The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1891-09-17

oai! noI oe reproduced OIL paper. The
address closed all TOO soon.
Friday morning was ushered in with
heavy rain, but not sufficiently heavy
to danpen the ardor of the teachers-
quite number being present. The ex-
ercIses were opened with prayer by
Director Morrison.
Inc flrSt subject, spelling, was taken
up by the director and the following
suggestions placed upon the blackboard,
viz: =
!. Correct errors when made.
:. Teach by groups.
3. Spelling bees.
!. Word, part OF speech, definition.
). Spell backwards.
e. Keep list of common errors.
:. Written spelling.
s. Spelling in concert.
8. Letter about.
10. By syllable.
II. "A'' pronounce, "B" spell.
u. Teacher furnish phonics, pupils
letters.
j.. At close of History or Geography
| call for difficult words.
II. "A' spells all words, Others note
: errors.
ID. Look for errors in poorly edited
newspapers.
l6. Introduce like sounded words.
II. Use names of class of subjects
as elephant, etc.
AS each Of the above was written
! down. Director Morrison gave reason
| for the -se Of it, and used examples to
httingly exemplify same.
| Dir Invpac tnol- ~, fh,
sion and called special attention TO
written spelling. This he said trained
the eye and developed the child along
the line Of 'form." Many words by
their sound did not give any hint as o
the letter used, and if one knew he
form, one would at once detect the
error, a. g. Lessen, lesson. Mortal,
pistol, axle. He said bad spelling was
so Inherent 21d so universal that we
should fight it as we would fight the
devil.
The Doctor also stressed distinctness
Of articulation as great help to SPELL
ing, fol instance, if''steady'and'' study"
were spoken in slipshod, slovenly
manner we could not tell what to
spell.
Mr.. Welch also gave good reasons,
based on Psychological facts, why
form" should be stressed.
The next subject reached was Higher
English, assigned to Dr.. Joynes.
The Doctor in his former talks had
done all that could be expected of him
in so short time. Beside teaching
many valuable facts, he had set the
people to thinking. He now took pars-.
ing. After few preliminary remarks
on analysis, leading up to parsing he
placed the following on the blackboard,
viz:
DIFFICULTIES IN ENGLISH PARSING.
Parse the English idiom without sub.
stitution, omission or addition, except
in case of ellipsis.
Supply what is clearly implied.
Equivalence is not identity-sacred-
ness of idiom.
Transfer or adaptation of parts of
speech.
TheDoctor emphasized the fact that We
must parse what we see. When we meet
difficulty do not hit it on the head
with hammer, and substitute some
thing else and fondly believe the diff
Guilty solyed-it is not so-you have dis
posed Of the difficulty, but not scientifi-
cally. 1t is there still. When you
transpose and substitute you do violence
to tie genius Of the mother tongue.
Her idiom is torn to pieces. And this
is something no one should do. Treat
our mother tongue reverently as we
would our mother after the flesh. The
Doctor took list OF sentences which
he had selected to exemplify this work
and I think satisfied the audience.
The great interest taken in his
talks and the questions put to him
showed that be had most successfully
aroused enthusiasm. Several knotty
questions were asked him, but these
he answered in a most satisfactory
! manner. His reasoning was clear,
logical, forcible, convincing. One Of
the main points of discussion was the
use of a conjunction as subject. lam
sure the Doctor made this 50 plain that
"he who runs may read"
At the close of his talk DR.. Joynes
gave the names of three books; also the
address Of the publishers. These books
especially the first and second, he re-
commended to the teachers. They are
as follows:
English in preparatory schools Huff
cutt) 25c. English IN the schools
(Wcodward) 25c.-D. c. Heath & Co.,
Boston. Lessons in linguistic methods
tLaure) Mcmillan & Co., \. Y.
Miss Bonham followed DR.. Joynes
with talk on numbers. This was
very interesting, and gave the teachers
many new ideas. Miss Bonhain stressed
the fact that we must not push too fast.
Let the child have time, endeavor TO
get the natural expression from the
child. TO force the mind is 10 inJure
it.
Mr.. Welch followed Miss Bonham on
repetends. His motto is stick to priu-
ciples.n Mr.. WEIGH had just gotten
warmed up to his work when his time
expired. He had just reached the
magic No. 8. TIE repetend maker. We
were very sorry find that the time to
ci 1se the institute had arrived. itseems
to us one week is too short for this i'm
porta1t work. We just begin to receive
the benefits, and are in 4 condition to
obtain lasting good when the time to
close is upou US. Especial thanks are
due the able faculty for their untlrlng
zeal and efficient work. And to the
State Superintendent of Education, Mr..
Mayfield tor his interest and efforts in
our behalf. Too much cOiumendation
and thanks can not be bestowed upon
our energetic and efficieutCountySchooi
Commissioner for his untlrlug efforts
in behalf of the teachers and the cause
of education. To the hospitabie people
of Newberry the teachers are indebted
for their kind consideration. We be-
lieve the cause Of education can in no
way be better fos,ered than by Insti-
tutes, and we would impress upon all
teachers the necessity of attending
these wherever they can he reached.
The teacher who wishes to succeed
must be abreast the times IN methods
and in all that pertains TO pedagogics.
We learn all these at Institutes.
PEDAGoGUE.
l.oo,> I,aorS fro,I, fur.,iDO