Show BRIGHAM YOUNG SUMMER SCHOOL the summer school opened at the brigham young academy at provo on tho the ath dinst as per previous announcement no with something over frobes jonal ional teachers in attendance on the stand aland were dr J baldwin university ot of tenae miss zonia bari ber cook county normal miss flora J cook cook county duckia DUr normal KIA prof stewart university of utah prof benjamin cluff at the head of the B Y faculty A 0 smoot president of the academy wilson allson H dusenberry mayor of provo city john E booth president ident of ane board of education tor for provo city david john esq G E F parkinson luBOu press president ident of the board 0 01 education ul of oneida stake there were superintendents present from the following follo whig counties millard joshua greenwood Ote enwood Wn WR eatch A wootten Woot teo Sano Sanu ete peter greaves rocele tooele ro oele D K robinhood Robin Robi eoD nooD box elder D U hubbard utah D H christen sen ben sevier bevier eu ed heppler assistant ni music under the harge of professor H IEL E ulles giles assembly song bong with great reat enthusiasm aam america opening prayer by president david john principal cluff made a lew few very appropriate remarks and a number ol of arrangements and suggestion calculated to further the interests teresta in of the students and tending to the harmon loue working of the interests in teresta of the different counties count iea prof baldwin was introduced and received with enthusiasm as were alao is the he two ladies from the cook couo ty normal the name of col parker mentioned in connection with this school was greeted with a round ot of applause president A 0 smoot addressed assembled the students atu dents on their duties their high and holy calling and gave them the benediction of peace mayor dusenberry welcomed the students and tea ohern and as tie ne saia with more than he koubi welcome any army with bannera bann bat ineis eia lire it re minded him of the first teachers abst ever hold held in the Territory some twenty six eix years yeara ago and in this city was wae gratified with wilh the growth made in this direction during the intervening years yeara gave all present a hearty welcome john E booth president preg ident of the board of education for provo olty city ad awed the students in his hia usual facetious way demanding applause i before beginning lest he should fall to deserve it later welcomed the teachers and students and such and also 1 in l the higher capacity of citizens spoke ot of the fame that had gone abroad from utah and more particularly from provo because of the excel enoel lence of their schools a d said they enjoyed the 0 02 pending t the greatest percentage of loehr revenue in educational matters of any state or territory or city in the union recess for five minutes professor baldwin in his hs opening remarks said he had been told by the te mayor that provo had bad once been g a little rough like his big native stated state fexas that there had been a popular S saying pi fiovo ovo texas or h but in his hia opinion this was a little nearer heaven than ban he be had bad ever held a miner before at least as regards alti albl tude desired to get acquainted t d with his class by seeing thera them sit at work bade them hide bide their pen oil die and sharpen their brains if they forgot any part of this lesson set it down to him as an a pour poor the subject of this lesson wea war LAWS OF 1 the blackboard contained the tol fol lowing ten len rules rulee 1 be what you would have your pupils become 2 know thoroughly the child slid and the tbt subject 3 ubi easy words and apt Ulu stra done 4 secure attention through interest 5 by easy steps beeps leau through the known to the unknown 6 lead licad learners to find out tell and do or themselves 7 train pupils to assimilate into jut unity their acquisitions S manage to have learners study the liest beat 9 train pupils to habitually do abou beet beat in the best ways way a 10 lead learners through right idea to right conduct each separate tb maxim was presented and dwelt upon as subjects referred But erred to the savior sit as the great greatest teacher that ever lived using always easy words and apt illustrations the language should fit the understanding of the listener the entire subject was present in the do oratio cratie method be what you would 4 have your pupils become be comee bilig thi is the fUri fundamental Mental law the teacher himself must obey not knowledge but manhood and womanhood is the great thing know thoroughly the child aud and the subject the musician must know the instrument t us ts s well as the tome of sound souna much more important it is io that the teacher should thoroughly understand the child he who would know a child lie who woula know god must know knol himself hime elf then he bra can become acquaint eti ed with the whole universe ii to la also necessary that the teacher way may present the subject with which be is familiar so that the abild can compre hend bend it ube easy words and apt illustrations illustration a the common people hung bung enraptured on the words of the savior because he used easy words and apt illustrations he talked the language of the people the unlearned found leod for their fm fam