The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1878-09-13
mi i S @ @ Han @ O u 8.
Reported for The HgyiS d Htelligencer
Hartford County Teachers Institute.

THURSDAY.
The discussion on the subject of Arithmetic
was continued by Prof. jackson explaining
methods of simplifying notation and DIVISION
Leave having been granted to members to pre-
sent any question relative to educational subjects
upon which they desired information, J. F..
Galbrcath asked information upon several mod
ern theories relating 10 electricity, and was an
swcrcd by Prof. jackson, who concluded that
many doubts upon the subject would be remoy-
ed by keeping constantly in mind that elcctrici-
ty, like heat, is not a material substance.
j, w. Burkns asked Prof jackson to state
his views why heat was not material substance
The Professor replied that stree it was devoid
of weight it consequently must be immaterial
Il. w. Eubank said that this was ''veXcd ques-
tion," and that the Johns Hopkins University
was at great expense and with the best of scien-
tiiic talent, at present Investigating the subject
A member stated that il he explained the
methods used by the speakers upon the subject
of Arithmetic, explaining at the black board,
there remained no time for the supervision of
states. How could this he remedicd Prof
Jackson would not omit the explanation and
would "lct some pupils of higher grade aid
you" in this matter. }. +. Smith states that
twenty small pupils using states consume most
of the teachers time devoted TO the study in cX-
amining those States What better plan can be
adopted? r. w. Euhank would assign all the
same work, examining carefully the work of one
pupil and then compare the results.
Should we first teach common or decimal frac-
tions? was next asked, Prof. jackson would
teach dccimals first.
A resolution that the Board of School Com
missiOncrs be requested to pass an order permit
ting any teacher to have change of text books,
provided said books are in the possessing of the
Board, was presented. Prof. Baird and j. W.
McNabh spoke against the resolution as being
dictatoriaI that The Board having granted our
former committees request, would turn deaf
ear if we persisted in sending up resolutions of
so little import. G. w. Nichols thought
it was only asking permission TO choose ono of
two books in possession of the Board. The mo-
ton was unanimously lost.
Discipline was next discussed, Miss Laura
Oldlield read an essay upon the subject. Would
make discipline case of justice judgment, and
honor and moral suasiOn the best means of Sc
curing said end. Miss Elite Wilson, in an able
essay, would make our own example OF supreme
importance, and by obedience and cheerful com.
plancc with all the regulations of the properly
constituted authorities, demonstrate the prac-
tcabilty to her pupils. ii. ). Huff would secure
discipline by endeavorng to command the CON
iidcncc and respect of his pupils and exercise
great discretion before administering punish
mcnt Miss Thomas claims that the standard of
order is best left entirely TO the judgment of the
teacher. Is against corporal punishment. j..
T.. Smith.-The foundatonal principle of dscip-
line is to place pupils on THEN otOn honor, having
them realize that the school is theirs and for their
especial benefit, and their prime duty to make it
successful Every child, however ignorant or
degraded, retains spark of honor, which you
must kindle to "living fame" Be very mild,
yet exceedingly firm; having your pupils to I'M
| derstand that yoa, under whatever circum-
stances, "have II reserved force at your com
| mand" Control yourself and you will expe.
rience no difficulty in controlling pupils
j. +. Galbreath never Furnishes publicly, even
| reprmand. T. M. Cathcart thinks that q pupil so
| punished will give a false report, mostly detri
mental to the instructor, and thus produce harm.
| I nm hnli n N
| teacher to an indignty publicly the punishment
should be public G. W. Nichols does not be.
| lieve in separate individual punishment. Thinks
| there is not great deal of honor manifested by
the average school boy. Prof. Baird.-There is
| as much honor among school boys and girls, il
placed upon it, rs any other class. Should he
| find none in pupil, would begin to teach it at
| once. Make up yourmind that under no circum
stances whatever you will betray passion. j.
| w. Burkins believed the prevalent method o.
excepting in' for trivial offences or neglect cal
culated to disparage the honor of pupils more
than anything else. All the speakers believed
| seli-control the most essential requisite.
President Harlan then made brief address tc
| those commencing to teach; requesting them tC
| begin right the first day. Never lose your TEN
superiority. Don't use threats. Take into ac
count the character and disposition of the schol
ar Tell your scholars that you intend to trea
| them as ladies and gentlemen. Do not punisl
| 100 Ollcn. bc ulHHlHcu When administering pun
| ishment. Prof. jackson would have his pupili
| observe proper dccorum in the school house al
| all times, whether school was in session or not
r. Henry thinks teachers have ceased to be ty
| rants. Does not believe in public punishment
| AFTERNOON SESSION
The subject for consideration was the "Rela
ton of Teachers to the Patrons and Trustees. ;
Miss A. NJ. E. Mitchell, in an able essay claimed
| that the teacher has right TO the fidelity ant
cooperation of patrons. That it is unwlse fo
parents to dictate to teachers, and should have
| aid aid from them in cndcavoring to secure at
tendance and preparations of lessons. Miss Tam
many thought the teacher should endcavor Il
| secure IN acquaintance with the patrons and b,
| informed of their desires relative to the school
j. +. Galbrcath docs not think that the teache
| should give his whole attention to the schoo
| outside of the regular hours owing to duties Il
himself, family and society as well rs the school
| Believes 1t the duty of the trustees to visit tn
| schools and make themselves fully acquainc,
| with the school work. D. b. Scarborough abb,
set forth the relation by stating that parents ow
| their children an education as duty and teach
crs should not lose sight of the fact that to thei
| warning and guidance the future usefulness o
| our country depends. Hence in the subject o
education parents and teachers have supreme iri
tercst. Since teachers wicda great moral inilu
cncc, in order to use it Alright il is necessary the
should be personsbfsound and deep-seatcd MOI
ality; that though parents have right in hie udg
ment, to dictate what studies they shall pursue
| tncy nave no flght 10 interfere WIN tcaencr
methods of instruction. The relations eXistin
between patrons and trustees should be of tn
most amiable character, and since their duties AZ
important it is necessary for the promotion c
education, that they should be the most INTEL
gent and Jealous men in the district, and think
the dissatisfaction oft existing between teacher
and trustees is attributable to non-qualificatio
on the part of trustees.
Prof Baird asked that If n teacher in carryin
into effect the order of the Board, should receiy
a notice to vacatc in thirty days, what was til
consequence? The chair answered, appeal