Southwestern Journal of Education. VOLUME X. NASHVILLE, TENN., APRIL, 1892. No. 2. said that she was impressed with the fact that in each school Southwestern Journal of Education. she had seen, the children and the teacher seemed to be on DISCONTINUANCES.--Any subscriber wishing to stop his paper must notify the Publishers, and pay up all arrears; otherwise he is responsible for payment as long as the paper is sent. HOW TO REMIT.-To secure safety, it is important that remittances should be made by checks, drafts, post-office orders, express money orders, or registered letters, made payable to the Publishers. MISSING NUMBERS.-Should a number of the JOURNAL fail to reach a subscriber, he will confer a favor upon the Publishers by notifying them of the fact, upon receipt of which notice the missing numbers will be sent. CHANGE OF ADDRESS-When a change of address is desired, Both the old and the new address of the subscriber should be given. ALL LETTERS pertaining to the Editorial Department, and all communications for the pages of the JOURNAL, should be addressed to the Editors. All letters pertaining to the business management of the JOURNAL, should be addressed to the Publishers. WHEELER PUBLISHING COMPANY, 219 NORTI CHERRY ST. NASHVILLE, TENN the best of terms with each other. There was a cheerful compliance on the part of the children will all requests from the teacher. She thought this was due largely, if not en. tirely, to the manner and voice of the teacher fn speaking to the children. We know from observation that a conversational tone of voice is more effectual in securing attention and order in a school room than one that is loud or shrill or grating. But, going back to our subject, we believe that the majority of children in the schools go about their tasks cheerfully. And this is due to the teacher's influence more than to the children's natural love for study. The ambitious teacher will present her work in such an attractive way to the pupils that they will take great delight in doing the various things which are required of them. METHODS IN PENMANSHIP. PROF. D. C. MURPHY, PENNSYLVANIA. THE most shameful thing that has recently been done by a board of education, so far as we know, was the employment of detectives to spy upon St. Louis teachers to ascertain as to their moral habits. A teacher should be, and usually is, above suspicion. THE School interests of Texas are somewhat agitated over the proposition to adopt a uniform series of text books for the State. Gov. Hogg in his message to the Legislature now in session recommends the passage of a bill to establish a universal series, but it is opposed by many of the best school men in the State. We are in receipt of the Annual Report of the Board of School Committee and Superintendent of the Salem, Mass., Schools. For this we are indebted to Dr. Wm. A. Mowry. A very attractive cover is by no means its most interesting feature. It contains much that is valuable and interesting. THAT is a most proper and noble thing that Mr. Leslie Stephen proposes in the London Times. It is that English men of letters head a movement for the erection of a monu ment to James Russell Lowell. A monument to Longfellow stands in Westminster Abbey, and Mr. Stephen urges that Lowell has even more claim on the affection of Englishmen. · ARE CHILDREN HAPPY IN SCHOOL? The above question was suggested after talking with a teacher who had been visiting at several of the public schools of this city. In speaking of the different buildings she had visited she PART II. As a general thing the time allotted to writing in a school will indicate the importance attached to the subject. When we consider how little time is generally given to the subject in our schools we are surprised that any real progress is made. One hour and a half a week is a fair average. If the schools are open or in session twenty-four weeks, that would give thirty six hours, or six days of six hours each, in the whole year in which to learn penmanship. How can we expect anything to be done in this branch of common school studies in so short a time? Writing does not come intuitively nor by hap-hazzard and desultory efforts; it requires as much time, study and practice as any other branch among the common school studies. Writing is the index to the whole method of instruction, since it is the constant medium in so many studies and examinations The question arises, how shall we interest the little folks in writing and what are the best methods of instructing them in this branch? Child ren like to talk, and next to talking comes this wonderful sign language-writing. Little folks must write often to learn to write, as they talk often to learn to talk, and read often to learn to read. How ready we are to prompt them when they use wrong expressions in talking, or mispronounce words in reading, so that they will not fall into bad habits. They need the same guidance on the teacher's part when they write; their position at the desk must be watched; they must be guarded against wrong pen-holding just as they are taught to guard against incorrect expressions when talking. They must be taught to be accurate in making written signs just as in using spoken ones. Written language should follow closely to the