The Helena independent. [volume] (Helena, Mont.) 1875-1943, 1892-02-15
THE PUBLIC SCHOOL.

THE PUBLIC SCHOOL.
Written for The INDEPENDENT BY s. A.
Merritt, principal Of the Helena high
school |. e.
Education is a broad term; it is wider
than the schools, deeper than the curricu-
lum of studies, and highe. than childhood
and youth. It is not confined to the schools;
it begins with the first dawnine Of the
intellect, and it is finished, if at all. in the
heavenly world. In its scope it includes all
the studies Of the school and the college;
all the trades and industries: the EDITORS
sanctum and the historians study, the
poets f~avorite glen, where genius most
inspires and nature thrills;' the artists
studio; the monks ~cloister; the field of
carnage; the mart of trade; the nation's
great highways upon the deep; the office of
the statesman and the ~diplomatist; the
platform of the orator; the pulpit of the
preacher. Infancy, youth, manhood and.
age, all alike belong to the realm of educa-
ton. In fact, we can leave nothing out.
1t includes all of life; its purposes, its OBJ
iects. its intentions, it's methods, its results;
its e~nioyments, its happiness, its useful
mess. Sucu lueu ~ euuCutlOu. Nudt dEt
its relations to business?
Many things seem to Indicate that this is
an age of materialism. Many tendencies,
at least, are materialistic Toe many minds
sometimes Of an order too high to make
such opinions Reconsideration obscure the
difference, or altogether blot out the dis
t~inction between mind and matter. But
We should not make that mistake. It is the
constantly increasing force, mind. that ever
| controls the material. 1t is a matter of
profound interest not to carry materia!
analoeies too far, when we apply them to
the realm Of spirit.
Yet, there are some laws of mental devel-
opment which agree with the laws Of devel-
opment in nature. Many a wild plant taken
from a state of nature, carefully nursed
and cultured. now produces that which is
either pleasing to the eye or delicious to
the taste.
So the untuto:ed savages Of the Gauls
and the Teutons and the Britons have, by
long periods of culture and education and
development. produced the foremost and
most enlightened and cultivated nations of
to-day. Hence, we deem it fair to conclude
that as Strawberries and apples and pears
are improved by cultivation, SO must be I'M
proved brain quality and power, will quail
ity and power; hence civilization, enlight-
eminent and character.
Further. We are inclined to believe that
if n age improves upon the preceding
age, it must be done to a greater extent
through educational institutions, than
through the counting house, however thor
ough and practical the discipline there OBJ
tanned.
Tradesmen improve the methods of their
work; merchants recognize broader and
better determined laws of business; seamer
improve their way of navigating the ocean
but all these improvements depend upor
something else. 1t is the improved anc
quickened mind of the various classes tina,
renders them able to make the necessar,
improvements in their several calllngs.
The old legend of Solomon has it. that
when he was building the great temple b,
gave a banquet to all the artisans. Will,
they were Teasing, he passed arouni
them and inquired of one man what hi
occupation was. 81 am a carpenter sale
be. "Well," inquired the king, .'wh,
makes your %tools?" "The blacksmith,'' re
piled the carpenter. OF another he in
CURED, And what ia your occupation
II am a mason" who makes your tOoIs?'
"Hhe blacksmith" was his reply also
And a similar question from every maj
brought the same answer, '"The blacksmith
makes my tools:'' until finally he asked O
the blacksmith, "And who makes you
~tools?" II make them myself" was hi
reply. And King Solomon, SO the stor
goes, pronounced the blacksmith to be tn
master mechanic, for he alono of them al
makes his own tools.
Now, when We apply this legend to til
affairs of life and business we are incline
! to dwell upon the old aphorism that 9Th
sohoolmaster is abroad" in the land; tn
schoolhouse is seen upon every hillside an
every valley, giving, either directly or in
directly, to every tradesmnn, merchant
: railroad man, the power to mako marke
improvements in the methods and mean
of his profession.
1t is not the principal office of the sohot
That pupils should acquire knowledge. No
is the peculiar Office of the public school I
L unfold the principles and explain the ar
pllcations of the sciences. But tather is
> designed and supported to develop an
4 strengthen and put under complete con
troll the entire powers of man. to deyelo
his ability, to broaden his mind, I
increase his power; not 30 much to sto,
, up knowledge as to tell him what knowledl
4 there is, whore it may be found who
needed, what it ID good for, and how it ca
be used.
i The fundamental design of the sohoo
then, is to develop humanity; to cause Il
mind to grow; to deepen and to broade
s and to place all those Increased lower i
@ the control of the man; to give him
broader scope. n higher reach, and
stronger grasp. If we are right, then it 70
lows that the school should not teach
trade. nor the practical affairs of til
. counting house, but those principles whie
underlle all trades and all business: NJ
(. how to peg or sew Il shoe, and thereby ca,
:, ones daily bread, but being a shoem axe
" now to do better work and do it cheape
not how to perform the labor of u farme