Evening journal., 1897-12-09
TEACHERS IN SESSION.

AVE A HOLIDAY AMI ENJOl /
4 WORDS OF WIT AND WISDOM AT
. THE SAME TIME.
The second days session Of the Insi-
lite began at 9.15 yesterday morning,
an. after which America" was sung.
r. Byron w. King began the days ex-
-cises with his address On Language
lie said chat slavery was not yet abOl-
she'd for those who go so unwillingly |
D their tasks day after day are the l
7orst slaves we have. He made few /
amarks on those who are pessimistic |
q their views, and always thinking |
hat things are not as they used TO be. |
Ie claims that things are far better 1
Ow than they were.
Nov" said DR.. King, 1--WE must sTug- |
le with signs at times to make cur
elves thoroughly understood. We
lust first thoroughly understand our
remise before trying to inculcate those /
ieas in others. We begin with names. i
What's in a name? He went on to |
ay that we would have a t0lerably |
cod language with Cnly nouns and
erbs. Nouns are inanimate, but verbs
lim.table, infinite and essential. Time
lays with nouns, but verbs play with
me. Language is inaccurate, as it
oes net give us sufficient power OF
xpression.
I'VE once almost worshiped Web
ter's unabridged with its $4,000
rords. But now, after fifty years, the
nglish are putting out a dictionary
iuh an increase of $50, 900 words. The
eacher should know more than the
ules of language to teach it. She
hou,d know the philosophy"
DR.. ElsOn gave ash0rt review of Tues
ay's lecture, asking the questions:
Which is preferable, liberty OF
nion?" The general reply is that they
an only exist together. The other
uestion was: "Why did the North
mancipate the slaves, while the South
id not? "Self-interest," was the reply
rhich covered the subject. Sociology,
istory (of which SchOOler is best au-
lority), and geography are essential to
ne another, and should be- to a degree,
lught together. History should be di-
lted to teach it to the pupil. We can
Ot do all the work in one year, and
hould teach geography by individ-
alizing and lOcalizing dates of and re-
3TTing to principal events and making
laps to show the idea we wish to con-
ey. He spoke briefly on the various
nbjects which might be taken up in
saching.
After a ten-mintes' recess Dr. King
gain followed on Language" in
5hich he said: Take the children
ONE day when it is too damp to 60
ut, and let them write ten words be-
inning with A." Then he wants
he next day TO let the pupils classify
hem, and another day define them,
hen take another letter and continue
he same plan. This is dictionary
laking. Words by themselves mean
othing. Take words in action, as still
fe in words, is not desirable"
lie says that a dictionary does not give
true idea CT a word He wrote, for
xample, the word Home" on the
oard and said that the idea called up
fas not the same to any two peO-
le in the room. A few other remarks
losed the mornings exercises.
The afternoon session opened with
Battle Hymn of The Republic" DR..
/. E. Els0n spoke en- Assigning les
ems" in the following strain: 'gWhen
on go into library and see book after
OOk en- the different shelves, you will
nd that the titles have much to do
18th determining what their contents
lay be. This should be remembered
I the assigning of lessons. Much de-
ends On the introduction. DO not as
y ign lessons by number of pages to be
earned. Awaken interest. Give the
rOwth of the nation, etc" He then
ave the history of WashingtOn's first
abinet, and stated that America, al
hOugh the greatest nation in the
rOrld, yet was pre-eminently a nation
f peace. He stated that the necessity
Or a department Of commerce would
rCbabiy make itself evident in The
ear future. A secretary Of education
5 supposed to be in the dim future, as
overnmental law cannot interfere with
tate law, which has supreme control
f the schools.
DR.. King again spoke on Subjective
,eading. A teacher should give time
, herself for mental food. and not be-
ONE mentally dyspepdc by giving al
er time to her pupils" he said. Read
I two ways when taking up subjective
e3ding. First, read 10 gather; then
cad TO give. When you have master
d the power Of your mind to hold q
iven subject. then you have a subjec-
i've mind. For concentration in The
choOl room then you have succeeded
vast deal in your efforts TO master
cur mental faculties. Relax your
lind to make it receptive. If your pu-
lis have no mental assimilation, they
not know how to read. IL is your
lace to teach them"
He concluded his work with this ses-
ion Of the institute by a powerful re-
ital of the chariot race of Ben Hur. He
sft on the 4.4O train for Milford, where