Jasper County Democrat, Volume 1, Number 46, Rensselaer, Jasper County, 25 February 1899 — OUR DISTRICT SCHOOL. [ARTICLE]

OUR DISTRICT SCHOOL.

| - - j [fattthvw-Hy-aßguUtara Parkerbtrfure the Far. I tßuto' IhßiiiUifc I] may he treated in m» ffnrawnniifiwrtßan this evening gnrngnmts shnwr ibis to be true. (Tmifar ii& huatlings we notice the “fKnttiiirtt StihoolF, as seen from £hmrstamipumtß> namely that of a ttnafimr. gupiil patron and trustee. Jteai tnachHir. 1 shall endie&vor to gmsentt tie yum ai school as seen by soA. iSnim tdi» Cisdii Wat the differmitt pacts-off the country have, all imiindi iin providing & free means <dF*ftnm&nnc tfie- south with the nuctii.ttltt uasttwith the west. Thus t&eatdiuattibin off the country forms umFjpnoh linfc in tile chain which sttMmdtitHnsomrFniDn and enobles ♦nrr Saturn, Since this is true we asteachers use every iwaflhftlh' means to push forward tftt wanfe.. wdliidL miilely begun TOsn*agni- is-inthe future, to be rile-saiMaCion off our country ? Wo- often hear the question, i <u ffJtees soeiety receive anything: Snin- dIH seftiMiiy" Take the school tirnm tile- limit., and Ist me ask. has stirisrtty advanced? The answer of oHnmiim:.wilLßenegative. Society: HfflßßSßTOtralilfiadfeish.asthe physician! vgftffitssate- off disease;, the preacher wllis Ibafe. after the soul: the banktarasai ruder off linance, and the | ttatufimr tiv whom fells the duty of: aflwmirinic tile general knowledge ! offtfbemnnrminiiaes. As the social I wonlUl dhnmmfe all these Let ns (toneiilkrr m few points Where dhes the- physician, lay the foundatttianSnr nnelinaE waork? In our tdatoiitt! school! Where does the pnsauhec o&tmhi his desire to be a sawmroff souls? From knowledge ofetaihedl in our district school. | Where aides the petlagogue get the afidiite to* teach? In the disttnirttschool!. 3Cow since the teachaarfetto Be-a*worker fiorthe bet-; toßmuntt off society he should study : the- nixttune off every soul under hid gniidmee- and understand the ! modes, and methods by , wßnrhi he- may help the child to 1 ffaflk mid fee toe- power ami ability j Hip has within himself Fellow j tl: me he ns,, set us look ferther into tiie- Siium- mid feel more deeply tile* grwmfeur off oar work and tile- many things- depending upon iit. AOl that society is must be j Smndanfts persons, and the greatsrrgwrtt off their lives is moulded mi the- disttneti school Every insmrartter should feeL it his duty to Ihilijieaefti dhM to live his awn' ILfe- fte- himselff Stated in other j wonc&ute* Bring: out all personal: rmdlE.su* that ho may live in free- 1 him and Be true to himself and ittnmtty:. The- school is a pTSce wheor eaefli child shoulil be trained sotiiffltl am arriving: to citizenship he- muy few* his Best life, and be a smhiiigr n®« off light for the commiinihw iru which, he lives. HBifl ymr ever notice the little (iii Matt pihy vhow ho is continually trying: to» fttshion new articles for uiunHHnenh. Sothing should be < tlino to*mprassthis creative power. 'Tie- stering: childish, imagination is walll Bnouidit out at the following i • quitted wondfe: -IlctKa-oihp tiisfctiie chairs ore big coaches. -SnUltthtasrfkvanulSiad car. sni ttlat-vse all take tbnn journeys, Wal: am- traveling ever so far. OTgum entering school the urea-1 ttMH-and iinaginntive ideas of the ithiiifl sfiuidd&e encouraged and! <hfWl*B»flto'tfie greatest extent. HhteßcasoasHestiidto progress and wiiih other qjndihies kv a broad 'wdnratfwm foundatinn. Henderson dues not stop with tniHthmg:® special craft, but leads rtoOfttp Stdbess off life. Education ls um— than training of blacksnni&R, wsaswensv.preachers, doctors ind autorsv —it is the development dmhkT (Otofarand progress, peace and vigsmaim iifip aa the- l r nited States dhpawß aa veny great degree on dme at splendid work. Shfikalß off strong: men and wnmmiL Haadbrn-in industrial and guiihhndl Mfe. professo rsin colleges, unit iftanr persons many of whunaaorto* Be leaders in the as-

covers, that if the school fails, the entire structure of socialism must become a crumbling ruin.” As to the appearance of the school-room it should be made as home like as possible. Years ago when a school-room was spoken of it always brought to mind the picture of a cold, cheerless, smoky interior with battered walls and carved seats. This picture is slowly and gradually changing to a room of perfect order while from the clean decorated wall may be seen the bright faces of some of our most noted men as, Washington, Lincoln and Longfellow. What a thrill of inspiration must run through the mind of the child as he looks into the faces of such men or comes face to face with nature as it speaks to him from the desk or window. Although the teacher can do a great many things to make the school better yet this can be accomplished much easier and also better by the help of pupil, patron and trustee. Since the pupil is the most important factor he can support the school by his regular attendance, earnest work, and willful obedience. By the more co-operative workof the teacher and patron a great advancement might be made. If after the teacher has worked hard from eight till four trying to teach the child of the things relating to the greatest aim in education—that of progress—if the child then returns to a home where all surroundings seem to turn him from this path, a path followed by all great men, let me ask how is the teacher to counteract these home surroundings? So I say if the | parents would lend their influences jto a greater extent the result would be unestimable. The schools might be made betj ter if the teachers were allowed j higher wages in order that they ! might make a greater preparation i for, the work they have to do. Yet, “let the teacher do his work. Both the unseen and the seen. Try to build houses were cods may dwell, Beautiful, entire, and clean. 100 envelopes with your name and address neatly printed thereon for only 50 cents, at The Democrat office.

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