The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-09-28
EOutattoral.
d. II. FEETT, Editor.
WILMoT, Sept. %, 1876.

On Monday morning last the In
stitute opened with an unusually large
attendance Of teachers. The work on
the first day was superintendent and
directed by Mr.. ID. III. Flett. The reg
ular programme, as indicated by the
Syllabus was followed, lessons for
next day assigned, and the daily rout-
inc Of Institute work fairly Inaugural
ted. oa sd 5.sl
On Tuesday morning the intellectu-
al and pleasant face of Prof Salisbury
greeted the many curious and admir-
ing eyes which watched when he first
arose to address the teachers. IF He eX-.
pressed his pleasure in meeting the
teachers of Kenosha County; then
spoke briefly of the objects OF an In
stitute, saying that it should be truly
a model school. He presented pro-
gramme differing Slightly from the
one before alluded to, and proceeded
at once to business, after expressing
satisfaction in regard to the work of
the previous day.
Every exercise is made general, thus
holding the attention Of the students
taken as a whole closer than class ex-
ercises would. In teaching the Geog-
raphy Of this State, Prof Salisbury
presented an admirable plan for draw
ing map Of Wisconsin. By the aid
of this map (Which is easily made
when the plan is UNDERSTOOD any
township in the state may be located
almost at a glance. In Primary Arith-
metic, object teaching, as explained by
the Prof, and his Outline of Oral
Number Lessons cannot fail to prove
an invaluable aid to the teacher.
The instructions in teaching Primary
Grammar, by MI. D. FL. Flett, are
fully appreciated by the teachers, as
they satisfy q long felt need-that of
u simple and attractive plan for teach
ing children lessons in language. The
directions for 'letter-Writing' (aS a sub
ject in Grammar given by MI. Flett,
were SO minute and exhaustive, that
the letters which he may receive in
the future from the teachers under his
supervision can hardly fail to be per
feet models
In Penmanship good work is being
done by Nh. c. IL. Smith. He takes
the latest edition by the "Spencerian
Authors" as a standard, and creates
quite an interest in the theory of that
much neglected art-Writing.
Each day a model class is conduct
ed by some members of the Institute,
the object being to show the good
points in q recitation, TO be initiated,
and the faiIingS to be avoided. This
exercise has been, i'll nearly every case
this week, listened to with interest
and close attention, as the severe criti-
cisms Of the listeners plainly proved.
Prof. Salisbury's afternoon talk on
Theory and Pratice are always eagerly
waited for, and warmly welcomed by
the students. For his complete direc-
tons ON how to study some of the
students show their gratitude by close
~ following his advice, and discarding
the old yet ever new plan which he
calls sitting and waiting for a lesson
to soak in"
A lecture entitled THE Moral Ele-
ment in Education" was given in the
CONGREGATIONAL Church, on Friday
evening, by Prof. Carpenter of the
State University. The lecturer began
by saying that every person, no matter
what his station in life, eXerts an in
iUence, either for the right or for the
wrong.
He defined educat ion to be the
complete and harmonious develope-
ment Of mans moral and intellectual
faculties. Education brings knoWl-
edge, and with knowledge comes an
increase of power. We are RESPONSE
bic to God and society for a right use
of this power. Merely intellectual
education is not all we need, but the
world must grow better through us.
Such an education is one sided and
gives rise to an abnormal growth.
Every person is a bundle of possible
ties. There lies latent in the soul of
the child, inherited capabilities and
tendencies, which if properly directed
will make him a good man, but if per-
Yerted by corrupt influences, will lead
him to the prison OF the gallows. Our
souls should beat in unison with Gods
universe. Education gives man the
control of nature, enables him to push
back the boundaries of ignorance, and
leads him from baFbarism to enlight-
eminent.
a republic, whose corner stone rests
Oh ignorance, has within it the seeds
Of it's own decay and destruction. OUR
country is the only republic that has
ever existed. Neither Greece nor
Rome was such only in name. If we
would avoid the fate of these nations,
we must educate both the intellect and
the moral faculty.
Again Education does not consist in the
mere acquisition Of facts These OF themselves
possess no intellectual value. Ihey are mere
counters Education, on the contrary. is a pro-
II involves the idea Of right Kn6WIedge Is iiSe
lul only when it is q power acting in accordance
with moral law. Intellectual power must he
subordinate to principle. Our intellectual
characters, our moral tendencies. are a'herita@e
OF the past. Man is myriad minded, and cal-
ture furnishes the mind with tools.
The power of principle is the souls gravity
AS the present is derived from the past, SO win
the future be derived from the present. The
present IS what we make it. He who renders