The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1885-01-01
THE TEACHERS ASSOCIATION
A Large Attendance and Interesting
Programme at Concluding Session.
Carefully Prepared Addresses by Several
Prominent Educators of the State-An-
nual Election of Officers.

before and the average attendance OF the meet
ing has been 500 to 600 The programme yester-
day was unusually strong, and from the many
expressions of approval has evidently satisfied
even. the aesthetic tastes of the pedagogues The
meeting was opened with prayer by Professor r.
A. Ogg, of New Albany.
MISS MUNsoN's PAPER
Miss Ella Munson, late principal Of the Mitch
d schools then read her paper upon Personal
ity in Teaching" She spoke, in substance, AS fol-
lows
In the atom is the soul Of the universe in the
drop of blood fresh from the human body is the
welisrring of life; in the seed is the life. the
heart of the forest il. the dewdrop the posi-
.biiity of an ocean; hut in man is the soul, the
spring the heart, the possibility Of anation. In
a Socrates we see the soul OF an ancient philos
ophy. of an Athens in luther, the fermentlng
spirit Of the fifteenth century, the spring OF
modern thought; in Napoleon, we see all the
possibilities of French people; the accumula-
4ions of centuries in an Emerson. the alert, NOV
ing, speculative American Of to-day. Men, IN
dviduals, make circumstances. Individuality,
strong marked characters and their influence
mark the advancing steps of civilization. ana
retracing its progress we only retrace their lives
and character. If, as has been said individual
development is the model of social progress,
surely the fashionng of that model for good or
evil, the laying of the foundation of the society
OF tho future, Dotn IN the moral auO mleltecLudI
world lies prominently with the teacher.
Does the profession, as it exists to-day,
possess all the essentials for accomplishing such
. high and holy purposei Though we have had
Huxeys, Bains and Herbert Spencers to dis
course TO US on the true philosophy of education.
yet the application of these principles by modern
educators seems almost an entire perverslon OF
the very life and purpose for which they abored.
The question of education resolves into the
query, not what shall do best to satisfy the
of fha hot cf,ir 0f
the old Grecian principle, how can the child best
meet the requirements of my methods! Is this
the true plant The hope that you may put zinc
and copper into the crucible and bring out the
shining gold is no more impossible than this all
pervadng principle that method can make the
teacher
Nowhere else do we find such demands as are
made on the teacher. The pupil that he trains
to day, to whom he is an example, "a lofty
genius an apostle full of revelations to NOR
row becomes the man of the world. But on the
face, heart and soul Of that man will lie
the reflected image of his mother and
his teacher. How essential that we fill our
schools with thinkers not machines, with men
and women of original ideas. lofty PURPOSES, and
strong personality, not fossilized relics of some
school or method
The principle that may be applied successfully
to one pupil or to one school may be of no avail
with another, for the avenue that would lead to
the good and redeeming Of one would in many
cases produce dangerous results in another. He
must ADAPT hlmSeI1 10 all the pecunafltleS OF the
child, and must see, recognize and appreciate
all his wants. AS no ono can exert An influence
beyond what he promises himself, or produce a
desire in others beyond that for which he is
striving, there must emanate from the teacher
this alert penetrating, originating spirit his
precepts and examples must accord with the in
fuence. How few recognize this responsibility,
or realize that the word of today becomes the
thought of to- morrow.
When educators fully awaken to the fact that
pmDOtlmont
principles, the individual thought and action,
the high and holy purposes that he has the pow
err to promulgate, then may they hope for more
just recognition. They will become the messen
gers of light the moving spirit OF the age.
In the discussion of this paper, Professor
James Carhart, of DePauw University. pre-
sented clearly the distinction between the ndi-
viduality and personality of the teacher. making
the first to express that which is peculiar to each
teacher and the latter to express the universal
ideal character of the teacher His discussion
was one Of the most interesting of the session.
AN INTERESTING SUBJECT.
Mra HARRIET f. Leonard principal of the
Jefferson School, Fort Wayne. followed with an
able discussion of the subject, THE Elements of
Trust in Government in which she said:
'"The element of trust in government" takes
no6e of the primal occasion for and use Of
authority. considers the different forms of gov
eminent and their applications. as shown in the
history of nations, finds the essential qualities of
successful administration to be wisdom, justice
and goodness. suggests that the persons lacking
these in character, at least, should not be found
directing restricting the activities of others:
that the highest success III government is found
in the confidence inspired and reposed
by the individual practice of that which is most
estmable in mankind-believes that the careful
study of the laws of the mind and of the child
nature will enable the teacher to stimulate that
which is nohlest and best in her pups--that In
DIANA having small per cent of foreign parent
age. has less occasion to beat the bodies, and
opportunity to draw out the minds of her
growing citizens than many of her sister States
and by a wise supervision and careful admins
tration has proven much that is possible and
worthy of imitation of the power of trust in gov
ernment
In the discussion Of the subject Prof r. A.
Ogg, of New Albany, said 1.-The object of gov
eminent in school is to secure good conduct and
develop right character, 1t is an important
question how far the teacher may with safety
trust pupils and yet secure these results. Too
much trust becomes temptation greater than
their force of character and sense of right will
Justify The self reporting system is in my
Judgment. an unsafe method. Many pupils af
forward admit that they often falsely reported
their conduct, and, with Others laughed over it.
And yet, In school as in government, self gov
ernment Is the best government and the teacher
who can trust to the sense of right of his pupils
should by all means do so. TO repose confidence
in them develops self Prospect aud in
oreases their manhood and womanhood
But the subject suggests also the trust of the
governed in the governing. Ii the pupils have
confidence in the honesty and fairness of the
teacher If they recognize that his exercise of
government is not arbitrary, but is earnestly
designed for their good. the Work of government
will be materially lessened, and he will fit them
the best for citizenship. The exercise of gov
eminent by the teacher, even though it be IN the
way of punishment, should increase the respect
and love of pupils for him. The great power of
Mr Arnold was in the fact that his boys trustsj
implicitly in his honesty and great desire to do
them good.
just before recess. Miss Lulu Robinson of
this city. gave very characteristic and enjOya-
bic recitation upon How Girl Gets Her
Lessons"
THE TEACHER CITIZEN.