The state rights democrat. [volume] (Albany, Linn County, Oregon) 1865-1900, 1884-04-04

SSAAvt iu Wnleh 10 BhoW0d tho nocosslt
OF culture as prerequisite TO success, ho'
an education Is obtained gradually an
not by ono big jump. lie pictured th
value OF the institute aad extended
hearty welcome 10 all, toaohors and pa
irons,
The response was delivered by NJ 4
Miller, OF Lebanon, who spoke In wei
chosen words. He favored compu lsorJ
education, and OF making the facilities fo
obtaining an education an ample as thos,
Tor learning billiards or pedro. while
Oregon was now third In proportion 10 II,
population he expected tho timo would
come whom her Colleges would attract tho
students of Harvard aud Yale. His 70
marks weFo llst0ned 10 with considerable
interest,
Mrs w Langdon then favored ihs au.
dienco with a solo which vas heartily ap.
pla udsd.
Rov II i Towor, or Salon, thon deliver
oil TIM lecture Of tho evening, which lac
assured oil did not mean To acold, as Web.
ster gave IL at tho end OF his definition.
Tho loctliro was beautiful tribute to cd.
ucatlon, tsld In an eloquent manner. Tie
said educate tho whole man. physically,
morally, intellectually, II Is the storing Of
the mind with ideas. enc Of tho primary
objects IL for Increasing tho sources for
enjoyment. Ho spoke OF animsl, moral
and intellectual pleasures, Whatever edu-
catOs the best senFo GubordInatos the fern
or to the latter. He showed tho pleasures
which tho lovers Of scenery, tho student of
geology, OF astronomy, OF the metaphysics
obtained In their own folds. Wealth can
not buy intellect. lie gave the example
Of u man (J w Maekoy) who obtained an
immense fortune and spont It In voluptu.
ous living, The boy who rIses by his
own ability 10 tho highest ranks, IL the
one who receives tho greatest of genuine
pleasure. Education takes that which IL
unpromIsing and brings TO II transcondent
power, What there Is In man TO raise hiln
10 high position IL brought out by edu-
cation. That which will make a man 4
stronger man Ia that which Will give him
such an education ~ 10 bring out all there
IN In him. 1t IL not enough 10 educate
man for any particular influence until
you know what that influence IL. The
locomotive Is . power on tho track,
but when OF no amount Of putting will
make II 60.
This closed the session until
WEDNESDAY MORNING.
al o'clock, when the institute was TO be
formally organized.
On account Of the small number pres
en-. the organization waa deferred until the
allHrnoon.
Prof MoIsiroy. State Superintendent.
opened tho working part Of tho institute
by laying down the plan for the institute,
and giving instructions by which the in
stitute would DO boat conducted.
+ A Moses, County Superintendent,
then addressed the institute on the edu-
cationai affairs Of Linn county. There are
Do districts In tho county. 27to male and
27el female children OF school ago, s5oi In
all, 100 less than last yeSr, but the March
appoTtionment has been larger. There Is
an inclination TO get teachers cheap, many
directors prsfvuiag TO pay $50 q quarter te
500; but there seems 10 be a general i'm
prove menl. The children Of Linn county
aro healthy locking, In strong contrast q
thoso In many places. even on Hungry
Hill there Was not lean looking scholAr
This il the third heAlthisst district OF IL,
country ,Aecordingto to Staiistics. and n sounc
body means a sound mind. Thinks IL
time all Of our leading mon Will be Danie
Websssrs, Henry Clays and John Cal
houns. The limo will csmo when thor
will be more Eastern pupils In our Wos
tern schools than Western pupils In Eas
torn schools, and now western pupil 4
worth more than the eastern pupil. lie
spoke OF tho vast improvements In ore
aon In a pleasant manner.
| Superintendent + Rigler spoke on tn
Same subject, Thought Superintendent
Moses overdrew the advantages OF Oregon
and did not think Oregon would ever TAX
tho load. The schools OF Oregon, arc no
equal 10 those OF some othor htates, bu
they arc advancing every year, and "
may have schools equal 10 those OF an
state In the conutry.
Prof w Noasinger, OF HAlsey opens
the subject OF orthography and the meth
ods OF teaching It,. lie began with th
origin Of tho word, and taught his pupil
what II was, then taught the letters Of th
word, oral spelling followed, giving word
with plain spelling would follow wit
written spelling, Increase the kinds {
words, teach the definitions, making III
pupils investigate the words. Believed
oral spelling, but used written systeI
considerably, spelling about twenty word
and having other pupils mark the mis-.
spelled words. Another system was
divide the school into sides. The pup
should 10 abls to pronounce the word
according to Webster.
He was followed by d w Jarvis, Of II
dependence, Would give sounds Of
9 of Q, and like number OF other vowel
Beloved In written system for spelling Il
those In third and fourth readers, usin
Watson's speller, When word was mai
spelled he would require the student
write each of such words several times.
i DvS Reid, OF the Harrisburg sehoo
followed. Believed oral spelling wa
more profitable than written, iasamuch q
we talk naore than we write. Would pa
much, attention to distinct articulation I
words, was opposed to present system
spelling books, would have words tn,
tho scholars can understand, there is 4
use OF learning how to spell word Il
meaning of which you do not know. Bt
lieved It would be better for student
: spell fewer words and learn all the
m eanings thoroughly
Prof Rigler believed in written spellinI
the object being to know how to place Il
} letters to form the word. Believed in son
spsllsr, but did not believe in Watsen's COZ
fplete speller Used written system entirel
having ether pupils mark misspelled word