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

P~uritans. "'@
i Inc next question: els memory an or
n gave rise to a lively discussion, which
arl1ted into phrenology; but the argument was
laia aside in such a shape that it remains to
oe 1ound out whether memory is an organ or
not. The educators present were united in
their opinions that phrenology is not a reli-
aole test of character. The idea that the
faculties can be indicated by bumps is not
generally accepted, as they can be destroyed.
and the individual still retain the faculty.
Mr.. L. L. Baker considers phrenology one of
The greatest humbugs of the day he related
an instance where comparing the head of a
criminal with that of a preacher, the bump
OF reverence on the criminal was much
larger than that of the preacher, which goes
to prove that we can not always tell whether
such a bump contains the propensity it is said
to or not. Bumpology must stand in the
background of phrenology for the present
time. it seems.
In answer to the query, "What is the
Quincy Method? Prof. Reed, in a clear and
able manner, set forth its merits and peculiar
tiles. The main principle of the method
consists in disregarding text books as much
as possible, and in inducing the child, in
pleasant ways, to think for itself-to give it
practical knowledge, not only AS a possession,
but as a thing to be used in the world. Mr..
Reed also alluded to the fact that, in connec-
finn with tha word p,at-n1 H., rap,rol
use, the child is first taught to make and to
read the script form of words. The utility
of this was shown yesterday by Professor
~llassell.
After an interesting critics report by Mrs.
Ed. Reimel, the subject of writing was intro
duced in an admirable essay by Miss Manning.
The utility of ii and the beauty of it as all
art were dwell upon at some length, and in
conclusion the Spenccrian system explained
and presented as the bes5 Of all in use. Tn
question whether a child already possessed of
a good legiblc hand should be taught accord
ing to some system was asked by Mr.. j. NJ.
Fegtly. Adversely Of opinion existed regard
ing this, but the idea seemed to prevail that
iCSlbllUy q UIS hiah pAhhS w ~ "lhASN oS.
and that individuality in handwriting vas
rather to be encouraged. Messrs. Reed, Adj
Olson Smith, Talent and others participated.
The morning session closed with a most
excellent essay by Miss Kate Fegtly upon
"Success in Our Work." Many practical
thoughts were beautifully expressed. She
showed how quickly the successful teacher
noticed the gloom Of encouragement in the
school-room and how deity, perhaps by all
interesting story, she brings the sunshine
again before commanding work. TO be
successful, we must have character, strength
of will, discretion, and, above all, be practical
ever ready to receive instruction ourselves.
SESSION.
The afternoon session opened with an
interesting topic in the hands of Mr.. Noyes.
1t was, allow shall we improve our schools"
He thought we must improve our book sys-
TEN, our apparatus and our teachers. The
first was to be accomplished by adopting the
Wisconsin system of supplying text books by
government purchase. In Wisconsin such a
provision increased the attendance upon the
public schools ten per cent. within the first
year. Parents must not be niggardly in pro-
yiding the appliances that will facilitate work
in the school room. Money should be eX-
pended every year for that which is new and
useful. Too much can not be done toward
making school room work thorough and
effective. Teachers are to be improved by
paying for talent. An individual who has
invested $4,000 in getting an education ought
to be expected to receive pay in proportiont to
such an investment.
Miss Crossman gave a language class eXer-
else in which the pupils of a large class
showed themselves perfect masters of a simple
sentence. The diagrams upon the board
were neatly drawn, and So accurate that many
were astonished. 1t was out an ordinary class
recitation, and showed the skil!ful training of
one of Montana's most accomplished and
experienced teachers.
Prof. Hassell followed with a description Of
grammar as it used to be, as it Island as it
will be. 1t has been too much like the land
lords bill of fare of picked elephant, too
much of a meal. 1t as more .palatable. 1t
,rU lose all of its distastefulness. Since
Lindley Murray's time, grammar has been
losing its machinery until now it is beautifully
denuded. Language, as we term it, should
be introduced with the first lesson Of the
school room, and should be taught by EXAM
pies, the teacher e~xacting answers in complete
sentences. 1t teaches lis the correct use of
our mother tongue, and consists in a study of
sentences primarily and continually. Prin-
ciples there come to the pupil naturally as
practical things and afterward, when the
mind is somewhat mature, grammar proper,
in which the principles are formulated, can