The voice of freedom. [volume], January 01, 1846, Image 1

About The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848

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VOICE
EEDOM
HJ1
VOL. VII. "THE INVIOLABILITY OF INDIVIDUAL RIGHTS IS THE ONLY SECURITY OF PUBLIC LIBERTY." NO. 28.
J, HOLCOMB, Editor & Publisher. BRANDON, Thursday7jMrYl7l846. J. F. McCOLLAM, Printer.
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of subscription.
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Also, most kinds of produce at cash value
paid to the subscriber.
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10
Of
Freedom and lorwara tne pay.
Notice to Post Masters,
POST OFFICE DEPARTMENT.
Appointment Office,
Washington, D. C. July 3, 1845 )
Notice to PMishert or Editors, that
subscribers do not take their papers from
the office is official business, and may be
franked by the Deputy Post Masters.
Sending the same, being made by law, a
part of their duty. W.N.Miller,
2d Ass't. P. M. Genera!.
fjg- Several Deputy Post Masters have notifi
ed discontinuances of tliis paper atiy expense.
Some subsc.ibers have returned copies of the
Voice, without telling from what town, or pay
ing the amount due for the paper. Subscribers
are hereby notified that when they w ish me to
discontinue sending them the Voice of Freedom,
they must see that the notice comes as above,
free of expense tome; also that if arrearages for
the paper are not paid, it will be optional with
me whether to discontinue or not until the amount
due is paid. J. Holcomb.
October 18, 1845.
SATURDAY, DECEMBER 27. 1845.
For the Voice of Freedom.
Scraps of Useful Information.
COURSE NO. 3.
In looking over the expenditures of the
British Government, for 1835, we find
that about $20,000,000 were paid to 1 14,
752 Non-Effective men in the Army,
Navy and Ordnance department, embrace
ing, probably, half pay officers and other
pensioners. Theexpenditures,during the
same year, for the Civil government, in
cluding all allowances lo the several
branches of the Royal Family, ond to the
King of the Belgians; for the establish
ment of the Lord Lieutenant of Ireland ;
salaries and expenses of both Houses of
Parliament, including printing; for the
whole Judiciary department, including the
expenses of the Police and Criminal pros
ecutions, and all the salaries and superan
ualion allowances to foreign ministers and
consuls, and for all other pensions and an
nuities on the civil list, did not amount to
9 13,000,000! ! seven million dollars a
year less than the sum paid to these now
tffectioe, do-nolhing men connected with
ihe British Army and Navy. There are
3G3 Judges in the United Kingdom,whose
salaries amount to $1,785,022 per annum.
Nor are they non-effective men in their
department, but men that honor the Brit
ish name and give dignity to human laws
throughout Christendom. Yet, for all
their profound learning and asiduous la
bor, they do not receive in Eleven
Years what is paid in ONE to the do
nothings of the British Army and Navy 1
But let us comeback to this model re
public and see if like abuses exist in its
economy. In looking into the Register
of the U. S. Navy, we find this to be n
fact with regard to the actual service and
pay of our naval officers in (he earlier pe
. riods of our national existence. From
1815 to 1823, a periou or b years, mere
were 28 captains whose average time of
service, during this period, was less than
two'years; thirty commandants, a little
over two years; one hundred and seventy
two lieutenants, less than three and a half;
and eight chaplains, less than ono and a
half year. In the Naval Register for 1845,
it will be seen that, of 1,391 naval offi
cers under pay of the government, three
Hundred and sixty nine were roaiting
orders ! I Their salaries, at the fixed at-
lowance for officers thus waiting orders,
amounted to $444,170 ! I Add to this the
salaries of 8 marine officers and engineers
waiting orders the same year, we have the
sum of 448,330 paid to the non-effective
officers of our navy. Now the sum paid
in 1845 to 278 members of Congress and
to 38 Judgee of the Supreme and District
Courts of the United States, was $445,
500, less than the amount received by
these naval officers while waiting orders.
It would be easy lo prove 'that the non
effective men in this department alone re
ceive annually more pay than is allowed
lo all the members of the Senate and House
of Representatives, and to all the Judges
of the Supreme and District Courts ot the
United States.
Is not this fact worthy the consideration
of our national legislature and Judiciary ?
