Vermont telegraph. [volume] (Brandon [Vt.]) 1828-1843, 1836-05-12


"In 1870, an act was passed authoriz-
inc the regents to lease certain lands be-
longing to the state, and apply the rents
to the use of colleges and academies
They also appropriated 1000 pounds
from the treasury for the same purpose.
In this act, it is declared to be the duty
of a free and enlightened people to patron
ize and promote science and literature, as
|the1surest basis of their liberty, property
and happiness ..
Is" In 1884, lot was reserved in each of
the military townships, for promoting the
gospel, and public school or schools,
and lot for promoting literature
"The regents in their annual reports
frequently recommended the establishment
of common schools.
"In 1895, it was urged by Gov. Gin
ton, in his message, and in that year the
act was passed which is the basis of our
present system. By-this act, 10000
pounds were appropriated, to be allotted
to the several counties, the supervisors of
which were to distribute it to the towns.
The towns to raise by tax half as much as
was allottedto them. Money was also to
be raised in New York and Albany for
the same purpose. Commissioners and
trustees were provided for, similar to our
present system.
"In 1901, 100000 was authorized to
be raised by lottery, which was the COM
mencement Of the literature and common
school fund. In 1927, Sl5O,OOO was adj,
ded to the literature fund. In 1911, thd
present common school system was ma.
tured, and has continued without any ma
terial change in its organization. With
the details ofthis system, we are all famil-
lar In 1915, 100000 acres of land were
appropriated to the common school fund,
and other large additions have since been
made to it.
"Our system is we'll and efficiently or
ganized. and as far as public agents, in its
general administration, are concerned,
wisely and faithfully carried into opera
ton in all its parts. The public provis-
ions are commensurate with the means OF
a patriotic, enlightened and enterprising
people; for such we may, with just pride,
claim to be the character of our state"
IMPORTANCE OF COMMON SCHOOLS.
/ From accurate data, it is ascertained
that in this state 90 out of every 100 re-
ceive all their education at the common
schools. The colleges and academies
being dependant upon their character, in a
great measure, for patronage and support
and necessarily under the guidance Of in.
) telligent and educated men, require no ex
traneous interference to accomplish the
purpose for which they are designed. In
dividual interest and enterprise are enlist
} ed in the aid of the private and public ad
E vantages proposed by their operations -
But it is not so with common schools
This great institution, the basis of our DO
litical security and Of individual happi
S ness, seems to require something morethar
{ a mere invitation or opportunity, to induce
4 the great body of the people to avail them
4 selves of its benefits.
at is conceded that the operation ofou
system is defective-that the benefits pro
posed have not been realized III practice
From official reports, and a careful SUI
! vey OF the whole state, it appears that tn
y practical operation of the system is yer
l. similar in all the districts-that with teI
exceptions, and the most of them accident
II al, the defects which are found to exist i
&c one, pervade the whole What these dc
tects are, every community can answer fo
!" themselves This community can do 81
+ We have the answer in detail in the r,
Il port of our executive committee. Incon
petent teacherSa are employed. The Schoo
!" houses are not judiciously located, an
are not constructed with a view to tn
comfort of those who attend school. III
standard of education is not sufficient
ut exalted. 1t is too far below the capaci
m of children, and instruction has not Ike
ly pace with the Improvements of the age
We " 1t is evident that the majority Of II
al people, do not appreciate the advantag
a. of an education, and while they acknoN
IL edge the force and solemnity of the oblig
ny ton, to afford their children and Deepen
ents some means Of instruction, make
on kind OF compromise with their conscienc
nd by sending them limited time to scho
lid without seeming to know or care VIII
le- they do there-or what the qualifcatio
lie. Of the teacher may be, provided he dc
cal not charge too high. This remark: &
ell plies to a vast many respectable m,
Dr. whose circumstances afford them no {
IA cuSe. ~
IT There are many again whose pow
ws tY affords a pretext, seemingly plausib
IKE Butthe very object of the institution is
SEQ bring the means of education within tn
1 reach.
u
but the education which is intenc
IN to fit men for responsibility in the ordil
goi ry avocations of life--to qualify them
ior the transaction Of business, and tenn,
NY, their moral character, is as general 90
- Ik,<,o A.. T. fro,,o IL =