Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1911-10-28

State reading circle has a momentum
that no local circle can ever get The
power and influence of numbers are
felt by every individual member The
work should be directed by some State
body that has continuity and is will
ing to assume responsibility" He adj
xocated the taking charge of teach
ers' and young peoples reading circles
ny the State Teachers Association.
which should manage the circles
through a regularly established read
ing circle board, the members of which
liz appoints Tie speaker described in
detail the most approved methods for
the conduct and management of such
reading circles
"A Teachers Practice Course in
English was taken up by Arthur J.
Jones of the University of Maine. The
speaker said in part: "A common
school education was once considered
sufficient for the teacher of the ele-
Ilnentary school, now We are demand
ing the equivalent of a High school
education. But with the shift in EN-
phass from the subject to be tdught
to the child there has come a demand
for professional training in psyeholo-
gy, child study and methods.
Names advance in education is
shown by the rapid advance in the
number of normal school graduates
teaching in our common schools. Dur
ing the u years from 1888 to 1910 the
increase was nearly 80 per cent. So
far the high schools have not felt this
demand to any great extent. We have
cause for congratulation, however,
that so large proportion of the tea
ehers in our high schools and acade
mics are college trained, but there is
as much need for special training for
the high school teacher. as for the
teacher of the elementary school,.
Mere knowledge is not enough, nor do.
the methods used by the college and
university professors furnish a good
model for the high school teacher.
1.-The well equipped high school tea
cher must have. a thorough training
in the subject he is going to teach, to-.
gether with related subjects: he
SHOULD study those subjects, which
furnish the principles underlying ed
ucation, biology, sociology and espee-
tally psychology; he should know
something about the principles of ed
Geation, the history of education, the
interest and characteristics of the
ladolescent, the methods of teaching.
which have been found useful and
practicable, and the methods of class
and school management. be must also
know something about the place and
function of the High school; finally
he must be given an opportunity for,
the observation of teaching and for
actual practice.
Most of our colleges are introduce
ing as far as their means permit, gen.
|eral courses in the history and prin-
ciples OF education, while some have
courses in the theory of teaching. The
great need is for observation and prac-
tice"
The speaker in conclusion described
in detail the courses along this line,
which are now being offered by the
University of Maine.
Stanley r. oldham, instructor ini
English at Bates College outlined
briefly few progressive ideas on
How to Teach Literature in the Sec
instructor of English at the Univer-
sity of Maine spoke on Methods of
Teaching Composition
College Library" were discussed by
Ralph X. Jones, librarian of the Uni |
yersity of Maine. The speaker sug- |
gested the following methods of i'm |
proving existing conditions:' The es- |
Establishment in every town or group |
of towns a free public library main
tanned at the public expense, pro-
vision in all public libraries for the
needs of teachers and pupils; co-opera-
ton of teachers and superintendent f
with libraries: required collateral read
ing in all grammar and secondary
grades; the establishment and main
tenanee in every school of suitable
reference libraries, with such other
books as local public library eondi-
tons may make expedient; using "a
suitable PORTION of the school fund to
books for teachers and pupils; {
insisting that every teacher in the
public schools shall be familiar with s
the joint report of the National Edu-
cation Association and American Lii
brary Association on instruction in
library administration: requiring that
in the use of libraries be
given in all high schools and aeaae-
mics receiving State aid; preparation
of suggestive lists for high school
libraries by the State superintendent
IF public schools; Withholding State I
lid from any high school or academy
that does not provide a library that
meets the requirements of the State !;
of education and provide
suitable instruction in it's use.