The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1839-10-22

fellow, except for superior moral or intellectual
a'taInments. The happiness and security Of the
people are the Legitimate ends of all free govern
!nents, and, as legislators, we ought to enquire
how these can be more effectually secured
Tue patriots, who established our government
ana framed the constitution of the Stnle evil
IDENTITY relied on the dissemination of useful
knowledge as the most efficient means to pre.
vent the commission OF crime and lead TO the
practice ofvirue. Among the earliest acts of
the State were those establishing, providing Cor;
ana patronZlng common schools This policy
has been steadily pursued to the present time.
Liberal reservations were made for their aid and
encouragement in all grants of land under the
State government. In addition 10 the income
OF the public lands. sequestered from time to
time for this object, towns were required TO raise
and eXpend large sums OF money. A further
addition TO these means was made by sapplying
the income of the surplus revenue OF the United
States, deposited with the towns in 1886.
Our whole legislation, from the foundation OF
The government 10 this time, shows the import
hnce which has always been attached to the in.
'efes's OF education as rneGns ct adding to tho
virtue and happiness of the people and securing
the permanency of our institutions. The in
lenlion appears clearly TO have been, 10 place
within reach of the children OF tne hunibest
CITIZEN the advantages of such instruction as is
necessary 10 form their minds 10 virtue and mo-
rail'y, and tit them for usefulness. This is RIG ht
Tor 1t is plainly the duty of the State to guard
'''I I"iNatc dS wen as me 1uDIlC morals OF
ciIizens. JudicIous and enlightened course of
instruction is the Cnly efleclual way to accom-
plisll thls object. ii any apology be necessary for
urging upon the consideration OF the Legislature
careful examination Of The existing laws ap.
pertaining TO our chools is to be found in my
convictions of the inadeqIacy Of their present
provisions 20 accomplish The greatest good.
Taking it for granted that the public is under
obligation to educate every child in the State, i,
would seem necessary TINT The burden Of snip
porting our schools-or at least so much of it
ms Is required 10 detray the expense of teachers
salaries, he placed upon those who have the a
h'ilty lopay,- in other words that the defic
lency, after the application of the public money
he raised by a tax on the list of all taxable pro.
perry in the district. This course has, in many
places, been found highly beneficial, and " here
II contrary practice prevails, it is to be feared ,
many children are deprived of the advantage
which the State designed.
The present mode Of distributing The public
money, IN proportion TO the number of scholars
between the ages of four and eighteen, does no,
npprehend, practically carry Gu, the wise and
benevolent intention of the trainers Of the law
1t is respectfully suggested, thai, certain pa,s
OF The public funds in each town were divided
equally among The districts, and the residue in
proportion to the number of scholars, ii would
enable weaker districts to employ more cumpe.
tent teachers, and for II longer period and ~ The
same time tend to tiuculity and economy N dis.
trirts Of greater ability.
The act of 1886. providing for Gepositiug TIC
surplus revenue with tie towns, has received
construction, in some places, different from That
'ntenf"d, and caused delay and difficulty in the
distribution. would further 81 ggrSt whetllcr
some ~ stem OF direct accountability would not
have very happy influence on the prosperity of
orr common schools
Should the seIectnen in each town or SONS
other officer designated by aw, be rc0uir.
e"' he required, under II penalty, to make an
annual report To some person authorized to re-
crive the samc, of tho condition OF the sevcrnl
schools in the town, the number IF scholars be-
tween four and eighteen years of a.a, the NUM-.
VINO nave attended school within the year, the
TINE teacher has been cmployed, the amount
OF money expended for services OF teachers. The
amount OF public money received, and the man.
Nor III Whirh the balance expended over and n.
hove the public money has been raised It would
thrush much valuable information upon which
I" base future legislation. The want of Il suffic-
rent number OF competent and well instructed
tehrhefs, Is IL great obstacle to HE prosperity
ana usefulness OF our com ~non schools, aud it
may well be asked If The Legislature as guard.
lnns of the public weltarearc no, bound to adopt
'h,me"i"'e measures 10 supply this deficiency.
The influence which our colleges and ucnt.e-
mes have had upon the standard OK education
ana manner of instruction in our common
schools, by furnished competent teachers
has been favorable. But the cours,, of rnstruc
ton and study, established in those institutions,
is not expressly designed prepare tenchers
nor is it suited to call into action all those cara
hI'i'es and peculiar qualifications so indispensa
lily necessary to that employment.
Normal, or pattern Schools have i'm soma mis-;
ces, been established, where those intending To
engage in teaching are subjected to n thorough
course OF instruction and training, expressly de-
signed to mt them for that occupation. Were
the business of teaching sufficiently lucrative to
permit young men to prepnro for and engage
~ ITN,n tISI ~. 4
ediy he enled to the preference But in the
present condition of society, npprehcnh that
the establishment Of teachers scnIinnres or Tho
ndo oon OF n suitable and separate course of
instruction ing some of our arademes in The
most feasible way in which tits object can be
accomplished. In some states ibis mode has
been successfully adopted. and as tie benefits
Of a system of tins character must be generally
lifused throughout the state, it certainly has
strong claims upon our favor and support