Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1857-10-31
VERMONT EDUCATION.
Published under the sanction of the State Teachers Com
mittee.l

Published under the sanction of the State Teachers
mttee
a WANT OF TRUE INTEREST IN SCHOOLS
We hear much every day with regard TO schools,
the science Of teaching and the best means of
promoting the cause Of education. All agree
that good school s good thing but that
poor school is worse than none at all, is not SO
evident. Those who affirm that no school is
preferable 10 poor one, should look well 10 the
consequences of having no school before they de-
eide the question. A poor school is indeed 10 be
deplored but the children of a community had
far better be in school, though it is not good,
than IN the streets planning devitry. Many
times, schools have the reputation of being poor,
when in reality they are good, owing to unfavo-
rabe circumstances being brought to bear against
. them; and in nearly all leases, the true condition
Of school is realized and appreciated only by
very few. Complaints are freely offered with
out regard to the question, whether they are de-
served or not !; Just as if the school is something
so insignificant tha, it makes but little difference
whether it is sustained or denounced. So much
talk about schools, particularly poor schools,
poor school-houses, poor teachers, and poor
school-tdu. would seem to indicate deep inter-
est in these things on the part of the community
generally but the interest manifested is of that
kind which leads men to condemn in toto what
they do not care to examine in particular, which
makes them attempt to conceal an utter want of
information on any subject, by ready show of
asute criticism on the same an interest such
as Indifference Creates that rather spurns than
cherishes its object.
Indeed, the cause of this school difficulty is
not so much the want of some interest, as the
absence of the right kind ; not that our school
law is poor one but that our schools are not
governed by its real intent and purpose ; not
that so many of our schools are poor, but that
we do not take the trouble to find out their good
qualities. We take too many things for grant,
ed; we listen to Rumor whose hundred ears,
eyes, and tongues, never rest, aud, what would
be most unfair in court of justice, we render
verdict without hearing both sides; hence it is,
that our common schools do not occupy high
er position as true sources of education. Since,
then, our school law, school system and our
schools are looked upon with distrust, what can
be more important to the people of Vermont, than
TO consider what shall be the best means TO Sc
cure reform in this matterl We advocate no
revolution, (for we have the elements and ma
terial OF perfect system Of instruction. } we
would not overturn or destroy, but would ear
nestly protect whatever of good now exists: we
would only stir up the elements and work upon
the material within our reach, so that our COM
mon schools shall become more elevated, more
attractive, and more efficient means OF educat-
ing the youth Of our State. Nor is it the school
system ITSELF but the people, that need to be re-
formed TO be walked up TO take true interest
in subject that so Immediately concerns their
own welfare.
To become convinced of this Indifference in
regard to schools generally, one has only to take
notice of what is going On around him. lie sees
great tumut, grand whirl Of excitement and
the rapid dispatch of monetary business, but he
hears little OF nothing Of the concerns of edu-
cation.
The Common School is scarcely noticed, ex-
cept to be censured, amidst the hurly-burly of
everyday life; its claims upon our attention are
senced by freezing indifference. 1t will be
within the limits of truth to say, that not one
man IN five can tell you more Of the school in
his own district than that he 'supposes there is
one" indeed like the true Yankee, he depends
upon Guessing" for his knowledge of those and
privileges that are to make his children intelli-
| gent, respected and useful in society. But ask
| your neghbor about Mr.. AS "Black Hawk" colt
and he will tell you, to day, how old it is, up
on what it is fed, just how many white hairs on
its head or foot-in fact, he knows all about it.
Start any topic pertaining to merchandise, farm
ing. rail-roading. or money-making in general,
and every man is at home, interested and ready
to talk, but change the subject TO common schools,
and his interest flags, his eye wanders out upon
to the office, the counting-room, the billiard sa
loon, and he soon confesses that he knows but
little or nothing about the school This ought
not to be, and did each man take half the real
interest in the school, that he does in politics
money, our school-houses, schools and teachers
would not be as they are, objects of neglect
Every one has it in his power to do something
| for the benefit Of the school.
/. He can feel an interest and manifest it in
| his conversation.
2. He can visit the school and encourage the
teachers and scholars
8. He ban cheerfully pay his portion for the
support of good schools.
All this, and much more, each one can do and
must do, ifhe would have, what all admire, an
excellent school. The great motive power then,
| in the improvement of our common schools will
be the manifestation of true interest in them, in
proportion to the superiority Of the intsllectua
abooe the physical j.