Daily Republican., 1880-11-06
TEACHEns INSTITUTE.
The Exercises OF the Third Days
Session OF the County Teachers
In the Delaware College.

0 opened with prayer by Professor MackJ
after which Superintendent GrovsI
read the following appointments:
Vice Prssidsnts-Dr. W. II. Purnell
8 J. +. Mclaughlin.
Al Assistant Sscrstaries--D. b. Jonst
and Mira Julia W. Ellison.
Committee on Resolutions-R. r. May,
Miss l.. D. Hopes and H. J. Killpat.
rick
, Enrolment Committse-W. X. Da.
ker aud Misses Johnston and Mary A.
Burgnsr.
An essay on "The Situation" q gen.
eral review OF the social condition OF
the United States, was read by 4. G..
Mote, OF Christiana.
Prof Porter resumed his lecture on
arithmetic. He would make instrue
tion In this branch eminently practical.
He would make the principles OF ths
science so familiar that they can be sp-
piled In practical life. He would have
fractions taught before compound mum
hers, as the latter often embrace frac-
tions.
Professor Geo. l.. Maris, OF West
Chester, resumed his lecture ON gram
mar. Case was the particular topic.
In concluding he discussed the practi-
cal advantages OF grammatical studies.
II is specially advantageous as . train
ing for the judgment. The immediate
advantage OF language lessonsis great,
but the lecturer thought not q single
work on language lessons extant, Is
worthless.
An essay on "Teachers' Iustltu ts"
was read by A. D Harrington Of Odessa.
In 1889, Henry Barnard ofConn scticut,
originated the idea Of the teachers in,
stituts. These meetings are the only
meaus Of forming effective teachers or
ganizations and the only means Of
thorough exchange osideas on practical
school work. II teachers go back from
the institute better prepared for school
work, the result Is worth the time and
trouble, but If such Is not the case,
there Is reason for complaint on the
part OF the parents. He thought that
the teachings Of the institute should be
directed less 10 theory and more to
practical school work. He endeavored
to show four things--the essential me-
cessity Of education, the peculiar Ad
vantage OF public schools 10 this end,
the fact that the inGtitute Is but an Ad-
junct to school work, and that these
meetings may be made either very val. |
liable or practically worthless.
Rev. John France referred to Della
wares public schools 80 years ago,
when there were masters instead of
tecahers, the rod instead OF kindness.
He was glad to hail the progress so
evident in Delaware's public school
system. He congratulated the school
board and especially the supsrintsn.
dent upon this progress.
The supsrentlndsnt In reply thank
cd Mr.. France for the compliment, and
said IL belonged rather to teachers than
to himself.
Mr.. Maris, too, thought that Della
ware Is making very rapid strides In
education. He did not believe that
the teachers here are bshind those Of
Chester county, Pa. This was the feel
ing without as vel as within the
5 late.
AFTERNOON SESSION.
Prefe; 70. Nar's lectured on gramati-
icll analysis. lie showed a method OF
indicating the divisions OF sentences by
and applied to ananlysis
some of the syn'actical principles he
had taught Thursday and yesterday
He anralyzs q variety OF
simple sentences, apparently ignoring
the distinction usually made Of COM {
pound sentences. Preceding then to
The complex sentence, he talked for q
lew minutes upon that subject and
hen went on to the participle. Ths
rue psrtioiple, he thought, must be
construed either as noun or an ad jsc- ,
i've, with single exception.
Miss 4. D. Frazer, of Wilmington,
read an essay on Language Lessons
'or Children" She would have the
eacher tone up the child's system by
1ealthful oral lessons. Teach the
,hild to think, and what he thinks
observe, and speak Of what he sees.
Teach small children to move the mem. {
oers Of the body and describe them. O
let an interesting object and have Q
.hsm tell all they know about it
Drill in sentences that correct common
,rrors. Have the children look at
pictures In books and call on each
,hild to describe what is going on in |
he picture. Read to children. Show t
,hildrsn good, not evil, even for the 6
'ake Of teaching q moral. Have chill v
lrsn always express themselves. The |
mental bread ia Written language. She J
would teach children the capital let b
ers first by printing them on the b
,oari. '
A very good lesson may be improvis- D
d by drawing picture and evolving @
lstural stories from the objects in the a
'icture. Ia these lessons special atten- o
ion is given to inf ,ctien. To widen Il
he child's vocabulary write a column p
I words on the board and have them
ronounosd, spelled and defined, II the
Ast is necessary. The children then
upy the words on the slate and hunt +
hem out in readers or spelling books. It
the words are spelled, and u
fterward the lesson containing the Y
'ords is read, expression being then u
n object Of special attention, Have a II
eading lesson read and re.read until it P
we'll read. Avoid questions that may d
. answered by a mere yes or no. En- IL
,urage the pupil to commit to memory cl
ne selections, such as they can appre- u
late. u
Professor Novel; thought children Of
ON to l6 should be taught to see ei
nd say, the latter first, orally, and az
,rward, written. He objected TO prin-