The Worcester spy. [volume] (Worcester, Mass.) 1898-1904, 1899-10-28

are worth looking at, and doing the
things that are worth WHILE" she told
what the children were trying to do
with such insect pests as the coddling
moth; then she described the work of
the children with useful insects, such
as the dragon fly and tachnid flies. The
talk was illustrated with some mounted
specimens of moths and butter flies that
had been caught by Worcester childrt .
Charles l.. Rice, teacher of music In
the Worcester public schools, said, in
introducing his subject Music in the
primary school,. 1T is our business in
teaching music to see that the symbols
are constantly vitalized by touch with
song itself. Only so shall one get the
best returns from our pupils. Much
good along many lines of general de-
Velopment may accrue to the schools
where rote work is carried on in a skill
full, orderly manner, but the rote-song
is merely factor in the musical educa-
ton of the child We hear much about
the community of feeling induced by
the singing of song-that it unifies
the scattered attention of the class, and
brings the warped wills of the pupils
back where the teacher can arrange
them In groups, but no community of
feeling can be brought about where the
basic principle is license or disorder.
Remember that carelessness or indiffer-
ence in the attitude of the teacher re-
sarding any one of the subjects taught
is a constant menace to success in all. -
During the noon intermssion many of
the teachers accepted Supt. CARROTS in
yitatiOn to inspect the kindergarten and
sand garden exhibits in city hall, and
Librarian S. S. Green's invitation to in
spect the collection of pictures or orr
entail ceramic art, and of Gould and
Aubodon birds at the free public Ii
brary.
William F. Abbot of the classical
high school presided at the high school
| section, which met in classical high
! school hall. FIe introduced as the first
| speaker Rev. Calvin Stebbins. who de-
livered a scholarly address on Paradise
Lost" This poem" said Mr.. Stebbns,
| lis not only an epic of great majesty,
but it reflects the Hottest spirit of it's
time It's author was one of the purest,
| most active and greatest characters in
English literature and English history.
Study his life 1t throws a light upon
his immortal poem that no student can
do without. In studying the poems, the
| best way is to read book through at
a sitting by ones self, then to 60
| through it again in the classroom. Only
by reading Milton alone can the rhythm
and charm of his verse be appreciated
and no human being can read 20 lines of
Milton without recognizing in him a
master"
Mr.. Stebbins spoke OF the scene in
which Paradise Lost" is LAID, and of it's
inhabitants. He showed that Millions
geography and astronomy, if queer,
viewed by modern notions, were absol-
utely distinct and coherent to Milton.
"If it is any consolation" said he.
mark that Millions hell is for fallen
angels, and that no human being need
go, at least until after the judgment
day; also, that it is small in comparison
with his heaven. Millions real hell is in
the mind. I may as well confess that
I first became interested in Paradise
Lost through boyish desire to size up
satan and see if he was as big as peo-
pie said. Give young people two or three
things to note IN Milton, and they will
go on to other things. So they will get
| glimpse of the superb furnishings of
Milton's mind, and will note how he re-
yerts again and again to something he
wishes to emphasize, not fearing like
most men, to fall short in his second at
tempt of the success of his first. Some
student has discovered that Milton was
in love with his satan because he was
rebel, but the truth is, Milton never
regarded himself as a rebel in support
ing the reglcides."
The high school pupil VS.. the Eng
fish classics, was the theme of Charles
e. Burbank of the classical high school
'How shall we arouse the inclination
of the indifferent pupil for the Eng
lish classics? How far shall we assist
the pupil in satisfying that inclina-
tion?" were his opening questions. TN
the first place, to arouse the inclination
of the pupil for reading, we must teach
him how to read, and to this we must
give him a sensible drill in English
grammar and rhetoric and must give
him voice culture. And my thesis is
that with good reading, we have made
a great stride toward interesting the
pupils in the best English literature.
To this should be added sympathetic
Interpretation of the beauties of liter
ature on the part of the teacher. A
great deal can be made out of topical
work in connection with the lessons.
and with note books, which give the
pupil a chance for laboratory work.
Then, oral topics should be presented
before the class, formally, with care,
that young people may be cured of
their embarrassment in speaking, Col
lege requirements should not be al
lowed to interfere with the study of
English, but the latter should be still
farther encouraged, outside of the
school room, by means of collateral
reading lists The English depart
ment should afford time for the read
ing of the English classics. Once in
while it is good to depart from ar
tificialities, and for the class to have
a good social, literary hour together.
That teacher falls far short of his vo-
cation unless he sends his pupils out
social beings, or unless he impressed
them with the belief that life is a
happy and fragrant thing"
Principal w E. Mason of Leominster
next spoke. His theme was, "Individ-
ualism VS.. mass in education" and he
began by sketching the old-time district
school and the improvement wrought
by the graded school. But the pres
ent system of grading" he said. lis
unequal to the claims made upon il.
and needs improving. The elective
system is an advance; it is based on
the divine right of man to choose. Elec-
tions and variety of courses are popu-
larly supposed to have solved the prob
lem. Certainly, schools will never 90
back to the old hand and foot lines. bnt
the goal is not yet reached, for the
claims of the individual have not heen