The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1896-09-03
THE INSTITUTE.
The Second Day Rivalled the First
Day In Interest.
.MESSRS. GILBERT AND GORDY
worp Again Heart with pirannrc nnd
PROFIT al tho Largely Attended Institute.
Another Interesting Talk on United.
states History by DIR. Gordy- instruc.
tive 1'slk on Physical Culture by Mrs.
Jones-Aitogtthrr tho Institute Is u nc
cessful One.

The second day OF the Wheeling
teachers institute opened bright and
fair, and the teachers hastencd to be
In their places for the D o'clock roll
call. The proceedings OF the first day
were SO Interesting TINT all wishcd to
be ablo to catch every word that fell
from the lips OF the able instructors.
No, one could have been more accept
able than DR., Gordy, whose work OF
n year ago so cndcarcd him to the
Wheeling teachers, and all felt from
the very first words spoken by Profess
sOr Gilbert that ne was In every sense
an able educator and that no mistake
had been made In securing his services.
Miss Parsons needs no words Of ON
mendatlon. Her work has spoken and
still speaks for her better than any
thing SAID In her praise could speak.
At precisely 0 O'Clock the roll was
called. and very few did not answer to
their names, but nil came In soon after
Professor a. NJ. Stevenson led in pray
er.
After singing Nearer Ny God 10
Thee" Professor. Gilbert gave an cx-
cellent talk on Language" He began
by saying that the child is the centsr
around which everything revolves eduA
%catIonally. IN every curriculum Of study
we should seek to know just what ef-
feet 1t Will have on the destiny Of the
child. Language Is the multiplication
OF thought. All means OF expression
are language-even animals have some
mode OF expressing their feelings
hence have language. Language gets
Its value from the contents back OF II.
a worthy thought demands Il worthy
form OF expression. We have devoted
our time, heretofore. In the teaching OF
language TO the uacSsentials. All talk
of having one language Is folly. Shake
speare can never be fully understood In
French. nor can Voltaire be fully APP
preCiated In English. We think the
English language is the best In the
world and It Is 10 us: but the French
man thinks It dead and dull. and 1t Is
to him. 1t IS the thought In Shake
speare and in Tcnnyson that makes
them great poets. II Is the thought
that Is primary and language second
my Dul We III Jul NtuNllllN bCAlEAAAiS
reverse the order. We teach words
without meaning and pay no attention
10 the thought, II indeed. there be'any.
First, stimulate thought In the child.
Secondly, induce him to express It as
n whole. How to stimulate the child
Is TO get out OF his way Do not ham
per him with rules. The child should
be continually expressing himself. We
ourselves, are harnpered. We are afraid
to give the child n chance. We fear that
1t will get away from US. The child
must have freedom. Every lesson, in
n sense. should be q language lesson.
He should express himself in the very
best language at his command.
Quite n number OF questions were
asked the speaker, all % which were
readily and apparently satisfactorily
answered.
After n short recess and q song.
Miss Jones. OF GAINESVILLE. Ohio, was In
troduced. who spoke on the subject OF
Physical Culture" She called atten-
ton 10 the fact that many states OF
our union are so moving In the matter
that they compel physical r aiming by
law. at least in the city schools. She
read an article approving the position
that physical training Is q necessity,
and she also spoke interestingly on the
subject. She gave a great many cx-
crciSeS showing how she would teach
physical development.
DR.. GOrdy began his talk by
asking II we had ever heard
Of EdIson's marriage. When the
wedding day came the preacher was
there, the bride was there. but no Ed
isOn. They found him at his work: he
had forgotten Il was his wedding day.
He hurried from his working clothes
into bis getting married clothes. and
FASTENED TO the home just In time. File
told this story In order 10 get the at
tention of his audience SO they would
listen to his talk on "apperception." 1t
takes t~wc-fact0rs to fully understand
the term. 1t Is the bringing an OBJ
jectlve factor into relation with n sub
jectivc factor, already known. The doc
tors talk, although IN, I very dry
subject. proved 10 be 4 very interest
Ing one. He spoke more particularly
OF Authorizations. which are merely the
relation OF n right objective factor TO
the wrong subjective factor. or vice
versa. He alho spoke of %hypnotlsm.
which is on the same line. What has all
this TO do with teaching? Simply be-
cause 1t IL impossible to gain knowledge
by presenting an objective factor. " hen
there IL no subjective factor. After n
few remarks by Superintendent Andcr-
son, the institute adjourned until after
noon.
Afternoon Session.