The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1877-02-06
pointment of both state and other educa-
tional officera oiit of the arena Of nOlitica

Drief and happy address.
Prof. Judah Dana of Rutland being called |
upon said that he hardly knew which side
he was expected to speak upon, but being
Informed by a member of the executive
committee that he could take his own
course, proceeded.
In this discussion theIquestion tobe deter
mined 10 "Is education a public or pri-
vate benefit ?" If decided public benefit,
then all should have the benefit of good
education and the Btate should maintain
the schools. Then we should ask, how
can we get the best results1 He then pro-
ceeded to illustrate the qualifications neces-
sary for educators from business stand
point. Vermont as a state makes haste
slowly, wisely he thought, and when she
finds any improvement in education she
adopts it. Deprecated the private school
system, and he would have the PrussiaH
compulsory education act Incorporated in
the public school laws of this state.
Prof. l. W. Dunham was in favor of a
complete supervision of the public schools
by the superintendent Of public instruction,
and of giving him power as well as advice
in the performance of that duty. He be-
lieved that the supervision of schools was
better done now than formerly, and that
Vermont was waking up to the best inter-
ests Of her schools.
Rev. L. G. Partridge rose to defend the
| clergymen, who were town superintend-
ents, and who had been quite severely crit
| icised, as superannuated and represented as
often taking the place to exc out a ecanty
income. He believed the people were most
to blame, that when the subject of state
supervision was first agitated, the people
raised clamor because Mr.. Adams wanted
| to do well and make things lively, and con-
| demned Mr.. French because he came from
out of the state, before he came here. That
clergymen took the office more than those
Of other professions or occupations because
of the inability of getting those of others to
take the office.
MIR. Dana rose to personal explanation.
Had not thought of criticising clergymen
unjustly, and gave laughable explanation
of scenes in his experience when muscle,
not brains were the requisite qualifications.
The question was further discussed by
Rev. r. T. Hall of Plttsford, who In sddi-
tion to the clergy superintendent question,
said that the people would not sustain
superintendent who did his duty. That he
knew of a case where that officer was elect
ed for the very purpose of not meddling too
| much with the schools. That the place to
work was with the people.
President Buckham believed that a great
point for good would be made for our edu-
cational system, if it went out from this as
sociation, that in its judgment the great OBJ
stscles to progress were found to be in the
jealousies and prejudices among the people
themselves.
The audience then listened with close at
tention for an hour to an address by Rev.
Martin L. Csdy of the Troy conference
academy at Poultney, who took for his SUBJ
ject, "The Genius of Success" He gave
as the great secret of success in life the
ability to perform whatever is undertaken
with perfect accuracy not only must a
person choose mark and aim toward 1t,
but he must hit 1t as we'll. The speaker
referred first, to accurate observation sec
ond, to accurate thought; third, to accur-
ate expression, and then the force of a
happy combination of the three. Accuracy
involves everything in this life, and the
question in closing is, shall our lives be ac-
curate or otherwise ?
The exercises of the afternoon were closed
by short discussion on Compulsory Ed
ucation."
Edward Consnt spoke at some length in
favor Of the measure. he said that Yer
mont believed in schools, and that they
should be supported by public tax, and
therefore he believed the system incomplete
if any child, not educated, did not avail
themselves of the advantages offered. The
present law was failure because it took
half a term of school to enforce it. Capt.
Leavenworth followed. He did not be-
lieve IN compulsion-the law of love was
much better. He referred to the Benning.
ton graded school and the interest mani
tested by the students, IS the best example
of what he believed to be the true policy.
Reu. Foster Henry of North Bennington
spoke upon the method of enforcing a CON-
pulsory education law. He believed that
it could only be done by convincing the
people that it is for their interest to enforce
the education act, and then have police
officer to attend to it.
EVENING.
The evening exercises were opened with
, singing of duett by Miss Belle Woodmar
and Frank Gage /; Mrs. Jerome B. Parmen
ter at the piano.
|
paper upon" n"Tesching of morals in schools,
j., The speaker took the position that The
church teacher and the school teacher haG
always been upon the most cordial terms
= He believed that in an age calling for reform
part of that reformation could as we'll b,
done in the schools as in the church. Re
ferred to the various branches taught, anC
especially to the physical training 80 mucl
neglected and necessary to the moral cul
ture of the mind. He regretted that in al
: industrial sense the people were not up Il
, the standard and not educated in the indus
trial arts as they ought to be. While tht
! people believe in the physical, industrla
and artistic training of the young, there IL
next to nothing being done for them II
= this particular in the common schools Al
p, in these, there is little being done, SO II
morals, there is much less being done. The
. trouble is we all act asif we believed the
; state has no power to teach morals.
Rev. M. II. Buckham, president of the
university of Vermont, then addressed the
audience upon the "Higher education fol
business men," The idea of the speaker
was that business training ought TO be lib
eral pursuit and not one needing common
business education. AS we'll might the per
| son intending to be physician say, tina
{ all he wants is common educstion-botl
3 are saying they intend to be quscks in thei
I way. He would try and convert his hear
ers to the theory that business education
5 should be broad and enobling, and consist
? ing Of something else than merely an ap
premiership TO set routine. A business
e man should be a business man and not I
business nobody. For illustration the
g speaker alluded to Mr.. A., who is finan
i cier, knows nothing but quotations, take
papers from all parts of the world and read
: nothing but quotations and telegraph head
! ings, is not interested in wife or children o.
!, social matters but he is successful mai
d and 10 immensely rich. Mr.. b.. is equally
successful and wealthy, but when he leave
!. hia Office at nIght he drons his character o