The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1856-06-11
For the Spirit of Democracy.
GRADED HOOLS.


GRADED SCHOOLS.
Mr. EDITOR Upon this subject, much
time and labor have been devoted, in the
United States, within the last ten years.
1t is a well ascertained fact that no system
of education can be successfully sustained
without the constant stimulant produced
Fby the hope of promotion from the lower
to the higher grades Of Schools. In ma
nv parts of our State, the youth are en-
joying the fruits of organized schools; but
it is otherwise in many parts of this coun
Ety. The School law contemplates the
organization of township central high
schools, but this cannot relieve the sub
districts, from their present embarrassed
condition. Only small number could
ever attend the township Schools We
wish it distinctly understood. however, that
we do not oppose the erection of central
high schools: But while this school could
only accommodate few, the great body
= Z.
tot}our youth must, under this arrange
ment. 60 untaught. We say untanght,
/ because the present system in the sub-dis-
tricts, affords few advantages for the pros
ecution of study, either morally or men,
tally.
All ages and grades are crowded into
4 one room, under the care of one teacher
generally in that season OF the year when
I it is exceedingly difficult to keep small
children fromfreezing! yet in six hours, the
teacher is required to give instruction in
forthography, reading, writing, mental and
written arithmetic. geography and gram
m a: and these departments of study are.
sub-diyided into several classes -affordng
sufficient labor for two teachers.
Order, the first elementina school room,
cannot be secured where the MUD Of the
teacher is constantly diverted from one sub
ject to another, in rapid succession. Sys-
ten in every department is turned into
disorder and confusion Where the ex-
ercises are thus confased-the pupils no
longer feeling themselves under restraint
readily mite in disorganizng the whole
fabric of the school. are ..sz
school year, the advanced classes should
attend during the winter-the primary in
the summer. Orthography and primary
reading should not be taught in .connee-
tion with the advanced classes. The pri-
mary classes interrupt the advanced pupils
so materially that the latter woH,d be bet
ter occupied at home, pursuing a private
course of study. The great subjects of
reasoning AID demonstrating are thus
defcated-and the young man, about to
enter upon the active duties of flife-hav-
: ing spent his. minority in our crowded
sehools-is not prepared to fill the design
ofhls mission into the world. With minds
: iundisciplined in the analysis of the moral
and physical world, our youth are hurried
e upon the theatre of life, and mingle with
e the unihinking throng to 6ll the tide
Q Of immortal spirits that passes into eterni-
!, ty. The cultivation Of the mind is moi
q Temporary, alone, in its character. 1t is
Iconnected with the eternal interests of the
soul. 1t involves interests that reach forth
! to the endless future; and the influence il
t must exert Oh our immortal nature, as en-
!; during as eternity. 80
= AS the boards Of education have com.
J. pleted the organization of sub-districts
y and constructed the necessary school edii.
n ees, it remains now that they should turn
II their attention TO the internal operations
n of the school system. Progress is the
Q characteristic of the age, in every thing
e that distinguishes the human race. Will
y our boards of education remain at case,
q and permit our schools to languish, and
bring forth nothing but ignorance and
-lyice? The remedy is found m affording