The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1857-11-07

We hear much every day with regard to
schools, the science of teaching and the best
means of promoting the cause of eduction
All agree that good school is good thing
but that poor school is worse than none at
all, is not so 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 question. A
poor school is indeed to be dcplorcd; but the
children of a community had far better be in
school, though it is 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 untavorable
circumstances being brought to bear against
them; and in nearly all cases. the t,ue condi-
ton of a school is realized and appreciated
only by very few. Complaints are freely
offered without regard to the question, whcth-
er they are deserved or no: just as If the
school is something so insignificant that it
makes but little difference whether it is
sustained or denounced. so much talk about
schools, particularly poor School>, roor Srhool-
houses. poor tcarhus. 0nI po"y >chool-M~
would seem to Indicate deep interest in
these things Oh the part of the community
generally; but the interest manifested is of
that kind which leads men tocondcmn in toto
what they do not care to examine in par
tlcular. which makes them attempt to conceal
an utter want of information on any subject
by ready show of a>tute criticism on the
same; an interest such as indifference creates.
that rather spurns than chcri>hc> its object.
Indeed. the cause Of this school difficulty is
not so much the want of sane interest. as the
absence of the right Aind: not that our school
law is poor one but that our schools alc
not governed by It's real intent and purpose,
not that so many Of our schools are poor
but that We do not take the trouble to find
ont their good qualities We take too many
things for granted we listen to l.umor W hose
hundred ears. eyes and tongues. never res +,
and, what would be most unfair in court OF
Justice. we render verdict without hcaril =
both Sides hence it is that our common
schools do not occupy a higher position a>
true sources of education. Since. then. our
school law school system and our schools are
looked upon with di>tru>t. what can be mo!c
important to the people of Vermont. than to
consider what shall be- the best means to Sc
ire reform in thi. matter? We advocate
no revolution. tor We have the elements and
material of a perfect system Of in>truction>.
we would not o\crturn or destroy. but would
earnestly protect whatever Of good now eN-
lists: We would only Air up the elements and
work upon the material within our reach. so
that our common schools shall become more
elevated. more attractive. and Il more efficient,
means of educating the Youth of our State
Nor is it the school system Itself. but the j,"c-
pie. that need to be reformed: to be walked
" to take a true interest in subject that
e..
To become convinced of this Indifference
in regard to schools generally. one has only
to take notice of what is going on around
him. He sees a great tumult. grand whirl
ofcxc;tcmcnt and the rapid dispatch of none
of the concerns of education.
The Common School is scarcely noticed
, except to be cen>urcd, amidst the hurly burly
of every day life: It's claims upon our attcn-
ton are sicnccd 10y Il 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
"suppoScs there is one indeed. like tn,
true Yankee. he depends upon "gucSSing
for his knowledge of those means and priyi
lcscs that are to make his children intclli
gent, respected and useful in society. Blu,
ask your ncighborS about Mr.. AS Black
Hawk" colt and he will tell YOU, to dav
how old it is, upon what it is fed, just now
many white hairs on its head or toot-in fact
he knows all about it. Start any topic pertain
ing to merchandise. farming. rail-roading, OF
mo,Hy-making in general. and every man is
at home. interested ard ready to talk, bn,
change the subject to common schools, and
his interest flags his eye wanders out upon
5 the hill side to his mcrino sheep, his mind re-
verts to the Office, the counting room, the bill
lard saloon and he soon contcsSes that hl
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 Or money, our school-houscs
schools and teachers would not be as the,
are, objects of neglect. Every one has it ir
his power to do something for the benefit Of
the school.
L. He can feel an interest and manifest i,
in his conversation.
.. He can visit the school and encourage
the teachers and scholars.
| 3. He can cheerfully pay his portion fol
the support of good schools.
+ All this, and much more, each one ran dc
and must do, if he would have, what all adj
mire, an excellent school. The great motive
power then, in the improvement of our com
+ mon schools. will be the manifestation oft,ut
interest IN them, IN prop0rtion to the su1,eriOr-