The Grand Haven news. [volume] (Grand Haven, Mich.) 1858-18??, 1859-09-07
For the Grand Haven News.
TEACHERS INSTITUTE.


Mr.. EDIroR:-I have thought that
perhaps few words of explanation in
regard to the design and Importance Of
Teachers Institutes might not be entirely
amiss in your columns. Some are saying,
"Why hold an Institute away at one side
of the State" II there was to be but
one in the State, per year, suppose a
central locality would be desirable; but
since ten are held this year, it is doubt
less well to do as the Superintendent has
done-scatter them somewhat. Theirde-
sign is to give the teachers of the youth
of the State such training and profess
ional instruction as will enable them to do
nobler and better work in the school
room." Perhaps they might well be call
ed "oflicer drills" in our standing army
for our public schools are the most
valuable army in our country-and who
will say that the teachers, in our county
and the adjoining counties, do not need
this instruction as much as those in any
other part of tho State? How TO give
instruction, hon TO impart knowledge,
ho,o to elicit thought and awaken the dor
mant energies of the pupil, hoW to touch
that soft spot which some imagine exists
in every human heart, and secure obedi-
ence in that way that will most benefit
the school and the scholar, are the ques-
tons concerning which the young teach
er always feels the want Of information.
To supply such information from old and
experienced teachers is the design of these
gatherings. The following paragraph
from Ivisoa Dc Phinney's Educational
Meas gives some clue to the origin OF
these Institutes, and will be not entirely
embarrassing:
"The usefulness and efficiency Of prop
erly organized and well-managed Teach
ers' Institutes, no longer admit Of a rea-
sonable doubt. For sixteen years Their
utility has been thoroughly tested. This
indispensable agency in the cause of popu
lar education, originated in the State o.
Connecticut; and the first body of teach
ers was assembled for the purpose Of be-
ing taught how to teach, in Hartford, il
1889, at the instance and on the recon
mendation of Henry Barnard, one Of thu
distinguished pioneers Of educational re
form in this country. Very soon thereaf
ter, it was introduced into all the New
England States, and has now found il
way into every State which enjoys tn
priceless privilege and blessing of a gooC
r system Of public instruction. This in
strumentality has proved eminctIy sue
cessful, not only in directing the attention
' of the people to the importance Of educa
ton, and Of diffusing among them correc
and enlarged views on the subject, but il
bringing the teachers together; awaken
Z ing in them a proper appreciation of tn
. responsibilities of the work in which the
are engaged; giving them much valuabl
information in regard to the best mean
f and plans of organizing, instructing an
disciplining their schools; exciting in thei
Q minds greater zeal for their important We
. cation; in short, imparting TO them tina
which is the paramount and pressin
want of our school systematic heor
and art Of teaching. These Institute
. are capable, if rightly managed, of bein
rendered instruments Of great power an
3 efficiency; and they should, therefore, re
: ceive at the hands of teachers, school o.
:. ficers, and the people at largo, that ell
enlargement and support which their i'm
: portance in the economy of the syster
= | domandsO