The Richmond Indiana palladium. [volume] (Richmond, Ind.) 1854-1855, 1855-09-06

~ y
Ny Friends-Your note of the 2eth was
ceived this day and in reply will state that the ad-
dress refer ed TO not prepared for publication,
but crude and lily digested those sentiments
are they my honest convictions, and if you
believe that n publication of them will be any
benefit to society at large the paper that contains
them is at your service
Very respectfully, your friend
JNO. HAINES.
Nv Friends and .Neighbors, Of both seres-
II seems that have been selected to address you
this evening, and as l have never made any pre-
tensions to public speaking, and lndeed feel my
self to be one Of the weaker brethren, You will
therefore excuse me for coming, as l shall, with
my manuscript, and not speaking what L have to
say, eytemporaneously.
| What views have prepared for this evening,
will be more particularly adapted to the teachers
| present on the occasion, but hope there may be
! some matters presented in the course Of my re-
marks, that will be of interest TO all.
| have listened to the various speakers who have
addressed you from this stand, with much inter
est You have had the subject of Physiology
presented aud discussed by an able mind; Mathe-
matics and the subject Of education generally,
examined by one who has few if any superior i'll
the science Of figures; the errors OF teaching,
both public and private, drawn out with much la
Dor; the interesting subject OF graded schools laid
open to YOUR view; the merits of the true teacher
4
taht subject of moral culture developed; the
wrongs to the Red Man exposed by one who be-
longs to that greatly injured race; the inconsistent
cies Of our vernacuar tongue pointed ont, and the
simplicity of phonotypy illustrated; and lastly the
roots and radicals of this same language, extract
ed and enlarged upon by our very worthy friend
of Germanic extraction; and as there are some
particular parts of the great subject of education
tha, have not even been limited at, (in my hearing
at least I proposed, after making some remarks
upon the true qualifications oil teachers, to pay some
attention to it.
: In appearing before you, then, | feel some en-
barrassment, knowing that many who are nov
present are much in advance of me, in many, and
perhaps all the subjects that may claim your con-
sideration as an association of teachers who have
assembled in this place for the praiseworthy
object of mutual improvement-of advancing
your store of intellectual treasure and experience
in that art which, above all Others, Is the most
important to the rising generation, and the peace
aud harmony of society. Bat incompetent as l
NAV feel TO do any good in the caTse, TO spread
before you any useful information, there Is po
sibity that in my ploddng along, some informa
ton NAV be gained some ideas acquired, some
points touched that might raise enquiry, or star,
up some further Investigation that may be useful
to us and to the world, affords apology for my
appearance before you at this time As | claim
that we are ali learners, one has attained so
much knowledge or wisdom but that he may add
more to his stock and that addition IS often made
by the most simple process, aud from the most or
dinary that ii any should chance to be
benefited on this occasion, | Should feel amply re-
paid for all my exposure. | have said that the
business Of teaching is the most l. poridnt Of all
others II l believed this assertion required any
argument to convince this assembage OF persons
OF its truth would enter into full investlg CATION
OF the subject, to effect this end. But believe
this position will be admitted by all present, and
by a large number of the people generally, who
have turned their attention to the subject. But
whether our mode of teaching has mostly been
correct, whether we have not adopted plans. and
given our appreciation to customs untaverable TO
the successful diffusion of knowledge, aud wheth-
er we have not omitted some things necessary TO
be incuca.ed in our schools, may be proper sub
J lectS for our enquiry.
In regard to the first part of the enquiry wheth-
er we have all occasions pursued the right meth
od in teaching, have sometimes had some doubts
/ [ have often heard teachers complain of great
+ lancuor and fatigue, arising from the wearsome-
Of their business how much trouble they had
had in governing, and how imposs bic it seemed
for some students to understand-that they were
almost ready to give up In despair; that when stu
/ dents appeared at their recitatonS their lessons
were badly prepared. their demonstrations were
obscure and unintereStng-that they often grew
obstinate and perverse, and that the conseq uence
was a small growth of Improvement in their stud
les, well aS an aggravated state of mind on the
part of the teacher. tending much to discourage
seemed constantly to enjoy vein of pleasure
their pupils delig ghted i'll their researches and the
progress in their studies rapid well Is their dis
position much sweetened. Now, there is evident
" cause for this difference and let for n
ment examine into it Some persons | imagine
engage in the profession OF teaching as kind o
last resort, who have been unsuccessful in other
ca'lingS and because the teacher seemed to re
q1ire no capital. and livelihood could be acqui
red without much exertion, that business was cho
sen: and in many cases the result of their teach
ing has been disastrous to themselves and fatal
the interest of the pupils who have been places
D under their care
+ In the examination of this subject, have com,
to the conclusion that the profession of teachin.
has been overlooked and neglected more than anl
= other in the long list of vocations which hav,
. claimed our consideration. That there are othe
requirements necessary to prepare him for th,
= successful performance of his duties besides ful
IS course of stady and regular CO legate degrees
5 others.
d lie must study human nature, and make him
4 sell acquainted with the means of inlnartinp hi
knowledge, and notrest content With ,,s~--r sIo,@
" snperhcialy, but descend to the roof ay,m;,,
foundation principles and if his class has no, bee,
able 10 discern all the beauties tha. h has saa, h.
s must 5, vary his illustrations as To iSelos, ,b
Y beauties-pluek flower after flower ana ~rssas
s them to their minds in all the pleasing varstes =
4 color and appearance. until he has Succeeded ),
: disclosing fully TO their view the whole YhassS :
= the subject and rendered the analysis perfectly f,
miiiar to their mind.
l. \ teacher have thoaght, should be the mos
) perfect of all human characters Upon the sue
l. cess of his instruction depends the veal or woe
the rising generation 1t is the arch that supper,