The Wichita daily eagle. [volume] (Wichita, Kan.) 1890-1906, 1901-10-20
KEEP CHILDREN BUSY
How to Do This Is Teachers
Great Problem.
MANY GOOD SUGGESTIONS
offered by County Teachers
of Experience,

a spirited discussion Of plans Tor keep
ing little children occupied in school
while the teacher is hearing older classes
kept the attention OF the pedagoguss
almost the entire session yesterday
afternoon. Miss Laua Burns. OF the
Carlton school. introduced the subject Of
Busy Work" in a Wen prepared paper.
Seat work should be closely related to
class work" she said. and growing out
OF former lesson OF leading 20 another
one The child, on entering school is in
capable OF abstract work. but must have
particular objects 70 occupy his mind
and IDEAS that appeal 70 one OF more Of
the senses are most attractive 70 him
She suggested the use Of colored sticks
for the teaching Of color. FORM and NUM-
Der. Drawing, clay moulding and sew
ing cards were discussed az length and
their advantages brought cut With ref
erence, particularly TO a country school
a. necessity Tor a systematic plan Of busy
work with the LItle tine available for
Rotations, IS evident
Miss Florence Bowers, OF Clearwater,
spoke along the same line, advocating
especially the use Of much drawing, to
train eye and hand
Miss Randall poured hot water into the
other camp by asking how the average
country teacher. with six hours Of time.
and from twenty 10 thirty lessons 70
hear and twice that many pupils to keep
quiet and busy. so much extra time could
be given 10 the first grades
Mr. Dunn, OF Valley Center advised
the use OF pupil assistants, 70 superia-
tend many kinds OF work OF the lower
grades. He suggested giving the bad
boy OF the school some work. anything
he could do TO help the teacher ard
thus keep him occupied. Mrs. Sites felt
this would be unfair 10 the older pupils.
taking their time from their own work
And so far as the help from the bad boy
she had usually found in her teaching
experience. that his help was more in
the line OF q hindrance.
Miss sally Rice said the aim OF the
first years work at school was 70 teach
the little people how TO study and habits
formed at that time were fxed. Size
suggested giving the major part Of the
time 20 the smaller pupils. and leaving
the larger ones 10 WORK out their own
salvation. 10 some extent David Colvin
said. The older grades need busys work
as much as the younger in many
schools
Mrs. Suites spoke again here. putting in
a plea for the little folks. II don't ex-
pect the INTO work all day." she said. I
believe in letting them play Mt Par
kers spoke Of adopting the work 10 the
pupils. study the individuality OF the
pupil said he and then give cccupa-
ton 70 suit the disposition. He gave
several incidents 70 prove his point from
MS own experience
Mrs. Houston. the primary teacher at
Valley Center for several years, gave an
interesting paper or How % Teach
Fractions in the Lower Grades with
the youngest children, she said, in part.
Il md more or less knowledge Of whole
numbers upon entering school. And IL
they know whole numbers they also
have some idea of one Of any number
of parts. With the usc % objects 10 is
easy to teach exact division Of them into
any number OF equal parts. Starting
with the half which all know. it is ar
easy step TO the third ana the fourth
In the first few grades no attempt
should be made at abstract work, and
don't attempt 20 60 farther than one
can illustrate BY diagram or objects.
IN the absence Of Mr.. Cummings who
was 20 discuss Fractions IN the Ad-
vanced Grades Superintendent Col
vile took his place ard gave some ex-
ceuent ideas. He emphasized the i'm
portance Of teaching thoroughly what
ever is undertaken. 4 year in teach
ing fractions would not be too much.
if il took that ionE to do the work
well and If that ground need never be
gone over again. Miss Randall said it
was the object OF most teachers 20 cover
rs many RACES as possible. at the eN-
peuse Of thoroughness.
Mr. Colvin suggested experimenting
the book with similar problems Of their
cvu construction. 70 insure thorough
ness. Mr.. PARKER said I find when
have gone over addition Of fractions my
pupils know addition Of fractions; when
have finished subtraction Of fractions
they know subtraction. and 50 with mul-
tiDlication ard division But when we
come To this kind of work in other prob
lens. they have forgotten and again
need nelo over tho difficult places
AIr Colvine said. Teach one thing.
but teach that we'll"
new feature IF the association was
the answering % rci call by EtvirE QUO
tations from LongfslloW. The teachers
showed their familiarity with the popu-
lar post. h1- resgo- dlrE promptly with en
mantle var.ety OF -t7es from various
poems
IL vas almost q LonEfeIloT dav. sew
ersl papers and talks being arranged on
MS Efe ard works. Mss Grace Galway
read an interesting biography. La-c-
fellow combines the tenderness az The
German, The FiVacity az the tre-eh- the
passion of The S0lliiar6 ana the b7,f-
ness Of the English. in lis writings. He
PLAYS the whole Eauut GO the human
sympathfe5. striking the chord vita
delicate tenderness Fle i1fuerce of m
early sorrow IS shown iu bis writings.
1ut his synIrathiss are vari-d as thH
hearts ne appeals To-.
3fiss Iulu Crosh ~ HsTsvIrle read an
excellent paper on Ler-feil5n Wri--
mss. Critics DIFFER in thelr estimates
cf lis productions. bEt upon his '-Foi-es
o. the NiChr TIE fsue oC almost any
poet might BE- content ~ res- Iiis
skeleton in Amor IS perhaps the most
spanish Student shows url1lS-ailsh-e 4
genius. HIS Poems cf slavery show
LonEfei.oE in another Hsr 4 nan ne
bis traits could r1t asV= been an aSl-s-
tor. but his 0giet inference cruil r1-
--t - fziL MS Save singing az 3[l5-
-iEht en- il,usra-cr ~ ths IN
kiilr-aths" Bis atiltg i1 collecting l-4 4
using raw rnatzral Is eside1ced. 70 Is q.
e-erorafire AZ gllils ~ oli1 u-o1 hi1-s i
lr1 Suggestions From only sEl-
srorv related over the dinner ratl1
ErarEeiins~ was created. hut whz- q
mastery creation. Criticisms las otteu
been made ~ rre meter used 20 THIS
poem NJ meters lare been iuVe1tesi I
.er CENTURIES DIR 4-l
7clths ara Dcro-hss-
Pc a-- -U1 slc--st-f -,-1--H - - hex :
l1str- d az literature SIC =
atth vel chosen s-cc-ri7l t-u rlls
sro Ave tr- rsi-
At Vle close az the 6-scrsrs s1us
l-siress - interest - rre teac1srs VAS
and Srrers-teude-t sac /
ra5e ssVe-li announcements Ar Sr-re
S Tiso-E scs ~ ever -1e e-E