Arizona republican., 1903-12-24

Tor these purposes, IHe Oh ue-
nominate numbers involves many of
the same principles and is only of les
ser importance The child should be
led gradually to make discoveries for
himself and arrive at the correct con-
illusions, thus acquiring self conf
dence. He shouldn be led gradually,
step by step, from the simple to the
more complex, each step preparing him
fo- the one to follow. IT is of SUI
preme Importance that the teacher In
sist upon and require absolute accuracy
in all the work of the pupil
Professor Blount was followed by
Miss Alice Resor, in a carefully pre-
pared paper, taking up the special de-
partment of cayseting and peysering.
She advocated teaching in the con-
crete. having the children take actual
measurements of schoolhouse and yard,
and draw to scale figures illustrating
the different problems in pasyering.
stating that she had found the method
to work very successfully.
Miss Junia Todd continued the sub
iect of denominate numbers, with an
admirable paper. She confined herself
chiefly to the subject of longitude and
time, so often bugbear to children
who understand all the other depart
mcnts. She showed how the subject
| could be correlated with geography and
made more interesting by explaining
! that it is an introduction to astronomy.
1t can be begun and made simpler by
locating places in the community from
two intersectinS roads, which may be
| named for illustrating the Equator
and the Prime Meridian.
Following Miss Resor. Principal E. c.
Bunch, of Glendale started the Discus
sion of percente ge. He showed by de-
| scription and BY illustrative problems
at the board. how the study of frac-
tons may be made to lead up TO the
| study of percentage so that the pupil
will experience no difficulty in passing
| from one 10 the ether. He advocated
| the use of numerous simple problems
of this kind so that the chief attention
would be given to the principals in
volvcd.
Professor w II. Lee. OF the Normal
| school. then spoke on the same subject.
/ He said that contrary to the common
! supposition. the teacher Of one grade in
/ n city school often has to work harder
! than the teacher of eight grades in the
! country. He said that some Of his best
! work had been done while teaching
Z In country district. He followed the
{ idea advanced by Professor Bunch that
/ by correlation with fractions percentage
! can he made much simpler. suggesting
/ that by using hundreths instead of or
| binary fractions the connection is made
! clear.
| Professor c. o. Case. of Phoenix.
| the last speaker on the subject of per-
| centage. emphasized the importance OF
! the unity il problems of percentage.
He advocated the use of systematic
| methods In the solution of problems in
! the ordinary processes of percentage.
! Ao illustrated his ideas by practical
: work at tire board and showed several
WAYS in which material "short cuts
could be taken in the work. These, he
said. should not BE- introduced until the
systematic methods were thoroughly
understood. The subject was then
! thrown open for general discussion.
Professors Lee, Anderson and Mat
thews. of the Normal. and Professor
Cole, of Phoenix. spoke briefly and for
lack of time, further discussion was
g omitted.
The institute was then given another
mu7lcal treat in the form OF a plano
solo, Polka de Concert (BartletD.
gracefully rendered by Miss Grace Hill
gen The teachers expressed their APP
; probation by enthusiastic applause.
The Primary section, which met at
the same time as the other, but in an
other part of the building, WAS led by
= DIR. Blome of the Normal.
Miss Stella Ross, of Mesa, first PEE
scented n very able paper on Number
/ Work. She said that little actual num-
! Der work is taken up in the first grade,
! the chief training being in sense. folm
and color. The first actual number
work is taken up in the second grade,
where much attention is given to mas
uring, comparison of areas, etc. She
made the point that problems given
/ should be of a practical nature, and
! not of a kind that are never met with
in real life. A statement made by
T Miss Ross that she insisted upon her
children understanding the why CT
their problems. provoked considerable
discussion, some contending that rea-
, sons should he given in the lower
grades.
After the discussion one of the
strongest papers of the whole institute
was presented by Miss Leona Haulot,
of Tempe, on the subject of Nature
J Work in the first and second grades. The
excellence of Miss Haulots paper was
3 largely due to the fact that the ideas
/ she presented were not mere theories.
but the result of actual work she
I has done in the first four grades. She
outlined cerefully a course of study in
! those grades involving the study of fa-
miliar animals end plants. flowers and
/ birds. fruit and seeds. She would adapt
| the course to the seasons, taking adj
vantage of these changes to afford va
riety to the work. Careful observation
covering long periods of time, such as
the metamorphcIss of the butterfly was
advocated. The general discussion that
! followed simply emphasized some of the
POINTS touched upon, and it was the
general concensus OF opinion that more
time could and should be devoted in
ungraded schools to nature work Mr.
Irish made the point that pupils should
not be allowed to simply imagine or
| guess at conclusions. but should be led
to arrive at them by actual observa-
ton.
Mrs. Ida Stuttgart read the last paper
in this section on the subject of Ma
ture Work in third and fourth grades.
She emphasized the Importance of field
work and excursions taken by the
| teacher and class. The teacher she
said n11let eVincp enthueia SIM ard have