It is not enough that good school-houses be provided and well-qualified teachers be employed. Our schools should be kept open a sufficient length of time during the year to make their influence strongly and most favorably felt. The work of instruction, while it is going forward, should be the business of both teachers and scholars. If children are habituated to industry, to close application, to hard study, and to good personal, social, and moral habits during the period of their attendance upon school, these habits will be favorably felt in after life, in the development of characters whose possessors will be at once respectable and useful members of society, and a blessing to the age in which they live. On the contrary, if children are allowed to attend an indifferent school three months during the year, to work three months, to play three months, and are permitted to spend the remaining three months in idleness, the influence of this course will be felt, and it will be likely to give character to their future lives.
Under such circumstances, the good, if any, that children will receive while attending an indifferent school one fourth of the year, will be more than counterbalanced by the evil influences that surround them during the half of the year they devote to play and idleness. We can not reasonably expect that children brought up under such unfavorable and distracting influences will become even respectable members of society, much less that they will be a blessing to the generation in which they live.
In villages and densely-settled neighborhoods schools should be kept open at least ten full months during the year; in other words, the entire year, with the usual quarterly or semi-annual vacations; and, if possible, they should not, under any circumstances, be continued less than eight months. And, I may add, the same teacher should be retained in the charge of a school, wherever practicable, from year to year. The teacher occupies, for the time being, the place of the parent. But what kind of government and discipline should we expect in a family where a new step-father or step-mother is introduced and invested with parental authority every six months, and where the children are left in orphanage half of the year! Much more may we inquire, what kind of instruction and educational training may we reasonably expect in a large school whose wants are no better provided for! A school-teacher should be selected with as great care as the minister of the parish; and when selected, the services of the one should be continued as uninterruptedly and permanently as those of the other. Then will be beautifully illustrated this interesting truth: It is easier, cheaper, and pleasanter incomparably, and infinitely more effectual, rightly to train the rising generation, than it is to reform men grown old in sin.
Lalor, in his prize essay on education, published ten years ago in London, has recorded a kindred sentiment in this very beautiful and highly-expressive language: "The schoolmaster alone, going forth with the power of intelligence and a moral purpose among the infant minds of the community, can stop the flood of vice and crime at its source, by repressing in childhood those wild passions which are its springs. Nay, often will the mature mind, hard as adamant against the terrors of the law and the contempt of society, be softened to tears of penitence by the innocence of its educated child speaking unconscious reproof."
EVERY CHILD SHOULD ATTEND SCHOOL.
The plan of this nation was not, and is not, to see how many individuals we can raise up who shall be distinguished, but to see how high, by free schools and free institutions, we can raise the great mass of population.—Rev. John Todd.
I promised God that I would look upon every Prussian peasant child as a being who could complain of me before God if I did not provide for him the best education, as a man and a Christian, which it was possible for me to provide.—School-counselor Dinter.
Good school-houses maybe built, well-qualified teachers may be employed, and schools may be kept open the entire year, but all this will not secure the correct education of the people, unless those schools are patronized; patronized, not by a few persons, not by one half, or three fourths even of a community, but by the whole community. As was said in a former chapter, there is no safety but in the education of the masses. A few vile persons will taint and infect a whole neighborhood. In the graphic language of the Scriptures, One sinner destroyeth much good.
The better portions of the community every where provide for the education of their children. If they are not instructed at home, they are sent to good schools, public or private, where their education is well looked after. Unfortunately, those children whose education is most neglected at home are the very ones, usually, that are sent least to school, and when at all, to the poorest schools.