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

Mr.. Anderson would first make them famil- |
lar with the form of voice, according as to
whether the pitch of voice should be high or
low. 4,
Prof. Smith thought the subject an import
ant one, though Prof. Reeds view an ultra
one. He would ask what is punctuation for
II 1t is not to mark the sense. The arbitrary
rules in regard to stops are wrong, and we
can not always be guided by the pauses as to
the meaning of the writer. -.....
Prof. Hassell thought the child would, after
a short time, realize the Importance of pauses
in reading. A good reader must have good
taste in reading, and a teacher should be a
good reader. Constant drill is necessary, and
much will depend upon the model set 10y the
teacher. This model reading should always
be kept in mind by the teacher. The lesson
should not be very long, and never considered
learned until the pupils can call each word at
sight.
Addison Smith would have the pupil to
understand the value Of each pause, or other
wise it would not be necessary to teach them
pauses at all.
Prof. Reed believed a child could only read
as far as he could understand; the child
should comprehend all he reads, and not be
taught to initiate. He thinks a child that
understands what be reads can always bring
out the sense Of the lesson. He never allows
a child to read a paragraph without first read
ing it himself, thus teaching him that he
should read in such a way that others may
get the sense of what he is reading.
Mr.. Anderson does not believe in the
monotonous system of reading by teaching
them to observe the modulations of the voice.
Addison Smith did not see much that was
new in the Quincy method, referred to so
frequently, or that it had any advantage over
the old methods. rs
Reading the programme by the President.
Music.
SESSION.
Meeting called to order at 2 p. M; singing
by school children; reading the minutes of
the morning session; answers to queries.
An essay by Miss Searles entitled, 1.-THE
duties and responsibilities of the primary
teacher. She holds it to be the first duty of
the teacher to gain the love of the child.
AASi aSoll Viz SJouIu W pdGlcul, Dul
she does not believe a teacher should lose
sight of that consciousness Of performing her
whole duty, into which she should be torti-
fed. This is the kind of patience which
every teacher should possess. 1t is this iron
clad patience which prevents the cares and
multiplied yexations incidental to a school
room from corroding the heart or sourirg the
disposition. She holds that perseverance,
tirmness and cheertulness, in addition to
natipnca and love ara essential qualification,
in securing success on the part of the teacher.
That love is The corner stone of the future
success of the pupils. Primary pupils should
not be confined too long in the school room.
She contends, and very properly, too, that no
teacher, and more especially the primary
teacher, can do her duty unless she be encour-
aged by the patrons of the school.
Miss Crossman then gave her method of
teaching drawing, after which she read an
essay on the same subject. She held that
drawing carried us back to prehistoric times,
and that those nations who knew not letters
found ready means to communicate important
events and that it still has claims ON public
attention, especially in all the business depart
ments where drawing holds an important
place. Among the many methods for teach
ing drawing there is probably none better
than the one originated by Pestaiozzi, and
still further developed by his distinguished
pupil, Herman Krusi. AS a governing power,
drawing stands unrivaled in the school room.
Who ever saw a child that did not like a
pencil and like to employ it in making MIC
.ures: hl S: acsIe' properly ulfecteu' VIII
eve " tlle cnliI d laise a!noultol practlce IN
'he nouls usuaiiy spelIi iuiehess OF mischle1.
AS a inolai poMei' We ian never estlnase
J I, saiu1 VI ads"inS AlG aitlsI Is ever Ihe
oe'oteu lo'ei VI laIuie' ne seeks her "lld-
es1 naunIs' PoiIlays Aer 1o'ellest forms, Is
Ihll'leu ny Ihe beauty, symmetry, ana design
VeIf"ne eAlnpl'eu III LUG CIeators WORKS,
munion viii the Anthor Of oil tbi,ns '0A
Following this excellent naner was q short
ntermissioH dI1;ng which MISC rinooIr sann