The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1875-11-25
BY TELEGRAPH.
MATTERS IN MAINE.
MAINE EDUCATIONAL ASSO-
CATION.


AUGUSTA, Nou- 24-The closing session OIL
the Maine State Educational Association wa;
held at the Representatives Hall this morn
ing.
The following officers were chosen for the
ensuing year:
President-Samuel Libby of Orono.
Vice President-Albro E. Chase of Port
land.
Secretary and Treasurer-W. o. Fletcher of
Warren.
Executive Committee-Thomas fash of Lew
istop, d. d. Patten of Portland, Burleigh Pease
of Bangor.
Resolutions were passed acknowledging
encouragement in the work, as attested by
the large attendance, showing substantial pro-
gress,
Favoring the establishment of a teachers
exchange under the supervision of the State
Superintendent, where application for teach
ers may be made.
That the approaching Centenni should ex-
cite every educator to personal effort so that
the state may be well represented at the Cen
tennial.
Recognizing the value of the services Of the
National Board of Education, and asking for
the establishment of an independent depart.
ment.
That the nation should assume the author ity
in educational matters so far as to order free
public school system of instruction in all the
states, and recommending Bliss system of
weights and measures.
The subject of Industrial Art Education"
was then presented at considerable length by
Benjamin w. Putnam of Jamaica Plains,
Mass, followed by paper on school house VEN
tllation by w. 81. Pencil of Portland.
The committee on the subject submitted
plan for work, that Maine in its educational
movements and progress may be well repre-
sented at the Centennial. The association then
adjourned.
This has been the most fully attended and
most profitable session ever held by the associa-
ton.
Following is an abstract of the paper read by
Rev. DR.. Hill. Tuesday evening, on Natural
History in Primary Schools
DR.. Hill thought that the discussion of a sin
gle topic could not properly settle the question
whether to introduce it into the primary
schools. The present course of study in 10th
schools and colleges was too much made up in
that manner; by the enthusiasts for each
branch crowding in all they can of their pet
oSicuCcs ne udu ouuedVOreQ 10 approach the
subject in broader way; and had a book in
press, giving his views as to the whole course
OF study, from the A B G to the A. B., bachelor
OF arts. In this course he found place for
botany and zoology, even in the primary
schools. He contended that the child should
nrst OF all be taught to see, to look at things.
For this purpose he would have them bring
stones, weeds and bugs into the school room,
ana nave the teacher call their attention to
0iras ana other animals outsi lie. He wanted
no DOCKS, except IN the teachers hands. The
logy lay largely in the fact that it is rather a
guide to the teacher, than an attempt to supply
the teachers place. DIR. Hill Thought fext
book in the child's hands did much mischief NV
Leading the child to value words more than
things. The plant and the animal were the
true text books, perfectly inexhaastible in
their wealth of meaning, and ready to give
more to every one who reverently studied them.
Even the children of cities could find them, He
remembered going, thirty years ago, through
Arch St.. Boston, which is only 20 or % rods
plants, crouchiDg at the foot of the walls, be-
tween the bricks of the pavement. But he
thought that the schools ought to be furnished
with small collections of dried and pressed
plants and leaves; and small cases of insects;
carefully selected and arrar ged, for the children
! 70 study and draw, when they could not get the
LYING ng specimens. He had been urging this
tnlrty years,
.,in ne edueation of the reasoning power is usu-
a,y pegun, ne thought, too early; Colburns
ch;id NJ ospn ought to be studied by every
cniia, no other mental arithmetic eouaIed it:
but it ought not to be put into the cbIId's hands
Delore tne age OF u First teach him to see
and observe facts, then to reproduce his facts
clearly Ic, In memory la and to make distinct def
him to reason. But our ordinary schSo iSa ran
verse this order of nature, and try to begin to
teach the child to reason at the beginning Of
his school life. They seemed contrived in every
way to discourage and repress the powers Of
observation, to force the child out Of his natu-
raj course of development, and to prevent his
proper use of his faculties. They give infor-
nation, but they make weak men. The at
tempt is made in our colleges to remedy the
eviI, by giving the rudmcnts of the physical