Grant County herald. [volume] (Lancaster, Wis.) 1850-1968, 1867-12-24
RE Vol. 10, NO. %.
Communicated.
Education--Its Object and its Mode.

full meaning of the word by turnin Q
to the latin dictionary and learning
the meaning of this latin word. which
we find to be this: "To foster. to
maintain, to feed, to cherish, to teach
to instruct" Now each of these
| wcofrvou ldra VI uuo ) a.s meaning "a
the word education, which we might
gather to be this To bring up o child
in the way it should go. What this
way is, to where it leads, we must
turn over the pages of another book
even The Book the word of God =
from which we learn that the ulti-
mate destiny Of every child OF man
should be Heaven Therefore we
conclude that true education has for
its object the fitting Of the soul for
Heaven. But note, the work which
education does towards this end is IN
direct, is preparation work paral>
lei with that Of cutting down the tree
and bringing it into shape for the
more immediate work of construct
ing the building. Now the building
for which education is to prepare, is
that immediate religious work done
in the soul by Christ through His
Church. Education supplies the ma,
terial out of which the soul can be
transformed into we'll proportional
beautiful" temple.ot the Holy Ghost"
as the apostle declares an inheritor of
the Kingdom Of Heaven to be.
In all things the end determines
the means. Whatever may be the end
we have in view, so must be the
means employed, the things done, that
this end may be accomplished. If a
child wishes to see his kite flying in
the heavens, he will not begin to roll
his hoop over the ground. So if we
wish to be exalted to heavenly pla>
ces in Christ Jesus, we must not make
the end of education any thing earth
ly: we must make it means unto
something not of this earth, not of
time, but of eternity. When we make
education a means unto anything
earthly, of time, then the earthly end
being the very eternal death of the
soul, it follows as matter Of course,
that education, the means unto this
end, serves a purpose altogether diff
| ferent from that which God has de>
signed to be its purpose Indeed, like
two.edged sword, it is made to cut
to death instead of to life. A highly
educated infdel, Chat is highly edu-
Gated acco ding to the end the world
makes education to serve,) is one OF
the saddest sights in the moral world.
His education is his greatest condem
nation. Hath Christ risen from the
dead? Then this apparently para
doxical assertion rings louder alarm
to some of the mighty men of this
world than ever startled them to the
defense of worldly rank, or the pres
ervation of that which will buy any
thing worldly, namely, the almighty
dollar. If heather philosophy could
say, "Man cannot propose a higher
and holier object for his study than
educs ton, and all that pertains to ed
ucation" if heather philosophy can
say this, truly enlightened as to the
end of education, ought it not to be
true Christian philosophy to say, man
cannot propose higher and holier
object for his study than truly reli>
gioas education, and all that pertains
to truly religious education. | say
truly religious, to imply that any re-
ligion other than revealed, is reli.
| gion falsely co-called. The highest
| end Of man is to become a means un-
to the glory Of his Creator he is not
an end unto himself. No man liv
eth unto himself, he liveth unto the
Lord" says the great Creator Him.
self. Therefore education is to serve
the high end of man, before it can
truly benefit man. When an eternal
benefit is its work TO bestow upon
man only, temporal benefit is to
widely miss its noble purpose-neg-
lect its most glorious work.
Having thus shown what is the
highest or alone truc object of educa-
ton, let us say few words about its
mode. The space left me will only
permit an outline of this important
and comprehensive thing-the mode
of education-the how, the what and
the when. Education is work that
comprehends every relation OF life,
both at home and abroad 1t looks
after the child when at homo and
when at school, even at all times and
in all places. But we will say moth
ing at this present of the how, 1 e., the
manner of imparting knowledge, nor
of the what, the knowledge or men>
tai exercise to be given, nor OF the
when-ie., the time of life, when the
mind should receive the timely knowl
edge or mental exercise. At present
we can only offer single proposition
which has much to do with the above
three parts of education's work fol
the child, which have much to dc
in determining the modus operandi.-
The development of the feelings OF the
heart is more desirable than that o.
the faculties Of the mind. This fac
! has much to do with the mode Of ed,
ucation, for some educate supposinl
that the head is worthy of more at
; tention than the heart even go upol
the supposition that the cultivation
: of the head and Of the heart are twt
separate independent things. Henc
we have this dry, cold, unsympathet
. ic cuteness of mind in some persons
d whose mental performances are, a
mere mental work, admirable, but t
: whose heart loveis almost stranger
Y and whose moral discernment is yer.
' weak. l believe the cultivation
4 the feelings the more important: an
: the development Of the feelings OF th
2 heart and of the faculties of the hes
,e are by no means two separate ind'
l.. pendent works. But that the cult
walton Of the head should be deteI
mined in some measure by what lee
ed ings of the heart are to be cultivate
be A man receives his character from,
d, to speak, the shape of his heart, [
from that of his head. If his feelin
are defnrmed by their selfshness,
IN tired want of svmnathy and su