The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1890-09-06

cational literature can be made, and |
will be OF untold value, -
A short fe0ess followed, after which
Rev. DR.. Blaisdell followed in a pleasan
talk on schools and teaching in general
He urged that all teachers make them.
selves 30 well versed in matters pertain
ing TO schools that when they are con
suited on theSe mEtters they shall bt
shlo TO give an intelligent reply. Teach,
ers should thus be able to show that
they are acquainted with the work they
are doing. In this respect will the pro.
fsssion Of teaching be uplifted, and the
number Of competent teachers will bs
multiplied. Teachers must rememhe.
that j. is not only their privilege but
their duty to do these things. 1t ia their
duty to know their pupils. 1t is their
duty 70 gain their affections. What a
compliment 1t is to teacher TO have her
pupils says OF her, every hour ! spent
in her school was q delight" What a
mGnuEent 10 leave behind her after she
leaves the world. Make your pupils
feel and know that you care for them.
We can make for ourselves pleasyrea
here upon earth, and 9 rich s6ward In
the tinCdom to come, by using kind.
ness as we deal from day to day with
our pupils. There is no pupil 30 stub.
born but that it can be won by Kind
ness. .H
Tho doctor said he thanked God that
We lived in land in which the avenues
OF advancement are open to all, rich or
poor, high or low. How often can we
in our work put into the way OF advance
ment many who, were it not for us,
would never even know that way, much
less walk iu 1t. Let US then wake up to
what our possibilities as teachers are.
There should be more exprits de corps
among teachers and less iealous!y.
He congratulated the teachers OF
Wheeling on the position they occupy
In the community. lie knew how they
were respected, and he urged all TO make
themselved better. Ho paid glowing
tribute to the teachers oi'Wess Virginia.
pr, Payne followed and continued his
theme Of the previous days Of the differ.
ent values Of education. Reading is au
example OF the practical value. Deft,
ness and strength are the two iDgred.
iehts OF discipline. Eujoyment comes
from culture. A practical subject gives
US knowledge ior use: n disciplinary
subject gives us power; q culture subject
gives lib moral support and knowledge
for enjoyment. The mind should first
be disciplined, then 1t must be furnished
first for the utilities Of life and then for
its erjoyments. Some studies are for
the good they can do US, and some for
the good they do the mind in the way OF
giving it deltness, gkill and strength.
In answer to the question, what in.
struction he would give to boy who
knows be is to be miner, or laborer
Of some kind, he said he would give first
the instruction necessary to make him q
man, and then let special instruction
follow il necessary. The three culture
subjects OF the common school are geog.
raphy, history and literature. The main
purpose OF geography 10 to make US ac-
quaintanted with tho human race; Of
history to make rs acquainted with the
notable deeds OF the human race; OF
literature 10 make us acquainted with
the notable thoughts OF the human race.
These are the human studies. Arith.
metic, especially mental arithmetic, and
grammar, especially psrsing, are the two
disciplinary studies.
AFTERNOON.
Alter roll call DR.. Payne continued
He Arst made few remarks on the sub
ject Of parsing, in order, he said, to make
clear his position on the subject. Parsins
may be made good mental drill, or il
may be made good for nothing. parsinl
is not process OF guessing, but it is 1
process OF rigid reasoning. ClassiGca
ton depends upon comparisons. II
parsing we classify words-we compare
them with definition in the mind. In
order to parse well We must be able te
see the words at work in the sentence
see their use. True parsing is drill il
prohlematic reasoning, the kind OF rea
Bonipg uaed In the solution OF all the
problems Of life.
Continuing, tho Doctor said that tht
greatest problem Of education to-day il
whether we are TO educate child above
his environments, or educate him il
his environments. The public schoo
must settle this question. We mus
surely educate our children so that i
may be possible to arise above their en-
yirouments. This is the only countr,
in which this is the case. 1t is th,
blessed public school makes this posi-
bic. II there is boy in the lower STRAIT
Of society that has the elements OF th,
statesman in him, lei him be states
man, and ii one in the higher STRAIT
have base elements in him let him q
down TO the lower strata. The on!
hope for our country ia in tho publ
school. It Is the only way to get
Homogeneous citizenship from the he,
erogeneous mass OF people ot which ou
population is composed. There are flg
things In this world that every on
should have free access to-air, light
water, civil and religious liberty and ed
ucation. Universal intelligence is nee
essary for the public good, and 1t ca
only come from universal education
and this can only come through tn
public scheols; and there are those VII
will no. see their children properly edu
cated-then they can be compelled
send them. I He apprehended that thos
before him would SEQ compulsory eJr
cation in West Virginia. Tkeso are fou
elements Of a public school-(U unive
atty, (2) secondary or high schools, {:
common schools, (4) normal school
West Virginia has all these elenonl
except the requisite npmher OF hig
schools IA prehare ior the universit,
; He said be was surprised that the city
Wheeling was without a public hie
SCHOOL. - --.s'
Dr. ]. A. Myers, Superintendent
!, the Experiment Station OF the unive
; sity, being present, talked few mi
,, utea on the resources OF West Virgin
l and the rapidity with which they &
!. being developed. He spoke Of the wo
I deriul development OF the coal intere
t along the Upper Monongahela Vale
making the statement that there wou