Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1858-11-26
VERMONT EDUCATION.
Published under tie sanction Of he
State Teachers Committee.
DEFECTS IN OUR. sYsrEM-GRADED
SCHOOLS.
NO. ".

THE REM Dr.
a fourth principal advantage Of the
Graded School Is, that 1t secures the ad-
vantages Of all the grades OF instruction
to all classes Of society-the poor as well
as the rich. This may not suit the ex-
elusive classes, but it DOES suit the gsuins
Of our republican institutions. Nothing
short Of it Is really democratic in the lar
gest sense Of that word. Nothing less
than popular educational system can
secure cur republican form Of Govern
ment from abuses. As a Commonwealth
we owe it TO the preservation Of our re-
Pubiicanisni-if we are poor. we owe it
10 ourselves, TO encourage that system of
education which viii bring all grades of
instruction within the reach of all classes.
indeed ii we are rich, it IS bl, Z matter.
OF se.t-iuterest to encourage such 4 Sv<-
ten Of schools. rs ia .h-ir ultimate effect
they are decidedly economical. For.
nothing else, in connection with the pre-
valence Of Christianity, is 50 potent to
prevent crime, paup=risrl, and every 9th
er degradation. Prisons and poor-houses
are vastly less sure to protect the proper
ty and provide for the wants Of commu-
nifty, while they are Joubly expensive
and cumbersome. Schools are a whole
some preventive, while these operate as
an awkward and Intellectual cure. Tie
true theory Is to educate 90 elevate
the masses, and thus, instead OF degraded
victims Of crime and poverty, society viii
be filed with worthy citizens.
The question now presents Itself: Are
Graded Schools practicable: Actual ex-
pertinent alone can answer this query
satisfactorily. A, present we can orIv
say, viewing the matter theoretically.
that We consider the scheme quite prac-
tieable. It may not be as easy to GARY
It into effect IN the country as in the large
villages. still a large share Of the benefits
arising from graded system NAV. doubt
less, be realized in the countr7. Villa
ges Of any considerable size. could GER
tainly enjoy its privileges, introducing
and arranging the system with little diff
fcuIiy.
For instance, let two or three or four
districts in or adjoining village, unite
to form Union D,e,r,e.. IF all the dis
tFiets in Town could be Induced to Join
this movement, 50 much the better. We
should expect they would ultimately. If
they did nota. first. Each district would
retain its own organization and school
house, support is own school as before
which should be primary to the central
school provided by the Union district
The Union District would need to build
a convenient house, at some central point
to use rs the central school-Louse. Or
It may lie that some building aIread7
standing, would sufficiently meet til,
wants Of the new school. Then uro7f5,
a competent teacher for the entire wear
but if tha. class Of P-operty-LoIders VIII
have no direct interest IN tie school, an,
who are too mean unzelH-hly to help for
ward thing Of tia. kind. should be to
numerous to permit this, engage teach
er for SIX months OF for four OF three. q
the case might be. Let the Union d..
trict Be formed first. and then secure
school as often and Is long as possible.
But suppose there Is 10 prouinel
central village in 4 town. 10 b1ildfn
suitable for such Z school, and No disuc
xitiOn on the part Of the Inhabitants
provide such building, the preiect of
Union School need no. even then :
abandoned Two o. three adjacent zch5,
districts, situated in any part Of the torr
under the general Union District Seh9,
law Of the State. could form tI.emzalv,
into Union District, and support q afz
school in one OF the o:har of their zchs,
houses, during a portion Of the year vhe
school houses are no; occupied with th
regular winieror summer District Schoo
The fall season would, doubtless, be ID
most Convenient time for this school; al
in flirness to al parts Of the Union Di
tricf, tie school should alserra,e betwee
the different scbo0l-houses Of that df
tric..
Another form Of this Graded Seho
Is 2 division Of the scholars IN one dis,ri
according to their attainmsuts, formin
two schools where there Is now but on
This form would be practicable and bfgI
" useful where the district was large al
the scholars Numerous; IN fact, ever
school Of forty or fifty scholars ought
be thus divided. There Is abundance
labor in such school for two teache
much mare than one can DO thorouz