The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1856-03-19

well qualified, to give instruction in the
rudmental branches Of a thorough edu.
cation in the English language. Multi.
tudes are employed as teachers, who are
grossly deficient in orthography. Some
cannot spell words of one or two syla-
bles They have not sufficient knowledge
to teach any thing correctly. The law
requires all instructors to be moral I'm
moral persons, and even rrofane swear
ers. are not unfrequently engaged 10
teach the rising generation The law
allows no school money to be paid to
teachers. who have not received a certi.
fcate Of due qualification before they en-
ter their school Multitudes instruct,
who have never received such certifcatel
These reproachfui details nigh; be great
ly multiplied. as tens Of thousands know. .
This is the state Of things in Vermont
in 1856 These facts, and their cola
tcrals generally known, show what tho
latc TX Governor Eaton meant, when,
he said, more than one half of the 5000.
coo, annually expended for the educa-
cion of the rising generation, is worse
than thrown away" II sare money by
tie employment otcheap igHor0h feach-
erS, mnny diSirictS d0 7c0rsc than COM
mt all their Scho0/ D9oncy IN The fumes!
But Kesto SAYS. If our present school
laws were executed to the very lettor,
they would raise our schools far above
their present standard 70 a limited
extent. that may bo true. And yet we
doubtless find the reason of the fact.that
these laws are 81 far de nj letter, in the
character of the laws themselves. As
far as the interior machinery, which
should produce good schools, aud educate
the rising generation. is concerned. the
laws are u mere r0De of S0nd, of little
more strength aud efficiency than blank
paper. They are in themselves so weak
aud contemplate, that multitudes hold
them in utter contempt. Here is found
,he reason. why our school laws are not
respected and observed by our citizens,
as are the educational laws of other
states, by the people. Oar school llw
is in 50 many respects dcad letter, be
cause it is a dcad AiHg. Il has not suf-
ficeut stamina or Inherent power to an
swer the high purpose of its enactment,
and thus secure public confidence. 1t is
blot on the pages Of the Statute Book.
1t greatly dishonors the Legislative tai
ent Of the state No well read lawyer,
or intelligent legislator, can commend
it. 1t is difficult, in many parts of the
state, to find an intelligent ,uap to ac-
cept the office Of town superintendent,
because the law gives no power to do
what is seen necessary to he done
A good common school law, adapted
to advance popular educntion, is very
plain, simple Mihg. In its general
elements, provision, prohibitions, re-
quisitons, restraints, checks aad sane
tions, it is identica!ly the same thing,
whether found on tie Statute Book Of
y. Y. or Canada-of Germany or Prus-
sia. This may easily be asccrtained by
an examination of the common school
laws of he several states Of the union,
found or the shelves Of our State Libra
ry, or Of European systems of popular
education Ever whcre the parties are
the some-thc parents. the c"'Idren, aud
the teachers-their relations and agents
are the same-thG duties 10 be perform
cd and the rights to be protected ALL
secured the samo-the evils and abuses
to be guarded against and prevented the
same, and the great end to be achieved
the same. Therefore. over this depart.
ment of primary schools.-of popular ed
ucation, must be spread out the same
web.work of principle. directing, control.
ling and regulating all persons, aud all
interests involved which are identical ev-
cry where, originating in the Same au.
thority, and enforced by the same sane
tions, While there is no department of
human existence. relation AMI action,
where the direction. energy aud authori.
ty of law are more Indispensable than in
the department of common schools. that
law,w leneyer correctly aud wisely pass
ed, is essentially the same thing. This
opinion is sustained by the action Of tho
most enlightened legislation of the world.
1t is common sense. Il is philosophical
This is not the department of expert
ment, but OF learning from the best exist
ing models. That wisdom does not ex-
list, which is capable essentially to i'm.
prove the best and long tried system of
popular education. Ol the experience
of Prussia, great aud comprehensive
measure Of elementary education was
framed by Guizot. The bill was passed
ill 1852. In introducing the mea sure t.
the consideration of the Chamber of
Deputies, Mr. Guiznt made the follow.
ing remarks, in speech OF remarkable
el0quence: la passing this bill. it is
experience, and erl'o, fence alone, tha,we
have taken for our quite. The princ-
Piles aud practices recommended have
been supplied to us by facts. There is
not one part of the mechanism. which
has not bern r0y1ed successfully. We
conceive that, on the subject of eluca-
ton of the people, our business is rather
to methOdi-e and impr0re what criStS,
than destroy for the purpose of inventing
and renewing upon tue faith of danger.
Gus the0rieS 1t is by laboring incessant.
ly on these maxilus. that the Admins.
tration has been enabled to communicate
Il firm and steady movement in this i'm.
portant branch of the public service SO
much 50, that We take leave to say, that
more has been done for primary educa-