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News-Herald n_ jjAJU> Constitution, | 12 Months-$1.25. THK GWINNETT HERALD, ) THE I. AWK K NCE VILLk' nEWB, . CODSOl id&t6(l JdD. 1, 1898. KiMbliKtisd In IH*J3. > Getting Ready For 1900! That is What Rutledge & Clower’s Spot Cash. Store is Doing. We try to do an up-to-date business, and in order to do this we have to take stock once a year and then cull out all out-of-date and broken lots of goods and close them out at some price. The last of December is stock taking time, and we are going to have the closing out sales before hand. NOW WE FIND THESE LOTS TO START WITH: 125 Youth’s and Men’s Suits, former price (PC KA $3.50 to $lO, price now $2 00 to t|)U.Uv 100 Boy’s and Men’s Negligee Shirts, old price 35c to $1 00; now 25c to 50 pairs Pants; regular price 50c to $2 00. We (P/J £A offer them now at 35c to ipl.t/v 100 pairs Shoes, Job Lot, to close out at Some Price. 5 dozen Men’s and Boy’s Hats on the bargain list. 20 pieces of Jeans, more than we want, and we are going to sell them. 12 Good Stoves left which were bought before the last ii§e, and will be sold at the same old price. 25 boxes of Tobacco to sell by the first of January. Hello! Yes, here is the boy now for our ad., and we can’t tell you any more now, but will say that we have lots of nice goods, besides the above lots, to show you and will make prices right. We want Corn, Peas and other produce. We want 50 bushels of nice White Peas, at $1 00 per bushel in trade, at once. Rutledge & Clower's Cash Store, Lawrenceville, Ga. C. A. WATKINS, Blacksmith, Machinist and Woodworkman, Lawrenceville, Ga. Repairing of all kinds. "W ith two forges, and mechan ics with a thorough knowledge of their business, we are prepared to do all kinds of work in Iron and Wood on short notice. We have a machine for sharpening gin saws, a cutter and threader for working over iron pipe and boiler fittings, and can save you money on jobs of this kind. Old wagons, buggies, carriages, etc., made good as new. Horse shoeing a specialty. Give us a call—satisfaction guaranteed. BUILDING MATERIAL. DOORS—INSIDE AND OUTSIDE, SASH, SIDE LIGHTS, BLINDS. MANTLES, FLOORING, CEILING, BASE BOARDS, CORNER BOARDS, DOOR AND WINDOW FRAMING, MOULDINGS, LATHS, SHINGLES, LOCKS,HINGES,WINDOW WEIGHTS, ETC. All material complete for building a house. Atlanta prices duplicated and freight saved. J. A. AMBROSE & CO. Lawrenceville, Ga. JACOBS & WILLIAMS, TRIP, GEO. Our spacious store room is packed lull of Jeans, Shoes, Hats, Stoves, Furniture, Clothing, Ladies’ and Gents’ Underwear, and any and everything usually kept in a first-class country store, and must be sold. No Catches, but everything sold at closest living prices. Just received a nice line ol Ladies’ Capes at all prices. They were bought with care, and we guarantee to delight even the most fastidious in prices and duality. Come and see them— they are beauties. Bring us your cotton; we are preprrad to pay the highest prices lor it. Bring Us Your Barter. THE NEWS-HERALD. TEACHERS’ EXAMINATION FOR 1899. Inasmuch as every citizen of Gwinnett county is interested, either as a patron of the pub lic schools or as a tax-payer to support them, the last oxauination of the teachers, together with the answers as prepared by the editor, is given to show the literary re quisites demanded of the teachers. PENMANSHIP. 1. Name three points to be con sidered in the selection of a system of penmanship. a. Ease of writing. c. Position while writing must be such as will not be injurious to (1) eyes, (2) shoulders. Whole body must be: Easy and Healthful. d. Speed attainable. 2. How would you criticise the pupil’s work? 1. Let corrections be specific. 2. Bring out contrast between student’s work and models. 8. Illustrate on the board errors and methods of correction ; forma tion of difficult letters; correct and incorrect proportions; points of beauty —essential and non-essen tial, etc. 8. What are the essential points to be observed in teaching pen manship ? Position. Form. Movement. 