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About Christian herald. (Portland ;) 1882-18?? | View Entire Issue (Oct. 19, 1883)
CHRISTIAN 9 IIHJRJVILD X. Educational Department. CONDUCTED BY PROF. W. E. YATES, A. M. ........... . . ........................... ■ All matter intended for thia department ihould be handed or aent to Prof. W. E. Yates, Konmoutli, Oregon. Teachers’ Meeting. I ndependence , O r ., Oct, 13, 1883. I Meeting organized at 10:15, by ■ecting Prof. F. Rigler, County Bdpt., as Chairman and Prof. Hawes. SÉe Oregon State NormaTschool - --- ■Esecretary. 'J - prof Yates of the State Normal School raised the point that the ladies present—in-view of the prom- ■MBt position that the women of Mgoim-intcnl assuming at the earliest date—be strongly urged to discuss all the subjects and record Mteir votes pro aud-ooiu JThe. chair- declared the point to be well taken, w urged the ladies present to feel Hrfectly free in the discussions, ¿■d to give full ventilation to their Ews. »Prof. Rigler then introduced the Hbject of primary reading. Strong- Badvocating the phonetic method, ■fed confined his remarks to the Bbject as presented in the present ■r-LookTin useTnTEe” schools of~ Inte State. And by using the black- Bprd gave a very interesting lec- Kre on what is usually a dry sub-- I Prof. Jarvis followed showing the lessity of good black-board and paratus for this, as well as other meets; but advocates .the woid khod. Prof. Parker, of Dallas, had not he much in primary work for a ig time, but found the same diffi- Ities in regard to apparatus as pf. Jarvis. He strongly advocat- jthe use of diacritical marks. Miss IN ary, of Independence, taught I latter and word method by felting on the black-board, from lich she had obtained good results Miss Colbert of the State Normal bool had about the same exper- ice as Miss McNary. Prof. Robinson preferred the ionetic method. ¡Here followed a discussion be- teen Profs. Rigler and Jar vision e merits of their respective meth- 6, both coming out victorious, pf. Yates held the idea that in- riduality should be taken notice in this subject, as in any other, Id took the position that no one bthod is sufficient, and that the icher who has tact will adapt bis iching to the capacity of his pupil. ie Professor claimed that a word * - ’ ' <U- could as easily be learned,as the letters, of which it is composed, and that a wide awake teacher with a poor rule is much' preferable to a poor teacher with a good rule. Prof. Hawes taught the word and object method ; but not having done much primary work knew very little of the subject. Prof. Rigler reaffirmed his posi tion on the phonetic method. Then followed a discussion by Profit finding out more about this beauti- present. The Normal school being ful poem than they ever knew be- well represented. Other meetings will be “KStr in fore. ’’Unniotion thedheeting adjourned different parts of “the cuunty of for noon. Again convened at one which due notice will be given. J. D. H awes , o’clock. Prof. Rigler introduced F. R igler , Secretary. ~ the subject of primary arithmetic Chairman, • - ----- --- using-concrete and abstract num L iterary S ociety .—It was our bers, showing how the subject could be taught to a pupil who does not pleasure to visit the second meeting know the first thing of numbers. of the Hesperian Literary Society, This was one of the most interest of this place. The society is' thor- ing-^twtrFFCx--of =a. nmrhlr-jLlivP- and is doing good work. The programme which was * they started out with. Miss McNary used the same method well carried ouf, consisted of some choice declamations, neatly render Miss NcNary reaffirmed her posi that Prof. Rigler advocated. tion on the word and alphotetic Prof. Jarvis gets to the practical ed, two well prepared addresses method. work before this, and favored the upon the subjects “ Development of Prof. Yates then introduced the grouping system of addition. Cnti- Thought” and “ Trade,” also adebate---------- . wliirh was earnestly contested by 7* of advanced reading. Fob- lowed by Prof. Hawes, who gave advocated getting the pupils to the participants. The young men his experience as teaching tjie. in work rapidly and the getting up of do not either propose to hide the tellectual method by analyzing’ the™ an interest' shortening the time- of Urtcnt,urrvcn hdr it rust.