The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1850-02-16

/ iGll suffering fof the UansHfeaslon ~ phYsica|
] laws, and requires men a. inlet a inf llFnpr'
/ dirHrr Many though wrli'lap'Hrai ga
] wrong, Tor tho want oi hfUprsH Hnd d shlhflrh
I power 81 motive, Corporal punishment nllen
/ needs o. be- inflicted o. constitute such WolVe
/ ipT thn scholar 90 resist temptation. 10 10 MOI
/ airags true, that 10 should be reserved fDr Che
. llft Trslrt n should sometimes hr uard even
] before moral suasion Adapt The luHimeh'
/ l1 iHD individual und clfruWalahtfs Tue
/ scholar 6hauld be- made a. understand ihRi uo
Z Teacher has authority over him, and power ~
enforce thai authority and lhai God has con.
/ sttutrd ihiH authority Neither % 70 always
necessary chat the scholar should aee thr foa'
/ son o. tho requirement that % made u 10
enough flr him a. know that 10 BE- required by
f lhr proper Authority
Mr Hubbard confirmed the Wow Of the last
I speaker Of lkr nTGrHsiiy ot obedience on The
supple gfuuHd Of authority God requires
/ The case al Abmham, commanded 20 offer
] OPP lraaC ,ih au Instance. lie fequlfrs lAr F1no
! n family government. "thlidTon, obey your
I parents in che Lord Teachers should live
] obedience f1r The same feHsoH. u should be
/ assumed that tho Teacher stands ~ the place
| Of parent, aud the parent in The place Of God.
/ There should be- more CoHsfifHfioHsHfss, Or
I sense Of moral obligations among Teachers, Ia
| order a. secure obcdionfr fHs ~ 0no sea,
snn Why iamalra nitfu succeed better Than
| males, Yet after all, there must be affiHioH
on the part Of tho Teacher II hIH been de-
mouauhlcd eyeTy wi here, that moral suaHlon
alone, though enforced by deep sense oimof-
! NJ Obligation, often fails % secure obedience.
There inusi be the faaT % God on tle unf hand
and drcfiDn on the othcr~
/ ~ respect 10 the branches that should be-
taught ~ district schools, and the method Of
/ teaching, Mf n SAID The flfmfHis Of our LAM
7 puarr should take the first piece, ana De- Nor.
ouphly taught, before there go much attempt
/ 90 other tfudirs Tho sounds Of tho lriirfs,
spelling aud reading, are 600 liable 10 be- neg
/ looted in order o. engage ~ something more
. important, which after OIL, 10 81 Tar lees IA.
pqrtsuoo Mental Arithmetic comes nest ~
ysa.t a.. ti,. yagg4f sl.4ld- IA llpllnAfy,
aud has yrry drsr.blc effect % ttain the
mind aud pfrpatr q ~ sueersaiully puNuc
I such other rHurrrH uf study ga may follow
Grammar has not been, taught ~ the best
manncf II has generally been presented 10
] the mind in Too complicated manner ~ once
. o. should hr commenced, by hting in thr MIND
/ the simplest, and most casggiaal- principles,
! letting alone the more absifusc, and difficult
/ parts uuui The pupils undcuinnd the simpler
/ No Thaycr -Tboropghocss "a The elements
| of our own language be- highly important -
/ EsprCully BE- thla true of reading There are
upt 90 many good readers ~ community, aH
| there oagLf o. be- aud miE'' h". The drhcicn-
cy h. seen me- we'll in I,nohers, ss others, -.-uul
! all we'll qualified - teach reading --i"f much
/ Of ihiu teaching ncrda ~ bp BY tlrmpis, must
7 be- ffpm thc nature Of the cate. Chhdrrn ma
/ tate bud thus they luru. ~ We Gee that
children comr 60 fHt with pruWriy, of 'hr
/ reverse, by initiating those with whom they
/ nssorintr colt ,s with reading They need
T to hear good reading, and Otherwise never W,ll
/ learn 90 read we'll The Teacher ought to
read the lesson 30 scholars, and frpcnt--anal.
ilc, aud read SRaiv--er,uc'se, aud read again,
I tll the scholars khoW WAat they read aud how
/ 10 read II aud why. .NanVaiHFgs y thr TrUat
defined, "talkibg from a book Talking 10
natural and fcndiug should be- ns natural. II
! 10 very improbable business for a child To- be
Flnnr engaged ~ calling over words and pre-.
| tending Go trOd what be- does not understand
II NJ almost fatal "a nAturalnrss, the prime cN.
reIlcnrc or good reading The Teacher ncrds
over TO study he reading lcsron previously TO
| coming before the class. Iig cannot well
I teach The reading Of what he ~ not familiar
-+u.iI., OF - hat he cannul make iAe scholars
4. familiar with before they at'emPtto pronounce
1T
Rev MI Stone The reading books for Our
schools need To- bc u"tc simple, enough 80, a.
ensure their being understood by the pupils
There 10 too much desire 10 get hold Of gtedi
reading, and 20 forward too fast Mr. : also
spoke orrovctnmrnt by moral sunsiqp-Thcrc
ia no moral suasion, truly such, without the
of law.
Mr. Willard said, In regard to the qunliG.
j cations of Teachers, that they should be- per.
feei'p master of what they teach, should be
able 10 teach principles aud not books, and
dwelt upon the necessity of horonghncss IN
fsariing, that scholars had better 60 slow and
understand what they learn.
Remarks were also Bade by Mr. Jcnncss
and Mr. Richardson.
The following resolution was introduced by
/ DR. Bancroft, and adopted
Resolved, That thr relation Of the Common
School to society, rs such as 20 make II the du
iY of every citizen 20 take personal interest
in, aud labor for it, improvement,
! 4 good nIUUlf0r -tCTCtIrr7 -!r-----r'--'
the Convention from the different towns IN
the county. 'f-uJ tIsruTEruug vrrr urrnatrt
and indicated a degree ofintcrcst N the sub
icet which was truly encouraging, and seem
ed likely to give hcalthIui impulse 10 the
cause Of Common School education.
Is. +. COBURN, Secretary.
In connection with the Convention, the
County Common School Society held It's an
nual Meeting and elected the following oil
Gers for the year Rev q. 4 HuRnARD, Ffes
ident, S z ConuRS, Secretary j. n. CoLnr
BrArMAN BurLrR, and LEoSARD HARMNG'
r0N, Executive COMMITTEES.