The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-02-11
FOURTH DAYS SESSION
Talks From Supt. Carleton and
Col. Bracket.
METHODS OF INSTRUCTION
State Superintendent Tells the Teachers
How He Develops the Young Mind.
Col. Bracket Gives an Address
on Montana's History.

The fourth days session of the Teach
ers' institute opened yesterday morn
ing with an entertaining programme in
the assembly room at the usual morn
ing gathering. Besides the usual song
exercises. State superintendent Garlic
ton and Col. w. S. Bracket. visitor
in the city from Peoria, ILL.,, addressed
the teachers on interesting topics the
address of the morning being that of
Colonel Bracket on Montana history.
The general work of the day was also
of an interesting character The ses-
sions. like the day before, We're attend
ed by quite number of visitors.
Among the number We're: Mrs. c. H..
Moore, Agnes Mead, Mrs. Merrick, Lau-
IA Irvine. Sarah Baker Lulu Evans,
Beth Moran, Mary Dale, Maude Helm
bach. Hazel Hines, Agnes Hanley. Mol
lie Geagen, Mrs. ii. j. Kenny. Blanche
Donaldson, Minnie Witty. DR.. l.. e
Holmes. Agnes Fitzgerald May Carren,
Carrie Bowan, Emma Savage. Guy
Davidson. Mrs. Il. j. TreZon, Mrs. j.
Nichols. Mrs. j. G.. Mckay, Mr.. and
Mrs. Clark. Sue Thoroughman.. Edith
Wynne, Mr.. and Mrs. Hill, President
Gauit, Mabel Corely and May Brother
ton.
in the morning Superintendent Carleton
discussed methods of instruction, the
teachers deriving many valuable Sug-
gestions from the recital of his eXpe-
riences and observations relative to the
best methods of developing the minds
of pupils The teachers took hearty
interest in Superintendent Cartoons
talk and piled him with many questions
concerning obstacles encountered in
teaching, which We're answered to the
benefit of his listeners.
Colonel Brackets address on Mon
tana history followed. 1t was brief,
but of exceeding interest. Colonel
Bracket began by saying that in the
schools of many states. too little at
tention is paid to teaching local state
history Ancient history and the his
tory of other lands and nations are
taught. but arouse in the young mind
but comparatively little interest as
compared with the stirring events that
are chronicled in the early history of
every state in the union and particular
~ Montana. If more of this sort of
history We're taught, ii would have a
tendency to arouse enthusiasm and in
terest among the boys and girls. in
their own state. and it would serve as
a potent influence in developing pat
riotism and making good citizens.
Quoting from Emerson. he said. ITO
NY iNlioN 'puiAI man lltu Sndll
preach the gospel of the new world:
that here here in Western America is
the home of man; that here is the
promise of new and more excellent
social state than history has hitherto
recorded"
Continuing. Colonel Bracket urged
that 1t be the aim of the teachers to
arouse in the hearts of the youth of
Montana an interest in the heroic
events that have taken place in the
state. lie then related many events
that have occurred in Montana, begin
ming with the planting of the leaden
plate inscribed with the arms of France
by Ghevalier de Ia Nerandrye about the
year 1743, the monument being now
lost, and continuing, gave an account
of the Indian woman SacajeWea, who
guided the Lewis and Clarke expedition
from the three forks of the Missouri
i'm Gallatin valley through the Rocky
mountains westward To friendly tribes
on the Pacific slope, who in turn guild
ed the expedition to the Columbia. He
alluded to the early trappers and hunt
ers and again to the work among the
Indians of the Jesuit fathers. De Smet
and RaValli. To the founding of Fort
Union by Major Alex Culbertson in 1929
the first trading post on the Missouri
river above the Yellowstone and eu-
logizing Major Culbertson as one of
AilS lpltilipSi characters IN fl1IA Mon
tana history. In closing Colonel Brack-
EFT referred to the Vigilantes of the
early COS. the laW-loying pioneers who
established the first law and order and
whom the youth of Montana should be
taught To revere as the founders of the
commonwealth.
In the regular courses Superintend-
ent Hendricks spoke on the subject of
the Principles of Education" and pre-
scented educational maxims as he would
have them read. as follows:
First-"ObSerVation before reason
ing should read. observation with
reasoning
Second-"The concrete before the alb
stract' would read better, the con-
crete With the abstract"
Third-"Facts before definitions or
principles"
Fomth-"From the particular to the
general"
Fifth-"From the simple to the COM
pick"
Sixth-"From the known To the re-
lated unknown"
In speaking on punctuality. Superin-
tendent Hendricks advocated the No
tardS' rule. The teacher" said he,
lis employed to teach by preccpt and
example, and is paid to be punctual."
Superintendent Stapleton of Anacon-
da devoted his time in discussing lit
erature. TO illustrative lessons showing
the manner of presenting literature ac-
cording to the Herhartian. formal steps
of instruction. These steps are the
preparation of the child for new things
by calling up what IL already knows
which will serve To make the new clear
He favored the style of presenting by
warranting in suitable divisions the
passing from general to individual no.
lions and vice versa. with the formula
tiDD of moral sentiments pypracS,1 IN,
maxims and the final application to the
pupils own experience. For the third
and fourth grades the lesson was based
on passage from Robinson Crusoe and
for the other grades a selection from
sydney Ianier's Psalm Of the West"
dealing With the battle of Lexing-
ton.
Colonel Sanders of the State Normal
leetured on psychology and geography
In psychology, the attention of the
teachers Was called 10 the proper place
and the value of Imagination i'm dila-