Decatur Democrat, Volume 38, Number 24, Decatur, Adams County, 31 August 1894 — Page 10

TEACHER’S INSTITUTE. Monday's session. Adams County Teacher’s Institute convened at the Christian church at 1:30 o’clock p. m. Order was called promptly on time by Superintendent J F. Snow. Rev. E. E. Davis was introduced to conduct the opening devotional exercises. He conducted a very impressive service, using Proverbs 8 chap. 1-21 verse as the lesson. Supt. Snow then made some fitting remarks as to the purpose of our institute work. Alluding to the past. He said the manifested interest of Adams county’s teachers had been commendable and expressed his desire and confidence in maintaining their past record. Dr. J. L. Orr, of Middletown, Ohio, who has charge of the music as part of his work, was introduced and conducted the first exercises on that subject. It was used as a class exercise and enjoyed by all. Prof. Edwin E. Starbuck, of Vincennes, Ind., was next introduced and gave a lesson on “Primary Work.” He said the new teacher in the new school should make himself master of the situation the first day and rely upon tact to overcome obstacles. Two conditions are essential for success: A live teacher and “a right relationship between teacher and pupil.” With these success is sure—without, failure unavoidable. Do not rely upon readymade theories; they can no more be used than one kind of medicine for all diseases. Successful teaching cannot be a “pouring” on process. The teacher’s good to the pupil depends upon the teachers knowing the child and his ability to lead him from the known to the related unknown. Intermission was next in order, and ten minutes were very pleasantly passed in handshaking and renewing of acquaintances. Promptly on given signal silence prevailed and the program work was resumed. Beginning with music under the supervision of Dr. Orr. < - « The fifth subject, a paper or lecture by Clark Caldervt ood on “What of Imitators? Is there a Science of School Management?” was next called. Mr. Calderwood was absent for unknown reasons and the subject was passed, • The last subject for the day was a lesson on Language by Dr. Orr. Among other things he briefly discussed the following: Children’s use of words as sinerns of ideas. « o Teachers should., present objects then the names; always teach the names by means of objects if possible. If not have the unseen object defined in terms that are definitely known by the child. Require ' pupils to pronounce every sylable of words spelled and mark diacntically as early as possi ble. Make careful selections for children’s reading, allow, no indulgence in that which does not contain good wholesome thought , matter. Always keep a lofty ideal before children. Euc.ou;;ige reproduction of stories and don’t criticise the expression of a developing imagination for falsehood;. .. . Teach the pupil to do. x ; _ ? Ou entering your school take things as you find them and do not complain that they are not ,as you would have them. ' Shape them.. On inquiry the Doctor said the advisability of the use of literature Con mining-dialect such as Whit comb Riley’s poems, among children, should be determined by the sentiment arid -purity of thought expression it contains. . .. s • Perin.ssion was given for..agents’ announcements and the following were made,: Prof. W alters—Representing Illinois School .Journal. . ' Supt. Moffett —The Indiana - School Journal. D. B. Erwin —Kellogg’S Publications. Ed Ray —Week’s , Current and Intelligence. 1 Mr. Welker —Normal Instructor. Mr. VanAlstipe —.Educational Publishing Company of Boston. Supt. Snow having made some HkIG ’ ■ .V ■

general announcements concerning general w’ork, presented the Institute members with song books with his compliments. Institute adjourned until Tues day morning at 9 o’clock. The thoughtful provision of beginning at noon instead of ‘the usual time of opening proved very satisfactory. A large number were in to-day for the opening session. Prospects are very favorable for the week proving one of the most interesting that Adams county teachers have ever enjoyed < Tuesday’s session. Sharply at 9 o’clock a. m. the work of to- lay was taken up. Supt. J. F. Snow in the chair. , Rev. 11. V. Vitz being absent, for some unknown cause, Dr. Orr kindly consented to serve in his stead in conducting the devotional ser vicesj Ecclesiastes 12th chap. 17 th verses were used as scripture lesson, showing the frailties of man’s life. ■ The roll was called and responses showed an enrollment of 117 members. The first subject taken up was a lesson on Psychology—“classification and naming” by Prof. E. E. Starbuck. He first reviewed briefly , the psyiochlogical structure of the nervous system; then showed the manner in which impressions are conducted. Latent nerve energy was explained. Sensations are produced by external stimuli, the product of which is recorded by the mind as percept. Percepts then combine to form concepts; the way in which the child mind is led from a particular to a general notion was set forth. The child unconsciously practices discrimination. The following special points were noted: The nerve cells and their