Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1857-12-04
Educational.
VERMONT EDUCATION.

w e answer nose Things Wllltu Ailtl ii'Nb
need to know. And what are they They
will necessarily vary somewhat in different
schools, and with different scholars, accord
ing to age and previous training but as
general rule. Rcading. Spelling, Writing,
Arithmetic, GEOGRAPHIC, History and Compost
hon should constitute Nc DriHcipai, md W most
cases. the only hiags that should. at present. be
studied and taugM IN our Vermont Common
Schools. A thorough knowledge of these is
fundamental to proficiency in the higher
branches. and besides is that knowledge
which all our youth most need 20 fit them for
the business of life.
There NAV be some few schools Of this
class into which other and more advanced
studies may be proftably introduced, and it
is to be hoped there will be many more by
and by. but. if we mistake not, at present,
the great and almost universal defect of our
common school Education consists in the
want of discipline in these elementary branch
os This deficiency has resulted from various
causes The multiplication of Academies
and Select schools has had something to do
with it, Scholars having attended these dur
ing part of the year wish to prosecute the
same studies when they return to the com
mon school for the winter term, and through
their own influence and that Of their parents,
they generally succeed in procuring the de-
sired classes for this purpose. Teachers, too,
in not a few instances, consulting their own
tastes in preference to tho wants of their
schools, and preierring % teach what they
have studied at the Academy or College, have
introduced their favorita studies and text
books into the district school Parents,
moreover, ambitious TO see their children ad-
vanced to higher studies, have too often iay-
ored this course, not considering that all such
advancement. if premature, necessarily fails
of its object. and only tends to make super
fetal scholars or mere billiards, instead of in
telligent women and capable business men.
These and other causes have BEEN for years,
modifying the character and diminishing the
usefulness of the Vermont Common School.
They have diverted from the study of the
primary branches enumerated above, a large
portion of our youth who have hitherto had
no careful training in them, and monopolized
so much of the Teachers time with other
classes, that reading, spelling and writing
have been crowded out of their wonted place,
and treated as comparatively unimportant
things. The result is that mulutudes OF youth
among us. our young women and young men,
who are wholly dependent upon the common
school for their education, are failing to &C
quire in it capacity to read, write and spell,
sufficient TO save them from pity or ridicule,
wherever their profciency-or rather their
deficiency in these branches is put upon ex-
hibihon. And yet in very many of these
schools, and composed of scholars so deficient
in these things, will be found classes studying
or attempting to study Physiology, Natura
Philosophy, Algebra, or even Astronomy, ant
sometimes, too, where teachers can give sucl
instruction. a class of beginners in Latin.
All this would be proper, and besides
cause of graduation. if it Represented the &C
tual capacity and wants Of these schools, bu
when, as in most cases a little examination
shows, majority of the scholars composin
these classes are incapable Of reading decent
ly, of spelling large part of the words use
in their conversation correctly, or of compos
ing and writing dramatically or legibly a
ordinary business letter, their course of stud
seems not altogether suited to their wants, {
creditable to the discretion Of their teache
There is no exaggeration in saying that mu
titudes of scholars in our common schools ]
Vermont are wasting most of their time, an
rendering the services of their teachers, bot
for themselves and those associated wit
them. comparatively useless, by the preyalci
habit'of attempting things for which the
have no adequate preparation or discipline
and it is time that the public attention we
called to it, and something done to CORE
the evil,
But it may be asked what can be done ar
who shall do it, We answer-Let that
done which needs TO be done. Let the Cor
mon School be confined to its legitimate bu,
ness of teaching the common branches, or
least before any others are attempted,
Al i l.. l.. 81 1
writing and spelling capacities of all wi
would undertake them. Let Arithmetic, q
ography the Histories of our State al
Country, with exercises in Composition, ha
precedence next, until such scholars Ia
made familiar and thorough acquaintance wi
them, and there will then be little time lie
and fewer candidates for higher studies in t
common school. In short, let the comm
school neither aspire to, nor undertake to
the work of the academy and college, and
shall soon have more useful knowledge amo
the common people, and the academy and C
lege will no longer be obliged, as now, TO
the work of the common school
But who shall see that this is done; S
perintendonts and parents must initiate I
reformation. They must first Of all requ
teachers to be qualified to teach, and tel
thoroughly the elementary and comm
school studies. If in addition to these u
can teach Algebra, Philosophy, Greek, Lat
or anything else, and do it well, so much
better but let it be understood that no C
tifcate Of competency to teach the higl
branches, not even college diploma, is su
Gent evidence of ones qualification TO tel
in the common school. Improbable as it II
seem, it is undoubtedly true that the prim
school teachers Of the State are, to-day, b
ter qualified, as a body, to teach in an aca
my than in the common school. They hi
bestowed but little study and bad no train
upon the elementary branch 3, and con
quently have but little skill for the sep
they are undertaking 70 perform.
Town Superintendents entrusted with
examination and licensing Of teachers h
much to do in this matter, and should 80
ercise the right and duty Of inquisition I
all candidates for employment shall make
proof Of their competency to teach, not
higher branches that belong elsewhere,
the specific and elementary things that, ii