Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1867-11-13

! iCHtH} }oiOgy, mere an array ol Orcch PIopO'
uames and Latin scientific terms, with rhyme
forced in 70 relieve the dark scientific back
ground, does not seem to the Board to. fur
nish appropriate exercises, most needed anc
best fitted for instruction in the art of read
ing. fit be true, as urged, which we de-
ny, that these scraps of science found II
| Wilson's readers are all that many of oui
youth viii have the opportunity of acquir-
ing before leaving school, do they acquire
them by skimming them over as reading
lesson? \ knowledge Of science Is acquired
by stldy. not insinuated in q eportive way by
anecdotes and patches of rhyme. The Board
believe that the scientific matter contained
in these readers. il wholly inappropriate tor
reading lcssons-worthless, for the most
part, for elocutionarv exercises, and that 1t
does not secure the scientific education
claimed for it. But If science can be taught
in this way. there are other subjects which
have equal and even prior claims upon the
attention of the Young. 1t was saying OF
the great German poet, Goethe, himself a
man Of science, that we must encourage the
beautiful. for the useful would take care OF
itself. There is world Of thought. moral, !,
political practical, religious and aesthetic.
az impor+ant to the moral and intellectual
nature oi the youth, as a knowledge of the
classification of birds and beasts. Every read
ing book should contain that pure literature
which brings before the pupils mind. ideas,
words, atyle. and the use and management
of his native language. which gives to elocu-
ton its lights and shades, its varieties, its
emotional tones, its pathos and its anina-
on-pure literature in that endless variety,
which viii permeate and touch the soul Of
the pupil by some, if not every, avenue Of
approach, and lead it to a spontaneous and
natural OuLburst of eloquence. Can the dry
details Of science do this
Is not page in the dictionary suitable
for the development of educational ability as
much of the matter in Wilson readers In
giving instruction in the art of reading, does
not the teacher need the exercises best adapt
ed to the specific end just as in teaching mu-
sic he needs the appropriate tunes and words :
Is not relish for the proper use of words,
tor the graces of style. for the significance,
dexlbility and compressed power OF language,
and the eleyating influences of the noble
truths conveyed in our highest poetry. far
more important and of more practical utility
70 the pupil than 4 knowledge of the dlvl-
sions, or OF the habits of the shark family
Are not the noble specimens of English,
contained in the Progressive series. the great
thoughts expressed in aptest language, in
extracts from Shakespeare, Milton, Cicero,
Chatham. Webster, Burke. Irving, Addison,
and many other of the best writers, the no
bic patriotic tributes TO the heroes and states
men of our own and other nations, more i'm
pOrtant to the Young, in a mere utilitarian
point of view. than all the details in Wilson'S
readers ia relation to lizards, turtles, snakes,
bugs and bIrds'
IT it be said that Wilson's series gives
portion Of space to extracts of a purely lit
erarv character, we are of the opinion that
space is very disproportionate and not well
filed. They are wanting almost entirely, in
oratorical and declamatory pieces, in speci
mems OF eloquence, whether of the Senate or
public assembly, and in patriotic pieces fitted
10 inspire a love Of our country, her heroes
and our statesmen, and pride and conf
dcnce in our republican Institutions. On
careful review, with all due respect To the
views and wishes of the late Secretary, and
of the teachers of whom he speaks, the
Board find no reason for changing .he sclec-
tion they have made.
In regard TO arithmetics, the Board refer
TO the reasons given in the report 10 which
this u supplement. amply sufficient 10
justify the selection which they made Those
reasons the late Secretary does not attempt
to controyort, nor does he offer any reasons
that should have induced the Board 10 decide
otherwise. nor point out any particulars in
which the books that he recommends excel
those recommended by the Beard. Culburns
intellectual Arithmetic j. doubtless an excel
lent book, hut Grecnleaf : Is equally god,
much more extensively used in the State, and
was adopted upon the unanimous report Of
the committee of the Board to whom the
subject was referred, and with the tacit ar-
probation Of the late Secretary. There was
some difference Of opinion in regard to writ
ten arithmeJics, bat Walton 5 was not recon-
mended by either OF the practical teachers or
members of the Board to whom that subject
was assigned The fact that there is such Z
book . Greenleaf Higher Arithmetic,
which T. upc recommended. was not urged
against the adoption of Greenleaf e New
Practical, nor did it appear that Greenle q 4
Higher Arithmetic was used 70 any extent in
the State. As before mentioned ST the sug-
gestion OF the late Secretary. the Board adop-
ted resolution that their selection should
be based upDn the intrinsic merits OF the
books examined and they are clearly Of opin-
ion that Greenleaf's New Practical has great
er merits as textbook than any other sim
liar book. In fact, the author of the book
now recommended by the late Secretary, com
planned to more than one member of the
Board that the peculiarities and excellences
OF his arithmetic had been embodied in the
New Practical I'm the opinion of the Board
lent in any other Book of the same kind. and
has some excelences that are peculiarly its
own. Nor do they believe that the violent
dislike 70 Creenleaf' 6 Higher Arithmetic,
frequently expressed by the late Secretary.
is sufficient reason for excluding from the
schools of the State, all books bearing the
name of Greenleaf, even though they have
none Of the obicctiona ble features OF that
work.
The policy OF the State, clearly defined
and steadily pursued for the last ten years
has been to secure the utmost possible uni,
formitv in Textbooks. In the recent selec
tion the Board have aimed ~ secure also the
utmost attainable excellence, and they are
fully persuaded that in this endeavor they
have not been unsuccessful. To pursue the
course recommended by the late Secretary
would surely defeat the policy of uniformity
and, they believe. would introduce books
OF inferior merit. They renew, therefore,
their recommendation Of the books selected
and announced in their report and, in this
recommendation, they are Joined by their
late associate. Mr.. Edward Conant, not now
a member OF the Board. who, though differ
ing from the ma lority Of the Board in regard
to some books. now concurs with them in the
opinion that the interests of our common
schools will be best promoted by introducing
the whole list of books
All which is respectfully submitted
PLINY ii. WHITE
merritt CLARK, Board Of
JONATHAN Ross, rS,s.:
ID. ID. GoRHAN,
4. j. SANBoRN,