The Portland daily press., 1899-07-11
(Correspondence Of the Press.

At the session of the American Insti-
tute OF Instruction, Friday evening, the
audience room was crowded, rather,
perhaps 10 hear the Temple quartette,
than to listen to the speakers. or course
the music was superb. The first paper
was by Miss Hunt Regent of the Fedora
tion Of Daughters Of the American Revo-
luton, subject; ''Some Better Modes OF
teaching Patriotism" The suggestions
made were: The selection Of choice ex-
tracts from the descriptions OF the life
and character OF the noble men and
women of America; biographies .of such
mon and women read by the pupils;
defamation by pupiis and Rotations Of
stirring excerpts from such biographies
and works; special Observance Of birth
days OF such persons; rscitations of heroi,
actions, by the Ablsst of the pupils.
The second paper was by Prof. Tyler.
OF Dartmouth college, subject; ''Some
Problems In Education" The Professor
gave half truthful account IF some OF
the educational processes, circumstances
conditions and results of what he called
the old education. Then he made these
suggestions; thar less Latin and Greek
and less formal mathematics be studied
and. instead thereof. natural science,
natural history, literature. history, etc. II
was mastery presentation Of the subject
from the speakers standpoint, but should
have been "boiled down" to, ut most,
one third Of its length as given.
After the opening exercises of yester-
day morning Miss Snow Of Bangor was
named member OF the committee on
nominations from Maine, and Miss Rob-
inson Of Bangor, a member for Maine of
the committee on resolutions.
The first paper. "Some Educational
Problems to be Solved by Bookmen'' was
BY M. /. Smith, of the Maynard School
Book Company" Publishers, he said
must meet the various. shifting problems
of education. by suitable books The
bookman may be instrumental In giving
the schools better teaching by giving bet
ter books. The problsm of changing
books was half trnthfully. half exaggerat-
ingly and romRnoingly described. The
problem Of Free text books" was dis
cussed negatively. The proposition to
give to every pupil graduating from
every grade set OF new books such as he
has used In each grade was also touched
ON. The bookinen make the change TO
nature studies possible. Why do publish
ers bring out so many books on the same
subject? To meet the wants OF different
localities.
The report of committee on membership
was next given. proposing the names of
persons for membership in the Institute.
There were about fifteen from Maine,
one from Portland,
The neat paper was by DIR. Harris,
President of Amherst. His subject was
Evolution, Selection and Education : in
Ideals. Ideals must be perceived In other
MANY persons may contribute to one
ideal Qualities found In many individ-
uals are by imagination com bined into
one perfect ideal Action confirms one to
his ideals. Man can transfer himself
from his actual self to his ideal self. Ac-
ton towards the realization Of the ideal
easier. The final mode Of realizing the
idenl Is by influence. In this there must
be beginners, initiates, original inventors;
and there must be also imitators. The
chief function OF the teacher and preacher
itiates to inoite action towards this ideal.
Educators present the ideal. The school
should not be held rs the only means OF
realizing the ideal. Pupils especially I'M
der twelve should be In school not more
than three hours day. The speaker
said he would have sensible teachers elect
ed and give them some pupils, good
room and let them alone. Method makes
teachers imitators. evolution make teach
ers initiators This paper was easily the
best of all. and wonderfully suggestive.
The next paper was BY James Z. Mum
roe OF Boston, on the subject. The
Adequacy Of the Usual Public School
Training for Business and Industrial
Life. Nine tsnths Of publ, school pupils
are to be in domestic and industrial pur-
suits. ThwinR's denunciation Of the pub
lie schools was quoted. 1t was not adopt
ed fully, but partly. The question of the
right Of education at the public expense
was challenged. Since We compel every
ohud to go to school, we ought to know
that the education there given Is the beat
that can be given. The public school
must give the best possible preparation
for domestic and industrial life. How
well do ths public schools do the work Of
instruction In the three R'sf Can the
pupils read so as to enjoy reading? Can
the pupils wrtts with enjoyment to them
selves and their rendersf Can these pupils
use numbers safely In the business of
lifep DO the pupils In the secondary
schools get such training as will make
them full grown men and women, lifted
to do the work OF practical lifes They do |
not contribute to physical health, not
to ability to work and joy in work. not to |
quickness, alertness, and readiness of |
adaptation to surroundings. A serious |
fallacy In the public school system is the |
notion that equality means uniformity.
There is no suoh thing as uniformity Of |
body, mind or soul, and the effort TO pro-
duce uniformity kills the body, intellect |
and spirit. Individuality is the key mote |
of oil true education. No teacher should |
have more than twenty Epupils. With |
proper persons as teachers, and these |
limited IN number. the public schools will |
turn out men and women fully fitted for |
life. 10 bring about this change. School |
rooms must be fitted for the health, intel |
lect and soul OF the pupils. Teachers |
must be prepared by nature, BY breeding.
BY training, by social and spiritual Gull |
ture. They must teach not alone by and |
from books, but from nature, society and |
soul as we'll. They must be profession, |
self respecting and respected.
This was the most severe and bold at |
tack that has been made for years, on |
the public schools.
The Institute'once, before this year,
l.. l~l 10 -