Burlington weekly free press. [volume] (Burlington, Vt.) 1866-1928, 1908-07-23

\ development of character The school
room is the place for such DEVELOPMENT.
small community In which the child Is
introduced TO social life. Morality con-
sists largely In conforming to the rules
and regulations of the social body in
which ono lives. Moral education will he
determined largely by tho power Of the
teacher wisely experienced, to control ner
room.
And, last, may be mentioned reverence,
that religious instinct without which no
teacher is a proper leader OF children.
How shall the teaching force he recruit
ed? Principals Of high schools may as
sist much by advising such as seem to
possess the requisite qualities to enter
the normal school. Many cities arc dcvis-
Ing methods Of recruiting college grad
yates by various methods Of apprentice
snip. They are being trained 10 do excel
lent work. 1t is also necessary that the
work of the teachers he made attra ctiv.
Ihis can he done in part " increa sing
the salaries paid and by devising means
by which the social influence of the
teacher may he greater, through parents
meetings. through making the school the
center Of social interests
The superintendents looked over tho
college museum early in the afternoon
and under guidance If Capt II H. Teb-
belts. visited Fort Ethan Allen.
AGRICULTURAL EDUCATION.
The evening session was given over
TO symposium on agricultural educa-
ZION in the public schools II was
opened by Prof W. r. Hart Of Am.
herst who occupies the chair Of agri-
cultural education. His topic was
Some Bearings Of Elementary Science
upon Elementary Agriculture" He
said in part that the meaning Of edu-
cation has been undergoing marked
change in modern times in two dis
tinct ways. We are about through
discussing whether education in all its
stages is public function, SO that
universal education both as to it's BEN
become almost synonymous with public
education. We are also laying upon
education the function Of making effi-
cient doors s well as thinkers. HUI
man organizations tend to take them
selves too seriously. This unduly ex-
Benoit is visiting in Hiehgate
ats their function as a cause 81 the
progress of civilization. Institutions
like schools are often accompaniments
rather than causes of progress The
growth Of special schools with we'll
defined aims Is sign of the failure
of schools Of the established type to
meet the demand Of a changing atti-
tude among a people in regard to
the functions a school should |
perform. The demand that school
life be related more closely |
to community life Is becoming more in
sistant. The Use 10 be made Of commune
ity environment for educational purposes |
Is meeting with more and more favor |
Agriculture as an art and as science |,
represents one aspect Of industrial life |
that may be drawn upon for educational |
purposes. as a science agriculture has |
little standing room OF its own. But II |
may be made the point of departure Of
nearly every other science. From the |
corn field to botany seems easy step
as from botany to the corn fields from the
poultry to physiology and zoology Is as
easy as from physiology to the poultry
yard. Prom the soil 10 physics. chemistry
and geology seems Just as easy and more
than step In the opposite
direction. The strength Of this point Of
view lies In the fast that every truth or
FACT drawn from some other scientific
realm has an immediate intellectual In
tercst. This gives II vitality. Only Vita
tzed Ideas live. Much of the nature
work in the schools may he made the
BASIS Of elementary agriculture Nature
study deals with objects and processes
rom the non-human non -utiltarian view