The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1873-06-21
otter Creek valley Teachers As
sOciafiDu


NJ, Principal of the Brandon GradeC
School, the President called the Associa
ton to order.
A discussion ensued upon "The Schoo
System of Vermont" which was opened b,
Judah Dana, Principal of the Rutland
High School. who considered briefly the
subject of the system of granting certi
ficates, especially state licenses in requiring
the individual to have taught 40 weeks il
the state before he is entitled to one III
did not favor the practice of annual renewa
of teachers certificates, aud as whole
objected to the present system of issuing
teachers certificates.
He was followed in an interesting anC
pleasant discussion of the subject by Prof
He took new and perhaps novel view OF
the subject, which attracted the attention
of the audience. His suggestions and com
PARSONS were full of aptness and meaning
and could not fail to recommend them
selves to the practical teachers present.
AFTERNOON.
The opening topic of the afternoon was
1.-The proper use of Text Books in
Schools"
The discussion was opened in the alb
sencc of Prof. O. s. johnson, of Walling-
ford, by c. D. Mead of the NIiddlehury
High School
He desired to present only a few topics.
The object of the text book is the acquisi-
ton of important knowledge and the dis
cipline of the mind. The method in most
common use is that of committing to men,
Dry, especially in Geography and History.
| There are those who think this the best
method, and he conceded that it had some
advantages in cultivating the memory and
learning the use of words. He believed
there were other methods which had a
broader scope, and proved more beneficial
You tell child to commit tn memory
such portion of the text book, but it is
questionable whether he understands it,
Facts and principles should be committed
rather than the text. In using the text
book it is an injury if he does not master
the principle as well as the language 1t
is better to give pupil certain lesson to
| it stutilNu anu lutH SubIttl MN 10 tltltS-
tions to see if he has an intelligent view Of
the lesson. The preparation of questions
in manuscript had no advantage in his
judgment. Tor the teacher was benefited
more than the scholar Put into the pu-
pills hands the lesson and require him to
prepare the questions-then The scholar
gets the benefit. Another method is that
of topical work, giving the scholar II text
book and requiring verbal discussion of
the topic assigned. Put into his hands the
best text book and require the mastery of
the topic in hand and the relation of the
parts to each other. and present methodi-
cal statement of the whole subject. One
use made of text books to him was COM
ica. 1t was to open text book every
day and use it as tert to show up the fol-
lies and errors of its author. He felt no
sympathy with this method of teaching.
What was its use . Yet there were res
pectable class of teachers who do it. That
class of work and the teachers who find
SO much fault, he had noticed never gave
us any better or improved books for our
use.
A. +. Leavenworth, Principal of Bea-
man Academy, at New Haven't was called
upon for his views of the subject under
discussion.
MIR. LEAvENwoRTH's REMARKS.
He said he had been in the habit of using
text books as he pleased A text book was
to him literally n tert. A good school book
only endeavored to give the outline. and
one that attempts to explain wholly the
subject is not proper text book for use
He believed strongly in topical instruction.
The body could not be strong without food
and mental culture follows the same law.
He belonged to the independent corps of
teachers who used what books he pleased
and believed there was higher object to
be attained than merely following the rou-
tine of the text book. He recently visited
school where eight different authors in
geography and four in arithmetic were
used. Teachers should have the indepen-
dence to reduce the number of books and
classes. Find a book not useful it should
be cast out of the school. If teacher
is competent to teach he is competent to
select his text books. The teacher should
be above the text book and be master of
the subject taught. He had never found a
text book that suited him, and therefore
measurably depended upon his own meth
dds, of which he gave illustrations Text
books were usually made by old broken
down teachers who gave old rules. We
need fresh, vigorous methods and rules,
such as the present thought and occupa-
tions of the age require.
Rev. Franklin Tuxbury of Brandon, then
gave his views.
MR.. TUxBURY's REMARKS.
He said it had been a great many years
since he had dealt with the practical topic
of education. He believed in the old So
cratic method of questioning it into schol-
ar and then out of him. Awaking curl
Osity in the scholar was all important
Questions can be asked which will lead to
the rule that governs, and thus bring the
scholar to reason, and draw out the mind
He should be able to give full statement
and make his own rules. When the pupi
has gained the mastery of a subject, he vii
have clear ideas and give easy expression
to them. 1t was important to impress OF
children the duty of mastering a subject.
L. b. Sherman of Clarendon, gave hi
experience on the subject.
MR.. sHERMAN's REMARKS.
He said in one school he taught he fount
AZ different authors text books in use, ant
among them ~ arithmetics, some of which
the childrens grandfathers had used ant
some were of the latest editions. He there
fore had no other resource but teach by
topics, letting the pupils get their own yer
sion from the particular author they stud
led. He had been accustomed to give top
les after mastering them himself and thel
using his own method in impartng instruc
ton. He asked questions and thus excit
ed curiosity.
Mr.. Driscoll closed the discussion.
MR.. J. o. DRIsCOLL's REMARKS.
He thought American text books badl,
arranged. Subjects should be congregate'
together, Tor text books serve merely a