4 What, are the opportunities, in general school work, for teach ing penmauship ? It cannot be too forcibly stated that practice iu making correct j forms is necessary iu all written work, and not merely at the writ ing period. We cannot teach or learn to write speedily by using correct forms at scheduled writing periods, say two or three or five times a week, and incorrect forms, movements, positions, etc., at all other times. As far as possible, have all written exercises iu the •‘style” taught, and insist on a proper position in all wntiug done in the school room. 6. Describe the essential fea tures of good board work. The teacher whose board work is uniformly neat and legible will generally have a class of good writers. Characteristics of the teacher’s work, good or bad. are reflocted in the class. Boad practice for the class is restful, and is commended. 7. Name three things that pu pils shoul strive to attain iu learn ing to write. (1) Uniformity. (2) Good proportion. (3) Speed. Write well. 8. What is the best movement for beginners ? The finger movement. 9. What is to be observed in grading work in penmauship ? Grade according to improve ment, general conformity to good forms, correctness of position in t class, and ueatnes of work. 10. State iu not less than ten lines, how you would impress upon pupils the importance of acquiring a good style of penmanship. Answers differ. GEOGRAPHY. 1. How can the pupil be helped to understand the language of the Geography book ? In order to give reality and meaning to what the child studies in the geohraphy book, call up bis outdoor experiences, for illustra tion and explinatiop. Relate what he already knows to what he reads about. Skill in doing this evi dences the tiue teacher. Read Page’s Theory and Practice, p. 296 to 8 ( Phelps’s Ed.) 2. How are progressive outline maps easily made ? How used ? Learn the use of progressive out line maps. You can buy these, or made them yourself easily. Draw the county on stiff pasteboard, cut it out along the out line, and then the pupils use it for quickly draw ing their own outlines on sheets of paper, The idea then is to put in to the map the geogaaphical fea tures as these are studied day by day. Pieserve and display the best of these on the walls. 3 Why have the pupil to locate what he stgdies in History ? This ought ro be a standing re quirement in history teaching, as well as in such reading lessons as require it. The habit of locating | what is reed, whenever possible, will teach your pupils more geog raphy after awhile than you can ! possibly do now. 4. Why omit many of the map | questions in some Geography books ? Usually there are entirely too many map questions. Most of I them are entirely destitute of sig- LAWRENCEVILLE, GEORGIA, FRIDAY. DECEMBER 8. 1899. nificant or interesting information for the child. He does not remem ber all these; he ought not to do it, if he could. The details in geography you have yourself for gotten ought to be a hint that the children will also forget them. Why waste time upon matters that neither enrich nor discipline the mind profitably ? As a rule, it is best to have the map studies di rectly in couneltiou with the de scriptive matter, and following it as a special review. 6. Reasons for teaching Geog raphy topically ? As soon ns possible, the class should settle down regularly into topical study and recitation upon geographical subjects; because (1) it throws their knowledge into or derly systematic form, (2) pro vokes independent investigation, (8) brings all the old geography books about the home into service and (4) developes in the child a sense of completeness. 6. What is soil ? Five natural agencies that make soil ? Soil is a mixture of decayed or ganic matter and pulverized rock waste; or soil is a mixture of sand and clay (usually and mainly) and decayed plants and animals. Soil-making agents: Air, frost, water, plants, animals insects, earthworms, etc. 7. Causes of the change of sea sons ? The inclination of earth’s axis to the plane of its orbit and the annual revolution of the earth around the sun. A concurrent is the earth’s rotation upon its axis. Locate defiuitelo: — San Francisco, The Hague, Rio Janeiro, Cairo, Johannesburg, Cal cutta, Damascus, Pekin, Mel bourne. San Francisco, western part of United States: The Hague, west ern part of Netherlands; Rio Ja neiro, south-western part of Bra zil; Berlin, north central Ger many; Cairo, northern Egypt; Johannesburg, southern Africa; Calcutta, eastern India ; Domas cus, northern part of the Holy Land, Snria; Peking, eastern China; Melbourne, southern Aus tralia. 9- Bound your home county ac curately. Gwinnett.