The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1884-09-03
Criticisms on the School. Room Work.

Mr.. Editor:-One might naturally suppose,
II anything Is to be said on this topic, educa-
tional journals afford ample room for all that
is needful to be said. But here lies difficulty
Very few persons, except teachers read such
papers, and, we are sorry to say, very many
teachers deny themselves such Injuries. But
should teachers generally read papers devoted
to the discussion OF the most approved meth
DDS OF education, and undertake to carry ad-
vanced ideas into their school-room work. they
are liable to encounter serious obstacles In the
indifference, or direct opposition, on the part
Of parents and school officers. To successfully
carry forward any reform, the whole popula-
ton must move along together Many men
who have built houses, and furnished them
with all the modern improvements, fail 10 see
why the same school-house, furnished in the
same way that it was a quarter of century
ago, is not altogether adequate to meet the
demands OF the times. Men that have stocked
their farms with every new farming imple-
ment scarcely stop to inquire whether any
improvements have been made or can be made,
In methods OF instruction. Some do not even
seem to understand that higher degree of
culture Is needed to successfully carry on q
farm with the modern farm utensils and ma
chinery than was required when the rude
tools OF our fathers were in use. Such men
must be reached In any way that lies open,
Such journals as The WATERMAN are doing
an incalculable amount of good by their Judi
cious selections and timely editorials upon
school questions. 1t is sometimes objected
that such constant criticisms are apt to be mis-
leading-not that they are not true, but, by
showing up the imperfections of our school
system, many may be led to overlook its ad-
vantages and give 1t q niggardly support
This Is a matter not to be overlooked The
poorest teacher. working on in the most unfor-
innate way, IL infinitely better than none
Still, at time when the intellect is sharp
ened In every other pursuit, when our chill
drnV. Hoo A.l1 l.h
race OF life IL they start at q disadvantage
we should never be satisfied with anti
quated methods or second-rate teachers
While the old school-houses, with their rude
furnishings, are infinitely better than none, yet
one is panied to see half score of children
are unable to reach the floor The high seats
point to time when young men and yonng
women attended the district school. Such
seats were never made for children. Why
torture them, at the risk OF deformity, by
giving them nothing better to sit upon Why
keep seats for full-grown children, seeing such
have long since ceased to attend ? But the
very presence of these seats, with the little
feet dangling in the air, suggests one of the
deepest problems OF the age. How shall in
struction that was formerly given to adults be
impaired to young children The problems Of
NE must be solved. Questions that once racked
tne Drains OF young men and young women
must now be solved by boys and girls. Text
books that were suitable for pupils whose ages
ranged from fifteen to twenty-one years OF
age are not suitable for such az range from
eight to twelve years. Modes of instruction
must be changed II the same thought is to
be conveyed It must be conveyed in a diff erent
way. How can the boy OF ten years be made
to do the thinking OF the man Of twenty ?
Such is the problem given to every school
teacher to solve. Look at those feet dangling
from those high seats; they do not by six
inches touch the floor. Yet the books before
them are as large and as hard as those used
by their predecessors, who comfortably sat in
those same seats. You must see that there is a
wrong somewhere. Either children must be
sent to school after they are grown up, or the
schoOl-house must be refurnished, and modes
Of instruction adopted better suited to the ags
and capacities of the children. Possibly some
thing can be done in both directions
8. ID. CHURCH