use
Of it.
Mr.. Stetson called attention to a beautiful
little work on the subject, which contained
certain notices and texts which can be placed
upon the blackboard and used for days and
weeks, to be impressed upon the hearts of his
children. Teachers can make such books by
selecting scraps from newspapers.
Mr.. Darrell believed that it would be of little
use for a teacher 10 undertake moral instruc-
ton unless he exemplifed it in his life. In
the Sabbath school he should teach, above
everything else, that the bible is the only
standard. In the public shoots he would
bring out its great truths bearing upon the
lives of his pupils, and impress them so
thoroughly that they would always be with
them to fortify them against evils. He
would have set times for teaching this.
Mr.. Fletcher thought that less attention was
given to this subject than formerly, and urg-
ed the careful study of the great truths of the
bible, without bringing in sectarian views.
Al. - Il