Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1871-01-26

devGlOpment Is Important. Lis Douy
should be harmoniously developed, and
that means of physical culture that calls
into exercise all the powers of the body,
should be adopted. Base bali and foot
ball are injurious to the bodily health on
account of the violent nature Of the ex-
ercise. Heart disease, or disorders of the
brain may be the result of this severe and
injudioious exercise.
If the mind be affected by the condition
of the physical system, how important, as
an element of mental culture, does the
health of the body becomes?
In the light of this fact, physical cul-
ture becomes subject of the greatest mo-
ment to all interested in the promotion Of
the cause of education.
John Fl. French, LID, Secretary Of
the Board of Education being present.
was introduced to the association by
the president. He expressed the
deep interest he felt in teachers as.
sociations, and the great pleasure ii
afforded him to be present at this gather
ing. He had in the past gained important
hints and valuable suggestions from these
conventions of teachers. He stated that
he was looking forward to a great i'm
provement in the cause of elementary edu.
cation. The legislature of the State had
taken measures to give greater advantages
to all scholars. He would offer word or
two upon the subject of instruction in our
common schools as the result of his obser-
vations in them. One-third of the time
in the common schools was allotted to the
study of arithmetic, or rather to studying
at it. This time would suffice to carry
the pupil through algebra, geometry and
arithmetic, if properly applied. The
method is wrong The importance OF
adapting the study to the capacity of the
child was not considered. The method of
obiect teaching is not sufficiently intro,
duced in our schools. The attention OF
children should be secured, and spirit OF
inquiry stimulated. Children are all in
terrogation points-the whole length OF
their backs. They are constantly asking
questions. This spirit of inquiry should
be fostered, and their desires for informa-
ton gratifed.
DR.. French announced that arrange
ments had been made for holding teachers
Institutes in all the counties of the State,
and urged upon the teachers the impor.
lance of attending them. The time for
holding them had been increased by the
legislature from two days to five days.
At the close of DR.. Tr1nch's remarks, an
adjournment was made till half-past six
o'clock.
EVENING SESSION.
At the huur Tor opening me evening
session the large audience-room of the
church was filled to its greatest Capacity
with an intelligent and attentive audi.
eGoQ.
The exercises were opened with prayer
by Rev. E. P. Hooker of Middlebury, fol-
lowed by music from the choir, when Rev
George n. Weber, ID, of Middlebury
was introduced and addressed the con-
yention.
DIR. WEBBER's ADDRESS.
At no time in the histcry of our oeun-
try has there been so general and wide
spread interest in the cause of education
as at the present day. l mark this as one
of the most suspicious signs of the times,
and as one that has an important bearing
on the destiny OF the nation. Our public
schools and institutions of learning are
the chief agencies in forming our national
character. The Prussians have maxim,
that "what you would PIT into tho nation
you must put into the schools"
In these remarks have under taken to
point out certain defects in the education
al system of the country.
The leading defect which stands out
most prominent in the prevailing system
of mental culture is the spirit of utilitar-
isnism which pervades it. The tendency
has been, and still is, to consider the &C.
quirement of knowledge with a view to
its practical usefulness, and not with re-
gard to its influence in developing the
powers and enlarging the capacities of the
mind and improving the heart.
This conception of education is sordid
and mercensry. l maintain that the
mind in all its wide range, is the chief
good to which all else should be subordi-
nate. That system of education which
developes in the highest degree the men
tai faculties, needs no higher commenda-
ton.
Passing from this general statement, l
would remark as defects in the prevailing
idea of education, first, its too exclusive
attention to the culture of the mind. In
this age, which worships brain, it cannot
be necessary to show that the heart needs
culture more than the brain. The heart
is the citadel of the man. The proper dis.
cipliue of the mind recognizes the de-
velopmeut of the feelings. The moral
nature Is superior to the intellectual, and
any system which neglects that is do.
ficient.
This criticism is pertinent to the in
struotlon given IL the common schools of
our country. We teach children to read,
write and oypher, but the culture of the
heart, the development of the esthetic
nature is neglected. From an exagger-
ated view of the Importance of the practi-
cal studies, comes this neglect OF the Gull
ture of the heart. Should the objection
to giving attention to the culture of the
heart be raised, that the home.cirCle, the
family is the place, for such culture, and
the parent the best teacher, L would say
that the school is the place for such in
struotion, for this culture is the most i'm
portant part of education. The school
should cooperate with the family and the
church in it's work of training the young.
The array of the school against the church
is most pernicious. The teacher should en-
deaVor to form the character of his pupils
by attending to their moral culture That
teacher does not dignity his profession if
he teaches as a mere secular calling.
Should it be objected that this moral
culture should be left for future years,
would reply that at no other time could
the mind be more susceptible to such in
fuonces than in youth. The surround
ings of a school can be made to minister
to this culture. The reading exercises
May be made to teach the same lesson.
No part of our common school exercises
should be made more prominent than the