Daily Kennebec journal. [microfilm reel] (Augusta, Me.) 1870-1975, 1903-10-24
SECOND DAY
CONTINUED from page ~

pie books. sent by book agents. He
had tried this method with success.
There was no part of the schooi
work so important as the work of the
teachers. He said the dignity OF the
rural teachers work was as great as
that of any teacher and closed with
Dowies words, Peace to ye be multi
Piled"
After 4 short discussion, the meeting
was adjourned to the Hall of Repre-
sentatives, where VIM. J. Long, ID. D.,
and Smith Baker, D. D., We're to make
addresses. In the meantime all princi-
pals of preparatory schools having
q students paying tuition were requested
to meet State Superintendent Stetson
1T his office for discussion of courses of
study and arrangements for students
whose tuition was paid by the town
and State.
The department Of grammar schools
met in the Hall of Representatives
which was again crowded from floor to
roof with Il jam at either door. The
first speaker was s;upt. II. r. Williams
of Dover, on professional Loyalty"
He stated that teaching had never held
its rightful place in public esteem as n
profession, partly from the inferiority
of the teachers in times past, partly
from the limitation of poor wages, and
partly from social reasons. Hence it
was little wonder that professional
loyalty was at low ebb. The first
thing for teachers to DO then, was to
be whole sou!ed in their work. Second
1y, they must secure training, expert
mental work is costly. Broader schol-
arship was an aim to be sought con-
stantly. and a general knowledge Of
current events was Indispensable to Il
good teacher. Teachers must no longer
move in ruts. TO be truly loyal to the
profession. - broader culture and
strengthened character must be the
ain, of the teacher today. Finally, pro-
fcssional etiquette should. be OBJ
served by every educator loyalty TO
ones fellow teachers.
;, Principal w. I. Hamilton of Calais,
discussed the question, Are We At
tempting Too Much in Our Grammar
Grades?" He said that it had been
justly charged that schools had lost
their efficiency, and pupils their indie
pendcuce and power of using what they
had learned, and he =. felt that the
charge was JUST This trouble he at
triLutcd 10 three causes: A great many
things bad been added to the old, So
called barren, courses without taking
out anything; teachers had been conf
PEELED to teach what they We're not
competent for; all these changes had
been made without understanding of
child wants and intellect. because they
We're said to be good. The result had
been educational chaos, oVer-buriened
teachers, haras9ed, hurried, worried
pupils. and intellectual fabbiness. The
remedy lay in Intelligent, organized,
cooperative experimentation by al
large number Of superintendents and
teachers.
The center around which school work
must be grouped WAS the Child, his in
torests. his inherited tendencies, his fu
ture activities as q citizen, and leading
educators were earnestly. endeavoiing
to work on his basis. The outlook was
hopeful and he believed that education
was on the right road. ~
VIM. j. Ldiig. d. ID, followed Mr.
Williams with eentinuation Of his
previous address. lie spoke on the
Same, hne1sas before and his wonderful
stories of animal life charmed every
f.one Misunderstanding.
- Smith BakesssD. D., of Portland, was
the fssat speaker Of The forenoon, and
,e;gayesn enaast erlyaddress on The Dig
ritysof the Gommon School Teachers
M4sris'ss:gN