The Jasper news., 1903-03-26
THE PUBLIC SCHOOL SYSTEM.
An Excellent Article on the Subject
by a Jasper High School Student

An Excellent Article on the Subject
by a Jasper High School Student
/ Man in his infancy is like a giant
battery with the current broken. Con.
cealed in his nature are all the powers
of the universe. His being is great
reservoir into which the It cams uf in
iinity flow. He may rise into the sphere
of hisCreator or he may sink into infinite
depths OF degradation. And 1t is the
province OF education to develop th, 81
wonderful faculties, to reveal man to
himself
The great importance OF education at
once Decomrs manifest Upon this lever
turns the scales Of destiny. The most
perfect education in the three RS is FAR
from sufficient; it can reach the
simplest part Of the Intellectual
world, only ,Iore is in man.
lu hs ut.ur. :, valc. above ihr
pa! !,,caI, VI rttnur At IS j. property OF the
true man, which knows future aud an
essence, indeed, is the basis Of all
thought and which sees sentiment and
food for reflection in everything. In tho
attempt to classify animals, man is
more perplexpd 10 the classification Of
himself, Something is IN him above the
rules OF classification. something, whose
work is superior to that CT Art this
com ~ ip,, az. ,,II ~.
The course Of study in schools must
be broader than the mere intellectual
nature; it must reach the spnitIal.
Raise man from tho nero routine OF
facts and teach him to see cRarer, to
feel deeper, and to cherish warmer, that
grand idra OF free lom of tho will, ami
,elf responsibility OF the soul and yet
realiza the uni n Of all ia one divine
whole and see harmony 10 all existence
The Public High School therefore b.
comes a necessity. Something must
reach mankind with this higher educa.
ton, aud the High School properly con
sutnted must do the work. 1t must
teach man to think for himself The
educ alton, moral aud intellectual, OF
every individual must be chiefly his own
work. Rely upon it that the aucients
we're right both in morals and intellect,
We give their finai shape 10 our own
chgracte 5, aud thus become the archi.
tects of our own fortunes, How else
could it happen that yuuug men, who
have had precisely the same opportuni.
ties, should be presenting US with such
different results, and rushing TO such
opposite destinies? Difference Of talent
will not solve il, because that difference
very often is 10 favor Of the disapp 1inteu
candidate. You may SEQ, issuing from
tae walls OF the same co.lege-yea, some
times from the bosom Of the same family
two young men, the one OF whom 10
admitted to be a genius of high
order, the other to be a mediocre; ", 81
you shall zee the genius, sinking aud
perishiug in poverty, obscurity, ara
wretchedness: while on the other hand, !
you shall observe the mediocre plodding !
his slo,, but sure way up the hill of life |
gaining steadfast footing at every step, !
and mounting at last 70 eminence anu /
an ornament 10 his family, |
an a blessiLg to his country. Now, |
whose work is thisY Manifcstly their
own. They are the architects Of their
fortunes. The best seminary |
Of learning that can open its portals to
man, can do no more than afford him
the opportunity Of instruction.; bot ii
must delend at last him, whether he
will be instructed OF not, or to what
point be will push his instruction. And
of this be sure6, there is no grtat eA-
cellence without great labor.
Man reeds 20 know the greatest
thought On our relation to God, Let
him have philosophy. He should study
the nature Of his progress and mental
activities. Give him psychology. 1t is
a snry for him to consider the woriu'