Terms of PiiWlcallon.
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1 For Tho Agitator,
LITTLE WILLIE.
to the home that be convened, one who loved him said,
« Ererything seems very lonely now out Willie’s dead I w i
Tes, and for & weary season, gladness has gone out,
i’rom the rooms that once resounded, with his merry shout.
Ko long weeks of pain and anguish, racked his Utile frame;
Very soon, to end hla suff’ring, Death in mercy came.
One bright, sunny, Sabhath morning— Willie was at play,
Ere another Sabbath sunset, in his grave he lay I
As the seasons como and vanish, o’er that little grave,
Birds will sing, and flow’rs blossom, and the tall grass wave,
But remember, ye who lov’d him, though the spot be fair,
Where you left his body resting, Willie is not there!
No, not there—but with bright spirits, in a happy home,
Where no taint of earthly sorrow, evermore can come;
And fir wiser and far bettor, Willie now will grow,
Ibau ftio happiest little children, who remain below.
May. 1853. VIRGINIA,
PROCEEDINGS
Of the Tlogo Co. Teachers' Institute.
Second Day,
Mr. E. Wudman in the Chair.
Mousing Session. —On motion the words
•‘in Tioga'County’’ in Art. 2. of Constitution
were stricken out.
On motion, An. 6 was so amended as to
provide for a semi-annual election of officers.
The resignation of the corresponding Sec
retary was tendered and accepted.
On motion, the President pro tern. was elect
ed to the Chair for the entire session.
On motion, a Committee of three was ap
pointed by the chair to prepare resolutions
for the consideration of the Institute, as fol
lows : J. B. Niles, H. N. Williams and J. D.
Vandusen.
A discussion of the best mode of opening
and conducting schools was entered into.
Mr. Williams, staled that he usually open
ed school by reading a portion of Scripture,
following with a short lecture upon some ap
propriate theme. He recognized order' as
Heaven’s first law, and without system, no
school could be profitably managed. He wo’d
use the rod when all other reasohable means
of persuasion failed.
Mr. Wildman, agreed with the first speaker
that school should be opened by reading a
ponion of Scripture, followed by prayer—
the latter to be at the option of the teacher.
This might lead children to the knowledge of
new moral truths. As to the conduct of
schools, he would suggest a short lecture
touching the relations existing between teach
er and pupil. He was no advocate of many
rules of order for the government of schools.
The (ewer laws the better. Place confidence
in the pupils, teach them to be men and wo
men, and thus control them through the high
er faculties. All necessary rules should be
strictly enforced. Offenders should he mild
ly reproved, and if the rod was called in, it
should not be in the presence of 'the school,
and then only at the last pinch. He was in
favor of systematical-classification of studies
and order of exercises. He was not in favor
of the “pouring in” process. It was belter
to develop the self reliance of the pupil.
Mr. Emery presumed that the object in
placing him on the list of speakers was to
learn how schools were conducted twenty
years ago. It was wisdom to learn of expe
rience. He had not taught for many years,
other than a private school, in which he had
proved so successful as to induce a steady in
crease. (laughter.) His old-time mode of
opening school was first to become acquaint
ed with the capacities of his pupils aad their
peculiarities of character also. He taught in
the good old days of rewards and punish
ments, and thought it proper to excite the
emulation of pupils either by rewards or
credit marks. Were he to teach now he
would open school with prayer—not formally
—but earnestly and feelingly. Would ad
vise others to do so, when it could be done
conscientiously. He preferred the Peslaloz
ztan mode of teaching. As to rules —the
fewer the better. Confidence in pupils would
gam respect from them for the teacher. He
had heard of a successful teacher who always
held his pupils incapable of doing wilful
wrong. There was a chord which it was
° t, neC(,sSar y t 0 touch to ensure obedience.
J he following resolution was then read :
Resolved, that an examination of six hours,
(t tee written and three oral) is not sufficient
0 properly form a correct opinion of a teach
s qualification.
