The clarion. [volume] (Jackson, Miss.) 1883-1888, 1886-08-25
Lea Female College.

from the many excellent schools In tbs
State. The educational status OF Mi-sis
sippi il far ahead of its condition in III,
past, and the interest Of the people il deep.
ening and Sidening every year The gen.
erous encouragement Of THE CLARION has
done much in awakening tha; interest. The
schools have received courteous hearing
before the public.
Acting upon this generosity, one af the
most Southern schools in the State solicfts
litile space to show its work. II has oc-
CURED to me that il would be an excellent
plan 10 show occasionally the work actu
ally done, and how it Is done by thu
chools by their fruits, We shall know
them" is an excellent rule, both for school
and for morals.
Lea Female College enters upon its tenth
-e-@Iou On The 10Th day of September. IL
l. locat' at Summit, los miles from New
Orleans, and 10 miles from Jackson. 1t ir
IN the pine belt. Water is freestone
Health is remarkably good. Not death
among the STUDENT b9arders since its organ
gallon.
A glimpse Of the work done Boarders
spend Saturday morning until ii o'clock,
IN the study Hall, preparing lessons. The
remainder OF the day is devoted to letter
writing, and essay writing, and such work
a. may demand the attention of each young
lady. Each student il urged to adopt a
course OF reading for her leisure hours,
when not engaged in school duties. A re-
port OF the reading is made every Monday
morning.
The following will show the reading of a
young lady boarder during the past session:
Bancroft's History OF The United States,
vol. f; Cricket on the Hearth, by Dick
ems; The Gilded Age, by Clemens and War
ner Lily among Thorns, by Emma Mar
shall Macaulay's Essays on Queen Anne
aud her Favoriles; Oliver Goldsmith and
William Pitt Ferdinand and Isabella, vol.
4, by Prescott: George Eliot's Poetry and
Essays, by Rose f. Cleveland; Under the Lii
lacs, by l.. NJ. Alcott Macaulay's England,
70. l Choice Of Books, by Richardson,
and the Autocrat OF the Breakfast Table,
by Oliver Wendell Holmes. Some read
more, others less. The young lady whose
report is given lost seven days from school
On visit home. She wrote thirty essays
during the session, the number required,
covering about ninety pages of foolscap.
She had two extra studies, piano music,
and course in book keeping. She finish
ed eight setts in the latter, and presented
K
case, but fair sample of work
done. The young lady is not physically
strong, but industry rightly applied, with
a cheerful, happy disposition, will accom-
plish much.
But what is the character of the work
done The aim is to subordinate hearing
lessons TO instruelion-as far as possible
10 obtain general view of the text book.
nd han nd t.
English Grammar, for example, general
outline is given of It's two principal sub
lecls, Etymology and Syntax. Attention is
then directed 10 the important parts of
speech, the nonn aud the verb, which with
Ibe adjective are the most numerous in the
language. Those parts of speech that have
accidents are grouped TO
gel her, aud are explained until they are
The mere repeating defni-
ions and rules may constitute thorough
ness, but il il the poorest kind of thorough
ness. Ii is almost valueless for all the
nigh purposes of life. A few questions may
how the practical character OF the method
here roughly indicated. Why are there eight
parts OF speech in English grammar !?
How is personal pronoun distinguished
rom a relative? How many accidents are
common to the relative and the antecedent,
aud how are the accidents of the relative
determined What verbs alone can be
used in the active and the passive voice,
aud why ?. Why are the subjects and
Jredicates designated as grammatical and
osieal What are the five offices of the
and what four of the object
we Case What is The difference between
I restrictive relative and a cireumstantial
relative clause Why should verb agree
with its subject in number and person :?
When is the relative, that, only admissi-
Die in elegant writing
In mathematics, Il similar course is pur-
'ued. Reasons are required for every step
AIKEN few illustrations may be given
n the scivnce of numbers. Mr.. Clay has a
.hree fourtbs' interest in boat. The boat
Is valued at thirty five thousand dollars.
He sells to Mr. Jones two-ffths of his in
erest. What part did Mr.. Clay sell, and
now much money should he receive The
answer will be readily given by most
pupils that he sold six-twentieths but
lnless they have been taught with care
aot all will answer with certainty that this
,ix-twentieths is u part of the three
ourths value or the whole value, and
his distinction, small as it may seem, is
he important difference between thorough
-ote work and accurate knowledge. A
'orty-dollar school warrant is sold at a
discount of fifteen per cent. The purchaser
pays thirty-four dollars for the warrant
Does he make fifteen per cent, o. seven
,een and eleven-seventeenths per centum
IN his investment Which of these is the
rue answer, and why
In rhetoric, we do not commence with
,he first page, but we examine the main
divisions of the book, fix the definitions in
he memory, and obtain a general idea Of
he scope of the work. Then each divis
ON is studied in order and illustrated in
he most practical manner. The difference
between grammar and rhetoric as to their
,fhce is clearly drawn. What is the first
step. the second and the third In writing
an essay ? Every effort is made to apply
The principles OF rhetoric practically-to
remove vagueness. Students are dlscour-
aged in the use of abstract subjects, such
as honor, goodness and beauty. Nor are
they allowed to write on fragments OF
oetry, unless the idea therein contained IL
reduced to d. tinite theme, nor are they
allowed to write on general subjects and
IN subjects for which they have no time to
obtain material. The rule is that every
student writes on a theme-a fragment or
part of general subject. Instead OF
writing on character, our students are
Taught to write on the qualities OF an ex-
eellent character, or ON the detects OF
character. or on the value of a good char
acter. Instead of writing on railroads,
hey write on the advantages OF railroads.
Instead of writing on James A. Garfeid,
they wri,e on his boyhood stru giles. These
limited themes furnish more than ample
material for three or four pages OF ioolscap
paper. They en- able the student to learn
the meaning and tnrce OF UNITY
rhe same definiteness is observed IN the
).
This il glimpse Of our plan, and II
in all our work. 1t u practical--
IL has life in tit il fruit bearing
plan.
There ia much talk in our day OF thor
onghness in education yet there L thor
onghness of inanition thoroughneSs
which builds on the interrogation point
nhilo4ophy, in whose method, instruction
i reduced to the minimum lhen tnefs
! Z ,boronqhness whose foundation IL that
. a;s,anca Which lends enchantment to the
80 !, and i thoroughness which builds ON
and thoroughness based on
e pcy ideas. The dreamy hope latent In
-. ;daas Il that exfraneous surroundings
"a ,ba reputation of an institution, per-
hans well earned, is a substitute for ear
n.'ss cheerful application on the part OF
~ stndept Definiteness In me- hods Is OF
he almost Importance in any institution,
hat vigorous personal application reapss
he largest fruit from the best methods and
best advantages. CHAs. q. ofAHN-
Maternal Nature
Mrs Bluke visits Mrs james. taking
bar i;ttle bow with her. The boy COM
nsits mi, ali kinds Of depredations, and after
- i taken away Mrs james says: