The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1874-08-13
Teachers institute.
THIRD pAr-MoRNINe SESSION.

|
all the pupils should participate. The teacher
should give his full attention to the subject
Some standard of criticism should be adopted
by which the work of every pupil is to be
judged. Such standard will comprise the fol-
lowing elements: First, all letters of the same
class should be of the same height; second, all
down strokes should be parallel, or the same
elements should always be parallel to them
selves; third, width of letters should be graded
by width of letter u. The distance of parallel
down strokes should be one measure, equal to
width of that letter. Exceptions, compound
curves, and double and b, require IL meas
ures. Fourth, all letters must begin on the
base line. and all small letters finished, end at
the height of a. Finally then, good writing
is uniform in height, slant, and spacing OF let
| tiers.
The second exercise of the forenoon was
lesson on the teaching of drawing The subject
was taken up in the following order.
The means to be employed by the teacher
are first, good blackboard and crayons for il
Illustrations and explanations of the elements of
the forms to be drawn second, Drawing Man
ual from which to work up the daily lessons:
third, daily preparation by practice on the
| forms which are to make up the lesson, in the
analysis of those forms, and in method of
teaching; and fourth, daily inspection of the
pupils work. in order to correct faults, to secure
careful work, and to keep alive interest in the
| exc rcise.
The means to be employed by the pupils are
first, in primary grades, drawing cards, and
second, in grammar and higher grades, draw
ino booly OF tIo To 1,o
printed directions, and blank spaces for draw
ing them. If these cards and books can not be
had, the teacher must make fuller use of the
blackboard, Third, unruled paper for drill ex-
ercises, even where books are used and for all
exercises, in case pupils have no books; further,
long, well pointed pencils. These with the
drawing cards and books are to be kept in
charge of teacher. Fifth, regular work under
the eye of the teacher, and practice by him
SELF With regard to methods of teaching,
there should be first, dictation exercises in
which the pupils work after verbal directions,
thus translating words into form and thereby
cultivating attention; second where pnpis are
supplied with drawing books, they should work
from printed directions. A habit of careful
study will thus be formed Third, analysis of
power of verbal expression; fourth, reproduc.
tion from memory; fifth, copying from the fiat;
sixth, conventionalizng natura lforms, las leaves,
flowers, fruits, sc. True art in its decorative
forms never initiates nature, but discovers and
uses the general forms after which she works.
Seventh, model drawing, or reproduction in
outline. without perspective, Of geometrical
FORMS pottery, glass ware &c; eighth, teach
ing the elements of practical design; ninth,
original designs should be required of pupils
combining principles and forms previously
taught; tenth, time exercises, to train to ready
work; and eleventh, incidental and general in
struction in the history, characteristics and
principles of ornamentation.
After the second recess, DR.. Lambert of New
York being present, very kindly filled up the
remaining part of the session with lecture
upon the teaching of physiology, He pro-
cee1ed to indicate what should not be taught.
The science should not be taught after the
ordinary dis order as found in the text books.
Physiology is the leading idea to be kept in
view. We want but little of the anatomy.
Use should be taught before structure. We
need only to teach so much of the structure
the anatomy, as underlies use. Mentation, a
consciousness of all our beings require, the use
of the body. The body consists of double sets
of organs 1t is necessary to know both the
actions of these organs in health and disease
These general points were aptly brought out by
illustration and aneedote
AFTERNOON SESSION.
Dr. French opened with the subject of school
government. He began by saying that more
teachers fail in their work from lack of tact
in governing than from any other cause. When
the same attention is given to the principles of
government, as is given to those of instruction,
much of this lack of tact will disappear I'M
der scho DOL government we must consider:
I-OGences-
/. Unlntentional. accidental, or careless
acts.
2. Deliberate offences Of these there are
several classes: first, mischievous, done for
fun; second, annoyances of other pupils; third,
willfui breaking of rules; forth, annoyances of
teacher.
3. Vicious offences. First from obduracy;
second, for spite; third, revengeful acts.
4. Malicious acts.
All offenses arising in school will come I'M
der some one of these classes.
II-Discipliae meaning poaoer to control
1. Discipline of SELF To govern others one
must be able to govern himself.
III-Preuention Of Offences
l. Employment. A school employed is q
school governed; a school Interestingly en-
ployed is school pleasantly governed. EN-
ployment should be pleasant and such as pu-
pills can understand.
3 Teaching pupils self-reIiance and self-re-
spect.
B. Trusting pupils.
The seconi-a drill exercise in drawing il
| Illustrating methods of class work was one that
can not be reported. That the, teachers were
| interested in it was evident from the applica-
ton to work which they displayed.
| After recess DR.. French resumed the subject
of school government. We number his topics
in such way that the report of this exercise will
supplement his previous one on the same
subject.
| IV-PuniShnlents-
/. For the good of pupil. These are: first,
| private reprimands; second, personal inter-
views with parents for consultation; taird, pri-
vate punishment. In infcting private pun
| ishment care must be taken that the punish
ments are not of a character to be exaggerated,
or some older pupils presence should be had
.. For the good of the school. These should
be: first public reprimands; second, public
| punshments; third, suspension from recita-
tions; fourth. expulsion from the school.
V-Marins of School Government
1. One rule-''do right" Don't promulgatc
| any code of rules at the beginning Of school,
| for they will be broken within three days.
| g Never threaten.
g. When you consent, do so cordially.
d. When you refuse, do SO finally.
5. Never punish in anger.
6. Never scold, nor speak on an elevated
pitch.
Z. Find fault seldom.
s. Commend often.
9. Never give an unnecessary command.
10. Never give command you do not in
tend to have oheyed.
These maxims observed. children will be hap
| Ply and school attractive.
| SovEREIGNs OF INDUsTRY.-Portl and Coun-
Gil, No. /, was instituted by Deputy A. G.
Langley of Mass achusetts, Tuesday evening at
Sons of Temperance Hall. The following Off
GERS were duly elected and installed:-L. E.
Traver, President; L. W. Hanson, Vice-Prcs-
dent; G. H. Ford, Secretary; F. Lorng Treas
urer; j. E. Durgn, Lecturer; r. A. Robinson,
Steward; W. L. Smith, Assistant Steward;
VIM. Robertson, Inside Guide; Chas. H.
Baker, Outside Guide.
or oil on