, I i@ _§L_ 9 ® i v> 9 S MINUTES' OF THE- © £® h^*-^^— Esfeh- 4-a-«^h F o urth K ansas J eacIerF O onvention Oi 5 ^nJlSlfbHELD AT THEl/lfln^- wmmm wmm itoti@m •!FO/? TH£i- © eiM" Ooa£a£:Easrci2!Ta- Sept. 3, -a.isn> OnLOSX^TG Sept. 5, '91 OLATHE, KANSAS. PRINTED BY DEAF BOYS AT INSTITUTION. 1891-'92. I c C6 m: -^^^MINUTES^^ -=^•0/=- THE- be done with pen and ink, I think, until the second and third years. Question: — "What should be the first duty of a teacher on beginning the days work?" Miss McK.ini.ey: — 1 would like some information as to the meaning of the question. Mr. Walker: — 1 think the ques- tion means whether any religions exercises should be carried out. This 1 think should be optional with the teacher. 1 used to have the Lord's prayer repeated in concert but as that is done here? in chapel, I should hardly think it advisable. Question: — "In teaching the younger deaf should we be confined to object lessons? Mtss McKinley: — Object lessons should be almost entirely used for 8 FOURTH TEACHEBS' CONVENTION OF THE the first year. .Miss Harrison: — I agree with Miss McKinley. I think the first year's work should be confined to object lessons and I think this work should be continued to a certain ex- tent through the second and third years. Miss Townsend: — 1 should think the more objects used in the begin- ning- classes the better it would be. Question: — "How is the knowl- edge of God and Heaven to be taught?" Miss Harrison:— Just how, I do not know, but it seems natural for pupils to learn of God and [leaven and to understand it, too. Mr. Walker: — I think the knowl- edge of God and Heaven is more easily taught by pantomimic expres- sions. Question: — Should the alphabet be the first thing taught.? General opinion that it should not be taught in rotation but in connection with words taught. Question:— "Is the name of an objet to be taught without object or picture of same before class ?" Miss McKinley: — After pupils have been in school some time we often have occasion to teach a word when neither the object nor the picture is available. But we can so describe the word in signs that the pupils can understand it. Topic: — -"Language Lessons." — discussed by Miss Stout Question: — "Is it a good plan for teachers to correct exercises of primary pupils out of school ? Mi3S McKinley: — I think not. Mistakes are of only two kinds. They are either of carelessness or of ignorance. I (" of carelessness the pupils should he there to COlTecl such mistakes himself, [fofigno- rance he needs more light ami should he witli the teacher to re- Ceive the needed explanal inn. Miss Harrison : — 1 sometimes correct exercises after school hours. The pupil should make the correc- tion himself if possible. In most cases I think the correction should be made in the school-room, and never should corrections be made without calling the pupils attention to it, at or after the time of correc- tion. Mr. Walker: — 1 think the ques- tion an i'nportant one and agree with Miss McKinley in saying that the work should be done during school hours unless the nature of the exercise should be such as did nut require the attention of the pupils especially called to the mistakes, as when a lesson is to be copied after correction and preserved in blank books. Then the pupil would be forced to take note of the corrections. A motion was here made by Mr. Walker that the Convention adjourn until 1 ]). m. an cl that the sessions be from 8 a. m. to 12 a. m. and from 1 p. m. to 6 p. m. The motion was seconded by Miss McKinley voted on and carried Meeting called to order b} r the President at 1 p. m. Question for Discuission: — Should the pupih in 1 iwer grades be re- quired to write 1 'ssons during study hours in t ie eve ling ? Mr. Walker g ive an explanation as to the meaning of the question. Miss STOUT.: I have a lesson pre- pared for my class and 1 wish them to devote the entire study hour in preparing the lesson given to them. Question: — "Is it advisable fov teachers to . write incorrect sen- tences on the hoard and require pu- pils tocopyand correcl them? Mr. (JLIPPINGEH : — When the class exercise's are for the purpose of il- lustrating some rule of grammar, the use of i icorreel forms is a valuable method. By the contrast and com- parison the correct form is thereby KANSAS INSTITUTION FOB D. AND D. .9 thrown into more prominent posi- tion. Also it enables the teacher to ascertain whether the class has a perfect understanding of the rule. Miss Lindsay : — I often select in- correct sentences from exercises written by my pupils and place them on the large slate for correction by pupils. I do not have pupils copy them. Question : — "Is it advisable to use false syntax in teaching lan- guage ? Mr. Walker : — I think it some- times advisable to copy incorrect sentences. In order to show true syntax some false must be used. But it can be used to an excess. The fear that some have, that errors will be assimilated unconsciously by the eye, is not well founded. If it were so easy to receive uncon- sciously incorrect phrases, I think we might as well expect correct phrases to be as easily assimilated, and we know that that process is not nearly so easy as teachers would like. Miss Harrison : — I think that false syntax may be profitably used once in a while. Not too often, however. Mr. Thompson : — 1 sometimes make use of false syntax, pretend- ing not to notice the use of it. Perhaps th* pupils will notice it. If not the teacher will be obliged to to call attention to it himself. It cultivates the habit of attention. Mr. Walker: — The mistakes should not be written on the board and left for any length of time. Miss Coe :— I have copied the in- correct sentences of my pupils on the blackboard and required the class to correct them, but found the method rather unsatisfactory, as some of the pupils would adopt the incorrect forms, forgetting the cor- rections made Mr. Thompson : — This sometimes causes the pupils to criticise the teacher. Question : — "How is the pupil taught when to use "a" and "an"? Miss McKinley : — First through explanation and then constant drill. Miss Coe :-In teaching that "an" must be used with "hour". 1 ex- plain that "h" is silent. The pupils of course, at first do not understand this, but 1 know that explaining such little things, and giving them reasons for departure from certain rules, is of great help to them. It gives them a broader understanding of the matter. Mr. Thompson : — A good idea to keep a list of words, before which "a" is used and a list before which "an" is used. Miss Coe : — To keep so many of these lists and charts before the class will soon fill up the room. Mr. Walker: — Trouble will cer- tainly be had on this subject. You will think they understand it thor- oughly but will find some time after that because of non-use it is forgot- ten. Repetition is the key. Topic: — "Ruts in Teaching" — Dis- cussed by Miss McKinley who said: "One of the hardest things to do is keep out of ruts. One way to avoid ruts is to study variety, new illustra- tions etc. Still one teaches mora by what he is than b} 7 what methods he uses and a teacher who is enthusi- astic andfaithful will not likely be in ruts. Mr. Walker: — There is no other way to keep out of ruts that are harmful than to jump out of them by will power and if you are working in the wrong direction make up your mind to change. Because a teacher is not ingenious and inven- tive it does not follow that he is a failure, though those qualities are much to be desired. The ability to adopt others ideas is frequently as successful as to originate every- thing-. Inventing and the ability to /o FOURTH TEACHEliS' CONVENTION OF THE successfully use an invention require a different sort of talent. Miss Harrison: — How to avoid the ruts 1 do not know. Sometimes it is hard to see the ruts in which we are moving; but once becoming- aware that we are in them, 1 be- lieve it will not be very difficult to get out of them. Mr. Walker: — If one teacher keeps a class four of five years he is apt to get in a certain order of teaching. I think then a change should be made. Each teacher has his own way of teaching. His own characteristics. It is the duty of the Superintendent to watch this and make a change in order to give pupils a little different order of teaching. Topic: — "The necessity for Kinder- garten instruction in schools for the 'leaf. An article from the Silent Educator on this subject was read by Miss Harrison and also opinions from "Proceedings of 12th Conven- i ion. 7 ' Miss McKinley: — Kindergarten methods could be applied in teaching little deaf children. It would be well for some 1 think if they could be entered at 6 years of age. Mr. Walker^-H' the money could be obtained it would be very well, but to take the time out of the ten years allowed it would not be best. It would be a good preparation for after work. Nice tiling for a nurs- ery and it is drifting into that with the deaf and dumb in some of the larger cities where; philanthropic purses assist. We who are limited as to moans, must endeavor to give the best advantages, all things con- sidered, and not be led off into too much in the way of experiment. Kindergarten and nursery instruc- tion are "nice" and undoubtly pave the way for regular instruction but it is expensive. Question: "How much attention should visitors receive/"' Mr. Walker. — As a state Institu- tion we are bound to give more or less attention to visitors. Class room work should not be interfered with more than necessary. It is best for the visitor's attend- ant to make explanation of" the work being done. The teacher