The Rutland herald. [volume] (Rutland, Vt.) 1850-1852, 1851-01-09

diaie and the Central schools are loca.
ted in the same building, upon . beau.
tiful elevation in central POSITION
tho In,c rmediaie in the lower, and the
Central in the upper part. Every
school room is fitted up with single
desks, so that every scholar is complete
ly insulated, and is Significantly taught
by this arrangement tha, he has nothing
to do riM his nsighbors ia the school
room. All the fixtures are beautifully
contrived with a special view to the
comfort and convenience Of the schol.
ars. On one side Of the Central, l no.
ticed n perennial fountain of cold wa
ter gushing from a pipe, and as pure as
old /" Croton itself where the scholars
may quaG a beverage on a sunny day,
more delectable than the tabled nectar
Of Joye.
The number of scholars in each. now
averages about 60, and in the coming
winter, l should say tha, there would be
315 scholars in all the schools.
have just returned from an inspcc-
ton Of your Common Schools, which
has occupied the greater part of a week.
As a whole, they have fully met my ex-
pcc,a;ions. Fame has not transdcnded
the bounds Of truth. The picture was
not ovcrdrawp. The reality verified.
after trial Of ten years, Uhc revolu-
ton took place in l539--40.) the glow
ing tale Of tho early visitor who first
called my attention to them.
One Of the Primary Schools, com.
posed in part Of Irish children, "ra,c
recruits" exhibited some symptoms OF
restlessness, ina,tention to study, and
an occasional violation of the Rules"
Of which they were probably uncon-
scious, and which will be corrected af-
ter they shall have become acquainted
with the true economy Of the school
The other three Primary schools were
in perfect keeping with the spirit ofthc
rules, and exhibited strong evidence
that they felt the influence of the pow
er behind the throne, more potent than
the throne itself.
In the intermediate and Central
schools, the order was perfect. Solem.
nifty was depicted in every conntenance
and study engrossed universal atten.
tiun. No levity, no indecorum, no de.
parture from the sirictest propriety sui
lied the character Of either Of these
schools. Every evolution was made
with military precision. 1t seemed to
me, while sitting out an entire session
that the parent Of every child was vir
tually present. in the "Rules and Reg
ulaiions," attached to the lid of ever
desk, and constantly meeting the eye o
the occupant, and admonishing him o
his duty; SO guarded and SO dignife'
was the department Of every pupil
: Every scholar seemed to act and NOV
! as il he were in the presence Of his pa
rents. The directions Of the teacher
$ were implicitly and cheerfully obeyed
: No mu,tering. no hesitation, as if tn
, authority Of the teacher, or the proprie
, ty Of his acquisitions were called j
5 question.
After witnessing the practical opera
: ton of your schools, organized as the
: have hecn for ten years, am, if pos-
: bic, more confirmed in the belief til;
: your system Of School Discipline, pre-
= scrioed aud sustained by the people.
C the only safe and true one. by which a
= our common schools should be regula
5 ed and governed. 1t fully means tn
c wants both of the school and the teacl
j. cr, and completely carries out the d
sign of the Institution. by imparting
j. the greatest number, the greatest ben
= Fl, of which it is susceptible. So niue
a for the common school heresy of Bra
l. tleboro, as it would probably be callt
e by the School Philosophers of Ne
h England.
Y Any one, who will seriously rene
a. upon the operation of our stereotyp,
y system Of School Discipline. dependir
lie for its authority, upon the 7eachers
&c lone. must be convinced, that if it
continued, the character and inhuen
" Of our schools will not be material
If changed for the better; as il is a sour
1t principle in philosophy, that the san
IS, causes must produce the same effect
ie can look upon the teacher Of Il
e. common school in no other light thi
v. a. the minister or serrant of his co
" s,ituents the PEOPLE.
IL When the people act primarily in G
h. ganizing the school. he teacher is r
c. lieved from the awful necessity of fran
g ing his own laws, and exposing himse
Of to the risk oc failing ro secure the sar
1T ton of the people 10 his Code, which
H. essential TO success.
The conclusion Of the whole matt
T. then, is this; our School Reform mn
s. commence, be continued, ana ended,
A. a radical change IN oar School Dis
ii. pHm /: and consecutireIy, an he pror'
ie Of derofed, aud Thoroughly and q
lis cifcally educated corps ct ttarhers.
C, A system Of" RULES AND kECUL
Of rioAs that Is, the PEOPLE Of eve
en- District, ptrsoaifed, must 90 befo
,r- the Teacher. and make every SchC
ed Room safe and pleasan, abode be
he for the teacher and his pupils. In Il
-i- way, and in this way alone, may eve
K school reflect the type, or become
be model of well regulated family.
ho Mr.. Jefferson, in his celebrated No
In onVirginia, says that view Of the p
so sage Of the Potomac (after its juncii
n with The Shenandoah through the BI
,p- Ridge, is worth voyage across the