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i wwmiwMin I Report of Committee i F T( fics.
BDUCATIONAll DEPARTMENT, ( Question spresented by Committee assul jests
Organ of the Georgia Teachers Association-
Organ of the State School Commissioner, G. J, Onr.
n.
W.BONNELL. Editor.
momac, or as some one Bays:
lessen as their legs increase.
Proceedings of tlic Georgia
Teacher’s Association.
Second Day, Thursday, August 1st,
1878.
The association met at nine o’clock and was
called to order by the w iih prayer by
The txerciseB were opened wnu p* j
^The^con.'mitioe^n membership presented sev-
eralaaniesot spidication for^embership^ Th® 8 ®
were on motion duly elected, rroi.
well ol Rome, read a paper enutled.
A SCIENTIFIC "VIEW CE THE NECESSITY OE EDUCATION
an* , « President, Dr. A. Means
By ‘on. He c xpressed much plea-
opened the dmcusso aduafable paper just
6Ur H m The be lurie understand the influence
read, the be *; l “ ’ tbe Klta ter will he our
of the brain ‘ ,nd ’ He closed his remaiks
T.ZZw » ar. CjM-
by n .^hiaissav. the resolution prevailed.
d 'ssiou be HeitTih^thehad'been engaged m
. phsjcological ^niesior^ome^r“ e ihe A8 immor-
SS =
inter pi eted by tue iniu 1 he various pha-
,1,.ot«. m«>■““*. l d ^j*“Z,i*
*>•» of .»-•) 1;, „. n powet
Mb, u..a»o,»a «b„.
SSiUoM pro&cntod th.
of discnsison. .
1. Is a frequent chaDge of Text Books desir
able in any department ®‘ nd ? bj
la a correct recitation of tbe lesson J
the teacher toher pupils sufficient, especiallym
the Department of the Physical Sciences, with
out the aid of explanatory lectures ?
9 Should the amonnt of text nsnauy «
the Colleges and Universities of
SsaKSS
Sfd rtShSeS . cost,oiling intoro.1 o,«r -
, ’ , 8• , ‘sha^uX l £>S» , >» “V5 ? Joi
the next General Asse ^y ^ ^ L i q uor
sage ot a liquor law. taxing dogs.—The
Law of Virginia, and alaw toxngS q{ Mh
angehwhose I vation, verified in ourlonlYhave yon snbsti-
• it is well to Most of the objector would.to y Thi8 a
wings lessen »» .u- -~ 0 -_ ent a system of tnte Latin grammar w* b grammar of a
adhere to God s plan of g v t le. be kind, Ltrarge notion to me ^udy of g i eBrn ing the
rewards and P u ° ls ^“ e °^ b etfo approve and re- dead language for the purp J. one , I once
be affectionate, be symp * hnt when these pecnliftfities yj , oApiation sav that the
ward, appeal to beard a member «£££%&£** ™ onr
fail as they "“foubtedly "JU >of the law. but best way to teach the “"gjg of the Latin
then not only hold up Some object to schools was throug seemed to me to he
let the offender feel «*“• ^ their use; I and Greek grammars. He seemea do
prizes altogether, others PP & olaah; others totally oblivious to the _ a nd very few
some object t0 a heftd £?«e nS emulation; not understand Latin and Gree an T
ageiuent which bis sy rnpathy has b lv «“ Q
Pn,f John T. Bonnell, of Euiory College, Ux
fed —>«
on the programme. His subject »#. .
THE USE OE APPARATUS.
P „f. 0.e. u L *“ u ““ , P»« B d“bL’d^' SSt
Lirg the pupil to txpenintnt lor himself.
%r A. Means said mat truths learned through
re more impressive and iltective
Science cannot be properly taught
ISl'SC.*- a--*—- s
such laws to be aPPlt ^. q the Constitution.
fppoffifmentT^a 0 Board of the
each county, whose of all applicants
qualifications aud c ° m R < l ^ { their respect-
for the place ot teacher in any shall give
ive counties, admitting on vs iubleness f or
satisfactory evidence of thei su t
the work,all common sehjOota.high 1school,
leges, already snppb d Jq xe mpt from the
alent Beard ol Eo^iry.^m g^ far .
rKTd^r. boU« } of 00, cb.,i«.d
00 K Uich i.
Without discussion the resolution embodied
“SliSiSnC^.d-ontil eigM
o’clock, P. M.
evening session.
