| Show THE SUMMER SCHOOL at tuesdays morning session the glee club sang a selection from the now new music books the tilden lay system stem previously spoken of the opening prayer was offered by milton H hardy the subject of the right to seats seath con cion from the summer school to the official institute was discussed A vote was taken a division of the house bouse called for and the question decided I 1 io favor of each person retain irig his seat as purchased hon jacob S boreman referred to the music lesson lemon conducted before the opening of the Fes session sion he thought that children should be taught when young he touched upon the lecture of colonel parker the previous evening and spoke of the great power of the states rights bights question this school law was not pawed passed as it should have been it was a special law lair and the e additions were otly ot ly amendments W it needed careful study to understand it especially as regarded the election of county superintendents which will take place in 1893 he spoke of the right of the county superintendent to direct the course of study not the trustees as heretofore Temi temporary certificates certificate should not be given year after year it was the duty of the president of the school board to see that th the 1115 provisions ro of that part of the law relative to enforced attendance be carried out special school taxes could not be used to pay teachers and the only case can where it could be used would be where the legal object had been accomplished and aad there was a residue 0 H bromhall spoke of teaching as the art of ee curing the attention and making good use of it the teacher should first know what to do and second how bow to do it the modern motto was let nature lead it was good there was no study where rules need be given for memorizing if children were properly taught they would make their own rules by the inductive method judgment must be exercised in accepting all methods or rejecting all new ideas advanced A vocal selection by min ml alice findlay closed the exercises of the forenoon session first on en the pro gramme for the afternoon were supplementary remarks by commissioner Bore boreman mari on the school law drawn out by questions of students Q for what to Is the appropriation properly used A it is designed first britt to pay teachers but may be used to defray current expenses the special tax eky le be used to buy building sites biter build houses repair furnish furnis hrent rent etc but still another section says bays that the school board shall furnish repair etc and where no special tax has been levied they could only do so out of the appropriation the first object however is the important one they should pay teachers and pay them well as it is the only way of hot being ng sure of having good efficient educators this thil should be thoroughly understood and advocated no tax will be more willingly paid Q what is required in the way of certificates from graduates of normal schools 2 A the certificate which such graduate receives entitles entities the holder to teach for five years in the grade specified without renewal of certificate but in one grade only Q who has the right to grade the public schools fio bouls A see bee 63 expressly says bays that the teacher shall grade the schools but jt it should be under the direction of the superintendent Q should the election for school trustees be hold held at the same time as other elect electious ionti A yes yep the same day except in one or two of our largest cities they are not held at the same poll nor under the same authority Q can a teacher collect pay for time when his bis school is not in session ses slob A I 1 think not but he be should it would be perfectly proper to insist that such ouch a statement be made in the contract when school is dismissed because of epidemic or other such each cause the teacher should not lose his bis pay Q should a third grade teacher be employed over those holding grade certificates A that is in entirely in the hands of the ou superintendent port nten dent Q why should age debar a competent teacher A there must be some limitation placed as there is in in the case of voting and the law has seen fit to fix it as an it is Q if a trustee has ba given teachers positions before said teachers have passed an examination should they be allowed to continue the school having failed to obtain certificates A they should not have been given the schools A teacher not hold ing a certificate has no claim on the public fund and cannot collect pay by law J 11 t to is just possible that the th trustee who nobble em employed loyed them could be hold held ra responsible bpi Q H how w should percentages be determined ter mined A that is left entirely to the examining board Q cau can parents be held accountable to the law dornon for attendance nonattendance non of their children at school there being no room in would you approve its strict enforcement A they canna be held accountable I 1 would advise that it be thoroughly understood and in time enforced I 1 wish every teacher would procure a copy of the school jaw and read it dr karl earl Q G maeser held ft A session for the benefit of church school teachers in which he went into details of work as it had been and as it should be done the necessity of having the full set of church school papers as published in the juvenile instructor the manner of Dro procuring curing certificates and the way in which the reports should be made out notification of examination of applicants was given there were forty teachers present prot prof whitely a graduate of the university of oxford england edgland was presented to the assembled students as the lecturer for the evening he spoke of the singular and unique gathering and its object and commended all the rhe subject of the lecture was the science of lite life 20 the gentleman has been engaged enga gec to teach at the B Y A this thid winter on wednesday at provo summer bummer schools exercises ieee prof bach gave a music lesson he wrote a melody and the class under his direction sang the piece after one trial prof giles pronounces it progressive in every re prof wm M stewart ewart Bt in the course of his address said eaid in the study of number principle a clear citar understanding of basic facts is absolutely essential we must be thorough in this understanding der standing before we can arouse the understandings of children I 1 went through the high school learned algebra and geometry and all these high and mighty so science lencer but when I 1 tried to teach a class of little ones I 1 found out I 1 yet bad to learn number in the study of number I 1 make no educator my idol I 1 do not tie myself down to any one method I 1 hold myself at liberty to adopt any means of arousing the understanding the teacher cannot give ideas nor convey principles he can only stimulate the mind to think and discover facts this to ia what we need to do for