The Evansville journal. [volume] (Evansville, Ind.) 1866-1870, 1867-08-07

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Reported for the Journal
A Summary of the Proceedings at
the State Normal Institute at Terre
Haute.
FIRST WEEK.
Professor Olcott, Superintendent;
Officers Treasurer. VIM. Valentine;
Secretary, Mr.. Jones of Vincennes
Reporters, for the Erpress, Mr.. Wiley,
and for the Journal Mr.. Byers; In
structors for the neck, Professor Har-
vey of gainesville. Ohio; Professor
Hewitt of the State Normal School,
Illinois; Professor Hough of Cincin-
natl; Professor Peasley of Columbus,
Ohio; and Professors Tinker, Wiley
and Bosw orth of Terre Haute.
The Institute convened regularly
at 9 A. NJ. and 2P. NJ, opening each
session much after the manner of a
model school.
DIR. Mutt, President of the State
University, was present during the first
OF the week, and on Tuesday eve
ming delivered lecture upon The
duty of the State in regard to higher
education"
Wednesday evening Professor Har-
vey delivered lecture upon the sub
ject of Head and Heart" which
was we'll received by large audience
of teachers and residents of the city
After the lecture all enjoyed very
pleasant social.
Thursday evening Professor Hew-
lit lectured on the subject of Nor
NAL Schools"
DIR. Mutt, in some remarks to the
Institute, stated that tuition at the
State University had been declared
free, and the College open to all per-
sons, without distinction of sex. The
statement was received by the Insti-
tute with hearty cheers.
Prof. Harvey, in his instructions
on the Theory and Practice Of
Teaching" threw out some very valu-
able hints. With respect to govern
ment of schools, he said that the
teachers character governed. He
condemned the practice, somewhat
prevalent among teachers, of seclud-
ing themselves, and advised them to
mix with the world, and make them
selves felt as part of society. He
defined the duty of the teacher as
discipline and culture Of the mind, of
the moral and emotional natures, and
of the physical.as we'll. He classified
the stages of mental Development
first, the perceptive; second, the
analytic; third, the synthetic. He
said the study of methods was the
study of the teachers profession, but
cautioned his hearers to combine
method with individuality. He gave
three axioms in teaching, viz: things
before words, facts before principles,
processes before rules. In one lee
Iure he presented the philosophy of
punishments, simply associating the
penalty with the offence. He advised
the explanation of natural phenome-
ma as means of keeping up interest
in school, and gave several good illus
trations. He also presented the sub
ject of grammar, as it should be
taught to children, placing ideas be-
fore words or definitions. In his
closing lecture on Friday he gave the
teachers some good advice with re-
gard to their own study. He recon-
mended the use of inter leaved text
books, the Index Rerum, and Thos.
Benton's peculiar way of preserving
newspapers. e.f.fsTs.
Prof. Hewitt-gave instruction in ge-
ography, history and phonics. He rec
commended teaching geography to small
children orally; following oral in
struction with map-drawing, to con-
tinue during the course He insisted
that pupils of all grades should learn
to spell and pronounce every geo.
graphical name they use. Since no
one can learn all of geography or his
tory, he suggested the necessity of Sc
lecting from both. and cautioned
teachers not. to adhere slavishly to
the text books. Use books-but not
abuse them; be their masters, not
their slaves. In assigning a lesson,
let the pupil clearly understand what
he is to learn, and then hold him
strictly to his obligation. Let reviews
be frequent and thorough. 81.
Prof. HOugh gave instructions in
composition and primary arithmetic.
In the first he named eight distinct
steps as being of prior importance to
written composition. Teach children
first to speak correctly; second, to
speak in sentences: third, to repeat
sentences; fourth, to repeat stories !;
fifth, to repeat the substance Of les
sons; sixth. to repeat poetry; seventh,
to describe pictures; eighth, to de-
scribe familiar objects. In short, get
their tongues loose Give them
thoughts, and language to express
their thoughts. He presented the
subject of primary arithmetic accord
ing to the Oswego method.
Prof. Peasley gave daily instruct
ions IN penmanship, presenting the