Bradford opinion. [volume] (Bradford, Vt.) 1874-1881, 1875-05-29
A Plea for our Common
Schools.

Like all, or most, public institu
tiOns our common schools seem t,
feel the truth Of the old saying
"What's every body's business il
nobody's." Every one is ready t.
recognize their importance and t,
boast of them as Justly the pride O
our land, but we fear too many art
willing to rely upon the traditions
of the fathers for authority, while
comparatively fsw could speak from
personal knowledge and observation
cn"ns-.;"s the progress and general
character Of our school system
Under these circumstances may il
not be well to call attention to the
Importance of personal oversight Oh
the part OF citizens and parents 7
1t is useless to cry out against the
superficial character of education a!
the present day or to lament the ig'
uOrance of the masses unless you
begin your reform at the very toun.
datiOn.
This duty cannot wholly be dele.
gated to committees or state legis-
laturcs. There is an individual re-
possibility.
In no other case would you think
of paying wages without overseeing
the work, especially if valuable ma.
terial were to he used. Why. then,
should you do so where the work is
upon the most precious material, the
human mind
If Ifparents themselves do not man
ifest their interest in a school by
frequent visits during its daily exer.
cises, how can they expect a teach
or, however conscientious, to have a
greater interest than they?
Again, in order to make the most
of our educational advantages, it is
necessary that the parents and
teacher work in unison, each assist
ing the other.
1t is not enough to send the
scholar to the school room, telling
him to mind just what the teacher
may tell him he should feel that
you have more of an interest in him
than simply to know he spends the
regular hours in the school house
he should be taught not to feel con-
tent with barely saying the lessons
without any understanding of the
subjects treated Of.
Encourage him and the teacher
by your presence from time to time
and ask questions.
This will infuse ambition into the
scholars mind and kindle new life in
both teacher and pupil for it shows
your heart in the work and your
sympathy with the school.
Think not yOu will he an unwel-
come visitor in the school room.
If you are not welcome, rest as
sured there is the more need of your
presence. for there must he some
Thing wrong in school.
. Never wait for an "examination
lay" for in these you get no more
dea of the school or even of what
has been done than you would of
practical farming by a visit to an
ric ult ural fair.
In fact, examinations as usually
are species of fraud,
neither showing what the scholar
,an do or has done, but are sort of
for the purpose OF pleas
ng the public by showing how we'll
;he scholars can repeat something
earned by rote.
Webster does not say an examin-
lliOn is diligent search, inquiry,
'r investigation for the editication OF
he public, nor should they be made
70. Visit your schools then so as to
zee the every day work F.; drop in at
nd times, unexpectedly and often.
Perhaps we may be censured for
'harping so long upon this old
une," but would that it shOnld be
he only tune parents could hear
lutil they did visit the schools
more. This lack of visitors is one
# the worst drawbacks to any
chOOl in the land. HAROLD.
6H