Wisconsin herald. [volume] (Lancaster, Wis.) 1846-1849, 1846-03-14
higher nature than those matters which

higher nature than those matters which
he is to teach, instead Of aiding him as
teacher in the college, they may car
r. him out of or beyond the atmos-
phere and capacity of his students, and
operate rather as disadvantage. 10
be successful professor his research ssi
after ERADICATION mustsbe made with
view TO perfecting what he had learned
in his class. by which means he could
teaof, . class to better advantage.
Now let us apply these rules and
principles to graduate Of common,
school. While in school, his mind was
disciplined to study, and he obtained a
knowledge Of the branches taught in
such schools-the very thing to be
taught to others who are to follow him
in early instruction-he also being able
to read is supposed to pursue his studies
beyond wha! he learned in shoot, as
well as the collegiate; and, conse-
lquently, must be as capable of bringing
others forward to his own level, as the
collegiate is to his. Why then, can
not common schools provide teachers
for such schools, as well as colleges can
provide professors for colleges
But, it will be ohjected-we want
teachers to commence with. So we
do. And we want professors to begin
our colleges with. But we have them
both, to begin with; and to multiply
|one as well as the other, it is only
necessary to increase the schools. As
schools increase, Of high or low order,
scholars made by them increase in the
same proportion, and of course, teach
ers for schools of the same grade null
| tiply in the same ratio.
There is great mistake in suppos-
ing that our common schools must de-
pend upon schools of a higher order
for teachers for this very good rea-
son. An advance in studies is sup
posed to give proportionate advance
and elevation Of ideas, feelings, and
enterprise. The consequence is, when
students leave school Of higher or
der, their general ambition is to some
calling or profession higher and more
lucrative than reaching Common
Schools. Hence when the public have
been to great expense in preparing
teachers, they follow the business but
a short time before they launch off into
some higher calling, If they have abili-
ties for it, and often when they have
not. These arc matters Of fact, of so
common occurrance in our country ,
that they must be obvious to every re-
flecting mind.
In Prussia, where some authors claim
to have found model of the common
school system, the Government is des-
ipotic, and persons educrted for teachers
are compelled by law, enforced by the
sword, to pursue that, and only that
business Cor livelihood. But in this
country it is far otherwise. With US
and it is our glory too--a common
! school boy, as well as those of higher
advantages, may, by his own industry,
rise to the highest pinnacle offame as a
scholar, clergyman or statesman, SO
that teachers, educated especially for
that business. cannot be confined to it.
And, Furthermore, It is found by expe-
lrience that to ccaGne man to any one
kind Of business, and 70 perform. only
lone kind Of service, and that, too. Of
one monotonous round of the same
thing over and over, without any hope
or prospect of moving in higher cir
Gle, his duties become dull and insip.
lid, and from that 20 disgust ard ha.
tired, and will be performed only as the
slave performs his, with neglect care.
lessness and inattention.
/ There is another, and very i'm.
lportant objection to depending upon
teachers, made so fol life. They must
wheH they have families, become local
in their habitations. And the same
teacher, in the same school, seldom
keeps up the interest, or excites the
ambition of the pupils, as nsw ones do
Every new teacher feels ambitious to
equal or excel his predecessor, and to
bring forward his school with more
rapidity. Hence changes have opera.
ted advantageously. A change in min
listers of the Gospel, and of rulers in
State, is more likely to attract attention
and excite interest, than monotonou:
and long familiar routine Of old incum.
bents and why viii not nature, and
things operate the same way in com
mon schools, that they do IN other
matters
,, The sum of the whole matter, then