Herald and news. [volume] (West Randolph, Vt.) 1878-1943, 1899-06-08

same possibilities are within their reach
we see the p or boy come up to colleg
Just as well prepared as his wealthy neigh
Dor.
The theory Of popular education used t,
be that the taxing power could be in
voked because ii was safer for the state Il
have Its voters educated. The inference
was, OF course, that the boy should b,
educated at public expense only suffi
ciently to make him an intelligent voter
A different idea prevails now. Public in.
struction Is given in many subjects thai
bear no relation to questions OF politics
The modern idea is that the public should
educate its boys and girls just as far as il
necessary to make them OF the most bene-
ut to the world. In the West, public in
struction is carried much further than in
the East. Not only are there free public
schools, but free colleges and even free
professional training schools. am in
elined to think, however, that the East
ern idea is the better. Ii is possible to
carry the teaching so far that the young
man never gets any further than prepara-
ton. think it well to follow the ex-
ample ofthe mother birds and let the
hedglings try for themselves as soon as
they are able, even IL IL means a few falls
and slower progress at first He described
one OF the splendid high schools OF Mas
sachusetts, with its equipment equal to
that OF many colleges, and dwelt upon the
fact that all the advantages OF ii were
free TO Micky aud Sammy and Tommy.
whose father might be only the Door bod
carrier. These boys come up to college
splendidly prepared. We must make our
high schools so good that millionaires
cannot afford to send their sons anyw here
else. As speedily as possible, we must de-
wise means whereby the sons OF farmers
living In remote localities can have the
same chance rs their village cousins.
Again, high schools have an advantage
over the old academies in their strong d :
nancial support. When apparatus or
books are needed they are supplied with /
out parsimOny. The expense IS borne by I
all and on a count OF the division OF the /
burden II is felt by none. Academies 1
were often crippled for lack OF funds.
Now for the problems OF the high /
school, for II has problems and in many 4
respects Is inferior to its prototype. Are I
The high schools doing the work OF the /
academies The first and greatest prob I
EN- Is 10 impress on the pupil the idea
hat be is there 10 study Academies have
their students under complete control for
he whole p hours OF each day OF the
ERIN. High schools have them only six
lours day. Il is good deal 10 expect,
therefore,, that the results will be the
anne. unless outside influences, and es-
oecially the efforts of parents at home are
et TO work in the right direction.
Again, the fact that the academy educa-
Ion cost something and was therefore OF
'alue was duly brought to the minds OF
tudents in the olden time, who knew
heir father and mother were going with
nut comforts and perhaps necessities at
lome in order that they might receive an
ducation. High school pupils seldom
onsioer that their education costs any
lody anything and they are wastful of IL.
Sut II does cost, and the expense is no
ess and waste OF il no less wrong because
be money comes largely perhaps from
nen OF property who have no children.
Give us more spirit in school as a school.
don't think much of a school without a
chool yell. II means more than that the
oys and girls want to make a noise.
great problem is the social one in
ur school work. Society makes exorbi.
ant demands upon young people and
srents must impress on their children
hat they must apply themselves to school
uties first.
Indehniteness OF aim is a great trouble
our high schools. 1t results in lowering
he standard OF scholarship. Don't be
wish with your diplomas. Keep them
yay from billiards and laggards. Make
iplomas worth their face value.
The old academy was a training school
n character. The high school meets
roblem here. 1t cannot follow the ex-
nple of the academy In giving religious
struction. Such instruction, paid for
lblicly, is Justly considered improper
ut how shall we make up for this loss
rst, by putting 10 as teachers end prin- III
pals models OF character for students to v
How. This is always the best part OF
lristianity and its exercise is entirely =
actical in the modern school am glad
~ have an Oberlin man at the head OF
ur school. Their graduates are always
flowing the 0berlin idea, "Duty to God
the greatest privilege OF mans life"
Iurches also must do their part, espe-
lily Sundsy schools. The modern knowl.
ge OF the Bible is sadly defective. The
erage student could pass BET ter exami- /
ton on the life OF Caesar than the life Il
Paul. But most OF AL is the home in
ence. Without 1t. the task is almost
Make ii upright and
ristian.
sometimes think we do too much for
r children. The best parents are often
worst parents. The man who makes
boy saw wood because he is too lazy
nself may not he a model IN all WAYS,
1t may result 10 the boys learning to
ply himself to labor.
Increase the professional spirit among
cheers. When you get a good one, keep
0 or her, even II you have to advance
salary as development comes. Pay
m w hat they are worth. No reasonable
ary is too much for a good teacher for
II children. Make large demands of
m and grow with them. Be as consid
te OF your child's instruction as you
OF your horses health and employ only
killed professional
he high school is valuable to us be-
I'd all measure. Let its standard bs set
b and unswervingly maintained.
rof. Adams address was notable
)ng the many that have been given
e. He struck the right chord and
lipulated it with the hand OF a mas
He is not a theorist, having spent
RS in high school work. His manner
easy and the effect was so pleasing
but one opinion has been expressed
was fine.n
ISIS Denison rendered another violin
J, which was followed by the presenta-
of diplomas by Principal Shaw to the
iuates, accompanied by words OF en-
ragement and advice.
be exercises closed with singing the
s ode by the class, which ode was -
posed by Miss Church.
(Other locals on next oagel