Iron County register. [volume] (Ironton, Iron County, Mo.) 1867-1965, 1911-01-12
DO Our Public Schools AccOmp.
Iish the Ends for which they
are Intended?

then present from that viewpoint;
to establish the ideal and then
show whether our schools do or do
not produce the desired product.
In the helpless infant are found
the germinal powers of man rest
less and ready to spring into spon-
taneous activity, the senses are
ready for impressions from ex-
ternal objects, and cognitions be-
gin. Growth and development
play their parts; childhood is
transformed into youth, and youth
into manhood-changes which
may be sadly thwarted by ignor-
ance, or greatly promoted by pru-
dent effort. During the infantile
life of the human being is the
period of helplessness and ig-
norance. This condition of nature
renders the child dependent, and
education a necessity. During
this early formative period of life
the processes of physical and
mental development should be at
tended and carefully directed.
This is but part of the function
of education, though without which
no generation could be fitted for
the achievements of life nor the
destiny of q benefactor of our
race.
Education through the formative
period is only part of the work to
be accomplished; it is not the end
to be gained.
The end of education is COM
plete human development. 1t is
the complete growth of the phys
mental and moral man to the real
ization of his highest possibilities
"a finished, we'll rounded, noble
manhood. This is. or should be,
the end realized in the product of
our public schools. The elements
of this high ideal are a healthy
body, a we'll informed mind, a
sensibility able to discern duty to
God, to neighbor and to self, and
trained win with that imperative
volition ever ready to do the bid
ding of virtue as prompted by
rectitude pointed out by reason as
directed by an enlightened con-
science.
Do the products of school sys-
tenn measure up to this standard
of virtue necessary for the main
tenance of the free institutions of
a free people?
The production of noble type
of manhood requires that man
have special training to fit him for
the various duties and labors
which he may be called upon to
perform. In childhood and youth
is the peculiarly favored time to
build the basis upon which the
superstructure of a rounded educa
ton may be erected. An educa =
ton fraught with wisdom which
will enable the citizen to perform
the practical duties of private and
public life. Milton writes it thus
81 call a complete and generous
education that which fits a man to
perform justly, skillfully and
magnanimously all the offices,
both private and public, in peace
and in war" Germany's interest
in public education dates from the
opening of the 10Th century. Hav-
ing been humiliated by the wars
with Napoleon, Germany felt the
need of internal improvement;
felt the need of developing greater
internal strength. Frederick Will
liam III addressed the German
people thus: "We have indeed
lost in territory, and fallen in ex-
ternal power and splendor, but we
must see to it that we gain in in
ternal power and splendor; and
hence 1T is my earnest desire that
the greatest attention be given to
the instruction of the people," AT
the close of the French Revolu-
ton in1789 the leaders, being firm
ly impressed with Democratic
ideas, expressed their belief, "That
popular intelligence is necessary
to the perpetuity of the republic" "
French schools were allowed to
drift to the sectarian. France did
not keep pace in intelligence and
virtue, and in 1870 Germany
showed her mistress-ship over
France. Germany and France are
referred to only for lthe purpose Of
showing the need Of intelligence
and virtue.
About the time pupils leave the
schools in the United States they
become sovereigns Of the United
States; they should be able to
maintain their sovereignty; they
should know this government be-