Milford chronicle., 1902-03-07
Compulsory Education.

Are all of our school teachers thoroughly
Or would the children get t.
much compulsion with little education p
We hear ''He is an educated man., or K
''she has a splendid education" Who Il
can tell Just the speakers idea Perhaps a
nine out of ten use it to signify the fact
that he or she has been to college or some
high school away from home. {
Nevertheless, like warm or cold, hand .
some or ugly, the term is an uncertain
one; and about as definite as the express
sion Gas big as a lump of chalk" My
dictionary defines Education as "The cul-
tivation of the moral, intellectual and S
physical powers"
That is a broad platform of three
panks. How often are they all used as
the foundation upon which teachers
private and public-build, in the so-called
educatings of our children
"My idea is this: ever onward. If God
had intended that man should 60 back
ward he would have given him an eye in
the back of his head. Let us look al
ways toward the dawn, the blossom-time,
the hour of new birth - In history study
in our schools, our children are often
obliged to fill their mind in a measure
with the evil in the lives of so called
great men and women. Thus their evil
influence extends from generation TO
generation.
"Knowelge may slumber in the men,
ory, but it never dies; it is like the dor
mouse in its home in the old ivied tower,
that sleeps while winter lasts, but wakes
with the warm breath of spring. Some
books are to be tasted" others to be
Swallowed" and some few to be
'chewed" and digested."
The heads of school children are often
filled with knowledge they will never use
with profit under a system of cram
ming, they might safely be said to suf-
fer from disorder" in the brain; for
nothing there is ''set to rights" for flu
ture use.
"In ancient times men learned with a
view to their own improvement; nova
days men learn with view to the appro-
baton of others"
Is it true that 'Passion swells with
qualification ?" If it is, and we teach our
children to learn in a spirit of pride, we
wrong them. They are proud to be seen
with many school books, thinking more
of being able to say, / have eleven stud
les, or am studying this or that, than of
the storing of useful knowledge for prac-
teal use. Some of them work hard and
+ put their knowledge into active service
, so far as possible; some care to graduate
with flying colors; while others shirk,
: and skulk, when the days for review or
! examination roll around. Teachers and
+ friends are blameable for this. Far more
q than the children are. Walter Scott said
"when a man has not a good reas fol
doing a thing he has one good reason fol
n letting it alone" Is there a good rea.
son for teaching our children as they art
r being taught to day
"Men do not often dare to avow ever
q to themselves, the slow progress reason
p has made in their minds" 1t is we'll t,
q test our ideas
/ We fnd scholars studying "The Lam
e guages" before they can make good us
/ of their own plain English Butler tell
N us, "He that is but able to express n
" sense at all in several languages, will pas
a for learneder, than he that's known t
). speak the stronger reason in his own"
e thus the sham Of seeming, receive
e. undue encouragement from unthiukin
le persons. If we are to have laws to fore
) parents to send the children to schoo
l. let us have laws to force a wise choice c
to school commissioners, that the teacher
e. may be persons il whose power of Unfit
at ence and control, it shall be put for chi
E. dren to spend six hours out of ever
lie school day. will admit that the parent
IN are often less fit to associate with the
10 own children, than is their scho j tee
10 cher. But remember the law would NJ
is have more force toward them, than an
ed children whose parents might feel a
b, most to tremble, at the idea of certai
he teachers assuming toward their impre
ut sible little ones-or the elder childrel
of either-the united power and influenC
he of both father and mother.
lis The responsibility of our teachers, is
IL weighty one, even under present law
ice Those who lack true principles, wou
be tempted into greater mistakes. II
man or woman who teaches school for Il
wages, or from any other mistaken re
son, should, for the good of the rising ge
he erati.n, be obliged to seek other occup
&c ton.
ast True schools should be blessing. Th
,st- can be made to do better work; the t.
no cher who is striving to educate the CHI
eV as one grand whole; using the thr
the planks, and adding even the fourth; h
ing a mighty work to perform, but 80
i've lightens labor"
nd Blessed be the names of our earne
ink hearted teachersl They teach us to "a
nm our reason, not our senses, be the rule
md our conduct; for reason will-teach us
get think wisely,to speak prudently, and
md behave worthily." Our young people
She to-day are too trihing in thought, W.
EAR and action.
ght The most serious subjects have
our meaning of importance to them, and
the handled with disrespect. Who
.ev. helped to bring this about?
me. at has come about that now, to maj
I'M many royal society, the creation o
i'll world is little more mysterious than
cooking of a dumpling." There
Mr.. some things we would better leave W
-ket God; irreverent study of weighty S
iCh, jects breeds contempt.
reat ''The basest thought possible conce
the ing man, is, that he has no spiritual
ture; and-the most foolish misund