The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1868-06-15

TIoN.-The regular Honthly heelhB Vi
the Teachers Association was held in
the CITY Binding, on Saturday morn
ing last.
After the usual calling of the roll
and reading OF the minutes, the Chair
man of the Executive Committee, Mr..
McMechen, at the request of the Presi-
dent, announced the order OF exercises
as follows: Mr.. West (colored), on the
beat method of teaching mental arith-
metic; Mr.. Davenport, on the best
method of teaching English grammar.
MENTAL ARITHMETIC.
MIR. West took the floor and after
enumerating various methods adopted
by teachers in teaching mental arith-
metic, such as while learning the funda-
mental rules to allow the class TO have
their books omen; TO allow one pupil TO
state the question and another
to say the great educational object
in this country was to teach children
to think accurately, and mental arith-
metic was one OF the stndtes which
best secured that end. The proper OBJ
jeCt was to develop the perceptive pow
ers, and mental arithmetic secured 1t
best. If one half of the time at school
WINS paid TO mental arithmetic, that is
paid to common arithmetic. there would
be much more vigorous thought than
there is now. But in teaching 1t, either
separately or in concert, IL was not
enough ii answers were obtained, the
pupiI should be required to give II
logical analysis of the process by
which he reached his conclusion. But
Whatever the method adopted in teach
ing mental arithmetic, the tenCheT must
he governed by tine ability OF the
scholar to study.
The President called for remarks
upun the address OF Mr.. West.
Mr.. McAluChen said the teaching of
Upuinl arithmetic was too Important
ii subject to he passed by without n lew
REMARKS. lie agreed with Mr.. West
that children who huyc been thoroughly
trained in mental arithmetic will make
much more rapid progress than those
who have not. Those who have had
that kind of training Will make the
best scholars. But would 1t be best TO
teach mental arithmetic according to
the common formula? He asked tho
teachers present IL II would be best to
adhere pretty Tigidly to the formula.
His own opinion was that it would be.
Would II be better 10 take up tho class
in rotation or TO put the question pro-
miscuously? The latter, in his
opinion, was the best way.
Another matter that ho suggested was.
that the question should be announced
hut once. II that rule was observed,
the attention OF tho class would be Sc
cured. Good attention was good MEM
DRY, aud bad attention, bad memory.
Eut liltls time should be given for the
solution or the question. Pass IL on,
ifuu answer was not forthcoming, and
by that means attention would he 30
cured and vigilance awakened, This
TesuiI cDuld he effected by letting the
CHASE understand clearly that when u
question WIS not answered II would be
ph~-rd on at once.
Mr. Tuttic sud his mode of teaching
mental arithmetic, was to have his
scholars read the question but once.
lIc then made them give The result i'll
dollars and cents, SO that they might
understand what they were about. He
also required them TO give short rules
concerning the cases they bad to deal
with.
Mr.. NrMechcn remarked that book
never should be used except when the
question WAS Il very long and. diflicult
one.
ESGLIsII dNANMAR.
Mr. Davenport addressed the meet.
ing on the best method of teaching
English Grammar. The address was
well considered, and we give as COM
pleIe an abstract of il as our space will
permit.
AS in the political, religious or scien-
tiiC world, there have been three dis
unCt classes OF advocates, so has IL been
in tho educational world. The first is the |
pioneer class, exploring new grounds
and searching for new truths;
the second liz tho nnIi.progressive |
holding back the former. and acting as
dead weight to the car OF advance
mrnii tho thi:d is the conservative or
connecting class, acting as "a golden
mean in the progressive series OF
which the other TWO are OK
tremea. Although these classes
are so diverse, they each repre-
sent principles essential TO produce
"a true and permanent advancement.
THESE remarks arc applicable to tho adj
yuCHtes OG the different methods of
teaching English grammar. Our posi-
ton is in the third class.
Those methods OF teaching are most
successful which conform most nearly
10 the laws which control mental deYel-
opment. Grammar is both science
and nm art. To study 1t AS science is |
to learn the principles that govern the |
constitution OF our languages; to study
il as an art is TO know how to converse,
express ideas in writing, and speak in
public iOTcibly and correctly. The
common definition nf grammar is 1.-The
science OF language" But language is
tine means Of communicating thought,
and consists OF sounds aud symbols.
Sounds come first in the order of ma
Il.
These considerations furnish the key
10 unlock the mysteries of n proper
course OF education.
Teachers frequently complain of the
difficulty of getting scholars interested
In the study OF grammar: in getting
them TO express ideas clearly ana prop.
criy and in giving them an adequate
practical knowledge ofErammHr. These
difficulties arise from II deficiency in pri-
mary drill, and from the subject being
brought up too abruptly; also from the
fact that TOO much time is spent on the
abstract theory of language and but
little ON It's practical application. Those
whondheTe to the new method of teach
ing by analysing and diagraming, are
to bc placed i'll the nrst class of udvo-
Gates pointed cut, and those who follow
the old plan OF abstract definition and
parsinE, in the second. Both violate
the true law of mental development,
But what then IS the true method ?
The subject may be divided into three
general divisions, photography, ety.
mnlugy and SyulaN. The first of these
divisions Is pretty thoroughly attended
10, since the cEild's education, during
the hTst i've or six years, is entirely
through THIS medium, Instruction in
III" second should be commenced ms
soSI as the pupils can read tolerably
wen. Ihey should now be taught To
nO,uS out words representing Objects
nouus proper and common. Next they
IrNr.IS ue taught to point out the
Wotus oenotinH Hction-vGrhS trans;.
tive and intrHnsiIiye n, 49,, "a %.
with the other parts of snanCh i,S I;I.o
manner, with this exceniiG,, ~, No Nc
soon "s they can write IsriISIH III, htiS1 ~, aS
sEcises should be written. 4 tat
use of, and syntax enters, made
Next let them be thDronrhI,. upon.