The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1849-12-29
Fl Commons Schools.
SHOULD THE "IllGnER BRANCH
-" BIZ TAUGHT ~ orr COMMON
SCuOOLSf
From The apnmf Report orhs state SPerin.
itudeni for 1919.

From Nt dunimi rapport 0f The .Nidte NHP1"-
tepieHi for 1919,
-"Nuc-'cu,hs, aud perhaps uinciren-
iWuuiirih, Of our people do, uud must, dr'
rive an tlc -y.ruutic education which they
ever receive, from the comuqu school, Aud
must all oar labor end az securing for them
knuwirdgr ol Reading, Nuung, Art'Hr'
ne and Geography with perhaps some ne
quuutauce with Grammar; True Il Is that
lhrsc. us tire foundation of s,ll higher az
udnment.. are priceless acquisitions. But
mus, our children spend from five TO eight
mouths IN The year from the age Of four TO
fifteen years perhaps, IN drilling upon the
Studio, named without hope oi'going beyond,
II is uuuucs jiuuHlly that under system OF
instruction rightly adapted TO the purpose,
the whole period supposed might bo passed
in school without securing proper knowl-
edge even of the branches specified. Such,
however, Is not system 'hat - either 10 be
sought OF tolerated. Aud although such re-
-ttit- have. 4eeT1 Tagl!zed- III cnuullcsA- cuAes
among as, in years past yet we may assume
to say we know more thuu Ibis can he ne
comnli-hcd, We know it, because vastly
more tbun this has been accomplished under
n better system of teaching. But let the
false idea lac held otH aud impressed that II
is not practicable id do more aud better
,hnu We hive supposed, that the pupil can
indulge no hope OF ever gfhsPiHg d w1rtrT
range Of knowledge than is embraced within
the narrow limits here marked on,-nnd he
could TTCt IrTtG IUturUturrt ee''i'.-' -''4'@
Indeed let MS set our standard ns low as' We
wll,thrrc is ltlle probability that we shall cV-
er rise nhnyc H. Il il werp well Understood hY
the pupil thai lusl SO much knowledge, uhu
no more,-.swas attniuuble IN the common
school--nnd in the large majority oi cases
narrow means must forever deprive nm 81
ihc eninNmenl nfhighrr privllegesI~l,u, wou'n
feel th0t there was IittTG 0CcHsOU Tor m
dusify, since some ten or twelve years were
allowed him for the performance Of his nllnI.
ted task. The more chilling and disastrous
XlucIice, however would perhaps he ever
Ted upnn the teacher. For why should he
strive 10 excite his pupils to vigorous men
tuI Effort when the very duiest ptudtinr
.hould suffice to carry theIR .'tlDrangh~"the
prescriAed routine ia the appointed ii'hc r
And the unrcut too. hopeless OF ever .proll-
erirp To his children the advantages OF nigh
ar institutions uEd seeing ltlle or hoInhg
to be gained .hy Improving the eNis'hF Ys-
traI, would, of course, feel liille encourage
mrut To effort, in comparison WIN tnP ~
ducemculs Which wunld press upon him It
he we'll understood Tint detective system
oil instruction Wtstolernlcd AT the expense OF
forever depriyiug his children -! kpo"lrdge
which mirht pnsily have been brought with
in their rcuch.p
There seems to hive heea pcrrtpllne
innroypmcnt in school houses, aud although
"hy far The ururst nuuIher oI Them slill
mniutuin their position, aud their substantial.
form and aspect yet many hive been reno
waited aud materially improved IN their ll'r'
riur r-t-ttgeH,di.ts, mhile very respeclnhlc
number ar new aud connodious .rhlhc'S
lave been crected.---uu honor 10 The dtStrirt'
an ornament To the landscape, aud an object
Of attraction To- the young student
Tile plan pursued for the last Tour yehrb