spoken with children. The child has to repress his feelings and voice in a great measure when in school to keep from talking. His mind is bubbling over. Why not let some of this energy work out at the ends of the fingers; let the children write often, but never too long at a time so as to weary them; not in a careless manner, but be taught to write with great care, with thought and with interest. It is not enough to require careful observation of the copy; the pupil must be taught to know the lines in each letter before he can have a clear and intelligent idea of the letter. To simply practice the written forms without any knowledge of their construction would be to repeat over and over again the same errors. Pupils must be taught the elementary parts of the letters so they will recognize them when they see them. Many pupils will not know a curve from a straight line at first, but they can be easily trained to improve this deficient faculty, and thus will soon be able to discriminate and correct errors. The black-board should be used freely in illustrating different critical points and forms, impressing them on the pupils' minds and making them thoroughly familiar with every part and form. Some one says, "Use the blackboard frequently in the writing lesson; make it copy book, speller, dictionary and grammar, and yet without seeming to be either." I know of no elementary branch into which more life and interest can be put than writing. It gives the child something real to do and something that can be seen when it is done. The elements which enter into the construction of letters ought to be explained, and how, when combined, they form the different letters. Nothing pleases children more than to communicate their knowledge-pride is here seen which, if properly encouraged, is a strong incentive to knowledge. It is not best to make the analysis of the letters the chief feature of the recitation, but it should take a prominent place. Why not teach the children the elements of letters at the very beginning, since these form the ground-work of writing the same as the four fundamental rules are the foundation of arithmetic. When the elements are once known the pupils have the materials with which to construct the whole alphabet-these elements are of equal rank. The elements should be illustrated until the pupil becomes as familiar with them as with the spelling of the simplest words. The majority of failures in teaching this subject arise from the fact that the pupils are not properly classifled. In an ordinary class, or in a small school, every pupil should write at the same time, and no other subject ought to interfere. Let the pupils be classified according to size or proficiency in writing, and all pupils of the same grade seated together. When the writing period comes let it be the aim to have every pupil in the same division write the same copy under the same general instruction. This makes a harmonious recitation, one that will give great satisfaction to teacher and pupils. When the teacher wishes to call attention to some point or part he can easily get it, for all are interested in the same thing. Classes should be drilled to write in concert—that is, each child in the primary class should make the same letter at the same time. I have observed as many as twenty-five children in a writing class making the same elements in the letter of a copy at the same moment. This is sometimes accomplished by counting for each element or naming the different elements as they are made; this gives uniformity in movement and will finally give uniformity in progress. Some one will say the theory is all right but I can not write well myself and therefore could not be a successful instructor in this branch. The best penman may be a very poor teacher, while on the other hand some very ordinary penmen teach writing very successfully. "A lame man may be able to point out the way although unable to walk in it himself." Teachers sometimes become dis couraged because the improvement does not seem evident But progress in penmanship is like substantial progress in everything else, it requires time and labor. "We must not look for a modern miracle of progress at each recitation," but must compare results of different recitations before we can decide whether real progress has been made. The fact that the eye must be trained to know peculiarities of form must not be overlooked, and the hand must be trained to execute these forms. If those who teach this subject will begin right, have some well studied method, and some well-developed plan of procedure, they will have little difficulty in carrying their pupils on to the most satisfactory results. WEST TENNESSEE TEACHERS' ASSOCIATION. The preliminary organization of the West Tennesssee Teachers' Association and the programme of the first meeting, which will be held at Humboldt May 5, 6 and 7, was sent us by Prof. W. T. Watson, of Memphis: OFFICERS. Hon. T. H. Paine, Jackson, President. W. T. Watson, Memphis, Secretary. Executive Committee: M. Rose, Bells, Chairman; G. R. McGee, Arlington; J M. Baker, Trenton; R. E. Crockett, Union City; Frank Cheek, Humboldt. PROGRAMME. Thursday Evening. May 5: Opening address; response by Hon. T. H. Payne, Jackson. Dignity of the