The Worcester spy. [volume] (Worcester, Mass.) 1898-1904, 1901-11-30

: but 40 persons were present, 'DuI the
number increased as teachers came in
from other parts of the building to
find warmth in numbers.
The primary section was called to
order by Louis P. Nash, superintendent
of schools at Holyoke. Mr. Gregory
was introduced and announced his
subject to be "Froebers Idea of Free
dom in Education"
The greatest possibilities of the child
could be brought out by enabling him
to know, and then to execute. The re-
suits to be attained were not negation,
but positivism. A child must first
know, and then he must have freedom
to do what he knows. Without the
freedom to do, the consciousness of
knowledge will amount to nothing.
The speaker was hostile to the
methods of discipline in common use
in the schools. Prohibition from doing
things, without accompanying reasons
was not good That child was best and
would make the better man who re-
Trained from doing wrong things on
, account Of a better knowledge of the
right The best man would result from
the boy whose ideas of right was most
clearly defined.
He had but a poor opinion of the
method Of punishment by compelling
a public apology. The child who was
compelled to apologize, did not really
apologize. Such a preceding would
! have an evil effect in after life.
Men were good because they feared
they would not go to Heaven if they
were bad. Or they feared If they were
bad they would go to hell. The most
men are in a collar They follow ideas
bred into them by training and hered-
ity. The hold that Tammany has upon
it's followers was an instance of what
was meant. Being good because Of the
element of control was a feeling bred
into men from the school days. That
part of us which is made by God is
all right. and things begin to go wrong
when we begin to interfere.
Miss Frances Newton late of the
Chicago training school, followed Mr..
| Gregory with a paper which was along
the lines of the position taken by him.
The opening address of the after
noon session was made by Frank A.
Hill, Lift D., secretary of the State
Board of Education, Boston. Mr.. Hill
! spoke helpfully on the subject Seven
I Lamps for the Teachers Way"
! The first is interaction. By this is
meant the exchange of thought be-
tween teacher and pupil. resulting in
sympathetic relations and the avoid
] anCe OF IrlCI1On.
The second lamp is of three parts,
| three Hs-hand, heart and head. Each
must be given its proper opportunity
and use.
/ The third lamp is one of interest pro-
| ceeding from proper impulses and fit
I tingly turned in the right direction.
The fourth light along the way pre-
serves the right ratio in all that per-
! tains to the life of the school.
The fifth lamp is one of gracious
overflow which permits pupil to learn
from pupil in generous giving of more
/ than is demanded by a set form of les
sons.
| The sixth guide is a back light, by
which thoughts become clear after a
time, though they may not have been
grasped when first presented.
Harmonious blending or correlation
is another lamp with which the teach
er's way is frightened and tasks made
less difficult.
Luther Gulick, Of Pratt Institute,
I Brooklyn, spoke on Some Differences
in the Moral Development and Edu-
| cation of Boys and Girls" Mr.. Gu
lick traced the racial origin of the
contrast between masculine and fem
mime altruism and gave facts to prove
that mans altruism is different from
woman's. He cited statistics from the
census of 1890 to prove that fewerwom-
en- than men commit crimes against
society. There are fewer women pris-
oners than men prisoners. Women are
more loyal to home and children than
are men. Women organize clubs to stu
dy home problems; men do not. Soci-
ETY. demands no less of man than Of
Continued on Page Two.)