Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1845-02-07
Correspondence olIlhe Boston Courier.
ScnENEcrApY, Jan. 9Th, 1915.

SCHENECTADY, Jan. 9th, 1915.
Mr. Editor, deeply interested in
the cause of commun schools, and learning
that professor Foster Of Union College was
TO lecture at Ballston Spa, ON Saturday
morning, before the County Association Of
the Teachers Of Saratoga, went out TO
hear him was much gratified to witness
so large and so highly respectable an assem-
blage of young gentlemen and ladies as
composed the association. Ii is an evidence
of the spirit which pervades the county.
Seabury Allen ESQ.,, the County Superin-
tendent, is highly intelligent, common
sense, practical man, aud although he SUI
perintends one of the largest counties in the
state, comprising over two hundred school
districts, he is doing much to improve teach
ers, and to awaken deeper interest among
parents. The state has many such officers,
who are proving by the results Of their la
bors the success of the practical ,oOrkiRg
of their school system. In this, and in
nearly half of the counties of the state, those
who expected TO teach during the winter,
assembled IN some central village, and hay-
ing organized themselves into kind of
Norman school, have been taught, for four
weeks and more, by the County Superintend-
ent, and such efficient teachers as could be
engaged from abroad or in the county. This
teaching was mostly by topics. and embrace
ed all the studies which were to be taught
in the common schools oil each county.
Professor Fosters lecture was plain, ear
nest aud practical, embracing, as it appear
ed to me, and MS the teachers seemed unani-
mously to indicate, sound, wholesome truths
/ 1t aimed at the defects of school systems,
but more particularly at those existing in the
organization, government and instruction of
district schools. The points discussed were,
the cessation of interest on the part of
parents, as soon as the school is organized,
the disposition of the corporeal part of the
schoolmaster, or "bOdrding round" as it is
termed, want of daily preparation by the
/ teacher for his task, as well as system in
teaching, and lastly, the tendency of our
age in reference to rewards aud corporal
punishment As many of our ablest writer's
and educators are divided in opinion as to
the policy of resorting to either of these in
centives in the education of YOUTH and as
many of yonr readers are specially interested
in the subject, give you brief outline Of
this part of the lecture. ! have not space
or time to do more than TO refer to one or
two Of the preceding points. He condemn
cd in the strongest terms tie disposition Of
most parents TO leave the interests of the
school entirely in the hands of the teacher
and its legal superyisors-to make no kind
inquiry or friendly visit to learn of the
teachers success or of the obstacles he en-
counters. Many promising teacher, with
ability aud strong determination to do good,
had commenced the business of instruction,
and after struggling for time with his ar
duous and perplexing duties, without heart
to sympathize-wiihout hand or voice 10
aid, except in ceaSure, had retired in disgust
from profession, of which, under other
circumstances, he might for years have been
the ornament. MuiItudes could be appeal
cd to, whose miserable lot il had been To
deal with one of these sluggish districts
who have felt their spirits flag and their ara
parayze, when ever effort to benefit their
charge has been answered by no correspond.
ing effort on the part of their employers.
The lecturer was severe, and Justly too
on the practice of boarding the teacher in
every house in the district. lie alluded to
this as the probable origin Of the phrase, =
"The schooimaster is abroad, Implying
that the man who is at home every where
!. is properly al home no where. The grea
advantages Of being in one place where he
would have less interruption and suitable re-
trement for daily preparation for his class
es, should never be overlooked. No teach
err, male or female, should instruct, even il
the elementary branches, without deyoiine
a small portion Of each day to study aud re-
Election. Without this, whatever his expe
rience, or however satisfactory his qnal6
cations, no one could do Justice TO his school
He might discharge his duties better thar
another, who had not enjoyed equal prvil
eyes, but not as well as he ought to discharg,
them. BY previously reviewing the lessons
10 be reciled, he will hear them with grea
pleasure, most of them with more attract
ions for the pupil and be better prepared Il
appreciate and remove his difficulties. Be
sides, in useful reading, he acquires fnnt
Of useful knowledge to he employed in ex
planning and Calculating his textbooks
Much could be made even of an imperlec
,, textbook, by a skillul and well read teach
err. The dryest subject is rendered NOR
pleasing to aduts--in still higher degree
I, to children, by abundant and appropriate il
lustrations He must have time for rellec
ton fle has kingdom under his contro
and all his powers, legislative, Judicial, AM
executive, are invested in his single person
Instruction aside, no other monarch ha
such an amount of business on his hands
He has no public funclonares TO whom h,
r may delegate part of his powers, LII
/, must personally frame laws for the govern
/ ment of his subiects-occupy at once th'
: bench and the iury-box, and finally. serve a