—On the north by Milton, Forsyth, Hall and Jack son; on the east by Hall, Jcakson, and Walton ; on the south by Wal ton, Rockdale, and DeKalb; on the west by DeKalb, Miltoh, and Forsyth. 10. Name three foreign coun tries in the latitude of Georgia. 10. Morocco, Algeria, North .Tripoli, South Palestine, China, Afghanistan, Thibet, Persia, South Japan (Hondo,) Asiatic Turkey. ENGLISH GRAMMAR. 1. How does a clause differ from a phrase ? A phrase is an element consist ing of a preposition and its object. A clause is a part of a sentence containing a subject and predi cate. 2. Write a complex sentence. Name the connective, and tell what it connects. Pupils who study will learn. The clause who study modifies pupils; therefore it has the use of an adjective. It is seen that a relative pronoun is one used to connect an adjective clause. 8. How would you determine the case of a predicate noun ? 5. A predicts noun is in the same case as the word to which it relates. Give example of (1) an apposi tive, (2) a retained object. In apposition; as, I spoke to Misg Davis, the teacher. Retained object; as, He was of fered a position. 6. State (1) part of speech and (2) constructiong of parttciples in the following: Before returhing home he had his watch repaired. Returning is a participle used as a noun, in objective case after preposition before. Repaired is a participal used as an an adjective, modvfying the not watch. When a teacher applies for a school, some patrons seem inter ested only only in who he is; but others thoughtfully ask, “What can he do ?” (The remaining questions refer to preceding sentence.) Classify the sentence (1) as to .form, (2) as to meaning. 6. (1) compound, (2) declara tive. 7. Give the dependent clauses, and state how each is used. When a teacher applies for a school; adverb clase, modifying seem and ask. Who he is; noun clase, object of in. “What cau he do ?” noun clause direct object of ask. 8. (1) ask and can do, (2) sefm and is. 9. Give reason for each mark of punctuation. There is a comma after school because the adverb clause is in the transposed order, a semicolon be between the two independent clauses because their parts are subdivided by the comma, a com ma after ask because a direct quo tation not formally introduced is proceeded by the comma; quota tion, an interrogation point at the end of last clause because it is a direct question. 10. Give (1) part of speech, (2) case (if any), and (8) eonstrnc of of woods italicized. some—pronominal definitive ad jective, modifier of patrons. only—adverb, modifier of the phrase in who he is. who —(indirect) interrogative pronoun, nominative, predicate of is. but —co-ordinate conjuntion, connector of independent clauses. what —interrogative pronoun, objective case, direct object of can do. SPELLING. 1. What three things are to be learned about tbe words in the spelling lesson ? Their forms (spelling and pro nunciations —eye-forms and ear forms); their meanings, and their correct use in sentences. 2. Which of these is commonly neglected ? Meanings and uses are common ly neglected. 8. How can you make spelling directly serviceable to the p#pil in learning to road ? Have spelling lessons mainly in connection with the reading les sons the first three years, and have new or difficult words in the reading lessons spelled before the reading begins throughout the course, 4. What is the best way of get ting pupils into the habit of using the Dictionary ? Call for the meaning and use of all new or donbtlul words in all lessons —in illustrative sentences, say. 5 What is meant by phonic wcrd-buildiug ? Listing words that look and sound very much alike. 6. What are the uses of phopic word-building ? Makes him independent of the teacher. He can call the new words for himself and by himself, because they look and sound so much like the words he already knows. 7. What does the pupil learn in sentence spelling and dictation exercises ? He learns English forms in con nection with spelling—that is, capitalization, punctuation, etc. 8. State three results of Diacrit ical drills. Aids the pupil in articulation, spelling and reading. 9. Mark correctly and complete ly the pronunciation of the fol lowing words: put, adult, for ward, ate, fortnight, against, hoof, recess, tassel, area. Can’t print answer. 