The Portland daily press., 1884-01-22
PORTLAND TEACHERS.
Last Night's Meeting of Their Assoeia :
tton-Hon. G. p. Northrop's Address.


tion-Hon. G. p. Northrop's Address.
The teachers met last evening, two weeks
earlier than the usual time, to listen to lee
ture from Hon. B. G. Northrop on "School In
centives."
The executive committee announced as ex-
ercises for the next meeting paper by DR.. j.
"A. Spaulding on the "Physiogical Effects of
Writing, this to be followed by paper ON
Reading by "A. 81. Davis, A. NJ, both of
this city.
On motion of Mr.. Morrill, of the High School
the following resolution presented by him was
laid upon the table for one month:
Resolved, That the Portland Teachers, As
ISOLATION respectfully submit to the saperin-
tending school committee of this civ. the
petition that the Cumberland street grammar
school be called the Taylor SCHOOL, in
memory of the long, faithful and mar,torions
service of Mr.. George e. Taylor, as teacher
in the schools of Portland.
DIR. Northrop was then introduced and held
the closest attention of the teachers in
lecture upon ''Schcol Incentives" OF which
the following is brief outline: The speaker
said that the motives which influence child
determine his character, and We should place
character before culture and culture before
knowledge. Hence the philosophy Of motive
Is of supleme importance to teachers. Yet in
their preparatory studies, this subject hes been
sadly moderated, or entirely neglected Its
by no means matter Of indifference, by what
incentives child is stimulated TO study. The
teacher should be able to select from the wide
range of incentives, those only which will be-
haQfhful ard So +Lo;,
alike on the mind and heart. He who can
sweep the whole diapason, may strike the very
netes which will thrill the deepest toned chords
IN the child's soul. Youth need impulse even
more than N ere instruction, or rather such in
struction as will appeal to all their better SEN
sibilities.
Character is moulded more by feeling than
by thinking. or rather by thought only so far
as 1t awakens emotion and thus moves the will.
All men, even the most intellectual, are con-
trolled more by the sensibilities than the in
tellect. Right thinking should aim at the
faction.
The teacher should carefully study all the
mpulsive powers which God has implanted in
the heart OF childhood as sources of incentives
sucn as sympathy, self-respect. courtesy, taste
and higher still, the natural desires, like love of
kindred, love of happiness, of society of esteem,
ot possession, OF liberty or spontdneity and &C.
taplty as froebel would praise it, love of knowl-
edge and love OF power. A child discouraged
and therefore aimless, often becomes a new be-
ing when he once realizes the possibilities be.
fore him. While despair is death to all efforts.
the assurance that he can do, prompts the pur.
poseethat he WtH do, awakening such self-re-
lance and ambition az will help him every day
to go on from strength to strength The mem
DRY of past achievements is a stimulus to new
ones. The work which in the kindergarten ia
a varied and exhilerating occupation il not
play. in the common school, too often becomes
q dreary, monotonous task, from the want of
Mt incentives and methods. You see slug
gisn, passive receptiyity, where there should
De joyous activity.
curiosity may be one of the vital forces in
education. 1t is the parent Of attention and
memory. 1t prepares the soil and fertilizes
tne seed OF the truth. at first restless in
stlnct, II natures under fit culture into an
insatiaDie desire and sometimes becomes rul-
ing passion. Curiosity is to the mind what
ssppe.lte Is TO the body, creating a hungering
lor 1howiedRe, which is the minds food. In
stead Of surfeit, the fullest supplies create
craving for more, for the greater the circle of
ones Kno~iedge the greater the horizon of ig-
norance which bounds it. Love of discovery.
was great passion with Newton as love of con-
quest with Napoleon. -
After describing in detail all the other nat
1ral desires, to which incentives NAV be adj |
dressed Mr. Northrop said, All motives and |
emotions center in the will. This is the regal |
faculty. Of man. "The normal man 10 two