Orleans independent standard. [volume] (Irasburgh, Vt.) 1856-1871, 1868-02-21
Why our Schools are not Better.

- "
state, has in it some very suggestive
thoughts. The questions are there
given which were during the past year
put before the candidates for a state
certificate to teach school. Follow
ing these questions are some remarks
by the secretary upon the examina-
tions. This is one of his statements
"The statistics show that four thou
sand seven hundred and twenty two
different teachers were employed du-
ring the last school year, and of this
large number, only two hundred and
sixteen applied for examination
This fact shows the existence among
the teachers of very great distrust of
their own qualifications; and the fact
that of the two hundred and sixteen
who did apply, only fifty received GER
tiicates, exhibits good ground for such
distrust."
Now it will naturally be supposed
that those who applied for state GER
tifcate are as ambitious and well quail
flied as those will average who did
not apply. These persons applying
were Of course designing TO follow
teaching for longer time than the
two or three terms which it is the
highest ambition for most to do, who
attempt school teaching. But the re-
suit of these examinations awakenS
reflections that are not altogether
pleasant. The thoughtful parent sees
a pretty dismal prospect before his
child. If only one out of four and a
quarter of those to whom he is tc
commit the education of his children
are able to answer seventy-fve pei
cent. of these questions, he cannot ex
pect these teachers to finish the edu
cation of his child by any better mod
ell than they themselves possess
This being so, there is a sad future
awaiting the children of to-day. Blu
the qualifications in book knowledge
are only a small fraction of those
needed by teacher. Yet they arr
that part of his qualifications that arr
the most easily acquired. They cal
be secured beforehand much better
than the character and knowledge OF
men that are so requisite in the teach
er. Book knowledge can be gained
much earlier in life than many othel
parts that constitute the tact of tn,
teacher. The only conclusion to fol
low then is that if there is such de
ficiency in the one, there must be ;
greater lack in the other, which is quit,
as essential. This being so, what i
the remedy? Why some one will sa,
"Get better teachers" That is a gooC
suggestion we admit, but it is mucl
like telling a man to come up into Oh
leans County to get some peache
fresh from the tree. The undeniabl
fact is that in anything like the quar-
tity needed, the thing is not to be haC
School teaching is done by boys an
girls mostly. 1t is turned over t
them, or rather they turn it over b,
fore they get to be men and womel
to those Que grade younger than then
selves, and do so from a sort of n,
cessity. They are sick of it then
selves, and nobody else but the ne7
younger grade of youth will take tt
work when these wish to get marie
or die.
Better attachments are imperative
called for. We hope the Norm
Schools will make haste to supply til
lack; rather we should say that V
hope the young people will go to the
Normal Schools, and thereby see to
that the schools have a chance to su
ply the demand. But we hope fl
Their that at the Normal School
somewhere else, the youth will cat
the inspiration of the dignity and me
nitude of the work of being a go
teacher. This can never be till tea
ing is made a life business, aud its
fculties grappled with and studi
and mastered as a problem hard
ough and worth enough to employ
best minds for life. Such must be I
way our teachers of common scho
treat the business that is now perfol
ed so much as a drudgery.
We know it is sometimes said, a
with truth, that teachers are most S
cessful in their first schools. ]
whoever examines the fact regard
this, will see that it is mere cha
which brings about such result.
easy school, or other fortuitous
cumstance gave the teacher his {
cess at first. He had nothing re;
to put his qualities to the test. /
haps there may be one other rea
for the first school being a good {
1t might be that he had an objec
trying at first to keep a good sci