should be near to correct any mistakes if made. ] don't think it is necessary to interfere with the school-room work. It is well to drop regular work if uncom- monly interested visitors come in. and enter into details, but if idle curiosity be shown treat them cordi- ally, quietly and then pass on to the lesson. Miss McKinley : — If pupils have just commenced an exercise is it well to stop and attempt to show something which would probably bo more interesting to the visitors. Mr. Walker : — I think not best. Mr. Cuppinger : — : If classes are dull and tired visitors perhaps do good. New ideas may be given the teacher by questions asked. I think its often stimulating to pupils to have visitors and when visitors really want information it is best to give it. As a general thing I pay no other attention to visitors than to explain the subject of the lesson, and do not let their presence inter- fere with the regular exercises. "Visitors and their Views'" from "Annals," Jan 1891, read by Miss Town send. Question : — " When should pupils begin the study of drawing?" Mr. Walker :- -If pupils show particular talent start the first year, if room is found in that, department. The time for this must be taken from other studies, work or play. "Anenl Drawing" from Silent Eduactor, Vol II. N"o. 2. read by Mr. Clippinger. No remarks. Question — 'Is it a good plan to KANSAS INSTITUTION FOR D. AND D. 11 writelist of words and time phrases on the board and require pupils to form sentences using them ? Miss Israel : — 1 do not find the method of writing time phrases on the slate and requiring pupils to form sentences using them a success- ful one. Mr. Olippinger: — It is a recognized fact that the English language con- tains a larger number of idiomatic expressions than any other language and this fact is the great stumbling- block in the path of deaf pupils. And not only time phrases but the thousands of other idiomatic ex- pressions in common use are the difficult problems for the deaf to master. The most common ufthese it is necessary to teach and if the teacher observes some method in the classification of these phrases there is no better method to pursue than the one suggested in the ques- tion. These phrases can be select- ed by the teachers with reference to the subject of each c ay's lesson, and thereby made of practical illustra- tion. Mr. Walker: — In teaching I some- times thought the class understood the time phrases but would find after- wards that they did not* If taught in a mechanical way this is apt to be the case. It is best to teach these time phrases when needed. The circumstance may not occur. It will often have to be given them in a story. Mr. Thompson: — I believe in using time phrases and words. I sometime* take a lesson which they have had and will ask them to give an origi- nal sentence. This 1 find of use to them. 1 think more time should be spent on language than anything else. Question: — "How can we get pupils to express variety in journal writing?'' Miss Harrison : in this direction. -I find trouble I do not now think of any way of getting variety, except by telling the pupil not to write the same thing over and over; and by writing a sample journal on the large slate occassional ly. Miss Jones : — I think variety of expression can be gained by making the pupils think. When they ac- quire this habit, good results will follow. Miss Harrison : — 1 think every two weeks is often enough for Jour- nal writing. Then there will be something new to write about. Once a day is too often. The teacher should watch the writing and give some idea of news now and then. Mr. Thompson: — ], too, think- that once a day is too often. There is nothing new to tell when thev write every day. It is a good plan for the teacher to write a journal on the large slate as it gives the pupils an idea of how the journal should be written. We might, sometimes, sign something that has taken place, or sign some current event and let them write it. Miss Coe: — I think it makes the pupils more indepedent if sent to the large slate to write their journals. Teach them not to write of self only . but of things that have happened. We should encourage our pupils to talk with us. We should draw them out. Mr. Walker :— I think a little of journal writing is very good. Not how much, how often but in what way. 1 had apian of writing jour- nal myself whenever trie pupils wrote. The teacher should show the variety and then the pupil will get it. When writing a journal himself the teacher will find it a hard thing to do and will not ask too much of the pupils and it gives them a correct form of writing. Mr. Thompson : — -1 think it profit- able to read newspapers every day. BuL some days it is impossible for 12 FOURTH TEACHERS' CONVENTION OF THE pupils to get any news. It is a good plan to have them put into English immediately actions that have been performed. Question: — "How do you teach the plural. ? Miss Stout : — I teach it by action work. Mr. Harah : — To teach singular I show the pupils one object and write the name on the blackboard, and opposite to it I write the plural of the object, and illustrate it by showing them two or more like objets if there are any at hand. It would be well to write two lists of names of objects in columns, side by side, with singulars in one column and plurals in the other, having the singular of each object opposite its plural. Now, pupils may either by sight learn them or copy them for future reference. Queltion : — Should pupils of the second year practice sentence build- ing? Miss Coe : — I think it well to use sentence spelling as much as the pupil can understand. Miss Israel: — If classes were smaller spelling would be advisable. [ think it well to spell exeriscs to the pupils as much and as often as time will permit. Mr. Thompson : — 1 do not quite agree with Miss Israel. Sometimes after spelling to my pupils I ask them what 1 have spelled and find they do not know. Lack of atten- tion is certainly the cause. If the teacher spells but little he is to blame but if the teacher spells and the pu- pil pays no attention he is to blame. Miss McKinley : — I think the deaf teachers spell too little to their pu- pils. 1 do not mean to criticise them but their familiarity with signs is a great temptation for them to use them almost entirely in conversation with their pupils. 1 notice that pupils who come to me from under the training of a deaf teacher are not able to read spelling well. Miss Harrison : — Every da}' or two 1 have an exercise in which 1 spell one sentence at a time requir- ing the pupils to give me the tran- slation in signs. By this means the pupils are enabled by practice to read rapid opelling. Miss Coe : — 1 think the line should be drawn some place. If it is anew lesson it should be explained thor- oughly by signs. But in commands and conversation use spelling. If you must use a word or phrase you know or fear they do not understand, explain it before proceeding further. I think the best way to do this is to spell on the left hand, without drop- ping the right, a word or phrase which has as nearly as possible the same meaning and which the pupils understand. Mr. Walker: — Use signs only when they must be used in making explanations. The teachers must come to this some time soon. They should all make the resolve to spell spell and place as much language before the eye as possible - Ten minutes intermission. Question ^ — "Should most of a re- citation be devoted to dull pupils?" Mr. Clippinger: — The question depends on how many dull pupils you have. If the dull and bright pupils are in about equal proportion, you not only should, but of necessity must, denote more time to the dull ones, because in their case you not only have more explanations and corrections to make, but* you con- sume more time' in making them, for the brighter pupils understand more quickly, make fewer mistakes and are often able to correct their mis- takes by mere reference to them. 1 think the dull pupils should have the first attention of the teacher and as much attention as is necessary to bring them up to a standard recita KANSAS INSTITUTION FOB I) AND D. W ion, unless the brighter pupils are .hereby grossly neglected. Often the brighter pupils can save the teacher a great deal of time by coll- ecting the exercises of the pupils n a class. Miss McKinley :— 1 am in the labit of giving more time to dull pu- pils But the teacher has as much responsibility to see that the pupil who has five talents brings in is other five as that the dull pupil who has only one talent should double it. Should not each have his full share of time? Mr Thompson:— The duller one, seem to be hanging behind. If they are so very dull, I think they should be changed into another class tor to keep from being put back, they will try harder to keep up with their class and will perhaps bright- en up. . . , , Miss Coe:— 1 have the brighter ones help me with the work and thev seem to take pride and pleasure in "helping the slower ones By this means much time is gamed ana the bright as well as the dull ones are kept busy. # Mr Harah:— In the mixed class- es the dull pupils are sometimes bet- ter than the bright ones I lie bright ones becoming careless and indifferent and do not take pains enough to pass suitable examina- tions for promotion to higher grades Carelessness and inattention, are out of most instances, the main causes of their being put into mixed classes, which rightly belong to the dull ones. So you see there is a remedv for the bright ones to make themselves. What is it? "Careful- ness and attention, and the dull ones are the very ones that deserve most help from teachers. Teachers not only should, but of necessity as teachers must, do their best to al- leviate their condition. It must however, be remembered, that teachers of such classes have a hard row before them and too much must not be expected of them. It is more difficult to bring pupils out ot dark- ness than to keep them m lighl when they are in it, and a teacher who succeeds in bringing dull ones up to a higher intellectual level, not to say to the level of the brightest, deserves much credit for his work. Mr. Walker:— The dull pupils are sometimes an annoyance it m a bright class. If in this class they should not remain there. The Sup- erintendent should know his busi- ness better. The school is yet to be found where all is evenly graded. The dull pupil should have as much I attention as is necessary to keep i him up with his class, until this can- not be done, then he should be re- moved Do not think because they are dull that they should receive a greater amount of attention than those who are bright. Enough only to keep him up with his class until found to be robbing the class and then should be removed it possible. If not u ; , KANSAS INSTITUTION FOR D. AND I). 