Knoxville weekly chronicle. [volume] (Knoxville, Tenn.) 1870-1875, 1871-10-04
Jefferson County Teachers, Institute.

JEFFERSON County Teachers Institute.
L accordance with the call of Prof r.
Pierce, Superintendent of Public Instruc-
tion the teachers of schools, common and
higher, of Jefferson county, met on the
22d, in Hoston College, for the purpose of
organizing and holding Teachers Insti-
tute. An informal meeting took place in
the forenoon. a discussion and inter-
change of views, in regard to the element
AIRY vowel sounds, was held. Adjourned
until l o'clock z. NJ.
On meeting at | p. NJ, Il temporary or
ganization was effected, by electing Prof.
II. Pierce as chairman, and j. NJ Meek,
Esd, as secretary. Twenty teachers at
tended the meeting.
Reading and spelling was discussed, pre-
ceded by a drill of all the teachers in a
class in the vowel and consonant sounds.
This was conducted by Mr.. Brooks, Prof.
X. Pierce and L. II. RUSSELL of Messy
Creek. During this drill a critical dis
cussion arose as to the exact character and
number of the sounds of az and the
pronunciation of certain words contain
ing a. Remarks followed by II. Pierce
showing how drilling a school in the ee-
mentary sounds would tend to distract ar
ticulation and correct reading. The points
made were, that, when a teacher had occa-
sion to correct the pronunciation of a
word, or show the true reading of pas
sage, let the scholar repeat one, two or
three, or more times, If need be. Frequent
repetHtonS in reading, until accuracy and
WoroUghReSS were secured, combined with
drill in the letter-sounds, were the prom
inent points brought out by this discussion.
Questions and conversations touching the
subject-matter of the lesson, to awaken an
interest and bring out the meaning, were
recommended
In spelling, a careful analysis of the
word, giving the number of syllables.
sound of each letter, both vowels and con-
sonants, was shown to be the true method
of spelling. This plan, followed some
time, would give perfect knowledge of
the key" after which analyzing an oc-
casional word would be sufficient Prof
Burrell illustrated, on the blackboard,
this point with the word definite"
Mr.. Meek gave his mode of teaching
spelling. 1t was similar to the one ex-
planned. Mr.. Love and others spoke on
this point. The discussion on this subject
was full and critical, bringing out the very
best methods of spelling, it Is believed.
Arithmetic was next taken up. A nu-
merical frame was presented, and its uses
in teaching mental arithmetic to beginners
shown. Its value, also, in explaining frac-
lions, square root &c. Some valuable
practical points were given and hints
thrown out in teaching mental arithmetic,
touching adding and multiplying by 8
also, in teaching children to add instead
of counting their fingers, &c. All these
points were illustrated by Prof. Pierce on
the blackboard. Some remarks were
made touching the Importance of rotation,
and the right way of illustrating arithme-
tic in general by putting examples on the
board and having them explained, and the
reasons given for each step. At this stage
of the proceedings pleasant diversion oc-
curred-an .anecdote or two was related.
Some interesting remarks were present
ed touching composition, its Importance,
&C., also as to defamation. Prof Russell
held that one piece learned perfectly, and
spoken two or three times was better than
two or three pieces partly learned and bad
ly acclaimed. Prompting was condemned
when scholar was declaiming. Mr. Brooks
and Snodgrass both spoke with point and
effect on this subject of defamation.
After arranging for and announcing the
subject for the night session, Religion in
relation to higher edueation,n the Insti-
tute adjourned, committee of five having
been appointed to prepare report on Text
Books, to be presented to the Board of
Education of Jefferson county.
Saturday morning the Institute re-as-
sem5led. Grammar was first discussed.
Mr.. Hedgcock asked when the teaching of
Analysis in Grammar should commence.
Prof Pierce replied, when the scholar had
clear and complete understanding of the
parts of speech and began to parse simple
sentences. Teach analysis, then use di-
agrams. Prof. Russell urged that small
scholars should not be taught grammar
ordinarily not under ten or twelve years of
age. Let scholars learn the definitions very
thoroughly and repeat them fully and |
often. reach them the origin of etymOlO- |
gy, &C., while learning the definitions |
Introduce analysis afterward. The discus
sion of the best mode of teaching grammar
was continued by others.
Geography was taken up. Mapdrawing
was represented. Remarks We're made by |
Prof. Russell, illustrating how the outlines |
could first be drawn; then other features |
could be added the more prominent nat
ural features, mountains, rivers, &c. Lat |
itude and longitude should be fully taught |
Mrs. Pierce sopke of the advantage of map |
drawing as seen in class she was teach |
ing. The teaching of history was recon-
mended in connection with geography 4; |
also an accurate knowledge of our own |
State and locality.
Object teaching was illustrated by Prof. |
Pierce. Various articles of apparatus were |
exhibited showing how the difference be- |
tween long, square and cubic measure |
could be placed distinctly before the schol-
ar. 80
Blocks for illustrating the tables of |
weights were also exhibited. The manner |
in which the black board could be used in |
illustrating in the place of obiect-teaching
was referred to.
Writing was discussed. Harper's sys-
tenn of writing and drawing was exhibit
cd and aSnlainad If WAS saan IN ba