The Wheeling daily register. [volume] (Wheeling, W. Va.) 1864-1878, 1867-08-29
Teachers 'AsseciaIion of Ohio County
SCHOOL HOUSE, TRIADELPHIA,
August %, 1867 p. NJ.

August %, 1877 p NJ. 5
In accordance with notices frem the
County Superintendent, the following
teachers met in convention:
Misses Ruth Orr, Mary Buchanan,
j Dema Thornburg, Ellen Warren, Amelia
Babe, Lizzie Milligan, Emma Vance,
Sarah Giles, Mary +. Norman, Aggie r.
1 Morgan, Addie Oldham.
Messrs. j. Burrows, j. ii. Max we'll, j.
C. Maxwell, j. d. Whitman, j. A. Jor-
dan, J. T. Tuthill, and superintendent
Hancher, of Ohio, and Lorain, of Mar
shall counties.
After some Introductory remarks by
Messrs. Hancher, Lorain and others, the
teachers agreed to form themselves into
society, for the purpose of improve.
ment in their profession, to be called
the Ohio County Teachers Association.
4 The Association was then organized
1 by the election of J. w. Hancher as Pres
ident and j. T. Tuthill as Secretary.
The question was then introduced
"ought corporal punishment to be abol-
ished in our schools ?" After some dis
cussion on the subject, the Association
arranged q prOgranlme-of exercises for
Friday.
The State Superintendent prof. w.
X. White) arrived Oh the train at p.
NJ, and upon his introduction to the
Association by the President, made some
remarks upon ''the modes of teaching
geography" r.-...
/ The Association then adjourned to
meet at q 7. NJ.
At the appointed hour the State Su-
perintendent was introduced tn the au-
dience by the President, and gave a very
interesting lecture on "The True Teach
er," of which the following is the sub.
stance:
| Ladies and Gentlemen: 1t is our
usage at Institutes to have the course
of lectures on the evenings of the days
on which teachers are drilled OH the
theory and practice of teaching. These
lectures are intended to be direct ap-
peals to the practical common sense of
the audience am afraid that there is
an idea abroad that these lectures are
intended exclusively for teachers. The
topic have chosen is emphatically a
subject of great spublic- interest-The
True Teacher-not as homily or SER
public require in teacher. The time
has come when great revolution is
about to take place. | expect that in
ten years time we shall have better
teachers than we ever had, and that the
present teachers will not be able to keep
their places unless they study to i'm
prove themselves in the art of teaching,
and keep up with the progress of the
age. 1t is expected that the man who
desires to become shoemaker
shall be prepared for his work by
an apprenticeship. If you were 60
ing to have your horse shod
you would enquire who in the neighbor-
hood was the most competent, and you
would take him to the very best black
smith you could find. Does the person
who is to put knowledge into your
children's heads require less culture and
preparation than the one who is to
clothe their feetf Would you be less
particular in the choice of the person
who is to instruct your children's minds
than in the selection of him who is to
shoe your horse? What interest have
the people III the question "The true
Teacher ~ just as much as You have
in 'The true Minister" In answering
that question | may raise the standard
so high that some of these teachers may
be discouraged. The very fact that we
have code of school laws should con-
vince us that the people expect pro-
gress, and that if we do not intend to
Keep up with the spirit of the times,
the sooner We seek some other avoca-
tion the better. Some laborers were
once working in quarry, and they
came upon a rough, unsightly block of
stone. A sculptor saw it and asked the
laborers to bring ii to his studio.
They inquired of him what he
wanted with that rough block. II see
an angel in it," he replied. The block
was carried to the artists room. The
rough surface was hewn off. The mar
BILE breathed beneath the chisel of the
sculptor. His vision was realized; out
of the rough block he brought forth an
angel. This is the view in which every |
teacher should regard every scholar
that comes into his school. l shall look
upon that scholar as threefold being, |
out of whom i shall make something, |
detect in him the image of his Maker,
and must 90 to work to trace out what
law God has impaired to the human
soul, by obeying which, can produce
the best effects. The teacher, by being
a good exemplar of what is right, may |
lead the scholar in the path of recti- |
tude. Let us look at the love of what
is grand and great. Is not the boy
made better by Knowing the wonderful
obedience of Washington! When he
was going as midshipman on board a
British man -of-war, he heard his mother
saw, 81 wish George would not go on
that ship" He Immediately sent the SER
want to bring his trunk back. Will not a
child learn from this what true obedi- |
ence isl Do not the pages of history |
TEEN with noble instances which will
benefit the children? Are we, to ignore
the laws as teachers The teacher
should recognize in the little child one
that has mind-an intellectual charac-
ter. That little child has love OF
knowledge. How many teachers in
Western Virginia have read any work
on mental philosophy At the first IN
PRODUCTION to the schoOl-room scholar
sometimes gets n hatred to the school,
simply because the first face he meets
has a scowl on it. Ii l kept a goal
wonld not meet the criminals with such
a scowl as that with which some teach
ers meet the children. If the teacher
comes down to the child with urban'ty
of manner the scholar feels that he can
trust that teacher. have seen man
big enough to whip any one in the dis
trict, going to commence his school,
and carrying dozen long gads or rods
tired together in q bundle. How con-
temptible! The teacher should endeay-
or to encourage that love of knowledge
which is inherent in children. If you
do not let it have its legitimate direction
it will seek after some other method OF
qualification. 1t twilldegenerate into cur
iosity-alove of knowledge perverted.
Would it not be more profitable for a
young woman to know how many i'm
portant cities there is in Pennsylvania
than to know how many fine dresses
young lady has ! When the child wants
to know a certain thing don't put the
extinguisheron on his mind. There are two
motives by which the child is led to
grow in knowledge, the law of growth