St. Johnsbury Caledonian. [volume] (St. Johnsbury, Vt.) 1867-1919, 1895-11-29

Other English schools were also de-
scrbed and the speaker said we live and
learn, and must look across the sea for
what is good. We may have much to
learn, but we are teachable.
Prin. Edward Conant OF Randolph then
spoke on "Some Traditions, "whchcame
in very APPLY after the interesting account
of the English schools and their ways,
He spoke first of some obstructive ira
ditions, mentioning the ideas that the
schools OF the past were better than those
of the present, and that the schoolhouse
should be placed near TIE dwelling, and
said there is no reason to believe that the
school acquisition of people twentyyears
of age is not as good as that OF people
twenty or forty years older, and that any
community that can afford to carry milk
three miles to creamery can afford to
carry the children three miles to school.
School teaching he called an art, and
therefore the teacher needs training for
I his work. A special study OF education
by all educatorsis Il demand OF the times.
Industry is a law Of life i'll Vermont. All
| the traditions of Vermonters throb with
industry, and we are not called upon to
deal with race of sluggards. Another
tradition of Vermonters is patriotism
and love of home. There is also a ira
dition of righteousness. Our fathers
stood for their rights in the name of JUS
tee. Private and public virtue has been
the rule There has been recent advance
in school work. but there is battle in
the future as well as in the past. Let us
90 forward in Him in whose name and
whose indwelling is all good.
The last paper presented was by Rev.
c. H. Richardson of Norwich, on "The
Education OF the Whole Boy"
He described the boy as a curious
enigma, needing time, patience, training
to develop the best that is in him.
His physical condition needs to be care
fully Investigated, for the old Romans
had a maxim that a sound mind could
be best developed in sound body. The
nation of tomorrow is i'll the public
schools OF today, and what we wish the
nation to become we must teach the boys
to be.
To develop power to observe, power to
reason, power to act-act for equity and
Justice and the betterment OF humanity
is the fundamental purpose in elementary
teaching. Everything should be brought
to bear on truth, so that boys studies
NAV guard the truth he loves against
assault. The mind should be trained to
think things and not to become a mere
receptacle for iossilzed data.
The necessity for good surroundings
was dwelt on and especially light and
healthy schoolrooms.
The folly of idleness and the reward Of
labor need to be held in view.
Sound morality and good character
must be the thing aimed at in all educa
ton. To teachers is entrusted the largest
share of responsibility to our offspring
Shall we entrust these jewels of the MIND
to those who, by sinful example or lack
of moral culture MAIN their souls, wounC
or scar their spiritual natures and senC
them out into life moral crippleS, uniittec
for duty, to be curse, not a blessing, tC
do harm, not good, to their fellow men
When we train every muscle, educate
every fibre, strengthen every nerve
whether it be of body, of mind or of soul
then the artisan may become an artist
the mechanic an architect, the sailor ;
navigator, the politician a statesman
the newsman historian, the rhymer {
poet. Then the influence that pervades
every court room will be enriched, tina
emanates rom every press ennobled, tina
radates from every pulpit benediction
Then the state in all its reach will b
more atfluent and secure our citizen
= peace-loving, law-abiding, and our home
more enlightened and more free.
The convention then adjourned.