Audubon Republican. [volume] (Audubon, Iowa) 1894-1925, 1894-07-26
OUR INSTITUTES.
What They Should Do for the Teachers.

The institute has come to be more q
school of methods and methodical
work than of examining for examina-
tions. IL has come to be place where
thinking people, men and women,
assemble for the interchange of ideas
and the study Of philosophy of educa
ticnal work. The time has forever
passed when it was thought that any
one possessing education could teach,
or that subject matter is all that is
necessary. 10 is conceded that there
is an underlying philosophy of cduca-
ton and that, other things icing equal
the one who most fully grasps this
philosophy wiz be the most successful
as a teachCf. We do not mean by this
tina su, jsct matter is of little impor-
rnoe; OH the contrary it is the very
foundation, and the broader the cul-
ture, other things being equal, the bet
ter results the teacher will obtain in
the school room.
But the one who intends taking upon
himself the responsibility of teaching
must furnish the mind, that is, have
knowledge of the branches to be taught
before going to the summer institute
or he will necessarily come away I'M
prepared. Nothing is more ridiculous
than the idea that one can in period
of two to four weeks even review all
the branches usually taught at an in
stitute. 1t is not it's function to edu-
cate for teaching, but rather to assist
the educated to understand the princi-
pies and philosophy of educational
growth. 1t is the province, and it
should be the business of the institute,
to teach something of mental philoSo-
ply and the laws that govern mind
growth. Hence everyone who contem.
plates attending an institute should
select the line of work in which he
feels weak and make careful study
of it. Then by an application of the
principles which should be discussed
and developed at the institute he will
be better qualified to teach that line.
Instead of the institute meaning a
four weeks review it should be the end
of months of study And, too, that in
stitute which does not afford pleasure
to the live, progressive teacher fails in
its purpose. .......... ..
Incidental to the study, review and
contact with the instructors, comes an
interest and an enthusiasm which can
not be otherwise than lasting. When,
few weeks later this spirit which the
institute has aroused, but which in
many cases, perhaps, it has created, is
taken into the school it will spread and
have an influence on the whole COM
munity. 1t is thought by many that
one of the functions of the institute is
to teach methods. Education is not
an initiative art and the one who learns
methods and tries to apply them liter
ally, not understanding the principles
which underly these methods, usually
fails in his work as teacher. True, it
is the function of the institute to give
method, but with it goes the principle
that enables you to make it your own
and thus use it. The institute is also
a means of placing before the public
advanced ideas on educational work
and thus create demand for live
teachers who are fully eqipped for
their calling.
So we are of the opinion that the in
stitute should be means of quicken
ing the educational life of the teachers,
that it should assist them to gain more
knowledge of the mind and its devel-
opment, that it should give to all more
of the philosophy of education, that it
should interest the public in the adj
vanced thought of the day, that it
should create interest and enthusiasm
among all in attendance, that this in
terest and enthusiasm should be of a
kind that will last and extend and af-
feet every school in the country in
which the institute is held.-C. w.
DURRETTE, IN audubon Co., Teacher.