The Jeffersonian. [volume] (Stroudsburg, Pa.) 1853-1911, 1855-06-28
G0ulatiol1al.
From the OHIO Journal Of Education.
Thoughts on the Union School System.

tem, the greater the danger. The supe-
rlorlty OF the system of Graded or Union
Schools, over the single district system, is
so manifest,that wherever they are intro
duced, the people naturally look for sig
nal improvement in their children-they
look for schools of high degree of ex-
cellence. If these expectations should be
disappointed in any case, and it would
be strange if they should not be, it will
be because of errors in the working of the
system, and not because of any Inherent
defect in the system itself
What are some of the most obvious
difficulties in the way of the successful
working of the Union systeml The prin-
cipal one has been alluded to above; the
system itself may be too much trusted to
too much may be expected from it.
We will speak of this expectation, on the
part of the three classes into which the
community may be divided with repsect to
schools-P0rents, directors, and teachers.
(a.) 1t is no disparagement to our pco-
pie to say, that many of them have very
vague notions respecting a school, and
what is necessary to its highest success
They have heard much of Union
Schools" and expect great things from
them. This is well; but some of them
forget that their cooperation is absolute
ly necessary. A Union SCHOOL, must
be enough to cause children to improve
with extraordinary rapidity, even if they
are kept at home large fraction of the
time, and are behind the hour when tbey
DO attend, and are imperfectly supplied
with books. Even Union School can
not make bricks without straw.
Nor should it be expected that the na
ture of either parents or children will be
changed.by the system. 1t has always
been difficult to manage the children of
community, without sometimes giving of
fence to parents. Discipline must be
maintained; and somebody's child will be
ill-treated, in the partial judgment of
fond mother or an indulgent father. Com
plants must be expected, as in any other
system.
We must remember, also, that it has
become part of our unwrittcn constitu-
ton, that the people have an Inherent
right to find fault with schools and school
teachers. 1t is time-honored custom.
The right Of private opinion on this point
is unqueStioned, especially when this o,
pinion is adverse to the teacher or the
management of the directors; and the ex-
erclse Of the right becomes sacred du-
ty, when, as often happens, the man goes
directly in the face of his own interest. a
man who docs not pay cent of tax, may
oppose the system because it will increase
the taxes. A rich man, on the other
hand, will object to paying small tuition
fee, when the only alternative is, the i'm
position of an additional tax, which will
compel him to pay perhaps ten times the
tuition fee. Or a man will complain of
the inefficiency of the schools, and in the
next breadth, complain that so many
families have moved into town to avail
themselves of their advantages.
Now men have right to act thus alb
surdly about schools, and we must expect
it.
o. There is danger that School d.
/ectorS may trust too implicitly to the ex-
cellence of the system. Knowing that it
has worked well elsewhere, they may O.
yerlook the necessity of labor on their
part. This labor cannot be dispensed
with, if the schools are to flourish The
duties dcvolving on the Board of Educa-
ton are very onerous, and any one who
allows himself to be a candidate for the
Office, should do it with that expectation
There is no principle affecting human
conduct, as relating to our duties to soci-
ETY., more true or important than this
that when a man Is elected to civil Office,
or even to an Office in any voluntary or
ganization, and accepts it, he hereby
places himself under obligation to fulfill
the duties to the best of his ability. His
acceptance is virtual pledge, not only to
discharge the duties as we'll as he is able,
but to make himself acquainted with them,
that he may discharge them properly
lie should be ready to act and to act in
telligently.
(c) The same danger of implicit rcli-
ance on the system, may be affirmed in
regard to Teachers. They may trust too
muCu " iIo CASCIlChSCp anu oO Idit 10 puJ
forth those efforts which are indispensa-
bic to its successful working. We are
wont to say that the movements of
school should be like clock work. But
We must remember that the Teacher is
the moving force. a school is not made
unconscious wheels, like clock. And
the clock, even, would stop were the force
of gravity to be suspended but for a sin
gle second If its adjustments are all
correct, and the weights are sufficient to
neutralize the friction, the clock viii faith
fully perform its functions, so long as
gravity will keep the pendulum vibrating.
But the best arrangements OF a school
will fail, without the constant watehful-
ness of the teacher to re-adjust the parts,
which are ever liable to arrangement.
There is more danger that teachers will
trust to the exeellcce Of the Union system,
than that parents or directors will, and
the injurious effects will also be greater.
If the system should in any locality fail
- 1 IA IL