Worcester daily spy. [volume] (Worcester [Mass.]) 1850-1888, 1871-07-28

were announced by the secretary: On Nomna-
tons-H. E. Sawyer of Middletown, Ct, j. S.
Barrett of Lewiston, Me-, NJ. C. Stebbins of
Springfield, Mass, Ariel Parish Of New Haven,
Ct, G. T. Littlefield of Charestown, Mass, 7.
w. Valentine of Brooklyn, N Y, A. c. Hardy
of New Hampshire. On Resolutions-John w.
Dickinson of Westfield, Mass, David N. Camp
of New Britain, Ct, G. T. Fletcher of Maine,
On Teachers and Teachers Places-B. F. Tweed
of Charlestown, Mass, H. +. Harrington of
New Bedford. The most of these gentlemen
are principals or superintendent of schools.
VIM. I. Harris, superintendent of schools of
ST. Louis, Mo-, then proceeded to read his very
able paper on Prescription in Modern Educa-
ton-its Province" The general subject treated
upon was the relation of the teacher toward his
school, and the methods by which the best re-
suits may be produced, and the harmony of ac-
tion between the labors of each party The
problem of prescription-the regulation and
suppression of the spontaneous and over-eX-
uberant nature, and its direction into proper
channels of effort, were enlarged upon as one of
the most important duties coming under the
work of the public instructor Three conditions
of life or stages of intellectual culture were
mentioned in which the law of prescription has
a different application. In the first there is
spontaneity and conscious action without
rational effort; in the second, spontaneity and
conscious action with better regulated effort.
but in the last stage spontaneity and conscious
action are identical with rational effort. The
following is the concluding portion of this very
philosophical essay, which enchanted attention
for one hour:
TO elevate the growth of this land by all
proper means, and by the most rapid courses,
into this positive relation to the realm of pre-
sumption, is the task of our system of educa-
ton The old attitude toward the same is no
longer tenable. More mechanical memorizing
of the formulas prescribed does not avail;
neitherd does the corresponding form ofdiscipline;
external commands and obedience strictly en-
forced by the use of corporal punishment, these
are not any longer prevalent in our schools;
they fail to develop the humanity we desire to
see here, reflection upon physical data mere
acuteness of intellect, analytic and synthetic
power; the scientific devoid of aesthetic religious
culture, will not suffice. Its corresponding
discipline by means of diplomacy, outwittmg
and humiliating, suppressing disorderly traits
by appeal to a vulgar ambition TO excel Others,
this will not answer the purpose much better.
A great danger hes in this phase of our culture.
The negative weight of the intellect saps and
undermines all that implicit faith which form.
erly served as the ground work of institutions.
Skepticism and seltishness pour out in a cold
flood over our own land, and over all lands
wherein the 'march of the intellect" is the
watchword.
The sphynx enigma-which we as a nation
must solve or peril our life,-is the question of
institutions; what shall we do with the pre-
ventye? How shall we continue TO build
broader and deeper freedom without degenerat-
ing into license? Out of the dim future looms
the spectral problem dense populations, gigan-
tic corporations, hostile array Of wealth and
poverty, sans cullotism, and despotism. The
only answer we have ready and in energetic
operation, is our system of popular education.
Where all are educated there will be such mo-
bility of classes that perpetual interchange will
go on throughout the system-a circulation OF
blood throughout the body polite. But our
education must produce other results than
skepticism and selfishness. 1t must educate
youth into insight and aspiration. While it
takes hold of the lttlehauds, it must lift them
up and place them firmly in the hands of those
angels whose help makes life worth living,
teaching all pupils to reach up and gladly ac-
cept the aid of institutions; not in attitude OF
passive Recipients, but of active Hpartici-
pants. For they can reach this end
through insight into the nature and scope of
such organisms. If in our systems of in
struction special stress is laid on the kindling
of the aspiration Of youth for the mastery OF
the highest works of genius, we shall graduate
from the school many constructive intellects,
and many more who will become such through
the impulse given them. In our time, the i'm
mense success of popular literature brings and
is bringing ideas home to the community at
large in shape all can appreciate What is too
profound for the popular apprehension in the
shape of science, is easily unfolded through lit
erature and art, so that it produces its legiti-
mate effect. 1t is the threeiold culture of art,
religion, and science that our highest thinking
attains and realizes.
That the individual, weak and puny in his
own unaided might, ignorant, and yet lacking
the instinct of the brute, may learn to reinforce
himself by the accumulated intelligence of the
entire human race, is the object of education.
Science is not the product of one individual,
but. like the other institutions, it is the Joint
product of the thinking of all ages. In its
greatest achievements lie the solutions ready to
he applied to all problems. Through self ac-
tvitv alone can these he mastered The teach
era HIGHEST service ia to hold nm before his MI
nils this true ooal and kindle Inv all means
in lis mower their faith and aspiration into
earnest work for its attainment.
Mr. Harris, essay Twas followed Inv discus.
sion in which Messrs ! n Pbilhricls Of Boston
A Rronson Alcott Miss Peabodv and others
no.,;o;rotod endorsino he leading no;nts
d., II N urdson or Roston tho disan.
..;a,'oa o,oontion,s, ,bon gavo Iec,uro on
90 ,rooor I1;stor,, ), i, ,tio,, no
- o..o,,,,d aea;,,st mos, or tho to,,t
80 ~ soid 10 host TOW, boo,, or on
yooAJ - u,oa plutarch,s series and Of I'm.
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