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use the expressive language of Gen. Garfield in his recent talk to the teachers of Trumbull county, it is like the feeding of one's pupils on "cold victuals." The author's questions may be models in form and arrangement, but their slavish use in the recitation degrades the teacher to a mere machine, and his teaching to a mechanical and lifeless routine. The proper function of printed questions is to assist both teacher and pupil in preparing for the recitation—the former in modeling his own questions, and the latter in "proving" or testing his knowledge. A teacher must have sufficient command of good English and a sufficient acquaintance with the subject he teaches, to ask his own questions. The chief merit of the method of conducting recitations by questions, is its thoroughness. When used by a competent, skillful teacher, it may be made a most searching test of the pupil's preparation.

The weakness of the method is two-fold: It does not cultivate sufficiently the pupil's power of expression; and it fails to necessitate systematic thought and study. The first defect may be overcome, in part, by requiring pupils to give full and complete answers. Most of the answers received in our schools consist of a single word, or of two or more words which do not form a sentence. Catechizing teachers, as a class, use more words in asking questions than their pupils do in giving their answers. Pupils should be taught to answer questions in complete sentences.

The second defect is most marked in classes whose study consists in attaching ready-made answers to the printed questions found in their text-books-in fitting pegs to holes made to order. The real subject under consideration is wholly lost sight of. The studious pupil learns to fit a thousand answers to as many questions concerning his own country without catching one inspiring glimpse of the grand reality which unwittingly he has viewed piecemeal. It is true that the pupil may be driven into the recesses of the subject by questions that fly red-hot from the teacher's own brain, but such results are exceptional. The general fact is, that the method of reciting by questions fails to necessitate the classification and methodical arrangement of knowledge by the pupil. It is not enough that the pupil acquire knowledge classified by others; the work of classifying must be done by himself.

2. The Topic Method. What we have said respecting the weakness of the catechetic method will enable us to present in a clear light the advantages of the topic method. It forces the pupil (if his recitations are not memoriter) to view the subject considered as a whole; to grasp its essential facts and principles, and arrange all that he has learned around them. In producing the results of his study in the recitation without reliance upon the teacher, he acquires a command of language which it is impossible for him to gain in giving brief answers to specific questions. The fourth object of the recitation, viz: to train the pupil to tell what he knows, the topic method secures better than the method by questions.

But the method requires a clear-headed, thorough teacher to use it with success. In the hands of a superficial teacher it often degenerates into mere talking, the pupil failing entirely to state what is most essential to be known, and giving instead comparatively unimportant details. Such recitations are exceedingly deceptive.

As a general rule, the topic method is better adapted to advanced than to primary pupils, and has a wider application in reviews than in advancing lessons. It can be used most successfully in teaching such branches as history and geography, but may be used in all branches, not even excepting spelling.

In our judgment the most efficient method of conducting recitations is by uniting these two methods. The pupil's lessons may be prepared, and, in the main, recited on the topic plan. His knowledge should, however, be frequently tested by searching questions. Whenever he discloses an imperfect understanding of the subject, the teacher should ply him with questions. With advanced pupils the topic method may be so modified as to require the pupil to give a complete analysis of the topic before he attempts to fill up the outline with details. This is, indeed, worthy of being called a third method.

THE SECRET OF SUCCESS.

Two young men start in business at the same time. One is furnished with ample capital, but has no business training; the other has no capital whatever except a good name and a well-trained business capacity. The former soon becomes involved in inextricable difficulties, and ends his business career in bankruptcy; the latter succeeds in all his undertakings, and ere long becomes rich. Why does one fail and the other succeed? Simply because one knows how to do business and the other does not.

How often do we see a parallel case in the profession of teaching. A college graduate, the first in his class, fails in the conduct of a school, while his neighbor, a man of far inferior attainments, achieves an eminent success. Why? In nine cases out of ten, because the former, thinking knowledge-the what of instruction—all that is necessary for success in teaching, fails in management and in communicating knowledge to others; while the latter, having made methods—the how of instruction-objects of special study, makes the best possible use of his small capital, adds to it every day, secures the confidence of his patrons, and soon wins an enviable name.

Let no one suppose, however, that the study of methods can ever compensate for shallowness or superficiality. One who desires to take even respectable rank as a teacher, must neglect neither the what no the how of instruction, for both are essential for permanent success. A lasting reputation can be secured only by the possession of solid acquirements and the use of enlightened, philosophic methods. In the commercial world there are financial crises, when the weak and short-sighted "go under." In the teacher's profession there are numberless occasions which demand the most liberal culture, the wisest judgment, and the shrewdest tact. As a cautious merchant always forecasts for possible disaster, so should the wise teacher be constantly preparing himself for something more difficult of performance than the duty of the present hour.

