Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1858-11-19
VERMONT EDUCATION.
Published tRdsr he sa8ctioa ef a.
State Teachers CommiYes.
DKFECTs IN Our sYsrKM-GgApEp
SCHOOLS.
NO. III.
- n A. n

NJ AAAs
rHE REMEDY.
We have now examined hastily this 1
lack Of harmony in connection with I
each of the grades Of our system Of
Schools. The evil has appeared to lie
in the want of a clearly defined sphere
for each gradeto occupy. Various causes
we have seen thus far, have operated to
mingle the different grades together
The Academy has eneroaehed upon the
province 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 al
most to the College. while the College
finds itself compelled to conform to things
as they are.
Now the question is, what i the rem
edy? Generally. we may say, it 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 a
more difficult problem to solve.
Some teachers have attempted to effect
a reform by admitting none to the priv
ileges OF their Academies, except on ex-
animation. This plan would, doubtless
work well so far Us to secure a thorough
classification Of the scholars connected
with their schools. But as many would
be deferred from entering the school OF
account of the examination who nigh
otherwise enter, the teacher must cithe
starve or make an increased charge o
tuition on those who do enter Henc,
while the examination, if strictly adhere
= to, would drive the younger portion q
the rich back into the District School
u the continued and increased charge 70
tuition in the Academy would still dc
tain the poorer class in the DistriC
y School. The evil would be remedied i
part. The Academy would be purge,
though greatly crippled Of its resource
IT I-sl-.l-- IO.-.-:-. G,-l--t -..i1 n, -, ,.,s
d " as well off as before. This, then, seen
n insufIieient-and though great praise
Is due such teachers rs see the evils Of ii
D. present system, and labor thus unsellisl
IT " to remedy them--it must, / think, |
il evident to all, that their efforts will ia
ID TO secure a thorough reform.
le We must look for some thing more
y plan which will not only compel ii
" Younger scholars to remain in the Publ
Schools, Jut will, at the same time, OPT
fe the Academy to all who are fitted TO e
ne ter it by examinalion-poor as well
Id rich. This can only be done, it will
an observed at a glance, by bringing d
at Academy within the sphere Of the Pu
ed lie School System Ia other words, $
ct. need series Of Graded Schools III
at shall cover, not only the ground now {
Ms cupied by the District Schools and Acs
ey emies, but shall include even tue G,
lege.
Cd This may seem impossible in q
A. sparsely populated State. But lel Us Fl
ed before we decide this matter, what GI
, ded Schools are, and hos they may
adopted, even in Vermont They are
u, system Of Schools whose respect
spheres are clearly defined and arrang
~ with respect to each other, so as 70 70
~ series Of steps from the Prims
Il. School TO the College, The number
49,, this series would vary in proportion
j. the number Of Scholars 70 be taught.
populoas villages, the primary gr'
y, would be confined wholly ID the rudime
Of our language a second would c.
plele knowledge Of the common !
glish branches, including few Of
higher the third grade would eompI
'ng for the pupil a thorough business edg
'hu ton or fit him for College, aa be mi
inS wish. Ia the country, the primary 81
. q nigh, include all the studies that are
Dor reckoned as higher English studie
'e" this grade would correspond precil
with the present Disiriet School, q
s'n' throwing out lhe higher studies that
to nos banefuily introduced into that Sci
Old lbe Academy would form the see
rom grade, wbose province would lie wlI
d IN between the frs, grade tnd the Coll
ON fllingihis lield ~ well q. il could.
! a The advantages of this system W
be-
my Firsl. that tie scholar would enjo}
iifal undivided attention Of the teacher, diI
osp q to ll.ose branches shlea are assis
un- 70 ll,s grade be e thsu iu. Tie tea.
ten could shss systemasizs bis lalors
enee impart lntsraegi0n in Nay lhai i
isaf almost unkaosn. The exercises Of 9
slhef o. spelling, or instance, which ~
a.