The Association assembled w thi^ hall_ 0 ^ Gor
'.‘“"rnlyoS’tl At th? clone of this lit«»«J
'VkSrio“So*cfo“h. !l MdUo”o“ Thepuid'to
SSSfSS? —
pleasantly away.
think it best: some would have n^ ^ prizea
others try always to excite lt^ tfae g ettet .
when properly man, ‘ ge . d . w hen under
I am for a head and fo J , , wo ways work
proper control. I hav overbalance the bad
well. The good results fa b £the term .
Draw for places at the begi | aring the rec -
there is no going np a “ d rearM nge the class so
itation, but at its cl ° .’ ie d w b ill be arranged
that those whoffiave not _ missed
• order from the h f d -‘ h fi ° o a6 0 „ The one who
one, next, two ntxt .^number will be at the
has missed the greatest “ remaining
foot. Another plan is to let the m ^ keep
head at the close oft gone fror
record of this. The one wto the
head to foot the ot-e at , e nces, from whatever
highest merit. All the ^ dl8 .
cause send the absentee^the 10^ ^
children ever stndy those la R he « olamn in the
iremisls would l* 11 . 1 * d0 J oald b nrn the Alexan-
Plaoe Vendome, or they wo ld^ with t he Ko-
ririan librarv because, if 1 , g ^ Jt „ a g b t to b<
difficult to
8ft, II ™ Li Kft
ran it was useless, if it did not, it oughtJo^
drian library
burned. It_ is1 easy to d p eV er to change
Si! »« cc.t.i»tog«,l.o»e.
‘“S 8 .'to'ip iW. i> ■»*
the banishment
. Un¥ _ rriAan in mis cwo
It seems to me that a ish Gra mmars, nor
te banishment of the E g taught in some
hliO'i .dhcrcoc. >0 «*.hg twgi
of them, such a « useful and omit
but teach what things are real y n8 . .
il 0 aIoca can best be cor-
order or inattention in e - the f 0O t.
rected by sending the d logie , to think.
It is not good Hmbe no meth g ods suit one
that because certain ^5* begt forthat partic-
best, and they reailyare.u 0 " b ' 8t for
aiar person » *t „ n d idio-
• very one. . methods and treat
a nrrasies demand dinexe that other
?££5sr C£* «**» 1
menr.
ways are intolerable.
there is
do medium J out
very had * r very g°° d ’ “^rVom them, he is
ground. If one shoul-i di in
set down as an embecile.
as well as
bat teach wnat lUiu p That has been
what your judgment condemn*, inat
said of English gtammar can be saia
other studies-ex P ede won ld banish
Another class °f extremists w h .
uiost of the text books. They say Th
er who teaches the Uxt is a poor tea ffi t 5 0
want something live and treah. ^ ^ in khe
think there is some peem ar -^p » . q thfl text
book! som h e speeialte-fluence that
teachers, are fond ot & scholar’s knowl-
ssssm 5rS="
Mr Hermann Eckel, drugeist. philosopher,
.^ whilom member of U» ^c.ao.,
™ok°“»a P‘ Stattni. tLngh liafdly tbe moat
SSS and -#*, "*f;S
The unity of the school is the German, its division
the American idea.’ ; a
What Herr Eckel means by this loftiness is
that the German radical ideal o»P«P le
school is an institution carrying ehiWren, from
oW tn sfiven vears, through a course of polygioi
instruction, £ which the English and German
and possibly other languages, shail have dne^at-
tention in order that the West, especia y» y
decide what language it will finally adop ^Th
should be under one Ea® 8 ™*
BrU f»n, as Mr. Ec? el dco’arts that
American superintendents only ‘have faith in a
achine,’) is the only one for
tax the people. It must be n Htr y
Mr. Eckel ht viDg previously decided
-• - * 1 A --*' tV€U t.O
school, which
(probably German, as Mr.
