Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1858-11-12
VERMONT EDUCATION.
Published under the sanction Of the
State Teachers Committee.
DEFECTS IN OUR sYSTEM-GRADED
SCHOOLS.


NO. II.
Nor does the want of harmony in our
School system appear alone in the Acad-
envy. While the Academy is taking
many children of the richer class from
the District School before they are really
prepared to enter higher grade, there
are large numbers from the poorer class
left in the Common School, who ought, if
we judge by their attainments, TO be in
the Academy. Others, who are perfect
ly able to send their children to the ~
cademy, but are anxious to save expense,
will keep them in the District School as
long as they can succeed in getting the
higher studies, which they wish their
children to pursue, introduced into the
District School. These insist that a
teacher shall be engaged who is compe-
tent to instruct in all the higher branches
of study. Then he-out of pity for those
who are not able to enjoy the benefits of
higher grade of school-or out ordef-
erence for the second class mentioned
or, oftener from an ambitious desire on
his own part to teach the higher branches
permits a long list of classics to be
formed in higher English classical studies.
l knew of school during the past win
ter, numbering some fifty scholars, in
which were classes in Physiology, As
tronomy, Bookkeeping and Algebra
1t is quite absurd to suppose that the
teacher could, with these higher studies,
and in so large school do any thing
like justice to the primary branches. Sc
far from making his instruction interest
ing and profitable to the younger portion
of the school, the recitations must be, Of
necessity, the driest and most abrupt
formalities possible-dreaded both by
teacher and scholar for their very drynes;
and hurried off their hands at telegraph
ic speed.
This is the chief defect in our District
Schools The higher branches crowc
the primary out of their proper place, anC
as there is no lower grade to which they
can resort, they are totally neglected, o.
at least hastily and imperfectly passed
over. Hence we may readily accoun
for the imperfect knowledge of Reading
Spelling, Geography and other primary
studies, so prevalent everywhere. Per
sons 90 fIom the District School withou
having learned these things, and they
never have another opportunity.
Nor can a good Teacher wholly rene
dy the evils arising from this state o
things. The school-house, may be a
heathful and attractive as you please
there may be perfect uniformity of text
books-to these may be added mode
Teacher; and if the higher branches G
study are permitted to enter the school,
will still fall far short Of a GOOD Schoo
A good Tedcher-one who has a correc
notion Of what a School ought to be, can
not bring a School up to his own stand
ard of perfection so long as he is harrass
ed and driven at the top of his speed
from morning till night, to complete tn
almost endless routine of classes. Fl
may keep a good school in the usual &C
eeptation of that term.-I believe W
have many such schools even where thi
evil is quite prominent,--but never, unit
the system be essentially reformed in thi
respect, can good teachers labor freel
towards their own ideal standard Of
model School.
The College, also, suffers MATERIAL
from this deranged condition of the low
err grades of Schools. Though in itse-
well systemized and nearly free from tn
evils already enumerated, still being dc
pendent, as it is, on the lower grades 70
accessions to its numbers, it is, at time:
seriously embarrassed in applying its sys
tenn to those who come from the othe
grades. NJ. z. p.