Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1886-08-14
THE TEACHERS INSTITUTE.

August 9th, 1886, at 10 o'clock a. IN.
The Institute was opened by prayer
by Rev. f. P. Robertson. The in
structor, Prof. Thos. L. Hodges, was
introduced by Prof. VIM. Gerhardt.
Prof. Hodges then addressed the in
stitute, explaining its object, the inn
proyement of teachers-in well di.
rected, earnest remarks. Messrs,
Geo. w. Van Meter, G. G. Tabler,
and Miss Laura V. Eversole were
appointed secretaries and teachers
present enrolled.
The first subject taken up was
Primary Geography which was dis
cussed at length by Prot. Hodges
the substance of his remarks being
as follows:
First lessons should be given with
ont textbook.
Pupils should be taught the points
OF the compass position and direc
ton ofobjects from a given point and
from each other; ideas of distance
should be obtained by actual meas
urements; the roundness of the earth
should be illustrated by globes
ideas of map should be taught BY
moulding in sand and by making
maps beginning with the schoolhouse
and grounds, and afterward make
maps of district, county, &C., keep
ing the instruction within the com
prehension of the pupils grasp.
Point-The intelligent use Of
maps.
Results-Practicable application
of Geographical knowledge.
The subject was discussed by the
teachers in which some good points
we're brought out.
The institute then adjourned I'M
til 1870 p. IN.
MONDAY AFTERNOoN.-The after
noon session of the institute was
called at 2 o'clock p. m.
The first subject discussed was
Primary Reading.
Prof. Hodges gave very enter
tanning lecture of which your cores.
pondent caught the following
+" Reading is the basis of all oul
knowledge. Education comes
through the ability to read; the bet
ter our ability to read, the better are
we enabled to acquire knowledge
Reading is the perusal and enunci
alton of thought expressed in writ
ten or printed characters. The in
depreciation of thought must precedt
its correct expression. Thought il
the basis of reading. Children come
to school acquainted with the ora
sign of ideas; the first thing to bt
done in teaching them to read, is, tt
identify the corresponding printed
sign. Now, there are several meth
DDS that claim to do this, the :
b C, word and phonic. By the b
method the individual letter i.
taught; the child must perceive ant
memorize each after this is learned
it proceeds to combinations of tive
letters, &c. Then, Prof. Hodges
showed where fallacy must occu
in using this method, by taking thu
word ba, that to pronounce it accord
ing TO the letters composing it tn,
word will be bee-ay instead of th,
usual pronunciation, and so on will
other words, ad infnitum; thu
showing that this method is no
based upon thought.
The studies that precede shoul'
be of practical aid to those that fol
low; we should go from the know
to the unknown while knowledg
of the alphabet is essential to max
good spoilers, yet, there is no pre-
cess of reasoning by which, after
child has learned the letters a b {
that he could find the name of an
other without the teacher tellin
him.
The Word method consists il
teaching the word as whole, tina
is, in teaching the word cat, writ
the word cat on the board and IL.
sociate the object with it. This
a natural method-the way we wer
taught to speak.
The Phonic method consists {
characters with their proper diacri
zeal mark, representing the A
sounds Of the English Languag,
Teach the child to recognize til
symbols and any word can be pre-
nounced. The use of diacritic;
marks is very important, being use,
to indicate the sounds Of the letter
i'll all our dictionaries, and strict a
tention should be paid to instrut
the pupil in their proper use. Will
each of these methods has niue
that is good i'll it, still, l thinl
to combine them all would be pre-
ductive of the best results. Con
mence with the word method, ant
at the proper time call attention t
diacritical marks and spelling. Writ
the word on the board and let TIL
, child copy. Teach the child to rea,
, as he speaks, and you prevent draw
F ling. After recess Of fifteen mil
utes Prof. Hodges again took til
floor and the subject-spelling-wa
taken up, his remarks being to til
point. He said, | believe in spell
ing reform; / believe that the pro,
er teaching and proper work be don
that will make the pupil good Eus
lish speller. The cause of bad spell
ing is largely owing to lack of earl
training. We ought to know ho,c {
spell all aoords zoe hare occasion to as,
The practical use OF spelling is to ell
able us to write the English Lar
guage. The proper way to teac
spelling is writing the words; thi
way is not mere matter of memory
but the eye is enabled to detect an
deficiency.
The faithful sight engraves til
knowledge like a beam of light.
Insist on pupils spelling correctly
impress this closely on the child