The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1900-08-28
WHEELING
TEACHERS
INSTITUTE
Opened Yesterday Morning, with a
Large Attendance and Enthu-
siastic Interest. =
PROPS. 'M'NUPRAlY and BRYAN.
Are the Instructors, Who Have Come
& "out of the West,p and
&. Made a Fit. IN

L wv. laC S5b, thAAo
Made a Fit. Il
The Wheeling teachers. true to their
habit OF punctuality, assembled yes
terday morning at 8 O'Clock. expecting
that the session Of the yearly institute
would open at that; time, but 1t was
19:i5 when Superintendent. Anderson
called the institute to order. but there
was nothing lost, for the teachers spent
the time talking Of their vacation and
how we'll they stood that dreaded ex-
animation. Perhaps this social enjoy
ment is fully equal to any other part Of
an institute. Is. I;
Superintendent Anderson in his open,
Ing, remarks, said that although the
teachers might wish that. the Institute
could have been held a week later, still
We ought not TO complain. for We have
greatly the advantage Of other teachers
in the state, as they. must attend an in
stitute before they can even be permit
ted to teach, and some of them at
great expense must come to our instl-
tute to make their five days attend
ance. Mr.. Anderson spoke of the fact
that some teachers who were with us
one year ago are not with US to-day,
from the fact that they had listened to
the voice Of the charmer and have en-,
tered another state. He wished them
well. = Is.
He then introduced Charles a. Nc
Murray. president of the state normal
schooi,Sof De Kalb, Illinois. who gave n
pleasant talk, outlining the work of the
institute. He called attention and the
fact that We have In times past and
even now been paying too much atten-
ton to the accumulation OF knowledge
alone. not paying attention to the kind.
He outlined on the board as follows:
l. knowledge. 2. Discipline. 8. Pow
err. In. any good school work we get
these three results. He next took up
the topic. Sugar Beet Industry" Civ
ing, the following outline and at the
same time explaining the entire opera
ton. Il. Farm. 2. Diffusion. 8. Evap-
oration and capitalization. 4. Refining.
5. Distribution. c. Location Of industry,
4 {. Location OF cane sugar. 5. Maple
sugar. The entire LESSON was very in
teresting. showing how much geo.
sraphy can be taught In little lesson,
| q p n b,,I YIpe ha rtrIn
the beet, the cane and the maple grow,
and also the methods OF transportation.
Superintendent. Anderson then intro
duced E B. Bryan. associate professor
of. pedagogy In the university. of the
state. OF Indiana. Mr.. Bryan COM
menced his talk by saying that he
hoped that all would remember that he
was from Indiana, not Nebraska. He
expects to talk during the week on
pedagogical topics, those topics that
Will have transforming influence. not
only on the teachers, but through them
on their pupils. We have no we'll es-
tablished system In this country; it is
not established as history. chemistry,
physics and are established. The two
foundation stones for system OF ped
agogy are: l. The branches whose cap
stone Is psychology. |. e., psychology
and all the requisites leading up TO it.
.. Social studies or sociology. He spoke
Of the centers around which learning
can cluster. such US geography. nature.
reading. etc. but that the central fig
ure In the school is the child. The child
is the excuse for all these things. For
the child the building is erected. the
teacher hired. the school organized.
The reason is that the child is weak
The newborn child IS the weakest and
the most helpless thing in the world.
But within this weak being lie great
possibilities. The schools are TO bring
out these possibilities. The teacher Is
to take hold OF the child with one hand
and with the other take hold OF the
best thing he knows, and lead the child
right up to these best things. When
ever the teacher is not able to hold up
these. best things better than the child
can do It himself, then the child is done
with that teacher.
! After Mr.. 3ryan's talk the institute
adjourned until 1880 p. m.
Afternoon Session.
| After singing Flow Gently, Sweet
Alton" Prof. McAlurray continued his
instruction. He first reviewed the morn
ing lesson. asking questions to ascer-
tain whether the teachers had paid at
tentlon. The professor was asked quite
a number OF questions which he an
swered promptly. These questions
brought the fac, that all topics have:
l. Root relations. .. Organizing units.
g.. Fitting instruction to the pupils. l..
Setting problems for the children to
y eoI,,a The ,yrnnt mint In nil iustruc-