The Mankato free press. [volume] (Mankato, Blue Earth County, Minn.) 1879-1924, 1885-07-31
CONCERNING OUR SCHOOLS.
COMMUNICATED.


tanned II high standing throughout this
section of our State, and from the pros
perity of our city, and the outlook of
still more rapid progress in the near fl-
turc, We may form something like Il
correct idca of the important relation
which these schools hold, and will con-
tinuc Ia hold Ia the educational interests
of our people.
To very many of the youth attending
these schools, the training there given
them is about all they ever receive.
Home training is i'm so many eases either
entirely neglected, or is of So defective
nature, that the public schools are left TO
do the work, if it is to he done ut all.
Any system of education, before il is
worthy of public confidence, should in
Glide among its chief elements the de-
velopmcnt and cultivation of all that il
grand and noble in the human character.
II implies not merely the training of
what is called the intellectual faculties
and perceptions, SO that questions i'm
geometry or algebra may the more read
lily be solved, or money more easily
won, but il must also embrace the edu-
cation of what might be styled the per-
sonal manners and habits of the pupil
and the cultivation of every thing that il
excellent and attractive.
American education, i'm the grandeur
of its elements, and in the wide range of
its influence, fur exceeds an education in
England, Germany, or France. In those
countries society has its orders and class.
as, and the so-called higher ranks sup
pose that they owe 10 the lower ranks no
duties of II social nature. But in this
land of equality the educated man holds
II different relation Ia the masses, and
owe to them higher and larger duties
and obligations than exist under mon.
archical forms of government. lie
should fully realize that il is part of his
every day duties To do all that he can To
refine and elevate the character and life
of all who come within the range of his
influence.
And here is the great defect of the
schools i'm our city, and one that most
loudly calls for reform. And rs we are
about Ia enter upon another school year,
il cannot be ont of place To call the at
tcntion of those teachers who Tor the
time being are Ia have the control of the
schools Ia the great want that exists of "A
better training of the manners of the pu-
pills. Hitherto, Notwithstanding all the
protestations of teachers To the contrary,
very little attention has been given to
this most important part of our cduca
ton. In the senseless rush that every
where prevails in our schools after mere
intellectual development, the matter of
the cultivation of refined and elegant
manners has been overlooked. \ very
slight investigation will satisfy any one
of the truth of tins observation. And
the lault lies mainly with the teachers.
Most yolIng peoplc-all indeed but Il few
of the more stupid, are anxious Ia i'm.
I,l NIL
thereby they can gain the esteem of 9TH
ers. All that is needed IL that the teach
ers should keep steadily i'm view this
branch Of their duties rs teachers.
Take rs IN illustration the training of
the human voice, So susceptible rs il is
of the highest cultivation How charm
ing is the divine gift when the hand of
the trainer is manifest; how harsh and
repulsivc in many cases, where il is left
to itself! No duty resting on the teach
ers would be more easily performed than
this voice training, and no where would
the good results he more quickly appar-
emit
Take again the unscemly style of walk
ing that is tolerated, even among the
more advanced pupils. Young ladies, rs
well as young men, are permitted from
time Ia time To- ignore the fact that
stopped shoulders and shullling feet are
wholly inconsistent with refined and ell
cgant manners. And we think we speak
by "the books" when we say that this
has been permitted by the teachers,
when they could not have been blind
enough not 10 see their defects which
every one else sees. And we might go
on and specify many other particulars
that call loudly for reform, and where the
fault has been with the teacher and not
with the pupil, but for the present the
above may be sufficient, and i'm making
the above criticisms we desire not to be
misunderstood. Our teachers have i'm
general been efficient, active, and faith
full, and for these deserve, and have re-
ccivcd the support of the public. But i'm
their anxiety to impart mere intellectual
training, they have forgotten portion
of the duties that appertain to them rs
the instructors of the rising generation.