E. B.
Worcester, Dec. 6, 1845,
Circular.
To the County Superintendent of Common
Schools for the several Counties in the
Slate of Vermont.
A law having been enacted during the
recent session ol our legislature, providing
tor a system ol supervision ot our com
mon schools, as a means of increasing
their efficiency and usefulness, it seems
desirable that a train of measures should
bo put in operation as early as possible, to
carry out this benevolent purpose. One
of the objects of which our incipient meas
ures should look, would doubtless be the
collection offacis, beyond those which we
now possess, with a view to the final ad
justment of the system in such a shape ns
to enable the people of this State event
ually to secure, in full, the important ben
efits which we may confidently believe
will result from this new provision.
It is believed, however, that these ben
efits need not lie wholly and exclusively
in reserve lor the distant luture ; but that
we may begin to experience them, in
some degree, even during the coming
year. And in order to bring the system
io bear beneficially upon our present win
ter schools, as well as to urge forward the
process of collecting such facts and mate
rials as may bo necessary for the purpose
of framing and putting in operation, here
after, a more mature and complete system
of measures, adapted to the wants of our
schools, and adjusted to their actual con
dition, it seems important, that we should
wiihout delay, commence our labors. For
whether we look to distant or immediate
good, it is apparent that the sooner the
system is put in operation, the sooner will
its beneficial effects be realized. And 1
believe we should be jus'.ly regit rded ns
derelict to our high trust, should we fail
to address ourselves to the work before us
with promptitude, as well as with energy
and zeal.
Under th is conviction 1 have deemed
it my duty to address you, by way of of
fering some suggestions in regard to the
work which I belitve may properly and
advantageously be performed during the
present winter. It may, 1 am aware, be
thought that this proceeding is not, under
the present circumstances, specifically re
quired of me by the provisions of the act
already alluded to, but still it is believed
to be in accordance with (he spirit nnd
the motives which prompted the passage
of that act ; and in view of the considera
tions which have already been stated, ta
ken in connection with the fact that somo
embarrassment might be felt by you in en
tering upon a course of duties new not
merely to yourselves personally, but new
in the history of the State, 1 deem no fur.
ther apology necessary for a step which
strict construction might indeed regard as
uncalled for, but which seems necessary
to secure concerted and confident action
on your port, in the discharge of duties
which you ore clearly authorized to enter
upon immediately.
It might seem, at first view, impractica
ble to accomplish much during the ensu
ing winter, because, in the first place, that
part of the law which provides for the ex
amination of teachers is not obligatory in
regard to our present winter schools; and
in the next place you will lack in the per
formance of your remaining duties some
facilities which will hereafter bo afforded
by the co-operation of Town Superintend
ents, when these shall have been appoint
ed. But notwithstanding this limitation
of your duties and this want of the desira
ble assistance which will bo rendered
when all the ogents in this new system
shall have been created, yet much still
may and ought, in the meanwhile to be
accomplished. If you are not called up
on to examine teachers, you can " visit
school?," ' deliver public addresses,"
"counsel with the prudential committees.
&c." as provided in that portion of the
law which prescribes your duties. You
can also commence ihe work of collecting
various important facts in regard to the
condition of the schools undor your super
intendence. It is obvious that no system
of measures can be framed with a view
to future operations, that shall be accurate
ly adapted to the actual condition of our
schools, without a previous full knowledge
of that condition. x Those general defi
ciencies already well known may indeed
be mel, in some degree, by general meas
ures, which might now be instituted; but
a more minute knowledge of those defi-
ciences which are less apparent and less i
appreciated, with their bearing upon those!
whicb are more obvious, would not only en
able us to apply the necessary correction to
those not now understood, but also to ad
just our means so as more certiinly and
effectually to remedy those which are ap
parent and universally acknowledged.
Your work then during the year will
to some extent, be one of inquiry and in
vestigation. In the first place it seems
desirable to ascertain with more certainty
and exactness than it can be done under
the existing provisions of law, what pros
portion ot the children in our state between
the ages of 4 and 18 years, actually at -
tended school with some regularity, du
ring the periods for which the schools to
which they respectively belong are kept.
