Lancaster daily intelligencer. [volume] (Lancaster, Pa.) 1864-1928, 1883-11-15
TEACHERS INSTITUTE.
ooSr,Su,r,oS orrar srs ios,.
PROT . y s1Ahr Lrotui es ON Eduoat,ou tor
the ststc-.ysrious matters Per-
tn,utug to- the school.

tn,niug to the school.
/ Wednesday, AfternOOn-The institute
/ opened with music, after which Prof. ".
! V. NJ. Gractl was introduced and delivered
/ u brioi discourse uu spelling. llo would
neither throw the spelling book cut of the
window nor depend on II entirely; but
would use without abusing It, To make
good spoilers the form aud sound of tho
words should bo received into the brain.
lle would not use oral spelling ut fret, but
make spelling work OF form, The pupils
should copy words, aud the copy should bo
made as perfect rs possible The advan.
tagcs of copying are that while the child
is writing the word he is being drilled IN
reading, spelling, language and writing.
Education Tor the state.
Prof. J, :. Stair was next introduced
, lie said that free government rests on the
! Intelligence aDd virtue Of the people. This
is All axiom in political science that he
need not elaborate. II We recognize 1t ns
true as all history has proved 1t to be then
the establishment OF schools by the state
are necessary. Our fathers recognized the
necessity aud gave Us IN this common:
wealth good school system; aud we are
nov called upon To improve It. Many
maintain tGat the attendance OF pupils
should DO made compulsory. That IA a
dUbltablc question, whiIo all agree that
education is necessary but when we say
that all children must attend these public
schools We interfere with u personal right
of Others that will not be readily yielded.
DO we properly understand that education
- Zoe the state as well ~ by the state :
The necessary Intelligence of tho boys aud
girls uf tho state to mako thrm good
citizens, must be the result Ut school work
La n general way tho schools must qualify
thom 10 become good citizens, intelligent
voters Whoever believes that repub-
lican form Oi government eau exist where
there are millions who are living in ignor
ancc, who Cauuut even read or write, will
iiud he plays with edged tools. IL was a
terrible responsibility taken by our govern
mrut when It placed the ballot IA the hands
OF four millions uf slaves. Not because
they were black men, but because they
were ignorant aud could not wisely
use the power conferred on them.
There seemed To the speaker to
the act aud that was, that by giving
them the ballot they could be educated
aud fitted for the use of the ballot. Oar
public schools should bo moro than mere
: educational institutions. They should
prepare the boys aud girls for the duties
OF adult CitiZeus. He held that women
TOO were cit zeus, aud that although they
were not given the ballot they exercised a
far greater luhu nee in the result Of UloC
tinns aud moulding the policy of the gov
ernment than was generally supposed. Ia
the schools our youth should be instructed
in government mattors-iu political science
in the modes Of conducting elections. IL
is the duty of teachers to SEQ that
their pupils learn something Of the
nature Of political parties. True, party
. poll. c. or deuomina' ioual religion must not
be introduced into the schools but they
should know the manner in which cleo
tons are conducted, and should be taught
% that all the good does not inhsTe in one
party aud all the evil in another. \ large
, majority Of the a1hereuts Of all parties,
= 40 doubt, are sincere and honest IN theiI
! convictions and seek the welfare OF thtti
country. This fact should be impressed
, upon the pupils. Then. 1t may be asked
, II all are honest, what is the use O'
, parties . lie answered that all political
, parties worthy of the name, represent
some great fundamental principle. Great
; truths aro not always fully seen by looking
Z 1T them from n single stand point. One
u party may take OGe view and another
e another view of the same truth, aud
q neither may be absolutely ght IN it'
r judgment Of tho best meaus TO reach
1 certain end. When any Fundamental
8 principle has besB carried into eject, II
d ceases 10 be party matter, and there Is NJ
i need Of further party differences on tha
question And when party has no longe
$ "A fundamental principle 10 offer for adOp
tiOn there ~ no longer public need tina
# that party should exist, unless it be t
$ struggle for the possession Of tho offices
u Teachers should Iuculcate the duty %
& Cherlshing patriotism and large hearted
e. ness, aud while tho pupil is young is tn
time To make lasting impression in thi
direction and to build him up with tende
5 cIIds TO his native country. Narrative
} from the history of the cJuDtr.
i may DO related to show how patriot
struggled aud suffered for their couutr.
10 save II from its open o. secret enemies
Impress upon the pupils that free institu
tiOns rest upon the virtue and morality o
the people. Ii way be said that religion
!, also should be added. The speaker an
- swered that morality and religion go ha nC
~ In hand. II you would have morality, you
must have religion. Individuals may b.
n moral without being professors OF relig
+ ion there arc many such but th
= source OF clear morals IL, nevertheless IL
. religion and II is the duty Of the state tC
make room in the schools for TO
: ligion. Not sectarian or any par
!. tcular denOminational religion, but 4
/, | IellBlOu JnaL mAkth tuS Nldn look 10
guidance above and beyond himself. Th
y Greeks and the Romans were religion
4 people in the palmy days when their state
"a were the glory Of the world, They hat
~ faith in it, whether 1t was true or false
II Whatever else may be done by the teache
= he should not undermine by word or deed
by suggestion, hint or thought rever
ence for divine things as they come beiOr
us in revealed religion. All must surel
see the dangers that must result from
3 atheism. What food for the soul Is ther
l. in this? None there is but one souro
r from which the soul can be fed, aud tha
~ is religion which shall distil sweet frui
's here and hereafter for ourselves aud sue
y ceeding generations.
u Musc-"Row, Row, Cheerily Row"
More About tho Quincy Schools.
Prof. Montgomery took the stand an,
u, answered several questions which ha'
y been given him. One was which should
- - be taught first--print or script? He an
20 swered that ii was better TO begin witt
'' script, though print might be used. Scrip
is much more economical, time may b.
saved by its use three letters in scrip
can be formed in the time that 1t takes b
form one in print. Another question was
- What Is the function of oral reading p
- He answered that it was to develoI
A. thought. And this function may be anC