Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1881-11-24


citv and congratulate myself and the
other teachers here that We have an OPP
portunity of visiting our capital and
metropolis under such pleasant eircum-
staures. | have had desire to visit
Wheeling because the reputation of
YOUR people for hospitality has extended
even 10 Greenbrier.
have had desire to gee your great
commercial enterprises and manuiac-
tories and to witness the efforts be-
juy made in the cause OF popular
education. This has not been from a
spirit Of mere curiosity, but because
feel an interest in the success OF all our
industrial enterprises and educational
efforts. Along with the accounts we
have had OF the business enterprise, in
tellgence and popular spirit Of young
men, have come reports OF the refine
ment, culture, bsauty and lOveiiness OF
Wheeling wOmeu; va have found since
being here that, ike SolomOn's glory,
"one-half has not been told"
Teachers, for What purpose are We
here to day? The last Legislature, re-
cognizing the necessity and import
ance Of efficient supervision, has pro-
vided for these institutes, and the duty
has been imposed upon the Superinten
dents OF visiting them. Our State Su.
perntendent, filled with the vigor and
enthusiasm of early manhood, Jealous
il The cause OF popular education, con-
scientious in the discharge OF his duties
under the law, and acting doubt
essly in harmony with the Leg.
islature's object, has summoned
us here to be instructed by men OF large
experience, as to how We may more
satisfactorily discharge the onerous
duties of our position.
Mr.. d mis- then spoke OF the neces-
sity of having good teachers, and said
that they could never be secured with
four months school at a salary little bet
ter than the wages OF farm hand.
What inducements" said he. edo we
offer to competent teachers in other
States to come here to teach, or what DO
We Cher to our own young people
to induce them to prepare
themselves for this important work.
Every consideration OF private inteIest
and popular policy demands that we
unite in great effort to place this pro-
lesion in popular opinion, as it is in
fact among the nOblest avocations OF
men.
The choir OF the grammar schools then
sang song entitled Gentle Words"
A recess was here taken and enroll
ment cards were circulated among the
teachers.
After the recess, superintendent
Bntcurr, IN brief but appropriate re
marks, introduced Prof. b. V. DeGratf,
Superintendent OF the Free Schools OF
Paterson, New jersey, who proceeded
to deliver an address on GLOW to Study
The Art Of Teaching"
Mr.. DyGralr first spoke OF Tie meth
DDS ii teaching to read, now in common
use. lie divided | is instructions how
to teach into three heads: Directions,
Cautions pni NeSults. The Outline upon
AMica the address was founded, was
placed IN the hands OF every teacher
present, and the different heads aud
sub.hcals were taken up in order and
treated in Il mastery and interesting
manner We append the outline:
HOW TO TEACH Pupils TO READ.
/. DirrtjynS.-l. Present an object.
2. Ask questions about the object.
). Give information about the object.
I. Snow picture of the object. Make
drawing OF the object. i. Name the
object. :. Write the word on the
board. s. Pupils copy the word. 8
Group words of similar formation and
sound into phrases and sentences.
10. Teach the elementary sounds oil the
Ielterz. IL. When necessary, teach the
names OF the |. tiers.
H. Cautions i. Teach words as
who'es. >. Present about one hundred
worjs as who,es. 5. At first only two
or tmca words should be given for 4
lesson. i. At first give no attention to
oral spelling. S. Never let pupil at
tempt to spell a word audlbl" while
| reading. 6. Teach words which repre-
sent action, quaiiIies, relations, etc by
| objects, or by their usa in a sentence.
I. Teach new Torjs, their use, meaning
and piOnunc. alton. s. Form a chart OF
The words developed. 9. Never let
pupil read q sentence through orally,
until it is mentally read, that is silently
TO on-'s sell. 10. Always commend
every eHOrt--never discourage the pupil
II. Be pleasant, cheerful, frank, and
make the children feel perfectly at
home.
n. RcsuIs.-l. Naturaluess OF express
sion. ,. Ease OF expression. Accu-
rate articulation. 4, Ready pronuncia.
ton.
On reassembling in the afternoon
| Superintendent Butcher introduced
Superintendent Smart, OF Indiana, who
delivered an address on "Some OF the
| incidental values OF the School"
Prof Smart first spoke III the value OF
| the work done by teachers institutes,
and said lha, he was delighted to appear
before the West Virginia Institute to-
day because his own State, one Of the
greatest o. the West, had once belonged
to Virginia, and its school fund, which
was as large as that OF any other State in
the country, was formed by
Nirginia's generosity. He said
it was a great pleasure to
come here and do what he could
10 tel the teachers o. West Virginia
that lie appreciated and remembered
these things.
Prof. Smart then spoke of the impOr.
tunCe OF the que ton OF the education
of children. they were not only taught
TO meet their present duties, but the
influence OF the teacher reaches out into
after lie There are many who say
that the influence OF the free school is
damaging, but he considered it elevat-
ing, and he believed the children were
taught to be true, good men and women.
tie then recommended the virtues that
were taught in the public schools az
well, il not better, than they were taught
anywhere else, among them being self
control and living up to ones best
knowledge OF right and wrong.
He said that as the physical world
LeedS physical sunshine, so children
need moral sunshine. The school room
IF to day is much more cheerful than
that Of twenty years ago, and it is the
duty of all teachers 10 render the school
room IS cheerful rs possible.
Children were also taught the spirit
Of hellTuness in the free schools Men
10 not DO charitable deeds because
moral and civil laws require them, but
because they are inclined to help those
,-4ic.,nna fTkiu II