The semi-weekly Republican. (St. Francisville, La.) 1872-1872, 1872-04-02
Education.

EdnCa tiOn.
Col. John NJ. Patton delivered an
address before the Society Of Alumni,
of the Virginia Military Institute, in
which he says
I understand Education to be that
process, by which the physical, the
mental and moral natures, are devel-
oped, and its object is, as 1 under
stand, to fit the pupil, for the dis
charge of all the duties, and the en-
joymeut of the privileges Of this life
and the next. These natures rank in
importance, in the order in which
they have been named. To develop
the physical nature, without refer
ence to the mental or moral, would
be worthy only of barbarians, with
whom the exhibition of mere brute
force is the chief glory of man. In
connection with, and es auxiliary to
the other forms Of development, how
ever, it is of great Importance. So,
to develop the physical or the men-
tal, or both, without reference to the
moral, if not characteristic of bar
barism, is nt least, worthy Of " the
fool" who hath said in his heart,
there is no God" It follows, that
the best system of Education is that,
in which the three-fold nature Of man
is best developed, and in which its
due importance is given to each.--
Such a system of Education would
be perfect one, and any system
may be considered excellent, in the
degree in which it approaches such
an end. In practical experience,
however, it is found, that there are
few, which cover the whole ground.
In scarcely any institution, is the
proper attention paid to physi-
cal culture. There are indeed gym
nasi,lms, attached to some of our
collegiate Institutions but these are
generally supported by volunteer sub
scriptions OF professors and pupils,
and attendance on them is equally
, voluntary. No period is set upart,
for the enjoyment OF it's means Of inn
provemeut by the willing Or the
prescribed use Of them by the idle
and inert. The attcn ion Of most Il
our scholastic and collegiate institu
tions, seems to be engrussed almost
, entirely, by the study OF the classics
q of mathematics, Of the sciences, ant
of general literature-in other words
by what is supposed to promote the
y cultivation Of the mind. It may, in.
decd, be feared, that these pursuits
! in some Of our colleges dwarf al
others and that tho cultivation 0
the moral nature is practically made
subordinate to mental attainment
i Il is true that in many Of them
j. some attention is paid to moral ane
n religious instruction. And this at
IL tention, whether greater Or less, il
l. effective, in proportion to the inau
J. ence exerted by the characters ant
e examples OF the professors and man
y ayers. But it may well be doubted
whether, in any Of our colleges, tina
superior place is given to such in
|e struction, to which its supreme i'm
II portanco entities it. Would you then
II convert all our colleges, into theoloG
le ical schools +? By no means. Sue
'e course, might prove unfayorablt
IS both to learning and religion. Blu
is surely we should forever expel fror
le the schools and colleges, the dead
y doctrine, that education has notl
i'll ing to do with religion" and whetE
er it offend Greek, or Roman, God
Holy Word should be recognized, j
a. all our colleges, as the fountain OF a
tn wisdom. In some form of study il
s' dignity and worth should be impress
u ed upon all students, and its spil:
IN should be made to pervade and eli
10 vate all other studies.
p The model teacher is a stude1
I'd himself, and because he is GROWN
H. himself, he kindles in his pupils tt
q snirit of growth-free from mario