10. Spell the following words correctly, if wrong: Skane (of thread), gage (measure), coutrole, eyeing, distil, untill, seige, legable, stationary (paper, envelopes, etc), numskull. Skein, gauge, control, eying, distill, until, siege, legible, sta tionery, numskull. theory and practice of teaching. 1. State five native and five ac quired qualifications of fitness to teach. Five native qualifications—ln sight, Sense, Sympathy, Con science, Courage. Five acquired qualifications—Acudomic, Schol arship, Psychology, Pedegogy, Methodology, Thoughtful expe rience. 2. How can teachers damage the bodily health of pupils ? The teacher is in a degree re sponsible for the bodily health of the child. It is well established that the foundation of many se rious diseases is laid in the school room . These diseases corne gome times from a neglect of exercise: sometimes from long confinement in one position, or upon one study ; sometimes from over-excitement and over-study; sometimes from breathiug impure air; sometimes from being kept too warm or too cold. 8. State some valuable habits of study to be formed by ihe teacher. Unless the teacher takes care to furnish his own mind, he will soon find his present stock of knowledge, however liberal that may be, fading from his memory and becoming unavailable. To I prevent this and keep along with every improvement, he should regularly pursue a course of study. I say regularly, for in order to accomplish anything really desir able he must do something every day. By strict system in all his arrangements he may find time to do it. 4. What is the ohief thing to be aimed at in conducting a recita tion ? The main business of the teach er is to get the pupil to teach him self. 5. State five of Page’s conclu sions about corpoial punishment. Appeal to the rod deliberately and conscientiously—as a last re sort. The rod should uevor be used in anger. Corporal punish ment should be indicted publicly —as a rule. Corporal punish ment should bo so thorough—short of cruelty—as not to need repeti tion. The rod should not be used for trifling offenses. —Arnold. 0. Reasons for having nature lessons in our schools ? That a child may bo reverent und up-ward looking, and that he may come to kuow himself as sub ject to eternal laws, we would have him study nature. The im mediate ends in view in nature lessons are observation,knowledge, expression and enjoyment. 7. The two aims in language lessonß ? First, the getting of thought, and second, its expression. 8. The three purposes rs Arith metic study ? Knowledge for daily use, knowl edge for foundation on future study,and knowledge for discipline, should be obtained through the lessons in arithmetic. 9. Three seat-work directions upon the Reading lesson ? Copy sentences from the read ing lesson. Iu such copying in sist upon neat writing, careful placing of capitals and punctua tion marks, and look to see that each succeeding line is better tbun its predecessor. Prepare cards containing picture* and drawing of common objects, as box, ball, top, fan, and require the child to copy the pictures, writing the word underneath. Memorize and write from memory a paragraph which is worth committing to memory. 10. The three purposes of the Recitatiou? The teacher should approve neatness, endeavor, spir.t of the work, obedience to instructions. Quantity should be the last item to win praise. . Accuracy and ad herence to the ideal should be praised before dispatch. The work should be as rapidly as pos sible, but it should be done well. history. 1. What are the purposes of teaching History. To stimulate patriotism. Love of country is the citizen’s first duty; by it is honorable history made possible, it is the motive power, the soul of national exist ence. To teach the onerous but imper ative duties of citizenship. To develop worthy ideals. The teacher must realize the value of an ideal to an expanding charac ter. To develop the love of excel lence, the determination to find the best and do it. To develop the Memory. Sta bility is closely dependent upon excellence of memory, forgetful people are rarely wise or success ful. The value of rational mem ory training is greatly discounted. To train the constructive imag ination. Since the larger part of the happiness or misery of the in dividual life is traceable to this faculty, the nature of its action is of inestimable value. How can its growth be aided? To acquire that wisdom and cul ture which fits one for a righteous and magnanimous private and public life. An enlarged view of life recognizes the rights, feelings, virtues, opinions and knowledge of others and generously concedes the existence and value of truth and good beyond one’s own attain ments. 