The Abbeville messenger. (Abbeville, S.C.) 1884-1887, 1885-07-29

Practice in the school room--Oncning and
closing Conducting II recitation-Art of Sc
curing nttcntion--Art of quesiiuning-Art of
impressing-Mcmory Value of
blackboards-Easy and monotnous exercises
vs.difiicult and varied cxercisvs-Power of
learning vs.. thing learned.
This topic was interestingly discussed
by Mcssrs. McGee, Lomax. d. r. Pen
ney, A. l.. Blake and Prof. Wm. Hood,
after which the Institute adjourned to
meet ut 8 o'clock, p. H., to hear an adj
dress by Prof. w. w. Duncan, of
Wot!ord College.
EVENING SESSION.
About half-past seven O'Clock the
clouds began to gather and everything
looked as il a storm was brewing, and
this continued until about half past
eight when Il slight rain began to fall.
Notwithstanding the threatening APP
pcarancc Of the elements, n g0odly
number Of our citizens, and the teach
crS en- maSsc, came ont to the Court
House to hear the address Of Prof.
Duncan and we'll were they repaid for
SO doing.
Professor Duncan's address was a no
bic plea for education in general and
~ III pal llCuLII. 10 JD-
prcciatc Prof. Duncan'S lecture, one had
to hear it from the lips of the speaker.
No synopsis could do it Justice and we
refrain from attempting it. 10 the re-
greet Of all Prof. Duncan had to leave
Abbeville Immediately after his lecture,
having been called to Ncwberry by
telegram.
FRIDAY.
Prof. Hodges, after the Institute was
called to order, said there were so many
subjects full. Of interest in some of the
topics Of the day before. which had not
been touched on, that he felt something
ought to be said about them. lie spoke
then Of the arrangement Of the school
room, and quoted statistics showing O
large per cent of the children had de-
fect've eyes on account of the improper
arrangement of the light Of the school
room. Children, he said, should never
study facing the light. Mr.. Hodges
took up all the subjects under the topic,
Organization Of School," anil in a clear
concise manner gave the members; o.
the Institute the benefit of his OK
perience and practice.
After Mr.. Hodges closed his remarks
Prof.. S. =. Boozcr was introduced TO the
Institute and took up the following
topic:
Grammar -Analy sis-Parsing - Diagram
ming-Camposition, when to begin and how
Practice VI. theory---Placc in the curr,cu.
lum--Te1t books.
Mr.. Boozcr handled his subject we'll
advancing some capital ideas. He said
his experience with children in writing
compositions was constant practice
He thought it n good plan to make
them write several times on the same
subject, and call attention to the i'm,
provcment each time. 70 appreciate
grammar, one must also appreciate mu.
sic and poetry. Mr.. Boozcr discussed
the different parts Of speech, showing
their Importance and relative value in q
sentence. He referred to the adjective
as the queen of the parts of speech
The speaker was not much in favor o
textbooks, but granted that the rra,iing
Of the books Of those who uSci the
best English, was a capital plan Of learn.
Ing grammar. Mr.. Boozer then tbs.
su$Scd what he considered very com
mon grammatical mistakes. Tie al.
dress was n very pleasant aud instruct.
ire one, containing many beautiful fig,
urcS and SMILES.
Prof. n. o. Piles demonstrated In,
method Of Touching reading by the chart
and showed to many it's value as all nit
in inStructing small children.
The following is a part Of M Bcnct's
instructive remarks :
"The English Reading ! essen" wa.
the subject Of Mr.. Rrnct's remarks
He said he did not intend to deliver NJ
address. but he would endeavor to tall
the teachers Of the Institute as Il teach
or talks to mis- pupils, az he tried to tall
to his schoolhoys when he was a school
master. This was his understanding o
the kind Of work proper to a Norma
Institute. and Therefore he would FOR tn,
time being regard himself rs n t~cacl,c,
in II classroom with the English elias,
before him, the members Of the lnsti
tute being his pupils. -
The reading lesson he said was too Of
ten a humdrum ~lifeless task weariSonic t,
the teacher and profitless to the pupil
whereas it ought to be and could b.
made the most entertaining aud valuabl,
lesson Of the day, and means of y thor
ouyh study OF the English Language.
TO Illustrate, Mr.. B"net wrote on tn
black board the following stanza from
Grny's Elegy:
The applause OF listening Scnates to com
mand,
The threats Of pain and ruin to dcxpi-c,
To scatter plenty DER u smiling land,
Aud read their history in u nations. eycs,
Their lot forbade.
The tcaNher he said. should CAREFUL,
read the lesson aloud to his pup,is,. ma
king then mark in pencil the rhetorical
pauscS, which in this Stanza would fal
after "Senatrs." 'ruin" and["Montv,'
such pauses being often of sie&c value
in bringing out the mcaa2,s than tn.
printed punctuation. I~;class SHOULD
then read the lesson a1gsoycthcr. noting
the pcncilled and p1&9cd panscs; AMI
then each pul il stigma read a part Of i
The teacher should also make his pu.
pills un~derlhe"with pencil thirty or for.
ty words N each days lesson, MS n lessor
,fin the definition and derivation o.
words. These should be written by the