The record-union., 1894-11-27
Read and write,
Speak and spell,
the words you use,
And use them well,
Afternoon Session.

At the opening of the afternoon session
superintendent Anderson corrected his
statement of the morning, saying that
what he intended to say was that there
were nearly 5000 teachers in the State
and that only thirtyfour of the Sacra-
mento teachers took educational Journals
A military and wand drill was given
by the boys of the fourth and fifth grades
or the Lincoln Primary School, under
the direction Of Ferdinand Fisher, which
elected much applause.
A PLEA FOR THE GIRLS.
Miss Alice NJ. Parker read paper on
Anatomy, Physiology and Hygiene"
She claimed that no girl between 10 and
l6 should go to school for more than six
months in the year. The health OF pu-
pills Is of the first importance, and we are
doing them an irreparable wrong if we
fail TO instruct them in the principles of
anatomy, physiology and hygiene, and
teachers should strive SO to teach them
that they would be interesting to pupils
and make an impression on them. She
advocated object teaching in anatomy
and physiology, and that every school
have good microscope. Girls need more
attention paid to their exercise than bows.
as they are inclined TO sit still. AS a con-
sequence OF the crowding mentally dur
lHS LlJ0 SCSSiOHS VI SCuOOlS the
American woman suffers from diseases
that do not affect her European sisters
Too great strain in put on her Just when
nature needs all her resources for her
physical development This is a serious
and tar-reachlng matter and calls for re-
form.
DRAWING.
Miss Florence NJ. Bowie read a paper
on drawing. She said that writing is
Il, fnA
sary to both. The Greeks recognized this
fact, as the same word stood with them for
! both. Drawing always begins with lines,
and yet there are no lines In nature. 1t
is not art that we should give TO the
child, but drawing. 1t is his expression
OF what he sees, and although it may be
crude at first, by repetition be improves
aud adopts the suggestions OF his teacher.
! He can be taught to draw by example
and little suggestion, while definitions
| and technicallties would have very little
effect on him.
Patience, word here and there, but
not much talking and allowing the child
to work out his ideas, give him conf
dence and success.
LANGUAGE.
A paper on "Language' was read by
II. &. Garrison. Language is the ma
chine, he said, by which the SOULS power
Is dDDli6u " ndS iIS III tuS SOCIAL
necessities of man and must have begun
along with clothes, architecture and dec
Grafton. In expression there are two
uirements-readinesS and clearness.
Language work should be commenced in
the first day OF the child's school life and
continue till the last If the child has
been properly taught at home much of
| the teachers work has been already done
for him. Water cannot run higher than
| its source, nor can the child rise higher
than its surroundings. and will use such
language as he has been taught. The two
feet on which language goes are observa-
ton and practice. The greatest necessity
of the common schools here, he thought,
was the cultivation of the ready and cor
rect use Of language.
BAILEY'S REMARKS.
Professor L. II. Bailey then treated the
institute to talk on children, Parents
and Teachers" He said that lawyers
and physicians have code of professional
ethics; teachers have none.
Teachers should, as Superintendent
| Anderson says, visit the parents. That
| is true, and parents should visit the
! teachers. too. Teachers do visit parents
when they want to see them for some
thing-and parents visit the teachers
when they want to arrange something in
relation 10 school matters. Is there TO be
no social relation between the two {?
! When their business relations bring
them together let them talk business as
| legal and medical men do. When they
90 in a social way let them not talk shop:
| let professional matters be avoided. III
the teachers wish to talk to parents about
their children good way is to prepare
the way by letting the parent know in
advance the subject of her visit. As jeaI-
ousy among parents is easily aroused,
it is therefore unwiSe to discriminate
between parents in social way and
avoid arousing feelings in that way. The
speaker instanced district in the East
where feeling had grown against an effi-
cient teacher without any apparent cause,
which was py judicious action found to
/ be fonented III a clique OF parents and on
! investigation faded into thin air.
! 1t is said that teachers will not CO.
operate. Why is this? Doctors aud law
! yers cooperate, but they are not ready
/ to run each other down. ON the con-
| trary, they stand by one another. and
encourage one another. Shall nor teachers
stand together likewise?
! How shall we treat the children? Are
| they a thing apart from the teachers
| that is, do teachers teach to live or do
! they live to teach? a good discipline
rian in the true ssnse-one whom the
| children love and respects one because