Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1872-03-31
CENTRAL TENNESSEE TEACRER's
ASSOCIATION.

The Association convened in the Hume
Building at 10 a. m. yesterday and the
PRESIDENT being absent, S. Y. Caldwell was
called to the chair pro. TEN. and prayer was
made by Prof. Jas. S. Fall. The minutes
OF the previous meeting were read and ap-
proved, the roll called and an opportunity
thereby offered to those present of becom-
ing members.
Prof. Baldwin, in behalf Of the commit
tee on the establishment of an educational
fund, asked further time, statingit was their
intention to arouse proper interest in the
effort OF the teachers until the creation of
such opinion as would tend to justify the
movement. The request on motion was
granted.
Prof. S. Y. Caldwell reported in behalf of
the committee appointed to secure from the
Legislature the passage of amendments to
the school law, in order to make it more eff
fective. Arrangements, he said, had been
published in the papers, favoring a State
Superintendent, and had visited and labored
with each of the legislators in relation to
the subject.
Though no law has yet been passed, still
he thought much good had been accom-
plished in that direction.
Prof. A. G. Cartwright made report in
behalf of the committee to secure half fare
on the railroad for those wishing to attend.
The next subject Of consideration for the
Association was the discussion of the ques-
ton "should the system of bestowing prizes
in schools be encouraged" The question
was earnestly discussed by the various
teachers present. Prof. Caldwell with much
gallantry gave the prerogative 10 the young
ladies, none of whom, he stated were ever
offered prizes, but some now trying it and
expected many beneficial results. Prof.
Baldwin thought the question could only
be settled by long experience. in teaching.
He defined education, giving its analysis, its
proper purpose and the means necessary to
accomplish that purpose. Education was to
develop the faculties ofthe mind, to ccmpre-
bend, understand, and not merely to teach
an idea. 1t must be understood, and in
order TO be understood the mind must be
developed, expanded. Should father, he
said, offer prize in his family to the man
who would eat the most, be might thereby
make gOurmands, but not healthy children.
So to stimulate children to excessive men
tai effort would create unhealthy mental ap-
petiteS. The only true method of eduea-
ton is to render knowledge attractive. His
practical experience was against the system
of offering prizes, for the tendency in years
gone by had been to repress mental effort
among the poor.
DR.. G. D. Elliott made some very prac-
teal remarks in the course of which he de-
MED that knowledge per Sc was desirable.
He thought the prize of the school-room
should be moral qualities. Referring to a
cf of Of rof Da1Ir7i,, l,o -
Tennessee before the war was In a state of
ignorance. Before the war Tennessee was
better educated than Massachusets-she
had led Massachusetts in everything that
was good and true. Referring to her proud
position so sublimely grding around the
late Southern Confederacy, he pointed to
much Of historic renOwn, eminent states
men, scholars and orators, protesting against
the casting of slurs upon Tennessee.
Prof. Baldwin desired a word of expla-
nation, and stated that in early years no
poor young man had fair opportunity to
get an, education, owing to the want or alb
sence of system Of public instruction.
He repelled the charges made against him
in this respect.
Prof. Jas. S. Fall said there used to be a
common ground upon which teachers could
meet and debate without touching that
miserable slough OF politics, the discussion
of which, at the meeting of the teachers,
he hoped would soon cease. He thought
the intellect could be cultivated at the
expense of the heart, and there
could also be a ready cultivation
of mere knowledge in the text books; still it
was a greater work and higher task to de-
velop all the noble qualities of the head and
the heart. Between wisdom and knowledge
there existed difference. A person who
knows facts merely, is but dictionary. He
who studies facts and endeaVors to fathom
and analyze the principles Of knowledge be-
comes the educated man, and approaches
nearest wisdom. If artificial stimulants he
offered children to study, it would be at
tended with bad consequences, for as soon
as the stimulant be withdrawn the effort
for triumph in the class ceases. In his
experience as a teacher he found young
ladies were prone to read yellow back nov
els or other, works Of fiction. By gis ing the
subject a careful study he concluded that
the preference for novels Twas due to the
fact the reader had nothing else to attract
and interest the mind. BE, upon ascertain
ing the young ladies whom he was teaching
were reading works of fiction, Immediately
provided them with historical and biographi-
cal works, and quietly the change went on
until the novels were thrown aside for bet
ter books.
Rev. r. II. Bennett urged that prizes
ought not to be given.
Because, first, 1t creates unhealthy excite
ment.
Second. 1t stimulates only few while it
has tendency to discourage the most.
Third. 1t calls out jealousy.
Fourth. 1t develops self-coneeit.
Fifth. 1t arouses false motions Of action
and false standards of esteem.
Sixth. 1t uses bad methods when some
thing else would do the work better. He
thought it better to some extent to appeal
to the natural emulation which exists be-
tween the sexes. The appeal should be
made to the moral qualities Of the pupil.
Prof. S. Y. Caldwell stated that prizes
were offered in Sunday-Schools all over the
land. In every department of life persons
are stimulated to activity. In regard to the
question which had aroused some feeling,
he was inclined to think Prof. Baldwin was
true; that in days before the war, the poor
young man had but little chance for secur-
ing an education in the South. AS to the
relative superiority of education in the
North and the South, it was, he thought,
merely question of statistics and social
philosophy, and it should therefore arouse
no personal feeling between the members.
Mr.. Woolwine corroborated Prof Bald
wins statement that advantages for poor
young men in Virginia were very poor. He
deprecated prizes and thought better me-
thods might be resOrted to.
Prof. A. r. Spence thought different
prizes might be offered. He was opposed
to any prizes which could be obtained by
one scholar at the expense of the others.
1t had been tried in Michigan University
by offering prize for the best preparation
for college. After years of trial it was dis
carded as something even worse than
failure. He would make the moral appeal
first, and teach the pupil to live for God and
fellows.
DR.. Oney opposed offering rewards of
books or money to few. Such pupils did
not accomplish what they were intended
for. Healthier stimulants than prizes may
be adopted, and with more good than is
possible to result from the prize system.
Prof. G. B. Berry said every one loved
reward. The child loves a reward, and
E--1 A.