Year: 1875


UNwrIIINGNEss OF POOR CHILDREN TO LEARN THE


TRADES OF THEIR RPAREsTs-PRACTIcAL EDUcA-


TON DEsPrsED-Evn EFFEcr OF CONTACT WITH


THE RICH.


TO ihe Bditor Of rae Tri6uns.


SIR: Mr.. BOnamy Price says we are not q
saving economical people, and perhaps he right
though IL he had seen more of country and less OF city


life he might have found st many notable examples Of
thrift and economy. Occasionally here have ft OF
economy and make a desperate plunge at some one evil,
forgetting that mischief is too widespread 10 be
reached by any mere spasmodc effort. When man
runs hOpelessly in debt he Is supposed TO be In bad
way. When q city Is wasteful and extrsvaeant the
reasoning ought TO apply, and It Ia no; little
plunge here and there, but thorough and systematic
reform. that is going really 10 help us.


One of the latest and most curious small economics
proposal cut down the salaries Of the teachers
public schools For these places teachers the
supply Is always supposed TO be greater than the do
msnd, for which may come to our notice now,
at another time And therefore 1t was supposed that
those who flied the places would submit to reduction
rather than lose their positions But as wrte learn
that this has failed and that the threatened redne
ton OF salaries Will not be made This was one form OF
economy. Perhaps another and wiser. would have
led TO inquire whether whole system is not ex
travagant and unwise. We have grown into a system
and upon the principle that whatever is, is right,
have come TO regard with more than admiration our
whole admirable" common school system, as we are
pleased 10 term It. But, to 90 back STEP what law Is
there human divine, which makes 1t right 70 tax me
educate another man. children to teach them music
and French German and mathematical or, as IN the
OF the free college TO give them classical educa
tion free MY neghbor prosperous than l. aud
yet taxed for this luxury and he sends his children
free. II had not been edted and grown into 1t We
should the absurdity OF this custom and the pro-
prietY, in free country Of allowing every man TO edu
cate his own children.


II had been contente like reasonable people, with
the present plan Of compulsory education and given
each child the simple elements and nothing more, we
should have escaped this endless the Bible
in schools and the sectaran appropriation OF the public
money. II people want an education, they will usually
manage to get II, and they will value what they
strive for than what is urged upon their acceptance
More than that when children sent for in carriages
rainy day. and waited upon by servants in livery
one does the for educating them at the
public expense. There some minor evils, as that
these children who thus tuition at private schools
able TO dress well and shOwily that they put
to shame the poorer class OF fchden and either exclude
them from the schools lead them dress better than
they afford 1t is too great strain upon child OF
feeling TO be shabby in the midst OF fnery. Moreover
and here "a weighty reason-we are over
educating the whole class upon system. They nave
begun TO find this out, and to talk about 1t in Mas
sachusets and the learn the fact the better
Even boys get notions and are in danger or despsihg
good, honest work while upon girls, class, the
effect is disastrous. They learn but one thng-their
lessons and have time" forsOoth TO help bear the
burdens at home Their arms loaded Wi th books
which their Woodworking parents could Understand
They have neither time strength walk to school II
there are cars anywhere near them and # they have
spare time II is devoted TO literary pursuits, the
reading Of dime novels and trashy papers which they
find much more agreeable than work.


You VIII mud these girls with knowledge OF sewing
Ia X Ia "A "A
laudable accomplishment and pursuit for women with
no knowledge OF house work. no habits OF ncatness
utterly above the station In which IL has pleased Prov
dencc 20 place them. OF there exceptions,
but these the general facts based upon the expert
and observation OF years. There within
the limits of newspaper article, in columns always
crowded, to discuss this subject fully and doubtless
much might be said the other side There are strong
reasons for making people intelligent. The question
is whether this is Intelligent in best sese and
whether, also, may be better give the young
people tools in the OF elementary education.
aud then work the for themselves. It
evil thing to have them learn To despse good hon
est work Moreover, were our vision clarified, we
might perhaps that on truly republican principles
there ID for School and State" than
there Is for " Church and state" TAX-PAYER.


Neh