Middlebury register. (Middlebury, Vt.) 1886-1937, 1888-01-27
Dome Department.
PROF. YAGER'S ADDRESS.

dressed the State Teachers association at
Brandon last evening. He said that there
were many links or parts of links missing
In the chain of educational thought and
effort. In some places the necessary
equipment of teachers and schools was
wanting. That, however, could hardly
be claimed to be the fact in the leading
European countries and in the United
States at the present time. There are
other portions of the world, however,
where teachers and schools of all grades
are greatly needed. Now that the whole
world is being so rapidly brought togeth-
er and bound up in commercial sympathy
and interest, there should be no lack of
fundamental educational helps and facili-
ties anywhere. All the nations should
be going ahead, as japan is understood to
have been going during the past few
years. Legislation favorable to the pro-
gress of education has sometimes been
wanting. This has not unfrequently
been the case in the United States, where
ample equipment of teachers and schools
has been furnished. Vermont, for in
stance, provides for uperintendence in
connection with her schools; but under
existing arrangements that superintend-
ence is too poorly paid to be efficient.
Massachusetts, does not fail in the matter
of superintendent, but has a tendency
in her legislation to cheaper education by
over-providing material supplies for pu-
pills. Legislation should not destroy the
value of education or the self-respect and
independence of the future citizen by I'M
dertaking or insisting upon too much. In
this country, especially, we must strive to
keep a balance between the responsibility
of the State and the responsibility of the
individual. And it should be remember
ed, at all times, that the State exists for
the man, not the man or child simply for
the State. In some sections of our coun-
try, where race and color feeling,are still
quite prevalent, legislative wisdom might
very properly be considerably increased.
In many cases government in school,
rather than wise legislation setting up
and providing for the school, is the mis-
sing link. There can be no successful in
struction without order in the school
room or without true method in the work
of the teacher.
Very often the element of thorough
ness is utterly lacking. In most cases
where there has been an abundance of
educational stimulus, too much work is
undertaken, too many studies are taught.
1t is not the business of the graded or
high school to attempt to do the work of
the university or college. Fewer studies
should be taught and that which is I'M
dertaken by pupils should be mastered.
Discipline is of more account than the
knowledge of all sciences. Clearness,
distinctness, accuracy and adequacy
of thought, intuitive power, grip, hold
ing on and getting what there is of one
thing, to understand how to get other
things, is quite as important as ever. The
fundamental studies should be kept fun
""'hS"."A' LII pupl Sah Icau, tiil
he can perform simple operations in
arithmetic, till he can spell and write his
name respectfully, he had better not be
urged into hard descriptive geography,
algebra or English literature.
The natural method in study and in
struction is deplorably lacking in some
situations. That method is the method
of mind upon mind, of character upon
to make mind, to make charac-
ter. 1t is the method which has in view
the most essential things constantly. 1t
is the method which does not pursue
simply for its own sake, but |
can vary, adapt and patiently seek the |
end of building the person, the character
of childhood or of youth. 1t is that meth
cd which can teach all the sciences with
out being especially scientific; which can
make people intelligent and educated
without making them especially learned.
Some foreign schools, as those in Switzer-
land and Germany, work more on the nat
ural method and less upon the scientific
than very many of those of the United
States.
The method of teaching by maXims as
well as illustrations, by repetition, by re-
views, by recall to principles, to salient fea
lures, to outline, scope and end of study, is
wholly missing sometimes. tits much to be
that review days are not as pop
llar as they once were, that maxims and
proverbs and parallels are not made and
spoken to go from lip to lip and into the
ear of all more frequently. The fixing,
not so much of knowledge, but of truth,
Or knowledge of special practical value,
should not be overlooked. While special
" technical or professional education
nay easily fall below the true end and
him of life, yet to learn all things and
nave command of nothing by which to
make the present available and helpful to
. person in a just economic or prudential
sense is pitiable In the extreme.