Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1873-02-06

/ thought Is f1rSt IN time and import
ance, then expression comes as the ser
want of thought. Expression is best
when least thought of. Expression may
not be sundered from thought, though
words are too often mere empty sounds.
Our children need to know the English
language rather than any other-to know
in its origin, developments, and most ap-
proved use, to make elegant phraseology
so familiar that it will be easily and un-
consciously employed by them.
Conversation in the school Oh topics
of daily study is one of the best modes
of intoxicating both good thinking and
correct utterance. Writing should be
more frequent, not of formal compost
ton (the very name repels) but of de-
scriptiCn, narration, and of all that of
which the child most easily thinks and
feels, pains being taken by the teacher
to elicit as much thought as possible.
Reading should be digested, accompa-
MED by reiection-should not only con-
vey but evolve thought. Lastly, the
grammar or laws of language should be
gradually unfolded from the actual,
familiar use of speech. Prof Greene's
address was listened to with much inte-
rest, and hearty applause followed its
close
The adjournment Of the association at
about o'clock gave time for a social in
terview, which the members of the asso-
citation and their friends improved by
making each others acquaintance.
SECOND DAY.
The session opened at the Baptist
church. Reading of the scriptures and
prayer by Rev. E. Mills, of the Baptist
church.
The report of the treasurer, a. f.
Leavenworth, was heard and accepted.
Receipts were $15O6; expenditures,
S12.80; balance on hand, S2.2G.
The chairman of the executive COM
mittee, Mr.. H. H. Shaw, reported that
the expense for programmes and other
incidentals in preparation for the pres
ent meeting was S13.31. Report ac-
cepted.
The president announced as commit
tee on place of holding the next meet
ing A. T. Kinney, C, S. IIalsey, o. S.
Johnson.
At $50 Mr. A r. Savage, principal
of the High School, Mortified, led in
the discussion of the following question
''What are the objects of recitation, and
how best attained ?" The first object is
development the second, information.
There are three methods of conducting,
recitation; first, by individual ques-
tioning; secondly, by topics thirdly,
by concert exercise. These should be
blended.
Mr.. Conant, of Randolph, spoke of the
power the teacher has to direct the pu-
pill. The former is not only to ascertain
how much the latter has acquired from
his lesson, but also how much more may
be gained from it. Inspiration and good
balance scholarship is to be aimed at.
Prof Pollens thought the recitation
should be managed so as to procure the
greatest mental growth of pupils, and
hence must be adapted to the need of
each individual mind. Prof. Greene
closed the discussion by speaking of the
advantage of the illustrative method,
and of the necessity of the teachers di-
vesting himself of technical terms and
coming into sympathy with the thought
of the pupil.
An essay was then read by Mrs. L. J.
Hawkins of Castleton. Subject: pub
lie schools ?" These were first estab
lished in this country by the General
Court of Massachusetts,, in 1917 Unlike
colleges and academies, they are open to
all. They tend to abolish caste, to lift
the masses, to train for citizenship, to
lead to noble and yirtuous living.
After a recess, a discussion on the
''Discipline of the classics as compared
with the sciences" was opened by Rev
II. T. Fuller, of st. Johnsbury. The
discipline of both is indispensable to a
liberal education. Science develops best
the faculties of observation, is best fitted
to rouse up dull and lethargic minds, in
cites memory and judgment equally well
with the classics, but in different way.
The classics are superior, first, i'll induc-
ing mental breadth, both through their
touching a greater number of faculties.
and in presenting a wider range of sub
iect matter. The sciences tend to inten-
sity but to narrowness. Secondly, sci
ence has to deal with matter; language,
with mind, which is the proper study of
mankind. Thirdly, classics are more
valuable in the reciprocal influence of
thought and the mode of expression
which they furnish. The ancients ex-
celled in nicely of thought and perfec-
tion of form of speech. Fourthly, the
tested value of the classics evinces their
superiority as disciplinary. Such educa-
tors as j. s. Mill, President Porter and
others, at the head of instruction, say
that nothing else can take their place.
Cornell University, putting science first,
does not holds its students.
| Mr.. G. s. Halsey, of the Burlington
High School, following, remarked that
the objects of study is two-fold-discip-
line and acquisition of facts. We dis
cuss the former. Study of science may
lead to natures God, but does not teach
duty to God. AS mind is superior TO
matter, so much higher is the discipline
of language than that gained by study of
physics. Power to influence mind de-
pends upon the ability to impress it with
the meaning and force of words The
speaker illustrated by analysis of SEN
tence from Bancroft's History, one from
a newspaper, and one from the pro.
gramme of the association, showing how
largely we were dependent upon the clas-
sic tongues for Our words.
Miss NJ. A. Burnham, of the Rutland
High School, then read mos. interest