The Abbeville press and banner. [volume] (Abbeville, S.C.) 1869-1924, 1890-08-20

niShed to the patrons, ana IL IN
the numerical system is best SUI
purpose. By fractional parts Of tho
can more accurately give the diferenc
distinc ctions between the numbers OF .
tenn as advocated by some; For instance,
II, as in some schools, from to Is called
good, then, II I understand. several pupils
may range from to 9 and all be good, yet IN
reality no two may be on exactly the sa same ne
advance OF another.
For my part shall have to advocate the
continuance Of the numerical system, until
something that meets the demands more full
= - - N~ Mrs. M. E. Williams.
Miss Thomas was next to report. She ad.
vocated the abandonment OF the entire sys.
tenn. Her reasons were: l. Consumption oi
tPe Prof. Bssa paSe OF be short
structive talk on the system. He favored the
Mr.. ]. w. Thomson favored the plan Of see.
'ns ths sRs1 spoRs n of the
tenn.
AN IRIsHMAN's ANSWER.
No further remarks. the President called
for the. answers to questions found In the
query box.
TO the question, Is the sentence. "My father
has no child but ], correct?" Ianswer, "Whc
shall decide when doctors disagree"
j. w. THOMSON.
ARITHMETIC AND MENTAL DEVELOPMENT.
The Secretary did not catch in full the ques.
ton given to w. w. Bradley. 1t was essen.
TALLY this: "Should q child begin the study
Of arithmetic before there is sufficient men
tell. wv. Bradley.
TEACHING WAR AND HISTORY.
The questions handed To me for answer are
as follows:
j. What is the best plan Of teaching the
War Of Secession?
g. At what age should child begin the
study of History2
In the limited time have had at command
This war bears the same relation to general
history that any other war between members
of common government bears. 1t differs To
US only In the intense interest our teachers teachers
changed our political, social and industrial
systems. The only difference can conceive
between methods for teaching II, end any 9th
er war, Is that the causes, beginning, progress
teachers, either in the sad experiences O.
themselves, or sufferings OF parents and
friends related, until large number OF the
events are almost as familiar to them as they
would be II they had seen and felt 1t in theil
own persons. The text can, therefore, be ful
ly and Interestingly supplemented by almost
any teacher. Who that Is even OF little
age, say even thirty, does not remember tc
have seen the long lines Of marching soldiers
and tmay be, remembers the heavy roar o.
guns, and seen the wounded and dead. With
their memories and fresh traditions, class
can be held In almost breathless attention
Surely no one could want anything more
than Stephens history. a black b board, and the
inspiration every page imparts, to teach sue
cessfully this period Of our history.
I'd. In my Judgment child should begin
4 tcko k1o ~~n
pared readers have been finished. mean
that as soon as a child has learned to read
with some small amount OF intelligent com
prehension, has gotten the moral teachings
OF the narratives, fables, allegorles, and other
prepared and selected pieces, 1t should pass
into easy history. The learning OF reading
and facts would thus run parallel.
Respectfully submitted,
VIM. Hood.
On motion OF Prof Hood the report Of the
Committee on Constitution aud Bylaws was
kept over until our next annual meeting.
No further business, the Association ad
journed.