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

noble manhood and womanhood, conscience
more tender, love OF country more intelli-
gent, q broader comprehension, these are the
results to be thought out and wrought out.
Principal Hardy OF West Randolph supple
mented the written address by some vigorous
extemporaDeous remarks, defining general
exercises" indicating their purpose and explain
ing his method OF conducting such exercises.
He said he gave from half to three-quarters Of
an hour daily TO this method OF instruction.
Some OF these exercises consisted Of recitation =
OF gems OF poetry, memorized, perhaps, from
the leaves Of Lopgfellow calendar, short ex-
ercises in drawing, questions on some topic,
short compositions spelling, letter writing,
business forms, news Of the day, ETC., all with
out previous preparation. On one occasion he
had asked the postmaster to come before the
school, all the departments assembled together,
to explain the United States postal system.
AT another the president of the national bank
had elucdated the banking system and I'M
folded some of the mysteries Of the currency.
he placed high estimate upon the value OF
such exercises II preceded by judicous and
thoughtful preparation on the part Of the
teacher. Principal Edison warmly advocated
this feature of school instruction, saying he
would have general exercises II had to give up
q recitation.
The committee appointed in the morning to
report on the subject of education in Alaska
presented the following, which was adopted:
The Vermont State Teachers Association in
session at Montpelier, October A-27, 1888 learn
with regret that since the transfer of Alaska
from Russia 10 the United States sixteen years
have been allowed to pass without extending
to the population educational advantages. We
feel ashamed as American citizens, that any
section of our land should be worse off educa-
tionally than when under the control Of
Russia, we having failed to continue the
schools that for many years were sustained by
the Russian government. We learn, therefore,
with great pleasure that on the 10Th OF Feb
ruary, 1882, the President transmitted to con-
gress communication from the Secretary OF
the Interior, recommending that an appropria-
! ton OF 900 be made for the establishment
and maintenance of schools in Alaska; and
that the Hon. Secretary Of the Interior pro-
poses to make to the coming congress recon-
mendation for industrial schools in that coun-
try. Therefore we join in the earnest request
OF the better portion OF the American people
| that an appropriation be made for the estab-
! lishment of an Industrial training school similar
to those at Carlisle and Hampton at Sitka the
capital; also for the establishment under the
direction of the national bureau of education Of
schools at the chief centres of population in
Alaska. That copies of this paper signed by
the president and secretary Of this association
be transmitted to the Hon. Secretary of the
Interior and both houses OF congress.
At the evening session, Professor E. III. Rus
sell of Worcester Mass, delivered to a large
audience his lecture entitled English Litera-
ture as an Element in Education" The lecture
was valuable in matter, the points the speaker
wished to elucidate being enforced by QUOTA
uOnS from some OF tne pest WRITINGS OF StanQ-
ard English authors, in prose and poetry. The
length of this lecture and the limited space at
the disposal of report of exercises which con-
tinued over three days of time and embraced
the addresses of so many individuals reluct-
anty compel a brief and meager notice OF this
valuable contribution to the general discussion
OF the educational question On the invitation
of Principal Hardy, H. Porter Smith of Boston
favored the association with select reading.
FRIDAYS SESSION.
Prayer was offered by Rev. II. A. Spencer.
The question, What Supervision by the State
would Be Most Efficient?' came up for discus
sion. Principal B. +. Bingham of Brattleboro
gave his views on this matter. By some mad
vertence Mr.. Bingham's remarks and others
on this subject were not reported
How can the Ungraded Schools Best Be-
come Graded?" +. +. Whittier of Hanover
found the answer to this question in the sys-
tenn advocated by Professor Wait Of Morgan
town. West Virginia, in work upon this sub
ject. A uniform course of study in the schools,
under the direction of systematic and effective
supervision, the course OCCUPYING fixed term
of years to complete, regular graduating exer-
cises with diplomas, and the usual et-ceteras
which give ecldt to such occasions in the
higher grades of schools and enlist the interest
of parents and pupils are the chief features in
the plan proposed. Professor Rocheleau Of
Randolph said it would amount to little to
grade the ungraded schools so long as neither
school officers nor teachers had any perma-
nency Of office. State Superintendent Dartt was
Of the opinion that a radical change in the state
school system by which the rural school dis
tricts may be benefited must precede any at
tempt to frame any system of grading the I'M
graded schools. He had devoted much thought
to the condition of these schools. The more be
examined the evils from which they suffer the
less he knew how to go to work to apply a
remedy The town system had been suggested
That system would require important changes
before it could commend itself to his judg-
ment. What those changes might be the
, speaker did not indicate, much to the regret Of
|, his hearers who had hoped that at length the
superintendent ideas had taken definite shape
, and that he would be able to unfold them to
a waiting public. Principal Haskell OF Wind
sor thought it was idle to 'lie on our oars -
, waiting for change of system" Fault
, was found with the system, but when the
, fault finders were asked to propose change
they hadn't anything to offer. Let us so to
work and make the most of the present system
so long it is the system under which we
/ must work. for the present at least.
| Principal A. W. Edison Of Randolph discussed
$ the question: How can Pupils be Best Taught
( to Think" This subject is not new one:
: "The primary principle of education" said
: Sir William Hamilton, lis the determination
/. ing for him that he is able to do for himself.
|. teacher should be one who Q) imparts
Q instruction and (2) affords culture: The
O near-sighted teacher looks at immediate re-
@ suits ana RuaRts prugrcss ny INC
Q The far-sighted teacher regards the children
o before him as the germs OF the citizens of oul
: republic Pupils may be taught TO think: Il
Q BY the teacher doing some active thinking
n Activity provokes activity and the thinking
d teacher will stimulate thought. 81 BY q
II proper assignment of lessons. (3) By pro
a ceeding from the known to the unknown. The
teacher should early find the basis on which
10 the child can intellgenty proceed, and from
l. what he already knows, strive to lead him te
). see new truths. (4) By training the percep-
d tive, imaginative and reflective faculties IN
If their proper order (5) By exciting the child
D. curiosity. Children are willing and glad u
h learn new facts. Do not repress their curiosity
rs by assisting too much. (6) By asking stimu
a lating questions and requiring them to do the
r same. Let the questions be pertinent, ane
" each pupil obliged to do his share in asking
d and answering questions. ~ By teaching
IT Observation-Disclosures. Teach pupils TO &C
Il complish the utmost possible work in tht
ls shortest possible time Teach pupils to worf
" hard when they pretend to work at all. (S) b,
d teaching the pupils to express themselves prop
v erly. 81 know but can't tell" Is nonsense
II Language and thought go hand in hand
il Teach language and thus develop thought
10 90 By general exercises. Much valuable In
% formation may in this way be brought to th'
q pupils notice. (10) By making the work II
. the various branches practical-Tedt. In read
- ing feel the sentiment, express the thought
70 In arithmetic keep to the practical In gram