The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1891-01-07
WHOLE NO. 2o59.

, Bedford County, said
II teaehers got nothing more than the
sympathy, the hsndshakes, the feeling
Of kinship to carry back to their schools,
this alone would be worth the money
paid for institutes
The state Teachers Association meets
at Bedford Springs next year We want 10
see Somerset county there We hope TO
see yOn there 70 help Us We have teach
ers getting Sl9 month that are worth
$50, and we have teachers getting SO a
month that are not worth 20 cents.
Get the most out of life that YOU can .
don't spend your time in morning over
responsibilities. but remember that to-
day Is the time in which you must act ;
don't get beyond the depth Of your pu-
pils don't Try to teach them what they
are too young to understand
Music Nearer my God To Thee"
Devotional Exsrcises-Rev. Gruber, Of
Berlin.
Music
N@AA-AAF -AtsGAA-AAEAA-4C44A 1AAA04-4NNA -
present being 50 teachers short Of the
whole nnm ber-27I-
DIR. Snyder continued his talks He
said
There are three degrees in thinking
a child thinks in the first degree an
adult thinks IN the first degree when be
attempts TO grasp morsel Of knowledge
for the first time it is sometimes called
confused thinking: the first step in think
ing is directed to whoies, as when q child
says it L a bottle. an apple etc.
The second step is thinking in parts !;
the first step is sympathetic, the second
step Is analytic
Bear in mind the INST step in thinking
is thinking in wholes on this is built
all the modern methods of teaching. RO-
sencantzs definition Of cieanlinez-
Cleanliness viii not endure that things
should lose their proper individuality
through the elemental chaos Dunn
mOnd ssys, law in the visible is the in
visible il the divisibie The child pass
/ e from the whole to the parts; by and
by the child will say, the apple is a fruit
I This IS thinking in elasses-there you
/ have il ali First, thinking in Eholes;
sscond, n parts third, in classes prop
erty Is objectifed viii these long def
nitions must be thought over, digested,
I Just As food must be Gigested the test Of
knowledge Is, can the child give back 70
you what it has received from You in
such manner that the thought has lest
/ its identity Get the child's mind d.
Z vorced from objects as soon as you can
[ take the number six-the child may
know six as a whole, but il must learn
( the paris and l are 6, and are q,
! 3 times , are g, 6 times are 8, etc.
Whenever a child can't help but think
1 the proper result. he understands il; the
4 thought has been sunk in the automatic
I drsriuu sLa So g. -aa-s -. sksll
[ slIOald know all fne c0mOInatIons-I
mean By that all the tables.
He should also know the elements Of
common fractions, bur teachers must be
careful on the subject Of fractions,
and children should, or rather may, be
| taken as far as twelfths.
Don't stay too long in illustrative work
/ would DO this work during the frst
four years, because in this State, % per
cent Of the pupils never get oeyond the
fifth year they can have decimal fIac-
tons, also, and the subject is easy, be-
I cause you have Gmiliarized them with
common fractions they can also have a
course in percentage this IS also easy,
because they have common fractions and
ali percentages are reducible to common
fractions
Boys nine and q half years old, on an
average, in the schools Of Reading, were
given the same questions that were after
wards given the teachers, and the chill
dren made 20 per cent, xhile the teach
ers made but 52 per cent both on the
average. This was because the children
had been specially trained on such solu-
tons and the teschers mad not; the teachers
had likely been spending their time over
model solutions. and may say that 3
model solution is the most detrimen-
tai thing ever put into a textbook then
would give them some knowledge ofin-
terest, and it is easy, because it is just
the same as asking him the price Of 50
many dollars at 50 much per dollar he
can make a similar calculation regarding
pounds Of sugar or yards Of calico then
/ I'd give them some knowledge Of mensur-
alton by drawings, figures. etc.
You must get children TO think in the
abstract, but don't folget that you can't
get them to think in the abstract until
you have got them to think in the con
crete.
Courses Of study are made, and they are
generally made wrong there should be
a course for the first four years the times
demand it /; you cant force the times 70
your schedule, but YOU can and mist
bend your schedule to the demands Of
the times.
Music by Prof smith and the Institute.
Instruction in drawing by Prof Little.
This talk was principally confined to
the figures drawn by the instructor, and
cannot be reproduced here
Music, by ProE smith and the Institute.
Tax by Prof 7. B. Moss, ofthe Califor-
MA, Pa State Normal School.
Adjourned.
WEDNESDAY AFTEESO0S SESSION.
Music by Prof Smith and the Institute.
DR.. z. \. Snyder continued lais instruc-
ton.
This was. perhaps. the most interest
ing Of the Doctors talks though all
were interesting. and yet owing 70 the
perfect jazI in the hall it was entirely
impossible 70 make any report Ofths talk
in detail. The teachers Of Somerset
county that have had the privilege of
listening TO DR.. Snyder, have had the
opportunity Of carrying away with them
many suggestions on the true methods
ofthsir art that juiiciously applied must
necessarily make them better teachers,
md must make them in consequence
able . send out better scholars frOm
under their tuition say judici0osly ap-
! Piled for what was true more than nine