The Rutland daily globe. [volume] (Rutland, Vt.) 1873-1877, 1873-12-29

he small AT tlrEt. tlTi tIt result oil the start
inr can lie only indeed nv The end. If bv
the nttractiyenoss of The school. by the in
trrest and enthusiasm of tbn teacher. and
Inv the nroprr pre.cntutiou of the subject.
a love Of siudy l. Infused into youthful
mind. n little stream has been set in mo-
tion. and unless turned from its pfopcr
course bv influence unnatural To its dcycl-
onment will continue to increase in size.
in power and positive influence. This
stream will be, in a great measure, self
feeding. 1t contains in its very nature the
sources of its supply. the means of it, own
enlargement. 1t can appropriate from the
whole universe its nOurishmcnt by which
1t will grow and develop until il appears in
/ the majesty and dignity of an educated
mind. swavng the dostinics OF nations
shaking to the very center the foundations
which ignorance and superstition have
! erected all over the world, disseminating
| broadcast the principles of Justice and uni
versal manhood, yea. not content with the
| limits this world affords by its almost un-
| limited powers. its grasps the ycitics OF
/ the eternal throne. This is the result Of u
proper commencement in life, the effect OF
a number of little Influences discrccly
cxerted at the right time, and before habits
are fixed. Snpposc. on the other hand, a
| boy of equal ability is placed under directly
| contrary influence The school surround
| ings are unpleasant, the teacher Is wanting
| in interest and enthusiasm, presents the
truth of the lesson in a bungng and
| awkward manner, has no faculty to excite
to acton and application and sees las
through glass darkly,' the Importance Of
! his position it is obvious to every one that
| the natural consequence Of these thing,
somctimes-too often indccd-couslered
trivial III themselves VIII DE a "isi'Ne Oh
s'uuyi u,olos't'on I" cPs'se III lIua'V!'
/ Mlsn 10 NC any "h,Ie i"'ncI IMAM III tHc
sct,oi i1 nn anu 10 q" ahYll'hs except
SIuuH' lmVS course nus ueen c"'uN'ei.V
/ eu tIlt VIII ieli, u NOT % tls-iaGe ana as
Ioi.or IN al,of M IeruunlN 10 ,'le ',ase,
s'un OF H"'io" anu con'' Ho'e" h''Hu, u
Is 'rue th9t nome surroundings may nave
hluci' 10 90 IN tnls lcSleCt' ana III many
cdsus my coUn!eIact goou li'""e'ce'' "l'
impressions received III SCHOOL
An education which renders its poSseSsor
/ the greatest good should be symmetrical.
All the faculties ana power of the mind
/ ought To be instructed and trained, and
thus prepared to do their part in life. 1t is
Il law not only physical, but also mental,
| that those faculties most exercised will de-
yclop the most rapidly. The mind has not
! 'niy lHtticti udl lHultltS' uut SUBSIDIARIES
and will. Is it no, too true that the force
of the school room has been eXerted mainly
upon intellectual faculties. Then in ac-
cordancc with the law of mind-growth,
they have become the predominatins
period in the individual. History has fur
nished numerous examples of men strong
intellectually, hut devoid of sensibiity and
having no control of the will-dangerous
men in any community.
hamnton, \. v, not long since is
fresh in the minds of MS ALL 4
man finely educated. but fiend and a
murderer | am not claiming that our
schools furnish too many scholars strong
in power of mind on thought, not that too
much cxcrtion is made to educate tho
intellect, but rs a rule, too little i,
/ mazda 80, tr,;, .ibii;iin- ani