The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1876-01-07

Psnmanslip Prof. DeGraqf. The professor
instruction here differed so little from that IN
the writing books that il would be idle to quote
it in detail. He makes the proper angle Of slope
: to be i1y-two degrees.
WEDNESDAY AFTERNOON.
Superintendent Noetlng and Prof DE Graa'
: divided the time among reading, writing and
calisthenics
WEDNESDAY EVENING.
ev.John Hewitt, rector of St, PauPs, Blooms
burg, addressed the Institute. Every pupil is
Michael Angeles "angel in the stcne," from
which stone the teacher-sculptor is to carve the
angel.
Prof De Graaf following, insisted that intel
lectual, moral and physical training should be
simultaneous and co-extensive.
Adjourned as usual, after prayers.
THURSDAY MORNING.
Written drithmctic--Prot De Grddf.-Uni
means one; bi, two; tri, three; quad, four;
quin, ive sex, six sept, seven; oct, eight (;
non (no-nil|-ions,) nine; dec ten, dc. Bill
ions il the fourth period; trllions fifth, &c.
Two, added to meaning, giving the order of the
period.
Circular addition
Gcopdphy-P,Qt l. H. Schoonouer, Of Blooms
bug-Connect descriptive geography with
travel; let the pupil, as if upon Il journey, visit
and note place after place, thus linking one to
another and availng himself Of association to
aid memory. In this way, topography, one Of
the most essential branches Of geography, will
be more readily learned and more permanently
retained
Music, adjournment
THURSDAY AFTERNOON.
Langpdgc-Prof De Graqt-The Professor
occupied the hour Gill recess in an object les
son designed to show how the powers of obser-
vaton and memory of forms may be cultivated
in young pupils by training them to describe
objects both orally and chirographically, lin good
English.
After recess, and after music Prize Banner
Quickstcp) by Miss Kline Prof. De (iraai con-
tinued, giving a lesson in letter writing,in which
he Taught among other doctrines, that the place
part of the date should begin a little To the left
of the median line of the page the time-part
under and a little TO the right Of the other; the
address, with title prefixed, under and to the
left say an inch from the left margin of the
page that the sentences should bo made to close
at the median line; and, incidentally, that the
name in an address is of the third person, the
salutation or title OF the second, thus;
ORANGEvuLE, Col Co., Pa.
Dec. 23rd, 1870.
Supt. w. II. Snyder, Sir;
W. II. Sn-der third person, sir sec)nd rd
mot d. after %, on the line
Prof. l, f. Schoonover aud others dissented,
holding that Snyder insight well be parsed as in
the second person; C. w. Walker and others
that the form 23 was correct, which the Profes
sor subsequently, allowed for business letters
only. Much harmless discussion was provoked
on this subject
THURSDAY EVENING.
.&t.retiance--Reu Houts.We want scfreli-
ant teachers not in absolute sense as this lnsti-
tute proves; for you have met for mutual AMI
general improvement. The truly selfreliant
teacher will gather from others all the iniorma-
ton he can, then digest and assimilate this, till
he, in turn is able to give. The difference be-
tween the dependent and the sef-reliant teacher
is like the difference between the sun and the
moon. The sun is the fountain; the moon
cold and ifeless, is dependent on the sun, is the
mere passive reflector of borrowed light: so OF
teachers the one is brimfu of experience and
knowledge and constant in his outflow. The
other, should the cloud of circumstances inter-
=. vene, is completely bewildered by the darkness
and, like blind animal without guide, sticks
not in the mire, tut in arithmetic, algebra, and
grammar.
Self-reliance is necessary, frat, in order to
gain the pupils confidence; secondly, to make
the teacher lively and bright thirdly, to secure
good reputation fourthly, to obtain compe
tent salary; filthy, to promote the teachers
own comfort.
Children are adopts at reading the counte
nance. A dependent teacher is fearful that he
cannot do all he ought. Children see it, anc
though he may strive to unravel the problem
before him, yet, like the fly in the spiders web
the more he struggles the more perplexed he be
comes Independence does not imply that con
ceit which, when tested, is found wanting.
Teachers, cultivate this self-reliance in youl
pupils encourage them to do for themselves
you cannot fill their craniums by any action o
yours; it must be their own work, if their mind
are furnished with knowledge that will be o
= use That teacher is robber who himself per
: forms the labor that properly belongs to the pu
pill,
FRIDAY MORNING.
Granmnr-Prof De Graat.-Name- words ar
g nouns action words, verbs quality words, ad
iectives connective words, conjunctions; rea
tive words, propositions; emotisn words, inter
jections; limiting words, adverbs. Teach tn
= child the definition before you name the thin
defined.
: Remarks BY the County Superintendent o.
schools, school-houses, &c.
: RESOLUTIONS.
. Resolved That, in our opinion, this Institut
i has been SUCCESS.
r Resolved, That we, the teachers of Columbi
Q county, tender our heartfelt thanks TO our VOL
| thy Superintendent for his untirng efforts i
+, our behalf, and for the able instructors secure
, for our benefit.
Resolved That the example of those boards
e directors that have granted Institute time
- their teachers be commended to general INIT:
@ ton
Resolred, That those teachers who abser
themselves from Institutes without suficen
. reason, occupy positions which they are unwol
: thy to fill, and that We trust the time is not IA
J. distant when the names of all such will be drol
e ped from our list.
|. Resolved, That we cannot place too high an e
innate on the instructions OF Prof. De Graa
and that so far as we may be able TO make thel
our own, we will endeavor to carry them out
our daily practice in the school-room.
, Resolved, That we pay more attention to tn
y morals and manners of our pupils, regardin
(, this as an important part of the teachers dut,
d Resolved, That we tender our sincers thanks
n tha people of Orangeville and vicinity for the
hospitality extended to the members of the Ii
v stitute and also for their interest in the eau
y of education, as evinced by their presence an
y attention during the sessions of the Institute.
r ReSol,ed, That we tender thanks to Miss
= Achenbach, Spear, Kline, and Fisher, DIR. An