Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1871-02-01

damental and needs first to be supplied.
Then follows training in the other two re-
speets. The Normal Schools in this State
work at disadvantage, being largely self
supporting,-at first wholly so. But the
most essential thing is to be had in them
instruction in elementary branches. In
other State schools also, these receive the
larger share of attention. The Normal
Schools of Vermont lack connection with the
} colleges. They are not SO nearly related to
them as the academies, which feel the quick
ening influences of the higher institutions in
J many ways. There is no conflict between
the academies and the Normal Schools. AS
from the neighborhoods having the best dis
trict schools come the largest number OF
scholars to the academies, so from the re-
gions where the best select schools are found
come most pupils to the Normal Schools.
} Instead of being rivals, they are the allies
and helpers of the academies, and must tend,
by improving the instruction in the common
schools, to increase the number of those who
will seek advanced instruction.
G. q. Bush of Montpelier thought the
present normal course of study too limited.
1t was insufficient to afford the necessary
mental discipline. He would add to it
English literature, natural history, astrOn-
omy, etc.
Prof Weber said that very vague ideas
were afoat to the intent of the Normal
School. Both the word and the thing origi-
mated in Germany. Properly qualified teach
ers could not be found, aud these schools had
been devised TO train teachers for their work,
as the law school to train lawyers. This
should be their one, definite, constant pur-
pose, and not the giving instruction in all
sorts of knowledge. An academy might
have normal department, and do Normal
School work.
Mr. Williams said the theory of the Nor
NAL School was TO train teachers in methods
of teaching-tO show hotc 10 teach but pu-
pills were found not to understand the sub
jects in which instruction should be given,
and so it became necessary to teach those
subjects. He could not lament the fact that
the Normal Schools were not feeders of the
college From these institutions he looked
only for the influence of educated gentlemen
engaged in the same great work. Vermont
was not very liberal to her training schools.
1t was the only State that did not defray the
entire expenses of normal instruction. = Ex-
cept Ohio, interpolated Secretary French. -
Tuition ought to be free, and was to be SO
in the CastletOn school.
Dr. French thought il encouraging that
the State had doubled its appropriation for
Normal Schools in four years. We hope
for more pupils and pupils better prepared.
I
Of the State appropriation. The poverty
I clause had been stricken from the law. At
the Normal Schools in other States, gradu-
ates Of colleges were fitting themselves for
the special workIof teaching. The philoso-
ply of teaching didactics, was a thing % be
studied.
Miss Mary L. Sherman of Manchester
read the - Death Of 10 ft0m " Bleak
House The selection was rendered with
delicacy and feeling, and drew tears from
not a few in the audience.
At eleven O'Clock Secretary French ad-
dressed the Association on the improvement
IN Methods of Primary Instruction. In in
Producing him, President Spaulding remind
ed us that in 1857, Secretary Adams was
ushered into his educational work in the
very hall we were then assembled in
Fri3ay afternoon the following board OF
/ officers was elected
! President-J f. Goodrich of Burlington.
Vice Presidents g. y Webber.
Middlebury Prof. NJ. H. Buckham, Bur
lIngton C. D. Mead, Swanton f. Conant
Randolph; b. F. Bingham, Brattleboro :
Rev. L. \. Austin, Manchester Hon iona
than Ross. s.. Johnsbury, ). II. Pearl,
johnson Rev. v. H. Robinson, Barton
J. ". Pierce. Springfield, l. v Ferris,
Windsor c. O. Moore, Waterbury II. l..
Sowles, Alburgh.
Executive Committcs-H. II. Shaw,
Springfield; j. ). Spaulding, Barre Rev
K. q. Williams, Castleton.
Secretary-J udah Dams Rutland.
Treasurer L. \. Austin, Manchcs-
ter
Upon invitation. Miss Nina F. Gregory OF
Mortified then read g. ". Bunsay' 5
=. Creeds OF the Bells" and was heartily
applauded.
Slr. F D. Mussey, principal OF Eesc1
Classical Institute, then addressed the Asso-
citation on the subject OF Gymnastics in
School tie was sstonishei at the prevalent
neglect of physical training The ancient-
had pursued wiser course. The Greeks
Romans, Persians and others. had insisted
on discipline of the body which fitted II
for CxcrtiOn AMI endurance. We educated
the brain at the expense of the muscles
He rcc0unted his own experience with gvm
nastics, SAID he had found them highly con
ducive u study and good order the student,
enjoyed them and improved in health anC
strength under the exercise. He had found
no injury resulting rom the practice of ID,
light gymnastics, and knew OF no impropri
ETY. in allowing boys and girls 70 practice
most of the exercises together In fact girl
needed this physical discipline more than
boys. But nc could indicate his method
best by practical illustration.
He then introduced t. the audience a class
of thirteen from his school, seven of whom
were girls IN tasty uniform of blue, an,
they began their eyolutI0ns, Mr.. }. G. Por
ter, instructor IN music at the +. {. lnsti
tute, playing the organ for them. After tin
whole class had exercised. both with an,
without the wands, the boys took the ring
and went through another series of exercises
The exhibition gave great satisfaction to tn,
NJ he and rs-ns haar
tily applauded whenever pause would al
low the expression Of their delight.
After recess, by special request, Mis-
Gregory recited " The Bells - by Edgar \
Poe much to the qualification OF the audi
ence.
Professor Weber of Middlebury College
then addressed the Association on Persona
Character as the Chief Element OF the Teach
er's success. He held moral worth, true
manhood, 10 be OF chief importance Ii
value was mos; plainly exhibited in the gov
eminent of Il school. Its influence was only
the more potent for being silently exertsd
No art OF training could compass such re-
suits as mere weight of character. The ver'
presence of some teachers ensured the per
lection of discipline They were self poised
conscious masters of the situation able tC
govern others because they had learned {
govern themselves. And character was no
less potent as an element in instruction
The lack of it could not be compensated by
skill or learning. IL had contagious
power, and was well nigh irresistible The
amount and quality OF moral being deter
mined the teachers value. For not merely
were minds to be trained, but souls, and the
immoral or immoral teacher was a curse, nc
matter what his requirements and experience
The teachers work ranked highest of all
that of the minister of the gospel only ex
cepted, and he knew not if even this excep
tiOn ought TO be made. 1t was a high anC
sacred calling, and could safely be exercised
only by sincere and Christian men. Its dig.