Vermont telegraph. [volume] (Brandon [Vt.]) 1828-1843, 1836-04-07
mont TELEG RAPH.

I4l0, LCILS tLOiOuSl III HO ChC o'uuN al tNe !
commencement of their education, and
constantly receiving knowledge in a cen
fused manner without arranging their
ideas, or expressing them in a Gear, forci-
bic, style, is an admiratle IreI arat1cn for
that hesitating, unintelligible tcmmunica-
ton of thought, so often witnessed in lite
rary men. Our bad common schools e.
ther disqualify Us for literary life, or
render that life one common struggle with
our defects and errors. Every thing de-
ponds upon a correct, thorough beginning;
and the literary part ofthecommunity who
are now suffering from an improper carly
education, will strongly feel the necessity
of lmproving the common schools.
The schools must be elevated that the
PEOPLE may not he deceived by the press
The periodicals which food the land,
frequently try to make the worse appear
the better rcason,' and the rogue the bet
ter man. Constituents cannot be Ierson-
ally acquainted with the cand dates, and Of
necessity must obtain their knowledge OF
them through the press. But there is in
almost every case too fair representation
by friends, and far too foul a one ~ enc
mics. On some subjects, in many parts
Of the country, the press is the sole agent
in the formation and publication Of opin-
ion and it may be made strong engine
Of evil. This will certainly be its infu-
ence, unless the people are intelligent
enough to detect its errors, and viruous
enough TO he untouched by lis corrup-
| ton.
But what shall prepare the whole peo-
pie to meet free press! To educate is
not the office of the p ess; is design and
Office is 10 convey information, not to ed
ucate. 1t pre-surpcses an education, and
appeals to the educated; and if the COM
mon schools have not Civ en- a sound, think
ing, public mind, the blessings of the
press are LOST, and its influence will give
rover to few to take away the rights Of
the many
Then every thing that we prize and
hold dear to cur hearts; our prosperity
our social ties and blessings-our literary
halls-our free, civil institutons-aud
our religious privileges, are looking &c
the common schools for growth, for great
ness, and for their re1y e1i>tence. We.
rs people, must Re intelligent to make
or laws, and virtuous to Obey them; for
the laws, however wise, will be entirely
nuga,orv, unless we have intelligence to
perceive their justice, and virtue to which
they can appeal. The people are the
sovereignty, and the sun Of knowledge
must shine upon all.
But how can every child and youth in
this republic receive that k.n{ and degree
Of instruction which our individual hap
p;ness and liberties demand? How can
knowledge be carried to the door fcver y
house, and to the capacities oGevery child
How shall mental growth and improve
ment keep pace with physical? How
shall we, as people, be great and power
ful in MIND as we'll as in wealth ? We
answer, by sustaining good school in ev
cry neighhorhood-within mile OF every
dwelling; and this the common schoo
system can do Then let US stand around
this system to defend it, to perfect it, anc
I 10 carry it into universal operation The
; strong arm Of government should he
thrown around it for protection The
vision of Legislation should watch ove1
| it with ararental solicitude, and every par
ent and teacher, and trustee and inspector
and school commissioner, should foster
and watch over the common schoo,s, with
ar Untiring supervision and unsI, eping
eye.
, But alas! do these schools receive that
. friendly sympathy, that intelligent aid
and that enlightening and fostering care
which their influence and vital importance
demand2 Do we not live as if our hap.
FineSs, the peace ofsociPty, and the IIber.
f ties of this natcn, rested rather in ou
laws and constitutions, revenues and al.
mics, than in the virtue and intelligence Of
t the Eeople? Do not many of the leading
prominent men, overlook the common
schoo', and give their intelligence and pat
ronage 10 private schools, acad, mics and
; colleges, lI.aking the common school a
dlsreputabIe thing? Do not the commits
sioners aud INSPECTORS neglect to VISIT the
t schools as the law requires? Do not in,
spectors give certificates to applicants who
!, have not a solitary qualification for the
Froft sslOn? And as the schools will he
like their teachers, are not the school
funds almost lost, by being squandered on
teachers who aIe an evil rather than a
good to the schoo,s2 Do the trustees
the local cfficerS-attend to the necessaries
of the school! DO not parents pay more
10 those who work on the fam or in the
shop, than they do to those who give their
children their education and character .
, DO the parents visit the schools and sym.
pathize with and assist the teacher? Dc
not the teachers make teaching Temporal
rything? How many ofthem maketheir
employment their s'udy-their profession
How many teachers can look into the op-
erations of the infant mind-can svmla,
Z I, 1. L.