The Providence news. (Providence [R.I.]) 1891-1906, 1902-10-24

The second day OF the 6sth annual meet
ing OF the Rhode Island Institute OF In
struetion dawned brightly. and as nat
ural result Infantry hall was completely
filled at the opening OF the morning ses-
sion at $50 o'clock.
For a half hour previous to the opening
an organ recital was rendered by Miss
Emma J. Williams. after which Schneck-
er's GLORIA IA Excelsis" was beautifully
rendered by the quartette composed OF
Misses Grace E. Baker and Elizabeth T.
Northup and Messrs. Arthur l.. Kimoal
and Emory II. Russell.
Devotional exercises were then conduct
ed by Rev. George w. Kent, pastor OF the
Westminster Unitarian church. The re-
sponse. How Long wit Thou Forget
Me. Lord" followed by the quartette.
President Lull then introduced the first
speaker OF the morning. DIR. Frank M.
McMurray, OF the Teachers college. CO.
lumbia university.
ADDRESS ON GRADE WORK.
Dr. McMurray dwelt al length and most
Interestingly upon the topic, How Grade
Work Can Be Made Less Theoretical
His address was extremely bright and
full OF practical thought. In part he said:
School instruction is theoretical, so
long as facts are taught TO children
alton in lie. large portion Of our In,
struction has for years been impaired
with but little thought IN this direction
on the part OF the teacher. For instance,
many or the topics now commonly taught
In arithmetic have outhved their useful-
ness and are retained only because IN
times past they have been found OF
value This is true OF many OF the Ia
bles OF denominate numbers; For ex-
ample. apothecaries' weight. Troy meas
ure and a large portion of cubic measure
and numerous other tables. Least com
mon multiple and greatest common dl-
visor are twS more - sueh ,oUId ,oh,Gh ha or,,trsa
entirely as a separate topic, although
some st.ent4en sheeia- be given the
latter.
THE POSITIVE SIDE.
ION the more positive side the prob
lens Of arithmetic ordinarily deal with
supposed cases; but the work would be
far more practical as more interesting,
II actual situations were dealt with. For
example, children could much better fig
ure upon the chicken industry or upon
the cattle raising. industry. having actual
facts which are typical to deal with.
They could much better figure upon
some subject matter than upon mere
hypothical cases. and In that way would
be introduced to actual life, while learn
ing processes OF arithmetic better than
otherwise.
"As 10 the end point OF education is IL
knowledge or is II activity and doing OF
some sort7 II II is the latter then the
ordinary instruction which consists al
most exclusively of knowledge, Is Pc
culiarly theoretical.
Teaching should involve more than
mere mental work. II should incIude
doing OF some sort.
For example-in fne arts. while II Is
very common 10 aim at skill In producing
and It emotional appreciation, the In
struction might be carried further tnan
this and include actual decoration OF a
home.
OUTLET IN ACTION.
"By this plan, an outlet in action would
be provided.
"The other work need not be slighted,
in fact IL would be necessary; but such
an end point in the instruction would
give motive to the learner and result in
the Improvement OF ones environment
which !s certainly a worthy object In the
teaching OF art In common schools.
"The very definition OF education is In
volved in this discussion. The question
Is should a good education include one
factor namely knowledge. or should IL In
clude two. namely thinking and doing?
ION the whole the southern states are
giving a much more positive answer TO
this question at the present time. For
example, at Hampton, thinking and dong
as element IN education are about equal
ly balanced and the southern people as a
whole -reerf-tts-A advocating this Idea
with uncommon energy.
Whether an abundance OF activity
should constitute a part OF the curriculum
or not is one OF the large questions for
the Immediate future But so long as
life consists to a large extent OF activity,
viewing Il from the biological point OF
view school instruction is very theoretical
when II aims mainly at knowledge."
PRESENTATION OF wHoLEs.
Intermission followed Or. McMurray's
address after which President Lull pre-
superintendent OF schools OF Chicago. an
nounclng as his subject. presentation OF
Wholes-Theory and Practice"
'In order 10 understand the principle
| OF wholes." said the speaker, at is nec-
essary 10 understand the principle OF
! thinking. You must have personal expe'
/ rienoe with this theory they call think
! ing"
The speaker then quoted Herbert Spen'
! Ger. Or. McCosh and other writer's as te
/ their definition OF the term thinking.
! THEORIES are as barren as politicians
/ view OF civil service" he said, "unles:
they are embodied I'm the life.
"The law OF development as defined by
Herbert Spencer leaves no question as e
the need OF presenting wholes."
Continuing the speaker described wha'
| no termed as "self-activity In education
His meaning was somewhat obscure
however. save perhaps TO those familiai
\ with the science OF pedagogy.
The tirst principle in teaching, accord
ing 10 the speaker. is right feeling, whicf
| produces self activity. and second tht
/ presentation OF wholes.
In dwelling upon the developing minc
| OF the child the speaker said: "liow
does the pupil acquire language Ther'
| should be feeling OF self activity on the
mart OF the child all the time lie should
| live IN an intellectual realm all his own
and the duty OF the teacher Is To give
him the means. the environment 10 -eh'
press himself"
The speaker explained how what nc
,srued as "the presentation of wholes'
applied 90 everything drawing
and all forms OF study.
JTis tally was illustrated with pictures
and photographs. and az the close OF the
saue the morning session adjourned.