The Waxahachie daily light. [volume] (Waxahachie, Tex.) 1894-current, 1916-09-07

portance that the Romans gave TO
their ancestors and I o their God. He
spoke of the different names of a
Roman and explained their meaning
lThe teachers of this section are in
deed enthusiastic about his addresses
and regret that he was not put on the
program for each day.
Primary section.
This section was under the direc-
ltion of Miss Elizabeth Carson. An
instructive talk was made by Miss
Maud Harris. She showed the ne
lcessity of discipline and gave many
suggestions with regard to how 1t
may be secured. The Importance of
the careful seating of the pupils and
the necessity of keeping system in
Everything were emphasized. She
suggested that few rules should be
made and then only after consider
liable deliberation.
Intermediate A Section.
Principal b. f. Crews led this Sec
ltion. Ways and means of carry
ing out the provisions of the COM
pulsory attendance law in good faith
were discussed. An interesting pa
per was read by Miss Julia Colli-
son on the departmental plan in the
grades. Why? The advantages;
Cd Give system; CD each teacher
is a specialist; CD there is rest 80
THAT they may change grades and
teachers. Disadvantages of the de-
partmental system: ID Too much
work is given; CD no time for IN
dividual help.
Special Primary Section.
This section was led by Mrs. Crav-
en-. The subject was Arithmetic"
Work for the forenoon consisted in
giving demonstrations and how to
teach children to count by the deci-
NAL system. This is done by means
Iof pictures, cards, games and straws
First. child is shown a card that
has one picture on it. then n that
has two, and so IN until he has
readily learned to visualize to nine.
The next step is the use of cards
for flash work, that is the teacher
flashes the card before the card
teaching him to vosualize rapidly.
There are four sets of these cards
one showing dots and other lines, a
third figures and the fourth the
names of the figures. AS the cards
are flashed the child says Five dots,
Five lines" 1.-The figure five or the
WORD five, whatever the case may
be.
The children play a number game.
The cards are given out to the chill
dren and the teacher calls on a
| child to come to the front. He
holds up his card as he does so and
all children having cards correspond
ing to the n held up must run on
their tip toes and stand by the first
| child. One figure Is taught each
| day in this manner. By the use OF
the group the figure and the word
The final step is the use of straws.
They are arranged in bundles of ten.
! The child makes the bundle himself
and counts aloud as he does go. Ten
large glasses are placed on the Ia
Bile, and by the side Of each n a
| small glass is placed. Then the
| child having been taught the mean
ing of the word units" places the
bundle OF straws in the first glass,
| saying. zone, ten and no units,
and the the teacher writes the fig
ure 40" on the board. Then he
puts another bundle in the second
| glass and places one straw in the
| small small glass. saying, zone ten
and one unit" then the teacher
writes the figure Ill" This con
ltinues until the child reaches one
ten and nine units. Then the teach
err introduces the teen family and
teaches him to call their names. The
| same method is used in teaching
from ten to one hundred.
Common school Section.
The institute then went into sec
ton meetings. The common school
section was led by County Superin-
tendent w. 5. Ely. The first speak
.er on the program was Il. b. Rey-