The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1889-01-09

TIE DAY NoRSISG Session.
Teachers special session at SIS a m.
opened by music fsom the Institute.
@To what extent should rales and def
iai;ions be mem3rized by pupils?g
Opened by A. B. Croft, who said
We devote little time to this question
We learn by doing think We try to
nlemorize too many definitions"
j. NJ Lint. GTeenyille Township ]
think the study Of definitions useless
unless thoroughly comprehenacd; some
should be gneinorized
J. E Blough, Paint Township be-
believe unless the pupil gets the defini-
tion in the book, think he viii no; have
a definition loo many rules cannot be
carried in tne mind
0. c. Williams, Upper Turkeys foot 4" In
Arithmetic teach hols, and then teach the
rale in Grammar I think pupils can't
improve on the rules and definitions Civ
en- in the textbooks
J. D. Meese, Meyersiale: scholars are
not generally in position 10 make def
tion belong to the OLD school in the
natter
r. r. Sanner, Confluence Cane more
to listen; don't know whether its best to
agree teach the subject, rather than the
text teach the principle, rather than
the rule Practically there are no rules
in spelling"
Queries None on hand.
Music, conducted by Prof. Case" Hap
I py Greeting TO All
How can we make The schoolroom in
tercsting and attractive27
Mr Martz, Northampton The subject
is very important; a schoolroom without
Interest Is dead school Just as a stone
/ living where Mother Earth has placed it
is dead stone; interest the pupils; Sc
cure the cooperation Of the parents talk
on the current issues Of the day and tell
them short stories. always bearing on the
lessons. Give short lessons smaller pu-
pills may be interested by teaching them
to count show them different coins
have pupils commit exercises for Friday
afternoon be interested yourself; secure
interest in pupils get cooperation OF
parents, and you'll have an interesting
school,
How to make the room attractive p
Il believe in decorating q schoOlroom,
but be careful Of the.charaeter Of the pic
lures and cards yeu place on the wall
they may be adyertissmeuts-ifthey suit
the pupils; keep the schoolroom neat
aud III order
]. D. Frcase The subject has been
thoroughly treated the teacher should
cooperate with the pupils look pleas-
ant as possible
C.R. Mc3Iillen, Addison: The OF her
gentlemen have well said just what
wanted TO say, hence can't say it
Mr.. Shockey, Greenville " Use ever
greens TO decorate the schoolro5m. IS
I've very bad cold, and lots more look
as if they wanted 10 talk, leave IT,
! lApplause.]
". II. Cover, Somerset " One thing
that adds to the interest, etc, is to have
the school board visit you frequently
oar board visits rs every week, ana those
visits add greatly 20 the interest; litera-
~ work-Friday exercises, declamations,
deb1tes. etc, viii make tie schools at
lrac.ive, and or work viii be success
full
Prof Case took up the subject Of 9lusic
and gave a class drill, the Institute be-
ing the class.
Devotional exercises, conducted by
Rev. J. F. shearer.
Prof s. :. NeH, Instruction in Read
ing Reading is though .. ag- The
trouble with most is, they do not so read
as to get thought The greatest weak
ness in our teaching Is that We DO not
develop the power Of getting thought
from printed language Isn't the main
/ difficulty in Arithmetic that the pupils
fall back on the rule p? They don't get
thought from the printed language In
Geography YOU have pupils VINO instead
Of getting the thought, commit the Ian
guage aud give it instead OF the thought
History is taught the same way. The
words Of the book are committed, and
book language is given as the answer. If
pupils commit the language Of the book,
( tits because they do not comprehend TIE
/ language OF the book they cans get
thought out Il the printed language Of
the book
Teach frst, thought getting by means
Of printed language.
Second, pronunciation, emphasis, gest-
ure, voice cultnre, etc, by means Of exer-
eises.
Ny talk this afternoon viii be on
How to get thought by means Of print
ed matter
Music, eoDducted by Prof Case -
" Marching on
Or. Baer The word Method-Prima-
~ Reading-@i think it necessary for
teachers to know different methods,
whether YOU follow them or not There
are four distinct methods.
A.B.C Method.
2. Word Method
5. Sentence Method.
/. Phonic Method.
Children learn by nearly any method.
The A. B. c. method is the pointing to
the letters and having the child repeat
them /; l respect the Washing
ton, and jefferson. and Madison, and you
and were taught by it. The Word
method starts with a word, and intro
duces objects TO help the conception Of
the child. Children Is months to two
years old know the names Of familiar OBJ
jects-so a child VIII know the name
hat-they know ii by ear, but not by
eye-they have no form to express what
or which expresses hat to them. This is
the Word Method.
The Sentence method teaches sentenc-
Is, just as the Word method uses words
before teaching letters. hold the Pho
mic method is the most unreasonable of
them all
Start with o'5o.ss, and not with picsaree.
( But remember the objects must be ahan-