American Lancaster gazette. [volume] (Lancaster, Ohio) 1855-1860, 1858-07-08
For the Lancaster Gazette
EDUCATION, NO. |.

While it is claimed that the present is
an age of progress, it may, also. be assert
ed, that 10 no previous period, has knowl-
edge been so universally difased. 1t is
true that past records boast Of their orators
and scholars, OF their statesmen, and ath-
ematiciaus, but it is equally true that the
same record reveals the contracted limits
of their knowledge, AMI the blind ignor-
ance of their masses. The academies in
which were educated many OF the disilng-
uished ancients, displayed no more taste,
or mechanicism, and possibly not half the
scientific structure Of any OF our good dis
trict school houses. Aud it may be fur
ther remarked, that the teachers who
taught them, though they encouraged Ge'
ometry and the classics. were not so well
versed, either in the tact TO impsrl, or In
the true idea of Education. as the princii-
: pal Of any clever Union school. AT that
f period, also, tbeidea prevailed that none
9 but the sons Of the afauent and nobility were
) eligible to the advantages Of learning, and,
: hence, il was but the f,west few tnat ever
: entered the labyrinths Of science; while The
mass was doomed to grove in the mos
d meagre attachments. Thus we observe
g that the aucients, neither understood thu
,S object, nor the true meating Of Educa
IN ton. But upon this last idea, let us dwel
r a moment. Let us see, if aOe, AS teacher
E and educators, yet understand the tru
20 meaning of that word. AS Americans W
of all agree as 10 the object of education, an
n unite in the idea, that upon the intell
I'd gence Of the people rests our hops for th
perpetuity of our political. and religion
~ institute ms; and that the common schools
a that miniature Republic, is the natioh
,es great bulwark. But We do not show, no
he have we ever shown, as teachers and cit
" zens, that we understand the trus meanin
Of Education. Let us a1duce few il
lie stances Of the opinions concerning the in
err port Of the word and then comparing the
az, ,ne with tie ,frgo import, see where th
'jTo stand: ..r.r
,ile lst. The mass suppose Education
eS- consist in being able to pass through
curriculum ST books as used in the comm
VI schools. Such an attainment, of copr
,ell would accomplish for the pupil an idea
ks, reading, writing simple computations,
eir cal geography and grammer, With a
me tie assistance, be can write deed, k
;nr T an account book, give note forms, reck
the the interest on his neighbor's money, a
lins tell the amount be should receive for
re- produce. These attainmeuts then DIR
from the. community, the expression, ''su
oa' %, man.is good scholar" "such 2 man
Of good education"
ical end. Another class suppose that E
ION: cation, consists in what We have enum
ara ated above; but they are willing that
w. ~, requirements shall extend farther. Her
il man present diploma from some
lege, or evidence of having spenta Sc
tho of years at an institution, he is conside
wov man of learning and the appslla
tho "schoI!ar," is Of frequent use.
[ohn 81. The majority Of our teachers and tt
,oro identified, as educators suppose, that 1
hos cation consists in leading the pupil thro
,orss the routine, the ipsS dirit Of the autho
.,, al Hence, teachers suppose all is accompl
f the ed, when the questions in the book
wear been answered by the pupils. The ?
80 thinks so too, and the parent is wouderl
'o'e' ,, elated at the seeming progress Of the
had. nil. ADONI
no --