The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1891-09-03

- SVI,JSSl Va lIIN pI t%llIiIlSI :
school, was taken up by Mr.. Morrison
This subject being OF great importance
was thoroughly discussed with the fact
that to begin right is great stride to.
wards success; and that to begin right
it is necessary to be systematic; and to
attain this end the children should be
formed, marched in, and seated by Sig
mails. That classes should be called up
and dismissed in like manner.
The second question, "Questions.
being now in order was taken up by
Mr.. Morrison who sugges ed that in u
recitation of thirty minutes, ten min
utes be given to preliminary questions,
that is to review of preceding lessons
and to facts leading up 10 the lesson of
the day, then fifteen minutes to stimu-
lative or Instructive questions that bear
on the days lesson, and five minutes to
examination questions, such questions
as will indicate to the teacher the eff
cheney Of his work.
He also suggested that vague or un-
anSwerable questions be not asked.
The Institute no" had the honor to
welcome one among the foremost lady
teachers Of the state, Miss Annie Bon
ham, of Columbia. 1t being now near
the closing hour the Institute ad-
journed till 8! o'clock Tuesday morn
ing.
On Tuesday morning we were pleased
to note an increase in the number of
teachers, the roll reaching3I
This morning we have Oh hand q
most excellent corps OF Institute work.
ers, to wit, Mr.. Morrison, Miss Bon
ham, Dr.. Joynes, and Mr.. Welch, of
Clemson College.
aud entered heartily into the work.
The only drawback was, that the time
allowed was too short for the excellent
talks made by the workers.
The first subject Oh the programme,
primary work, was assigned to Miss
Bonham.
In her own inimitable way, she inn
pressed it upon her hearers, that read
ing was the study of most importance
for little children; that a combined
method was most satisfactory; that
familiar words should first he taught,
that list should be kept for review
and to be able to tell when a word was
new; that we should show the object,
then give the name; that by printing
the name under the written name the
transition from script to print was
easy.
Later in the day as a continuation Of
primary work, Miss Bonnam showed
that the child learned new words by
memory aud by phonetic analogy; that
the child should be taught to read in
an intelligent manner from the very
first, that at least four reading lessons
per day should be given, and these not
over ten minutes in duration. The
second subject, arithmetic, was as
signed to Mr.. Welch.
Mr.. Welch began with the Least
Common Multiple and Greatest Com
mon Divisor and presented the subjects
in terse and lucid manner which cap
tured the assembled teachers and visi-
tors. Unfortunately the time was all
too short to get through the subject,
but we look forward with great pleas
ure to its continuance Tomorrow.
Mr.. Welch also began a most inter-
esting lecture on penmanship, showing
that every curve and right time used
in the formation of a letter was derived
from the ellipse.
The subject Of Higher English, En-
gliSh grammar, was assigned to DR..
Joynes. He held his audience in deep
est attention during his talks, and the
bell rang far too soon.
The lecture WAS eXelnplltied beauti-
fully by drawing on the blackboard.
Among other things he said that En-
glish grammar was not Indispensable;
that ground work was most important,
and the very best teachers should be
put in charge of primary work. The
most important study was reading.
Teach to read with the intellect and
soul; not only with the eye-enter into
the subject matter and feelings Of the
author.
DR.. Joynes also emphasized the fact
that spelling was most deplorably neg
Iected by the youth of the present day.
Later rs a continuation DR.. Joynes
said that English grammar did not
teach US how TO speak and write En-
gllsh correctly. 1t was only a guide;
We learn to speak by speaking, and
learn to write by writing. That gram
mar is disciplinary study. English
grammar is difficult to teach, because,
lst it is our mother tongue, 2nd be-
cause it is non-grammatical. The sem
tence is the unit of expression in En-
glish, the word in Latin. In Latin the
ending or uniform tells all about the
word. IN English we must know the
sentence TO get the meaning. All this
tie doctor proved in most satisfactory
manner. We could have listened much
longer with great pleasure and profit.
The subject of history, assigned to
Mr.. Morrison was ably presented.
He wrote down 25 Suggestions on the
board, which suggestions plainly iudica-
ted the course to be pursued in teaching
history. Historical study was divided
into three classes represented by three
circles, inner circle representing inbdi-
vidual his ory, the second circle, na-
tional; the third circle, philosophical
history. He stressed the use of relics
in connection with the event under
discussion in order to give increased in
te!e est; during the talk he used very apt
uISIoilSil IHSiuClIlS W IplltiSILC LIS
The hour fo' clasing having arrived
the Institute adjourned to meet at 8!
sharp tomorrow.
We came in on Wednesday morning
too late for the early work. Mr.. Welch
had arithmetic, and taking the no. 8
in Il lucid maunerits peculiar
properties.
This lecture was peculiarly interest
ing to all and brought out points which
must be OF great Service 70 teachers.
DR.. Joynes followed in a continua-
ton of his talks on higher Euglish. In
his clear and forceful manner he
showed that the English language, is
pre-emiuently an analytical language,
that the sentence is the unit Of thought
and hence Of expressions; that in ana
lying sentence we go from sentence
to phrase; from phrase to word;
after this analysis parsing may be used;
but do not mix up analysis and parsing.
In so doing We bring up many difficult
ties; some of which the language does
not answer as they are foreign to its
genius.
This method Of analysis is only fol-