Herald and tribune. [volume] (Jonesborough, Tenn.) 1869-current, 1871-10-19
Education.

t~hreadbare subject. So much has been
written about it hat one might suppose
the theme to be well-nigh, if not altogeth-
er, exhausted. 1t might, therefore, APP
pear to be a work of supererogation for us
to attempt to add anything new to what
has been so often said before on this i'm
portant question ; nevertheless We are of
| opinion that it is the duty of every one,
no matter how humble he may be, to con-
tribute his mite towards the realization of
this grand desideratum of society-the
advancement and perfection of education.
Nor is this all. Though nothing new may
be presented-nothing that may not have
been said better hundreds of times before
still We think that the subject ought to
be agitated and kept constantly and prom
inently before the public mind, canvassed
in all its phases and bearings, discussed
from every possible standpoint. and by
dint of repetition so forced upon public
observation as to excite general interest,
and arouse all to the importance. nay ne
cessity, of bestiring themselves in a cause
that so nearly concerns, not only the well
fare of themselves, but the welfare of
their children. and their children's chill
A = go =
dren to future generations.
We know that education is highly
priced among us. We know that every
one wants his sons and his daughters well
educated, we'll instructed. We know,
too. that most persons are able and willing
to talk glibly of 'what a fine thing educa-
ton is;" but, at the same time, is it not
true that very few ever take more than a
superficial view of the object or end that
ought to be attained, or at least aimed at,
in education? Education is so general
nowadays, that it is easy to dilate, upon
it and laud it to the skies indeed, he
who does otherwise runs the risk of being
looken upon as a dangerous member oe
society, an enemy to the civilization and
progress of the country and our age. Men
have heard and read so much fulsome
praise of our modern education, that they
consider it heresy for any one to say a
word against it, much less ia attempt to
point out any of its defects. They forget
that every subject has at least two sides,
and what may appear just, right and pro-
per to one mind, may to another seem
faulty and defective.
We do not wish to be misunderstood
on this point. We are a strong friend of
education, and think it the duty of every
one te do all in his power for its advance
ment. WI believe much can be done if
every one will do his duty. We believe
in progress, civilization and enlightenment,
provided they be real and genuine, and
nave the ring of the true metal but not
in those that are counterfeits, or have moth
ing to recommend them but n sounding
name. We do not believe in pursuing
the shadow for the substance, the phantom
for the reality.
1t is much to be regretted that on such
an important subject as education, men
should allow themselves to be blinded
with regard to their true interests. In
stead of being swaved by prejudice. they
should be open to conyiction-ready and
willing to favor whatever system will
most conduce to promote the welfare of
their children, both here ond hereafter
This is no idle talk. If anything is GER
tain, it is that on the education which
children receive. depends, not emily their
temporal. but their internal happiness or
Hence, it is all important that
men should make a study of the whole
examine it in general and in de-
tail, lop off what is bad, substitute what is
good and genuine, and frame a system
that will meet the wants Of mans moral
as we'll as intellectual nature. Till this
be done we think education will prove
but a splendid failure. In the
meantime We may succeed in making
smart men and smart ~rascals, like
Ruloff and others of his ilk, but we shall
not be able, if we rely on education alone,
to make v~irtuous honest men, or upeight,
honorable citizens.
We nave not space to enlargt upon this
at present, but hope to be able to
return to it in a future number. when we
shall endeavor to show what education
ought to BE-, and on what principles it
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