The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1901-12-08
TRAINING OF TEACHERS.
They Are Taught and Teach Some
Things Well, but Not Others.

Nathan 9. bchaeIer, IN DECEMBER fOrAIm.
A visitor was recently shown through tn.
Americas famous schools FOR the training %
teachers. The walls were covered with excel
lent diagrams and charts showing the different
well supplied win expensive models OF he
brain and with delicate apparatus for testing
the various kinds OF nerve action When The
visitor was about 10 leave. the teacher told hin
she had no time 70 discuss thinking with her
classes. Since this school Sc called the state
Normal School. and is the only training school
for teachers maintained at State expense IN that
commonwealth the visitor went away wonder
ing whether that State would not ere long be-
come missionary ground for the apostles OF trus
education. To train, develop ana discipline the
mind surely means more than the education q
the spinal cord and OF the gray matter Of the
brain II Involves more than the formation q
habits based upon repeated nerve action. lm-
p0rtant as the brain and the nervous system
are IN education. careful study OF their func-
lions cannot atone for the NEGLECT OF inquiry
into the nature OF thinking. The true test by
which genuine teaching can Be distinguished
from its counterfeit. rote teaching; D. found n
thinking. The impressions conveyed 70 the mind
through the gateways OF ~knoWledge must D.
Interpreted ana ORGANIZED IN tnoushk' ounsINlsa
observation lessons have little value as factors
in the mental growth Of the child.
Many a young teacher has filed her mind
with facts relating 70 nervous action. and with
statements q the principles which are Supposed
10 guide good teachers IN al their teaching A.
though these facts may prove valuable IN tho
management OF the individual child. and al
though the principles OK teaching are az times
helpful in making the needed Pos9s5suSns tot
and enthusiasm which characterize Instruction.
when i IS az is best: thee tSqts ana Bri n Ps
are not entirely forgotten. AT each step OF the
recitation the teachers chief care Il 70 make
the pupils think the thoughts which the words
enshrine; and the supervisor tests the quality
OF instruction By asceriaining the quality o, the
thinking which the teacher beEets In the pupils
II they repeat words without comprebendinG
the meaning, the teaching Is justly stigmafized
as parrot work. II. on the other hand. they
think the thoughts which the words embooy, the
class work. even ~ not above cE1Gcsm, belongs
70 the category OF good teaching. Mere nerve
action may beget good habits; but II q does noe
involve the exercise OF thought IL cannot pro-
duce Intelligent men and women. Routine work
seldom appeals 20 the UNDERSTANDING and re-
view lessons which do not contain an eleSnent %
new thought invariably tend 70 deaden the intel
iectual lie. Whenever mental activity sinks
TO the level OF mechanical routine as IN the
excessive drill IN number work either by The uss
OF ratiO-blocks OF IN the manipulation % the
ten digiss. the intelligence IL apt 70 become dor
mant. and habit takes the place OF thinking,
although the exercises strike the casual OBJ
server as marvellous exhibitions OF good teach
gnr