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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 » , *"