Democratic messenger. [volume] (Snow Hill, Md.) 1869-1973, 1902-04-19

what we do not know. A college edu-
cation IL not absolutely necessary, nor is
a Normal School education; but knowl.
edge of the subjects taught is absolutely
necessary Some of the best teachers
are those who burned the midnight oil
preparing for the morrow's recitations.
Nor is knowledge alone sufficient to
meet the daily needs, we must be able
to go upon excursions, as il were. into
the great fields of information. The
means are ample with so many books on
all subjects so easy of access.
The second leaf is mdgact;sm, the pow
er to secure attention. This means
that the person who hears must be
drawn to the speaker by his every word
and act The teacher must have the
full attention of his pupils. Say the
child is reciting in reading, he may
read without understanding the subject
consequently he is not interested. Bet
ter analyZe for him the flower about
which he is reading: tell how it lives
and grows; tell about the several func-
tons. until you have secured his atten-
tion. No amount of knowledge on the
teachers part makes up for the ability
of catching and using the attention of
| the child.
The third leaf is Synpathy. \ teach
er without sympathy cannot hold his
children. Possessed of proper sympa.
thy, there can be little trouble in teach
ing or governing children. Sympathy
gives patience, without which no teach
er can succeed. Sympathy and patience
give power over the child that cannot
otherwise be gained.
The last leaf is chce,J"iDcSS. Teach
ers sometimes get sad and long faced.
a teacher who never laughs nor allows
his pupils to laugh is to be abhorred a
laugh with the child often helps in con-
trolling and directing him. We are to
be examples to the children Let US be
examples of cheerfulness.
There are many things to worry teach
ers: trustee gets mad because the
teacher will not board with him; pa.
tron gets mad because his child has not
sense enough to learn. Then, too, the
dago who drives cobble stones on the
streets receives more pay than those
filling the schools of Worcester and
building with the more plastic material
of children's hearts and life.
Prof Stephens then introduced to the
Institute Prof. G.. Clinton Hanna who
spoke pleasantly for five minutes.
After some announcements the Ses
sion was adjourned till nine O'Clock in
the morning
TUESDAY MORNING.
The Institute was called to order by
Supt. Stephens. Prayer was offered by
Rev Avery Donovan and the audience
joined in singing Come thou Almighty
King. Prof Hanna then took charge
of the Institute. He told in a humorous
manner of his first experience as
teacher. and dwelt especially upon the
first impressions of the day and urged
the importance of correct devotional ex-
ercises. He advised having different
pupils read the scripture when called
upon, also To lead in the Lords Prayer
He advocates the use of the newspaper
in schools. using items of general in
terest, also he would observe the birth.
day of authors.
These four points: list, Devotional
exercises; I'd. recalling important cur.
rent events; I'd. literary information:
18th memory gems he would use daily.
Prof Hanna arranged for a model
opening exercise for Wednesday morn
ing To be conducted by members of the
Institute as pupils.
Prof. Chas. 5. Richardson gave an ad-
dress on Teaching English He said
that since but few pupils like technical
grammer he infers that bat few teach.
ers like to teach it. He charges this in
part to the fault of the teacher; in part
TO the fault of the text books. He con.
dennis the old text books, as Quacken.
boss. "a unsuitable and wrapped up in
-.aN.lNf e..ty 80.
the teaching of unimportant things and
too little in teaching English. Gram
mer is difficult to teach but it is neces-
sary to teach it,
The tendency TO do away with techen
zeal grammer i'll our public schools is "a
mistake, attributable in large part to an
effort III the way of the new educa-
ton
1t is better To have less writing done
and to insist upon having all writing
done in good English. He illustrated
by SOM examination answers given by
pupils how unintelligent to the pupils
are many things he says and attempts
To say or write.
The environment of the child and his
natural carelessness account for many
of his plumbers. He advises frequent
composition work and giving the pupils
their marks on their work.
He advised as an occasional exercise
to have one child write some subject for
composition; another child writes the
first sentence and punctuates it except
the last punctuation point, the next
pupil adds another thought either as a
new sentence or part of the proceeding
one, and completes the proceeding sen
tence and punctuates his own except
the last mark This often gives better
composite composition than either pupil
could write alone. He recommend also
Reproduction Stories and having APP
pointed Il critic for the school each
week
Prof. Stephens supplemented the
topic with some remarks and empha-
sized the value of technical grammar.
\ recess of five minutes was taken
after which Rev Catell, of Pocomoke
City, addressed the Institute.
He said that teachers must endeavor
to adjust the different obstacles aud diff
ficulties of human life by means of edu-
cation. The subject of education is to
make our life a continuity TO ascertain
our best resources and talents.
The teachers work is not to answer
questions but to inspire them. The
teacher must appeal to that which is
within, to the God given power of cur
iosity We must deal with our schools
as individuals rather than as aggrega-
tions
We must adjust our curriculum i'll
even Our High Schools There must he