7o derstand when something- is signed to him in the English order. Mr. Walker: — The English is not supposed to be the correct order of thought. We have used it so long that we think sometimes that the English order is the correct one. But so does the German think the German order the correct one and so on. Question: — "How can we prevent a pupil from writing his language just as it is signed?" Mr. Walker. — It is an impossibil- ity for him to write it just as it is signed. He does not write it just as it is signed. He makes mistakes. He has not the language at his com- mand. One way we practice is by taking up a simple sentence, put it into natural pantomimic signs and then ask the pupil to write what we have signed. If he writes it just as it was signed we tell him it is not right. Not as people outside would express it. The order is not the same and can't be the same and they must be taught this fact. Miss Harrison:-! believe i can truthfully say that 1 have never had any trouble by any one of my pupils attempting to write just as I sign. Question: — How can we obtain simultaneous action work?"" Miss Jones: — That is my ques- tion. By it I meant, how to obtain good concert work in class. Make a rule and having such « one adhere to it. Question: — "Should pupils letters to their friends be sent uncorrect- ed?" Miss Mckinley: — By all means send them uncorrected. I think it is a base deception for a teacher to 'correct a, letter and then have it sent to parents as a specimen of what the pupil can do in letter writing. Mr. Walker: — If a teacher cor- rects the letters arid informs parents of it I think it is all right. If sent general uncorrected the pupil thinks it is all right and will form bad habits in letter writing. Miss Coe: — Correct the letter and inform the parent of its being cor- rected. Miss Harrison: — 1 think it is a good plan to correct mistakes in red ink. Pupils do not like to have a letter all covered with corrections in red ink sent home, so he will be more careful. Mr. Walker: — As a rule do not send letters to parents corrected un- less corrected in red ink. Mr. Thompson :■ — I think the cor- rection should be made and sent to parents so they can see it. Question : — Which is preferable. a written or spelled recitation ? Miss Stout: — I sometimes use one method, sometimes the other, but prefer recitations to be written Miss Harrison: — As a thing 1 think spelled recitations are preferable. But would sometimes use both in small classes. In large classes written recitations are neces- sary as a rule. Miss Coe :— As a general thing 1 think written recitations are prefer- able, but for variety I now and then have a recitation in spelling. Mr. Thompson : — I use both meth- ods nearly the same. Mr. Walker: — It is a good plan to have the pupil put in signs what is said in answering the questions. If they can put it in good clear sign language and then good English it is quite probable they have a good lesson. Question : — "How should recita- tions be marked ?" Mr. Walker : — The system used in this Institution is on the basis of iOO and the teachers should con- fine themselves to this. It will not do to leave to the memory of the teacher. Some daily record must be kept. 1(J FOURTH TEACHERS' CONVENTION OF THE A motion made seconded and carried that the subject be post- poned until 8 o'clock Friday morn- ing. Friday, 8 A. M. the Convention was called to order by President. Mr. Clippinger : — I would like to ask how the class recods are kept. Mr. Walker: — (Explained meth- od) We simply mark each day's re- citation on the scale of 100, as per- fect and average these marks at the end of the week. The teachers use their own judgement as to what is right and just in each case, endeav- oring to treat all as nearly alike as possible. First topic for Friday's work was then taken up. "What visible effects have been produced by our library V Miss Harrison : — My pupils de- rive benefit from reading although they are not capable of reading anything but the "First Readers." They often tell me stories they have read thus showing that they get good from the library. Mr Harah : — The books Q'ive CI food for thought to the pupils for their societies conversation etc. and are very helpful in tfteir language 1 think. I think reading is just as useful as spelling. J have tried spelling to them in the school-room but found that they did not become so interested in much spelling as they are in reading. Some think relig- ious books are the best but you can't interest them as well in religious books as well as in others. 1 ffave the pupils "Suis's Family Robinson" last year and found them very much in- terested in it. 1 think it is a good idea to allow the pupils to read in school when they have a few spare moments but not allow this to inter- fere with their lessons. My pupils did not have Library books last \ ear but 1 agree with Prof. Bell that they ought to be encouraged to read and to read much but I can hardly say whether it is best or not for them to read books which they do not under- stand. I cannot say what kind of standard books it is best for teachers to read to them on Sundays as it has been customary here for some years. Chairman :— 1 would like to hear from you Miss McKinley. Do your pupils use Library books ? Miss McKinley : — My pupils com- menced using them last year. For several months they used the prim- ary readers and the result was good but after awhile they wanted to draw the 4th and 5th Reader and of course could not read them easily. 1 notice that the older girls usually read novels. Mr. Walker : — Do you think they get the text of the book ? Miss McKinley: — No, 1 think not. Mr. Walker : — Have you any suggestion to make in regard to the the library ? Any addition to make'/ Miss McKinlny :■ — No, I think the' readers are the best books for young- er pupils 1 sometimes allow my pupils to tell the class what they have been reading. Mr. Walker : — Do the teachers know what is in the Library without looking in the Catalogue? If not, 1 would give this a little study. The library is free to all. We try to meet the demands of both teacher and pupil . We value and how it may be improve- ed." Mh< Mc t Ctxl'.:y :— I think "The Little Friend" is of great value if well edited. Keep the pupils "inut- isims" out of it. Let them write the locals but if not in good language then the teacher should be at liberty to change. We do not expect tin in to use good English but that is what we want them to see. Mr. Clippinger : — What is ibis paper intended for? Mr. Walker: — A paper used just in the school. Mr. Rogers : — The quality should be improved. Not so much quanti- ty we want but quality and the read- ing matter should be more interest- ing. Miss Jones : — "When I had the paper in charge 1 sometimes thought the pupils could derive more benefit it the writing of locals were made a regular exercise and the corrections made before handed to the Editor. As it is the Editor must go all over them and correct where as if the cor- rection could be made before the pu- pil the benefit would be greater. They send their locals in thinking they are correct. 1 think there should be a regular time for writing the locals. Miss Harrison : — I agree with Miss Jones in saying there should be some set time for writing locals. I donot'Jiink 'The Little Friend" is what it should be. The object is to create in the pupil a desire for read- ing. Nothing should be placed before the pupil but the very best English, I do not think the paper should he wholly made up of locals. A good plan is i'o ■ the teacher to supply some matter in the line of news, a little history or description of coun- tries, people, etc. All should be written with care in good and easy language, yet sufficiently simple to he comprehended by the piruls. This it serins to me, would make an interesting, yet at the same time, holo'nl pap°r for our pupils. Adjourned until 1 o'clock, KANSAS INSTITUTION FOB D. AND D. 23 F»iday, 1 o'clock P. M. Convention called to cder by Chairman. Tcpic. — "The importance of deal- ing with our pupils as individual character." Short discussion fol- lowed. Question : — "Should attention be paid to the different disposition of pupils in considering- how they should be punished. Mr. Walker: — There is a great deal in understanding children. To know how much punishment and how. much praise to give them. I have a great deal of punishment of one kind and another to give. Different kind of pupils come here. Some are born mentally and morally obtuse. 