The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1899-09-08

Agricultural college, gave the first Of a series
OF tamil lar talks upon Mature Study" in
which he explained with practical examples,
the manner i'll which the reeds of different
plants are disseminated and the different varie-
tieS erpetuated. The wise provisions by which
Mother Nature guards agai st loss and makes
animal nature assist in scattering seeds was
graphically and interestingly told by Professor
Stewart. the blackboard neing USED 10 Illus
trate his teachings.
Miss Sarah E. Richmond entered the Institute
at this time, and the hearty applause and cor
dial manner in which She was received, gave
strong emphasis to her lectures. After short
recess Mis-. Helen Nelson recite', and the
topic, Can the Purpose of Instruction in civil
Government he Rest accomplished by the Use
OF a Text Rock 2" was taken up for discussion.
Charles L. Middendori- The purpose of edu-
eating II child in cvics is t. prepare him for his
future life, and Information upon such a sub
ject can best be obtained from IA text book.
With such book in his hand he may not only |
earn more rapidly the principles OF COVE RI
Inent. but may eep himself more thoroughly
pt sted. 1t would be very difficult matter to |
remember all the various points which may |
arise and good text book upon the subject will |
always prove fountain from which he may |
drink. 1t will be source of reference, and |
means by which ssful knowledge may be |
obtained
william H. Pentz have never taught the |
science of government, hut am OF the opinion |
that the subject can be taught best without The |
use OF u text book; 1t MI depends upon the |
| has the time lectures upon such subjects are |
| 10y far the bet method. Let such lectu eS he |
| followed by practical examples. collections, |
who sre elected TO Office assume the duties of |
| the Ofic, to which they are chosen. L. them |
paps fnf neton SHOULD be- ora Let
understand the p'!ncipts OF government
| Learn them from the first of atl namely, Home
| Government, through the various grades, |
| School, County State and National. beiievt
| thar their ideas become more iDde pendent and
self:reliant without the aid of books.
| Miss Ha tie POole-TeXt books are necessary.
| A knowledge of civil government is absolutely
| INDISPENSABLE. The pupila must be imbued
witt principles which cannot be found IN the
| text book only.
Miss Laura Il. Tammany-I believe that the
| rules of civil government can b made simple
| enough Tor ali to comprehend. Why should
| our children be taught the climate ut foreign
| lands or the heIgh of distant mountains and
| remain ignorant of tn. principles ard laws by
which they are g~verned? they must learn
| That they are not laws unto Themselves That
| in land like ours, the wishes of the majority
must RUE. hatthere are things and occasions
| for which laws are necessary. Commence with
| the simplest form OF government and gradual
| ly lead them on until they are abe to under
| stand the matter. EXpIain why rules are neces-
| sary. Text books the subject should be III
| the hands OF the older children. Why? Be-
cause they are the work OF those who have de-
| voted time and study TO The topic, and the prin
cipies are laid down in clear. concise perfect
manner. and give better ideas than any oral
| work could do.
Mss Stdie Wilson Instruction in civ gov
| eminent can he best obtained from text books.
| They embcdy the OPT ions and eXperieDc 6 of
those who give us the results { years OF app'i
| cati ard study.
| Charles I. Wflson-The knowledge of the
| nature and application of government can best
| b. obtained from books prepared by Tiled
hands. Civil governments are established for
| the good of the people. Without law anarchy
| would reign; and that law ensures our rights
| and guarantees the enjoyment OF them. IN 4
| well regulated school or family we see no evi
dence of government, but We know it is there.
All government inmates from the Creator,
| and we should exercise the privilege of exam
| lining into the source of law. The opinions of
| the fathers throw abundant light upon The
| ,ufT il Irh hat va dnriy
our information. All that is sacred in life is
| bound up in government, and the study of
| ciVlcs has de- signlncance. TeSt BOOKS are
| necessary Tor proper unde standing OF the
| subject.
| TUESDAY AFTERNOON.
The afternoon session was held in the school
| house. Miss Richmond gave an exceedingly
interesting talk upon the best manner of teach
ing the formation oil words. she was listened
10 with close attention and was rendered an
unanimous rising vote of tn nks at the conclu-
sion of her address
During the recess which followed, Seymour,
the picture man." succeeded in grouping the
meui beers of the Institute. one hundred in ali,
in tae yard east of the SCH oil house and took
a photograph, which inclu co Miss Richmond,
DIR FOrman and Professor Galbrcath.
After rec SIS the topic. (which is the Better
Method or Teaching and Studying Geography,
Exhansting One Country or One subject at u
Timef'
Miss T. Marian Andrew 1t is sometimes
necessary to exhaust too much time in getting
| 9 general linowt dye of country. stud, the
location, boundaries, surface, soil climate,
government, &c. iss Andrew exempllhed
her plan by q di gram upon the blackboard)
country stud and keep their minds employ
ed upon the subject under consideration.
Miss N. Nellie Barron-My idea is t. require
the pupils TO give report or sketch OF the chief
features.
