The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1846-12-05
Common Schools.

MR. EpiT6R:-Ihe thIrd PROMINENT want ID
supply of competent teachers. This subject IL
approached with some misgvings, not from
any inherent difficulty in itself or hesitation az
to the way in which good teachers are to be
had, but entirely from the influence of no.
ton some what prevalent in this community
that the talents Of the successful teacher are
the gifts of nature, rather than the toil-bought
fruits ofeducation. 1t is frequently said, in
the veris acular Of Yankee-dom, 'if one has not
a kaaek at keeping school it is useless for him
TO try. The idea oflearning to teach is pro-
nounced preposterous or impossible, and
teacher is chosen according to the formrla OF
the extra sagacious in selecting a fortunate
number in lottery 'POeta nasciter non tt,
is often quoted with appreciation, but il it is to
be extended to schoolmasters, there can be no
reason why any of the professions or employ.
ments of life should be exempted from its pow
err One step further will prove all education
vain.
This notion is formidable mainly Gf its
friends will pardon the expression) from its
surprising absurdity. 1t is vain to reason a
victim, because his mind is impervious to light
reflected by reason, and holds him with te-
nacous grasp. Like the incubus, it can only
be shaken off be extrinsic force, or like mon
omania, which is sometimes cured by admitting
its fancies to be facts, and treating them ac-
cordingly tbs hardly necessary to add, this
notion wholly repudiate, and assert that any
person with ordinary faculties, can with a
proper course of instruction, become good
teacher. The world is greatly indebted to the
vaulting philosopher, Sam Patch, who gener-
ously risked his life, and finally lost it, in his
endeaVor to teach the important truth, Gas he
quantity expressed it) that 'some things could
be done as we'll as others. Ignorant and I'M
rejecting persons are slow to credit this, be-
cause .hey derive their information mainly
from the evidence of their outward senses. 1t
follows, that as they never witnessed the pro-
cess, by which an accomplished teacher was
made, they stoutly deny the fact. Again am
constrained to say, that the case of the reform
er is hard. Though he may use the lever of
Archimedes, he sometimes finds no fulcrum
but bundle of whim- whams and opinions, the
prejudices and predictions of l-formed and
scantily furnished minds, on which to rest
it.
Topont out the most prompt and efficient
way for supplying all our schools with compe-
tent teachers is very easy task. Let the
General Assembly, like the legislatures of N.
York and Massachusetts, make libeml appro- 4
priations for Normal schools and Teachers
Institutes, and the object is at once secured
The laws making the appropriations, will of
course, furnish the details, and if the practi-
cabtlity Of the plan be admitted nothing further
need be said.
But, it may be taken for granted that the
General Assembly would not feel authorized,
in the present stage of the enterprise, to sane
ton this proposal by grant of the necessary
funds, and we want not only possible, but a
practicable plan, course of operations which
shall enlist all the favor and cooperation of a
voluntary force sufficient to give a tolerable as
surance of success.
The necessity of legislative aid may be in.
ferred from the magnitude of the work to be
accomplished, an outline Of which will now
be given.
tbs supposed all will admit, that but part,
and n minor part too, of the teachers now
employed are entirely competent We have
an abundance and that too of the best kind, of
raw materials; but great scarcity of finished
specimens of workmanship. We lack too, the
requisite degree of skill for operating profita-
bly, upon the materials we have There are,
however, number of gentlemen, even in
Vermont, who have some practical, and still
more who have an abundance of theoretical
knowledge of the process by which good
teachers can be obtained. If these talents
now buried, can be brought to light and fully
employed, this barrier, hitherto SO formidable,
may be removed. These must be principally
relied upon until the General Assembly will
furnish means to import some experienced ed
ucators from the neighboring states to COM
mence the operation of teaching our teachers
But the task is really formidable in respect
to the great change which must be effected in
some four thousand persons, 0he estimated
number of teachers,D to render them fit for
their work. How great this is we must gath
er from comparison ofthe teachers as they
are, with what we know they should be. We
may however, in the mean time, comfort our
selves with the reflection, that after a few
years, we can remit much of our labor in this
department. We may hope that our thor
oughly qualified teachers will by their exam
pie and instruction, ENSURE a succession of can
didates for the Office who will need but little
if any extra training.