The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1870-08-20

Is at once clear, that. to be able to t,a5
even little child to act well its part i
life, is work truly grand and god-like.
Here it is that the cold Indifference @
man is felt. There seems to be so littl
true sympathy with the heart of the child
there is really little OF no power in tn
mind Of most men to appreciate what i
divine in an infant mind. The heartlcs
neglect and Indifference of large part O
those even who are parents, seems trul,
appalling. Thousands of fathers will SCI
to it that their children have good be,
upon which to sleep, and nicely furnished
parlor into which their children may taxi
their companions but never do these think
of the place where the minds and hearts o
their children are to be influenced anC
trained, both for time and eternity. The
School, to such parents, is not the plac,
most important. Any kind of teacher, il
able to read, write, parse, cipher, and tel
where the capital of the United States is
can teach their children. Nay, more there
are those in every community, who think
| that because their children are not scholars.
| therefore any ignorana1s can teach them at
least to read and write. Now, the idea of
the higher education requires that the little
boy shall be under as truly trained Edu-
Gator OF Teacher, as that the student study
ing astronomy, or moral philosophy shall
be under such there can be no difference,
and if any, it is in favor of the little boy
All know that it requires the well-informed
mechanic to lay the foundation of a great
palace. No man, about to build costly
structure, would wish to have a 5ungler to
lay the foundation. Certainly not. Inf
nitely more true is it, with regard to the
higher education. An immoral, or badly
TRAINED teacher is totally unfit to have any
thing to do with the training of the i'm
mortal mind.
Only when men realize, to some extent,
the vast range of the human mind, the un-
bounded field Of inquiry, and the infinite
capacity of each soul, can there be any
solid interest in the higher education In
the great city of God on high, where all is
intelligence Of the highest order, the work
of the true teacher is understood in this
world, few seem to have any just concep-
ton of what is implied in using all the
power possessed by mortal man in the effort
to train youth for God and for eternity,
rather than for this life. The works and
wonders of creation, as well as the written
"ofa Of God, to the true teacher earnestly
cohsecated to his work, are as so many
oiisht Pages unfolding the wisdom, power
anu goodness of the Creator. Science, in
'iiis view, Aecomes what it really is, only a
means IN oreer to higher and still higher
uesrees Oh culture. All this implies that
'he louhdatloAshall be securely laid
Ii IN any community, there exists true
appreciation Of the blessings of this higher
education then must it follow that the
deepest interest Of the citizens will centre
In having school in which this view of
education is intelligently enforced. The
very surroundings, therefore, must partake
OF the spirit of the idea. Ncatness in all
things must be demanded: the most exact
habits OF industry perseverance and ENERGY
must be cultivated: the necessity of order
must be maintained: all this must he ef-
feeted in the spirit of earnest interest in
the improvement of the student.
Practically, this idea will lead TO rs exact !
taste in the furnishing of the school in
which youth are to be properly trained, as
can possibly be sought in the nrivate
family. Why should not the room in
which sons and daughters study to improve
be made even more comfortable than tha
parlor in which they less frequently goa The |
idea of the higher education requires that |
there shall be intelligence and culture in
the school equal to all that may ever he |
found in the parlor. And why not?
eel conducted school, like a well ordered
.S;.e i : =. ssss-ss=:ea,seya in view inf.
81.