Profession, J. H. Harrison, McTyeire Institute, McKenzie. Friday Morning, May 6: The Harmony of the New School With the Facilities of West Tennessee, J. C. Cheek, Milan, Chairman. Grading, J. R. McDonald, Gadsden. Music, Miss Belle Fortune, Dyersburg. Book-keeping, W. T. Watson, Leddin Business College, Memphis. Higher English, R. E. Crocket, Union City. Critic, M. R. Abernathy, Purdy. Friday, 3 P. M.: The Negro in the Public Schools, M. Rose, Bells. Physical Culture, W. S. Jones, Memphis. Address by Capt. W. R. Garrett. Elocutionary Exercises, W. R. Abernathy. School Interests, Miss Mollie Pearce, Superintendent Dyer Saturday, 8:30 A. M.: Ways and Means of Extending County Schools, Chairman. Sub division: Private Schools, Alvin Davidson, Huntingdon. Public Schools, Miss Nellie O'Donnell, Superintendent Relation of Public and Private Shelby County Schools. Schools, Prof. Thomas, Unton City. Critic, Miss Jennie M. Higbee. Committee on Constitution and By Laws, W. T. Watson, Chairman. MONTEAGLE SUMMER SCHOOLS. In a preliminary circular, just issued by Prof. A. P. Bourland, General Manager of Monteagle Assembly, the following announcements are made: Lectures-Dr. Alonzo Monk, Memphis, Tenn., Dr. Jahu DeWitt Miller, Philadelphia, Pa.; Dr. Robert Nourse, Col. L. F. Copeland, Harrisburg, Pa.; Dr. W. A. Payne, Nashville, Tenn.; Rev. Carter Helm Jones, Rnoxville, Tenn.; The Elements of Hebrew and Greek Testament; Study of Political Economy: Professor E. C. Huntington, University of Nashville. Discussions of the Problems of Distribution; Rent; Interest; wages and Profits; of Money; of the Tariff; and of other questions of the Day. Natural Science:-Miss Mary E. Andrews, Louisville, Ky., Courses in Botany; Zoology; Methods of Scientific Study. Mathematics:-A. D. Wharton, Principal, School for Boys, Nashville, Courses in Arithmetic; Algebra; Geometry and Elder James Vernon, Henderson, Ky.; Prof. Alcee Fortier, Trigonometry. Special attention to methods of teaching. Entertainments:-Prof. A. M. Hammers, (Stereopticon); Conferences:-Education of Women, presided over by Prof. A. D. Wharton; University Extension Movement, Prof. John P. Fruit; Southern Literature, Prof. Alcee Fortier, Sunday School Work, Dr. J. M. Frost; Church Work, Dr. R. G. Pearson; Woman's Work at the World's Fair, Mrs. Carrington Mason; Missions, Dr. J. N. Craig Sermons:-Rev. Angus McDonald, Nashville, Tenn; Rev. E. E. Hoss, D. D. Nashville; Rev. Carter Helm Jones, Knoxville, Tenn.; Rev. Alonzo Monk, D. D. Memphis, Tenn.; Elder James Vernon, Henderson, Ky.; Rev. J. M. Frost, D. D. Nashville, Tenn.; Rev. Jahu Dewitt Miller, D. D., Philadelphia, Pa.; Rev. R. G. Pearson, D. D. Asheville, N. C.; Rev. F. J, Tyler, Birmingham, Ala.; Rev. Lansing Burrows, D. D., Augusta, Ga.; Rev. J. N. Craig, D. D. Atlanta, Ga. The Primary Sunday School Work will be under the direction Miss Anna Johnson, of Memphis, Tenn. C Chautauqua Literary and Scientific Circle:-C. L. S. Day; C. L. S. C. Round Vables, etc. Miss Sallie Battail; will have charge of the C. L. S. C. Work. Music:-Lohman's Select Orchestra will spend the entire season, except one week, at Monteagle. Concerts daily. Several Grand eoncerts during each week. The music will be a greater attraction than usual during the season. Miss Lula O. Andrews, of La Fayette, Ala., an accomplished pianiste, has been engaged as accompanist. Chancellor W. H. Payne, University of Nashville, Peaboey Normal College, Superintendent of the Summer Schools. Euglish Language and Literature:-Professor John P. Fruit, Bethel College, Kentucky. Courses in Grammar; Historical, and Methods of Teaching Modern Poetry; Shakespeare, Chaucer and English Literature. Modern Languages.-Professor Alcee Fortier, Tulane University, of Louisiana. Courses in French, Beginning and Advanced; French spoken in higher class. Similar courses in German. Ancient Languages:-Dr. George F. Nicolassen, Southwestern Presbyterian University. Courses in Latin; Greek; Elocution:-Miss Anne Blalock, Principal Oratory Departmnet, Conservatory of Music, Newburyport, Mass.: Teacher elect in Emerson College of Oratory, Boston. Courses in Oratory and Dramatic Art, including Rendering, voice, Aesthetic Physical Culture, and Gesture Drill. Physical Culture:- Professor E. C. Huntington, Peabody Normal College. Courses in Dumbbells; Indian Club Swinging; Free Gymnastics adapted for Graded School Work. Fine Art:-Professor and Mrs. S. B. Longman, Memphis School of Fine Art. Open Air Work; studio; Portrait, and Still Life; Lectures on Linear Perspective and Artistic Composition. Music:-Arrangements will soon be completed for a thorough school under the direction of distinguished specialists. Courses in Piano; Voice; Composition. Instruction on violin, flute and cornet will be given. Primary Methods:-Miss Georgia Oliver, Nashville City Schools. Courses in the work of the first four grades: Reading; Spelling; Numbers; Language and Geography. Industrial Drawing and Penmnnship:-A. C. Webb, Principal. Southern College of Penmanship and Art. Courses in drawing from copy, objects and dictation, Grammar and High School Departments. Penmanship for Students and for Teachers. Short hand and Type writing:-Miss Anna W. Hageman. Courses in Short hand: principles; speed drills. Type-writing by the latest and most approved methods. Courses of Lectures for General Audiences:-Chancellor W. H. Payne: Education, Historical and Scientific. Prof. Frotier: A few French Novelists; Racine and his Times. Prof, Fruit: Modern English Poetry; Tennyson; the Brown. ings; Morris and others. Prof. Huntington: Political Economy; Questions of the Day. For a copy of "The Monteagle Manual," which gives full information, address, A. P. BOURLAND, A FLOWER.