Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1880-11-25
Teaching and Training.

AOdCAuHS anu lI1LtHluR.
Why have so many very well taught
young men gone astray? Because they
were only well taught; and were not
well trained. The precept is not: Teach
a child the way he should go-but "Train
up child" Wide experience is show
ing mankind that, necessary as teaching
is, training is even more essential. Sol
OmOn seems to have understood the
principle, in theory, at least, intuitively;
be himself trained as well 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
their daughters idle, yet they themselves
cannot understand why their hopes and
efforts have been disappointed.
The difference, though not obvious, is
great. Teaching communicates ideas.
Training forms habits. Teaching i'm
parts knowledge. Training develops
power. In teaching, the adult explains
words. In training, he shows methods.
Under teaching, the child hears what is
said; under training, he sees what is
done. Teaching is spur that urges
onward. Training is food which gives
strength to run. Again, teaching is apt
to beget aversion; it pals if prolonged.
and almost necessarily grows irksome
from the repetition which it involves.
Training wins ones liking; it whets an
appetite for itself.
In many branches of tuition this is so
well understood that training forms the
chief element in the masters work.
What teacher of the voice or in: tru-
ments, what writing-master, what art
ist, would instruct wholly, or even chief
ly, by explaining the theory? When an
art is to be taught all understand that
example and practice are the most es-
sential means Of progress; the teacher
is "to show the pupil how" But when
the moral training of the young is in
4uCOGlOI, HnCu CuuSlb1Oh 10 OO-
served, how little is seen, even among
the most thoughtful and cultured class
es, of systematic, judicious pains taken
to show the children how. Now, it is
not enough to provide good books, Or
even to give lucid and repeated expla-
nations about honesty, courage, graft
tude, economy, industry, courtesy, or the
like, training in these things is needful.
Trace this difference with respect to
some practical subject out of the range
of school instruction. Take, for exam
pie. the child's learning the use Of mon
ey. All will agree that this is impor-
tant to be learned, and it must be learn
ed at home. A young man or woman
who reaches maturity without judicious
views and habits in regard to the man
agement of money has but slender pros
pect of prosperity and comfort. Yet, in
multitudes of families, what means are
employed to develop the quality, beyond
few occasional words in the praise of
economy, an occasional criticism upona
neighbor's extravaganza or want of
thrift, and reading now md then of
an extract from Poor Richard? But,
meantime, the children receive pocket
money without system or method; ask
ing it when they please, and if the pa
rent has it to spare it is given, if not,
they go without. And as there is no
method in supplying it. so there is none
in spending; they buy what tempts
them till their little supply of funds is
exhausted. All this is an unconscious
training in bad habits. Instruction
may be frequent and good, yet entirely
neutralized by the influence of such
ways. Training would talk little about
thrift, but would seek to show it in
practice. Where there is skillful training
the parent will, for example, allot to the
child stated sum; will name regular
days for paying the allowance, and will
be punctual as banker; will assist the
child to select safe place for keeping
his little fund; and will show him how
to keep small account and take a COM
panionrble interest in balancing it; will
symathize in any Juvenile plans of saw
ing. and in due time lead the way to
the Dime Savings Bank. A great vari-
ety of devices may be employed. The
parent can open play-bank. receive de-
posits, and pay interest. He can ad-
vance part of the money needful to buy
the skates, the ye,ocipede, or the watch
for which the youngster has not quite
enough in hand, and take mortgage
writing it down to the child's compre-
hension- on the thing. until the further
savings of the mortgagor are sufficient
to nav the whole. BY such means, which
involve little of the didactic instruction
from which young persons turn wearilY
away, and allow much of that eompan-
ionship and cooperation for which they
are always eager. he can steadily and
effectually build up a character, while
the mere teacher is, even at his best,
only communicating ideas. 1t is train
ing more than teaching which prevails
in the education of the young.-N. \.
Tribune.