The Carbon advocate. [volume] (Lehighton, Pa.) 1872-1924, 1881-04-02
Ex NIraIr.n NIrHIL EFT.

The Teacher for April asks the following |
questions, and then answers them:
What shall be done with fools How
shall we deal with their folly9 Shall we
let them severely alone, or shall we strenu
ously battle with them7 Must we answer
them according to their folly, and so be like
unto them, or shall we refuse to do 80, and
thus let them grow wise in their conceit
How can we contain ourselves, how restrain
our anger, when we look at the huge antics
of these clowns of the world ? How can
we, with any self-respect, enter into a dis
cussion with one whose reasoning faculties
are so dwarled and warped that he is inca
pable, naturally, of recognizing a truth or a
principle Of action? How can we reason
with one who is devoid of reason, or present
a truth to one who cannot and will not see ?
1t is indeed barren ground, and he
would be indeed foolish cultivator who
would endeavor to drive a ploughshare
through it with the hope of getting any
thing but nettles or thistes for his pains.
" The woods are full of them" Ifa Con-
gresham rides a hobby until the nation is
sick if he thinks only of the narrow dis
trict which he is said to represent; if he
forgets the whole nation and thinks only of
his idea or district; if he fails to recognize
the duties of the place, are we to play
schoolmaster to him, and try to cure him of
his folly? In vain out of this nothing you
can get nothing.
If a member Of the State Legislature acts
similarly, and works and talks for his con
stituents as he proudly calls them if he
iorgets or neglects his broad State and con-
| fines himself, his ideas, and his efforts to
the petty three by four district which sent
him to legsate for all is there any cure
for him, any indication that any efforts of
yours for his improvement would meet with
any favorable response from him? You
cannot get blood out of stone.
Ifa member of the city government, act
ing in his representative character, imagines
that the only needed law-making is that
which will benefit his little ward if he can
not see beyond its few political leaders, or
| its pot houses; If he cannot see that the
greater comprehends the less, and that
which benefits all must benefit lis few if
he will persist in giving his opinion upon
subjects entirely foreign to his range of
thought, and which he can never, never
comprehend; il he will neglect to hear opin
ions or take the advice of those who are
competent to give them, will you send a
missionary TO him with the hope OF con-
verting him from the errors of his ways?
You can find better field in the Feejee Is
lands.
II member Of school board lorgets the
magnitude of his office if he forgets the
end and aim of the system, the effect it has
upon the virtue, liberty and happiness of
all the people, and legislates so that accom-
modations may be showered upon him; il
he venially permits the appointments of in
competent teachers ii he, to lessen his
school-tax, cheapens the price of the labor,
beating it down like a huckster; if he for the
same reason permits children TO huddle to-
gether in swarms in unclean or uncomtorta-
be apartments, and then consoles himself
with the reflection that he has done well
and demands the appreciation of his fellow
citizens; what will you do, what can you
say? There is indeed more hope Of fool
than of him. "You can not make a silk
purse" ETC., etc.
Only one principle should govern men
acting as legislators, in determining their
action upon any subject, and that is to in
quire wnat will be the effect of the propos
ed measure upon the body at large. Nc
inquiry should be made as to its effect upon
him personally, whether in perquistes oil
plans, nor how it will effect any particular
class, but how it will effect all as a unit. Il
| Al. Il L.. / -
prciudIcial, oppose it.
We have frequently listened to argument:
upon various subjects, and the whole bur.
} den and drift was the effect it would have
on party or position or self. Not one wo;o
was said as to its advantages to all. We
have heard school l-boards talk learnedly
4 by the hour upon uperiniendance, anc
they would speak of its effect upon tina
teacher, or this school, or upon their owl
authority, but never word upon its ad
vantage to the system as such. We have
! heard arguments for the increase of the pay
, of this teacher or of that teacher, the salary
of that man or of this woman, as il legsla
ton of this kind was purely persona
matter, and that they were sent there 70
: the purpose OF taking care Of the interest
of certain men and women. The position
with its labors and its responsibilities wa
entirely ignored, and yet that should hav,
been the main scope or range of the argu
ment.
Why should not Legislators of all kinos b
examined as to their fitness for the position
not enthusiastically, but phrenologically anC
; psychologcally, if you please, to test wheth
er they have the soul, the heart, the brain
to fit them for the place. This would be tn,
cap-stone to the Civil Service idea. N
! doubt the requirements are needed,no doub
the men exist. We had them in the Older
time and we must have them now. Gu
people are not great nothing from whicl
we can get nothing.
= We are afraid, however, that if the test
S were applied, there would be q scarcity il
the market, great rise in price, perhaps
corner, in more senses than one, anon
legislators.