Daily Los Angeles herald. [microfilm reel] (Los Angeles [Calif.]) 1876-1884, 1879-11-05
Teachers institute.

voted absent. Mr.. Howard and
Miss Mobeck were appointed critics
for the day. Mr.. Durfy and Miss
Brier, critics for yesterday, made
their report.
Mr.. John Hayes took up the sub
ject of Fractions. He would use q
few of the rules given in the text
books. By utilizing the previous
knowledge of the pupils he is en-
abled to give them a clear insight
into the different operations to be
performed. He was especially
severe on the rule for division of
fractions.
Messrs. Hall, Warren, Bodkin,
Mobeck, Squires and Marthipg con-
tinued the discussion until recess
After recess Mr.. Henderson de-
livered an address on the subject of
Labor and Education: There is an
apparent antagonism between edu-
cation and labor. In some respects
the laborer is not "a good as the ed
ucated man; in others he is fully
the equal of any of us. The labor
question must be recognized. An
antagonism exists between labor
and education. There is false So
luton of the labor question in Eng.
land. They educate the people to
move in certain grades, the lower
classes receiving little or no educa-
ton. In the South before the war
they had solution of the question.
This labor question stares us in the
face, more especially in the East
ern States. Employers do not wish
their employees to be their
equal in education. 1t Is
the duty of the teacher
to level up intellectually and then
we can level up socially. Many
are in favor of lowering the wages
of teachers. This he showed would
have the effect of destroying the
efficiency of the schools and thus
preventing the proper education of
the people. He objected to the
hodge-podge books as he styled the
old. fashioned readers. He would
recommend the use of such works
as Paradise Lost. To those who
objected to Milton, he could say
why not take Emm ersOn's Essays,
Smiths Wealth of Nations, or
works of that high character. He
advocated the establishment by
the State or Nation Of schools for
grown up people-free school to &C.
cupy the leisure of the people as
the hours of labor are shortened.
Also schools of design. Were the
people generally educated as they
should be it would do away with
social distinctions.
Mr.. Hall differed from the lectur
err in so far that he did not recog-
nize all the difficulties Of the situa-
ton. There is an alistocracy of
wealth, not of education.
Mr.. McFadden differed from the
last speaker.
Mrs. AveriIl would wish to see
schools established to teach the
men how to sew, knit, wash, etc.,
so that they can help their wives
when the time arrives that men
shall be required to work but two
hours q day.
Mr.. Quinn believed Mr.. Hender-
son to be right. That it is impossl-
BILE to solve this question in Il single
generation.
Mrs. Foster thought that it was
impossible to have social equality
without moral equality.
Mr.. Bodkin thought that the
morality in the lower stratum in
society was fully equal to that of
nlncu and tt,Qt n Ia
morality cuts no figure in establish
ing his position in the social scale.
A motion of thanks to MIR. Hen
derson for his excellent address was
passed unanimously, after which
the Institute adjourned to 1:15P. NJ.
AFTERNOON SESSION.
Institute called to order at Ills
by Superintendent. Report from
Committee on Music. On roll call,
eighteen teachers were noted alb
sent, five of whom had been ex.
cused. There were 10 present.
Mrs. Averill read we'll written
essay on school government. The
tendency to do wrong Is universal.
Education is to counteract this
natural tendency. The habit,
when acquired, of submitting
his will to his conscience is
worth more to the pupil than
money. The rod is useful as re-
served force when all else fails.
She enumerated some of the dsf1i-
culties teachers have to encounter.
Self-control Is the first principle to
be incuIcated. The teacher must
first learn to control himself. Rules
should be few and we'll considered.
Let the teacher find something to
love in each pupil. In an experience
of II years she had found but one
pupil who could not be so govern.
ed. A grand secret in the manage
ment of O school is to keep the
pupils engaged. This requires
preparation on the part OF the
teacher. The teacher must be de-
voted to his profession, making it
his life work. While the school ia
no place for sectarian teach
ing, no teacher performs his
duty who does not teach
his pupils their true relations to
their creator. While opposed TO
sectarian schools, she believes there
is much more danger from Goddess
schools. Discussion was deferred
to some future time.
Mrs. G. raham had q class OF her pu-
nils present to illustrate her method
of using the encyclopedia. The
pupils were assigned subjects, and
prepared themselves TO respond by
consulting the encyclopedia and
other authorities. Most of them
com mitted their ideas to writing.
This was done, however, without
referring Immediately to notes. The
exercise was interesting and show.
ed considerable intelligence and
care on the part of the pupils.
Miss Babcock had class exer-
else in primary reading. The chill
dren, for little fellows, did very
we'll indeed, and gave evidence Of