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


gave his views of methods of teaching.
/ Teachers IN former years taught at ran.
dom without any definite object in view.
The new education seeks TO develop the
mind. Expression without thought means
nothing. Thought must proceed express
son.
Prof. Corlew then resumed his talk OF
Geography. The surroundings of peo-
| Pile determined In every case their civliza-
tion. Man originally was natures slave
but learned in time to overcome the forces
of nature and leaped the physical barriers
that surrounded him. The character of a
people is determined by its physical sur
roundings, as in the case of the Holland
ers who are persistent, watchful and
punctual in their habits, these traits being
wrought iuto their character by constant
persistent fig its with the waters that sur
round them. He then gave some interest
ing hints on the manner OF teaching geo.
graphy to children. He said we should be
governed in our teaching by the nature of
the child's mind and the means of develop
ing it, We can best influence the mind of
the child by directing his attentions to oh
iects around us. In digging wells the
crust OF the earth can be illustrated and
in railroad.cuts we can see the stratifca-
ton of rocks. We can refer to the brooks
as miniature, river, to the pond asa mnia-
ture lake, and to the falls in the brook as a
miniature cataract. All around us we can
find ample means for teaching children
those things in other countries, We must
start with the geography Of the commun-
ity in which we live. We find all the
means here for giving the pupil correct
idea of all the forms of the land and water
We should give to our pupils illustrations
of the effect of heat, moisture and sunlight
upon vegetation by directing their atten-
ton to the plants around us. Let them
make their own experiments. Geography
should be means Of awakening thought.
He said teacher should not try to initiate
another but in all cases retain his individ-
uality.
HioS tliIiRc spohC w busy NDTk,
A great many teachers find uitiicnlty in
keeping pupils busy at their seats. Good
government depends on pupils being en-
ployed. The child must be kept busy or
it will find empl oyment itself. We should
educate the hand as well as the, brain.
She said nothing should be taught per Sc
for its own sake) but in everything taught
the end aimed at should be the complete
development Of the human being. The
character of the child is built up by the
acts performed. We are creatures of habit.
A wrong act is the beginning of wrong
habit and in every case should be rebuked
by the teacher. We should seek to make
education practical. We should train
children to think.
DECEMBER 30.
Exercises opened with music and devo.
tional exercises conducted by DR.. Mitchell.
DR.. Waller continued the discussion of
memory. He said that in proportion as
the exercises for training memory are in.
telectual, calling into exercise the other
faculties of the mind to the same extent
is the exercise an intelligent one the
mechanical exercise of the faculty-that
Is, without any regard to the thought back
OF the drill the pupils are not interested.
The child in the first years of life stores the
with a vast amount of useful
knowledge. This he does by coming into
contact with objects and being interested
in them the impressions made are lasting,
He associates the name of the object with
tie object itself and therefore the memory
is not taxed slavishly.
The physician memories a new pre-
not by studying the arbitrary
characters but by the study of the ingredi-
ents contained therein. TIL is is an in-
exercises and enables him to re-
tain the prescription with ease. These he
said are the laws that should control the
.e achers in the primary schools. The old
pen-knife method was mechanical one
md he hoped no teacher in Columbia
County followed it. 1t requires the pupil
% memorize a form without associating the
O'hi WIN thpuShb' iC PlOpCl way 10
10 start with form which will call up
hought The child at this stage is very
nquisitiye and this is the time to awaken
lis thoughts and to answer his questions.
This position in regard to the subject is
lot peculiar one as it has been recon-
nended in other places and particularly in
he schools of Philadelphia. In connec.
ion with arithmetic the speaker said that
f the subject is properly presented to the
,upil there would be no necessity OF COM
hitting great number of rules in order to
the different parts of the sub
ect
Miss Partridge then en- tcrtained the Insti- |
ute on the subject of reading. She said |
'ur pupils come to us having already asso-
ated ideas with spoken words and power |
o initiate the spoken word. He has al |
eady gained ideas and thoughts and asso-
lated ideas with words. The expression of |
leas and thoughts in his own words. The |
ext thing the child has to do is to asso-
late ideas with written words. The next |
lluB lnc CHllu mas 10 40 is 10 associate
ieas with written words, initiate written
lords, expression Of ideas and thoughts in
ne words of others.
The process of association deals with
leas and words. There must be a proper
Iimulus. There must be repetition. First
ne idea produced by the objects and pic
Tres then the word sound, then the writ
en- word She said we ought to be rapid
eaders. 1t is possible for some to under
and the thought expressed on printed
age by merely glancinG over it. Henry
Yard Beecher possesses this power in
degree, Reading is nothing
lore than getting the thought from the
rinted page.
Prof. Corlew on Geography. He said
lat there is great tact in handling chill
rem and it is needed in Geography as
uch as in any other branch of learning.
he Professor then referred particularly to
hysical Geography. He said we ought to
low our'pupis the effects of the winds,
le sunlight and heat upon the life of the
lobe; how God fitted up this globe for the
abita,ion of man. He said he would not