The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1890-09-04
TIE PEABODY INSTITUTE.
Thorough Resume OF tho Instruction
Yesterday.

Institute, led by Miss Eta Rober
). Prayer was offered by Rev. r..
Hughes. OF Spencer, W. Va, agent 4
the VI. +. Conference Seminary.
Alter another song and roll call, D
Schaeiler continued his talk on r,opr
ply. Ills particular subject was, M
lions OF the Earth, and What is Cause
ny Them" He explained where III
day begins aud where 1t ends, so that A
, present could not fail TO see II. Tbs dp
begins on the Easter Islands and ends q
; the PHILIPPINE Islands.
DR.. Payne continued the subject I
Psychology. .. Teaching 10 causing /
know and lecturing is giving the oppol
tunity. Lecturing may become teac!
ing, especially in advanced classes. Tn
teachers work differs from the work c
the mechanic. The blacksmith, for In
stance, equals the man plus the artisan
the teacher equals the scholar plus tn
art. The blacksmith is Gn artisan, th
teacher an artist; the one works O,
material things, the other on the spirit
ual.
His explanation OF tho diagram place,
on the board the day before was In shor
as follows: First, the motive iutluenccl
the will; this causes attention; thil
leads to concentration, which is hist
state OF attention. Acquisition iolloSt
this, and the knowledge properly nc
quired, is retained in the mind. Fol
lowing this is representation; rcproduc.
tlon and recollection will follow in turn
Following this is elaboration, rumina,
tion, thought and mental digestion.
Following this is
THE RESULT OF THE TEACHERS WORK
character, opinion, habit and power
ooe sound mark OF good teaching is
helping pupils to think. Motives may
be called our reason for doing thing or
not doing thing. There arc two Gle.
ments In motive-fccling and Intellect.
Animals are governed entirely by feel.
ing, children, savages and uncultured
persons largely by feeling, while the
learned are governed by the intellect
largely. This gives two sorts OF motives,
Il the attractive; (2) the propulsiye..
One draTs the pupil by the hope of
gaining grade, and the other propels
by the fear Of losing grade. The def
management OF motive underlies the art
OF governing, and also largely the art OF
imparting instruction. Learn to control
the will by appeal to the motives. The
highest praise that can be bestowed on a
teacher is when pupil comes from her
presence saying, II will be good" At.
t.active motives are almost always in the
way OF pleasurable stimulation, while
the propulsive are in the way OF painful
stimulations. One OF the most manage.
able motives is the affection and respec,
tue pupl! has for the teacher. There ia
no power in this Sorld so great as sim.
pls, unaffected goodness OF heart.
DR.. Schaeiier commenced his talk after
recess by saying:
Change OF occupation is rest. This
WAS why be had asked for song before
he began. He continued
TILE SUBJECT OF GEOGRAPHY,
speaking Of twilight and its causes.
There is no twilight Oh the moon, Twi-
light IS caused by the reflection OF the
rays striking the layers Of air above the
earth after the sun has sunk below the
horizon. The twilight belt is eighteen
degrees in width. BY the usa OF the
globe and blackboard he showed how in
some parts OF the earth at certain sea.
SONS OF the year twilight lasts all night.
There is 10 twilight on the moon, be.
cause there is no atmosphere there. He
closed his talk by showing now he stim.
ulated his pupils in the subject Of
change OF seasons.
In the afternoon, after singing, Super.
intendent Morgan requested each teacher
to tell the number OF years taught as the
roll was called, but there seemed to be
so many that would have to spend 80
much time in counting up that Superin.
tendent Anderson suggested that they
write 1t and the papers would be col.
lccted. E
Dr.. SchaefTer commenced by saving
he had never been able to own a horse
OF his own TO ride, but ne had a hobby
and that hobby was arithmetic. We
count some things by tens, and some
things By the doz .ns. The .byloniaus
counted by sixties. The subject OF his
talk was ducdecimnl arithmetic. He did
not present the subject in order that the
teachers should teach it in their schools,
but to show the beauty OF tbs
system. He did not expect to
change the system OF notation,
UNDERSTANDING DIFFERENT SYSTEMS
will cause us to understand our own
better. Before We could use this we
would have TO have at our tongues' end
every combination possible, from the
unit to the gross. This ought to give US
more patience in teaching the little ones
the elements OF numbers. He said he
had no sympathy with those educational
reformers who say it is sin to have the
pupils commit the multiplication table,
1t is sin to not have them commit it,
While We may use objects to teach chill.
dren the idea Of numbers, we must ge,
away from the object just as soon as pos.
sible, and get them TO think in symbols
TO think Of each figure or number us a
single thing-to think in abstract mum.
bers. He closed his talk by saying:
Never imagine thing is good be.
cause it is new. Examine it; weigh it
well, and then il you are sure you can
use it, put it into practice; but remem.
Der all the time that the child is of fsr
more value than all methods. Study the
history Of education and study the child
in the light OF that history, and never
forget when you are training the child
to take its place in caurch or state you
are walking in the footsteps ofthc Greal
Teacher. This WAS
DE-. scHAErFEH's LAST TALK,
as he is forced to leave for home, Tbi,
ia regretted by all and the Doctor leave;
followed by the well wishes OF all who
have heard him.
Alter short recess DR.. Payne contin,
ued the subject OF Psychology. In oul
teaching We ought to bring prominently
forward the second element of motive
the reasoning powers. A man that il
governed by feeling alone is universally :
weak. Not that the head ia better that
the heart, bat the one should assist in
governingth other. Theyshould c0un
lerbalance each other, as it were. Pain
iul stimulation should DO aeldom used
Hence, never keep pupil after schoo
unless absolutely necessary. An ez
animation is q test,ra motive.