The Portland daily press. [volume] (Portland, Me.) 1862-1921, 1873-11-12
Teachers' Institute.
SECOND DAY.
The session was resumed in the High S,

The session was resumed in the High School
building at o'clock yesterday afternoon.
After the reading of portion of scripture
ard prayer by Rev. Mr.. Hayden of this city
Prof. Allen introduced the topic upon which
he dwelt the previous day-the period of faith
and the period of phlosophy-and urged their
value upon those present. When a teacher thor
ough,y understands the philosophy of teaching
he will avoid many mistakes he would other
wise fall into Nothing is to be gained by try
ing to force pnpil to completely understand a
point too soon; let him think, and iu time he
will comprehend your meaning. Many points
are to be accepted as facts, without trying to
show why. The general question of study up
on which he next dwelt, he snbdivided into,
first, basis of fact and philosophy; second,
of science and mathematics; third, a pro-
gramme. A programme must be made with a
due regard to the convenience of the pupils and
not wholly for the benefit of the teacher
Books said he, are grindstones on which the
noses of pupils are held. All that is done out
side could be put in your eye without injury.
Make your first Rotations in the morning such
as require little study. Mathematics need not
necessarily come in the morning and grammar
in the evening Often times the same scholar
will have tive or three rectations in succession.
This should be avoided if possible. The main
points of interest and profit must necessarily
come from the teacher. Therefore pupils
should have time after each lesson to digest
such points.
He did not believe in consecutive studies.
The objects of study are: LIST, the requisite
necessary; 2l. the means BY which it is secured.
The grand object of study is the discipline of
the mind. The hours for study should be
shortened. Much more depends upon the quail
ity of the work done by the pupil than the
length of time he is doing it, The mind should
be concentrated. The nerve power of the pu-
grasp an idea, but hold it. A mistake is often
made by pupils by going over lesson two
much without giving it that thought they ought
Several very apt illustrations were given upon
this point.
At 3.15 recess of fifteen minutes was taken.
after which Prof. j. w. Cortbell of Calais en-
tered upon discussion of "The nobility of our
language" This subject was dwelt upon at
LENGTH and illustrated finely IN the easy pleas
ant manner of this distinguished educational
ist under the following points: 1st,ts capability
of expressing emotions; I'd, its couciseness; Sd,
its intensity; 4th, the necessity of its study.
This necessity distinguishes the educated from
the ignorant it gives pleasure; 9Th, it gives
power over others, aud this element of power
was illustrated by thought and expression.
Failure to properly use this power was dwelt
upon under the following heads: Pronuncia-
ton of voice; grammatical forms; care in the
use of words, and this W as subdIvided into ex-
aggerati,ns and synon YIN; in the use of fig
urative language. The Professor gave some of
the reasons for this failure, and elaborated the
thought under the following beads: A mis-
take as to the mode of teaching; too much time
has been spent in the study; it has been treat
ed as an infective language.
Prof. Corthell was full of thought, and clear
and graceful in its expression. To day he
will continue the subject. There were eighteen
teachers present from ont of the city.