Spirit of the age. [volume] (Raleigh, N.C.) 1849-1865, 1859-04-13
For the Spirit of the Age.
Common Schools.

Mr.. EDIToR:-ln your paper of the 23d
ult., | noticed two communications on the
subject of Common Schools; and Judging
from the tone of those articles, l think
there must be, in different parts Of the
country, great deal of dissatisfaction in
regard to the workings of this system. 1t
was intended to be of benefit to the peo-
pie Of the State; and if properly managed,
it would undoubtedly be productive of
great results.
That there is cause for complaint, there
is no doubt. The system has been in op-
Grafton for upwards of fifteen years, and it
is time it were reduced to something like
order and uniformity. Some, perceive,
are disposed to censure the State Superin-
tendant. shall not attempt to indite
chapter in his defence: he is capable of do
ing that himself. But it appears to me,
that any person who is at all acquainted !
with school affairs, ought not to be so un-
rGas9ushle ?, as to eypect one '''n:e to L;~r
all the schools in the State in perfect order.
Others are inclined to blame the Teachers
and District Committees for neglect of du-
ty. 1t is true, both are to blame, to some
extent. But in my humble opinion, the
Examining Committees are as much re-
sponsible for the present ineficiency ofthe
system, as any other class of men connect
ed with it. They are, or at least are in
tended to be, the guardians of the schools.
The object in establishing examinations,
was to guard against immoral and incom-
i pctent teachers. And this being the case,
: no Committee should ever grant certiti-
h cate unless they are fully satisfied as to
the capabilities of the applicant.
1t is frequently the case that persons
u are licensed to teach, because they are
l. good-hearted fellows,-not very able to
IS work, and so on. Ifsuch is to be the man.
: ner of carrying out one of the best features
y in the whole system, what good will result!
n When will the much talked of improve
e ment among the teachers be effected? II
1t never will be. Let the examinations be
&c rigid. Let none but those who are found
IS in all respects capable, be permitted tc
OF teach. If we wish for class of men tc
IS improve, we must let them know what We
l. require of them, and strictly adhere to it
d aud then we will find them striving tt
e; come up to it.
d Suppose a class of fifteen, twenty O
le twenty five applicants,-a majority o
n whom are total strangers to the Commit
OF tee, to undergo an examination of som
Id four or five hours,--what can the exami
y ners learn of them in that time? 1t is i'm
is possible for them to know so we'll as the
n, ought to know, that they are fit to teac
pit school. If class is large, adjourn fror
k day to day, till something satisfactory
Ps arrived at. Applicants should not only b
ne examined in regard to character and scho
tn arship, but they should be questioned s
an to their plans Of teaching, governing, e.
le- BY this means they would learn from eac
other the best plans of conducting the
ire schools.
eal One other subject will mention; an
VT: that is the want Of some regularity in r
OF gard to books. 1t is not to be expected
ne this age of improvement in book maxim
ere that we always stick to the same Textbooks
are | think good plan would be for the teacl
th- ers to take the matter in hand. Let the
owe select the books they will use, and requi
ana the people to procure them. am W.
rat aware that some will say, that every teac
ays er will be making changes, and thus eau
them to be at great expense. The teach
ace should, of course, be reasonable and pl
urs dent in his requirements; but at the sal
rs time, where is there man who expects
ms educate his sons and daughters withc
be some trouble and expensel Better b
SEQ new books every year, than have th'
ass grow up in ignorance.
he CALAMUS
ime Centre, March Soth 1859.
the ...