The commonwealth., 1903-07-02
d SCOTLAND NECK. N. G. THURSDAY JULY g. 1903

They thought that he bad done then
harm, but he knew he had done them
good. He advised us to study and to
teach honesty and truthfulness. He
said it we would command the respect
of the white people we must be honest
and upright. He remarked in effect
that as rule our parents are not re-
sponsible for their ignorance because
they were born at time when their
education was not desired. He saiG
that. teachers should not abuse their
opportunities. They must supplement
the good work of parents and ought to
be leaders.
"How to make out reports" was a
subject Of special importance. He
carefully explained the proper way to
perform this duty. Improper reports
had forced upon him moro worry than
anything connected with bis office IS
county superintendent of public schools.
The special attention OF teachers was
called to the public school laws, Sec
tions 8 to IL; 13 to II; 10 to "a (23
speciaD 26, %, "a, 81, Al, 4S, 63, 64,
81 to SO.
BY request the teachers eang "Caro-
lina," after which Prof. Sheppe took
charge.
He was surprised to find that great
many teachers were not familiar with
the State hymn. He wanted them to
learn It,
He announced as the subject OF bis
lecture THE Human Mind" So deep
and profound was his logic, pure and
applied, that we cannot do the dis
course reasonable service here. He
showed that the mind is not, as some
suppose, an inanimate thing. "It Is a
living thing" he exclaimed, "com-
posed of the intellect, the sersiblilty
and the will" The mind has energy
and activity.
Below we note a few other facts
stated: The mind has three special
phases or energies, VIZ: The lngoing
activities, such as seeing, bearing and
smelling; The inward activities, such
as thinking and reflection; the outgo-
ing energies, such as the expression.
He wanted teachers to get the facts,
asslmilate the facts and tell or express
the facts. The mind may be compar-
ed to tree or plant. 1t is conscious
organism, a self-conscious growth. It
grows by its own impulse. It may be
stimulated and cultivated. The teach
or must give the student the right
kind of mental food in the proper
form. He made this plain by asking
if wise farmer would attempt to fer
tilize his plants by cans of a coarse
material such as bones and shells uc-
pulverized. The growth of the mind
may be directed by surrounding it
with the proper material. It must
not be overfed. The result would he
mental indigestion.
In speaking of the mistakes Of teach.
ing he said that the mind is regarded
by some as something like Junk shop.
1t is enough to make teacher quiver
to hear the professor speak Of what be
calls educational sins against the child.
elbow an idea gets into tie mind"
was subsidiary question but not at all
uninteresting. He illuminated this
topic by an appropriate drawing on a
blackboard. This picture, however,
did not at first convey the right idea
into the mind. Prof. Sheppe did not
regret this failure. It somewhat pleas
ed him because it suited his purpose.
1t consisted OF only three lines-a ver-
teal, a broken and a curved line. The
two last lines touched the first oblique-
ly, having their broken aud curved
ends in relief. These lines represented
a soldier entering house with a gun
on bis shoulder and accompanied by
his dog. Had such acts been familiar
scene to the teachers the symbol would
have speedily conveyed the idea. Ire
speaker thus showed that the unknown
; can be reached only by the known.
Thursdays work ended here.
On Friday morning we tegan the
main work where We left of Thureday
afternoon.
We are now at the First Baptist
church. Tho county superintendent
calls the meeting to older and Rev. MIR.
Richardson leads in the devotional ex-
erc,ses.
Prot. Sheppe resumes his lecture.
He shows the teachers that they must
lead the child from certain known facts
to certain unknown facts. That this
Is the only proper way to teach. The
mind san not help growing If It re-
lcelyes the proper nourlshment. Teach
/ ers in many respects must be childlike.
II ia4