Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1900-08-30

I
| full Results = Large Number of
Teachers and Visitors Present.
The third day of the Institute con-
| WINGED those interested that they have
been fortunate in selecting instructors.
Topics previously discussed were re-
| viewed and new ideas in school work
were presented.
AT the morning session Prof McMur-
ray continued the
Lesson in History.
| He reviewed the lesson briefly and re-
ceived prompt answers. Two of them
| by request drew in few moments a
| map Of the Ohio valley and the work
| showed that they had profted by the
| instructions of the preceding day. Two
or three of the children without the
! least hesitancy related correctly the
story they had heard.
Then followed a recess of ten min
utes, after which the Institute sang,
The West Virginia Hills" The next
| speaker was Prof. Bryan.
| He pointed out that everyone's prob
| lem in this life is composed of two
| factors, ourselves and the rest of the
world. Should we but consider the first
| factor and ignore the other We were
! apt to become insane freedomists.
| One who considered the second factor,
| without regarding the first was apt to
become an insane fatalist. We could
| not afford to ignore either, because it
| required both to form the true life.
1 bn oft
| Murray addressed the teachers briefly,
| reviewing the topics he had previously
| discussed and also advanced several
new ideas in teaching. He thought it
would be wise for the teachers to teach
! before each other SO that they may be
Subjected to Criticism
| and called attention to the Importance
! of fitting Instructions to the children
so that it may appeal to them. He
| next took up the study of
history and advised that children be
| made acquainted with the biography Of
every man, who has taken a leading
| part in our history, because it will
| invariably interest them in the spirit
| of the man. They should also be given
| the best possible description of the cir
| cumstances and hardships under which
| this country was settled, because this
was true American history. Prof Nc
| Murray then pointed out the signifi-
canoe of history and geography and the
| close relation between these two
| studies.
In concluding his remarks Prof. Nc
Murray emphasized the point that the
Study of Pioneer Life
| is what would instill in the minds of
| children the principles of American
| citizenship. History stories, he thought,
| ought to be commenced in the fourth
| grade and given or taught in the fol-
| lowing order:
Fourth grade, stories Of Mississippi
Valley; fifth grade, stories Of North
| America; sixth grade, stories of col
| onial history; seventh grade, stories of
| Revolutionary war with book, and
eighth grade, stories of Constitutional
period, with book. Prof MoMurray
was inclined to agree with Prof Ham
mond, who questioned if it would not
| be wise to do away with the text books
in the eighth grade if this method
could be successfully applied.
After recess Prof. Bryan took up the
| subject of the relation of the senses
| He spoke for a half hour and very
| clearly developed several we'll selected
| points. He dwelt at length upon the
| avenues whereby transference is made
| and also growth, which consisted in
| reading everything from the outside
| to the inside and then back again from
the inside to the outside. He called
| particular attention to the disadvant-
ages and advantages of seating the
children in the school room and urged
| that it should be the duty of the teacher
to have the pupils sit where they may
see plainly and hear distinctly every
| thing in the course of the studies. Prof
Bryan stated that the child should not
be allowed to sit in a draught of air
and should be cared for so that all dan
| ger of any of his senses becoming i'm
paired should be removed. He referred
to the development of
The Fine Senses.
| A child born into the world without
| any of the senses never could know
anything. The sense of touch was the
| fundamental sense. Biologists had
| found that it was the first sense de-
veloped and that it underlies the de-
velopment OF all the other senses. The
eye takes off part of the strain that
would fall on this one sense and so do
the other three senses. The pupils
should be known well enough SO that
| it could be easily determined as TO
whether they have all their senses per-
| feotly. In conclusion he gave several
| splendid illustrations of the subject.
I Institute Notes.