1 have in mind one or two boys who puzzle me. They seem to dislike to be punished physically but it does not last and 1 feel each time that I will not punish them again. A lasting effect, is what 1 w«nt. "\Vlr-»t to do in different cases is quite a problem. To class- ify the different misdemeanors is what is wanted. As Miss McKinley says some are brought to lie from fear of being caught in meanness and others because morally mean. I do not see how we can lay down a rule. If we could lay down two classes of lies it might do. But to understand the disposition of each pupil, that the teacher should study and the superintendent should know something of this too. Those who come before me frequently 1 learn t'» know pretty well. 1 think though that we can only study the character of the pupils and put this with the cool judgment and experience of former years. Some do not do wrong because afraid of the punish- ment. I think you, Miss McKinley, have one or two oas n s in your elass. With these it is hard to decide just what to do. I think in one or two cases I saw an improvement last year as they grew older. I think all the teachers have characters that puzzle them sometimes. t The in- fluence produced here should be lasting. As to the question itself I am a little in the dark as to what advice to give. 'Reading Room for the Pupils.'' Mr Rogers:- -I have not had much time to arrange thoughts on the subject and am not able to say much of importance. Last year when 1 would relate some incident to my pupils in the school-room, they would ask what paper I found it in. This led me to think that we needed a reading room. 1 think it would be very beneficial and much good be dervied from it. Nearly all Institutions have a read- ing room. 1 found in Colorado they have a very good reading room, the eurls having the ro< m one dav and the boys the next. Some of my pupils subscribed for the Kansas City S'ar last term. They enjoyed reading it and when one had finished reading it he would hand it to the other pupils. If they omitted read- ing anything I would speak of it and t!.ey would refer to the paper again. Miss Coe: — ^\ e had a reading- room in Indiana but am sorry to say that the boy's room was left open in the afternoons and the little boys went in and did so much mischief that it was practically abolished. Could be remedied though by rules. The girl's reading-room is a very popular resort for the girls of the older and intermediate classes. I often no- ticed, as 1 passed, groups of girls in pleasant conversation, while others read and others wrote., for pens and ink were kept on the tables. The girls certainly appreciated their reading room. Mr. Thompson: — When Mr. Walk- er came he had the reading racks put up in the study room but the 1?4 FOURTH TEACHERS' CONVENTION OF THE little ones tore the papers and car- ried them off. I think some place should be had for reading but the tittle ones should not be allowed to go in. Something similar to the Y. M. C. A. rooms might do. Miss Coe: — Another arrangement of the Ind. Institution is having large bulletin boards on the walls of the study-rooms, where every one can see them. Some teachers find interesting items of news, has them printed on the typewriter and put on these boards. A teacher chosen by the Superintendent has charge of this. Mr. Rogers: — The little children are given to destroying. If a read- ing room were established it would be well to have rules admitting only the 1st, 2nd, 3rd, 4th, 5th and 6th classes. Good idea to put the head- lines of items of news on the bullet- in boards and this would interest them and lead them to read the papers. Miss Coe: — I think they should be allowed to talk about what they read. All right to have rules for no playing but not to prohibit talking. Mr. Walker: — Where would you like to have the room, Mr. Thomp- son ? Mr. Thompson: — I do not think of any particular place at present. Miss Coe: — 1 think it a good idea to have the bulletin boards in the boy's and girl's study- room. The news could be put on each morning before Chapel. It is not much trouble for a teacher. Mr. Rogers: — Perhaps when they get this it would be all they want. Mr. Walker: — A few years ago we put up the racks but found it to be of but little good. In the last years I have been giving accumula- ted papers to the boys, some to the girls. With these they did as they pleased. I generally gave them the daily paper in the evening. For lack of room we could come no nearer a reading room than this. I think more good is gotten from the papers when they buy them themselves than when 1 give them to them. They want to get the good from them after they have bought them. Miss Harrison:— I think it would be nice if the girls had a sitting room, cozily fitted up with books and reading matter, a few easy chairs, tables etc. Mr. Walker: — Have you been in their rooms lately? I think tin 1 girls are pretty well fixed. The boys are not so comfortably fixed as the girls. Question — "How can we make in- dependent thinkers of our pupils? Miss Coe: — 1 sometimes ask my pupils if they understand something of which 1 have told them. They say yes, yes, not thinking at all. How to arouse them and make them think for themselves is the question. 1 think 1 made independent think- ers of three or four of my pupils last year but how I did it I do not ex- actly know. Mr. Thompson: — 1 asked my pu- pils on'e time "What are demo- crats?" "What is their platform?" They said they did not know. 1 told them they must read the papers and find out. When asked what Republicans air the only answer given was that they are Republicans because they did not want slavery. It is very diffi- cult to make them think. In the 1st, 2nd, and 3rd, classes the pupils should be made to be independent thinkers. Miss Coe: — I tiiinK we help them too much. They expect us t-> give them everything and they give us nothing. We ought to require them to give us more. Mr. Thompson: — I think it would be difficult to make Independent KANSAS INSTITUTION FOR D. AND D. ^r> thinkers ofthe younger pupils. Miss Jones: — This could only be applied to the older classes. Teach- ers can keep by drawing the pupils out. Newspapers aid debating socie- ties etc. Mr. Walker: — Independent think- ers are rather scarce. Rather a scarce article. In the Public Schools very few independent thinkers are found. Perhaps as many in our schools for the hearing. In fact there are very few adults who are independent thinkers. All are led by some one else. We should not become discouraged with our pupils, although we should encourage independent thinking among them. "How to bring about a spint of indepen- dence among our pupils." Mr. Rogers: — Little deaf child- ren are usually treated a little dif- ferently at home than their brothers and sisters. They are allowed to act differently by the parents and when they come to school they have a feeling of dependence. We should omit no opportunity to make them more independent. In prayer-meet- ing this can be done by making them lead it themselves and not rely on the teacher for ever3 T thing. For unless this is done when the} 7 leave school th°y will still be de- pendent and feel dependent. Mr. Walker : — We had that question up yesterday and decided that a little aid from the teachers would be helpful. They are not able to stand alone and I think they should have a little guidance. Mr. Rogers: — I think it well to give them a little correction but give them to understand that they must stand alone. Miss Coe: — I think the pupils should be broken of the habit of accepting everything given them without a question or thought about it. 1 want my pupils to think, to use their reasoning powers. Miss McKinley: — 1 think it a good plan for drawing them out to question them a great deal and have them question us. Miss Harrison: — If asking ques- tions is a sign. of independent think- ers I know 1 have some independ- ent thinkers. Discussion closed. Mr. Walker:— The following articles to be read will give us help: "How shall we give our pupils a wider horizon.' 7 Annals, July '90 p. 173, read by Miss Townsend. Mr. Walker: — That is a very pleasant article to listen to. "A Language Exericise'' Educa- tor Vol. I No. 4. read by Mr. Clip- pinger. "The Colloquial use of English by the deaf." Proceedings of 12th. convention, p. 112. Miss Jones: — The pupils of the printing office, I notice convey their ideas in better English than pupils in other departments. The reason for this lies in the fact that they are required to follow the Eng- lish order of thought in setting type. This may argue the superiority of the Rochester Method over all other methods of teaching since by con- stant spelling the pupil forms the habit of thinking in the English language therefore uniting with greater facility than if handicapped by the habit of thinking in the sign language Mr. Walker: — I think we ought to spell to them more than we do. The combined system is best, that of spelling and signing:, but the trouble is that we are apt to use too many signs. I think it would be a mistake to do away with the signs altogether for there are times in ex- plaining where we need signs. Mr. Harah told me that in their execises in chapel all that they did was that Dr. Gallaudet spelled a chapter of 2G FOURTH TEACHERS' CONVENTION OF THE the Bible and then sometimes com- mented upon it in signs. ]\Jr. IIarah: — Yes, at college Dr. Gallaudet and tlie other professors took turns in spelling chapters from the Bible every morning and every student seemed to be able to under- stand them as easily as though he had been reading the chapter him- self. All the Professors took turns. But I certainly did not mean to sug- gest that it might be well to do that here for our pupils. They are too young. Some of them might be benefitted but most would not. To pupils in a school like this lectures in chapel should be delivered in signs so that all may understand them. Miss Harrison: — If the time was not limited to 8 or 10 years 1 think the Rochester method would be the method, but. as the time is limited to so short a time 1 think the com- bined method to be the better. Mr. Walker: — Put spelling be- fore the eye as often as we can and do it naturally, the same as to a hearing child Forget for the time that they are deaf 10 minutes Intermission. "A Suggestion," E luca'or Vol. 1 No. 8.