The Cambria freeman. [volume] (Ebensburg, Pa.) 1867-1938, 1875-01-22
Communications.
RETROSPECT OF THE TEACHERS INsTI-
TUTE.
iCOSCLUDRD.1

iCOSCLUDRD.1
John Mccormick gave an exposition OF Bar
rett inductivc Grammar. This work, unlike Q
most grammars in use, is not curnhcred with
unnecessary and aH biguous definitions, which
of this work is mathematical. or aig"braical.
The suthor gives a Table OF Relations and every
word in the table. Then to find what part OF
speech any word is, you cqtate it with "a word
mine that pound Of avoirdupols is pound
by cquating II with a round weight. For in
stance, take he sentence, The snow is white. y
You first nnalyze the sentence, thea give each
word its relation. The relation Of the" is 'the
sno" snow OF snow" snow is; of MS, us" SNOW
snow" cold day''-the first relation-thcrc-
fore the IAN adjec,ivc) STOW is'-'NAN walks
n0minatIve to .is:" snow Is'-"John IS"
ninth r,latiou,-thereforc. zig IA verb int tra nsi-
adjective. BY this arrangement the student is
enabled to determine 10 hat part OF speech
any word in language belong. by comparing it
that by teaching this method he could i,npart
pnbo seao nySs t of a: he
OF ordinary understanding i'll term of three
months.
"oRAL TEACHING"
received the attention of Mr.. Patterson, who
stated that scholars were Taught by means of
oral instruction when books wore few, and he
for one favored its adoption in schools
Some discussion followed Mr.. r. remarks, but
unavoidable circumstances prevented me from
henring IT, think however. that Mr.. p is on
the right track 1t is fact pa tent to ali close
observers that instruction given orally makes
a greater impression on the lind of the pupil
than rules committed to memory from a text
book. Then, again, to give oral instruction
presupposes a thorough knowledge of the SUBJ
Jects treated on the part or the teachers. This
would have IA tendency to elevate the profcs-
sion OF teaching by inducing those intending
to engage In this vocation to prepare them
selves tO meet the extra demands of capabiiity
to instruct orally. Mr.. P. evidently did not
mean, nor does the writer of this mean, that
oral teaching should he made a speciality only
that it be made OF to q 2reater eA tent than
IL has been hcretOfoTe.
Another effort worthy of notice was the lee
ture OF Mr.. KceGer on
ATTENTION"
This was Nr. h masterpiece, and it is need
less TO cay that il was listened to with marked
attention by all present. The lecture. display
ed much ability in the treatment of his su ject,
aud only regret that lack of time forbids me
giving II Synopsis OF his remarks for the benefit
OF your readers.
SUMMING UP.
Ic conclusion, permit me to say that the In
stitute was, in my opinion, productive of great
good. Much CT edit is due our efficient Cuuuty
superintendent, Mr. Chapman. for his uutriuy
Efforts TO make the Institute a success. Rev.
Mr.. Rc:nmund should also come in for "A large
snare OF thanks FOR his able aud we'll directed
efforts in behalf of education; and, last but
not ienst, those teachers who took prominent
part In the proceedings deserve u due mede of
praise. III tue many who kept aioor had mita-
ted the example OF those who took an active
part in the proceedings and had contribute ed
their mite, the Institute had been unsurpus,ed
and unsurpassabie.
Hoping that your readers will overlook the
of this hastily written sketch
and that they will consider only the will where
the deed is deficient, remain
Yours, truly, ONE OF tue MANY