education
bring you to
tbe ^Klod eeti be eaetly
io j&zlps* r «
the atebe f deny i.WllWlUy. ‘base WMbrng ipM- lhe IM lt will
five, vox et praetorea mhd. ^ ^ bo ^ kfl>
rightly tax the people,
nbir’ Mr. Eckel ha
that all ‘taint of religious''instruction .even ^
the introduction of the idea ot God. should b ^
t xcluded, unless in a lesson °. D
course no such school ever existed in German.,
but only in the brain of a German
whose achievements at home consist in ( dortging
Emperor William’s police. The people of the
West and Southwest, just now, what with tak
ing yellow fever and greenback P°JN' C * “‘ th .
several pretty tough problems on hand WLeth
f-r thev will think it advisable to shoulder
educational bother of choosing a new langt
and making . new Western^ God, accord.ng ^
than others,
itbont apj
Snpt. B. M
Without apparatus. tier ^ & faw r(markfi ,
jgis fcbe reliable,
men are the conservatois ot so 1 y in
u Vf” , S'.'Sf«S k »X *SS !ta “ in T- lh ‘
ns and Fenelous in religion. No con-
Mclancthons ana r , _ abe n0 peraecn-
lions fur opinion ^ the great est good to
preserve protect, to daoatl0n the * xtreme
the greatest nn “*" ol(i systems, abuse text
n^bfHdicuTe authors, speak disparagingly ot
book?, ridicule » , i;ftp 4 t ren t opinion*, at-
fellow w h b condescending in their
feet superior wisdom, valuabie in
manners.
Y ° U °eUhmc* knew"it before or they
snuSorting the vmws of the privious speakers.
At 11 o flock a. m., Miss Fannie Andrews, of
Washington, Ga., read an essay on
HOW TO TEACH BOTANY.
President Baker followed with a few remarks
and Hquired how many ot the members ot the
association were teaching botany.
Prof Chappell thinks it a beantiiul but use
less study, i’be investigation of what he terms
thecauseand t fleet sciences is more important
than that ol the sciences ol g fcD ^ ra ^°“ 4 a “ d 8l,e ‘
Prof. Ban turd thought that the previous's p*&k-
er had underrated tLe disciplinary value 01 Bot
any.
Dr. Hilly er spoke in its defence, and of its
contributions to medicine.
Mr. I. E. Atkinson said lhat he disagreed
with Mr. Cnupptll as to lhe ntiliiy of the study
ol botany, it nas just been shown that it is 01
importance in the science ol medicine. No truth 1 1 r v. , =-
o. Nature can properly be called useless. Be- ba ^f k 0 “*■y eo you know yon are wr°Dg.
sides, botany cultivatet testhetic faculties,refines I HeaviDg the figure of the river let ns take the
the taste and increases me love for the beanti- P ractl cal Hie ot the teacher. Every conscienti-
ful. As to the relative importance of natural ?_f_.? aC r er ^ a , n * 8 to kn °w and to follow the best
philosophy and natural history, he agreed with
Extremes and Means.
A Paper na<l by Oto. M. Dews be
fore the Georgia Teachers As-
sociation at Bamestille,
Ga., July 31st, 1878.
There is a common maxim,attributed to David
Crockett, 'B0B.ro Joa«« ngM f
«***■”»£” h” t”ugo Zld or .-t.. .t»»«i
:“t” M,“?;iv B cr, b o C o. “lor.btfo,
- • b v*—‘U.tk..diiJi, l \ji'£it6V‘tfbA/i be act ?
Give special heed to the experience of those
who have gone betere, but go ahead and take
the chances—deliberate if it be necessary, listen
to the opinions of others if it be convenient, but
rely upon your own judgement, be decided, be
bold, be self-reliant. Should you get into shal
lows or whirlpools, should the oc ze bespatter or
the frogs croak, don’t despond; suffer aDd grow
s rong; pull the harder, but go forward. Turn
the gentlemen lhat the former was more impor
tank
netful, it cultivates the perceptive faculties,
lhe association toek a recess until 3 o’clock.