— read by Miss Israel. Mr Thompson: — 1 think we need to teach language more than any thing else, thus fitting them the bet- ter for life after they leave school. , "An Excellent 'School Excerise." Educator Vol. 11. No 4. — read by Miss Mckinley. Mr. Walker. — This shows how much can be drawn out. A good way of getting pupils to ask ques- tions. Mrss McKint.ey: — 1 have used this plan and found it very interest- ing to the class. The pupils can hardly wait for their time to ask a question. Mr. Cupiuxgf.r: — An exercise of this kind is most valuable. Itpnts a pupil upon inquiry and enables him to obtain the colloquial form of expression. "The lnterrog^tives," Educator Vol. 11 No. 2 read by Mr. Walker. Mr. Walker: — In teaching spell- ing 1 want to add that sometimes a teacher sends a pupil to me and he spells instead of signs. This is all right with the primary grades but the teacher should teach his pupil to spell at a more rapid rate for the teachers are supposed to read at a moderately rapid rate. They should also be taught to read more rapid spelling, though not too rapid. Miss McKliney: — Is it not a bet ter plan to have the pupil write what he wants to say. Then the teacher can quickly correct any er- rors On motion it was agreed to take up Saturday's work. "How should the articles "a" and "the" be taught? Miss Harrison: — 1 cannot say how they should be taught but I can tell how 1 taught the distinction. I told my pupils that in speaking of objects which were in the school- room, if there was but one object they should use the; but if there were more than one object, and they spoke of one of them, they should use a. The same rule may be applied to objects which they have at home. If they are speaking of a harrow, they should say the harrow, because it is supposed that there is but one harrow at tin 1 barn. Of course this rule could not always be relied up- on. "The exception proves the rule." Then, in speaking of one of several objects, after mentioning it at first as a — 1 explained t<> the pu- pils that they should say the, never speaking of the sa*ue object but once as a. Miss McKinley: — After teaching where there is only one object to KANSAS INSTITUTION FOR D. AND D. 27 use "the", a pupil says to you, "The wagon is going by." How do you correct that ? Miss Harrison: — There are ex- ceptions to this rule. . But in case a pupil would say "The wagon is going down street." 1 believe I would venture the attempt to get out of that difficulty by saying that there are more than one wagon on the entire length of the street. This theory, may seem ludicrous, but I believe it is a safe one. Miss Lindsay: — When there are two doors in a room we da not say "a door" but "the door." Mr. Walker: — We would say "the door" in speaking of the door used the most. Mr. Clippinger: — The speaking child is taught the use of the articles without being taught any rules. t think perhaps the deaf child learns largely in the same way. The only rule that occurs to me is that in the first reference to a thing, £/ie denotes a partieid ir object, a denotes an in- definite object. And the is always used when an object has been re- ferred to previously. Mr. Walker: — 1 think it well for the teachers to make so«n.e little rules but always have exceptions. Miss Harrison: — Sometimes in' presenting a new subject, 1 think I know iust how to make it clear to the pupils, and perhaps I will get along all right for a few days but after a while some exception will come up an I 1 find I have not made it so clea • ;>s I at first supposed. Mr. Walker: — Analyze the ex- pression used by a deaf mute and you will nearly always find they have somiS reasor for using it. If the teacners will analyze their mis- takes anil wri f e out the analysis, saying they must have thought so and so, they will get \aluable hints for themselves as to tho mental op- erations of their pupils and seeing their defects may remedy them. Miss Ooe: — 1 thought when I began teaching that 1 knew more about it than some others I had seen teaching, but the longer I teach, the less I seem really to know about it. I grope about in semi- darkness. Miss Harrison : — I have had the same experience. "How should we teach pupils to distinguish between the use of "to" and "for"? Miss McKinley: — By giving the rule that with verbs "to" is always used and "for" wiih nouns. Make clear at the start by a long list of sentences such as "John went to the field toplow. "Fred went to town to ivork 1 ', etc, "Mary went to the field for flowers, "Kate went to town for thread" etc. Then show • in such sentences where to is used the word following is a verb arid where for is used a noun follows. They will have no difficulty in re- membering the distinction. "Asked, Told, Said," EJucator Vol. No 3, read by Mr. Walker. Miss Harrison — I have not taught said 11 but with "told" did not find much trouble. Mr Walker: — In my teaching them I found some trouble. 1 made the mistake of teaching them all at once. "Told it,'' "said it," "told that" "said that," "asked that," "asked how," "asked what," etc, etc,. I had rules but have forgotten them but it was a mistake in teaching them all together. Miss Harrison: — When I taught "told" and "asked" did have trouble. I told them when Mr. Walker gave me a command lie fold me to do so and so, but "I would ask him." So with my pupils. 1 tell them to open the door. They ask me to open the door. 1 would show than an inferior asks and tnat a superior telh. *JH FOURTH TEAHCE11S 1 CONVENTION OF THE Miss McKinley : — 1 made a symbol to show the direct and in- direct object. I would write "Mr. Walker told Burt to shut the door." Write over it "told who " ? in brackets and over the other "told what" ? Same with "ask who "? "ask what'/ Discuission closed. Question, "How would you teach personal and relative pronouns"? "Personal and Relative Pro- nouns." Educator Vol. 1 No. 9, read by Miss Lindsay. Mr Walker : — If we teach the use of Relative pronouns the pupils do not use them much and when "they do the use seems stilted and bookish. Mr. Harah : — I will not say much about them as 1 have not had much experience in teaching- them. I can- not tell just when it is best for them to be first taught. 1 would, how- ever, think it best to first give the pupils a clear idea of nouns and show them that pronouns are used in their place. Question, "Should Grammar be taught in the Intermediate grades?" Chairman, 1 would like to hear from you, Miss Harrison. Miss Harrison : — I would prefer to hear from some one else first. Mr. Rogers : -Does it mean with a text book f Answer, yes. Mr. Rogers — 1 think it should be taught in the intermediate grades. Right in the beginning and keep it up. For if we wait until the 1st. and 2nd. classes they will net have time to get an understanding of it. Mr. Harah: — Yes 1 think it should be taught in the intermediate grades, and from text books beginning with about the third highest grade. It is a very important study for the deaf, much more so than for the hearing. The deaf need rules to know when their language is correct or not. Without them they would most like- ly, after leaving school, g( t their lan- guage mixed up. 1 would think it important and well to begin teach- ing grammar from text books by first giving the pupils a very clear understanding of the different parts of speech, and then of their proper- ties, the different rules of Grammar, etc. Some think that Grammar is not very good for the deaf to study 1 disagree with them. I firmly be- leive it is one of the most important studies for the deaf to study before going, out into the world to depend on themselves. Without it what guide would they have to shield them against errors in their language'/ Mr. Thompson: — I noticed years ago that the deaf made so many mis- takes in original work. 1 wondered why and concluded that they did not know the principles of Grammar. The speaking child get language by hearing it and perhaps do not need the principles so much as the deaf. I think it well to commence the 4th or 5th year. Take two classes, one where Grammar has been taught and the other not, and you will find that the one which has been taught Gram- mar is far ahead of the other. Miss Harrison :— I firmly believe in teaching Grammar, if the symbols we use are called Grammar. 1 hard- ly know what 1 would do without the symbols. Miss Coe : — The next question is mine.- "Does technical Grammar help or retard a mute in acquiring correct language ? 1 taught my pupils the different parts of speech. Gave them words and told them what they were. 1 gave them a lit- tle at a time and did my best to make all plain and fully understood and found quite an improvement. When they came to a new word in reading they would ask me what it was, noun, verb, adverb, or what and when 1 told them thev understood it KANSAS INSTITUTION FOR D. AND D. 2Q and could use it for themselves. 