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Show in -it -rr iin r 11 n mil iihiiiih i 11 wwim mui u a SUMMERSMOOL Another Day's Interesting ; Exercises. The Special Lecture On 'Comenius," the Moravian Educator, Absorbs the Attention of the Teachers. The exercises at the Summer school were carried out as usual Tuesday, with the exception of the omission of Dr. Maeser's "Talk,'" which was not given on account of his absence on of-licial of-licial business. However, G. H. Brim-hall Brim-hall occupied the time in an "extra edition" of schojl devices. Having finished the consideration of "intellect" and its workings, "feeling" ; was analyzed and its relation to educa-1 tion observed. Feelings wrre subdi- i vided into instincts, physical feelings,! and emotions. The lust two are not 1 j so important from an educational! I point of view as the last emotions. j It must be borne in mind, nevertheless, j ! that an understanding on the part of I I the teacher of the pupil's feelings,) ; whether they be those of instinct, or j hose of a phvsical nature, together! , with a knowled e of his inherited na-j : tore, is indispensable. Some children I. are natural -burn liars; one is eccentric j in one way and the othei in an-j an-j other way. Now, it" a child tells the ; teacher a lie, or an exaggerated, startling start-ling sfuy, he must first inquire intoi : t he motive of t he child 1 if fore presum-i ; ing to punish, and then the punishment I is made in the light of the con- ditions which led to the false- hood. Children lie from their over-; abundance of imagination, and not al- i i ways from a desire on their part to do j so Imagination in children is ahnor-; ahnor-; mady active, and from the smallest cue ; will imagine a w underfill story. Thev I will really be ieve it to be true, too, i But when children lie maliciously, punish pun-ish accordingly. As intimated, the special lecture on Comenius was given. This educator was a Moravian, and was born in lt9., so his labors were entirely in the sev-: sev-: enteenth century. Though a disciple of Ra ich, he was not subj -ct to his eccentricities. ec-centricities. He improved methods ai.d established a milder discipline. The older of instruction should be know led-.e fn -t, virtue and purity second, sec-ond, and lastly godliness, according to Comenius. Long and assiduously did he labor on his scheme lor establishing a great "pansophic ' school, w here every known subject might be taught. Un-derl Un-derl ing all his schemes w as an effort to improve existing methods. He was the first to introduce, pictures with text Ix uiks. "The understanding and the tongue' says Comenius, "should go in parallel lines," which idea struck a severe blow at the old scholasticism of his time. "We learn by doing," is original with j him. C "tneiiiua wrote several educa- j lional works, besides many text books, I 1 laboring six years in Sweden at one! j Lime, having been invited there by the I j l-.ing. Xo doubt it would lie interest- i ing as well as surprising to know that ' this same Comenius was invited in-vited by the directors of Harvard college to come over here and he president presi-dent of that institution, so von may know he was a man.of nosmali ability". Physics received the usual amount of attention, and by many experiments it was shown that heat w'ill cause expansion expan-sion and cold contraction. Several methods for proving that loss and gain of heat is obtained. As I am not a student, of physics, the subject cannot be given the consideration that it should have in an article of this kind. Prof. Giles' earnestness and lively manner elicits much interest. That is a key-note to success in teaching be interested thoroughly and work with a vim. Kindergarten instructions are very interesting, and let me here say to all the mo' hers who can jiossibly attend, come and take a two weeks' course. You will learn things in regard to turning turn-ing to account the plays of children that will astonish you, and instead of labor bt ing increased in looking after your childien. it will be lessened, and much, very much, of the. annoyance caused by children having nothing to do w ill le av i led. A full account of the special lecture 011 "how to strengthen the memory." I cannot by given at this time, though it is a subject that deeply interests all classes of people, whether artist, artisan arti-san or business man. The first thing to do is to cultivate the perception, so that the mind can get clear, well-defined images, concentration and prolongation pro-longation of effort, the cultivation of the power of attention, are the most important essentials after a healthy brain. It is very probable that the whole lecture can be obtained and placed lief ore the public, in print, therefore there-fore a further consideration of the subject sub-ject in this account is unnecessary. If the methods laid dow n by Prof. ClufT, for strengthening the memory will be followed, any person can improve that indispensible power, or capability of ti e mind. O. W. A. |