The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1890-08-20
TIE NORMAL INSTITUTE.


teIlects.
The D grammar class discussed the value
of diagraming and the merits Of various
systems. The question being asked,
Which should come first, analysis or dia-
graming2" it was the general decision Of
the class that analysis must come first but
should be followed closely by diagraming
in order TO fix clearly in the mind the new
" learned relations of words. The place
and Importance Of analysis must not be
underestimate, as there are extremes in
teaching al subjects, 50 diagraming may
be made to oveTshadoW the analysis OF the
sentence.
The psychology class had under discus
sion the subject Of habits How defined
and how acquired. Some held TO the opin-
ION that the habits being acquired by de-
grees can be overcome in the same way.
But this belief was proven TO be falIaciOus
N some cases, notably in the use Of stImu-
lants and narcotics, and in other vices.
such habits produce a diseased condition
Of the body and can be eradicated only by
sudden and determined effort. The infiu-
ence Of habit over the body was shown in
defOrmities acquired through a continued
use Of improper pOstUres-and which can
be corrected by continued efTort-in the
skilled use Of the hands, in playing on the
piano, and in various other instances. The
habit Of reading newspapers was pro-
nOunced a detriment to the cultivation Of
mental strength because II tends to destroy
attention and memory.
Arithmetic class G was studying men
suratiOn. This subject Is a great stun
bling block in the path Of many teachers,
especially at examinations. Without
knowledge of geometry many Of the
rules have to be taken through faith and
CoDfided to the care Of the memory, which
Is not always faithful to the trust. The
subject was made quite plain by practical
illustrations with geomeCricaI blocks
Such a set Of blocks should be in every
school room IN the county. They would
aid the teachers in explaining the why's Of
many pulling questions. People are
very old and wise indeed when they have
advanced beyond the need Of object les
sons.
The photography class wrestied with
rules for spelling, the ones for doubling
the final consonant being decidedly re-
fractory. The majority Of the class would
not teach these rules TO their pupils be-
cause they consider them of no practical
use, while q few think they are an aid TO
correct spelling. There Is slight sus-
picion that those who object to teaching
the rules have not a very intimate
acquaintance with them and do not know
how to apply them. Miss Mott showed
how she would conduct a recitation in
spelling by pronouncing words which are
alike in sound but unlike in spelling,
and having the class write sentences using
each word correctly.
The constitution class discussed the ; ate
government Of Kansas. naming the salar-
les, length of term. duties and powers of
the various ofiCers-and their name Is
Iegion-of the executive and judicial de-
partments. It Is 10 great wonder that pol
ICics has become a profession, perhaps
more properly called a trade, where there
are 50 many boards, etc, IN which II IS
possible TO get an office.
History. D class. followed Grant : move
ments through the second year of his
campaign. Some OF the points brought
out in this recitation were how to use the
map in teaching history. and how 10 inter
est a class that does not like the subject.
\ teachers ingenuity and ability are often
taxed in this direction because the text
books give merely the dry facts without
the philosophy Of history. The instructor
ably demonstrated how fascinating this
subject may become when properly
treated. The pupil VIII more
easily remember Grants movements
in opening mp the Mississippi
river when his plan Of campaign and the
reasons for his various movements are IN
dersr0Od Then he begins % admire the
-aueraLshi0 and learns a lesson in patriot
ism as well Is history.
In the physiology class the subject for
discussion was the effects of narcotics.
Tobacco and opium in their various forms
were pronounced a detriment to the gen
eraI physical and nervous systems. and 10
the moral character. The Instructor paid
nice little tribute 70 wOmauhOod by say
inE that public drinking has been driven
out of Kansas by the women and public
smoking must be driven out IN the same
way.
The hour for school organization was
occupied with the discussion of the i'm
p8rtaut subject. The Art of Asking CUES
ti3ns Following ara some Of the points
brought out. The teacher makes d mis-
take in depending on the printed questions
in the text book, because The pupils do not
then study all the lesson. the teacher
makes himself slave to the text
book. and loses his individuality N
presenting the subject. The teacher
should not ask questions which embody
the answer. leaving the pupil nothing 10
say but yes or no. Sometimes ask su--
rastive questions 10 draw ont expression
from tjmid OF reserved pupils. Ask queS-
-f1nS which require a thorough knowledge
of the lesson. Teach pupils TO think and
formulate their own answers The text
book Is only text 10 the subject and does
not contain all the subject, therefore the
teacher should have broad knowledge
and be able 70 ask questions that VIII lead
the pupil TO look beyond the textbook for
information.
In asking questions the teacher should
seek 10 know how much the pupil knows.
in what he = deficient and what difficult
ties he finds in his way. Help him TO over (
come such difficulties by judlcIoCs CUES
rioainc-paSsin from the known % the
unknown. Il i not always wise 10 leave
a pupil TO dig his own way out Of dit
fcuIrv. as such q course envolves great
waste of time and dlScouraEeS the pupil.
NOTES.
Professor Jonas Cook, Of Harper. viii
lecture this evening on Some People and
Their PeCuiarities.
The time Tor examination = drawing
near but the expec-ant candidates DO not
manifest much anxiety. probably because !
they feel 50 well prepared after the four
thorough work.
SHAnnwERAPH SOCIAL.