The Ottawa free trader., 1873-07-12

ten in the main, Int found some serious ohjec
tions 10 IT,
E. l.. Wells, County Superintendent Of 0gl(
county followed in 4 similar strain, giving eN
tensiye Illustrations of its Deficiencies One par
,cular fault would he that each teacher would
try to monopoize the pupils time and attention
and the teacher who had the most influence with
the pupil would get .he mos. work from him
and thus some studies would be neglected.
Mr.. White replied that il is not claimed that
departmental teaching will be perfect, as moth
ing is, under the sun, Tie objections so far are
to details ard not the general principle. This
plan is hat . step in advance upon the graded
school system. II has been L success there, and
why not when extended to the lower grades,
say SO '-r - the grammar classes?
Mr.. Sawyer, OF Mendota, argued that while the
proposed plan may be all right in principle, the
means for operating successfully with 1t are eS-
ceedrgly difficult, and gave Illustrations of its
failings.
Mr.. Coy, Of Normal, moved that principals OF
schools present from other states be made hon
orary members of this society and be invited to
participate in the proceedings. Carried.
Mr.. Cove, of Normal, agreed that the principle
Of departmental instruction IS correct but it
does not work in practice.
Mr., Crosby, of Davenport, could not determine
on which side of the question to throw his voice.
There are TWO equal sides TO the subject, and
perhaps somewhere fair average and dividing
line. Some branches Of instruction really need
special teaching, and perhaps none more than
reading, as this is the poorest taught OF all, and
is below music il is a truth that all our in
structon is, or has been, special. At one time it
was this, or that, or the other topic which en-
gagged the minds of each of us.
Mr.. Piper, of Iowa, favored the plan. He would
have 4 thorough teacher at the head Of each
class or department. He wanted 10 fractions Of
men anywhere, Du. whole Men over every
branch.
Powell, Of Aurora, though; il 4 matter OF the
lowest consideration whether the teacher ac-
quired influence over pupil. lie wanted the
teacher who could make the pupil develop him
self. As soon as the child has sufficient capacity
to learn, he would have il taught everything in
the very best manner. Where one man takes 4
particular subject and gives al his energies TO
teacher, and pupil should advance rapidly un-
der such q specially qualified tutor; yet, strange
to say, in n!s experience, al special teachers
had been failures, whether they taught music or
drawing, or German
Mr.. Cristy-I would not yet look for peIfec
ton, but would take teachers as we find them.
POWELL have portrayed the teacher rs find
lti 70 0I o \. &. ll a.
turc will let US pay Tor.
Mr.. NettlesOn, Of Subette, said something
that called out the Iowa Piper in a response,
who said that he wanted his pupils to be the re
fection or image Of the teacher; and if the gen.
teman from sublette could send out his own
glorious image in his pupils, he would doubtless
confer boon upon mankind Laughter.
Mr.. Wells, Of Ogle, asked if tie new plan is to
be put into district schools.
Mr.. White replied, no; only in the graded ones.
Mr.. Mahony, Of Chicago, made a witty, humor,
Gus, sarcastic speech. He had found that q spe-
ca teacher usually becomes lunatic. This
plan has never worked with any great success,
except in Cincinnati, and there anything will do!
This wound up the matter, and DR.. samuel
lecture on the proper method OF teaching his.
.ory. He found difficulties such at the follow.
ng: 1st, the subiect-l; IS not exact, like math-
smatcs, but, as taught, 2 barren catalogue Of
Try facts "a. The text books arc either too vOu-
nnous or too much like a mere skeleton. The
pupil has defects in reasoning powers, in
memory, in observation and conception.
He pointed out how to correct these,
md explained low 10 teach history on a
black board. lie advised the teacher to first for.
.ify himself in whatever he finds defective in his
pupils, and to read everything, not even except.
ng historical novels, especially Scots, Bulwcrs,
&c. He Illustrated the use Of the questions,
where? when? who? what? and why? as always
coming in properly to every historical event as,
Where wa, il done? Who did It? What was it?I
md Why: He denounced verbatim recita,ions
.he and treasuIins up in the memory of dates
md names as useless and burdensomc.
f. p. Frost followed in IN address to the same
End. He would cluster the events Of 4 war
iround the leading generals. Who can read the
ife of Washington without learning much OF the !
war, or that of Alexander the
ircat without getting familiar with = lespoota.
DE- amount Of the History ofGreece.
Me,,r-. Mason and Coy followel 81, some
ength.
In the evening Mr. Cullen, OF this city, read q |
hort address Of welcome, which was more re-.
narhablc for the lugubrious manner Of its de.
ivcring aud the dismal joke at the conclusion,
han FOR depth or brilliancy. The President,
Ir. Botwood, gave 4 very excellent address on
cLJol, and teachers, which was full Of practical
,ood sense and was received with applause.
Tho association then adjourned TO l0o'c!ocl .
Wednesday.
sECOND DAY.
The society met at 10 O'Clock, and apparently f,
ecmin- brother Cleghorns prayer OF the prayi- |
ious day sufficiently powerful to last clear |
hruugh thc session, proceeded to business with
~ asking further aid from above.
The PRECEDENT Mr.. Boltwood, announced ,m
ry standing committees, VIZ:
l.ri,';ny r2Em,dtoe-E. ;. Wells, Peoria; Geo.
II