The Osceola times., 1875-07-24


so far as it concerns the intellect
are knowledge and discipline. Dis
cipline is the primary and knowl-
edge only secondary considera-
ton. Development is the end,
knowledge only an incident. 1t is
the putting forth of mental effort
that discIpines the mind, and not
the knowledge obtaincd. If this
mental discipline is acquired, it
matters but little whether II great
number OF facts have been accumu-
mulatcd or not. For it is not the
primary object Of education to ac-
cumulate facts aad store the mind
with the treasures of knowledge,
50 called, overlays and oppresses
the natural fire within INN, whero-
as it should enkiudle and propel
1t. The source OF power is from
within. Hence, we must treat the
mind rs Il fountain or as machine
rather than vessel. We must
make its use consist in It's working
qualities and not its capacity. The
mlnd thinks. Thought is its pro-
duct. The quality ani quantity of
II mans thoughts determine his
place in the realm Of mind. 1t is
the thinker who impresses and in
fuenccs others. The primary bus
mess, then, OF tho educator is TO
teach HIS pupils how to think-to
think for themSclvcs-to originate.
ThoughttuIneSs is ones true, and,
indeed, only educator. Tue mlnd
that has thought much has grown
much the mind that has thought
but htilo has grown but lit
tie. Hence, many of our best
educated and most highly develop
ed minds are found in the ranks of
business mcn who never had the
advantages OF scholastic culture.
Hence, too, many finish their col
legjate education every year and
30 out into the world as educated
men who are intellectually weak,
inefficient and undeveloped.
Communicate to u child single
fact, or any number Of isolated
facts, as his stock in trade, and it
will prove most Improbable in
vestment. But teach him to pro-
ducc single thought, clear, fresh
aud vigorous, and he has the basis
Of capital that will 90 on increas,
ing I'd dGaitom. Thought bcgets
thought a fact on the other hand
has not the power Of propagatlng
itself. Teach a child, then, to
think, and thoughts will begin to
accumulate with amazing rapidity,
and in due time, with but little as
sistancc, the youthful mind begins
to genelalIze and classify It's
thoughts and knowledge, and soon
becomes, according to its ability,
Independent. The formation, then
Of an independent mind, orlgina-
ting to its own ability and within
It's own sphere, is, SO far as it con
Germs the intellect, the trHe object
Of education. This is a condition
Of mind to which the mass of men
do not at ain, perhaps not the mass
even of the proiessedly educated.
1t Is however, the natural normal
condition of minds to which all
may and should attain.
There is a close resemblance be-
tween the growth or development
of vegetable or an animal, and of
a mind, for in each it is the evolu-
ton Of Il lite germ. 1t is the devel-
opmcnt, under favorable conditions
and by appropriate nourishmcnt
and culture, Of certain capacities
and powers within certain fixed
limits of development, which con-
sutute its individuality Of the veg
etable, animal or mind as a posi-
bllity, cannot be developed from it.
Education cannot create, it can
only assist. 1t can only help to
bring to develop to reality the pre-
viously existent possibility. 1t
can only help to bring to light the
hidden life. But while education
cannot give man what nature has
denied him, wrong education may
as is too often the case, suppress,
distort and measurably destroy his
original gifts. Hence true teaching
is a work of delicate skill and pa
tient care ; and he who essays to
teach should know the mind thor
oughly, its laws of growth, its pro
cesses or functions Of mental diges-
ton by reflection and thinking.
The fundamental part of the teach
er's work is to teach the pupil TO
compare and to think, and TO con.
slider and arrange the ideas raised
up by himself and for himself, in
his own mind by an independent
act OF his own will. Thus, only,
will he become self-reliant and IN.
dependent. This, then, is the true
end Of education, so far as concerns
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