The Globe-republican., 1889-11-20
Teachers Meetings.

The teachers of our city schools have
been holding regular semi-monthly
meetings for some time past. In addi-
ton to the discussion of topics pertaining
to the management of our schools, they
have studied and discussed ''Education''
by Herbert Spencer. and Brooks Men,
tai Science" They are now engaged in
the study and investigation of the prin
ciples which underlie the art of teaching
reading. 1t is encouraging to know that
our teachers are not content with present
results in the teaching of this bra1fch,
and that they are determined to revive
the work in this direction-bringing it in
harmony with the Science of Educa-
ton" The last meeting was an espec-
tally interesting one and the subject of
reading is continued for consideration at
the next meeting, when the following
outline will form the basis of discussion:
A few of the principles of the Sci
ence of Education:''
First. The primitive source of all our
knowledge is sensation. We receive i'm
pressiOns through the sensory organs,
and arranged in groups they form ideas.
Second. New ideas are formed, the
mind develops, logically proceeding from
the known to the unknown, from the
concrete to the abstract.
Third. 1t is what the learner does for
himself, not what is done for him, that
educates him.
Fourth. 1t is only clear, conscious
knowledge that becomes a permanent
possession of the learners mind. Words
without ideas are not knowledge to him.
Fifth. Memory is the result of atten-
ton. Attention is largely dependent
upon interest. and interest in a subject
and a love for it are almost synonymous
terms.
The art of teaching, the methods en-
ployed, must be in harmony with the
above principles, and as result we have
the following problems.
First. What can be done by the teach
er to stimulate the child to observe, to
investigate and thus to acquire a valua-
BILE stock of primitive ideas. PrnaNe
First.
Second. How adapt our teaching to
PRINCIPAL second? swords are the vehi-
cles of thought Use words that the
pupil will understand, lead to the discov-
cry of principle and encourage the pu-
pill to formulate rule in his own Lam
guage.
Third. Why is knowledge that the
pupil gains himself more valuable to
him? What other reason for this prin-
ciple: How induce pupil to make the
necessary effort to educate himself? In
what way is this principle commonly vi
olated by the teacher?
Fourth. What is meant by clear.
definite, conscious knowledge? What is
the effect upon the mind of knowledge
possessed in a mystified imperfect state?
What method must be used to induce pu-
pills to add rapidly to their stock of con-
scious knowledge?
Fifth. How develop in pupils love
of study-create an interest-gain the
power of attention, and strengthen the
memory as well as the other faculties of
the mind:
At our next meeting the above princi-
Piles and problems are to be discussed
with special reference to the teaching of
The subject of supplementary reading
will also be considered, and the follow
ing outline will serve as q basis of dis
custom:
First. Estimate of the books now in
use and how to use them.
Second. Should their use De supple
mented by other reading matter?
Third. OF what should such supple
matter consist?
Fourth. How shall it be obtained:
How used.
Friends of our schools are invited to
attend and take part in the discussions.
Meeting next Saturday at 8 100 q. m.