Year: 1871

A lew N0rds a about It's DEFECTS Dy
q Practical Teacher.


To the Editor of the Louisville Ledger:
The duty of bringing before the teach
ers and people of our State the defects
in our common school law, and of sug.
gesting some remedy for them, has been
| assigned to me- 1t is with difidence /
undertake the obligation, especially since
so much importance is properly attached
to the correct education of the masses of
free people, and since the. subject it.
selfis burdsned with so many.aDd weighty
difficulties. l am induced to make this
effort by the we'll founded hope that
others better able to do the work will
enter freely into the discussion. The
writer does not wish to be considered
fault finder, a most uDgracious position;
the trainers of the present law did the
best they could; the common schools,
worked under the law, have accomplish
ed nearly as much in proportion tothe
revenue as in any other State In the
Union; the Legislators deserve credit for
doing so much. They gave the first
touches to the asher, a very difficult
work to do well; they certainly do not
think the law perfect, and are doubtless
as anxious as we are to have it improved;
nor do | consider myself able TO suggest
perfect law, but will venture to express
the opinion that there are many defects
in the law which may and should be
remedied. The common school laws of
every State in the Union are liable to
nearly the same objections which / will
venture TO make to our own:


First: The law is too complicated
Simplicity of parts and of combination is
essential to perfection of action in any
machinery. The more complex the ma
chine the greater the demand on the re
sources of the motor to overcome inertia
and friction, as we'll as the most costly.
and the greater the necessity for skill in
the engineer.


Second. The law does not require
teachers skill where lis necessary. Do
men call for trained lawyers to treat the
diseases of their children? The present
Jaw provides for lawyer, doctor, or
preacher, any one not teacher, to per
form one of the. most difficult functions
of a teacher, viz To determine a man
or womans capacity as a teacher; hav-
ing "fair English education" which in
the law is the Distinguishing feature of
a county commissioners character, and
knowing how to teach, are entirely diff
ferent; to possess knowledge in memory
and in reason are very different condi-
tions; to impart either or both of these
to the young, or to be able to do so, is as
far removed from either as the practice
of medicine is from the most perfect
knowledge of anatomy. The commits
sioner provided for by the law is required
to carry this ''fair English education" as
lamp to light up the pathway of the
poor teacher In the school room, aud to
| permit its rays to penetrate the darkeDed
recesses of the tutors mine In a ''teach-
ers' institute" .If the blind (uncon-
scious) lead the blind (conscious) both
will fall into the ditch" Certainly the
teachers skill is demanded IN the school
| room. yet the law makes no proper pro-
vision for gaining this end. Observe.
am not speaking of our present commits
sioners, but of the one provided for in the
law.


Third. Too many agents are employed
in attaining a single end. "Too many
cooks spoil the BROTH" Three trustees,
one commissioner, and one teacher, all
with clashing interests and prejudices,
tugging in different directions at the
same time. There are four times as
many officers provided for as are wanted.


Fourth. None of the Offices provided
for have sufficient income to induce
competent men to desire them. This
evil cannot be entirely corrected with the
present revenue, but can be greatly
mitigated.


Fifth. The system possesses no unity
ing principle.


Sixth. The system is wanting in con-
stitutional checks, by which the variable
activities of the parts may be kept in
their respective orbits.


Seventh. It establishes Offices without
incomes; then proposes to punish the
man who fails, nobly attempting to dis
charge its duties.


Eighth. 1t places certain powers in
the hands of trustees, who, as interested
parties. however competent, should not
be expected to act wisely.


Ninth. 1t very wisely provides for an
annual association, with we'll defined ends
to be gained then unwisely fails to pro
vide the ways and .rneans. The same
objection applies, with even greater force,
to the provision for teachers institutes.
Tenth. 1t does not provide employ
ment for the teachers for the whole year,
as it should do.


Eleventh. 1t puts teaching in the mar
ket to be bartered for, and to bo sold to
the loioest bidder


Objections have been taken to the
method of disbursing the school fund.
This is subject which have not in
vestigated.


Having written concisely what deem
the defects in our common school system.
/ expect to suggest remedy in my next
paper remarking that / will not even
hope for compile success, but trusting
some good will follow my efforts in this
enterprise. and expecting such interest
will be taken by teachers and others that
our next Legislature may be induced to
make an effort to improve the present
law. Teachers, one and all, of common,
high, and private schools aud colleges,
let US appeal to you to study the wants
of our common schools, and make such
suggestions as you may think proper,
either through the press Certainly every
paper in the State is willing to devote a
small space to these interests, of such
peculiar concern to them) or By private
Communication to the chairman. OF any
other member Of the committee appoint
ed by the Teachers Annual Association,
TO Investigate this subject. The Asso.
citation adjourned to meet the second
Tuesday in next August. You can pot
begin to work too soon. A.