Year: 1874




1t is also true that TO succeed in oral teach
ing, you must be thorough in those studies,
skillful in imparting your knowledge, and
alive to the work in hand. If you are skill
ful in oral teaching, you can accomplish as
much in one term as you could in two by
relying solely upon the books. Books, and
books on the brain, has too long been the
characteristic of our common schools. The
adoption of this method will cause some
failures and drive all drones from the pro-
fession; 30 mote it be. l have discouraged
the practice of printing the roman letters,
on slates and blackboards, because it is
neither useful nor ornamental, and for an
other reason, that pupils can in less time
learn to make the written letters, which is
both useful and ornamental, and the scholar
may at the same time acquire a knowledge
of combining words into sentences Absence
from school and irregular attendance has
heretofore been the greatest evil with which
you have had to contend and, in truth, one
which has received the least of your at
tention. If you would at all times endeavor
to make your schoolrooms attractive and


inviting to pupils, the studies interesting,
and cultivate friendship and sociabty with
parents, thereby enlstng their efforts more
earnestly in the work, your registers would
exhibit better attendance. This matter is
now sought to be corrected by penal law.
What the law is | am not advised fully, but
believe it will increase the work of teachers.
1t is the law, and we must obey it. Moral


lessons are seldom given in the schoolroom
by teachers, Notwithstanding the rule re-
quiring them; idleness and immortality are
indulged out of school and thus is sown
the seed of "hoodumism. You may re-
gard this as severe picture; if you do,
turn to our larger cities and towns and you
will be convinced of its truth. To this mat
ter called your attention one year ago, but
my suggestions have been either forgotten or
disregarded Let me again invite your
earnest efforts in the cause. A little less
attention to books, and great deal more
attention to the habits and moral characters
Of your pupils is demanded. The system
of marking credits regard as a farce of the
first magnitude for various reasons. 1t re-
quires time that ought to be given to some
other useful purpose; second, it is no quail


ficaion of proficiency, because depending on
the personal Judgment of the teacher and
measured by his peculiar tastes. One
teacher will give credit where another would
withhold them. One will withhold them
because the scholar may not have stood in a
required position whether pleasant or pain
ful. Another because the tongue may be
heavy and unable to pronounce a given
word, and still another because the memory
may not be enabled to recall the name OF
some city or river. If the books are taken
as the standard the objection is not removed,
because parrots may repeat sounds and
words; children are possessed Of reason
which only awaits proper development by
originality of thought. AS substitute for
all this, suggest that you allow your pu-
pills to occupy the most easy and natural
positions for the work in hand permitting
no one to stand on his head), make the les
sons entertaining, and teach to think and
reason by associations and comparisons, and
you will have more practical results, with
no failures to regret. We appear to have
lost sight of the fact that the preceptive
faculties OF the mind are continually sup
piled with material, from everything with
which we are surrounded, and from which
we gain ideas by the aid of the five senses
The reflective faculties are not properly de-
veloped. In fact our whole system of
teaching seems to be directed to the enlarge
ment of the preceptve faculties only, when
in fact they should receive the least Of your
attention. After perception comes reflection,
and then comes the Necessity of the aid of
the teacher to assist the reflective faculties
by illustrations, comparisons and associa
tons TO arrive at practical conclusions and
judgment that direct and enlarge the power
to think and conv nee the understanding
The book of nature is the principal text
book necessary for the perceptive faculties.
Reason supports and enlarges the reflective
faculties. At our last convention your at
tention was called to the matter of teachers
reports, but these suggestions have also
been either forgotten or disregarded. Some
few have entirely disregarded both the law
and instructions. Of ffty-seven reports
seven were correct in all particulars; twenty
seven were partially correct, and the others,
twcnty-three, are curosities of the first
magnitude, and would be highly priced by
Mark Twain. Q Our State Board of Educa
ton has raised the standard of qualification
making the test in examination more severe
and critical, and raised the grade of schools
to correspond. These orders have had the
effect of placing second grade certificates at
discount, and third grades superhuity.
Whether corresponding benefits will follow
remains to be proven. Of one matter,
however, am not in doubt, and that is,
after teachers have passed an examination
before County Board, and their papers
through the hands of the State Board of
Examination, there is but little left of either
teachers or papers. Our last Legislature
was expected to reform all abuses and cor
rect all errors in our school law; but SO far
as / am advised the situation has been made
worse instead of better. We now have
three codes of school laws which are conflict
ing, if not irreconcilable, and have some
doubts whether we have school law or not
Of one thing have no doubt. and that is
thai = c., r,oro and m onta ara necesaArv