The Manitowoc tribune. [volume] (Manitowoc, Wis.) 1866-1878, 1870-02-10

EDUCATION. WHAT IS TT,

the English language has been more
abused, or used in greater variety of
acceptations than that of education 50
much so indeed as to render its meaning
exceedingly vague and indefinite. While
all agree in acknowledging the value and
| Importance of education, some neverthe-
less conceive that it implies scarcely more
than refined fool, literary simpleton,
or lack instead of improvement of
brains; or perhaps one who has attend
ed school or studied many books; or one
| with only smattering but in whom con-
ceit predomluates and science may be
| said to have gone to seed during his
pupilage. Indeed, education has been
supposed to be represented by each Of
these, from the first named up to Scion.
Socrates, an Elihu Burritt, Noah
Webster, and Stephen A. Douglas;
but the truth is, however, that the latter
only are but feeble representatives.
Now education, SO far from implying
any lack invariably implies an improve
ment of brains be they few or many;
and the idea of en- educated fool is alb
surd- Education is simply the acquisition,
NJ matter how, of useful knowledge, the
result invariably of mental activity, and
this constitutes the resources of the
mind, without which it would necessarily
lack capacity. Nor is it SO much an ex-
panslon Of the mind either, as it is an
e-rtensaun Of its boundaries of thought
and knowled So. The idea of e1papsion
of the mind in the ordinary acceDtation
OF that term as applied to the gases,
Though some minds, we admit, are
gassy enoueh,1 Is absurd but every ac
QUESTION of knowledge enarges its sphere
of action aud gives it a wider range of
thought; though the mind itself remains
the same, and is probably as perfect at
first as ever after, or no powers are ever
added which 1t has not already: (onIy
an Increase of energy or mental force by
the further development of the brain)
nor is there any need tf development
of new powers. but only an application
of those already possessed. Aud were
it the case says one, that our minds
could be thus expanded, the results of
education would be greatly modified, and
every weak understanding would find
sovereign remedy in the inyigorating
power OF SCIENCE which has never vet
been realized. Reason, invention, genius,
poetic fire. and the peculiar insight
characteristic of the original discoyerer,
are lntultlons, -unacquired- come
unsought, and perhaps incapable of i'm
provement at least 10 more than the
sight, the hearing, or the taste is i'm
proved by usage, CIR than the different
members of the body become handler in
the movements which they frequently
perform, and this by application under
the direction of the will.
Again, the Latin root, Educo, which
means, ITO lead out" Indicates but
family the real Specification of the word
in all its amplitude. viz: leading or
conducting of the mind out into the H.
llnitable fields Of useful KNOWLEDGE And
in this process the amount of brains is
not so essential either, as the proper di.-
cirline of those brains in the acquisition
of whatever enhances their power and
usefulness. Often the word brains
is used for capacity in contradistinction
to education, as if the brains constituted
the capacity instead of the knowledge it
may have treasured up. Physiologically,
the brain is composed of two kinds of
substances, viz: white aud gray matter:
the former comprising the principal bulk
of the organ. while the latter, like cleo
trIcity, occupies only the exterior, to which
alone the intelligence aupertains, and
is said to be in proportion to its amount;
the one originating, the other trans
uniting nervous energy. Hence it is true
that large head, other things beng
equals indicative of great mental
power. because of the increased periphc-
raj surface and consequently extent of
gray matter.
The mind however, mans best en-
dorsement and noblest attribute, the
Creators priceless gift. and capable of
operating possibly from the first with an
exactness never to be excelIed. may be
hkened to a vast Temple with various
apartments for the reception of rich
treasures Of knowledge the acquisition
solely of vulun airy exertion or of its own
a iivity, viii, h constitute its resources
and alone enhance its power; and with
this temple thoroughly furnished, the
capacity Is increased, and reasoning,
which has been supposed to depend upon
a single faculty,-the ta|lacy of which i,
cear,-becomes as easy and natural "a
for weight to descend. or water to flow
while without knowledge no mind can
reason,-the thing is impossible, -pfren
nlogy to the contrary notwithstanding
By way of illustrat, on, the mind Of the
infant is probably as perfect in itself as it
ever is after, and its reasoning as accu-
| rate and logical, so far as it has knowledge
10 reason. Indeed, it is perfectly aston
i>hing with what facility the child ac-
| quires language, becomes acquainted
with the meaning OF words, and learns
| TO talk The moment the mind looks out
upon external objects, it begins to learn;