The Cambria freeman. [volume] (Ebensburg, Pa.) 1867-1938, 1886-01-22
LORETTO LOCAL INSTITVTE.
Topics Discussed by Those I'm Attend.
ance ON Saturday Last.

The Institute was organized by electing
Mr.. j. T.. Seaman chairman and Miss Matte
Denny secretary.
The first topic on the progam, BEST
Methods of Teaching Reading" was opened
by Mr.. s.. j. Sanker, a teacher OF Washing
ton township. Mr.. Sanker did not claim TO
be thoroughly acquainted with the best
methods in use ia our best schools, but
would give what he considered the best
methods used in bis school. In teaching
primary reading the word and sentence
method should be used. Reading charts
are Indispensable for beginners. Short les
sons; words at sight and review often
would not read often for pupils Pupils in
primary classes should seldom criticise each
other in preparation of lessons states
should be used copy difficult words and
part OF lessons; pronounce words from
slate at recitation. He would question pu-
pills about the lesson before reading drill
on sounds or letters as well as words cor
rect posture in class breathing and vocal
exercises are important. Pupils should be
taught to look from tie book and properly
observe pauses. The remarks of Mr.. San
keI were clearly and fOrcIbly given and lis
tened TO attentivaly. The topic was further
discussed by Messrs. Kaylor, Parrish, Noel
and Sup't Strayer.a All advocated drill on
difficult words of lessons, appropriate ques-
tious, and the proper thought, feeling aud
expression in order to haYe intelligent read
ing.
tioE, was discussed by T. j Parrish, Esq,
who was followed by Harold g. KaylOr and
other teachers.
Mr. Kaylor opened the question, How
| Far Shoald Teachers Explanations Ex-
tend" He began the discussion by asking
the question, What are the objects of ex-
plantations 2'' They are not to require pu~
pills 20 merely commit to memory iuies and
definitions, No mentsI discipline or culture
is acquired in this manner TIE teacher
should ever remember that every mental
| facnitV present mental -
ton. The true object Of teachers expIaDa-
tions should be TO strengthen and develop
the mind. Explanations are only Eelps to
the pupils and should be given emily to create
thought and investigation. Pupils OF differ.
ent abilities need help In different directions,
aid the teacher should endeaYor to create
thought and investigation n the channel
where most needed. The great object OF
education is to strengthen every faculty of
the mind and encourage original investiga-
! ton on the part of the pupil, and the ex-
PLANTATION of difficult points In the lesson
should only be directed by the teacher to
! this end.
Mr.. A ]. Noel spoke on sHow to Secure
! Attention" He claimed that the first thing
| necessary is to make the recitation interest
| ing. Train pupils by proper habits to be
| attentive. Conduct Tecitations in a varied
manner and do not become mOnotonous
! Better close the exercise when pupils seem
/ wearied AID are not attentive. Short les
/ sons and recitatiOns in primary grades and
! not too long in other grades should be the
/ TEACHERS motto. Mr Parrish followed and
! agreed with the speaker in the points ad-
! yanced, and added that it was one of the
mos important elements of successful teach
! ing, and that teachers who fail to have the
attention of pupils in recitations or explaBa-
hons would most surely fall In the general
| work Of the school.
Sup't Strayer gave the derivation of the
| wort attention" aud showed how. IN vari-
Gus ways, the teacher may secure the pro-
per attention of iDattentive pupils. Atten-
| tiOn Is not faculty of the mind, but be-
| longs to all of the faculties. 1t is sbe power
| OF directing the mind to one object of
/ thought TO the exclusion of all others. 1t is
| voluntary asd also involuntary. the Ques-
| ton, ''Can we do anything without atten-
ton, and car we attend to more than one
| thing at time ?" was discussed by giyinua
number of Illustrations and opinions of wri-
! ters on Mental Science in regard to these
( questions.
The Institute all joined in singing. after
| which the next topic on the program was
discussed by the County Superintendent
/ The Proper Discipline of the School," The
| teTm discipline admits of a variety ar mean
ings, but as applied to school room work
! means TO control, to govern. Discipline IS
| the means by which the teachers secure
/ the most efficient work in the school. Ex-
ternal surroundings, good buildings, proper
! ventilation, suitable desks, etc, add much
to securing proper discipline. Many teach
! ers fail to do good work in the school loom
| because their pupils haye EOt been properly
disciplined physically or mentally. DIsci-
pine should be regular-not strict at one
time and lose at anOtneT- As general rule
| teachers should make the discipline of tn cir
schools their principal work during the first
| week or two at the opening of their term.
James j. kaylor, ESQ, was called upon
and delivered an interesting address on
| some of the important subjects relating to
educational work. The thanks of the Insti.
tute were voted TO Mr.. Kaylor for his ad-
/ dress. H.
On motion, it was decided to hold another
| Institute on such a date as would suit the
County Superintendent to meet with the
teachers and directors The meeting was
nxed for the second Saturday in February.
! a committee, composed of Miss Olive Top
per, Harold q. kaylor aud A. j. Sanker,
! was appointed to prepare prOgra IN for the
next meeting.
The Institute was largely attended, the
| seating capacity OF the school house being
| insufficient TO accommodate all who were
| present.
On motion, it was agreed to have the pro-
ceedinRs published in the FREEMAN.