So also it is desirable to learn what pro
portion attend but a small part of the time
or not at all. Or, in more general terms,
wo wish to ascertain how far the advan
tages already offered by way of schools,
are actually embraced. A knowledge of
facts upon this point is desirable, under
the apprehension that a deficiency exists,
more especially in those towns whose
population is composed to some extent, of
recent foreign immigrants, who might fail
to appreciate the value of our schools, and
as a natural consequence, suffer their chil
dren to grow up in ignorance and vice.
Ihe only practicable way in which they
can be rescued from their too often vicious
habits their characters be in some de
gree assimulated to that of our own peo
ple, and themselves become useful citizens,
is by devising some means of bringing
them in to share in the advantages of our
common schools. And if upon investiga
tion such a deficiency should be found to
exist in regard lo this class of cases or
others, as to demand further legislation, it
is believed that a remedy for the evil might
be found somewhere, perhaps in a pro
vision that the public money now appor
tioned to the several districts according lo
their number of scholars, should be
divided according to the number that
actually attend school. This would
operate as an inducement to districts
to endeavor to bring in those who
neglected to attend. But at all events, it
is desirable that information should be ob
tained upon this point, so that the evil, if
found to be of such magnitude as to de
mand attention, may receive the appro
priate remedy, whatever it be.
The act of 1843 which requires dis
trict clerks to include in their returns
to the town clerks '! the number who have
attended school," is obviously imperfect,
and does not secure the information sought
for upon this subject. In the first place it
does not declare what length of time shall
be regarded as constituting an attendance
upon the school whether one day, One
month, or the whole period for which the
school has been taught during the year.As
a consequence no uniform rule has oeen
adopted in determining that number. Yv hile
some have stated the aggregate number of
scholars who have entered the school
house during the year, though it were but
for a day, others have stated the highest
number that have attended at any one
time; others the average number during
the winter school, and others again the
mean between the average of the winter
school nnd that of the summer school.
But more than this whatever rule
may have been adopted, the method of as
certaining the number has been too loose.
In some instances the clerks have given
it from their own baro conjecture. In
others it may have been furnished by the
teacher, and if not at mere random, yet
at least from mere general recollection,
and without any means of definiteness and
precision. Statistics obtained under such a
varying rule and in this loose manner,
furnish no reliable data and can be of no
prnctical utility.
But even allowing that the act of 1843
had defined what specific period of time
should constitute attendance on school, it
siill would not have covered sufficient
ground and furnish the full information
sought. If the number who had attended
nny one given length of lime were stated, it
would not siill he apparent for whnt term
the remaining scholars had attended
weather for a term barely short of that giv
en, or not at all.
I have dwelt more at length upon this
topic for the purpose of making more ap
parentthe necessity of obtaining informa
tion relative to the amount of attendance on
schools, by some other process of which
the scope andplan will be given in the
accompanying address to teachors.
The abstract of the returns made in
the month of January, annually by the
district clerks, which, by the act of 1843,
was required to be drawn up and sent to
the Governor, will still by the law as it
now stands, be made out by the town
clerks, and be subject to your call and dis-
Eosal. And you will obtain these abstracts,
ecause they furnish information on other
points more reliable und valuable. They
will especially be essential in order to
compare the number of scholars attending
the several schools, as ascertained by the
plan we propose, with the whole number
of scholars in their respective districts.
It will also be important to ascertain
how far schools are properly furnished
with books, and other necessary means of
advancement in knowledge. Particularly
would it be useful to nscertain what kinds
are in most general use in the various de
portments of study, with a view to the
recommendation hereafter, of such desira
ble changes as can, by a gradual and easy
process, be conveniently brought about
This information might perhaps, be most
conveniently furnished by teachers, and a
method of embodying it will be given in
the address to them.
