The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1886-01-08

how many teachers are reading the pro-
fessional works on teaching. You ought
to be, il you are not. You need to be put
in harmony with the best educators that
you may catch their inspiration At the be.
ginning of this new year, teachers, you
should turn a new leaf, aud resolve to do
your best.
FRIDAY, JAs. 1, 1886.
After the opening exercise DR., Croft
spoke on "How to teach Physiology"
| Under our new Law we are required to
teach Physiology to all. Commencing
with the classes think oral instruction is
the best. What would you think Of par
ents instructing their children in every
thing from books' When father wishes
to instruct his child on the affects OF to-
bacco he does not take a book. In teaching
Anatomy it has been nv plan to name the
parts of the body first. Take each part
and name the division. Thus in systemat-
ic talks we can accomplish much more.
We shonld teach practical Hygiene, such
as the effect of light upon the eyes, eating
at all hours, the effects of keeping on wet
clothing, the necessity of ventilation and
cleanliness. The teacher must know more
than is contained In the elementary books
that he may be able to explain satisfact-
orily the question OF the pupil. He must
prepare himself just as thoroughly as in
Arithmetic or History. The teacher must
have knowledge of Chemistry and Natur-
al Philosophy. Success in teaching de-
pends more on preparation than on meth
DDS. l am opposed to new methods The
first thing is preparation. Lay a broad
foundation. There is great tendency in
children to memorize. Make an outline of
the subject and require them to recite by
outline. Break up the order of the text
book. Get the students to use two or
three text books. Physiology is a practi-
cal science and must be taught IN a prac-
teal way. If am teaching about bone
L must have bone In my hand. The
parts of domestic animal are in all cases
ike our own and are sufficient for illustrat-
ing The law requires us to teach the eff
ects of alcohol and other narcotics. 1t
does not say that we are to teach it every
day. would not bring up these subjects
every day but introduce them gradually.
| Miss Partridge addressed the teachers
next 81 have done," she said, 'the best
could under the circumstances. | always
C ONE to the last day of the institute with
| discontented feelings. feel that there is so
much that | want-so much that / might
| have done. Yet have done from hour to
| hour the best | could. | wish the teachers
would always convene on Monday at noon
| and stay all week. 1t is bad record for
teachers to stay away because they are not
obliged TO come. Many teachers come to
the institute and after they are gone say
that they have gained nothing. 1t may be
the truth. They should try, however, to
do the best they can. The best the in
structors can do, is to send the teachers
home thinking. There is the everlasting
line OF invcstlgation-the human mind.
During the institute have had my full
share of time, am finding no fault. One
more point desire to speak on: Teachers
desire to know how they can do away with
he spelling book. Pupils don't need to
know how to spell word they don't know
how to read. Have them write and spell
in every bra nch, in Arithmetic, Algebra,
Geometry or any branch whatever. The
elements are the same, the combinations
are new We must work from principles
The teacher who does this will be able 20
do practical work
My views are requested on another point,
viz, Suppose You must resort to many de-
vices outside of the regular recitation and
parents should object. l would try to
convince the parents that | am doing their
children good. Try and gain their conf |
dence, BE thorough in your work and it |
will tell. We must have repetition. The |
New Methods require technical skill in |
whatever is done. AS you value your
moral influence over the children never |
allow any imperfect work. Mark for eff |
fort, not for performance. Dull children |
will then get what belongs to them. Great |
minds sometimes develop slowly, ANY
teacher can teach bright children, the good |
teacher only can teach the dull. In spell |
ing have the child know whether it knows |
how to spell a word or not. Don't put |
wrong forms before the child. Examine |
the work while the child is interested in it,
Don let it get cold. Correct only the |
glaring faults The time to correct lang
uageIis when spoken orally. We should not
correct mistakes while the child is express
ing thought.
Prof. Corlew resumed the Subject of
Geography. He gave on the black board
the construction lines of the continents
He said the first thing to do in drawing any
maps is to get the general outline. We
teach upon the principle of going from
generalities to particulars. He said thi,
globe of ours is but thought of Him who
holds the world in the hollow of his hand.
Everywhere we can study Geography.
We can't go out OF doors without seeing
lessons. We must not think that Geogra.
ply is locked up in the text books. You
may throw out the map drawing but the
great truths remain the same. We should |
not study this part of science merely TO
something in the Bible. 1t
ohOuiu piluS US nearer 10 GOu. lhe mo-
tive makes the teacher. All pictures in
the child's mind are made of sense pro-
ducts. lf.the sense products are imper-
feet the pictures are imperfect Children
are born with love of truth in them and
we are to developit Truth can be educat-
ed. Lead them up to see the truth. Try to
show them the truth, let them Investigate
and test it. Teachers, you are going out
to new years work. The question comes
to you how shall teach the children. |
wish you all that success which comes
from honest effort.
The election of examiners for perman-
cnt certificates occurred next. The follow
ing persons are the favored ones Amelia
Armstrong, o. H. Bakeless, Mary Unangst,
Horace Supplee, Hannah Breeze.
Prof. Walker being introduced gave the
eachers some valuable suggestions.
DIR. Waller then congratulated the teach.
'rs upon their good bearing during the In
'titue. He said there was very little whisp