Clearfield Republican. [volume] (Clearfield, Pa.) 1851-1937, 1879-01-22
VOL. 53--WH0LE NO. 1905
FIFTEENTH ANNUAL SESSION
-oF THE
TEACHERS INSTITUTE
or cLEARFIELD COUNTY.

The fifteenth annual session of tb,
Teachers Institute of Clearfield conn
ty was called TO order bv the Count,
Superintendent, NJ. l.. McOuown, at /
o'clock p. NJ, on Monday Decembe,
3Oth. 1873, in Pies Opera House Clear
field, Pa, the attendance at the OPENING
being larger than at anv previous ses
sion. The exercises were opened will
prayer by ]. M. Postlcthwait, of Gu
Itch twp. The Superintendent ther
called the officers to their respectiv,
duties in the following order:
Vice Presidents-A. e. Woolridge
of Bradford twp; W. #. Shannon, o
Brady township.
Secretaries--Frances LaPorte, o
Curwensville Ada M. Ale, Of Clearfeld
Recording Secretary--Winfeld S
Luther, OF Huston township.
Mr.. Shannon and Miss LaPorte be
ing absent, J, F, McKenrick, of Clear
field, and Lou Kelsey, of Union town
ship, were appointed to fill the vacan
cies.
The following committee was thcr
appointed on enrolment G. W. Sny
der, Of Jordan; l.. II. Weber, Of Brady
and Silay Reece, of Decatur.
The districts were called in alpha
betical order, when 100 teachers re
sponded. Next was the nomination
Of candidates for Committee on Per
manent Certificates. The following
nominations were made Il. Il. Weber
OF Brady A. r. Read, of Lawrence
Independent; E.D Bottorf, of Osceola
Frank G, Harris, J. +. McKonrick
b. @. Youngman, of Clearfield Lot
Kelsey, OF Union &. W. Weaver, o
Brady John A. Gregory, of Curwens
vile. The following committees were
appointed On collecting ballots, VIM
Postlethwait, j. A. johnson, and OF
counting ballots, j. NJ. Postlethwait
W. @. Pentz, John McLarren
The Superintendent introduced Prof
Il. Hubbard Barlow, of Easton, Pa, who
said that he did not intend to make q
formal address, for he expected Profcs
sor Raub would do that. He urged
each teacher TO take notes of the pro
ceedings of the Institute.
Prof. Raub, of Lock Haven, Pa, was
introduced, who endorsed what Prof
Barlow had said and he further urged
the teachers to ask questions. lie said
there are questions that neither he mol
Prot. Barlow could answer but he
would answer what he could, and
would be pleased to have the teachers
question him. He also spoke of the
duties of teachers.
The question, " Resolped, That Men
tai Arithmetic should be dropped from
the list of studies in our Common
Schools" was discussed on the afflrma
tive by Il. G. Hays, of Brady. He said
that Mental Arithmetic should be to
ken from the list of Common Schoo
studies because the same matter car
be Taught in less time tn pnpils by thu
written method, and he thought more
successfully that in order to get {
thorough knowledge Of Mental Arith
metic, we must study the written, anc
the former consumes more than III
share of the time allotted TO mathe
MATES; that for want of time which il
consumed on that branch, more impor
tant branches are excluded-for in
stance, such as Physiology, Hygiene
Natural Philosophy, ElementaryChem
istry, Mental Philosophy &C.; that tn,
object of Common School education
is not merely to discipline the mind
but to acquire the knowledge that will
best fit us tor the active duties Of lifi
which will best fit us for our dutie
as citizens of this Commonwealth be
cause, we cannot make perfect demon
stration without associating with it
written process. Then, why not dis
pense with it, and exclude it as
separate study.
WIS. Luther, of Huston, on tho mega
tive, said: ain discussing this question
| will first give some Of the objects Q
having Mental Arithmetic INTRODUCES
T. into the schools as branch of study
: and if the results of proper teaching fail
! to attain the object for which it is il
|, tended, then it should be dropped iror
the list OF studies but, If 1t gives to th
pupil that training and culture 70
which it was intended, and which n
other branch OF study can give, the
II should not be dropped from the lis
but it should be handled as thorough
as other branches, which, | am sorr
say, il is not. Written Arithmetic, O
;, il Is arranged at the present time, lack
the principle of culture study, an
is too much of q formula icr gettin
the answer. 1t lacks that scientif
l. character which is necessary for gor
r. cral education that Arithmetic shoul
be made culture study, and we mui
90 back for the merely practical, an,
by some method, toach the principle
Of Arithmetic. BY the present arrang
ment of our Mental Arithmetics, tn
has been accomplished. Then, wh
object TO them? And more than thi
by the present arrangement of o,
;. mental textbooks, three purposes a,
Accumulated. viz lst The entity
tion of the mower of apprehension. Il
y cludng attention, observation, conceI
tration, discrimination and retentio
I'd The cultivation of the mower ,
analvsis--tbat ia ability TO separat
COMPARE and combine 3D. 10 Gull
vate the power of logical expression, ,
:. the mower TO perceive the relation b
;. tween premises and conclusions ar
N 10 express our opinions in appropriat
4 language. No teacher here will den
., that this kind of culture is needed" j
', said that he could sec no branch
= study by which the same results CT