The Potter journal and news item. [volume] (Coudersport, Pa.) 1872-1874, 1873-10-29

tNEte bAdlitL SHouIU DC li4OIOQgliN mas
tered in advance.
Remedy for DgjcieacleS. This is chief
~ with the Superintendent. If efficient
teachers are secured. the schools will
fulfill their appropriate mission. He
should administer the duties OF his Of
fee without fear, favor or hope Of re-
ward. The examinations should be real
and not formal. He should Sift the ma
terial and then direct and compel teach
ers TO do their duty.
There are. meantime. many difficult
ties to be overcome, and among them
that Of compensation.
There is nobility and a sacredness
III the work of education. The marble
is plastic in the hands Of the sculptor
and may long commemorate his genius.
but the teachers work remains in hui
man souls, in the lives he has shaped
living epistles known and read of all
men," He viii find his reward in time,
and beyond in the land Of light and
love.
WEDNESDAY. 8:+5 a. m.-Session
opened by Rev. II. ". Congdon, with
prayer.
Some Of the Instructors having ar
rived, Mr. Allen called upon Prof. Jones.
OF Erie. to break the ice
He began by saying that there must
first he a togftteracss among the mem
bers Of the Institute. Tie good to be
gained is an influence rather than abso-
lutte knowledge. If the teachers should
find themselves, at the close. looking
upon tLeir work as a ucbler work and
drdicating their best powers afresh to
its duties. then would the mission of the
Institute have been fulfilled. Prof. !.
recollectcd lis first attendance. He had
thought to gain some nice new facts.
some puzzles learned nowhere else. He
went away little disappointed. but in
ii few months lie knew himself to be
better teacher for the inspiration caught
at the Institute. His older scholars saw
the change and inquired the cause.
1t is vain to hope for real intellectual
culture during tie sessions OF one Insti-
tute There Is 10 excellence Of mush-
room growth; il Is tie result Of contin-
uoUs lalor. When a boy he had seen a
pamphlet entitled Latin in Twelve
Easy Lessons" Being ambitious and
eager Tor knowledge, he bought ii and
found il only the alphabet Of Latin; that
language can be acquired only 10y years
OF study. 30 with the various systems
of penmanship. He had once taken les
soEs with the promise Of becoming a I'm
ished penman in a few evenings. Those
lessons were a positive injury. lie learn
cd to make a few nice letters with ele-
giant curves and ioUiShes, but his hand
writing lost its freedom becoming
cramped and awkward.
Mrs. Martin. of Pittsburgh. then ap-
peared before the teachers and again
took up her work of instruction III Flo
cution. Their prompt concentrating.
correctness Of emphasis and aptneSS IN
following the tones of her voice showed
marked Improvement sirce Aer LIST
years efforts among them.
As We listened We distinguished some
voices clear as bells and others 50 deep
and fun OF melody that one could but
crave for them a higher degree Of cul-
ture. We said Trtlectivriy, PERHAPS
they viii yet be eloquent in the cause Of
right: dcubtltss they viii do honor to
Potter county.
Mrs. Martin proceeded TO give some
rules for emphasis. and as all teachers
may not have her work on Elocution,
repetition Of them may not be amiss !:
l. In every sentence distinguish tie en-
phatic words 10y natural. forciule and
variable emphasis II. Every new sub
ject is emphatic. III. Pause after the
emphatic word. " Dwell on tie EN-
platte words. Y. Emphatic words US
ually require the falling infection. VI
Pass over the unemphatic words slowly.
VII. Wlstever has been expressed or
Is understood is net emphatic.
Mr.. Jones then took the place Of In
structor and advanced some ideas on
Elementary Map-drawing,- spicimg his
illustrations in his own peculiar way SO
refreshing to the teacher. Then he led
tleir thoughts through more serious
way. talking Of the grave responsibilities
Of their work and OF the habits necessary
10 their highest success.
i M.-After the calling Of tie roll.
Mrs. Martin gave instructions III tile
voice. which size distinguishes as Pure,
Orotund. Gutteral, ASpirate and the
Trelnor. Examples e each were read
BY the class, in concert. till they under
stood the distinctions of the terms and
the style 10 which each Is adapted
After an hour spent in the most in
tense attention to rhetorical drill, Mrs.
NJ. Withdrew, leaving Prof. Jones to
pick up the thread of his morning talk
about HqJt. the principal divisions Of
which were: I. System: II. Words; III.
Acts.
Under the head of System, a disorder
" school-room was vividly pictured,
where one was looking for chalk and an
other for rubber, with nothing in its
place and no exercise at the right time.
From that. the SPEAKER passed to a scene