Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1883-02-09

Ter, VINO represents the department OF lnBtfuc-
ton in vocal music in the public schools of
Brattleboro, as well as in Vermont Academy
at Saxtons River. The remainder of the ses.
sion was devoted to discussion of the theme,
1.-THE Relation of the Teacher and his Meth
DDS to the Moral Culture of his Pupils" This
was opened by DIR. Stevens.
The scholars whom we eutrust to the state are NOR
al beings. IL is in this light only that the state has
special interest in their education. We hear of the
danger to our country from iluterlcy; but in the
speakers judgment this is small compared with the
danger from immortality, There is q special need Of
moral instruction; for while there has been an ad-
in general school education during past years,
there has also been increase In prisons, penienta-
ries, reform schools and pOllce and II intellectual
development alone were safeguard this would not
be so. We cannot depend upon simple increase OF
knowledge, when at the same time there Is vast in
crease in immortality. II is not the uneduCaed class
In politics that stuffs ballot boxes and invens other
fraudulent deyicesi II is not the uneducated class
that deeeves bank officials. We rather increasing
the hazard by our efforts to promote knowledge,
which Is indeed power, unless regard the moral
struciion be given at home and at church, but shall
say that the state has no responsibility in the mat
teri The great questions which determine the NOR
al character Of man determine his character as a
citizen. man with simple intellect is only half a
man; responsible citizens are what we want. Com
ing directly TO the question, DR.. Stevens remarked
that the teacher Is just what his methods are and Is
stamping upon his pupils just what is in his own
heart and life, though both he and the pupil may be
ignorant Of this influence This is discipline In it's
largest sense. In falling to require strict honesty in
obedience to rules, teacher is cuvating habits Of
deception: when the pupil is question ed at the
close of school about his obedience to certain regu
lation, and Is allowed to give answer which the
teacher knows, or might know, to be not strictly
truthful Let the teacher enforce in all incidental
ways, as explaining narrative in the reading lesson,
the consequences Of virtue vice Let the state 60
far as to see, through its officials, that teacher
a moral man, and not known outside the school as
prOfane OF lawless. This much every prudential COM
mittee should require.
Rev. VIM Brown of Walpole, N H., fol-
lowed in this discussion.
After aluding to the fundamental and radical ma
ture Of morality Mr.. Brown specified two particulars
in which the teacher Influenced his pupil First, in
the matter of justice. If the teacher shows to the
keen eyes Of his scholars that he sanmated by prn-
cipe Of justice, it will cultivate within them strong
er and finer sense Of justice. Teachers sometimes
show fayortism for bright scholars, and harshly dis
criminate against dull ones who have just claim for
sympathy and encouragement. The speaker made
special plea for those scholars called ounces showing
by historical example how much had been made OF
such pupils by patience aud perseverance. Absolute
impartality should be shown that is give every pu-
pill the opportunity to become the equal Of ev-
cry other pupil If he eau. Secondly, iu the matter
of honesty, teacher should be scrupulousy careful
in dealing with pupils. No hints Of tue questions to
be asked in coming examination should ever be CIV
en-; the pupils should be taught that reality not ap-
Is the desired object here aud everywhere
in lfe Principles of rectitude that is straightness
should be developed from those germs that with
in every nature
This discussion was closed by Prof Bing.
ham, whose words always sent a thrill like
electricity through the meeting, aud baflled
the skill of any reporter to reproduce on pa
per their vital force. lie affirmed that the
great comfort in meeting old pupils is not in
receiving their thanks for facts imparted-a
rare thing to heRr-but iu listening to the
grateful expression, "Od master, my days
with you were helpful because | received i'm.
pulses and thoughts and germs which have
helped me to fight and win Falseness to
promises is sad falling of teachers. Many
threaten what they never perform, aud grant
to teasing what they deny to the first request.
How avoid becoming the objective manifes-
tation of a falsehood before the children
BY making the school a little republic, dis
carding as in the family, any written code of
rules, saying rather to the pupils, "Wi!l you
adopt this or that plan forths common good Z"
and whenever anything occurs to disturb the
school, stop it Keep pupils so busy that
they will have no time to make disturbances.
The speaker closed with a most impressive
appeal to teachers to be grounded in the be.
lief that it is necessary to teach morals in the
school room. The meeting then adjourned
till evening
Monday Evening.
