Seattle daily post-intelligencer. [volume] (Seattle, W.T. [Wash.]) 1881-1888, 1886-07-21

TEaENE&g EzaE1ENE4
1sD nax--ranrssc1 zas
EsNais eaIIsa e oEsar IS - y. b
D. s. Joass. sinainet9 ~ fzssiaae.
PnvsE - Dr. ob1rshil. Hell 81.
Prolsssor Tayior addlssssd he Insli- /
tate 81 he sub51ci q tezchi1s gePa- /
nbT, tfis keina 3 co1linnasson e hiz
address II yesfsrday. He wnnld beein
orally, naina fke synkhetie uzethees
hniidine np knsHtnllas e TIE Sntieet
fn toe fniluwfMg order. ktfkls he 1de2
sf tifne; ara ia idea Of position cf
riaoe, fhtFd he idez ef diEsetsons
fonf1h, The IDEA Of distances nfth. he
idea Of 4 MARI sixth. sand mnalainas
Alake haste slowly Il this uoxk- illus
frnta b short stories Of VARGAS peeple
an6 sutiscis. Never tell s c1i1d What
! yen e1n Esl him - tel yo1- DAY cut
buf do rel b continually Filing n
a5ss idsas Of tins - qasstions Of time
Of dsy, beginning q DAY, dlneranee =
length n winter and simmer, and tie
didsFent melhed8 Of ueasurEnR tine
Never uss : term IL insirucsinz any
class until il meaning d understood.
sohoei buiidinRs should Be erected 70
correspond With tbe cardinal points
Teaoh rlacs b. requiring pupils t. p0ist
cut objects, aad to teli ths feiasisz poal-
tions 81 sun and shadow. Do not
create the impression thai q city - .
roand DIT, and . river a crooked mark. /
70 teach direction, faks . heavy sheet
Of paper. lay il upon the desk show /
Why the Top Is north and the opposite /
a3ufh; the night hand east. and is op- /
3 lsits vest then require pupils 70 lay /
objects 90 she paper. indicating tie d
ftcfi0u Thus they readily Ret coFFsei /
ieas 81 the nap and is oifeoeioDs. 4
Fest the knowledge thus gained by
placing 3 square upon tne boaFd, nnm-
heFinR the different locations; then Il
point 70 tie numbers. requiFiaR the pa
piis 20 zane the directions. Provide /
eaeh pupil with : dien 81 sand, with /
dust Of coiorad chalk; make paper /
funnel 10 pour the sand through; now /
Feouirs him % build 4 nouneains be 1
has seen using che white dust for she i
snow, the green for the timber balf, ete. Il
Nov construcf 4 bay with its shore /
line: 4 railroad. Ihe allotted time /
having expired. the remainder Of the /
lesson wss left for some future time.
Recess Of five minutes. Vocal solo /
By Miss DeFoe.
The subject Of English analysis vas /
next introduced by Dr.. Churchill. The /
educated man should analyze every sen |
tenos be reads. distinguishing the sub |
ieot, the predicate, and the modi6ers. |
illustrate clearly the difference between |
Z statement, and q phrase that may i'm
ply action. Take the phrase, - horse
pasaise b." then maks statement Of
Is; medify the parts Of the sentence,
showing with each modification the
reason, until il 10 understood. De moi
repeat what the child already knows,
and do not use many definitions for the
same object, bat confne the pupil
faithfully to one set Of definitions.
Teach why the terms subject and pred
ieate are used. Let each alep lead up
naturally and easily 10 she one that IS
20 follow. Do not allow pupils to Fead
or study mechanically, bat lead them
70 understand By analyzing all they
read. Take the word hat; the child
knows shat Il means many objects;
place the word straw before Il and il
does not mean 30 large q number;
plaos black before straw and the num-
Der IL still less. Thus you teach the
meaning Of the word modify. Do not
hold the mind to close reasoning until il
tires, but rest by passing 70 the ham0F-
Gus, or something to relieve tbs pnpsl.
Illustrated, one method Of teaching
analysis. BY showing hos class begin
ming with the words man came built
up the complex sentence "A little, fat,
old man Of forty, whose face always
wore q pleasant smile, came rapidly
forward ts sell Us how many lemons il
takes 20 make a pailful Of Lemonade"
pointing cot the several classes Of mod
Tiers.
AFTERNooE SESSION.
Singing BY the institate.
Prof. Griffith, Of Hn0bomish, present
ed the subject Of United States history.
History must be taught because she law
requires Il, but there are reasons be-
yond. How can We Understandings
teaoh the principles of morality, truth
and patriotism without following the
growth and development Of oar ooun.
try and its institutions. as found ia
history Divide the subject into four
parts: namely, dates, places, persons,
and causes and effects. Do not press
those who have little knowledge Of
geography into the history class. As to
method, be prefers the topical plan, and
would make the subject as interesting
as possible. Illustrated by the first
great battle Of the Rebellion. Give the
date asd compare 1t with the present;
dFawa map Of It's location and vicinity;
name The principal actors and bring
out the results. Prof. Hollenbeek sug-
Restea that mem0rizinR might succeed
better than the topical method with
| primary pupils. Prof. Kerr would
leave OF the first two letters for young
pupils, leaving She subject story, or
history. Vocal solo by Miss AdaiF. A
few moments were given 20 the discus
sion OF questions. In answer 10 the
question, "How do you keep the little
folks constantly at work. DR.. Church
III suggested pictures, drawing, ANALYSIS
of q flower, leaf, or study OF the clock
OF other object. Prof. Jones suggested
the use 81 wooden toothpinks in CON-
binations. giving a few figures on the
board for them 20 construct. Beans,
colored beads and other objects can be
employed, Prof. Ingfaham objected to
the term work, and would supply busy,
Dr.. Churchill presented technical GRAN
mar. lie would begin with the study Of
the English language three on four huR-
dred years ago 70 understand how
certain irregular forms wera
tAS@AAN ~ W tuG tuMulHlu& OF
the Saxon and the French Norman:
also the changes, Of persons. Of the use
Of the subiunctive mood and Of the use
Of auxiliaFies. A knowledge Of Latin
and Greek largely assists the correct IN
derEtandine Of the En0lisk language.
The difficulty experienced BY foreigners
in correctly usinp he Saxon cases
caused all bat two of the latter 10 be
Wrffr7aerI4
and possessive forms. In methods Of
tuetruaifnn the nnafor r4ava fha s.v,as