You will in your visits note the condi
tion of school houses whether they are
pleasantly located, comfortable, convent
ent, and adapted to the purpose for which
they were designed. Palpable deficien
cies which materially interfere with the
comfort and progress of the school, and
which might cheaply and easily be reme
died, you will name to the proper per
sons, and suggest the desired improvement,
Especially should you find in any of these
buildings, little children subjected to the
J living martyrdom of sitting five or six
hours in a day upon seats wiihout sup
port to their backs, and perchance unable
to reach the floor with their feet, you will
at once procure the abolition of this sys
tem of inquisitorial torture. There is no
district so poor but that it can furnish a
board for its children to lean their backs
against. We are well aware that a great
deficiency in regard to school house arch
itecture exists generally throughout the
state ; but it is not contemplated that an
entire change in the construction of school
houses can at once be effected. Districts
which have recently borne the burden ot
building one. cannot reasonably be ex
pected or asked immediately to submit to
the expense of building another. But in
many cases alterations might be made at
an expense which would not place the
improvement beyond their reach, while it
would secure, in a much higher degree
than they are now secured, the health
comfort, convenience and progress of
scholars. In 6ome cases too, districts
will bo, in the natural course of events,
about erecting new buildings, and you
may be called upon to furnish models, or
adviso in regard to the most approved
modes of construction. And it is of course
important that you should be furnished
with the information requisite to meet this
call ably and fully. And thus, as the ill-
constructed, the uncomfortable, inconven
ient, unhealthy, ond to use a word in a
new sense unimproving structures of the
past go to decay and we would not re
tard their progress there may gradually
be erected in their stead, if not precisely
in their places, edifices so constructed that
one might look in upon them and at once
see and feel that means had been adapted!
to the end designed.
In your visits to schools you will, of
course, in accordance with the provisions
of the law under which you act, give such
instructions and advice to teachers as you
may deem proper. Where an error in
management or instruction is found, that
may be corrected by a suggestion from
you, that suggestion will, of course, be
given. But if in any case you find in the
teacher a hopeless and remediless deficien
cy, whether from gross ignorance, vicious
habits, an indolence so adhesive that it will
not be shaken off, or from' some other ob
vious constitutional unfitness for his sta
tion, I cannot doubt that it is your duly
promptly to apprise the prudential com
mittee of the matter and recommend hie
removal. And this too, even though no
better teacher could be procured to sup
ply his place. For it 13 vastly better that
the children of the district should be kept
away from the place where error is incul
cated, and where they are exposed to the
contaminating ond polluting influence of
vicious habits, even though they should
bo making no valuable attainments else
where. But it will not be a necessary re
sult that our children should entirely lose
their time bacause kept from school. Our
girls, employed at home in domestic av
ocations, even if they should learn but
little of the science of chemistry, from the
display of its agencies in the various opera
tions of the culinary art, would still be
acquiring some useful practical accom
plishments; nnd our boys, although no
better employment could be found for them
than that of snow-balling and skating,
even should they learn in these sports but
little of the theory of projectiles or of the
laws of locomotion and gravity as devel
oped in their exercises, would at least be
acquiring vigor of muscle, and suppleness,
and activity of limbs. And how much
better is a positive good, though small,
than a positive evil especially when that
evil is, as in the case under consideration,
gffeat and perhaps irreparable.
In your lectures you will be able to ac
complish much by way of removing prej
udices, exciting attention, and awakening
the interest of the community in the cause
of common school improvement. Any
attempt to effect on improvement will be
futile and unavailing unless it be made to
appear desirable to those among whom it
is to be wrought. The community must
feel that it is not your work that is to be
done, nor that of the legislature, but their
own. The law under which you hold your 1
office confers upon you but little authority
beyond that which must flow from your
power of producing conviction upon the
public mind. Indeed any authority be
yond this could scarcely be deemed desi
rable ; for wiihout a coincident conviction
that your plans were expedient, and a re
sulting co operation on the part of the com
munity, your most efficient labors would
be productive of liltle ultimate good.
And this view of the subject will suggest
to you where your main field of effort
lies. Beyond oubt a general desire for
the elevation and advancement of our
schools, prevails through the state; and
yet prejudico may exist, in the minds of
some, against the means by which alone
it can be effected. The interest which is
le It needs also to be increased I tho definite
objects in view to be moro distinctly point-
ed out, and the mode of attaining them
more fully and clearly explained. And
unless this preparatory favorable impres
sion be made, and this desirable informa
tion be communicated, we must expect that
few substantial beneficial results will be
realized, and little of the ultimate purpose
of progress and improvement be success
fully and efiectuatly accomplished
In your instructions to teachers, you
will not forget to urge upon them the im
portance of habituating their pupils to
think, to reflect and reason for themselves.
