The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1874-05-23
Reported for the Globe.
Rutland County Teachers Institute.

Friday, Third nay


leagued together TO prevent the Institute
from being success Git having rained al
most constantly since its commencement,
the exercises opened this morning with a
larger attendance of teachers than at any
other time, 1876 being registered upon the
roll, all of whom have been well cared for
by the excellent people of Fairhaven.
The session of to-day was opened by
reading of the Tooth psalm and prayer by
Prof. Otis johnson of Wallngford.
The first exercise was on
TIE PROPER USE OF LANGUAGE.
conducted by Mrs. Kyle, and it is safe
to say that the enconiums that have been
given her on other occasions can be reitera
ted in the present instance She suggested,
first, that "the proper use of letters should
always he first taught and teachers should
keep always in mind, that one of the main
objects of composition is to correct and
properly learn the English language She
advised teachers to keep on giving lessons
in this branch until 1t is fully learned. In
the interest of pure English she would first
chose short, original subjects, but have
them of the purcst kind, and, above all, to
avoid yulgarism. They should be taught
to keep written language pure and when
this is fully learned, composition writing
can be easily taught, and suggested the fol-
lowing hints tor the guidance of teachers
LIST. They should be written in the class
and under the inspection of the teacher.
%. Would advise teachers to select sub
iects and have the scholars write at least
six compositions in school before they be-
Gin to write at home. The subjects should
be:
F6St-Descriptio OF some object in
view. This should be chosen as children
should be impressed with the idea of writ
ing the truth, and therefore should be able
to see and to hear, so as to express himself
accurately.
.Sec0nd Some form and order should he
taken by which to properly describe the
facts and suggested the following plan: list,
the idea: ID, the sound symbal 3D. the
form symbol and rs the forms are better
learned we find fewer mistakes in the use
of capital letters, spelling and punctuation.
She also suggested the following ideas to
the teacher That she should-pay strict at
tcntion to the construction of sentences
should help the children to say what they
means should teach the children how to
increase their stock of words. We use
words which are too strong to express our
opinion, and should therefore strive to use
only appropriate language. In first writing,
give the scholars some object to write about
with which they are familiar, such as a
horse, dog or cat, and suggested the fol
lowing formula Description, when found
| and uses. Another, is to see things as they
are, and advised teachers to read a sen
tencc and then let the pupils reproduce it
in their own language. The lesson was
one of the most instructive of the session
aud will be remembered by all who listened
to it.
She was followed by
PROF. OTIS JOHNSON,
of Wallingford, on the subject of "Orthor-
| Ply, or pronunciation, which he said is the
basis Of all that is charming, pleasing and
agreeable in conversation and what mostly
adds interest to the speaker, and when this
is acquired great mental and moral disci-
| plne is accomplished. He gave illustra-
tons by which one could teach themselves
but cautioned all against appearing to be
| affected, for after being thoroughly learned
one can pronounce without affectation in
the least"
lie illustrated his lesson by means of
| charts suspended before the class, in one
column of which was depicted the sounds
the vowels, which sounds should be repeat
ed by the pupil until they are firmly i'm
bedded in the mind and on the other col
umn were displayed certain words placed
in position opposite the sounds of vowels
which occupied prominent positions in the
word Mr.. johnson showed by his easy
and correct manner of speaking that he
was ''master of the situation" and in him
we think the people of Wallngford have a
teacher which they can Ill afford to lose.
Mr.. cIILEY,
Of Brandon, followed, with some most in
terestng remarks upon the subject of read
inc, of which he said, there is nothing more
important than proper understanding of
that subject. The man who knows how
to read may hold secret communion with
all the good and just, not only of the pres
ent but of past ages and if there be errors
in commencing it will be lard to eradicate
them. lie thought child should be
taught to read by first taking one word
that he is familiar with, and when that is
learned add more to it. Second, be sure
that everything is understood third, LET
the child proceed no faster than he can un
derstand fourth, enter into the spirit OF
, the author He repeated the following
passage from Lord Byron, to illustrate til,
, manner in which reading should be done tC
show the proper rendering of the piece;
, Unhappy White, when life was in its Spring,
| And thy young muse Just waved its Joyou
wing.
The spoiler came. All, all thy promise fair
Has sought the grave to sleep forever there.
5 | o, what noble heart was here undone,
, | When science self destroyed her fayorlte son.
All yes she too much INDUCED thy fond pur
{ suit
e She sowed the seed, but death hath reaped tn
| fruit.
| Twas thine own genius gave the final blow,
And helped to plant the wound that laid the
> low,
l SO the struck eagle, stretched upon the plain,
e No more through rolling clouds to soar again,
J. Viewed his own feather on the fatal dart,
And winged the shaft that tquiyered in hi
heart.
" Keen were his pangs, but keener far to ieel
Il lie nursed the pinlon which impelled the stee
IS While the same plumage which had warme
NJ his nest