Burlington free press. [volume] (Burlington, Vt.) 1827-1865, 1858-11-05
Vermont Education.
DEFECTS IN OUR SCHOOL SYSTEM.
GRADED SCHOOLS.

We have now examined hastily this lack of har-
mony in connection with each of the grades of
system of Schools. The evil has appeared to lie in
the want of clearly defined sphere for each grade
to occupy. Various causes we have seen thus far,
have operated to minge the different grades togeth
err The Academy has encroached upon the prov
ince Of the Common School the one hand, and
upon that Of the college on the other The Com
mon School has left its province and stretched itself
almost to the College, while the College finds itself
compelled to conform to things as they are.
Now the question is, what is the remedy? Cen
orally, may say, it is that which will define the
respective spheres of these different grades of
schools, and confne them to those spheres. What
particular thing will do this work, is difficult
problem to solve.
Some teachers have attempted to effect a reform
by admitting none to the privileges of their Acad
emies, except on examination. This plan would
doubtless, work well so far to secure thorough
classification of the scholars connected with their
schools. But as many would be deferred from
tering the school on account Of the examination,
who might otherwise enter, the teacher must either
starve or make an increased charge of tuition on
those who do enter. Hence, while the examina-
ton, if strictly adhered to, would drive the young
portion Of the rich back into the District School
the continued and increased charge for tuition in
the Academy would still detain the poorer class in
the District School. The evil would be remedied
in part. The Academy would be purged, though
greatly crippled of its resources while the District
School would be scarcely well off as before This,
then, seems insuticent-and though great praise is
due such teachers see the evils OF the present
system, and labor thus unselishy to remedy them
it must, think, be evident to all, that their eff
forts will fail to secure a thorough reform
We must look for some thing more-a plan
which will not only compel the younger scholars
to remain in the Public Schools, but will, at the
same time, open the Academy to all who are fitted
to enter it by examination-poor as we'll rich.
This can only be done, it will be observed at
glance, by bringing the Academy within the sphere
of the Public School System. In other words
need series of Graded Schools that shall cover
not onlyithe ground now occupied by the District
Schools and Academies, but shall include even the
| College.
This may seem impossible, in sparsely popu-
| lated State. But let us see, before decide this
matter, what Graded Schools are, and how they mny
be adopted even in Vermont. They are system
Of Schools whose respective spheres clearly de-
fined and arranged with respect to each other, so
as to form series Of steps from the Primary School
| to the College The number of this series would
vary in proportion to the number of scholars to be
taught. In populous villages, the primary grade
would be confined wholly to the rudiments of our
Of the common English branches. including few
of the higher; the third grade would complete for
the pupil a thorough business education or fit him
for College, as he might wish. In the country
the primary grade might include all the studies
that not reckoned as higher English studies
this grade would correspond precisely with the
present District School, after throwing out tn,
higher studies that are now banefully introduced
into that School; the Academy would form tn,
second grade, whose province would lie who'll,
between the first grade and the College, filling thi
field we'll as it could.
The advantages of this system would be;
First, that the scholar would enjoy the undivided
attention Of the teacher directed to those branches
which are assigned to the grade he is then in
The teacher could thus systematize his labors AM
impart instruction in way that is now almost un
known. The exercises Of reading or spelling, 70
instance, which too often hurried over as DIR
and dull, might be made both interesting an
highly instructive by giving them more time an
by so diversfying the monotonous daily routin
with oral and other exercises as to render thel
attractive. Time would be given to develope gee
graphy philosophically and to trace its relations
other subjects not found Immediately within th
! sphere of the Primary School The teacher woul
have time to prepare himself upon each branch
study, as to bring vast amount of fresh matt
to bear upon the lesson of each day,
A second advantage of the Graded System is, tn
the pupil can pass from one grade to the next hig
, or, only by examination, The scholar himself
not prepared to judge when he is fitted to enter
D higher grade can his parents judge of his
= tainments as we'll as his teacher, or commit
before whom he passes rigid and impartial exaI