The Potter journal. [volume] (Coudersport, Pa.) 1857-1872, 1858-06-24

fuous, but that it is not so, the pre-
vailing ignorance on the subject proves
toe well. In the words of an eminent
man of our own day: "The object of study
ing history is to enlarge and elevate the
mind, to fill it with useful thoughts and
clear conceptions, extended views of hu-
man character and conduct and interest
ing recolleetions of the past" Surely,
there is worthy object. We are con-
stantly reminded that the fatNre pros
perity of our country rests with the
youth of the present. We would ask how
they can be prepared for the trust with
out knowing what has been done before
them. The time is too short for them to
learn by observation, for when they begin
to observe. the time has already come
for them to act. To study the past,
therefore, to learn its wisdom and avoid
its mistakes, seems indispensable. There
may be those however, in the teachers
profession, who care little to look at the
future or study the past with this object
in view, feeling that they have little to
do in the guidance of national concerns
We might speak, then, of the interest
which could be excited in the school
room by means of this knowledge When
class have learned hard and not very
interesting lesson in Geography-have
learned that here is lake, there a river,
and near by town, reward their indus
try, and fix these facts in their memory,
BY telling them what battle was fought
on the Lake, what tribe of Indians once
hunted and fshed along the rivers,
what eminent man has had his birthplace
or residence in the town, or any circum-
stances of interest which may be connect
ed with each. From the history and his
torical literature of our country, we can
gather a store Of facts for amusement and
! instruction.
1t is hardly necessary to recommend
Algebra, as it is so commonly taught in
the winter schools, that the chance of get
| ting desirable situation often depends
upon being able to teach it, and besides,
we find scholars already so willing to take
| it up before they are well prepared, that
at present it needs no urging.
| l know that ip this utilitarian age, the
study of the dead languages is frowned
upon by many respectable men, and we
are urged to direct our attention to sub
jects of practical Importance. Yet we
submit that on these same practical prin-
cipes it cannot be dispensed with. Some
of the advantages might indeed be deriv-
ed from the study of the foreign Ian
guaees of our own time, but not all. We
do not expect every student to study every
language that has contributed to form our
own, in order to be thoroughly acquaint-
ed with his native tongue, yet we may
mention the Latin as entering so largely
into its composition, that one who would
understand well our own language, can
i'll afford to be without a knowledge of it.
To insist on the four years study the col
legiau bestows upon it, would demand an
impossibility Of the majority of our teach
ers, and if possible would, perhaps, be
unnecessary, yet the teacher who devotes
year to it, will probably feel well repaid.
One teacher of our acquaintance has said
that in studying Latin six months he
learned the definitions of more words
than he would by studying Webster's
Dictionary an equal length of time.
We might go on to speak of the excellent
mental discipline which our prominent
teachers assert it to be, but it is our pres
ent purpose to speak principally of imme-
diately practical things. We would also
earnestly recommend what we know some
teachers to be doing, that is, studying the
German language, when they are teach
ing in a district where educated Germans
reside. We might give as sufficient
reason, though by no means the only one,
the multitude Of eases that will occur in
which it may be used, from the large ad-
mixture Of Germans in our population.
We would also urge upon every teach
er as early as possible, to become well
acquainted with some work on intellectu-
al Philosophy. If it is important to un-
derstaud the structure and functions of
/ the body, it is certainly essential that we
should understand the functions and pow
ers of the mind. 1t may be of use in low
eriug our conceit, and showing us how
little we really know of the mysterious
principle we call ourselves, yet teaching
us to apply what we can know to some
good purpose. Perhaps there is nothing
taught in our Academies that will give
more real preparation for lie, than the
discipline and knowledge that will be
gained by thorough training in this
branch. From the subjects of which it
treats it must necessitate close thinking,
while many of its facts and truths are
such as every person assuming the re-
sponsible station Of teacher should under
stand. Those having the culture and di-
rectiOn of the young mind, should under
stand, not merely the practical hints
thrown out in newspapers and school
books, but the philosophy of the mind as
| taught in scientific works. He will then