Lancaster daily intelligencer. [volume] (Lancaster, Pa.) 1864-1928, 1882-11-14
TEACHERS INSTITUTE.
THIRCY-FlRSr ANNUAL SESSION.

| THIRrY-FIRsr ANNUAL SESSION.
| 4 Large Crowd Present on the Opening
! Day-Learned Discussions of Topics
Interesting to Teachers.
Monday 4ftern0on-After the announce
ment OF the organization IS given in
yesterdays 1NTELLIGENCER, Prof. s. 3.
| Heiges, principal of the Shippensburg
normal school. delivered very interesting
address Oh The Laws of Mental Devel-
Opment.' lie prefaced his discourse with
the remark that he was pleased to see Sd
large 4 gathering of teachers, as it was an
earnest Of their interest in the good cause.
| He alluded to II number OF letters that he
had received since the last institute from
| Lancaster county teachers, which he had
answered to the best of his ability, and he
further stated he was and would be ready
to explain what his auditors present failed
to understand. The professor began with
the general truism that al! in
structiOns To teachers must bo 50
modified ~ to meet the wants of
tho individual school. No two teachers
can Oh ought to teach alike, for their indi-
viduality rs different teachers then be.
comes merged and lost. lie illustrated,
by the case Of tho celebrated Kaspar
llauser, German, found May 26, 1928,
physically helpless and mentally blind,
how 1t may sometimes occur that as the
| horizon OF intelligence increases, the
desire to acquire knowledge decreases
This was q remarkable case of arrested
mental development, when the mind in its
growth did not keep pace with the
body.
| The first fact which the speaker wished
| to call attention to was that "the mind
needs food" Ii parents Or teachers
neglect this duty Of supplying tho neces
slry alimcEt there will be bat little mental
| devc!Op.nn.. The second fact to b..
dwe: upon is that Kno~lc'ise is food
| for tho mind" Whilst believing in the
idea OF an angel in every block Of marble,
he did not admit tho existence Of al angel
in the saIno sense in the mind. Education
is derived from educare, 20 foster, not
from educere, to lead out, AID just Us tho
body grows by tho assimilation OF food in
the stomach, SO also is tho growth of the
mind accelerated by tho assimilation of
knowledge. But it is necessary TO: the
teacher to adjust the knowledge to suit
tie capacities of his scholars.
The third rule necessary t" be observed
is "Teach in the concrete, before teach
ing III the abstract as tho exhibition OF
tho object spoken Of renders it vastly mere
intal!igi5le. Again it is emiuently proper
to teach the whole Of an object before
any OF its parts" Nature develops all
things as entities. Thus the eitomolosist,
On viewing a butterfly, sees in it Oaly the
species, while tho uascentific man looks
upon it Us one whole. Aud lastly il must
be remembered. that call primary in
structions should bs in the form OF object
lessons" Failure to observe these SIM
pie common sense Tuios TOD often impairs
the teachers efficiency.
| Al tho conclusion Of Prof. lI.:.a; re.
marks Prof. Shaub stated that he pro
ferrcd the I" word method" to the g A B.
G method P" in primary instruction, al
though not conforming those who differed
from him in opinion.
Song" The Rosy Crown
| Prof. r. X. Buchrle, city supsrintend.
ent, uext delivered very instructive
lecture on "The Uses of History Some
ono has defined history as philosophy
teaching by example," The speaker then
contrasted very effectively the superior
utility c: tho study of history rs com
pared with that Of geography, grammar
and natural scei:cc. History is the study
of mankind, and is therefore properly
styled ono of tho humiaitieS. Morality is
| said to ba not sufficiently taught in our
schools, yet what better example OF moral
courage and self-lenll than Luther be.
fore the Diet of Worms, OF Washington
| surrenleving his commission after this con
clusion of tho revolutionary war.
History also in its effect on men an;.
measures is conducive OF intelligent ballot
ing. We must study the past to under
stand the present, and We canEot ignore
history if we would exercise justly our
political! rights and duties. The first
stage OF teaching history is the biographi-
cal, embracing stories of the famous men
and women Of history. Next comes the
narrative Stage. after which COMES the
philosophy of history, when tho pupil
begins to inquire into tho motives which
actuato the character under discussion.
Another means Of enchanting the attention
Of pupils is to illustrate historical discus
siOns by pictures, busts, plans Of cities.
! &c. The speaker aiSo animadvc- ted
severely on the mistake of not requiring
pupils to remember and observe the in
structions given them. a system to
strengthen the remembrance of historical
happenings called ''iiary of events +"
and successful working thus far came in
| for q IOot share OF the speakers
| remarks.
Song-'Lct Others Drcam.''
| Prof. Moses II. Browns appearance on
the platform was the signal for hearty
round of applause which was gratefully
acknowledged by its recipient. The sub
ject of his lecture was " Elocution," which
he said had OF late years becomes moro an
art than ever He paid . high tribute to
the profession of y teacher, mentioning as
illustrious examples in point. Tyndall,
Huxley and uOsne. Ole Of tho aphorsms
of the famous Delsavte was, "He only is an
elocutionist who forgets elocution." To
follow rules alone hinders rather than
| helps the student. DeIsarte's rule that
impression precedes expression means
| simply that tho order of nature is 70 be
followed in the teaching of the pupils. All
orators, according to the method pursued
| by Delsart, can be classified according IS
the vita, moral or mental element pre-
dominates in their oratory. The speaker
illustrated his meaning by the classified
tiOn Of several eminent orators cf modern
times, aud concluded with fine Oratorical
| Ou:burst on the influence of Jonathan Ed
wards, tho great theologian Of American
colonial times.
Prof. Shaub, at the conclusion of tho
last address adjourned the institute to
meet Tuesday at a. m. He also stated
| that the roll keeper would be ready to re-
ceive names each M orning from $50 to 0
y. m.
Dr. Tlnany's Lecture
Monday Eccning.-Rev. DR.. o. II. Tif-
fany, of Philadelphia, delivered the open.
| ing lecture of tho institute course in Full