Arizona republican., 1903-12-24
THIRD DAYS WORK
Continued From Page Four)

nected with other studies. The vocab-
ulaTy is also extended unconsciously
by reading and by imitation and re-
production of stories, all of which
should receive the attention of the
teacher.
Second. the child should learn the cor
rect mechanical forms of the language.
This should be done separately from
the expression lessons. and no rules
should be given below the fifth grade.
The teacher should keep a list of the
prevalent mistakes of the children and
persistently correct them, though care
should be taken not to put the wrong
forms before the children Definite and
distinct training in exactness of ex-
preston should be given. Punctuation.
capitalization, etc, may profitably be
taught by dictation exercises, which
formerly were quite prevalent. but are
apparently less used in the schools now
than they should be-
Third, the pupil should be trained in
logical thinking and in the apprecia-
ton of beautiful thoughts. The former
is instilled by requiring that in all reci-
tations the pupil should express his
thought with regard to consecutive
ness. The latter is accomplished by
reading, memorizing. and by visuaIiz
ing special selections of poetry.
At II o'clock Professor Mcdonald
closed his remarks. announcing that he
would continue this morning, beginning
with the fourth division-that Of Sc
curing ease and facility of expression.
In the afternoon the session was call
ed to order at l o'clock by SuDerin-
tendent Fulton. After a. couple of songs
by the institute. led by Professor Todd.
the teachers listened to a very beauti-
full piano solo. admirably rendered by
Miss Alice Redewill. The selection call
ed out hearty applause. which was re-
warded by an encore
The institute was then divided into
two sections, the Grammar under
the leadership of Professor Cole. and
the Primary, led by DIR. Blome.
The Grammar section spent almost
the entire afternoon on the subject of
Arithmetic. Fractions were first consid-
cred, and Principal D. Dudley Jones. of
Alma, led the discussion. He said that
the subject Of fractions is too often
sliehttd in our schools, which perhaps
is the cause of the too common disgust
with which the children regard it, At
ter demonstrating method of his own
for explaining the inversion of terms
"a Wv NANiHlOL VI lIGCllOnS, MT. Jones,
by putting a problem on the board.
brought up the subject Of the preced-
ence of signs in problems containing
all the signs. The problem aroused gen
eral discussion for time and some lit
tie amusement at the results of some of
those present.
Following this discussion. Mr.. L. B.
Bowker continued the subject of free
lions. He gave a carefully prepared
outline for the teaching of the sub
Ject. taking it up grade by grade He
4, advocated beginning the subject in the
first grade with concrete examples
of simple fractions and continuing it's
/ consideration throughout all the grades
In this manner, he said, by continually
increasing the difficulty of the work
presented nothing will be left by the
/ Time the eighth grade is reached but
| the application of fractions to propor-
| ton.
The next division considered was de-
, nominate numbers and Professor
| George Blount led the discussion with a.
very able paper.
He said in part: Mathematics are
valuable chiefly for developing the rea-
soning powers. with the power Of
| thinking clearly and accurately. or Of
close mental application. While geom-