The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-11-16
An Interesting Programme for
the Second Day.
OBJECT LESSONS GIVEN
Dr.. nsid's Addres on Tho Use OF
Fracssoal Psychology to Teachers.
a r1sasing Musical Programme
Rendered.

- ~ ne e1atCt "tlt@ ~
are held was crowded with teachers
Ind visitors at both sessions. The
teachers are very glad to see the cit
liens OF Anaconda taking such an in
terest In their work. Visitors are well
come 1t all times.
The morning session was called to
order by Miss Quigiey at . o'clock. Roll
call and the reading Of the minutes
followed. The first subject on the pro-
gramme was reading by f. A. Garlic
ton. Mr.. Carleton tool a class Of some
Is primary children and gave them a
reading lesson before the institute.
After the children had read from the
.6oard, slips with written sentences
twere distributed among them. each
standing in turn TO e them. Mr..
Carleton made expression a special
feature of the lesson. He spoke of
seat WORK. urging that Il be work of
. profitable nature. At the conclusion
OF the lesson. one of the primary teach
ers gave a short talk on her method
; OF Introducing new words, saying that
she presented the object to the class
and got each one to talk naturally n
freely about IL. thus securing good ex-
precision.
After a short recess devoted to
Breathing exercises. j. E. Knock gave
an interesting talk on numbers. After
requesting the teachers to talk freely.
Mr.. Klock went on to say that he did
no approve Of difficult work for little
children. During h first four months
of their school life they should deal
with no number higher than nine. At
the enc OF the first rear they hould
20 an far as Is; during the second year
as far as Is. Mathematical power can
be as well developed with simple num-
hAra Tcarhar< xhafrld ha ~ reful that
the child has developed a sufficient
numbe OF real images. II Is a great
mistake for teacher to think that
they must be finished artists in order
10 draw pictures for the children. The
/. rougher the drawing the better. since
the children are In the imaginative pc
Rod II you expect to interest a child
regard his Imagination as something to
he developed and used. Colored crayon
should be used freely. since IL assists
the child in the use OF colors. The de-
|. velopment of the child should be the
: object Of the lesson. Mr.. klock CAV
tseveral arithmetic devices. but said
: when used as devices they were worth
less; when used as methods. they were
valuable.
After q short recess Mr.. Reid took
up the subject OF child study. speak
Ing chiefly of the nervous system. He
defined motor and sensor nerves and
said that IL was necessary for both
so be employed to develop the brain
During the first part of the child's
life. the reflex system Is chiefly en-
1ployed- When you see a young child
throwing out its limbs. the action is
chiefly reflex. the brain has little to
do with motions. In later years II be-
comes less reflex Inc more intelligent.
All sensations depend on sensor nerves
doing their work properly. Teachers
should strive to develop both sensor
l---H-
Hives are incomplete because these
NERVES have not been developed. The
city child has not the opportunities for
motor or sensor development that the
country child has. Take Whittier. Low
ell. Longfellow. all well acquainted
with nature and able to bring nature
before US as no other can. knowledge
never can be firmer than Its founda-
.tion. The child's body must be de-
tveloped as well rs Its mind. Teachers
should study the children. find ou
their weak and strong points. The
weak ones be remedied and child's
life made complete. Dur educational
system and school life means nothing
unless we a attention to this.
Mr.. Stapleton then gave a brief talk
on pedagogy. which he made very in
teresting to his hearers. Among the
things Mr.. Stapleton spoke OF the strug.
Cling with such definitions as "arithme.
~ 10 NV ctftICt VI uuIlDtft anu tnt
art OF computation" A little child
knows very little about the meaning OF
Science or art"
Mr.. Stapleton also spoke OF genera
and individual notions.
The next number on the programme
was language by Mr.. Wolfe. He spoke
Of the common mistakes made in gram
mar. IL a child is brought up where Il
hears nothing but the purest language
II will use pure language. and vic,
versa When grown 10 be men and
women we use the language we heart
IN childhood. One of the most common
mistakes is the misuse OF the pronouns
UGH expressions as 1T Is me-" 1T wa
her" are frequently heard. II all come
from force of habit. not from Ignorance
One should be careful to use best ex
p~ressions. A good way to teach child
rem good grammar is TO tell them storie
and have them reproduced both orall.
and written.
The institute adjourned at Il o'clock
The afternoon session began at 1:3o
Then followed Mr.. Klock's talk on geo
graphy. Text books should not be use'
IN second and third grades. All child
90 until ten years of age. Observe head
aches and uneasiness when forced q
study from books. Use splints OF var
ing lengths to train the eye TO judg
distancesl Geography should begin II
hnt primary grade. Children shoul'
be taught to determine accurately frac
tional parts OF a foot. Ask children I,
bring soil. wash and separate IL int
parts They delight in collecting loan
sand. clay and gravel. Put each diff
ferent kind into a box n plant seed
IN each. Children will be delighted Z
observe the growth You are thus train
ing q spirit OF investigation. Direc
observation to leaves. Children wi
Sc that leaves decay and form soil
they will see the relation between IN
leaf and tree. Relation point is the a
Important. Columbia. the gem Of tn
ocean" was sung by all present. Nj
Xlock then gave a short talk on natur
study. He condemned the practice G
some teachers Of bringing grasshop
pers into a school room and tearing OF
leg TO examine IL. or Of pulling beau