The Vinton record. [volume] (M'arthur, Vinton County, Ohio) 1866-1891, 1867-12-05

scope of school education.7o, p
That health is not to be sac.
riGced in the Common school
is plain enough; it needs no
argument. The State provides
the means; parent, school Off
Ger, and teacher are all remiss
if the rest he not done. Sff RI
That formation of chars cter
is a function of the common
school, will readily appear by
considering what an out,cry
would be raised if our schools
tolerated injustice, unthought.
fulness, trickery, and otberju-
l.Yenile measanes5es, or they did
not aim to correct habits Of
idleness, carelessness, negli.
gence, and such vices as SELF
love, arrogance, covetousness.
The same remark will apply to
DooriShness, boisterousness OBJ
scenity, clownishness-- as we'll
to ingratitude, cruelty, vepge-
luIness--to say naught OF the
grosser vices of intempersRce,
profanity, licentiousness. r..
You admit one Of these as
proper matter for school frain-
ing and all the rest must Come.
In the very nature Of things,
the whole range Of moral cul,
ture must come within the
pale Of the school. Every trait
Of character, habit oflife, emo
ton of the soul and passion Of
the heart, is a fit subject, if not
so much Of school study by the
child, yet all the more, OF
school discipline and culture
by tAe teacher. For, as al
ready argued, education is but
cultivated. growth, anl when
the child grows, to grow we'll,
he must grow all together
Vices, tis we'll understood, are
only instincts i'll grown'or over
grown, while virtues are the
same instincts we'll grown. In
The growing time Of life, this
growth WILT must grow rap
idly on. lfasou do not watch
/ It with an earnest, faithful, 'unl
emitting culture, the crop may
| be ruin the harvest, DEATH.
Now, the school and its associ,
ations cover half the waking
hours of the pupils life; home
and its associations the Other
half. These are so distinct anG
different that neither can sup
ply the other. To insure, then
The highest culture and fullest
return, the school must be CO
operative with the home in the
whole work OF body, mind
heart and soul growth educa
ton. This is the junction o.
school. rr.,. .........
But the common school has
an important mission work.
In so miscellaneous a popula.
ton as ours the home culture is
often sadly wanting. Hence
the rude manners and bad NOR
ais we dread. Now if these be
not corrected, they must grow
from bad to worse, and these
children will become the boors
a I'd ruffiaans, outcasts and vii
lains of society, True, the rag
ged schools of or cities may
reclaim one in a thousand, be
nevolent associations and indi
viduals one in a hundred, pos
sibly our Sabbath schools one
in a score-,but what of all the
rest? They gatherin troops in
to the common school, and il
this be made, as i ever may
and ought to be, a lumanizing
and refining agency, the de,
mand is met, / claim this as a
! most important futtion OF the
common school. It's the only
possible means Of tultiyating
and 'elevating THOUSANDS Of our
youth. And'it may b, the mos.
,effectual means. AS said be
fore, these are things that are
, learned, not 50 much By tilihg
las by seeing ahd feeling. I'll
contact that stimulates and pol.
i fishes, example That inspires and