The Mount Holly news. [volume] (Mount Holly, Burlington Co., N.J.) 1891-1942, 1911-11-21
Teachers, Institute.

} Some new thoughts for the education o
the rising generation, especially In thu
rural communities, were brought out By
the instructors at the first days sessions O.
the Burlington County Teachers Institute
, held at the opera house, Mount Holly, OF
Wednesday. The speakers were DR.. B
M. Davis, of Miami University; DR.. Chas
| 81. Keyes, of New York; and Calvin
Fl. Kendall, New Jerseys Commissioner
of Education. DR.. Davis spoke on rura
school matters ard he put much force into
his assertion that the farmers as rule dc
not work together for the benefit Of Their
educational institutions to the extent OF
making the school reflect the thought and
interest of the community. 1t is his idea
that the country school ought to be place
of recreation as we'll as work, no matter
what might be done with agriculture as a
science.
DR. Reyes talked about the gifted pupils
and victims of school arrest, bringing out
points embraced by acceleration and re-
tardation. The bright pupils should be
given all that they can do to prevent any
mental loafng," and the backward
pupils should receive special instructions
In order to bring them up to the standard
of their classes. A maximum amount of
work should be required of the bright
pupils, medium amount Of the ordinary
ones and a minimum of the backward
class. DR.. KeYes' idea is to work to the
limit all the time.
Commissioner Kendall spoke of the
principal factors In education and men.
toned boards of education, organization,
teachers. course, superintendents and en-
vironments as being among the most i'm
portant things to consider in this connec-
ton.
On Thursday DIR. Henry Suzzalo, of
Columbia University, delivered an able
address, In which he made statements at
variance with those of DR.. Reyes
Miss Annie E. Moore, also OF Columbia
University. gave pleasing address.
Miss Lille A. Williams, of the Normal
School, Trenton, was the first speaker on
Friday. She spoke on the Economy of
the positive" She advised teachers to
have convictions In regard to what to do.
why they are doing 1t, and how to do 1t.
She instanced principal who on visiting
the rooms Of his school would ask the
teacher, What are you doing? On her
giving an answer, he would then say"Why
are you doing it?" And then would add,
"Show me how you do it?" In every
instance he would have the teacher give
him information that showed she was In
touch with her work. Too much time is
lost by a teacher using too many words to
tell the pupil what to do. One of the
best things to do Is to economic on that
very line and to study how time may be
saved. Interest must be awakened In the
children and that is done by getting their
attention on what is required. 4 here Is
too much don't do this, or stop that.
If child is inclined to look out of win
dow too much do not tell him not to, be-
cause that puts his attention on the very
thing that is desired to have stopped
Rather give him some particular subject
on which to concentrate his mind As an
instance of this the speaker related how
on day when the ground was covered
with snow and the temptation to make
snowballs was great, but was forbidden, |
the teacher averted an Infringement of the |
rules Handing to each pupil long chain |
made of paper she told the child to carry |
1t carefully home and show mother how |
nicely the work had been done. 1t was
necessary for the chain to be held by both |
hands, hence there was not much chance |
for snowballing and the children all went |
home obeying the rule without having 1t |
referred to. Education is the promotion |
of right growth Many children repeat |
their grade, that Is, do their work over. |
There are many reasons for this, among
which may be noted The child has |
changed teachers too often; child does too |
much work out of school, with energy
expended at the expense of the education,
included In this class are parties, keeping
the child up late at night, actual labor at |
home chores. Then there are illness,
adenoids, defective hearing and vision,
and many other items Children should |
Tod In, w1n. al.
development. The speaker quoted from
the Binet tests for backward children.
While agreeing that this Is good method
1t was suggested that the teacher, having
the confidence and knowledge of the
pupil, could probably get better results
than could be obtained by a stranger. As
an instance of this 1t was related how a
boy was called before an inspector who
had been sent to look into the mental con-
dition of school children. One of the
bright pupils was brought before her and |
she began to ply him with questions. The
lad looked at the woman and asked:
What are you trying to do? Do you
want to prove me fool p The teacher
In charge of that boy could have sue
ceeded much better. The address of Miss
Williams was carefully listened to and
was heartily applauded.
Harry Houston, supervisor of penman-
ship, of New Haven, Conn, took writing
as his subject. He spoke at length on
mode of holding pen, position at the desk
and instruction In written work. Teachers
too often make the mistake of proceeding
from that which is logically simple to that
which Is logically complex, because there
Is too frequently such lack of interest In
that which is too simple. Pupils should
first be taught to write on the blackboard /
Ii pupils are taught to correctly hold
pen they will soon procure the proper
slant. Much depends on the position of |
the thumb In holding the pen. Attention
should not be given to writing lessons
only, but every written lesson should be a
writing lesson. Professor Houston was
very interesting but he was handicapped |
by the fact that blackboard had not been
provided on which he could give his Illus
trations.
The Institute closed at four o'clock Fri
day afternoon and 1t was unanimously
voted that it was the best gathering of |
the kind held In this county In long
time. The teachers were interested In |
every subject, In all of which new |
thoughts were presented and the speeches
were not those hackneyed subjects that
have usually been peddled from one In
stitute to another and which have been of |
a nature not only to be uninteresting but |
absolutely devoid of instruction. few |
institutes of this character would go far |
toward removing a prejudice that has |
justly arisen against them.