Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1876-02-11
Latin can be found for every one of so many

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ment, at which every pupil aims. and a
classical tone unknown to the mixed
schools. The atmosphere Of the institution
is such as to furnish special stimulus to
the whole body of students. The heads OF
these schools have regulations to make or
to keep as classical instructors, and they
have q personal interest in the standing
of candidates for college. The col
leges in this valley have an interest IN
a fitting school that may compete In point
Of advantages and efficiency with Exeter
and Andover. The boy who is trained IN
these schools finds the set of the current to
be towards the larger colleges. and there
grows up in him desire to 60 to Yale or
Harvard. There is no good reason why we
should not have in Western Vermont well
appointed classical school, that would give
such facilities as would render it unneces-
sary-as would take away the desire-to 60
outside of the State for the most thorough
preparatory discipline. Excellent work Is
done in many existing schools In this state,
but the examinations for admission to col
lege prove year by year that there are also
many schools that fall far short OF the de-
sired standard If the foundation OF a boys
classical course is but wood and stubble, no
subsequen building thereupon can produce
solid results.
President Hubert, of Niddlebury Col
lege. would have classical department In
graded schools, but VIC uld have schools ex-
clusively classical, since the majority OF the
towns are utterly unable to support graded
schools of any sort. We have good lifting
schools in Vermont. At St. Johnsbury
there is classical work done quite equal to
that done by any other school IN New Eng
land, and Burr and Burton Seminary. Barre
Academy, Montpelier Seminary, and other
schools, are sending finely fitted scholars to
college but there is still need OF two or
three well endowed classical schools In the
western part of the State. The speaker
babe God-speed to Vermont boys who were
being educated anywhere, but he would
like to offer them advantages at home su-
pcrior to those they could get anywhere
besides.
SCHOOL AND STATE
Atll o'clock, j. S. Cilley, of Brandon,
read paper on " The Relation OF the
School and the State
Mr. cILLEY's PAPER.
The Public School, he said. is an institu-
ton of the State and should be controlled
by the State, as it is when the teachers and
officers OF the schools know and do their
duty. The relation is that of guardian and
ward. The State should provide amply for
the schools and the schools should give back
strength, dignity and fame to the State lie
did not propose to inquire, how well the
State of Vermont had done its duty BY the
schools. OF the schools. it must be SAID
that many of the children leave them but
poorly fitted to become the future props OF
the State. This is not owing to the incom-
petepce or unfaithfulness of the teachers, as
class; but to the fact that their influence
is thwarted by opposing influences In the
homes of the children. The effects OF these In
huences are seen in the tardlnesses. absences
listlessness and characterization of the sch0-
lars. Discipline at home has much 10 DO
with the discipline of the school. 1t Is
hard for the teacher TO govern successfully
the lad who is really the man his father
lives with, or the miss who is her mothers
director. Parents often think the work of
study should be made easy to the children
and encourage lack Of application They
think knowledge can be gained by alb
sorption. Too many live on the prin-
ciple that to be amused is the chief
end of man. And Wien amusement be-
comes dissipation The interests Of educa-
ton and Of society suffer. The schools OF
the land are nGt wholly free from fault IN
this matter when college president can
say to students returning yictOrs from a
boat-rs.ce You have done more 70 give
the College renOwn than all who have pre-
ceded you" Yet we need not doubt the
ySortb Of collegiate culture, II the majority
of the college presidents continue, as now. to
lead in the old paths, and fear not to con-
denim. as some have done, such departures
from the customs of the fathers. The taTdl-
ness, absence, remlssness, and uncouth
manners Of many children, fostered outside
the school-room the absence from the
schools of many for whose compulsory at
tendance the law amply provides the pas
sion for amusement. with the incompetence
and shiftlessness of some teachers and schO0I
officials, are depriviug the schools OF Yer
mont of much of their efficiency i0r GOOD
The results are seen In disorder waking the
public streets; rascality laughing at lnteg-
rity fraud triumphing over honor crime
deiying law 10 some respects the schools
of this State have improved; in Others there
l. letQ Ol anu TfSNNf +S+FA
US, as teachers, know our rights and dare
TO maintain them Let Us do our iull duty.
Let US realize that we must not only teach
thoroughly but govern thoroughly Let
the pupil feel that he must respect author
ity. and let Us faithfully meet the demands
of the State upon US, for the welfare oil the
schools. for the good OF the pupils, and Tor
the glory Of the Commonwealth IN years to
come.
j. E. Miller, CT Montpelier. said that the
school was the feeder of the State the
character Of the latter IS made by the char
acter Of the former yet the school
is in the relation Of ward to the State,
since the regulations pertaining to its man
agement must proceed from civic
authority. Perfect liberty comes from
perfect obedience to perfect law. The
State cannot afford to allow the children TO
grow up in Ignorance. Four-tiiths of al the
crime committed in New England l. by
the illiterate. Only one-hlth OF one per
cent of literally educated men are found
among our criminals. The Prussian system
of State supervision is in many respects a
model worthy of our own imitation. That
system of education Is the best which
most promotes individual Development.
DR.. Spaulding, of Barre. took different
view from the preceding speakers. Gov
eminent is given to man by God. Intelli-
gence and morality are its safeguards. The
end Of education is the development of the
man. not to train for special pursuits.
The jeweller or the merchant might as well
demand from the State q technical business
education as the farmer ; hence the work
of agricultural and other business colleges
is out of the true province OF the state.
Opportunity for education Is not sufficient.
The State must make the young avail
themselves OF such opportunity. The State
is under obligation to put and keep the
Bible in the schools as the only cornerstone
OF morality.
AFTERNOON.
The Convention showed noticeable in
crease OF attendance, and the hall began to
be too small FOR the gathering. The first
exercise of the afternoon session was series
of specimen lessons, in primary and inter-
mediate school work, conducted by teachers
of the Burlington Public Schools under the
general supervision of Superintendent c.
j. Alger Miss Maria A. McWeeney, of the
Adams Primary School. conducted an in
teresting exercise in arithmetic; and the
reading of class from the North Street
Primary School, under the charge Of Miss
Ella NJ. Reardon, was excellent and was
listened to with great attention by the large
audience. Following was a recitation In
mental arithmetic by the 3 class of Pine
Street intermediate School, which has been
instructed by Miss Mary E. Collins. The
children acquitted themselves with credit
to themselves and their teachers, and APP
peared to give the teachers present from
abroad a good opinion of the work accom-
plished in the Burlington city schools.
NEW ENGLAND JOURNAL OF EDUCATION.
Mr.. Fuller, of St. Johnsbury, explained
the aims and plans of this journal. which