Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1893-08-05
THURSDAY.

piSSSiNC style, lOoh up tHC oupJSSi VI
History, considering it under the fol-
lowing heads
(a) The History of Peace. ~ Boun-
diaries of United States in 1884 1904
1920; 1850. (o Development of in
dustries, science, literature and art.
ID Current Events. To illustrate, he
drew black board map Of the United
States and showed the extent, and
position in outline of original colonies,
1888. Spanish cession, 1873; the
Northwest Territory, French cession.
1903 treaty with England, cession,
in the Northwest, 1916 first Mexican
cession, I84S; Gardsden purchase.
1858.
And after telling a playful and ap-
propriate anecdote about Yankee
ingenuity in the development
of the mining industry, he left the
floor to make room for the lecture
on Civil Government. by Prof. Foulk,
which was Of great length. but han
died it such a way as to hold the
attention. Interest did not flag in
following the artistic speaker through
all the winding paths that lead from
the main heads, which were:
l. The relation to the nation.
2. Object-(a) Repressive. (D Pro-
gressive.
5. Origin-Society. the natural
state of man. Ordained of God.
f. Kinds-(a) Nolnadic. (b) Patri-
archal. (O Theoracy. (dD Monarchy
with its subdivisions lie, absolute,
limited, elective, hereditary (e) De-
mocracy, pure and republican.
The startling ignorance of the mas
ses in regard to our Government is
embodied in the schoolboy's answer
to What is the Constitution p viz
That part of the history that is never
( read and of no service whatever.
The boy of to-day becomes the
man OF tomorrow, and how can we
make loyal citizens out of boys who
have never had their attention called
to the importance of knowing some
thing about our government The
law requiring Civil Government to be
taught in the public schools is step
in the right direction. 1t will en-
tighten the masses and will make
loyal men and women of the boys and
girls of to-day; into whose hands we
older ones need not fear to place the
affairs of state and nation.
A short time was now taken up by
requiring the teachers present to
answer the following questions
"What are the executive Offices of the
government of West Virginia; what is
the Supreme Court; number of judges;
how elected; duties of court; I.egisla-
tive department, how many members
in the Senate; length of session; how
extended ?"
Bookkeeping, by Prof Foulk, was
next in order, and the great bug-bear
taken up and handled over and hewn
and Clipped till Invested of its terrors,
for nothing remained but the simplest
form of single entry to be taught to
pupils in ungraded schools.
Next followed The Teachers Duty,
Prof Kimler:
1. Duty to himself 2. Duty to his
pupils, 3. Duty to Society. 4. Duty
to his fellow teachers. S. Duty to
his country.
This lecture in importance was sec
ond to none given at the Institute.
Prof. Kimler says: My first duty is
to know myself l must not wear
mask. Pupils are quick to unmask
and to find what lies behind it. III have
weak point they will be the first to
discover it. If ain assuming a false
position, they will be quick to find
out the deception practiced upon them
and will remove and withhold their
love, and confidence, and respect. A
teacher must not be harsh in his man
ner; teacher must be sacrificing;
his time must be wholly at the dis
posal of his pupils. He must be
wholly pure. "
To explain the feeling that should ex-
ist between scholar and teacher he said
" would think it strange if l should
meet my pupil and he would stink off
another way and try to avoid me.
should think it equally strange if my
pupil had some pleasure, some secret,
that was not shared with me When
ever teacher reaches point so high
above his pupil that he can no longer
sympathize with him in his joys and
SORROWS, in his aims, and hopes, and
fears that he can no longer enter into
childlife, he should leave the profession
of his own free will or be dragged out.
He is no longer fit to hold his place "
! Here followed lecture by the same
gentleman on Educational Statistics
under the divisions
1. Importance of statistics.
?. Our school statistics determine
our intellectual rank among the States
and Nations of the world.
/ J. Statistics are worthless unless
correct.
4. Teachers and school officers
duties as to statistics.
/ s. The enumeration of school youth
should be absolutely correct, for it is
the basis upon which the State
school fund is distributed to the couu-
ties and districts of the State.
Mental arithmetic, by Prof Kimler
In this Importance of Mental Arith-
iuetic was impressed upon the teach
ers. The results are:
I. 1t gives culture TO the reasoning
faculties.
! 2. Cultivates power of attention.
). Gives culture to memory.