Marshall County Republican. (Plymouth, Ind.) 1856-1878, 1874-11-05
EDUCATIONAL COLUMN.
Edited and Conducted by
j. f. LANGENRA Ugh.
Object Of Teachers Institutes

what the object, value and benefit OF ii was
to the teachers of the country. To those
who do not, or pretend not to know the
value, benefit and object of "The Insti-
tute," We would say that there are two
main purposes to be accomplished by it
The first consists in impariing to the
teacher knowledge OF the Philosophy
| OF his or her profession. The second is
the establishment Of common sympathy
between teachers themselves and the peo-
pie. There are also several minor re-
/ suits conr ecied with these which, If the
teachers are in full sympathy with eac.,
other, and are willing, the Institute
properly contributes; but they should ev-
er be held subordinate to these.
Teachers are too apt in practice to fol
low on in the beaten track, and adop: the
plans pursued by those who taught them
| If these plan, were erroneous, the teacher
is To be convinced of their falsity, and
! that others are preferable, became when
tried by reason, they are found to be in
harmony with the constitution and
growth of the M ,ntal faculties Teaching
is not an imitativs art, but science bas.
eel upon lmmutuble principles If We
make il an initiative process, and devote
tie time of the Institute to detail of the
plan for teaching each branch, we may
present a plan which one teacher can i'm
tate, bat another cannot But if We dc
velop the elements of the science, we
put into the hands ofevery one the means
cf independent action, and each can de-
velop his or her methods in accordance
with their own, subjec,ively.
Unfortunately. many Of our text books
are written not by teachers who under
stan,- he true theory of teaching. and are
fully imbueu ..;'h its spirit. but they are
made" by men who nave facilities fol
publishing and forcing them into use and
are dssirous of having a full series "
The teacher, therefore, needs to be so ia.
miliar with the fundamental principles OF
the branches he is to teach. that he shall
be above textbooks, that he shall him.
SELF be the book in every branch; and
and where books arc ut fault, by proper
instruction to set them right. TIE gen
eral principles 1pon which every branch
rests should be thoroughly discussed and
linIarstnnA lin ~ thQt ri, lar vi.
slial; be correct and clear; and he or she
VIII" intends to keep up with the times
and le reliable practitioner in the pro.
fcssion, must come up to- the Institute Ia
&c. their opinions adjusted, as the navi
gator comes To have his chronomete,
Corrected before departing on bis perilou;
voyage over restless seas.
The Institute is not the place to give
instruction In the elements ofthe sciences
rLese ARE To be learned in the schools
where there is opportunity for thorough
| drill. 1t is useless to vast The time of ar
Institute in this kind of labor. since, II
the limited period for which 1t is conven
ed, every moment is needed for higher
purposes. Ii Il person i not versed in
lie rIs,ment- ,he is not III 10 be a mcmbe
thereof, much less member cf the pro
fession. In the township institute. class
! l.ils III forms Of solutions and method!
of explain ,lion are in place. and, | woult
have no objection, Ia have an occasional
class drill IN The above named forms, il
H.. county Institute The second pur
pose of the Institute Is TO create and main
tain Il sympathy, a common bond of in
teresI between teachers themselves ant
people. In order that the instruction
which the teacher imparts ia his scioo
may produce the best results. i, is highl,
important that he have the confidence o
the parents. A teacher who fails To com
mand the respect of the people is robbed
of much of that power for good which HI
or she could otherwise exercise, howeve
ssillful and efficient they may be.
II is therefore, the sphere of the Insti
tute TO demonstrate that the teacher j
alive 20 the interests OF his calling; tha
he or she IS making sacrifices to be tn,
better fitted To discharge his or her dsty
that they are worthy Of the confidence O
their patrons; that their knowledge is su
perior to that possessed by the teacher
Of a by-gone age, from which their judg
meni Of teaching capacity was formed
that their ability is such as TO challeng
their respect that they are really master
ing the theory of their profession, and b.
a thorough knowledge of the discoverie
which have been made. are able to prae
tic, with skill, in one of the most delicat
. and arduous p ,sitions in which the mem
bers of any profession are called upon L
act. 1t is fact which cannot be denie,
that majority of schOol-oficers reall
90 not know what sort of AN educatio
they are providing; whether it is we'll q
i'll adapted to the purpose intended
whether 1t is founded upon the unehans
ing principles ofmental progress, or upo
crude theories, half-digrstcI schemes, al
superficial views OF tho philosophy (
; mind