1 was obliged to give up teaching Grammar in my class but 1 noticed that they lost ground alter dropping it. 1 wanted easy text books but was not permitted to have them, i never could make the Principal un- derstand what 1 wanted to do. He knew all about it and when 1 started to explain, would cut me off wit! i a long harangue. 1 should never 'have attempted to teacii my pupils all that was in the text book 1 wanted, but there wore simple and valuable lessons scattered all through it which would have helped them very much and I did want them to have those., lessons. Then, they loved grammar a id out of school hours would have read the exerci- ses given in the book and profited by the reading. They were contin- ually borrowing my own books and talked intelligeuly about what they found there in asking more ques- tions, perhaps* than some teachers would like to answer, though 1 en- joyed explaining all they asked about. Mr. Walkkjk :— In using the word "Grammar" we do not mean using the text book. hj the .course it comes in the eighth year. 1 think we can commence; using the symbols, too early. 1 used to think Grammar not necessary until the higher grade's were reached. But have found that, we should put the same amounted' language before the deaf child as before the hearing. The sooner the better, to get a deaf chil.il to understand that a lion i is a different kind of a word from a ve»b. Mm Cos.: — I do not advocate teaching them all there is in Gram- mar, but give them rule** -half are how many?" Mk. \V.\l kfi-:— T ( : ( ]' ji s1 U o lang- uage nt first and not character. With brighter classes they might In? able to undcrtand the forms given above. Mis. Walker: — Mr. President, there is one question not answered, "Do pupils understand long arith- metical analysis better than short ones' Chairman : — Mr, Olippinger have you anything to say on the subject? Mr. Olippinger : — 1 have nothing to say but 1 would think the short- er the analysis the bettjr it would be understood. Mr. Hakah : — 1 agree with Mr. Clippinger. The shorter the better until in the older classes. Chairman : — If that is satisfactory to a 1 1 we will pass to the next sub- ject. "How to teach History." Report of llth. Convention, page 327, read by Miss Mc Kin ley. 10 minutes intermission. "How should History be taught." Report of 12th. Convention, page 119, read by Mr. Clippinger. Mr. Walker : -There can be lots of tirn 3 sp.jatoa History and som ■- times lots of time wasted. 1 think it is not a good plan to load our pupils' minds too much with facts of the different battles. It is our idea to teach where battles were fought, why ,and what time, which side vic- torious and what the results were, important personages, what noted men distinguished themselves, as Sherman, Grant and others in the Civil war, as many dates as we need to put in and abreviate as much as possible. It is a question whether it would not foe a good idea to teach History by means of lectures. Per- haps it would be too much like story telling and might not fix facts in the mind. History is begun in the Gth year and taught during the Sth yeai, this being about all the lime that can be devoted to it during the school course. 1 run not sure that this is sufficient time to devote lolhestudy of History, y< t as 1 said 1 think KANSAS INSTITUTION FOR D. AND I). there is a tendancy to teach a great deal of unimportant matter in con- nection with History which trench- es on time that should be otherwise used. Mr. Thompson: — 1 think a good time to begin history is in the 5th year and complete it by the 6th or 7th year, then take up ancient and modern history by the 8th year. I think the pupils should know more about American History than any other. 1 do not think it best for them to commit to memory but get the idea and give it in their o*vn language. 1 have found it a good place to sign a lesson which they have not studied and require them to render it in their own language This will confuse them but 1 then have them read the lesson and they will pay more attention to the idea than to the text. 1 believe in the pupils being taught something out- side of U. S. History. In the 10th year no history at all should be taught. Mr. Rogers : — 1 think for a bright class well graded, two years is enough time to spend on history, but not enough time however, for a dull class. To get a clear under- standing it is necessary to give short lessons. I think the lecture plan would be a good one Mr. Walker: — Who would pre- pare the lectures ? Mr. Rogers : — The teacher might £,ive the lecture and have the pupils write what they knew concerning i Mr. Walker : — How about con- ducting examinations when History is taught in this wa}^ ? Mr. Rogers : — Give the pupils books prior to examinatiion and let them study. Mr. Walker : — In order to have regularity in the study of History the teacher would have to prepare work for the text books are too hard for pupils. On the whole how- ever, 1 like the suggestion and see that it might save time without sacrificing too much time. Miss McKinley: — Why not give simple text bouks to class instead of the hard ones used in the same grades in hearing schools? Mr. Walker : — 1 would not dis- card the text books but decide on oie book and have the lectures taken from that. Mr. Thompson : — i thinks Barnes' History a good one because it does not go into detail. We should give the deaf children the same books as the hearing if we expect to educate them on the same level. Discussion closed. Mr. Walker : — Our program is completed with the exception of the optional work. Shall we have a session this afternoon or leave the rest for future work'/ On mo- tion it was decided to meet at 1 p. m. and take up the questions on Sunday School work. Adjourned. 1. P. M. meeting, called to order by President. Question : — "Would not our Sun- day School be more interesting and profitable if conducted more like hearing Sabbath Schools? Miss McKinley : — It seems to me it would be. My idea is to have such helps as are used in hear- ing schools. If we had Sunday School papers it would make it much more interesting and when the pupils go home they could attend Sunday School and get more good from it. Mr. Walker: — Is that the only change you would suggest? That of distributing papers? Miss McKinley: — I do not know, I was never in any other Sunday School for the deaf. One Superin- tendent here had us all meet in the Chapel. My idea would be to make the Sabbath School as diffierent as 34 FOURTH TEACHFliS' CONVENT ION OF THE possible from the every-day school and, as much as possible like a regu- lar Sabbath School. Mr. Walker: — We have the chap- el exercises in the morning- where they all meet.' Often the Interna- tional Sunday School lesson is talk- ed about. This takes the place of Sunday School papers. The reason for having- Sunday Schools assem- bling 1 together is for lack of room. In Wannamaker's large Sunday School they try to have them in separate rooms as nearly as possible. Mr. C lipping er: — Do you use the International Sunday School lessons? Mr. Walker: — Yes, we copy from it. Miss McKinley: — Last year 1 bought helps and papers for my class and found it the best year of Sabbath-school work 1 ever had. Mr. Walker: — Did you have them commit the lessons? Miss McKinley: — Just enough to answer questions . Chairman: — Have you anything to suggest Miss Harrison ? Miss EIarrison: — I do not know of any suggestions to make. '"Sunday Lesson for first two years at school." — Educator Vol 11 No. 4, read by Mr. Walker. "Same" by Mrs. Zorbaugh read by Mr. V\ alker. Miss Jones : — 1 think the primary teachers should have a book contain- ing good material for illustrating. Sunday School lessons, like those furnished schools for hearing child- ren. Those who have spent some years in the work should be able to furnish just the material beginning tfeachers need Mil. Walker . — In buying this material for your class Miss McKin- ley. what was it worth? What was the costf, ? Miss McKinley : — 1 cannot just remember but think it was about 80 cents for three months for cards and papers. 