The Vancouver independent. (Vancouver, W.T. [Wash.]) 1875-1910, 1878-10-10

| best method OF successfully teaching
in reading, was to have the pupil
understand first what he is to read
about. Like preaching, when a
preacher had a subject that he was
Interested in; when the subject and
thought had taken hold Of him, it
was not hard to find words in which
to express his thought. The words
would come all right without any
trouble. 1t was so in regard to the
pauses and infections in reading. In
school he had been taught to make
the lesson to be read his town
speech, ito regard himself as max
ing the speech or telling the story;
that's the true notion. Have the
class understand the thought and get
into the spirit of the lesson, and then
the pauses and infections would
come natural.
Specimens of reading were given
from the 139th page of Sanders
Union Fourth Reader.
Prof. Robb asked what was the
best method of correcting errors.
Prof. Delany thought the teacher
ought to correct pupils. That was
his business, not the business of one
pupil to correct another.
Miss Rounds said she thought it
proper to allow students to correct
each other, for in large classes many
errors would escape detection, the
teacher being engrossed with the
government of the school and with
the recitations at the same time.
Prof. Robb thought that having
scholars correct errors would secure
their attention better to the lesson.
He thought, however, that teachers
ought to come to the school room
with the lessons in his head; ought
to be walking text book. But that
time was in the future. Twenty dol
lars per month would hardly bring
out such talent and secure such quail
ihcations, applause
The subject of Grammar was then
taken up. Rev. Mr.. Nicholson said
the diversity of methods Of treating
the subject by different authors had
rendered it more difficult. Preferred
Quackcnbos, because it was clearer
and more comprehensive than any
other he had used. Prof. Robb
thought the old method of teaching
the branch quite dry and uninterest-
ing. Had been a great Improvement
of late years in theory, and that
teachers could now make it more in
telesting. Had found considerable
prejudice against this subject on the
ground that it is unnecessary and
Superhuous; but he thought it ncccs-
Sary-very important-that children
be early taught to express their
thoughts in correct language, as it is
very hard to overcome habits of in
correct speaking in after years.
Where found prejudice against the
study, had succeeded pretty well in
teaching it from the reading books.
Prof. Glendye regarded the idea of
teaching grammar from the reading
lesson good; had done the same
thing and had succeeded well. In
his experience scholars generally de
sired algebra instead; thought it a
very important study; and if parents
would not supply the text books it
was all right for the teacher to ''steal
a march on them"
GOVERNMENT.
The next subject introduced was
that of government.
The president had visited the vari-
Gus schools in the county; had found
no two teachers governed alike;
thought it a very important subject,
and would like to hear an Interchange
of opinion upon it.
Rev. \. ). Nicholson thought no
one rule could be adopted which
would be applicable to all schools
The dispositions of scholars are diff
fercnt. \ different course should be
pursued toward different scholars
thought little ones ought to be al
lowed to be out doors much of the
time, as they ought not to be com.
PEELED to apply their minds continu-
ously to their studies. Prof. Robt
regarded government very important
Some teachers failed because they
made government the primary OBJ
icct; seemed to think they were put
at the head of the school to perform
police duty instead of teaching
! Thought the old habit of carrying