Southport telegraph. [volume] (Southport, W.T. [i.e. Kenosha, Wis.]) 1840-1850, 1842-02-01
From the Northern Light
THE TRUE END OF EDUCATION.
BY CHARLES II. LYON,

That the proper end of education is to produce
the equal and harmonious evolution of the faculties
is truth generally, and perhaps sufficiently recog
nzed in theory, but far little respected in prac-
tee. There are many trulsns and cant phrases cur
rent among having reference to intellectual and
moral culture, which, though they have lost much OF
their original force by constant repetition, never
theless clearly Indicative of the general sense OF
mankind, and show that men not In fact as igno-
rant on the subject as they are indifferent.
The true object of all culture is to unfold and inn
prove common nature, to Impart VI gor and acute
ness the intellect and healthy tone to the moral
feelings; to give to all the principles of action their
due development; and, in a word, to impart SYM
metry, consistency and comp to the entire
character. The mode of cultivation, which produ-
such results, is essentially different thing from
the ordinary routine of study, being far more COM
prehensve and incomparaby more valuable. 1t
ought to be universally adopted the essential pro-
cess OF educauon, and should not only precede, IN
order OF time, the course OF instruction designed to
fit youth for a particular branch of business, but
should be as nearl as possible consumated before
the latter is allowed to be commenced. In other
words, lad ought to be educated for life, for its
duties and trials before he is educated for the bar
or the counting house. 1t matters not what shall
be the particular destination of the individual. 1t
Is enough that he is growing up to sustain the rela
tons and responsibilities OF a citizen, and member
of society Let him be trained for this high destiny
first, and for any thing else atteycards. Let him
have the advantage OF that training 'ln which the
individual is cultivated, not as an instrument to-
wards some Interior end, but as an end unto HIM
self alone in other words, in which his absolute
perfection a man, not his relative deXterty as Il
professional man is the scope Immediately in view.
Unhapply, however, this principle Is too often
perverted. The great and leading object of educa-
ton is merged into the more sordid one. The high
and responsible profession of the educator is degra
ded to the business of teaching boys to be men be-
fore nature has made them so--of fitting them for
profession or the ware-room before their mauturiy
of mind has fitted them for either.
There doubtless, very many whose clrcum-
stances in life render it indispensable for them to
exchange at early age the lessons of the school
room for the labor of some remuneratng occupation
and where such necessity really exists it must be
complied with. However much it must be regret
ted, it cannot be avoided. But the is different
with those whose lot is more tavorably cast, and
whose means adequate to the attainment OF an
education in the proper sense of the word. We can
discover no argument, either of expedency, duty
or necessity, for pushing them through hasty and
superficial course of study, and then separating them
abruptly from their books and instructors, and pla-
cling them in contact with the world while their
minds are still rude theirpowers undeveoped their
characters uniformed, and their principles unsettled
That such instances of frequent occurrence
no person of observation fail to have perceived
and we know of no way in which the patriot and
the phanthropis render greater service to
their country, and to the rising generation, than by
contributing their influence to counteract this ten
dency.-hring Institute Tarrytoacn, Noe.26, l04l.