Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1877-04-04
Our Modern School System.


1t has become very common to say-so
common that we doubt not there is truth in
it-that there is now much less of that care
full moral instruction and training at home
and in our schools that characterized New
England in her early history. Hence the
whole tone of social and moral life is low.
cred there is less regard to right and duty
between man and man, and more for superb
ority and success Have not the schools
been administered upon the suppostion that
knowledge is before virtue in value right
and wrong subordinate TO success, and so
learning and knowledge are the principal
things Look through the schools, both
common and high and see to what an ex.
tent this is so. Are not the scales of merit
that are adopted-the marks and prizes Of
appreciation that are offered, from the class
in spelling in the primary department, up
through all to those that strive for the mas
terry in Intercollegiate Literary Contests "
hearts From first to last, with rare excep-
tions, the prizes are given to the best mental
and mechanical performances, whether these
result from industrial application, constitu.
tional aptitude and quickness, superior en-.
dowments, or from whatever cause. Seldom
are rewards offered to those that make the
best progress in manners and moral excel.
ence, to those that are most punctual and
persevering in duty, practice self-denial and
acquire the greatest control over themselves,
show the clearest integrity, disinterestedness
and benevolence or, in short, come nearest
to the Christian standard for child or a man.
The result of all this is, there is little or
no real culture of the heart. Children grow
up so far as school influences promote
growth, with desire for the snowy and
and complimentary rather than the substan-
tial and good, with large heads and little
hearts. and less manners, to be selfish
shrewd and calculating "ever learning but
never able to come to the truth !" learning
how to get and take advantage ; how to Sc
cure popular favor in community not as
well taught as themselves; how to obtain
and hold Offices of trust, profit and power
for which they are least fitted. Success
from such promptngs is dangerous thing
1t leads to sef-assurance, confidence, and
the "pride that goeth before destruction,
and the haughtiness that precedes a fall.
The lessons taught and learned in these
schools of childhood are he is to be ad
mired who turns his talents to the best per
sonal account and raises him elf to the
highest distinction among his fellow-men
though in his rise he heedlessly hurl hun
dreds and thousands of others back to the
dead level of low life Practiced in the
business of manhood, these lessons bring
forth their bitter fruit. They bring forth
men of keenest intellect and largest knowl
edge with the least virtue; men subtle anC
time-serving, rather than generous, patri
otto and phlanthropic; men that press for
ward in untiring and INSCRIPTIONS competi
ton for social and political promotion. OF
fees of trust are to these men objects Of
ambitious pursuit, and stimulants to artiict
and intrigue. Such men are the Legitimate
and natural leaders and prompters of " Credi
Mobiier Transactions" Salary Grabs,
" Subsidies and " Rings"
We would be very far from writing &
TRADE upon our schools, common or high
We would only make justly prominent &
radical defect in their administration
Of exalting mental before moral qualities il
them. 1t is not the fact that there is nc
correct moral teaching in our schools, any
more than that there is no right training il
he family. We turn attention, however
10 the spirit and manner of much, if not OF
most of what is sought for and called sue
'essful teaching, to inquire if this is not the
beginning or at least the powerful promoter
# that shame, to which we have of lat,
been put before the nations in the defection'
'oprominent in both public and private life