Marshall County Republican. (Plymouth, Ind.) 1856-1878, 1871-12-28
Teachers Institute.
lcoNTINUED.1
WEDNESDAY, A. N, Nov. go.

: pllS should have some idea of the use of a
rule. Mental arithmetic draws out ideas.
Parents take too much responsibility in
selecting the books for children ulust,a-
ted-first get the idea, then the rules.
When he assigned lesson, he first stated
the contents and explained, wording to
suit himself-sometimes by topics. There
were some objections to this. He suited
himself concerning this Toplcally get
all the ideas; but it took time Punils
should not be urged on faster than they
were capable OF comprehending. Emula-
ton is necessary. If the pupil failed in
solving an example, the teacher should
not solve it without explanation but
should give the principles to the whole
school. Simply by using the smallest
numbers possible.
Mr. Beiler asked if it was practical to
teach pupils 35 or 40 figures in notation
and numeration first.
Mr.. Ramey thought that few should
be taught; but not So or 40, as it would
frighten the pupil. Notation and numer.
alton should be understood well.
Mr.. Beiler asked if more than two or
three periods should be taught at first.
Mr.. Ramey thought two or three all
that were necessary.
Mr.. Chase asked if part 1st ought not
to be taught first
Mr.. Ramey thought it should but there
was considerable in part 2nd that was in
part 1st.
Mr.. Chase asked if boy who had nev.
er studied arithmetic should not com
mence. Yes.
Mr.. Travers asked if pupils should not
study rules first
Dir. Ramey said the solution should be
perfectly understood. and then the rules
be learned
MIR. Chase asked if mental and written
arithmetic should be studied at the same
time
Mr.. Ramey thought they should be COM
bined.
Mr.. Chase said a book which secured
both should be used-not advising
change of books, SO that some time the
books might be changed.
| Mr.. Nichols read the rule and solved
the example at the same time.
Mr.. Bailey differed Did not like rules
Examples could be solved BY ANALYSIS,
which made intellectual and written arith-
metic, at the same time Rules should be
simplihed.
Mr. Nichols asked why there were rules
in books.
Mr. Baily said there must be rules with
the system. Analysis calls up the rule.
ESSAY ON GEOGRAPHY.
Mr. Orr made few remarks, explain
ing the different terms used in that branch
of study; urging the use of maps and the
explanation of every point
Mr.. Baldwin asked whether he would
begin with maps or text books
Mr. Orr said he should use simple con.
versatlonal lessons with the maps.
Mr.. B. asked if geography should be
sung.
Mr.. Orr thought pupils did not under
stand what they were reciting.
| GRAMMAR.
Mr.. Travers said this was an important
branch of study His manner of organ
lzing, is first. primary orally-use no text
books. The teacher should use grammat-
lcal language. Advanced classes he
would review every week the lessons of
the previous week-exercises in analysis,
correct vulgar language.
! MIR. Hamilton wanted to know how he
reviewed, orally or written.
Answer-orally.
Mr.. Hamilton asked if some of the pu-
pils would do as well orally, as by writ
ten. They would be embarrassed
MIR. Travers said embarrassment must
be overcome some time.
Miss Morris said as soon as pupils have
learned parts of speech, teach diagrams on
the board
S. Millner thought teaching on the
board good plan also, of reviewing
Mr. Nichols would not often teach by
diagram.
Mr.. Varier wanted to know if it were
not better to teach young pupils from the
book, as the author understood it.
Mr.. Travers said pupils could not under
stand the language
Mr.. Hervey thought pupils could not
know what noun was, by telling them
, such word was noun; but it should
) be explained by illustration.
Mr. Ramey would use primary gram
mar for beginners. In connection with
, this would teach them orally, reviewing
previous lessons, explaining minutely.
In connection with the books, use your
, own instruction Pupils would become
idle if they did not have something to
study. Teachers must have plan before
, they commence.
! Select reading, by Miss Pierce.
SPELLING SCHOOLS.
Miss Nash said there was much weight
attached to this subject. There was danger
of having too many. Thought pupils
, lose more than they gain. A part of the
evening might be spent in spelling, and a
part in literary exercises She was in ia
vor of spelling schools.
Miss Bell was not much in favor of
conducting schools, but liked to attend
them with her pupils, especially if they
were good spoilers.
Teachers generally favored properly
conducted orderly spelling schools.
Reading programme for afternoon
Music-Adjournment.
WEDNESDAY, 29th, =. NJ.
The committee on permanent org; MIA
+;ox, ,oo1rt.,<l o,psf;fut;o, For tho ,,ar-