Mr. Hickok, said he was not a little en
couraged at the boldness and independence
evinced on the part of the teacher’s of Tioga
• p o ™?’ ' n 'he submission of this resolution,
*. lae submission was in good faith. It
wh ®real f ro S res3 end that confidence
inir * necessar y 10 ensure success in teach
?■ A good teacher would, of course, fear
u examination of 6 hours duration as little
,bal P er ' l,me ■ Still, he
crert l '* e ma j° rll y °f teachers would not
six * )ass lhrou Sh a longer ordeal than
Do(t° UrS ' be ob j ect examinations was
0 candidates, but only to ascer
edge° S avallabilil y °f 'heir practical knowl
enf' r " ? alkins ’ sa lba ' 'he Superintend
bv .'i ""Prove 'he capacity of the teacher
onl l 7 n p er examination, so be it; but if ha
y desired to ascertain the available amount
dt Practical knowledge possessed by the can
out 1 n S ’ u* Was not necess ary. He had found
Jear laat ' n len minutes often. He could
f J™ re °f 'he fitness of a candidate ,du
tonm an bour ’ s v '*' llo his or her school
the K " an ' D o:ber wa y- had known
isfaci 681 leacberB t 0 he most timid and unsat
eollec “ aa exam ' Qat 'on. Graduates of
nation 8 °' ten OOl P aBS a good ezami-
He thn, ye L We J 6 not "eoessarily.unfit to teach.
a ruin * i° n g er ordeal than an hour, as
■me, to be useless.
C- Reyn “ ld3 - hlld B reat faUh in examina.
’ Properly conducted, AH teachers ex-
THE AGITATOR.
.V* V
Befcdteß to Ifie 35*teii0l<in oi tfce ea of JFmUow ana tfce of
WHILE THEBE SHALL BE A WRONG UKEIQHTED, AND UNTIL “MAN’S INHUMANITY TO MAN” SHALL CEASE, AGITATION MUST CONTINUE.
VOL. IV.
amined last year who received certificates
marked with morG than-two “I’s” (two ex
cepted) gave excellent satisfaction. Those
two wouhTget drunk. Certificates marked
on an average of‘ i 2,” so far as be knew had
done well; none had been turned out. Those
of the grade “3” arid “4” had a hard lime of
it generally. He did not agree with Mr.
Calkins in regard to intellectual qualifications.
If a graduate could not pass “a good examina
tion, ho would not prove a'succesfnl teacher.
He placed intellectual qualifications very high.
He aimed to pul no puzzling questions to
teachers, but only such as were really essen
tial. Teachers should lake rank as they
were more or less familiar with the practical
knowledge necessary to successful teaching.
As “embarrasment” had been offered as an
excuse for teachers, he would ask how much
embarrassment should excuse the candidate
with the Superintendent ?
Mr. Hickok, thought that would depend
much upon the nature of the embarrasment.
If it arose from modesty, every allowance
should be made.
Mr. Reynolds, thought it would be danger
ous to admit diffidence as an excuse. Teach
ers would not be slow to take advantage of
such a rule. If teachers are to forget to-day,
• what they claim to have known yesterday,
of what practical use is the knowledge lost
so easily? He thought teachers should be
credited with just the amount of available
knowledge they possessed. The true crite
rion for the Superintendent was the present
available knowledge of the candidate.
A lecture was announced from Mr. Hickok,
upon the efficacy of the Co, Superiuteudency,
and the duly of the friends of education in
sustaining him.
Mr. H. said that so far as the utility of the
office was concerned, lhal was settled beyond
a peradveniure. That battle had been fought
and won. True, there was still no little op
posiiibn from a certain class—a class consti
tutionally opposed to the entire system of
Common Schools. this class proceed
ed the great bulk of the petitions rushed into
the Legislature last winter. The people had
a right to ask how their money was spent.—
They are the sovereigns—the source of all
oppmprialions for public purposes. As one
of the officers, he could conscienjiously say
that the money expended under the present
law was judiciously expended. The Slate
had expended' $15,000,000 during the last
20 years for Common School purposes. How
had it been expended? That Schools were
necessary, all would agree—or nearly all.
