The Nevada picayune., 1885-10-01
Educational Department.
j. ,i. CONGhR, Editor.
THE HlGH SCHOOL.

The High ScEool is but an ad- junct to our republican form of government. The former is de- tcnse of the latter, Both are the children of the same spirit, and both should be cherished by the people. They are peculiarly Amer ican.
 If sclfgoyornment is regarded as the highest, poblest outcome of mans social and political tendon cies, we must not fail to discover that which is necessary for it's per petuity. Those states which have good systems of free schools, first inaugurated the primary school, afterwards tho High School, then the University. The actual wants ol the people must determine when the succession must take place. One must prepare the way for the other. It would be unwise to try to make the educational machine ry of Michigan or Massachusetts, which have been years ill adap- ting means 10 ends, work without friction in Arkansas, which has not risen fully to tho second stage of growth. Arkansas needs better teaching in Ter primary and inter- mediate schools, and work must begin thore before the High School can do it's quota of work,
 We began this article to set forth especially the work of the High School. Reason governs man, and industry and thrift give him hap pIness. When the higher forms of reason begin to unfold them selves to consciousness, and tn Q higher motives ant sentiments | begin to assume sway. then begins the real formation of character, which is fixed for life. Perman ency of habits and the trend of thoughts and sentiments are made in youth. During the years ot 1 childhood, the time for which the
 primary school Is designed, the in
 diyidual is controlled "by feeling and caprice and. perception anc memory are mostly exercised. But the yonthful.period succeeding this demands such facts as will lead the pupil to success in life HC must hayo selt.control, recognjz, the rights of individuals, and sym
 pathize with them, mast believe ill the verity of Gods laws and must Strive to "fathom the depths of social and political economy These are the results, then, which should be the aim of Iigt 
 | School course of study. Wilt the | usual course bear the test! Some
 one has said, that "AIathematicS ! Natural Science, Language, Lit terlture aad History furnish the | Information necessary for success in life, and provide the means for securing the desired intellectual
 culture and moral growth" We
 all know that Mathematics touches 1 upon the formal side of reason
 and puts us in possession of facts
 necessary in the comparison oi quantities and exchange of valacs.
 The natural sciences give us at
 insight into the beautiful working of natures laws aud the correla ton of forces, and thus aid us to l control to large extent oui physical surroun dings. If the masses of the people knew more of natural laws and penalties, and had tho disposition to obey, the condition of humanity would be considerably amclorated. In the study of language.we fua maryels on every hand. History, poetry, morals and customs all pay tribute to words. "Nothing in language is too sman, as nothing is too great, for it 10 fill with its pres, ence. Everywhere it can make a shrine for itself, which afterwards ! it can render translucent aud transparent with it's own iuGwell. Hug glory" Riches are couched | in the vulgar tongue of the puIest and most ignorant. Trench says that, 10 the student. the discovery of the fact that words. arc living powers, are the vestvre, yea, even l the body, which thoughts weave for themselves, has been like the dropping of scales from Ii5 eyes,