Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1858-11-12
Educational.
VERMONT EpuCArION



We have now examined hastily this lack
OF harmony in connection with each Of the
grades Of our system Of Schools The evil
has appeared 10 Die In the want Of a clearly
defined sphere for each grade to occupy Va
rious causes, we have seen thus far. have ope-
rated to mingle the different grades together
The Academy has encroached upon the prov
ince Of the Common School on the one hand.
and upon that Of the college on the other
The Common 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 rcmcdy
Generally we may say, it Is that which will
define the respective spheres of these different
grades Of schools, and confne them 90 those
spheres What particular Hing win do this
work. is a more difficult problem to solve
Some teachers have attempted 90 effect a
reform by admitting none to the privileges Of
their Academies, except on examination -
This plan would, doubtless, work well SO far
as 10 secure thorough classification of the
scholars connected with their schools But
as many would be deferred from entering the
school on account of the examination. who
might otherwise enter. the teacher must
AtAhNl oAhiNN pl NlAkf NA lllAltuNNA iANILE it
tuition on those who do enter. Hence. while
the examination, if strictly adhered to, would
drive the younger portion Of the rich back
into the District School. the continued and
increased charge for tuition in the Academy
would still dctain the poorer class in the Dis
trict School The evil would be rcmoded in
part The Academy would be purged, though
greatly crippled of it's resources while the
d.. ~ f..lT l..
fore. This, then, seems insufficicnt-and
though great praise is due such teachers as
see the evils of the present system and labor
thus unseld.hly to remedy them--it must,
think. be evident TO an. that their efforts will
fail 20 secure thorough reform
We must look for some thing more-a plan
which viii not only compel the younger
scholars TO remain IN the Public Schools, but
will, at the same time, open the Academy to
all who arc fitted to enter it by examination
poor as well as 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. we need a
series Of Graded Schools that shall cover,
not only the ground now occunid by the Dis
tyct Schools and Academies. but shall in
cludo even the College.
Nl7 may HAAAl4 4llI tlN'10lhi1 ll Nll IAi0tlN
populated State Bat let us see. before we
decide this matter, what Graded Schools are,
and how they may be adopted, even in Yer
mont. They arc a system Of Schools whose
respective spheres are clearly defined and ar
ranged with respect to each other, so as to
form a series from the Primary school to the
College The number of this series would
vary in proportion 20 the number Of scholars
f., 1.. I-
mary grade would be confined wholly 20 tho
rudmcnts of our language second would
complete "a knowledge of the common English
branches, including few of the higher the
third grade would complete for the pupil
thorough business education or fit him for
College as be might wish In the country,
the primary grade might include all the stu
die, that are not rcckoucd as higher English
studies this grade would correspond precise
ly with the present District School, after
throwing out the higher studies that are now
banefuuy introduced into that School the
Academy would form the second grade, whose
province would lie wholly between the first
grade and the College filling this field as well
it could
The advantages of this system would be
First, that the scholar would enjoy the un-
those branches which are assigned to the
grade he is then in The teacher could thus
sympathize hi, ahors and impart instruction
in a way that is now almost unknown. The
exercises of reading or spelling, for instance,
which are too often hurried over as dry and
dull. might be made both interesting and
highly instructive, by giving them more time,
and by SO diversfying the monotonous daily
,tsffl Al -tftl Of la
render them attractive Time would be Civ
en- to develope geography philosophically land
to trace is relations to other subjects not
found Immediately within the sphere of the
Primary school. The teacher would have
time to prepare himself upon each branch OF
study, so as to bring IA vast amount of fresh
matter to bear upon the lesson of each day.
A second advantage OF the Graded System
is, that the pupil can pass from one grade to
the next higher, only by examination. The
scholar himself is not prepared to judge when
he is fitted to enter a higher grade nor can
his parents judge of his attainments as we'll
as his teacher, or a committee before whom
he passes a rigid and impartial examination.
But under the present order of things, the
ambition of the scholar or parents controls
his promotion, except as the teacher, by inter-
T ltlluIs tall prevent u IN INC AiidNtu NNsttlli
a scholar could not enter higher class, until
by actual trial he was found prepared to enter
it. Thus the teacher would never be at a
loss to know the attainments or capacities OF
his scholars, and what he might reasonably
expect and require of them. lie can then ap-
ply his instruction understandingly, compel
ling the pupil to perform the task assigned
him without fear of being unreasonable in his
requirements.
A third advantage of the Graded System is,
that it would relieve the teacher of the labor
which now belongs to the financial interest,
of the present form Of Academy School Nc
means, either ordinary or extraordinary, would
need be to put forth TO secure patronage-nC
running here and there, by the teacher, tC
collect in little fragments, the money which
by hard labor, he has already earned. Thest
cares ard anxieties being entirely removed by
a provision for his support from the public
funds, he could direct his undivided attention
to the active discipline and improvement o
his School. An overdue amount Of labor an'
care would not compel him to leave the pro
fesson for some other easier and more lucra
tive He would continue permanently in th
School, and thus add, in time, to its useful
negs the advantage of cXperienCo and lonl