The Portland daily press., 1897-10-23

o.ne up DIS a tyrant. But 1 remember
'1''0 0no voice that 1 obeyed without a
-isoiA0n' hesitation was the gentle voice
ol woman. 1 knew she meant what
she said ~
The things that are taught sbonld be-
part Of the child. have so,,,oti,,,es
unought that we fill the chiidren's heads
az gay ana that at night they tip off the
lids and let it all run out. The child
should not be taught facts, but how to
reach facts him self; not what i. r,gbt
but how to know what is right.
| Then our children need more of tho co.
cial graces and manners, the th;ngs tba
go to make up gentleman. Josh Rim.
| ings has said that gentleman is a ran
| tleman the world over. loafers differ IAN
plause). 1 wish we had more of the train.
| ing that would make our children GROW,
up into what we call "a gentleman of
the old school," The proper method
of entering and leaving a room, Eof sal
uting people, lis of normal Importance.
Assboy who losesShis self respect through
self consciousness of awkwardness, is in
moral danger as he would if he lost self
respect from other causes.
The voices of children should also be
trained. A teacher should not howl at
his pupils, but should teach them the
even incubation of voice that is always
a presumption of refinement.
Scholars also have right to know
something Of the great works and
thoughts of art
They should also be taught to work.
The "soft carpet Of assistance is running
the back bone, persistence and industry
that has made the industrial, moral and
political heroes of whom Maine is SO
proud.
The scholars have a ri hit to know
something of the great masterpieces of
literature, and he ought to be able to ap
preciate great work of literature.
The child is entitled to such teaching
as will give him vision. History is not
a junkshop of facts. It is study of the
development of the modern man through
ancient society to modern times.
IN THE AFTERNOON.
the exercises began with brief discus
sion of the usefulness of music in the
schools by Mr.. Robert 7. Whitehouse, of
| Portland.
Then the assembly proceeded to the
main topic of the afternoon, Omitted
States History Supt. o. M. Lord, of
Portland, opening the discussion. Mr..
Lord said he thought the study of history
| Of inn
too much neglected in our schools. This
study is of especial value in after life, be-
cause upon it depends largely ones
knowledge and appreciation of literature.
But in the school itself the study is very
valuable, teaching English even better
than grammar. The old method of
studying history in the schools was de-
fective. The learning Of history by COM
hitting the text Of some one book has
been discarded. Now into the Portland
schools have been put different books.
Each scholar does not have the same
book. Our object is to make the schol-
ars history students, to enable them to
express what they have learned in their
own language and not in the language Of
the book, to awaken an interest in the
subject and inoite them to pursue their
Investigations beyond the text books
themselves
Miss Grace S. Burrows, of the Butt er
school, read paper on the teaching of
that period of history coming before the
read over, then the topics, and leading
thoughts are placed on the blackboard
The next day the recitations are from
these topics. Pupils are not confined to
the text book, but are requested to bring
in books, magazines or relics bearing
upon the periods under discussion. Col
ored maps and charts are used Dates
are fixed by association of events. The
pupils also write compositions on histor-
ical characters, thereby greatly increas-
ing their knowledge of history in general.
To teach Of the condition Of America be-
fore the Revolution it is necessary to
consider also the contemporary condition
of Europe,E and national and religious
relations.
Miss Alice I. Evans, of the Smaller
school, discussed the period of the Revo-
luton. To study this period it was nee
essary to go back into the colonial peri.
cd where the events of the Revolution
had their causes The state of society
the facts of colonization; the forms Of
colonial governments; the relation of tax
alton to liberty; the irritation of che
people at the quartering of soldiers upon
them; the effect of the removal of the
fear of the French in Canada in making
the colonies feel independent; the grow
ing feeling of union between the colonies;
all these were preliminary conditions to
a clear understanding of the events of
the Revolution. Miss Evans then pro-
ceeded to give an outline OF the salient
features of the great struggle which
should be impressed upon the pupils.
Miss Mary E. Kilby, of the jackson
i~11, IL