The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1875-11-08


present than usual at the institutes this year
and good degree of interest was mani
tested.
MORNING.
The morning session was opened by de-
v,tional exercises, after which Prof. Ed
ward Conant spoke on "What the state re-
quires 10 be taught"
: Prof. Judah Dana of Rutland, discussed
the principles of arithmetic, and the best
methods of teaching that science.
Prof. J. S. Ciley of Brandon, spoke on
the best method of teaching geography
and its importance in schools.
The mornings exercises closed with
remarkably well written essay by Rev. G.
A. Barrett, principal of the Casteton nor
NAL school, on "Compulsory education"
ABSTRACT OF REV. G. A. BARRETT's ESSAY.
Education like temperance is hackney
ed theme, but it is like 1t in one other re-
spect, viz that it needs to ! be kept con.
stantly before the mind or its relations and
importance drop out of our reckoning.
There must be constant troubling of the
waters Of public opinion else stagnation
will ensue. Then too, SO swift does time
bring its changes that almost before we
are aware the activities of society take on
new forms, so that at regular intervals it
behooves US to pause and consider what
has been done and whittier we tend. To
restate received opinions and re-argue &C.
cepted principles. While THIS is SO 1t also
remains true that every age has a theme of
thought peculiar to itself each succeeding
generation brings with it new necessities
and new duties. The thought of the
world is thus kept in constant ferment.
Questions which are thought of slight mo-
ment to-day will soon be borne to the fore
most front and become the current topic
of discussion. 1t may be to-day social re-
form, political economy or discussions of a
theological nature, for these have all been
the absorbing topics of their time, COM
mandIng the attention of the wise and en-
p!oying the best thought of the world in
their settlement. But tomorrow we may
be sure they will bave had their day sup
planted by others deemed more important
In accordance with this principle just
now new element is entering into the
discussion of the day. An element which
has not been ignored heretofore by any
hiSohoS JSe hieh W tuhibS Ou q bCN pnuSO
demands particular attention, viz General
education. i say, general education for
There has never beena time when educa-
ton for the higher or aristocratc classes,
for those whom the world calls geniuses,
| and for the wealthy, has not been admitted
to be exceedingly desirable. But educa-
ton for the masses from the lowest to the
highest, and the consequent relations of
the state to the question, is product of
more recent date. Prussia, Russia, Swift
zerland and even Italy compel their chill
| dreu TO pass through the schools. France
is beginning to see that until she educates
she can never regain the position she held
before Prussian scholars marched through
her finest portions without defeat.
Now this general awakening and es-
pecially the unanimity of opinion in regard
to proper means ~ be adopted is altogether
and notably unusual. specify three
reasons for this !.
l. Culture means moral strength.
2. The diffusion of knowledge is ma.
tional wealth. =
8. But there is more than this in it, cul-
ture makes citizens.
There are many objections 10 compulsory
education, but the great one is " that it is
non American and monarchiaI in its origin
and history" With such great need of
educated citizens rs the present time de-
mands, how pitiable TO see young men
leaving, school with no adequate prepare.
ton for the duties of their life. Then, in
summing up will say:
!. The state should amply provide tor
the education Of all its children.
2. Such education should include the
literary elements and also the elements of
political duty, morality and industry.
3. Such education should be compulsory
This should be our motto and this our
demand, Education for all for rich, for
poor, for good, tStpad. for bond, for free,
education. till theySa able to discern
between right and wrong, Jill they are able
to be good citizens Of this glorious repullc. "
AFTERNOON.
The afternoon was opened by lecture
on grammar from Prof. Conant. He
claimed that the proper way to teach
grammar was to begin with the sentence as
the unit of speech, teach the different
kinds of sentences, their use and method
of writing them, after this to take up the
parts Of speech their uses and properties.
Prof. j. s. Cilley followed with an ad-
dress on reading He said that the tunda-
mental rules of all good reading were to
first understand thoroughly your author
and feel the spirit of your piece, and then
read as you would talk. He illustrated the
theory by reciting beautifully part of the
18th chapter of Job, and "Watching and
waiting" and reading several selections
from Sake .Hn u
MIR. Dana spoke on school management.
He said he was struck on looking over the
PROGRAMME by the word management"
where formerly people always spoke of
government. He then spoke for about
twenty minutes, very pleasantly and effect
lively on the contrast between the old and
the new system of school management.
giving several amusing illustrations from
his own experience.