where the schools were good, nearly the hold institutes. Let each County Superwhole of the children attended school; intendent notify each teacher of the that the effort of attraction should be institute, and publish a list of teachers more thoroughly tried before we resort in attendance, and give to each teacher so to compulsion.

attending five per cent. additional on Superintendent Shaw, of Madison, also examination ; hold the institute in the presented a paper on the subject.

fall; give at the spring examination cerThe subject was still further discussed tificates for only six months. Let each by Prof. O. R. Smith and Mr. MARSH. County Superintendent pledge an attend

The discussion of the subject of Attend. i apce of fifty per cent. of teachers, and a ance on Teachers' Institutes was opened failure to secure this, forfeit the State aid by Prof. Robt. GRAHAM: No one could the next year. He believed that this plan doubt that intelligence was necessary to would secure an enlarged attendance. the well being of a republic. What means He would emphasize particularly the shall be used to secure this intelligence : point of requiring the publication, by Wisconsin has placed upon her Constitu-, the County Superintendent, of the work tion that district schools shall always be to be done, so that teachers might come free. To supply these schools requires prepared. If they were well prepared, 6,000 teachers, and to properly train these they would be anxious to come, while if teachers requires special instruction. He they were consciously ignorant, they showed that 90 per cent of the teachers would shrink from exposing themselves in Wisconsin had received no special to unexpected criticism. training Can a supply of properly The discussion was continued by Prof. trained teachers be obtained? The nor- SALISBURY, of Whitewater. He said the mal schools furnish about 600; colleges cause of education does not command so and high schools will furnish as many much money that it can afford to waste a more, but not one-quarter the number re- dollar of what it has. Our teachers are quired. In this state of things, the mea: not yet so well equipped that they can gre aid of Institutes may be of great afford to neglect any means of improveservice. This Institute work was dis ment. How shall institutes be made heartening, but faith is necessary. The worth their cost? In compulsory attend. Normal Board and the State have both ance, says one; deny licenses to non-at. made ample provision for these institutes. tending teachers, say others. The first Every County Superintendent is obliged essential to an increased and satisfactory to hold one each year. They should be attendance upon the institutes of the held mainly in September and October, State, is that they be made to command to be immediately followed by examina- the confidence of the educational public. tion. They should be held five days,with To secure this, institutes must be made two sessions a day. Work to be done really valuable. But grant perfection to will be as follows: one-half given to in the institute itself, there is yet a class of struction; one-third given to school so-called teachers who will not voluntamethods; one-sixth to model class-work rily seek the aid offered. They have no and criticism. Teachers do not attend love for perfection even, if it demand of these institutes,—not 50 per cent. of the them any intellectual exertion or pecuni. the teachers attend.

ary outlay. How shall they be brought Let the State Superintendent see that to the fountains, except they be comeach County Superintendent holds an in- pelled? The institute can do but little stitute, as required by law. Let the State for such. Superintendent publish a list of County The superintendent who asks for comSuperintendents, who do, and do not,' pulsory legislation gets no sympathy of


mine. lie, of all men, can, if he will, do of the ancient classics in our high schools most to improve the teaching force, and and colleges, and fully believed in the to keep out the cheats and the drones, to practical utility of classical studies. He awaken enthusiasm in the worthy, and 10 had observed that pupils who had been lead them to all sources of inspiration drilled in the ancient tongues graduated and improvement. But there are certain from the high school with a far superior outward and, so to speak, mechanical culture, and a better preparation for the measures, the adoption of which will do higher courses of instruction, than those much to assist both superintendent and who had not pursued such studies. teacher in overcoming untoward circum- Prof. SALISBURY thought that these stances. Let it be once understood that studies should be required in the Normal the institute is a fixed institution of reg. School, as the power of discrimination ular recurrence at convenient seasons and by this study was precisely what the places, and a great step is gained. Punc- teacher needs. tuality on the part of conductors and President Chapin asked if it would not lecturers is important. Satistactory and be advisable to begin the study of gramdefinite arrangements for cheap board mar with Latin rather than with English, and good accommodations are of the as is the custom. He said that at ten highest consequence. But if we must years of age he had acquired a sort of have any compulsion in the matter, let it knowledge of English grammar, and was be local and indirect. This is the conclu. pronounced competent to parse any Eng. sion of the whole matter: the institutes lish sentence. Then he went to grammar must be made strong, practical, reliable, school and began Latin grammar. Here attractive, even though they cost more a new world opened to him, and he saw money and labor than has yet been ex- that all he had learned in English grampended. But above all and behind all mar was a mere mechanical exercise ; there must stand an intelligent, honest, but here he saw that no sense could be lide supervision. Time and patience are got out of a Latin sentence before the necessary; good work must be done and grammar of it was understood. And he continue, and in this we will put our would raise the question whether it trust.

would not be advisable for children to Prof. MCGREGOR, of Platteville, said it begin the study of grammar in the Latin would be the merest impertinence for him grammar.' to aitempt to add anything to what had Prof. KERR said that his experience been said; but he would most heartily would lead him to answer the question endorse the views presented by Prof. by President CHAPix in the affirmative. SALISBURY.