The question is. how can the evils of the sys
tem best be cured ? The Legislature had ta
ken the matter in hand and had furnished a
framework for the superstructure of a noble
system—the beat in the Republic. Means to
carry out the refotm were needed. Under
the old system the school bouses were not fit
to receive the children of white people.—
Heretofore, money appropriated to school
purposes, had been no better than thrown
away. It was squandered hy defaulting offi
cers or expended upon improvements not con
templated by the law. Under the old system
the schools were often the hotbeds of vice and
immorality, and were in such a low condition,
that, when he was called upon to assume the
duties of Stale Superintendent, he recoiled
from the task. But things.were different now.
The new law removed the obstacles to pro
gress, and has already, with but four years
trial, lifted our schools up to a proud position.
The only wonder was that it had not brought
them much nearer peifection. Complaints
poured in from every quarter, but in spite of
all, the system was gradually winning the
admiration of the people. It was based upon
popular sovereignly—giving the whole mat
ter into the hands of the people. With di
rectors at least nine-tenths of the power is
placed. There is no autocratic power at Har
risburg, guiding and controling the mailer. —
The Co. Supt. is the right arm of the system,
as the directors are the back-bone. Of course
a perfect organization cannot be had without
a head in the Slate. Like the Judiciary, it
must be perfect from (op to bottom. Strike
out a link of the chain and you destroy the
efficacy of the system. Each officer has his
peculiar duty to perform. The system tends
to place teaching in the front rank of profes
sions. It was formed with a higher view
ffian dollars and cents.
Adjourned.
Tuesday.—Afternoon Session,
R. R. Austin staled his plan of leaching the
simple rules of Arithmetic accompanying his
his statement with lucid demonstrations.
Ambrose Close followed with an admirable
dissertation touching the best method of
leaching fractions, accompanied with very
clear demonstrations upon the blackboard.
Hon. H. C. Hickok being called for, took
the floor.
Mr. H. said : If there were any difficulties,
or misunderstandings touching the operation
of the School Law, among directors or
teachers in Tioga, he hoped none would hesi
tate to interrupt him at any lime with ques
tions relating thereto. Under the bid system
there was no uniform mode of conducting
Common School matters ; the masses being
apathetic, good teachers were not always
sought, nor found when sought. Teachers,
then, as a class, were fit for almost anything
else than their vocation. Sometimes a col
lege graduate came along, and to "raise the
wind," engaged to.teach. As a general rule,
such persons were as poor timber for teachers
as could well be got at. Their studies in
College were not such as to render them pro
ficient in the elementary branches. Often
they had grownup blissfully ignorant of their
own language while deep in the mysteries of
a dead literature. Such seem to think that a
knowledge of the common branches comes
by intuition, Put lhs old tjme furnished *om s
WILLSBORO, TIOGA COUNTY, PA., THURSDAY MORNING. JUNE 3, 1858.
earnest, kind-hearted and capable teachers—
men and women with ,a tact for leaching.
