The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1860-11-10
educational.
For Jhe Cecil Wig.
Teachers Assoc Ia lions.


can more worthily occupy the thoughts, or
call into action the energies Of our citizens III
their individual and social capacity. The
cause Of education is enphatically the cause
Of the people. It's importance transcendS
and ovcrshadows that Of most, if not all
others, which fail within the scope of iegisla-
tive action. 1t is identified with the cause of
morality and religion, with the true glory and
prosperity of the nation, and with all the most
important interests OF society.
That we Of Cecil county may have share
in the grand and triumphant march ofchristian
education, and that we may not prove rccrcant
20 our important trust, earnestly submit to
public consideration the establishment of a
Teachers Association in our midst, and beg
leave to address few predatory remarks on
the aim and object Of the same.
The main object Of the Association, as it
presents itself to my own mind, would be to
blend the principles and practice Of the
scholastic art into a system of instruction
adapted to the wants of the people, and to
elevate the Teachers profession to its proper
standard.
You may call the Improvement and clcva-
ton OF the character Of the professional
teacher sclf-respect. But is it not a respect
due to one of the most useful and important
cmploymcnts in liici
The value of education has been admitted
The difficult and arduous task of teaching has
been acknowledged. Yet for years, aye, for
for centuries, the qualifications of most
teachers have been low their occupation
looked upon as obscure and humble, and
their tolls have been unrewartlcd. The
establishment of this association, with its
periodical meetings for the purpose ofdcvisng
new means for increasing the useful ness of
teachers. is an enterprise worthy Of the cause.
and deserving of the highest appreciation and
encouragement from the community. 1t is in
accordance with the spirit of the age. and, if
properly appreciated, will help to wipe away
the reproach that has been cast OH the so ca He'd
higher scminarics of education, both in this
and our mother country, viz: that they alone
are standing still whilst everything in society
around them is moving on rapidly in the
career Of Improvement.
The possession of knowledge does not
always carry with it the faculty of commune
eating it to others. For this reason the best
methods for practical instruction should be
the subjects of discussion in the doings of
the Association. What avails the refined
intellect and splendid attainments of a teacher,
il he have no talent or tact for communicating
his knowledge?
We greatly mistake in surprising that the
attainment OF knowledge is the only requisite
ola teacher. His ability to use his knowledge
to advantage is no less important than is his
attainment. The criterion of merit should
consist. not so much in what he knows, as in
what he can do. He should be able to impart
his knowledge to others. He should have
aptncss to teach. lie should know both hour
and uhaf to teach.
In carrying out the system, of instruction
here recommended, ii should not be forgotten
Tor moment by those isho are engaged in
this important task: that the object of educa.
,ion is mol merely to amass the creates: posi-
BILE amount of information, but to dcvclope
and discipline the intellectual and moral
faculties Therefore. to collect and diHuse
information on the best modes of instruction,
the best methods of discipline the best
selections of the best books. should be one of
the most prominent aims of the Association.
The prevailing systems of cducation in
most cases, are calculated to burden the
memory with mere facts, and hndefincd terms
and rifles, of which the proper application is
but inpeltectly comprehended by the learners.
This defect isat war with the spirit of the age.
which is to probe to its Utmost depths every
subject of knowledge, and convert the results
of the inquiries to useful purposes. There
are too many lighthouses intctspcrsed through
the country, where children are taught-not
to think-but to chatter like parrot
Practical usefulness is the great end OF
intellectual discipline. The training of the
mind, with view to usefulness, is what is
expected from the professional teacher. And
the great instrument of reform in modes OF
teaching will be to teach principles, and to
make demonstration keep pace with knowl.
edge. Pupils should be taught to think and
eAeisioe thci p"h JHiSHlcHt, instead Of
trcasuring up the thoughts Of others, or in
wasting their time in idlcness or frivolous
lessons. Last, but not least, would mention
to devise the best ways and means for the
instruction of the poor.
1t is one popularity of the mercifu dis.
pcnsation nnder which we live that &c the
poor have the Gospel preached unto them. -
Let it also be said with truth among us tina,
the poor hare The means Of education. Let us
hail trinmphantly the common school, where
the means of education are afforded to all
and where Washington, Frank lin and others
great and good men, received the rudi-
mcnts of their education.
In conclusion; there have always been few
who have devoted their cares and labors te
the relief of the misery, and promotion of the
happiness of others, who in humble imitation
of the example of their Saviour go abou
dong good, and these have generally found
that whatever may have been the result o
their efforts to benefit their fellow-men, the,
have not failed to derive themselves the hap
pincss they have sought to bcstow.
There is nothing, save religion and the wor
ship Of God, that more nearly concerns Ms a.
a people than education. 1t is the nobIes
up stay of our social, civil and political com
pact the firmest support of our prosperit,
and happiness. Is such a subject to be ne
elected, or paralyzed by Indifference oil