Vermont phÅ“nix. [volume] (Brattleboro, Vt.) 1834-1955, 1878-05-24

as frequenters of these beastly exhibitions.
r. Darcy, in wires Spirit CfHe Times
Parents and Teacher-.
Some things will not endure the division of
central responsibility and the one especial
thing Of this sort, is the character-training of
u child. Either the parent must do this work,
or somebody will be drifted into or will
usurp his place. An eminent teacher in far
Western State writes to us Of class of boys
from good families placed in his school
chiefly for discipline. Not one of them
seems to have any real conception of right
and wrong and the conscience seemed to
await its birthday. 1t is amazing what null
titudes of these chnracterless children are
found in the higher ranks of our new Amer
lean society. A considerable class of private
schools has grown up. within the last twenty
years, whose pupils, to large extent, con-
sist of these moral nondescripts and perverts
1t would shock everybody who has not exam
incd the matter, to be told how many of the
children and young people, i'll all our schools,
are virtually abandoned by their parents, SO
far rs concerns their moral discipline, and
cast upon their teachers. No wise and good
man, who realizes the weight of responsible
ity cast upon the instructors of our public
schools, will do any thing TO lower the
quality of this class of public seryants,-to
bring them into public contempt, or to take
away any influence for molding character
now in their hands. The last refinement of
cruelty seems to MS TO be found in the parent
who thrusts spoiled child into a school,
holds the teacher responsible for his charac-
ter and culture, and then demands that his
diseased or unborn conscience" shall not be
worried by any eXhortaton upon his moral
and religious duties, or any quotation from
the Book that is the acknowledged standard
Of character in all civilized lands
1t is one Of the benehcent dispensations of
Providence that no child shall perish morally
without one opportunity for moral supervls-
ion. When the parent fails Of this center of
life, the Good Father always inspires some
teacher, friend, or stranger to bear the mes
sage of love and righteousness to this imper-
lied child But while we thank God that he
does not leave the least of his little ones un-
cared for, We must, nevertheless, insist on the
duty of every parent to ir,n up his own chill
dren in the way they should go. And "A most
important part of that moral training is pa
rental cO-OJeTdtjOH rith tedchers of every class
of schools. From the kindergarten up to the
university, every parent is bound, by the most
sacred obligation, to know the teacher of his
child, to have clear idea of his personal
character, habits, aud tendencies to have
full understanding, even to IA confidential re-
lation with him, in all matters relating to
moral discipline, and to he spiritually on
hand in any emergency.
And yet what fragrant neglect of this COM
monplace duty We find everywhere. How
many Of the readers of these words, who are
parents even know the teachers of their chill
dren, on the street! How many visit the
school-room where these little people spend
their most vital hours, after the age of six
years How many invite the teacher to their
homes, and give her or him the social recog-
milton without which the child invariably re-
CARDS the instructor rs IA sort of outdoor, up
per-class servant? And how many, even pro-
fesscdly religious, mothers can hold an hours
conversation concerning the character-train-
ing of their children with the men and wom-
en- whose moral influence immeasurably tran
scends that of their minister in the church
To one who spends much time in schools il
almost seems rs if the pupils We're moral
fouudlings, so little does the parental inhu-
ence for good appear within the school-room.
The vast majority of respectable people new
er approach the teachers, except as strangers
and bearing complaints founded upon the
one-sided statements of their offspring; or,
worse yet conine themselves to unkind criti-
cism, and reckless gossip about the teachers,
whom they first drive to pecuniary straits,
then freeze with social neglect, and then con
demn for not doing the work of moral dsci-
pline, long since repudiated by themselves.
1t does not meet the point to say that teach
ers, rs a class, are opinionated, despotic, and
impatient of advice. II they are so, it is
chiefly the reaction from the lack of conf
dence and respect in parents, and necessity
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