Evening journal., 1901-11-20
TEAoHERs, INSTITUTES

About this time of the year in all
parts of the country the teachers insti-
tutes are in session. For a period of a
week the schools are closed, and the
pupils given a vacation, while the
teachers are going to school. In the
early days of the institute IL was re-
garded more in thenature of apleasant
break in the work of the school year,
when teachers could meet, make and
renew the acquaintanceships and listen
when the humor seized them, to lee
lures devised largely for their enter
tainment. All this, whether IL was de-
sirable or otherwise. has been changed.
Teachers now regard the institute week
as period OF exacting work, when
they are expected, and even required TO
digest as best they can mass of tech
nical matter which under ordinary con-
ditions would require months of close
application.
The tendency of the moment seems
to be towards a consideration of those
subjects which few years ago could
only be found in a college curriculum.
There are discussions of various
branches of infant psychology. dissser-
tations on the principles of pedagogy,
talks on nature study. and ponderous
papers on the wondrously expanded
subject of methods. 1t may be remark
ed that one would attend these sessions
In vain If his desire were to hear some
treatment of English grammar. or of
the science of mathematics. The mat
ter OF spelling or reading is treated
with silent contempt. and the question
of writing is never raised, unless some.
one wishes to exploit the theory of YER
teal penmanship.
All this is not said in opposition tC
the new theory. but by way of contrast
ing it with the idea OF a former period
The teachers state OF mind on return
ing from the institute may be faintl!
imagined. The ideas of a lifetime
perhaps, have been overturned, subject
in which proficiency has been acquire,
only through years of labor, are rele
gated to the background, while new
branches of which even the name ar
unfamiliar take the centre of the stage
The average teacher is not a master o
psychology, pedagogy and nature stud
and the last in itself embraces a hal
dozen ologies. If she had taken
course leading to the mastery of al
these. she would be entitled to a colleg
position. AS it is she is employed at
meagre salary to teach in primary O
intermediate grades, and this she feel
competent to do. unless the branches O
: study undergo a radical revision an
) nually.
p AT the risk of being called an oil
fogy. we propose TO say a word regard
ing two or three OF these branchC
which are so much in evidence. Tn
hobby, nature study. at present hold
: the floor. A limited course whic
e shall not encroach upon more impol
a tant branches. may be valuable for tn
L children Of the city schools. but it
e extended everywhere regardless OF tt
opportunities or surroundings. A goo
b healthy country boy could tell h
e teacher more about nature study tina
she will ever know. Her knowledl
n may be technical, but his may be relic
y upon.
IL As for psychology, the averas
L teacher is fairly proficient in that a
10 ready. She can tell from her conta
D. with pupils that some are apt and son
4 stupid; some slow to learn but sure
Is retain. She understands that the thr
pc rules of memory are attention, conce
er ration and repetition, and when