St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1895-01-20

learned body: there is also lacking that
refinement and culture which come
from larger associations than are Of
fered IN our primary and secondary
sehools-the only ones generally scces-
sible to teachers. 1t looks like unwise
policy OH the part of the state to spend
millions annually in the work of in
stTuction while any means whatever
are unused in the training and cultiva-
ton OF those who instruct.
Nor is this the worst indictment which
can be made against the teaching pro.
feSsion. II the public have been dere-
| lict in the moral standard set up for the
| ultimate end OF instruction, we in the
| work have been too ready to accept that
| standard and merely TO reflect public
| opinion in the school room. 1t cannot
| be possible that those who take up the
| work of teaching in order that they may
wear better clothes, or occupy better
| position III society, or to earn money
| that they may secure advancement i'll
some other profession, shall be emf
nentiy proper persons to train the
youthful mind. But in this, as in all,
we are merely the reflex of the larger
| world, society.
What is our life in society but one
long struggle to advance the interests
Of the Individual, or, at best, the clan;
all unseemly scramble for place in the
order OF society next higher than ours?
AS for national life, our ideals are even
lower. What is there in it which stirS our
blood and strengthens our hopes. which
we revere as our own honor and love as
our own lives? So far as our patriotism is
concrete it is comprised by party lines,
not by country. Our ideal state is the
largest and most powerful one; not that
where every individual feels his re-
,Sponsibility to promote the welfare OF
all through the organization Of the state.
Can all this be remedied by any manner
of instruction in the schools? Not while
the present type of politician has con-
| trolling influence in the councils OF
state. Not until we have clearer visions
of The common veal in communal and
| national life. If views are so diverse
and complex in regard to the virtue of
| patriotism, what are they in regard to
the higher virtues?
What is required of as in the way of
moral instruction? That it shall be
merely Incidental to the normal work of
| training the intellect. 1t Is extremely
doubtful if the American people are
willing to allow their public school
| teachers to give instruction i'll morals.
Such seems TO be the attitude today. 1t
| has been said 1.-THE surest way to teach
| immortality is to teach formal morality"
1t may be so; but, if it is true, it is
fearful comment upon the popular con-
| ception of morality prevalent. Plainly
expressed, 1T means that we are so
! suspicious of our fellow men as to doubt
even their sincerity in matters OF con-
science. There are no general prln-
ciples of morality" in which we agree
SO far as to allow the states servants TO
teach them to our children. Is all this
rank pessimism? Then the physician
is pessimist who proceeds to find out
what is the disease Of his patient before
applying remedy.
If, however, there is any validity in
what has been said, it is apparent that
the road to thorough betterment of our
] schools does not lie through changed
conditions in the subject matter alone.
| Tinkering the course of study, intro.
/ duclng this or that subject, and chang
| ing the manner of instruction, are only
temporary expedients. True, they af-
ford AN excellent opportunity for the,
display of Il certain kind of talent, and
may even serve purpose in building
up reputation; they are legitimate
! stock in trade for the charlatan.
But for the true teacher, as for every
true man, education is the building up
of character, and that must include all
the powers of body, mind and soul. For
this he needs, beside his own strong
personality, no instrument, and he will
| use all instruments at his disposal.