The Princeton union. [volume] (Princeton, Minn.) 1876-1976, 1884-03-20
THE INSTITUTE AT CAMBRIDGE.

TIRE rroGeeoings py An intelligent Cor
spondent- Supt. Booth and the Citi-
zsns Of Cambridge Heartily Thanked
for Their Kindness and Courtesy.
Fhe Institute opened Monday afternoon
and the exercises were concluded Friday
afternoon. The conductors of the Insti.
tnte we're Prof. s. S. Parr, of st. Paul,
and Prof. t. j. Gray, of St. Cloud, ably
assisted by Rev. Chas. Booth, county
superintendent of schools in Isanti coun-
". Subjoined is list of the teachers
who We're in attendance at the Institute.
Princeton-Guy Ewing, L. s. Briggs,
Maggie E. Sinclair and Ruth A. Briggs;
Elk River-Annie Collins; Anoka-Lau-
IA Giddings, Carrie NJ Macomber and 1.
b. McGlauflin; Cambridge-Ell d.
Woodman, Mary Edblad, HiIda Engdahl,
Matilda Brinteson, Nellie Smith, Martha
Rapp, Mary Beck. Christine johnson,
Ollie Morgan, Selma Hallin, Eric Eric
son, Christine Martin, Gunner Nauman
and Emma Woodman; Spencer Brook
Linda Evers, Bertha Smith, Lila E.
Goodwin, Hattie nj. Goodwin, Lydia Nc
Kenzie, Isabel Whiting and Isabelle Sew
erance; Bradford Whitney, Sophia
NJ McKenney, Carrie j. McKenney and
Walter Booth; North Branch Henrietta
Clifford, Marguerite l.. Hume and Ed
ward Huntlcy; Wyanette-Ida M. King
and Charles Caine; Rush Lake-Mav
Deming and Edith Deming; Maple Ridge
--Luella Wright, Mary Olson and Nellie
NJ. Barber; Fish Lake Charles Dahl and
Alma Franklin; Sprlngvale-Christin
johnson; st. Francis-Jessie Seelye; Oak
Grove Hattie Mcguire; Oyford-Bertha
NJ. Hewson; Stark-Bella Webb and
Amelia Olson
1t is well-known fact, that many of
the teachers employed in our common
schools throughout the country do not
possess the advantages requisite to give
them a thorough knowledge of the best
and most systematic methods of impart-
ing information to the youth of our coun-
try. Ourdistinguished educators through
ont the length and breadth of our land
knew all this, and every state and terri
torial legislature has been importuned
until steps have been taken everywhere
10 elevate the tone and standard of our
country schools, the great bulwarks of
our national freedom. Regular training
schools or Normal schools are found in
nearly every state in the Union, vet they
did not fully reach the desired end; as
many who wished to become better and
more proficient teachers did not possess
means to leave home and attend those
schools. Again, the lovers Of education
went to work to devise measures to reach
out to those who could not reach them
and the grand system of teachers instl-
tutes was inaugurated, bringing the best
views Of our ablest educators right to
their homes.
The general design of the institute is
to bring teachers together in social inter-
course, to promulgate professional
pride and to bring forward for considera-
ton all difficulties that beset teachers;
and last, but not least, comes the hope
that patrons and citizens may be aroused
from their lelhargic relations to the
schools, and endeavor to assist in elevat-
ing them through care in the selection of
teachers who follow in the course of
progress, and rejecting those who persist
in following in the s'rut.n
Whether these measures and designs
have been realized in the work last week
at Cambridge, not a question arises. All
teachers with one accord unite in saving
that the inteptious lof our iibeyal laws
were carried out 10 the letter. AS pro-
vided, the management was as nearly as
possible after the plan of weil-regu-
lated school. The opening exercises of
each morning and afternoon,
had an elevating influence on the minds
oftalll Il. j. Gray, Professor of PHYSICS
OF the ut. Cloud Normal school, and s.
3. Parr, editor of the Minnesota Journal
Of EducGt60D, thorough scholars and able
instructors, cast scintillations of profit
and knowledge to all who heard and
many struggling, wavering teacher was
seen to brighten up as new and better
methods were revealed to his Tor her)
clouded mind.
Prof. Gray spoke in brief and peril
nent manner on school organization.
which is always a source of trouble and
discomfort to every new teacher, His
views embody many things to help new
and undecided teacher out of an etnbar-
RAISING quandary on first entering a
school, while they lend strength and
spirit to the old teacher. He spoke OF
ONE great defect in our schools which it
is well to reproduce. We teachers find
many of the kind of pupils mentioned by
the Professor, and have always felt the
responsibility but have never found a
practicable way to remedy the wrong.
For example, we commence our exami-
nations for classification in the various
studies and find 8 boy or girl IA or Is
years OF age, as the case may be, that can
"cipher away over in the arithn but not
able to read nor spell correctly. What
shall be donef Prof Gray says, ssGiscon-
tinue that study in which the pupil ex-
GELS and apply all the time thus gained
10 acquire an equal knowledge in the
neglected branch.''
There should be system ia everything.
and when teachers institutes have effect
eel that part of their intended work re-
lating to the patrons of or common
schools, and created the necessary inter
est, then, | think the course suggested
is practicable and great and needed
change will be manifest in the classifica-
ton of the pupils in our country schools.
Before that time, advise teachers who
are etfeminate or lack muscular power.
to exercise care in suspending work on
that branch which is the big fathers
pride, and to which he points with en-
thusiasm when speaking of his dear bows
attachments. Give us some other way.
Professor, for a few years at least. Prof.
Gray's advice to teachers, relative to get
ting certificates, is pertinent, and if fol-
lowed would save embarrassment and
perhaps modification He says, ssThere
is custom followed by some teachers OF
hiring out or engaging to teach before
obtaining a certificate. Emphatically
get certificate and then GO and see the
school board, but never before,
Prof. PARIS instruction as to the best
methods in teaching the history Of oul
naf inn 81 p..II "a 4 e. n