Repository: UIHistories Project: Sophograph - 1891 [PAGE 52]

EXTRACTED TEXT FROM PAGE:

THK

.KAPH.

«

but wilh ;i view to f he g nd mm total ol life as if will look to m in t he time to coi when, having cea ed to build, we -hull contemplate t he fin ished st rucl ure? I - t he | I 3 a solid stone in tin* foundation? Let the i ruing one be anot her.

THE reform most needed in the In St;dcs to-dav is a reform of the educational system. In no other particular are we, as a nation, so far behind many of the Benighted [reland ha-a Bystem of which Bbe A STEAR of young manhood's, young womay be just ly proud. I [er schools, unlit manhood's life;—what a period! What a are not at the mercy of unqualified and a throne: of thoughts comes to us when we look serving teachers; nor are her teachers, when back over a single twelve-month! Nave we done any good thing, we think of if with too old to teach, in danger of dying in thi pleasure. Have we wasted opportunities, we poor-house. Our schools should be controlle think of ir with regret. There is something \)\- the state; the books should be unit in. nd awful in the thought that the past is forever published by the state; and the 1 In si Id gone; that the present is only its imaginary be encouraged to make te :hing their life\><>vt\<T. ever being washed away by the black work. How many g d men, eminently fit 1 for the business of teaching, would give tl r waves of that fat hornless sea. lives to i he work if t hey were sure of a It is well to take a retrospect occasionally; petency when t hey w ere old ! As < r si > 1 to look at ourselves, as we were, and compare system now Btands, how few are the pr esthe picture with what we are. But not only is sional teachers ! There are, it is true, many it profitable to look thus at our own lives; those who take courses of instruction in Normal with whom we have ass iated, the world at schools and lit themselves conscientiously for large, all things have felt the touch of passing t h e w o r k ; l.uf how m a n y of t h e m follow it 1 Time and bear I he mark he put upon them. any considerable t ime f S ilaries are . j 'J In- Past is our great teacher. We dr.-win of sit ions are l»v no m e a n - c- a m . ml t h e u 1what will be; we know what has been. We eral lack of interesl >how n h\ t he 1 pi> are making stuff to till the past even day, ward the schools soon dis uiraj s tin \ mn every moment. ^ terd \& , nimh a part aspiranl in pedagog}. and I s ol her era f tie- past as any ofher day in the centurie plo\ menl. Lei t he g<n ernmenl s> fl Thinking of thi • things 1 the chools as she I the | <lep :it not an urgent reminder to us that mem and quesl ions of minor mn w ill \\ bould shape our daily acts, nol with B new I I le I l l e ! | | s r | \ i n ;| s I l o H I ill to pleasure nor even to pn nf profit,

C

%*e¥&*vh'

13