Staunton spectator, and general advertiser. [volume] (Staunton, Va.) 183?-1849, 1841-10-14
P@PTIhAiD iNIDW0ANr@No
FOR THE SPECTATOR.

cuostunce q an .4ddreSs on Common SCHOOLS, de-
Lpered at Public Meeting Of the citizens o,
Augusta, held in S,aunton, Sept. IL, IS4l.-
Continued.
4. What has been done for the interests of
common school education in Virginia!
The answer to this question involves the dis
cussion Of the plan for the education of the poor,
now in operation in this Commonwealth.
According to the provisions of this plan $45,-
600 formerly, and now about 10000, are annually
appropriated from the proceeds of the Literary
Fund, to the tuition of poor white children Of
both sexes, throughout the State. This fund is
distributed to the several counties in the proper
ton Of their federal population. Not less than
five, nor more than fifteen commissioners are ap-
pointed, in each county, by the county courts,
who are required to lay off the county into dis
tricts, and divide the amount received by the
districts. They are empowered topay for the tu-
ition of as many poor children as the funds per-
NIT, allowing A or S cents per day, Of actual at
tendance, for each. They are required to be
cautious in selecting Teachers, and accurate i'm
the adjustment of all accounts for tuition. In ad-
dition to these obligations, the school law allows
them no compensation for their services and pro-
vides for no instruction beyond reading, writing
and cyphering, unless in some few cases, they
are permitted to select the most promising schol-
airs, and secure them more extended advantages.
that they may be qualified to serve as Teachers
Such is brief abstract of the provisions of this
law. II has been of considerable service in ma
ny parts Of the State, under favorable clrcum-
stances. Surprising the objects of the States
bounty to be children Of good natural talents,
anxious to improve, urged on by parents appre-
ciating the advantages of Education, and guided
by Teachers, capable, faithful and Jealous, and
withal, willing to teach them for the lowest con-
slderation, and supposing the scholars also pune
tual and constant, there is no doubt that great
good has been effected. 1t is not, however, to be
assumed, that the plan has been successful in
measure proportioned to the number of scholars,
whose tuition has been betrayed by it, for parts of
year, nor even in all cases where the pupils
have been sent to school constantly, for the enc
tire period of scholastic year. For the instruc-
ton of a scholar, especially small child, and in
the mere elements of learning, for few days at
time, with other days weeks Of idleness i'm
tervening between the periods of instruction,
will not probably produce very beneficial results.
This suggests the statement Of those defects in
this scheme, and the illustrations of its ineffi-
cheney, to which now invite attention.
l. The plan is partial in its construction. 1t
selects one portion of the population alone. We
know that when it originated, it was but one
part of grand scheme of State education, divi-
ded into three departments, to adapt itself to the
corresponding classification of society. THIS
was designed for the poor. Reading writing and
cyphering, were thought sufficient. The next
was to have reference to the middling classes
Their demands were to be gratifed by the estab-
lishment of county Academies. The next should
offer the facilities for the best education to the
rich. The State appropriated TO this upwards of
$35O,00O, expended in buildings, books and APP
paratus, and an annuity Of Sl5 900, or d sum to-
tai Calculating $4,000 the interest on 25O, 200, }
of 100000, or SO, 900 per annum. The middle
class, however, have as yet been unprovded for.
They furnish the bulk of the taxation which is
necessary to supply the expenses of Government,
to which the annual expenditure of the money for
primary schools and the University might other
wise be appropriated. At present nearly $780,
600 per annum, is paid for the education of the
extremely poor and the rich, together with the
interest on the money expended in erecting the
University buildings, &c. making an amount near
Iy of $4,000 annually. 1t was thought the
aid afforded to educate poor children, would be
the means of keeping up schools, when they
could not otherwise be sustained; and this has
sometimes been the case, but this is by no means
system for all, and moreover:
2. The scheme rather retards than aids the es
tablishment of good schools. Good teachers de-
serve good pay, and you cannot expect men t.
conine themselves TO the laborious occupation o
Teachers for such an uncertain and trfling tut
tion fee as or cents per day of actual atten.
dance. 1t is unjust to require the Teacher to b.
in place, and then devolve on him the loss TO
the absence of his scholars, detained at home BY
parents too Indifferent to for their children
welfare, too ignorant to appreciate or too indul
gent to secure it, at the expense of urging thei
attendance. The consequence is, that the poo
children are left to poor teachers, who work 70
poor pay, and who of course impart poor instruc
ton.
3. But this provision does not apply to all VIII
are actually needy. For, LIST. Many who SO
will not admit it, 1t may be false pride in tn
opinion of some but long may it be the charac
teristic of citizens, to love independence
and scorn the position of the beggar for Tn
crumbs of State bounty. The State is bound t