The voice of freedom. [volume] (Montpelier, Vt.) 1839-1848, 1846-01-08
J.F MCCLELLAN, Printer.

innate perhaps change of some of ma
lures IawS-and these cases might COM
bine, in their solution, more exercise of
the reasoning powers-involving the ope.
ration of those laws so lar as the pupils
knowledge Of them extends.
These specific examples are given, be-
cause they may better and more distinctly
convey our meaning Than could be done
by any general statement. Exercises Of
this character, if adapted as they should
be to the capacity of your pupils, will af-
ford you an opportunity 10 convey to them
much useful information, and will be high
y interesting and pleasant. We have no
doubt that by means of their introduction
even allowing that no other ultimate
good were altaned-many reluctant
urchin, who now "creeps unwillingly TO
school," would be induced TO quicken his
steps, and HE to the school>room with
alacrity and delight.
Il is perhaps prevailing fault among
teachers that they take too limited views
of the purposes of education. They Too
often seem to think that when they have
taught their pupils to read, write, CIPHER.
parse, &C., they have accomplished all
that devoIves upon them, and that the
work is done. Now these attainments do
not, by any means, ensure proper edu-
cation. 1t is true they carry with them
a certain kind and amount of knowledge:
but not necessarily any elfectua ability 10
acquire more: and, much less do they
make it certain, that this knowledge,
whatever be lis amount, shall be turned
hereafter to any useful purpose. The
pupil who has mereI y made the attain
men's spoken of, cannot be called educal-
ed any more than he who has learnt that
a horse-nail is drawn out by repeated
strokes OF the hammer, first on one SIDE
and then on the other, can be said to have
learnt the trade of the blacksmith. You
have then much more 10 do than merely
to hear your pupils spell, read and reci,e.
You have to instruct lhem--to communi.
cate TO them from the great book of ma.
ture, and 10 prepare them to CLEAN further
for themselves, from that same book
knowledge, useful and substantial -hnowi.
edge that shall be "enduring as time, and
lasting as eternity"
But the view we have taken Of cduca-
ion, thus far, reaches only TO that branch
of it which pertains 10 the cultivation of
the intellect. In lis iuIl aud proper scope
ii embraces every machinery, agency or
influence which operates in The grand
process of establishing The physical con-
sitution, developing the mind, and form
ing the characIer-in short, moulding
the man in all bis parts, body, mind and
soul. Il aims a, developing and bring
ing forth TO vigorous and heaItLful action
all the powers and faculties which our
Creator has given US. II should Fl! Us
for all the active duties Of coming lfe--ft
us to act we'll our part in "lhe great
drama of human existence" An able
writer, in pointing out the evils Of def
cient or incomplete education. says, led
ucaton in our schools ought 10 embrace
it, if it docs not, the intellectual, mor,l
and physjca! training Of the Young, ali
that makes the man or ruins Tie child
If we cultivate The moral nature at the
expense OF the Intellectual, we make #
| the child a weak, har-brajned enthusiast,
and set him aAolt upon the sea of life.
wi hout sufficient intellectual ballast to
preserve his bark amid the breakers that
surround it; amid the waves that dash
and The temrests that beat. 1t we cult.
vate the Intellectual and neglec, The mor>
al man, we furnish him with weapon
for evil. We sharpen the powers of mind
only that he may be more successful in
enectng mischief TO the community. If
we cherish The physical nature at the
hazard Of both intellectual and moral. we
strengthen the animal and sink the man.
1t is only when children are educated
with reference 10 their three fold nature,
and to the complicated, unerring laws
which govern thai nature, bat they are
righlly educated. 1t is only then that
they are reared up to be Nhdt God in
tended they should be, men OF strong in
eIIec's, strong hearts, and strong hands;
men fitted, trained ard qualified to serve
the s'a'c, the church and the world"
Under this view OF the subject, and it is
doubtless correct one, the devcIopement
and culture Of The physical and moral as
well as intellectual nature Of your pupil,
is 10 be provided Tor. Nature herself,
however, has substantially provided for
physico! growth and development ly
essential and intrinsic laws over when
we have little control, except SO far as
these may be perverted, and the purposes
of nature th@aued BY our ignorance, or
caprice and folly. It's true that you may
direct your pupils 10 such sports and ex-
ercises as will tend TO secure to them 70.
bust bodies, hardy frames, supple joins
and active limb. Yet in the main, ma.
lures own irrepressible prompings are
sufficient for these ends, and the most de,
manded of you will be 10 guard against