Los Angeles daily herald., 1873-11-06
COUNTY TEACHERS INSTITUTE.
ThirI Day.

ers were absent
Critics report was made, and was
most humorous and appropriate.
Mr. Morgan and Mrs. Dubois were
appointed critics for the coming year
A discussion concerning "Music in
our public schools was made by Mr.
Sake. He presented his method, and
said he thought every one ought to be
able to learn and teach the simple ru-
diments of music. Pupils who once
get start, and have musical talents
when once started, will go along very
and not get the words do, re, NIL in
stead of the sound, which they repre-
sent.
Mr.. Butteriield, Mr.. Morgan, Mrs.
Dubois, Miss Bixby and Mr.. Duns-
more discussed the question of doing
away in teaching with the words do,
re, nil The general feeling was
against their use, or the continued use
of any one system.
Mr.. Tonner suggested breathing
exercise, and an explanation was
made by Mr.. Saxon and an exercise
given, in breathing and calistheniC
exercise, by Mr.. TOnner.
Professor Mcdonald read discourse
on punctuation, showing its import
ance, and giving hints as to the meth
dds necessary in instructing, and gave
the sentence "John II. Jones, Jr., ESQ.,,
Los Angeles, CAL" to be punctuated.
The report to be made at the afternoon
session.
Then followed ali essay on "COm-
pulsory Education" by C. G. Cum
mings. The essayist did not favor
such legislation, as it would compel
attendance ut school. 1t would de-
tract from the liberties of the pupil and
prove disastrous to our educational
system. 1t tended toward centraliza-
tion and was not consistent with the
principles Of republicanism. He be-
lieved better method would be to
make schools, school buildings and
their surroundings attractive and
thereby induce children to attend
school without compulsiOn.
Mr.. Tonner argued that it was the
duty of parents to educate their child
rem, and when they neglected that duty
the law should interfere. He cited
Switzerland, as a republic where these
principles had been put in practice
| with good results ensuing.
Mr.. Adams denied the right of the
law to interfere with parents in the
education of their children, contending
| that it was antagOnistic to the very
first principles of the Christian reli-
gion.
| Mr.. SAKE believed he was Christian
and that Christianity and education
| Io,1I hand J1a hnl;avaA ~
was Christian duty to educate the
masses; it was means of preventing
crime. He failed to see any an
| tagOnism.
Mr.. Dubois, Mr.. Saxon and others,
were friends to the cause of education,
but were not in favor of compulsory
| laws enforcing it.
Mr.. RICHTER argued at considerable
length in favor of compelling parents
| to send their children to school. He
| believed that the laws should guard
the mental as well as the physical Or
ganizatiOn.
DR.. Lucky stated that he had favored
compulsory education, but believed
that at present it would be impracti-
cable in this State; that law of that
kind would be somewhat premature at
present, therefore he was opposed to it.
Adjourned till r. NJ.
AFTERNOON SESSION.
Mr.. Warner, of the Committee on
Questions, answered two questions,
one of which was "How shall we pre-
vent tardiness in schools?" BY re-
| curing written excuses.
Miss HOward's class in geography
was then called. The editor of the
HERALD begs leave to differ from her
! in respect to her methods, but must
say that the exercise and the example
| set were good.
Professor Mcdonald reported six
correct, out of twenty-four, in writ
ing the sentences given for pronuncia-
| ton.
Mr.. Henderson read paper on ART
education and artists. He said there
was q low view of the practical and
q high one. One certainly does not
require art education to carry out the
| business of tradesman. One can not
change his manhood, but art educa-
ton elevates manhood. 1t does not
help to make money, but it does make
taste which appreciates that which
money brings. a wealthy man with.
out refinement is poor, despite his
banking account. Art education sup
plies new sources of happiness. One
who has a knowledge of art can draw
happiness where others can not.
Art is one of the things by which
we judge nations. Greece, for in
stance, has more reputation from hel
art pictures and statues than from
aught else. They put to shame our
18th century art. They conceived what
we can not build after it is conceived.
Every pillar, every carving is. but 8
copy OF the ancient.
But art education has value in the
lowest idea of the practical 1t i'm.
proves the handwriting; the dress i'm.
proves; the habits of cleanliness inn
prove A boy with knowledge OF
art makes his hand aid his tongue
1t aids in designing. An artist was al
work III designing the carpet on this
floor Every picture in the books
you read Has an artist back of it.
Most pupils in our schools of design
are not learning to draw MadOnnas, but
industrial drawing for practical pur-
pose.
No artist has ever lived who has
drawn human forms better than Ra
phael. There are Christs, and Apostles
in all forms. Whatever he does is eX-
tremely beautiful. Rembrandt is tht
very contrary of Raphael. His pic
lures, unlike RaphaePs, are plain
Up to the present century artists fol
lowed Raphael, but since has sprung
| IN tho proaRa nho oalitaS Turuar /,