Clearfield Republican. [volume] (Clearfield, Pa.) 1851-1937, 1871-11-08
TEACHERS INSTITUTE.

-
Monday, October 23d, 1S7l,aud was
called to order by the County Superin.
tendent, Goo. w. Snyder, Esq. Mr..
NJ. Il, Guelch was appointed, Sec
retary pro tenn; Miss Mary Walters,
Secretary, being absent. ]. +. Mo
Kenrick lectured on the principles
of writing W. II. Prideaux led a
drill on arithmetic, thospecial subjects
being multiplication and division.
Some valuable hints were given that
will be useful in ordinary business life.
The auditing committee presented a
report of the financial condition Of the
Institute. The report accepted and
the committee discharged Adjourned.
EVENING SESSION.
Institute assembled President G.
w. Snyder in the chair. Music by
the Clearfield Orchestra. Rev. ii.
S. Butler addressed the Institute. He
said:
1t is a strange, but unquestionabe, fact, that
notwithstanding all the educational advantages
Of the present day. there are very few persons
| who can read or speak we'll Even among those
whose eallings make il necessary for them to ap-
| pear frequently In public, there are many who
fail to bring outelcarly the sense Of what is writ
ten. The sacred Word has sometimes been rem
der.d so imperfeotly as to obscure its meaning,
and that by persons whose chief work 1t is to elu-
cidate il.
One great reason for this may be found in the
unnatural manner which charactorles the eKer-
cises Of the school room. From the very begin
/ ming Of his training within its walls. the child,
| who is himself outside, and who can talk natural
| ly and well at his play, seems to think that he
must be q different being while engaged in his
Rotations and must assume stilted tone several
notes higher than that which he employs In com
mon conversation, with an enunoiatien mono tonous
and labored In the extreme. This "Sohool tone
accompanies many persons through life being
developed whenever they engage in any exercise
| of public nature. II can be heard from the pull
pit and the bench in the prayer meeting and at
| the political gathering doing much. In every case
to render hearing unpleasant and comprehension
difficult.
The responsibility Of this prevalent deficiency,
therefore, rests largely with the primary teacher.
| The majority Of those who assume the position
seem to regard this monstrosity rs a matter of
| course and make no effort to overcome II. Proba-
| bly, they have become accustomed 10 II during
their own training, and 80 do not notice It. But
there Is no one thing, it seems to me, that need.
more careful attention or more persistent effort,
since 1t involves such important and iar-reaching
consequences.
As 10 the best methods for overcoming tho
"school tone" every teacher must judge for him
self. suggest one or two for your consideration.
First. Make sure that the scholar mderstands
what he utters. or course this presupposos such
understanding on the part Of the teacher himself
aud this In turn, involves careful study. haw-
ever simple tho IDEAS TO be read or spoken, Oh,
u tIIf- 20
every sentence and paragraph, before he ealls th'
class that he may be able 70 give the right en-
phasis 10 every word. Only thus can be be pre-
pared to teach the scholar to read Il intelhgbly'
Second. Show the scholar, by arepetition Of bis
tone and manner, how unnatural Il IL, aid BOW
unlike that which he employs in other places and
circumstances. Endeavor to mako him repeat th'
same words as If he were speaking them TO on'
| Of his fellows outside the school-house.
| Third. Let the carly reading lessons consis
largely of easy dialogues, upon subjects IN Wnicl
n child il supposed 10 bo interested, and let hin
talk, rather than read until he learns to read a
he talks IL this Is not practicable with existing
reading books, the invention OF the teacher IN con
nection with the blackboard, will easily supply th
want.
If these hastily prepared remarks shall hay'
any influence in banishing this monster from th
school. rooms of Clcarfed county, ! shall be gla'
to have enjoyed the privilege Of addressing yo'
this evening.
Music by the Clearfold Orchestra
| G. G. Shultz read an essay, subject
"Tbe duty of Teacher" The sub
iect was well handled and reflected
credit upon the author Mr.. M. j.
Guelich read, "a Leap for Life" aitci
which Rev. p. l.. Harrison addressed
the Institute. The speaker was listen
ed to with the closest attention. Ad
iourned until Tuesday.
TUESDAY MORNING SESSION.
Institute convened at 0 o'clock
President Geo. W. Snyder in the chair
Prayer by Mr.. J A. Gregory. A Il
Gearhart gave q drill on the Noun, bl
outlining on the board, asking AM
answering many questions. j. +
McKenrick resumed his remarks ol
the principles ofwriting. G. G. Shut
explained decimal fractions and W. ii
Pridcaux numeration. Adjourned.
TUESDAY AFTERNOON SESSION
was called to order by President G
W. Snyder ]. A. Gregory gave al
interesting drill on tho analysis o
sentences, clearly defining his method
by annlyzing sentence on the board
Nj. l.. Guelich talked on teaching
primary reading. Reading, he said
} twas taught with less success, as
: general thing, than any other branel
In our schools. Tho teacher should
explain the lesson to the class, NC.
and let the pupil learn to read rs HI
would TALK w. II. Prideaux gave
drill on the greatest common divisol
in arithmetic. His method was OK
plained, and illustrated on the board
J. II. McKenrick continued his cours'
on peumanship /; spoke of its impor
tance, proper position and manner Q
holding the pen; points Of criticism
Rev. Condit took up elementary geos
rapby, and said we should give pupil'
clear ideas of things. The teachc
should have globe for purposes O
, illustration. Discussion, ,"Are childroI
taught to think in our schools 7" III,
+ question was ably handled by the dill
ferent speakers, but by the demon
strations made by the audience, ma
iority undoubtedly thought there wa
vet too much book learning. Al
a ourned.
l. TUESDAY EVENING eEssIoN.
Institute convened at I o'clock, th,
President in tho chair. Rev H. ;
Butler offered prayer. Reading b
NJ. l.. Guelich. Lecture by Hon. .
r. Barrett subject, "lmprovemen
of the the Mind :"
n Il IL not 40 much an object 10 advance schoir
:, rapidly as to instruct them thoroughly, and 10
tbis a competent teacher is the first step 70 ,
taken. The pupil must know that his teacher
u master OF his situation. This Is necessary to g'
confidence and command respect. As he "a
never be perfect the teacher must study In "a
\ vance Of his school. His is progressive worh
= and requires unceasng labor llo can have y
7 idle time Poorly paid aud poorly thanked, thi
will not be done.
p would dignity the profession ITSELF as u is 9n
= of tho most honorable, as well as useful In "a
81 land. Education v substartial Gnd cndntln
8 gin. Neither time nor'circutnstanccs can take
away. II is more to be prifcd than wealth 9
cvauesccnt honor. u Is the result Of ratien, "
bor on the part Of tho teacher. 80 i'f'