Others were employed because they were
cheap, or favorites with those in power in the
districts. Under the old 'system directors
could not prevent the swarming of these
hordes of incompetent teachers; the districts
were isolated, and, refused intone quarter they
fled to another. Now, alt are but parts of
one systematic whole and the uniform stand
ard of qualification which had been estab
lished under the new law operated to drive
this class from the Schools. From them and
their friends the opposition to the new law in
good part proceeded. They had cause to be
alarmed. He said that the present system
had only to be fairly tried to become popular
—it had become so wherever it had been best
carried out. (Mr. H. here introduced several
amusing anecdotes illustrating his subject
which were received with applause.) The
Co. Superintendents were but agents of the
people to carry on the reform. The work of
driving out incompetent teachers was going
on silently but certainly. A hundred per
cent, in progress had been made, and still we
were 500 per cent, below where we ought to
be. OurJJoards of directors are more effi
cient than they were three years ago. They
begin to understand that good teachers can
not be hired at a small price. So when in
competent teachers refused certificates
we have a great complaint against the new
system. He had established a rule that no
candidate should receive a certificate whose
proficiency in orthography would not entitle
him to an apprenticeship in a country print
ing office. As to the office of directors, nine
tenths of the power was delegated to them,
and rightly. Their duties are arduous and
often thankless ; yet the Co. Supt. look much
of the burden from their hands, (Some one
asked if teachers might prescribe exercises
suitable, in their judgment, to the capacities
of scholars.) Mr. H. thought the teacher
had such discretion, under favor of the Board
of directors. The Superintendent had con
current jurisdiction with the directors in se
lecting text books.
Mr. Reynolds : How do you understand
the law in regard to keeping schools open on
Saturdays 1
Mr. Hickok: lam utterly opposed to
keeping schools open on Saturdays. Of
course, the wishes of the majority of patrons
must be prudently deferred to in such matters.
You may hire a man to chop, split rails or
mow, from Monday morning until Saturday
night; but you cannot keep little children
hard at brain labor six consecutive days with
either reason or profit. Education does not
consist in intellectual culture only, but in
physical and moral as well. The law does
not define the length of a teacher’s momh,
but leaves it to the discreiion of the people.
So, many improvements were made, not ex
pressly provided for by law. Institutes, and
township associations were of this class of
improvements—signs of healthy progress
and legitimate outgrowths of the system.
Mr. Niles: Should directors receive a
stated sura for their services ?
Mr. Hickok : I would not at present alter
or amend the present law. The directors
have great responsibilities to sustain, but the
office is highly honorable. He thought a
salary attached to the office might work cor.
ruption, by throwing the office into the hands
of politicians, and the directors would then
be the creatures of men who had axes to
grind.
Mr. Chapman : Is it legal for directors to
break up old districts and consolidate two in
one ?
Mr. Hickok: The law vests that discretion
ary power in the directors. It is almost an
absolute power, yet in a very exalted sense,
that powei is still in the breasts of the people.
Mr. Calkins: What should be done with
pupils using profane or indecent language in
the school room ?
Mr. Hickok: I would reprimand for the
first offence. If that proved insufficient, the
offender should be ejected from the school
room. Profane or indecent language should
not be permitted within the jurisdiction of the
teacher.
Mr. Emery: What is the bound of the
teacher's jurisdiction 1
Mr. Hickok : That is a mooted question.
The genera! rule however, is (hat when the
pupil steps from the paternal threshold, he
passes from the jurisdiction of the parent in
to that of the teacher. There would be some
difficulty in carrying this rule into effect in
particular cases. Still, in his judgment, it
was the proper rule to be adopted by teach
ers and parents. There could be no subor
dination without so extending the jurisdiction
of the teacher.
Adjourned to o’clock, p. m.
■ Tuesday.—Evening Session
The discussion of the question touching the
length of lime proper to be consumed in ex
aminationsby the Co. Supt., was resumed.
Mr. Niles, thought six hours sufficient for
all practical purposes—to entitle a teacher to
a certificate, or to refuse one. He could see
no utility in changing the present custom,
when nothing belter bed beep as yet proposed.
He thought a teacher would find no difficulty
in answering questions with . which he had
rendered himself familiar. Embarrasment,
he thought, should be taken into considera
tion ; the Superintendent, of course to decide
for himself in hqw much failure was attribu
table to diffidence.
Mr. Kirkeudall agreed Vith the last speak
er in regard to time. If a Superintendent
could not ascertain the qualifications of a
candidate in sis hours, he could not, in bis
judgment, in six times six hours. As ip em
harassment, he was for ignoring it altogether.
