Middlebury register. (Middlebury, Vt.) 1886-1937, 1915-05-28
COMMUNICATIONS.
THE WORTH OF IT'S COLLEGES
TO VERMONT.


IL NEkMON1.
By Rev George N. Boardman, D. d.
Vermont has from the first been in
terested in education. She has recently
given serious attention to the subject.
The legislature of 1928 appointed a
Commission to investigate the condition
and needs of the State in this regard.
The Commission was empowered to APP
point a committee of experts which
should thoroughly examine the methods
of instruction in vogue and report
thereupon to the State Commission
Their report excited much interest and
raised the question whether there were
not defects in the current methods, and
whether improvements might not be
made. A new scheme based on the
report was formed to be presented to
the legislature of 1915 for its review
and, if approved, for its adoption. The
scheme, in general outline, proposed
that the State should provide literally
schools for the young primary and
secondary schools for children and
youths. 1t urged that State aid should
be denied to higher institutions - Col
leges and Universities. The implication
was that the State was too poor to aid
the Colleges; that to give money to
them was taking the children's bread
and throwing it to opportunists.
The legislature of 1915 did not see fit
to adopt in full the proposed scheme,
but it took important action on educa-
tional matters. 1t is not proposed here
to discuss its action; but the entire
movement suggests as a topic Of thought
the higher education ignored by the
committees in their recommendations
for the future
We call attention to some considera-
tons relating to higher education
l. The process of education does not
run against a dead wall when primary
and secondary schools are established.
Practical life is an education and as such
ought to have State encouragement.
Rufus Choate, speaking Of the political
policy adopted by Daniel Webster, said
He came to observe the working and
influences of a various manufacturing
and mechanical labor, to see how it en-
ploys and develops every faculty, finds
occupation for every hour, creates OF
diffuses and disciplines ingenuity,
gathering up every fragment of mind
and time so that nothing be lost; how
all the great employments of man are
connected by a kindred tie. - The edu-
cative force which the great statesman
saw in the industries of life appears il
our every day occupations. The Owner
Of hundred acres Of the earth's sur
face is obliged to study the various plot.
Of his farm, to study the clouds, the
changes of the moon as well as the drift.
Of the market A boy of eager mnC
finds lessons in retail store Whence
comes the coffee and the tea? Wht
devised the methods by which gros
tobacco bewitches the world? Who dis
placed the old steelyard by inteligen
scales? Who taught the balance wheel
and tinger-ponts to count out pound
and ounces? To calculate figures an,
sum up prices? What wakeners of in
quiry and instructors in beauty ar
fabrics of silk and WOOL Jane
Meacham went from Rutland farm b.
the way of village store to the chair
manship of the congressional committee
on the District of Columbia. There ar
lessons in sunlight, water power AM
electricity; our cellars and barns ar
lighted by water that plunges down
steep ten miles away; our faces am
raiment are stolen for the publc's gaz
by the snap of kodak. All thes
things have an educative force asid
from the primary and secondary schools
2. Higher institutions rise in tn
natural development of labor and b
the demands for instruction in the art
and sciences. The editors of news
papers constitute a fraternity O
scholars, sometimes of no little concei
IN their superiority to those who ca
boast of book learning. Horace Greeley
as boy, could correct the mistakes o