The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1897-12-29
TEACHERS FIRST MEETING.
II. A. OgE's Paper Before the General
Association.

TEACHERS FIRST MEETING.
II. A. OgE's Paper Before the General
Association.
The General Association of TeaCners held
it's first meeting last night in che House
of Representatives. 1t will have two more
meetings to-day and one tomorrow. The
work of the General Association is in the
line of what it's name indicates 1t takes no
particular branch of the work in it's dis
cussions, but confines all papers to subjects
that of general interest to all teachers.
leaving the classified work for the various
| sections. There were two papers read last
night.
The meeting was opened With q short in
vocation by Rev. j. Cumming Smith, of the
Tabernacle Presbyterian Church, which was
| followed by a piano solo by Miss Wellie
Geeting. Retiring President j. F. Scull of
| Rochester, then made few remarks intro
ducing the incoming president r. A. Ogg, of
Greencastle. President Ogg read his annual
address, of which the following are ex-
tracts:
MY theme this evening is The Problem
of the Child l have no revelation of new
truth to make, and all 1 shall say on this
important topic will be commonplace to you,
both in thought and manner of presentation,
for you and | have been thinking along the
same lines and discussing various phases
to restate in somewhat connected way
what we see involved, just as in a problem in
mathematics we seek to bring ideas into
the next step"
While holding the natural surroundings of
great Importance in the development of
child, MIR. Ogg lays greater stress on the as
sociations of childhood. 1t is to those whose
daily actions influence the young life he
thinks that most credit or discredit is due.
He also thinks the character of man is the
result of evolution. When conditions favor
able surround child it's natural tendencies
| for good come out.
But these social forces are too uncertain"
the speaker continued, land others more
| constant must be called into right action If
| we are to solve the problem of the childs
| Well-being. The one most constant and
| long continued is the home The child opens
| its eyes upon the realities of this life under
! the immediate care of those who by their
parental instincts are to supply it's wants.
| world. With no forces operating now save
| inherited Ones, she has almost unbounded
| tic being there in the crib responds to every
| touch, is moved by every vibration of char
acter, is swayed by every breeze of impulse.
| The tender mother looks into it's eyes and
meets half-consciouS and constantly
| awakening response of affection. By i'm
patient, fretful word and manner she may
| set Its nerves tingling and unhealthfully
| stimulate nerve tracts that will eventually
| become habit, character, destiny. Or she
| may be so sweet and gentle that 1t shall
| respond by growth into the beautiful. What
a despotism is the mothers! But what if
| the despot be truly woman in all her in
| St1ncts and in her intellectual and moral
| life? Then if there be any evil tendencies
in the child's inheritances they find no con-
| ditions favorable for their DEVELOPMENT
while all that is good has a genial atmos-
| phere in which to thrive. But if there be
a weak sense of obligation, or false idea
| er's method, that what is forbidden to-
| day is allowed tomorrow, promises are
unkept, threats unfulflled, passion rather
! than principle is seen in the exercise Of
| authority, or if the father and mother are
| not in accord in spirit and method of dis
| cipline, or. worse still, if they are unworthy
| in life and character, a most favorable soil
| and climate are provided in which the in
! herent evil tendencies may terminate, de-
| velOp, blossom and bear the sad fruits of
| vice and sin and shame.
THE CHILD'S ENVIRONMENT.
| 1.-THE child is born into world Of law,
a state, social organization where law
| reigns. but from infancy it has learned only
| lawlessness in the home. 1t must tread the
paths Of life where reciprocity is demanded
| in all relations, but it has been familiar
only with animosity, accustomed to be like
| Ishmael with every mans hand against it,
| 1t is expected to aspire and strive toward
the ideal. but it has been trained only to
| burrow blindly like the mole. And to in
| tensify all these unfavorable conditions,
parents will probably so impress them
| selves on all in the home and put them
| selves in surroundings and associations so
| in harmony with their own character that
| hereditary tendencies shall be constantly
| and persistently reinforced by environment;
| so that our equation becomes by equals
| destiny. Y into y. hereditary multiplied by
! environment And so in many lives we'll
born and wel-bred go together. all the In
| fuenceS of ancestry and association unit
| ing to make life one grand sweet song,
! while in others all the evil tendencies Of
| heredity combine with corrupting envi-
| ronment to bind every noble aspiration, to
foster every evil impulse and destroy all
| chance for the child to rise above the state
| to which birth has doomed it.
| Just here. with these two great forces
reacting into each other in the home, the
| school takes the child. 1t must get such
| control of his interest, so appeal to all the
| srivings for good in his being. and to put
| from within and without. that these shall
| cease TO sway him or find any response in
| his being. Virtue must be so adorned with
beauty that he shall become enamored of
| and his oft-TepCdted lapsss regarded with
| sympathetic interest, his speeches. APP
| peals for help and encouragement must
| meet prompt and generous response lie
| there, he finds himself most truly that this
and not that is his true world
| but while children should be made con-
| scious Of their real value and true dignity
they must not be made unduly self-con-
| sclous. only the teacher who is herself
genuine and truly appreciative can do the
one and avoid the other. The artificial
| teacher, the one who poses who uses art
to maintain her position, who seeks to be
| very popular with her pupils and secures
| good conduct by appealing 10 their pride in
| their room or their desire to please her,
| cannot do this Personal power involves
| how q right course of action toward them
| viii affect her interests
| Into this great opportunity the public
| school teacher comes. So close may she
put herself to these plastic young lives that
| She may transform them in the furnace of
her axgf he them nNr