The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1857-05-09
Our District Schools.

During the present week. most Of The DIS
trio, Schools in on: State. begin their Sum
ncr Terms. The Several DiStric: Commit
tees. upon whom has been imposed the duty
of employing teachers and putting these
schools in operation. haze 50 far discharged
their trust: and as the result of their efforts.
doubtless. cXpec. to have good schools No.
tee has been already given in our columns.
in reference to the schools in our village. that
" III lie t,a"d1's are crroiearTd'HheWp,r-
tfsSion. and rt5 >iJ,g'r crcI,fj"n, harr hs
ade!hioHrl "jrMt"yF hWia4r.r,t'ytGuy'f
tie sam. sriools 5ritI wiirl hey are mar T."
be co,uertcI." THIS is all we'll; AJAX! ,l,.,'
the same statement may be made in respect
to ycrv many other schools in the County and
throughout the State Experience is impor-
tant in any pursuit. hat in none is il more eS-
sential to success than in the management and
teaching of an ordinary district School.
But it is well t. remember that something
beside competent and experienced teachers
is requisite to make good schools. There
must be constant and faithful cooperation
of the experimenting school committees with
the teachers. in orlcrt to secure such result
Such cooperation We have been glad to no.
ticc recently. in our own village schools. and
its beneficial effects. if not already manifest
will. in due time. appear. The best of
teachers are made better by ii. They are en-
couraged and stimulated to a faithful perform
ancc of their difficult duties. Just so far as
their efforts are observed and appreciated
But if from the beginning to the end of a
term no experimenting committee goes near
the school-room. or thinks it to be his duty TO
look after the condition and progress of the
school, it would not be strange if most teach
ers should grow inefficient and become dis
satisfied with their calling. or if most scholars
should conclude that their conduct and prof.
cheney are of very little consequence.
But beside the cooperation of superintend
ing committees, that of parents and guardians
is no less necessary to ensure good school.
This cooperation must be rendered in vari-
ETY. of particulars. Scholars must be sent
and kept seasonably and regularly at school
Hardness and irregular attendance are among
the most prominent hinderances to improve
ment in every school. They are hinderanceS,
too, not only to those who are tardy and If
regular. but to the whole school. Parents
should remember that in school their chill
dren must be taught in classes. and that eve
nv absence or hardness of one member of
class, not only units him to rccitc with his
class. but tends also to break up the entire Or
der and classification of the school. But be-
side this. single consideration should induce
every parent to MAKE his child or children 60
seasonably and regularly to school. And
that is the influence and value of a habit
Whoever knew a boy who attended school at
hap-hazard, almost every day tardy and part
of almost every day absent who made a reli-
able man for business. or was worth much in
any capacity? Punctuality is rare virtue.
virtue easily cultivated in children and in
great demand among men. Whoever intends
to educate his child in order that he NAV sue
coed in business or be useful in the world.
should train him to it, and make it perma-
nent feature in his character. No better OPP
portunity for doing this is afforded to parents
than in this matter of attendance at school,
And we would say to every parent who de-
sires not only the Improvement of his chill
dren while in school. but who looks also to
their future success and welfare in life be sure
to teach and require them to be punctual and
constant in their attendance at the school
room. Send them neither too early nor too
late. but in season, and send them, if well.
every day. Submit to some inconvenience
in order to do this, and in the end YOU or Your
children will have your reward.
Still further in the line of parental co-ope-
ration. and necessary to the same result: there