Martinsburg gazette. [volume] (Martinsburg, Va. [W. Va.]) 1833-1855, 1845-12-04

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END or EDUCATION.
The end OF education is twofold, specl.
&c and general. Il isa great mistake
made by mos, parents. thai the specific
al ne IS regarded, while, the general, by
Tar the most important ofthe TWO, is quite
lost SIGHT Of. By specific education.
| mean that which prepares ior some def
Mite purpose or business; by general ed
ucatlon, that which dsclpines and deyel-
opes the whole mind and character. with.
out reference to any particular pursuit.
We know that is is very natural, that per.
sons engaged themselves in practical pur-
suits, aud without the thorough discipline
oflnind whieh general education imparts,
should regard alone as necessary OF lmpor-
taut. a preparation for some particular
occupation TWAS, perhaps, all they pos.
sessed, when starting in life, or il they
were so unfortunate as not 70 possess that
idea, j, has been all they have ielt the ne, d
OF in their business Transactions; The gam.
ing Of a livelihood. the acqusiti q Of
wealth, and respectable standing IN socie.
| ty. Hence the inference that il is all shat
IS necessary for their children. We hape
in the course OF our remarks to show, that
this is mistake, and that the end Of edu-
cation is not to make mechanics, or mer.
chants, lawyers or diyines, but men first,
out Of which either can be made as it NAV
suit individual, taste, or, capacity, and
without sacrificing or compromising the
nobler attributes OF the man.
The source of the very common error
we aforementioned, lies far back and deep.
1t IS an error ofjudgmen., mistaken idea
both of the nature and destiny of man. Il
seems to take for grained, that his capaci.
~ is narrow and limited, and his chief
end merely worldly success in life. If
this were true, the prevalent notion would
seem more cons sieni and correct, but il
not, then surely most erroneous.
Mans duties in whatsoever capacity or
occupation 10 lie. are many and compl.
Gated, and his alI-wise Maker has endow.
ed him with adequate capacities therefor.
But il is Ger part TO educate these capaci-
ties, to bring them out, 10 develope and
nurture them, else they are as il we pos.
sessed them not, and many OF the duties
naturally assigned US, by the rank we hold
among created beings by our relation to
one another as members Of society and as
brothers in the great human family, and
by our dependence upon our Maker, re.
main unperformed. Our destiny is not
limited by the narrow horizon ofthislii
No merely worldly success, or the gain.
ing OF wealth and the praises ofthe world,
can satisfy the infinite desires Of the soul.
1t yearns still for something higher, pobler,
Tar beyond the vision OF the bodily eve,
and if it be not raised TO the attainment OF
this, as il were, on pinions o. power and
holiness, it must forever fall short Of its
destiny, and be miserable.
The view we have here taken OF the
capacities and consequent duties and des-
tiny of man is the only true index Of what
should be his education. 1t should be
what the etymology Of tie word l.self ex.
presses, bringing om Of all his cspac.
tiles. II creates nothing, but it should
deveiope, strengthen, elevate, not any
one faculty for some specific purpose, but
all, both of the head and the heart, that il
may exhibit man OF good proportions,
and OF full stature, such as God intended
be should be.
By unfolding all our powers equally,
we impart weakness TO no one Of them,
but each in its individual capacity is stron-
ger than il developed alone. So greet 10
their mutual dependence, that like chill
dren Of the same family, no one siDgly
can be greatly advanced or separated as
it were from the others, without doing
violence to nature and weak ening their
united strength and harmony.
But we are told 10 make all men phi.
osophers is equally absurd and mpracti.
cable, and not at all to be desired. Why
absurd? Have we aot all the same pow.
ers, il not in degree, at least in kind Why
impractical If we keep the proper
balance Of our minds, by an equal devel-
opment Of all our faculties, are we not al.
ready better entitled to the name, than
many fthose who have claimed IT Why
is i, not to be desired eitherl Should we
not by all means wish in the midst OF LIES
many and urgent duties to take so high
and commanding stand, that we may
perceive all clearly and fully understand
their nature and import What do We
not Individually what does not every
community what does not the world and
humanity, suffer from specific education,
from its consequent Iiitleness Of soul and
narrowuess of thought; from partial and
Iindstnct gIimpses of our numerous rela-
tons, and mere birds eye view Of our
whole duty
II was my intention to make this subject
a practical one; to present il TO parents,
who have children TO educate, in such a
light, that they may see its true lmpor-
lance, and at the same time be led 10
think upon it, and apply the principles
| which IL surpes,s IN the education OF their