Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1869-05-26

The meeting was called 30 order by Mr. knn-
kin Secretary of the Board Of Education, who
briefly stated the objects OF the Institute remark
inu that after having been engaged in the work
of holding Institutes for three weeks, without
cessation, he felt inclined 10 furnish substitute
int this the sixth and last, of the spring series OF
| Institutes; and learning that Prof. CRUrrENDEN,
Of New York, had just concluded an engagement
| in New Hampshire, he had succeeded in securing
his assistance that there were therefore present
two gentlemen who were professional instructors
of teachers, and among the most successful and
accomplished Of the profession that the instruc-
ton given at the day session would be for the
most part If not altogether, under the direction
Of these gentlemen and he assured the citizens
present that the exercises would be OF such nature
as ~ interest and instruct, not only teachers but
all who had u general interest in the subject OF
education, or n special interest in sclEcuture.
| An were cordially invited to attend.
! Mr. Cruttenden then proceeded to give lee
ture upon " Human PJwers-thoir Order and
Development
Mr. Cruttendcn is evidently entirely master OF
his subject and he held his audience spell-bound
for an hour and half, in the discussion of a
metaphysical question, by the simplicity OF his
thought, the logical order of his arrangement and
the cxubemnco Of his Illustrations.
lie defined n human being 10 be 3" human
spirit nhabitng human body This human
being is endowed with certain faculties, and ha.
certain capahilitles IL ls also surrounded ny
certain circumstances calculated TO develop t9ese
iaVul.l's' 3'lu 'S W. e,0 e,I,
~ ~ n9o VI. - w vi u ;a II i,t'U;
gent
The faculties of the mind are Of three orders
and for three distinct purposes to get knowl-
NY, W heeP Nl'o" "''I ~ "
ino n IN ~ %
uIt 'lo VIvoPtNu VI ~ ,l,e,'Di "'''"Ii"s ~"
Si'ou' n1'ti,'o" "'u ~, -. H.
Rio9cu ~ IoNinin5 vi ,sV"nls HuDN lVvsu' u'ii
hetehtllcs' iHVluu,'B 'Vni"l9 .usb.s''9n "il
| Association and those employed in using knowl-
edge, the incentives, including Imagination, Rea
son and Judgment
lie nq,ye the exact office of each of these iacul-
ties the natural order of their development, and
the methods by which this development is at
mined
In each step he made applications of the primer
pies 10 the every day work in the schO0l-rOom
and showed that all intellectual instruction must
be founded upon thorough knowledge of Men
tai Philosophy.
We wish all the Teachers of Vermont could
have heard the Professor show up the wretchcd
system prevalent in our schools, in which
words take the place of ideas, and the committing
to memory certain formulas in the textbooks J.,
considered equivalent TO mental Development
This method Of teaching found no mercy at his
hands
FRIDAY MORNING.
II. C...4-i.il- t...... - .
loi 't'iluen l''''' wv institute up3n
Nv NV a tenli
Wv io'ol ",,iti ,ii9 'yoDu nus
- i I,,''S H. \. 'uG :,
,, usos y, iuusu 'ise, p,,1 i. u oi3pe 10 pu
Fpr, - Io nov, ~ ~, VI
A. rV. oANhS GVhoNNoi, vi Ne" lork' then Deiu
tne atleilu9n Oh lue 9uI9nce l2r nearly an houi
W. ,,;, ro,, broF 49,, ~
a., W { sNV We pliVi uo7'iu.' VI us ISuarAs'
rn,g is found in the Disregard of the laws of mind
Gcut pr5ces .s 81 reos a. go through the most diff
ory with isolated facts In The worjs nf N tcv,
book. when God has So constructed tbe mind tLa,
the natural system Is exactly the reverse ~
must get n knoyvIedge nj ,bioots - 80 w
sensations thew produce. When ottontion e , Wv
en- 10 these sensitops tbev c,lninota j., -. -,
tons Then memory comes in anJ ti,'
cost nnntLcr S5 l su g
ton of ideas 4 scholar should ,bo ', roe a.
made 10 learn the words IF tevt baL h,,t
be instied with ideas by an association of tba
facts retained in the memory, obtained through
sensations produced by objects. The power Of
the mlnd winch makes use Of ideas to bring up
tuIlss 9nu ougecis unlike anything which the
pvISon iias seen Is naglnatlOn. Now this fac
NY III iui BrY IN oDSdihhg an OF the discover
les NhiIn we make, Inc ohce of reason is to
ISIS .lle nusihauoh IN producing results, and
e,'eh JuugeIt comes IN To tell the reason wheth-
'',o Ltsu'!s are OF any use TO the world Now
.o .e"ohlhB III most Oh our schools wholly ignores
vic Inauguration, ana seeks hrst to develop the
ms re,,sonIns PoMcrs ana ihe memory. There are
9'Ino ssnsIul lhWs Whlch we may adopt
ISL An knowlelge oil the outward world must
0oi'e il,iougn tne senses
nI i tllG pup'l sn0uiu never De supposed to have
81. NnInieuse 9nsll ne can express It IN words,
nil ''''' 'i 'A'io''e snouiu oe lett TO the pu-
RI Ideas ,ybi.l, o,.,;,, c-,.,.,.;-...,
,b s I'I,eii w o'll,ii nom 9gects through
sborld r,rooo5o H. I,eueue NoIus, observation
sLouid preco1o v.o aial.ie9 Vi tIlugS, thoughts
nance II tbirl'y ''''eS "nu kho"iedge the
An Instruction should ,,,,,,..,l r..
10 a. ,'i e'', 'loviu ploVecu rom the known
for, tbn ,aoi, ec concrete tothe abstract
simne ~ A. ,' ". tllngs rom the
edga i''A '''N 'io" i"c's 70 khoWl-
n t.o,l,,,., ,,;ll r.ti.... A..
find tbeir ILL., ,,,i' Nv; Vllis system t9ey Wtll
viii odyance viii Er ait their pupiis
e''''''' ''P'u''S'
NiihNNooN'
Prof. Johonnot addressed the Institute upon
geography, and treating principally upon astro-
nomical geography, We are unable to rive any
abstract OF his opening remarks
Mr.. Cruttenden spoke upon the subject of
arithmetic Every subject can be presented in
Two courses by the objective or synthetic meth
cd, and by the subjective or analytical method
lie then proceeded to consider, first, the method
by which knowledge is obtained second. the
method by which il is used Children sLorld H.
first taught by the first method The great OBJ
Ject to be attained in the school-room Is to give
the scholar, hrst, knowledge, second science
science IS simply knowledge reduced to system.
knowledge must be first obtained before it is re-
duced 70 SYSTEM. The objective course gives
knowledge The subjective gives discipline
through classification. The person who has his
knowledge Systematically arranged will have
vastly more power than hewho has simply knowl- |
edge lie proceeded to treat of the objective .
method OF treating arithmetic We must first
oegln with what IS known Nearly every sehol- |
ar has some knowledge Of numbers. and can an
swer the question how many :" or in other
words can count This, then, is the base of our
teaching, IN arithmetic. Scholars can generally
answer the question (which one p or can number
thing Pupils must then be first taught to count
values, being made to understand the meaning of
unit as the base. unit may be one tLinq
OF number OF things-whatever is used as one.
Ieney can then be made to understand the parts
oil unit-tractiOns. Then come numbers. which
are expressions of values. As we have three
Kinds oil values, whole, fractional and mixed, we
NlNRT. L. r.