Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1893-11-09

cat QOeS nOb Ddrh u Dib liOio ehah uooo |
COW, or colt, or, as far as anyone
there knew, does wolf, unless as one
of the young ladies suggested, the whole
crowd had Chicago Fair cold.
The fact was that the audience began
to have little solicitude for DIR. de
Garmo himself. Everyone was silent.
"Well," said the speaker in semi
apologetic tone, lis there any other
animal besides the dog that barksG"
There was another grim silence. 1t |
looked as If some one or other OF the |
800 teachers might guess an answer.
There was whispering, tittering and
laughing. "rree," was heard, but it
was not loud enough-or, possibly, DR..
de Garmo refused it at sight
1t was a long pause. Some one called
out 'prairie dog"
"No.o-o; something smaller than that"
DR.. de Garmo said.
There was still no reply. "Have you
not heard of the squirrels bark?" the
speaker said.
DR.. de Garmo got even with his
audience on that. But he has not yet
satisfied them by varying the change cor
rectly with any of the verbs in the
first five words given out.
1t is true the dog may howl as the
wolf does. But that question was not
asked.
1t may be added that huntsmen COM
monty use the phrase, "the fox barks.
1t Is true the fox yelps when the hounds
are in close proximity to him in the
chase. But in DIR. de Garmo's home
around Media he will find any old fox
hunter there will tell him that the fox
banks just as does the dog, not as con-
tinuously, of course, but it is distinct
bark.
Editor A. E. Winship of the journal
of Education, Boston, who is in attend
ance at the institute, speaks freely of
his pleasure over the evidences of the
most advanced work in the Wilmington
schools as shown in the exhibitions of
industrial art, in drawing, manual
training and needlework, and, also,
from what he has learned of the grade
of language and number work.
DIR. Winship, who has visited more
than 1000 schools in % different states,
during the past s years, speaks intelli-
gently of what he criticises. He says
emphatically that there is no more salts
factory manual training school building
anywhere.
The Wilmington department is based
upon the most progressive and scientific
standards and runs through all the
phases of the work to be found in Cam
bridge, Boston, Philadelphia, or Balti'
more. He pays high tribute too, to
Superintendent Harlan and to Principal
Berlin, both of whom he has long known
professionally, although this is his tirst
! visit to the Wilmington schools.
DIR. Winship says that Superintendent
Harlan is one of the best known educa
tional men, and one of the most con
slant attendants at the national gather
, ings of school superintendent.
Professor Andrew Il. Smith was thu
, first speaker before the Wilmington
, Teachers Institute Friday morning.
. There was another large attendanc,
! of teachers Friday. The exercises wer
opened in prayer by Rev. A. N. Keig
Z win. Professor Smith spoke on tn
topic, "Child Study; Its Aims and I'm
portance." He warned the teache
q against the unconscious action of prais
! ing what is accomplished by pupil
a whom we have taken a liking to a
r against those pupils whose appearance
. we unconsciousiy and in natural wa
: dislike. The position should be ap
preached with the cold, neutral min
a of science. The speaker called attcn
~ ton to the necessity Of studying TIL
4 child's mental personality so as to kno'
il what is being operated upon and this
g order to produce the best results.
Il Professor Smith was listened to wit
~ great attention and pleasure. lie ht
70 attended Wilmington institutes on PR
70 vious occasions and is quite fayorit
il here.
- The Misses Bonner and Miss Mar
II Thielman then sang the delightful s.
Ia lection, "Sweet Distant Chimes" whic
" was warmly applauded.
w "Why do you teach reading
, schools?" asked DR.. Winship, who WI
N the next speaker.
~ ~ "Just figure up how much time 20
,e give to it ="
~, ~, "Oh, two periods of four quarters
M an hour each week." replied one
a. the teachers, 1t was found at TIL
ar from one-half to one-third of the tin
ar is spent in teaching reading.
10 "Well, you have other reading
II added the speaker. Then aDoth
- teacher informed DR.. Winship that Il
q. child obtains the best idea and the be
No diction from the printed page.
NJ DR.. Winship said the thing we tea
reading for, or that we should tea,
ro reading for is first to learn to rea
80 second, that ne may love to read; al
,lo third that he may read discriminativel
'-N The speaker thought too much time
"a given to the first. We must now gi
J 5e more time to geographical, to histor
an and other reading.
On We nust change our methods. SchC
ed training is changing in marvellous
fth gree. Yet we have not arrived at t
of elimination yet.
Vi DIR. Winship then took up the featr
,ro of general reading.
H. "What are the two most importa
ar commercial rivers in the United States
I'D the lecturer asked.
NV The answers came hot:
wy mississippi" "No."
~, IN s"Hudson," answered another. an,
'n0 quickly replied DR.. Winship.
!, est. Lawrence" "No."
IN delaware" "No; you have not
sIItt it yet. You don't appear to be famil
or with the two most important comm
~, cial rivers of the United States"
ia 1.-THE Ohio" "No, no; have none
rSa you taught geography Raise "
,ess hands all of you who habitually tel
iT that branch"
' NJ Almost every teacher In the assem-
~ the room put up her hand.
.act "Well, then, go on guessing, for y
- the have not yet told me the two most
,re1 portant commercial rivers of
in. country"
"Detroit," exclaimed teacher in
mt | of the front rows.