A history of public education in Rhode Island, from 1636 to 1876 ... Comp. by authority of the Board of education, and ed. by Thomas B. Stockwell ...

FOURTH EPOCH. 171
must have a good knowledge of what he attempts to teach to others, as well as
judgment and skill in the manner of teaching. We are aware of the difficulty
which exists in procuring teachers possessing all the requisite qualifications. It
is a difficulty not peculiar to this State, but exists in a greater or less degree in
every State and probably in every town. We are sensible, also, that the compensation usually allowed to teachers, especially in country schools, is not and, from
the nature of the case, cannot be such as always to command the best talents.
But those who may be obtained for the moderate compensation thus allowed,
might render themselves much more useful were they to take as much pains in
preparing themselves, as is deemed necessary in almost any other employment
in life. In one, at least, of our sister States, an institution has been established
for the express purpose of qualifying young men for teaching. Perhaps this is
the only feasible means of remedying the deficiency which is at present so much
a matter of complaint.
" It is a position well established that, " on the early and correct education of
youth, depends the ultimate success of every rational enterprise for the intellectual and moral improvement of man." On this early and correct education
depend, also, in a great measure, the preservation of our liberties and the continuation of the present free institutions of our country. Deeply impressed,
therefore, with the importance of the occupation, both in a moral and political
point of view, your committee would present the suoject of the qualifications of
teachers as one deserving the most serious and attentive consideration.
"Respecting the branches to be taught in our public schools, your committee
would hazard a very few remarks. While we admit that spelling, reading,
writing and arithmetic are the most essential, and although we would by no
means, have any others introduced to the exclusion or detriment of any one of
these, we, nevertheless, think there is an error in limiting the schools exclusively
to these branches. More than these can be successfully taught in almost every
school in our State. It is true that in some of our public schools, grammar and
geography are partially taught, but this in not enough: the standard of our
schools' should be raised; the branches should be extended, at least, so far as
that those of every day use in life, may be embraced. There are but few persons
who have not occasion, in the course of their lives, to express their ideas on
paper, either in an epistolary, or some other form, yet how often is it the case
that when a necessity exists for an attempt of this kind the task is entered upon
with the greatest reluctance from a consciousness of inability to write with any
degree of correctness. We submit it, therefore, as a very important question to
school committees, whether in every school, excepting those for very young.
children, the more advanced scholars should not be taught to express their ideas
in writing, and the proper method of arranging sentences. A very little practice
in youth will render the task of writing a common letter comparatively easy.
Most of us are frequent witnesses of the deplorable deficiency which exists in
this particular. A proper use of the capitals and some general rules for pointing
sentences, are very readily learned at school; but if not learned there, they are
seldom learned at all; and whenever, in after life, a written communication is
required, this deficiency in their early education is most sorely felt.
"Another essential, and as we think indispensable acquirement, is a knowledge of accounts, but of this we shall say more in connection with another