St. Johnsbury Caledonian. [volume] (St. Johnsbury, Vt.) 1867-1919, 1878-03-01
The Acknowledgements for it, and
the Conditions of its Success.

copv of an address delivered before the
associate alumni of Barre Academy,
at their reunion in June last, in celebra-
ton of the 25th anniversary of the
Principals connection with the institu-
ton, by c. B. Hubert, d. D., President
of Middlebury college. After paying a
well deserved tribute of respect to Mr..
Spaulding, the honOred teacher of Barre
Academy for the past quarter of CEN
fury, and urging the need of an endOw-
ment fund for that institution, DR.. HUI
bert takes up the subject of academies,
and shows in very clear and forcible
manner that they hold most important
place in our system of schools. The
subject itself as well as the facts stated
are of general interest to the people of
Vermont and the address should be
read by all the friends of education.
Of common schools in Vermont, we
have 2519, containing upwards of H.
600 pupils. We have three normal
schools whose mission is to qualify
teachers for their work. We have also
30 graded schools and 26 Incorporated
academies, not counting in the latter
number the fourteen schools which were
once academies but have become merg-
ed into graded schools.
Some of these 26 academies have on
ly a nominal existence, with Il session
of school only part of the year, and
are destined to pass away. Others will
survive and be well sustained; but the
unendowed academy, having to COM
pete with graded schools, with endowed
academies, and especially with the de-
Of hn Stat
have difficult race to run. Hence the
importance of placing them on solid
and lasting foundation.
The following reasons are given why
academies are needed. First, on the
ground of convenience and inexpensive
ness. The graded schools of our large
towns are often too far distant and too
expensive to accommodate the people
of the rural districts. The academy
being located usually in small town,
the expense is about half as much as
that of attending graded school.
Secondly, Students from our rural
towns have a natural repugnance to
going to IA large village school. Not
having had equal advantages with those
of a corresponding age in the village,
they would frequently suffer in COM
parisOn with them. An academy in
which the students are generally from
the rural districts is more cOngenial
place, and hence more attractive to
those who need the advantages afford
ed.
A third reason is found in the moral
peril to which young people are expos
ed when coming from the rural districts
to the large villages to attend the grad
ed schools. This danger is greatly di-
minished by the isolation of an acade-
my and its separation from outside at
fractions.
A fourth reason is found in the supe-
rior advantages offered. The academy
is more Independent than the graded
school, and can adapt itself better to
the wants of the pupils.
Filthy, Academies are needed in the
interests of classical learning. In our
DC academies, where the aggregate at
tendance is only little more than 5000,
we have 424 students preparing for col
lege; while in the 10000 connected with
our graded schools, we have only 222
who have the college course in view.
About one in eight of our academy
students is fitting for college, while in
our graded schools we have less than
enc in fifty.
In illustration of this point, DR.. Hull
bert says:
"NO young man ever entered Thet-
ford Academy, in Hiram 0rcutt's day,
without exposing himself to the peril of
going to college. Such was the spirit
of the institution. Of the scores who
entered college from under this distin-
guished teacher, not half of them ever
had any decided purpose to go to col
lege till they came under his instruc-
ton. They breathed that purpose into
them from the very atmosphere which
they inhaled when they came upon
Thetford Hill. But the young man in
the graded schools at st. Adams, Brat
tlebOrO, Rutland, and at other similar
points, has been in very little peril from
this exposure for the past twenty i've
years."
The sixth and perhaps most impor-
tant reason for the academy is found in
the fact that it can be made distinctly
and positively religious in its character
and discipline. The moral and religious
life of New England Academy has
ever been one of the distinguishing
characteristics of these institutions.
Under this head the writer alludes to
the academy in this place in the follow
ing language:
1t is significant fact that the St.
Johnsbury academy has enjoyed a
steady growth in excellence and in rep
utatiOn since it was founded, in 1912,
on the basis set forth in the circular of
announcement of that date as follows:
lit is intended to make the course of
study pursued in the school a means of
thorough intellectual discipline,-such
discipline as will develop the capacities
of the student, and make him acquaint-
ed with himself. Such training can
only be accomplished by a continued
and systematic course of study, in which
whatever is undertaken shall be thor
oughly investigated and understood be-
fore it is dismissed. A very few studies.
Judiciously selected and prosecuted in
this way, though with much expense of
patience on the part of the pupil, will
better qualify him for any station in
after-llfe than superficial acquaintance
with the whole circle of studies prose-
cuted in the schools. In addition to
the intellectual culture spoken of, it is
intended to make it school of moral
and religious instruction, such instruc-
tion as eontemplates the students re-
latloHs to future state, and aims to
secure his qualification for it in the
cultivation of right affections and the
conversion of the heart. By religious
instruction is not intended the inculca-