Telegram-herald., 1886-06-27

often RAJ l1nsns lhat abe boss and girls
4eaeal Is sallla atal - .n ei
flr.1s s.. t-s IlaI ar4l aat-e 444 -tst
..N ts HE Ht CAL 4.sa.4.
. Aaa aaaI aus LeeaI lara come 81 IS n
somebody sl.ll sHet -aai -r Rave -At-
17eue saF lae weary tesI -trs 1 fae
s1aal ol.e 4rolll tae e-r.er ~ -lt sai.
eei u-saaor sua s-t lAla.Iy et restless
f growing an aoFs Nt saa.l aa1 ta4l lIauE
people Zee ~ @e a. ltlee t-eIe u aalg
a.el ttat saaelolF s-a4-t raas open
tle a.t sllllderuE Ut fi-t tae efG 1efs
t1e,rfr aal lel - -le al1s .i l14tel
.n.n llem % Alllle al eal.4fiolAl fire
ehloh saall make etalslloa ln tals or any
community s. s--s ae u - n4A ill-llit.
. Nr does a.r .e. -e4alall@- @-lla reveal an 1
difference to -il.4ruu. perhaps a positive
aversion. 8 Nu.er lu -he Aattt DOR -
serg BONG Az iolal tle whole subject uu
sasorv Another writer Cauiesses THAI
be IS made sick wherever De rlluks Ct
school. airl Is lns asAed laDug of come
moupiace bows and girls that ne tres fo
avoid school house. and li compelled o.
pass one Ire holds l.s nose aud .s0ks tle
other Say Well II chat IS our feeling let
AS confess BE- and JUSTIFY .. and 90 = hat ne
cau to cultivate people up 90 oar degree 0i
sensi1'Lly So that tle world may be ud oi
these pla.ue-sp0l-. Ihis selteA4iu-
inalou wlI promote revival But still
more uil a ht.ie fresh. honest Thought
De useful Nur should we feaF 20 think
boldly. colrase0ls.y ~ 90 take account ol
every objection to public education in rs
nature ur as noN administered. from aus
source whatever. The rei0rmat0ry impulse
let me again urge. need u0t exclude the con
seryatiVe. Let us all freely construct our
educational utoplas only remembering that
tneV are utop.as. WHAT would be perfect
education d perfect state of society TINS
lofty Ideal Will tn with life and power the
prosaic actual. while az the same time We
cling to the historical reality With all the
ardOr of an old affection SO that the future
shall beck0n as the past inspires. have
nay dream of an education into which those
watch words humanity. Individuality, per
sonality,' which have wrought so nightly in
other departments Of human effort shall
( have fuller scope and sway when education
+ by plat00ns and all the ingenious tactics of
the schOOl-rOOm shall no more seem beauu-
ful, bur when the aim shall be 10 reach,
10 touch, 10 inspire the individual soul.
/ The actual schools of the state, lust as they
I are with all their admitted deficiencies
private schools common schools, high
schools and colleges, are well adapted 10
arouse our enthusiasm and I'LL US with hope.
| When the educational revival comes thou
sands of men will waken 10 find right in
ouI midst an instrument for good in the
service of the state and of humanity Of
| which they had never dreamed. The
schools are not at present worked up to
One-quarter the measure of their power
These same schools, with a sure aim before
them and enthusiasm around and behind
them, are capable OF achieving results which
We have hardly suspected.
Let me briefly indicate three WAYS. out
of many, in which the schools have kept TO
higher ideal than the community, and so
deserve our confidence and love. In the
matter of manners and the minor morals
and allied political and social rights and
duties, most teachers feel that they are un
wisely hampered and restrained by the mu-
tual iealOuses of the community. Prac-
tically instruction in morality and citizen
ship is as much under ban religious in
structOn. And, indeed, we must cOncede
the difficulty of making such instruction
broad and effective enough TO be of use and
vet to offend none. LeI me give passage
from a little manual used in France in the
schools of the Christian Brothers. The
subject is Competition. There are some
principles and then an illustrative story.
In France labor is free; every one en-
plOys As he pleases his mind and his hands.
"YOa may choose any profession you please:
but everybody else has the same right.
Competition is therefore permitted; never
Z
hinder your neighbor from working a. he
pleases you may yourself be hindered in
! ike manner.
Our friend Gregory is a good husband,
but he sometimes has little arguments with
his wife The other day Mrs Gregory was
angry because she had found out that a
shoemaker was going to establish him
/ self in the neighbOrnOOd. What do we
want another shoemaker for said She
/ al l1
I government ought TO prevent such things F"
/ Gregory. who was at work, lifted his head.
/ Government ought 10 prevent women from
talking nonsense, said he Suppose that
/ was this new shoemaker: what would you
say if any one prevented me from carrying
on my trade? If there had been already
/ two or three shoemakers IN the place this
new fellow would not have come to settle
/ here He would have seen that there was
nothing for him 10 do. But YOU know how
/ it is, we sometimes have to refuse work.
I Mrs. Gregory was not convinced. You see,
continued Gregory, You must look little
beyond the end of your nose. You wish
that there should be only one shoemaker
here The Gnen draper wants only one
linen draper, the grocer only one grocer,
etc. But don't you remember, when there
was only one smith here that YOU could
. never get hold of him, and when YOU did
his putting a bell 10 our front door, When
he gave me the bill, / said 10 him, My
I good fellow / didn't order a silver bell
And We not put up a silver bell was the
/ reply 'Dh. ! thought YOU had from the
/ price said J. This vexed MIN. and he an
/ swered. j you are not satisfied go else
/ where But could not send TO Pekin for
man He would have been lost on the
road and ! should have had to provide for
. his family
And so on through the various principles
/ of production and exchange and the rela-
ti0ns Of the members OF society. How
often hos the attempt been made 90 have a
little instruction of this sort given in our
schools and how often has Che attempt
. failed. As il is az present little is aimed az
+ beyond few elementary prin iples of mo-
raiiiv n the reading lessons, which in my
4 opinion are Of themselves worth
10 the state all that the schools cost.
. Then must think the character
. Of the school service better than its
reputation. ! DO not know a higher ex-
4 ample of unselHsh service. The essentially
/ foolish end OF doing good is still the pr0ies
sional watchw0rd have attended hun
. dreds of teachers conventions, in-
stitutes and associations and have
rarely heard one word about recognition, or
salaries or monopoly Of service but every
4 where and always 0f how 90 make their
work more useful BoyCotting is unknown
among them. and since the abolition Of
. corporal punishment. strikes Of all sorts are
unhesrd of. ! am proud this morning 70 be
one of the teachers Of Michigan.
And then the growing determination