Bozeman avant courier. [volume] (Bozeman, Mont.) 1872-1882, 1879-03-13


Pr non-apprcciation and encouragement
Of home. And it Is ''true as preaching" tt
II more interest at home would result in
4 more advance ut school as its effect wOt
Ne favorably react both upon teacher ~
scholar.
is | have referred to Tie strange fac: I'll
II the tyrants of tie past have ever been t
It Intelligent cl,sses-tha,, strange as it M
e seem. those wAo have felt in thelnscIy
o the advantages Of education and intel
(. gence have been the brow -bc;.ters and i
: c!r,in-,'iveters Of mankind. And do n
I now imagine that. berailse of the prcse
t general comparative Intelligence of Il
q masses, the race OF the tyran, is -xtint
The intGlerdnt spirit that prosecuted CT,
I leo is yet alive and active. Inc spirit ,
! the institutions, aye ....lile institutions ther
t selves! which drove uyrais TO the stah
| which eSpHtriated Moo.s. and Jews an
Puritans. and Quakers. AMI set the bran
Of infamy upon the brows of tie pure an
innocent. (w'ile it robbed them of thri
property is yet alive. Let schools los
their hold upon the nations and the dealt!
kn>ll of liberty would sound. Let tn
Roman monk or the Protestant bicot Sc
cure the upper hand. and the doctrine thu,
Where Ignorance is bliss. it is folly to b.
WISE woilld again be preached. 1t is no
necessary to be an intid-l 10 believe this
No! II is easier to retrogiade than to ad
vance. and it is yet true that Eternal Wig
lance is the price of libertyr'
Even rs | speak, a sound of old-tims
fury comes across the waters: it is the Vet
into'ei,nt Church of Rome CRYING in the
face of the century's lights "Beliere as
aict1te; study q. I prescribe, O., be ys an.
athena ~
Give her her way. ard how long before
she would BE- burning bibles in the pu;j ic
squares. ana lighting tie fires with "eo,o-
gies and ASTRONOMERS and commentaries.
and piling about the stake of the teaclcrs
OF tie age the scientific works that are
heir proud monument and the written
bnlN arks of the liberties OF the ,ne2
Nothing, aye. nothing, stands between
lis and the middle ages but our schools !,
Weaken them-linIit them in wL:,t they
shall teach-lrive art and science ana in
Guiry from them. and how long do yo,,
Imagine it would he before the crown
would usnrp the place OF the Liberty Can.
how long before the stake would be set
up; how long before sect would he tlr.
ging at the throat of sect, and denomina-
ton be thnmb-scrcwiny and rackiny and
communicating denomination?
Pity It's. tits true-not long! Not even
the grace OF God with which the nations
are now ble,t would avert the blow. for
Hod helps those who help themselves. and
the grace of God is only effective in tie
hands OF those who Keep their powder I
Try.
In preparing 4 lecture Tor even series
'f remarks upon education). the serious
'spects of the subject urge themselves so
'ersisten,lv upon the writer that the COM
C can receive little attention. And there
re many things connected with it which.
hoIgh comic in themselves, are. when
iewed in the light of the age, really seri-
us. One may be mentioned in illustra-
ion: Many father WHO. deprived Of early
:li0lastic advantages. has nevertheless
managed to get along or up in the world.
nagines that his son can do as he has
one. and should rest content with such
lluca,on as he himself received. He for
cts that the world demands more now
an it did when he was young; that mere
bili'y to read and write and cipher does
OF now, and should not, constitute an
lucatiOn.
Bat what does? it may be asked. lis
now no better answer than the following "
itract gives:
I'VE believe true education to be exactly e
hat the word indicates-e-duco, a draw
z out OF all the faculties of our nature. c
is not strglction-ia-struere, a p:lin
or setting in order an army of facts or h
lnciples. Ii is not tablllatiny. arranging :
memoriZing 4 subject. 1t is not learn
= set lessons and filing the mind with p
eful knowledge. 1t is leading the mind W
thl k. act. judge. estimate and reflect vi
itself. Agassiz said that the poorest "
vice a teacher could render pupil was h
give him re;l'ly-lnade answer. We be- til
We he was right. If the Cliitlese system u
schools is to be perpetuted in our
lntry we might us we'll abandon all nor N
schools. teachers institutes and exam- oV
RS. and simply know that teachers have
power of keeping order and hearing We
itatiOns." "t
his seems inclusive; but here let me
your attention to Il third class iated to ,il
ct much damage To the cause of e,ll,c,- kn
!. refer to the class calling itself viii. ...a
IN satisfaction and conceit the pre- ectical
$. 70 a great extent the members Of lOr
party are unthinking ieonoclasts. anil the
r arguments are 50 ridiculous that they onl
dangerous.
aiming that the scholar should merely VIII
anght the branches which will prove
tic;.lly useful in the business or trade
lay select upon leaving school. they ~
ct that in most cases the most val,,abli.
8 Of scholastic life are of necessity - -
ed before it is possible for boy or gill w, ~,
make any sele'tion of, or form any -'"'
teal, lasting opinion regarding occri- ~.
IN. "
lis plan followed. and no basis or foun Die
N to useful and generally enliyhten- ule
ducation could OF would be gained 'pei
ols and teachers and scholars would 10 l!
sea with no definite port in mind 'oh
We're we to accept this as the prope. "or
our system OF education would be mp
objeciless, a farce. failure. ne
e argument Of these ''practicals" is own
ous-it will not hold water-it is dan unil'
x rninous and ;s mar, and w., =, ed fl
,IEmatie man theory, to be- opposed. VI Y
and nail, by every true friend of ,o"'' ~
ne education. Already. not satisfied 'any
Its attempt to drive Latin from the "A.
Is, it has commenced an onslaught v's /.
German and French and Spanish COW,
te.y patriot at New York declared wato
american boys should II learn for looss
ang,aages. ''as such study viii make iisfcn
in their ideas!'' In the % utes'
, of this intelligent mule l counted .,i
ythree grammatical bluDtiers, "V
not, then, be deceived bv suca hot ingpil