Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1855-04-26

making due allowance for what of truth they
utter, we respectfully submit, whether tbereis
not an extrayagant amount of bombast in all
this rant about the total worthlessness of Yer
mont schools. and the consequent ignorance Of
her people.
submit it as my firm belief that our Green
Mountain State is the best educated State in the
Union, that she possesses more general intelli-
gence and fewer instances of entire lack of the
rudiments Of knowledge, and that she has con-
tributed proportonally, more of educated mind
to the public stock than any other.
: a6aa it difficult to believe that vermontin-'
81 ;5l12ce ;S,alnsoiating ssrapidly as we might
nsers or, 2 latter-wri-
But says one, dm people are not SO intelligen-
gent as they are, because of our schools and ed
ucational privileges, but in spite of them.
Now this response, which is the stereotyped
argument of those whose constant business ap-
pears to be, to harp on our failings, and look on
the dark side Of the picture, seems scarcely to
have Importance and dignity enough to deserve
reply. Aut let us try Thy his admitted first
prineipie;ai e., that man, boby mind and sonl,
tQEfar as human agencies are concerned, is the
resultant of certain forces, the effect of chain
'of' causes, and tho character of the result pro-
duced, will always correspond to the elements
and processes used in the production.
Now it is as clear as the midday sun in a
coudless sky, that unless circumstances and
educational influences are favorable to the de-
velopement of body, mind and soul, in Vermont,
we should be no higher in the scale of being
than the Hottentots. This sophism aside. We
are exalted to heaven in point Of privilege. Yer.
mont has done and is doing much for the i'm
proyement of her schools.
Consider the large sums Of money expended
yearly for education-the large number of new
and commodious Houses erected within the past
few years, and the large number of Academies,
High Schools and Colleges, we'll sustained.
Gentlemen, while l admit that there is the
most urgent necessity for improvement, do
fully believe that the better course to pursue is.
to give all credit to the people, for what they
have done and are still doing, and we shall be
much more likely to accomplish the object we
have in view than if we continually talk of de-
fects and faults alone.
Tha nraot yr;no;nlo I. Lo,,o, b.
or is due" well merited credit isjustly due, and
generally well received.
Nor, can it be said that we are unprogressive
people :. for that idea is universally admitted
which places christianity indiarnctric optositior
to all systems of heathenism that ever have, do,
or ever will exist, namely that man is n pro-
gressiye instead of a retro-gressive being, that
the Golden age is in the future, and not in the
past--in short that the good time is comming
and is fast approaching.
What then is the true cause why so many of
our schools are so worthless as is acknowledged
on every hand they are!
Why with so many favorng circumstances do
they fail of furnishing that thorough elementary
instruction, and mental discipline for our youth
which they onghtl and what are the agencies
required for their advancement
To IMPROVE OUR SCHOOLS WE MUST IMPROVE
OUR TEACHERS GAS is the teacher, so is the
school," will remain forever immutably true,
and it make not the vast difference with the true
teacher whether, Socratic-like, he has to collect
his pupils around him in the very street to i'm
part instruction, or whether he be in log school
house in the back.woods of Vermont or in the
beautiful and commodious building, finished in
the best style of school-house architecture; and
while a good teacher will do infinitely better un-
der favorable circumstances, yet poor one will
do nothing in either. would that parents
more fully appreciated the great difference be-
tween good teacher and a poor one.
Without doubt some of the best schools In
Vermont, the present winter, are held in very
poor school houses. But 1 would not have my
remarks construedas fayoring such school houses
but to show what good teacher may do under
the most unfavorable circumstances.
Nor let me be understood as speaking lightly
of our Vermont common school teachers. an
too well acquainted with very many of them tc
charge them wrongfully even with their faults
As class they are our best young men and wo
men.
The bool-master is abroad, is the boast O
the 20. and q great difficulty with
1 uss e1SG 900 many Of our best
teacN NllEslee" Abroad, instead of being at home
where they are 50 much needed. But ia vair
we seek, at present, to remedy this evil, SO long
as inducements are much greater abroad than al
home. To provide continually improving ant
more thoroughly qualified class of common
school teachers is the great and all importan
desderatum. "Giye me where to place ful
crum, aud | will heave the world" says tn
> ancient Philosopher. Give us full quota G
Thoroughly qualified aud we'll, trained teacher
for the common schools of Vermont, and he
destiny is secure. And so sure as like produce
|
produce and perpetuate itself, by calling out th
latent talent now entirely buried up or runnin
to waste and no teacher will ever be as well
l fitted for and successful in our schools as thos
who have received thorough education in thos
schools they viii be called upon to teach an
I govern.
: But how is this class Of teachers to be oh
0 tainedl We answer, the only available agen
/ cies we have at pressut, are our Academies an
s high schools. And although the conclusio
: forces itself upon us that many of these YER
t Institutions have been the main cause of tn
e lamentably superficial scholarship which no'
exists, yet if they will turn their attention NOR
r to quality than quantity and if, in addition