-One of the most winsome teachers before a class we have ever known, wears a beautiful bright flower to school at least one day every week, and in the season every day. It is never a common flower, never has the appearance of being something that it was easier to do than not to do, but always shows an effort to make herself attractive to the school. It requires no little thought at times, but it pays a hundred fold, and she realizes it.—Ex. [A frequent change of neck-ribbon, and a clean apron will also have a good effect.-Ed.] A LETTER FROM PROF. MANNING. To the Alumni Association of The University of Nashville and Peabody Normal College; Ladies and Gentlemen: At the last annual meeting of this Association, May, 1891, I was elected to the office of "Alumni editor." This letter is intended partly for an apology for inaction on my part, and partly as the means ofsecuring the adoption of cer tain measures at our next annual meeting in May. The feeling of pleasure that I experienced on being elected to this honor and trust, soon gave place to disappointment. Upon investigation I found that we had no paper, or official organ. The only semblance of such a thing that I can find, is the privilege granted to our Association some years ago by THE SOUTHWESTERN JOURNAL OF EDUCATION to use a col emn in that excellent Journal. We had neglected for so long a .ime to avail ourselves of this privilege that I felt we were no longer entitled to it. The question now arises shall we renew our application to this journal for the space we really need, (which would be several pages), or shall we try to make other arrangements? This is one of the most important questions that will present itself at our next meeting. A periodical of some sort, is, in my opinion, absolutely es sential to the healthy existence of our association. The fact that all the graduates of our college are professional people, and enter the same paofession, ought to make it easy to sus tain an educational paper. Think what an array of talent might be brought to bear if all the graduates of this institution, seven or eight hundred in number, should contribute their best thought to this enterprise. I have recently been investigating the proceedings of the Alumni Association of The University of Nashville as it exssted from 1841 to 1861. I am profoundly impressed with the earnestness and devotion of these men to their Alma Mater, and with their readiness to contribute to her interests. They were not satisfied with pompous protestations of interest and affection on alumni feast days; but they made perso、 nal contributions, amounting to about $10,000, for the establishment of a chair of Modern Languages, (prevented only by the war) gave enthusiasm and life to the Association. They had a purpose, an end in view. Men with a purpose and money invested in that purpose will never lack enthusiasm. I think it is now time that we were carring out the purposes set forth in our constitution, one of which is "to promote the cause of education." Can we begin this in a better way than by supporting an educational journal of a high order. I know how poor the average teacher is and am not urging a contribution of money so much as a contribution of thought and a co-operation in the establishment of a periodical. Still, I do think that every graduate should feel it his duty to pay his annual dues and also a reasonable subscription for such a journal as we should establish. The paper ought to be an exponent of the sound educational doctrine received at this institution, supplemented by the experience of each individual in his own field of action. It ought to be the medium for the discussion of the various educational subjects that constitute the "major topics" of students doing post-graduate work. These post graduates might be associate editors by virtue of their position. If they, with others who are pursuing lines of study outside of school should send in their best thougnt for publication, it would stir up such a discussion as would in a measure to those out of school, take the place of the so called "seminary " work in college. This journal should also contain the "Annual Address to the Alumni Association;" the address of the Chancellor to the graduating classes; together with such other papers of importance as are worthy of preservation. Bound volumes of these journals might be kept in the University library. Each alumni could preserve his own papers and thus keep up the bond of sympathy and inier communication that should characterize us all. I hope the members of the Association will reflect on these suggestions and come to the meeting next May with some well devised plan for putting them in execution. It might be well to keep up our connection with the SOUTHWESTERN JOURNAL OF EDUCATION, if they will permit, provided our