The weekly Lancaster gazette. (Lancaster, Ohio) 1852-1855, 1855-01-11
nIacinIIno nnd Order.

GAAAA OAOCa~ o.
In order that any school system may ac
complish the objects for which it is estab-
lished, tits necessary, in the FIRST place, that
powers. sufficiently ample, should be con
/ ferred upon those entrusted with the ad-
ministration Of such system. In our own
State, with single exception, namely, the
power to compel the attendance of idle.
street children, such powers have been
very literally conferred. This topic may
therefore, for the present. be dismissed
/ from further consideration.
In the next plaeeit isof essential i'm
portance that the local authorities who as
sumo the duty of administering school
| system, should not only have liberal and
enlightened views of the ends to be attain
ed, by the establishment of such schoolsys-
tenn, but that they should be deeply inter
ested in its success, and give to it such an
amount ofa;tention and care, as shall Sc
cure for it the most entire public confidence
and respect. Important, highly important
and liberal powers have been delegated to
tho members Of Boards Of Education of our
State, and much ability, much knowledge
of human nature, much disinterestedness
and business talent, are required to meet
the trust reposed, in proper manner. In
employing and discharging teachers, in ad-
mitting pupils to the schools, or in classi-
flying them and promoting themfrom grade
to grade, and in the regular administration
of all that portion of the discipline which
lies beyond the legitimate prerogative of the
teacher, there is constant requisition for
those higher qualities of calm Judgment,
decisions of character and moral courage,
which are supposed to be absolutely .es-
sential only to much more conspicuous
/. public stations.
In addition to thatintelligence and fore
sight which are requisite promptly to ap-
prehend the principles and methods, nee
essary to the intellectual and moral ad-
vancement of children, the school directors
need to possess the true idea of the relations
existing between the governor and the gov
erned, whether found associated in the
school room or at the family fireside. AS
required of deacons in the churches, school
directors ought ''to rule their children and
their own houses" acell;-ought ever to be
ready to afford that protection to timidity
or injured innocence, or, dispense to
"young America" thateven justice, and ia
: his blindly affectionate, indulgent mother,
that wholesome admonition, which the
circumstances Of the case may require.
Now there's, we believe, considerable
diversity of theory and practice, on many
of the points just specified among the loca
school authorities of the State; and, in as
much as wrong theory and wrong prac,
tice on the part Of those thus holding pow
er, is likely to prove highly prejudicial tc
all true educational prosperity, notwith'
stapding the presence of all other good in
fuences, these several topics seem to re-
: quire careful review Let us commence
S with the consideration Of amost ruinous,
a yet very prevalent policy in school inter
ests, namely, tie doctrine Of eTpedicncy.-
: While communities observe that the schoo
systems of ou: State; or any of them, are
: administered upon this basis, in whole oil
: in part, true prosperity seems to be out O.
{ the question.
If our public shools are ever to take ranl
e in respect and true dignity, they must b.
conducted on principles of strict justice ant
: impartialty. 1t should be constantly borne
: in mined; that while our schools may bt
9 common. and be free, they arc still sacred
g public Institutions, established for the bene,
: fit Of the whole people, and that they car
9 not, therefore, be expected to humor in
0 dividual caprices, promote private or sci
r fish interests, or yield points Of wholesome
discipline, to correspond with the particu
IS lar preferences of their warmest supporters
n and friends. Like the dew aud the rain
o they should dispense equal blessings to all
o special favors TO none.
So Let us suppose that teacher has beer
n selected for one of our public schools with
D out any favoritism whatever, but that, ,afteI
IS a fair trial, lie or she is found quite in
e competent for the duties assumed. vii
e such teacherbe promptly discharged and
n better one sought? Quite possibly thu
:, teacher isa very amiable, worthy person
1t has feeble constituton-is withou
!. property or influential frionds-and needs
1t vsry much, the employment and thc com
,, pensation paid forit; or, the teacher
Al though manifestly incompetent, has cir
7. Gle Of very infaentidl friends that will b
9 alienated if he or she is discharged; or,
d strong and open opposition will be mad
+ to the schools and school system, or di
rect attack commenced upon some tende
l. point Again, some rowdy boy, from som
II particular family, who has never submit
u tod to restraint of any sort at home, ca
Is not see why this wholesome doctrine shoul
y be taught in the schools--in short, he
l- turbulent and rebellious--and authorities
IS finding his case surrounded with some dill
ficulties, Gala little crpediency to their ali
to carry them safely through. This is, b.
d no means unioerSal, with school author
<, ties, but the tendency is quite too stron
d in this direction, both with respect to in
a efficient teachers aud disorderIy pupils
er This temporizing policy is disastrous
IN the true prosperity of any school system
O. Come in what shape it may, it is to be con
a a demned, despised, repudiated. 1t is vast
. ly undertaking the intelligence and emor'
IN sense ofalmost any community to yiel
of palpable points of duty to expediency. u
Is ually, the parties themselves to whom cor
cessidns have been made, are first to fe,
no and to eahiba their want OF confidence i
;; a system thus conducted, Let us remen
n Der that we all bow, from necessity, to III
ii administration of exactjustice, however