Daily globe. [volume] (St. Paul, Minn.) 1878-1884, 1882-12-30
EDUCATIONAL.
The Last Days Session OF the State Ed.
ucati0nal Association.
INTERESTING PAPERS READ.
The Important Question Of Hew to
Teach English to Children.
REPORT ON GRADING OF STUDIES.
Discussion on the Education Of the
Deaf and Dumb.
MOT1ain0 Session.

O'Clock yesterday morning by the president,
Mr.. Irwin Shepard. The meeting was
opeLed with prayer by Rev. DR.. Wechsler,
the Rabbi, after which the chairman in
troduced Orvill T. Bright. OF Douglas
school, Chicago, whom he said would give
an address on the subject Of
Row TO TEACH ENGLISH TO CHILDREN.
In commencing his address the speaker
said that there had been strange stir of
late in the pathological world, and the
mother tongue had asserted its claim to
recognition. Cords of text books had
come on the scene and been relegated to
the obscurity they deserved, and the cords
yet to come would meet with the same de-
serving fate. Reference was then made
to the regular methods of teaching
grammar in the public schools.
He said the study of English grammar had
proved wholly inadequate for the purpose
designed; in the $500 text books on the
subject there was great deal Of rubbish;
the high school graduate generally left
school with fair idea and knowledge of
the English language, but no better, in
deed, than should be afforded by the gram
mar schools of the country.
The preposterous burlesaue of some
systems of teaching grammar and murder
ing the mother tongue, was pictured by
the speaker, who gave several very anus
ing illustrations of how some books and
persons taught their pupils not to speak
and write English, all of which was prop
erly called Internal nonsense. The forma-
ton of correct habits of thought was
mentioned as the best training for the
study of English. Composition was de-
clared to exceed the value Of text books, in
intoxicating correc5 system OF English.
The speaker believed that as the most
impossible age of child's life was during
the first few years of existence, and that
it was during this formative period that be
should be taught correct models of ex-
preston.
The cultivation of the power Of ex-
preston should be the first work of the
teacher; there had been talk about putting
thought into chi,d's head, but in
this connection the speaker did
not know what was meant:
it wasn't SO much a matter Of putting
thought into the head as the facility to ex-
press thought or ideas in correct forms
OF language; the question Of correct Eng
lish must be met in the primary schools,
and figures were produced showing that
majority of pupils left school before
reaching the grammar department. It
was demonstrated that both in Chicago
and st. Louis nearly thirds of the pupils
left school from the primary departments.
Of an attendance of 6, 725 Last year in the
st. Paul schools per cent. only were in
the high school, 5 per cent. IN the gram
mar, 80 per cent. in the intermediate and
60per cent. in the primary department.
A useful and discursive depression was
given on the subject Of language lessons,
which were commended very highly.
Amusing illustrations were given of the
complex problems in language which some
text books and teachers tried to pat into the
heads of four-year-old children. The at
tempts OF pedants to put such difficult
problems into the minds ot young and ten
der children was ridicnled by the speaker
as vain and foolish. A strong plea was
made for more language lessons.
The speaker outlined system or method |
of language culture, which he demonstrat- |
ed could be taught by means OF simple |
topics; the teacher should choose some |
simple topic and leaving cut combinations /
and rules, learn the pupil the meaning Of |
words by using them; children made many
hn CT
them books are mine," ETC.: the natural |
manner in which the singular Is substituted |
for the plural. and vice versaby the young
pupil was illustrated, and examples we're |
given OF how easily the errors could be |
rectified and correct modes Of expression |
substituted. The speaker outlined plan
OF language culture, by tie simple use of |
which the pupil could be taught how
TO express his thoughts correctly. |
The speaker thought that the study of |
Greek and Latin derivatives could be |
profitable only to scholars studying in this |
direction. English should be taught to |
pupils of the public schools, as English.
In conclusion he said the child should |
learn to pronounce, spell and use the words |
at sight; there was no primary study that |
compared with the study of English in i'm
PoItance; Inc coming OF new sentences by |
a boy made him agreeable and healthy: |
the secret was that while it awoke the ar |
dor of the pupil, it also interested the |
teacher; boy could not be sluggish in the |
right kind of school atmosphere.
He wound up by defining the duties Of !
teachers and all in charge of pupils.
CONGRATULATIONS.
The secretary read the following tele-
grams:
LANSING, Mich, Dec. 2s.-The greeting
OF your association Was received by do !
rus of 800 teachers.
w. j. BEAIs, President.
Boston, Mass, Dec. 2S.-Six hundred |
Massachusetts teachers fer our whole 1000 |
return cordial salutations; orr work is one.
let u. save the children, and our country |
is safe.
CEDAR FAI1s, Doc, 2s.-The teachers of
the Iowa State Teachers association cordi