The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1882-11-11

strated in geometry, that nothing is accepted
| without proof. There are axiomes without
which we could not advance single step: SO
| when called upon to prove the existence OF GOD
may we not reply that In the domain OF reli-
| gion, the existence of God is an axiom.
| The prevalent idea that one must have q
| special adaptation of mind for the study in Or
der to take any real interest in it, is mistak.
| 1t is very desirable that children should have
Observation-Disclosures toigeometric relations at
| an earlier age than is now customary The
manner of introduction is faulty Let geome-
| try be eoordiate with arithemetiG or geography
| in point of time and evident appreciation. At
the start place in the hands of the pupils. paper
pencil, dividers, ruler and square and set them
| to drawing figures. Insist on neatness and &C.
curacy. Let them arrive at conclusions In the
simplest way. The proof will be largely me-
chanical The attention should be directed on
from relations readily seen to those not SO OBJ
vious. This. stage may be continued some
time.
The study of formal geology should be in ac-
cordance with the following rules lst-Al-
ways commit the caption thoroughly to memo
nv. 2d-Never commit the demonstration to
memory. 3d-After you become thoroughly
familiar with the figure, consider what
changes you can make in its form, without
changing its essential character. Teachers
should show pupils how to analyZe a PROPOSE
ton, and point out that every theorem consists
of three parts, hypothesis, proof and conclu-
sion. Supplement the book and your instrus-
tions by require OF your pupils original
demonstrations of theorems. These theorems
should be selected 80 as to test the scholars
ability to demonstrate rather than invent.
Principal G. G. Rounds of Pennington Nor
NAL School read report on the Study of
Arithmetic
Arithmetic is in the school because it is an in
dispensable instrument in the business of life
and because it is valuable means of culture,
and that is the best method of teaching which
best accomplishes both these ends. In an elemen-
tary course must be taught the different kinds
OF numbers aud computation with them, and
the application of this knowledge.
Numbers must at first be taught effectively
Numbers must in the first stage be taught
from / to inclusive, and all combinations in
pairs by which these numbers are formed
Questions upon these combinations must be
varied SO as tosgive the elements not only OF
addition, but also of satisfaction, multiplied
ton and division. All this work must be OBJ
jective, and every number used must be made
concrete by reference to things.
AS pupils gain slowly ideas Of number and
power of handling them the teacher must
make haste slowly.
Next the idea Of 10 should be introduced
by developing the idea of a group, as OF
grove, a flank, &C., and IL, 12 &C., should be
taught as a ten and one, ten and two, &c, to
10. Our decimal notation may be well illus
trated by our decimal currency.
other must be very thoroughly taught, as in
dispensable to success.
Primary work in arithmetic can be fully
illustrated by numbers of three figures or hun
dreds When advance is made beyond these
the progress should be made by periods of three
figures at time.
There should be much exercise, special ex-
ercises in computation in order to give rapidity
and accuracy.
Ideas of fractions should be only given, and
of MOI nnmnOund numh6ra.
and these should be used in the work given
The metric system should be early and
thoroughly taught, before any full treatment
of compound numbers.
As a large proportion of pupils leave school
by the age of II or IA, the course ofelementasy
arithmetic thus outlined should be completed
by that age, leaving advanced subjects to
more advanced period.
Rev. DR.. Hill of this city, being called upon,
expressed his pleasure at the character of the
reports on geometry and arithmetic which he
found to be SO much in harmony with his own
convictions, the result of his own studies and
experience with instruction in primary instruc-
ton. He thought the more natural order OF
studies would bring the study in geometry and
notions of space before that of arithmetic and
number. He thought children should not at
first be taught to count by the use sof numbers
Superintendent fash and Principal Rounds
then presented the claims and objects of the
association.
DIR. d. o. S. Lowell of Ellsworth High
School read paper on 'Use and Abuse of
Text Books
A textbook is a monograph, compend,
more correct in its department than every
teacher can be. They give pupils something
definite to learn. They have manifest ad-
vantage over notes taken by the pupil, and te-
comes works of reference. Books provided
with questions and answers except Tor pur-
poses of review furnish an inviting asylum for
the lazy and ignorant. Ordinary recitations
may be proftably supplemented by explana-
tory lectures. Recitation at the blackboard,
book in hand is an abuse, as well as teaching
that principle is SO because the book says so.
The employment of anteduluvian textbooks
is a great abuse. There may be found in some
of our schools chemistres of half centuryago,
PHILOSOPHERS that never heard the telephone
and stand speechless before the monograph ;his-
tories that close with the Mexican war, and
Biographies that gravely enumerate thirty
United States Such possibilities should be
prevented by law, and instead OF giving per-
mission for change, it should rgidly enforce
one, in Biographies and histories at least, once
In five years.
EVENING SESSION.
At the evening session, Principal Woodbury.
of Castine Normal School read paper CD
professional Enthusiasm is enthusiasm nee
essary to high success in teaching and If so,
may it be cultivated"
Enthusiasm should be impaired to the pupil
in order to secure good work. In teaching
like begets like. The teacher who is truly
called to his profession may always be enthu-
siastic. With real interest in his work will
come enthusiasm. Let him lock at the
results instead of the materials to be used in
his work. Let him study his pupil and him.
self. Educational literature should be studied
to become acquainted with the labors of 9TH
ers. Personal social contact with other teach
ers supplies an enthusiasm to be gained in no
other way.
Further discussion of the same subject was
given in brief paper by Rev. A. L. Lane of
Waterville Classical Institute, read by DR..
Hanson, after which a business meeting of
the society was held
Fifteen members were received. The treas
urer reported balance of $91.32 in the treas
ury. The following officers were chosen for
the ensuing year:
President-Principal L. G. Jordan, Lewis
ton.
Vice President-R. Woodbury., Castine.
Secretary and Treasurer-Prof. e. W. Hall,
Waterville.
Executive Committee-Thoma fash, Port
land, and G. M. Jordan, Bangor.
Advisory Board-Miss S. G. Starrett, Bel
fast.
Chairman of the General Committee on In