New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1866-08-16

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admirable performance on tho harp. Miss Potters
readings were continued &c.
At Gettysburg the proceedings were not unlike those
at Geneva. Patriotism demanded visit to the famous
battlefield as the sequel whereof an address de-
livered descriptive of the battle The Gettysburg
Memorial Association stock profed slightly by the
visit of the 200 teachers. 1t was, we are ready to
believe, pleasant occasion to all who took part in
it. But the question will come up, How much did
either of the Conventions effect toward the sod anu
scientific improvement of our school SYSTEM we re-
peat that fine things were said. There were ad
dresses-we presume able ones-on Physical Geogra'
phv on the Importance of Studying the Natural SCI
ence5, on the English Language and Literature
on the Functions of Normal Schools, on the Fasr'
Present and Future ofthe State and on other matters
more or less german to the legitimate purposes Oh
the Convention. These were deerentlaly listened 10
as necessary part of the business to be got through
with the least possible deriment by the aid OF sack
but and psaery. The reports indicate that some
men, at any rate had thought their way very far into
the heart of the matter and were not timd in saying
all they thoughts but that they held the attention OF
the assembled teachers cannot be averred The dis
cussons on questions Of vital moment were less
general powerful, and valuable than might have been
expected The opinions thrown out in debate were
marked less by reflection than by personal prejudice
and passion There seemed to be no approach to
unity of sentiment any grand point. The discussions
were pretest where the topics were greatest The nor
NAL school question, which was made chiefly prom
inent at Gettysburg, elected speeches from which
the most that we can gather is that it is quite doubt
ful whether Pennsylvania needs twelve norman
schools or less-whether those she has are filed by
the proDer class of studens-whether the students,
such as they are, are properly Observation-Disclosures
the principles on which they should be taught, or the
object which their teaching contempates, has been
definitely stated-in word, whether they are Of
much use; and if not whether they can be made pro-
ductveof more The interchange of words on the
subject of the education of the sexes IN the
same institution betrayed the shallOwness OF the pro-
fessional mind on that problem of problems IN popu
lar education in way that the unproiessional mlnd
finds somewhat notifying 1t must be remembered
that we write after reading these rcports-newspaper
repOrts-carefully prepared by special correspond
emit but brief and imperfect as such reports must be-
We may do the assemblies injustice. If so, we stand
prepared TO correct our words when the proceed
ings shall be laid fully before As it looks now the
Conventions seem to have aimed at combining the
maximum of entertainment with the minimum oil
work-in short to have made the grand occasion OF
their annual meeting holiday, when the cause OF
education might be dismissed from their minds.
We do not mean to be severe. Teachers conven-
lions are no more idle and amess than other conven-
tons are apt to be that are met for no specific ends
W. a, tba t ley are less So the
strength of tho number and character of several OF
the papers read at Geneva and Gettysburg. But the
interests of education are so paramount in our conf
munties the claims of the public on the teachers are
so peculiar the need of wisdom is so imminent, the
wealth of experience so great, that there is call for
more stringency here than elsewhere. All conven-
tons are privileged to be stupid except teachers con-
ventions 1t is a sad thing that the people who
should be most able to rise above the routine oil their
trade should be the very people who are most IN bond.
ago 20 IT, How singular it is, said distinguished
pubcist the other day, that whenever people come
together in masses their briliancy yanishes, their ex
perence counts for nothing and they simply increase
each Others doltishness. But SO it appears to be.
Teachers may be the last persons to tell anything
about education in its highest aspects. Yet who will
tell us if teachers do not And yet again, who can
blame the teachers for enjoying their Midsummer holi'
day when the public are content with the system as 1t
is When We call for something better we shall get
it. Our system Of popular education is in a crude,
miscellaneous condition. part English part French,
part American, and large part nondescript. We
shall have nothing better till close study of young
people, in school and out of school, is made by those
competent TO make it.