Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1891-09-03
THE SECOND DAY.
TIE WHEELING INSTITUTE Has ANOTHER
ENTERTAINING SESSION.
Prof Gwynn Talks Upon Lissraturs-Aia Uarrl'
Zane One Of the Entertainers Of
tho Day-0thsr Features


held In the city. Wheeling has just
cause for pride, owing to the TACT tna'
! the work of the Institute is being done
almost entirely by her own teachers'
and that 1t is being done well was
clearly shown by the rapt attention
given to the speakers and the well de-
served praise that followed each. After
PRAYER led by Superintendent Anderson
and singing in which the whole schooi
Joined, the regular work OF the DAY
| began.
Prof. j. C. Gwynn, of Webster school,
occupied the first hour. His talk was
concerning literature. There are GER
tain objects to be kept in view in teach
ing literature, as indeed in all branches
of study. Primary objects, (d) TO
create a taste for good literature. (bl
To create an interest In the lives OF
authors. Secondary objects, (dl
Study of sentences, (b) Study OF
words. (c) Giving information about
things mentioned in the text. (d) 10
have the pupil read Understandings.
In reading classes, grammar, history, or
in fact any class you have, the opportu-
nifty of studying sentences and dlscov-
ering just how much the pupil under
stands of what he has read. Then again,
often the words employed are not those
in common use. All teachers know how
deficient children are in the definition
of words. TO illustrate, q passage from
"Bitter-Sweet" was read, taking up the
uncommon words that were found In it,
seeking the reason that suggested the
word. As rule children read without
getting picture of what they have
read, for the reason that they do not I'M
derstand the words. The imagination
must be cultivated; we cannot read with
understanding until we have a mental
picture before us of what has been
read.
Miss Reppeto, OF Webster school,
read a delightful paper telling Of the
beauties and resources of Chautauqua.
Miss Annie Smith, also Of Webster
school, read paper setting forth some
reasons for thinking it advisable to In
troduce the use of the pen earlier in the
ehild's school life. 1t is customary
through all the grades Of Division d to
use a pencil in writing. This is adviS-
able in the first several grades until the
child has an idea of the forms Of the
letters, but when pursued throughout
all the grades of the division it becomes
monotonous. Give him the pen, it is
something new, and the child takes a
fresh interest in writing. In the
school room, where harsh criticism is
more plentiful than praise, this method
of writing might not be so advantage
Gus, but If the teacher is persistent in
her efforts she will be amply repaid in
improved work of the pupils.
Miss Clohan, Of Clay, next enter
tanned the audience by a paper on
"Compostion," or more correctly ''Es-
say" as is meant in the school-room.
Genius is born, not made. To write
book that makes man noble, lifts him
higher is divine gift. There is GER
tain height, however, which we can all
strive to attain. Letter writing Is the
most important composition in the
school-room. How many, otherwise,
successful business men are unable to
write a respectable letter. How many
women really brilliant in society when
asked to express their thoughts in
writing refuse, knowing that there
their weakness lies. You all know the
letter of the past: 81 take my pen in
hand to let you know" etc. In try
ing to avoid this stereotyped
style, may we not have gone
to the other extreme and have
become too flippant? We must begin
in the lower grades-expect nothing
original-rather read something to
them; let it be reproduced. Pupils i'm
agine they must use an entirely differ
emit style of language. Follow nature
and you will develop natural, easy
style Of writing.
Miss Carrie Zane, of Clay school,
read the next paper, her subject being
Language" and the manner In which
it was handled showed the writer to be
thoroughly conversant with her subject.
Various methods for improving the
language of our pupils were advised.
Miss Emma Westwood, Of Webster
School, talked Of "Somc OF the difficult
ties which meet young teacher in her
work in the first ROOM" When the bell
rings next Monday morning some forty
or fifty children, led by the hand of
parent, sister, brother, older school
mate, or anyone who happens to be
handy, will enter the primary room Of
each school: What sort of children are
they? All sorts. The dainty child from
a loving, prosperous home; the child
from the poor, struggling, yet respect
able home. Oh! what a teacher should
greet those little ones at the door. If
in any room in the building experience,
wisdom, tact, and love are needed, ii is
here. What sort of room shall they
have? Down a few steps into the base
ment, a small room lighted by four or
five half windows, about three feet
square OF blackboard at the teachers
deSk-perhaps as much more In an I'M
desirable part OF the room? Not II the
primary teacher may choose, Oh! let
it be large and airy, for who are they
who love the free, pure air, sunshine,
and plenty of room il it be not these
little children?