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

FRIDAY morning Was ushered IN with
a heavy rain, but not sufficiently heavy
to dampen the ardor Of the teachers--
quite number being present. The ex-
eroises were opened with prayer by
Director Morrison.
The first subject, spelling, was taken
| up by the director 3nd the following
suggestions placed upon the blackboard,
viz:
!. Correct errors when made.
=. Teach by groups.
8. Spelling bees.
J. Word, part of speech, definition.
). Spell backwards.
&. Keep list Of common errors.
:. Written spelling.
S. Spelling in concert.
9. Letter about.
10. BY syllable.
II. "a" pronounce, "B' spell.
II. Teacher furnish phonics, pupils
letters,
IS. At close Of History or Geography
call for difficult words.
a. "a" spells all words, others note
,, errors.
Is. 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 use Of it, and used examples to
fit:ingly eXemplify same.
DR.. Joynes took part in the discus
sion and called special attention to
written spelling. This he said trained
the eye and developed the child along
the line Of "forln." Many words by
their sound did not give any hint as to
the letter used, aud if one knew the
form, one would at once detect the
error, a. 6. Lessen, lesson. Mortal,
pistol, axle. He said bad spelling was
so Inherent and so universal that we
should fight it as we would fight the
devil.
The Doctor also stressed distinctness
of articulation as a great help to SPELL
ing, for instance, f'ssteady"aud" 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 il 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 parslng 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 elipsis.
Supply what is clearly implied,
Equivalence is not ideutity--sacpd-
ness of idiom.
Transfer or adaptation Of parts Of
speech.
TheDoctor emphasized the fact that We
mus: parse what we see. When we meet
difficulty do not hit it on the head
| with hammer, and substitute some
thing else aud fondly believe the diff
Guilty solved-it is not so-you have dis
posed Of the difficulty, but not scientiti-
cally. It is there still. When you
trauspose and substitute you do violence
/ to the 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 a 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 he had most successfully
| aroused enthusiasm. Several knotty
questions wer. asked him, but these
| be answered in most satisfactory
manner. His reasoning was clear,
logical, forcble, convincing. One OF
the main points OF discussion was the
use of a conjunction as a subject. lam
sure the Doctor made this SO 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
(Woodwardl 25c.-D. C. Heath & Co.,
Boston. Lessons in linguistic methods
(Laure) Mcmillan s; Co., \. Y.
Miss Bonham followed DR.. Joynes
with talk on numbers. This WAS
very Interesting, and gave the teachers
many new ideas. Miss Bonham stressed
the fact that We must not push too fast.
Let the child have time, endeavor 10
get the natural expression from tie
child. To force the mind is to injure
it.
Mr.. Welch followed Miss Bonham on
repetendS. His motto Is stick to prln-
ciples." Mr.. Welch had just gotten
warmed up t. his work when his time
expired. He had just reached the
magic No. 8. The repetend maker. We
We're very sorry to find that the tlmeto
cl )se the Institute had arrived. ltseems
to us one week is too short for this lm-
portant work. We just begin to receive
| the benefits, ami are III a condition TO
obtain lasting good when the time to
close is upou US. Especial thanks are
due the able faculty for their uEtiring
zeal and efficient work. And to the
State Superintendent of Education, Mr..
Mayfield tor his interest and efforts IL
our behalf. Too much commendation
and thanks can not be bestowed upon
our energetica and ef!icieutConntySchool
Commissioner for his untlring efforts
in behalf of the teachers and the cause
of education. To the 'hospitable people
of Newoerry the teachers are indebted
for their kind consideration. We be-
lieve the cause of education can in no
way he better fostered than by lnstl.
tutes, and we would impress upon all
teachers the necessity Of attending
these wherever they can be reached.
The teacher who wishes to succeed
must be abreast the times III methods
and in all that pertains to pedagoglcs.
We learn all these at Institutes.
PEDAGOGUE.
To keep the beard from turning gray,