The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1879-09-05

servation and the responsibility of the teacher
Tor loss or damage. An extended discussion
arose upon question asked by Miss Agnes Brad
ley, I'll pupil accidentally or wilfully breaks q
pane OF glass or otherwise injuries or defaccs books
or other school property, what course is best to
secure its replacement BY the offender Y"
MISS wilson would ask the boy if he would
not do some service for her which she deemed
equivalent TO the amount of money necessary to
replace 1t, and have 1t replaced herself.
Mr.. A. +. Galbreath would ask the offender
kindly, to replace it, and in consequence of Il re-
fnsal appeal to his parents, and then if not re-
placed send the offender with a note to the trus-
tees and abide their decision.
Mr. Harlan earnestly requested eachers to helm
az far as possible to prevent the large amount Of
damage constantly being done to school proper
~. 10 Insist on neatncss and tidiness in the
school house and about the grounds, as it would
greatly add to their reputation as teachers.
ADJOURNED until $50 A. NJ, on Tuesday.
Alter the usual opening exercises, Mr.. A. f.
Galbreath gave a class exercise i'm fractions which
provoked quite a discussion-the Rev. Dir. G.. X.
Nelson, wee President of st. Johns College,
Annapolis, who was present, taking part.
The value of Arithmetic in primary school
education was then considered. Prof. jackson,
who opened the subject, did not attach much
importance to II in the primary grades.
A. j. Brown thought it better 10 teach young
pupils orally in this branch, but in country
schools it was to some extent impmcticable.-
Pupils should be taught to work with the reason
and not with the fingers. Teaches II great deal
of mental arithmetic, hccauscit develops II great
er degree of reasoning power
A. II. Galbreath would teach the elements OF
arithmetic as he would those ofalI sccnccs-ironl
infancy.
Prof. Jackson believed that the course in arth-
metic could be made two years less by intruduc-
| ing and accepting the Metric system
Miss Thomas would make arithmetic instruc-
| tion oral ms far as possible in the three lower
| grades. Does not wish her pupils 10 know any
more than the fundamental rules upon entering
| the 9th grade.
| Superintendent Harlan delivered an earnest and
| forcible address, laundering Hood ofinyeciivcs
against practice performed in most schools
| known as "ciphcrng" Would have il broken
up by all means and made nonentity. Would
| not attach too much value to mental arithmetic
because il is the father of arithmetical analysis,
winch Is the sire and parent of all disorder in
| this branch of mathematics. Have your pupils
have II thorough practical knowledge of all the
rules and principles of the subject commencing
right with beginners, when the teacher is "lord
| OF all he surveys"
mental arithmetic; believed anay,is 10 he com
| mon sense, and lie wanted 10 use some of that
| IN arthmctica instructions.
| il. 5. Thompson would teach pupils no more
than they can understand, and do no examining
| while Miss llcndon would have her young pupils
| proficient in counting which, she secures 10y oh,
| jcct lessons.
| AFTERNOON SESSION.
| Prof. Baird opened the question Of "Irrcgulal
| Attendance and its remedies" and thought the
best remedy was to make school Il cheerful place
Would manifest little personal interest in an
| irregular pupil, and take occasion to personally
urge parents to consider their duty with regard
| to the welfare of the child
}. f. Smith thought the best remedy was to
make school attractive by treating his pupils
kindly, and always feel as il you were speaking
to the future man. Would cndcayor to secure
| the cooperation of his patrons in its prevention
rs Tar as possible.
| n. o. Stokes thought that it was a disease pc
cullar to some localities, more especially agri.
cultural communities, than others and j. NJ
| McNabb believed that the causes were all rene.
| dial, except the weather and sickness. Thought
| that rewards and the Teachers Association were
| the most potent factors that could prevent il.
j. w. Carter and j. w. Burkins both believed
| in the efficacy of rewards and suitable prizes to
small pupils.
| Thcluestion whether Algebra should be taught
with Arithmetic was postponed after some dis
CUSTOM until the next morning, and the institute
adjourned.