The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1869-12-30

''Latrobe Fee
Dec 24th6s |
D. Macklcy, Slr
Under the head Of Plagiarism, /
10 your last issue If the STANDARD, you charge |
me with stealing an article from Wu paper
written by Mr.. Morgan of Portland. w. die
tating correcting editors IS very delicate mat
ter, but you surely, are laburing under Il mis-
take The articles. I'll admit, do e enble each |
other very much, and in fact. in some sentences. |
nearly the same words are used but MY article |
was not copied from Mr. Morgan d, but was
written ON the same day of The date of which II
bears. And Il proof is required to support M
in this .aflilmation. you can have it.
We admit that il is a remarkable case Of coin
cidenee, but we.rel that great injustice las been
done us, and will feel 50 uu.ill yor charge is
Corrected
Yours &c.
H.-'. J-W- v
surely Do not wish to do any one Injustice,
and if ever do 80 I am anxious to make the
necessary correction Here | have made
charge, II is denied. That throws the barthcn
of proof upon me.
The Standard containing Mr. Morgan's Article
on reading was published on Thursday Dec. 9th.
but it was printed on Wednesday, the 9Th and
sent to Latrobe Furnace on the 8h. In the
GallipoIls Journal of the 10th, there appeared
the article Of ]. W. v, but it was dated Dec.
itl. III only had the room in my paper, /
would publish both articles, side by side aud
and then let the people decide But must con
tent myself with only few passages from each:
Morgan. j. W. Y.
What is the reason we why IL IL thal we have
have no better read ders? so few good readers? We
Ahonf half of the timeldo not intend to give
in school is devoted toIwhat We think the only
reading. The highest Ireason,( ,(as there are sew
classes in reading, gen IeIal' )o9t What WhaI we
rroIIv recite twice each think Is one Of the rea-
dnv sometimes more, sons why we have nc
while the lower classes, more gOou readers, -
read read, read all day When we consider the
/ long. they con oyerIamouut of time devoted
| their reading lessons TO teaching reading In
| from the open ing of the our common schools
school in the morning, the question becomes
| till its dismissal atone OF great prOpricty
night, and from the be- Nearly, II not quite. ont
ginning of the term tO half of the time all OwcC
is ending lea chers is devoted Il
It.r reading. The hlghe
classes in reading reel
twice, and sometime
more, each day, Will
the lower classes reat
read, from beginning
end.
- - - ~
There seems to be but There seems to be hL
one method of teachinglone method OF teachir
reading, II that falls the reading and II that fal
object ls failure. Inc the desired object Is
method is bv syllabiGca- failure. The method
tion bydlviding worldly dividing words inl
into syllables and uni syllables, and then uu
, ting thna by the rules ting them by the rul
of pronunciation, Whenlot pronunciation.
, that is done with ease attention Is given
and celerity, the object the rules and prinelpl
is attained. This meth -of reading. This met
) cd seems to be grandod seems TO be tue graz
routine. No attention, routine. A class Is CT
I whatever is given to theed up to read, (the III
principles aud rules ofreader for instance),
reading. How often doIter q great noise o
, we hear teachers, on hustle, realized only
opening school making the teacher, the class
, announcements similar seated with Charles
! to these. Glass in the the head, who perhaI
4 Fifth reader will takelere this time Is readln
4 the arst two lessons fOrIhe Is always at the he
thelr hrst lesson. 'IOf the class and con
+ nClass In the Fourth quently reads first.
! Reader one lesson &c. the time he gets the Il
Then In few minutes verse read The next
d the Fifth Reader Classlready Tor the second
is called 10 recite Thenlhot NC may
IS comes a hustle, knownp pect rebuke from
and realized only by the teacher for Ills tar
J teacher. Some hunting ness
their readers, others
their lessons, and not
d one Of them had studied ... ..
his lesson Studying
J reading lessons Is some H
thing unknown In most .e..a
schools, especially by
u the higher classes. Then
comes reading John ..t. t
7, at the head of the class ...
=, reads the first verse, and
y II James the next In the
Ie class gets ready for the
second verse by the time
% John Is through with
j, the Arst well and good H.. .
:" II not he may expect q r....
IT from the teacher for the
tardlness.
a s+* #s$ - -
- SO II Is with reading, The art Of reading
VI the art ls not acquired not acquired by
La by the amount that lsamonnt that Is recl'
recited but the amount but the amount Of pI
b. of principles that lsciple taught Ia
tanght. In learning afOr instance, the stud
tune the voice Is trained learning anew piop
tlme and again, when music, his voice Is tr
the scholar misses aed time and again, u
sound, he turns does not get the pro
no back and tries ID again, sound the first trla
g. this Is often repeated, Perhaps ne VIII max
A sometimes as high as great many trials pei
~ dozen times before heIhe gets the right sou
i. masters tho piece Sut ~ @ eohsInueS SosI ~
~ for II will make |
of ... music till he does,
H. ~
II Ia often the ease II isoften the case
ed that limid schoar eets tlmld scholars after
M lI.an,.n,,.1 ,,d nnarI Iernl unsu ucecssful tr