Buchanan County bulletin. [volume] (Independence, Iowa) 1869-1891, 1872-02-23


to enforce obedience to these regulations
by suspension or expulsion, has not been
denied in single case"
1nstatuts Reports.
HAzLEroN, Feb. 3, 1872.
Institute opened with devotional exer.
cises, by e. H. Ely. T. G. Nelson was
chosen Secretary and Mr.. Geo. Kint was
chosen chairman.
The subject Of Spelling was introduced
by an easay from Mr.. E. Matteson, and
discussed at some length by Mr.. E. H.
Ely, Geo. Smith, T. C. Nelson and others.
Mental Arithmetic was next presented
ny !. G. Nelson, whose paper caused
very spirited discussion, in which ma
jority of the teachers present took part.
Mrs. Osmer-I would have the pupils
use the form of analysis given in the
textbook until they come to the there
fore, and then stop.
Geo. Smith, agree with Mrs. Os-
mer.
T. G. Nelson-I would allow pupils to
make use of any words they saw At, SO
long as they used correct expressions.
and arrived Mt correct result in an in
telligent manner.
w. II. Kint, Miss Hubbard, E. Matte
son and majority of the teachers pres
cnt agreed with Mr.. Nelson.
Miss Hubbard then read an admirable
essay on English Grammar. She said it
was like the foundation of building, the
most important part. although out CT
sight, and not always properly valued
In the practice Of many modern educa-
tors, there is tendency to neglect this
important branch of education, not so
much from conviction that the science
is not important, as that there is a radi-
cal defect in the common method Of pre-.
senting it to the learner. Her practice,
expOund the text before the class, by
series Of questions, such ae are presented
in the Grammar. This paves the way to
correct analysis, to which she would pro-
coed in tho earlier stages Of the pupils
progress, having short exercises in ex-
postulation and Analysis during the en-.
tire progress of parts LIST and End. In
the study Of Syntax, have frequent exer
ciscs in parsing, having analysis as its
basis. Would use the Chart, and follow
| its order OF arrangement. With the
younger classes, have diagrams drawn
on the board.
In the discussion Of this subject Mrs.
Osmer said she did not believe in using
the textbook, as the use Of 1t made the
subject dull study. She only used it as
last resort for definitions Of terms
She had class which was very much
interested in the study and had not yet
recited \ lesson from the text book; had
got as far as Analysis and Synthesis, aud
believed they understood perfectly the
part passed over.
At this period in the discussion, the
flavor of boiler full of hot coffee on the
stove so overcamc Mr.. Ely that he
moved an adjournment.
A table WAS soon prepared, by laying
a couple Of planks on the top of two
desks, and in less time almost than it
takes to tell. it was covered with all the
luxuries of the season. To say the least
about it, the man who could sit down to
such dinner and not feel thankful to
those who provided it, must be man
with worn out conscience
AFTERNOON SEssIoN-GRAMMAR, Con-
! rINuED.
7. G. Nelson-I believe that the sub
ject as taught in our common schools,
does not amount to much, and that the
time devoted to this branch had much
better be spent in some other manner. l
do not think that the mind of child oil
less than fifteen years is capable of mas.
tering study which requires such per.
feet knowledge of tho meaning and
origin of words.
Mr.. Ely wrote this sentence on the
board: ut took Rome three hundred
years to die" and, in order to have the
different methods Of analysis presented,
requested each teacher present to give
their analysis, and after considerable
discussion as to what the subject Of the
sentence was, it was dropped as tough
job, and left without the analysis being
given.
Mr.. C. A. Lewis read an essay on the
study Of History.
The different methods of teaching were
then discussed.
G. A. Lewis-I use the topical method.
Mrs. Osmer-I also use the topical
method.
Mr. Matteson-I use the History az q
Reader, and think my scholars get about
as much information in that way as any
other
| T. G. Nelson-I have never tried the
| topical method. l have used it as
Reader.
E. Fl. Ely think the topical method
is the only correct method of teaching
this branch.
| Mrs Osmer read poem in illustra-
ton of her views on the study of Geog-
raphy.
E. H. Ely consider the subject OF
History and Geography to be SO blended
together that use them as one, and
| would use the topical method in teach
ing q class.
H. Kint read an essay on Reading
E. Fl. Ely then read short selection
taken from some newspaper, which very
satisfactorily proved to the minds of all
present, that the object in reading should
be to give the thoughts of the writer,
| u0kluX CoSIcCt PIouuuClutiOu uuu punCt'
uation primary objects. But to be per-
feet reader, one should excel in ALL
Mrs SAINT Suficool-I am not good
reader, nor never was, but am great
lover Of reading, and believe that there
are great many who understand per-
fectly what they have read and are still
considered poor readers.
| Report of Critics
Query: Are teachers obliged to build
their own fires unless they contract to
do so?
Mr.. Ely-They are not.
Are teachers allowed pay for time
spent in visiting schoolss
Mr. Ely They are for one half day in
each term.
Report of committee on programme
adopted.
On motion Of Mr.. Ely, the thanks Of
the Institute were rendered to those who
provided that splendid dinner.
| Adjourned to meet ut this place on