Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1894-02-21
the geography work enriched by putting
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back In the elementary grades. and now
extended in unbroken continuity from the
lowest primary grades to and through the
high-schooI course. There was sewing and
cooking for the girls, and krife- and bench
work for the boys In the grammar schools
The cost OF the original equipment for
the knifo work was say $500, and for
the sewing It was merely pominal.
The physiology was illustrated by simple
dissectiOns, but viyisection was not al
lowed All this was greatly aided by the
use OF the microscope.
INTERESTED IN ASTRONOMY.
The children had had absorbing interest
In elementary astronomy. They had
studied the characteristics Of the sun and
planets and their movements, and have
learned the leading consultations OF stars
so they win never forget them.
Professor Muckley outlined what the
Cleveland schools were doing in the
simpler physical sciences. and referred to
experiments I'm sound. heat, magnetism
AMI frictiOnal electricity. The cost Of ap-
paratus for all this work was perhaps
s2j per building.
lie closed by discussing the relations Of
this new work 10 the other work of the
schools. and detailed the methods which
had been employed 10 prepare the teachers
for carrying IL all on. saying that they
were carrying It on effectuaIly and with
the greatest interest and pleasure both TO
Themselves and the children.
THE MIND ENRIcHEs ITSELF.
Discussion upon this important subiec,
was resumed by Mr. William B. Powell,
city superintendent Of Washington, ID.
ing did not enrich. He said enrlching
was not a thing TO be produced by dis
cussion or theory, but by the appliance
OF the proper matter 10 the soil. He did
not think II would always follow. because
there was more reading or other matter
IN the schools that II would enrich the
cOurse Of study. He spoke OF the i'm
portancc OF first impressions upon the
minds Of the children and of preparing
their minds 10 receive the instruction.
The mind must enrich itself, and the
mind must be opened up with things and
processes ana experiences. The old
maxim. read and you will know" should
be bout-faced-"know and you Will
rcad"--and II mothers and teachers had
inculcntcd this into the hearts and minds
Of the children they would have accom-
plshcd much in the enriching and culu-
walton Of the mind.
Sir Powell did not want TO be consd-
cred as saying aught against the intro
ductlOn OF the proper reading matter into
the schools. 1t was insufficient that
things and processes be provided. but the
proper sort OF teaching must be had
the instructor must be a leader. He was
satisfied that the course could be en-
riched largely by proper teaching, and
81. ~, In, Va xtnffiI
be helpful 10 the student both mentally
and physically.
ENDORSED BY MR.. WISE.
Mr.. Henry A. Wise. city superintendent
Of Baltimore, made an able address, prac-
tically endorsing the views OF Mr..
Powell. He suggested that the course in
the grammar schools could be shortened
and made equally as beneficial 10y the
dropping of some Of the studies and
bringing into other branches the informa-
ton that they would impart. As an Illus
tration Of his point Mr.. Wise said that
he thought that English grammar could
be abolished and Latin, probably, substi-
tuted as in it would be taught English
The speaker referred to the necessity for
proper qualifications on the part OF
teachers. The subject was given some
lU4Nlilldl ulstGT~iPu ny OAiiNi7s tiA't NV
meeting adjourned until 2:30 o'clock.
improvement of the Teacher.
The afternoon session Of the department
began promptly at 2:30 o'clock. The at
tendance was fully one third larger than
during the morning meeting. Thlrty-odd
representatives of the county and city
schools Of Virginia were present.
The topic for discussion was THE I'M
H.. In. n
schools" Francis W. Parker, principal
of the Normal School at Englewood, ILL.,,
read a most comprehensive and interest-
ing paper. After setting forth the great
needs for proper instruction and know
ledge on the part of instructors he
took up the detail of his address. The
study of the nasiral history in both ele-
mentary and high schools should be by
Observation-Disclosures should be placed
I'm the hands OF each pupil and the rela-
tions of the parts explained. To arouse
the interests OF young minds, they should
be called to observe agencies winds,
rains. freezing. weather, &c. Observa-
tional work should be simple at first and
grow deeper and deeper as the nina OF
the pupil is able to grasp and comprehend.
OUTDOOR STUDY.
1 ne tOiBiHllAtt VI WI AAOiAA 'ii' %N'NNAN-'''.
Educational Association. continued the
sneaker. recommend out-of-door study in
zoology. Questions arise having relation
10 these observations in almost all stu
dies. such as geography. &c. Mr.. Parker
was clear and succinct in his presentation
of this observatonal instruction feature.
lust how to introduce 1t was a question
for some argument. Mr.. Parker thought
II would be a good plan TO take one day
a week probably Saturday, for this out
door study.
Children should begin the study of his
tory as soon as they begin to read, say
from 7 to II. Fully treating the methods
of instruction, Mr.. Parker touched upon
the importance of enabling the child 10
understand the thoughts Of others and to
give those thoughts in expressions or It's
own.
INCIDENTAL SPELLING.
Spelling, Mr.. Parker said. should be
learned incidentally and not from the
smelling book. In arithmetic, examples not
easily understood should be omitted.
There was much time and energy wasted
in mathematics so far as young pupils
were concerned The study of history
and geography should be closely associ-
ated. Reading books should be or hte-
rary character and not tend TO teach SCI
ence Concluding his treatise upon the
various studies. the speaker offered a few
valuable suggestions. He said three
fourths Of the children in the schools leave
before passing through the fourth srade
to 80 into the workshops, manufacturing
&C. Education opened up
the prospects Of children. 1t inspired them
to highest manhood and noblest woman
hood. ,
GOOD GROUNDWORK.
II was therefore necessary that the
should be well and thorough.
A real master I'm one subject often had
valuable suggestions 10 make TO teachers
IN other subjects. Professors should nave
in the art. of teaching. Inc
hcst ability was too often suppressed.
The Illinois instructor closed his remarks
with some splendid suggestions 10 super
yisors. referring to their relations 10 the
&c.
The paper provoked lengthy and some
what animated discussion. in when super
intendents /. NJ. Greenwood. OF Kansas
CITY. MO: Prendergast. of Minnesota;
OF Brooklyn; Bright, OF toronto
Canada: DIR. u. u. Richards, of wash
ington. u. c.; Mr.. Hughes, OF Toronto
Canada. Mr.. Charles McMurray. or llll-
nois; Superintendent Blodgett. OF syra-
cuse; Superintendent Emmerson' OF bui-
falo. and Miss Corrinne HARRISON OF
Va, took part me as
cussion took wide range and brought fortn
the personal work and experience Oh many