The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1892-12-31
LEARNIlV LOW TO TEACH.


| DIOldSCo llio PdpCl Will Low dPI'OSlOSl
anecdotes. The sensational novel and
the low newspaper are, he said, the ban
of our children, corrupting their taste,
Wits ng their Imagination and wasting
their time. Mr.. Files seemed to think
that Gresham's law does not obtain in
literature and that poor reading matter
need not, merely by it's bulk, displace the
good. He believed that the thing need
ed is to place good books in the hands of
the young, to attract their attention to
the masterpieces of the language. They
will take to them kindly, enough and
shun poor literature because it will then
prove uninteresting. The obvious ad-
vantages of this course were dwelt upon
and examples cited from the lives of en-
inent men. The supreme end of educa-
ton is character and with the molding
of it good books have much to do. A
prevalent criticism upon our public
schools is that pupils leave them without
acquiring a taste for reading and the
criticism is too often well founded. liz
erature should occupy more prominent
place in the school curriculum
The Rev. 3. P. Snow, frein the COM
mittee on professional reading. read a
brief report, stating The progress made
made in this branch of education by the
a "a
reading SCI 1893 was recommended, in
cluailg works ON pedagogy and psyche
}Igy. in the belief that the practical
work of the teacher as well as his intel
lectual development would be thus adj
vanced
The report was accepted and it's recon-
mendations adopted as the sense of the
society.
Further business was deferred to the
afternoon session.
Afternoon Meeting.
The afternoon meeting opened with
President Richardson of the society, in
the chair. Among those in attendance
were Superintendent Lord. Principals
Chase and Milliken of Portland and SUI
perintendent Gould and Principal Mars
ton of Biddeford The hall was packed
and the corridors leading thereto
thronged. A fine and very interesting
drill in calisthenics was given by pupils
from the Lewiston primary and inter
mediate schools, under the captainship
of Miss Josephine P. Gilbert, director of
physical training.
At the conclusion of the calisthenic
exercises the regular business of the ses-
sion was resumed, and President Hyde
topical method of teaching. He said
the classics and mathematics are the east
est possible studies to teach, because SO
thoroughly and definitely formulated.
But if we can apply the topical method
to other studies, history. physiology,
what not, they, too, will become easily
teachable, and serve their purpose in
disciplining the mind of the student
We must remember that giving out lie s.
sons and hearing recitations are but
small part of education. Any fool can
do that. The lesson must be we'll state
topically stated, so that the class will I'M
derstand it, or rather be ready to under
stand it; the underbrush in their path
having been cleared away. The lesson
SO stated is taken to the desk or study,
and there conned. Then comes the reci-
tation, and the scholar is fitted to state
with definiteness and intelligence the re-
suits of his application. Of course
everything depends upon the stimulating
power of the teacher, his ability to sta to
and to question clearly, to impr SIS def
mite knowledge upon the minds of his
pupils. Wisely taught, all studies can
be made disciplinary.
The lecture method is medieval, the
text book method dull and lifeless. The
topical ms thod combines the merits and
avoids the faults of both. It can be sue
cessfully applied to all branches of study,
and can be used in our high and gram
mar schools as well as in colleges. Pre-
ciseness of definition, clearness of rea-
soning. shapely form of statement are
it's CHI racteristics. It requires arduous
work by the teacher, to be true, but that
is his duty in any event. History, n.y.
giene civil government can thus be
made of as much disciplinary value as
Greek and Latin or mathematics.
Literature ia our elementary schools
was the topic treated, clearly, concisely
and entertainingly, by Superintendent J.
E.. Burke of Waterville, who spoke al
most without notes. Mr.. Burke made
plea for the improvement of our text
books to the end that the taste of schol-
ars may be improved, their knowledge
widened and their morals corrected. Let
the great masterpieces of our literature
be studied in their entirety. We are al
together too prone to underestimate the
mental capacity and the literary taste of
children. Put the right books in their
hands in the right way and they will
master them easily enough. The incul-
cation of correct literary taste should
be one of the foremost aims of our edu-