Green-Mountain freeman. [volume] (Montpelier, Vt.) 1844-1884, 1858-03-25
Plan for More Enlarged System of Public
Instruction,

fostered, and extending to every child the means
of acquiring common school education. 10
this end, and to this extent, the people have
freely taxed themselves. To advance their
children beyond this point, they manifest no
concern-they feel no necessity.
The common school for primary instruction
is absolutely essential in republican govern
ment 1t early assimlates the children to
common equality, a common language, COM
mon articulation, even, and common NATIONAL
ity. 1t providesa rudimental instruction that
qualities the children for the ordinary duties OF
life. For the higher branches Of learning the
common school law makes no provision. With
the common school the people are satisfied and
here rest content From this mental apathy
they must be aroused before further advance
can be made. This can only be done by reach
ing the heart of the parent. The parent must
be made both to see and feel that in the mental
culture of his child he is responsive to thehigh-
est, purest aspiration of his nature. 10 dis
cover to the masses the necessity and utility of
this is the great proposition of those who have
given their attention to this subject.
AAfSssslhe mind dwells upon this great public
iRteSsl.I cannot but perceive that Vermont is
entitled to be State distinguished for her seats
of learning, and for high literary culture
widely difused throughout her whole popula-
ton. 1t perceives that though not distinguish
ed for wealth, she may be large shareholder
in every effort to elevate our race. 1t secs that
that it is her duty, even, to. be represented in
her educated and accomplished scholars, in all
the fields of usefulness and trust, whether with
in or beyound our borders. All this can be
accomplished and we have the means ample for
the purpose. All that is wanting is a hearty
good will" where there is will there is a
way" Now how can this great proposition,
50 vital to free people, be realized? say
again, carry the measure home to the parents
heart.
This subject has at times occupied the atten-
ton of the Legislature. In lS4l and "A acts
were passed authorizing large and populouf
districts to divide and form central school in
which the higher branches might be taught
that contiguous districts might form u union
district, for the same purpose. These are not
compulsory acts, nor are their provisions appli
cable to sparsely populated places. In 1856 &
Board of Education was established, charged
with the duties of advancing public instruction
the Secretary of the Board to confer with towr
superintendent, to visit common schools, tt
hold teachers institutes in the central points o
the several counties. The Board, in carrying
out its object, has based its operations upon oul
common school system. This plan may prove
of utility in populous places, but will never eff
fectually reach the great mass of common
schools which are too small in wealth and pop
ulaton to receive in this direction, any essen
tial benefit. If the higher branches are her
taught, vt will be more or less at the expense o
the small children. To this the people vii
never consent. The founders of our common
school system early saw the difficulty, and lin
tied instruction to the primary branches.
No plan of public instruction is worthy o
Vermont that does not extend to each child
common opportunity and privilege. Still it i
absolutely essential to the best interest of tn
State that every child should be taught some o
the higher branches before it reaches its major
ity. In the present state of the public minC
many will see this necessity; more will not Sc
and repudiate it, If this great measure boil
of public and private utility is ever realized, i
must be through some legal provision not a
yet enacted. Let an act be passed requirin,
that every child between the age of twelve ant
its reaching llage, shall attend two or tire
terms of a high school. 1t may be objected tt
this, that majority of parentsmay not be abb
to meet the cash expense of boarding thei
children from home; that high schools are rare
and often at great distance. All this, practi
cally, can be overcome. Let us come nea
home and test the matter by an actual fact tina
will illustrate my proposition. know of tbre
adjoining towns, having a common centre O
business, where any of their inhabitants cal
60 and return in half day. AT this center
for many years past, one term of IL high schoo
has annually been held. A large proportion q
the families in these towns feeling unable to hir
their children boarded at first took no interes
in the school. In time few families wer
pursuaded to club together, hire room, furnis
provisions, and have their children board them
selves and attend the high school. The mex
year more families became Interested. tn
school at times reacheda hundred scholars Th
plan proved successful and eminently useful
Many of the children thus provided for, bccam
efficient teachers of common schools, some ar
now enlightened agriculturists and mechanics
Others have graduated from our colleges and ar
now pursuing the learned professions and an
nually more children take the same direction
The children on returning from the high school
proved the talissasn that awakened in the pa
rents the desired interest in this behalf.
In the instance referred to, the town havn
the location of the school gratuitously furnish
ed the school-room. The pupils paid tuition a
at Academies As to board, the parents 500
found that the provisions that would board thci
children at home, would furnish their table il
keeping house and boarding themselves. Thi
is the simple key to my plan by which woul
educate, all and entire, the children of til
State.
Wcwill go on. Let the State be divided int
high school districts for the purposes of teach
ing the higher branches. Each large tow
would make u district of itself. One SINAI
town could be associated with some one large
town. Ordinarily some three towns so adjoin a
to have convenient, practical centre that coul