Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1858-03-04

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the most successful teachers go farther, anC
make the student delineate upon the board
or elsewhere, the outlines, forms and relative
location of the various objects connected
with his study, and thus calls into active
original life every faculty of the mind necessa
~ to complete mastership of the subject
If he would make him good mathematician
he does not rest with mere exposition of the
rules and formula of the science, but he puts
him at aeOrk, eompels him to develop his math-
emematical talent by the reasonable exercise
Of its own powers. In short, we see no one
without putting them into the active practice
of those things he desires to teach
! The parent, therefore who would make his
child benevolent and kind, must do something
more than exhort to kindness and benevolence.
Objects of deSttution aud want must be pre-
sented and the habitual bestowment of kind
ness and charities must be required, in order
to call into activity, and properly develope
those feelings and attributes in the child. If
he would make him weak, tired and indolent,
he should permit him to encounter no opposi-
tiou-attack no formidable Object-overcome
no obstacles which may be in his way, whether
they be physical, mental or moral, and the
end is nearly attained. But would he, on the
contrary, have him reSolute, perSeyering and
energetic, he should put the axe into his hand,
end let him attack the forest, whether the ob-
ject he encounters be the literal forest, or the
, tremendous growth of wickedneSs and error
| in our land and suffer him never to falter at
any undertaking, provided it be worthy and
/ attainabe.
| Thus the feelings and sentiments are edu-
Gated ; aud thus We see why the mere preach
{ ing of those things accompliShes so little
! There can be no education or human develop
meut. without entering into and doing those
| things which We desire to have done as the
result of education.
| The intellectual faculties constitute but
! limited part of the human mind and We will
all agree that it requires the proper and har-
monious development of the whole to consti-
| tute model man. Why, then, should por-
| ton of the mind be selected and made the pc
! culiar and exclusive subject of education As
/ well may one hand be taught its handiwork
| and the other laShed powerleSS to the side
With as much proprety might the young
mathematician be taught division without muI-
| tiplication. In fact, it is not unlike society
with one half its members thoroughly educated
and the other half groveling in the grossest
! ignorance All the anomalies of such a socie-
! ty may be seen in one highly educated, lci1ked
1 briiliaEt, unscruPal0us man.
| How many thousands are turned out of our
| schools, educated in the popular sense yet
without energy or efficiency in the world =
! or perhaps with great executive powers, but
all uncontrolled and undirected. We find
nothing in the human organism, either mental
or physical, but is essential to virtue, prOSperi-
/ ty aud happiness Those prppensities of the
| mind which Phrenologsts tell US lead to vio-
/ lence and crime are but the uneducated and
uudirected motive powers of the man-powers
| which constitute him an executive being To
encounter opposition, to combat error and evil
and overcome formidable obstacles in estab-
| fishing right, truth and justice, are their le-
gitmate functions, and when educated and
| trained TO that end in common with the intel
! lect-lead to those results and to none other.
| The highly finished engine with its Kissing
| pressure of steam is noble machine and is
regarded as safe or dangerous, good or evil
| according as it is guided in its onward course.
| If directed by the engineer and the track on
| which it is to travel, but little fear need be
entertained as 10 the amount of executive
| power it NAV carry-the more, as general
| rule, the better, and the greater amount OF
valuable labor it will accomplish It's speed
aud power is then regarded as the test OF lis
usefulness, and of the triumph of its manufac-
/ ture. But let it run wld-undirected by rail
or engineer and the evil it may do is incalcula-
| bic Then, the greater amount of executive
power il may possess the greater the calaul-
! itv Is il not so with man Youths are ed
ucated in the arts and sciences-the machine
ry is polished and highly finished in many OF
( its parts, vet the passions and feelings, which
prompt to action, remain uneducated-the
propelling powers untouched By looking
! abroad upon the world Of humanity We can
see many sad calamity which has resulted
therefrom-
! Martin Luther NAV be regarded good ex
ample of strong, vet we'll educated and wei
disciplined executive powers de early learned
to combat error, TO strike well directed blows
at religious tyranny and oppression. 1t was
not his intellect that made him great, and en-
abled him to accomplish so much for religions
freedom Melancthon, his compeer, was far
his superior in intellectual endowments I; get
he accomplished comparatively little in those
struggles He was without energy-lacked
executive power-faltered at slight opposition
.-disliked conteution, even for truths sake
vet all he spake and wrote bear the impress ot
scholarship and intellectual discipline Had
Luther's strong combative powers received a
different impulse-had they been differently
educated and trained in his youth, he might
hare been pugilist and MeIauethon with
ordinary intellectual powers, combined with his
almost total want of executive power, would
have been dolt
We acknowledge it difficult 10 adopt any
well figested systen for educating the feelings
1 vet we are, probably, not aware of the great
amount that NAV be accomplished, even with
out such system But little has heretofore
been done because but little has been tried