Daily Republican., 1889-11-08

not lie would have quite young pupils
learn to draw the school room and con-
tents with relstion aud definite correct
ness. The diagram is more Important In
teaching than the picture. II makes a
thing not generally but definitely un-
derstood.
This he illustrated by the ringing Of
bell, which is definitely measured and
explained as TO how aud why the sound
is produced by the diagram. Explain not
only deptE, height, thickness OF the bell,
but shows how the thing works. The
| contents of the school room are full OF
subjects for diagrams.
The professor drew diagram and ex-
planned the ringing OF the bell. Expert
drawing was not necessary for this. All
the teachers can draw and explain 1t.
The drawing 10 its own demonstration.
Hts two lectures have struck ringing
key note to the educational requirements
Of our industrial city. Let us have in
dustrIal drawing taught in all grades OF
our schools from the primary up.
The diagram Is either = projection OF
dimension In drawing or 1t Is a develop
ment.
DIR. A. N. RAUB THINKS
Educational mistakes are: l. Ignor-
ing the order of developement OF the
intellectual faculty of the mind. 2. The
feeling that child to develope rightly
must always recite perfectly. The reason
children commit TO memory. instead ol
reasoning through and understanding I.
that II is the easiest way out. Q. The
strengthening md training OF the intel
lectual powers oil the way through.
4. We sometimes give our pupils tot
much help. 8. Do not draw inferences
by induction too hastily illustrated
DO the seeds OF apples, pears and al
) chestnut 1t points away. So OF thu
D filbert. Do ali seeds in burs point IN th,
: opposite direction from the steml
=, The reason why every ear of corn ba
s an even number of rows OF kernels, th
!. professor thinks, Is II the pollen does no
= drop on the silk and lertilizo it you will
have no corn at all.
! The silk is one of the parts OF tn
y corn. II divldes aud feeds one row Q
L grains here and one there. And 30 OF
= the silk ~ divided according to the row
y so as to fertilize. This Is to illustrat
y against stating conclusions by indu,
10 tion too hastily so as to prevent pupil
l. from thinking for themselves.
J. "Hints on teaching arithmetic" b
70 DIR. q. NJ. Phillips, principal West Ches
Is ter State Normal School. Pa.
e. Niuety-nine one hundredths OF all ca
l. culations are done with the fundamenti
rules. They should be taugl
Of thoroughly, intelligently and accuratel
As TO children from the very beRinnin
d, Better teach one or two of u
NJ methods OF interest thoroughly than
teach them all inditierepily.
II. Many things have crept In arithmet
OF that we do not use In practical lie, g. 1
he Arbitration Of exchange. He went
Z, Drexel's and other business houses, W
ig said practically the rule was never use
nd SO OF allegation.
He thought the use of square Al
Its Cube root was rare. Did not object
u using these rules providing the usei
ht parts of the arithmetic was thorough
ed taught,
lat At the same time the Lricklayer, CT
y penter and banker that you pass on 70
way to school can teach you q hundr
'rs things you ought to know.
nd Arithmetic should be taught by mad
at up practical questions. Market repor
be postmastere, business men and mechan
II. can teach you hundreds OF things th
ly you ought to know and ought to tea
to yonr school children, notwithstandl
IA they are not In your arithmetics.
20 Reporting amount of work done In
to vidually by roll call (without penalty
We omission 70 tempt falsehood) Is higl
al favored. Have pupils do the VIC
ed for themselves. y There are not b
ds enough questions In any arithmetic u
lc- the professor knows of.
or The speaker gave many interesting q
- practical Illustrations. He also ci
many amusing examples of general igl
ne rance on simple practical questions.