The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1852-04-07

OF lne cause OF cuuchilOni anu IL Us hnoWb
that ho can be relied on for assistance when
It is needed.
He is in possession Of all the information
which can be collected. He knows what
has been done, and what it is desirable TO
accomplish He can sometimes prepare the
work before hand and then, at the proper
crisis, strike definite, decisive blow, which |
shall accomplish more than any amount Of
beating the air. In most if not all The other |
New England States, this has been extern
sive'y praciced. In Massachusetts, in add-
lion to the labors Of Dr. Scars, who is an
able and accomplished speaker, and is to
some extent released from cares at the office
for this very purpose, and beside, corps OF
distinguished Institute Lecturers, several
acceptable speakers are sent from town TO
town to address the people.
8. Another means by which the State
Superintendent accomplishes most desirable
results, i,by eliciting and directing the eff
forts of others. refer not now to the end
Of all Ills eforis, the ultimate influence
sought, but 10 his influence upon those who
are the guides of public opinion.
A State superintendent, devoting HE
whole attention to tie subject, and receiving
suggestions constantly from all classes, soon
learns what efforts are needed in each To-
caiiy, and who are the men who can most
acceptablv and successfully put forth these
efforts. His experience and official posi-
tion give him peculiar facilities for enlisting
their services, and enabling them to put
forth their efforts with less embarrassment,
ard to much better advantage.
Could not very large proportion of our
public speakers be induced TO give an occa-
'onal hour 10 this topic i? Are thsre not
those who would write articles worthy Of
publication in every periodical in the State?
Is there an editor who would not chcerfuly
devote one ffteth of each issue, (equal 10
an ontire paper, or good sized pamphlet,
per 1nnuni,) 10 judicious and well written
articles on education? Is there a teacher
Of High School or Academy. who, if per-
sonally solicited, would not give hours, or
even days, TO the encouragement and as,i,t-
ancc Of the teachers Of his vicinity, $50
many Of whom have been lis most valued
pupils,) Tor the benefit Of those among whom
his future scholars are 10 be found ? Is
there any teacher who may not be induced
10 think more highly Of bis profe,sion, to
engage with greater interest in his work,
md 10 strive more zealously for the advance.
mcnt Of himself and others, il the plans so
auspieiousIy commenced shall be successful.
iy carried out?
Much has been said-though the half hath
not been ioId-of The success which has at.
tended Mr.. Barnard's labors in Rhode Is
land. II am rightly informed, prnci-
pal means OF his influence has been the zeal
and skill with which he secured and EN-,
ployed the cooperation of all whose assist
ance he could obtain. The present able
Superintendent, Hon, E. r. Potter, pu,sue.
a similar course 4; and it is highly gratifying
TO observe the manner in which the effort.
of the venerable President of Brown Uni.
versity, and the humble teacher--of the dis
tinguished politician. and the educator from
ahro,d-are used in immediate juxtapori.
ton, and made conducive to the desired re-
suit.
The State Superintendent, and he alone
can secure the assistance ol Educators f. on
, other States
, It's no dsp,ragemcnt TO the teacher, o
A Vermont, to say that such assistance may
, have its peculiar advantages.
When tue American Institute met a
n Montpelier, il was remarked that the rang
y of thought was elevated, great principle
D. were discussed, some of the addresses @
n Vermont men were of far highe
y order than the discussion of practical theme
, of The school-room, to which the profession
!, al teacher is apt to limit himself. hi
y may illustrate my idea
5 In Vermont thoroughly educated teach
o er usually accounts it ,lrudgery 10 instruC
= in the . Common English Branches" an
o is ready to escape from that, 10 give instruC
+ iion in the Higher English Branches or Oh
: Classics. In the large cities. on the oihe
hand, one who is enough OF a man TO tax
4 charge OF two or three hundred boys, is en-
s ulous of distinction as n commOn scho,
I: teacher. in order that he may obtain stu
/, alton al a high salary. The Principals I
# the common schools in Boston are men {
liberal education, and Of previous exper
= ence as teachers. Confined to teaching II
a lower branches, and obliged d to illusiral
:hese to the indolent and dull, they atleu
IT 10 them more continuously. and more eaI
= nes,ly, than our teachers can be expectt
.e TO. Consequently the details OF modes
; teaching and discipline are far more inte
d esiing and familiar 10 them, and on the
points they aru better prepared 10 give i
j. siruction to common schoo, teachers. Tn,
re are willing 10 give others the advantage
C. their experience: and doubt not that the
'e would readily do so, 10 any extent desire
The teachers of the Norman Schools,
A. who are also dsvoting the best energies
Ia gifted and cultivated minds to instruction
Is the common school siudies.-have usual
|. devoted their extra efforts to instruction
j. their own States but as their voices at
at teachings become familiar at home, thu
" can be induced to perform in other State