AFTERNOON fESSION.
At three o’clock Prof. C. E. Lsmbdcn of Gor-
Instilnte read a paper on the sulject of
•School Teaching vcisus School Keeping. The
sul j< ct was then discuestd by seveialmerubers
Principal W. B. Be nnell con mended highly the
vitws jrettnled, said tl.at teachtis Bcmetimts
forget that they work, not on inanimate mate
rial or mere me.chines, hut upon immortal
mmds; minds too, that are the mecium
between physical bodies and higher, nobler
practical road to success. MaDy a one is doubt
ing and diffident—he wants mile posts and fin-
ger boards along the road. Others are so over-
bupt. Mallon thonght the stady of botanv ) y* 161 * 1 iD g in their seif conceit, so desirous of be-
ic--*—-t J | ing thonght superior, that they prefer to take to
the wocids and blaze their own way, illustrating
I the saying lhat: Fools rush in whereaDgelsfear
to tread.’ Both of these men are extremists
the virtues are said to lie between the extremes
as generosity between miserliness and prodigal
ity, courage between rashness, and cowardice
firmness between stubbornness and indecis.on'
and so of the others. ’
The timid and vasillating can accomplish noth
ing. The rush and headlong are more apt to fall
into blunders than into virtues. The general
way (he educated world hasofdoirg any thing is
apt to be right-right so far as knowledge now
extends. It may not be best for the luture,
formation, they TYV'not worth having
think what f ea ,fo 0 i r oom they become
Fre quently iu «j ^ uoe mU8t be learned at
specialists. n>a . . . be a ucient clas-
the expense ot . ever * di g hence all must study
S hSaS^”'^^»«.for 6 «e,J obild -
study physiology. i lke i v to be good teach-
L-ne specialists are not UkelytO t a g d not d
ers except in * e ^ ature mi ^ d8< r is true that the
there except t tb,d science progresses by
world advances and that dw<fU .
the labors of , 8pe ^!^, li ; h “ n „ jt to its utmost lim
ing on one idea an p • of the world have
its. Thusthegr*- d i HC overiesbeen made.
Bi S nolba,e bee. good te»eb« S ..
"SSt e^ea«o.»l
With these extreme grammar, arith
4 ri fin a juaattet uoc-Hiigi'eb',
sealine, equilateral triangles were held up before
their delighted eyes; cubes, squares, trap, zioids,
trapesiums, lhoboids, rhombuses, parallelopeds
weie supposed to entrance children when shown
in their real outlines, their various names wonld
be easily remembered, since their varied shapes
were enticing. But. alas for human hm... ? a
ceive water tv u ^ run aa sooa as
vacuums ^ * hl0 T b e opposite extreme, and a
u chink 1* nia.' • . Questions in lhe
very common one,^is t ^ gcbola 1 r can answer all
t* xt book,and ip««on is understood.
correctly, to cooclude the les on ^ 'a^e
The gobien grammar and matbe-
to get the text .and ^“® t g words ot - the rules,
■’haatics generally th . and see that the
at recitations be “ * b V* b “r t ion of the labor;
scholar has peitorm , P i i u8 questions and
then let the teaohM by J ^ ob9C ure.
xnianations elucidate wu«
S to
knowledge gained. anything until the
think you most not P® 88 over it is
scholar fully nnderstands it Ot co
best that everything be understood, a
ti 3“ .o- *>-. « r
educational bother of choosing a new language
and making a new Western God,
the high, philosophic, Teutonic
m The mischief of tl is Eekelism in the popular
education of the West, especialy in
great cities, is not fully appreciated _i ^ n&th _
of
are
child never
S To comp, 6 h«.d, Art to . volokble legal-
"...
tes of the East. Here our chief foe is the Cat
olic bishop, who fondly fancies the children^
his little fleck will be kept more1 sni
church if taken out of the g ’' on^sisters’ v, ho
» od educated r b.o here baod .
