Ellsworth American. [volume] (Ellsworth, Me.) 1855-current, 1857-10-23
WfpSEsDAy, A. NJ, Oct. eth.

K W ohD7N' C'i"hN.
WEDNESDAY, a. NJ, Oct 9TH.
Opening exercises as usual Prof.
! Chadbourne made some remarks on
beauty njoining upon the class CONSTANT
tly to ealtiTat, u love for the bcau.if ul,
Plants, for instance, are created for beau
ty as well as for utility; and W. may
! ascertain the object of thcir creation by
Observing the result of their cultivation
! Force of the expression strength and
beauty"
The reports for the pre- ceiing day
were then rea /, after which Prof. Burn
ham remarked that the instruction the
teachers receive here mus. be adapted to
the circumstances OF their several schools
and showed how to gain knowledge from
+, the experience of others.
Recess followed. after which Prof
Chaioournc asked the question, Do con-
functions ever connect words only: and
explained the manaer in which they con-
ncc,ei words as well as sentences
No necessity OF explaining ihi, to the
child. The good telcher knows what to
keep back. The second question was,
Is not proposition more important than
conjunction, because the last can b.
supplied by gesture The verb may
bc;supplied by gesture. Propositions
rot the most important. Third ques-
tion-Do propositions always show a
relation lithe verb and plr;iciples are
all excluded, they do. Some remarks
on the word sare. Fourth question
Would you employ monitors in school
government Never, if i, can possibly
be avoided.
The subject OF Grammar WAS then in
troduced, and the question ASKED, VIA,
is perfect definition: Ans. Anyttin :
described so that it shall be known ex.
elusive o: all other things Mode-lr
the leading clause OF sentence there
can be bat two words, the Indicative and
the Imperative. The several IN Il 5
defined The Suhjunciiye fo.m-Non'
use this alike. The Indicative form
better than the Sa5juactivc, except whcre
doubt or futurity is expressed, or in th'
use Of hypothesis. Tease-Three grand
divisions Of ime-prcsea:, past, and ia
,ure The several lenses defined.
Recess; after which Prof. Baraham
asked the following question. What is
to be dong with a pupil who cannot learn
the forms of the letters The organ OF
figure defective. Induce the child tc
study forms BY drawing letter, or figures
Sec ere his interest in this way and W.
find that there is no want Of ability
Iu.ere.t TIL child by ass 1ciatiny thing
that are little known with those bette
known. Give all due attention to any
defect in the da.partm N. OF mind, and
bestoW not too mica a.taat.)l on tat
for which the caill h, pr-dilession
The mind mas, b. well balaaeel. Tae I'M
/. a5natiye d rclsctive chill, an tbs
different m ,de oftreAtins each. ladigid-
uals their owa m2n,al architects. Tn
Imaginative mind has FAR less power c
concentration than the ref Give.
Is it possible to prevent all whispering
in school: Teachers all in maintaining
order, because order is no, a part o
their plan Let them show ;heir pupils
that every thing they ID is for the bcae-
fit of the school. T4c utility Of shor,
rccesses for the pupils to communicate
with each other.
.1r.tamet.c-T ain here is to brin.
oat the cducat.onal process. The con
ncction bc,we n the fualan 2atal por
tion of Arithmetic.
/, FractiJns- Fractions the result o
division, when III, dividend is les
than the dlysor. The value Of Frac
ton given by the kind Of parts, and tht
number Nothing new in Fractions. :
A Fraction in reference to itself IS a
unity; in rerer,n nee to some other um
Der, fraction. Multiplication ani Di.