If a teacher knows his business, he can an
swer without much diffioulty-r-thai is, touch*-
ers can answer all questions of practical im
portance without ernbarassmeot, in a majority
of cases.
Mr. H. N. Williams, thought teachers had
no option in the matter of lime consumed by
the Sup’t. in examinations. That officer
must be his own judge as to the length of
lime called for. Ha agreed with previous
speakers that teachers haying a good knowl
edge of their business would not, as a rule, be
100 much embarassed to reply. . He would
leave it to the Superintendent,
Mr, D. paeon, was in favor of reducing
the time from six hours to half an hour. He
thought six questions in each branch would
<be enough to give the Superintendent a fair
.estimate of the capabilities of candidates.
( Mr. Vanduzen, agreed with others that six
hours was long enough time fur examinations.
He did not think either six or twelve hours
would be sufficient to enable the Superintend
ent to.judge intelligently of the candidates
tact fur teaching,
Mr. Bailey, differed with the last speaker.
Six hours to each candidate would be very
well; but with a class of 10 teachers it would
give only 36 minutes to each other. One
hundred questions per hour would be a small
estimate, giving the proper number to each
of the six branches. Then, at least fifteen
minutes would be lost in embarassment.—
Three hours of oral examination would give
but 10 minutes to each teacher.
Mr. Hart, thought six hours sufficient time
to ascertain the qualifications of candidates.
He did not feel called upon to suggest the
proper number of hours, but opined that it
should not be an arbitrarily fixed time.—
Proper allowance should be made for embar
assmeol. Few teachers could stand before
the Superintendent and remain as free from
embarassment as in their school-rooms. He
remembered that some of the loudest now
against allowance for embarrasmeot, visibly
quaked in their shoes before the Superintend
ent. (laughter.) Six hours was not suffi
cient for a deliberate judgment on the pan of
the Superintendent, as to tact, and those who
thought that officer could make up his judg
ment in half an hour, meant to flatter. It
was too large to be true.
Dr. Webb, thought the question of time
should be left to the Superintendent. iHe
can spend but one day with each of
teachers. Six hours was deemed a proper
time for pupils and teachers in schools, and
the Superintendent was governed by the same
rule. From the responses to the more im
portant questions in the several branches
taught, he could form a fair judgment of the
claims of teachers to certificates. He. thought
six hour’s time enough, except for first class
certificates. Certificates of lower grades
could be given after a six hours’ ordeal,
Mr. Ritter, said there was great unanimity
of opinion, so far, prevailing among previous
speakers. He was willing to abide by the
pleasure of the Superintendent.
Mr. Walbridge, said he had taught during
ten years, and had been examined by Justices
of the Peace, Lawyers, Doctors, Ministers,
and Tom, Dick and Harry. He had been
let off with one hour and had been bored for
three hours. Seminaries required at least a
week to examine teachers. Can the Super
intendent require less lime? He thought not.
A person of a mathematical mind required
more lime to digest and properly answer ques
tions than one of a metaphysical mind. Six
hours did not seem long enough for a thor
ough examination.
Mr. Cady, would leave the time optional
with the Superintendent, but thought six hours
long enough. There should be some allow,
ance made for embarassmenl. He was sat
isfied that persons might be so diffident as to
fail in the simplest questions. He bad a'case
in point in which the best scholar in a class
in Algebra, failed utterly.
Mr. Reynolds, asked to hear from the fe
male teachers. He considered six hours all
sufficient. There were seed-questions which
would extract the practical knowledge of a
class in a very short space of lime. If an
examination was any lest, an hour was suffi
cient to constitute that lest. In written exam
inations he gave full three hours to each
teacher. He would like to make some allow
ance for embarassmenl in female teachers.—
But the precedent would be dangerous. Each
would plead it on failure. He believed a
proper degree of embarassmenl to be "benefi
cial, because excitement quickened the opera
tion of mind. He had a poor opinion of rec
ommendations of principals of high schools.
