Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1843-05-12
For the Phenix.
COMMON SCHOOLS.

COMMON SCHOOLS.
In the primary schools our youth are first
taught the rudmcnts of knowledge. There the
young mind begins to expand, the tender bud
to terminate, which, with proper culture, VIII
grow and become a beautiful tree, perfect IN
every part; there the character is formed and
habits are acquired which continue through
life When entering these nurseries OF in
struction the mind is unbiased, the heart ten
der, the sensibiIity acute, consequently inn
pressions deep and lasting are easily made
Eager TO receive instruction, they drink IN ev-
cry new idea, as the thirsty ground the gentle
showers from Heaven. But on whom devoves
the task, arduous and responsible, Of moulding
these infant minds? Who is il TO furnish these
intellectual garners with subjects for thought
and observalonl Who is TO bend the twig
and say whether the tree shall be beautiful or
delormedi The common school teacher. lie
is to give bias 10 minds that will ere long WELD
the destinies of nations.
From the common school teacher they i'm
bbe those principles of right or wrong which
govern all the future conduct. In few short
years the pupil leaves books and schools, and
goes out into the world TO exert an influence
among his fellow beings. viii his influence be
good or bad favorable to the cause off, virtue or
vice? We look at his teacher TO decide. In
work so vast, so momenious, does he not need
the cooperation of parentsl Why so blind TO
the best and dearest interests OF their children?
Why are they so difficult to please! Why
their complaints so endlessi One parent COM
plains that his child is too late from school, an
other that he comes too early. One wants the
teacher to board round, another at one place
all the time One desires the teacher TO rise
early, another wishes he would lie until break
fast is ready One wonders why his child
learns nothing, another can see no reason why
his little darling should be punished rather than
Mr. IS. One is willing TO provide good
and suitable books, another can see no use of
having so many new ones. One is willing TO
have the school room put in order, TO replace
the old shattered stove and broken door-latches
for new ones; TO substitute panes of glass in
the windows for shingles and boards; but an
other says no, my children didn't do it. Mr.
-'s children are always in mischief, they
broke the windows, and he may fix them if
he's a mind TO, | shant. So it rests. But
there are other difficulties. One scholar comes
only rainy days, and he is absent so much that
he is Indifferent whether he learns or not, gets
behind his class, knows he cannot overtake
them, and consoles himself with the exclama-
ton, well, don't care, shan't come tomorrow.
Then he wonders why he does not learn, and
says wish we could have a better teacher
Other children, under little or no restraint at
home, find compliance with the rules of school
exceedingly irksome. Hence, in maintaining
order and discipline, recourse must often be had
to corporeal punishment; consequently the in
dulgent parent tells his child that he must not
go TO school TO be so abused, and forthwith he
leaves until they have better school. Another
child is sent TO school, but instead Of obeying,
plays by the way as long as he peases, then
goes into school with an excuse for hardness,
that his folks wanted him to, the parent still
wondering why he does not learn. Thus end
less are their complaints, and is it strange that
they wish they could have better school,
better teacher, But is the teacher wholly IN
faulti
am aware that many assume the response
bility of teacher who are incompetent TO the
work. None but the very best of teachers
should be employed, but owing to parsimony,
covetousness or some other cause, such are not
always to be obtained; for those who are quail
flied cannot afford TO devote their time upon an
object for which they receive so little compen-
salion. Hence, teachers of the first order will
seek a more lucrative situation, while large
proportion of our youth are left to be instruct
ed by those wholly incompetent. 1t is source
qC deep regret that in this community so many
are found who seem TO think and act as if money
paid for schooling was thrown away. Hence
those teachers are employed who will labor the
cheapest, their qualifications being scarcely la
ken into the account. But is not this all
wrongi Is not the cultivation of the immortal
powers OF child of more value than silver or
goldi A TEACHER.
Mortified