The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1895-11-01

OataWlSSd dDOIOuBu@IIOl.G GenIIldn.
Catawissa Township-Haines Yost.
Centralia-Prof. Eisenhower.
Centre-A. F. Terwilliger.
Cleveland-E. c. Kreischer.
Conyngham-Prof. B. f. Kelley.
Fishingcreek-S. B. Grouse.
Franklin-Thos. Elmes.
Greenwood-Boyd Trescott.
Hemlock-Wilmer Girton.
Jackson-Arden Hirleman.
Locust-Kimber Levan.
Madison-S. +. Creveling.
Main--I. f. Fetterolf.
Mifflin-Chas. Johnson.
Millville-Preston Ewes.
Montour-Grier Quick.
Mt. Pleasant-Wm. Sharpless.
Orange. w. Hldlay.
Pine-Clyde Potter.
Roaringcreek-C. H. Marks.
Scott-Rush Greasy.
Sugarloaf-O. M. Hess.
After these announcements were
made Prof. Noetlng addressed the
institute on the subject Some points
on Teaching" He said that refer
ence had been made by several of the
speakers to some things in his address
of welcome, among them that of teach
er's salaries. Good teachers can
neither be too highly appreciated nor
compensated; but good salaries will
not come of themselves, they must be
worked for. An educational revival
should be started at this Institute, car
ried by the teachers into every dis
trict in the county, and continued the
whole year. Teachers must be alive
to their calling, in this way they can
make their value felt. He said that
he had seen a district educationally
almost dead, thoroughly revived in
one school term by an earnest, en-
thusiastic teacher. Teaching is not
SO easy thing as some people believe
it to be. There is no other profession
whose duties demand more thought, a
keener insight into the springs of
human activity, a purer life, and a
higher degree OF ability to lead and
to influence the young to form high
ideas of life and character. An insti.
tute is not a place at which lessons
are assigned and recited or ready
made outlines furnished, but where
points are obtained which every teach
er must develop in his own, natural
way. No successful teacher Can be
an imitator. There are method teach.
ers. These are no better than mach
ines. Instead Of adopting their in
struction to the children's needs, they
try to adopt the children to their in.
struction-their machine. There is
but one general road to success, and
that Is to grade the road so that the
children can travel it alone with pleas.
ure. TO do this intelligently, requires
as a preparation, careful study of the
children, their natures and aptitudes
Child study has of late came into
prominence, and must, in the prepar.
alton of teachers, take the place oi
textbook psychology, which nobody
follows. Much of the instruction
given by unframed or half.trained
teachers is like trying to pour water
with a large tub into a small, narrow
necked bottle, more is poured "onto
and over than into" Without atten.
ton instruction is wasted. Before in
struction can begin, the minds of the
pupils must be prepared for it, that is
nothing must be on their minds but
the subject of instruction. Sowing
the best of seeds upon rocks or among
weeds, will not produce good crops
but failures instead. Do we, as teach
ers, ever think that the minds of oul
pupils, like soil, must be prepared anc
IN suitable condition to receive the
seed of instruction.? All new knowl
edge must grow out of the old that i.
in the pupils mind, and must connec
with it, or it will not take root. Fl
your work to the pupil; make it of in
terest to him; have him do it himself
it is only what he himself does tha
has any value for him. The who'll,
pupil must be enlisted in every recita
; tion-intellect, sensibilities, and will
all the powers at the same time. Th,
. primary teachers work is the mos
important Of all; it is also the mos
trying and laborious. Advanced
: pupils are supposed to have Learned
, to considerable extent to help them
/ selves and to control and govern them
: selves, but not so little children, they
+ need the teachers attention at ever
5 step; they are helpless. She mus
! look into their little minds and hearts
and aid them in their development a
7 the gardener doe: his most tende
, plants in their growth and develop
! ment. 1t is shame upon the age il
r which we live that primary teacher
E receive no better pay than they dc
E The very best work that can be don
E should be found in the primary roor
o and shOuld receive the haet nax