MASS. STATE TEACHERS' ASSOCIATION.

The teachers of the Old Bay State believe in progress. The maxim, "What man has done man can do," does not bound their ambition; on the contrary, they believe that man can do somethings which he has not yet accomplished. Hence, instead of being content to repeat the history of the past, they strive to make new history worthy of the present. Take an illustration: Their predecessors having deprived them of the honor of founding normal schools, they take a step in advance by placing a woman in charge of one of those already established, and paying her the same salary that is paid men occupying similar positions.

We have a still more striking illustration of this spirit in the recent meeting of the State Teachers' Association. Not content to repeat so common an occurrence as the assembling of a few hundred teachers, the officers of the association issued their "call," and, lo! the "Hub" had the coveted opportunity of honoring itself by honoring thousands of teachers in convention assembled. Nor does this marvel stand alone. A similar success was reached in 1865, when the number in attendance upon the annual meeting was estimated at 2,500. Massachusetts teachers are likely to stand at the head some time yet! Read what an excellent friend has thoughtfully sent us respecting the recent extraordinary meeting:

BOSTON, MASS., Oct. 22, 1866.

FRIEND WHITE: Knowing your interest in educational affairs everywhere, I take the liberty to write a line from Boston.

The Mass. State Teachers' Association has but just closed its session of 1866. You know it is generally supposed that the younger States have more vitality in their educational bodies than the older. That systems tend to crystallize, and so lose their earlier activity and show of vigor.

Being a new comer at the "Hub," I naturally enough went to the gathering of the teachers of this ancient commonwealth. The largest hall in Boston, except the famous Music Hall, was not large enough. There were certainly not less than 3,000 teachers in council.

John D. Philbrick, the able Supt. of the Boston Public Schools, presided. The City Council and School Committee gave the teachers hearty welcome.

The exercises were of the highest order. A class of young ladies from the public schools gave, under the direction of Prof. Munroe, an illustration of Vocal Gymnastics and Reading, as taught by this accomplished elocutionist in the city schools. I can only say that I wish every teacher in the land could have heard the fine vocalization of this class. It was a complete success.

Prof. Mason, formerly of Cincinnati, illustrated the method of teaching singing in the public schools. It was reproducing the fine effects with children's voices that this gentleman accomplished years ago in Cincinnati.

The Boston Latin school gave a military drill on the Common, which was witnessed by a large crowd.

A class from one of the grammar schools of Boston, gave an exercise in Free Gymnastics, which was enthusiastically received.

Altogether, friend White, this meeting of three thousand Massachusetts teachers was a grand sight. It was a live meeting. The schools of all the larger cities were elosed that the teachers might attend. Massachusetts seems determined to hold her pre-eminence in education. Yours truly,

MOSES T. BROWN.

EDITORIAL MISCELLANY.

TEACHERS' INSTITUTES.-We offer no apology for the amount of space given in this number to the November institutes. On the contrary, we congratulate our readers on the evidence spread before them that the good work is making such encouraging progress. We have never before visited institutes so largely attended and successfully managed as those held the present year. We have been specially pleased with the improved character of the instruction given. Less time has been wasted in attempts to impart scientific, instead of professional, knowledge. To these county institutes should now be added judicial-district normal institutes, and the whole crowned with a good normal school. Now is the time to agitate this subject, and we are glad that so many of the institutes have moved in the matter. Get the petitions ready; the General Assembly will soon be in session.

Institutes are to be held at Cambridge and New Philadelphia during "Holiday week."

FULTON COUNTY INSTITUTE.-We are indebted to M. D. L. Buell, of Wauseon, for a full report of this institute, which was held during the five days commencing Oct. 15, 1866. One hundred and twenty earnest teachers were instructed by Col. D. F. De Wolf, of Toledo, who was assisted by Mr. Buell, Rev. G. E. Leonard and Rev. G. W. Walker. Evening lectures were delivered by Col. De Wolf, Rev. S. H. Camp and Mr. Brown, all of Toledo. Resolutions were passed strongly commending institutes as a means of professional improvement, and urging the establishment of normal schools and the creation of the office of county superintendent. The instructors and the MONTHLY each received flattering testimonials of appreciation. A fine list of subscribers gave meaning to the last resolution. Mr. Buell asks: "What county of our age can beat us?" We pause for a reply.