lebed souls fitly spoken words are am jewels jewel our profession protes profess Biou iou la Is a wordy one but words are not ideas u unless ulea they convey those ideas to the minds of the hearers bearers illustrate the socratic Soc ratio method secure attention through interest if you cant do this you may work miracles but you can cant it teach the difference between the philosopher and the fool is lair largely gey due to the fact act that inferior intellects cannot fix the attention and hold it one tf rf the sine alias that a teacher should never be forgiven for is failing to gain the attention of their i 1 aplis it is a law you must most secure attention by easy steps lead through the known to the unknown all education I 1 Is self effort each child must hear bear for itself you might as well eat a dinner for him as to attempt to do his bis work for him you might oary bairy a little one I 1 instead of teaching it to walk but it would be cruelty not kindness doai make the step too high regulate it easy atele but you must insist not take that step for them but inspire them to take it for or themselves but to encourage a sturdy man and womanhood require that the step ahall ahall be proportionate to their capacity to 10 the child born blind you can not lint teach color but through what it has you can teach it of kindred subject lead learners to find out tell and do for themselves it has baa been said that an honest man la Is the noblest work of jod J 1 I account the man who can CAD tand stand alone self supporting earnest earue et to is the noblest the old method requires 1 r set answers to questions in jhb language 1 9 aage of the book and at best was but a cultivation ot of memory now we teach idear and the pupil must formulate the ibe answer in his bis own words language Asu guage will be taught hereafter from object objected no longer translations but an actual building ot of the language the old teachers drove 2 the modern teacher must lead train pupils to assimilate into unity their acquisitions I 1 give you a problem to solve but I 1 will give you till the twentieth century to work up to it it 19 to is revolutionary in its nature perception is gaining crude knowledge knowl euge apt perception is IN thinking it into bolm palts gf f a harmonious whole education becomes a unit not specialities in using anyone any one branch all 11 II others should be brought up to reinforce it manage to have learners study the beet things we grow stronger by using the best the deac erg ere all over the united states a ae a engaged in revolutionizing lut ionizing our courses ot of study from the crude forms in which they have come down to us 1 I will dwell on tuis later at greater length train pupils habitually to do their best la in the best beat waye way would you not frabor he be the educator of one great man iman than a thousand chinaman gladstone has done more in a lew jaw years for humanity than millions of sears bi bingamen namen have done in two thousand years our own miss willara has done were more good than tons tens of thou sands sando of men who worked under her what we need la is grand men and women someone has told me here bore that shot be advises young men to leave be profession of teacher I 1 was glad when robort robert E R lee left the leading ot of an AD army to become the principal ot of an academy beecher became the great preacher that thai he was wag by always doing the best beat there was in him on all occasions lead learners through right ideas to right conduct right bight conduct la Is at last the grand thing teachers are measurably responsible for their teachers their great duty is to build char acter inspire them with right ideas and how to weave those ideas into the fabric of their lives jives your influence over their moral natures should be as great as that exercised in their intellectual development your reward to see them develop into grand good men and women said in conclusion a few graceful words by way of placing himself ou on terms of easy familiarity with his fe fellow ilow teachers AFTERNOON SESSION chairman hairamian haira ian oluff announced that miss zonja zania J cook would occupy the first b ui on the subject of the lady who is about twenty six years of age and very engaging in her bar manners and appearance expressed in a fw few graceful sentences her surprise and admiration at the achievements of the people of utah derived from a three weeke 1 stay in salt bait lake city the was diagramed on the black blackboard board as rollo lol lowR wo GEOGRAPHY I 1 how to study geography 1 mental di discipline ci pline a observation b imagination c reasoning Heason ing 2 knowledge IL what to study I 1 appearances of surfaces within environments a hit hill I 1 mountain valley plain islands penin sur canyon delta desert b brooks drivers rivers lakes seas etc ate 2 forces acting within environments a heat and cold i thawing sj F bezi ate nt b running banning water water in lakes and seas wearing beung building n c wind wearing building d glaciers vegetable e lard snow slides animal f life man 3 r forms and forces beyond sense perception 1 continents continents north and douth america europe abia anla and africa b 0 Oceans ceans Atlantic antte and pacific c forces wind of the globe