Oxford Democrat. [volume] (Paris, Me.) 1833-1933, 1898-02-22
PARIS TEACHERS, MEETING.

! PARIS TEACHERS MEETING.
A meeting Of the Paris teachers va
held at the South Paris High Scho0
Building, Feb. 10th. These meeting
have been held once In three weeks TO
the past year, and have proven TO be o
the greatest help to those who hsv'
svailed themselves Of this opportunit!
Of profting from the successes ant
errors Of fellow teachers.
| Professor Robinson Of Mexico High
Schoo! gave a very helpful and enter
tanning paper on the teaching Of Ian
guage. He thought much valuable time
had to be taken to "unlearn" some
things which had been learned. That u
children heard nothing but good English
they would speak only the same. Toe
much care could not be taken that tht
teacher use good language. Much ora
and written language work should al
ways be done, In the form OF production
Of sentences about things observed, the
reproduction Of matter read aloud BY
the teacher, and In psraphrasing.
Work In analysis and parsing should
also have place, but many definitions
could more protitsbly be told by the
teacher and illustrated than learned BY
the pupil: He would use many text
books on grammar as he would diction-
sry, for consultation. He thought there
was an inclination to be easily satisfied
with definitions, and that more thought
should be required Of the pupil. Ian
auage, both written and oral, should be
given attention to some extent Ia every
recitation. Valuable suggestions 10
ranking with colored pencils were also
given.
The question of mistakes OF the teach
ers as seen from: lst, the superintend-
ent's standpoint. 2nd, the teachers; and
3rd. the parents, was discussed.
Mr.. Fletcher spoke on the first, and
thought some teachers failed TO realize
the responsibility OF the work which
they had undertaken, and lacked In
carefulness, thoughtfuiness, concentra-
ton. conscientlousness and enthusiasm.
Miss Ireland gave paper on the sec
ond part OF the question, and said good
government WAS necessary point on
which many failed. She thought II i'm.
possible for teachers alone to keep order
10 the school room, but that much de-
pended on the pupils and their home
training. Parents who sometimes find
IL necessary To punish their children at
home should not think it impossible n
teacher might also find the same neces-
sity. The power OF observation often
failed 10 be properly cultivated, AMI
teachers were apt to do for the child
wha, he should do for himself. A lack
of skill In applying scientific method.
in teaching was also fault OF teachers.
Mrs. Morton read paper on the third
division OF the question. She thought
parents feared more perhaps for the
child's physical aud moral welfare than
for his mental development. IL children
were well fortified with good principles
instilled At home. much less WAS TO be
feared from evil influences at school.
IL would be well for: the teacher TO have
an oversight OF the playground as well
"a the schoolroom. A teachers uncon-
scious influence, caused by what she
herself really Is, produces a strong i'm
preston on a child's mind, who reads q
teachers face from day TO day. Teach
ers would be likely to call forth the
same feelings from their pupils which
they themselves possessed, and love and
sympathy are necessary II one would
call out the best that Ia In a child. Many
quotations from noted men added TO the
OF the paper, which will
be published in full later.
Mr.. Gerrish spoke Of the learning Of
that which would In sll probability be
forgotten, like the memorizing Of dates
and definitions. He thought the work
should be well done at the time, and
even then much must be forgotten. but
the mental discipline would have been
received.
Miss Child spoke Of the acquaintance
Of teacher with the pupils home life,
and thought teachers should do all 10
their power 10 create the spirit OF honor
and truthfulness on the part OF those en-
trusted to their care for six hours per
day. All should use the spirit Of charity,
and this would many times be Increased
by knowing home influences.
Miss Gardner Of Norway thought the
previous lesson should be first reviewed
10 the recitation, but usually no help on
the morrow's work should be given. IL
was thought decimal fractions should be
taken up before common fractions, as
they were really but = continuation OF
the first four fundamental processes OF
but that 10 dealing after
ward with common fractions, the close
TO decimals should constant
" be kept In mind.
Discussions BY Mrs. Chase, Mrs. Nor
ton. Mr.. Robinson, Mr.. Pike and Mr..
gave much added profit and
interest 20 the meeting.
Subjects for discussion are printed In
the Democrat week previous to the
and an informal discussion OF
zach l. much desired. | would ask In
behalf OF the teachers OF Paris thst all
who are interested Ia the welfare Of our
schools be present and help Us by giving
their opinion Of the questions open for
N. {. PIKE.