Fayette County herald. [volume] (Washington [Washington Court House], Fayette County, O. [Ohio]) 1860-1???, 1867-03-28

DNtA yum ~ NhIheAOli anu bSAiT XIV
ernment; for these are the most i'm
portant means of correcting the er
rors and improving the excellen
cies ofour civil, religious, and socia
: institutions. "The poorest educa
ton which teaches self-control, i
better than the best, which neglect
Iit.n
This intellectual training should
initiate our youth into the very
science Of government, Of politica
economy the various processes o
individual and social progress, i'm
press them deeply with the idea o.
personal responsibility; and ac
quaint them with the kind Of inhu
ence they should exert on the mindi
of others. Personal responsibility
How few possess i'll How little il
it understood and practiced How
many, how very many, seem to acr
as though they were accountable fol
every one but themselves! How
many do every thing, just because
some one else does Poor, delu.
ded self is neglected, never compre.
hended, never properly trained!
In brief, the grand object of in
tellectual training is to enable oul
youth to think. The great object
of education-the main purpose foI
which we have schools-the most
important work of the teacher-are
all embodied in the idea, "Teach
them to think w Their mental
training is to supply materials for
thought, and give the ability to ar
range and continue these thoughts
correctly; to enable them to think
for themselves, and to think to pur-
pose. Now, who are qualified as
teachers to do this work? can
those not well qualified do it? Ev-
cry system of imparting instruc-
ton, of governing, disciplining
and conducting schools-every ex-
ercise and all the operations in the
school, or connected with it, must
be SO arranged and adapted as to
have u direct bearing on this point,
or it is defective, Teach them to
think! Sublimity and grandeur are
connected with this idea! Give
our youth this ability, and you.
give them an individuality, a worth,
infinitely more valuable than the
mines of California.-Discipline to
think! The greatest, wisest, no
blest, best, ofall great works Yes;
the youthful mind must be prepar-
ed to do its own great work-to
think, to reason, to feel, to act 1t
must be qualified to explore and un-
derstand the length, the breadth, the
hight and depth Of all things man
can know. Teach them to think
bring out their faculties till they
feel they have an intellect-until
the existence of that intellect be-
comes a fixed reality in life-until
they feel they have a loving soul
a clear sighted, far seeing,
deep penetrating mind, with high
aims and noble ask irations-soar-
ing aloft until commingling with
kindred intelligences in the cmpyre-
al regions! And again | ask, who
is to do this work? But
IRtrdly. Our definition of educa-
ion, includes the training of a tri-
Inc nature. Man has moral as well
Is physical and mental powers; and
we claim that proper education in
,ludes harmonious development of
Ill our faculties.
Our youth must be deeply i'm
pressed with an enlightened sense
If moral obligations-of the duties
lrising from, and growing out of,
he various relations they sustain
o themselves, to others, and to
God. All our duties may be com
)rised in three classes l. Duties to
God. 2. Duties to ourselves. 3.
Duties to our fellow beings.
No one can perform his duties
lcceptably, unless he discharge all
If them. No one can reasonably
II consistently expect to receive the
,laudit, "WeIl done, good and
aithful servant,p who simply tries
0 meet the obligations enjoined by
,nly one of these clas ~es of duties.
Cor we are so constituted, and
uch are our relations, that we can
lot discharge any one class of du-
les correctly, without the correct
Iischarge of all. Can an indiyid-
Ial properly discharge his dNt
Sod and to others, while he
acts his duties to himself? Can he
DIRECTLY discharge his duty to him-
elf and to others, while he fails in
Iuty to God? Can Nhe correctly
ischarge his duty to God, and at
he same time fail in a proper dis
barge of duty to himself, and to
is fellow-beings? If he fail in one,
e must necessarily fail in all
What, MEN, will become of the en-
husiast, who vainly imagines that
e can serve God acceptably, yet
eglects his duty to himself and to
thers 3? What will become of the
theist, who worships only himself?
md what must be the fate of those
enevolent monomaniacs, who are
o anxious about their fellow be- ]
lgs, yet neglect their duties to self {
nd to God? Need l add more ?
fan is not an isolated being. A s
inverse of intelligences surrounds
i'm. To these intelligences he sus- {
,ino onrtain rnlatiOns. out of these |