Fremont journal. [volume] (Fremont, Sandusky County [Ohio]) 1853-1866, 1859-04-08
Mistellan&0Ms.
LEARN TO THINK.
An Address Delivered before tho
CLYDE TEACHERS ASSOCIATION
At ciuds, March u, 1859. By G. W. H1tANp, A. B.

THE human race aOM be educated If
one class does not act as teachers, another
will, and if :here is dearth of instructors
men will become their own teachers. In
fact we are all teachers and learners. We
are beings Of such nature that we cannot
help but learn. Though we should try not
to know, to be ignorant, we would signally
and utterly fail. We arc not blockheads,
not one of us. The assertion that we are,
is huge slander.
Since, then, it is the stern edict of fate,
from which there is no appeal, that we can
not avoid knowing something, there is but
single choice left US, namely, what shall
we know. Shall we learn that which will
be useful, that which will elevate, or that
which will degrade, and bring in its train
that unfailing consequent of degradation
misery.
| say all men will be educated, Just as all
soils will yield produce. He who passes
| through life in careless manner, coming in
contact with those who possess but little
knowledge, less refinement and a great
scarcity Of morals, will give indication Of the
company he has been in. Like Peter, bis
speech will betray him. Still he will be
educated. He will have learned some things,
and that is kind of education. His will
be the soil which produces thorns and this
ties and weeds. But he who gives heed to
that which is excellent, yields elegant fruit
and enriches the market of literature.
What then shall we learnt 1t is we'll to
understand Mathematics and Philosophy
and Language, and Bellies Lettres, but some
thing else is necessary. Upon these sub
jects You have been in the habit Of hearing
more or less. have chosen as the subject
on which l will address you, the following
Learn to think.
Certainly NO kind of learning can be
more important If little scholar does
something which is wrong, something fol
which you reprove him, how innocent
ly he replies, ~ did not think" He here
by acknowledges the disadvantage which
has resulted to him by not thinking. You
feel it your duty to train him in such way
! that be will understand what he is doing
that he will remember; and when you have
accomplished this, you have done some
thing Of note. If an act is done which il
injurious, and which seemingly might a'
we'll not have been done, we immediately
characterize it as houghtleSS.
1t is true, knowledge is food for thought
and in thinking we acquire it. But the idsi
| wish to impress is this, that if we can ed
ucste in such manner rs to teach the you'll
to apply their knowledge to seek for more
not to lay it up as something valuable, which
they are delighted to possess, as tho mise
does his gold, instead of sending it out in
to circulation, then, indeed, will we have
accomplished something wcrthy of th'
name of education.
To learn to think should certainly be on,
of the great objects of life. How man,
never think, and take for granted what i
told them by those in whose opinions O
yeraeity they have confidence; or if the,
do think, il is upon something which force
itself upon their attention, into whose msr
its they never enter seemingly do not car
to investigate. They look upon the rain
bow, but do not know anything about tn
refractiOr of light, do not know that tha
beautiful object is pictured upon the reiin
OF their eye, do not SO much as know tba
they have retina.
The illiterate housewife knews that tn
freezing Of water, isto ice will crack th