Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1901-08-12

ofapplication; 3rd, study of relations. y
In the afternoon he took for his sub
ject "Order and Discipline" "Order
is an outward plan show, display,
military, Discipline is NOR
al, to learn,-Amarican Order is the
| first thing to be obtained. It is lower
| than discipline. Discipline is growth
| in grace, growth in character. Order
| is a means to an end. The real end
and aim of education is to make bet
ter men and women, disciplinary
work is making better. Every state of
mind may be motive. Desires are
motives. Do not repress activity
that is the natural condition Of child
not to repress it. Duty means due to,
that which is due to yourself or to
others. Ought means what we owe.
Some Of the motives to be mentioned
are these: desire for action, or activi-
ty, desire for success, desire for ap
proval, desire for knowledge. The
stimulus Of a motive is it's incentive.
The incentive to success is to stand
high, to excel, the incentive to
approval is TO be we'll thought Of and
the incentive to knowledge is to
know, or knowledge itself. 1t is de-
sirable that pupils work from the
highest motives, but sometimes lower
motives will have to be appealed to
in order to start the child in educa
ton. Perhaps the most valuable in
centives to encourage are these,
which we viii formulate as character
istics Of incentives. 1st, continuous
and enduring incentives; End, posi-
tive, those which promote activity of
the right sort, rather negative, which
repress activity of the wrong sort;
3rd, consistent with nature in their
effects. Remember that the school is
q part Of life and the standard Of be-
havior is the same in all life. Right
is the rule in school life and in after
school life.'' These are but frag
ments of the excellent ideas expressed
in the lecture.
Mrs. Anna D. Pollard, who capti-
waited the summer school teachers by
her sweet spirit and wise and elo-
quent words, is native of Vermont,
having been born in Island Pond
She was educated in Andover and
Lawrence, Mass, with a special
course at Yale University. She has
been engaged in educational work for
twenty, five years in Vermont, Massa-
chusetts and Come cticut, as teacher
of ungraded schools, primary depart
ment, grammar, and principal of
graded schools, and at the present
time is uperintendent Of schools at
SOuthingUon, Conn, having twenty
seven schools under her supervision.
Besides her lecture the first we elk,
which is reported briefly, she has
conducted at times a Kindergarten
and athletic exercise which has been !
highly enjoyed by the teachers.
The work of Miss Helen NJ. Beckwith |
has been most efficient and has created
an interest in nature study and draw
ing and painting which will bear fruit |
later.
The lecture on Thursday evening by |
DR.. Beckwith was very instructive |
and entertaining. The subject was
"Correlation of History and Geogra-
ply. Correlation-interr recip- |
rocaI.
All truth is related to other truth |
and dependent on other truth. Facts |
taken from one branch Of knowledge |
should be used in teaching another |
branch in illustrating facts and ideas.
Geography may be made the basis Of
language lessons, likewise lessons
from plants and animals, ETC., which
give US something to talk about. Co.
between subjects Of school
work with every day life. A live
teacher will correlate between studies
which give Us something to think
about. A logical result Of the unity
Of truth taught will aid in clearer
understanding. Divisions of the great
body of truth, chemistry, etc are
merely conventional divisions of a
whole.
Continued on eighth page.