are the hngers of Us b y , , .-quad
In the West the bishop “ *®“^ I06 “ e | e mocrat-
of German demagogues of the tx.re chil .
ic if not socialistic type; who fan J t t-
»f «■*“»*■‘jtrzz 'szr&%
er tongue at public ixpen . y U b abla
said Soul a* tbe t°»’-
illwpsss
s s£s Siirr atebbisbop v — >i
polyglot, secular, educational doubie enae ,
with^Arohbisbop Putcell .» tbe >0., ml
Eckel at the stern; all for the e> lor y , y p
true church,’ and the German idea. — -A. i
Journal.
JATZG-A-ZCnTT-A-
faculty.
A j 'Y- ^]. ri y R , M,D.. Bmeritus Proregfor of Practice
. J. G. Westmoreland, Jl. D Profess. ,uYJ; <t ,
:ca aud Therapeutics. roaesor of Materia Med-
\Um F ’, k <i,:1D ? oreIal V 1 ’ M - D - Professor of Surgery
V ^f A T»!™ ( L< 1 Ve ’i') 1 ^■' Professor of Physiology 7
Diseases I t ^Z°n aud ChiK 880 ' ° f 0bstetr ^ and
and Ear.' Calhoun ' Professor of Diseases of the Eye
J. H. Logan, A M.. M.D., Professor of Chemistry
C U W N ,ntin"; ^ rofc ' 8sor of Practice of Medicihe.
tnr U M '°- Demonstrator of Anatomy.
Send tor announcement giving full information:
JM>. 1HAD. JuUNSON, M.D., Dean.
will be
don
rnoial naturts. lhe teacher should wield the mt. , . , •: . , — —
most powerlul ii fiuencelor gocd.thereiore must ' combined wisdom of the world is more apt
he good. 1 to be right than the v„garies of a visionary or
Frol. R. T. Asbury: Mental power is developed ! r7 e - n the “ at ure thoughts of the best thinker,
gradually; mathimutics and science should he If 18 ? great mistake to suppose we are wiser
than the ancients. The world can still model
most of arts and sciences on the patterns given
us by Greece, Rome, Egypt, China and India.
Tbe schools ofoiden days were just as effectively
taught and governed as they are at present. No
doubt every thought in our own minds were
tbopgbts in the minds of the past. Every pos
sibility with us wsa a possibility with them.
Every Utopian dream ot the present has had its
continued throughout a course ol study. The
teacher should know how to communicate orallv
and by writing. He should teach and encour
age the pupils to communicate ideas.
Prot. J. H, Chappell admired the earnestness
ol the essay ist but ol jected to the idea advanced
that the teacher is respensible tor much of
the evil ot the age. In spite of his < florts manv
characters will be wrecked. J ^
Principal Bonnell replied to the oliecticns of ^ ® 0UDter P alt in tbe past. The man who departs
Prof. Chappell. from the accumulated wisdom of former < xperi-
tnce must be sure of his way—he must have
coi fidecce in the strength of hts wings before
he can plume himselt for tLeeagle’sflight. The
couplet fiom Pope has a great deal of good sense
in it:
lhe sulject was further discussed by Messrs
Limbdtn, Brinkley and JSollee in Lrief. rointteri
snetches.
Brinkley and JSollee in brief, pointed
Supt. W. H. Fleming of Augusta then deliv-
and d Labor° 8t txten,pore » an t8ba > oa Education
Snpt B. M. Zettler opened tbe discussion.
He saia. Ihere is antegenhm between educa-
tien and labor. Low shall it be r< move d ? Ec
ucate lhe laborers. Educate so many men that
they i^iLot fli d plactb in tLe learned piofessi-
ons Ihen they will be compelled to go to man-
ual labor. “
Supt. W. H. Baker highly approved the ideas
advanced by .lie essayist, and lhe last speaker
lhe menial lalor at the south has been ner-
loi m e d by ign ora n t s ervaD t s; he nee the id ta that
labor is dish, norable. Universal education is
the reibtth 1 .
