Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1885-11-20


Morse, Of the Brattleboro intermediate grade,
upon Primary Arithmetic. Her maxim,
make haste slowly" was we'll exemplihed in
her methods presented for leading the child
ish mind through the intricacies OF its first
arithmetical calculations. Too much Is Of
ten attempted during the first two or three
years Of school life hence the formation Of
some very bad habits. In the first years
work teach numbers effectively. II you
have no numeral frame, use splints, or any
inexpensive substitute. Let the pupil handle
these, and as soon as he can count ten he can
learn to add and subtract. Use the black
board in connection TO illustrate how the
work shall be done. Thus may the work be
taken up easily and slow progress be made.
Not more than one combination should be
made at one lesson, and the first years work
should not 20 beyond the 25 combinations
whose sum is ten or less. Slow and sure,
but with endless illustration and story. inter
ost the little ones. Thus passing through
Enumeration, she carefully eXemplided her
plan for each step of her work, impressingup-
on her hearers her leading idea of "sowly
but surely" Simply let the work be as real
and spirited as possible and invariably bring
into use the sight-reading powers Of the
mind.
Recess was followed by a song by Miss
Susie Kirwan. Next a paper by Miss Hattie
Barnard on Intellectual Arithmetic. Miss
Barnard said All children are not equally
endowed, but nearly all are heirs to at least
mild degree Of intelligence All that teach
er can do is to arouse dominant powers and
enthuse into the mind a desire for more
knowledge. 1t ia not the working out of the
example, but the mastering OF the principle,
that benefits the child, and the analysis Of
the work calls into active service the reason
ing faculties. What we need In our school
room to day Is more independent thinking
and expression on the pupils part, and II
is in this study that a solid foundation for in
dependent thought is laid. The starting
point must be the primary school, and there
the FIRST steps must be taken in Intellectual
Arithmetic Present objects TO the child
these he can comprehend. Things seen one
can easily supplement by things unseen.
After first processes have been mastered,
three objects should be kept in view first,
rapidity and accuracy second, a concise So
luton OF the problem; third, a readiness on
the part of the pupil to produce in his own
language an example embracing the same
principle. Then has the child achieved q
grand triumph. From whole numbers be
glides unconsciously into fractions. Care
should be taken not to make mental exercises
too long, lest the interest flag; rather make
It a pleasurabe exercise, and il given at prop
or time it will be restful as well Rs strength
ening
This paper was followed by a short discus
sion upon the proper use of the rules in
Arithmetic
Next was presented an address by Princi-
pal Edward Conant Of Randolph upon the
Mental Powers Of the Pupil" He said
We shall best advance by studying the minds
of all with whom we have to deal. In &C.
oordsnce with this theory he presented upon
the blackboard a diagram OF the analysis of
the mind and its powers. We shall be help.
ed in our intercourse with our children il we
realize that our children's minds perform the
same operations as our own. We as teach
ers are concerned with all these powers We
may encounter the will OF the child but,
if we can bring ourselves into sympathy with
the child there will be no difficulty. MEN
are but children of larger growth, and the
adult mind is the child mind in q stage OF
advancement. Allowance must be made for
age and corresponding powers OF the child.
Thursday evening, after some excellent mu-
sic by the orchestra, Miss Brasor's songs OF
Grand Old Ocean" and Darling, Kiss my
Eyelids Down." with Miss Izetta Ste Wart as
accompanist, also gave the audience much
pleasure.
The lecture upon Some Elements Of Sue.
cessful Teaching" given by Principal H. T.
untEt VI tue WOICoolct IEoo 1ublllubct
brought forcibly to the mind OF teachers their
many obligations. His opening remark that
"A good teacher makes good school" out
lined the evenings discourse. A high per-
centage Of scholarship in each topic should
be exacted of the teacher Aside from the
necessity of solf-control and integrity, there
should be ability to sympathize with the pu
pill and to minister TO his individual needs.
Too high an estimate cannot be placed upon
good moral character. This the law requires,
and the law should be enforced. Devotion
to the work will develop higher degree OF
love for it, which will lift it above the plane
OF drudgery.
Fridays Sessions.
Friday mornings session opened with
prayer by Rev. Mr.. Whitney. The subject
Of Written Arithmetic was then taken up by
Principal b. F. Bingham. II, as has been
said by prominent educators, Arithmetic is
the best taught of any study in the public
schools, then this is dry subject. His con-
victions and experience are TO the contrary.
Preliminary work well done will make after
work easy. The teacher must have not only
thorough prep aration for each days work,
but magnetic powers let there be telegraphic
CO mmunication between teacher and pupil
let there be drill through all the course cul-
tivate speed and precision much depends
on previous grades be watchful-always on
the alert, looking after the dull ones. Abil.
ity depends on practice. AS practical teach
er, by blackboard illustrations and otherwise,
he laid before the institute his own methods
of teaching and enforcing principles, leaving
the subject at Percentage and closing with
words of encouragement TO teachers.
Ftaw aan nfNrr hwT
followed by the resumption OF the subject
of the Mental Powers of the Pupil, by Mr..
Conant. The work in school, be said, deals
with the intellectual powers of the mind,
which may be divided into three groups
namely acquisitive, Tetentive and celebrating
powers. The sense of perception, or the
acquisitiye power, may be cultivated in all
of the various ways of object teaching. Pre-
sent objects to the notice of the child-at
home, In the schoolroom, by the way; give
him pictures let him see geometrical forms
and take measurements with q rule, thus cul-
tivating the eye. The retentive power or
memory may be cultivated by attention, Or
der, and repetition. Pupils remember better
by involuntary attention than by voluntary.
Write upon the board TO gain attention. Cul-
tivate order in habits, as by pursuing certain
studies at stated times. Repetition will aid
the memory. Do this by set reviews, ques-
tions, and constant references.
Friday afternoons session opened with q
song by Miss Brasor. The topic of Geogra-
ply was introduced by Miss Titus of Bellows
Falls. No where, she said, has the absence
of system been more marked. Elementary
Geography consists, first, Of observations OF
the earth's surface. She advocated the use
OF the table with clay for moulding maps.
Forming mountains from the clay, you first
bring before the pupils notice, the primary
highlands, then the plains, and with free
hand drawing by the class the hour has been
prohtably spent.
The subject was ably continued by Miss
Brown of Bellows Falls, who would discour-
age so much memorizing She would take
faneied journeys wherever the child likes.
He becomes interested in the country, the
people, their habits, institutions, as instanced
by journey into the heart of Africa. A
written composition by an adventuresome lad
will take him into the great desert, where he
will encounter frightful things. Talk of re-
nonwed explorers vary with map drawing
and the use of globes combine Geography
and History. Do not be discouraged because
the ideal class is little ahead OF the real,
but remember Horace Manns maxim thai
"Whatever interests, instTuots."
Miss Barry Of Bellows Falls took the sub
jeot here and treated Of Physical Geography,