Martinsburg herald. [volume] (Martinsburg, W. Va.) 1881-1920, 1893-08-05
I. Writing the substance of reading

| ?. Writing description of picture:
and stories based OH fiction.
| 3. Writing stories told or read by
the teacher.
4. Writing description by answering
! question.
! S. Writing business papers.
6 Original Series
1. Letters.
2. Description of known objects.
3. Narratives of personal expert
ence.
4. Description of journey--real OF
imaginary.
s. Biographical sketches.
E. Description of current events.
7. Discussion of themes.
| English Cyammay-This sentence
came upon the board
"The foot of slave, the heather never
stained, nor rocks that battlement the
hills profaned -; teachers had spry
time Analysing it.
lnhnitiveS were next i'll order, and
sentences in which infnitives were
used as adjectives were drawn from
the teachers. One that made the
smile go round was that offered by
Miss Irene Smith d" The Court House
is place Ito punish) teachers. We
were inclined to resent the sentiment
until we caught sight of that mis-
chievous imp that had plagued her
teachers years ago, dancing jig over
the advent of a joke iii Prof. Kimler' S
eye, and we too saw the fun in it and
laughed.
! Sentence No. was. A much Ito
be pitiedD man" Inlinitive used as
adjective is enclosed in parenthesis.
No. 8, "A greatly Ito be desired)
result"
Under infinitives used as adverbs
were 4" Wounds made by words are
hard to heal. eve are anxious to
see you" This fruit is good to eat. /"
81 bought the apples to sell"
Infinitives used as nouns were called
for and discussions followed up by
teachers, Mr.. Baxter being one of the
most conspicuous.
Participates were then handled in the
same manner, and at the close of the
lesson this sentence was put upon the
board as a perfect curiosity in COIL
struction and meaning "Him, Tu-
bal, named the Vulcan Of old times,
the sword and falchion their inventor
claim
Arithmetic now took the place of
grammar and Prof. Kinler explained
and simplified the teaching of percent
age by the use of comparison with
decimal and common fractions. He
does not believe in memorizing long
rules, but successfully teaches the pu-
pill to make his own rules. We could
not help noticing that Prof Kimler
who became so enthusiastic over every
other subject, became prosy and cold
while explaining arithmetic, and lost
his charming facial expression. Per
haps it was WEAKNESS, but we take it
that.arithmetic has less hold upon his
heartstrings than other branches
Prof Foulk recited with grand eff
feet the poem entitled, The Red,
White and Blue"
lfefh0d Of Teaching Elementary His
tory, Prof. Foultz. This is an acknowl-
edged epoch of children S rights and
they have a right not to be defrauded
of their time and energy. The teacher
i'll selecting material for language
work should take selections to which
pupils must listen, write out, copy,
correct, and recopy, and if ofno further
value than as mere language lesson,
pupils are really robbed of time and
energy Intelligent teachers, i'll these
times of utility, are searching for ma
terial that shall be of some value as a
factor in accommodating knowledge, or
for moral assimilation. Historical
items should be used for this purpose
whenever practicable. The story of
Achilles and Hector will not help a
boy to earn his living But it I'M
plants taste for literature and the
knowledge of these classic heroes to
whom reference is so often made which
will be indispensable. The story of
Cyrus the Great" in the hands of a
good teacher, may become a flash of
light on the broad historic field in
which he figured as hero. I.eonidas at
the Pass of Themopyle can be made a
lesson i'll courage, DEVOTION and pa
triotism. So also Horatius at the
Bridge will serve the same high aim.
Children will learn these lessons as
readily as they would learn a senseless
group of sentences, that express moth
ing worthy of remembrance. | would
divide the study of history into three
parts.
l. Stories from History-(a) told or
read to be reproduced as language
work. (0 Reading supplementary
facts and incidents.
?. Consecutive Reading of and out
lining Tor diagramiug) of History.
Objects to be attained-(a) To learn
course of events, discoveries, settle
ments, inventions, wars, etc. (6 To
induce thoughtful reading and to cul-
tivate taste for history (0 Fix some
date around which group important
events.
Topical study and recitation. Cal
Make it suggestive, i. e how did
America first become known to Euro
peans? (b Introduce methodical plan.
| (0 Induce children to gather informa-
ton from any and all sources. (dl
Derive lessons from events. () Use
review to group events into one con-
tinuous whole. % Use biographical
,I-a.Dt ., ,,a,,l, $500 -.