branches form threads of communication all through the system. The nervous system is capable of storing nervous energy causing greater tension in certain parts of the body, causing discharges from one part of the body to another. Energy stimulus tends to discharge itself through the tracks through both the lower and higher center. Every discharge through the nervous system tends to modify structure and arrangement of particles composing it. The interest in this subject was greatly enhanced by drawings which the Professor used in illustrations. The Professor having concluded the lesson, general questions on the subject were in order. A live aud interesting discussion followed as to; the psychological distinction between mental percept and concept. Prof. Walters, Supt. Moffett, Dr. Orr, Supt. Snow and Prof, Starbuck participating. Time slipped away and before we were aware regular intermission time had •passed, but that being a subject undesirable to miss it was declared in order and ten minutes wejre given for intermission. The house having been called to order, Dr. Orr took up the subject of music in his practical way, giving an exercise in note reading and singing. . VV. A. Lower, principal of Second Ward school, Decatur, was called next and delivered a paper on “The" Purpose of the Common School.” lie believes the purpose is to educate the child for future usefulness. 'Die three chief influences in the formation of character are the family, the church and the school. The school conducts the child to his position in life, . It was not until our day th at A permanent system of education was established. In the common school the chief aim of the teacher: should be to awaken a desire for knowledge. The paper showed thoughtful preparation and was well delivered. dhe concluding subject of the forenoon session was, “What I May Learn in Grammar,” by Dr. Orr. Language, he says is .before gram mar. Teach language. We acquire its right form by practice. Technic al grammar has no place justly in our work short of the high school. Principles as found in the language may be taught at any time. Habit is the best and the worst thing in the world. Correct speech forms are acquired by it and when formed are hard to break, likewise in correct forms are equally difficult to overcome. Many examples were given trating habit in language. Grammar is the science of relation. The noun and its relationship as part of speech was considered. The inconsistency on several definitions were shown by examples. Agents announcements were again called for after which Institute adjourned”till 1:30 p. m AFTERNOON SESSION. Session was opened with music—

I General exercise under auspices of Dr. Orr. The first subject of the afternoon program was Geography—Relation of Earth to Universe, by Prof E. E. Starbuck. The ProfeseSr conducted this lesson as it might have been presented to a sth grade class of pupils. Throwing in some in - tentional errors in the method of presentation for criticism by the teachers in general discussion. Objects supposed to have been brought by the class were uSed in representing the planets. Care hav ing been taken in selecting corres ponding relative sizes they were •I arranged at proportional distances from the supposed sun illustrating the planets in position. The rnovt" ment in their orbits was explained with cause of difference in time required to make their journeys around the sun. The change of seasons was explained. The lesson closed and Hass was dismissed. Criticisms were then called for; I but owing to the time being limited j they were passed. The lesson was a practical aud suggestive one to teachers in illus trating what simple devices, always at hand, may be utilized in explanations. The afternoon lesson m vocal music was next taken up and con ducted in thexusual manner, fol lowed by*ls minutes intermission. The tap of the bell at 2:50 -was the signal for the continuation of work. D. B. Erwin, Principle of Third Ward school, Decatur, was called. His subject “Are We What We Seem? What Are We?” was presented in paper. Mr. Erwin discussed the subject from the teachers standpoint intro spectively—Where is the teacher to-day in his profession?, are we dropping beh.nd in the march of progress? Are we teaching because we sincerely feel it our calling, or is it for profit only? Is it not true, the reason of the low salary is lack of preparation? Are not many teachers attempting too many things? Are we practicing at all times as we would have the example before our pupils? “Would that We might see ourselves as others see us.” The subject was farther discussed by J. A. Anderson, Principal of 4be Berne schools. TUESDAY AFTERNOON SESSION. The closing subject for the day was “The Government and the Governed” by Dr. Orr. Governments are • not made but grow; “to know anything well we should know its becoming?’ If we would should know all its steps from starting to present conditions. Government began with the earliest generations of people. Moral ideas come in with the possession of property. There was a time when the family constituted the government. These uniting constituted the clan—clans uniting formed tribes. In the nomadic period the tribe constituted a government whose ruler was the chief. Nomadic tribes settling in community formed the mark. The mark was a Democratic form of government. This form of government is still prevalent m parts of Russia and India. The step higher than the mark was the township, then followed the Hundred. The •hies ruler of the Hundred was leader in war and later styled king. His authority was not absolute but subject to approval of a council from which the English Parliament o r to- day sprang. The colonists came to America as the children of the English government. The govefnment to, be continued in to-morrow’s lesson. Some remarks were made by Supt. Snow, setting, forth the im - portant position which the teacher holds in relation with our future ideas of government. He placed much stress upon the teachers responsibility as to the coming citizen’s ideas of right and wrong. The exercises of the day concluded with roll call. Members responded to'their respective number by giving some gem of thought or quotation, At 4:30 o’clock p. in. institute adjourned to meet Wednesday morning at 9 a. m. Wednesday’s SESsiONfThe session was Called to order by Supt. Snow. Rev. W. I. Alexander was introduced and conducted the devotional services, after which the Reverend consented to address the teachers for a short time. He pleasantly surprised us with a most excellent address, as follows: Teachers of Adams County s James Russell Lowell in his poqin entitled "The Present Crisis,” says; ' “New Occasions Teach New Duties.” A new occasion Is now before the American people with respect to the things which concern the life and wellbeing of the republic, and this occasioh teaches new duties. The occasion of the Revolution-

ary period was the attempt on the part of. Great Britain to impose on us a hateful and tyrannical government, and the new duty which sprang from this occasion, was the duty of asserting independence aud fighting for It —which was done nobly at Bunker Hill and Yorktown. The occasion of the Civil War was the attempt of the South to dissolve the Union, and the duties that rose from it were such as were performed by JJncoln and Sherman, and Sumner and Grant. The present occasion is. that cruel, selfish, vicious and disloyal principles are advocated in the land. The citadels of our national life the home and the school and the church arc besieged, and troth these must go forth the power that Is to ovetconio these foes, as did the pat riots of an early day tight the enemy at Gettysburg. and Saratoga aud Brandywine. The victory will be ach.ovetl when we have purer, more enlightened aud righteous citizenship. * In Hus is our strength and our salvation. The great majority ot the American people are loyal aud true, and they will act rightly when they see clearly So many are being Jed astray and confused and confounded by factional cries and the sophistry of demagogues. All they need is more light, a clearer vision, a more perfect understanding ot their rlgnts, duties and obligations as citizens. Whoever helps to give tins light and impart tins knowledge tn the largest, speediest, and most effective way. is tlteone who is meeting the greatest need and doing the noblest service mat can be done lor this country at the present time. At the great Cleveland convention in. July, ope service was given upto American citizenship. A distinct feature ut the Y. I’. 8. C. E. the coming year will be gotal citizenship, and tills promises to do a very large and effective work tn this direction. There is no oue tiling the young need more thau to be thoroughly educaied in patriotism nud good citizenship They need to be taught that the corrupt political rings whicn disgrace every State and city must be overthrown, and that the combination amt eoueeucentratiou of moral forces generally must be mude against the vicious evilsot ttiuuav. The debt we owe to our public schools ami tdottr 350,(K10 ptiolic school teachers is oiten too feebly emphasized add too frequently overlooked. The public school isoncui the pillars ot our national existence. Without it neither tee church nor state could live. 1 believe the unity,strength and free development ot the nation turns more, by far on its public institutions than on nay one thing else. Last year we had 12,755,1150 pupils in our public schools—bays and girls learning t,o think earnestly, intelligently and accurately, and they comeoiit into all departments of lite—in the tiuipit, on the platform, in the political world—bright ornaments of society, tue chmch and the state. 