Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1869-12-24

We present below the report of II. n.
Bixby, superintendent of the schools in
Grafton, as found in the recent repor. Of A.
e. Rankin, Secretary Of the Vermont
Board Of Education;
The success of our present school law de-
ponds much upon a thorough understand
ing on the part Of the people Of its pracH-
cal workings, and the result aimed at by
the authorities. This has become the moro
necessary from the fact that the Legislature
is habitually tinkering the law, and many
times apparently to no purpose, except to
perplcx and disgust the people. If they
could realize that the laws were bottcred
by the change, it would be vastly more en-
durable. The more stable and sure the
law, the more prompt and efficient are its
workings. This rule is as applicable to
our school law, If not more, than to other
laws. Hence, if the Legislature could be
made to understand that a slight evil had
better be endured rather than endanger the
whole fabric, one step in advance would be
gained.
One of the many benefits arising from
Teachers Institutes, is to clear up errors
that have cropt into honest minds in regard
IHour present schoohsystcm. They givca
$50 10y TO that wht-h was either not know,
/ or considered lanciful, and add ii dignity to
| the profession. The want, in the past, of
| due respect for teaching and teachers, rs a
profession, has been great drawbacl, to
the su cccss of our public schools. 1t has
driven many, who would otherwise have
succeeded well, to other pursuits where
they and their calling could be respected.
This may be due, in part, to the incilicien-
cv Of many teachers, but more from the
want Of a due appreciation of the import
ance and responsibility Of the profession OF
teaching, on the part of those who employ
them. Teaching should be taught as pro-
! fession, and those who teach should study
it as such before entering upon its now
and untiied duties. Many have failed in
the outset, wholly from the want of thor
ough training in the beginning of their ca
reer, because they could not comprehend
intuitively all their duties.
Teachers Institutes may impart the
germ, which if received and duly consider
ed, may produce very beneficial result.
But our Normal Schools are destined to be
the school of nearly all our Teachers, where
the theory and art of teaching is or ought
to be one Of the principal subjects of study
and instruction.
! - T4su standard of education Of those de-
string Institute certificates should be raised
rather than lowered, and rigid examina-
ton made of every applicant, and as soon
as possible do away entirely with superin-
tendent certificates. The certificate should
cost something, and then it will not only
be valuable to its posscssor, but it will
mean something more than that it was per-
haps granted out Of respect for his or her
feelings or the feeling Of friends.
The habit ofcrticising the acts and meth
DDS of the teacher in public, and often in
the presence Of the pupil of the school is n
course highly pernicious to the interests of
any school. The acts complained of are
more frequently the idle tales Of some pu-
pills whose only object is to listen to the Sc
we're remarks which they call FORTH or to
ayengc himself Of merited punishment
which he has received at the hands of the
teacher. Allowing there exists just
kground of conSl nt, this method will new
v-fe issdy-r..- IN. rdt VIII serve to in
crease it. If real ground of complaint
exists, the teacher shonld first be consult
II and in most eases a perfect understand
49, could Oe reached. Every act which
does not exactly suit the taste Of parents
should not be made a preteXt for interior
ing in the management OF the schools. Tho
fact that the school is not conducted in a
manner that some other school has been
conducted is not evidence that it is not
managed iudiciously, or that there should
be any complaint. In no way can a school
be made profitable unless the teacher has
the entire confidence of those under his
charge, and in no way can this confidence
be so cnectually destroyed as to criticse
and comp lain of the teacher in the pres
| ence Of the scholars.