| Show SCHOOLS AND EDUCATION BY S W RICHARDS As much Is ie being said and done in this community relating to schools teachers and aad education permit me to offer a few words suggestive or otherwise upon these very popular subjects the importance import anc of education I 1 need not urge it Js is the most valuable acquisition attainable it is something that maybe may be possessed without fear of thieves to steal or even rust to corrupt if obtained and wisely stored the kind of education should be that best beat adapted to the individual to the manner of life intended and so thorough as to developed dev elope all the powers of the mind as well ell as the he physical energies of the person there are conflicting opinions upon questions that have tobe considered in connection with the educational interests of a community and to some minds harmony seems only attainable by the exclusion of what is really necessary to the development of mans man moral lemoral and spiritual nature thir thib part of his nature cannot safely be neglected must be at some time and place properly and thoroughly cultivated for the safety and the perpetuity of society and the question naturally arises when and where shall these principles be taught that take hold of the affections that regulate the ach heart in all its and create a conscience that will be an uner unerring rinK gute in its jurg judgment ment of right and wrong in the affairs of human life and thereby lay a foundation for correct moral action that shall extend its influence and exercise control over the obligatory acts of man and the ethics of social life the history of education in other countries has disclosed the fact that it is not the number of schools alone that will secure the social safety and pros of any people but that it depends very much upon the character 1 of the schools we may say that knowledge to Is power and necessary to the development develop met mM of free institutions but experience has proven that knowledge which to is merely mechanical and speculative and blended with no moral influences is a dangerous power this fact compels me to say that popular education to answer its purpose must be not only thorough and practical but it must be moral or religious bp bf practical education I 1 do no not mean only that which may be employed upon machinery upon the soil and minerals of the earth or other physical improvements however important they may be I 1 mean that education which bears upon tho the machinery of the human mind as being most truly practical that which cultivates the human heart that which brings forth the fruits of intelligence and virtue this truly practical end of all edu I 1 think la is not sufficiently kept view in the conduct of our com comac schools our teachers are examined to letters and learning in the varto branches of literature history as science to determine their qualm qualified 11 fi tigue eions but why should they not b questioned as to their ability to rear u ah for society intelligent and vi virtuous virtu ou men and women and are they dr distinctively of that class themselves th teachers of our youth when entell entering upon the discharge of their ds ties think they ra must u fit in make good readers and writers good arl arian ians and grammarians goot scholars who shall do themselves credit at an examination but this is should hou t 1 not be the extent of their purpose se aid and endeavors it should be to in make ahe bood members of society on oil whom we can an depend for good parents and chil children dreu I 1 good friends i and associates associate 8 and Q the community wiser and happier in rhett associations as the result of their zeal ous one and effective labors they show seek to engraft upon the youthful ewsii that love of knowledge and virtue virtu without which they cannot be hap nanny nor useful nor fitted for the gres greate ei duties of life both the government governa and instruction of a school sho should be such as will constantly appeal to tb good sense the manliness and self re of the pupils and to all th thom qualities which will be demanded it after afterlife life here I 1 will use the language of 1 eminent writer which I 1 fully endo andone A safe and sound popular aduca education must be moral must be religious iou take hold of this nobler part pan of hu humai nature and enlist it in the cause of ww mon welfare we say pay this nobler nobl r narti it is but and for ore the sa same ottra whether called morality or religion 0 tam same principle with different 0 objects acts in n the one case having regard to society I 1 in the other to the S supreme pr eme being bu but iroll the same principle of rectitude F for although it may be too much to sav strictly t i and theoretically speaking that there can be no morality without religion yet the practical truth does not fall far aim short of that and it is of the last consequence that men should feel that th they y are bound to the circle of their worldly duties by their allegiance to him who made the ine world there cannot therefore be a more latal fatal mistake in eU educating cating the youth of a free country than to tol leave ea or religion e out of the plan dlan to I 1 leave eave the morea moral culture of the mind to the influence of chance or the inevitable results of neglect in a free country like ours where we tb powers of government ar are otwa to the ambition of every e 1 it is of the utmost imports that individual culture and ti 4 be of a character give stability to free institutions must ever be under the guidance 00 both reason and conscience as d devi aped under a strictly moral train ciali the experience we have today in 3 exercise of governmental powers 1 men who are all for the constitution 0 but have never dever a tb thought ought or wo word rd ti 1 conscience jn their adminis trayo should teach us where the safeguard to our institutions must be found 1 the object of all judicious education Is to develop in the right direction we the principles of human nature and tf it one of them be the moral principle why shall it not be put to school goto 80 to speak as well as reason or memory imagination nation why shall there not classes iu in every school in the rudi ants or of the science of morals as well in the rudiments of geography emalice or histan y to teach morals from a book is not I 1 the instructors task he should ud and moral influences as much as ible bible with the whole course of tion he should be a man high and pure moral sensibility t will reveal itself in the glowing nance and the kindling eye ben en he speaks of it he should feel wt no man ministers to a holler holier sitar altar an he be that it is his business to make hi men as truly as to make good colare ho lolare lare that the heart is committed to care as truly as the understanding emay do much to mould it rightly I 1 must do muc much h to influence it lot let im gee ee that his bis influence is in the abt ht direction such as he be shall in all ad conscience be able to answer for i parents to his fellow man and to am who I 1 if the fountain of all low ledge and would have his childlike him in all that to is virtuous good |
