Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1874-01-28

trait in mankind cannot be induced without
mental culture in some form Whenever there
may be- among the people Of our State a deep
and prevailing conviction OF the importance
and value of education, and when they shall
have a clear perception Of the nature and OBJ
eots Of mental training, we may expect a
great improvement, not only in The aQricultu-
raj and mechanical arts, but we shall find that
education furnishes the most effective means
for developing the natural resources Of the
State, increasing its growth and prosperity.
In this discussion we have attempted 90
show that the educated lah1ror is more indus
triyus, moro trustworthy, more active and sys-
tematic, more cheerful, more prudent and more
economical, than the unlearnc1 and ignorant
man,
In conclusion allow me to say that man
possesses several distinct natures. and any s,s-
tom Of education that develops and rrhncs ono
at the expense Of the others, is false md dan
gcr0us The education we need consists In the
suitable trimming Of the body in the proper
culture OF the mind and the heart. So That man
will become more manly 90 bis physical, meme
tai and moral constitution.
DISCUSSION.
Dr.. Iloskins said some Of our European
nations we're far ahead Of us in popular
education, and inquired Of DR.. Spaulding
how this nation was to be raised TO their
Standard
Dr. Spaulding said, our system was good
enough, and it only required the hearty
cooperation Of our people. If such was
the case, our schools would be better than
they are now.
DR.. lloskins said, that did not 60 Far
enough. 1t was impossible to make an un.
educated person realize the Importance Of
a good education. Here was the difficulty.
Our farmers did not realize the importance
of good education to their sons. He
spoke Of Prussia, aud their military VIC
tories were achieved by her rigid means Of
enforcing popular education. He thought
no educated man would sell bis education
for any price.
Mr. Jameson said, we could not get good
teachers at all times. They we're not to be
found He had collected some sixty kinds
Of grasses, and found no farmers able to call
but few Of them by their proper names, al
though they had grown more or less Of them
for years. Some gardeners were unable to
tell the names Of insects which infested
their plants. SO in relation to names Of
precious stones; we were generally ignor-
ant of their proper names.
Prof Collier said, he heartily agreed
with DR.. Spaulding's paper, aud regretted
that thousands were not present to hear it,
Spoke Of the Vermont Agricultural Col.
lege it was not total failure: the name
of any grass, flower, or insect in Vermont
could be obtained, on application to said
college. The trouble is, cur schools are
conducted by persons wholly unfit for the
work they assume to do, and they were
willing in part to admit it, Said it would
require eight or ten years preparation to
be equal to the task. He hoped the Yer
mont Agricultural College would be pat
rouized; wanted to see fifty farmers boys
next spring at Burlington.
DR.. Iloskins said, he did not want geol-
ogists, botanists, and bug-ologists. lie
wanted good, sound teachers. Spoke OIL
our normal schools SAID they were ou
/ of means to do any great work. Sale
he would go to Michigan if he had boys tt
educate.
4 Dr. Spauldiug said, he was a farme
! twenty-five years, and he had endeayorc,
4 to transcribo his own experience and roa,
it in the paper. He knew man would d
( more work, and easier when educated
than when unlearned. Stated that DR.
r Jarvis in his paper published in the repor
Of the Commissioner of Education, said al
+ educated man would shovel more gravel
! and spread more manure, and easier, thai
an ignorant laborer-at the same time Civ
! ing the reasons for the difference Ii
d Prussia school-boys were required to at
tend to vocal instruction two years beior
n they had books to study. The process wa
very slow--so much so that American boy
4 would not endure it. Give our children
!, mental power and well developed bodies
4 and they would soon learn to do any kin,
! of work. Such man would work under
e standingly, aud by the power of his will
: could execute rapidly.
n DR.. Hoskins said, some thought educa
+, ton untitled person for work. Spoke 0
a German boy in his employ, sixteen year
= old, of wonderful intelligence and adapta
ton to business. MILLIONS of dollars wer
, paid out for intoxicating drinks, and
. small amount for education. This was
: amentable fact.
! Mr. Douglass spoke of the mental powe
n required to raise the condition of the son
: Of the farmers. Said the whole man mus
T be educated. Are our students iror
our colleges specimens of true manhood
$ Wanted his boys to have sound, practice
education.
Q Prof Collier said he could mako 700
J farmers of men who had never seen plo,
e orrake. Whenproperly educated they coul
: make pillow if wanted since they knew III
= principles of working the soil. We wer
y in "rut," and must get out Of it, w
2 must change our base. Said an educate
= farmer could raise corn in Vermont wit
r success, and not depend on the west Spok
: of the war between the classics and praC
teal education. There was suspension c
Z hostilties at this time.
; Mr.. Douglass said there was a grea
prejudice against book farming. Som
J. claim that great learning unified men 70
4 work.
, DR.. Ioskins thought man far better o
e with scientific course Of study than wit
a classical one.
Mr. Spaulding said he was aware that h
5 had strong men to contend with, yet he wa
= firm in the belief that, inasmuch as tn
/ scientific terms in the English were all dc
, rived from the Greek and Latin, our schol
/ ars should become somewhat familiar wit