The Caledonian. [volume] (St. Johnsbury, Vt.) 1837-1867, 1860-09-28

oie OUT OF tne SCHOOLS, Slunply, tndt Hdoreit'
a,tly more had been yielded than there Wis
necessity of. Many friends of the Bible will
go farther and say that had the Board felt
that love and reverence for Gods word which
Is It's due,they would have found means to
have kept 1t in our schools. Surely it should
have had the benefit of any doubt, which
might have existed as to the necessity Of its
exclusion. The Secretary proved very
Hercules IN enthusiastic protestatons of his
love and reverance for the Bible and its teach
lcgs. Has it ever been introduced into his
Institutes In how many instances when
there were present, two, three and four cler-
symen have these Institutes been opened and
closed without single prayer?
The Secretary affirmed that the status of
the Bible had not been disturbed. Why then
its general disuse at present, whereas its for.
mer use was universal? Beyond doubt the
change is the result of an impression created
by the publication of his letter to the Island
Pond Superintendent. of which it has been
remarked by member of the Board that the
great folly was in publishing it. Certainly
the fact that the Board have hesitated in re-
commendins the Bible has weakened its DO
sitlon as book proper to be used in schools.
Another position was that "no power on
earth can enforce the use of book contrary
to the wishes of the parent" This power is
exercised in all schools where there ia a nre.
scribed course, which is the case in all citv
schools. We have seen that Maine enforced
the use of the Bible contrary to the wishes of
the parent, by judicial decision. Also that
Massachusetts by statute enforces its daily use.
1t has been settled that where the pupil
refuses to comply with the regulations neces-
sary to the good management" Of the school.
such pupil may be expelled The contrary
doctrine is subversive of all judicious and
economical management of a school. In
practical operation, it would result in increas.
ing without limit the number of classes found
IN our schools. Every practical teacher
knows that there is great necessity for their
dimunition.
\ parent sends his child to school with d;.
rections to study grammar. The teacher
finds he can read but poorly, has no knowl-
edge Of Arithmetic, Geography and advise.
the study of Arithmetic. The parent objects;
he only wishes his child to study grammar.
The teacher knows that the time spent bv
him IN studying grammar will be wholly
wasted. Shall he yield to the whim of the
parent CT act upon his own better Judgment
Again: suppose he be capable of studying
grammar, but the parent wishes him to study
1t only. The child can accomplish the task
set to the class in one-fourth of the regular
schoo! hours, and of course the remainder Of
the time is lost to himself, beside the proba.
bllity that he will disturb his neiehbors by
distracting their attention from their books
and disturbing the school generally. Or
suppose again. the parent wishes his child TO
hesn the study of grammar, to which there
Is no objection. except that there is to be no
class of beginners. Now the teacher has
class OF seventyfive pupils and with the u.
most exercise of executive skill he can so
class them as to allot fifteen minutes to eacb
recitation. Query: shall the teacher devote
time sufficient to instruct whole class IN
this one childe If one parent ha. a right ,o
claim this, another may, and another, with.
out limit.
The teacher is quasi-public officer. He
owes duty 10 the state. That duty requires
him to make such use of his time that the
greatest amount Of good may accrue to the
sen' oi'-'he "h'''e scseol under his charge.
! You dlTest the teacher of a discretionary
power to make such regulations as in
his opinion shall be conducive to the welfare
OF his school, You dise.t him of all authority.
1t has been ruled that "the power to enforce
obedience by expulsion is implied in the DOW.
er to make regulations' 1t has been decided
again and again that the teacher, 50 far as
pertains to the management Of the school. i,
an lcco i1arentes.
The power to regulate schools, to decide
what studies shall be pursued, what books
used, 10 maintain discipline, to protect the
moral and physical health of the children
from Infection, and to secure whatever else
shall conduce to the greatest good of the
greatest number, must exist and he vested
somewhere. Is it not placed primarily with
the teacher, subject finally to the Superintend.
ent: do not claim fer the teacher final
power, but one paramount to that of the pa.
rent; also that such power doe, exist and is
vested absolutely in the Superintendent. In
case, not yet reported, the Supreme Court
OF this state decided that pupil pursuing
the study of grammar might be compelled to
write compositions, even against the will of
the parent.
MIR. Adams also insists that there is no
power by which child may be compelled to
attend school. If ne refers to Vermont sim.
ply, 1t is not true. 1t is a power inherent to
the Legislature. If he means anywhere as
understand him, the statute books of several
OF the states contradict the assertion.
u There is some sound sense in the &C..
centric Parson Brownlow, after all. For in