department be so arranged that it could be detached and bound sepa rately. Respectfully, P. H. MANNING. TRAINING THE SENSES. BY E. D. K. Ask your children to shut their eyes; then go to some part of your rcom and speak softly, letting them describe where you are without turninh their heads. Give an object to a child with closed eyes, and let him draw the form upon the board as he has recognized it by touch. Give children a sample of color to look at, and let them try to match it among a variety of shades, carrying the color only "in the eye." Let two or three children walk upon the floor together. and let the others (with closed eyes) detect the number walk. ing, by the sound of the steps. Let children smell a flower and name it, without seeing it. Give children several pieces of dress gooos, letting them distinguish between silk, cotton, and woolen, by touch alone. -The School Journal. TRUSTEES VS. TEACHER. One of the most remarkable of conflicts between teacher and trustees is now in progress between the Board of Education of Bell Buckle, Tenn., and Prof. B. S. Gowen, principal of the High School. As it appeared in sworn testimony the case is obout thus: The Board of Educatiou employed Mr. Gowan to teach the school at $100 a month for ten months. At the end of about one month complaint was made by Mr. L. J. Whittaker because the Latin Grammar was not being taught. The principal insisted that, by the use of modern text-books the separate study of the grammar, as formerly was not necessary This difference of opinion as to the best method of teaching latin led, within a few weeks, to the following notice, which was duly served: Mr. B. S. Gowan You are hereby notified that the Board of Education of the town of Bell Buckle will meet at the High School on the 21 day of Jan at 10 A. M. 1892 to learn and determine the char. ges against you, a copy of which accompany this notice, and you are notified to appear and make such defense to the same as you may deem proper. This notice given by order of the Board of Education of the town of Bell Buckle. This 13 day Jany 1892. L. J. Whitaker, Chairman. BILL OF CHARGES. Where as information has reached the Board of Education to the effect that B. S. Gowan the principal of the Bell Buckle High School, is incompetent to fill the position and that his manner of conducting said school is improper, and greatly detrimental to the success and prosperity; that he is, and has been so inattentive to the duties of the office of teacher and principal of said School as to seriously injure its usefulness and ultimately destroy its popularity. Now therefore in order that these matters may be fully and fairly inquired into, and feeling it to be the duty of the Board in discharge of our trust as public School directors to enquire into any and every abuse and delinquency which may defeat the efficiency of the School and remove or correct the same. Therefore-Be it resolved the following charges and specifications be and are hereby prefered against the B. S. Gowan to-wit. I-CHARGE INCOMPETENCYSpecification-1 That he is incapable of teaching Latin and Greek languages, an established branch of the curriculum of Said School, in the best and most accepted methods, in that he excluded the grammar of said languages as a specific Study and refused to give it a period in the session hour of the School contrary to the established policy of said School and the positive instruction of the Chairman of the BoardSpecification—2— That contrary to the established policy of said school he opposed the teaching of Latin and Greek, and decried the necessity and utility of teaching such branches and especially the Latin Grammar, in any known established or authorized method. That he willfully and intentionally ignores the Board of Education and its officials in the management and government of the school, neglects and refuses to consult and advise with them but chooses rather to take counsel with persons whose interests are hostile to the success of said School as a public High School, Be it further resolved that the Chairman of this Board serve the said B. S. Gowan with all proper notices to appear and make such defense to the above as he may deem proper, and that a copy of said charges and specifications accompany said notice; and that he be notified to appear on a day fixed in such notice, which shall not be sooner than five days after such notice is given. That these resolutions be spread upon the minutes of the Board. To this notice Mr. Gowen answered that he questioned the jurisdiction of the Board in such a matter; and that if he were to be tried he did not think it right for the prosecutors to sit in judgment. He proposed in lieu, that the matter be left to ar、 bitration, saying. "I would suggest however, that I would be willing for the Board of Mayor and Aldermen, together with the District Directors to try the case, or that they appoint a committee of five, seven, or any convenient number of disinterested men, or that the Aldermen appoint a number, the Directors the same number, and all these, another man. Any other plan would suit me as well-trial to begin at time and place designated and continue from day to day until completed. "Will you do me the kindness to state to me in writing |