The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1883-11-03

MR.. AYERS PAPER.
Mr.. Aver claims that the advantages of the
topical method are: First-lts power to develop
the mind; Second--lts advantages with mature
students; Third-Its power to develop love
for good literature; Fourth-Its logical manner
OF presenting scbiect.
There are two methods of use. In the first
method the teacher prepares the topics, in the
second the student does it for himself. Inc
first method is to be used with young scholars,
and the second with those who are more ma
ture. The student is to recite from the topics,
and the teacher will supplement this with
needful questions.
THE DISCUS SION.
In the discussion which followed Mr.. Nevins
OF Bridgton did not believe the topical method
adapted to all grades Of students. The topical
method should be used with the more mature
students, and the others should be questioned
in recitation.
Miss Goodwin argued that the topical meth
cd enabled the student to call from a great
mass OF information the essential parts.
Mr.. Johuson would confne topical teaching
to reviews
Miss Chute held that no topics should be
passed to class during recitation. Each stu
dent should expect to reeite on any or every
subject.
Mr.. Corthell thought that the success Of the
topical method depends much on the age of the
diate grade, but is useful in grammar and high
school grades. In teaching geography he
wonld use set of topics somewhat as follows:
First, Relief; Second, Contour Third, Water
System; Fourth, Occupation of the People;
Fifth, Location of Cities, &c.
The answer to each topic may be found in
text books. Answers in every case must be as
full and accurate as those in the book. He
would exact de6nire answers, and not indef-
nlte impressions. The topical method gives an
opportunity to use knowledge not found in the
textbook, and teaches the use of language.
AFTERNOON SESSION.
The first paper Of the afternoon session was
presented by Mr.. A. e. Chase, of Portland,
whose subject was School Tactics"
MR.. cHAsE's PAPER.
he defined these tactics as the art of putting
a school in order and carrying on school busi-
ness. Tactics are as essential TO teacher as
to general. Prominent among school tactics
is school government, but it is a mistake to re-
gard discipline as the whole of school govern
ment. Discipline should not be allowed to
Overshadow these things. A proper arrange
ment is the better half of school management.
System is as valuable in results in preparing
lesson as in anything else. Punctuality should
be strictly adhered to. Glasses should be
called and dismissed by signals. Students
should pass out at recess in obedience to sig
nal Pupils should have but little individual
help. Keep your assistance mainly for the
class. Would close school with music, and
dismiss by signal.
THE DISCUSSION.
Mr.. Tash thought there could be no good
school without tact, which is one-half of tao
tics. He thought the elements OF good teach
ing lay, very largely, in securing
1st. Prompt and regular attendance. 3D. In
maintaining good order.
To secure the first, story may be partly
fol ~, he mi an IA FILL w
ing morning, and in having such interesting
exercises that the scholar would not willingly
miss them. TO secure the second result he
would depend on keeping the child busy: No
man drinks during prayer, and no child gets
into mischief while buSily employed.
Mr. Corthell thou0ht a flogging sometimes
played prominent part in school tactics. No
teacher should wear himself out mentally and
physically trying to get along with certain
class OF scholars without punishment. Ii boy
hover5 continually about the line of bad con-
duct, the teacher would do well to give him
a little push to send him across, and then fog
him for crossing.
The second paper of the afternoon was by
Miss Haynes OF Gorham Normal School on
tie subject Of General Exercises"
MISS HAYNES PAPER.
The object of general exercises should be to
awaken and maintain interest. to train the
perceptive faculties to prevent tardinoeS; and
arouse in truants such genuine love for
study, that no outside attractions shall equal
those of the schoolroom. In order to secure
these results the general exercises must be va
ried in form, must be attractive and suited TO
the comprehension of the pupil. They should
be on subjects outside of the course of study
pursued, and additional to it. Have definite
point in view IN each general exercise. The
interesting parts of botany, philosophy, chem
istry, mineralogy, and other sciences may be
used as general exercises. On certain historic
2 a lifarQrV
character.
In the discussion which followed Mr.. Cor
thell thought there would be no time in many
country schools for the introduction OF general
exercises on account of the multiplicity Of
classes. Mr.. Chase thought there was more
time in the average country school for general
exercises than in the majority of graded
schools.
MR.. ROBBINS PAPER.
Mr.. f. E. G. Robbins followed Miss Haynes
with paper on School Government. The prime
requisite of geod school government is courage
on the part of the teacher. A teacher must
never hesitate to do the thing he thinks to be
right There must be no lodging of difficulties,
lest other and greater difficulties be met. The
uppopularity which may result from the
assumption of rightful authority is far prefer
able to the contempt arising from weakness.
A second requisite is self-control. A teacher
in being severe must not be vindictive. The
teacher should not consider every offence
against his rules as personal affront, but as
an offence against the general good. The
teacher should consider himself as the agent Of
the law, and not the law itself. The teacher
should be sympathetic. Let him begin, how
ever by gaining the respect OF his pupils
rather than the affection. Teachers should
deal with individual cases, and not with the
school as whole. Do not whip
a school over an offenders back. Don't
scold is good rule; but don't scold indis-
criminately is better one. Punish rarely, and
only when unavoidable. Let punishment be
administered in private, and never in public.
Prevent whispering as far as possible. Insist
on quiet study. Have no system of self report
ing; it causes too much wear and tear of con-
science. Have no rewards Of merit. Each
student must feel that gentlemanly and lady
like conduct is required, and that nothing else
will be tolerated.