The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1895-11-16
END OF THE SESSION
One of the Nest Successful Teachers
Institutes Just Closed.
THE RESOLUTIONS ADOPTED
DR.. Craig Speaks on the Motives
Which Govern the Child-Supx. <
Young Of Helena Closes the
Meeting In the Evening.

WnlCn Covern the Cnto-Supx. 81
Young of Helena Closes the
Meeting In the Evening.
Missoula, Nov 15.-with the flash Of
the last electric discharge in three brill
liant and successful series of expert
ments shown by Professor Merritt IN
the physical laboratory at the univers-
ity this afternoon, the practical work
of the most successful teachers insti-
tute ever held in Missoula county came
to an end and the teachers who have
been in attendance this week filed out
of the building, half regretful that the
session was ended.
| The last days work was as interest,"
ing as all that has preceded 1t has been
and the expressions of the attending
| teachers are all one way-that the an
! stitute just closed has been a great
benefit to all concerned. To-day's ses-
sions opened as usual with music the
| selection being "Blest Be the Tie" as
appropriate for the closing day. DR..
| Craig's subject in the psychology work
was, Governing Forces" The motive
which governs a child's work is one of
the important elements In student life..
| If the motive can be controlled, the act
| is controlled. One OF the most power
! full motives to good is the love of ap-'
prevail The child is with the teacher
six hours a day, five days In the week.
1t is wrong to hold the teacher entire-
! ly responsible for the conduct of q
child, but she can be a powerful force
! for good in his life.
The hope of reward is another mo-
/ tive for good behavior. 1t shades into
the former motive. There are those
who are looking about all their lives
for p reward at the end of life; so
| much so, that they cannot see the good
to be done to their fellow creatures.
Guard against always looking towards
the reward in the school room. An
other motive towards good work is the
motive of policy. Pupils are found who
wait to see what policy to adopt to-
wards the teacher. Knowing their mo-
tive, be able to control it, The fear of
punishment Is another motive In good
behavior. Many live good lives because
OF fear of future punishment. We are
now better men and women because
the God of Love is taught as never be-
fore. The best governed school Is that
in which the pupils govern themselves.
| The highest form of government is that
of mutual sympathy. Here are a few
suggestions as to how to secure good
government: First, the proper seating
OF pupils. Each teacher should be the
judge of this; second, proper pro-
gramme; third, have very few rules; the
sooner pupils are put to work after
school opens, the better. Thou shalt"
and thou shalt not do this, is a
temptation; fourth, by the teacher CIV
ing a good example. a.og.
A most distasteful thing Is a patron
izing teacher. Good work may be Sc
cured always by interest and necessary
work. One of the common errors is
expecting too much of the pupil The
| child Is nnfrfQd ~
not commenting is a serious fault.
Commend the good as well as point out
the evil. Avoid hasty end harsh words
A receipt for much Of the restlessness
and noise Of dark and gloomy days Is
to let in pure air. Ventilate. Teachers
often fail to read human nature No
two pupils are the same.
Professor Hamilton took up the next
period with Language" He reviewed
the work of yesterday and stated that
memory work should extend through
the entire school course. For reproduc-
ton, history and geography are espe-
cially good.
The exercise in Physiology was next
taken by Professor Merritt. He con-
tinued the discussion of the digestive
processes and took up the consideration
of the blood. In closing he said
Whatever you teach, teach thorough.
ly. Do not enter too much into details
1
which is beyond their comprehension
superintendent Hamilton closed the
work in algebra with a discussion OF
factors and gave some valuable sug.
; gestions to teachers in the matter oi
materials for work in language
DIR. Craig opened the afternoon ses-
sion with lecture on THE Cavaliers, -
a companion lecture to the one he de
livered last evening. The Puritan and
His Meeting House.
He said in part: THE cavaliers were
a people who played no small part in
the habits and customs of England
and America. Cavalier life has not
been as carefully studied as that OF
the Puritan" The speaker then traced
the Cavaliers history before the Puri
tans left England. The Cavaliers were
loyal to the king of England. Theii
surroundings in Virginia had much L
do in their development. Habits 81
luxury and of indulgence We're devel
oped by the climate. The plenty and
the ease of obtaining livelihood wer,
the reasons why there was 50 much
importation OF necessities into tn,
/. Virginia colony. A history of the gov
eminent of the Cavaliers was full,
given. the forms Of punishments, tn,
tenure of the land system in the United
States first started by the Cavaliers
The wealthy tobacco planter was on,
OF the Virginian ideals. Writers of tn,
earlier DAYS were considered and thei
lines OF work were shown. There Is n,
!, epoch of Virginia history which doe
h not present TO the statesman and tn,
politician much material for study.
The home life of the Cavaliers wa
I. shown and the political. social and re
, ligious customs The young men spen
their time racing and In athletic sports
DIR. Craig gave some of the procla
nations issued bv the old Cavaliers.
The college of William and Mary wa
discussed. The reason was given VIII.
the. free schools did not flourish. Tn
education of young ladies was limite'
and was mostly in the line of house
hold duties Parishes were divided &C
cording TO the English custom and tn
qualification OF rectors and churc
wardens were the same as In the oil
country. Many of the men VIII
| fo,,O,,+ In the revolrfiOn were descend