Rensselaer Union, Volume 1, Number 2, Rensselaer, Jasper County, 8 October 1868 — Jasper Teacher’s Institute. [ARTICLE]

Jasper Teacher’s Institute.

UcjMirtod for tho Union. The Third annual session of the Jasper County convened at the School House on Monday, October »th. The officers in attendance were, President —G. M. Johnson; Vice President—G. W. Unseal); Recording Secretary— Mattie Parkison ; Reporting Secretary —S. B. Yeonjan; Teacher—S. I*. Tliompson; Editor —R. P. Ben* jarnin ; Editress—Miss Lydia Dwiggins; Critics—Emma Downing, Sarah M. Farris,Mary 11. Shortridgc, COMMIT! IIKS. Records—J. A. Burnham; Books —G. M. JoluisoU; Music—G. AY. llascall; Room—E. T.. Harding; T. Pritchard ; Resolutions——Ezra C. Nowvles, P. A. Johnson, Mattie McCurtain; Evening exercises—F. M. MeGimsey, Mary 11. Shortridgc, S. M. Smith, Mary M. Nichols, S. 11. Reeve; Assistant Editors—E. C. Nowlos, C, D. Wood, J. 11. Snoddy; Assistant Editresses- —Mattic Parkison, Ella 1). Spangle, Esther D. ' _> On Monday a lecture was delivered on teaching, in which the science of methods was clearly illustrated, that in teaching there must he some methud, some plan to go by. Or|Thography was introduced and treated of in such a way as to insure a beneficial result to those studying this .branch. The rules of spelling were extensively considered in recitation form, From observation we conclude that some code of rules for spelling should be adopted by every teacher in Jasper county, and thoroughly used until appreciated by the pupil. In the future we would advise a little more science’in teaching orthography. Grammar w as introduced, and the manner and methods of teaching dis'cussed. Elementary sounds, the foundation of all spoken language, Was considered at length. One of the important objects of the Institute i-. to impress upon the minds ot teachers the importance of teaching the elementary pounds. In regard ! to this matter there seems to be a great diversity _nf opinion among liotn teachers and patrons. Let us look :.i! the subject for a moment. The. common or a-h-c method of j teaching tlie alphabet is a> serious in obstacle as can well be devised, in tlie way iif a child, to hinder his ortiu-rcss. imil render instruction re I pulsivc; yet millions l);n e lived through it, in spite of all the horrors j of~t+ic-passage', k. is tot to Ifp j wandered, then, that so many ever alter hate the'.r hooks and pei'shl in | ignorance -amd viyc, To shew the absurdity of the, plan : The .child [is eomjieTiKl to call twenty-six shapeless characters by their mi aningies.s< | names, lyitil lie learns them. . Alter lie lias learned thelli, lie isXprsojjfl' flutn before, so J;w iwXfJieir' use is concerned Tnkex’Vor instance,ai in hat, or hall.;,< hi met. What idea of the suufwi of these letters in "iTitise words is obtained from their names'; ti any, a false idea. wliie!i the .teacher lias U> correct by long drilling. , Tlie Phonographic alphabet presents letters -of a n liablechnraeter to children. 1 would suggest its use. Then w.n: c a child lenrns i a letter, i'. -has not to bo unlearned or learned again from two to live times; but tlie objoetojr sues "Tlie child lias V learn the common alphabet after lie has learned the Pl.onotyie with its foriy-threo chirrnc lers." I answer, that ,in true hut he learns it without any effort on the part of the teacher. Having got the soent of ideas in words of Phonographic letters, lie will search tlieui out in the Romanic, and will thread their.muzes with an avidity so keen as Compel his mother to aid him, rather than be himself compelled by bis teachers against a! repugnance that is continually in-, creasing. The Institute is progressing pleasantly and harmoniously, and I trust will be attended with hinny good results. Teachers manifest a-dosire to improve themselves to such an extontt that their work wiR- reflect honor-to themselves and to their profession. T" 5 " 8. B. Y.