The Austin weekly statesman. (Austin, Tex.) 1883-1898, 1888-11-08
AN ABLE ADDRESS
Delivered Before the Travis Coun-
ty Teachers Institute by
Professor Lowery.
The Subject of Educating the
Young and the Qualifica-
lions of Teachers.

Professor Lovery, on being elected
president of the Travis County Teachers.
institute, delivered the following address:
Ladies and Gentemen-I thank you
very cordially and sincerely for the honor
and confidence implied in selecting me to
preside over the deliberations of 30 intel
ligent a body of men and women as the
Travis County Teachers institute. 1t is
an honor upon which Iplace no ordinary
valuation. / can only trust that your
confidence has not been misplaced. l
know that there are among you many far
more worthy of the honor, and certainly
much more competent to discharge, in a
proper manner, the duties of the position
than am. 1 would be glad to feel that l
possess, even in moderate degree, some
of those qualities that so responsible a
position demands, but assure you that 1
do bring to this position heart whose
fealty to the cause of education none, l
trust, can question; and fixed and un-
alterable purpose to serve you to the very
utmost of my limited ability.
would be wanting in proper concep-
ton of the demands of the present COCA
sion did fail to forecast the nature and
scope of the work that must from time to
time engage your attention,
or to indicate the great benefit
that must accrue to every
active member of a we'll conducted
teachers institute; or to specify those
conditions that we must individually and
collectively, supply, If we would see our
institute take that advanced and leading
position to which, by reason of our able
and OK experienced corps of teachers 1t Is SO
-eminently entitled. Let me here re-
mark that there is no substantial reason
apparent to my mind why the Travis
County Teachers institute should not be
the most active and progressive body OF
any similar organization in the state. On
the contrary, when we consider the splendid
array of talent we have, there is every rea-
son why the leadership in all departments
of institute work should be held by the
institute over which it is my pleasure and
privilege to preside.
Among the subjects whose discussi on is
of vital concern to every true teacher, l
may mention the following partial list as
they have occurred to me: The best
method of teaching the various branches
of learning, as readings pelling, grammar,
geography, history, arithmetic, etc.;
the object of study; the object
of recitation; the educational
value of the different branches;
how to organize school; how to conduct
a recitation; the Importance of proper
classification and the basis, (oriteria) of
classification; how to question; how to
give lessons; the educational value of at
tention, and how to secure it; the elements
of governing power; the conditions of
study; how, what, when, where and why to
study; the tendency and end of education;
how to make our pupils truthful, patient,
honest, respectful, self reliant and self
respecting; what system of reward and
punishment is best; the relations between
pupil, teacher and parents; the mind its
faculties and their order of development;
the studies best adapted to certain faoul-
ties; objective and subjective studies; the
best professional literature; the necessity
of professional training and of broad and
liberal culture, if we would be successful
in our work; the use and abuse of text
books; psychology as the basis of all true
education; the necessity of moral, as well
as of physical and mental training; school
hygiene involving heating, lighting and
ventilating the school room; recess, and
long the recitation should be; the effect of
too many and too few studies, of too long
and too short lessons; effects of study and
recitation, and marking on the mind,
body and character of the child; the best
system of marking; marking or no mark
ing; the necessity of daily preparation by
the teacher for each days work; the value
of method in the school room; absence of
he 90 pba- 81 ap 4.
OF text book teaching; the importance of
conducting the school exercises according
to fixed plan which prevents disorder
and confusion; the qualities of the teach
er's dignity, kindness, sympathy, neatntss,
absence of tawdey dress. punctuality, i'm
Partially, candor, purity of life and
thought, love of his profession, zeal in
his work, untiring spirit in his efforts for
self improvement. Ia respect to all the
subjects and points above enumerated
every teacher should have we'll defined
views, and if he has not these views l say
to him that he is not yet ready to under
take the education of any child with his
susceptible mind, susceptible body, sus-
oeptible heart and susceptible soul. The |
child is far too delicate an instrument to |
be touched by the hand of ignorance.
The teacher should be well informed !
upon what constitutes the elements of |
governing power. These facts and prin- !
ciples must be learned somewhere if he |
would succeed in his profession. Many of |
the young and new members of our pro-
fession may not know of these elements !
till after long and weary years of expe-
rience. Ignorance of them robs him of |
his best ally, and entails upon his pupils