The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1877-02-06


what the Great Teacher is doing for all
teachers He let's US work with Him. 1t
is He who creates the minds of children
and gives to each it's peculiar law of de-
velopment while we drop into them our
little seeds of instruction from day to day
in about the same manner as we plant
seed in the garden. If there is any life In
the seed God put 1t there 1t is His rain
and sunshine that cause II to spring up and
bud and bloom. All we do is to hide be-
meath the soil, to watch for its appearance,
to noursh its growth, and protect 1t from
injury until it outgrows our care. God
does all the rest, and, even, gives us the
strength, and will and knowledge to do our
little share but 1t is share, real import
ant part of His work in creating the fruits
of the earth for the benefit of His Great
ures. 1t is enough, If we will but think of
1t in this way as we plant the seed, to give
us thrill of joy, to make us feel a bond
of unison with the Maker of the universe.
Similarly instruction falls upon the mind
of child, is taken in, digested, and be-
comes part of his mental life; the devel-
opment of his mind advances from step to
step the laws that control its growth are
of Gods creating, but He has none the
less given US our part to do, and there is no
higher Joy than to feel that God uses our
hand to carry forward His work. The
teacher who accepts his calling as a divine
| ly appointed mission and performs its du-
ties day after day, not as task for which
he Is to receive so much pay, but as a low
ing service for the Great Master, has his
chief reward in doing the work he finds
| that better than what he works to get.
With such teacher there is, on the other
hand, dignity of purpose that lifts him
above the seductive influences of praise,
which, too often, degenerates into mere
flattery on the part of those who have some
| personal end to gain and, on the one
hand, there is a purity Of motive that will
enable him to pass unscathed through the
sharpest criticism, profiting by that which
is deserved, ignoring that which has it's
origin either in the Misrepresentation of his
| motives, or what is far more probable, in
that spirit of perverseness and faultfnding
| witch exists in every school district, though
for what purpose | could never understand,
| unless 1t be to keep our faith mistaken in
the doctrine of original sin.
Since our recognized work in every com
munity lies with the province of education,
let us enquire what that term includes {:
What is, at the same time, the highest, the
most profound, the most general, and the
simplest idea of education Says the ven-
cradle Bishop of Orleans at is to cult
vate, to call into action, to expand, to
strengthen and refine all the physical, in
tellectual, moral and religious faculties
which constitute in the child the dignity
and grandeur of human nature to give to
these faculties their full scope, to establish
them in the fullness of their power and &C.
ton, and through this to mold the character
and prepare the individul to serve his coun.
try in the different social and political re.
lations he will be called to fill and above
and beyond this, by giving him exalted
views of the present life, to prepare HIM
for that which is to come" Such is the
work such is the aim of education. Thi:
work is the combined duty of parents and
teachers. Where the parents do their share
of the divinely appointed task, the work Of
the teacher becomes comparatively easy
and simple; but all teachers know, only toe
well, how their duties are complicated anG
their best efforts sometimes completely
| ueutIdlILCu Wy lDJuuiClOu5 uOut IldUdB6
ment. Happy is the teacher whose love
for children is 80 great, and whose desire
for their improvement go strong that hi
does not hesitate to do whatever, in hi
judgment, the highest interests of chile
demand; even if it be the suppressing Of
tendencies that have been encouraged a
home, or the pruning of traits of character
that have assumed undue proportions
through parental cafelessness. The chile
being the personal subject of education, lie
| US examine, for moment, what interests
are represented in him that his training be
comes the subject of SO much solicitude
The child is the hope of the family and o.
society he is potentially the state, who's
institutions are to be perpetuated or i'm
proved in short, the child is the future
with all its possibilities for good or evi
, shut up in his early years and as tn
artists of antiquity sought 10 impress
upon their work that supreme beauty
which gives supernatural and celestia
4 | expression to the human form, so ough
the state. the home and the school to unit
their efforts to realize, as far as possible
in every child the beau ideal of wisdom
virtue and strength. But alas While
Few earnest men and women seem to com
. prehend the full magnitude of the demand
which the present, no less than the future
a is making upon them, the great body q
our citizens is either Ignorantly or wiifull
" inactive. We need the infusing of ne,
= energy into that half of our citizens which
l. at present, controls the interest of the pull
Or lie schools; or else the introduction of tn,
or other half which has no controlling powt
), whatever. l do not presume to call
. question the wisdom of our last Legislature
but do not hesitate to ASSERT, that SON
l intaraata anppanta1 xyifh npr 10
which at present are sadly neglected, tn,
others which are wholly ignored, cali lou,
ly for intelligent, judicious, mothers upo
70 our school boards. In all matters pertai
ing to the physical comfort, to the nur
ell Der of school hours, to the amount of stuG
!, required of young children, the mothe
who sustans closer relation to the chi
~ than the father ever can, the mother who
God is not afraid to trust with the child 1
r has given, is a better judge than most
e. the fathers who are elected to serve upC
in school boards. If there are any mothe
"a here to-day, let me appeal to you, as "
- value the future interests of your child
N whose happiness your own is wrapped u
Id do not wait until the state forces upon "
ID the duties which you owe to the schools
"A your own town. Follow your children
their school rooms, zee for yourselves
80 learn from tnelr teacnerS Wnht ulsaQVant
Of ges they are laboring under, and then SCI
IL to awaken sentiment in the communi
= that will sustain the school boards in ma
ing the necessary appropriations of mon,
r to remedy any existing evils. Teache
D. themselves are not so far superior to eve
y other class of human beings that they
not need little healthy watching; and tn,
~ have a right to expect your cooperate
C. and sympathy. Our school boards a
f. mainly composed of business men who ha
at little time for inspecting the internal wor
:; ings of the schools; but, in every villag
~ n there are women of leisure who might be
~ !. invaluable service as visiting committee
e. and greatly err in my opinions, If eve
a, intelligent man upon any school boa
" would not recognize the worth of such &C
~ vice, and thank them for it. But to retu
y, - to our work: AS the vestal virgins were q
W pointed to keep the sacred fire burning