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other way. When he departs from this rule he robs the pupil of more than half the benefit of school life.

Mr. Bingham of Brattleboro disclaimed ability to discuss the "Proper method of Teaching Arithmetic;" he came to the convention to renew by absorption his zeal in teaching.

Arithmetic is the best adapted to develop in its fullness, the mental tree. The teacher should first aim to make the pupil familiar with the computation of numbers. Science lies at the foundation, but the mind needs this culture to fit it for scientific training. The teacher must not. have a sleepy eye nor a face made of putty, if he would gain and hold the attention.

In Mental Arithmetic, let the teacher read the example then pause until all have time to be ready for the answer. Some are slow. These can be quickened but never put on the speed of "2-40." When ready, let all give the answer; then some one state the question and give the solution. And the opportunity should be given to the class to correct errors and suggest improvements.

In Written Arithmetic, he would not say "burn all the text books in the land," but would scatter the rules to the four winds, unless the pupil can first deduce his own rule from the example.

Mr. Gorham of Montpelier regarded Mr. Conant's statements so clear that it was not necessary to enlarge upon them. We need to study the mind of our pupils, if we would adapt our instruction to their case. He wanted the lecturer to say one word more about analysis. Grammar like Arithmetic, is both a science and an art. We are apt to fail in the science and resort wholly to the art.

Rev. Mr. Dean of Springfield, criticised Mr. Bingham's idea of casting away the rules; it would not do, except with advanced pupils; further discussion was desirable. Mr. B. replied that he would first make the pupil understand the principle and reasoning, and then he will have an exact and clear rule of his own.

This is the inductive method and the only way to make practical scholars. Prof. Buckham dwelt upon the importance of training pupils to the habit of rapidity of computing and gave some results of his experience and observation in Canada. Mr. Hamersley, a Common School Teacher, was a good deal exercised with the difficulty of carrying out the system of instruction recommended when there were forty recitations in a day and only one teacher.

Mr. Spaulding of Barre, differed from all who had spoken on this subject; has a method of his own which he has adopted after long experience and many experiments. He insists on the scholars learning the rules; he follows no one text book; uses Greenleaf because that is recommended by our Board of Education, but would prefer another. His method requires every pupil to understand the principle, but first he must learn the rule in the language of the text book; then take up the examples and explain them until the principle is fully understood; have every example analyzed before it is put upon the board. He regards one year a sufficient time to complete the Common School Arithmetic. Mr. Taylor, a common school teacher, spoke in defence of his fellow teachers.With only fifteen minutes allowed for any one recitation, no teacher can do justice to his class; he sees no remedy for the evil but in the general adoption of graded schools.

Mr. T. criticised incessant talking to the class, and illustrated from his own experience the laying aside text books and depending mainly on oral instructions.

The Association now listened to an interesting lecture by Mr. J. J. Lewis of So. Woodstock, upon the subject of "Patriotism of Education." After an apology for want of suitable preparation, (which seems to us always out of place on such occasions), Mr. L. proceeded to state and illus. trate his subject.

When Antipater asked fifty children as hostages, the Spartans offered him an hundred men instead, showing

that they regarded the children the strength and hope of the nation. Our country demands that we make our children powerful in body and mind. How to attain such a development is the object proposed. Human nature is made up of four great principles. In childhood the impulses are the rich soil out of which the intellectual garden is to mature the principles of manhood. Dr. Dio Lewis is the physical savior of America. The physical system has the first claim. The present condition of the world requires the arbitrament of the sword; the physical and not the intellectual great man, is the demand of to-day.

We shall attain the best physical development in most cases, by leaving the physical to an unrestrained course. The first years, the best school house is the open field of nature. The war is teaching us the necessity of physical development. If the youth of to-day have it as they ought, the next generation will be Titans in strength, and the nation greatly advanced in intellectual, moral and physi cal strength. As a necessary consequence, the mental must flow from the physical being. Mental education is the development of the power which enables the philosopher to pursue his investigations successfully. It is worse to do nothing than to know nothing. Language is the verbal body of thought. The best way to improve language is to study-first the English, then Latin. This Lecture was well delivered and well received by a large audience.

The Committee on business introduced the following resolution.

Resolved, that our School Journal established by the action of this association and published under its sanction, is doing a most important work and ought to receive the patronage and support of every educator and friend of education in the state.

Mr. Orcutt stated that the School Journal has been more extensively read and better received than during any previous year since he has been connected with it.

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It has been circulated most extensively among our common school teachers, many of whom have no other professional reading. Letters have been received from all parts of the state expressive of a deep interest felt in its articles and urging a continuance of its publication. At the low price for which it is afforded, subscription money does not pay more than three fifths of the actual cost for material and work, yet expenses have this year been paid and some more, by the aid of advertisers in the cities.

Secretary Adams advocated its claims to public patronage in an earnest and eloquent manner. He maintained that it is the duty and privilege of every friend of education to sustain our own State Educational Journal.

Mr. Moore of Rutland suggested that Town Superintendents of schools, exact the fee of 50 cents which the law allows for examinations out of time, and let this pay for the Journal for such teachers.

The resolution was adopted. The committee appointed to canvass for the Journal reported to the Editor more than 30 new names as subscribers.

"Text Books and their proper use" was the next topic for discussion.

Gen. J. W. Phelps spoke of the text books of earlier days which were made up of extracts from the best English Authors. These books had a marked effect upon the thought and language of those times.

Reading Books should be selected with reference to their subject matter, as well as their adaptation to teach the art of reading. Our pupils should read upon three subjects every day. 1. The Bible. 2. The Constitution of the United States and of Vermont. 3. Good Behavior. These most concern those in practical life and should therefore have special attention in every school. The laws of Vermont require the teaching of good manners, and the time was when they were regarded. He remembered, when in meeting a stranger, he cheered him on his

way by a graceful bow, as did his sister by a courtesy. Now we are too much in a hurry to stop for manners. Gen. P. dwelt upon the importance of instruments in our schools to illustrate the subjects taught and to note the meteorological changes from season to season, and year to

year.

Rev. E. Ballou would recommend that the old English Reader should be re-produced for use in our schools.

Prof. Buckham in opposition to views already expressed in this Convention, advocated the use of text books. After administering a gentle rebuke to such men as express extravagant opinions and recommend "scattering text books to the winds," &c., he proceeded to define his own position. All instruction should be based originally upon text books.-Instruction without them is vague, indefinite and desultory-this is shown as the result of trial. In German Universities instruction is given by lectures, but the lecturer reads so slowly that the students take and retain his very words. So they have a written instead of a printed text book. In his own studies, Prof. B. has found much difficulty for the want ef reliable text books. He had found one whose statements were accurate and definitions safe-it was a great help and relief. With another, he was obliged to question every statement, and though an easier subject, his progress was slow and unsatisfactory. A treatise is not a text book-that ought to be a manual containing a concise, condensed statement of the principles involved. The student needs something upon which he can put his finger, as often as a principle becomes dim, that he may revive it. This be ing understood, he is willing to go as far as any one in rejecting the mere tread-mill use of text books. Education according to Cicero, is the leading out the mind as the nurse leads out the child in teaching it to stand and walk. Text books furnish the ground on which we stand. Secretary Adams thought parties had misunderstood

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