Year: 1871

ed in during the month Of September.
Is the whole country aroused on the im-
portant subject of educational improve


ment? Are We all tryisg to help the
school fund to educate our children ?
Is every man and every woman using
the utmost exertion to educate the youth
of our land, or are some putting their
shoulders to the wheel, while others are
pulling back ? Are we all laying aside
our little petty strifes aud prejndices and
promoting, to the best Of our ability the
common cause of education, or are We
pickering ard grumblingp aud raising
dissenEOns and strife throughout our
districts? Are some still cursing the
Common School system, aud wishing the
school tax was wiped out? Are they
still declaring that the School Law in
all its parts is curse to the country IN


stead of d benefit ? We fear these
things are too true, judging the future
by the past, we fear these old troubles
will be 10 combat in many of our school


districts again this year. Let US try 10
do our whole duty in the matter, let US


not dispute over dead issues. The School


Tax has been voted upon every citizen
of the State; this is no time to be dis


putting on the policy of making the School


Law, and raising the School Tax. These


things are already consumated. The


youths of our country must be educated,


or We have no assurance Of the continu-


alton Of our republican form of govern


ment Then what must be done? How
are We to educate the public mind? How
is every child throughout the length and
breadth of our land to be made an in
telligent and useful citizen? How are
we to check the onward march Of the
Goths and Vandals, ignorance aud crime,
that are making such gigantic strides in
our community? Not by grumbling at
the School System; not by division aud
strife. Those who are opposed to the
Common Schools do very well to fight
them at the ballot box, but while they
are popular with the majority of our peo-
pie. do not let them be pretext for dis
cord in our districts. But what must
we do? In the first place, employ well
qualified, energetic teacher who will dis
charge his duty in the school room. Let
US have no droues employed as teachers,
for they will certainly impart their lazy
habits to their pupils. Next, allow him
good wages for his labor; if you do not
he will surely fnd other employment.
There are calls for energetic men every


where. As the profession Of teaching
generally offers small compensation, it
does not receive many stirring, industri-
Gus, energetic men in its ranks. At last,
the majority of these men are generally
disgusted with the profession and aban-
don it. a great many persons think
they are doing the best with their money
when they employ the cheapest teacher
they eau fnd. There are always men
who follow some other calling hale the
year, and underbid cur best teachers in
the fall when it is time to employ Com


men School teacher. Why? Because
they have been at no expense in pre-
pairing them to teach, they care not for
qualifications; they stand in need OF
little ready cash. They know they can
get it from the school fund. They do
not care particularly whether your chill
dren are benefited or not. Teaching is
not their calling, therefore if they fail to
please you as teacher, they pocket your
money and fall back into their old bust
ness. Always employ a good teacher at
good price, in preference to an ordina-
rY teacher at low price. Another
trouble seems to be stirring up strife in
some Of our districts. We find some Of
our people are very particular about
boundary lines. They are much opposed
to taking in what they term outsiders.
This reminds US of a certain councilman,
Mr.. Jones, who encouraged an energetic
young man to put up dry goods es-
tablishment in his city. The merchant
whom we shall call John took out his
license and commenced business. Iu
the course of few mouths Mr.. j called
round at Johns store; the house being
crowded he was compelled to wait few
moments. John" says he, ''you have
overdone the business. You obtained
license to sell goods in this city aud here
| see you have customers from all parts
of the country. Why, sir, this is ridic-
ulous. You are growing rich too fast. "
But" says John, "by selling goods to
SO many people, am enabled to keep
greater variety on hand. 1t is to your
interest that should have large stock
of goods that you may have the better
variety to pick over. Besides the
larger my stock, the more money will
have to pay into your city treasury"


Yes, but you are growing rich, says
j. We only give you license to sell
goods in the city. If you persist in !
building up this large trade, we will |
allow you ten per cent. on your money
aud seventy FIVE dollars per month for
your services. All you make over this
we will put into our own pockets. If
you agree to these propositions, you can
sell goods; otherwise, you must give up
your license. ''That is not fair," says
ohm; Il pay my tax promptly; 1 sell
you goods just as cheap as If / was con-
fined to the city. If have drawn Gus
tom from distance it was by my own in
dustry, therefore the money should be
mine" So it is with the industrious
teacher. If by his energy, industry aud
he draws pupils from dis
tance, and builds up good, lively school,
it is far superior to any little district
school. The more students, the more
life, animation, rivalry, hard study, and
Every one knows the
advantage of large, lively, wide awake
school over small, sleepy, district school.
Yet some of the people seem to think the
teacher is growing rich too fast; there
fore if by his industry he draws in
large crowd he must turn over the
tuition of outsiders to the trustees of the
school. Will persecution never cease.
Let the teacher have at least his own.


PnILoM.