He had always considered the time spent Prof. ALLEN, of the State University, in the abstrusities of English grammar then presented a paper upon the “Utility as entirely wasted. of classical studies as a means of mental Prof. CARPENTER stated that the reason discipline."

why English grammar is so generally [This paper is given in full in the pres. useless is because it is not English grament number of the JOURNAL.]

mar, but Latin grammar in an English Prof. WINCHELL, of Milwaukee said that form. he would not attempt any remarks in ad. Prof. FEULING said that he was surdition to the able and admirable essay of prised to find this topic brought up as a Prof. ALLEN. He considered the subject question for discussion, as he supposed it as one of great interest, and one worthy long ago settled. He thought the great the careful attention of the teachers. He benefits of the study of language were was heartily in sympathy with the study due to the formative elements; and in

this le did not see why other languages: the State Teachers' Association. The possessing the same peculiarities would Chair appointed as such committee Prof. not offer the same benefits. He alluded MCGRREGOR, and Messrs. Sabin and to the benefits to be derived from the HUTTON. Mr. CHAMBERLAIN, of Lan. study of a modern language under the caster, Mr. Rait, of Sheboygan, Prof. light of a modern philology.

SALISBURY, of Whitewater, reported for Rev. Mr. Pradt said that he thought their several localities. J. Q. EMERY, of the earlier a student could begin Latin Fort Atkinson, alluded in feeling terms the more rapid would be his progress. to the late Mr. PURDY, whose influence

President ALBEE said that he began was still manifest there. Prest. CHAPIN life in a sawmill and thus grew up reported for Beloit College; he stated thoroughly practical. So at the age of that they had inaugurated a philosophi21 he began the study of Latin and Greek, cal course, which should be completely on the idea of making it pay, and upon parallel to the classical course, requiring the dollar basis, he had found it to pay in as much preparation and giving equal the fullest sense of the term. He saw so culture. much culture outside of classical train. Prof. PETTIBONE, of the preparatory ing, that he sometimes thought that he school of Beloit College, explained the was drifting away from the ideas with working of that department. Prof. Eastwhich he graduated. Is there not so MAN reported for the Beloit public much in mathematics and science and our schools; Prof. Wood, for Racine; Prof. own language, that requires our attention WINCHELL. for the Milwaukee High to such an extent that it is hardly worth School; Mr. Marsh, for Waterloo; Prof. while to teach classics at all? The prac- KERR, for the State University; Supt. tical question for him, as the presiding Shaw, for Madison; Mr. Sabin, for Deofficer of a school preparing teachers, pere; Supt. Burton, for the Orphan's was, shall we leave out the classical Home; President ALBEE reported for the languages? If the classics were in all Oshkosh Normal School, which the past cases additional, it would be well, but in year had sent out 70 teachers. Supt. most cases the question would be, what HUTCHINS reported for Fond du Lac; must be omitted ? shall we omit anything Prof. MCGREGOR, for Platteville Normal for the classics, and if so, what?

School; Mr. DURKEE reported a growing Mr. REYNOLDS said he thought that interest in classical studies in Kenosha; here in Wisconsin we were drifting to. Mr. BROUGH eported for La Crosse; wards exclusively English studies. He Mr. CURRIER, for Stoughton. Dr. FALhoped that the subject would be further lows was called on, who spoke for the discussed, and a report given upon it. State at large, alluded to the growing

On motion of Mr. Emery, the subject prosperity of the State University, and was referred to a committee consisting the colleges of the State; said that we of President ALBEE, Prof. ALLEx and had the best institute system of any State, President CHAPIX.

and a common school system of which Adjourned.

all should be proud. AFTERNOON, Tuesday, Dec. 30.

Dr. S. H. CARPENTER, of the State Uni. The session opened with brief reports versity, spoke upon “The Relation of the by gentlemen from various parts of the different Educational Institutions of the State. This feature of the session was of State." He laid down the following progreat interest.

positions: On motion of Mr. PARKER, a Commit.

1. That the education furuished by the State tee of Conference was appointed to invite should be fundamental or disciplinary and not the County Superintendents to meet with technical.

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2. That provided it remains thus fundamental er development. We need just the work the State may furnish any grade of instruction.

| done as suggested in the paper presented. 3. That the strictest economy of time, money!

We need a practical definition of the priand force should be demanded.

4. That such economy demands that our educa- ' mary school, and such work well done. tional forces be so adjusted as to work in perfect Teachers who feel that there is something harmony-no results being unnecessarily dupli- in them wish to interest their pupils, and cated, and no desirable results omitted.

to teach everything up to geology, and 5. That economy forbids us to use any more or more expensive force than just sufficient to ac- the consequence is that the pupils can complish the desired result.

neither read, write nor cipher well. He From these propositions the following thought the paper would do good, is it inferences were cirawn:

called attention to this single point. 1. The State should determine the grade of each

Mr. HOLFORD thought that there was a class of schools, and assign to each its appropriate damming up behind the point mention

ed, and that the primary schools needed 2. That the State should provide schools of a

attention, as well as the intermediate grade intermediate between the common schools

schools. and the University, so that the educational current may be nowhere obstructed.

