The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1886-01-08
TEACHERS, INSTITUTE,

|
eighty per cent. of the teachers of the
county were present. The teachers of the
county generally believe that attendance at
the Institute is not compulsory and to this
probably must we attribute the fact Of their
absence. Superintendent Grimes claims
however that they are obliged to attend for
1t is not likely that the Superintendent
would be required to call the teachers to-
gcther If there were no means of getting
them together.
Music was the first exercise of the day
and was led by Capt. Cyrus Straw This
was followed by devotional exercises led
by Rev. Louis Zahncr
DIR. Monroe delivered the address OF wei
come to the teachers. He said that the
teachers calling is one of the noblest in
which anyone could engage. 1t is the bu-
siness Of the teacher to arouse and to de-
velon thought. The world and all the beau.
ties of nature are one of Gods thoughts,
as art and literature are the result of
human thought. To educate is to develop,
and thus the teachers work is far reachin g
in its consequences. While the teacher
may never be president or a cabinet off,
Ger, yet it is his business to make presi-
dents and cabinets. Our first object is to
make the school attractive. The teacher
should make his pupils see and appreciate
the beauties of nature ana of the Bible.
We should not fear being called old fogy
II our teaching is beneftting our pupils.
We should not make copying pads of our
pupils but should teach them to think
The production of true manhood and
womanhood in them should be the ends
aimed at in teaching. We should also look
after the moral welfare of our pupils. He
eloquently welcomed the teachers to
place where they learned the art and sci
ence of teaching.
Prof. ]. F. Harkins, of the Orangeyille
Academy spoke next of the Essential to
Success in Teaching" He said the teach
ers should strive to attain success, since
such important results depended upon the
views the teachers entertain concerning
their work, the spirit and energy they put
into it and the knowledge they possess of
the human mind. lie said that all, no
matter where placed, should try to attain
success, since they have assumed to be
| teachers. This fact brings with it the sup
| position that they are aware how easy it is
TO dwarf those powers of mind which
might by the proper application of
the proper means prove blessing and a
power in the world No one possesses so
great opportunities of doing good, since no
one is brought into so close relation with
susceptible minds. Teachers should take
advantage OF the tried methods of others
which have been found to be successful,
for the children of this land have right to
all the benefits the public chools confer,
especially when these encfits are within
the reach of the teachers and probably
withheld only from lack of proper exer-
ton on their part He compared the mind
to planet which being brought into con-
tact with certain outside influences grows
to It's full stature. The teacher is the
judge of the Influences that must be pre-
sented to bring about the growth of the |
faculties of the mind. They are presented |
to HIM for guidance and direction. Here |
is the most delicate part of our work, for as |
he influences the mind of the child Alright |
to the same extent is he successful The |
te acher should cultivate in his pupils self |
reliance. The teacher should understand |
human nature. He should be energetic aud |
love his work. |
Prof I. j. Corlen, Of Normal Park, III |
spoke next on structural Geography" |
We shhould read the earth as we read ge-
ography. Selecting South America as an
example he pointed the relation of its
structure to its rain fall, vegetable and ami
mnl life Having the material at hand |
he made with sand an outline showing the
elevations. The moisture of the trade
winds from the east is preciptated on the
western coast. He showed that civiliza-
ton originated not in the tropics where all
the necessities of life are so abundant, nor
near the poles where man can scarcely get
where man is compelled to work for lv-
ing, with sufficient time for reflection
DR.. ID. j. Waller then entertained the
audience with an instructive talk on the
"Oliice of Memory" He said the destiny
of children depended in Il great measure
upon the views teachers entertain concern
ing the office and training of memory. Two
prominent and directly opposite opinions
prevail. One class of teachers strengthen
the memory by committing the letters of the
alphabet, names and places in Geography,
rules, definitions and tables in Arithmetic.
This, he said strengthens memory. But
like shovelling IA pile of dirt from one place
to another in order to strengthen the body,
no benefit being derived from the work
The memory and also the body should be
traincl by useful exercise. Any one who
can read book can show apparent re-
suits. The knowledge acquired by the me-
process of the memory resembles
real knowledge and is deceiving. Those
who advocate the other side of this ques-
tier call The memory the power OF fixing
and recalling knowledge by association
We exalt memory when we develop this
faculty in connection with the other facul-
Ties of the mind, and refuse to make her
A junk shop or capacious nav. To cxer-
Else the memory as a separate faculty and
without calling into play the other facul-
les of the mind is degrading the mental
powers.
Supt. Grimes then presented to the Insti-
ute Miss Leila E. Partridge of Normal
Park, ILL.,, who spoke substantially as fol-
ows; 1t is nearly three years since she had
lone any Institute work in Pennsylvania
md that means no Institute work at all.
L seemed like coming back to old friends
% come back to Columbia County, for she
this county well, how warmly
'he had been welcomed on previous occa-
'ions and how eager the teachers were to
profit by instruction. She felt flattered by
being called three times to the same coun-
y. A great revolution is going on in this {
indeed all over the world, GER
ainly in England. The object OF educa-
ion is now recognized to be a drawing out
of the powers of the mind. 1t consists no I