Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1871-02-03

tHeuseNes lor the special work of teaching. Ih'
philosophy Of teaching, diisotics, was a thing
/ to be studied.
Mr.. williams spoke Of a graduate from
Normal School, and the valedc;orian from
University, teaching side by side in an adJoin-
ing State, the former receiving twice the salary
of the latter.
At this point the Association took recess. after
which Miss Mary L. Sherman Of Manchester
read the Death of Joe " from Bleak
House. The selection was rendered with de-
lcacy and feeling, and drew tears from not a
few in the audience The sub1ued tones re-
ouirei BY the piece made it difficult to hear in
the hack mart Of the hall. Many expressed O
desire to hear Miss Sherman again, in something
Of different quality.
At eleven O'Clock Secretary French addressed
the Association on the Improvement in Method.
Of Primary instruction. In introducing him,
President Spsulding reminded US that in 1851
/ Secretary adams was usherei IN to his educa-
[ tional work in the very hall we were then as
/ sernbed in.
SECRETARY FRESCu's ADDRESS.
DR.. French said that nine years before 1851,
he had travelled from Keele 10 Chelsea 10 see,
and hear from, Vermont educators. Then citing
from Mansfield the saying that ~ republic in
plies self-goyernment,' and from Montesqlieu
the saying that 90 in a republic the whole power
OF education is required - be proceeded TO assert
that the compact which made us a nation was of
no avail without education. The school histories
unfortunately were silent in regard to the earliest
movements in education. New England gave
attention to it from the first settlement Of the
country. Neighborhoois, and subsequently col
onies. taxed themselves 10 support schools In
New York NJ movement was made toward public
schools till about the beginning Of this century.
There we're schools. but they we're maintained
by private funds, and tended to perpetuate the
peculiar aristocracy Of that colony. In Penn
sylyania, the Quakers had schools to teach
their tenets, while the Dutch element plOd-
ded on in the old way In Delaware
and Maryland a few were eiucated to con-
troll the many. The French and Spanish in
the Southern States thought very little Of gene
eral education The higher education had re-
ceived earliest and most attention, even at the
North, as witness the early founding of numer-
GUS colleges and the establishing Of county Latin
schools. Previously to 1900, New York had no
fort Of school system Educational affairs, the
whole country through, were for = long time in
the hands Of college graduates, who failed to
recognize the special capabilities Of young chill
drer, aad failed 10 investigate the nature Of
child life. Ia consequence their methods Of
education were adapted to adults. We have al
ways he'd better instruction for the older than
for the younger pupils In half the schools Of
our Northern towns this system still prevails
one altogether unsnitei to the capacities ofchild-
hood
Who is responsible for this Everybody, pa
reuts aud teachers and stockholders. We have
no system OF education. If we had, there would
be some spproach TO uniformity Children are
furnished the food, exercise, sports &c, suited
TO them but il education, only solid food The
wonder is that so much has been accomplished,
that the thirst for knowledge was DO, wholly
eztinguished by the means taken 10 stimulate
an satisfy it.
The opinion IS gaining ground that there is a
better way Of doing this work. The primary
instruction is Of highest importance. Give us
ve'l-trainel teachers for the 10000 children in
tae primary schools. and we will be content %
leave the remaining 10000 TO the heads Of high
schools and academies. Mr.. French here gave
s rapid sketch Of the lie and career Of PcstE-
lozzi lie studied law at frst-founi lie was
not f.ted f5r it-loved teaching. and con-
cuiel he would become an educational
relormer. Tie tried a labor school with
lut partial success - gave up teaching
altogether for eighteen years, and wrote tracts
on education and kindred subjects took mp
hccsuse he could not get them. In 1900 he
began to reduce MS untrici ideas and theories 20
sys-sm, and actually achieved his largest and
best results between his 69th and 18th years.
