Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1881-06-15
OURNAL WEDNESDAY,, JUNE Is, 1881


replied that II would depend largely on the capac.
ity and advancement Of the pupil, but he could
see little use in Greenlears arithmetic Of denomi
nate numbers. ratio and proportion, equation Of
payments, many Of the methods OF computing in
terest, allegation, and perhaps some others lie
thought there was too much OF this everlasting
arithmetic " In school-scholars are kept too long
upon IT,
Miss Fannie G. Burnham Of Barre read nm essay
on "Instruction In Geography" She remarked
upon the opportunity afforded by the study Of
geography for the introduction OF variety Of
methods In teaching It. The inventive teacher
would find many ways Of varying the order OF
recitatons and practically applying the defni-
tions to immediate surroundings In primary
teaching she recommended much time for oral in
| struction, calling upon the pupils to name some
| mountain, lake, or river In their own town and
then define whatever had been named, frequent
conversational lessons with outline maps, and
| mutual questionngs 10 awaken ideas and develop
the expression Of thought. She favored short
lessons from the textbook, few minutes for
oral exercises and liberal use Of outline maps
each day. II the school has no maps and II can
not be induced to buy any, teachers should use
some OF their own drawing. The study OF map
drawing in connection with detailed instruction
from outline maps was urged, and Miss Burnham
showed that the idea with her was practical
and not theoretical one. Very fine maps drawn
by her pupils after six months instruction were
exhibited by Superintendent Dart. Weekly re-
views and topical recitation by assignment of
subjects for information by reading to her adj
vanced scholars, and an effort to awaken and
mi bxr
her methods. Surprising the subject would be
further treated by other teachers, Miss Burnham
did not further develop her methods
Superintendent Dart briefly remarked upon
the necessity OF each teachers forming and pur-
suing wellconsidered plan and supplying ones
self with tools for his work.-a few simple ar
tices, especially globe, which may be obtained
at a small expense.
Miss Hattie A. Keith Of Barre read paper on
" Amusements She favored amusements in
school to secure punctuality as well az to pro-
mote instruction. To this end, opening exercises,
In which all could take part were desirable
Music Is a valuable means to this end, and serves
to develop a taste for the art aud broaden the
child's capacity for enjoyment An instructive
and amusing story told in connection with a
lesson will both interest and fix in the mind facts
that would otherwise be forgotten. Memorizing
selections from good authors, and reciting them
before the school, served the purpose Of instruc-
tion and OF giving to the scholar feeling of con-
fdence before an audience. These or any similar
efforts TO entertain involved care and labor, hut
love for the work should inspire every faithful
teacher patiently to do his duty we'll
In connection with the subject Of opening exer-
cises Superintendent Dart recommended respon-
sive readings in Scriptures, the arrangement with
some scholar, without the knowledge OF the
school, for some special exercise each morning to
excite curiosity and interest. The teacher is the
school, and these little efforts OF the teacher make
school interesting
Miss T.. s. Flint Of Barre gave her method
OF primary instruction in the art OF penman-
ship Children can learn to write as fast as
they can learn to read, II writing is introduced
into their lessons each day. She had class of
twenty little ones just learning to read and write
Her method is this: She calls their attention to
the picture of an object, then the word which
stands for the object The children learn each
letter in the word the letters are called children
and each chid-letter has its name, just as each
pupil has his own name, aud the letters which
together form a word are called class OF little
children. One after another the children are
called upon to make letter of the word upon
their states or blackboard and soon they are able
to put the letters together. She spends in this or
a similar exercise one half hour or more at the
opening OF each session Of school, never proong-
ing the exercise till the children are tired To
encourage them she gives a small prize to the one
who makes the greatest improvement during the
week. Miss Flint quotes the saying OF an emf
nent teacher, that when you can win these little
pupils to take real interest, they will often as.
tonsh you with their sharp sightedness Their
perceptions are all keen and only need the right
touch to be called into action" Her experience
seemed to prove the saying true.
Mr.. Bailey developed plan for history instruc-
ton. paragraph in the lesson is read and
pupil is required to state the principal thing in
that paragraph. This is written upon the black
board. This process is repeated till the lesson
has been read over. Using as topics the list OF
principal facts or incidents which have been
elicted and written out the pupils are required to
recite from these in their own language the sub
ject matter Of the lesson. Frequent topical re-
views, avoiding numbering up the mind with USE
less dates and particulars we're features In his
method.
Miss Fannie A. Ward OF South Barre read an
exceedingly well written and well conceived es-
say on the somewhat hackneyed subject "The
Teachers Work and Reward" She expressed
the opinion that "no class OF people find it so
difficult to put into literary form the finest secrets
OF their profession as our best teachers How
can primary school mistress convey to a crowd |
OF people any living comprehension OF her method
OF leading class or handling school room in a |
five minutes essay, especially II she has no great |
literary gift and gets stage fright at her first
appearance rs public speaker? But place the |
same little woman before crowd of children and |
enough will appear in her manner, the tones Of |
her voice, her entire bearing before her class, to
reveal somewhat OF her beautiful secret to the
lookers-on.' Describing public school Of fifty
restless, irrepressbe children, any one Of whom
Is such disturbing element at home that the un-
quiet ones absence at school Is great relief she
took from this the gauge of a teachers respon-
sible work. The requirements of teacher we're
clearly conceived and outlined with skilful
hand, The force of experience, of versatility, OF
good breeding and refinement in teacher was
set forth The children firmly believe In the in
Ialibility OF teachers, and they should show them
selves worthy of this confidence. Moral training,
OF character and judicious discipline
were vital parts OF teachers work Beyond the
reward, the progress and success OF
their pupils, the means OF self.improvement af-
Iorded by teaching the new thoughts and ideas
sngendered by meeting difficult questions, with
many Others, are among the rewards Of teachers.
Il is regretted that this report of an excellent ad-
iress, well delivered, must be 80 brief.
Professor Dole OF Lewis College made some