Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1871-01-26

ILLS TO DS True III Lus UlllagG OI nlS HSluS.
1t is not whit less true in the intellsctu-
al world. The education of any people
politically, morally, religiously, or in the
way of literature and science, is problem
in which account must always be made of
the constitutional nature and temper of
the people itself, and of its actual origin
and history, as given conditions which
can never be left out of sight, if the prob.
lem is to be solved in a really satisfactory
manner. The training that suits England
and Scotland we'll, may not be desirable
for Italy, France or Spain. Aud just in
the same way, we claim different sections
of our own land may call for different sys-
TENS of education, as really as they re-
quire different systems of agriculture;
and if this be 80, nothing. Of course, can
be more important, in the business of So
cial and intellectual culture throughout
the nation, than that it should be made,
as much as possible, comfortable every
where to the actual character of the par
ticular population for which it is de-
signed.
Vermont must have system of educa-
ton in some measure peculiar to herself,
and answerable to her own order of life.
1t is to be expected, indeed, that some
common national character will, in course
of time, impress itself upon the mind of
the country as whole; and we shall be
sorry to encourage any such provincial or
sectional distinctions as might serve to
stand in the way of this final result. Bnt
such unity of character must not be con-
founded with the idea of monotonous same
ness. That would be the uniformity of
death. Whereas the very conception of
life implies variety and diversity of pow
ers and operations.
In such circumstances, the true idea of
education for any particular portion of
the country should be felt to involve much
more than blind outward following
merely of such modes and habits of intel
| igeuce as may have come to prevail in
some other part. The condition of things
requires, rather, that every section of the
| land, north and south, east and west,
should fall back, as much as possible, upon
the true ground OF its own life, and aim
at culture which shall most effectually
bring out its proper capabilities in their
best and most perfect form. 10 this way
only Can each part of the nation do justice
to itself, and contribute its due share at
the same time to the formation at last of
a true national life.
Never was there IA time, then, when it
was more necessary and proper than it is
at present, that Vermont should propose
to herself in the way of social and intel
lectaal cultivation, the natural develop
meut of her own distinctive resources,
and powers, instead of consenting to fol-
| low in the wake of any other State. In
/ . he
be expected to rise, to come into full wax
ing possession, finally. of her own rich in
terror life, and to fulfill successfully the
mission which seems of right to belong to
her politically, morally and intellectually
in the coming history Of the United
States.
The practical method by which this
desirable end ia to be reached, and our
educational system eleyAted to its true
position, is for each one to seek in his own
sphere and in his own way to promote the
welfare of our schools Our first duty is
to gather the children into the schools,
and secure everywhere their regular at
tendance, without which there can BE- no
complete success.
Our school-rooms should be improved
and rendered attractive by o reasonable
attention to all that can improve the I'M
derstauding or refine the .ste.
! Greater attention should be paid 10
| discipline and habits of study, as we'll as
to the manners of the pupils in our
schools We should also seek for higher
scholarship in our teachers. They should
be able TO teach not merely the branches
required by law, bat to draw lessons from
/ all the varied objects of nature.
Finally, the york OF education should
J be no-nparAtiva. or 1t will rarely ha
crowned with success. All those having
interest or authority should labor hand in
hand for the prom)tion of the common
good of the schools.
At the conclusion of Mr.. ClArk's adj
dress, Mr. A. L. Leavenworth of New
Haven, was introduced to the audience,
aud read The folio 1iDg paper upon the
question. That maoncr Of person should
the Teacher beg
| MRS. LEAVENWOKTn's ESSAY.
In the days OF the anti-slavery excite
ment, the agitators Of the subj ,ct of slav-
| cry wore often censured and ridiculed as
| men Of ore idea. "Why forever harping
on that question We ale cot responsible.
| What can we do 7" said those who loved
their own ease and security better than
| the right. But the anti slavery advocate
replied, "Agitate ; keep it before the pub
lie" and the result has shown the wisdom
o; theic course.
Perhaps an apology is due this AssCCi
alton for the presenting of paper upon
so trite a subject, but since our schools
and our teachers are still far from being
perfect, perhaps it may not be amiss to
keep before the people the subject Of the
qualifications the teacher.
What manner of person should the
teacher be Perhaps it should be said,
"what manner of woman :" since Mr.
Adams, in his list report of the Vermont
Board of Education, makes this state
ment For many years the educational
statistics have shown a very steady aud
rapid substitution Of female for male
teachers III all the public schools ;" and he
adds, that "the character of the schools,
as reported by the town superintendent,
has been constantly improving" If with
woman's limited means of culture, and
the immature age at which she engages
in teaching, the schools are constantly
improving under her care, surely We have
much to hope tor III the future, When the
State shall give to her daughters the same
educational ad72 ntaxes that her sons re-
ceive, and public opinion shall sanction it,
But we have to deal with things Us they
now are, not as they should be, or as we
hope to see them. We need to initiate in
our system of education the thoroughness
in the qualification of teachers which
charaoterizes the German system. There,
no one is allowed to teach, either in the
public schools or private seminaries, who
is not perfectly qualified. With Us, IL
oense to teach has too often been granted
when the examination of the candidate
has been little better than farce.
That the teacher should thoroughly I'M
derstand thoee branches of learning in
which she is expected to instruct, that
she should be able to maintain order, at
least to such degree as shall enable her
pupils and herself TO attend properly to