The opinion is prevalent that our schools
have degenerated within the last twenty
five or thirty years. The true arid pre
cise state of the case perhaps is, that more
inrormation, more knowledge ot mwgs, is
now acquired, than formerly J but pupils
leave school with less of vigorous, selt-re-
lying and independent thought, ond con
sequently with less energy of character,
1'ormerly, the pupil had often to grapple
with subjects abstruse and difficult, and
perhaps entirely beyond his capacity ; yet
the mental effort put forth in the struggle
was useful, and when a difficulty was once
airly surmounted, the success wa3 calcu
lated to inspire confidence for future efforts.
Now, the various brauches of study pur
sued in schools are so simplified as to
render the business of study little more
than a mere process of committing to mem
ory ; ond teachers have found it easy to
spare themselves the labor of keeping the
other powers and faculties of the pupil's
mind in full and active exercise. And
some have not supposed that this involved
any neglect upon their part. Two oppo
site systems of education are urged at the
present day, and strenuously contended
for, by their respective advocates. The
one looks exclusively to mental discipline;
the other would store the mind with knowl
edge directly adapted, as it is asserted, lo
the useful purpostsof life- The one sends
forth his pupil lo fight his way through
life, a giant in vigor and strength of limbs,
but unarmed, and left to pick up his weap
ons as chance may furnish them; the
other sends him out into the world com
paratively a stripling, but loaded with im
plements of warfare, which ho has neither
strength nor skill to wield to any effective
purpose. Here doubtless, as in thousands
of cases where opinions are in conflict,
" truth lies between extremes." We be
lieve, however, that the prevailing error
in our common schools, lies on ihe side of
too great neglect of the important object
of securing a harmonious development of
all the faculties of the pupil's mind,
the reflecting and reasoning powers, es
pecially, being left to droop and become
enfeebled from inaction. And hence
while we would not, on thdone hand,
confine pupils to the study of Pike's arith
metic, Fluxions and Hebrew, for the pur
pose of securing mental discipline, growth
and vigor, we would not on the other
hand, leave them entirely to the compara
tively enervating employment of gather
ing and storing up facts in geography,
history, chemistry, and the other natural
sciences, Yet even in the pursuitof these
studies the whole mind may be brought
into a good degree of exercise, by proper
effort on ihe part of the teacher to engage
its various powers. Under this view of
the subject, the difference of the results of
school instruction now and formerly, is
not a necessary consequence of the sim
plification spoken ol; nor can this simpli
fication be deemed otherwise than benefi
cial, when other measures are instituted
in reference to it ; for it at least often saves
toil that is comparatively if not entirely,
fruitless.
Any suggestions, however, which 1
can. now offer, must of course be very
general in their character. Your own
labor will be worthily bestowed in inves
tigating the nature, cause and remedy of
evils or defects existing, whether in rela
tion to this or any other point. Indeed
various objects will come within the scope
of your attention and care, which 1 can
not, and need not, advert to. Not only
are you made the direct and immediate
agents for carrying into effect the bene
ficial provisions and purposes of the law,
but it lies mainly with yourselves to de
cide in what manner your agency shall
be exerted, and to what specific points it
shall be more especially directed. The
great and ultimate object is, the elevation
and advancement of our common schools;
and this object affords a wide held, not
merely for direct effort, but for the exer
cise of your highest skill in devising the
means and mode bost adapted to secure the
speedy, effectual and complete accom
plishment of the grand purpose. What
more lofty und comprehensive subject
could you desire for the exercise ot your
thought, or the application ol your ener
gies than that of education? It has re-
spect to the wide world of nature, of mor
als, and of mind ; and its obj?ct is, to pre
pare us for the highest degree ol useful
ness of which we are capable, and the
highest happiness of which our nature is
susceptible. The more you contemplate
the subject, the more distinctly will its
various points oppear, and the more will
they swell upon your view, in magnitude,
interest and importance.
A few words by way of caution, we
trust, will not be regarded as ill timid.
In the discharge of your various duties
you will scrupulously avoid every thing
that might savor of a sectarian bearing or
influence, in regard to matters of religion.
Wo do not, of course, mean that morality,
and the religion of the Bible loo, should
nni f inpnlcntpii nnd enforced in our
schools ; for we know of no good on earth 1
worth seeking without these. But if
sound fundamental truth be carefully in
stilled into the minds of the young, inci
dental may and should be left to parental
and other natural influences. It is the
unquestionable right of every parent to
subject his children to such peculiar sec
tarian influences as his own conscience
may approve and direct ; and this right
should in no case be violated or infringtd
upon.
