Phillipsburg herald. [volume] (Phillipsburg, Kan.) 1882-1905, 1885-01-31

aye so mSny wicked peOple IN the
world. p" She turned, aud ~ j that
c2mpisceat satisfaction that emlnste~
from the maternal breast when she fau-
Cies that her dutiiul boy has discovered
wisdUm's ways, ssid, why, Willie.
sage, 'slSOd cho0>ed such 8 tedious day
for sunday" However tho facts may
be- which more than likely would prove
this report TO be false. there Is an anal
OgY in It that We desire tO urs; Tor we
are profoundly impressed that one res
Tor 50 many ignuiant young PEG le in
the world is because we have So many
tedious hours for school; SO many tedI-
Gus teachers such a tedI"u~ school Sy~-
TEN, OF, perad eutures such a led Gus
set Of old fOgy ideas outside the school
against which we must cOnte q. In
TACT something must bel,s rung, sl g an
Investment Of such 10 guiti de as our
present one in the matter Of eduCa'inn
would bring abnuJ greater results. IS hat
Il a. that 4 wrong may appear from q
contemplation OF WI Al Wunld be right.
But lest nv very subject should leaf u
far fr"m the pI actical and t. ignore the
real, let 8 look TO the purpO, es which
this institution is tU serve, and seeing
what Il e be done. we should the better
be able 10 formulate the means to that
end.
But first Of all let us remark that the
world il full or error: that peOule gen.
orally have many notions regaI ding
matters and things that even a careless
SCRUTINY would show To b VT ng. Now
All Ideal Schoi, st ictlv q called, ", u d
Tequi. AS TO disregard this fact and
pr, coed As if our school were to serve
the purpose o. a community Of angels.
hut We ds~ire to lower the standai d of
,deality and deulOring, yet IecDg MIXING
a. much a. need be the certain reality
OF these erroneous n 'tIOnE and ways
declare Ourselves not responsible for
them and proceed upon the basis Of hui
man possibility.
Now the purposes of the school is
manifeslly and solely that of education.
Education IS the leading out or training
Of the faculties and should be conduct
ed in three directiuns, viz: Toward
NOR as, toward AOciubIliiy, and toward
iue lec.uul power La other words,
education should look toward the train
of the moral, social and intellectual lac
al les OF the uPl.
LuUking then at this division Of the
WOIk that Is To be done, and at the TACT
that we are paid. that We receive our
stipendiary, SIG % per month, chief,
tor training the intelIect; let Us cOnsId-
er the teacher who, If tie suhO ! is
made, must do most in making IL; let
as consider the teacher from the leach
er from the light vi two views, Thar Is,
let Us consider the teacher in III. school
lOum aud the tsacaer otherwise than in
tue school room. For The sake If con
tenieuce, how ever, we shall reverse the
order OF consideration.
As We have remarked, the teacher S
whole duty Is 10 Grain the in,ellec. ual,
moral aud social qualities but being
by external pressure 10 de-
bate MOST Of his time IN the school room
u the intellectual part OF his WORK, he
Is compelled by d CONSCIOUS sc use OF his
du y I'd see 10 the other two incidental
~ that is otherwise than in the school
room.
Now because the fountaia can not be
higher than the source from which II
springs, the teacher must be tit stand
ard o. com passion Oh all questions Of
ethical Bearing. And " lille the sUwer
10 make The proper impression IN this
les. ieCJ Is probably more innate tnRn
acquired he should strive always 10
make his pre-, euCe IeIL wherever he IS.
In conscience c ear BY continued &c l.
Gude Of habit, yet baving such knUWl-
edge Uf the Vi es as will enable him 10
meet them; IN piety unquestiUnab Q,
ell void of that pUnLitiG sanctIty that
ths TabEle will de ide in dignity such
that none Will da e be familiar, ct heA-
lbie enough 70 notice the humbie~t cIti-
zens; disCiest but not timid; 6i % but
not sluubOin: industrious bat not blu
lering cheerful but not gay. a humble
listener, a close observer, a good talhers
with toilet sensible, hours REGULAR hab-
It's temperate, aud Wlthal an unTemit-
ting student.
Ia the social circle he should be 81
lently wise. He should be worthy Of 3
following but scOrniug nutOrIety. Hav-
in0. If possible. political and religious
vet having such profound
rs, ect for the opinions Of Uthe 9 rs 70
HIM from meddling in any way
wi. h either religion or politics. avoiding
vain baboii1gs and fOOli IA contentious
for they lead not only TO an exposure Of
some weakness, but TO the arraying OF
some belligeI ent force not otherwise
active.
v hen he enters the school room he
should do so with q we'll defined pur-
poe and labor WI "a eve single d % It's
But because he has
10 deal here with individuals the len
of v hOse natures, moral PhilOs9-
ply SAYS. is downward We must divide
his work into two parts viz: Govern
ment and instruction.
The government should be mild as
possible, Yet with whatever severity
that is necessary t. enforce his dleium.
compel promptness; in TACT h- should
see to il that uncempI Omising obedience
IS always rendered. His words should
be few and his rules less In fact ali
his rules should b brought eoOnt by
sort Of judiciary legislation. That is'
by i'm posing an exemplary penalty on
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