Spirit of Jefferson. [volume] (Charles Town, Va. [W. Va.]) 1844-1948, 1885-07-28
Preachers. INSTITUTE.

The Jefferson County Institute
commenced at this place on Monday.
morning last and Twas called to order
by superintendent Hess. Qnmotion.
the following officers were chosen:
Observation-Disclosures inkle.
secretary4J ID. Rentch.
ss't-secrctary-R j. strider.
There were enrolled the first day
thirty=one teachers.
The Conductor was Prof. Joseph
McMurran. and in his opening adj.
dress he said that he was here to
benefit the teachers and not to show
his own knowledge or skill in discuss
ing the programme prepared for the
Institute, and much preferred that the
teachers would suggest such topics
and such questions as they most de-
sired information upon, The first
subject "LanguageL Les
sons and Howto Teach them to classes
in the First land Second Readers. The
Conductor said there was difference
of opinion as to what this meant, and
that he did not propose to treat it as
" the word method" in teaching
children the alphabet, but as an oral
lesson to teach the little ones, to put
words together in sentences in a cor
rect and grammatical manner. lie
would take the lessons of the First
Reader and ask questions about the
pictures found there, and require the
answer to be given orally in few and
correct sentences. These questions
and w to be written on the
blackboard by the teacher, and when
the lesson was completed and read
over to the class, the questions were
erased and the answers read consec-
utivcly. He cxcmpliied what was
meant by taking lesson Xxx in the
First Reader, and.said that in the cx-
ercise the following things were ac-
complished:.
L.. Employment was given the pu-
pills ~in'studying tile pictures, and they
would read over the text to learn
about the pictures.
2. In answering the questions oral
Iy the pupils would be taught to read
naturally, correctly, and in an unre-
strained manner.
3. The power of observation and
Imagination would thus be cultivated.
The most of the teachers opposed
this method, and some had used some
what similar methods with advanced
classes as a composition exercise.
In the afternoon Mr.. w. NJ. Deck,
of Uvilla, read an article on "The
objects and aims in the study of His
tory" His discussion of the subject
brought out fully the duties and re-
sponsibilities. of teachers in this re-
spcct.
The conductor then took up the
subject of U. S. History in the Pri-
mary Schools, and discussed the fol-
lowing points:
It's Place in the Primary Schools.
lie regretted that so little attention
was given this subject. A long Sc
ries of readers, up to the 9Th and 9th
numbers, containing pieces far he
You'd the comprehension of the pu-
pills, we're read and shown, and yet
the children never learn q word about
the history of their own country,
which if they do not get at school,
they never read aftcrward. He urged
teachers not to feel bound to the old
path, but when a pupil could call
words readily by sight, to take up
history and biography, books of which
could be gotten as cheap as the read
! ers.
He described his plan of teaching
it to primary classes, and recommend
cd that besides using as a ext book
some history written for the use of
children, teachers should supply
themselves with larger works on the
same subject, and with such books as
McGill's History of Virginia, Cookies
Old Dominion, Wecm's Life of Wash
ington, Life of Madison, Life of
Franklin, &c. That it is only when
teachers are full of the subject and
take an interest III it, can they teach
it to advantage and inspire their pu-
pills with their ownfeelings. He dwelt
particularly upon the object Of its sta
dy. That it cultivated a taste in pu-
pills for good reading, and instillcd
in them a love of their country and
respect for the memory of those who
lived in the past and had done so
much for the good of the country.
That its moral lesson could be brought
out at times very forcibly and i'm
pressivcly.
After recess the teachers connection
with the school law was fully ex-
planned. The teachers were urged
to make note of the necessary wants
of their schools, as to repairs and
comforts, and to request the trustees
to make areport of these to the board
of education at the first meeting in
each year.
The attention Of teachers was called
to the contract, of which they were
n part, and its binding obligation.
He urged teachers to have the con-
tracts interlincd and made more def
mite and explicit, as to the number of
hours to be taught in q day and
whether they must dismiss the young
er children earlier than the rest;
that this would prevent any misun-
Outstanding and stop any unpleasant
reports that may circulate in regard
to neglect of duty, sc.