Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1873-12-13


other cases, their teachers were fairly educateC
young men who entered the schOol-room
temporary means OF relieving pressing wants
while they ftted themselves for some Othe
profession. These ambitious youngsters neve
! troubled themselves with
THE STUDY OF METHODS OF INSTRUC
TION,
or with making any special preparation foi
the labOrs Of each day. They were very care
ful, too, TO tell them that they did not think o
making school teaching a business; whereas
they were in fact degrading one OF the holies
works OF earth into mean, mOney-W1nn1ns ns
business. In other schools IL was even worse
for there they would ind some miserable, in
competent creature who failed in everything
else, and concluded to teach school, while
! Micaw notwithstanding for something e
| turn up. These men were
MERE DRUDGES,
/ ut only TO be hewers OF wood and drawers o.
! water. They were utterly devoid OF the nnt
| spirit and enthusiasm OF the true school
master. In their opinion a child was an Odi-
| Gus, restless little thing, that must be treated
sternly, kept still and made to learn its les
| sons OF course there was ne teaching, nc
/ wise, loving guidance, and, hence, no educa-
ton in such schools. II was all mechanical
! lessons, not understood either by teachers or
| pupils.
FOLLY OF EMPLOYING YOUNG TEACH
ERS.
The people Of Tennessee should be brought to
see the folly, the crtmlDality Of putting their
children into the hands OF such unit leach
ers. They must learn the true value and dig
nifty Of the teachers Office. They might learn
a lesson IRON Prussia. Sixty-six years ago
that country, defeated by the French, desc
lated and Impoverished, entered earnestly
and literally into a wise system OF popular
education; training teachers at the expense
Of the state and compelling the people to
send their children to the schools. They all
knew the amazing results; wealth, power,
victory, a foremost place among the nations
OF the earth in all that constitutes true great
ness, and finally tr1umphed over France after
the most brilliant campaign recorded in his
tory. A wise education, purchased by a liOer-
al expenditure of money, accomplished all
those grand results. As a condition precedent
70 ali true education, the ONCE OF teacher must
be made
PROFESSIONAL, PERMANENT, REMU-'
NERATIVE AND RESPECTABLE.
The all-important question arose as to how
this could be done. The Germans had answered
this question in their wise, practical way, by
the establishment OF professional schools for
the special training OF all persons who pur-
posed becoming instruct tors Of chi idren. For
instance, In the little kingdom Of Wurtemburg
those aspiring to the office Of teacher were re-
Quired 10 give notice of the intention of fol-
lowing that pursuit, and after two years
preparation for course OF nominal instruc-
uoni 10 which they were not admitted until
seventeen years Of age, must there complete
three years course under an excellent master;
and then having served two years as an assist
ant in an approved public school, nigh stand
the chance OF passing examinations that would
admit them to the honor OF teacher in charge
Of an elementary school.
TEACHING IN ALL PARTS OF GERMANY
had become a permanent, honorable profess
sion, into which no unframed man, however
learned and eminent IN another profession,
can possibly enter. None but "A teacher was
allowed TO do the teachers work. Even a
bishop would not be considered qualified to
teach the primary school IN the ObscureSt vii
lage. When professionally trained teachers
could not be found in sufficient numbers,
schools were left without teachers, while the
normal schools were enlarged in extent and
increased In numbers. But some one was
ready 20 say that all this might be easy enough
in an old country like Germany, but they
could not do things that way in Tennessee,
the people were too poor. He would answer
that they We're rich enough II they would
wisely use the riches they had. With their
free Institutions ald the natural wealth of
climate, soil and minerals, they ought very
soon
TO sURPAsS THE HIGHEST EDUCATION
AL ACHIEVEMENTS
Of the old world. No intelligent man would
think Il possible to do this without the agency
Of a number OF liberally endowed normal
teachers needed 10 teach the four hundred
thousand children OF Tennessee. Whatthen,
should they do? In showing the necessity OF
having well-trained teachers In order to Sc
cure a good education for their children, and
in pointing out the impossl oility OF supplying
those teachers at present through the agency
OF normal schools, he had established the
SUPREME .IMPORTANCE OF TEACHERS
INSTITUTES
in Tennessee. This was the only means they
could use for the improvement OF those who
must teach the present generation in the
state. All the States in the Union that had
made any progress in popular education, re-
cognized the value OF this insti-
propriations had been made TO meet the
expenses OF holding them; IN some the at
tendance OF teachers was made obligatory; in
others, teachers were allowed pay for the time
spent in the institute. IN Tennessee, the law
did not provide for, or even lcognlze, the iD-
stitute. II re tel, Therefore, upon the super
intendent aud tbs association 70 inauguIate
this great work ia fil ir -tale. The Teachers
institute W3s EscJ.sE Wtrican idea. He
was afraid La, s5il q t.i- ieople thought
that a teachers institute was nothing but a
teachers convention, which was not the case.
An institute was not tbs place for mere long
wlnded discussions TO be pArtlci pated in, but
the work OF an institute was that practically
designed for the schOOlroom. Professor STARK
then gave 8 brief outline OF the working of
the institute, In alphabetical order, OF the dif-
ALABAMA
does not provide for institutes, butthey have
been held in many counties with the most
ARKANSAS,
really, is doing nothing.
CALIFORNIA
holds State teachers institute every year in
san Francisco. The professor quoted at some
length from the report OF the superintendent
OF public instruction, ia California, as to the
psefulness and advantages 20 be derived
from the teachers institu es.
CONNECTICUT
holds a State institute Of six or eight hundred
members, and about twenty local Institutes.
DELAWARE
has done but little IN educating her people.
aud, therefore, has no institute. The city OF
Wilmington has teachers institute and a
normal school.
FLORIDA
has no institutes, and is far behind in educa-
GEORGIA
Is no better, and has held but one institute at
Atlanta, with an attendance OF about fifty
teachers. -
has made great progress In education. The
superintendent says that no less than five per
cent. OF the teachers Of the State are gradu-
ates OF normal schools.
INDIANA
reports that institutes are growing In popu-
laritV usefulness and efficiency, and aIe bet
ter attended every year. Some OF the trustees
in the state refuse 10 employ teachers who do
not attend the institutes.
IOWA
paid in Is7l, $3.50 for the support Of seventy
seven institutes KANSAS
has done much good aud respectable work in
holding institutes.
KENTUCKY
has taken long stride forward by requiring
her teachers 20 attend the institutes. IN MS
lsst reuorf Superintendent Henderson gives
detailed account OF the manner In which in
stitutes are gotten up and conducted
LOUISIANA
made her nrst attempt last year TO hold
a series Of institutes. The success was en-
couragiBg. ,,
aDpropriates eight thousand dollars FOR the
N lInDorf Of the Institutes. There are forty sue
cessfuI county institutes. with the attendance
of about four thousand teachers.
MARNLAND
has had few good institutes, and her super
Intepdent thinks the institute one OF the most
useful adjuncts Of the school-system.
MASSACHUSETTS
reports seven instit1ies, With an attendance
II eos teachers s3d many citiEepA, Desser
showing for an old state
MICHIGAN
holds sixteen Institutes, attended by isS
MINNESOTA
holds ninetseAs igsta tutes. With an attendance