The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1892-04-24
TEACHERS MEETING.

TEACHERS MEETING.
The regular mon thly meeting OF the
city teachers was held yesterday from a.
m. to u, in the nigh school chapel. This
was the last general meeting of the year
and an unusually interesting and profit
able time was spent. All the teachere
were present and quite humber of visit
ors. DR.. Stevenson called attention to the
annual meeting OF the National Educa-
tional association at Saratoga in July.
Kansas has always been creditably repre-
scented at these meetings and 1t is eX-
pected that the attendance from this state
will be larger this year than ever before.
Mr.. H. o. Smith, principal of the Col
lege Hill school read paper on the SUBJ
ject of Reading" This paper was writ
ten in defense of the school readers from
the attacks of those who claim that it
should be supplanted by the whole of a
particular work of some author. The
paper was well written and
being of a strictly controversial character
was unusually interesting. 1t was an able
presentation of the claims of the reading
book. Mr.. j. y. Allen spoke in opposition
to some of the views advanced in this
paper, and advocated some radical re-
forms. Miss Graham of the High school
also made some pertinent remarks. DR..
Stevenson C tlled attention to the iDcreaS-
ing use of supplementary reading IN
schools, and referred TO the greater iber-
atty of school boards in furnishing the
matter for the successful teaching of this,
the most important subject.
Miss Essie Campbell of the high school
read a paper on the Value of the Clas-
sizes" The paper was a most convincing
argument in favor of the study of the
Greek and Latin. How Can / Most
Opinions of My Fellow Men?-How Can
l Best Control Their Actions" These
are questions asked by the teacher.
Journalist, reformer aud statesman.
The answer comes: 'By having
the best English at my command"
What will aid me in gaining that power"
We answer, 1.-THE study of the classics"
The testimony of the great master of
English was adduced to show how much
they owed to Greek and Latin in project
ing their English style.
The classics were once studied alone for
the discipline afforded by them; today
they are studied because of their aid to
English as well as for their disciplinary
power.
by all those who oppose these
languages in the interest, as they
suppose, of more practical studies
This paper was discussed at considerable
length by Messre. Shull and Carson, and
Miss Flower
Principal Vowel of Washington school
read valuable paper on kinds of teaching
and the ends to be effected in teaching
United States history.
The school being u process of applying
means TO its pupils minds to stimulate
growth, and the process not always being
the same, il can be considered as made out
of parts The principal of these are organ
iZatioD, government, teaching, the infiu-
ence of the teacher outside OF the regular
work, and the influence of the pupils on
one another outside of the regular work.
The kinds of teaching are lecturing, rec
itation. and individual help. In lecturing
the teacher gives aid TO the class as body
on the general features of the subject, and
presupposes larger powers of reception
and assimilation than the recitation.
In the recitation the teacher gives aid
to the class, not only on the general
features OF the subject, but on its details
and not only to the class as body with
out addressing any particular member,
but to it as a body through its individuals.
and cannot stop to deal with what is per
sonal to one pupil. but such aid is prop
erly relegated 10 interviews out of class
In recitation the teacher constantly ad-
lecturing, the pupil must adjust himself
to the presentation of the subject by the
teacher.
Every human being possesses a trinity
of powers which It is the purpose of edu-
cation to develop. These powers are intel
lectual, emotional aud voi!tlonaI.
The proper ends to be secured IN teach
ing of United States history are:
l. Intellectual ends These are TO be
secured in the following order:
d. Through the pupils preventative
or acquisitive powers.
c. The representative powers of mem
ory and Imagination.
g. The Reflective Power.
IL The Emotiopa! Ends-The most i'm
portant feelings that may be influenced by
the teaching OF this subject are:
tll Admiration, which uncerlles the
formation of all ideals OF character By
children and youth.
81 Ambition. an emotion which when
properly understood. is the very main
spring OF noble action. He who lives de
void OF ambition will die devoid Of achieve
ment.
o. Patriotism, the highest type OF
which Is exsmplifed in our history.
Ill Nolitional Ends.
No part OF education Is more important
training OF the viii 4 high!y caItuTed
character u little else than highly cult
ured will.
The fine examples OF prompt decision +
and vigorous execution furnished IA
American history makes i al admirabie
means for calling out this power pupils.
Miss Jessie Clark Rad paper CT -.Teat 4
merit On The Musical Compositions Ct
the Great Masters W mere extract
would do justice 10 the value q this paper .
The following members - TIE school
board were E3seSeat as4ss IN ErSp9t4se 10 ~
yitaTion a.IdreSel-i tl-e iaee1IHss- Wars,
STANLEY, Van Nerlsu. Campbell. Ezes.
Allison Davis ans tos@. Tue Lsatsefusu i
Of TIE board expressed shs1r qualification !