Schools upon the Pestal0zziln pan were started
in London and Liverpool, and with marked sue
cess. Warren C0lburn's - Fret Lessons in
Numbers, - wss the FIRST outcome Of Pestal0zz' $
system in this country This little book was full
fifty years in advance Of any treatise before in
use. Mr.. Carter frequently addressed eiuca-
tioall gatherings in various parts Of New Eng
lsud. advocating the principles sud methods ia
cacatei by Pestalozzi. Horace Mann also for
many years advanced the came views In Han
iltoa, Canada, the attempt wae irst made to iu-
troiuce the system into American schools All
bo0as we're abolished; instruction vas given
orally, by lectures The experiment proved q
failure Other Ike trials were made ia other
places, but without success. Prof L. 4. Shel-
don Of Osweg0 had frs, succeeded in applying
the new system. lie pr0surei manuals from
England, obtained an experienced teacher from
London to take charge OF training school fJ-
Oswego, modified the system IN some respects,
and put it into successful operation.
Pestolozzi announced five principles as guides
in the work Of instruction Cd The method
should be adapted TO the nature Of the subject,
as vel as to the character Of the pupil to be in
structed % There must be an uninterrupted
progress by easy grsiati0ns. CD Always con-
meet the unknown subject to be taught to some
thing previously known. l4) Adopt such
treatment as will secure 4 natural development
OF the subject. 90 Keep the faculties OF The
pupils 10 constant exercise. These five qrinci-
p.es are in accori with the maxim FRS, the
blade. then tie ear and after that the ful. corn
IA the ear. II recognized the fact that some
capacities were unf0llcd earlier than others.
Inc perceptive powers were awake az an
earlier age thsn those Of comparison snd re-
Fiction. This fact is now generally recognized
by Instructors. They are also agreed that the
0unger pupils should have short lessons at
frequent intervals that their Rotations should
be shorter that there are proper hours for the
study of certain subjects that there is philoso-
ply 10 be followed in the way Of hearing lesson.
There is RICH, and a wrong way Of asking
questions he srt Of sskiug questions, he
thought was not well understood IN Vermont.
To illustrate this point, DIR. French told some
stories which caused the audience TO smile
aloud, but which we will not try 20 reproduce
Oswego had reduced the Eve Pestaiozzian
principles TO four, and restated them. Thelsws,
as announced by that school. are these %
Remember thst activity is the law Of childhood.
O. Cultivate the faculties in their natural order
90 Begin with the senses, and neve. tell child
what be can end out FOR himself (i) Reduce
every subject to its elements. One difficulty AZ
a time is enough ID The measure Of instruc-
ton Is not now much the teacher can tell child,
but how much the child can receive. 90 Give
no lesson without point. % Deyelope the
idea in the chd's mind, and give him time 20
grasp it. (e) Proceed from the known 10 the
unknown. CD Synthesis comes first, in primary
instruction analysis is TO follow, in the work
ofthe higher classes.
This business Of primary instruction needs
revising. Secure knowledge Of principles, and
teachers can then educe their own methods. The
advocates Of improved methods of elementary
instruction were not opposed TO classical, or TO
practical education. They insisted only on q
better way Of laying the foundation. An awaken
ing on this subject was needed. lie who moulded
the minds of children did higher work than the
sculptor he wrou -ht not for time only, bat for
eternity.
The Secretary's address was full Of matter,
sound. earnest and practical, and was heard
with undated interest The abstract we have
given above Is but a meagre report Of IT,
The Association adjourned for dinner.
FRIDAY AFTERNOON.
The Association came to order again at =
Q G-ochs ms Commute on N1uihAl4ule iuhlt
their report, AMI the following board Of officers
vas elected
President-J F. Goodrich. Of Burlington.
Tice- Presidea.s-ProfG G. n. Weber Mid
dlebury Prof " II. Buckham, Burlington
c. d. Meal, Swanton z. Consut, Randolph
B. F. Bingham, Brattleboro Rev. L. A. Austin,
Manchester Hon. Jonathan Rose, St Johns
bury; s H. Pearl, johnson Rev. ". Il.
Robinson. Boston J. W. Pierce, Springfield )
L. V. Ferris, Windsor c. o. Moore, Water
bury II. L. Sowles, Alburgh.
Erecuiirc Commiitee-H. H. Shaw, Spring
field J S. Spaulding, Barre Rev r. G. VIII
liams, Csstleton.
Secretary-Judah Dana, Rutland
Treasurer Rev L. A. Austin, Manchester.
The Committee on Place proposed 81. Johns
bury az the next place Of meeting but upon
the suggestion that it might he bert to leave the
matter open for a while. their report was laid