Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1873-12-11

The sum Of $4,000 per alnum, he says
would secure the services Of four or five
I picked men for this work-men of ability
and culture, thoroughly acquainted with
the systems of public education, and expe-
| rienced in the supervision, man.
agernent and instruction of common
schools, who would give to it their whole
time. This plan would remove the
elements of weakness and inefficiency from
the present scheme of institute operations.
ln'what other way, he asks, can the Dis
trict Schools be so soon and so effectually
supplied with qualified teachers, or with
teachers of improved qualifications How
otherwise, can the body of the people be so
well instructed in regard to the claims of
public education, the principles of teaching,
the evils of mis-education, the elements
and condition Of successful instruction and
the general economy of schools and school
management? He strengthens his position
by a reference To what was done many
years ago in Massachusetts, under the
strong leadership of Horace Mann, and to
the beneficial results of similar plans in
several other States.
In this plan, | find the germ of what
shall propose to this Association for recon-
lAChNestAOh W bAiC DCOtlC 1CllntooCCs Il
believe it is the best available instrument
tally for unfolding to our teachers the prin-
ciples ofeducation and instructing them in
the true science and art of teaching,
and for stirring our peopletoa more earnest
and intelligent appreciation of the wants
and value Of common schools, and especial
ly of the very serious evil effects of en-
ploying unqualified teachers.
Indiana reports that institutes are grow
ing in popularity, efficiency and usefulness,
and are better attended every year. They
cost the people about $1,000 per annum,
but repay them amply in the improved
work of the teachers. Those teachers who
attend institutes regularly command pre-
MUM. Some trustees refuse altogether to
employ teachers who do not attend. The
Superintendent recommends that attend
ance upon an Institute, five days in the
year, be made condition of license to
teach. A good suggestion, already en-
bodied in the school law of Kentucky.
Iowa paid, in 1871, s., $50 for the sup
port of II institutes, attended by 1900
teachers.
Kansas has done a very respectable work
in holding institutes.
Kentucky has taken long stride forward
by requiring her teachers to attend insti-
tutes. Superintendent Henderson speaks
eloquently in praise of institutes as an I'M
rivaled instrumentality for directing pub
lie attention to common schools and quail
flying teachers for their work.
Louisiana made her first attempt last
year to hold series of institutes. The
success was encouraging.
Maine appropriates $1,000 for institutes.
Forty successful country institutes with an
attendance of nearly 1000 teachers.
Maryland has had few good institutes,
and her Superintendent thinks the institute
one of the most useful adiuncts of the
school system.
Massachusetts, reports but seven insti-
tuteS with an attendance of 90S teachers
and many citizens. A meagre showing for
an old State.
Michigan held 10 institutes attended by
1872 teachers. Superintendent HoSford
says the testimony to the practical value of
these institutes is universal. So great is
their effect in enlarging the teachers views
of their own work, and opening the eyes of
those who have had few advantages to their
deficiencies, that several have left the
SchoolroOm as teachers to enter another as
pupils. A happy effect.
Minnesota reports nineteen institutes
with an attendance of 1,2S9, and an in
creasing interest. Superintendent Wilson
in his report for 1871, says the institute is
an invaluable auxiliary in aid of popular
education. 1t is ready medium through
which the entire body of teachers in the
State may be kept informed of all those
educational improvements which expe-
rience is constantly adding to the facilities
Of acquiring knowledge. Greater uniform
ity is secured in the common routine of
school exercise, preventing thatloss of time
always Occasioned by change of teachers,
Introducing different regulations.
Mississippi has no institute Of impor-
tance, but the Superintendent thinks their
establishment the most practical measure
to meet present wants, and asks for an APP
preparation of 5000 for their mainte-
nance.
Missouri held eighty-fOur institutes, re-
garding them the main dependence for the
improvement Of the great mass of teach
ers.
Nebraska reports nothing.
Nevada feels the need of institutes, but
has done nothing.
New Hampshire held an institute in
every county, paid for by the State and
managed by the State Superintendent. The
attendance was large, close attention was
given, and a deep and general interest
awakened. Superintendent Simons be-
lieves that these schools of instruction, well
conducted, will generate a strong impulse
in advancing the educational power of the
State.
New jersey is administering.
New York has maintained teacher insti-
tuteS for quarter Of a century. They are
held annually in nearly all the counties for
period Of two weeks. They have in
creased in favor with the teachers until
they are attended by more than S0per cent.
Of the entire number of teachers employed.
In 1872 there were held 81 institutes with
an attendance of 10,413.
North Carolina has begun the work of
inStructing her teachers. The State'is sec
onded in its effort by DIR. Sears offer of $50
from the Peabody fund to each institute
held under the provisions Of the law.
Ohio reports 6S institutes, attended by
7,15S teachers, at a cost to themselves of
Sl6,361. They are considered among the
most important educational helps.
Oregon reports nothing.
Pennsylvania held 20 institutes, with an
attendance of II, $50 teachers, sos honorary
members and 2S,655 spectators.
Rhode Island held several successful in
stitutes. The annual institute held at
Providence is pronounced the largest and
most spirited meeting of teachers ever held
in the State.
South Carolina is, of course, doing but
little in this work.
Tennessee-well, | will allow your Su-
perintendent to tell what Tennessee is
doing. We have made beginning in Will
son county.
Texas is doing nothing worthy of atten-
ton.
Vermont reports a growing interest in
institutes, which is in the highest degree
encouraging.
Virginia has scarcely begun this work.
West Virginia held number of insti-
tuteS in 1871, and in default of State aid,
DR.. Sears contributed $1,000 to meet ex-
penSes.
Wisconsin held As institutes. This State
appropriates $1,000 a year for the support
of normal institutes of not less than four
weeks in lengths in counties not having
normal schools. Eight hundred teachers
attend them.
The speaker said he had given great
deal Of study to the matter of organizing
Teachers Institutes in this State. and he
would present the following resolutions: