The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1885-01-01
The Afternoon Session.

The Afternoon Session.
In the afternoon the large audience room was
filled, drawn thither by the desire to hear the
able address of DIR. E. E. White, of Cincinnati, O.
The session was opened by Rev. Hill, who in
troduced Miss Margaret Lawrence of Frankfort
who read one of the finest papers of the session
upon the subject of 'The Examination CUES
tion.' She SAID
That the examinations in our public schools
are, under present limitations in school work.
trustworthy measures of either pupils acquired
knowledge or mental growth is doubtless "a mis-
take.
The mistakes are our school system; arrange
ment of our courses of study; the periodicity of
examinations where such practice exists; imper-
feet teaching. and faulty questioning. one or all,
are active agents in lessenng the value com
monty attached to them measures of either
knowledge or power of pupils Examinations do
not always justly express the class work of pu-
pills; they do not indicate the growth in
MIND power OF the pupit-the latter
being shown rather by the earnest
continued effort; the increasing ability to study
with Well defined purpose and method, careful
original thought, and the aroused spirit of in
vestlgation, all of which appear in daily work
rather than through the examination average.
promotion by examination alone do an injury
to those pupils whose circumstances will not per-
nit that they take the entire course, as they
thus often leave the school with much less in
formation and power than they might have if
individual necessities were more often consd-
cred
Examinations restrict the teacher and pupil
and If they were fewer in number, held only
when a subject is finished. if more importance
were attached to daily effort. and if real growth
in self-drective and selfcontroing power were
made the stronger aim of all endeavor.
ADDRESS OF DIR. E. E. WHITE.
DR.. E. E. White, formerly president of
Purdue University, was introduced by President
Hill and received with evident expressions of
hearty goodwill. The address commanded the
closest attention throughout 1t was illustrated
by diagrams, showing the intellectual growth of
the child through the various years of its life
accompanied by mastery presentation of tho
essential principles involved in the child'S edu-
cation. He said in brief:
Education as an art is based on the nature of
the being educated and hence the deyising of a
true method of school education involves o
knowledge of the educable nature of children
and youth. This knowledge is best reached by
a careful analysis of mental processes and phe
norma, as revealed in consciousness, and, then
in the light of this knowledge studying chill
dren of different ages and with different
environments. The true basis of child psychol-
ogy is general psychology.
This was followed by thorough and clear
analysis of psychical processes and powers. the
result being shown on large chart at the left of
the speaker. The order of activity and maturity Of
the different intellectual powers was next shown
This order was claimed to be psychical necessity
Perception must precede memory and both must
precede thought proper All the higher powers
are conditioned upon the lower. and all the high
err phases of activity of the same powers are con
ditioned upon the lower phases. This order also
holds in the development of the different facul-
ties. The perceptive power reaches maturity be-
fore the representative. and both before the
thought power. How early do the
several faculties awaken into activity, and
what is their relative strength and activity at
different ages9 These questions can only be
answered by careful study of children of differ
ent ages ana in different conditions Dr. White
here presented the result of his study Of these
questions by graphic chart showing the devel-
opment of the faculties from birth to twenty
years of age. This chart showed marked varis-
ton in the relative strength of the several facul-
ties at different ages, the perceptive power being
relatively strong at six. and the reasoning power
at sixteen and upwards.
From these facts and in the light of the edu-
cational axiom, instruction both in matter and
method, must be adapted to the capabity of
the pupil" The speaker deduced six important
principles of pedagogy, AS follows:
i. There is a natural order in which the facu-
ties should be exercised and the corresponding
kinds of knowledge taught
2. There is variation in the relative atten-
ton to be given the different faculties and the
corresponding kinds of knowledge in the sue
cesslve grades of school.
B. The primary concepts and ideas in every
branch OF knowledge must be taught effectively
in all grades-in the college well as in the pri
mary school
L. Oral teaching and text book study are
complementary means of school education, the
Nprmer being largely preparatory to the latter
o. In the teaching of any art, correct and
clear ideals must precede and guide practice.
g. A true elementary course of study cuts off
a section of preventative, representative and
thought knowledge each year.
Each of these principles was briefly but very
clearly explained and applied
MISCELLANEOUS BUSINESS.
During the proceedings, yesterday reports of
committees were received. discussed and ulli-
mately adopted. The principal report was that
of the committee appointed to draft a memorial
to the coming Legislature, which is as follows:
To the Honorable General Assembly Of tho state of
Indiana:
The State Teachers Association in convention as.
scmbled in the city of indianapolis Dec 81, 1891 in
the earnest desire for this increased efficiency of the
schools, and for securing to the people bet
ter aud more extended educational privileges most