1 get them i'rom Cook's Publishing Co. vhich 1 think is the cheapest house. Mr. Walker: — How about the language can they understand it? Miss McKinley :■ — They dig away at it until they do understand it. Mr. Walker : — If you remember 1 subscribed for a paper the first two or three years 1 was here which the pupils seemed to enjoy getting, but whether they received any good from it or not 1 do not know. Miss McKinley : — 1 noticed that the other pupils were very anxious to get the papers after my pupils had finished reading them. Miss Harrison : — Yes, my boys were very glad to get the extra copies which Miss McKinley some- times gave them. Mr. Walker:— Yes, 1 know they are glad to get them but do not know whether they are really worth the amount spent or not. The pict- ures are usually of no significance whatever. Miss McKinley : — I know your objections are very true but find the papers published for intermediate and higher classes better than those for primary classes. Mr Walker: — If the teachers will take up the subject in their teachers' meeting and come to some conclusion and bring it before me 1 will do all in my power to aid t^emin carrying it out. Mr. Clippinger: — What kind of papers are used? Mr. Walker: — Printed slips are given but each teacher allowed to conduct the recitation as he wishes. I do not think the Bible text can be used much before the 4th year. Nothing but the simple parts of it. They do use it but whether they understand is the question. Here is another question along the same line. "How much of the daily morning lectures do the pupils KANSAS INSTITUTION FOU D. AND D. 3& of your class understand? Miss McKinley: — 1 answer tor my own class that 1 think they un- derstand all of it and appreciate it fully. Miss Harrison:— My pupils do not understand all of it. Some get the most of it but they nearly al- ways get the illustration used to bring out the moral. Mr. Walker. — The rest of the question is. "Do they get enough of it to make the moral application*/"' Miss Harrison:-^— 1 think a few of mine do. Mr. Rogers: — They can g^t the most of it and reproduce it. Some- times it is quite difficult and they make a poor out at it, for some texts are pretty hard to understand. Mr. Thompson : — In my class some have a great deal of trouble in reproducing it. They get the idea but find is hard to put in English, because not accustomed to it. They should not only see the lecture in Chapel but have something of the kind to read. Some do pretty well however. Mr. EIahah: — Some of mine get a pretty good idea of the lecture. Others do not. Chairman: — What about your class, Miss Stout? Miss Stout : — Some understand it of course, but hardly enough to make application but often they re- member the text and apply it. Mr. Walker: — Miss Stevenson how is it in your class ? Miss Stevenson: — I have third year pupils. I think sometimes they do understand the lectures, but not often. 1 have often asked them to put the lecture into English but found they could not do it. Mr. Walker: — The intention of the lecture is to draw out some moral point, for the pupil to carry through life to mould his character. This question. "What do you think of having them write a synop- sis of those remarks as a language exercise" is a more scholastic one. If the pupils can draw the moral let them do it. My object in having them do this last year was to com- mand attention and create the habit of putting the sign language into another language. It is a good habit when they see any thing in signs to be able to put it into Eng- lish. This was my object in having it done. Mr. Rogers : — 1 think it is a good exercise; but it takes a great deal" of time. It is a good idea to have one of the best pupils write on the large slates and the others look at it as a model For lack of time ] sometimes find it impossible to cor- rect all. The lecture looks very different when put in their English than it did when Mr. Walker gave it. Miss McK.inley : — I think it one of the most important uses of the lecture for the. teacher occasion- ally to write it nut in simple language in order to show the pupil that they have sufficient language to reproduce the lecture if they would only use it. There is danger of their thinking that such an exercise requires the most diffi- cult language to reproduce it. 1 sometimes go to the slate after Chapel and surprise my class by writing the entire lecture without using word or construction but that they could have used themselves. One of the most difficult things is to make a class realize that they really have language enough for almost any exigency if they only know how to make is available. Mr. Tompson: — 1 have conesider- able trouble in my class £ in haVing the pupils say that such and such a teacher does not carry it out every morning and they do not want to. 1 make no difference in this, however. ae ':\ FOURTH TEACHERS' CON YENT10X OF THE Miss MoIvinley:---1 think, every morning is too often lor this ex- ercise.. 1 first tejl iny pupils to- give the text, then .what jijh VV a I i< - er said, then the illustration and lastly ,what does this teach us .' 1 found tttat this generallv made them watcli for the application. Mr. VV:ALKEll:^~'lLhe advantage of this exercise is that it gives them dil'v fe rent forms of expression than any other exercise will give. L think it would be a goo,d:iPlau to hastily question them about the lecture, "what was it about /'etc 1 ' etc. It seems to me that a class which has been in school ..-.six .. y.ejarsi ought to be able to put, a little thing like the lecture into language. How is ii in Indiana. M'ss Cp,e? : . Miss Ooe:— - The gentlemen, teach- eis take , turn about in lecturing. The lectures are given as here in the forenoon. The International S u n day School 1 eat' , i s use d i n th e S. S., which meets in the after- noon at 2:15 and .the /'Advocate'' and class note are destributed among the older pupils. Smaller. S. S. .-papers are given to younger classes. The S S. lessons are re- cited in the class rooms after which all adj Mirp to the ci|ap:.d. We have a S.S. Sup% who lead- the exorcises in chapel. These exer- cises generally include a hy ( mn or two ]:>y some of the pupils, followed by the Doxology in wnich all join and close with prayer. Miss. McKixley : — Mr. President Miss Ilarrissou lias, an article on K indergarten work which, she, is anx- ious to present. On motion it was decided tjiat dis- cussion be cjosed and Miss Harri- son e'ive nor article. Miss Harrison then road her art- icle. Mn. Walkkk : — -As 1 told you it would no doubt be of help to have the pupils here at a youngei age than they come but the people would begin to cry out " how much : are you going to do for the deaf and dumb.'"' it we kept them at the age of two years and took them | until they were 21 years old. if we had the money it would undoubted- ly be of great help but there are many other helps we might have it we had the money. One thing to be tirst done would be to make the classes smaller. 1 think a difficulty would be founcl Except in cities where parents could take the child- ren to and from the school, but there are few parents willing to bring- their children away lrom home at such an early age. Miss Israel : : — i think tit? home life better than the time spent, in the Kindergarten. ', Miss Harrison : — Why 1 am in favor of it is that the greater part of our children come from poor families. Nine-tenths of the moth- ers are not able to give them the ..home care. 1 Miss Israel:— 1 think if Miss EJjarrisqu will investigate she will ni,id timt nine-tenths of oi«p- pupiis do not come from the poorer classes. There are only nineteen or twenty from the whole number who have such pool* lion -es. Mr. Walker : — 1 agree with Miss Israel. The groat majority oJ the pul/lic school children might be termed poor. Now the majority of our children are from the same class but, not from the miserably poor of the cities. While not roll- ing in wealth they are com'ortably off. In some states the majority may be from the poorer, classes 'nit in the Western States this is not the case. 1 think a Kindergarten would not thrive in a Western State, though it might in a large city. Mi-is Isi.-aE'. : — 1 cm run over in my mind pupils 1 have known, both KANSAS INSTITUTION FOR D. AND D. 37 in Iowa and Kansas and can only think of about six in that number who were from the miserably poor families. Mr. Walker : — 1 can think of some pupils who would be better off' here than at home. Miss Israel: — Do you not think the State ought to look up these poor specimens ? Mr. Walker : — When 1 hear of any of these poor deaf children, 1 always make it my work to look into the case or have it attended to. Chairman: — Is there any other subject any one wants discussed ? Mr. YV~alker : — One question might be settled. "Should those pupils who fa 1 in their lessons get any credits for effort?" M.:ss Israel:- — Yes if an effort has been made. Sometimes when they fail we find they have made no effort. 1 think perhaps the habh of study is more than the lesson and also the habit of fixing attention. Mr. Thompson: — In marking the grade of a bright and dull boy 1 grade according to effort and ability. Mr Rogers: — I do the same. Mr. Thompson: — If a boy has tried to get a lesson and fails and we give him too low a grade he becomes discouraged and will stop trying. Mr. Walker: — Then when he says he will not try again shall we say all right and give him more ? If you want a column printed in the Star for effort I will give it to y ou, but if for actual work be very care- ful to give credit exactly. The Star is sent to the parents, it is the same as a letter to them. They turn the first thing to the markings of their child and we must be very careful in the grading so that when the child goes home they will not have to be disappointed. Miss Israel: — 1 was pleased to find, at the end of the term, the weekly markings and the exami- nation about the same. Miss Jones: — I think the pupils should receive as much credit for their effort as lor the results. Mr. Walker: — The parents look at the markings more than we think they do, and we want to be as nearly correct as possible. This question that came up is whether we mark for effect when we should be marking on re- sults. Mr. Thompson : — 1 would like to ask Mr. Walker what he would do if in a class a dull pupil fail on ales- son perhaps 31 mistakes being made out of 50 questions and a bright pu- pil make 10 mistakes? Mr. Walker : — If on a scale of 100 1 would give one about 40 and the other about 80. It would be the only way to do. Miss Coe : — I have seen in the re- port of some school a column for application or effort. This would show the parents how their child stands in the class and whether they try or not. Mr. Clippinger : — From the pre- sent system of marking I think it impossible to get a correct grade. Our sympathies influence us. If we narrow this down to exactness we would