And the same rule of caution will apply
in regard to party politics. It is not im
agined that you would be under any temp
tation to obtrude upon schools sentiments
of such a bearing or tendency ; but that
you would be liable lo be drawn into the
expression of ihem amongst some with
whom you might have intercourse, while
abroad upon your official duties. But
politics should constitute no part of your
mission not even a remote incident.
You are of course free in your private ca
pacity to be partisans, and active too, so
far as your sense of duty may require :
but what is to be deprecated and guarded
against is, ihe bringing two incongruous
subjects into connection, or attempting to
accomplish two so distinct purposes in
close proximity with each other : for
party politics, and the cause of education
are not congenial elements which, ''like
kindred drops," can "mingle into one.
Let every other object then be kept aloof
while you are professedly engaged in
advancing the cause of education regard
ing this as far above the interests of party
or sect, and ever bearing in mind that the
ignorance and vice which it is your ap
propriate province to aid in removing, are
calculated not merely to degrade and de
stroy all political or religious parties, but
to undermine the very foundation of free
government, and to give all that is dear td
us in life to the blight of ruin and deso
ation.
I have prosscd the suggestions under
these topics thus strongly, not only be
cause your usefulness in regard to the
special objects of your labor would be
mpaired by a diflereni course, and per
chance our new born system with all the
benign influences and results which it
promises in the prospect be endangered,
but also because 1 believe the principle to
be right and just a principle not dictated
by mere policy, but one which should be
carried out in good faith. Our school
system is the cherished favorite of no
party but the people, and should serve no
purposes but theirs. I know that these
views would be in accordance with your
own best judgment, and these suggestions
may seem to have been prompted by on
overweening and unnecessary anxiety;
but the danger lies in our liability to for'
get the principle, in our own conscientious
attachment to particular creeds or forms.
Again. In advising or recommending
improvements that involve the expendi
ture of money, whether by way of obtain
ing belter qualified teachers, erecting bel
ter buildings, brprocuring suitable books
or apparntusj you will fairly estimate the
ability and means of those concerned. In
reference to the subject of books we might
say thai it is presumed you will not deem
it expedient to attempt at present, any
systematic introduction of new ones.
This, it is believed, could, if found ne
cessary, be better accomplished hereafter,
upon a more full knowledge of the chang
es required. Our projected system of im
provement must be looked upon as pro
gressive; and many measures which
might hereafter be deemed expedient,
could not well be undertaken now We
cannot expect to step at once into the po
sition which some of our sister states have
reached in relation to this great enter
prize. But if in consequence of delay in com
mencing the work we are now somewhat
in the rear, let us hope that by increased
diligence and zeal we may soon makeup
for past deficiencies, so thut ere long Ver
mont may stand in this respect 'J upon a
footing of equality with the most favored
of other states of the Unidn." Nay
more, we can easily, ihough gradually,
reach yet a higher standard. It cannot
be doubted that under improved modes o(
instruction, as high attainments might be
made by the pupil when he reaches the
age of fifteen years, as are now ordinarily
made at eighteen; so that three years or
more would be left to be devoted to the
higher pursuits of literature and science.
By this process the great mass may reach
as high attainments as are ordinarily se
cured in our colleges, with the exception
perhaps of some few branches. We know
that others have set the standard still
higher, and sustained their calculations, to
say the least, by strong probabilities.
But our aim is, to speak safely beyond
all room for question basing our esti
mate upon the adoption of measure- not
such as are possible, yet not likely to be
adopted because of their expense or other
obstacles but such as are practicable,
clearly and palpably within our reach.
And on this supposition, the attainable
ness of the result is no wild extravagance
of an ardent imagination. It is complete
ly tangible. It is certain under the es
tablished laws of mind, as deduced from
every day observation and ihe history of
the human intellect for nearly six thou
sand years And is not ihe result worth
striving for ?
Sutler me th"n, once more, to urge it
upon you to address yourselves to your
work with alacrity and zeal, and to prose
cute it with unabated energy and vigor
The enactment of a law has not completed
the work of improvement. It has merely
authorize you to commenee it. Almost
everything of euccess-evcry hope of good