2. How may History aid man in acquiring fitness for citizenship ? Teach the nature of government and its necessity. Show how it is maintained. Show how laws are made; is pos sible, by organizing the school in jto a unnature legislature. How would you like to have some of the Rules thus made ? Show effect when good men ue | gleet civic duty. Illustrate the effect of bad laws and bud men in office. 8. What aids may the teacher employ ? I Maps, relics and curios. Laws, customs, manners, the gentle arts of peace, morals, mar rage rites, clothing, mode of treat ing prisoners, paupers and insane, and esteem of man for woman, af ford admirable topics for oollect personal experiences. 4. Name the periods into which our History is divided; give dates. I. Exploration :-1492 —1007. 11. Colonization:—l6o7-1776. 111. Revolution:—l776—l7Bß. j IV. Nationalization: —1788—: 1789—1861. V. Secession: —1861—1896. VI Reconstruction : -1866-1898. j 6, What are the natural politi cal boundaries ? Natural political boundaries are formed by mountains and waters. 0. State the motives on both sides in the Revolutionary and Civil Wars. Motives North :—Preserve the Union. Destroy Slavery. Lessen influence of South, etc. Motives South :—Self-defe ns e. protecting paoperty and person. Political ambition. Desire to get rights guaranteed under Constitu- tion, etc. 7. What was the Missouri Com promise ? Admitting Missouri as a State, and forbidding further extension of slavery north 36 deg., 110 miu. 8. Name ten counties in Geor gia bearing the names of noted men. Gwinnett, Hall, Jackson,Walton Forsyth,DeKalb, Oglethorpe, Hab ersham, Green, Lincoln. 9 When, where, by whom, and for what purpose, was Georgia set tled ? 1788,Savannah, Jas.Oglethorpe, for relief of poor and oppressed. 10. Tell what has recently made noted the following places: Klondyke, Luzon, Samoa, Hawaii. Klondyke, finding of gold. Lu zon, American victory by Dewey over Spanish Samoa, contest by English and Americans against Germans. Hawaii, annexation to United States. READING. 1. Name five kinds of materi als which the teacher may use in the reading class. 1. Natural objects—flowers, in sects, grain, etc. 2. Phenomena —boiling water, growing plant, bursting cocoon, etc. 8. Familiar objects—a ball, a cap, a top, a fan, a knife, etc. 4. Toys—a horse, a cow, a cat, a donkey, etc. 6. Pictures cut from story books, mngnzines, etc. 2. State the steps taken in teaching the word. Idea. Spoken word. Written word. Conversation exercise. The first thing to be done is to show the child the relation between the spoken and written word. Show the object to the class, and induce the pupils to talk about it. Call their attention to the main feat ures. Lead them to talk by ask ing questions. Arouse their curi osity, guin their attention and awaken their miuds. The Word Symbol. After the pupilß have discussed the object, und named its parts, the teacher can write or print the word on the blackboard, making an intimate connection between the object it self and the word as its symbol. At the first lesson only two or three words should be taught. Pupils should practice namiug these until they know them with out the aid of the object. For seat work they should be required to copy the words they have learned. 8. Define Phonic Analysis and Phonic Synthesis and state their value. Phonic Analysis, the separation of words into their elementary sounds. Synthesis, the building of words from their component sounds. The value is in developing the power of word mastery. 4. How many vowel sounds in our language ? How many con sonant sounds ? The consonant sounds are 24, the vowel sounds, 17. 5. Why should a pupil uot be interrupted while reading ? Allow no interruptions while the child is reading. Let him finish the sentence or his paragraph. The child’s attention should not be distracted by other pupils shaking their fingers or raising their hands. Any criticism that is to be made should be reserved until the pupil has takeu his seat, Iu all cases require the pupil to pronounce cor rectly the words he has previously missed. 