Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1901-12-12

"A Middletown, Dec 5.--The first days
ession OF the New Castle County
K teachers Institute yesterday was de-
@6idedly interesting. The two helpful
Mattresses in the morning by Mrs. Ida
&& ilbert Myers, assistant superintendent
81 schools Of the city of Washington,
md Prof. Nj. g. Benedict OF New
HEriton, Conn.,, were highly appreciated.
lei The afternoon session opened with an
+ idress ON Language by Mrs. Myers.
Inc spoke OF the difficulty experienced
% teaching language. She pointed out
hat language is an Invention; feeble
u first and needing development. The
riRinal methods of expression were not
|ufficient. not Hdequats. Language IS q
1opiritual, mater al and moral aid. The
houghtless people do not know how to
Express themselves; they must train
themselves in their language.
airs. Myers POINTED out the RESPONSE
iity upon the teachers in teaching
language to the children. The boy and
irl are looking forward to their bust
ess futures. Thoy must be taught how
70 properly expless their thoughts.
ome teachers have so much to do on
bther lines Ia d out for them that they
EEL they cannot give the time to
language that it requires. The wise
eaoher will use hei discretion; she
&Pill add what is necessary and elimi-
bate what is unnecessary. Teachers
must consider that many Of the emil
1ren go out to make their own living
before reaching THO high school, and
they should get all of the language
raining as early as possible.
Speech to be valuable must be based
en thought; it must represent thought.
Many children talk without thinking.
II children should be taught to have
omething to talk about. Nature work
has been brought into this schools with
view to giving the children ex-
periencee; something to do 10 order that
here may be something to talk about.
6he advocated the encouraging OF tree
|planting by children. In Washington
the children take pet animals to school
and care for them; then they have
Fbomething to do and something to talk
about. 1t gives them something to do
Ehnd makes them familiar with nature.
She expressed the opinion that the
Fnral teachers have the very best
Opportunities TO teach nature and by
Reaching ii the children learn some
thing interesting and material some,
<rhing to talk about. She told the
teachers to begin such instruction at
Eonce. Some are waiting to tlDd place
Ito begin, bot they could readily over
pome that difficulty by using their own
hiscretion, She advised her hearers
pot to be harsh with the children.
when two or more begin to talk at
bnoe, let them talk II they have some
ii ing to talk about. She did not like
4harsh crit cism and thought kind treat
ment should prevail all the time. When
Ia child uses an ungrammatical word
correct him afterward and do not be
harsh about it.
& The best teacher will be a model of
speech. She will let the children hear
her talk. She must be a simple speaker
(and talk as naturally and correctly as
zpessble. She must talk to the children
about stories and other things. and il
&Bhe talks correctly tho children will
Gradually begin to follow her.
IS She advised the teachers to prepare
|8those lessons in advance; arrange them
zin an orderly way and follow the ideas
lad cut in the oral language lesson. 1t
81 the teachers place to suggest tho
&topics and the children will learn to
ksx the questions. The children should
Not be called upon for hasty replies
N hen asked questions. II question
is worth anything 1t is worth thinking
About and time for thought should be
gwen.
8 No teacher should permit child to
&halk in sloven'y way. Do not let them
lean on the desk or table or stand with
pne foot on the platform while talking
Whey should stand with both feet on
the floor, say what they have TO say
i hnd sit down. They must learn to talk
! with their whole bodies and be grace
ul and then they will know, what to
DO with their bodies while talking.
"A Sbe dwelt at some length upon the
Relation of the oral work to the written
york. The written page cannot be as
fee and flowing as the oral work.
feaohers should not be too ambitious
nbout their written work. Training
will serve the purpose there. She told
The teachers they should not teach
Grammar mechanically, for il the
feaoher is the model she ought to be-
large part OF the instruction in gram
mar is in watching and following her.
Mrs. Myers was followed by Prof.
Benedict, who talked Interestingly upon
Habit and its Formation in School
Work. He illustrated his lecture by
blackboard work. Habit, he said, grows
< Rrd develops the same as the body and
PARTS thereof. The arm and brain grow
because of proper exercise. Just as other
{ parts of the body do. The brain is
made up of certain nerve centres, each
pf which has its special work to do and
foes nothing else. Physicians recognize
4 This in their practice. Nerve cells from
the brains OF infants and educated
people were shown on charts, showing
the great development resulting from
Education. The cells from the brains
pf idiots show no development. The
Fame thing is true of the brains of
humb animals as OF human beings.
Prof. Benedict told of an experiment
4 bn young dogs. Three puppies we're
kaken, he said. One was ken. blind
olded and never saw or LEARNED any.
Thing; another was permitted to have
4 The usual liberty and learn the usual
things learned by the average dog. The
third was rut in the hands of an in
etructor, who taught it many things,
INCLUDING faculty for distinguishing
polors. After certain period all three
kiogs were killed. The brain cells OF
the one which had seen nothing we're
those of the dog who had
had its freedom were developed, and
those of the one which had been taught
were much more dey eloped, thus proving
the theory.
Habits must he formed while the
brain is developing. The brain reaches
is normal condition in human being
pit the age OF eight years and is grown
Between ID and IA maturity is reached
et 3d. and all habits should be formed
before that time; in fact, should be
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