The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1846-01-08

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mitigate The necessary exposure and dam
ger. But aside from the bearings of this
subjec! upon health and life, the pupils
present progress n learning will depend
very much upon the comfort secured 10
him in the school-room. A sense oil
physical discomfort is incompatible with
an entire and continued concentration oil
thought in the pursuit Of study. Very
much might be said upon this topic but
we fear that our school. houses are too
generally so badly constructed and in
such condition as 10 preclude all hope OF
securing persona! comfort in a competent
degree; and as it is not expected that you
will perform the work OF carpenter and
joiner as well as teacher, any further sug>
gestons to you would be misdrected,
except 10 urge it upon you as an lmperi-
Gus duty which you owe 10 your pupils,
10 do The best that is possible under the
circumstances under which you are pac>
ed. And meanwhile we will hope that
the patrons OF out schools will ere long
have their attention so directed 10 The de.
ficiencies alluded to, that in due time the
proper remedy shall be applied.
But if nature has, with the exceptions
Eamed, made competent provision for
pheslc Developments from lis necessity
TO the preservation Of our existence as
mere anima's,-i! depends mainly upon
ouf own voluntary agency aud efforts 10
determine whether we shall rise much
higher ia the scale than tbs, by the cu-
uvatlon of mind and heart for here ma,
tnre has made no adequate provisions.
But as we have already spoken of that
branch Of education which relates 10 the
cultivation of the intellect, 1t only remains
for US TO call your aI,enton 10 that branch
which pertains to moral cuture--the for.
milton Of moral character.
We are aware that it might be deemed
trite TO say that moral instruction is as
important as that which regards the cul,
tivation of the mind: but yet we fear that
the import of this truth has not generally
been clearly and fully perceived nor its
Importance adequately appreciated. LII
intellectual education gives power moral |
education determines its direction-!he |
ends and purposes for which it shall be
exerted. whether good or evil.
We cannot, however, at the present
time, enter into any heightened DISGUST
ton upon This topic. But we can do no
less than say that the proper culture of
the moral feelings, the subjusation and
control Of the base and noxious passions
of our nature. and the formation ola cor
rect, we'll balanced and harmonious NOR
al character, cannot on mature reflection,
be regarded otherwise than as matter of
deep consequence to the welfare and
happiness OF the individual and society;
nor can it be justly doubted that the duty
Of watching and aiding in this process
falls within your own legitimate province.
We will not contend that the whole work
of moulding and forming the character is,
or ought to BE-, left exclusively to school
influences. O,her agencies combine with
these. We will concede even tina, home
influences and especially the maternal,
hold the most prominent place.
Blu; even if your efforts AMI influence
could do no more in this field of action
than what they obviously might by way
of hwartng and coun,cracting the bene
fetal tendencies of correct home inslruc-
ton, your responsibility would still be
vast; for the inspired declaration that
"one sioner destroYeth much good is in
its application here, foil Of truth and
weigbty with import The correct prin-
ciples and virtnous habits which parental
care has, for months and years been anx-
iously Iaboring to inculcae and establish
are liable to be serious y impaired, and
perhaps almost entire Y eradica,ed by the
adverse influence your own vicious ex
amp'e--.o say nothing Of The pernicious
doctrines which might fall from your lips.
Let your i'll temper, your explosions Of
anger, or your ebulIitions o! frelfuIness
and impotence be witnessed by your
pupils. and they will be copied ere you
are aware of it. And what parent would
no. prefer that his child should grow up
with less of that knowledge which he
might gain under your teaching, yet with
some capacity for usefulnefs though in the
humblest sphere, rather than that he
should be thus exposed TO be ruined--:o
be transformed perch9nce TO a "blased
fragment of humani y" ard 50 down al
last to an ignomiuious grave
Your responsibility, however, does not
ard should not, end with the avoidance OF
positive injury allowing it possible that
YOUR influence could be negative, and
end a. this poia. When it lies within
your power 10 accomplish positive good
lone that is so deeply 10 affect the inter,
est and happiness of those committed 10
your charge, your views of moral obiga,
lion must be narrow indeed il sou can
ihnk TO evade responsibility in neg lectlng
to secure it, And it would be but little
TO the purpose TO inquire whether the
patrons Of The school generally expected
YOU 10 take the work in hand or other
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