The Hawaiian gazette. [volume] (Honolulu [Oahu, Hawaii]) 1865-1918, 1896-08-18
Exhibit Of NeedIework From the
kailua School
DIR. DREsSLAR'S PEDAGOGY CLASS
Effect of Divided Attention to Teach
ing - The Class IN Methodology.
How Children should be Taught.

\ very neat picture OF steamship
done in needle work lies on the desk
OF the reception room in the High
School. II is the work of twelve-year
old girl in the kailua, Hawaii, school.
Next year the Summer School will
probably have regular department for
exhibitions from various schools.
The class in Nature Study this morn
ing were called upon to report the
growth OF the seeds they had planted.
the drawing class has left a vacancy
as there is no one TO take Miss French
place. Miss Duncan was absent this
morning and Mr. Townsend took her
class in methods OF teaching reading.
The afternoon work began as usual
with DR.. Dresslar in the class in Peda-
gogy. In the pedagogy the subject OF
attention was considered and illuscrat-
ed by some very interesting expert
ments. Dr. Dresslar held up pointer
and requested the class 10 hold their
pencils 10 one side and look at the
pointer while the attention was to be
fixed on upon the pencil. This was
found to be difficult. The tendency was
10 turn the eyes 10 the pencil. He then
had the class shut their eyes and listen
for taps on the table. As the taps were
few and far apart, most of the class
found themselves bracing against the
desk. pushing against the floor and
some even held their breath. This
illustrates" said Dr. Dresslar, 1.-The
close connection between muscular ten
sion and attetion. You would soon tire
ii kept at this strain. But you are
much stronger than the children under
your care. Good attention requires a
good, strong, rested muscular system.
Yet we must have attention" Thirty
five teachers requested TO stand up and
join hands Then hidden 70 shut their
eyes. DR.. Dresslar touched the first,
the first squeezed the hand of the sec
ond, the second squeezed the hand OF
the third and SO on around 10 the last
who held W his nee hand. The oper-
alton vas Ii1,2id and took Il seconds.
Almost one-tnird Of q second TO a per-
son. Too slow. You did not give
your full attention" The second repe-
tition reduced the tine 70 7 seconds.
You see what difference i makes
when you give your whole mind TO it.
The value OF education 10 TIE individu-
al is the power il gives. Much OF this
is right along this line OF concentra-
ton. Now relax all OF your muscles
and try 10 think. JUST as soon as YOU
begin to think your muscles siffen up,
do they not? Then the moral is don't
let your classes lop around.
In the last experiment Mr.. Dumas
and Mr.. Townsend each tried TO null
ely row OF figures and repeat at the
same time the first verse OF Mary had
a little lamb Each gave il up after the
first figure.
This illustrates the effect Of divided
attention. 4 girl goes 20 party at
night and tries TO study geography the
next day. The party takes the place OF
the lamb" and the geography lesson
is in the same condition that the multi
plication has been in this experiment.
This principle OF muscle tension ex-
plains mind reading also. The reader
simply notes the muscular activity OF
the one whose mind is read We see
by this how our thoughts, if they be
strong, affect our muscles. The think
ing OF a good thing tends toward work
ing it out"
Methodology began with the pre-
sentation" OF history.
History should be presented by a
topical method" said Dr. Dresslar
You, however, are or ought 10 be bet
Ter judges Of the method suitable to
your class than I am. I can only help
you TO help yourselves. Here are some
hints:
Be careful that your questions lead
the child 10 think of the right thing. 1t
is easy to ask questions; It is hard to
question educationally.
Lead, but let your pupils be free.
Give bread but clear directions. so
riat each pupil may know what is ex-
pected OF him.
Use oral method ar first. but not 100
long. The child must get The ability
70 read and must Learn 10 love reading.
Afterwards have them read and
then tel you the substance OF what they
have read.
The next of the formal steps is com
parison- Suppose 1 we're going to COM