Burlington free press. [volume] (Burlington, Vt.) 1827-1865, 1858-11-12
Vermont Education.
DEFECTS IN OUR SCHOOL SYSTEM.


REMEDY. GRADED scnooLs.
A fourth principal advantage of the Graded
School is that It the advantages of all the
grades of instruction to all classes Of society-the
exclusive classes but it does suit the genius of ur
republican institutions. Nothing short of it is
really democratic in the largest sense of TINT word.
Nothing less than popular educational system |
can secure republican form of Government from
abuses As q Commonwealth we owe it to the
preservation of our republicanism-ifw we are poor
we owe it to ourselves to encourage 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 matter of self-interest to
nge such system Of schools as in their ultimate
effect they are decidedly economical. For nothing
else, in connection with the prevalence of Christian
ity, is so potent to prevent crime, pauperism, aud
every other form Of degradation. Prisons and
poorhouses vastly less sure to protect the pro-
perty and provide for the wants of community,
while they arc doubly expensive and cumbersome.
Schools wholesome preventive, whilo these
operate as nm awkward and Intellectual cure. The
bHSoy 10 W tleVUte the masses, ana
thus, instead of degraded victims of crime and pow
erty, society will be filled with worthy citizens.
Tho question now presents itself: Arc Graded
Schools practicable? Actual experiment alone car
answer this query satisfactorily At present we
can only say viewing the matter theoretically that
We consider tho scheme quite practicable. 1t may
not be as easy to carry it into effect in the country
in the LARGO Ior 81, &c ~
efts arising from graded system may, doubtless
be realized in the country Villages of any consd-
cradle size, could certainly enjoy its privileges in.
PRODUCING and arranging tho system with little
| difficulty.
For instance, let two three or four districts in
or adjoining village, unite to form a Union Dis.
| trict. If all the districts in Town could be in
duced to join this movement, SO much the better.
We should expect they would ultimately, if they
did not at first. Each district would retain its own
organization and school.house, support its own
| school as before, which should be primary TO the
central school provided by the Union district. The
| Union District would need to build convenient
house. at some central point to use as the central
school-house. Or, it may be that some building
|
wants of the new school Then provide a compe.
tent teacher for the entire year. but if that elias:
OF property-holders who have no direct interest in
the school, and who are too mean unselfsLly to hell
| forward thing of that kind should be too numer
Gus to permit this engage teacher for six month,
or for four or three the case might be. Let the
Union District be formed first, and then secure O
| school as often and long as possible.
But suppose there is no prominent central vii
| lagc in a town, building suitable for such Q
school, and no disposition the part of the inhab
tants to provide such building the project of q
| Union School need not even then be abandoned
Two or three adjacent school districts, situated in
any part Of the town. under the general Union Dis
trict School law Of the State could form themselves
into Union District, and support high school in
the other Of their school houses during por
ton Of the year when school houses are not occupied
Win inc regular winter summer District School
| The fall season would doubtless, be the con-
venent time for this school and in fairness to all
parts Of the Union District the school should alter.
nate between tho different school houses of that
| district.
Another form of this Graded School is a divis.
ion Of the scholars in district according to their
attachments, forming two schools where there is
| now but This form would be practicable aud
highly useful where the district was large and the
scholars numerous; i'll fact every school of forty
or fifty scholars ought to be thus divided. There
is abundance of labor in such a school for two
teachers-much moro than one can do thoroughly.
The rank which these High Schools would occu.
Ply would vary with the liberality and energy with
which they were sustained. Many would fall far
short Of what the Academy should be- or even now
is. Others would be fully able to fit boys for Col
lege or graduate them into the world with good
business education. The existing Academies should
enter into the system, as they could without chang
ing their standing, except perhaps, for the better
Tho College, too should be free to all; thing
which many Of the warmest friends Of our Colleges
have long desired and labored for.
Such is the Graded School in theory Shall it
made practical? Without doubt there are numer-
and formidable obstacles in the way of mme.
date success. The popular attention must be di.
rected to the subject. 1t must be discussed md
agitated by ITS friends in every house at all suta.
BILE times Its simplicity and feasibility must be
explained and enforced. Its ultimate economy
must be shown to those whose pockets are to be
affected; for it cannot be denied that increased
expense will be incurred in this system. Hence
the opposition Of property-holders will be one of
the most formidable obstacles to be overcome. But
this obstacle has been removed in some place. and
the system set to work. and it can be done as we'll in
others 1t may require many long years of persistent
effort on the part Of its friends to this OBJ
stacle, and to open the minds of the people to q
correct view of the entire subject Is not the OBJ
ject worthy this earnest and protracted effort
Then lex Teachers and other friends Of Education
throughout the State be astir to create a healthy
popular sentiment respecting this matter prepara-
tory to the ultimate and complete reign of Graded
Schools. NJ. P. P.