Nebraska palladium. [volume] (Bellevieu City, Neb.) 1854-1855, 1854-10-18
For The Palladium.
ORIGINAL PAPRRs on EDUCATION.

upon winch society ln as present form D.
based, will find much that is Justly liabl,
10 condemnation. Self love unfortunate.
ly predominates TO such an extent, tina.
man through love of gain, c~upidity and
a%varice, will sacrifice the better and hoIier
impulses Of nature, that pride, vanity and
Incidence may be gratifed at the expense
Of the practice Of the virtues. Men form
society, and society POUNDS government,
and government enacis laws to restrain the
vicious, and control that moral deprayity
which developes itself in acts injurious 10,
and subversive Of the general good
How far the object sought 10 be accom-
plished Ivy the enactment Of laws is attain
ed, let the present lamentablo state OF
he social condition answer.
It's no Goubttrue, that man is imper-
feet, and perhaps the deduction is also Ie-
gitimalc that, that which is imperfect can
not produce perfection. Admitting this,
it is nevertheless the duty Of men indivi-
dually, and Of society, so 10 improve their
and its condition, as that crime may be, if
not totally eradicated, at least TO sucn an
extent diminished, that the intercourse be-
tween men may be elevated and based IN
realty, upon principle--that the sentiment
called honor may be cultivated in lis puri-
ty and that the virtues may be established
as the basis OF our acts and dealings with
each other.
This brings us 10 a brief consideration
of The method of education now in prac.
tlce generally throughout the social orga-
nization, and this too in the midst Of the
boasted wisdom, and very extensive in
crease of knowledge, with which the mid
die Of the l9h century has surrounded
us. The impression entertained by The
generally, on the subject Of edu-
appears TO be that it consists Of
knowledge derived solely from books
Patrick Henry tells us hat we can only
Of the conduct OF man, in the fu-
lure, by what he has done in the past; 50
can only properly understand the OPT
nions OF men on particular subjects, by
heir acts in relation 10 those subjects
Tue prevailing practice, therefore, in the
education of the pupil, is, 10 send him TO
as good a school as the country can pro-
luce; the best authors of books, and the
teachers are selected and the fond
parent fondly hopes that his son will take
! position in the front rank in the army Of
earned men, who grace or curse the world;
unenlightened conscience is lulied in
o q%uiclude by the e%xultant idea that he
las thoroughly and faithfully discharged
MS duty; and in a ripe old age he goes
10 slum%r in the tomb, the truth for
moment never having dawned upon bis
that he has thrown into being q
park, that may go out, or that nay kindle,
nd burn, and destroy TO in6nily.
Webster in his unabridged Dictionary,
the term Education thus: IL iuca-
ion-The bringing up Of a child. i~nstruc
ion, formation of n Education
.omprehends all the series Of instruction
nd discipline which is intended 10 en-
ghteR the understanding, correct the lem
er, and form the manners and habits Of
and fit them for usefulness in fu-
ire stations How far the present me
nod of educating youth, runs parallel
it'll the above definition, it will be the ,
lject Of these papers TO show ; and also
point out what further duties not desig- q
ated by the above author, still remain in
lmbent on parents, guardians, and the i
up Of children. The practice of I
ie world does not extend beyond the Sc |
proposition contained in the defni-
viz the obstruction" Of children in
le various branches Of knowledge. The s
formation Of manners" and that "~series
instruction and discipline intended to 4
the understanding, +" receive from
lie great mass Of mankind but little or-no
.iention. Deeply absorbed in the great 7
of gain and accumulation, most
alters relative 10 the ultimate benefit of
ieir offspring, are too trivial 10 receive &
Ieir attention. Occupied as they are with a
ie great idea Of acquisition, the great fact
Eases 10 be remembered, that they are a
onward 10 the grave, and that, v
e Union and those Institutions, and the +
Of which they are so proud, are u
passing over to another generation,
whose capability to perpeiuate which, 7
ey nave never for a moment thought ,,
hese facts, | think may be traced to no +
titled determination 10 disregard duty, +,
It rather 10 a misconception Of what du-
is. Because every man no doubt wish G,