Miss Rubena Corson-I take the countries as
whole. a. first. then study the surface, plants.
climate, &c, afterward.
, Miss Mary Gibson-I find it important to
teach the history of country in connection
Miss annie Offiey-The age of the pupil should
be taken into consideration. Begin by teach
ing them a plan of their home, the school. its
| grounds and vicinity, the roads, contour of
the counfry, &c and as they get interested
they are ready for broader views. Then draw
: comparisons with larger districts and go on by
/ degrees as tie mind unfods. Make local APP
, plic-tinns Excursions will help and nature
will teach them. Use outline maps. There is
nothing which fixes the mind on localities rs
strongly as map drawing. Make imaginary
: journeys from home to foreign countries, and
: Miss Virginia Reid-In order to study geogra-
: ply, maps are essential. and study by countries
, is necessary in order to understand them.
| Miss Helen Nj. oale-Teach the geography
of one country at time.
MISS Fanny Locnary Exhaust one subject
at time Make constant use of maps. Make
the children frequently compare what they
have learned.
MIR A. Flnney Galbreath-Use maps and take
| up separate subjects. Maps and descriptions
come first, details afterward.
Mr.. ). j. Tammany, Prof: harles 7: Wright
and others gave their experience, which was in
accord in general with those given abov
Miss Helen }. p. Mitchell said that she found
| the globe very useful. in he ping the children
to understand the study OF geog raphy.
Method Practicable in uur SchoOs!" was dis
cussed i'll an adjoining classroom, under the
taking part were Misses 5. Elizabeth Cairnes,
: Blanche Chaudlee, Ethel Curtiss, Blanche
F. Archer, Elsie a: Penning, Elizabeth
K. Reid, Elizabeth Wilson, Clara v Stone
| braker, Helen 4. Taylor and Lena c. VanBib
ber In closi g The discussion, the Examiner
said: THE kinderga ten method aims mere
| ~ 10 take advantage OF the characteristics of
| childhood, and to tral them along the proper
1 channels. just as me most in petuous stream
| can be directed into mill-race, after which it
will furnish necessary product to our civili-
| cation, SO eau the impetuosty and puyfuiness
oil the child be taken advantage OF. The Kin
rather than instruct by outside additions"
Mr.. John D. Wortnngton added Il few prac-
ticsl remarks upon the topic.
WEDNESDAY MORNING.
The Institute was OPP ned by singing MARY
land. Ny Maryland followed by script re
reading and prayer by hev. John B. Scarbor-
| ough.
the subject of ,rithmetic WAS resumed by
DR.. Forman, who illustra ed series of very ill.,
structlve remarks by free use of the black
| boar0.
Miss Laura Cairnes rectcd, and after we'll
rendered solo by Miss Bradshaw. DIR. w. L.
GoodinR, of Dickinson College delivered an
address upon Psychology, which was fol owed
by recitation by Miss Hannah A. Coae.
| Professors a. r lnIley GalOrSatn ana CnurleS
l.. Wilson, sang duct, which received L hearty
encore.
Professor Charles I. Wright closed the MORN
ing session with carefully prepared and we'll
W lttn paper upon Literature VS.. Studies in
| Literature Tracing the origin of language
1 back to the neces it es OF conte' ence between
4 the aborigines w hch gave birth to speech, and
up through the ages, when as the souls and
minds of men began to feel higher aspirations.
| the off rent Announcements began to shape
| themselves to meet the requirements and took
the shape of various branches of literature,
such as poetry, philosophy, etc English Liter
allure implies or compreheuds everything writ
ten i'll the 'nglsh language, and no one real
| ly able IL t. ach English Literature who has not
| closely studied it,
| WEDNESDAY AFTERNOON.
The session, winch Was held in the school
| house, opened with discussion OF the topic,
| .'0ffenses and Their Punishment" The speak,
ers were Misses l.. May 'Uker, Pearl Brlstow,
Jennie Grafton, Jessie kenly and Lydia Robin
son, and w. Ii. K. Woodrow Their opinions,
as rule, were opposed to the intiiction OF cor
| poral punishment except in extreme cases.
The Infringement OF privileges, deprivation Of
| liberty and kindI ed punishIneuts were advoca-
ted, while emphasis was laid upon the fact that
| the authority OF the teacher must be thorough
| ly established. and the pupils made to UNDER
| stand that the punishmt mt was for their future
| good.
Prof. Galbreath, in closing the discussion.
| said you must remember that the same
| kind of punishment cannot be inflicted upon
| all alike The disposition of each pupil must
| studied. BE careful to let the child know why
| he is being punished. 1t he fees that you are
publishing him because you have The authority |
| To do so, tho punishment loses its force. Study
yourselves. Corporal punishment is, as Il gen.
| eral rule, unnecessary. But show the master |
| hand IRON the begin ing. Do not ct them get |
| the start OF you. Holmes once said: "A boys |
ed cation commences hundred years before |
| he is born You have your part to play In the |
completion of thai education"