Evening journal., 1902-08-29
THE STATE AND ITS SCHOOLS

With the opening Of our public
schools come thoughts OF the serious
work OF public education. Inc rree
schools OF America are based upon
theory that goes to the root OF our
institutions, and all teachers and school
directors should be imbued with the
idea that underlies the system. II is
all very well TO train our youth to be-
come bread winners, to help them To-
develop their mental faculties in order
that they, may make a place in the
world for themselves. become an honor
to their friends and a blessing 20 the
community in which they reside.
But underneath all this is a funda
mental idea which the State had in
mind when It established the free
schools. and to this idea we should re
turn TO get inspiration for the school
work. The purpose FOR which large ap-
preparations are made annually, and
which come upon the people in the
form Of taxation. is the training of
those who must soon become citizens
and as such become factors in the gov
ernment A republic must depend
upon the intelligence and the virtue OF
its citizens, and on the theory that
each generation is bound to impart its
store OF wisdom TO the succeeding gen.
eration. the State takes upon itself the
training OF those who are to replace
the present citizenship
With this idea in view, the teacher
win see that there is something FUR
ther required than to have students
pass examinations and win promotions.
The greatest problem is to teach ster-
ling manhood and womanhood We
may proceed on the theory that intel
ligence makes for morality, but we
shall soon find that this theory has its
limitations. The dullest pupil in school
may have the most sterling character,
while in bright students often, little
slips from morality are forgiven.
Il is a difficult thing to teach ethics
or morality directly. Lessons in the
ory are worth little, but the practice
is everything. Often habits are con.
tracted in school which when magni-
fed in after life. are an injury 10 the
State which has spent its money for
the education not the culprit. Too great
stress is laid ON passing examinations
and in passing from grade TO grade;
and school boards are responsible in a
largo measure for this. The child who
is disobedlent and impatient OF au
thority may grow into citizen who
detes the law and rails at restraint
The greatest idea the schools can
teach is discipline. mental, moral and
physical. Respect for the rights OF
others and for necessary authority, is
one or the truest qualifications or citi-
zensnip. This does not mean servility
but a recognition OF salutary and neces-
sary restraint Formerly there was q
prevalent idea that this was gained by
severity. and the rod was the emblem
OF authority, but we have learned bet
ter The teacher who hasn't the fac
ulty of winning the respect OF students
and who does not insist on right at al
! times. even to the finer shades, shoul'
seek another occupation.
Absolute honesty and truth shoull
be regarded as matters Of course in tn
: school room A boy who will lie q
! his teacher and to his fellow pupils
o and gloat over his success in deceivinl
e viii carry his requirement into his al
Y ter life and the State has as citizeI
) not man OF truth, but a liar, wn
for political advantage VIII deceiv'
II not one person simply, but the masse
Re No teacher teaches falsehood, nut som
Sc are more successful in discouraging
to than others.
O. Honesty must be inculcated until
as becomes a part OF the nature OF pupil
is and not garment they OCCASIONAL
assume in order to appear virtuous.
n boy who cheats in examinations. an
es who loses unfavorable reports sent I
W his family, will later in life md
hundred emergencies where these su.
i, terfuges are attractive. He viii n
i'm hesitate to deceive men on issues oft
,is day, to influence votes by the means
tie bribes. and to turn an enemy TO t
Ir State which gave him his education.
TO Truth, honesty. intelligence, coura
lr- these are the elements that ma
90 character; and character is what I
Ter State wants. and has a right TO ,