The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1898-11-18

vi X0X0IWM<
we. the teachers Of Deer Lodge
county In convention assembled, do re-
solve. That the thanks Of this meet
ing be rendered to the county superin-
tendent, Miss Ou1gley. for the able and
Judicious manner In which she has con-
Quoted this institute.
That We appreciate the work I the
tendcnt Carleton. Superintendent Wolfe:
also that Of Miss Rogers and Harry
Cannon. We thank Miss Trisberger for
presiding at the piano.
That we thank the school board of
Anaconda for the use OF the school
building and the school apparatus
which they have 50 kindly placed at
our disposal.
That we approve Of the action Of the
executive board Of the State Teachers
association in procuring the services
of SO able an instructor as Colonel
Parker at our state convention. and
emphasize h importance of a liberal
attendance.
That we extend our thanks to the
citizens of Anaconda for the courteous
treatment which we have received at
their hands.
HELENA NJ. GLEEsoN.
MRS. ]. NJ. SIMPSON.
MARTHA f. LIVINGSTONE.
II. v. ROBINS.
n. r. KILROY,
COMMITTEE"
Mr.. Reds talk on Literature" was
thoroughly enjoyed. The attitude of
the teacher toward literature and her
choice OF literature are all-important
features. To love literature as an art
does not mean that we are to value II
as an ethical content alone. A teacher
Of literature interprets an art to the
child, not ethics or history. Art Is the
expression of noble thought in con-
- - $780, REORGANIZATION 14AS not
SO much depend upon ~1de reading. but
In constant reading of the very best
things.
The way to reach a love of litera-
ture is to keep in contact with the best.
We adapt food to the child; therefore
adapt its literary food to the child's
power. Assimilation is h essential
thing in literary work.
Through apperception the child de-
velops a love OF literature. Appercep-
ton is the relating activity Of the
mind. Idea material for h owe
grades is that material in which we
find pure English. The teacher should
show the unity of the poem. It is ques-
tionable whether dialect poems should
be brought into the school room. We
should strive to prevent children using
provincialisms.
There are two lives of the child-his
individual and his social life. The child
10 ~ SOIiitk tfti6tii III hio
training should be such as will fit him
for the work that the continuance of
the nation demands. In childhood the
characteristic is fancy mastering fact.
In boyhood. fact masters fancy. In
nature stories you should not make
prominent scientific facts. 1t will not
interest the child. Take h fly and
butterfly and give them a personality.
IL you would attract the child. Boy
hood likes adventure. Give them pio-
neer stories and tell tales OF adven-
ture.
Then comes the adolescent period.
when the stream river meet. The
boy has come to a time when he would
like to be a physical giant
Mr.. Reid read THE Chambered Nau-
tilus'' in order to show the unity OF
the poem. All listened with profound
attention. The idea of Longfellow's
Excelsior is aspiration. The person
who has not some principle for which
he would die Is not worth considering.
At the close of his talk Mr.. Reid
thanked the institute IN behalf of him
self. Mr.. Carleton and Mr.. Klock (the
last two mentioned having left We'd
nesday) for the pleasure n benefit
they had derived from it.
Mr.. Stapleton took up the work on
pedagogy. We must first have per-
cepts and then concepts. All new per-
cepts must be gained by reference to
something that the child already
knows. II we are to arouse new emo
tions we must appeal to the old. The
soil must be prepared. Give time TO
preparation. Nature does not progress
through leaps, neither shout we in
teaching. If we go gradually, there
are no gaps and the interest is unbrok-
en-. Avoid giving new and old knowl-
edge at the same time. Pupils atten-
ton should be engaged. Do this by
arousing interest and making thechild's
will active. The child is more than
a passive object. He should be ac-
tive. We sometimes expect too much
accuracy in the statement of a child's
notions.
Miss Quigley thanked the teachers
for the interest they had manifested in
the institute and for the support and
cooperation she had enjoyed during
her two years of Office.
The institute then adjourned.
The success of the institute-and all
agree in declaring Ii a most success
full one-was due in a large measure to
the county superintendent. Miss Anna
Ouigley. She spared no pains to make
II as pleasant as possible for every n
concerned. In this she was aided by
the instructors. whose work has been
highly praised. The teachers have
been helped in no small measure by
the talks and lessons given during the
last four days. II is the wish OF eac
and every one that the same instruc-
tors NAV be present In the future.
Antlers are free. Ask for them