The Crittenden record. [volume] (Marion, Ky.) 1904-1907, 1906-09-28
THE TEACHERS INSTITUTE.

THE TEACHERS INSTITUTE.
A profitable discussion on each sub
ject on the program ought to embrace:
/. Its Importance.
?. Its pui pose, or why.
3. Its time. or when
I. Its relations, or where
5. lts method. or how.
No truth is more apparent in educa-
ton than this: II a teacher does not
clearly understand mot rcmenberl why
he is doing any work in hend, his work
will be lifeless: his method will be bor-
rowed, not originated.
THE PURPOSE o. EACH STUDY
That the why Of school studies is not
understood as it should be by teachers
generally can be demonstrated TO any
observer in two ways First, let him
ask himself 10 tell himself without halt
ing why Reading, Writing, Arithmetic,
Geography. etc. compose the curricu-
lum. He will have TO confess that his
self examination has proved that his
knowledge Is not what Il should be
Second. let him take the opinion in
writing or otherwise Of several teach
ers upon the relative Importance Of
Arithmetic and Geography The result
may exhibit a chaos Of ideas that sc
ought an to be ashamed Of.
THE TINE
As the purpose Of a study becomes
apparent under the light Of inyostiga-
ton. the time that ought 10 be given
to il and the time lin the school life Of
a child when he should begin il, be-
comes clear TO the investigator. when
Grammar or Physiology or History
ought TO be introduced. are serious prac-
teal questions that have 10 be- decided
every year by immature teachers. Shall
We 20 on - heretofore leaving these
questions TO the decision OF chance or
take them up in Institute and decide
them according TO the laws Of immuta-
bic truth?
the RELATIONS 90 STUDIES
Crowded for time. as every country
school teacher is, Il becomes a neecs.
sity for him TO learn how to make his
work in one subject help that of another.
II there is any one who needs 10 know
how 10 make the writing and language
lessons help the spelling and reading
lessons, how 20 make the geography
and history assist each other. how 10
make all studies throw light On the
arithmetic and how 10 make reading
give he 10 the whole work, that one b.
The teacher ofs,yonty.hyc children oi
all ages. The bringing out Uf these rc.
Iati0us between studies boz Institute dis
cussjous will demonstrate the useful.
n, % many fcuehcs lingering .u olr
schools. and result .n employing NOR,
children umon roaL improving WORT.
and ices 200 300 m,mUHt.r tasks ar.
vocal concert exercises
m METHOD uE UuW
out Uf che purpose uuJgrtoui. ar,
olt of thc whore and when comprehend
cd inou,l.uc the teacher havura wor.
10 DO begin, TO contayc bis method of
work. When Institute discussions set
the teacher TO thinking "Ilow can d,
that In my school" Then they nm,
bearing the right fruit When the best
efforts Of the conductor bring out nt
questions but only the comment
THAT was very fine talk " Then vcry
little Il any Of good has come 10 IN,
/ hearers.
The a ne reason why w called mod.
orn methods after being presented
consccutiycly for twenty-five years In
Institute have failed 10 20 into school
TO any great extent is simply because
they were not presented with the clear
light Of the Why that inspired them
shining upon them. and into the under.
standing Of the teacher pupil, arous.
INK his sluggish conscience and causins
him to feel the impulse must.