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

pnpils The current OF a childs thoughts may
be poisoned by baneful home influences,
his aspirations blighted or his ambition dulled
To such pupils the teacher should pc moral
verified tastes and vicious desires may have
their exciting cause in bad literature at home
"a copy of Police Ne'os brought into the
home by careless father, by the bad language,
the grossness or intemperance OF the home
With such cases the teacher should be familiar
and against such moral poison he should en-
deavor to furnish an antidote.
The first exercise in the afternoon was a re-
markable exhibition of the ability of Professor
Thompson of Burlington to teach singing, or
of the ability of the Montpelier children to
learn singing, or. what Is most probable, OF
both. A class of fifteen or twenty little boys
and girls who had had no systematic training
in singing till this very morning, sang the diff
ferent scales, told what scale they had sung in,
and did other things which would have been
creditable to pupils of their age, after years
training.
"W6at Should Teacher do before the
First Day of SCHOOL," Principal j. M. Comstock,
Springfield, answered this conumdrum some
what as follows: ~ He may learn from his
predecessor facts in regard to the general con-
dtion of the school, the public sentiment OF
the community with regard to education, what
may be expected from committee and parents,
and whatever he can respecting individual pu-
pills. (2) From citizens conversant with the
school, he may learn in regard to his predeces-
sor, what were his elements of success and
failure. (3) BY making acquaintance with in
dividual pupils, he may win their good will in
advance.
"Strategy and Tactics in the Teacher" was
developed by George A. Brown, Esq, OF Bel
lows Falls. He referred the meaning OF the
subject to a fancied resemblance between mill
tary matters and the teachers administration
of government in the school room. There is
usually trial Of strength between teacher
and pupils and the quality of the order depends
on which side wins. There is meaning in the
expression "gettiDg used to this school-house.
Stop impending disorder before it gathers mo-
mentum. The teacher must govern in his own
way An exchange of teachers may ruin
methods What would be wise methods for
one might be foolish for another. Each pupil
also has an individuality which the teacher
must observe and study, and treat with discrim-
nation. The teacher stands in loco PARENTS.
This relation confers rights and imposes duties
Cutivates good manners Do not make pro-
fusion of rules or establish fixed penalties
Circumstances alter cases and the rule or
penalty may be inconvenent. School govern
ment should more resemble court of equity
than of law. Make punishment when neces-
sary follow quickly on the offense. punish
ment too severe to be inflicted in the presence
of the school is too severe to be inflicted at all.
Punish in the presence Of the school. Object
teaching here has its merits as well as in other
things. Never have whisper roll. The mark
ing system is necessary evil. Never attribute
an excellent barometer foretelling changes in
the weather. fruitful cause for breaches Of
decorum which must be endured. Provide
safety valves for mercurial spirits and tired,
restless bodies. Let in the oxygen Pure air
will sometimes cure lazness and confusion.
methods Of melting to Diligence and Or
de-" was pleasantly and instructively enforced
by Principal c. H. Dunton of Poultney as fol-
lows: Between the child intellect and his will
lie his sensibilities, determining what task the
will shall the ntpllQpt The teacher
wishes to secure diligence on the part of his
pupils. He will appeal to the common mo-
tives to strive for success in any department OF
endeavor. Certain of the moral emotions will
be enlisted the feeling of responsibility for
opportunities enjoyed and the love of parents
will be stimulated. Also the selfish desires for
esteem, for power, for superiority, will be made
to augment the zeal for study. The means by
which the teacher will, seek to marshal these
motives to effort should be: QD Well. timed
words before the school, or whispered in the
ear of the laggard. (2) The marking system.
<3) Dividing the class into rival halves. The
efficiency of these and kindred methods is I'M
questioned. He had seen students held to dill
gent work for successive years by the pressure
Of these motives alone. The teacher will also
appeal to the natural desire for knowledge.
To desire, the presence of the appropriate OBJ
Ject is necessary stimulus. This desire varies
in its intensity with different persons, rs do
the other desires but it always will be moved
by the right subject adequately presented.
That which Is not understood fails to interest
long. The desire Graves a definite object
hence whatever is taken in hand should be mas
tered. No definite rules can be given for prop
erly illustrating subject; the teachers judg.
ment must determine what shall be demanded
in each case The most efficient stimulus il
found in right presentation of the regular work
But occasionally some general exercise will
serve as an appetizer to the desire to know
To incite to order the whole programme of the
school should be such as to suggest system ant
beget love for it.
Owing to the absence of the regular speak
ers, the next half hour was occupied by Colone
Randall, Professor Dole, Principal Hit, Princi
pal Bingham, Rev. Mr.. Miller and Principa
Pickard, who gave the association some ring
ing, eloquent tive-minute speeches, simply es
says boiled dOWn.
At the evening session Superintendent H. o
Wheeler of Burlington considered 1.-THE Rela
ton of the State to Education" Mr.. Wheeler
addressing the teachers and school officials
considered them rs the employees of the stat,
and proposed to examine their relations Il
their employer. Bearing in mind the charac
ter OF our government, education is a necessity
The people make and execute the laws. They
govern. The state stands in some sense in TIN
relation OF ownership and parent to its citizens
In the language of Judge Strong of the United
States supreme court, +" 1t should never be for
gotten that the children and youth of tn
country belong not to their parents alone; the.
are in one sense the heritage of the state, it
properly as mucn as the PUBIC lands or tn
proceeds OF taxation" The clearest parenta
duty is to prepare the child for the work of life
Blackstone declares the duty of education Il
be the most important Of parental duties Tn
maximum is the measure of advantage whicl
should be provided by a parent for his child
considering his circumstances Civil duties ar
manifold, running through all departments o
government. power 80 vast and far-reach
ing should be intellgently exercised. Tn
state takes Its character from the citizen. Tn
ballot, thel laws, the execution of laws, tn
functions OF the judge, are what the citizen il
What the citizen is becomes incorporated in hi
government. Vice and ignorance tend to dc
struction and Reorganization; virtue and intel
ligence to growth, health and strength Aris
tocracy and royalty feel the need of educatio
for themselves. How pressing is that nee
when every man-child is an heir apparent an
every man sovereign. Aristotle said: " A
who have medtated on the art of goyernin
mankind have been convinced that the fate 9
empire depends upon the education of chi
dTen." The effect OF education upon crime an
industry was shown by statistics. Investigs
lions carried on in twenty states show (1) Tina
about one-thrd of all the crime committed
\. committed by persons practically iliteratt
.(2) The proportion OF criminals among tn
iterate IL about ten times as great as anon
Nose who have been instructed in the element
Of common school education. In Belgium
1t is stated that one-half of the prise
population is wholly illiterate on commit
ment and in Holland one-third Educi
ton promotes industry, excites new desire