The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1883-10-31


dn1dre, so that the memory may have both an
aid and guide in gaining many words But
to make the acquisition OF n vocabulary per.
manent 1t must be used. The ear and tongue,
as well as the eye, must be employed. The
scholar must be made to pronounce the Latin,
not perfunctorily, but after the passage has
been mastered so that the thought may enter
his mind In its original dress. It must be
vitalized by speaking From the time he is
able to put two words together he should be
made to construct sentences, and simple con-
versations should be carried on upon subjects
that may interest as well as upon the lesson.
Greater slowness in the earlier part of the
course will more than be made up as the stu
dent advances This learning and using of a
vocabulary has high disciplinary value, for
the balancing Of ideas and discriminating in the
use Of terms is one of the most profitable parts of
linguistic study. The examination of forms is
serviceabe only as 1t leads to this This same
practice should be supplemented by reading
at sight," a term often misunderstood, for 1t
does not imply a freedom from study, but
rather diligent application OF what has been
learned without dependence upon a lexicon
1t is the application to Latin Of the method by
which we read English-following a sentence
from beginning to end in the logical order In
which the writer arranged it. No one would
think Of tearing an English sentence to pieces
to gain its meaning-no more should he q Latin
sentence but, taking them rs they stand, fol-
low them through as Cicero or Horace or Taci-
Ius WTOI6 InoIn. Ill tn6 SCnOlar can 90 LDat
he can never read Latin, and not till he reads
can he appreciate or enjoy its literature, as
distinguished from its English transations
In different direction beneficial practice in
the latter part Of the preparatory course Is the
writing out of translations. The classic author
supplies subject that is worthy of considera-
ton, and the difference in the genius and
structure of the two languages is so great that
the preparation OF careful translation is one of
the best exercises in the formation Of an En-
glish style. The pursuit of method like this
willlnot lessen but rather certainly increase the
discipline gained from the study of Latin, will
open up its literature to the acquaintance of
the student will introduce him to new and
wider fields of interest and study, and give to
Latin greater dignity and usefulness.
In defense of the study of Creek Professor
s. F. Emerson OF Burlington referred to the
agitation of the question OF the study of the
classics. The times demanded to know "What
is Greek good for" The study Of Greek devel-
ops those mental qualities which are essential
to practical success. The classics and mathe-
mates are the basis of all education. "Wbat
preparation in Greek do the colleges expect?"
The colleges have in view education. Educa-
ton is not fixed quantity to be gained like
diploma. 1t is training, fitting for life in all
its manifold phases. LIES problems demand
two requisites, capacity and method, intel
lectual capacity and the skill to use it in the
right way. Its two classes are development of
powers and direction Of powers Discipline
and method, not the acquisition Of knowledge
in the sense OF information, is the object of col
lege education Development of power admits
of wide conception, for the taste, the feelings,
the affections, need development as well rs the
intellect. For all this work there is no filter
instrument than the Greek 1t is also an adj
mirable director OF powers The reproduction
of a foreign classic into ones own language is
harnessins oneself into the traces behind a
strong intellect. Greek is capable of develop
ing the highest powers of the intellect as well
as the tastes, feelings, and affections and OF d.
recting them to nobest uses. The failure Of
the college to get from Greek in two years
course all that it is capable of rendering, the
reason why it is regarded by students as a dis
agreeable intellectual gymnastc exercise, is
largely owing to the defective preparation
which the schools and academies give The
colleges then, expect of these schools such prep
aration as will enable them to reach the high
est results possible in their Greek courses.
Specifically, a thorough mastery of the forms,
familiarity with its fundamental syntax and a
moderate vocabulary. definite plan by the
fitting school, not the accomplishment of
enough to pass the entrance examination, will
lay the foundations for proper superstructure
Of Greek study. Thorough mastery of forms
is the first requisite. Know the grammar.
| The speaker had usually combined the scien-
tific and natural methods, beginning with FORM
learning and translation simultaneously. Pos
session is use. Success in the methods en-
ployed in teaching modern languages had been
secured by forcing the pupils to use the Ian
guage. Sensuous impressions in the first stage
Of education must be supplemented by much
after labor to secure useful possession. Memo
ritter Rotations admit of much general cor.
rectness with much individual inaccuracy The
best corrective of such Indebtedness is ocriting
| subject to inspection. In acquiring a vocabu.
larry the problem to be solved is how to con
serve the waste OF energy and time in thumb
ing the lexicon. Concentration and consecu
fhn in1a in m oh nle
of modern languages, might not be practicable
in teaching Greek. MemoriziDg lists Of voca
bles, frequent and rapid reviews are exceed
ingly serviceable. Reviews fasten forms ant
words, employ the natural operation of mem
DRY, repetition, and disclose the hidden avenues
into the spirit and structure of the languag,
and the mind of the writer. Sight reading
useful in its place, in the opinion Of the speake
tends to superfciality in so difficult language
He highly commended Greek composition, thu
use of many and simple sentences to vary dali!
upon the blackboard. The method of Greel
study Is open to criticism, but the fault is no
with the Greek but with the Greek instructor
Professor L. A. Austin, Middlebury, asket
the fitting schools to include in their Engisl
department the completion Of algebra and &c
ometry, and to add to their course thorough
drill in physical geography, elements Of anat
omy and physiology, physics and English his
tory, besides paying more attention to reading
and practical English grammar.
THURSDAYS SESSION.
After prayer by Professor l.. A. Austin o
Middlebury and the reading of the secretary
report, Rev. Sheldon Jackson addressed tn
meeting on Educational Interests in Alaska
He said belt there from fifty to seventy mile
wide and hundreds of miles long, enough 3
make half-a-dozen large states, had a temper
ate climate, an average winter climate lik
that Of Kentucky and summer climate lik
that of Minnesota. The people were compare
lively rich by trade, lived in houses and wor
the clothing of civilized people, though the
were savages While under the control O
Russia they were provided with government
and schools, but since coming into the posses
sion of the United States both these element
Of civilization had been withdrawn, and h
asked the teachers to pass resolutions urgini
congress to appropriate $4,000 for support 9
schools. The president appointed as commit
! tee, to draft suitable resolution, Principe
Bingham of Brattleboro Principal Mead G
, Middlebury, Principal Goldthwait OF St. Albans
"What Constitutes Practical Education
! was the subject OF a sensible and suggestive
address by Professor j. e. Goodrich Of Bun
, lington. He distinguished between "praC
teal education and industrial " education
Industrial schools might be possible in cities
but the village or rural district school coul
= not be converted into a combination of sewers
shops designed to train children for their pro,
pective occupations. The meaning OF the teri
} practical education depends upon how Ion
the training process is to last, what is to be tn
, boys life work and whether it is desired I
} produce a dexterous machine OF along wit
= dexterty an intelligent soul and valuable cit