1 have nut words to express my admiration for these :iso,clXi well-equipped, conscientious, heroic school teachers, the majority of whom are underpaid and umler-estimated, who are developing in our boys and girls love of country aud high ideals of manly and womanly virtue which mould their characters and shape their destinies for eternity But it has been well said, "Every man consents to a wrong who does not exhaust his strength in endeavoring to prevent it.” Duties are ours; events are God's. It is your duty as teachers to realize tne dangers and eouuteract them. Dangers there are-dangers that threaten to wreck even the public school sj stem on the rock ot sectarianism—the sandbars of a Godless infidelity and tue shoals of an empty morality. False ideas as to the purpose of a common school education, and a false economy in the use of school funds, weaken the power of the public schools on our social lite. Consider for a moment the purjiose of education. Is it to till the mind with an accumulation of facts? To heap up a vastaud multifarious knowledge ol things? Or, is it not to draw oiil the spirit ual auu mental forces which are in the scholars. and so exercising, make them grow? is it not the development of the man himself? Is not education to be judged by tne impulse it gives the mind toward tne truth; by the power it. awakens to fit the child lor Intelligent citizenship? That is the ideal aim. Then it follows that the best educaied man is not the one who has suited in his memory the greatest number of facts, but. the one who Ml his mind best trained to see aud appreciate and use 1 the truth. He is the Pest citizen. The best teacher is he whose teaching makes a child tothink accurately aud develop symmetrically . That, teachers, is your greatest work. Every boy or girl that you teach: that he'may he a citizen, must share the common social life, and the way that pusses to it lies through the school room. "New occasions.teach new duties.” Ttregreat and successful men of history tfre those who have perlotmed the new duty. They are the men who had faith to meet such occasions. Here is a shepherd boy. He hears from his panic-stricken countrymen of the great champion. It is his occasion. A tiro seizes him ami he goes down with his sting aud his heart, ol faith toovert brow that champion. Next, he is a great military ieadpr; next,, the King of his country. As with David, so with Aehemiah. Paul, ami Luther, ami Socrates, and Tully, and Cromwell, and WashingtonI—all 1 —all the great master spirits. the founders and law-givers of empires, the defenders of the rights of man- are made by tiie same law. These did not shrink despairingly from their duty. but. in their hearts of faith they embraced each one his cause aud went forth to success aud honor. Perhaps this essay is to > abstract, Let me. in conclusion, give two or three practical lessons from the ilitutg lit above. I. True educatffni fits men for life’s duties and makesthem good tilizens. Without true education the powers of the mind are not free. If we are not liee we are still the slaves of ig - norance aud prejudice, and cannot Use the powers that God has given us.. An angel may siumber in a block ot marble, l>ur it talves the chisel of the sculptor to bring it to view. Education is the chisel time releases the angel in every human creature. Bur 'whether the angel, when once released, shall be a good or bad angel—an angel ol lighter tin angel of darkness—will depend much on the kind ot education. Angelo-could produce from tlie same b<oek Os marble a satyr or a seraph. It all depended upon the direction he gave tlio chisel. Education to be beneficial must be true education, i. e., itmust indmlethe whole man. Falseeducation if wakens the powers without giving them direction. Then, when the life, misguided, taK.es t.he wrong direction, it goes to the devil with the speed of a steam engine, rather than as in ignorance,"it might al tlie pace of the stage coach. Teachers, remember that education alone doesnot insure moral safety or good citizenship. There me accomplished scholars in state prisons, ami many of the most brilliant and highly educated professional men perish ignominiously us drunkards. True-education must include all the faculties of man. Again. If yon want your scholars to be go® citizens and grow in goodness, you must be good vourself.. George McDonald, says. “To try too harii to make people good is One way to make them worse; the only way to make good is to be good, remembering well the beam and the mote. The time torspeaking comes rarely; tne time lor beingnever departs." The true tviieher Ims a radical .work to perform. Do that work With energy ami determination. God wants everything done in a strong .way. It is pleasing to God to have a man do liis best. The world is tired ol having things done in a weak way. Let me warn you against pessimism. Thqdiscouraged man is always a weak man. Always be hopefii I an

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cheerful, and never resign and give up. You have tim destinv ot Adams county in your hands. Be good; be true, be right; right is tlie medicine to cure the world’s pam: right is the key to unlock every prison door. Wield your influence tor good citizenship, and though in after years your teachiug may be forgotten, you yourself, your personality, will ever remain witli your pupils. Youb pupils will, in time and eternity, remember you with gratitude. because you did your duty—the duty of the hour. If every teacher in Adams county would do this, in five years Adams county would rank first in the State for morality and good citizenship. Do not attempt this bysplurge or noise. Noisy men. as a rule, are small men. It is not the noisv, threatening, severe