The Middlebury register. [volume] (Middlebury, Vt.) 1850-1882, 1857-10-28
The spacious and elegant ball ss 3es
Washington street, Boston, is occupied
by Mr.. james Trefren as the exhibition
and sales room---to whom albcommuni.
cations should be addressed liss vi
Vermont Education. 4
Published under the sanction OF the State Teach
ers' Committee. .Ut


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 q good
school is good thing; but that . pooe
school is worse than none at all, 10 not
30 evident Those who affirm that no
school is preferable to poor one should
look well to the consequences of having
no school before they decide The ,quss.
tion A poor school is indeed to be de.
plored but the children Of q community
bad far better be in. school, though il 10
not good, than in the streets planning
deviltry. Many times, schools have the
reputation Of being poor, when in reality
they are good, owing to unfayorsbls oir-
cumstances being brought to.besr against
them and in nearly ell cases, ths true
condition Of school is realized and sp.
preciated only by a very few. Com.
plants are freely offered without regard
10 the question, whether they are dsssrv-
ed or net, just as if the school is
something SO insignificant that il makes
but little difference whether it 10 sus.
tanned or donouced. So much talk, about
schools particularly poor schools, poor
school-/touses, poor teachers, and poor
school-kaso, would seem TO indicate q
deep interest 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 a..
tute criticism on the same and intsrest
such as indifference creates, that rather
spurns than chorishss its object. 90
Indeed, the cause Of this school difi.
Guilty is not 30 much the want Of some
interest, as the sbsense Of the si9ht
kind not that our school Law 10 poor
one but thst our schools are not gov.
erued by its real intent and purpose
not that so many Of our schools are poor,
but that we do uot take the trouble to
6nd out their good qualities. Wa, take
too many things for granted gsl listen
to Rumor whose hundred ears. eyes, and
tongues, never rest, and, what would be
most unfair 10 a court of justice, VS. rem.
der verdict without hearing both
sides hence it is, that our common
schools do not occupy a higher position
az trne sources Of education. Since,
then, Cur school law, school system and
our schools are looked upon With dis
trust, what can be more important TO
the people of Vermont, than to consider
what shall be the best means to secure
reform in this mattsr2 We advocate
no revolution, (for We have the elements
and material of q perfect system Of in.
struction we would not overturn or
destroy, but would earnestly protect
whatever of good now exists we would
only stir up tho elements aud work up
on the material within our reach, 90 that
our common schools shall become more
elevated, more attractive, and more eli.
cient means Of educating 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 trxs
interest in q subject thatiso immediate.
ly concerns their own welfare. 30
, To beooms convinced Of this indiffsr-
ence in regard to schools generally. one
has only to take notice Of what is going
on around him. He sees q great tu.
multi, q grand whirl Of excitement and
the rapid dispatch Of monetary business
but he hears little or nothing Of the
concerns Of education.
The Common School 10 scarcely no.
ticsd, except to be censured, amidst the
hurly burly Of every day life; its o'aims
upon our attention are silenoed BY .
freezing indifference. 1t will be within
the limits of truth to say, that not one
man 10 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
means and privileges that are to make
his children intelligent, respected and
useful in society. But ask your neigh
Dor about Mr.. As Black Hawk" colt
and be will tell you, to day, how old il
is, upon what it is fed, just how many
white bairs on its head or fo ot--in fact
he knows all about it, Start any topic
pertaining to merchandise, farming, rail
roading, or money making in general
and every man 10 st home, interested
and ready to talk, but change the sub
jeot to common schools, and his interest
flags, his eye wauders out upon the bill
side to his merino sheep. his mind re
verts to the office, the eoupting'room
the billiard saloon, and he soon eonfessei
that he knows but little or nothing sbou
the school. This ought not to be, an'
did each man take half the real interss
in the school, that be does 10 politics o
money, out houses, schools and teacher
would not be as they are, objects Of neg
lect. Every one has il in his power :
do something for the benefit Of th
school. .... ,.,a..d .f..g.
l. He can feel an interest and man
fest it in his conversation ...-,
2. He can visit the school and sneou
age the teachers aud scholars.
3. He can chssrfally pay his Psrsio
, for the support Of good schools:
, All this, and much more, each one %