The Scranton tribune. [volume] (Scranton, Pa.) 1891-1910, 1894-10-31
AT THE COURT HOUSE.
Lectures Delivered there for the Benefit
OF the County Teachers.

SS DShNciSu IncTc IOr the Beneflt
or the County Teachers.
The morning session at the court house
opened at 8 a. M, when Professor Epp-
stein continued his lecture on music
dealing with time and accents on meas
ures. Two sections were then formed,
the principals of schools and teachers
OF -ungraded schools using the Fifth
reader meeting in No. 2 court room.
Ihe remainder in No. / court room
heard an address from Miss Leila f..
Partridge, Of Westboro, Mass, upon
Numbers and Their Relations" and
described numbers as limitation, and
TO this right 1t was necessary to have
objects for illustration, inasmuch as
children could not grasp any teaching
in the abstract. Fractional work for
children should be introduced at an
early stage, and when teaching child
number everything that is related to
the number should also be taught.
Miss Partridge explained her lessons on
the blackboard with the following out
lines: Method, with objects; order, as
to members, as to subjects; aims to
be attained, accuracy, rapidly.
Professor Charles II. Albert, of
Bloomsbury State Normal school, ad-
dressed the teachers in court room No.
2 on History" and urged that history
and geography be taught concurrently
and efforts should be made to grasp
the connection in all events between
the historical and geographical aspects.
Address by DIR. White.
DIR. E. E. White then addressed all of
the teachers upon the Three Princi-
pies of Application" and asked the fol-
lowing questions: Is there q principle
or law of the understanding for the
development of knowledge, or the de-
velopment of power, or acquisition of
| skill? No one can explain what knowl-
edge. All knowledge acquired by pu-
pills was the result of the activity of the
pupils mind and not of the teachers
Successful teaching depended upon the
| power of the teacher to awaken an in
terest in the pupils mind, and If they
had not the power to mould the minds
of their pupils into such a receptive
state to eventually lead them into ac-
tivity of mind.
DR.. S. II. Albro gave an address upon
Inspiration" Inspired men were "a
rarity, their souls were filled with
great truths, which inspire and contro
them, truths they feel that they are
|
these truths be expressed in different
ways, they are all in the name of truth
and make the inspired men the leaders
of the day in their age. Inspiration
was the great want in teachers ant
they could never succeed unless they
had the spirit of inspiration.
During the Afternoon.
The afternoon session opened with
another lecture by Professor Eppsteir
upon music. The professor is an ar
dent supporter of the tonic sofia" sys
tenn for the elementary lessons, but
claims that 1t lacks the essential points
whereby it can be dovetailed to the
old notation principles In reply to g
Tribune reporter he admitted that mu
sical publishers did not make rule
of publishing tonic sofia" music, ant
this was a great hindrance in itsel1
to the development of the system.
The great fault of the professors lee
lures are their brevity, as only abou
twenty minutes are allotted for each lee
ture and, ordinarily it requires almos
all this time to warm up" the pupils
| for the work.
DR.. E. o. Lyte, principal of thu
Millersville State Normal school, deliv
cred an address upon Language" an(
spoke upon hearing, talking, slen
reading oralreading andw writing" Eacl
of these points served as subjects o
catechism, and their relative positions
were explained at length to his audi
ence He strongly advocated oral read
ing at home, inasmuch as it was taugh
most and what they practised least
With regard to the training of the eaI
he deprecated the use of the doh, ray
me-" of the tonic sofia system, al
they were merely signs and there wal
nothing equivalent in the mind An!
person who could distinguish betweei
the tolllng of the court house bell an(
the pitch of his voice had some ele
ments to qualify him to teach voca
music. The eyes should be trained t
perceive the difference in forms.
The End of Education.
Professor Albert delivered an inter
esting lecture on Language and Un
folding" and said that the end o
education was reformed, pure ant
chaste life.
The object of education should not b.
a condition of growing as much as con
dition of growth. Education was fun
damentally mental process-of tn
mind and not of the body-and ther
was q vast difference between educa
ton and training.
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