Prol. b. C. Caldwell gave some inleresline and
pertinent tacts which Lad come undei his cbse,r
vation.
Mr. A A Murihey oljecbd fo the introdne-
ticn 01 Northern ideas,-piefers to retain some
ol our bouihun notions. Labor is LonoraLle
and is so recognized by cur society.
Principal Bonnell tLcught there v as slillmnch
r ne aveision tc and loolisL prejudice against
t kinds e l labor, bn ch iaLor too as was quite
enticing. But, alas for human hopes ! A
feather was presented to a class and it had more
parts and properties given to it than common
people believed so common a thing could pos
sess. A blade of grass, a fragment of rock, a
piece of cloth, indeed every thing was to be sub
jected to this critical analysis; nature’s secrets,
with all the human additions, were to be learned’
in their minutest details. An a3* istaut superin
tendent of the public sc! oois of New York City,
writes a book showing how to do these things in
the best way. The principle of the normal
school at Oswegs writes two books on the sub
ject, and the author of Harper & Brother’s se*ies
of reading books gets out a book and a set of
charts on object teaching. Many others did the
same thing, so important was object teaching
supposed to be. Amid all the mass of rubbish
presented in these books, some valuable jewels
are to be found. But the most of them were
familiar to us before they were covered up.
Phonetics ran wild in the same way. The
vowels consonants and diphthongs, with their
equivalents, were printed upon large charts-
children were to be taught all the sounds. The’
old books told us that a consonant was a letter
which could not be sounded without the aid of
a vowel, but phoneticians say that is not so. I
listened in Boston to little children say ing a, a,
a, a, a, a, a, for a; bi for b, ci for c, di for d, and
so on. The spelling was done by giving’ the
sounds of the letters rather than the names.
This proceeding to me is va unwise as to teach
children to read by letting them learn the words
by sight before they learn the letters in the
words. True phonetics would be to Lave as
many letters as sounds, each letter to have but
one soand and all Bilent letters to be thrown
out.
oeV "KTad w£? Sing *ta*!»«
mix grease, potash a If one ba8 a
toU ? alTo7g»u?ne"i»: “h.^arttb oo. sii to
pocket iuii oi g ability to read th6
f» Sowing bo. th« s
aie "iuoAo nor d ,7bo sWred
Jential bog in which it grows. Such teachers
will be found teaching little children very care
fully why you add one to the figure in the min
uend and make it ten more than it was before
and why you carry one to the subtrahend when
you borrowed it from the minuend. In short
division he assiduously explains why the re
mainder is ten times greater and whv you add
it to the next figure. Every d fliauit’ word in
the reading lesson is to he elaborated. This
process is kept up throughout other studies.
Explanations are pearls, w'hich are often in ef
fect cast before swine. That a child can repeat
the words of an < xpianation proves simply that
a child has memory, not necessarily understand
ing. A child can receive many things, iust as
the earth takes in the dew and tte rain. The re
suit is seen afterwards in the beautiful gre<-n
5LC
B< IL
In the government of the school we also find
the extnmiBt. One pretends to govern by gen
tleness, kindness, love &o. A good wav, if all
children were angels, like the hind we read
about in some of the story books. Some resort
to Lard words, the switch er some other sever-
m. n ... m ■ i ) n pnn any occasion— A good way if all ohil-
The Committee on Topics also reported sever* . dren were demons. But when we remember
al questions for discussion. j that children are partly angelic and J£l“de-
Lcntn.blt and piaisv.only in itself.
ILe ct n mittee on < fficial oigans then made
its lepcii thrtngh the chaiiman, and alter dis-
<usbion the rtport «ub i<j cud aUu .he maltei
pla td in lhe hands ol thepein-antnt conn-iitte
on publication.
‘•Be not tbe first by whom the new are tried.
Nor yet the Jaet to lay to the o)daside,*
Tbe same tollies run into education as into
fashion.
