The Iowa plain dealer. [volume] (New Oregon, Howard County, Iowa) 1867-1895, 1891-06-11
PLAIN DEALER,
THURSDAY JUNE II. 1891.
HOW THE PUBLIC SCHOOL MIGHT
BE IMPROVED
An Address Delivered at the Lime
Springs Public School Anniversary.
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HOW HE PUBLIC SCHOOL MIGHT
BE IMPROVED.
An Address Delivered at the Lime
Springs Public School Anniversary,
by L. +. A. Ling, Principal.
There is, think, abroad in the world
feeling. as yet. perhaps somewhat
vague and underlined. that the public
schools are not doing for the youth OF
the land what they might do in fitting
them for the battle Of life. This feeling
is not confined to any particular class:
but it seems to he pretty general. per,
vading all classes patrons OF the schools
and teachers alike. This is something
for congratulation rather than otherwise.
dissatisfaction with the present order Of
things is the forerunner Of improvement.
Out of dissatisfaction comes progress.
The points for criticism in connection
with school work are too numerous to
discuss them all in the few moments at
my command. We will, therefore, con-
fine our attention to few points in
which parents and patrons might render
efncient aid in bringing about new
order of things.
few days ago it was my good fortune
to read very suggestive article in one
OF our leading journals, Pop. Science
Monthly. vol. 81, D. 1881 written by a
lady, and entitled, Mothers and Natural
Science In this article, the writer
proceeds to show how mothers might
further the education Of their children
by drawing their attention to the many
things with which they are daily brought
IN contact, explaining their origin, use
and their relations in nature. The only
objection to the scheme outlined seemed
To be that all mothers are not prepared
to do that kind Of work. The author
says: "A robin teaches it's own young to
fly; human mother often leaves the
training of her babies exclusively to
others. The bond of nature between
the mother and the child puts a pre-
MUM on all that the mother does; and
her constant association is an opportu-
nifty for understanding the peculiarities
and needs OF the child such as no ordi-
nary teacher ever obtains If this
thought be true, can we not utilize it?
There seems to be no limit as to what
mothers might do to produce, in chill
dren, an interest in their studies. Every
day intercourse with children points out
curiosity as predominating trait. A
child that evinced no desire to know
would be somewhat Of a curiosity itself
1t Is true, the child may not at a given
ular time we may most desire it to know.
yet the desire is there and needs but
little stimulation to make it a powerful
agent in the education of the child.
The world is full of fit subjects for
object lessons, the number being 80
great as to make it somewhat difficult
to make proper selection for the requir-
eel purpose. To make proper selection,
We must know something OF the object
to be attained. A high authority has said:
Education comprehends all the infiu-
ences that operate on the human being
stimulating his faculties to action, form
ing his habits, moulding his character,
and making him what he u.s. It's object
may then be defined as the co ordination
and bringing under proper restraint the
innate powers OF the child. converting
the natural and spasmodic activities OF
the child into well governed force un-
der the control OF the will. The moth
ers function, then, as also the teachers,
is not repressive, but directive to guide
the energies OF the child to some useful
purpose. As the writer. above quoted,
has SO truly remarked. no other teacher
has such good opportunities for learning
the peculiarities and needs Of the child
as the mother
The work Of the every day teacher is.
directly, to train the mental faculties and.
indirectly, to influence the formation of
the child g character. The great amount |
OF work expected OF the teachers in the
public schools. together with the short
time during which the pupils are under
their control almost, if not entirely. pre-
cludes their doing much toward the
formation OF character in the child. |
Here. then, it is evident mothers might
step in and render good assistance to the
public schools. No study, perhaps, is So
well calculated to develop the moral
qualities Of the child as the study Of
natural science. 1t also has practical
usefulness which is beyond dispute.
1T must be knowledge OF nature
after all that is at the basis of true en-
joyment Of her works. and true rever-
ence for her Author
But why put all this work on the
mothers? Have not the fathers any in
terest in the welfare of their children?
Yes, certainly they have; but not the
interest the mothers have. When you
find a man who stands preeminent for
nobleness OF character, in the great ma
jority OF cases, he owes it to his mothers
influence during earlier years. To the
fathers. perhaps. belongs the greater au-
thority. but it is the mothers influence
which determines the character.
Another line along which mothers, and
fathers too, might render valuable assist
ance to the schools is that by which
children are kept constantly in touch
with home influences. No boy or girl
should be allowed to come and go from
home whenever he or she pleased
Young Americas privileges are too ex-
tensive. He has a great deal too much
the run OF the street. / fancy / hear
boys and girls any liberty?" BY all
means give them liberty; but not un-
bridled license. No good has ever re-
suited, no good can ever result, from let
ting boys and girls run the streets. On
the contrary. good deal Of evil has re-
suited, and will continue to result, as long
as this so-called liberty is permitted.
The evil influences with which our youth
who run the streets are brought in con
tact can never be entirely cradicated.
Some will say. "You will never have
strong men and women if you shelter
them SO carefully in youth" To which
may be replied, you can never raise grow
ing. thrifty stock by Exposing them to
the cutting wintry blast and allowing
them to shift for themselves. The good
influences that may be brought to bear
upon them for a few hours daily, in
school, are. in a great many instances,
totally obliterated in a few moments
spent upon the streets. That youth is
full of life and activity is readily admit
ted, and that those activities should
have some outlet goes without saying.
Still that does not prove the necessity
nor desrableness of allowing the youth
Of the land to grow up without restraint.
Life is, more or less. made up Of re-
straint and he who can restrain himself
without chatting at the restraint is best
fitted for the business Of life. We know
that one who is designed for any calling.
requiring special skill, is put through a
course of training designed to develop
skill in the required direction. Any of
us can handle the saw and the hammer
more or less readily: but not one of us
can handle them so readily as to war
rant our setting up in life as carpenters
or wheelwrights. We know how the
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