The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1875-03-13

WHOLE NO. 1862,
to drop the pupils incentive and merge it
into what the teacher needs, for if they
come into the school room with fresh and
earnest manner, it is caught by the chill
drcn, just as the small. pox is; this, and a
continued encouragement to feel pride in
the excellence of the school, she has found
to work successfully. Miss Vandiver op-
posed rewards. DR.. Nelson does give re-
wards, but with regret, and hopes the time
will come when it will be dispensed WITH
if he were teaching private school would
never do it, but would reward for punctual
attendance, never for melting intellect; con-
graduated the teachers on the very able
manner in which they expressed themselves
on the different subjects; had not heard
better remarks any where, which went to
show that they were not working for mere
hire or the baube of honor. Prof Newell
/ Saiu uC Coulu clluOlSc tldJ ndQ DeeH
said, and that the giving of prizes had
rather depressing effect on the whole
class; prudent teacher, an approving
smile is reward; opposite, Punishment;
is gratifed the way teachers expressed them
selves, and recommended written examina-
tions about once in three months, as it de-
velops a habit of study
Subject, English Composition" was
taken up and discussed by Mr.. Weems,
Mr.. Warner, Miss jerks, Miss McIIenry,
Miss Roberts, Prof. Jackson, Miss Coale,
Mr.. Hynes, and closed by Prof Newell
advising teachers to be more particular in
the study of Composition, as it has GER
tainly been greatly neglected in times past
and at present. Mr.. Hanna then gave a
lecture on writing, with black board exer-
ciSe
Adjourned until o'clock p NJ.
THURSDAY AFTERNOON.
After continuation of the geometry
lessons by Prof. Newell, the subject "Use
and Abuse of Text Books " was announced
and discussed, the majority of the teachers
taking the ground that they must not
adhere to the text book too closely, and
that the teacher must study the work in
advance, the important part being to teach
children how to study, how to think also,
important part being to apply principles
given in the books to the wants of every
day life as the great object of educational
,riy &c 70, or,1,
Discussion closed with few remarks by |
Mr. Squier.
The Institute was then addressed by DR.. |
Nelson, Vice President of St. Johns Col |
lege, Annapolis. Subject: "The Teacher"
He commenced by saying that the first |
instruments the teacher needed were books
and nature; but the eacher was to be the
teacher and not the books; great teachers
always use nature; the greatest of all |
teachers taught in the field and near the
sea shore. Great teachers have made ma
ture commentators, as lessons can be learn
ed more thoroughly from the book of nature,
as it is the great interpreter of books.
This is why object teaching is becoming
so popular, ever remembering the manner
in which the lessons are used, not in
dead way, but work as living teachers.
But the most important part for success is
the spirit in which the teacher must work.
The first spirit is that of Justice, that is
equal law in regard to all; no partality,
rigorous, absolute law. The injustice of a
teacher has gone all through the life of a
child Let the teacher be just Second,
the teacher must not only work in spirit
of justice, but also in spirit of Truth. Sit
as the truthful instructor; do not see every
thing; never be too watchful about trifles
but cannot be too watchful in regard to
immoralties. Let children trust you
Have Faith, not in the Christian sense, but
faith in the child that it means to do right.
The first duty is to instill this confidence in
them, as these angelic natures entrusted to
you are too sacred to be trifed with, for if
they fall, the teacher is in a great degree
responsible; invite them to your heart
Another element of this spirit is Hope;
this spirit should animate every teacher;
cultivate it; hope for the best; encourage
them, always looking on the bright side
Above all work in the spirit of Clarity
that is. spirit Of love; the school room that
is without love might as we'll be closed;
love without fear. Last topic-the end for
which the teacher works-should know of
but one end, the making of good men and
good women. The end of education is to
make men better, good citizens, good men,
bers of society; this is the end of all edu-
cation; not to furnish the mind a certain
amount of intellectual truth or great at
tainments, but to make them useful in the
sphere in which Providence has placed
them Therefore, the first purpose should
be to make good men and women, and let
this be the end, educating them not merely
for this world, but for the world to come,
remembering that the teacher is getting
them ready Gas living stones for that
spiritual building, that house not made
with hands, eternal in the heavens" In
conclusion, if the teacher can only work in
the spirit, the calling is not a low one, but
one of the highest and neblest calings, and
in the discharge of their duties they could
rejoice that they have been co-workers
with God Himself This is but meagre
sketch of DR.. Nelson's lecture, the delivery
of which was admirable.
Prof. Newell then spoke of the results of
the week, advising teachers to stand by the
organization and classification of schools;
lie thought that no good work could be
done without it, but teachers must use
discretion; he hoped there would be no
failure in regard to geometry; he expressed
his entire satisfaction in the manner in
which teachers expressed themselves, and
found the progress which they made since
the last Institute was wonderful; he con-
graduated the School Commissioners on
their attendance during the sessions; he
knew of no county where they devoted