The Montgomery advertiser., 1906-07-29

have the power. like the masters, of enforcing this authority by impesi- tions, that is. by setting tasks to pc written cut or learnt by heart for any misbehavicur.
 This governing part of the schooi. thus invested with great Feeponsiplll- ty, treated by the masters with great confidence and consideration. and being constantly in direct communication with the head-nastef, and receiving their instruction almost exclusively from him, learn ta feel corresponding respect in the best sense of the termi they look upon themselves as answers able for the character of the school, and by the natural afgeot of their posi-. ton acquire a maniiness of mind and habits of character infinitely superior, generally speaking. 70 those young men of the same age who have nos enjoyed the same advantages
 In AmeFican Universities.
 ., sS.ss %ous DsrSaDs ssrs Ss iss Pass Schools, and perhaps more profoundly by Aristotie's conception of the State 30 brilliantly advocated by the French philosopher Montesquieu, Thomas Jef- | ferson foresaw that democracy could endure only when the youth of the land were educated In the principles and practice of self-Rovernment ITO expound the principles and structure l of novernment," and to train every citizen to understand his duties to his neighbors and country, and to dis charge with competence che functions eonfided to him by either, was the capital object of that system os gem eral education which Jefferson labored I to leave to his country. In founding | the University of Virginia. he main | tained that ths chief function of the l University, by the manner Of iire and mode of government as well as by the | courses of instruction, was to train the leaders and the citizens of our Dem ocracy. The Report of the commis- | sioners appointed to hx the site of the University of Virginia and devise the plan of organization for It--a report written in Jefterson's own hRnd--con- taips hts plan of academic govern ment:
 'aThs beet mode of government for youth ln large collections IS certainly a desideratum not yet attained by. us It may be well questioned whethel fear after a certain age is Q motive l to which we should have ordinary re- course. The human character Is Bus' oeptible to other indictments to cor rect conduct more worthy of cmplos and of better effeet. Pride of charao
 ter. laudable ambition, and moral dis
 positions are innate correcttYes Of ath' indiscretions of that lively age; ant
 when strengthened by habituaI appea and exercise have happier eeffct or
 ruture character than the degrading
 motive of fear Hardening them t'
 disgrace to cofporal punishments ant l to servile humiliations cannot be th'
 best process for producing erect cnar
 acter. The affectionate department be
 tween father and son offers in trutl
 the best example for that of tutor ant
 pupil; and the experience and pTactic of other countries in this respect ma,
 be worthy of enquiry and considera
 ton with us. It will then be for wis
 dom and discretion of the visitors t
 devise and perfect proper system o
 goyernment which If it be founded il
 reason and comity will be more Iikel!
 to nourish in the minds of our youtl
 the combined spirit of order and self
 respect, so congenial with our politica institutions, and so important to b
 woven into the American character"
 It has been truly said that:
 'sThis famous passage is rightly re | aarded as the origin and the axiom o the honor system. Jefferson's Idea
 plainly was to create character; to ap
 neal for the correction of abuses L the moral dispositions of the young to establish between tutor and pupi an attitude of mutual respect ant
 mutual aneetioni and to avoid al forms of punishment which serve rather to degrade and humiliate tn offender than to create a clean hear