The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-09-14
INSTITUTE WORK.

educational work which cannot be sup
piled by any other agency. They have
given an impetus to inquiry and earnest
thought which is Of the greatest value.
Wherever they have been most regularly
and Systematically supported their i'm
portance and necessity are. most fully
realized.
But in order to derive the greatest
benefit from the advantages offered, it is
necessary for all who avail themselves
of these opportunities to carefully con-
slider the ends to be sought and the
objects to be attained. There are sever
al purposes which institutes should aim
to accomplish. And first, the institute
should seek to instruct TEACHERS in the
philosophy of education. A system of
instruction will be successful in proper
ton to its conformity TO the laws Of in
tellectual and moral development. In
order to produce the best results careful
attention must be given to the laws of
mental growth. IF these laws are not
Needed the development becomes errone
Gus and 0ne-sldpd and the instruction
is worthless or sometimes positively in
furious. To understand then the fun
damental principles which underlie
every branch of knowledge, and proper
ly to apply these ID the minds placed
under our charge becomes of prime i'm
poFtapce to us all, and shonld not fail TO
receive attention in institute work.
Many teachers simply follow in The
beaten track Of their predecessors, and
closely initiate the example of those by
whom they were taught. IT. as is too
often the case, these plans were errone-
Gus or false, teachers need to be shown
their errors and led to adopt such
methods as experience and reason have
proved TO be preferable, ana in accor-
dance with the laws of mental growth
And there is no way in which the whole
mass Of teachers can so we'll be Te8ched,
errors pointed out. and true methods
brought TO notice as at these Institutes.
There car il be most successfully shown
that teaching is not an initiative art, but
science based upon fixed anG unchange-
able principles. The theory then of
by thorough acquaintance with the dis
coveries already made, teachers are bet
ter fitted for the arduous duties which
devolve upon them.
Again, he teacher is brought into
direct intercourse with others who are
engaged in the same work, and he is thus
enabled 10 measure his abilities and at
tanments and compare them WITH
others. He may have been pulled up
with his own Importance, regarded his
education as excellent, and is methods
of instruction and government IS infalli-
BILE, but when be minglrs with large
very apt to be dissipated Here he
comes in contact with those of equal or
superior abilities,-me and women OF
inquiriDg minds who scrutinize the
soundness OF every view and only accept
that which bears the genuine impress OF
truth. And growing out of this r+la-
tiveship there is established a feeling OF
professional pride. q sense of the dignity
and Importance of the work which is
source of success in every calling. The
eyes of the teacher are thus open tn
truer sense Of his responsibilities, and
he is better prepared To meet his duties
Teachers too are brought into cOLtact
with men of experience and ripe schol-
arship, whose habits of thought they
very naturally imbibe, and by whose in
struction and example they are stimula-
ted to higher endeavors, interesting and
instructive lectures are delivered, new
discoveries and ,piancrs in the art OF
teaching are introduced, aud teachers
of superior ability are brought into
notice, so that their services are sought
where they can do the most good. In
short so many advantages accrue from
these institutes that we hold it to be the
duty of every teacher who intends to
teach to be present. and the duty OF
6istrict boards TO give the preference to
those who avail themselves of these ad-
vantages, and to look with disfavor up.
on those who from year to year absent
themselves.