, 1877-08-31

ana desires, and the interests of the youth
gathered in the school: Is it not true that
little or no interest or concern i felt for
the advancement Ofboys; or indeed in any
thing that concerns them rs rational Crca-
lures until they are old enough to become
members in some secret society. or old
enough to vote? Meanwhile their whole
moral or mental character has been
formed. and all you can do is to help them
steer the habits already acquired.
1t is serious chargc-hut from all ap-
pearancc inst Onc-that for some reason
there is Il chasm between the people and
the schools. so far aS genuine interest in
the educational part is concerned. A
right understanding Of our relations to
| this subject would come out in too many
wayS-tO he in existence andnot be known.
/ II known it could not he hid. Our school
grounds are good barometer Look at
them. How stands the glass; high, or
low, rising or falling? Yet that house is
| part of our intlence on the youth; one part
Of the general education OF each boy and
| girl; our constant remark to them on the
| Importance of education, and the deep in
terest we have in their mental growth.
This is the example we set, our desire to
consolidate and improve the society in
which we live, and the love we bear it be-
cause it protects us and our property.
Here is one little corner Of "the root OF
our great national mansion" of privilege
and strength. See how we hold it up
how interested we are in its being kept
in good repair. No leaky root or window.
All, the day may come when we will find
out too late, that rotten beam is the re-
suit OF our careleSsncss; and the truth be
| trumpeted in our ears that though we
may neglect the cause of education, we
cannot shake of the hideous hand of ig-
norance which will, sooner or later, be
laid upon us.
However ugly it may appear to us.
believe it is the truth, that we are not in
terested in the cause of education as we
ought to be; that our relations to that
cause are poorly defined, and we are salts
fled with the poverty; and that on this
| theme there are two races of beings inhah-
iting these homes of OurS--onc the adult
population, the other the yOuthtul-and
there is chasm between them.
Passing now from general to specific
thoughts, we ought to ask in the second
place, what relations do we sustain to the
actual work done in the schools? One
half of those asked will say, II don't
know. 1t makes no matter to me what
is taught in the schools, or how they get
along" Their idea of q school is that it
is preventive of hoodlumsm; place for
youngsters who would otherwise be rob-
bing orchards and stOning Cinnamon. or
tOrmentng their mothers. But such q
thing as being interested in the work done
is entirely out Of their line. Their inter-
ests are in politics, fights, government in
trigueS and officers, reports about the Cut
ter, the Hospital, the Garrison, the Gus
tom House, and the terms of court, the
newspaper squa6bles and sarcasms, and
the thousand one incidents of village life.
The conduct of the schools is away in the
woods so tar As they are concerned. Any
relations they might bear the subject is
never thought of. TO such, of course,
there is no argument level The mind is
already Over-loaded and cannot take mp
a new duty or act in q new sphere. But
to Others, who feel some weight of respon-
sibility for the youth Of the community,
feel need not appeal in vain.
The public school is. so far AS the in
tellectual life of the village youth is con-
Cerned, the campfire whose dull rel "giveS
what little light there is 10 darksome hill. ;
1t is the point of light in the community.
and it is every citlLen's duty to- under
stand his or her responsibility in the keep
ing of that light. The public school is II
process toward the attainment of ends
deemed desirable by intelligent adults.
and the responsibility for its safe and pure
advancement ia as widespread and search
ing as the immigrant can make it.
Have you. as Il lawyer, no interest in
the process which enables men to see a
logical conclusion, weight evidence, and
reach truth in questions of right aud
wrong? As a physician, have you no
professional if not personal pride in the
many serious, and difficult questions con-
tinuously to he solved in some
way, in the hygiene Of the rooms
and the mental and physical school habits
Of the scholars? ? Have | none? As a
man, interested Ill the welfare Of the
youth; in their moral tone; their mental,
literay and scholastic advancement have
no interest In the conduct of the school
Who Is there of Us all in the community,
regardless of his trade or avOcltiOn, who
is not vitality concerned in what Is going
on inside of the donr, which year by year
Is giving us our citizen>; in the character
OF the drill there; whether it be such ~
will make boys enlist for life on the side
of order, or launch them into the Ciai
compact with al idea that Rule Is rdicu-
.ouS, and all authority absurd? 1t is this
lack of interest in the purity Of the fOun-
Ia II head, which makes so many impure
streams. II Is doubtless true, as the Old
scotch proyerb has it, "An ounce OF moth
er is worth pound of clergy This l.
true IN the school as well ~ ii the church.
No school house training, however pure
and refined. can undo the training Of the
bad home, aud The street after dark. But
d en- for the sake Of the whole, and that
may "l0,e my n,ighhor H. myself in
this, ii j. my duty 70 stand mp mHnnlliy 20
the relations in which social compact
places me, and let whatever influence
have be upon the side Of Orler Sud good
discipline. How often, in visiting tie