We find a large class who decry the prevailing
mtthods, bees use it stems to show superior wis-
d( in, because they think tht y must keep np with
the progress of the nineteenth century, be
cause it shows advanced thought. Some would
have all English gramm&is banished from the
schools, ‘placed on some lonely island in th9
ocean aDd burned.’ They say that grammais
are worthless, the definitions faulty, contradic
tory, too abstract, children dont understand
them, etc. Some of these oljections may be
true*, but have not the grammars been making
good grammarians since language was taught?
Does not each one recognize the benefits of this
study in his own case ? Grammar has been so
engrailed into our educational systems as to
make us call some ot our schools Grammar
Schools. Was it put there, is it kept there bv
wise men or fools. J
T ,be Kindergarten system is seeking to en
graft itself upon our educational stock, buc it
will never succeed to aDy extent. Here child
ren t f three yi ars of age are taken and taught all
manner of things by means of games and other
amusements. If it were turned into a nursery
lor children whose parents have neither the time
nor inclination to take care of them, Kinder
gartens would serve an admirable purpose.
The banishment of the ro<» from the school
room is another epidemic which is affecting cer
tain portions of the country. These t xtreme
measures dll have reactions and then we get into
opposite extremes. It is a good rule never to
give up a present possession unless we are cer
tain of something better.
‘Oh ! would some power the giftie gle us
io see oursels as itliers see us,
It would from many a blunder free us
And loolish notion.’
Can one forget that there are universal princi
ples belonging to all languages and special ones
belonging to one’s own language that all educa
ted people ought to know ? The objectors tell
ns that a child may learn all the rules of gram
mar and yet constantly make mistakes in speak-
lng and writing. If this is a good ol jection, it
holds good against teaching children anything-
for they are constantly forgetting things thev
are taught. We are told tLat children ought to
be taught grammar by *xampl«, that if a child
never ueais lalse grammar, be will never use it.
But as he does constantly hear bad grammar
the statement, if true, has no weight. Bat the
statement is certainly not true. Children who
have never seen false orthography a ill misspell;
they will mispronounce who have never heard
! al8 ® °f! b ° ep y- th ey will falsify when nothing
bat truth has been uttered before them; thev
hitorA te fa,ae k 8ylltax ^though they have never
neara it. These are matters of every day obser-
robe which covers the earth’s bosom and the
flowers and truit which charm the eye and de
light the palate. Too much time is wasted in
explanations, which are obscure and above the
coni prehension of children.
Too many explanations are like the defini
tions given in one of our school Definers of t e
word bent, viz, ‘an infl non, a deg ee of in
clination,’ The definition more obscure than
the word defined. These unnecessary explana
tions often remind me ot an anecdote I once
heard of a big, country boy, who went to school
tor the first time—when shown the first letter in
the alphabet and told that it was a replied ‘Al > is
that a, I’ve often h’era tell of it, but never seed
it before, how do you know its a? The teacher
replied that a good, wise, old maa had told her
it was a when she was a little girl. ‘Well said
the bumpkin, ‘how did he know it was aV She
answered that some other wise man had told
<.te BlU ’ replied ‘be incorrigible searcher
otter the reason of things.‘how did he know but
that the tother man lied?
Let any one who thinks his explanations are
very valuable try this simple experiment take
any class in simple interest, explain fully whv
multiplying the principal by half the number
ot months will always give the interest at 6 per.
cent. Explain this once a month for nine
months and at the end of the school year, see
how many of the class understand the rationale
ot the process. It is the unnecessary amonnt
i Y^Flabation to which 1 object: requiring
children to give the reason for things above their
comprehension; wasting the time in learning
why a thing is so done, rather than how it is
done. Most of the education children recieve
at the common schools is not simply ior culti
vation but for practical purposes. Many mer
chants can perform the simple operations in
tractions, without being able to give a reason for
any ot them. It is a clean gain in useful knowl-
edge to know how to do the work, but the mer
chant would regard it a sma’l gain to know whv
it was so done. J
MIM SiUBPCOlUGf
Uidversitv af 0 /h? r i^ e8 fi!“i the , a <i kn °wledged Woman's
e,IucaOon y ,.f Joman : ‘ lhe ploneur of the
-’Oman
Board ar.d tuiiion, waehin"
inclnded. for term of
r Pn!t-' e mo , n! ^’ f ’ollegiate Department. on!y i*i7 5®
To*Hon m J’ fiv <™thMn Collegiate D-^tI.'”... 30 00
mtron, (lie months, m Intermediate Dep'r 15 on
Tuition, live months, in Primary ^t.Zh.ZZZ. 10 09
Next session will commence September 5th.
