Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1894-08-06
THE THREE FATES.

s4uuC6SS Oh hOH. frOQ GOWdn OF con =
cord, n. H. Subject, "The Three
Fates." He prefaced his remarks by
story which was intended to show
that however weary his audience
might be, or difficult it might be for
him TO make his address, he was COM
PEELED to do SO. Spoke of the religion
of the Greeks, beautiful and strange
In its myths, which presided over the
destinies of lives. While contemplate
ing what he might present in this ad-
dress, the picture of the ''Three Fates,"
presented itself, which represents,
first, the figure of beautiful woman
second, a larger and palmer woman,
and third AN old bag. Three fates pre-
side. over the lives of teachers. SIP oke
of the necessity of perfection. Study
TO know perfection. Model teachers
need increased force, sweetness, light
and sympathy. Bishop Folsom says
hat the outcome of culture is to make
reason and the law of God prevail.
We needs must love the highest. If
We see it we shall love it. Man has
Always been a thinking and aspiring
being, and because of this he has
written books. In literature we get
ur ideals. In history we learn of men
nd nations. The first literature is in
oetic form. We are emotional be-
hgs and poetry should appeal to
Pachers to soften and refine. We
hasters of literature have given us
ne results of the lifelong study of the
haracter Of people. We need not
lad poor literature. The drama
1ould be part of our reading. Lit
tature is the voice of what man has
fought, and dreamed, and said and
bue- You have all the above forms
reading in the Bible. 1t is The
bok STILL Teachers should under
and science; know something Of
G methods and results OF science. 1t
aches us to hold judgment in abey-
&c until all the facts are in. We
ould understand something of the
kys of the world. We have no right
be Doors or to be cranky and crotch
p IF you don't know your business,
Nv, that is your business, and if you
MT know anything but your bust
SIS, you don't know your business.
u must be larger than your bust
SIS. Study must not stop with school
graduation, otherwise we forget
at we have learned. If you do not
wv Iarger,you grow smaller. Teach
should hold teachers meetings and
ID teachers clubs. To improve in
matter of writing, take a topic
write upon it as we'll as possible,
then lay it aside and take it up
in until it is perfected. AS chill
a measure their heights on the
Bet door, so teachers should meas
themselves from time to time by |
e standpoint, to see if they are
wing larger. Teachers are ad-
ID not to become critics. There |
critics enough in the field if we do
go into that business. 3us-e 81 |
he second "Fate' is ignorance of
bod. Learn to do everything in
best manner. Education is, like
icine, empiric the result Of the |
brience of others. Gladstone's sue |
is the result of being orderly |
oyhood. To teach methods, we
know methods; application is
ndary. Pres. Tucker said, ga
lced mind is the science of edu
NJ The art of education is the
cation of science. The world
IS practical men, who discriminate
cen principles and methods.
do not learn these things, but
the tricks and devices of a
The tendency is toward super
ty. Ignore experiments which
failed. True method is the right
based on principle. We should
history that we may profit by
Example of others. We should
psychology and pedagogics.
knew good teacher who was
good psychologist. Does it ever
to you that you may be disa-
BILE to the child? We should
of our influence on the child.
Phool should be run for the child,
be teacher. Teachers should
s school matters and school
ds together; they should read
reports; attend educational
hgs. 1t is helpful to hear intel
people converse on education
ects. They should be interest
nd |
to it. There ought to be uni .
purpose and common aim
teachers. There may be a
by in reading, as there is in ,,
Do OF :