have a column for effort, for unconsciously we give the recitation mark a mark for effort. Discussion closed. Motion made and carried that we adjourn. the end ADDENDUM. '• ■* \ ■ ,* » ^~\ w . Tbe Following papers and discus- sion were part of the proceedings of a regular teachers' meeting held since the convention and are incorporated with the proce- edings as kindred matter. Minutes of Teachers' Meeting February 1st 1892. Teachers assembled in the chapel; but on account of the noise, Mr. Walker made a motion to adjourn to the parlor The meeting opened with the Pre- sident in the chair. The Secretary being absent Miss Eddy was appointed Secretary pro- tein. The first thing- on the program was the question, "What is teaching." Mr. Rogers had prepared a paper and Miss Israel read it for him. What is Teaching. Ma. Rogers. Although the question is a short one yet it demands serious thought on the part of those who are invested with the power of appointing teach- ers of the deaf if it is desired to maintain a high degree of effective teaching. Many teachers have been employed who turn out to be failures: and the poor children are cheated out of a decent education. The question, ' also, demands thought on the part of the teachers themselves if they desire to do geninue teaching. Some teachers seem to think that to be teacher consists in having a class under their charge; some, in hearing recitations only; and others correcting mistakes, and proclaiming their accurate know- ledge while the main thing of teach- ing is not done or neglected altogeth- er. Many people who are not connect- ed with deaf schools think that the work of a teacher of the deaf is just easy; and they are not wrong as long as the teacher does anything, but real teaching. To teach is to communicate knowl- edge — to take a Ivan- KANSAS INSTITUTION FOR D. & D. -3=5 tage of circumstances in my teach- ing from day to day. When to snowed I gave an object lesson it class on snow. We must teach our pupils to see things as they are, cultivate observantio n, teach them to discover hings by their our eye- sight. Miss Towsend: — One day ] asked one of my boys what he saw when he was down town, and he said "1 saw a judge house." 1 thought then was the right time. Mr. Walker: — In one class 1 told the pupils to name the county seats of several countries. They named a town but they did not know what was meant by "county seat.'' Mr. Harah: — A teacher ot the Philadelphia Institution says "A successful teacher must necessarily understand signs and that pupils should understand lessons before memorizing." I prefer the "Draw- ing out method." Pupils can me- morize sentences j^et they may not understand them. Mr. Rogers: — Each and every lesson should be thoroughly under- stood before passing over it. Go slowly and do your work well. Mrs Sewell: — I realize that pu- pils can commit language they do not understand. Discussion Closed. Miss McKinley: — The next ques- tion for discussion is. Of what benefit was the examination to yon and your class." BY MISS MCKINKEY. A. fair examination is always a benefit to me. The last one was such, and was helpful in .n^ny ways The examination was a benefit be- cause in some respects my methods of teaching" were sustained ; and I am sure I was none the less benefit- ed, when some of their weak, places were revealed. A lesson that I learned, however not a new one, was that there is too great a tend- ency to give assistance to pupils during recitation. Perhaps it may be in reply to a question from the pu- pil; or the teacher, seeing the pupil puzzled, throws in a word, — a mere suggestion, but it is enough to take the pupil safely over the difficult place 1 believe most teachers do more of this than they realize. It not why is it that often during ex- amination the simplest questions causes such remarks as, What does that mean '( Does Mr. Walker want this or that? etc. At this time of course the teacher refuses to give any assistance. The pupil missing his accustomed "pointer," and realizing that he is now dependent on his own resours- es for perhaps the first time for months, concludes the question is very hard, is struck with consterna- tion and blunders ridiculously. His paper being handed in his t°acher is provoked and disgusted to find failure where he justly expected perfection. From such cases we can learn, at least in the higher grades, to give a full, lucid explan- ation when assigning the lesson and then during the recitation let the pupil •'sink or swim." Any benefit which the teat her derives will indirectly benefit the pupils, but I am sure that they re- ceive direct benefit also. The pu- lip' who has been attentive to his teacher's instruction and faithfully studious, is rewarded by finding himself master of the situation, and takes up his studies again with greater confidence and renewed zeal. The lazy inattentive pupil finding: himself in disgrace, usually for h time at least turns over a new leaf." Miss Townrend: — 1 think it is a grtod pla • for teachers to know where their pupils stand. Dr. Brown: — 1 do not believe in 4G FOURTH TEACHERS 1 CONVENTION OF THE helping pupils during a lecitation. It is not a good plan. Alter the lesson has been corrected 1 call at- tention to the errors and show the pupils how to corret them. 1 be- lieve in the child walking alone as soon as he can. 1 think an exami- nation conducted by an outside per- son productive of excellent results especially when the examiner thoroughly understands the nature of the work and is judge of teacher and pupil. 1 review a little every day. 1 believe in keeping what they learn from getting rusty Mr. Rogers : — Last year I hardly elt satisfied with the examination because the pupils 1 expected would get poor •grades, got higher grades than some of my brighter pupils. The la^t examination 1 think was a good fair test and was a help. Miss. IsRaEL, — I think perhaps 1 have made a mistake, by helping my pupils, too often during recitions, by calling their attention to a par ticular word or phrase. I think we should never feel sine a pupil knows but repeat, repeat, repeat. The examination was a benefit' to me and my class. Miss Townsrnd. — Pupils become accustomed to their teacher and are frightened when a stranger questions them. Mr Walker. — In a case of that kind I let the teacher explain. Mis* Eddy: — If for no other reason I consider it a benefit to pupils to have strangers question them The examination was a benefiit to me and my class. Mr. IIarah: — 1 think it was bene- ficial. Mr Walker:— I think this being frightened is a buy-a-bov of little consequence I)k. Brown: — I do not think a pu- pil's average should be the sole cause promation. Miss McKinley: — 1 think a pupil can safely be put back, but it usually is very hard for him to make the leap to a higher class. Miss Israel: — 1 think great care should be taken both in promoting and demoting. Dr. Brown: — 1 do not advocate promotions being made in the middle of a term as there must necessarily be a certain amount of the work not gone over. Mr. Walker: — 1 do not think it would be wise to adopt such a rule. We should consider the age and ability of the pupil and if, by a little pushing he can do the work of a higher class promote him. Of course 1 should not promote him, a pupil unless 1 knew he could manage in soms way. to do the work Perhaps a pupil might have been graded impropeily at the beginning of school and if so and then an other good reasons I think he could saiely be promoted even in the middle of the term. Miss Coe. — In Indiana the)' do not wait for an examination. If a pupil is ahead of his class they pro- mote him. Mr. Walker: — If an older pupil is studious and can be promoted. 1 think it best to promote him and give him a chance to make up lost time which might have been lost from no fault of his. Sometimes a bright but elderly boy or girl is by a wise promotion given a chance to finish the course which he otherwise could not have done. Mr. IIarah: — 1 agree with Mr. Walker. The chiss average does notal-vays show how they have done during the term. In some classes th.ere are many dull pupils and in others few. 1 think the teacher should be able to decide whether or not they should be pro- moted. Mr. Thomas: — 1 cannot place a KANSAS INSTITUTION FOB D. & D. 47 value on the examination. It was surely a great help to me. Mrs. Sewell: — Examinations are always helpful. Miss. Capper: — I found that I had not devoted enough time to penman- ship. Miss Lindsay: — Last year 1 found I had given too much assistance dur- ing recitations. I do not know how much the examination benefited my class. I have had it such a short time. Mr. Walker: — Too much time my be spent in reviewing just before examination. I believe in review- ing every week. On Friday take up the important parts of the lessons studied during the week and review them. I think it would be well also to have monthly reviews or exami- nations. Miss. Israel: — I believe in more frequent examinations. We should teach cur pupils how to study. Dr. Brown: — In going over a new lesson the first time I take up only the main points, and subsequently I take up the minor parts and ex- pand it as much as possible. Miss Coe: — The benefit I think my pupils derived from the examination was this: it showed them that an ex- amination is not so dreadful as they thought, and has prepared them to face the next one more confidently. They are "examined" every day, but thought an examination by the Superintendent was something en- teirly different. Meeting adjourned. F. N.Eddy, bec'y Protem. the end. L LIBRARY OF CONGRESS 019 761 942 9