children and the teacher needs to be free to arrive at the end by whatever he thinks the befit beet way superintend ants should not say teach it this way or that way I 1 believe I 1 would call it presumption to do so no if the superintendent knows better bow to guide a certain little class than their own teacher seher te there is i something wrong perhaps it Is a poor teacher but I 1 am inclined to think it is a mistake here to is a true guide to method thought should always precede expression and ideas should stand before symbols I 1 once heard a teacher say 1 I fill them so full of the multiplication table that it runs out at ears and eyes he meant rate multiplication drilled in rhythmically without regard to understand the combine tiodos well I 1 believe in drill but not until after objective knowledge has been acquired most teachers teach books rather than ideas they they must trammer to the minds of their hupila the ideas and forms con contained ta ined in the books in use but too many books are illogical constructed ou on wrong plans for instance most consider percentage an entirely different matter from we will say eay reduction an addition is treated mistreated as an a subject entirely different from multiplication this is ie wholly wrong number is a who leand all its processes s should go on together the youngest child in school uses all is only bewildered and stinted by this unnatural process of isolation of subject the teacher to is ham hampered perea by the book in another way when he is required to impart to his students a given quantity of its ita contents in giam time how can anybody know bW forehand just juat how much A certain class can assimilate w WW cannot quite part with the book it useful guide and help especially to kh jh teacher but maly times it should nat be in the hands bands of the children the primary object in the study ok number as in all other stu studied diess S mental growth the bringing of the powers of mind into usable conditions and this is in done through original ag aa vesti gation I 1 am bitterly opposed tr to imitation but the case before raea tinned of one who improves Improve a on aau thing already in existence la is not imitation it to is growth origin activity g children should be aided to acquin accuracy in their methods of compa comon Is tation and be able to apply the theirs knowledge to the ordinary ot life otherwise their arithmetical W 5 is mere tricks with numbers 41 there is in no more mental growth in ig a case of reaching results by canceling tion only than in the reiterating of 12 contains 3 four nine tenths of all the work cut out la the I 1 is only tricks with alts numbers and no more food for taw th mind than tricks with cards think of the absurd statements which make algebra a mystery and 4 fear to students and discourage thrift on the greshold tre I 1 boldly say there 1 is I 1 in 1 I algebra no such thing as pow eions teachers and text beok to aba contrary notwithstanding shall VW call such jugglery cultivating tw mind can the mind be cultivated ft we know nothing but the content conten tp rf books booke some teachers and students great difficulty in understanding d deeb male mal but they are so simple the abel K are a class of common fractions whew ahoi denominator is ts ton ten or some power 0 teni they are 81 so symmetrical or convent tiona if you prefer that term that W do not need to write the den denominator osina do read the rules rulee in percentage hear bear how you must handle base rss and percentage but can the atu btu student d comprehend which is in bases base which amsl rate and which is percentage X likely not W I 1 am bitterly opposed to formal ml rulea given before the principle la is well derat coi but a rule formulated to baor the class as an outgrowth of their us ua standing ferstanding der of the principle involved involve 4 that is very good let us learn this one fact figur are not numbers but only symbols of numbers and it is aads sad not to aaa disastrous to mistake symbols for too tae realities which they represent there are only two classes of f arithmetical operations building UP ina un IMN and tearing down otherwise and division addition has two phases addition proper and mul cation division has three phan daviet division on pr proper 0 per partition p A rt it t on a and ud mb bub traction 1 iu in high class claes work we often fall fail d look beyond the symbols because V wk trust in our skill in using them we really teach a primary class we must look beyond or over or around them and see the actual fact X ne shams for children they must hay haft living realities I 1 learned more in the matka by teaching a class of hildren gal all my high school tea chera had ever boan able tor cram into me so Bocal called kd short methods invented it would ronld WOVA seem to make sure we do not exer exercise else our own minds are perfectly union until by what we term the long have acquired a thorough comprehension of the case itis it Js no matter hov bov slow or long the route may be we must understand the underlying fundamental truth before short methods methode or we use ufa any they will prove to be traps trape for our un TW last day of the exercises at provo there was a large attendance A music lesson was given by prof P M bach dr karl maeser lectured on school discipline colonel parker lectured during each session ea aion and it has bai been decided by the of the summer school and managers institute to publish all his addresses in full in pamphlet form A great feature in the afternoon was the lecture of prof G H Brim brimhall ball on and school devices the principles lecture on teacher and society sf by colonel parker was wae listened to with areat interest the academy library being packed to overflowing prof B duff jr principal of the X B Y A concluded his hie masterly maa terly dis die busdon of psychology begun ou wednesday mrs km parker said a few words of farewell to the claw 3 colonel parker in half an hours talk Wk gummed summed up all his previous remarks he ex expressed pro ned his bis appreciation of the atte attention ution and eager desire mant how barted by the class ol 01 iss for knowledge he would take pleasure cleasur a in telling at home and abroad his bid very favorable imbres mon ion of the teachers of utah superintendent wilson ht thin concluded the work of the institute and it was wag turned over to the originators of the ummer summer school nor eor duff gave the meeting up to farewell remark from those present and quito quite twenty persons ref responded all belair bein earnest in their praises of the good done by thin gathering mm parker was waa called for and re efred a beautiful selection mrs mra L L dalton in behalf of the elms claas presented migg Hea firing with a portfolio of free hand band engravings engra aings utah scenes Bc enee the lady made a graceful response A vote of thanks was waa tendered to prof bach bishop tanner pronounced the benediction |
