News and citizen. [volume] (Morrisville, Vt. ;) 1881-current, 1883-03-08

/ =
Give short lessons, not over page
and take part of each lesson in d.
rnctino the attention Of the class to
the text. Require them to give some
idea Of it either the day of the reading
or the following. In this way alone
will YOU hope to bring your classes up
to GOOD reading, than which there IS
no greater accomplishment, no higher
art.
The afternoon session opened with
some remarks upon the subject OF
geography by Miss Hickoll followed
nv Rev. Mr.. Emerson. Geography
to be taught successfully must be
taught largely by means Of assocla-
tion and Illustration. In this way
YOU will relieve the memory OF an eN-
ira and useless burden and make
what is otherwise a dull study IN
terestinc. In the primary class es-
peciallv let the text book be subordl-
nate to everyday talks with your
scholars. illustrating the lesson
by familiar things and places about
home. The school district is NINA
tprn state and the waterfall Is the
little stream beside the school house
the mighty Niagara on small scale
Rev. Mi. Bowen gave some Valua-
bile suggestions regarding the SUBJECT
of morals in our schools. The basis OF
ali morality is Gods law and, II NOR
ais are rightly inculcated, it must be
with . due reverence for God and his
commandments. Rev. Mr.. Emerson
thouoht that the morals OF our schools
would be greatly improved by more
extended use of the published text
books upon this subject in the school
room but above all by an improved
moral tone in our homes. The school
is in more ways than one the reflex OF
the home. Make the home what 1t
should be and there will be less trou-
BILE in the school.
Pref. Hulburd opened discussion
upon grammar, in which he was fol-
lowed by Prof. Conant and others. 1t
was agreed that the system OF teaching
grammar, as used III Reed 4 Kellogg
| text books is far in advance of the
methods in vogue ten years ago.
Grammar as now taught is not so
much science of words as Of language
There is more of analysis - ard Is
svntaX. The sentence is viewed not
as q structure Of words, but of ele.
ments of which there can be but five
in any sentence, though it reach from
the top to the bottom of the page
viz, two principal elements, the sub
iect and the predicate and three sub,
ordinate elements, the adjective, the
adverb and the object. Analysis Is
less complex than parsing. 1t deals
/ with the thought clements Of the sen
tence, elements concrete by nature
and hence more readily seized upon by
the Young mind. 1t is naturally frs
| in the order of grammatical instruction
! Analysis first, parsing afterward. /
is not many years since parsing in al
its minutia engrossed great part o
the time allotted to grammar. 1t wa:
the first thing and the last thing. !
was carried too far. Parsing SHOULD
have its place, but not all the place
When the scholar has become suffi
ciently proficient in analysis by tn
= aid of the diagram or other
. wise, as seems best in the judgmen
I of the teacher, let him study til
| | sentence more infinitely in all the vari
4 Gus accidents OF the different parts c
n speech. Let him parse. Parsing,
t rightly viewed, is an aid to analyst
), in the study of languages. 1t Is nc
/. the principal thing. If so treated til
l. best results are not obtained. ParS
y ing is not necessary to the intelliger
/ reading of book; without analys
/ either consciously or unconscious
o made, there can be no right comprt
T. heEsiOn of the simplest sentence
Le Parsing never rises above the acc
: dents of words; analysis runs alor
the framework Of the sentence al
leads up to the authors thought.
a teaching grammar always bear in mil
d that the desire of the scholar is to ga
/ the best understanding Of lang'tag
= not Of lc0rd infection, in the least tin
a and that your work is to meet tn
- desire.
e Remarks upon the subject Of histo
}. were made by II. NJ. Mcfarland,
: which he was followed by Prof. Co
- ant and DR.. Bliss. History is en-
0 nently a study Of cause and effect al
= it must be taught as such if taug
= successfully. There is no fact in Il
n record of human action but reach
ia back to its causes and points fOrwa
to it's effects. TO trace these lines
: the teachers duty. If he fails to {
it, he fails to teach history. la
the scholar recite topicalIy. Ask fe
leading questions. Connect as MAJ
u facts as possible. 1t is no more wO
- TO move q string with fifty beads tn;
/ with one. Ask for few dates and a
Il sociate those few as far as you may
l II able. The skirmish at Lexington, Il
"a firing upon Massachusetts troops
the streets of Baltimore, the bOmbar
IL ment of Fort Sumter, the assassin
= tiCn Of Pres. Lincoln, all occurred
y the month of April.
Under the head of "schOol COVER
" ment" Prof. Conant said that
" should be very careful about forbi
u ding whispering in schools. To 70
bid it often brings a greater evil ths
to permit it under regulations. New
g attempt to control whispering by
If SYSTEM Of marking which is influence
II in any way by the responses OF Il
o scholars. The temptation is too gfea
/ Place no such temptation before the
s either i'll this or in any other wa.
+ Rev. Mr.. Emerson thought that Il
e offering Of rewards in schools Is OttC
It 2 good. The giving Of merits IS rig
= incentive among the smaller one
& Frequently it is necessary to DO som
thing to arouse q scholar 10 actlylt,
This something is often a book or sO4
other small gift, large in the eyes
e the class. Whenever a reward IS
o fercd, be careful to put it upon SON
n basis that will rot exclude some poo
i er or less fortunate scholar from IL
D competition. Such q course, beside
being unjust on your part, woul