Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1873-06-26
sumed THE conference meeting was

| Prof. "A. y. SanDorn, ~. " 4nedu, y u
/ dab Dana, j. i. Leonard, Rev. III. +.
/ Austin and the President took part IN
the exercises, relating many incidents OF
personal experience which added very
much to the interest of the hour.
The discussion on "School Disci-l
pline /" was opened by Rev. H. +. Aus
tin. His words were listened to with
marked attention. We viii give them to
our readers entire tomorrow.
|. Capt. A. E. Leavenworth. of Beeman
Academy, followed. He would assent
to every successful method employed to
/ secure order. This should be maintained
at all hazards. There can be no success
in study without it.
i. But he thought that no rule could be
laid down which every teacher could
! safely follow. Teachers must secure or
der by an independent and original APP
/ plication of its general principles to the
particular wants and necessities of each
school. There is no maehine method, to
be followed mechanically. In general,
he would deplore the use of physical
force, except in the subsection OF the
more turbulent spirits. There is better
way. The teacher who seeks to inspire
thescholar with a love Tor study; to awake
in him manly desire to be something, will
achieve the greatest success in this di-
rection. To this end the teacher should
see that every scholar is fully employed.
The more active minds who can master
lesson in half the time required by
others, should be given additional work,
so as to be kept constantly employed
during the hours of study
Mr.. Dana said School discipline does
not mean whipping. The first quality
of the teacher is ability to govern with
out the use Of the rod. Use it when
necessary, but do not make it the rule.
''FooIshness is bound up in the heart of
a child, but the rod of correction will
drive it far from him." He closed the
discussion of the question with pleas
ing "reminiscences of his early teaching
His diagnosis of particular tease"
was amusing.
The president then introduced John
T. French, LID. Secretary of the Yer
mont Board of Education, who said
Immediately after the settlement of
country by civilized people, there is
felt want for schools in which to edu-
cate their children. The school district
system grew out of this feeling. The
children of few families met at some
central point, and the district was or
gained This system has done a great
work for America. | need not refer TO
the old-time schools. They have filled
their places well, but must give way to
something better. The signs of the
times indicate action, and repeated ac-
ton is progress. No other system could
have done as much for Vermont as this
system; but it does not follow that we
should continue it because of past use
fulness. Change has come in other
things, why should it not come in the
schools
The railroad and the telegraph are
here, while the days of weary stage
plodding are of the past. This is a fast
age. We need TO do more in school to-
day than forty years ago. Boys and
girls at twelve years of age are required
to know more than those of sixteen
knew in that early day. There are two
difficulties to be overcome, which de-
mand our attention. 1st. The smallness
of the schools. 2d The short school
year The school districts of Vermont
are smaller than any other State in the
Union except Rhode Island, which is a
densely populated State. There is no
practical way to increase the size of the
schools except as we increase the size
of the district. Two thirds of our
schools are too small. Vermonters have
the reputation of being sharp in pc
cuniary matters; but are we wise in the
use of the means, which we devote to
schools? We waste more money than
we use One fourth of our money is
lost by employing more teachers than
we need. Consolidate our schools and
this is saved. One-third is wasted by
irregular attendance. Another loss is
sustained by frequent change of teach
ers. Valuable time is spent in becoming
acquainted with the children, and the
teacher receives pay for this preliminary
work. If the same teacher is retained
tor several terms this difficulty is met.
There is no lack of good teachers, but
we must not expect our boys and girls 10
do as much in twenty-five weeks as
others do in forty weeks.
The school year is too short. The old
district system has finished its work, and
we are among the last to learn the fact.
Other states have learned the lesson and
have abolished the system.
Pennsylvania has adopted the town
system, and is doing as much for schools
to-day as any other state. We cannot
afford to be the last.
Parents are at fault in the non-attend-
ance of their children. They do not
send them to school, but for some trifling
excuse they allow the child to stay at
home.
Some districts vote to have no schools
and thus deprive many of school privil-
ages. There are more than one hundred
such school districts in the state. In
many communities there are those who
oppose school taxes, and in small dis
tricts they frequently succeed in control
ing the schools. The rate of taxation is
thus very unequal, and becomes oues-
ton of vital Importance to the state
Equal taxation will secure equal advant-
ages, and to secure this we must do away
with local taxation.
After singing the association adjourn
ed until 2 p. m.
AFTERNOON.