The aegis & intelligencer. [volume] (Bel Air, Md.) 1864-1923, 1902-09-05

r Miss Laura Carncs Learn by inhuctiu
and deduction. Short cut in rn"nI ldrNrl"l
- mrnt depend upon deduction.
Miss LATHE Bagey .-The teacher must 4
:; in sympathy with the pupil. Help him l
!. overcome difficulties. Try To interest Ill
child Ivy asking questions.
> Miss Blanche T.. Archcr-Thc chief aim
', education is character building. We Shout
, make it practical every day study.
. Examiner Wright.-Concentratey your wor
in the school more. Arouse confidence Il
your pupils by letting them know you under
; stand the subject.
How to teach nmplencnts' was mex dis
russcd.
MIR Charles McNabb.--Tr:lrh the pupils l.
know the different parts OF speech, then tn
subject and predicate. No positive rule car
j., be given In teaching compliments. Teach tn
compliments by means of analysis and dia
gram.
Miss Cora GorrclI.r-Thc pupil must b
able to analyze ii sentence into the modified
subject and modified predicate. then teach
him the compliments.
Miss Gorsuch.-Start to teach the drec
object and then the indirect object. la:
more difficulty in teaching the cognate object
Mr.. Charles Middendorf.-The child must
be able to determine readily the subject and
predicate of sentence Then illustrate on
the board howto teach the object implement
by leading from complete and incomplete
verbs. to the transitve and intransitive and
thus show how the complement completes
the meaning.
TUESDAY MoRNING.
The Institute opened with music. Nearer
My God To Thee" after which Rev. MIR.
Evans, of the NJ. Il. Church, read the 9th
chapter of Romans and offered prayer.
| Mr.. Campbell. OF Pang Institute. New
York. gave instructions i'll drawing.
"Old Versus New Methods" MAS then dis
cusscd.
! MIR. Charles r. Wilson spoke of the old and
| new methods of holding Institutes, which
presented quite a contrast. In the old method
of teaching the child was first taught the
alphabet, then spelling and finally reading.
He believes if some of the old school methods
were combined with today teaching it would
| bring better results.
| Miss Helen Nelson-''In the old school there
was much study and little teaching. The
children were not taught how to study, hence
none but the exceptionally bright ones made
| progress. Cultivate thirst for knowledge"
| Miss Clara Mechem-"Lead the child from
| the known to the unknown. Memory work
is not what it was, but the child is further
| advanced Teach facts and then principles
Miss Tacv -"Discoycr n way
| that rho nunil may do TN. work and not the
| teacher. She belives that nature should be
| STUFFED rs II exists outside. and that good re-
Suits CAN Inc obtained with the old fashioned
| b,,Ls and th,. u.w fashioned teachers
RookS should In. ARRANGED so nil that DcrtainS
ii
Examiner Wright advocates the improved
methods OF teaching at is II poor teacher
yvho cannot add or take from n text book for
.,,,.,.,-, ,,,rL A ,y,od t-,cher will
1o ,,,,d ,,.,,rr with any h,ok and ,,nnd
,,,id,
AIR. Al. h-"compare the schools
of TODAY with those of fifty wears past and
YOU will find a great advancement"
prof Bowers-'CuIl out what is good in
both methods and find which will cause the
work to be the more progressive"
After the discussion of Mode " Prof H. T.
Austin ,f, he NarvIand Stair Normal school
,,,,., , ,o1L on ..S,tu,,. study =" from, IFS
,,,.,,..i,o, g, nd e,.oror,ico, stondnoirts
Tin. subject of"AIod.." was next discussed
prot S,otf,-d I,cksor ,,av,. Illustrations ot
.b dit,,r.n, modes and advocated retaining
,b suliurrtiv. mod.
Miss Elizabeth S. Cairnes-.'We should not
dispense with the potential mode because the
idea of potcntiality would be lost and the
idea cannot he transformed in any other
way. Use the subiunctiye. because the idea
,f ,,nrcrt ,iutv cannot he given in the other
modes"
Miss Martha First teach the child
the Indicative mode and after he has COM
pletely graspcd it's meaning pass on to the
imperative mode by giving Grammatical work.
Then teach the subjunctivc mode by arouSing
his mind so as to draw the meaning from him."
Miss Estelle Mechcm-'We cannot dispense
with the infinitive mode because it shows its
use us a noun. The subjunctivc mode is
gradually passing out"
Miss CYNTHIA Yost-"Few grammarians
recognize the infinitivc but IL nix the poten-
tial mode may he dropped"
Prof ]. b. ScurborouSh-.'Mo ode means the
manner in which an action may be done,
therefore different modes express differently.
1 advocate selecting the method of teaching
modes that will hest advance the pupils"
Examiner Wright-''Thc main point is for
the teacher to explain to the pupils that
names used i'll our English text books differ
with different authors. Always teach the
practical use of the English language.
Prof. Gibson, the music instructor. was
then introduced and cordially greeted by all.
New song books were distributed and all
Joined in singing The Four Little Robins
and The Boat Song"
TUESDAY AFTERNOON.
,r, ,,c,.....,,,,,, ,,,.,;,,,, ,,..,,, ,.,,.5 with
-, 80, w. p,..,,;,,,,, >. f,.,. ,,hic,
r,r was ,.,rI,,i and ,br teachers of the first
and second districts rrspondcd with quota