The Emporia news. [volume] (Emporia, Kan.) 1859-1881, 1877-07-06
mot Knowing a more complete export
would be given, the work of Wednesday
Is outlined on our first page.l
TEACHERS.
Proceedings OF the State Association.

Proceedings OF the State Association.
t "WEDNESDAY, 9A.M.
A Paper-English Grammar iN-putHc
Schools-Prof. L. A. Thomas, Topeka.
LIST, How much of Grammar shall we
teach? I'd, How make our teaching most
effective?
A Misrepresentation of the true scope
and nature of English Grammar as a sci
ence, existed, and hence. most of the un-
satisfactory results in teaching it.
As science, it does not teach us to
speak and write correctly. The science
Is methodical statement Of principles
and rules, while the use of it is an art.
The vocabulary and grammar are simulta-
neously used In the study OF the classics;
In our mother tongue, the grammar is a
deduction, an outgrowth of the language
as used. Teachers should not discard
technical terms and definitions, or teach
them separately, but deduce them from it
as the language is used. Text books are
at fault in not recognizing this fact, and
when this is. the case, oral instruction
may be used. More attention must be
paid to habits of correct expression. and
many OF the present cumbersome technl-
calities should be neglected. 1 would
recommend continual criticism of in
correct and inelegant. expressions, never
allowing one to pass unnoticed. The sue
cess Of our grammatical teaching will not
be measured by our methods, but by our
results.
Discussion same-Pror. Robt. Hay,
Holton. We have entirely too much tech
meal grammar, too much memorizing,
and not enough Of daily practice in the
correct use of language. Iwould recon-
mend q continual use OF language In the
class as the best plan to impart q
ready use Of our vernacular.
Prof. VIM. Wheeled, Ottawa. In teach
ing the ''parts Of Speech" L have met
with good success by the use of the regu-
lar reading lessons, questioning upon
them SO as to develop the use OF WORDS,
preparatory to classification.
Prof. Thomas has recommended a con.
tinual criticism of the ungrammatical
language Of pupils. Ny experience tells
me to be cautious in this respect. A con-
tinual critIcising Of pupils eventually ap-
pears In their minds as faultfindlng. When
possible, have the pupils criticise onean-
other, occasionally assisting, but rarely
correcting them yourself. Continual oral
and written lessons in language should
largely supplant criticism. My own OBJ
serTations warrant me in saying that
most mistakes in grammar occur in the
use OF irregular verbs. To be able to
use the different forms of these verbs cor
rectly and fluently, is no little accom-
plishment. have, therefore, given much
attention to this point, using exercises
calculated to necessitate the incorporation
Of their different forms, and would rec
ommend this plan to the consideration of
teachers generally. The best way to
teach language is to call attention to the
different expressions as seen in the text
books used, especially the readers; to fix
as securely as possible all the idioms met
with; in. fine, to make the language the
pupiI's ready property, by actual contact
with il, and continual usage Of it.
A paPer--What Is a Practical Educa-
tiOni-Supt. I. G. Scott, Atkinson.
There are TWO theories as to the true
| object Of education; one, that it is to lit
us for the practical duties OF life, to help
us make money, and gaia livelihood /;
the other, 1t is a means only OF the devel-
Opment and discipline Of the mind, an en-
larging Of human knowledge and power.
The man is properly educated that has
learned his vocation, and is fitted to do
the greatest general goods a blessing
TO humanity. The non-thinking Iaborer
is no better than q machine; the educated
man Is n power because he thinks. Many
OF the self-stYled educators of to-day,
want the school shouse turned into gen.
eral workshop. This is not the aim and
scope OF the common school. Its aim Is
TO lay the foundation for general culture,
and all the common branches should be
perfectly taught. Analysis and parsIng
should not be all in teaching grammar;
but the art OF using language should be
insisted upon; practical examples should
abound in arithmetic; and textbooks
should be made for the pupil, not for the
lazy teacher. Geography should not be
the endless and useless memorfzing OF
worthless details, but the development Of
practical facts In All studies the ehild-
must be taught general business knowI
edge, or business princIples; must be
taught that which will 1t him for all etc