Rensselaer Republican, Volume 12, Number 8, Rensselaer, Jasper County, 6 November 1879 — Programme for County Institutes. [ARTICLE]

Programme for County Institutes.

FIRST SESQiqH. . * f(A ■ I. Spelling—Objects in learn* ing to spell. 11. Reading—f Class drill in first reader. 111. Writing—Should printed copies be used in school ? ' IV. ‘ Arithmetic—Class drill,longitude, and revoultion. Jj V. Grammar —The noun and its constructions. . • VI. Geography—Latitude and longitude, at d revolution and rotation of tbe earth. VII. History—Best method of teaching it. VIII. Physiology—Process of digestion. MISCELLANEOUS. 1. Question for discussion—Resolved that the best way to prevent communication in school is to make a rule absolutely forbidding it. 2. Analytical explanation of the process of long division. 3. What should constitute a language lessou for the first reader grade. ' ' G. W. Allen, ] .. J. A. Burnham, [ Com. D. B. Nowels. j SUGGESTIONS. Topic 1. In treating this attention should be directed to the theory or philosophy of the subject. Consider wliat ia the prime object to be kept in view in teaching this branch—whether it be the correct repetition of tbe letters composing a word, or metre than this. ' : * v * Topic drill '*W conducted with a class a recitation ia conducted in sehfol. After the exercise with the class 1s over tbe recitation should bo commented upon and criticised by the members of the Institute.

Topic 3. This should -be pre* sented in the form of a paper in which its author should set forth the advantages Hod disadvantages of naing printed copies in school. The paper should then b< thoroughly discussed. Topic 4. As in topic 2d a recitation should be eondqoted by teaoher with class. The subject q?, Longitude and Time is probably as poorly anderctood, by a majority of one teachers, ar any-other in Oritbmetie. They can’t explain it intelligently to a class, hence the :ohitdren become confused apd bewildered concerning it So prepare to give it a thorough sifting. Give to your class before the Institute a simple, clear and concise explana tion of it. Topic 5. Bring into prominence the various properties and modifications of the noun, and particularly notice the different possible const ructions which may begiven it- A. iJ -* - * Topics. Discover the relations existing between the first part Of this and topic 4. Show bow yon. would explain to ohildren tbit re-, la lion ship. Be able to giro a clcaV demonstration or Hluatration of the alteration of day and night ano the changes of season. Nine-tenths <pf oar tesobers cannot explain this pbenomonon to their olssses. Bo to it that it as wall diaonsatd and understood!. 7. Give different methods of teaehiog this; point oat the faults and advantages of each method and state which has mosteommtDdaljle. points in its Javaa Topic ti Owtlfoa of the organs, of digestioa shonM he plaoed on the hoard. Describe each organ;

trace the ootrte el the food tad •Mil its eheages arttt al It ready for tbeofptioe. Let etch teacher itetaelly endeavor to male the Inttftote m sueeettfal by inking H inteteatiag end initroetlye. • Do thia by pee* Mating the tebjeet attigaed yew, eorrectiy, practically tad ezhanatjeely. Tbit will require previous thought add prepartiou, which the earnest tad true tetvuher otaaoi

fail to'give.

D. B. NOWLES,

. County Sap’t