Seattle daily post-intelligencer. [volume] (Seattle, W.T. [Wash.]) 1881-1888, 1885-07-28
KING ceTSrY seRnAI INSTITUTE.


SEATTLE, july q.
NDRNTNG sEssEuN.
Tbs Institute e1nvensd at 3 a. m. So
Ieaeeers In attendance Prayer by Rev.
I ID. ). Pierce.
Supsrintsndens Jones alluded to the
/ matter Of greetinQ from Tacoua Insti-
/ tube. and the Secretary vas instructed
| 70 send proper Acknowledgement Of
the same; also % send Rrestiae Of King
County Institute TO Territorial Institute
a. Vancouver.
/. +. Rieh introduced series of resp
lntioBs, which vere laid on the table
tiil some tutars time.
Professor Edison then took tie floor
Tor the purpose Of discussing the metric
system, bat desired frst 70 heartily in
dorse the ranking Of pupils on their
work. He spoke of his experience as
fully wsrrsnsinR this position.
Ihe metric systsm Is very simple, and
its simplicity is the first thing to make
apparent. The utility can be easily
shown. Contrast she simplicity OF the
metric system With the eompiexity of
the prevalent system in the United
States.
Acquaint pupils with the history Of
the system. Barter is primitive meth
od OF exchange, aud different people |
have adopted arbitrary standards OF
measure.
The Professor here examined into the |
causes that gave rise 20 the rnetrieal
system, and the method Of securing the |
unit OF measure thereof. Get q meter |
measure aBd present tbs same before |
the GLASS. Work on this as a basis, and |
from IL develop the various tables grow |
ing out Of il. shoz the significance Of |
the prefixes and suffixes.
Measures OF capacity, volume and |
weight we're nicely illustrated and ex-
planned. Require pupils 10 work cot |
the tables rather than merely 70 MEM |
orize them.
10 the matter Of pronunciation. use |
that of the suthor rather than that Of |
the dictionary.
England will soon have adopted the |
metric system and ere long the three |
nations not using it will do 50. IL re-
daces greatly our arithmesicaI study; |
perhaps two years of time saved. We |
mus. teach 1t in view of the fact that il |
will soSn become common In America. |
In teaching the metric system take it |
up az q distinct system and do not mix |
Il up with other systems, for experience |
has proved that comparisons azd equiv
alents lead to confuse.
Thinking" said DR.. Morgan, "Is a |
combination OF mental powers, and may |
be be called elaborative."
Qaestlons are necessary to get at |
facts-list of questions necessary to
elaborate a point, as follows: I. What?
(D definition; (2) descriptions; (3)
parts; % quality; (5l number. ii. |
Whof "a time; t2) ancestry; (3) birth, |
when, where; ~ educatiens (5l career; |
l6l death; (7) estimate. Ill. Whefe7 |
ID latitude; t2) longitude; t3l altitude. |
Nv. When? v. Howf VI Why? Q)
- (2l motive; (S) reason. VII.
What then?
The Dostor did not claim the list as |
his own, but considered it the best he |
had ever seen. He then proceeded to |
elaborate each point and suh-topie in |
highly interesting manner.
Definitions must be exact. Illustrated |
by asking certain members to give def |
niti0ns of certain names OF things. At |
ter pupils can define precisely a thought |
there 10 ns objsction TO having that |
definition committed by hin. We
may describe thing without giving a /
definition. We must be accurate and
minu 2.
Qhjeet teaching does great service in
teschinR parts, and this develops the /
powers of observation and contributes
largely toward education. This analy- |
sis into parts is to be taught early. II
will develop the power of expression by |
increasing the ehild's vocabulary. This
was illustrated by reference TO the great
number Of names tabout 2s0) necessary
10 describe q bird.
The qualities of an object are made
knewn through the senses, which
senses are thereby cultivated by CON
tinued uss.
The idea of number can be and should
be early unfolded. Mathematics is
matter Of evolution and Of discovery.
IL il desirable that the philosophy Of
number be studied by teacher.
When thing Is done We al once want
TO know the manner by which il was
accomplished. Ii is the asking how that
leads the scientist 10 tbs conclusions
which he reaches.
"Why" calls ont important truths
not demanded by " how Phe reason,
the motive, the purpose, the cause, all
these are called out by Why" We
must keep following backward ihe why
of facts I'LL the fundamental truth Is
reached.
" What then" enables us to draw con-
illusions that follow as sequences Of the
preceding Investigations.
Require analysis Of previously assign.
cd subjects. II gives definite shape to
knowledge.
The following was sent to the Pierce
County Institute, in reply 20 the previ
Qua Communication from that body:
The communication of kindly greet /
iue extended by the Pierce County Nor
NAL Institute has been received and
duly appreciated by the King County |
Normal Institute, which returns hereby |
the same sentiment of fellowship and |
fraternity, hoping that normal institutes
will muitiply Til they shall occur anna
cent labers at Tacoma may b. as "bread |
east upon the waters"
II. O. HoILKNBRuK. Secretary.