The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-11-18
ANACONDA news.
CONCLUDE THEIR WORK
RESOLUTIONS OF THANKS


At yesterday mornings session of
the Teachers institute the institute en-
5oyed the presence of Miss Sadie Rog-
err. primary teacher Of the Normal
school at Dillon. Miss Rogers ave a
veyy interesting lesson In numbers.
dwelling principally upon the principles
OF percentage and interest. She held
the closest attention of her hearers
throughout the period. At the conclu-
sion OF her talk. a short recess was
faken.
Mr.. Reds All on Child Study fol-
lowed. Mr.. Reid took up the expert
mental side Of the subject. Let teach
ers prepare cards with a number of let
fers upon them. Hold these before
the child, then take them away and
have h children give you as man.
letters as possible. This trains the eye
memory. Place a table in some con-
venient place. Place 10 or Is objects on
II. and have the children pass around
h table. Then cover the objects with
a cloth and have the children name as
many objects as they can This trains
children In quickness of observation.
Teach the children to spell words by
quick glances. Write out the word,
immediately erase 1t. and have the
child spell IL. Take in the outlines of
a country and reproduce them. Re-
markable progress has been made with
school children in this direction. Teach
ers should find nj how good is the
memory of the child. Do his by *
pertinent. Develop the ear memory as
well as the eye memory. Call out let
tiers or numbers and have the children
tell what they were. There are certain
times in the day when the children
work best. Do not go beyond the ia
tigue point. In order to find the fatigue
point, let the children take a blank
piece Of paper and tap pm IL for five
or ten seconds. Children in the lower
grades will not make as many marks
as those i'm higher grades. Rapidity IL
lowest at s a. m. and highest at IL
m. or 2 p. m. Reflex action is, as a
rule. faster than the other actions con-
trolled. by the will. Reaction time Is
nicely illustrated by fash pictures. Re-
action time determines. the result of
many a football match. Companies of
battle by their quick reaction. The
teacher has more to do with the quick
ness of reaction in the children than
any other person.
No two children are alike In their
sense development. The best teacher is
the one who will detect these differ
ences most clearly. The children come
W ee ~ tao otthA W
veloped at the Expense of the ear and
vice versa. The teacher should seek to
Know the contents OF the chiid's mind.
All organs shout become efficient. Ma
ture trains the child by hard knocks.
We are always being educated through
our blunders. The powers of co-ordina-
ton IN man develop slowly. Touch de-
.velops more rapidly han vision.
Girls have better ear memory than
bows. Memory power increases with
age: not with intelligence. With prac-
tice, ability to remember increases.
Some pupils suffer from fatigue. Tit
teacher should stop at the fatigue
point. Ideas and memory images are
better at the beginning and end of the
series than at the middle. Mr.. Russell
says hat child study should be taken
up directly for the sake of the teacher.
indirectly for the children inc inciden-
tally for science.
After a short recess Miss Rogers
spoke Of the Normal school. saying h
would be pleased to see n of the
teachers attend. She then gave a most
interesting talk on geography. We
pass from the study Of the state to the
study of the world. We cannot pass
from the state to North America or
South America. since the child u
see the relation of one continent to the
other. We must arouse the interest of
the child so that he will investigate.
Civ the child an idea of the shape of
the earth by talking to him of oranges
apples and balls. Do not give the child
proofs OF the earth's spherical shape.
when the proofs are beyond his compre-
hension. After giving the child a con-
ception Of the shape. pass to the sur-
face Allow each child free scope of
expression. Write any new words on
the board. e the child to compare
physical features of one continent with
those of another.
Mr.. Wolfe ave a talk on Ian
guage." speaking of transitive verbs,
and plainly showing the difference be-
tween the two with the verbs raise and
rise. He spoke Of the proper use OF the
words may and car May I ring the
bell?' means Have I permission to do
it?' Can I ring the bell?" means Am
I able or have ] the power to ring it?"
Say st feel bad" when you are III.
When your sense Of touch is bad. say
81 feel badly" This closed the morning
session.
In the afternoon Miss Rogers gave a
talk on Mature Study" In studying
nature we are laying the foundation of
character. Bring the child into contact
with things around him. How many
children in Montana know the names
of the trees. few though they be? How
many could recognize a bird by its
song? ENCOURAGE children to collect
specimens: then let them classify them.
Give simple experiments In physics and
let the children draw their own conclu-
lions. Let them reproduce the work on
paper.