The Richmond palladium. [volume] (Richmond, Ind.) 1855-1875, 1859-10-20
Wayne 10. Teachers Association.
CsSrREvILIE, Oct. -, ]

Gepti0n OF Two cOTrtcIOAS.
A. c. Shorsridge made correction in re-
gard to his remarks upon public and private
schools. He was speaking of the schools OF
Indiana. and thai in their present state l..
A. Estes made correction in regard TO his
remarks upon the closing of the Banks
A.E. Holcombe, the Teacher of Grammar,
being absent, the time was occupied in gen
eral discussion upon the subject.
Prof. Holt remarked that he did not teach
Grammar altogether by the cid method, as he
could elicit no interest whatever in class,
but by combining this method with the ana
lytical principle, he had succeeded
/ S. r. Mitchell said that lie had succeeded
best when he had combined the two methods
/ Mr.. Bushong said that in commencing a
class in Grammar, he always endeavored to
impress upon the minds of his pupils, the
object Of Grammar, and its importance. He
would have them learn the different parts Of
speech, and explain to them clearly why a
noun Is called a noun, and why verb is call
ed a verb, &c, u understand all these defin
tons clearly before proceeding. He would
have them parse on the analytical principle.
and write simple sentences on the board and
learning all the parts and becoming familiar
with them. to write compound sentences.
a. {. Shortrdge thought that one of the
main points in teaching Grammar, was to
know how to teach beginners in this study:
but thought as a general thing the study was
commenced entirely too early
| l.. \. Gray. the teacher Of Higher Mathe-
mates, not being present Mr.. Bushony was
called upon to entertain the Association upon
some mathematical subject. He said that in
mathematics, as far as he had studied Ge-
ometry had been to him far the most inter-
esting, and explained how he would conduct
| a class commencing IN that study. He would
talk to them about the first authors upon the
subject Of Geometry, and its use and citation
TO life, &c. He would then assign them a
lesson upon the definitions, &c They should
! start with but few propositions at a lesson
When he called a class for recitation, he
would have HI III leave their books at their
. seats; assign each one proposition; let him
repeat it, then 60 To the board and draw the
figure; but lie would not have them letter
the figures as in the book, but to use mum
bers instead; for frequently they will commit
the demonstration to memory with the letters
of the book. without understanding anything
about it. lie thou sht frequent reviews are
bene fetal; he would have class review at the
close of every week.
A. G. Shor.ridge remarked that he also
had required his pupils to use figures instead
of letters, but that be found they sometimes
take advantage Of even this by numbering
the alphabet, for L, for 2. c for 3, &c.
He always underworld To teach them to
think for themselves, and 10 use originality
There was too much given to commit to me-
mory. lie would give them original prob
lens each day TO solve for themselves. lie
gave problem to the teachers he would
to his class. Given n straight line with two
points the same side, unequally distant
1T Al
Iequally distant from those two points When
a scholar can think for himself. he will begin
to learn something of Geometry, The tea
cher OF Physical Geography, III. Hadley, not
being present, the time was taken up in dis
cussing Common Schools.
5. r. Mitchell thought the common schools
of Indiana were far from being what they
should be. He thought much lay with the
teachers TO elevate these schools. He felt'glad
that tie County Examiners were more sIric
than formerly, and related how in former day:
he had SO easily passed the ordeal Of an ex
animation to have only one question ask &
him.
Mr.. Forest remarked that he had spent
some time Of late visiting the schools in the
rural districts ;,nd that generally they were
in most depiorable situation, and had beer
for the past five years, he having resided il
this State for that length Of time Teacher:
do not maze teaching a profession, their on J
aim being to fill their pockets. Especially
has he noticed the poor regulations and often
times regulations III the schools, the tea
cher calling a class at any time 20 suit The
scholars OF hmSelf-no time for a recitation
but shortened or prolonged at pleasure Oul
schools are filed with broken down LAWYERS
retired preachers and other appendages o
society, that have no interest whatever in ed
lucation.
Hol, remarked that the teacher should I'm
derstand his business. Almost the who'll,
success of his school depends upon a RICH
organization. lie must have a time for ev
,erything, and everything in its time. HI
a SO spoke of the defects in teaching Eiocu
ton. He thought /: one of the most inn or
tant subjects teacher is called upon to teach
and one of the most neglected. He had lopnc
it advantageous to connect with the school
night reading school,
\. c. Shortrlige remarked that the voter
should he educated men in order to have tn
standard of education where it should be; We
the main responsibility lay with the teachers
the great difficulty is the teachers are not wei
enough informed In our STATE. Wayne CO
is said to be ahead OF tie rest in education
II it is so. he pities the other counties. II
also said that the first and primary thing il
the organization Of a school, was to brin
the number of classes to as small a numbe
as possible; have not pupil in one kind c
a book. and another one in another; one in
new edition, one in an old one, &c. Durn
his school days he never was in a readn
: class until he was eighteen years old; he rea
in newspaper. testament or whatever VS.
most handy, aud - iil the other pupils
The teacher should place upon the board
classification Of his classes. and the time a
. lottei for each, and let each pupil copy it,
Order is the FIRST thing in school. Lay be
tore your school the propriety of an orderl
i one, and they will help you. The teacht
must work for education. Let them concel
) irate their forces IN this direction, and theI
: viii be a change in our State.
". Il. Smith. the teacher OF History, b
ing absent. the lime was taken un bv tie e.