The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1890-01-08

not make Tie mistake OF teaching thess
branches merely through the memory
The decimal basis Of nosation : not the
best. Eight would be better twelve
woild be better Tn not sure bat ID
rather have cultured ssnsibiIities than q
/ cultured intellect. How do you govern
your scholarsg You govern them through
the sensibilities. Love Is the secret Of in
iiuence. The object should be not q
break, bat to direct the vii, and 70
strengthen il. If you can direct the viii
Of the stubborn boy through tbe sensi-
bilities, you have the bes. boys in the
world, and girls. tooo.
rhe s,rong-willed men are the great
men OF the world Luther, Bouapartei
Grant, were all men Of strong Will
Adjourned to 80 P ".
TUESDAY AFTERSooS-
Called to order at l.S9 p. m. Repre-
sentaiives Of various works we're present.
notably J. ". spayd, of Harrisburg. dis
tributing sample copies Of TIE NeV Iork
Seaool Js,,rs,al, published by E L Kel-
logg, Is known to a number Of persons
who have attended the State Normal
School at siiliersville. Pa. ali Of whom
were glad 70 meet him once more
Nus;c-conducted by the Musical Di-
rector.
County Superintendent reported the
largest enro!lanent ever made-200 teach
ers out Of Il possible 265.
Prof Frye said I stated this morning
that governments, religions, etc, all fol-
low the same general laws as plants and
animals in their disfributi-e. When We
study school district and 90 from it 70
the globe, that is method when piace
clay in a ehiid's hand and say, model
the school distric., that is a device. The
Imagination cannot perceive q new form,
We can only repeat forms thai We have
seen or heard Of. but We cannot ever
imagine a new form. If I wished to
bring 70 your mind the Sahara desert !
would have to carry you from something
You bad known to the connected whole
We call Sahara. The child does not 60
from the known 70 the unknown, bui
from the known 10 the related unknown
The bog who has seen slopes. however
small. can 20 on until ne imagines a
continent, going from the known 20 the
related unknown. 50, the boy may know
Of brooks; he can 20 on until he has
imagined an entire Continental water
system. Much Of the primary teaching
of the texts books violates this principle
Of going from the knovii to the related
unknown \ child cannot read map
He cannot see the continent on the map
until he has been taught to do 20. II
were TO say. As 1 came from the hotel
I saw dodo sitting on a piece Of ealei-
nm" you would have no conception Of
my meaning. In drawing we look at the
outline. in modelling. at solid forms.
would never give child a definition
Of = natural forrn- I would say Tonder
Is a hiil-descTi5e il TO me. Every def
nitioa taught TO primary pupils Is but a
stroke drawn IN fsont Of the child shut
ting him out from nature ! believe in
sand modelling. but do not believe in
letting the sand come between Tie child
and nature II the child is 10 study
brooks, or hills or mountains ne must go
ous and see them. We often imagine We
are teaching the child, but if We keep
them away from nature We sre teaching
them in spite Or ourselves. When We
teach children definitions in geography
they learn geography ia spite Of the
definitions.
When yon are out beside nature, ask
questions that are simple don't ask a
question for the sake Of the question
Don't ask a child to draw for the sake Of
the drawing. Or system Of working is
weary. We work on fhe form, on the
essay, on the map-not on the power 70
perceive, n1s on the mental grasp. We
working on the wrong side Of the gnss-
ton. The second step Is 70 70 from
forms perceived to forms imagined. By
and by the little forms perceived now
must become the types Of continents. Of
mountain systems, Of river basins. But
maybe we find child who doesn't have
the power to see the continent by and
by. What is wrong2 We have failed
TO teach hin to form the conception
from nature, while he is out with nature.
Music.
Manual Training-H II. Keim. Of Elk
Lick. Hesaid: an glad that We have
reached an age Of the world in which it
is not 50 much asked what a man knows.
as what be can 10. The blacksnith's
right arm is highly developed, and so
with other artisans. We fnd few persons
that are able % use one hand a. weIi az
the other. Anybody can learn to write
and draw If he IS not too lazy. In order
to teach a thing we mast knoE what We
want to teach The child very often
does not learn 10 write because he /
doesn't have anything he wants to write.
If We want to teach children to write
We should rist be good PeHmen our +
selves, for if We are not good writer's +
children viii ask, why didn't yoa learn (
il if i IS 50 easy thing Practice
makes perfect only when definite end /
IS kept in view. IN taking up classes 10
writing / a,wAys secure a specimen Of
the penmaBship OF each one st the be-
ginning OF the term, and they would not
their own sork in a Few
months. Children should be taught to
handle themselves, 70 use their bodies.
Recess.
Song by Hiss Ada Tissue, Of Conau-
ence, Pa.
The young lady was loudly encorei, I
and responded gracefully and pleasantly.
With the habit Of appearing, TO enable
her to overcome nsturaI nervous ness,
and timidisy, the fair sonzstress may be-
come one Of the most popular voczlists
Of the county.
Music, by the Institute
County Superintendent Coughlin =
and Hygiene
A vote was taken as to whether the
present teaching Of hygiene was benea-
rial or not, and resulted unanimously in
the Affirmative.
think, said the speaker. that tine