Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1885-11-20
WINDHAM COUNTY TEACHERS
INSTITUTE.
Report OF the Meeting held In BRAT
tlebOrO, Nov. N, ne, N, and ~, 1883.

tiebOrO, Nov. N, ne, N, and n, 1850.
The exercises of the institute we're opened
Wednesday evening at the town hall. Music
from the Philharmonic orchestra was follow
ID by few preliminary remarks from ]. S.
Dartt superintendent OF the state board Of
education. Stating that this institute was the
outgrowth of early New Englsnd's settled be-
lief in education, he called attention to the
fact that 1t was not held specially for teach
ers, but that all we're invited to attend and in-
terest themselves in what our schools are do
ing. After announcing the three. days pro-
gram, be introduced Prof. Lord of Hanover,
N. H., as one whom Dartmouth had sent
abroad, and who had made a special study of
German schools
Prof. Lord said that English and German
speaking people have one origin in language,
and neither change of climate nor separation
has changed its characteristics. Germsny,
England and America are rival institutions,
and exert an influence on each other which
zoe feel the least on account of our geograph.
ical position. The American travellers i'm
pressions Of Germany are generally favorable.
We send our children TO her universities, and
the acknowledged excellence Of German
schools makes imperative knowledge Of their
system. None can ignore anothers expert
ence. He then passed to an historical exam
ination of this system finding il bound in the
national life, tracing the growth of education
with that of government and religion, as far
AZ the present century. He finds 1t to meet
the wants OF the people, though it may not
be perfect. These are some of its character
istics Schools are supported in three ways
by tuition, endowment and taxation (there
are no free schools, the state assisting those
too poor TO assist themselves to an education);
the salary Of teachers is low, but punctual
recitation rooms are all sunny aud we'll venti
lated the school age is from six to IA; the po-
lice keep list Of children Of school age, and
IL a child is not present it is sent for the par
ent often being obliged to pay the messen-
gers fee the state sees to it that children do
not suffer from neglect Of parents the reli-
gious instruction is in accordance with the
views of the parents. The boy of nine or ten
is not as advanced as at the corresponding
age in our own schools. Following are the
respective courses Of two boys: the one
through the so-called gymnastic school,
course of nine years founded on the classics
the other through the so-called peoples school
The lecturer vivdly illustrated and criticised
the excelences aud deficiencies Of each
course. The results of the German system
are thoroughness and consistency in scheme;
plenty Of time is given, and there are no
loose ends. Nearly all the teachers are well
trained the textbook is thrown aside by the
teacher, and all instruction made as fresh and
personal as possible. The German children
never play. During the speakers two years
residence in German town, he only once
saw German game, and that ended in
fight Fighting is the amusement-the natu.
raj result Of excessive military discipline in
Germany. Over-pressure is the cause Of
much i'll health close work and a cloudy eli
mate cause much near-sightedness. Statistics
showing the large percentage of unhealthy
children followed, and the speaker closed by
contrasting the German aud American char
rcter as developed by the different modes OF
education-the former system failing to de-
velop individual judgment, so that while the
German asks the American acts.
Thursday's Sessions.
Thursday morning witnessed the presence
of q goodly number of teachers in the High
school room. After a trio by Misses Gregg,
Cressy and Dearborn, with organ accompani-
ment by Miss Brasor, devotional exercises
were led by Rev. F. E. Tower. The election
of secretaries was followed by an address
from Dr. Holton, embodyinR a warm welcome
to all. Commanding the spirit of the citizens
of Brattleboro in everything pertaining to
school work, he said that they now also show
ed their interest by manifesting a desire TO
make this institute a success The mission
of the teacher in this age, be said, il compre-
hensive. II the parent throws aside his moral
responsibility, the teacher must take it up in
addition to his or her own responsibilities.
He would guard the child by the teachers un-
limited inhuence-an influence exceeding, in
ffa oln Aay xuft he
even that of the clergy. A teachers profes.
sion should be chosen for love of the work,
not simply for compensation. Let teachers
avail themselves of all possible means for
self training-books, educational papers, nor
NAL schools, universities and institutes. Six
hundred thousand dollars is annually expend-
ed in our own state for education, and yet
Vermont is falling behind. Let us look this
matter in the face. Is not one reason our
clinging to the old district system? Only
81 towns have as yet adopted the town sys-
TEN, while sister states are proving its adop.
tion to be a success. Let teachers arouse aud
enlighten the people Of their districts, that
they may give thought to this subject.
Mr.. Dartt thanked the people of Brattle.
boro for responding so heartily to the propo-
siton to hold an institute here, and hoped
the teachers would show their thankfulness by
their future work.
paper upon teaching Primary Reading
by the WORD method" was then presented by
Miss Nora Taft of Brattleboro. Illustrating
her work by the use of the blackboard, her
paper was both entertaining and instructive.
Method alone, she claimed, can avail but lit
tie. It must be supplemented by hard work,
patience, individuality and common sense on
the part of the teacher. First gain the con
fidence of the little ones; don't be disheart-
ened at their failure to reach your expecta-
tions. Give special attention to the forgetful
ones. Never do for a child what he can do
for himself. And don't let the lessons get
monotonous variety is useful and even nee
essary to promote interest and secure atten-
tion, and is T0stful TO the teacher as well as
the pupil. Commend the effort, even if the
result be a failure. Entering into details, she
fully explained her own successful method.
Next followed q short discussion upon the
Word Method, upon combining it with the
phonic, ETC., participated in by Rev. Mr.. Mer-
rill, Mr.. Dartt, Prof. Lord, and others.
A paper upon Language, presented by Miss
Hoyt of the Brattleboro Grammar school,
displayed thorough knowledge of the i'm
portAnce of her subject as q study in our
schools, and the advantages which the pres
ent method of analyzing by diagram com
bines. President Eliot says; 'Au ability to
read and write English correctly is the crown
ing result of education" Many know the
right, but from force of circumstances and
surroundings unconsciously initiate the speech
of those with whom they associate. The drill
and practice obtained in making a study of
language is indispensable to a thorough
knowledge of it. The use'of diagrams is on
the same principle that we place pictures in
story books for children and illustrate poens
and magazine articles for older people. Econ.
omy of time seems forcible argument in ia
vor of the system. Apupil can complete the
diagram of a long, difficult sentence in a
much shorter period than he can analyze it
orally or by writing, and the one is equivalent
TO tue other. Diagrams we're then presented
upon the board, and analysed or explained
by a class who are now in the midst of the
work.
Thursday afternoon, after singing by young
ladies', the analysis of diagrams was complet.
ed, the adjournment of the morning session
having interrupted the work.
Superintendent Merrill then gave an ad
dress upon the "Relations of the Teacher and
the Public" After abiding pleasantly to the
want of respect which the average teacher
feels towards the average committee man, he
called attention to the fact that as cOHlmitte,
such respect is due. From the standpoint oi
superintendent, he advocated the rights OF the
district committee. He must be taken as
representative of the public. He may be op
posed to the introduction of reform methods