The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1890-09-03

VOLUM
civilization. Those things that did M
tend to the good were abolished, and Al
we gooh were preserved. Ia applyiu
thls 10 our own country, no gave In
!. very interesting manner the conditio,
Of our country at tn. close ot the Reyo
lution.'he great victory OF Washington
when he influenced the army 10 W
nome without pay, tho weakness OF OH
government under tho articles OF con
federation; how this weakness Ia abol
ished IN the Constitution, and how thr
f good IN them is preserved, etc. HI
e,oseu saying that the key that unlock,
al history is found in the person oil
Jesus Christ-"God in History"
Dr. Payne resumed bis story, az he ex.
pressed 1t. We have no way Of Judging
ot spifitual or mental growth EXCEPT
: from material things. In teaching We
ought to have at times the powcr OF intro
spectlon, i.e, to look into the mind OF tbe
Gaild and see what Is taking place there.
knowledge only meets its highest pur.
poses when 1t Is transformed, It be.
comes power, tt becomes character. /,
makes US men and women. Information
can be changed into emotion. Tho in.
structor had tho teachers to write. 9TH.
principle Of similarity, is the law OF
Hravltation OF the intellectual world !"
then had them all fl II In the mind
Does good teaching atop here2 No; II
merely begins. He then questoned iii,
inatitute on the sentence: What two
principal things are spoken OF?
THE PRINCIPLE or SIMILARITY
and the law Of gravlta,ion. This divides
1t into two parts. Then he questioned
again, and again, until all the terms used
were perfectly understood. So very
young minds can be led to comprehend !
great truths. We must then not only |
tx upon the mind, but 1t must be disin. |
tegrated or broken up. A teocher must
have a knowledge Of the human mind
lta faculties and their functions on the
one hand, on the other the kuowledpe
oi studies. The teachers art lies ripht
between them. He lnds in these studies
both iood and remedies. He must know
lust what to give. Different minds re-.
qplre different foods and different rem.
edies. '0'
Roll call at closo OF session disclosed
the tact that more than one had stepped
out.
AFTERNOON.
Roll call found nearly all the teachers
in their places.
DR., schaetler occupied the Grst hour
on the subject Fact. Lore. The two
branches that this embraces are history
aud geography. The talk WINS on the
latter subject. 1t seemed 10 him that
there had grown up around the subject
OF geography that which was necessarily
nard. Is it necessary to teach tho child
who lives in eight OF the mountains
Xhat mountain is by moulding in saud
de believes in teaching more about
things away from home than keeping
the children at home all the time. He
apprehended that child in Wheeling
would be more interested to know about
Iceland than they would to know about
the island In the Ohio river, unless there
might be some great historic interest con-
nected with it. Nothing pleases chill.
dren more than TO hear how little chill.
dren live in foreign lands. A map or a
globe is representative. He gave some
very interesting methods of teaching the
cardinal points OF the compass, motion
from east to west, from west to east, &c.
ne spoke at length concerning the use
OF the globe. With ANAL globe in bis
hand he showed It's various uses. In
teaching geography as study teach first
the size Of the earth then the motions.
DR.. Payne commenced his talk with
The saying OF Martin Luther that iii he
we're not 9 preacher, he wonld be a
teacher" lie felt il he were not
teacher, he would be a preacher. He
telt now like taking for bis text,
"reacbing is the noblest Of all pro-
LESSONS, but the sorriest OF trades" The
first requisite for the teacher is scholar
ship. Then there must be a knowledge
OF psychology. This will give the teach
er the power to apply TO the subject
taught the proper mental food. p,
The Doctor drew the following dia-
gram on the board.
Major movements OF the mind In tho act OF
learning: ~
l.. Preparatory.
l. Mind. or Will. r n#
II. Process.
!. Acquisition and Retention,
hsptn,duction, Representation and Re.
3. Asbosatlon. Illumination, Thought and
-, Mental Digestion.
Ill., Result Of the Teacher Work.
=. FORMATION ol Character, Formation OF
Habit hn kNDt uf, Ia aC fE.,, I
This he demonstrated as short psy-
Geological story, and its presentation
YVES very interesting. s0
AN INTERESTING LECTURE.
The evening services spened with
singing America" by the members OF
the Institute, Miss Eta Roberts at the
piano. g. l. l.-E. TsT
Superintendent W. II. Anderson then
introduced Dr.. N. @. SchaeGer, who de.
llyercd his celebrated lecture on Pes
talozzi. The Doctor fully sustained bis
reputation OF two years ago, when ho
delivered his lecture on "hlanua Train
ing" here at the teachers institute held
at that time. His lecture last night was
heard by cultivated audience, all OF
whom listened attentively 10 the clio.
qnent words Of the Lecturer, as he held
up to their gaze the character Of THE
father Of popular education among the
lower classes in Switzerland and Ger.
many, for through his influence the en-.
tire system Of popular education was re.
organized. He showed the far.reaching
influence Of the work OF the German
sohoolmnster, for it WAS intelligence that
conquered Austria and suhdued proud
France more than her implements OF
war. The whole lecture abounded in
truths 80 happily expressed that all
went away feeling that 1t was good to be
there.
Claims to IlAvO ConyarseL with tl,c neItv