Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1875-11-19

so, it must have been Gear to all, that every
teacher can. bv 50 doing add great deal oil
life and interest t. their instructions.
Mr.. Barley Principal of the High School,
after inviting all present to JOIN IN singing
"America.' gave shor: lecture on IN
struction in vocal music. lie thought sing
ing should be taught in the schools, because
the old singing schools are going out OF
date, and ii not learned here it Will not De
at all. in many cases. In childhood. the
voice is flexible, and almost every child can
be taught to sing and to read music. 1t
is not isorc difficult than arithmetic. lie
proceeded to give lesson in musical notation,
with the aid of the piano anu black board.
in pleasant and effective wav. In closing
he remarked tha. if teachers would pay
more attention TO vocal music. 1t would
soon not be so difficult. as it now Is. to or
GAME chcir>. even in the large towns.
The afteruooa closed with lecture
by Nr. Ward. OF Bellows Falls, on
school OrganiEation. Ir introducing his
subject. he alluded approximately 10 tse
State Superintendent As one trained among
our Vermont schools, and thoroughly con
versant Sith their needs, and also 10 the
duties of & CITY Superintendent, whose po-
sition he considered to be the most response
bic and laborious one in our whole school
system Mr.. Ward went on to urge the
teachers to insist on clean and weil-ordered
school rooms. and neat grounds, to make
the rooms pleasau: with pictures and How
ers: to Danish profanity and foul language;
and to make the school room a sacred
place. for order. IS the church. Ills re-
marks were cut short hy the expiration of
the time allotted
EVENING.
In the evening the Rev. Dr.. q. h. Hn!-
bert, President OF Middlebury College. de-
livcred an address in high School Hall.
before a large and cultivated audience.
DR.. HUBERT ADDRESS.
DIR. Hubert began his address by naTrat-
ing an incident in his own career. W hen
a student at the Andover Theological Semi
nary. in the last year of the course. he ae-
cidentally met gentleman. at the house
of mutual friend. and the conversation
took n theological turn. each taking oppO-
site sides Or. Hubert told at length how
he was defeated at every point IN the ar5u-
ment. his logic completely overturned and
he himself lett benighIed and dlscOmht-
ed In conc! usion he told me that the
lesson should teach me never to make Il
assume a position in an argument that
1 could not be sustained ! was . littie re-
/ lieyed IN ascertaining subsequently, that nv
/ opponent was Judge +. K iloar, OF Con-
cord, Massachusetts. THIS incident lei me-
to see how much depends on what a man l..
as dis;ingu shed from what he learns. | was
mortified and ashamed that all nv reading
and study ana acquired knowledge had done
/ 80 little for me. | ielt hideOus disparity
between Judge l0ar and myself. An al
/ peal to the Maker to increase man : capacity
would seem, gene. ally, the easiest remedy
{ for this inequality OF man and man. But
/ there is one oblecti0n-it can not be done.
Made a, We we're at the beginning we shall
I continue to be. But the greatest thing in
I the constitution of man l. the capacity tor
+ growth. IL Is an attribute little less Won
/ derfu! than life itself We need not despair
because We have not great power, great
] faculty-fOr our faculties and powers grow.
Instead of bewailIng ourselves and heraklng
ourselves to our Maker, let L. devote or
selves TO developing the powers We have.
And doing this Is what We mean by edGca-
jI0n-etuction.
Under the ring-'and scales of the cater
pillar. we are told. are the gorgeous wings
OF the butterfly. the emblem. OF immorjali-
ty: in the seed are found the elements OF
the future tree. " hen 2 tree is developed
1t has had IL cductlon, aud the same
analogy applies 10 man. The cllc.i0n Ol
the human mind L. the education of the
hidden forces Of the mind, OF the dett.1l-
ment IL the inherent and latent forces ui
the SOU. And this can be secured In ~
other way than bT thorough and rigorous
exercise. Does young uian wish t. galn
accesSlons OF mental power - a 90 read
and relish one OF the highest worS~ 60; the
human mind Then let him apply himself
to mental work. arranged on an ascending
scale. even Il be has 10 cuIam srco aa "Al3tA-
CT Goose" Does he wish to develop the
logical power? Let him pa, has brain IA
the gymnasium OF mathematics ani keep !,
there, IT,! it is perfectly under has cIutTo.-
II yog wish t. 3cylap ale mental power.
-ct them az work uplu those studies tlat
LlA NHl4l 10 NNat AAAfA -iANN-ts NilHA '''I
1uering aud TO conquer. How u needs %
Pee known that every difficulty ne. and
overcome adds to the foundation Of man
being Il Is a belief Oh Sayase~ trat he
who slays another gains an accession of all
his strength and valur and beauty. " hat
Is superstition in the savage j. supreme
truth in the scholar. 1t j. through the dis
cip.inarmn view Of education tha. car
teachers are doing such magnificent work
and oar pupils making such pro-rc~--
We look for the results of education IN
the man The Ultimate end 0! ciucati1n o.
not the increase of knowledge bat the li~ci-
plinc Of the mind. Education and the ar-
QUESTION OF knowledge are often coiucillut.
but not identical. The real question Is H0t
what man knows. bat how much = he.
Education augment what he l.. Education
a an educing force Is not confined to schools
OF learning The fact that young man Is
az college Is no proof that he Is educating
himself ! young man may be educating
his mental and moral forces 4: the shop. the
forge. the farm-anywhere. \ diploma docs
not take the place of common sense. In
taking the inventory Of a man 1t makes n0
difference from what school or college he
graduated. The world asks what OF the
1lan-wha can he do. AlKN are the de-
mand of the times, and the world takcS the
men where she finds them. That teacher
thea. does the most for his pupil. who,
while he does not necessarily give him tine
most knowledge, sets hlm thinking, and
thinking profoundly. Bat not the less
highly should we esteem institutions of
learning. There Is q school of common sense
as well as OF learning and both shod.d 20 t.
gether.
Among the popular fallacies we may count,
first, the idea that young man l. getting
a good education simply because he ha-
good educational advantages and. again,
that because he cannot 90 to the rounds OF
the established school training he is obliged
to 20 through life unedueated. For the
world is one vast. universal sch0olhouse,
and there are endless lessons in flowers
and grass and brooks in the serene stars
above and in the books and periodicals.
of the day.
Nothing can he achieved in clucation
without hard WORK The value Of education
rs discipline assures u OF this. The popu
lar demand, of late. i 10 make everything
easy. But when tits is done pupils are
cruelty deprived OF the very thing they are
in seach Of Education is discipline and
discipline is bard work. DR.. Hubert then
closed his address with an eloquent perora-
tion on tho nobility of the teachers occupa-
ton and the ultimate splendor OF his
work.
SECOND DAY-sATURDAY.
The session was opened with reading Of
the Bible and prayer oy Superintendent
Conant. and singing by the audience I'M
der the lead of Mr.. Barley.
THE TRAINING OF THE BYE AND HAND
Mr. Conaut was the first speaker. his sub
iect being consideration ot the qTr>tinn.
what are We required to do IN the trimming .
OF the eye and hand. IL il not necessary ~ .
show the value OF this training. lt is ey
dent. TO take single illustration. :. work .
man who has had this training. who i .
skilfal in eye and hand, makes more wages .
and is a more valuable workman than his
brother artisan of perhaps double OF quad
ripple his personal strength. The skill of
the first is chiefly due 70 training some
Va hare obtained and teachers of Vermont