The weekly miner. [volume] (Butte, Mont.) 1878-1881, 1880-03-23

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Singing by Mr.. Reed and Miss Hulchins.
Fifth Days Proceedinss. a..
Meeting called to ordey by the President.
Singing.
Roll call by the Secretary.
Responses with answers
Reading the minutes by the Secretary.
Answers to queries.
The question, when should Algebra be
taken up as a study by children referred to
Mr.. Marc:m. He thought that as soon as a
child thoroughly understands common and
decimal fractions, he IS ready for Algebra.
Our object must be to draw out or cultivate
the minds of the children. 1t is impossible
to get anything into the minds of the pupils
that is not effectual, and as we wish to make
good reasoners of our pupils and develop the
mind, we must introduce Algebra at an early
stage, as no science contains more reason.
Mr.. Baker agreed with him.
Mr.. Anderson did not think it advisable to
take up two branches of mathematics at one
time. He claimed that a pupil should not
have more than four solid studies at one time.
Mr.. Hassell said that Algebra so far as equa-
tions, is nothing more than a little arithmetic;
the teacher should carry the child through
Rays third book before taking up Algebra,
then both of them may be studied together,
and each example given the pupil be solved
alphabetically and automatically.
Prof. Reed says after the pupil thoroughly
understands common and decimal fractions
he should take up the elementary rules of al
zebra after which again take arithmetic.
Mr.. Fegtly thinks tearing by memorizing is
a great detriment to the pupil-thinks this
idea of reasoning should be thoroughly dis
cussed.
Mr.. Clingan does not agree with the
others believes Algebra to be a good thing in
its place, but the pupil should understand
thoroughly everything in our ommon school
arithmetic before taking up the study ofAlge-
bra, which is a system of reasoning from one
end to the other.
The question:: " what should be the object
of the Teachers Institute ?' was discussed.
Prof. Smith said it should be a convention
of teachers +; they shonld learn from one
another ; profit by valuable methods explain
ed by other teachers. He referred to his Re-
port and read the following:
l. Information to teachers in theory and
practice.
2. Valuable hints and suggestions in
methods.
3. Stimulation of thought and inquiry
through debates.
4. United action in exposing and correct
ing errors.
8. Cultivating all esprit de corps and pro-
f%essional feeling.
6. More elevated conceptions ofduties and
responsibilities.
7. Correction and favorable cultivation of
popular sentiment.
8. Intellectual entertainment and moral
force through the agency of lectures.
Question referred to Prof. Hassell: "Should
men go to school to be educated" He thinks
it is not necessary, but is desirable. The best
education we get is from the world. School
and college life should prepare us to receive
this. After this Miss Crossman gave her
method of teaching grammar by diagraming,
which was clear and simple. She had placed
upon the board a variety of sentences. This
system uses lines alone, the subject and pred
icate being placed on the heavier horizontal
line, the modi6ers in the oblique line, etc.
Critics report read by Miss Emma Butcher.
Singing by the choir.
Miss Pierce gave a very excellent t%illustra-
ton of her method of instruction in reading.
She places particular stress on the importance
of infection, and requires hat every student
should observe all Fluctuations, as well as
manner But this is not all they should
understand the meaning of the lesson and be
able to give a synopsis of its subject matter
without co~nfining the student to memorizina
the lesson. The reading was followed by q
discussion. Miss Fegtly thought if the
Quincy method was observed no corrections
would be allowed, as it tended to make the
child timid.
Addison Smith then thought the Quincy
method would be a failure.
Prof. Reed said, in regard to the obserya.
ton of the stops, that the natural way would
be to require each child to Use his own iudg
ment in regard to infection, as no two would
punctuate alike.
Question by A. Smith: "WouId you no