The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1888-12-28
TEACHERS INSTITUTE.
(coNTINUED FROM LAST WEEK.


thinking age seems TO be somewhat
doubtful. The object Of these insti-
tutes is to give teachers something to
think about. He gave the following
questions:
What is included in knowing a
word?
Can children learn words faster than
their experience enlargesf
Can child's vocabulary be in ad-
vance of his knowledgef
Can children learn more rapidly
than their experience increasesf
Can children learn to read faster
than they learn to think?
Is the present mode of teaching
reading right or wrong' In either
case whya
Should children give the thoughts
they obtain from written or printed
language in their own or in the authors
languaIe7 Aud if so, why!
Should the formation of words re-
ceive attention in our schools' Whyf
If 80, how should it be done7
Are there abstract numbersf If so,
what are they9
Is there difference between a num-
Der and figure? If 80 what is III
What is the difference between
teaching numbers and teaching fig.
ures.
1t is true that it is not what teach
er does for the child but what it does
itself that educates it9
II this is true should the teacher ex-
plain the solution of problem for a
pupil or lead him to discover it for
himself
| What causes may be assigned for a
pupils inability to solve a problem?
! Should his daily tasks be adapted to
his ability If SO, how may it be
done?
What should be the teachers aim in
giving instruction in Geography
When should the child obtain The
materials OF which to build in its mind
countries distant from its home9
In what way is sand or any othei
kind of modelling of benefit to
pupil?
why should U. S. History be stud
Ell in our schools?
What helps are necessary to teach
History successfully to children'
| What to advanced pupils?
What should be the teachers aim il
teaching History to children'
Should the matter be the same al
or advanced pupils' If not, in wha
| ,suects should IL differ?
il What is the first power exercised il
h. study of History!
What other powers are later callet
into action.
In assigning work to class shoul'
class be adapted to lesson or yic
cersa How can either be accomplish
ed7
i What is The main thing to be a:me
at in teaching Penmanship?
How mauy forms of letter shoul
be presented to learner at timef
What are the advantages of copy
books with printed copies?
Should childreE's writing all b
> practices in Penmanship, or shoul
they have stated times for exercise
ca'led penmansnlp!
IL In what respect should writing mi
terial for children differ from that fc
advanced pupils?
Why is it that pupils practice pei
mansbip from the sixth to the eigl
teenth year and then cannot write
neat, plain hand?
Do our schools give sufficient atte
ton to pronuuciationi If not why'
How may it be taught in primal
,,, schools? How in advanced school
- How in ungraded country schools!
How NAV articulation be taught?
How early should children be taug
the use of a dictionary How may
be done!
How early should children be taug
: how to use reference books?
ist Prof. Neff talked next on the gu
IN. ject of primary reading. The fiji
step in teaching a word is the idt
Show first the object, and that will z
the pupils to think of it. Remove
and there will remain the mental p
ture The power to think of men
picture is in6ni, ely more valua'
than the power to think on the obje
) We should always teach the We
through tie idea. Always keep
, language subordinate to the thong
In this matter of word recoguiti
pu, several words on the board. Po
to them rapidly. Then change
position of the words, and afterwa
group them in twos, threes, tiy
&c.
don't believe that oral reading
. the first and second readers does 6
good 1t should be stopped wi
|, public sentiment will permit 1t.
member and get along with as Ii,
oral reading as possible and have th
give the thought in their own
guage.
Prof. Noeting spoke on prim
language. The first thing of iml
tance in teaching language is a g
petent teacher. A competent teac
Is one who understands how to tes
1t is impossible to tell any Que how
leach language if he has not the tai
within him. Language work can
made as interesting az any other W
IN our schools. Until children
write, their exercises should be @
5 Children should write about thiI
thev can observe; such as they are
aiming or have examined. They
= then talk about knowledge. E
1t cises of this kind develop thought
expression. Language cannot go !
n sr than knowledge; they should
\ developed together. Questions sh'
be given them on points they b
= not brought out.
. The pupils in our public sch
a have too many vague ideas, bec'
they have not examined obj
- enough. We want more sense kn
IL ledge, After pupils have clear ID
- then the objects are not necess
OR The picturing power Of the mind p
an important part in language,
the absence of objects we should
pictures. The material is plenty.
9oms Ss all around us. The rocks, ths Il
. the river, the atmosphere above vi