, 1874-12-30
EDUCA lIONAL,
Final Meeting Of the County Super
intcndonts' Association.
Interesting Paper by George D.
Plant, Of Cook County.
Proceedings Of lilo First Session Of tho
State Teachers Association.
Lecture by the Rev. H. W. Thomas, Of
The First Methodist Church.
Sclni-NTonth1y Meeting OF the
Board Of Education.
Education Of Deaf Mutes.-- School Fund
Property.
Address OF tho Illinois Baptist Eiluca-
ti0nnl Commission.
-. IA
Lecture by the Rev. H. W. Thomas, Of
The First Methodist Church.
Sc1ni-NTonth1y Meeting Of the
Board Of EtlucntfOn.
Education Of DeafMutes---School Fund
Property.
Address OF tho Illinois Baptist Elnca-
ti0nnt Commission.


COUNTY sUPERINTENDENTs.
TIE CONCLUDING SESSION.
Tho County SlperiniondoutH Of Schools, who
assembled III tho rooms Of tho Board OF Educa-
ton Monday afternoon aud ovoning. III cole
bration OF tho twenty.nr anniversary Of tho
fofmntion OF thor Association, continued their
session yesterday forenoon.
CULTURE.
Aftcr somo routine business had boon transact
ed. George D. Plant, Superintendent Of Schools
for coo County, read tito following papor on
=" How Shall Teachers Do a1atlo to Foel Need
OF Gulturo?":
Teaching Is defined to bc tho art Of ns.ruct'ng It
has for isH object tho unfolding Of thoso noble quail
tics Of Tho human heart, al tho development Of thu
human mind. II ts tho discovering nnd drawing ont
III tho soul tho cnnung sentiments Of love for Go.l
nad Ills lave; lncnang charity, peace, purity aud
uecion. Tho discovery and drawing ont If Thought,
1neuiury rcsu mil judgment in lilo mind, TO tho end
lecual loMers " she rroror culture Of tho heast
fsarl, aoca!yfor It hcl"ugu to lilo practice Of ihe
equal concern to all,
socrty har aI.o its claims upon orr consideration
e!osv relation !,ieA wlI IL gsw years, suUslss ho.
tween 1t and tho ttacer'a pupil. Culture III tho ill.,
ttrt:tor aoscsA re1nemont III tho pupil, md Is d
quality In the characttr Of tcaclrr which tho inter-
cnt Of society awsya dymands. Mau's harpiuosa de-
ren.lH npon The proper estimation and 1sso Of Ills
principles which hass btcn transmitted from tLe
lnst upon our appreciation hl application Of tlnn
aud upon ntiiuai meditation upon shat Culture
which gives Refinement to Bpciuy, Hl thpsc virtues
which preserve race Wu canllut h0 flB0 to the
heart aud truo 10 the Intellect.
Hgro pro Two naturca adapted 10 each other and
comiiG tcEotlcr. Mali, born free sceEs apptNess IN
vain y pursuing hs own win tlen, wearlsa out anl
lion Of love to hts fcllowa ruo culture crca.es for
him tic necessity Which 1nys him under tho restraint
rsEar ta @ teso two two ltros o wc ils to entores
rigid dlscinna IL both, promises short existence:
for sty ~ M so9 @ se va cry q w
tho propenRities of naurc wo also nnt neglect Of tho
proper culture Of ns moral nature The true character
Of the head. No honcbt superintendent
would presume to grant certificate without
Iicai,t au we as to s aiity 10 teach tLo branchcs
required by law Directors dare not outrage the peo-
Ele by employing teuehs1s Of corrupt ,lorals Parents
tuu conduct Of those placed their children. Tho
law na1ea the satisfaction Of tho Superintendent taa
tcAtc, 80 jealous liz Ii Of what deeply concerns tho
safcss of eesiety. Consider tut aH gseat teaeseEa
Of tSe oset Without whie Nnturo disdas 10 naIa
Lorselt known. Morality gives ns!dncss, INTELLECT,
s1sg or o,nnsss u a a @ In ~,
ciple holta III tho Moral III III tue physical world.
Strength Of intellect uninucnrel may ero< but It Is
Tho subject which will now occupy us-how shall
teacaers To made to feel tho need of general culture
Is aa important sa any we can bo c:!ea upnn to con-
sidcr. Dcfr,rng, for moment, the consideration uf
" tha!l institute y 3 s1;ofs tnaui;y inte tis ss!sss
with tho .llarso IF educating tho young. 1n curly
times, when tae gates Ut LEARNING were opened to tho
few only, and cloacIl against the 1nasses ernent
for culture and learning tuck charge Of instruction
for no inferior mind was caTabe o.. fulfilling tho du
children wl.oss iarens required W for them M re1nc and n
finished education. Among those teacAera Of
proaciency. learning, e,a c,1it,re, vas thy rule.
practical education merely WAS not tho eu1 sought.
Such an ctlucaon as occurred through knowledge and
culture alono satisfied tho demand, and tlis col only
te afforded by nen WHO made taarhing etnAy and
whose know!edye eomprelle9lra tAe learning yf tho
t. disappear aud a ncu fod themselves settling on
tho sa,nu llan the circle Of education extended,
aud II hocanc necessary, fist 10 limit m'ch Of edlca
Of inferior 1May to perform tim duties Of teachers.
1esa sro5c, ison necessity, cAango tn the System of
Mcn Of proficiency lcarntpH, and culture, now bccums
t,e exception, aud aocioy seemed satisfied With ncn
Tle day is not Jar in tic past wien teacho.a maao
no rete1sIon to knowledge Of principals. Tho n,ugt
narerhstal tnowletgs sna she apr!!est!on Of naked
did 10 Textbook a.ora I1Iaiory , was read beeaurest
trouble to study causes Grammar snd arithmetic
were taught by rule. menu tho text.hooas, not tho
Of ether n9sogrny ws t,4t "
work ut instruction "cnt Oh.
Has time relieved Us OF th;s o'H7 Nc. It haa only
exposed it 10 our view. We nra enabled 10 SEQ tho
moro OF faao ByHtem n tho 6At O. tho dearest e1-
psrleneo. Public scrutiny by lett nothing con-
craed. TlB picture haa little to merit just
praise ani much ,,.,, to e1cils s!s u@,19nalit3od @
the ties Ct vicious custom observed In our byaten Of
school instr1etion qua sst9nsh i t.a anninon 9 Of
edge Of hrst principles, AMI Of !oru Eeltcr" culture
in tue charactr Of instructor, i apply m nfalliolo
remedy 10 tho of present ahuaoa IN our system
Of elntation.
Natures great model school mint 10 ollteren Hor
pattern must bo stusc.t aud initiated. Our schools
must admit tue light Ut Nature. Her simplicity will
lo much !uoru cnEagag to thn young than the in-
frtcac!es Of man. Tacorca which engage tue fancy
must oo abandoned for truths which convince tho u.t
dsraaIdlug Icare tbs 1nnl TO siss natural augGes.
tons rath0r than forco It to submit to the government
q mechanical !sxs wheh tead to divert II fron 1ss
true cohrsc and deprive 1t Of tue rational o1ercse u
ts poHoIH. .-.-..
Let us examine Tie two common modes Of presents
Ing to pupils thu BbJres Of iho branrhcs
qatroa TO 10 taught tn our ucoos. Aritilsnote VIII