The Manning times. [volume] (Manning, Clarendon County, S.C.) 1884-current, 1888-08-09
TEACHERS INSTITUTE.

AlannlnG laSG MOO0ay, Will pray q
by Rev. Il. NJ. Mood. Mr.. S. A. Net
ties, of the county board Of ezamin
ers, then formally turned the institute
over to Principal ". S. Morrison
Prof. Morrison at once entered upor
his lecture, the subject of which wa:
fractions. Prof. Morrison then brief
~ took up the different rules in frac'
(tions, and showed the best plans O.
teaching them, urging upon teachers
the importance of doing their work
well and carefully, and of teaching ths
principles of explaining the work BY
object lessons, rather than having 6
child to commit to memory some diff
icult rule he does not understand
Let the child understand the princi
pie, before he attempts rule. Al
the close of the lecture an interesting
discussion was entered into on wheth.
er or not it was best to teach rules, OF
to allow the cEild to formulate his
own rules after he had learned the
principles. Prof. Morrison had but
little use for rules, and thought be
would be willing to have arithmetics
without rules.
DR.. E. S. Joynes took up his hall
hour in talking upon the great diff
Guilty of teaching English, owing to its
wants of grammatical forms. He
wrote the word Glove" on the board
showing that in itself it had no gram
matical life, but by its relations tc
other words it might assume many
grammatical forms. This was good
example to show the difficulties oi
studying English.
Prof. G. E. Stokes discussed the
subject of teaching reading, claiming
that the art of teaching reading was un-
questionably the most difficult to
teach. He presented objections to
the old style of teaching reading, the
A B c method. the phonetic method,
and the word method. He preferred
the objective word method. The
child learned to read by hearing the
word as a whole, and not by knowing
the integral value of the sounds of the
word. At the close of the lecture,
Prof. Morrison gave an instance of a
class of young negro children at a
State Normal in Columbia, who, in a
very short time, learned to read, sing,
&C., all by the objective word method.
This was in his opinion, the very best
method ofteaching reading. A ques-
ton was raised by DR.. Joynes why it
was that the young people of to-day
spelled so much worse than they did
a quarter of century ago, which
elected some discussion.
Prof. Morrison gave the following
words to the teachers to spell: Tran
quillity, infammatory, alpaca, &C
knowledgment, infringement, INSOFAR
able, indehble, deleble, intercede, su-
persede, halos, millennium, metallic,
contrariwise, tantalize, criticise, icenti-
ate, sacrilegious, nurnskull, tyrannical.
DR.. Joynes took up each Of the
| words, and annalized their spelling.
The institute then, after several an
nouncements, adjourned with the ben
ediction by Rev. A. Nettles.
A large and intelligent audience
/ assembled in the court house Mon
day evening to here Prof. Morrison
lecture on Familiar names in local
history" Prof. Morrison is fine
speaker, and has happy use Of Ian
guage that at once captivates his au-
dience. He gave interesting histor-
ical facts connected with many places
and names in South Carolina. Those
who failed to hear the lecture, missed
a valuable treat.
TUEsDAY-sECoSD DAY.
The institute was opened promptly
at $50 A. NJ, with prayer by Rev. H.
N. Mood.
Prof. Morrison gave the following
quotation, for the teachers to com
NIT to memory:
Thou must be true thyself,
If thou the truth wouldst teach:
Thy heart must overflow if thou
Another's heart wouldst reach.
It needs the overflow of heart
To give the lips full speech.
DR.. Joynes resumed his lecture on
English, directing attention to analy-
sis and parsing. Both were impor-
tant. A few years ago, attention was
directed mainly to parsing; now to
analysis. Entirely too little attention
is given to parsing, the analysis Of
words, and in consequence very few
OF our young people can intelligently
parse. We should combine the two
He treated of the sentence, subject
and predicate. The subject is that o.
which we speak, whether one or many
words, and the predicate is likewise
what is said, and nothing less is the
subject and predicate. No one wore
should be taken out and considered s
bare subject or bare predicate
but all the words showing of what
something is said, and including al