The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1897-08-31
CITY INSTITUTE.
Wheeling Teachers Association
Holding One This Week.
THERE is A LARGE ATTENDANCE
And Great Interest In the Work that is
Mapped Dat for the wssk-ProE Black,
Miss Chapman, Miss Buckbes and
Others Had Parts In Ts'tsrday's Inter
eating PrOgrAmms-ThsI nWltuts Con
tlnuss Through this Week.

Y. NJ. G. A., Building superintendent W.
H, Anderson called the Wheeling
Teachers Association to order, for their
annual institutete. After congratulating
the teachers generally, he urged the
very best of working during the year
about to open.
After song led by Miss Lucy Robin
son with Miss Lizzie BIckerton at the
organ, Professor W, ]. Black principal
of sherbrooke school, Chicago, was
introduced,
He prefaced his first talk by saying
that he believed in teachers riding hob
bIes, Good work is done by people
having hobbies, and II these people can
only change their hobbies at the proper
time, the good work Is complete he
gave talk on the subject OF numbers.
He said that children are complied 10
spend too much time in number WORK.
for the results obtained business COM
plain that the boys and girls came from
our schools lily prepared for the work
they should be able TO do, Why Is
this? Simply because the subject Is
not properly taught, and It Is probably
not thoroughly taught, and It Is prob
ably not thoroughly understood by
teachers Number work Is an intellec-
| tual process. The operation is two
| fold. Quantities may be united or COM
posed and these are the only two OPP
eratlons that can be done with them. He
gave many illustrations, addition being
writing Of like quantities: subtraction
taking part OF quantity from the
| whole, or comparing quantities with
each other.
Miss Buckbee OF the California, (Pa)
normal school, was introduced and
spent half hour In an outline OF her
work for the week. She will discuss the
following points:
/, How shall We keep the boys and
girls In school. 1896 5ls
., How connect the school with the
home? 10 iol Hl.-
3. How make pupils feel that school
work Is profitable to them,
4. How to treat dull pupils,
She referred to the difference be-
tween teaching to-day and one hundred
years ago. The helps then were very
few, now thy are 50 many that the
young teacher can have no lack Of
helps. In teaching. no matter what our
subject, or what our grade, there should
be concrete teaching. In all our teach
ing the thing must be back Of the in
struction imported, |. e., as long as nee
essary. 1t Is no use to teach n boy and
| girl what 1t already knows. We should
have common sense enough to know
when 20 use the concrete method and
when not to use 1t. Some things must
be learned by the mere telling them
The skill comes in by knowing Just
what should be told. The names Of
things. generally, are arbitrary and
hence must be told, Many points In
geography must be learned by being
told, others learned by inference or rea-
son. We ought to ask these three
things In all our teaching;
1. Are we using the objective meth
cd?
2. Are we tell those things that must
! be told.
3. Are we leading our pupils to rea-
son, |. e., learning to reason.
Miss l.. b. Chapman, supervisor OF
drawing OF the public schools, of job
let, ILL.,, gave short, pleasant talk on
the subject OF drawing, the subject on
which she expects to work during the
week. She will give practical work, and
asks the teachers to come, prepared to
work and TO work earnestly. Drawing
| in the public schools Is not so much an
accomplishment as 1t is of practical
benefit, and a mental discipline.
At the opening Of the afternoon ses-
sion, America" was sung by. the en-
laa a.
which Professor Black spoke OF the re-
lation between the teacher and pupil,
(which he denominated Common Sense
Child Study" In the majority OF cases
the study of the child has been j fall
ure. but there is practical side of 1t,
that all should understand. A study Of
the child will help the unfortunate ones,
at least. There are those who seem not
to fit In anywhere in the school-room
The majority of the children will get
along In spite OF the teacher. These
odd ones are the pupils that will re-
qulre your study. They must have
your sympathy and those pupils must
know they have IT, There must be a
bond OF sympathy between the teacher
and pupil II this bond be broken, II
should be the aim Of the teacher to
have It re-establlshed. II child COM
mts an offense, the teacher must find
out first the motive, The child must be
made to feel that an offense Is against
himself against his playmates, against
the teacher. Offenses are mischief, care
lessness, Viclousness. Some teachers
punish the same for all offenses. Com
| mon sense would say this is wrong. The
motive should determine the punish
ment. The teacher is not prepared to
punish until she knows the motive that
prompted the offense All this is done by
studying the child Know his home en-
vironments and do the best we can to
surround 1t with those influences that
will make the child better.
Miss Chapman gave lesson on draw
Ing Before beginning the lesson, she
gave the following rules:
/. All receding lines below the level
of the eye appear to slant upward.
2. All recedlng lines above the level
OF the eyes seem to slant downward
3. Lines which In the object are par
allel In the drawing must 40 the same
vanishing point.
4, 10 establish vanishing points,
slant all receding lines gradually to-
ward the level Of the eye, and where
those lines meet the level of the eye Is
the vanishing point
8. Lines which are parallel in the
picture plain, DO not change their np.
pearnncc save In length,
Q. The farther the eclipse below the
level OF the eye, the wider II appears,
ThoRc six rules are to be- used In the
lessons 60 be glven during tho week.
The lesson proved very interesting,
Miss Buckboe spent the time after
rccoss In talking Of the motives Of chill
dren. It IL true that great many chill
drcn leave school at the aye OF twelve
or fifteen years Of nge. why What
are the motives that prompt them to do
so2 II Ia well that we study this matter
cnrefuity. The enrolment In dtis hiRh