—They------ — are•»ported L ~ >v the Presi- text, showing tnu giuiiiiiiaiicai icuj , tions of tlie more complex sentences, found to wrork well. Prof. Parker dent and remaining Faculty. explaining all the geographical, and advocated not teaching arithmetic Reports from various points historical names that may. occur, untikthe pupil is~~cigh t ycarsof age, - throughout the State indicate that with any figures of speech, so that and strongly denounced, the rote nearly all our schools for higher the pupil could have a thorough method. education will be more largely'at understanding of the subject to be Porf. Rigler reaffirmed his posi tended during the ensuing year than read before the reading, also, to tion by new and higher combina ever before. Along with this in have the pupil able to give a syn- tions. . creasing attendance in the colleges opsw of tlie lessoadn. diisJoj2iiiJLan£ ... ♦ guage; but did not give attention to Parker, when Prof. Rigler proceeded many localities quite an awakening gesture, &c. : ----- ’ to teach Prof. Jarvis the subject of in our public schools. How much Prof Parker favored tlxe plaiLiif asz_. long division. Prof. Jarvis seemed - off his comes from increase of popu signing the lesson,showing the pupil rather dull, but after considerable lation—from the inflow from other how to study the subject and giving elucidation of the subject by Prof. States, and from wide awake the.pupils.examplesof how..an ex- Rigler the pupil seemed to get a teacher» we are not prepared to say. comprehension of the subject. The tract should be read. Doubtless each of these has^some- __ Miss Tatorn differed from, the “ProfTSeeiriEd to "know -exactly how thing to do with it. Then, too, our former speakers ; she defined the to ask the same questions as a dull hard working and genial Superin words and favored the plan of hav pupil. tendent of Public Instruction, Prof. Prof. Hawes introduced the sub ing the pupil at the head of thè McElroy, comes in as a tall factor class correct the one at the foot and ject of fractions, by showing dia in the problem. We are pleased to vice versa. This gave the pupils grams and parts and advocated the note this increase and interest in the habit if speaking plainly and idea of using names of fractions as schools, and while we have special we use other names, so that the loud enough to be heard. reason for rejoicing at the fine out Miss McNary advocates reading pupils may become familiar with look for W. U., we have general in the primary grades so fluently the terms. He also explained the reasons for rejoicing at the growth and easily that when the higher inverting of the divisor in division and success of all our schools.’ Wo grades are reached only minor of fractions. earnestly solicit the co-operation of Prof Rigler followed enlarging points need be taugli t. ___ all friends of higher and better edu Prof. Rigler by a diagram gave a oh the subject Then Tollowed a cation in publishing a paper that synopsis of his method, slip wing the discussion of the subject by Profs. shall be of service to the cause. emotional clement, agreeing in the Rigler and Parker. Send us in items of interest; articls Prof. Rigler then made a few re- intellectua* 1 * part with the previous on teaching; on the various branch speakers. Taking as an illustration, marks on the subject of interest, es taught; on what ought, and what “Paul Reveres Ride,” explaining showing the different methods of ought not to be taught^ In brief emphasis, accent, quality, rate, computing inteaest. anything that will help to make our Prof. Hawes advocated a uniform pitch, &c. schools better.— College Journal. Misses Colbert and Gleason made method for alb rates showing that The hiding-places of men are dis some remarks, after which Prof there was only one principle in the Yates gave and excellent criticism work, and showing how all problems covered by affiiction. As one has and analysis of “ Poe’s Raven” by could be solved by one operation— aptly said, “Our refuges are like which he showed how the in Discussed by Profs. Jarvis and Par the nests of birds: in summer they are hidden among green leaves, but" tellectual was the real foundation ker. The meeting was considered a in winter they are seen among the of the emotional. His analysis was very ranch enjoyed indeed, many success. About fifteen teachers were naked branches. T X * '/»- ~ ' f j * I t * 'S •
