The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1845-04-10
For the Voice Of Freedom.
COMMON SCHOOLS.

The one who gives the subject due con"
Alteration, cannot fail of seeing that our
common schools do more towards forming
the character Of the individual than all 9th.
er influences combined, parental example
and instruction excepted. The connection
between teacher and scholar takes p'sce
a. an age when The mind OF the child is the
MOS, open 10 external influences, and con-
sequen,y, is the most susceptible either OF
being benefited by good examples, or, ln>
iursd by bad ones. Correct habits ofstudy,
once formed a, this age, will be likely to
prove lasting: virtuous principles, once
firmly implanted in The mind, can never
we believe be wholly oblilerated. Such
habits formed, and such principles instiIIed
in youth will in turn do much towards
fashioning the character of the man. On
the other hand, if childhood and youth are
allowed to pass without the formation of
habits OF study and investigation, and the
cultivation of correct moral sentiments,
what reason have we TO expect that the Dig
nifty os manhood will not be married by lg-
norance and folly.
II is true this law may not always hold
good. We have painful evidence that the
best advantages are no, always productive
of the results which we have right 10 ex-
pect. Some will always be found sufti,
cientlv reckless 10 trample the influences
OF coed education and virtuous princi>
Piles under their feet, and consign them
selves 10 voluntary ignorance and infamy.
And some there are, who seem TO rise su.
pcrior to their own evil fortunes, and
spurning the shackles of false education,
perform in ma,urer years The double laboTs
of both youth and manhood, and in
measure repair the injuries TO which they
were unavoidabIy subjected by the want
of early opportunities. But these are on
ly rare exceptions to the general rule, and
the principle holds true as the laws which
govern cause and effect.
The importance Of common schools is
not sufficiently felt, either by parents or
teachers. The FIRST should remember that
they are intrusting the mos! momentous
interests OF their children to the care of an
other--interesls in comparison 10 which,
wealth sinks inlo insignifcance. We im>
agine that if parents always remembered
that the character Of the instructions their
children receive in our districts schools is
TO have such potent bearing on their fu.
ture success and well.being, their views
with regard 10 the necessity Of having
good ones. would soon undergo an entire
change, and they would commence the
task of reforming existing abuses, with an
energy that would soon be successful.
II canno, be denied that teachers do not
sufficiently feel the responsibility OF their
calling. They are accustomed TO look
upon their profession as anything but hon
orable, and upon their duties as piece OF
disgusting drudgery, tolerable only from
necessity. We are not disposed TO deny
that the estimate commonly put upon
chool.teaching is low, and that its duties
under existing circumstances frequent
~ irksome; but If we look at the magui-
tude Of the interests in,rusted to the teach
er, or the potent influence he is capable Cd
exerling, we do denythat there isany station
in the country more responsible or honor
able. And this influence is not tempora-
~, bu. as lasting as life. The teacher is
nos fitting hia pupils for farmers, mechsn-