The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1886-12-24

many ways tnclT inotuUus COniOriu WIN
our so called "new method Of teach
ing" She also began series Of object
lessons as given by Frobel, the object be-
ing red ball. This object was selected,
first, because nature abounds in circles and
curves, and second, because red is ono Of
her principal colors.
The Institute took an intermission Of 8
minutes, from 3.20 to 1895. This was fol.
lowed by hymn No. 30, Gospel hymns.
Prof. Clark, principal Of the Berwick
schools, read an interesting paper on the
subject Of Language.
Prof. Neif, of Philadelphia, next took up
the subject of Reading. He said we
should read as we talk, meaning by this,
that we should apply the same principles or
laws in reading that we do in taking
Three Of these laws are: 1. The law of
spontaneity. II. The law OF unconscious
ness. Ill. The law Of individuality. From
these laws certain principles may be de-
rived, which will be helpful In teaching
reading, to prevent the free manifestation
of each pupils individuality. The law of
unconsciousness. Never do anything to
make pupil conscious OF its own manner
Of expression. The law of spontaneity.
Never determine upon the expression be-
forehand. While he would not employ i'm
itation in teaching reading, he advised
teachers to read every day before the
school, good selections, so that the pupils
might absorb the manner OF expression.
The teacher should be careful, however,
not to read a lesson he expects the chill
drcn to read.
Mr.. Crimes appointed the following gen.
tlemen committee to keep order among
the little boys, and to seat guests who may
honor us with their presence; Mr.. Evans,
Mr.. Reader and Mr.. Shuman.
Institute adjourned at 4:4O p. m.
MONDAY EVENING, DEC. 10.
The exercises of the evening opened
with solo and chorus, rendered with taste
and skill, by the Bloomsbury Choral Soci-
ETY..
Miss Bell McClintock followed with a
cSoush ui oOios ahu oooh Woh viz hSoi 10 Vi
the audience with her sweet voice. The
applause was prolonged until she favored
them with another sci ection.
Mr.. Grimes introduced to the audience
Col. Geo. w. Balm, of Kentucky, lecturer
Of the evening, His lecture, "Among the
Masses" is simply grand, and the audience
listened with earnest attention throughout
At the close OF the lecture Miss McClin-
took gave the audience another selection.
TUESDAY MORNING, DRo. 81.
The Institute was called to order at 9 a.
m, and opened with the singing of hymn
No. Al, Gospel hymns. Devotional exer-
cises were conducted by Rev. F. Manhart,
pastor of the Lutheran church of Blooms
burg.
Prof. Neff resumed his talk on Reading,
after giving briefly review of yesterdays
work, and emphasizing The remarks then
made. II, now, we observe the laws Of
individuality, Inconsistencies and spon-
taneity, how shall we correct errors In
the first place, the teacher should correct
one thing at time. II errors in pronun-
citation are made, it would be good plan
for the teacher TO take note Of each error,
and once or twice q week, call the attention
Of pupils to them. II mistakes in empha-
sis occur, it is probably because the child
does not understand the thought to be
brought out. After the child once catches
the thought the'e will be little difficulty in
way OF emphasis. The best thing for the
teacher to do then, is to draw from the
child the thought, before there is any at
tempt at reading. Never tell pupil what
to emphasize. Never tell pupil to read
loud. Never tell pupil to read low.
Never tell pupil to read in a higher or
lower pitch of voice. Never tell child to
use the rising and falling infection. Be-
cause, If we call attention of pupils to
their mode Of expression, we are violating
the law of unconsciousncss. How, then,
shall l remedy low reading? 1t is a good
plan to give exercise in vocal expression.
For instance, the pupil may repeat after
the teacher the vowels, a, e, i, o, u, giving
this should be concert exercise, but after
a time should be made personal.
Intermlssion from 10 to 1915.
Miss McClintock entertained the aud
fence with solo.
Miss Ross continued the talk begun
yesterday, giving, first a review of her
work thus far She presented again
Froebel's first object, the red ball, and
illustrated the principle, that in giving OBJ
ject lessons you must lead children to think
independently. Froebel's second object
lesson, consisting Of cube, cylinder and
ball, was next presented, with the state
ment that the first object represented
unity, the second trinity. The objects for
the second lesson were chosen, because,
they are related to each other, and was
beautifully shown, and because we cannot
find anything not in some way belonging
to one OF these forms. She thought it
profitable for teachers to have three shelves
put up in one corner Of the school room
for the reception Of objects to be brought
in by the children. After taxing about
three different shapes ask each Of the
children to bring in during the week a
round object. Label 1t with the child's
name and place it on the top shelf. The
second week ask them to bring something
that is square, and place it in the same way
on the lower shelf The next week ask
them to bring in something cylindrical. and
treat as before, placing on second shelf.
Children will become much interested and
acquire much inform alton In their way.
The room being very cold, motion
was made at 10. 45 to adjourn until 2 o'clock
p. m. The motion was carried.
TUESDAY AFTERNOON.
Institute was called to order and opened
with singing
Prof NeH again took up the subject of
reading. Reading consists simply in get
ting and giving thought. Punctuation
marks aid in determining the thought, but
are otherwise valuable in reading. SO we
may say pun nctuatiou has everything to dc
with getting, but nothing to do with
giving thought How shall we prevent
monotone in readlng2 In the first place,
| the nun,l who raads in q nonotona dooS