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About Christian herald. (Portland ;) 1882-18?? | View Entire Issue (Oct. 19, 1883)
CONDUCTED BY PROF. W. E. YATES, A. M.
All matter intended for thia department
ihould be handed or aent to Prof. W. E. Yates,
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
- 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
»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--
Prof. Jarvis followed showing the
lessity of good black-board and
paratus for this, as well as other
meets; but advocates .the woid
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
¡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
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
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
’’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 ,
the subject of primary arithmetic
• - ----- ---
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
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.
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
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
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
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.
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