The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1863-04-29
counter he lays his plans and adopts his


A philosophical education will always
suit his methods of instruction to the age
of his pupils, and to the consideration of
the faculties to be developed. He will
also administer to them that intellectual
eliment, which if best calculated to pro-
mote the growth of their faculties under
a proper system of instruction, children
early require any other motive to atten-
tion than the pleasure which the acqui-
sition of knowledge affords them. But
what natural motive can any child have to
study that which is above his capacity
or to commit to memory what he csnnot
comprehend. The fear, ever in our own
time, that there are very few teachers, who
are sufficiently awake to the importance
of becoming true teachers, who teach hv-
ing truths in such a manner as to make
living, growing, thinking scholars.
The ability thus to teach depends to
a great degree upon the art Of education,
or the practice Of the principles of teach
ing based upon the true philosophy of
education. One may learn these princi
Piles without acquiring the art or skill
to put them into successful practice. A
man may learn the principles of agricul-
ture, but if he does not also learn the
practice, he will not likely raise very good
corn, or have abundant crops of wheat.
A man may be thoroughly acquainted with
the principles of architecture, and yet
may not be able to make barn door, from
lack of practice in the application Of those
principles, aud in the use of his tools.
In like manner, man may be acquainted
with the leading principles of education,
and yet he may not be able to teach a
class OF little children to read.
1t is a lameutable error to suppose that
because man has knowledge, he must
necessarily possess the art of conmuni-
eating that knowledge to others. Our
system of education is wofully deficient in
not requiring our pupils to tell more to
comm. u .,icate whatthey learn. Milk could
never give the child any nourlshment If
bottled up and sealcd--instruction will
hardly do more for him if it be poured
into his mind without teaching the facul-
ties hsw to use it, without discipline.
The philosophy of education should go
hand in hand with the practice of it.
Every step of advance taken by the one,
should be followed by a corresponding
PROCESS of the other Philosophy should
suggest plans, and art should try and test
them. Philosophy should build up a
structure Of general principles and rules,
and art should supply the facts-the
materials by which aud upon which this
structure should be reared.
| All will admit that there should be
! methods in education. Everything ir
nature has It's peculiar methods OF dcvel:
opment, and this development may be I'M
proved in almost every case, by judiciou'
application of the principles of this meth
od A grain of corn when thrown intt
the soil, will germinate and grow up ant
produce other corn without any specia
care of man; but its growth and produc
{ ton would be very much improved by tn,
methods which agricultural chemistry ha
I discovered; just SO it is with the germ o
F intelligence, it seeks to Develop itself
germinates, it grows, it blossoms, an
opens into intelligence, without the appli
cation Of any artificial means, but tn
:. intelligence thus developed without tn
!, aid Of culture, is that OF the savage, no
7 that of the perfect man, capable of actin
and thinking in accordance with reason
+ and in conformity with the law of hi
: Creator. 9N
Il Some persons --are born with an aptne
e to teach. 1t is saidsthat Pascal was Dor
c Geometer, but it is very questionabl
s indeed whether we should ever have hear
Z his name, had his genius not been cult
$ waited and developed by a systematic cours
e of instruction. So it is with educatio,
a the most distinguished teachers are foun
d among those who have shown love ft
: the work, and whose minds have at tt
: same time been constantly directed to tt
study or methods of education. n 10 ma
t ever yet became great teacher amt
e method had become to him living real
= ty Socrates gave method which ms
n be distinguished as the catechetical for
e of instruction Euclid gave the idea
c synthetic method which has shed an effu
/ gent light on the path of philosophy, tn
II will endure as long as there is u scien
If to be taught. Bacon gave us the mctht
re of universal philosophy; but amid all t
T. profound learning of ancient, they d
70 nothing for primary education. Til,
S, established splendid schools philosopl
~ for their young men. Dut ieit tife ihssru
ar ton of their children to slaves, or n
r elected it altogether. During the midd
r. ages the only sehoolroom was the cell
n monk, or the cave of the anchorite.
le ter the reformation. education became
It. system Of memory, rule, names and wor
$ without thoughts, principles and thini
th Such was the state of education
Europe, where Lorhef began to rwri
an This philosophy was the 6rst to tea
to that the chief business of primary edu
de ton is to- develop the faculties Of
of child. His method was synthetic "a
Re. tdcmenstrative But one aof, aif mot {
lat the most important educator, that e
by appeared on earth, since the great tcacl
he lhimself-was Bacon. The spirit of
on philosophy was utility and progress.
mt, cient philosophy was stationary, it P
,p-f pounded abstract theories, which had Ii
ise7 or no bearing uponathe actual condit
or. of man in society. 1T spcculated alb
nd virtue and happiness, but added moth
W. to the comforts or enjoyments Of hur
i've existence. For two hundred years
nst mind ra<olvad in n -f.ircio s>f ~, ac,xl n