Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1858-12-17
Educational.
VERMONT EDUCATION.
PNbhshcd uHder me sanction of the Statc Teacher 3
COMMITTEE.
DEFECTS IN OUR SCHOOL SYSTEM

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all the grades of instruction TO all classes of
society-the poor as well as the rich This
may not suit the exclusive classes, but IL
does suit the genius of our republican institu-
tions Nothing short of it is really demo-
cratic in the largest sense of that word. Moth
ing less than a popular educational system can
secure our republican form of government
from abuses. As a Commonwealth, we owe
it to the preservation Of our rcpublicanism-
| if we are poor, we owe it to ourselves, TO en-
courage that system Of education which will
bring all grades of instruction within the
reach Of all classes; indeed, if we are rich,
it is but a matter Of sclfintorcst TO encourage
such a system Of schools, as in their ultimate
effect they are decidedly economical. For
nothing else, in connection with the preva-
lonce Of Christianity, is so potent to prevent
crime, pauperism, and every other form Of
degradation. Prisons and poor-houscs are
vastly less sure 20 protect the property
and provide for the wants Of community,
while they are doubly expensive and cum
bersomc. Schools are wholesome preven-
tive while these operate as an awkward and
Intellectual cure. The true theory is to edu-
cato and elevate the masses, and thus, instead
Of degraded victims of crime and poverty,
society will bo filled with worthy citizens.
Tho question now presents itsclf:-Arc
Graded Schools practicable Actual expert
mcnt alone can answer this query sausiacto-
/ rily. At present VIC can only say, viewing
tho matter theoretically, that we consider the
scheme quite practicable II may not be as
easy 20 carry d INTO effect 90 the country as
in the large villages, still a large share of the
benefits arising from graded system may.
/ doubtless. bc realized in the country. VIII
/ lagos of any considerable size could certainly
enjoy It's privileges. introd lcing and arranging
the system with little difficulty
For instance, lct two or three or four disc
trict.. iu or adjoining village. unite 90 form
Ia Jnion District. II oil the districts in town
could ho induced 20 Join this movement, so
much the better. We should expect they
would ultimately &c they did not at first
Each district would retain its own organiza-
tion and schooI-houso, support its own school
as before which should be primary 10 tne
central school provided by the Union District.
The Union District would need 10 build
convenient house. at some central point, TO
use as the central school-house. Or it may
Doe that somc building already standing would
sufficiently meet the wants of the now school.
Then provide q competent teacher for the en-
tire year but If that class Of propcrty-hol-
ders who have no dircctintcrcst IN the school,
and who are too mean unsclhshly to help for
ward a thing of that kind. should be too nn-
merous TO permit this. engage a teacher Tor
six months or for four or three, as the case
might be. Let the Union District be formed
first, and then secure a school as often and as
long as possible.
But suppose there Is no prominent central
e. village in a town, no building sutaole Tor
such school, and no disposition on 'ne part
b of the inhabitants TO PROVIDE .Nch o"llu'hS'
the project of a mon school need NOT even
then be abandoned Two OF three adjacent
- school districts, situated ma any part Oh 'nc
town. under the general mon l)i'u'et oenoo'
10 law OF the state couId form themselves ln.'
, Omon District ana sopP''' 'iS '1''o9i III
. one or 'he o'ler %! l''lr Soh'o' n1u'os' "UI-
4 portion OF the year when school houses are
d not occupied with thC regular winter or sum-
mer district school The tall season would,
.lc,btIos. lao tho most convenient time for