Of course a teacher would recommend his
pupils in some sort, since it was for his in
terest to do so. Teachers must be content
to rest upon their own merits.
Mrs. Reynolds, thought if longer time was
exacted, it would be necessary to gel a law
passed exempting Superintendents from the
exercise of eating and sleeping. She thou ght
some allowance should be made for embar
assmenl.
Mr. Hickok, agreed with Dr. Webb that
six hours was time enough for certificates of
a lower grade, and not long enough for first
class certificates. In written examinations,
the Superintendent could ascertain the amount
of practical knowledge of candidates, in six
hours. In some, embarrasipcrjt was consti
tutional; but with all the favorable circum
stances usually attendant on such occasions,
Jillle allowance should be made for it. Good
teachers could stand the test. The standard
of teachers would be raised 50 per cent, per
year until none but first class teachers would
be employed.
The Resolution was lost.
The following Resslulion was read and or
dered to lie over.
Resolved, That the office of Co, Sup’t.
should not he abolished until fairly tested,
Mr. H. N. Williams then read a fine essay
upon “Primary Education.” J
Adjourned to 9 A. M; of Wednesday.
Wednesday Morning.
Mr. E. Wildman in the Chair.
Mr. Niles submitted the folloWing reso
lution : i
Resolved, That the members of the Insti
tute accept the proposition the Editor
of the Agitator to devote one column of his
paper weekly to 1 the discussion of questions
pertaining to the educational policy of this
county or State. j-
Unanimously adopted.
Dr. Pratt, in! behalf of the \ Democrat,
offered a column of that paper forithe like ob
ject, which was accepted without I discussion.
The State Superintendent Mr. Hickok, then
addressed the Institute. He expressed him
self delighted with the manner of] conducting
the Institute. He further urged that teachers
should strive to prepare themsejves for the
proper discharge of the duties devolving upon
the Co. Supt., since, from the ranks of that
profession the Supl’s. must be taken when
the system becomes perfected.! He pro
nounced a farewell blessing. 1
On motion, Hon. H. C. Hickok, was elect
ed an Honorary member of the Institute.
Adjourned. i *
Afternoon Session^
Minutes of the morning session read and
adopted. . j
Demonstrations in Arithmetic.)
Greatest Common Divisor, —by Miss
Amy Rockwell. !
True Remainder. —Miss Augusta Orvis.
Cube Root. —Miss Beach. |
Proportion. —J. B. Niles. f
Square Root. — S. E. Ktrkendall.
Least Common Multiple.— j-J. D. Van
duzen. !
Best Method of Calculating Inter
est. —Miss Liciitenthaler. f
Reason of the Rules of Alligation
Alternate.—J. Walbridge.
These demonstrations were characterized
by great clearness and elicited general ap
proval. i
Recess of ten minutes.
Mrs. Maynard was elected Treasurer pro
tern.
The Institute then listened to an oration by
F. D. Ritter. It was a highly creditable
production.
R. C. Bailey read a very excellent essay
upon Education.
A motion to amend the Constitution was
lost.
Mr. Vanduzen and Misses, Beach and
Rockwell wfere made a Committee to report
permanent officers for the Institute.
Messrs. Ntles, Williams, Kirftendall, Rit
ter and Bailey, were made a Committee to
report resolutions. I
■ The Institute voted to close its labors on
Thursday night, and adjourned until 7$
P. M. !
Evening Session.
The minutes of the afierndon session
were read and approved!
The board of Counsel reported in favor of
Mansfield as the place for holdihg the next
session of the Institute. Adopted after a
sharp debate. I
The following resolution was submitted for
discussion : , ;
Resolved, That the word “Tcjwer,” in the
resolution relating to text bookst b« stricken
out and the word “Brown” substituted.
Mr. Hart, was in favor of the resolution.
“Tower” was a minor work, having for its
only recommendation, its patent right sys
tem of analyzalion. Ilshowed little research,
while Brown’s is remarkable for its depth
and perfectness. It had been j adopted by
nearly every college in Americas It cost its
author years of patient labor, «jas made for
all time—not for dollars and cents but as a
benefaction to the language. He would vote
for the resolution. [
Mr. Bacon, was in favor jof Brown’s
grammar for Common Schools, j Tower was
too silly and Kenyon too abstruse. Brown’s
was ihe grammar of grammars.!
Mr. Niles, had never used other than-Ken
yon’s grammar and was not j prepared to
choose between Tower and Brown. He dep
recated this' constant meddling with text
books. It was the fruitful source of grum
bling among parents, who .were laxed enough
already. He did not favor these vain at
tempts at uniformity in text books. It was
impracticable. ; i
Mr. Williams, agreed wiih the last speaker
touching their meddling with text books. He
preferred Kenyon in Etymology, Brown in
Prosody. As a text book he certainly pre
ferred Brown before Tower, j }
Mr. Rogers, said ho was little acquainted
with Tower’s grammar, therefore could not
discuss the resolution in all its bearings.- He
regarded Bqown’s grammar 'superior to all
others. It contained all that w6s necessary
to be known touching the science of (he
English language. N !
Mr, Spencer, preferred Brown very deci
dedly. He had given Tower a thorough
trial and found it wanting in many essentials
—very defective. The best results accrued
to a substitution of Brown for Tower, as he
could testify. ' 1 I
Mr. Elliott, decidedly favored Brown as a
book for qur Schools. Tower analyzed
better than Brown; but Rrowh reaches the
same result by rendering the student faqiiliar
with the drift of a sentence U shorter
route. He had heard the Co. |Supt. remark
that students in Brown were more advanced
than those in Tower. He ’thought Brown
superior to Tower in every department. The
fine print in Brown’s grammar was worth
more than Tower’s entire work.
- Mr, Vyalbridge, had studied Brown’s gram
mar and preferred it for beginners as well as
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menu of less than -fourteen, lines considered as a
equate. The following rales will be clmrjted for
Quarterly, Half-Yearly and Yearly advertising:—
Bqnare,(l4lines.) . 82 50 $4 50 $G OO
. . .4 00 ’ 800 808
i column, .... 1000 15 00- ...80 00
..column,- . . . .18 00 30 00 40 00
All advertisements not having the number of in.
serttons marked upon them, will be kept in until or
dered out, and charged accordingly.
Posters, Handbills, Bill,and Letter Heads,and all'
kinds of Jobbing done in country
executed neatly and promptly. Justices’, Const a
bles’ and other BLANKS, constantly on band and
printed to order. ■ - -
NO. iXLIY.
for advanced classes. Men of long expert,
ence preferred it before all others. No one
could leach Kenyon except Prof. Kenyon.
As for Tower, he began at the wrong end
and ended where he begun.
Mr. Bailey, had changed m opinion some,
what since hearing the matter discussed. He
had given an inch and they had taken an ell.
Did they wish to introduce that monstrous
book into Common Schools? What had its
adoption by colleges to do with it as a Cora
mon Schools book ? He thought Kenyon as
good in every sense; and would turn out
some of his Kenyonites against any number
of Brownlies.
Mr. Ktrkendall, said the gentleman would,
do well to remember chat he, himself, taught
Brown’s grammar in the same school but a
before, when he talked about turning:'
outj his Kenyonites against Brownites.
Mr. Bailey, said he only remembered
that fact, but he had not forgotten in what
condition he found the pupils.— (great laughter
and cheers.)
Mr. Kirkendall, just so; And somebody
will remember in what condition the gentle
man left them, (laughter.) He thought that
when a pupil understood how to read, that
was grammar enough. None but good
grammarians could be good readers.
Miss Beach, said she was not prepared to
discuss the resolution ; but jvould say that
these frequent changes did not, in her judg
ment, tend to improve either the temper of
parents or Ihe-knowledge of pupils.
