, 1877-08-31


hold the order, spirit and discipline of the
scholars. Look at the interest felt in n
criminal trial-thc court house is iammed,
Yet here are vastly more important is
sues and cases tried. Rules and laws are
made: mental and moral character is laid
ont without single eye, ear, or heart to
care or know.
But in the third place. let lis pass on
ward The scholars, as they 90 through
their books, for any one of a hundred reas-
0ns leave school in the middle of their
education. What becomes of what they
have learned? They pass from the schools
and become part of the public. A most
serious question Immediately presents it.
self to which wish could give 4 clearer
answer than now can. What are our re-
ations to the products of all this school
ing! One of two propositions must he
true: either the public schools should fur
nish public boys and girls with something
of Use to the public, or the public money
spent on public education is public waste.
Few, | imagine, would be willing to agree
with the last proposition. And yet, | re-
peat the question. 1t is practical one,
and we ought to be able to answer it,
either by saying that the moral and men
tai results individually attained are re-.
ward enough or by sayiug that we are do
ing all we can to preserve and husband
; the results of the expenditure. Doubtless,
much of the expenditure is dead loss.
The mcagerly attendance, or total alb
sence of some children who are counted on
the school lists make the expenditures, in
their cases, a loss. This, of course, nei-
,;,;, IL Ia,
IN their eases we pay out public money
which can bring no public return. Iwish
we were far enough on in our school ques-
tions to discuss this phase Of the subject;
but we are not. How few among rlS even
think of these valuable products, 30 earn
estIy and extensively sought. Our
schools seem like the egg OF the ostrich
laid in the sand, to be maturcd by wind
; and sun, and to be mothercd by the fltes.
And the young ostrich. We plant the
: seed, quarrel over the men who shall su-
pcrintend its narrowing in, and then care
not tarthing for the harvest. How do
we, as community, make any market
for the crop? What demand is there for
the product Of our school; what premium
put upon it? Who appreciates and en-
courages the labor of our youths? Even
placing science and culture in the lowest
scale, what of results in character, heart.
courage and skill? Who cares? How
easily diSafiection and dissatisfaction
comes in when, after habitual neglect by
the community it finds habitual poverty in
the results attained. Even in the vaua-
tion of the general moral effect on society,
who goes even to the simple trouble OF be-
ing interested in the upward grading and
advancement of the school?
But turning away, as boy or girl who,
leaving school with books under the arm
would look, let us look. What is the out
look, rs such, in this community? Sup
pose the youthful mind to be filled with
ambitions; desirous of advancement;
thankful tor its schooling, and willing to
bless the hand that fed it. The picture is
enough to dwarf the most ambitious boy
to chill the aspirations Of the most enthu-
Siastic girl. Outside the office of the pro-
fessional man, there is no mental move
ment; nothing in which the public is in
tereSted, and which offers n hand. The
Students education has not untitled him
for lite's duties, but how different it all
looks with the schoOl-roOm door closed.
He has dim sense of being possessed of
something which the public has paid tor
but don't want. No wonder many con-
clude there was no use in going to school,
and remember it only by the good times
they had. They find, II boys that almost
all the refined and pleasant parts of lite
are put over on the girls side; and if girls
that what is demanded of them is more the
artificial than the real; that there are few
Gu tivated tastes to be administered to; and
that school requirements are at discount.
They have reached their growth, and too
often suffer themselves to be laughed out
Of any advancement. do believe that one
great cause of hoodlumism is that the
adult people take such trihing interest
in the products Of the brain labor per-
formed in the schools. The idea of its be-
ing useless comes in almost instantly; and
the need of going single step further be-
comes zero; while the character, still in
formation, imbibes with fierce rapidity
the maxims and usages of the community
ut large.
have now tried to give you the SUBJ
stance Of my thoughts upon these three
great branches Of the school question. |
only wish we could see "eye to eve" in
the matter of giving the subject attention,
but we do not. Ii in aught seem severe,
am willing to bear my share Ofthe truth.
If IN aught flses alone am responsible.
hcg you all to take more interest in the
cau'e of education, in the conduct of the
schools; and, for your own sakes as well as
that of the pupils, oh remember that it Is
only by attention to these points that we
can reap any benefits above u triflc from
this grand and benelicent system.
!
FROM six to eight thousand bushels of