Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1881-09-28
Teachers Meeting.

president pro teD', and C. S. Dole Of Mortified,
secretary. Prayer by the Rev. Mr. Dean, and
| singing by quartette arranged by Hon. j. II.
| Holden were the opening exercises after which,
In accordance with the prearranged programme,
| Henry Priest, principal Of Goddard seminary,
| Barre, opened discussion on arithmetic taking
| Tor his subject How much and howl Mr. Priest
| disclaimed purpose to make set address His
object would be merely to throw ont some sugges-
tons Tor discussion. Granting, he said, that the
study OF arithmetic is important IA II is claimed
TO be, he raised the point, Does II not have too
large share OF time in the schools 1t does not
teach them to observe; to generalize and classify;
1t does not aid in defining by examining partcu-
lar things. This Ia done by the study OF the
natural sciences Life Ia not long enough to
spend so large portion of 1t on arithmetic The
The trouble is with the text books and system.
The primary books are well enough. The higher
grades have many things not wanted. There is
no practical use for the greatest common dlvsor,
nor the least common multiple. Much OF the
time and space occupied by the examples In
denomnate numbers Is useless except for disci-
pine, and this can be better obtained by studying
things that are useful. Equation Of payments,
arithmetcal and geometrcal series, were very
reasonably objected to for the space and time
| NNNf'iJ
cal results. On the other hand the metric system,
which Is usually passed over by teachers, Mr..
Priest regards of the greatest possible practical
importance,-a greater labor saving machine than
the steam engine. lie next considered the question,
How to take up other subjects in arithmetic to
| economic time Teachers are in too great haste
In commencing the study Of arithmetic primary
scholars should be taught, first Of all, to acquire
facility in handling numbers They cannot reason
| closely, but they become at an early age
| adopts in handling numbers Accuracy, drill,
| rapidty, are the first essentials These prime
qualities must be acquired in the study Of mental
arithmetic, and pupils should be kept in it till
complete facility in the use of numbers is fully
mastered In the more advanced classes analysis
| without abridgment, and reasoning given In full,
should be insisted upon. In fractions, those in
most general use like one-half, one-tbrd, one
fourth, onesixth, one-eighth, one-sixteenth,
| should be employed the others thrown aside and
more time spent on those in general use to acquire
| facility in handling them. In writing numbers
| teach scholars to enumerate from the highest
downwards just as they are read they will thus
learn to write all numbers with greatest facility.
| With the fundamental rules well grounded and
double the time spent on fractions, you can go
| quickly over the remainder of the arithmetic
| Work should not be confined to the arithmetic.
Make examples. Mr. Dole of Mortified and Mr..
Senter of Warren were opposed to mental arith-
| metc as taught in our schools Dr. Jones of
Waitsfeld warmly defended mental arithmetic,
and sustained the positions taken by Mr. Priest of
| Barre. j. Raymond Brackett principal of Mont
peier High School, urged the primary teachers to
begin with one and one are two, and proceeding
| to the next combination, and from thence onward
| through the nine digits teach the little scholars
| to make every combination possible with two,
three and more units, devoting week to each
| digit. The pupils will then be taught the addi-
ton, subtraction, multiplication and division
tables at the same time will acquire them in a
natural instead of a mechanical way and will re-
member them. The use Of splints or beans, in
making these combinations will be invaluable,
and will assist the scholars in comprehending the
practical application Of the numerals to quantities
BY use of the blackboard states in these opera
tons mental and written arithmetic will be COM
bined, which is, perhaps, the more profitable way
of studying arithmetic Both Mr.. Priest and Mr..
Bracket showed themselves masters of the sub
ject, and If the young teachers, and the old ones
| too, who were present will carefully heed and
practice their suggestions, only brief abstract of
which be reported their instructions in arith-
|
AFTERNOON SESSION
In the afternoon, practical hints on teaching
reading were given by Principal Edison of Ram
dolph Normal School. Supplementary teaching by
reading at sight from newspapers and periodicals
Youths Companion, St Nicholas, etc.-was
very sensipy urged among other things Messrs.
Priest, Bracket, Tinkham, and State Supern-
tendent Dart, participated in the subsequent dis
| cuason Of tlia auhiaat afpI b;,,a
and suggestions, both in relation to reading as an
requirement and as a means of culture The dis
cusson on arithmetic and reading was supple
mented by free use of the question box, which
exercises, with the election of officers for the
year ensuing, used up the afternoon session. The
following are the officers: President, Henry
Priest, Barre; vice-presdents T. d. Hobart Of Ber-
lin, lvers Batcheder of Worcester, Jennie NJ
Thompson of Fayston; secretary and treasurer, f.
+. Donahue Moretown; executive committee,
j. Raymond Bracket of Montpelier, John H.
Senter OF Warren, T. c. Wright OF Waterbury.
EVENING SESSION.
At the evening session Dr. W. A. Jones of
Waitsfeld opened the discussion Of the Town Sys-
TEN of Schools in an able and interesting manner
Dr. Jones said he was well aware that no systsm
can invariably furnish good teachers, render
hearty cooperation of parents. But the town
system comes much nearer than the district sys-
TEN to attaining these desirable results The
district is unit by itself. The school is sup
ported by tax on its grand list There is no
uniformity in the taxation of the different parts
OF the same town, and the educational opportun-
ties are very unequal. The town system was de-
vised about ten years ago by a legislature that
| appreciated the difficulties Of the old system
Under the provisions Of the law any town may
| by vote extinguish the school districts and Or
ganize the town system by electng three six
school directors. These directors have the same
duties and the same authority as the prudential
committee under the district system. The board
OF directors organize by choosing chairman,
who becomes town superintendent. They also
elect clerk, not member of the board, who
keeps the records. The board of directors APP
point teachers, furnish supplies make repairs and
have the entire control of the schools. The school
money is levied from the United States deposit
fund, and tax upon the grand list of the whole
town. This tax is collected twice year; with
the town tax in summer, and with the state tax
in autumn. The school treasury is distinct from
the town treasury, and money Is drawn only by
| orders from the chairman of the board OF d.
| rectors Some of the advantages of tine town sys-
TEN are; (ll Greater permanence in the tenure
| Of school officers. Two members of the board
elected each year This arrangement secures a
majority OF experienced men. They have time
and opportunity TO become thoroughly acquainted
with the needs of the schools and with the char
acter Of the teachers (2) better class Of teach
| ers can be secured at the same expense. The SUI
pervisor is acquainted with all the teachers In
town, and can make truthful report to the
board without constraint. Teachers found worth
less in one part of the town cannot find employ
ment in another part Moreover, the permanent
| character of the board enables them to hire
teachers for whole year. arrangement al
most impossible under the district system. The
frequent change OF teachers is one OF the most
| extravagant features of the old syttem In one
term the teacher can do little more than become
acquainted with his school (3l More weeks OF
school. In Waitsfed the school year has been
increased from twenty -four TO thirty weeks. This
advantage is extended to every school. a. A
more peaceful administration Of the schools
Neighborhood quarrels cannot prejudice the
board In case OF trouble between the teacher and
the scholars The permanency OF the board gives
| 1t greater influence, and is a protection to both
| teacher and pupil. The town system has been
very successful in Waitstied, and the proposition
to return to the district system has been recently
rejected by very heavy majority.
Mr. Jones was followed by j. II. Senter, ESQ
| who heartily endorsed the town system and ex-
| nosed some glazing defects of the district sVatam