Wichita eagle. [volume] (Wichita, Kan.) 1886-1890, 1889-02-17
mEsSS>AAlfISaN
Daily Gayle
TEACHERS ASSOCIATION.
N Interesting Meeting Held Yesterday az the
High school, Building.

high school, Building.
Teachers association met as peradjourn.
ment at high school on Feb. 16, 1889.
Reading of minutes and remarks by the
nresident followed The program was
then taken up as follows: Hints on
Teaching History" Mrs. Kate l.. Clark.
In her treatment of the subject she spoke
of the manifest faults in teaching history,
and the dislike manifested to it on the part
of the pupils. One method she employs Is
that of reading the subject and giving
only the substance Of what IS read. ms
method tails in that few pupils ever grasp
the salient points in such way as 10 pre-
sent them in an intelligent manner. The
fault probably lies in their early instruction
in reading. Few are really taught TO
read: most merely scan or skip over the
mage. Many pupils do not read enough TO
become intelligent readers; more read too
much light matter to become close SUI
dents; and yet more do not really read at
ali.
She speaks of the serious fault in most
text books Oh history of using highly
tiQurative language This cannot be un-
derstood by the average common school
pupil, and consequently dlScourageS even
the most willing. Many books are not
systematic in their treatment OF SUB
que ,tions Too much is required OF
teachers already oyerburdened. The III
teresting histories are sometimes unpront-
able: the practical ones sometimes Gull.
More of the patriotic side OF history and
more of the life mistakes aud practical
work of our ancestors should Dc taught.
History is probably better taught from
books on special SUBJECTS than rom most
works specially prepared for school use.
Among her methods Of teaching were
named: l. Topical Notwithstanding the
tonic and rel ,ducing the subject matter.
9 Review questions. g. Combining geo
graphy and history-thus iocalIzing ali
facts < Enlarging upon the
biography of central characters. The sue
cess of any or all these viii depend upon
the enthusiasm of the instructor
Mr.. Springer, Of Garden Plain followed
in general discussion. enforcing the idea
of association, teaching by stories &c. Mr.
Vowel. of city schools. criticised some
authors who multiply details at the eX,
penSe of clearneSs or interest. Mr.. russell
spoke of the dull rouUins of recitation. The
teacher must be able to separate impOr-
tant from unimpOrtant points and to en-
liven the subiec by variation. Another
urged teaching dependence OF events and
instructing pupils how 10 study. After
brief talks by others, association adjourn
ed TO the afternoon.
Afternoon SpSSicu began dO l..O p III
The session opened with paper on En-
thusiasm' by Prof ". w. Williams. He
spoke of its original meaning as "a God
within" The conditions of enthusiasm
are. Am object capable of creating it.
An object prepared to and capable OF
feeling it, "a close contact OF the two.
He spoke of the inspiring effect of the good
in the lives of men so long considered
worthy of imitation, and the almost I'M
conscious effort on the part OF all susceptl-
ble or finely cultured lives. He made fine
appeal 10 teachers TO profit by the lives OF
others. Spoke of tn methods to be en-
pioyed by teachers in encouraging or
it may be of creating love for any partlcu-
lar study or work. In conclusion he stated
that the most important, indeed the only
proper, method of imbuing others with
enthusiasm is to be filled with the subject
himself
Mr. Maust followed in speech, urging
care in teaching that we do not clog the
mental taste by over-doingit. The teacher
must open the burr or crack the shell of
the nut in which lies buried the ker-
mel or truth. He would employ as
means Of keeping up interest mineral
marks or class records. These cards are
sent to the parents, who will in time be-
come interested in the progress of the pu-
phi He closed by relating an incident OF
German professor who found very Ell
fectiVe method.
The topic, "How to treat participates and
iniintives" were taken up by Prof. VII
Ii ,ns, who volunteered TO open the discus
sion. Several sentences were placed on
the board and an interesting discussion
arose. Quite divergence of opinion was
expressed and many new things learned.
Mr. Anderson, of Andale, next took up
the topic, General lessons in school"
The object of such lessons should be: l.
To impart a practical knowledge of many
subjects not commonly treated in common
schools. ,. To lncite TO self improvement
by showing the pupil how to find knowl-
edge for himself. He would teach draw
ing, plant life, zoology, etc, in short Fri
day afternoon exercises Would use these
as means of cultivating language and
correct their exercises in a composition
class. The apparatus necessary Will be
very simple and will be furnished by pu
pills. He was followed by Messrs. Kendall
and Craig.
History of o. s. Banks"-A n Rus
sell. He referred to the power vested in
the congress to establish banks. Showed |
how several banks belonging to the states |
were converted into national banks, and |
how their issues were made legal tender, !
gave the early history of the first L. :. !
bank, showed Washington's interest in |
the subject, treated of Hamilton and JEFF |
terson as tinancierS, and showed the profit |
hDit ClDSe u us dlldlTS 40 Tie SONSIllleUl.
He next treated in similar manner the sec |
Dnd national bank, named the several |
prominent early writers on the subject, |
showed the development of the present |
banking system from what was called the |
free banking system of the state of New |
York, and closed by an earnest eulogy of |
those financiers to whom we owe the pres
emit efficient system.
Mr.. Springer. of Garden Plain, spoke |
briefly on the subject. Value of rhetor-
zeal exercises in schools" He spoke of the |
common fact that many can think well at
their seats who cannot think upon their
feet. Many are book-worms, but not edu-
Gated persons. He gains the prizes of life
who can best express himself. so as to in
tuence Others. He illustrated the need of
such training on the part of pupils. and
gave his method of organizing such. He
was followed by Nessrs Smith, Clark.
Craig. and others.
practical talk 10 teachers on psvcholo-
gy," by Superintendent Chichester. He in
troduced MS subject by stating that the
study OF psychology is usually of little use
10 the beginner. The effort to study mind
growth in books may lead to its study in
the living being. This gives him what we
may call intuitive power
Ii psychology be of practical value it
should teach Us the natural order of devel-
opment. But minds differ so that this
seldom proves true. Ii does however