The sun., 1901-12-13
TEACHERS
INSTITUTE
Annual Meeting Being Held in
High School.
INTERESTING ADDRESSES
"EducatiOn and Unfolding" Subject
of Professor Alberts Lecture.
Talk by w. w. StetsOn,
of Maine

Wilmington Teachers Institute which
was opened in the High School Building
yesterday morning the public schools
were closed yesterday and will also be
closed today. The session yesterday
morning was opened with devotional eX
crcises conducted by the Rev. Frederick
W. Lewis, who read from the scrip
lures and offered prayer. The audience
then sang Let the Blessed Sunshine
| In"
| Ii was announced by Superintendent
| Twitmyer that the best speakers had
been engaged to inspire the teachers in
their work Prof. Charles Fl. Albert of
the State Normal School, Bloomsbury.
Pa, was introduced and spoke on "Edu-
cation and Unfolding" Prof Albert
said in part:
| "Education as an unfolding must ere
ate IL condition of maturing rather than
an accumulation of facts. One of the
greatest SchoolroOm sins is impatience;
there's often too much help given in the
desire to have the pupil gain knowledge
Iuuckly. The fruit tree proves its life,
il has taken on n condition of maturity.
Everything that comes into Il child's life
educates him for good or evil. He veri-
fies iii his life what is taught in the
school room. Education must appeal al
ways 10 the rational side of spiritual life.
Whatever il taught the child must he
20 taught that the act of acquiring il will
do more for the child than the thing he
is taught"
Hon. W. w Stctson, State Supcrin.
ten.lrht of Public institutions, Augusta,
Maine. in an interesting address said:
In Maine We hold that 10 teach well
more must result through what one is
than through what oEe tells. ! will speak
Of the kind OF culture that will make the
arrogance of knowledge humble. In our
State we have worn two words thr, ad-
bare inspire and instruct. Instruct
means 10 build on, inspire means to
breathe i'll and the greatest thing the
: teacher does is to breathe into the child
The breath of life.
Give the children a chance to know
these words and then one can understand
tn. works of master. We need the
ability to pull out the pith of what we
rcad.
After a recess of 10 minutes Miss Fran
ccS f. Young. teacher of pedagogy in
, the Wilmington Training School spoke
, on Motives" She said:
1 .Thc question of motives is Il most
4 important one. Children come into the
; Schoolroom with correspondingdif differences
: | in mental rnd moral conditions. Spur
to action is absolutely necessary. The
| question of the earnest teacher is how
= to appeal to the child. A knowledge of
I child nature is necessary. The genesis
OF progress in the individual corresponds
h Ito the genesis of progress in the race.
4 Man was first satisfied with the comfort
/ OF his animal nature and development to
. lpresert conditions was slow. The child
/ comes into the schoolroom largely sci
| fish animal. The teacher must take the
5 child as she finds him and wait patiently
3 | for results. Heredity and environment
ara forces To be especially considered
lContending forces war within the child
Many poor children in the large cities
are compelled to help provide for the
family and il is not to be expected that
: these children will be in normal condition
lrither physically, mentally or morally.
d.. Children will present characteristics
: similar to those of their ancestors. The
. child's self-activtity is an unconscious
:, striving of his mind for better state
: This craving must he satisfied or menta
Idccay results. The gradual freeing o.
!, man from thongs of Ignorance and tn,
= teaching of self-activity and control vii
bring about the golden age. Childrei
are eager to see and do and ask queS
:, tiens. Hence their activity must be di
:. Ircrtcd to see the purpose in life ana TN
! Necessity for effort on his part. Let hi
training assist in his mental and mora
~ uplift."
One OF the most interesting addresses
of the session was made by DIR. Lightne
). Witner, professor of psychology in th
= University Of PENNSYLVANIA, On the sub
jcct imagination and Childrcns Lies.
He said: The new psychology is TIL
ilold psychology in a new aspect. Afte
Images are due to imagination the ahllit.
z to have after images is necessity re
uuisite in education and is necessary y
!. the training in arithmetic and spelling.
4 lit is impossible to dwell on stor,
or bit of gossip and not add to i. N
/, dangerous gossipcr has a defective i'm
- Iagination The difference between fanc
=. iand memory is not fundamental differ
> lrncc. Truth telling is expected to dc
:, iyclop with intelligence. Certain canver
". tioualities are necessary rs is convei
!, tional language, which the child is learn
ing to use and thus makes many blur
- ilrrs. | don't advocate lying; it take
two people to lie, one to speak and on
=. to hear. We can onl, judge of the meal
!. ing Of a man and of his accurancy by tn
-, words he uses. We use eyasions III AZ
NJ swering Il child's questions that ofte
lead to confusion in his mind. The Il
of terror is usual one, and there is Ii
lie positive. where he holds tw
2 |thoughts in his nina, and delibemtel
tells the false one. We insist on Il
20 average standard for grown people. h'
many people delight III their ch1dre
g. possessing higher morality than then
- selves. II we compare the actual roi
", duet of children with that of adult
~ W the cni,d's record will be little cleane
y, y. The lie Of sympathy reveals compile
m moral situation. 1t is struggle of Z"
- motives. The moral situation in our III
=. in Il complex one. The lie of vanity
ss rirls and tho lie OF bragadoccio in bo!
"' have been considered by the new psyche
i. ogist. In conclusion | give seven prop
''', sitions on truth-telling and lying: Fir'
wv expecr lying to give way to truth tellin
appeal to the desire to tell sfralg
story; second, do not kill his imagin
ton; third, the instinct of truth-tellil
,vc / is almost universal with children; fouri
en- games will develop this instince; fft
the child's likes and dislikes; sixth, t