WAYNE COUNTY (IND.) INSTITUTE.-The annual session of this institute was held at Richmond, Ind., during the five days commencing, Oct. 29. It was a decided success. The attendance was large, and the professional spirit capital. We heard the statement made that it was the largest county institute ever held in Indiana. We certainly have never instructed a body of teachers more thoroughly out of the ruts, or who evinced a more earnest inquiry for truer methods and higher professional attainments. Old-fogyism, both in politics and education, is decidedly below par in this corner of the celebrated "Burnt District." "Progress" is the watchword, and the columns are moving steadily onward and upward.

The institute was under the supervision of Jesse H. Brown, the efficient school examiner of the county, who, in getting up the institute, was obliged to rely mainly on the receipts to meet expenses. The tuition receipts were increased somewhat by the proceeds of two evening lectures which were delivered in one of the public halls of the city. These lectures were free to the members of the institute; but other persons attending were charged an admission fee of twenty-five cents. Mr. Brown was not disappointed in the result. He has the satisfaction of having conducted one of the finest institutes ever held in the country, and of meeting the expenses of the same almost entirely from the receipts-a result largely due to his zealous, skillful management. George P. Brown, John Cooper, and Miss Brown, assisted in the work of instruction. We trust we may be pardoned if we add that "everything was done up brown."

CUYAHOGA CO. INSTITUTE.-Mr. Editor: For the information of your readers, I make a minute of the late session of the Cuyahoga County Teachers' Institute. The session was held at Berea, commencing the 4th and closing the 9th of the present month. The number of teachers in attendance was large. A considerable number were students of Baldwin University, the faculty of which institution gave efficient co-operation throughout. The laboring oars were in hands well able to handle them. Prof. A. Schuyler, J. H. Rhodes, and T. W. Harvey, were the principal instructors. The following was the programme of general lectures: Mathematical Geography—A. Schuyler; The Duties, Qualifications and Responsibilities of the Teacher-Wm. S. Wood; School Penalties-B. A. Hinsdale; The Ideal Teacher-J. H. Rhodes; Storms—T. W. Harvey. The following resolution was adopted:

Resolved, That we heartily approve the action of the Ohio State Teachers' Association in reference to petitioning the State Legislature for an appropriation for the establishment of a State normal school, and the organization and support of district and county institutes.

It is due to Prof. R. W. Seager to say, that his instruction in music added much to the interest and profit of the institute. B. A. HINSDALE, Sec'y.

CLEVELAND, Nov. 20, 1866.

SUMMIT COUNty Institute.-The annual session of this institute was held at Akron during the five days commencing Oct. 29th. The exercises were under the direction of I. P. Hole, Sup't of the Akron Schools, and were eminently professional and practical in their character. Mr. Hole was ably assisted by T. W. Harvey, of Painesville, who gave instruction in arithmetic, geography, and the theory and practice of teaching. Evening lectures were given by Pres. H. L. Hitchcock, of Western Reserve College, Hon. Anson Smyth, of Cleveland, Rev. Carlos Smith, of Akron, and Messrs. Hole and Harvey. About one hundred teachers were present. Thirty-three names were added to the MONTHLY'S subscription list.

PORTAGE COUNTY INSTITUTE.-The annual session of this institute was held at Ravenna the first week in September. When we state that the county examiners were the committee of arrangements, we need not add that the institute was a success. The exercises were under the supervision of the writer, who was efficiently assisted in the work of instruction by Prof. T. E. Suliot, of Kent, I. P. Hole, of Akron, H. D. Smalley, of Randolph, and D. D. Pickett, of Ravenna. Pres. Hitchcock, Rev. E. E. Lamb, and Messrs. Hole and White gave evening lectures. The MONTHLY'S readers received re-inforcements, and excellent resolutions favoring, among other things, county supervision and agencies for professional improvement, were passed. We met here several early companions and friends, and revived goodly memories of our boyhood days.

TRUMBULL COUNTY INSTITUTE.-This institute which was held during the five days commencing Nov. 12th, was a decided success. One hundred and thirty teachers were in attendance. Instruction was given by Prof. Schuyler, of Berea, J. H. Rhodes, of Cleveland, W. D. Henkle, of Salem, H. U. Johnson, of Orwell, and the writer. The evening lectures were well attended. Gen. Garfield addressed the institute on Thursday afternoon in a very happy manner. He made one of the finest off-hand efforts we have ever listened to. Among the resolutions adopted were those in favor of a national bureau of education, a system of county supervision, and district normal institutes and a State normal school. The institute was the first held in the county for several years. It is proposed to hold another in the spring.

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