Grant County herald. [volume] (Lancaster, Wis.) 1850-1968, 1880-12-16
Teaching and Training.
From the N. z. Tribune.

why nave so many wei: taught
young persons gone astray ? Because
they were only well taught; and
were not we'll trained. The precept
is not: Teach child the way be
should go-but 'Train up a child"
Wide experience is showing man
kind that, necessary as teaching is.
training is even more essential. Sol
ONION seems TO have understood the
principle, in the DRY, at least, intui.
lively; whether he himself trained
as we'll as taught-may be doubtful.
Many modern parents, assiduous,
faithful, earnest in teaching, omit
training; and because of this omis.
sion, their sons grow up wayward
and heir daughters idle, vet they
themselves cannot understand WHY
their hopes and efforts have been dis.
appointed.
The difference, though not obvious,
is great Teaching communicates
ideas. Training forms habits. Teach
ing imparts knowledge. Training
develops power. Ia teaching, the
adult explains words. Ia training lie
shows methods. Under teaching, the
is a ( phf arfiagaat is done "a, ssssain
ing is food which gives strength to
run. Again, teaching is apt to beget
aversion; it pals if prolonged, aud
almost necessarily grows irksome
from the repetition which it involves.
Training wins ones liking; it whets
appetite for itself
In many branches OF tuition this is
so well understood that training
forms the chief element in the mas
ter's work. What teacher of voice
or of instruments, what writing mas
ter, what artist, would instruct Who'll
ly, or chiefly, by explaining the theo.
ry? When an art is to be taught all
understand that example and practice
are the most essential means of prog
ress and the teacher il to show the
pupil show" But when the moral
training of the young il in question,
when family education is observed,
how little is seen, even among the
most thoughtful and cultured classes,
of systematic, judiclous pains taken
to show the children h,w. Now, it
is not enough to provid, good books,
or even to give lucid ind repeated
explanations about hon,sty, courage,
gratitude economy, industry, courte-
sy, or the Ike j; tr4lnpg in these
things IS noe6fal.
i Trace this difference with respect
to some practical subject out of the
range OF school institution. Take.
for example, the chlds learning the
use Of money. All wil agree that
this is important TO bd learned, and
it must be learned, AMI it must be
learned at home. a young man or
woman who reaches nsturity with
out judicious views and abits ia re-
gard to the managemon of money
has but slender prospect of prosper
ity and comfort. Yet, il multitudes
of families, what means are employed |
to develop the quaiitv, hyond few /
occasional words in prase of econo-
my, an occasional criticism upon |
neighb0ss Extravaganza or want of |
thrift, and reading nov and then of |
an extract from Poor Richard? Bnt.
meantime, the children receive pock. |
ct money without system or method
asking it when they lease, and If |
the parent has il to spar il is given, |
if net, they go without. And az there |
is no method in supplying, so there
is none in spending tey buy what |
tempts them till their lie supply of |
funds is exhausted Al this is an |
unconscious training il bad habits.
instruction may be sequent and |
good, yet entirely neuhlized by the |
influence of such way Training
would talk little aboe thrift, but
would seek to show in practice
Where there is skilFnl training the |
parent will, for exanpl, allot to the |
, child a stated sum; vii name regu.
! lar days for paying tb allowance, |
and will be punctul a q banker
! viii assist the child toselect safe |
| place for keeping hi little fund, will |
show him how to Der small &C.
. count and take charlottesville in
: terest in balancing /; will sympa-
e thize in any iuveniiPlsns of saving,
S and in due time lee the way to the |
Dime Savings Bank A great varie-
~ of devices may bemployed. The
q parent can open by. game receive
: deposits, and pay terest. He can
i advance part of Ia money needful
r to buy the skates, 3 velocIpede, or
n the watch for whi the youDgsteI
il has not quite enou in hand, aud
} take a mortgage iting it down to
the chiid's compensation, --on the
J, thing. until the furtr SAYINGS Of the
j mortgagor are snffnt to pay The
% whole. By such nns, which in