Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1878-12-31
Meeting of the state Educational Associa-
ton at Brunswtck.

met in Lemont Hall, and was presided over
by Professor II. l.. Chapman of Brunswick
The Grammar school department was led by
F. +. c. Robbins of Deering: and the Pri-
mary department by q. A. Robertson of Au-
gusta.
In the High school section paper on
| THE value of verbatim recitations" was
read by W. o. Fletcher of Biddetord. The
| speaker said this may be limited to the mere
repetition Of the uords of the text book,
rigdly, Internationally and absolutely. His
| idea in brief was that verbatim recitations
would give the pupil ready use of words,
accuracy. definite work, and thereby better
study in general. He would be no advocate of a
slavish following of words, without
irving to show that thought was greater than
the words nor would he debar the scholar
| from using his own words and the teacher
must discriminate between the use of words,
as some text books are faulty.
DIR. J. W Hanson of Watervillc would
take middle ground He would not say that
every lesson should be recited in the exact
words of the text book. nor would he discard
| the use of text books, as is reputed To have
been done in Boston.
Mr. jordan of Lewiston disagreed with the
paper that pupil in giving the exact words
of the text book could get better idea of the
author.
The topic Of Science in the High School
How much and How" was ably presented by
A. b. Morrill, of Portland. He believed that
in the preparatory course for college. the
training is too one-sided. Confined to Greek
and Latin for three years, he comes out lgno-
rant of many things which he ought to know
relative to the laws which govern his body and
the preservation Of health. He would elm
ate Greek from the course. and introduce the
sciences instead. If Greek must be studied,
let il be deferred TO the University. He
would not make war against the classics,
and would grant a fair share in the
preparation for the University. He made
a very able argument in favor Of the study
of natural sciences in high school, advocat-
ing attention particularly to chemistry,
phvs biology. mineralogy and geology. Upon
the question of how these should be taught,
he suggested LIST, The Importance ofteachers
and pupils fully approaching the object Of
science as a study. and 2nd., The value of ex-
permenting and demonstrating. in class work
and study.
The dscu,sio was continued by W. IIar-
per who advocated study upon utilitarian
grounds.
The topic "Shall Elementary English be
reviewed in High Schools" was ably dis
cussed bv A. F. Chase of Portland. He
classed as elementary studies Reading. Spell
ing. Writing. Geography, Grammar, and
Arithmetic. Pupils taught in our graded
schoos--if ever they can-will accomplish
all they need as distinctive studies. of Geog-
raphy. Reading Writing and Spelling.
Grammar a. science should not be taught
below the High school Let language alone
in this branch of study be taught in the Gram
mar school and in the High school it may be
continued until it eliminates in Rhet-
oric. English literature, where the
construction and the rules of Gram
mar may be appropriately considered
and in this connection reading and spelling
NAV be reviewed. Call attention to bad SPELL
ing in written exercises and if time will al
low. lei a spelling book. be used. He would
doublv condemn the teaching of arithmetic as
practiced at the present time in our schools.
He would have the school learn the method
.how". rather than the reason why in
arithmetical problems. In Primary
schools. learn only addition, subtraction.
multiplication and division. In the
Grammar school let them learn rules. Give
facts in Grammer school reasons in High
school ID. l.. Smith of Topsham would have
some sort Of review of elementary branches
of High school.
Mr.. o. H. Kelly of Belfast read an able
paper upon English composition which was
further discussed by l.. G.. Jordan of Lewis
ton. The pupil must be taught what to say
and how to say it. The how must be taught
before the what. By the correction of all
errors in the use of language; by requiring
the pupil to use his own language in recita-
ton. thus making the recitation process of
composition by the careful study of CLASH
cal authors. The subjects given to the class
should be carefully graded and the pupil re-
quired to make an outline Of each subject be-
fore entering upon it
They importance of a place for classical
studies in High schools was considered by G..
b. Files of Augusta and B. r. Melcher of
Saco.
The maintained the supremacy of Greek
and Latin as disciplinary studies and showed
that they are fruitful scource of that varied
Knowledge indispensable to the highest scholar
ship. Their importance acknowledged by the
most distinguished scholars, claim for them n
generous place in the High School curricu-
lun.
The writer said. II is argued that the elias
ic, ought not to be taught in the High School.
because all are burdcned with taxation to Sc
cure to few the advantages of classical edu-
caion. The same argument obtains in
a greater or less degree in regard to the
sciences business forms. If men are to be
mere machines and slaves to theiranimal
wants. then give them the simple rudiments
of an education; but, if they are to be men il
they are to expand their God-gven faculties.
if hey are to reach above earth's damps which
envelope them as the mighty mountain towers
above the clouds, then stimulate the develope-
ments in the highest possible degree the
minds infinite possibilities
Again we are told that the teaching of the
classics ought to be left to special fitting
schools and subjects of a practical value
taupht in the HIGH school