The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1895-11-27

pupils, a decided yes was Mr.. How
ards opinion. 1t is best to have them
in school as long as possible, and bet
ter for them to be there than elsewhere.
AS to decorations, a picture of WASH
ington Lincoln, Grant, etc, and all
the poets, should be in every school
room, made the subject of discussion
and entertaining composition. The
amount necessary could and would be
drawn from the school fund of the dis
trict. A few remarks on the Prang
system of drawing, and the objection
to it on the part of many teachers, and
the introduction of Miss Esther M.
Wilson followed.
Miss Wilson lectured on the practical
application of drawing in our public
schools and the great beauty of the
Prang system. The central thought
was that we must all work together,
that all have talent. AS we can write
and form letters, so can we draw ana
represent objects. After illustrating
the plan of study for each year, the
relation between drawing and all other
subjects Called INTERPRETATION" by
Miss WILSON, was then touched upon.
In speaking of the trouble that normal
and high school graduates had in talk
ing to little children, Miss Wilson ad-
vised them to remember that they
themselves were children of the same
age of those in the class.
In this spirit she proceeded to give
their first lesson in drawing to the
teachers assembled, as if they were
children Of ) and g years in class at
school, with the greatest success. AT
first wooden models were used, then
clay given, and the use OF everyday
objects for models, as peaches, apples,
etc, was strongly urged instead OF the
wooden shapes. The thumb OF the
right hand is used as the chief model
ing tool.
Miss Wilson went on to say tnat
many a child can by the means OF lines
show you what he means and yet can
| not tell it in words, still you say they
have no talent. Drawing is language,
not an accomplishment. Lessons are
given in color in the shape OF little tap
lets of green, yellow or red, Tor puplIS
to arrange themselves. Smaller puplls
like green and red best at first and
soon learn to classify them with re-
gard to their relation to each other.
The unfortunate color blindness OF
| some pupils who could not tell red from
| green was discussed.
In closing for the morning Miss WI
son said Children have thoughts, let
them express them.
TRAINING IN ARITHMETIC.
In a few words Mr.. Howard intro
duced Miss Amy Greenlaw, who opened
the next subject under discussion,
Mental Arithmetic"
What is most needed, she SAID, Is
concentration Of thought and power
OF. reasoning. She was of the opinion
that not enough time was devoted TO
The subject in most Of our schools, ana
That much quick work should be re-
quired. The plan for the whole school
should be based upon this. Mental
arithmetic assists the practical flght
along the line. The questions for dis
cIissiou then are: What amount of
time should be given to this study and
is mental arithmetic as essential as
practical?
Mr.. Blanchard finds that great bene-
fit may be derived by requiring pupils
after they have completed the practlcal
work to again go over the ground
make mental solutions and give gen
| eral analysis.
Mr.. Miller asked why teachers who
have made a marked success in their
school work. had so little 10 say at the
| institute question that remained un-
answered.
| Mr. Coffey then claimed the atten-
| ton of the teachers for few moments
| He heartily approved of Mr. Blanch-
ards method and said that as we can
have no arithmetic that is not mental
we could not have too much OF 1t in
any grade The best part of an eX-
| annie is the explanation and pupil
who can work an example and could
not tell why he did it in that manner,
should consider his work was worth
| less.
Mr.. Cohen then suggested that pupils
should be so trained that they could
tell bv a glance at an example about
what the answer should be, whether
| $50 or $1,000, so to speak. This was
| considered a good idea. drlI on
short methods was earnestly ADVISED
and teachers should not allow their
pupils to divide by II and II by the
noa+hod of long division. A few closing
| remarks very much to the point on
| the subject in hand, then followed,
given by Mr.. Howard. He spoke earn
| estIv on the necessity of much drill IN
addition. You can all add, but can you
| do it rapidly and accurately so as 10 De
perfectly certain of your result A
! teacher should set aside certain time
, for a drill in addition and pupils could
| he trained to read and combine long
set of numbers on the board as they
read any sentence in language you
| might place before them. The shortest
and simplest method Of teaching any
| example should always be taught. me
county section then adjourned until to-
| day.
/ a
institute was favored with some fine
vocal music Mrs. ]. A. Moynihan
sang love song that was gem IN
| feeling and execution, and Miss Ida
! Fisher formerly a teacher OF this
| county, but who has recently been a
| student at the New York and Boston
| Conservatives of Music, sang After
| Toiling Cometh Rest" with admirable
taste and control of her voice, showing
that she has profted by her instruction
QUESTIONS AND ANSWERS.
Following are the questions submit
ted bv the State Educational Council
for discussion by the various county
Institutes. and the answers thereto as
reported by the committee of ten mem
bers to whom referred:
First-Of the four great branches of
study enumerated by the committee Of
| ten. viz language Including reading,
writing, language lessons, and gram
mari. mathematics Including number
work. arithmetic, etc., history Gnclud-
ing literature and history proper, and
natural science should all be studied
in each of the elementary grades?
Answer-No.
any of the grades, what, and in what
Observation-Disclosures, in the first
THRIFT all should be pursued, what
| proportion of time should be given
in each grade to each of the four
! branches?
Continued for further consideration.
Fourth-Can any one study be desig-
mated in each Of the grades which
| should be regarded as the chief study
of that grade?
Answer-Yes; language work.
| Fifth-Should any one of the four
GREAT branches receive a notable in
crease of attention over that which it
now receives in the practice of the
ecboole7