The Republican journal. [volume] (Belfast, Me.) 1829-current, 1900-02-15
Belfast Teachers in Council.

The meeting of the Belfast teachers in the
High school room last Friday afternoon was
| largely attended and some interesting pa.
pers were read. This was the first meeting
under new plan, and good results both to
the teachers as individuals and to the
schools as whole may be looked for.
Miss Bertha l. Bird spoke on the use OF
the chart in the school room, and showed a
set made by herself for use in her grade.
She believes in illustrating the lessons by
the use of maps and pictures and finds bet
ter results by presenting the pictures one at
a time, thus centering the interest on the
| present lesson. She uses heavy manila
paper and her pictures are cut from papers,
magazines, etc. Pictures relating to the
same subject are grouped together. The
cards strengthened at the top by mar
row binding, and eyelets are set in for con-
venieuce in attaching number together.
Superintendent Brick spoke on the recta-
tion from psychological standpoint. The
object of the recitation is to create attention,
which is of more Importance than the gath
ering of facts Attention is either non-vol-
untary or voluntary. Nen-voluntary atten-
tion is natural or acquired, voluntary is ac-
quired, the result of training. The develop
ment of acquired attention is the work Of
the teacher. The attention of the student
should be centered on the question in hand
to the exclusion of everything else. Nom
attention creates habits of idleness. Atten-
tion is the chief point in recitation, and stu
dents should aim to form the habit OF close
attention and industry.
A. D. Hayes spoke on the recitation from
teachers standpoint. He agreed with Mr..
Brick in regard to voluntary and non-voun-
tary attention, non-voluntary being natural
and without effort, voluntary acquired and
requiring effort of the will. Leading up
from attention comes thought, which is
afterwards expressed in words. The only
way the teacher has of knowing the pupil is
by written or spoken words, hence the pupil
should be trained to habits of close attention
and definite expression. The teacher must
study the mind of the pupil, and the latter
must be advanced by natural methods of
work, including the blackboard, paper and
oral work also by classes and individuals.
Which of these we employ depends upon the
circumstances in each case. Every lesson
should to great extent be made language
lesson to secure accuracy of expression.
W. r. Howard spoke on the relations of
the elementary schools to the High school,
showing the different conditions which pre-
vail in the two. He has, he told his hearers,
theory of the relations which should exis t
,,%l,n I,,< &loA
may be vast difference between theory and
practice. Owing to the different conditions
under which the schools exist the common
schools and High school do not work togeth-
er as they should, Pupils coming into the
High school find different atmosphere 80 to
speak, and do not at first adapt themselves
to the change. Many pupils lack the power
of attention, which should be cultivated IN
all the grades. Pupils should seek ideas
rather than the words of the book The dis
cipline of four-grade school Is necessarily
different from that in single grade. In the
discipline of the school all should work
to the same end, self-coutrol on the part of
the pupil, and the pupil should strive for
self-control from motives of self-respect. Each
study should be taken with relation to some-
thing to follow, and all school work should
have the future OF the pupils in view. Sup
Elementary reading should be assigned with
a view to the future education of the pupil.
the pupil and all should strive to prepare
the pupil for that, working to secure atten-
ton and accuracy.