The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1889-09-06
splendid INSTRUCTION
Afforded at the Peabody Teach
ers' Institute Yesterday,
PROF. HoUcK's FINE LECTURE,
Last Evening Very Much Appreciated
A Delightful Song Recital-out-
line of an Interesting Days
Delightful Exercises,


Yesterday, the fourth day Of the Pea
body Teachers Institute, opened with a
full attendance despite the close and
sultry weather, Among those who at
tended yesterdays sessions were Super
intendent Edwin E, Sparks, Of the Mar.
tins Ferry schools, and his full corps OF
twenty.three teachers, The opening ex.
%ercises Of the morning session were CON
Quoted by the Rev, L. W, BARI, Of the
Third Presbyterian Church,
Miss Boasberg was again the first in.
structor to address the Institute, She
continued her entertaining lessons in
music, AS has already been announced,
Miss Boasberg is to be the teacher OF
music in the public schools OF this city
during the year lust opening, and 1t is
to be hoped for Q longer period. This
Institute is atFording a splendid oppor-
tunity for her 10 make the acquaintance
OF the teachers with whom she will
be thrown In contact, and for them 10
get an idea OF her methods Of teaching
something that will prove Of great Rd.
vantage to both, Miss Boasberg aud
the teachers appear TO be mutually
pleased with each other.
Miss Coffin gave an interesting talk on
the subject OF arithmetic. The points
made were as follows: Arithmetic Is a
science; the science OF numbers, not OF
figures. There are but three things that
can be done with numbersi first, they
can be united; second, they eau be sep
arated; third, they can be compared,
BY noticing the difference Ia size, guam
tity, etc, We compared In learning the
fundamental rules OF arithmetic the
child learnsa all the operations he will
ever use, There Is a language Of whole
numbers, q language OF fractions, a
Language Of %percentagef ETC., but the
operations in each are just the same,
By using four pieces Of paper she gave q
practical application Of every point
made. The entire talk was much en-
ioyed.
After recess, Prof. Houck led the in
stitute in singing several little school
songs.
Mrs. NJ. Stevens Hart followed in q
talk on elocution, taking the special sub.
ject OF articulation. All sounds consist
Of vowels and articulations, that Is VOW
els and consonants. Novels are merely
VoCalizations OF breath. Using the In.
stitute as a class, she gave an interesting
drill In the formation OF the different
vowel sounds-using Bells table Of 70,
Gals. Mrs. Hart shows herself well
yersed in the subject she handles, and
in short is adept In the art OF teaching
elocution. In closing she read the hymn
"oh, for a Thousand Tongues to Sing
In very effective manner.
The afternoon session opened by sing.
ing "There's a Good Time Coming
Miss Boasberg continued her instructlon
in music, teaching the pupils To sing a
two part song. Several little songs were
sung from the card. Miss Boasberg also
showed how to teach the Chromatic scale.
Miss Coffin followed, continuing the
subject OF history, especially how toteach
1t. "Let the facts OF history take visible
form and color in the mind Of a child"
She illustrated by using the lesson read
yesterday, which was q description Of
the battle OF Bunker Hill, II the child
can see h evafious events OF that day /
II he can see the 5000 British regulars
drawn up in line OF battle-see them
crossing the Charles riverand moving up
the slope; II he can see the breast-works
on Bunker Hill and the hardy patriots
behind them, then we know what
means "a visible picture on the mind"
II a child can see the Ohio river, so can
he see the Charles river; II he can See or
has seen 1900 men in line, so can he see
the 1900 Americans awaiting the attack
Of the British. This can all be done by
comparison, passing from the known TO
the unknown. Do not tax the memory
with words, but with visible pictures.
II we can get the picture In the mind
as the pictureo OF what has been seen by
the child, then 1t needs not 10 commit
words in order 10 describe it. The hui
man mind is so constituted that II will
remember pictures better than words.
Teach facts in their proper relations TO
other facts. History Is in itself a har.
monious whole and facts should not be
separated from this whole. A geo.
graphical knowledge Is a historical mem.
DRY. Every history lesson should begin
with a geography lesson, or be preceded
by 1t. Miss Coffin closed by touching
on the highest motive for studying his.
tory-"the development Of character"
This can be done by holding up toti
for imitation the great and good Of the
country, and to shpn the bad and mean.
After a short recess Prot, HopCk oCpu.
pied the remainder OF the time in q talk
Of encouragement to the teacher. He
wrotethe word Encouragement" on the
blackboard, and with this as a text he
gave a talk that was calculated to give
heart TO the teacher. He said he would
rather be remembered in the hearts OF
the teachers than In their heads. He
would rather be remembered by some
thing that he had said to give them en-.
couragement than anything scholarly he
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