eftfe'ent 'inri'nb i , aff ? rdl ,‘ d in t!lis institution for the moat
9^^n d c^fo t ^^ca e Uo i n D . b0th U ‘ e S ° lid ~
e Vi ry soarm T^ ,ff- h ' P £ f A, V cie “‘ Languages in
8 kil.ruTLde^ienced%rh^s FaCnty 53 C0Mp08wi 0
GocdifemSfJr 01 .®‘ n8ic i8 unsurpassed anywhere.
<jocci instruments furnished, and the best of in-tr-ietors
A For *cataloeue *or h ? 8 en procured lor the next year.'
President ^ furthur information, apply to the
I 2. C- GRAVES.
kenmob e
NEAR AMHERST C. II VA
ta p”bt in the High Schools ot the State.'
° r te-timoma s as to its genera' character, and partic
lisdpliue, us high moral tone, ami the
The opposite extreme is to hear the text and
and give no explanations. This indicates lazi
ness or lgnorence, neither of which ought to be
tolerated in a school room. Little children need
but tew « Xf .lanations.as they get older the, need
more. Bat nil along the educational course, up
through the most advanced college classes,
manv things had bettor be taken tor granted
rather than time and patience be wasted in un-
satistactory explanations. But the teacher
should alwajs be willing and able to give any
explanation a student may desire. 6 *
Akin to d.ffuse explanations is the method
some teachers have ot teaching by lectures f
ift™,***«“» “good printed*tdti otal!
scholastic sul jeets as . ny mau can write. It is
much easier for a student to lesrn from a
tSrZL™*?*.'** the word8a8 ‘bey
PeakerShp8 aDd then lea « ‘hem.
It seems to me proper to suppliment the text,to
orntt certain portions if thought best, bat to
substitute a spoken lecture for it, I think is at
the student’s expense.
ulur y as to its
success of its students, see’ the catalogues!
TERMS FOR HALF SESSION i
Board and Tuition $105
ckar « e maybe reduced in many c.'iSes to Ss5 bv
boarding in private families near the school swm?
session begins September 12th, 1818. * *" eutb
TESTIMONIAL.
The snccess which the Kenmore High School hm,
i f JSi 8 ; ;X r 1,e 1 ^001 tithe pubiic, at US
foundation, a dl trust iteviVcontin^X/mMy y^’to
d Y 8 /?" dwork lor our State and country 71 t0
aug3 2ra c. S. Venable, Prof. Math. U. Ya.
YOUNG MEN F0» PR b RED
bJ’ attending MOORE’S BUSINESS UNIVLRsnV
At-aiita, Ga. One of the beat practical schtmU i. Y’"
untry. Circulars mailed lree schools 111 t he
* Seplf-ly
know ., A E™. s 'ir s £rs:;' T “' sc ™-
TH YSFI P'“ ,k <-<'
• I* I OC.LI mail. Fifty original orelrrid,; 8e “ l . b y
one ol wbicb is worth ten rimaS Jk P ree * c nptiout, either
Gold Medal awarded^the“ amZ h Vh^^’/t the „ boo “
says: “Th.. s. ~.r \ . 1 he Boston Hernia
The Science of Life is,°beyond aite^S U ^‘ ral<1
the most extraordinary work m piY... 1..e. . c ‘'“parison
fished.” An Illustrated ~
free. Address DR.
t, ’s7j““ ia “ usir “ 1 ' »»«•■ TH Yse”
d. w. h. Parker. H r AI
it, Boston, Mass ti i » , *"