The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1888-12-28

TO memory the Language oil the text
book. The pupils should get the idea
first aud then be able to express their
thoughts in tbeir own language. We
want good text books, ana use supple
mentiry reading. The aim is TO enable
our pupils to think tor themselves.
DR.. Waller Of the Normal School,
spoke on industrial education. Pub.
lie sentiment is in favor of industrial
education and it is thing that is
bound to come. Morey has been set
apart by persons in the different part
of states TO carry on this work In
connection with public schools. And
it has been done with most grati-
flying results. There are two
phases of this subject. The one is
that the school shall exist for the Oh
iect of manual training. The other
school maintains that industrial ed
ucation shall exist and shall be main
tanned for the sake OF the school.
The question arises what are the
ends OF the system; and how are they
to be reached! There is tendency
in education to deal with words. The
child does not have clear ideas. In
industrial education the boy must
think exactly. 1t requires of him a
measure of exactness. Another ad-
vantage develops the childs mind. 1t
develops attention by observing OBJ
jects 10 the work shop better than in
branches as commonly taught. 1t de-
velops also perseverance,.
1t increases respect for the teacher
If the teacher be the instructor in the
manual training. 1t shows in the
teacher an aptitude in matters which
will command the respect OF the pupil.
Latent talent is often evoked in this
way. Children will be able TO make
their apparatus. 1t creates respect
for manual labor. A proper regard
for the dignity of labor.
How is this to be introduced. We
must begin in lower grades. Must de-
velop in pupils the use of the hands
and of the eyes. Must begin by
teaching drawing as this is funda-
mental.
Both sexes are to be trained alike in
all Departments. The tools used in
the manipulation of wood are those
used only widely, such as saw, hammer,
plane etc. How are these thi' GO to be
brought about. How are we 10 iovide
the means. How are experts to be
obtained. When it was required about
twenty years ago to teach music, teach
ers soon became prepared for the new
order of things, and so they will in re-
gard to this matter of industrial educa-
ton. When the subject is fairly start
ed the means will readily be found.
AFTERNOON SESSION.
Prof. Fry said be would take up a few
questions IN science. 1s the earth
liquid or solid in the interior? There
are facts, viz. pressure of rock material.
the conductivity Of the denser rock, the
distances continually increasing in
which we 60 to increase the temper
aturs one degree which modify the old
theory. The theory now is that the
earth is solid to the very core.
"Where do the great lakes get their
J water" The amount of rsinsall faE
ing on the great lakes is equal to that
/ going over Niagara Falls. The water
coming from the drainage of surround
ing country supplies loss caused by
evaporation.
How can the sun shine into our north
t window? When vertical rays Of the
sun are at the Tropic of cancer, thu
sun is north of any point on earth ex'
cept the north pole.
We should not perform an expert
: lnent to support a theory, but to show
t the real facts of nature. We should
d doubt everything that is buried il
mystery.
t Miss Hannah Breeze said: by educa
tiou we mean a br adening the view
n of life. The faculties must be de
a veloped: They must be reached
i The latent powers must be aroused
It When this power is aroused, o perso
$ finds interest and food for though
e from all objects around. A persol
e who has trained himself only in som
J. specially cannot be said TO be liberall
e educated. All our faculties should b
d perfectly developed to make good AM
ls useful citizens. Our Public School
70 are preparatory departments to tit on
'e pupils for the duties of life. w
os should be eager to train them in Sc
to control, self respect, and due regarC
os for the rights Of others. Habits {
y industry and punctuality should be il
IN cucated.
n. Prof Heffner, of Centralia, spoil
OF on Public School Libraries. We ha'
W been teaching too much mere boo
he knowledge and not real ideas. Y
we get many of the ideas al
thoughts we remember best fro
books by our own efforts. We shou
ny give the school children plenty
books. We should give them
a chance. Many of our pupils would
10 come great men if they had chan
on to read. The boy who leaves scho
IT,, with taste for reading is better fit
hu for duties of life than the boy Ii
passes through college without Ia;
'ur for reading. He then gave very
Ihs reuious scheme for securing pub
me school libraries.
lot Prof. Fry said he wanted to talk
NY History awhile. 1t Is characteristic
the human mind TO admire ard lC
U.S. that with which we are familiar. Ii
.e ieC true with objects, poems, and W
'ne peoj lie. This character site SHOULD
pe' carried on in the study of History.
'Ic' we make our pupils familiar with
lie history Of other cuntries we keep
pe- children from becoming narrow mi
ny ed. Including history we should be
eLy with lowest type of being. To mi
ne pe children broad minded we should
me ne teach facts about wars and kings,
oIu the social life of the people tbrol
-, ~ the ages, History is divided into l
me rative and philosophical With
eeo latter children have nothing to
r We can't carry them into that. In
u narrative we may take the battles
'seu @ social lite of the people.
.sv, The best plan Is in commenc
"ed 'e with the past and coming down to
W the present. BY describing the peopl
aiSo '. different ages we will make it in
lluR ast;nu IN nunilS In American