The anti-monopolist. [volume] (Saint Paul, Minn.) 1874-1878, 1876-03-30
utter a libidinOus thought.

Are not tue silent Wallis OF your ScOOOl
houses and the appurtenances thereunto
belonging. votive witnesses OF its
TRUTH
Sometimes we see scholars reeling
with into xicaLion, and saturated through
with the filthy properties Of stobacco.
Is this the body's purity from which the
mind receives secret sympathetic aid?
Then we as teachers must teach temper
ance to our pupils, along with the Cath
Ole Bishop Ireland and Dillon O'Brien
the Protestants, Satterlee and Cobb;
and the Skeptics Child and Warren
Smith.
Can we not teach that old patriotism
OF Horace. '.'Tis sweet and beautiful to
die for ones country OF Cicero who
denounced Veres for permitting q Ro-
man citizen to be scourged? And OF By
ron, That those who would De free,
themselves must strike the blow?" Yes;
and that human freedom is not rhet-
orical expression, but living princi-
pie. capable OF being responded to by
every heart ia this land Of the tree.
Shall we not teach our pupils to care
carefully for school property, as they
would their own that there is no moral
of public and private property; that
both are crimes and equally deserving
of punishment? II this idea could be
imbued in the minds Of children. it
would lessen the crop Of detaulters.
Can we not teach to our pupils that
moral courage is daring to do right at all
times in defiance of public opinion,
whether it be that OF the school or the
community that to do less than this, is
what makes man a coward? That it is
the pupils duty in turtherance OF justice,
to tell the truth, even at the expense OF
being called a tattle tale, though would
have pupils learn to distinguish between
importing such information, and the
suppression Of tattling.
Can we not teach scholars to be true
ladies and gentlemen; inspire them with
an honor in which we as teachers can
place confidence? We shoald; and if
they become thoroughly imbued with
this idea, we would have no grown up
men and women in our schools who
would have to be whipped to be made to
mind. To my mind this is the saddest
OF all spectacfes, to see parent blam-
ing teacher for enforcing order, where
the pupil is old enough to behave with
out being made to. It looks to me as
regarding that as right in the pupil,
when in tact it is incipient crime. Such
outside influences are always pressing
in upon the school and always with evil
effect.
But bad as our common schools now
are, they are far better than they were
forty years ago.
Thus we have in q perfectly natural
way developed and improved the SLAM
ders OF morals in our common schools
without concerted aim as method. Now
all that has been achieved has been
through the individual powers and effort
OF the teacher. aided or retarded by
whatever public sentiment he might
, find in the district With the elimina-
ton of the vexed question OF faith from
e the schools, with the full conception in
J, our minds that it is no part Of our duty
to save souls. but to cultivate, unfold,
train and develope them both morally
aad mentally 50 tha. they may b, wo
' saving. 1t seems that the time has
9 come when, instead Of relying on oul
G own individual efforts, we might pre-
: pare a code Of moral ethics to be laugh
c in all our common schools Throughout
l. the lind. and thus feel behind US thu
). modified moral power Of the whole
: country and to this might be given thu
5 sanction O. love.
:, With this immense power behind thu
teacher, on which he or she could rel,
for support, the weakest and most timit
instructors in the land could take th,
:, most rude and barbarous school with th,
:. utmost confidence. With fifteen milliol
= children basking IN this moral sunlight
:, watersd and nurtured BY the loving ham
- OF the true teacher, may we not hope =
see our children more high, noble. gen
- erous. and virtuous than WEI Will no
- - the scoaria OF society that now fill on
:, jails to overlooking. be gradually emp
!. - tied, and none found to fill their pla
: ces3
- = Suppose John Alden lad ere he open
= ed hi. first common school. when b
= drafted the first school bill. tor it was h
1e that did it. been suddenly endowes
=. with tee gilt Of prophecy, and risen
=. : that grim faced puritan legislature. an
~ said.
- Il see opened to my vision the grow,
81 and development of this new system u
{. til the rear 1876 / see it spread frol
VI ocean TO ocean. over 100000 squal
y miles. see the chief magistrate OF th
- largest and most vigorous country Q
-. earth. send 10 his message to the col
u gress OF that great nation, recommel
: ding that it incorporate in its organ
= law, the guarantee Of it, eternal prote
y ton and preservation OF the institute
.es we this day plant. as the surest paladiu
=. OF its liberties.
- Would not chose practical old fellow
nc have called him : dreamer And pc
-; VI haps sold him 70 the Ishmaelites over
Naragansett-
And were I now to open my lips
!, prophecy. would say that ere the ne
:. centennial year, . brighter vision, gra
IT. der aud more beautiful than has been (
ust allied from the vine planted BY Jol
u. Alden With this moral power the I
No. forts OF teachers would ALWAYS ne
no golden fruit that would never, ike :