Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1869-03-24

onr cnlnmnn scllools.

ln New England our Common Schools are the
real nurseries of intelligence They are not the
highest sources 1f knowledge and culture which
we have; but iu their extent aud power for u-c-
iulueSs they cannot be equalled in our land.
Universal humanity, as it were, turns in 90 them
at time when the utteunccs Of Nature, every
orticulated sound, and every thing of language. i,
addressed to q listening spirit-makes impression.
upon in-dwelling souls, when each impression
whether Of joy, hope. or sorrow, reveals u medH-
my.
The winter season of these schools has nearly
or quite closed. Many busy men and women
have pas~ed by the numerous little white (-imc
ot them) hou-e--sehool-hDme of the nation.
chilircn--lnI have seen happy groups. with THEN
bright uptunel iaces released ior play. aod
heard thgir shouts of innocent joy but how few
ui them who even attempt % know the real hu.i-
ness and meaning of the iHfeJ1or of those littlt
hives 1i industry those workshops. where trusty
patient, loving teachers aided by earnest, con
-isteut parents. are nShilning the characters fOi
the next generation OF men and women.
The Common Schools in Vermont constitute
system of education conceded hy all, because al
lowed u exist but that there is a thorough AND
general understanding of the interests and need,
OF these schools sufficient % give much more thar
mere-t tribes, compared with the vast and meal
culabie benefits which should be derived from
thcm ! deny
To be more explicit allow me to give an In
stance of the workings OF a single school distric
In Washington For several years School Dis
-rict No. has been in tumult-it- schools nl
most invariably failure, terror 10 teachers
and usually stunned hy good ones. Tie scholar
have been punished without reserve, and some oil
them expelled from school Parents. too, wen
So indifferent TO their school interests as to max,
tleir school difficulties pretcxts for neighb1rhoo.
quarrcls all Of which destroyed the usefune-
Of their schools But it can now be slid h. o.,
honor Of all connected with this school, that
more united, and in many respects, better schoJ.
has not been taught in town during thepnst win
ter. Almost a perfect attendance was made D.,
the scholars, and their interest in school exercise
and desire for improvement, were unabated from
I the beginning TO the close If the term am cjr
recuy informed that the teacher, Mrs. Ella
I Baldwin, secured this marked success by no mys
[ FERROUS or compulsory measure She gOyernet
/ her school by force Of character, and the tru,
teachers tact, 10y instantly thwartng the eyi
ambition of the scholar By substituting lively
working interest in the lessons Of the schoolroon
which, when managed by a master hand, neyei
fail 10 bring order out Of chaos, and 10 ESTABLISH
the highest and most consistent school discipline
All of the parents in this district came 10 Oh,
aid Of the teacher, and with true union Of spiri
agreed in supporting her in every endeayor 10 i'm
prove the school. With this combination of in
| iluences, this school was taken, only in one term
/ from real restitution and want up into the sun
/ light of success, closing with rhetorical exer
else highly creditable to teacher and scholars.
/ If those connected with this school, on readin.
/ this notice, renew their resolves To continu,
their good work, the object Of the writer will h
secured c. f. :.
Washington, March %, 1863