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

in PittsfJrd, on elot ution, giving the diff |
ferent theories and methods of training. |
Rev. Martin E. Cady, principal Of the |
Troy conference academy, then delivered |
an address on 1.-The relation OF the state to
the public schools"
States grow strong as their citizens be-
come intelligent. AS the state gives adj |
vantages II demands material support The
object of the state Is the good of Its citi-
zens the end Of the state Ia its own per-
lection. 90. .tf..... E
To apply these principles practically 1t
| is for the good of the state that it's citizens
should be intelligent. Intelligence consists,
first, In knowledge of common subjects.
A man should of all things be familiar
with politics or the practical workings of
his own government. This knowledge is
necessary 10 every citizen. When we adj
init this it seems to me we have settled the
subject of compulsion. II the state at
tempt to educate at all it should make the
attempt successful. For the education of
the people we must have good schools The
maxim that "anybody can teach school,
should be discarded at once. The primary
schools should command the best talent.
| The most important branches are read
ing and writing, and they should be taught
first. Next should come arithmetic and
then geography. A man does not need
philosophy, or physical geography or bot
any or geology one half as much "a he
needs to know the capitals Of states and the
location of large cities. With geography
should go, If possible, national history.
With national history the practical working
of the government. This much the state
imperatively demands If the people were
familiar with the machinery of govern
ment there would be far less corruption in
high places. The teacher is more than the
text book. He should inform the pupil
| thoroughly in regard to every aluson in
the lesson He should Undue the child
with desire for knowledge. An excellent
plan was once adopted by teacher whom
knew. He questioned his pupils every
day as to the current news, and they soon
displayed wonderful knowledge of the
affairs of the day. This education is equal
in quantity and superior in quality to what
four-fifths of the people receive.
After these necessary studies may come
others. important but not essential for all.
First should come the study of society. The
country produces few statesmen though
swarmng with political demagogues. This
arises from ignorance of political economy,
Moral rscience should also be studied {;
though 1t may not make people better, it
demonstrates the impolicy of wrong doing.
would have three text books not now
found, one on moral science, one on poiti-
cal economy and one on national govern
ment. Though child may not under
stand the more absIruse principles of po-
litlcal economy, there is no excuse for the
present dense ignorance of the great ma
jorty.
The next branches come within the
Al L ID. ..l..
ences should be taught. After these should
come tue study of esthetics to crown the
whole. Thus shall the school system at
tain to ideal perfection.
The speaker then paid feeling tribute
to the influence of the Bible in schools, land
closed with glowing description of what
the ideal teacher should be and an exhorta-
ton to those teachers present to attain as
near that standard as possible.
DR.. A. NJ. Caverly of Pittsford, spoke
briefly of the pleasure it gave the people
of Pittsford to have the institute meet
there and the benefit to be derived from it.
Mr.. Dana moved vote of thanks to the
people of Pittstord for their kindness and
} hospitality to members of the institute,
which was unanimously adopted. p.
The regular exercises of the institute
were then closed. Ds
EVENING.
, In the evening Prof. Conant delivered an
address before the people of Pittsford on
"The need of high schools and how to get
, Them" which was listened to with much
added interest from the fact that an effort
is being made to establish high school in
, that place. VI " '1'- = sg
ABSTRACT OF MIR. CoNANT's ADDRESS.
A The question is sometimes led, has
j Vermont a school system? Tine answer
will depend on ones idea of a school sys.
tenn. IT body of usage and body OF
> law so adopted TO each other as to enable
i the people to establish and maintain
schools when they will, where they will,
and such as they will, may be called a
t school system, then Vermont has one
q of the state by their action in behalf of
= schools showed their belief in the need OF
8 education for every child. and that to fur
/ nish facilities for the education of all was
r matter of great and of common concern.
: We infer that their conclusions nthis re-
gard were correct for. ...,
]. The adoption of the intellectual
nature of man to serve the good of man.
: 2. Our social relations. Ia 30.
e 3. Our political relations. .4"
f The early legislation for schools implied
f provision for but very narrow educa.
: ton. The three constituted the entire
: curriculum as expressed in the statute. The
e law now enumerates ten subjects as re
s quired to be taught In the common schools
! Of the state. But greater advance is seen
/ inanother direction Previous to 1S41 the
legal provision for common schools only ex
: tended to the maintenance of school in
each school district. Then and since then
provision has been made for the eastab-
e shment and support OF high and graded
schools. There are in the state twenty
six towns having each five hundred pupils
: or more, and there are in the state twenty
six towns each having high school sup.
: ported by tax on the grand list of the town
or district and free TO all children of the
Y town or district who are qualified to enter.
S In nearly all of these young men aud
D young women can be prepared for any de-
+ partment of the universities of our own or
= of other states. rfG rE
q The development of the high school in
: dcates feeling that ii Is needful TO furn
n ish 10 all the means of higher education
than can be obtained in the ordinary dis
r trlct school. @l art
This feeling is justified by
@ I. The demands of the time for men OF
( strong and cultured minds.
2. BY the elevating influence the high
school properly conducted, will exert on
r the common district schools around 1t.
r 8. BY the tendency of the free hlgl
,.l school to preserve an equality, and to pre-
vent the generation Of class distinctions
D among our citizens. e---
e The free high school is Of advantage to 9
/" town, as It tends to attract and retain de-
sirable class of citizens and so to promote
the prosperity of the town in every righ
direction. ~
e That the free high school is superior to