Johnstown weekly Democrat. (Johnstown, Cambria County, Pa.) 1889-1916, 1889-11-22
the Court House bell and the Institute ad-
iourned to meet at 1870 p. NJ.

TUESDAY AFTERNOON.
At twenty minutes of two o'clock tn,
Institute was called to order, and th'
minutes of Monday afternoons and Tues
day mornings sessions were ap
proved as read, after one slight correc
tion. professor lnues conducted severa
pieces of music. after which DR.. Snyder
gave talk on Geography. This subject
has been excluded to make room for other
subjects. All the deeds of our forefath.
erS--all the deeds of the race have helped
to make us inst what we are. All the
aspirations and sayings of all the wise
aud good men of the race are summed uI
in you. The study of man In relation to
the earth that surrounds hlm is ge0gra.
ply. The study of the deeds of the race
is history. ne study of the great thoughts
AMI ASP tinas is literature. Develop
power in the pupil TO think geographi.
cally. III. lsL element in the child, a
sense If iD'm. L Elucators teach form be-
cause every thought has an element of
form Ia II. An element of form enters
into rVerr geographical idea. Any land
scape that you may mention you give
color to. unless you make your children
SIC in the mind those countries that they
can never lay their eyes on. Color lessons
and form lessons are given for their @s-
Il inl iyiI oil xuh n 1rai
beautiful colors and beautiful form is con-
ditioned for education. Sound must also
be taught through music. A sense of dis
tancs is another element in geography.
Pupils must be able to take an imaginary
trip and SEE all that is to be seen on the
way. Little folks must be led to see the
relation of cause aud effect.
Music, led by Professor Innes, after
which the Institute took recess of ton
minutes.
TUESDAY AFTERNOON.
After recess Mr.. r. IL. Bitter, of Gal
litzin, read paper on Percents." 1t
was as follows:
" How do compare with my neigh
Dor? ?" is question that constantly pre-
sents itself to every thinking person.
How natural it is for us to wish to know
how we compare with others and to wish
supremacy over them? The ever active
mind constantly sees perfections in self,
and imperfections in others add is,
thereby, poor Judge of its own powers.
1t is naturally inclined 10 follow a certain
thn inf htri 70
mcnts and circumstances. SO in child
hood, before we know in what particular
channel to direct our thoughts; we need
some one W decide fDr u.s. Directed in q
way not especially pleasing, the mind ex-
periences certain amount of aversion
consequently u stimulus is necessary to
accomplish the desired end.
Very few children study for the love of
study. The child naturally, does not care
for the things which will prove beneficial
in after life. While it is true, some early
acquire love for study and seem with
out effort on their part to perform intel
lectual work vet there is another and
mnch larger class who require with all
the incentives a teacher can employ to
induce them to bring their wills under
subjcction.
Labor is God.given command. To
many of us, physical labor is necessity
to provide for temporal wants. Not so
with mental labor. The mind is left free
to accept or to reject; hence the reason
for some special inducement to engage
in it. OF the many means employed in
serving such a purpose, perhaps none is
more widely used as the giving Of numer-
ical values or per cents.
Each child is givel an opportunity to
compare himself with his fellows, and if
he finds his work not equal or CORE
spondingly good incites him to re
newed effort. Such renewal
on the part of one almost
invariably stimulates his associates also.
In this way, any child that is at all ambi-
tious, or cares to keep pace with his fell
lows, will make an additional effort
thereby creating a rivalry that will prove
a lasting benefit to all engaged. While
this rivalry may be carried to such an ex-
tent as to WELD dangerous influence,
yet constant vigilance and proper treat
ment will correct all such cases.
Per cents, showinga comparative stand
ing, given in a judicious way, may prove
a great benefit and aid to teacher, by
adding system and efficiency to his work.
The teachers work is signally charae-
terized by lack of system. That there are
many well systematized schools can not
be disputed; yet greater number, espe-
cially those in rural districts, have no
definite plan of work laid down. Each
teacher works as he pleases, irrespective
and oftentimes ignorant, of the work of
former teachers or of what should
be done by succeeding ones. The work
of the present is not continuation of the
past, neither is it preparation for the
future. Several factors each exert an in
fuence in bringing about such con-
dition, but by far the greater is lack of
school registers or improperly kept ones.
All school information given to school
officers or to teachers must be traced to
some source and that fountain head is
usually an approximate numerical value
placed upon the subject considered No
better or simpler way has yet been intro.
duced-no way by which ideas, definite
and valuable can be more easily under
stood. A brief examination of previous
work, tells the new teacher where he
should begin, ability of individual pupils,
etc
While many benefits are to be derived,
yet an immeasurable amount of harm may
be done. The teacher who employs
them as an instrument of favor
ltism and hattery has done both
himself and his pupils serious
.