6. What is a rhetorical pause ? How is its place determined ?. Rhetorical pause is any pause in oral language. It is for the pur pose of aiding the hearer to mter- News-Herald j Journal, W kkkl Yi Only $1.25. VOL. VII-NO 7 pret the thought, and its place is determined by the meaning 7. How is a grammatical pause indicated 9 What is its use ? A grammatical pause is indi cated by the punctuation. Its val ue is iu aiding the reador to un derstand. 8. Define Modulation, Empha sis, Articulation. Modulation, the modification <r changes of the voice for purposes of expression. Emphasis, stress of voice on cer tain parts of a sentence to which attention is thereby called. Articulation, tbe carving of words into syllable*. 9, Describe three exercises for improving articulation. Whispering exercises, slow pro nunciation, drill on difficult com binations, exaggerated action of organs of speech, slow reading iu concert, e'c. 10 Which is more important, training pupils in silent or in oral reading ? Why ? Silent reading because this is thought getting, the important part of knowledge growth. Thought getting precedes its expression either iu word or deeds. ARITHMETIC. 1. Two brothers together own 4 of a flour mill valued at $12,620. One owns 3-7 as much as the oth er. What is the value of each one’s share ? Answer—First, $1262. Second, $2921£. 2. New York is 74 jleg., 3 miu. West of Greenwich. Paris is 2 deg., 20 East of Greenwich. What is the time at Paris when it is 10, A. M., at Now York ? Answer—s min. 82 sec. past 8 o’clock. 8. A merchant bought cloth to the amount of $750, and silk goods to the amount of SSOO. On the cloth goods he gained 20% and on the silk goods ho lost 16J%. What per cent did he gain or lose ? Answer— 64% gain. 4. Which is better for me, to buy 6% bonds at 72, or to invest ray money in mortgages bearing 8% ? How much better is it ? Answer—oo4, advantage of bonds 5 Shall I pay ♦19.00 per tou for phosphate October 20th. or $18.25 the following May let, if money cost me 8% per annum ? What is the difference per ton ? This question, as printed, was not clear as to meaning, and should be disregarded entirely. 6. Make a fifteen minute seat work exercise for pupils who have studied as far as the No. 10. Answers differ. 7. The sum of 75 and 19 is 94. Teach this. 5 units and 9 units are 14 units, equal to one ten and 4 units. Put down 4 units under units’ column, and carry one ten to ten’BColumn. Then 7 tens and 1 ten, and 1 ten are 9 tens. —Ans. 94. 8. Teach the following: Three fourths divided by one-half equals J divided by 1 equals If. There fore, J divided by 4 equals 2 times I equals 6-4 or Is, ans. 9. Find the interest on $l2O for 1 year, 7 months, 15 days, at 8 per cent. Teach this. Many different methods for solving interest problems. I use 6 per cent, method. Answer, $15.60. 10. What per cent, of 860 is 18? Teach this. To find what part or what per cent, one number iB of another number, muke the number to be the part, the numerator, and the other number the denominator. Solution—Make 18 the numera tor and 860 the denominator, 18-860, reduced to its lowest term, equals 1-20 equals 1.00-20= .05 or 5 per cent. Ans. 5 per cent. A MONSTER DEVIL FISH Destroying its victim, is a type of Constipation. The power of this murderous malady is felt on organs, nerves, muscles and brain. There’s no health till it’s over come. But Dr. King’s New Life Pills are a safe and certain cure. Best in the world for Stomach, Liver, Kidneys and Bowels. Only 25 cents at A. M. Winn & Sou’s drug store. A German doctor has devised a plan for massaging rheumatic joints. He takes the patient’s hand and puts it in a deep glass which is two-thirds full of quick silver. The mercury exerts an equal pressure on every portion of the fingers aud the pressure in creases raaidly as the fingers sink farther into it. The hand is al ternately plunged and raised about twenty or thirty times at each treatment, and after a second visit there is a marked diminution of the swelling. A FRIGHTFUL BLUNDER Will often cause a horrible Burn, Scald cut or Bruise. Buck len’s Arnica Salve, the best in the world, will kill, the pain and promptly heal it. Cures Old Sores, Fever Sores, Ulcers, Boils, Felons, Corns, all Skin Eruptions. Best Pile cure ou earth. Only 25cts. a box, Cure guaranteed. Sold by A. M. Winn & Son, Druggists.