Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1884-01-26
TEACHERS N COUNCIL.
E1fth Regular Meeting Of Kennebec
County Teachers Association.


o'clock yesterday forenoon. The attendance
was not very large About fifty teachers
and others interested in educational matters
we're present. Among them were Prof. G.
o. Hopkins of the Eaton School. Norridge-
wock; Hon. W. J. Corthell of Gorham Nor
NAL School; Pres. Pepper, Colby University
Hon. N. A. Luce, State Supt Of Schools, and
A. P. Soule, President of the Association.
1t is lamentable that the attendance at these
meetingsis often 50 slim Ii cannot be question
ed that il is for the interest Of the teacher to
attend them. Here he gets many
new ideas and methods which cannot fail to
be valuable to him in his profession
The meeting opened with President Soule
in the chair.
President Pepper offered prayer.
Singing, "Nearer Ny God to Thee" Miss
Addie Owen presiding at the piano.
Prof. G. D. Hopkins, Norridyewock, read
. paper. Subject: methods of Recitation. -
Among the many methods of recitation three
are quite important. First there is the ques-
tioning method which has always been in
favor from Socrates down. / am opposed to
it. The scholar who has got his lesson should
be able to tell it and thereby do his own re-
citing. Many scholars are perplexed and
bothered by questioning. Teachers, don't
prompt your scholars, but encourage them to
be brave and selfreliant. Many teachers
regard the method of committing the text
thoroughly to memory as an advisable one.
This is an erroneous idea. The lesson is only
learned when the idea is solidly fixed in the
miId. Many pupils can commit words who
do not retain ideas. The topical method
when it can be employed is preferable. The
speaker advised that the scholar stand while
recitipg. 1t gives him courage and mental
stimulus. At times students should be al
lowed to defend their views and sharp dis
cussiOns may ensue. As method of OBJ
tanning clear thought the topical method is
excellent, as it relieves the monotony of aid
ing recitations. The successful teacher en-
ploys a combination Of all these methods.
The discussion of the subject of Prof.
Hopkins essay was opened BY Hon. w. j.
Corthell. What are the objects of recita-
ton? The quickening of the intellect and
powers of the mind; and any lesson that
fails to accomplish this should be regarded
as failure. 1t follows that an incidental
result is knowledge. Another purpose of
recitation is to train to the power of clear,
logical, definite expression. Words are
necessary first for imparting knowledge, and
secondly as a reflex method of stimulating
the mind. l suggest that with young chill
dren we must come to the catechetfcal meth
od.I am in favor of questioning, and consider
the questioning method as test of What they
have learned in the past. Ii cannot be dis
pensed with in teaching very young children.
They cannot comprehend the topical method.
IL does not follow that when the recitation
comes the teacher shall help. 1t is not the
highest method, by any means. If you are
in the ungraded schools you are obliged al
most to use the questioning process. There
are objections to the method of commit
ting the text of the lesson to memory. The
average pupil will gain knowledge OF words
but it will be retained but for brief period.
The topical method is undeniaby prs eminent.
1t is important because the student having
thought carefully, must array his words to
express his thoughts. The result of the top
zeal method rightly carried out brings accu-
racy of thought Another advantage is, it
places the teacher in his proper position.
The teacher is a guide. This method will
fail unless it is coupled with thorough, con-
slant questioning There is another method
which to me. is still better for mature pu-
pill. That is, for the student to prepare the
topics 1t has wonderful power After
all it seems to me it must be supplemented
by questions, answers and class criticisms;
otherwise the pupils not reciting will be com
paratively dead.
The question was laid upon the table for
future discussion.
Adjourned until afternoon.
AFTERNOON.
At2oclock the association again convened.
The attendance was much larger than in the
forenoon and many new faces appeared
A committee on appointment of officers
was nominated to report to-day.
Principal G. b. Files of this city, read
scholarly and interesting paper on Practical
Education" Mr. Files objected to the idea
that the highest good of the universe con-
sists in bread and butter. and believed
that education should be directed to-
wards disciplining and cultivating the
mind and intellectual faculties instead
of being directed towards making bread win
ners" alone. 1t is practical to get bread, he
said, but more practical to procure food for
the mind writer says, there is an over
supply of intellectually trained persons and
a paucity of skilled laborers." While we adj
nit there is short supply of skilled iaborers
we most emphatically deny that there is an
over supply of intellectually trained persons.
We are not burdened with superfluous intel
livepce in this country but with mass OF
intellectually trained persons whose energies
are paralyzed with the conceited notion that
the fates ordained them for refined leisure
or to dazzle society with some
magnificent exhibition of their clever
endow ments, and therefore they are
not TO soil their delicate hands with the
worlds work. But q practical education
should not teach the pupil to gain livelihood
to the exclusion of everything else. While
each child should be bound to provide for
himself vet we should not allow this prae-
tice to lead us to suppose our duties are CIR
cumscribed by sdch base limitations.
practical education is to make men not
merely "breld winners but men in the
broadcast, truest sense of the word. A man
vho has an ideal and is working wisely to
attain it Is practical, whether he deals with
material, intellectual or spiritual forces.
The orator, the poet. the astronomer
the philsnthropist and the preacher are as
emiueutly practical as the farmer or me
cbanic. The man who has amassed tor
tune and who has ministered to the material
interests of society is labelled practical
While one without visible wealth. although
rich in noble deeds and resplendent in spot
less character, is termed useless spectator
I protest against this as shallow, short signt-
cd and unjust The man who ignores the
physical laws is not practical, and equally
guilty of absurdity is the teacher who makes
Education to consist of examining into the
mind multitude of isolated facts. Attempt