Rutland herald. [volume] (Rutland, Vt.) 1823-1847, 1845-03-20
20, tie Herald
FRIENDS OF EDUC ALTON THOUGH.
OUT THE STATE or VERMONT.
Do, lie Hrrrld

by jasiire 10 publicly express hong ch,r.h.
views. with regard 10 a subject Witch. with
one exception 10 second 30 none IN isnp,,
isnce, and In which ell are MORALLY hound TO
fee deep interest, and not only feel iaier.
eIed, bot 10 make proper use oi al such
means a. will have q tendency TO check all
evils which NAV exist to lie detfiment and by
a Judicious management, place II ON that
footing us merit demands
refer TO The subject OF Education or mors
property perhaps, re art Of fsscA,rs, aud
learning a. nj pteseo, conducted IN our
schools and semioarcs Of learing
Few subjects" say, Professor Stewart,
"are more hackened ,hHn that OF Education
and yet there IL none upon wlrtch the opin
ions OF the world are sul more divided
nor 10 this surprising, for most OF tho,
who have speculsted tnost concerning i..
have confined their attention chiefly TO Incl
dental questions about tho comparative al
van,ages Of public or private instruction. o.
tho utility OF particular Languages or SCI
eIces, without attempting previous exam.
nation OF those faculties and principles of
The mind, Witch II IL The great object Of FL.
ucau0n to Improve Many eycellrn, de.
tached observations both on the inielleotusl
and moral powers are TO he collected from
tho writings Of ancient md modstn suthots,
but do not know that In any language. an
attempt has been made to analiyo and Illus
irate the principles OF human nature ia order
to lay philosophical foundation for their
proper culture. And adds the same auth.
or, II ihe business If carly cduralion was
more generally understood, u would be less
necessary for individuals when they aItye
al maturity 10 form plans OF Improvement Tor
themselves "
II Is not out design 10 enter into a meta
physical tlsqui>iiipn on the pcruliarhies Of
The human mind, but merely compare few
of the established or known laws NJ tn,
mind with the present mode OF teaching and
learning, and thereby - 6rsi, expose a lew n
the many errors, IN ihe present system Of
educulion--,tcondiv, refer to the owl conse-
quences IN society aiisinC out Of such errot.,
and-hfrdIv, propose q remedy ar nj lcas,
offer few suggestions which ayhavo y ten
dency to call forth attention to the subi.ci A,
order that an efficient change may be effect
ed for tho better. In doing this our object
VIII be the AovAscEMHsr TO 0RtATkR DG-
onrr oV rrRytcrIoN, SUBJECT WORTHY oy
QUA usir I'd ErrutTs
| Educ alton IN II, literal sense 10 nothing
more nor less than the cui,ivating OF the fac
ulirs Of the mind. ! VIC attempt 10 cuhlvaie
or improve tless f,culties il drooi opposi-
ton I" It's known laws 1t IA worse than labor
/ l'SN TOT We nave occupied It's limo 10 tho
detrimcnt OF those things OF Importance with
which /, might, 10y giving thi, lime thus
thrown away have received suitabIs and las.
ting Impressions
with regard To tho known laws OF ,hs
mind to which VIC have referred above.
lh"ro Is mono better established by plIo,o.
phors who have studied intp It's ptculi,ri.
ties or laws, than tina, Two or more .rhlorr,
cannon enrsre tho Alteration ~ $50 o....I a, tic
sam" uWf. Ana IA "oGhr. iiJH with ihi,
there - another law otpialiy o., well ey,ob.
lishcd, which IL That in ofdor that , Last
. ing impression he made, tho attention ofiho
n'nI Is absolutely required, and tho lmpfe.
SION mndo and received depends upon the at
! "n'l"n gwen. INC facts; 10 one arquaint-
cd wIlh their own minds, will presume Ia dc.
ny heause ihey are facts derive from IA,
expense Of every mind and are as lmmulabl,
as the mind itself Admitting them to to
true we derive The following conclusion -
In order that the human mind mayre iudlcious
ly and properly cultivated 10 the hes, adyar-
tnge, II /, absolutely necessary that but n.
subject he prescribed lrt It's examination at
time, and ihls subject whsiever It NAV be Pa.
Kept before the mlnd until the mind has
h'ienl lime 10 take cognIzance of its pecul,
III s% merely receive lasting impression.
Let US nav examine and see how u,es,
idCts harmonic with the present manuef a.
teaching and learning, or IN other words see
" 'he present system ot educaiiou-..If system
II may he caled..-ls based uDon th.xa
known ldws--.and perhaps NO cannot d.
tbs IN any better manner than Ia examine
briefly the history Of a modern "llberally ed
ucsied scholar" We End him a, The ace OF
three years sitting upoo a district scho.I
bench OF rack where he has been aent by hi,
sagaeious and kind hearted psrsnrs thai rhey
may get rid al his noise al home Da,
aiiet day. week alter week and month sGer
motth, he repairs 10 his accustomed seat
The year rolls round and bunQs 40 the par
rents the joyful news that lbeif danInY ba
actually learned in a thorough manner l3.2l
Of his A y Cs Another year 2aSres over
his head and he has sLcceeded IA mas
tefing all 10 Il THIS 10 some may no
pear an eNsgpsfaiion, but the history OF ma
nv Of our district schools will ven(y It's ruth
\ Iudiclous beginning, Indeed this may be
considered where our own experience tell.
US that II Ihis Same child had been placed
IN company with twenty sill playmates, all
enllre strangers 10 him lac would have been
hpIe ~ The space Of Two weeks TO have dir.
linguishsd each by his own proper name -
lime rolls on year after year, lie lpitsfs Ia
the school room, psff>>Sas his dailytask, and
longs Tor the hnuf when A--,rrW IN be out
Twelve years pass by and our hero having
learned TO read aud spell IN a certain man
ner, we Ind him on ia way 10 The winter
schools atchel ~ hand,and hled'~ III. What
We VIII enter the school rnom with him and
examine -, conisHls. nd here we hrd f.
yauely, Arithmetic. Grammar, Geoaraph,
Reading, Wrting and Spelling only siI
different branches Why in the name Of
common sense so loNg ns Tho fact /. eyiden,
that I've has got 20 Epend his time ~ the house
during the winter, dDes he not have Twelve
or fourteen more studies Csuainly II mus,
he foT one or two reasons. either he consid-
ers that his mind "a hunan, and therefore hs