forces whibh are most availing in this world of ours. The noiseless sunshine which lifts the ocean toward the sky, is greatly more potent than the submarine volcano which only flings a tew acres of foaming and feathery spray into the affrighted air. There is power in simple faith and kindness and patience, and above all is there power in being yourself what you desire your pupils to be. That a tailor may cut his cloth well he must provide a good pair of shears. Each part of the shears must be well sharpened and the two pieces must beexactly fitted together. If either requisite is neglected the cloth will be mangled, the progress slow and the result a botch and disfigurement. The proper understanding of yourself, motives, training, temper. faults, etc., is the one part of the shears, and a like understandingof the children under your care is the other side of the pair. Let them be riveted together by a sincere love for country, and for the immortal souls entrusted to you, and you teachers will fitly prepare a multitude with white garments, pure and clean, without a spot or wrinkle, or any such thing, unto the praise of Him in whom we live and move and havepur being. Roll was called and responses showed an increase of over yesterday’s membership. The first subject was conducted by Prof. Starbuck—the continuation of yesterday’s psychology work —“Habit —Association of Ideas”— a summary of the proceeding work was first reviewed. Habit is due to plasticity of the nervous system. Early impressions give adjustment to the nervous system. First impressions last longest. Children are taught more by example than by precept. The teacher should look well to the environment he creates for his pupils. Habit diminishes the nervous tension necessary to perform a§ts. Put as much of life over to the lower or reflex' nervous centers as possible. It will give the upper or thought centers freedom for new acts. The next subject was vocal music conducted by Dr. Orr. The subject of music recurs often in the program, but none too frequently. The time for this work conducted as a class exercise with the enthusiastic interest which the doctor commands is always welcome. Intermission 15 minutes. Supt. Moffett, of Decatur schools, save? the first exercise after intermission. His subject was “Ideal Truth.’’The Superintedent said: The teacher who has no ideal has no business in the school room. There are two kinds ot truth-mat-ter of fact and ideal truth. Matter of fact truth is is'Such as a study of chemistry affords. Ideal truth, the result of the change by imagination from the real to the ideal thing. It is creative imagination which produces it. Longfellow dees not use scientific truth in daybreak. Ido not care for emphasis or inflection in reading. I would .not teach it. Get the thought.

J. Tlios. W. Luckey, x - GROCER. - y

Ideal truth is the soul’s consciousness of its possibilities. History is a struggle of human life toward an ideal. Literature sets up In advance the ideal then urges the student toward that goal. In the study of poetry the following should be mastered to understand it. First, find the picture of the individual created in terms of human life.' Second, the theme—The universal law which runs through the production. Third, the harmony between the individual and the universal law, then interpret in terms of real life. All literature has an emotional side and it is that element which elevates. If you can succeed in finding these ends you succeed, if not you fail. A very animated discussion followed, confined especially to the practicality of teaching emphasis and inflection in reading. Among the participants in the discussion were Supt. Snow, Supt. Moffett, Dr. Orr, Prof. Walters, Miss Bottenberg and J. C. Blossom. The question being practical and deeply interesting was allowed to continue over time. The next subject on the program was “What are knotty points in Grammar,’ which would have been handled by Dr. Orr, but the time having passed for that subject it > was omitted. After some remarks by Supt. Snow institute adjourned for noon intermission. AFTERNOON SESSION. At 1:30 the house was called to order and work opened with music. “Methods of Instruction in Primary Geography,” was the first subject. Discussed by Prof. Starbuck. He criticised yesterday’s geography recitation before entering upon to-day’s lesson. By criticism, he suggested the following: Teachers should be well prepared for the recitation. Have pupils make devices for illustrations as far as possible. Never make hasty conclusions in explanation. Lead the child into anxiety for knowing the cause before the explanation is given. Never tell the,child what he may discover in ' i< reasonable time for himself. 1 In the discussion of Methods he 1 emphasized strongly the value of j objective study. Commended geo- ] graphical excursions. Have pupils I to make profile maps of school yard, home surroundings and countries 1 he studied. “Educate brain, heart j and hand.” * The next subject was Music conducted in the usual interesting man- 1 ner by Dr. Orr. J Intermission 15 minutes. I

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