The Ottawa free trader. [volume] (Ottawa, Ill.) 1843-1916, 1849-04-13
For The Free Trqder.
Education.
No. W.


No. ".
Having settled these great questions
the nature, the end of education the ma
ture, the destiny of mind-the teacher, if
himself educated, is prepared to proceed.
With this preparation however, he will do
so, with deep, an abiding sense Of the
greatness of his work--of the fearful re-
sponibislity he inctrs in entering upon it.
The child has power, but it is undevel-
oped; to considerable degree, it lies dor
mant. lie must be aroused-must be "a
Weakened 10 sense of his own capabilities
and responsibities-must be melted to
iove of exsriion for, the intellect, like the
body, in order to acquire strength, must be
exercised. The teachers business is not,
then, as many seem to believe, to do the
pupils work for hunt is not to make it
easy. a more responsible-a more labori-
Gus work belongs to every teacher: ii is,
to arouse the energies Of his pupil, to maxi
him capable Of doing his own work, to make
him love to do it; it is to direct him what
TO do and in what order. There is no pro-
iession of which more inadequate and in
correct views are entertained by the teach
ers themselves, and by the public general
ly, than that OF teaching. There are schools
for the training aud strengthening of the
muscles and sinews. Who supposes that
the instructor in these is to perform the ex-
| ercise for his pupil? There are schools all
| about us for teaching the mechanic arts -
| is the master workman in these to do the
work for his apprentices? Nay, those pro-
| iessiOns are better understood. All know
that in this way, the end, for here at least
an end is seen, could not be attained. Sois
it in the intellectual scl,6ol: there an end,
the greatest, the most glorious is to be at.
tanned; there mind is to be trained and de-
veloped, and this can be done oniyby exer-
else. Another perhaps more prevalent err
ror is, that education is a process by which
the mind is stored with tacts. Many pa
rent-may we not say majority inca
sures the improvement OF lis child, not by
his actual growth, not by the strength he
may have acquired to think and act, but BY
the number OF facts Of science and of hsto.
ry which, farrot.like, he can repeat; and
without clear thought and independent, cha
racters, affected too by popular opinion
many teachers, perhaps a majority, fall in.
to the same fatal error. In this superficial
world Of ours, that which makes the great
est show is apt to be esteemed the most
highly. ltrequres less labor, less persever-
ance, less talent TO elevate the memory than
| the reason, and the fruit Of the former is
sooner and more pa pably apparent to com.
mon observation than that of the latter
How strong a temptation is thus set before
even the teacher who understands his bu
sinesS, it is needless to attempt TO describe
] pf ia ~ 10 al
are making hitter complaints that their son,
and daughters are SO little fitted by thei,
school education, Tor the duties and bust.
ness Of life, that their education is of so lit.
tie practical service. Their "educated'
daughters cannot make out bill or calcu.
late the interest upon a note, while the
woman who, without school. education has
been thrown upon her own resources. can
do this and far more difficult things. Even
! the educated son, called upon to solve some
mathematical difficulty for his father, or tC
explain some chemical or botanical princi.
! pie, is obliged to consult his book and there
not finding the specified thing required, fail,
to give any satisfactory solution, aud the
father is obliged TO reSortto his own knowl.
edge, which though it may be more limited
Is, at least, more certainly his, and which
above all, is disable. Thus is the culture OF
mind brought into disrepute and science in.
'Jurci by its profesSed advocates. In the
light of our subject, n little reflection vii
show where the difficulty lies. II come,
from the employment of unqualified teach
ers, or IRON the lack III devotion to thei
work ofqnalilieh ones, from false and in
adequate views of education and life.
Science is not the end of education, i
derives its importance from this: that tn,
study of It is calculated to strengthen AM
.devclopc the intellectual and moral nature
lit then is the tool in the hands of the teach
err, by which he is to accomplish his noble
purpose. Science is useful. is beautiful, il
'interesting-the labor to acquire, to maste
1t, still more useful. As far and as fast a
possible, the pupil should be led to see this
thus will he be incited to tore tabor an,
to love science. Nor should the teache
stop here ;-science acquired aud the min,
strengthened by the acquisition, the forme
should be applied 10 the business Of life-bt
made practical; the mind should DO direct
ed into the right channels that il may fin,
truth and be melted to the performance .
duty.
Dim'y, imperrectly, it Is true, yet, w,
trust, truly, the end and general plan o
school education has been sketched, tn,
particular details by which this end is to b,
attained, the writer cannot give, probabl,
no one can. II is a desideratum still to b,
attained; tits one ofthe greatest question
Of this or any other age. Teachers who ar,
fitted for their high vacation, who are con
scientiolis will ponder It and daily an,
hourly seek for light and wisdom that the,
may. IN thei, practice, decide this question
Alright. Statesmen, philan'ropiss, especial
" Christians, will seek for light upon It
They will not, without examination, res
satisfied with the prescribed course Of lhi
college or that seminary, but will study IN
nature Of mind, The end, 70 be sought afte