Spirit of Jefferson. [volume] (Charles Town, Va. [W. Va.]) 1844-1948, 1885-07-28

easy and showed7how the teachers
could, with ease and satisfaction tesI
themselves, make the subject simple
and Interesting to any class of pupils.
He toldthemthatthe mostinteresting
writer on the subject was Commodore
Maury, and that his books on that
study were a treasure tosany teacher
and should be studied by every one
that desired to know what geography
really was.
History of the United States from
1492 to 1907 was then taken up, and
the leading events and actors brought
out in a connected and interesting
manner.
"WEDNESDAY.
The Institute met this morning in
Miss Beller's school=room, which was
found TO be more pleasant than the
Stone building.
The enrolment of teachers to-day
|isIsixty-one.
The first topic taken up was
g Teaching,'' which was forcibIy dis
cussed by the Instructor, who threw
much light upon a subject that is.
rarely appreciated or comprehended-
He defined teaching as a dual pro-
cess, requiring the simultaneous. ,ac-
ton of two minds, working together,
though seemingly independent. He
described the process thus:
The knowledge to be impaired
formed the thought in the teachers
mind, and this thought he put into
words; the pupil hears the words
and from these words reproduces the
same thought in his mind. These
four things are present in every full
act of teaching. If any one of them
is wanting or imperfectly performed,
the teaching will be defective.
1t is most frequently the case that
some one of these is wanting. This
arises first from the teachers not hav-
ing a clear and full conception of the
truth he desires to impart; secondly,
he may clothe his thought in Ian
guage obscure and unintelligible;
thirdly, the pupil may fail to listen
and only partially hear the state
ment, or he may fail to grasp the
words rapidly uttered by the teacher.
"Thc teacher was the next sub
ject, and the following points clearly
and fully brought out:
Can any aud everybody teach
school? Is hts teaching a routine or
machine business?
His motiUe.-Not q single thing,
but q desire to do good, love for the
work and to obtain a support, all
combined
The uncharitable say: "NIoney is
his sole object" Did any one ever
see or hear of q teacher that had
grown rich on his salary. Such a
teacher would be classed as the ssSth
wonder of the world"
Money as q proper motiOe, because
no one a live on air and water, and
go about clothed i'll f~g=leaves. He
has wants as other people have, and
he needs money to supply those
wants, and it must be adequate to his
wants, so that he may not be COM
PEELED to neglect his school duties to
engage in some other work by which
he may obtain the means to meet the
wants that his salary does not sup
ply.
Justice requires that he should be
well paid, because everybody can
not do the work, and those who give
ought to receive in like proportion.
The Bible says: ''The !aborer is
worthy of his hire"
Inc teachers influence He makes
the school whatever it is. If he is
competent, efficient and trustworthy,
good results arc sure to follow. If
he is deficient in these, good results
may follow, but they are not looked
for.
His moral character and example.
He is charged with thc-moral
training of the youth under his care.
He must teach them honesty of pur-
pose, purity of thought and charac-
ter, 4 proper respect for law, rcver-
ence for the Sabbath and reverence
for God, which things lie at the foun-
dation of all true civilization. He is
not to teach religious creeds and
doctrines nor politics but he ought,
as opportunity offers, give the gold
of moral truth along with the silver
of mental training, and practice at
all times what he teaches his pupils.
The next subject was "the moral
aspects of history" Three striking
examples in the history of tue United
States were taken to illustrate this
subject, and important moral lessons
drawn from each. Benedict Arnold,
Sergeant Major Champe and Aaron
Burr were selected to teach three
different moral lessons.
In the afternoon the colonial period
of United States history was brought
in review before the Institute. The
connection between Simple and de-
nominate numbers in arithmetic was
shown, and how to impress arithmet-
zeal principles in teaching the two
parts was exhibited by solving exam
pies. A lesson on color was given,
showing how the subject may be
taught and its Importance. The in
~structor showed what are meant by
primary c%olors, secondary color,
complimentary color, shades and
tints.
THURSDAY.
The exercises were opened with
prayer by the Rev. DIR. Hopkins.
nv.