The Portland daily press., 1874-08-11
Cumberland Teachers, In.,i.u.e.

| line annual teachers Institute Tor CunDer
land county opened yesterday morning in the
High School room in this city, under the direc
ton of Hon. John H. French, LID, Secretary
OF the Vermont State Board of Education
assisted by N. A. Luce and Superintendent
ohnsOn. Mr.. w. J. Corthell, who was adver
tlsed to be in attendance, is not present, being
detained at his home by illness. Only abont
twenty-five teachers were present at the
opening
Superintendent johnson opened the session
with few Introductory remarks indicating the
general line of work to be done. 1t is not the
purpose of the session to give instruction in
the branches to be Taught, but rather to give
suggestions which, acted upon by teachers,
will add to their executive and teaching power.
Of the seven thousand workers in the schools
of Maine, less than two thousand are skilled
workers, and the great lack is, not knowledge
of subjects to be taught, but lack of executive
skill, and knowledge of how and when to
impart to the children.
Dr. French was then introduced and began
by tracing briefly the history of institute work.
In the earliest institute held in the country,
the work was chiefly instruction in the branches
to be taught. Arithmetic geography and
grammar makers were engaged as instructors.
Gradually this line of work changed, and in
stitutes began to teach the hoW of school
work. Methods of teaching the various sub
jects then became the staple of instruction.
Within few years another change has taken
place. Underlying principles-the philosophy
of teaching, marks the present character of
lo.A -. II: r
teachers. And such work is the real need of
the times. Lack of philosophical, systematic,
educational work is especially manifest among
school workers. The real work of teaching,
true teaching, is not to make the mind store
house of facts, but to develop its powers
Principles are to be made the medium of that
development.
The need of institute work is seen in the fact
that on the average the teachers in the schools
change every four years. The new workers
taking the place of the old, must be trained TO
do good work, without waiting to learn from
experience. Again, teaching is becoming more
and more science, and a progressive one, and,
that teachers may keep abreast of the times,
all Improvements must be brought to their
knowledge
AFTERNOON SESSION.
The afternoon was mainly devoted to work
on the black board, Dr. French introducing the
subject by few remarks ON the necessity of
the teacher understanding the tools with which
he has to work. The boy OF the girl is the
chief problem which the teacher has to study
The boy is dependent upon the senses for his
acquisition of knowledge. An understanding
of the object to be taught as well as of tn
object which is taught is necessary
The mental faculties of the child were then
considered. knowledge is acquired by the
young child chiefly by hearing and seeing.
Now no organ of perception can be successfully
addressed until its attention is arrested by some
sensation. The object to be taught being once
perceived should be thoroughly lodged in the
mind, so it may remain there. This matter of
thorough knowledge and consequent retention
is too much neglected by our teachers. The
etentive faculties need to be cultivated.
Memory, suggestion and association, all should
attention. Suggestion and assoeia-
ton bring into use at moments demand the
stores of memory To lodge facts in the mind
of the child and to cultivate the perceptve and
faculties is the work of the primary
schools.
A time comes when the child begins to
reason, to ask why such and such are So This
is the reflective power. To ask question the
child must dress his thought in the garb of
language, must use his inventive powers. The
child seldom, if ever, reasons logically. But he
can be taught through his imagination, which
is disproportionately developed. By and by he
I'LL Loo, 20 - oGo
then he can form Judgment. This classified
ton of mental powers is the basis of object
teaching.
The germs of these faculties are all in the
mind of the infant; gradually they develop, the
faculties first, the reasoning facial
ties later on. The perceptve faculties have
strength enough at five years, say to be utilized
by the teacher. The power of analysis is
wanting now, and will be for some years, and
all studies that require analysis should have no
place in the school room. Those that require
only the exercise of the perceptive, retentive
and imaginative powers, are proper to be intro
duced. At ten years, say, the reason and judg-
ment may come into play.
A recess of ten minutes was taken. The
next hour was devoted to drawing, Mr.. -
giving clear and Ineligible exposition of
the rudimentary principles of mechanical and
art drawing. He prefaced his work
by remarks on the advantages of free-hand
drawing and its coming general introduction
into our schools. He gave an interesting re-
cital of his experience as a teacher in this
branch. Its advantages in turning out skilled
artisans, In training the perceptive powers, in
developing the imagination, in educating the
power Of attention, in training the memory and
the power of expression, and in developing the
taste for the beautiful.
The last hour was used by DR.. French in con-
tinuation of his remarks on the proper methods
of school work.
To-day DR.. French speaks on school organ
ization and class management, and MI. Luce
will speak on industrial and mechanical draw
ing, its theory and practice, and kindred sub
jects.
1t would give the conductors of the institute
great pleasure to see the parents of pupils, old
High School graduates, and the friends of
educaton1generally in attendance to-day.