On motion of Mr. EMERY, the thanks. 3. The principle of division of labor should be of the Association were tendered to the fully applied.

railway companies, the hotels, W. D. [We have the promise of a resume of Parker, the railway clerk, and the press, his remarks for next month.]

for courtesies extended. Mr. Marsi thought that if the educa

EVENING SESSION, Dec. 30. tional work of the State were under mar

Prof. PARKER stated that this meeting tial law, such a system might be enforc- was not the regular session of the State ed; but it would not meet the public ap. Teachers Association, but had grown out probation.

of the Principal's Association. At the Mr. CHANDLER said that when any new

summer meeting there was but little opmeasure is proposed, some minds could

portunity for discussion, and this meetonly see the difficulties in the way. Mr. ing had grown out of a felt want. MARSH was a good hand to do it, but he it had no regular organization, and the had but a few moments ago said that they question was whether we should abandon had just now adopted this very system, the measure or go on. He proposed that and had established nine grades, from we organize under the general organizawhich no child could graduate, except tion of the State Teachers' Association, upon a careful examination. This point and moved that the officers of that Assoof unity is one which we must forever ciation be requested to call annually a keep in view, and the great objection to meeting of all the educational interests of the adoption of such a plan as that pro- the State at the capitol, at this time each posed, is the difficulties imagined to be

year, which was adopted. in the way

Dr. JosEPH HOBBins of Madison, read Dr. CHAPIN thought the discussion a paper ppon the Sanitary Regulations of should not end until more emphasis had the School Room and Number of School been given to the most practical point Hours. which had been brought forward, and

[This important paper is printed in that was the lack of intermediate schools part, in the present number, and will be

a lack which ought to be met. Take finished next month.] the number of young men in all our col. On motion of Prof. MCGREGOR, the leges, and what a meagre number com- thanks of the Association were tendered pared with the million of people in the to Dr. Hobbixs for his able and practical State. We need a larger culture, a broad.


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Mr. LITTLE, of the Blind Asylum, said into families, each family being in charge that the Blind Asylum was a part of the of a man and woman, who take the place, school system of the State. They receiv. so far as care is concerned, of father and ed pupils from 8 to 20; although most of mother. Every boy has an employment them postponed their education until some in the tailor shop, some in the they had grown up. Their work was di. shoe shop, and others in the broom shop. vided into three classes; 1st, the common He thought there was great need of an school studies; 2d, the high school studies industrial school for girls. * : and lastly, music. The three best organs President AREY, of the Whitewater

in Rock county were played by blind Normal School, and W. D. PARKER, i men. Every child was also taught some Principal of Janesville High School, industrial calling. The hand must be presented papers on the “Relation of the

made to supply the place of the eye. The Public Schools to the Moral and Social -: { number of avocations which the blind Well-being of the Community.

can pursue is necessarily limited. Boys (We shall give these papers hereafter.]
are taught broom-making, and the girls WEDNESDAY, A. M., Dec. 31.
are taught music and sewing..

E. H. SPRAGUE, Principal at Elkhorn, 1 Mr. WEED, of the Deaf and Dumb Asy. I read a paper upon

** What Shall we lum, was glad to see that his institution Teach," and A. J. HUTTON, of West Eau was recognized as forming a part of the Claire, one upon “The Moral Education school system of the State. Some ex- of the School Grounds and their Sur. pected too much and others too little of roundings." their pupils, as no standard could be fix- [We hope to obtain these papers for ed. They sought to give the mutes the future publication.] power of communicating with each other, Prof. Curtis of the Winona Normal and generally to make them self-support. School gave an exercise in penmanship, ing. He asked the teachers to forward illustrating his system of teaching. the names of any deaf and dumb chil. l'pon motion of R. C. SPENCER, Presi. dren in their districts.

dent of Business College, Milwaukee, the Mr. HENDRICKSON, of the Industrial Association extended to Prof. Curtis a School, said that he came to listen and vote of thanks for his interesting and not to speak, but was glad of the oppor. instructive exercise. tunity to speak for the institution which Rev. Mr. PRADT opened the discussion be represented, as he was aware that from upon the topic, “How can the teachers' the nature of their work, it was not very profession be rendered more respected, well known. But while at Whitewater and less precarious ?" He said that the be saw in the basement of the Normal second point was embraced in the first. School some of the stones from the old The first inquiry to be made is: Is there industrial school, which was burned a teacher's profession? If there is not, down a few years ago. This he took as the first step to be taken is to make the an augury that the industrial school had teachers's calling a truc profession. When entered the school system of the State. this is done, the teacher's position will at They had three classes — criminals, in- once be less precarious. Another im. corrigibles and vagrants. They were all portant means is to secure proper organbright capable boys, ready to learn busi ization. We had a loose sort of organiness habits, if not apt to learn by the zation, called the State Teachers' Associ

process of learning by books. They tion, but it was ephemeral. It should be had 194 pupils, Boys were educated in the made a permanent organization, with common school branches and every one corporate rights and powers. Another is taught a trade. The boys were divided | means is the establishment of profes.

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