After singing by the choir, DIR. A. p Rich
ardson of Walpole, n. H., presented paper
upon Genius aud Learning This produc-
ton was carefully elaborated and presented
an exhaustive treatment of the theme But
the very abundance of thought, research and
illustration made it impossible to take report
which shall do even meagre justice to it.
Taking up first the idea of Genius" the
speaker proceeded at some length to define
and describe, illustrating from the thoughts
aud NJ ut b.a siN nF
ton in connection with genius was brought
out aud the fallacy that genius is more akin
to idleness than to toll was exposed. The
theme Learning was then discussed in q
broad and comprehensive manner, aud the
speaker closed with u statement of the mutu.
al relation between the two parts Of his sub
ject.
The next speaker introduced was Prof
Charles Northend of New Britain, Conn,
who has been for nearly half century active
ly interested in educational affairs in that
state. Very appropriately he took up as the
subject OF his lecture, "What has been &C
in fifty years" The following
abstract has been prepared directly from his
manuscript, and has been made as complete
as limited space would allow:
review Of the past of popular education will not
only show great progress, but will convince us that
past generations have accomplished q work and r
ganzed agencies for good that will tax our best
gies to successfully carry forward. We may also
learn the sigas of promise" for coming years, Great
and desirable progress has been made IN nearly ev-
cry particular Various evidences Of this statement
were then specified la 1925 sort OF educational or
rather common school revival commenced, aud from
that time able men have carried onward this work.
The cearest proof of progress will be found in the
following particulars.
/. School houses. 1t was not until about the year
1910 that public sentiment in any egree prepared
to favor the erection Of suitable school houses. Pre-
IN ina ,ladtfi Natp
England was almost disgrace to the community in
which 1t was located. Yet Notwithstanding the mis-
cradle and dapidaed condition Of the school house,
1t was for long time necessary to make the most pa
tent, persistent aud continued effort to secure vote
IN any district for the erection of a new one. Now
in nearly every town in New England and the other
older states school houses may be found which are
at once an honor to the community aud blessing to
the youth for whom they were erected while the
newly settled states Of the West have caught the spr
1t OF the East and challenge us to excel them The
new buildings, with their modern appurtenances,
have had most elevating and refining influence up
ON the pupils in our schools. good school house
with approved furniture and a few appropriate mot
toes aud engrayngs upon the walls will prove in it,
self an educator of the most potent kind.
?. Teachers. There has been very great improve
ment in the character and qualifications of those to
whose charge our schools are now entrusted, as COM
pared with the class of teachers employed half
century ago. At all times there have been teachers
eminent for their success and usefulness, but such
teachers were rare nifty years and constituted the
exception aud not the rule In 1888 the late Edmund
Dwight of Boston offered to the state the OF sl0,
900, provided thel state would appropriate like
amount for the establishment Of normal school.
The offer accepted and the FIRST normal school in
America was opened at Lexington, Mass, In July,
1889. For sometime II had ckering existence, but
thanks to its friends, it survived, and what for time
was regarded as a doubtful experiment has now be-
come one Of the essential institutions Of the land.
We now have in the United States 1876 similar schools
whose advantages enjoyed by nearly 900 pupils
While would give due credit to all successful teach
ers, wherever or however educated, / still contend
that from those who have had good professional
training have a right to look for the highest de-
ent are greatly in advance Of those Of forty or ty
years ago. They possess higher aud better quaiaca-
tOns and engage in their work with of profess
sional feeling, aud continue in 1t long enough to be-
come power in the community.
8. Teachers Associations. 1t is said that the FIRST
educational meeting held in the United States was
convened at Brooklyn, Conn. in May, 1897. In 1880
two important associations were fOrmed-the Ameri-
Massachusetts, teachers association The former has
held its three days session annually for hfty-twO
years in different parts Of New England, while the
latter by its two days sessions semi-annuay has by
its influence accomplished noble work for the coun-
try, From these associations have gone forth infu-
ences which have permeRted the whole country, so
that while less than three score years ago there
not an educational organization In the land, we now
have them in every state, county, aud we might al
most say In every town,
L. Teachers Institutes. This important agency in
the common school work Is said to have had its orr
gin in Connecticut. The first body of teachers con-
Vened in the capacityo of institute met In the city
OF Hartford in 1889. Massachusetts, was the first
state to grant Legislative aid to instituted and incor
porate them into its system Of common schools. Now
thousands of these important auxlares in the school
work are held every year and tens of thousands Of
teachers are annually quickened and benefited by
their lessons and exercises
s. Teachers journals and educational works. Fif-
ty ago there not an educational journal or