Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1888-01-02
THE FINAL SESSION.
The 1aine Pedagogical Society Elects
AeX OmcsRs and Receives New
Members.
Balance in the Treasury-Iively Dis.
cushions on Interesting Topics.

Dy ctate oupt Luce That we take up the
report of Committee on Nomination.. The
officers of the Maine Pedagogical Society for
the coming year are as follows:
President,-E. W. Hall, waterville.
Vice President,-G. c. Purington, Farm
ington.
| Sec'y and Treasurer,-H. NJ Estabrooks,
Gorham.
| State Editor of the journal of Education,
w j. Corthell, Gorham.
| Executive Committee,-E. W. Hall, G. C.
Purington, H. NJ Estabrooke, w. W. Stet-
son, Mary I. Pettingll.
Advisory Board,-N. A. Luce, Augusta;
| Thomas fash, Portland; E. P. Sampson,
| Saco; Geo. B. Files, Augusta; L. G. Jor-
dan, Lewiston; Sarah NJ. Taylor, Portland.
The above nominations we're bailoted on,
Supt Nash being authorized by vote to cast
the ballot
The report of the Treasurer was then read
and accepted. The report showed the results
of good financial management and the sum of
Sl46 was reported in the treasury.
| Superintendent fash made few remarks
relative to the Committees on Instruction.
Prof. Fish of Brunswick then read the re-
port of the Secretary on Instruction.
| In the report of new names were the fol
lowing names of new members. G. A.
Stuart, Gardiner High School A. E. Blanch-
ard, Arson Academy; &. II. Parsons, NJ.
C.. Institute; W. X. Whittle, Ellsworth
High School; +. L. Harvey, State College,
Orono; +. w. Davis, Deering High School;
c. +. stevens, Lewiston High School.
The question as to unpaid dues from those
who had left the State or profession, arising,
| Supt fash made a motion to the effect that
when member left the State or gave up the
profession his name be dropped as member
after paying his rightful dues. The motion
was adopted.
! Prof. Estabrooke opened the discussion OH
Prof. Harvey's paper of the day before, the
subject of which was What and How Much
Science Teaching in Common Schools" The
speaker thought that if we take the concep-
ton of common schools once held, viz, that
| in them all the education a man was to re-
ceive in life should be obtained, we should
have to teach the sciences differently than if
the common school was preparatory stage
for higher educational advantages. At first
such sciences as were best adapted to the
powers of observation shouH be taken up.
! He believed that sciences
should be very little taught
at first. Let them be combinations of object
lessons. In Botany take up first the several
| properties of flowers and then take up spec
ial kinds. After that Zoology might be taken
up and of this take up the general study OF
insects for instance; then take up minute
study of some special insect. Physical sci
ences are largely reflective sciences, and
should be deferred till later.
A.. X. Sweetser followed in the dis
cussion. He thought that science could
be well used in the methods of teaching
Synthesis instead of Analysis. The majority
Of the scholars must soon go out and deal
with nature and her laws. Give them prac
teal talks, short ones perhaps, on different
things Perform an experiment and have the
pupil watch you aud afterwards write il out
| Teach him that the centre of the universe
doesn't necessarily come in his immediate
| locality and thus get some of the egotism out
of him.
The paper to be read by Mr.. Cole of Bath
and discussion on it were omitted as Mr..
Cole was not present Mr.. Cole in his written
excuse to the President quoted from the
Bible to the effect that he had married wife
and therefore could not come.
Educational Advantages Of the Study of
Latin" was the subject of the interesting
paper read by W. r. white, Principal of
High School, Ellsworth.
lie thought that Latin should be taught in
the High SCHOOL, that it served as an
'sEduco" of the human mind. Some say
| GIVE us more practical studies 1t Is dead
language give us living languages" Lin
eustic culture is one of the chief aims of the
study of language. In this sense he considered
Latin as necessary to some extent. 10 study
English with no ledge of Latin is mis-
take II should be studied as a means of
great mental discipline. Said he did not be-
! le,e that a Grammar School scholar was bet
ter fitted for life than the High School scholar,
and furthermore he believed that college
was n great help rather than hlndrance, ana
that the study of Latin is one of the causes
of this Latin calls forth more work from
the scholar than French. Latin is an lnstru-
ment rather than an accomplishment, OF
school life. ,
The discussion was opened by j. M Hill,
Principal of the High School In Bangor
Latin is to the intellect what the blacksmith
trade is to the muscles. 1t is not the lazy
ones who study Latin. 1t helps in the study
of other languages, and affords large vocab-
ulary to the scholar. Did not advocate that
Latin should be required of all students
There NAV be such a thing as too much study
of Latin.
| DIR. Hanson of Waterville was then called
upon. He Endorsed what had been said
J. II. Parsons of the NJ. c. Institute then
road the paper, the subject of which was,
..place and Work of Seminary in Our System
of Education"
| Mr. Parsons wished to show that the po-
siton occupied by the seminary was one tha'
could not be filed by any other 1t DINERS
| from the high school in the fact that the
latter is local. Students of the Seminary
| come from all quarters. The teacher must
be the friend and adviser. The seminary as
well as the college should haveits gymnasium
Studies, as Botany, should be introduced tha'
REQUIRE the student to walk out III the open
air The idea is too prevalent that the mere
| learning of facts is education. A good eac"ei
! in n high school might in the Seminary prove
a failure so different are the requirements
Character is what is needed in the teacher OF
tho seminary; he must never grow old but be
exer youup i'm heart. Children should be LED
not driven. Treat a boy as a rogue and he
| will become one.
| Rev f. NJ Smith was absent and the
question was opened for discussion.
! Mr.. Jones. of Vassalboro, was called upon
and he heartily endorsed the views as ex-
pressed in the paper. He was glad ne saio'
that sucb views of what education was tor
had beeu nut forward in the meeting. Inc
idea had become SO prevalent that educat'oh
was only good in so far as it would serve 10
bring in the dollars. There is no schooi so
useful to the best interests of the country as
the school of secondary instruction. ueuins
the child away from home to educate HIM is
one of the best means of intoxicating self-reii-
ance in the pupil.
Mr.. fash said that the State was greatly IN
debted to the old academy. 1t had done the
work of high school and college to certain
extent Thought it grand thing to nave
teachers dependent for their pay on tuition
Mr.. Corthell took issue with the idea which
had been expressed, viz, that the seminary
was the greatest agent in forming character,
He believed that no secondary school formed
character as does the primary department
Prof. Hanson said that he had by expert
j. enced observation come to believe that young
gentemen's health as often yielded to over
work as did the ladies'. He also thought thai
| ..iin., do 4, t-usf too much to the pu