the lecture covered about halt half of the diagram in the hour given and was warmly applauded MISS FLORA J COOK subject the method of teaching the lady made a few preliminary ro remarks in which she said fluid 1 61 I have been in utah three weeks and have never received cuore kind bind and courteous treatment in my life and think this thia is the proper place to bring and present the things we jove and believe in 20 the subject was clearly not get forth in an exhaustive diagram PROFESSOR J BALDWIN if glowed in an able on psychology he referred to tie the difficulty if cf interesting professors graduates sup and teachers in the same lecture the problem of education now is what Is the best beat that we may cover less ground and develop more power we A should endeavor to teach how bow to study as an the some acme of knowledge self belt is in located in the cerebrum and speaks through the nerves both as to messages going in and coming out the vital question is in how does seli self gain a knowl knowledge edite ot of athis this beautiful earth when I 1 ring this bells bell self through the nerves of the ear bears bean we call it the son sound ad nerves produced in rubbing your head over wood you feel we say sensation the eye through the nerves carries the sensation of color and the same with the sensation of smell self is the tele graphic operator that receives and interprets the vibrations of the nerves self receives all ail sensations anti anil by b sensation and through souse sense perception creates them into ideas self is in fact where the physical and spiritual woride wonda meet self spirit gravity electricity are those things over which the most profound phi loso ahers may shake their heads what is a spirit you do not know hut you are a spirit W what hat is a soul you do not know yet whatever you know about self you know about soul and the same of mind all knowledge should precede the definition mind soul spirit are all the same don bonc allow youre elf to be confused by terms terme self knows feels and wills wille solomon could do no more an angel has hag no powers beyond this which we can comprehend god only do we understand as infinite in knowing feeling and willing he may have an infinite number cumber of qualities but we are only capable of comprehending t last hat which we ourselves possess it if I 1 could only make you see yourself as an object lesson I 1 you cant study self in books book any more than you could teach a boy how sugar taste from lectures you cant teach botany from books alone self in jet at motions acts and results to become acquainted ed with self in ID science we walk largely by faith that is the knowledge of others experience what do we mean by self capabilities dont think of this brain as separate faculties think of it always as an entirely euti there are three kinds ot of knowing perceptive representative and thought knowing this is but au an introductory lesson aud and my time is up I 1 mean to try a large experiment I 1 will give one lecture and you give one I 1 will give you a lesson lemon for tomorrow the third chapter in your text book on the education of the sense perception PROF STEWART on the subject of numbers said III 1 I will only aidy open the subject today 1 I have no set method we are only beginning to learn how to teach we are surround surrounded led by forces that may all be reduced to one that of motion this thin reaches self through the body and we call it knowledge knowledge is in the relation ot subjects in the outer world and the science of 0 number is in the definite relation of how many by numbers we may compare deduct and form now new relations when this can CAD be done clearly and broa broadly cily the individual may be said to be edu bated there are two stile si dethe the education and practical use of numbers A figure is but a symbol learned saw as we learn words by associating the idea with the symbol and can only be said to have been learned when both the idea and the symbol can be recalled in their proper relation if children are drilled to obtain result and cannot apply the real relations it is simply figure work and the child has baa received no mental discipline many books mislead the teachers can a term erm in arithmetic have two mean inn inge cana can a teacher understand anything in the abstract abe tract which cant cani be seduced reduced to the concrete you may teach every branch of numbers and fall to educate the question of every teacher should be can my pupils verify inthe in the an moncrete crete what they understand der stand in the abstract 1 I believe with dr baldwin that rules and definition have no place in the beginning of a study but should be the result of study it is only when children can see mentally anil and verity concretely that childre know you must teach a child t see through the symbols always back to the things themselves if they cannot do this you have formed one bad habit in thy pupil to think symbols rather than what they represent here are two questions for you to think over Is ie there any term in the arithmetic that can be construed as having two meanings and is ia that rt ri ht hi cana can a student comprehend an operation in the abstract which cannot be verified in the concrete or with objector |