The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1895-11-01
make tie brightest dull.

by the County Supt. on the subject
of regular attendance at the Institutes
brought the morning session to a
close. The Session of Tuesday after
noon was opened with music after
which Miss McClosky took up the
subject of "Busy Work." or in other
words, work calculated to keep the
pupils engaged. Such as clay mould
ing, paper cutting, mounting, build
ing color charts &c, and its import
ance in well regulated school. AT
8 o'clock P. NJ. Prof. +. X. Richard
son addressed the Institute on the
subject of "Some things to Teach"
Among which was mentioned temper.
ance, proper respect for public officers,
the support of the administration,
the principles of good citizenship and
proper respect for the Sabbath.
After this, DR.. Tomkins spoke on
Mental Processes, which was enjoyed
by all who were fortunate enough to
hear it. Prof. Sprenkle gave a short
talk on music, and after few remarks
by Supt. Johnston on the necessity Of
refraining from whispering during the
lectures in the evening, the session OF
the day came to a close. The enter
tainment of DR.. Byron King in the
Opera House Tuesday evening was
enjoyed by large audience and by
his excellent impersonations had the
audience with him from the beginning
to the end
WEDNESDAY MORNING.
The session opened by singing and
devotional exercises conducted by
Rev G. E. Weeks pastor OF the
Baptist church of this place. DR..
Tompkins took up the subject of
Principles underlying the Expression
of Language" He said among other
things, THE distinction between
words, sentences and discourse is not
one of length. The word hush may
be word, sentence or discourse.
A child is natural orator. He is
user of discourse.
| In all language ,oork aside from
aoordS and sentences the child must
lice IN the effect achich that language
lproduces. Self forgetfulness is the
law of all effective discourse. Dis
tinguish between mere correctness
and effectiveness. Have the pupil
think not of what he is doing but of
the thing to be done. Argue a ques-
ton for the truth involved. A man is
an orator not because he has a larynx,
but because he has soul. Never
permit man to speak unless he has
something to say" There is differ
ence between elocution and yellow
cution." Unless a man can forget
himself in the thing he is doing-he
can't do it at all. The little child who
comes to school is already an elocu-
zionist; he is learned in the art of
J expression. 1t is seldom an elocu-
zionist when he leaves school. En-
, phasis and infexion must come
to him unconscionsly Of the effort
to produce them.
You can't work boys jaw up and
. down so that he will emphasize cor
=. rectly. The boy must love himself in
the thing he wants to say or do.
After an exercise in vocal music,
Prof. Noetling spoke on "Some
, Points in Teaching" He asked the
teachers what the first thing should be
, when class appears for a recitation.
Several of the teachers replied, SAT
5 tention." Yes, without attention
, there is nothing learned. The minds
. Of the pupils must be upon the sub.
, ject under consideration. Pupils who
: come to class gossiping about matters
foreign to their work, are not fit to be.
Y gin recitation. I have known teach
, ers who, at every recitation, were OBJ.
liged to call their classes to order be.
+ fore they could begin work. Such
v teachers seem to be unaware that
D self control and self government are
two important elements Of an educa
: tion to be acquired in class.
e The teachers were asked how many
!, OF them had daily reviews at the be-
t ginning of every recitation. A mum.
: Der of them raised their hands. A
3 daily review is necessity to thorough
, ness of work. 1t enables the teacher
: to ascertain to what extent his prev.
r ious instruction has been comprehend
j ed, and rooted in the pupils minds
e The review enables the teacher, too
: to connect his instructions, from da,
S to day, in the minds of his pupils
t Reviews should be spirited, not slow
/ and sleepy, and should be given from
: the pupils imagination and not from
I, a memorized outline. An outline de-
t mands two mental activities, one o.
e them useless effort. Much careless
: work continues to be done in oul
!, schools and that necessitates repeti
e tion of the same thing from year te
It year. Penmanship, not a difficult
It subject to teach when taken at the