The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1891-09-03
Tell their Fellow Teachers what
they think.
THE VERY PROFITABLE SESSION
ofthc City Teachers Institute Yester-
day.--The Members InstruCting one
Another.-.suggestivo and Helpful
Papers Read..Lccture last Night.

Superintendent Anderson, aftel max
ing some announcements, introduced
Principal ]. G. Gwynn, of Webster
school, who discussed the teaching OF
literature from his standpoint. While
admitting the necessity of examinations
in this as well as other branches, he
deplored the tendency of examinations
to circunscribc the work OF the teacher
and to interfere with Independent re-
search. A synopsis of his talk fol-
lows:
~ Primary objects q teaching literature are;
(bl To create an interest In the lives oil
authors
| I'D Secondary objects:
(a) The study ofsentenCes.
III The study Of words.
(cl Giving Information about things mention
cd in tine text.
Cdl To have pupils read uudertandingly.
All these divisions OF his subject were
fully illustrated by readings from the
poem "I3itter-sweet," in which he
found many words to explain to pupils.
and many passages the meanings OF
which it would be necessary TO make
clear to the young student.
Miss Mary Reppeto. one Of Prof.
Gwynn's corps OF teachers, in neat
paper described summer spent in at
tending school at Chautauqua, and
mentioned in detail the many advan.
tages that institution OF learning pos
sesses in the way OF afTording both in
straction and recreation to the teacher
wearied with the work OF the preced-
ing year.
Miss Lizzie C:ohan, principal Of Clay
school, was next on the programme,
choosing for her subject
COMPOSITION.
She dwelt particularly on the import
ance Of teaching children the art OF
letter writing. In former days it was
the custom to use stereotyped phrases
in correspondence that seem ludicrous
to us now, but in these latter times we
| 90 to the other extreme and fill our let
tiers with airy nothingness, sleek ex-
pressions utterly devoid OF meaning.
What we want Is to have our children
write sensible and legible letters, and
when We get letter OF friendship from
one Of them We are best pleased TO have
it tell all the lettle things that 90 to-
wards forming part OF the life OF the
sender. The so-called little things OF
life are whatwe enjoy most. Below the
grammar grades we cannot do much in
drawing out the pupils originality, but
we can pave the way for the future ex-
preston OF his thoughts, and perhaps
| Law the foundation for what may make
some OF the great writer's OF the coming
generation.
We must use common sense in teach
ing this subject; select subjects that
have an interest for the pupil and the
study Of which will give him practical
ideas OF life; and especially take care
that in writing compositions the pupil
be taught to compose thoughts largely
from his own vocabulary.
Miss Carrie Zane, Of Clay school, con-
tinuod the same line OF thought in
carefully written paper entitled
LANGUAGE,
in which she outlined some Of the
methods to be employed in teaching
this subject to children.
The teachers Joined in q song, and by
the bye, they do some very good sing
ing; after which Miss Annie Smith, an
other teacher from Webster school, dis.
cussed the propriety OF using pen and
ink in the highest grade OF division d.
or one year earlier than the present ar
rangement calls for, and came to the
conclusion from some reliable expert
ments she had been making that such
a change is desirable.
Miss Emma Westwood, who has had
years experience as schoolma'am,
recalled in u very interesting end anus
ing paper some OF the difficulties she
la6ored under the past term, and made
some pointed suggestions to the Board
OF Education in regard to the way q
school room should be furnished SO as
to make it complete and comfortable
institution for all concerned. Every
body else's experience seemed so SIM
liar to her own that all applauded
through very sympathy.
The gem Of the day in literary way
was paper entitled IA few school room
thoughts" read by Miss Virginia Hop
kins. One OF the points she maintained
is that schools would do more effective
work were there more special teachers,
one for geography, ono for composition,
and SO; and as proof Of her proposition
cited the fact that 1t is the specialists
who are doing the worlds best work,
and it is the skilled special teacher who
can render the most effective service in
the school room.
After song by Miss Missouri Has
tings,
SUPERINTENDENT II. n. MERIT,
OF steubcnville, was introduced, and
spoke on thesubje geography. There
is no reason, said he, why this branch
should be considered SO dry and hard
to teach. The teacher has so great a
fund OF information at hand, from
which she can draw for the purpose OF
enlivening the recitation and arousing
interest in the subject, that there is no
excuse for dull moment spent in this
study. The teacher who cannot cause
her pupils TO love geography for the
sake of what it teaches, has no business
in school room. The best way to i'm
part knowledge OF geography to be
ginners is to commence right at home
with them, and from the natural fea,
lures they can behold about them
gradually unfold the whole subject BY
proper play upon their imagination. A
large part Of the pupils time should be
devouted to the study OF his own
country, for obvious reasons.
Prof Mertz then proceeded to give in