The Iola register. [volume] (Iola, Allen County, Kansas) 1875-1902, 1889-01-25
ASSOCIATION SHOTS.
How to Make the Changes in SPELL
ing Suggested by the Association
And How to Meet the Oppo-
sition of the Parents.

sition of the Parents.
tRead before the county association at Moran
on Saturday Jan. 10. by c. L. Merwin.l
The writer can not refrain from ex-
pressing his high appreciation of the
honor conferred upon him by the exec
utive committee, in thus placing in his
hands, not an ordinary, single-barreled
commonplace subject, such as were
given others who are on the program,
but polished, nickel-mouHted, double
barreled breech- loading subject of gen.
uine English twist. But, while he adj
mires this beautiful and elaborate
piece OF workmanship, still he feels
that. he may not be successful in
handling 1t. He may not load it
heavily enough and it will fail to kill
his game; or he may put in too large a
load aud get himself kicked; or, again,
he may not be able to distinguish val
liable game from that which is worth
less; he may bring down a buzzard
when he thinks he is aiming at tur-
key; or he may shoot what he takes to
be deer, and find that he has killed
his neighbours Jersey; or. still again,
he may sight real game, and his aim
may be SO unsteady that the bullets
will fly wide of the mark.
Therefore. with all these possibilities
of failure staring him in the face, you
may believe that it is with some trepi-
dation that he has loaded it, and now
proceeds to fire.
CHARGE FIRST.
discharged simply to test the qualities of
the subject, and intended to show what it
means.)
At the last meeting of this Associa-
ton, Prof. Curt read paper upon
methods of Spelling" in which,
among other good things. he suggest
ed the desirability aud convenience of
using the manner of spelling adopted
by Joshua Billings and Petroleum V.
Nasty. Probably this is not the sug-
gestion referred to in my subject, as
this manner of spellingsis now some
what extensively used by the teachers
of this county.
In the discussion which followed the
reading of the aforesaid paper, it
seemed to be the prevailing sentiment.
''That there is NO good reason why the
recognized principles of pedagogy
should be departed from in teaching
spellingn-"That the time usually
spent in the study of lists of words, 20
be recited, either orally or written,
would better be spent in written lang
uage work, in which each word is used
according TO the purpose for which it
was created; that is, to help in the ex-
preston of thought"
This, think, is what is referred to
by the first part of my subject-"How
to change from teaching spelling by
using lists Of words, to teaching it by
means of written language work"
1 take it that the subject does not
mean that the writer shall air any of
his pet hobbies as to how spelling
should be taught; nor is he expected
10 express an opinion as to whether
the change just mentioned is a desir-
able one or not; he is simply to tell
how to make said change. However,
he does not hesitate to say that he has
an opinion, and that he is perfectly
willing to express it; or even, with his
Ii ted powers, to advocate and defend
it, If called upon to do so.
The second part of my subject, 'How
10 meet the opposition of the parents"
1t may be you already know what the
opposition Of parents means. If you
have taught for twenty-five years, and
have always done your duty, you do.
My impression as view you from this
point, is that you do.
CHARGE SECOND.
tAfmed at the first element to be considered
in making this change-said element being
mons other than the teacher himselfD
1t is self-evident that if this change
is made. the teacher must take the
lead in the matter, and il is most inn
portant that he should have:
First-A consciousness that the
change is desirable one. This should
not be a vague, indefinite belief that it
is desirable. because Prof. Russ or
Prof. Barber, or Prof. Carter has said
so, but it should have its foundation in
his own judgment, reason and common
sepse. Many there are, even among
teachers, who seem to be all impulse.
They are ready to adopt, without in
yestigatioD, any plan or change that
may be recommended. Don't do that.
Dou't make radical change in your
school work until you are convinced
that such change will be for the bet
ter. 'Look before you leap" The
teacher being thus convinced should
have:
Second-Tact. By this 1 mean that
he should know every foot Of the way,
aud that he should have the skill to
guide his bark where he can do the
best sailing, and also keep clear of the
Breakers. "Be ye wise as serpents
and harmless as doves" He should
also have:
Third-Patience. There is no par
ticular hurry. "Rome was not built
in day." If you cannot accomplish
what Won wish at once Won can afford