Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1885-12-24


those who cannotis the only difference be-
tween our civilization and barbarian.
studying our language leads to (.
POWER IN EXPRESSION
and correctness in expression.
The use of grammar is to lead US to
speak and write correctly, but it does not
do it, The rules laid down in grammar
will not enable me to write, but knowing
them will be able to see when / trans
press them. 1t is not astonishing when a
boy fails to determine to what part OF
speech o word belongs Sometimes the
best of US do likewise. So broad is the
field that it is difficult to determine what ia
most important Now, analysis is
An. EFFORT OF THE MIND.
SCHOOLS make mistake when they
throw out technical grammar. Shall we
have language lessons? Not by any means
We learn 10 do things by doing them, and
by that way alone. A child OF six years
comes into school. he then Is introduced
10 this natural world Of books. By giving
him language lessons you will increase his
power 10 express his thoughts. That ia
the object.
IN giving child
LANGUAGE LESSONS
il should first be required to give ora
sentences on objects Second, il should
write the same Third, oral sentences
on pictures. Fourth, write them
Fifth, it should combine
ill oRo.d IN nj q
10 teach punctuation without telling the
student what he is doing. Sixth, descrip
ton of actions performed. This assists
them to tell what they see correctly
Seventh, reproduction Of matter told OIL
read. We should pay special attention &c
this. Eighth, description of natural seen
cry. Ninth, topical treatment Of subjects
All this taught at length will not enable q
pupil to write an original composition
They learn to write compositions by writing
them. BY continuous writing they will tc
q great extent eliminate their own errors
The young msu or woman who grad
yates in our high schools without being
able to write correctly has made mistake
and a grievous one The plan have pro
posed, If followed out, will correct many o.
The existing evils.
pR. u. 4. NEWELL
followed with very interesting lecture on
reading, He said reading was either
mechanical, intellectual or emotional. Tb.
main purpose aud object of reading is &c
get the sense We want to cultivate the
power Of silent reading rather than that o.
oral. How to teach silent reading is the
question. Concert reading 10 the more ad
yanced classes is advisable.
DIR. JOHN HANCOCK
gave very valuable talk on arithmetic
He said: The stuty of arithmetic some
years ago occupied about four 6tths Of the
school term while Today it is about three
6ftbs. When shall we begin to teach it
Almost the frat day of the ohild's life
Always put examples TO the child that will
cause him to think and not spend time 20
ing over things that produce no develop
ment. Children ought 10 deal with con
crete numbers and with the abstract Ii
should be taught by analysis. Students
loose mental power by following a me
chanical method. Give them an originaI
problem every day, and make them ing,
NOUS 1t is the very dull boy and the brigh,
one nova days that has the hard time
Our present system Of educsti on tends
towards placing all on common level
Il should be otherwise
When Dr.. Hancock finished his remarks
It was 4;3O, and the Institute I'D journed
until p. N.
AT THE EVENING SESSION.
Hon. B. S. Morgan introduced DR.. New
ell as speaker Of The evening on the sub
i4ct; What l know about Teachers and
Teaching" Mr.. Morgan referred to the
speakers extended experience in the line
of teaching, and made his remarks quite
fitting to the occasion.
The speaker said; "a teacher should
have good physical health, 1t takes ten
times as much strength TO be good teach
er as farmer. A teacher must be armed
on every side if heis to succeed. Must know
every one, and be able to adapt himself 10
ell circumstances. BE has to deal not only
with the children and their parents
but with the school officials. And
this is not ell He must
deal with public opinion. You know
everybody in a community knows more
about running a SCHOOL than the teacher,
according to their view OF the matter.
Seeing what Ia required Of teacher, an
prepared 10 state that net more than two
out of every ten have
The NATURAL ABILITY
to teach successfully. But few people are
endowed With this rare faculty.
TescheFs recei7e EediouloqslY snail pay
for the amount Of work they do, and the
amount they are compelled to spend in
order to ct them for the work. The Pres
ident Of the Harvard College DOES not re-
olive as much money for his
services as the head cook in
some Of our Leading hotels. Any
horse jockey in one week on the track can
get more Eonsy tsaA g college professor
for q years work. Il Is an outrage that
our teachers are not paid more. In Viz
GINA and ir the Csrohnss q teacher in
attending Normsl school s;7 weeks is
compelled % spaad mere money than be
can make during the whole year teach
ing These expenses are necessarily
great They are compelled to dress we'll,
read the current literature and Of course
musa erjoY q ieE HOLIDAYS
Thege i
4AREEB DIFFERENCE
bstEeen the teachers OF twenty-five years
ago AMI those of to day. The rod was in
moro demand among the former. The
good teacher Of to day relies upon himself.
while in the clden time they relied 22oa
tue text looks fhs te{t book today IL
as seseaut aud not bis master.
Another difference Is fpeT ssasa 81 tbs
Of beginning young The Srst
four years is most important Let us haye
the pupil during ibis ssns tAes eas not
spoil him.
Teaching is potent factor in forming