Dr. Pratt, said ihat grammar was a plain
common sense science,. When an author
only displays research in coining new words
he had little claim to preference. Bethought
that grammar the best which taught the
science of the language in the plainest
manner.
Mr. Reynolds, was willing to leave teach
ers to senle ihis question as suited them. It
was the most vexatious of all questions. He
would not advise those teachers marked low
on their certificates to try to teach grammar f
or if they did,'to make use of the simplest
elementary work which was Tower’s, tie
liked all kinds of grammars, and thought a
good teacher would make a good grammar
out of any one in use. He preferred Tower
in many respects before all others. Brown
did not give good definitions. Tower taught
by inducing thought. Brown piled form upon
form. It looked like retrograding to adopt
Brown. >
The resolution was adopted.
Mr. H. W. Williams read an essay before
the Institute. On motion, a eopy was re
quested for publication.
Adjourned.
Minutes of last day’s session read and ap
proved.
Report of Committee on nomination of offi
cers, m ide by Vanduzen, as follows :
President. —S. E. Kirkendall.
i Vice Presidents.— R. C. Bailey, M. F,
Elliott, Morgan Hart, D. L. Vanduzen, Guy
Snover.
Treasurer. —Mary E. Pitts.
Recording Sec. —J. D. Vanduzen.
Cor. Sec —Mrs. E. K. Reynolds.
Counselors. —Miss Marta Rotf, Miss M.
P. Emery, H. C. Veit, A. E. Rockwell, Kate
Morris, Mary Bowen, J. B. Cady, Nancy
Poller, Morgan Hart, N. L. Reynolds, A. J.
Webster, O. A. Smith, Rebecca Tate, Mari
etta Cloos, A. M. Simpson, D. VV. Brown,
E. C. Cummings, Maria Rathbone, Triphenia
Ca'lin, J. E. Peters, Benj. Dorrance.
The following orators and essayists were
reported by the proper committee :
Misses E. L chtenthaler, E. Beach, L. A.
Smith, S. M. Locke, L. Fish, M. P. Emery,
Mrs. N. L. Reynolds, Mrs. VV. F. Richards,
Messrs. M. Hart, A. Cloos, E. Wildman, S.
E. Kirkendall, W. VV. Webb, G. Snover, A.
J. Spencer, Dr. Pratt.
On motion of Mr. Emery, the Institute re
quested a copy of each oration and essay
read, or to be read before the present session
of the Institute, 10 be furnished for publica
tion.
On motion, Dr. Pratt was requested to
form the Institute into a class, and to drill
them in Geography. Gave his method of
teaching in a lucid manner. He was fol
lowed by Miss Beach, Miss Rockwell, M. P.
Emery, Dr. Webb and Mrs. Reynolds—a I
of whom expressed themselves with great
brevity and clearness.
The following Resolution was then dis
cussed at length:
Resolved, Thai female teachers are amply
compensated.
Mr. Kirkendall thought that female teachers
were amply compensated. They were not
capable of doing so much, mentally or physi
cally, as males. Therefore, they should not
receive as much wages. There were some
exceptions ; but as a rule, they could not gov
ern large schools as well as males. Females
received all they asked. If they could do as
much work their wages should be the same.
Mr. Hart, said that females should be well
paid—as well as any teachers, that is, if they
could perform as much labor. In his judg.
muni, there were many teachers overpaid—
male and female. He was for employing
good teachers and paying them a fair price
for services.
Mr. Bailey, said he could not say upon
which side of the question the Inst speaker
intended to be. He thought for one, that the
grade of the certificate should govern the
wages. It was an absurdity to say that fe
males could not govern schools as well as
males.
Mrs. Reynolds, said, that though not now
employed us a teacher she yet felt a very
deep interest >0 all that concerned those of
her sex in tho profession. The question now
Bates of Advertising.
Smooths. 6 months. 12 mo’s
Thursday.—Morning Session.
Mb. E. VVTldstaN in the Chair.