The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1844-10-17


we neglect the improvement of MANI II
he is esteemed public benelaclor who
makes two blades OF grass grow where
one grew before, is not he greater, who
devises means for doubling the productive
power of the minds of people?
And now is presented tho great inqui-
ry-By what means shall the needed re-
forms be effected in the management and
instruction of our common schools?-
This is, practically, difficult question
The first thing to be done evidently is, to
ascertain the present condition of our
schools in regard to the precise defects in
the observation-disclosures, the character of
the books used and the general standard
OF qualification ofteachers.
Though we have doubtless many good
teachers, there is, IN general manifest
deficiency in this respect. Nor should
this surprize US. 1t would rather be
surprizing if, under our prese mt system
! if system it can be caled-the standard
of qualification did not fall far below
what it should be. Teaching is, gener
ally, but temporary resort, either to
obtain the means ofeducation, or of en-
barking in other pursuits, 1t should be
q profession, as honorable as it is respon-
sible. There will be good teachers when
we shall mature a common schoo! sys-
tenn which shall create demand for, and
furnish the means Of rewarding them.
There should be, furthermore, an ex-
animation into the condition of the school
houses, in reference to their size, seat
ing, ventilation, warmth, location, and
fairgrounds connected with them.
Information on all these points should
be embodied and brought out, in order
to awaken the public attention to the
necessity of vigorous and systematic
efforts for reform. And this must be done
under legislative authority, by persons
competent to an inspection, and to the
makiGg ofits results ineligible and use
fuI, as basis Of future action. Such in
VI stigations have been the first step In
the prosecution of educational improve
ment in the States Of Connecticut, Massa-
chusetts and New York, produciny :,
within few years, great and beneficial re.
suits in these States Will Vermont longer
hesitate to follow their example9 On
you rests the responsibility of deciding
this question. would not urge to hasty
and headlong efforts at Improvement -
Gradual progress is the law of advance
to sound aud vigorous maturity in every
thing. But there can be no advance
without beginning
How shall this beginning be made? is
gu stion for immediate consideration.
The exploration suggested, to be of any
avail, must be uniform, universal and
thorough To make it such, compensa-
ton is obviously Indispensable. We
have once tried it without. and failed ;and
without it, we shall fail again There
must be an efficiency which the respon-
sibiIisy of accepting trust with compen-
sation, can alone secure. BY what
agencies the work shall be done, it will
be for your wisdom to determine. 1t
will be worthy Of our consideration
whether they may not be such, in part ,as
shall be needed for the general supcrvi-
sion necessary to carry forward and per
feet a system of educational Improvement
such, for example, as ooard OF cons
mssioners as in Connecticut, or OF Ed
ucation as in Massachu sets; or gener-
a! Superintendent of common schools
with County Superiniendents, as in New
York. There may be advantages wor
thy OF consideration in the direct and un
div ded responsibility OF single general
SUPPLEMENTARY, while the County
Superintendent may well be supposed,
from the range given for their selection.
to be fully competent to exercise the
rigid supervision, and make the sngges
tons Of Improvement indispensable to
progress in the reform.
j. This corresponds somewhat with the
Prussan system Of superntendency, as
decribed by the Secretary of the Mas
sachusetts Board Of Education in the late
report fhis visit TO Europe for purposes
connected with education. The king
dom, it appears from the report, is divi
ded into circles or districts, in each oil
which there is zone or more schoo
! commissioners or inspectors, selected
, from the most ia cnted and educated mer
in the community such as would be
appointed presidents or professors in
5 colleges, or judges ofthe higher courts
, The whole Prussian system says the
| author of the report, " Impressed me
with deep sense of The vast difference
, in the amount ofgeneral attainment ane
talent devoted to the cause of popula
education in that country, as compared
, with any other country or State l hat
f ever seeu.n Over all the other funct-
0 ionaries entrusted with the execution
e their system, is the Minister of Public
0 Justice, who is member of the King
o Cabinet. Such has also been the case
: in France since tho late organization o
IL l. L., ..,nIr..nticaI, y