Staunton spectator and vindicator. [volume] (Staunton, Va.) 1896-1916, 1906-06-01
Some Thoughts on Education.


ent and future generations. 1t has
been said by some one that education
from the standpoint of communities,
states and nations is an effort to pre-
serve and trans nit to posterity the best
| that we can see and know and be and
do. Each generation owes it to the
| past and to the future that no prevl-
| GUS worthy attainment or achievement,
whether of thought or deed or vision
shall be lost. Education is simply
civilizations effort TO propagate and
perpetuate its life and progress.
If this be true, is not the question of
education one which should interest
every man, woman and child in this
favored land of ones? How are we to
educate the young? Of course we all
admit that we have in this land, col
leges and universities, second to none
in the world, but even though that be
true they only reach limited few,
compared with those who ought to be
reached. The average boy or girl is
not able to attend these institutions,
and so they are of necessity forced to
gain their knowledge through the pub
lie schools. This being the case, should
not the public school system and the
laws which govern them be very near
and dear to every true citizen? Wei
are self-governed people and when
we of the present generation pass from
the field of action, our children will
take our places and either carry for
ward our work of civilization or let it
drift backward, according as we have
d )ne our duty in training them for it.
Every child should be given the oppor-
tunlty during the period of bis life in
which his character is being formed,
to SIT under the tutelage of teacher
OF character, ambition and power. He
should have the chance to measure his
mental powers with those of his fellows
And thus be aided in discovering that
for which he is best fitted; and, having
discovered it, we should bend our best
efforts towards training him for it,
both morally and intellectually. God
has not placed one human being in this
world whom be does rot intend to fill
some particular place and to do some
p irticular work. He gives us each
our talents and holds us responsible
for the use we make of them. 1t is of
ten urged by those into whose care is
lnstrusted the solemn responsibility of
training their children that it costs too
n uch TO educate them. Fathers, moth
ers, did you ever stop to count the real
cost Of the two sides of this question ?
For the sake of a few paltry dollars
which You might be able to lay aside
for yoLr children in after life, you are
willing to deny them the privilege of
attending the schools that the State
places within their reach and instead
Of employing the proper help, keep
them at home to toll in body at an age
when their intellectual powers should
be Ill training, you ignore laws for
which you have voted and which en-.
join you to send your offspring to
school At least for a short time each
year. OF course, these remarks apply
mainly to those who live III the rural
communities, and it is to you that |
am writing. You forget tue fact that
you leave your children a far more
lasting and valuable asset in a well
trained and developed intellect than if
YOU leave them the "cattle ON thou
| sand bills with narrow and dwarfed
| mind with which to take care of them.
| | sometimes hear some of you argue
that you would send your children to
school it you were able to send them
to an academy Or college, but that the
public schools are not what they ought
to be, and for that reason you will
not send at all. In many instances our
county schools are not what they should
be- At whose door lies the blame for
this? As SAID before we are a self
governed people, and therefore, we can
blame no one but ourselves
We are glad to note more rapid ad
vancement within the last few years.
IT we, as parents, would only realize
the responsibility which rests upon US
mot only of training the minds of those
whom God has entrusted to our care,
but also our responsibility to the State
in helping to enforce compulsory school
laws, we would soon see fewer empty
desks in our schools, and fewer chill.
dren toiling in the forest and field at
an age when instead of being benefit
to them they are being stunted moral.
ly, mentally aud physically. Another
objection which we hear is that the
teachers are not such as we would like
to have to train our children. This
is often true, but this phase of the
question is being improved by the
standard being raised and more rigid
examinations. Thus many who have
heretofore been able to secure certifi
ca tes are now debarred, and it is right
that they should be. for how can ar
| uneducated person educate the young
! who are placed under them TheI,
r should be not only strict education
J. al qualification, but also moral one
for next to a child g mother his teache
has In Die inf lenc. in the moulding
of the child's character than anythins
, else. We ought, therefore. to have a
teachers in our free schools only thos