Daily Los Angeles herald., 1878-11-06
Teachers Institute Second Day

The Institute convened al 9 A. NJ,
yesterday, Superintendent MeDon-
aid In the chair.
"Let me Kiss the Babyn was
sung by five little girls whose
voices sent u happy thrill into
the hearts of all present.
AT the roll call the absentees
were: Miss Lizzie M. Letter. Miss
S. M. Stockton, d. b. Sturges, L.
w. Weller, Miss A. Heath, j. ID.
James, Jr., L. d. Smith, M. A.
Hodgkiss, Miss b. f. Turner, Mrs.
NJ. G. Stackpole, Miss Mary Bird,
Mrs. e. S. Onstotts, Mrs. M. G.
Graham, f. A. Parker, II. A. Saxon,
Geo. G. Hall, Mrs. G. G. Hall, A.
B. Mcpherson, Geo. J. Forbes, Miss
Clara B. Tullis, S. w. Burke, Mrs.
M. M. Hews, Mrs. II. A. Lewis;
with four excused.
The critics report made an exhi-
bit of number of grammatical
overslghts on the part Of the parti-
cipants in yesterdays discussions.
The Chair announced Messrs.
Mathews and Henderson as Com
mittee on Queries and Miss Moul-
throp and Mr.. Lowery critics for
Wednesday.
Mr.. McFadden suggested that a
mathematical calculation valued
the time of the Institute at the rate
Of four dollars per minute; hence
he advocated that each teacher
should speak to well def ned
thought in every effort.
Prof j. A. Martling introduced
the subject of reading by terse hit
at the mathematical accuracy of
Mr.. McFadden's calculation, esti-
mating that the value of each indi-
vidual teachers thought was
a half-cent per minute. He said
that the common school system is
based upon knowledge of books,
and in support of this assertion he
cited the fact that the doings and
developments of the world
are matters of record; therefore
they can alone be successfully
learned in books The first i'm.
portant point is to properly and
sympathetically understand aud
comprehend the sentiments of the
author. He classified the words
used in the English language as
follows: First--Household, which
are Celtic and Irregular; second
Latin or classic, which are regular
and easy to learn; third-Foreign
or technical words, which are de-
rived mainly from modern lam
guages and are mainly most diff
cult OF spelling and pronunciation,
and draw most upon the memory.
The speaker preferred the word
method of teaching, since it devel-
ops prompt emphasis and does not
enslave the pupils training to
the strict rules of punetua-
tion. He thought the me.
chanical tendency sacrifices the
underIaid sentiment. He Illus
trated beautifully and none the less
forcibly his manner of training in
emphasis, wherein lie develops
various shades of thought, and ex-
ercises the Judgment of the pupil
as to that approaching most nearly
to the sentiments of the author.
He advocated the phonetic system
of wording the language, and
claimed that the great burden Of
the language consists in carrying
the debris of ages in the form of
letters meaningless except in the
derivation of the word. He claimed
that teaching the child to read
gives it the maiu-spring TO all
knowledge, since all knowledge is
written.
Mr.. Bodkin held that the word
must be analysed before the pupil
can write successfully.
Miss Bishop sustained the argu,
ment of Prof. Martling.
Mr.. Cady objected to the concert
method of reading, believing that
it destroys the conversational
feature which should characteriZe
good reading.
Miss Mobeck thought that imita.
ton Is the only meaus of learning
correct emphasis, and she accepted
only part of Mertling's idea of book
study in its broad sense. e., all
nature is one grand book; the ebb
and flow of old ocean but the turn
ing of the leaves of natures great
book.
Mr.. Wink wanted some informa-
ton regarding the teaching of
Spanish children to read English;
whereupon the Chair called on Mr..
McFadden, who advocated the word
method. or by first pronouncing the
word, then having the pupil pro.
nounce it over and over again until
the articulation becomes perfect.
Miss Mobeck preferred the sys-
tenn of writing from the first
against the system most in use of
printing.
After a recess of ten minutes two
little girls sang very pleasing re-
sponsive duet.
Miss Hodgkins introduced the
subject of geography. and as an
answer to o question as to the plan
she would adopt, she said she
feared she stood alone without pre-
eedent or guide, since she advocated
the improvement of natural means
of illustration. especially when the
teacher is not provided with
apparatus. Her plan in teach
| ing the location of rivers is
by fist acquainting the pupil with
| tho maintain avatpnls. then show