Randolph County journal. [volume] (Winchester, Randolph County, Ind.) 1855-1862, 1859-01-13
Great Ends and Aims

serious consideration about the ends
and aims Of life. In the beginning of
life, the present enjoyment of a world
perpetually unfolding new wonders
and fresh delights makes the view OF a
fare off future and the thought of its res
possibilities of labor, a severe task
y child's future is made by carrying
to completion in the higher heavens of
Imagination the arch of the rainbow
Joys begun at its horizon. Who that
in childhood struggled with the twin
difficulties OF a treacherous memory and
dreary disgust while learning the first
question and answer of the old West
Minister Catechism was ever reconciled
to the task by the explanation OF its
far-reaehing truth, that the chief end
of man is Ito glorify God and enjoy
him for evcr?' 1t was TO him mans
strong meat forced upon chiId's ap-
petite.
Later in life wise man can not
elude the problem in some form. a
teacher meets it constantly. For what
harvest is he sowing seed in this
spring time? Whittier tend these po-
lar-currents, these gulf-streams, these
equatorial tides of the unsounded ocean
of life? i do not envy the man who
can sit at the teachers desk day after
day and see the innocent faces of youth
and even dull or shame-stained faces
turned toward him for instruction and
guidance and correction without the
frequent recurrence of such thoughts.
He is hireling. and not a true shep-
herd, who can forget that there lies an
eternity before each of these little ones,
and that hc daily sends forth Influences
to affect them, he knows not how long
nor how deeply. His intercourse with
them is no trihe Take heed that We
dcspise not one of these little ones; for
| say unto you that in heaven their
angels do always behold the face of my
father which is in heaven"
1t is mistake to suppose that no
influences are religious ones but those
that arc popularity so named; and it i,
a greater error still to think that a
teacher has no religious influence upon
his scholars because he obstains from
the themes discussed in moral philos-
ophies or preached upon from the pull
pits. The whole doctrine of the ends
and aims of life, actual and proper, be-
longs to the domain of religion; but it
also belongs to the teacher. TO arouse
the minds of his pupils to their best
activity he trains them TO ask or seek
the reason of everything; and if the
pupil is to ask the why in arithmatic,
grammar and geography, shall he not
also ask why abom these studies? l.
there no final reason for education it
self? it is sufficient reason for so
rnuch labor that the parent sends to
school and the teacher directs the
course? Every teacher, either of pnr-
pose or incidentally, sets before his
scholars the reason which should ex-
cite them TO study; he probably cx-
cites them with mention Of their rar-
cnts' wishes, their own pleasure in
knowledge, their love of fame and APP
probation, their love OF the power
which knowledge gives, their desire OF
wealth which learning and education
may help to gain. He alludes to these
from time to time in his daily inter
course with them, and what is mos,
prominent in his own mind is insensi-
bly, so presented to them. But if he
is man of higher aims than the use
and fashion OF the time and the earthly
treasures which perish with the using
though he may guardc lily use these
motives, it will be manifest that he
proposes for himself and them no les.
ser ambition than growth to the full
statute of perfected manhood-that in.
heritance of the sons Of God which is
the aspiration of noble men of every
creed and nation, and the final end ol
humanity itself The great apostle,
as he stood on Mars's Hill, found q
theme in an inscription on a solitary
pagan alter. and reminded the Athcni.
ans that their own poets and called
men the offspring of God; the teaches
has the world before him, the book o'
nature, and from every leaf may read
inscriptions bearing the same lesson
and stirring the hearts of youth tc
sympathy with the divine character
istics Of truth, and goodness, and
beauty.
, l. The Obvious and primary Object
f ofeducation IS the acquisition of knowl
E edge. He who has knowledge in Sc
Q far is more like the Omniscient than h,
o who has none. But knowledge deal
e with truth, for truth only is the objec
. of knowledge. There is force and sub
Unity in certain definition of truth