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<br />labor. Opinions may naturally differ as to the propriety of cer-
<br />tain measures and rules. But, so long as those teachers are em-
<br />ployed, it is the duty of all to uphold them, until removed.
<br />Parents are pledged to their support. This we lay down as a
<br />principle from which there can be no release, without unfaith-
<br />fulness to the interests of education. According to our demo-
<br />cratic forms of government, there is a constitutional remedy for
<br />all abuse, or wrong,—an appeal to the committee, or removal of
<br />the teacher; but, until one or the other of these things is done,
<br />the teacher is absolute master, during the school term, of every
<br />scholar; and the arm of the district is rightfully at his com-
<br />mand, to maintain the order and regulations of the school.
<br />Any other principle than this must introduce confusion into the
<br />whole school -system. If every parent that is displeased with
<br />any regulations of the school, asks to have them set aside in fa-
<br />vor of his child, there is an end of school -government. We see
<br />no escape from this argument, but in closing the schools. How
<br />is it possible for parents to judge as well as the teacher? Do
<br />they not place him or her in charge of the school, because they
<br />think that they understand how the work should be done? If,
<br />upon trial, they believe the teacher does not understand the
<br />work, it is a duty to remove him; but, so long as he is there,
<br />his law should receive the hearty, unanimous concurrence of
<br />all. Take only a single illustration. Suppose, for instance,
<br />that you belong to a company, or corporation. For purposes of
<br />convenience, the business is committed to the charge of a suit-
<br />able person, selected as your agent. By this means, all the en-
<br />ergies and capacities of one man are devoted to the work, and
<br />it is more sure of being well performed, than it could otherwise
<br />be. All your powers, all your means, so far as the object in
<br />view is concerned, are vested in him. He is your representa-
<br />tive, acts in your name, studies your interests. Now, suppose
<br />any one of your number, disapproving of his acts, should take
<br />measures to interfere with him, and to impede him in his course.
<br />Suppose that a number should do so. What would become of
<br />your company? what of your interests? To say nothing of
<br />rendering yourselves liable at law—could any enterprise be suc-
<br />cessfully carried on in this manner ? It is precisely the same
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<br />with the teacher. He is your agent in the sacred cause of ed-
<br />ucation. By making him such, you give him your authority,
<br />and pledge to him your support. You declare that he is qual-
<br />ified for the duty; and you cannot, without wronging him, and
<br />interfering with your own highest interests, negative or oppose
<br />his measures. In case of dissatisfaction, there is a legal remedy.
<br />To that you are positively confined. If you can convince the
<br />committee that he is unfit for his office, he may be removed ;
<br />but, we repeat, so long as he is the teacher, he is absolute in his
<br />school. No one has any authority but the committee.
<br />We feel confident in these views, and will here say, that we
<br />believe them to be entertained by the great majority of our peo-
<br />ple. But some are not disposed to admit them. We ask all
<br />such persons candidly to review the subject, and cannot doubt
<br />they will accede to the justice of these sentiments. We urge
<br />them as the law of the State, as the rightful demand of the
<br />teacher, as the duty of parents. We ask, that no more com-
<br />plaints may be acted out except in the legal manner, and that
<br />all will join in upholding the government, order, and so the
<br />prosperity, of our schools.
<br />STUDIES IN SCHOOL.
<br />We feel scarcely less interest in another subject, bearing most
<br />intimately upon the welfare of our school -system; namely, the
<br />multiplicity of the studies that are engaged in. The law pre-
<br />scribes the elementary branches for our common schools, as
<br />most important of all. It is their wise design, that they may
<br />afford a course of education, adequate to the common and in-
<br />dispensable wants of the community. Orthography, reading,
<br />writing, English grammar, geography, and arithmetic, may be
<br />said to comprise the demands, the immediate wants, of our
<br />youth. If accurately and thoroughly pursued, they will fur-
<br />nish them for the most obvious and pressing duties of life.
<br />But these are by no means all the studies pursued among us.
<br />Besides these, we have algebra, history, physiology, natural
<br />philosophy, mental philosophy, astronomy, the higher branches
<br />of mathematics, geometry, book-keeping, composition, drawing,
<br />Latin, and French. A common -school education demands six
<br />branches, but we have twenty. That is, we have converted
<br />
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