Southern standard. (McMinnville, Tenn.) 1879-current, 1880-11-06
1t Should &c Taught.

10 student is presented to q
= i'sSe,.,,t ,or the first time, it is az I'M.
portant matter to know what he
should be taught. AS promi3ed some
weeks ago, we now propose to answer
this question. He shoIld be taught,
1. What he is. 2. What he is for. 3.
Whence he came. 4. Whittier he is
going. OF course these things cannot
be taught him N day, year, Or a
decade.
The most common mistake made by
tc>cher, Is that they too often take
j for granted that the young know
these things already, and all he has to
90 is to teach him to spell, read, write
end aypher. The teacher too often
supposes that his pupil has learned
these things in the Sunday-school or
around the family altar; but unfortu-
lalely Sunday-school teaching is far
short Of these truths, and family
allurs are too scarce in these days to
rely upon for any thing.
The intelligent, candid, christian
teacher should begin his great work by
iInparting the information here indi-
Gated.
WHAT HE IL.
Tile teacher should instruct his pu-
pill in the knowledge that he himself
has of what man is. He should teach
him that each individual of the race is
compound being, composed Of body
ind mind.
1t is an absurdity to tell a student
that he must study routine of braches
TO improve his mind, when he has
never been seriously and earnestly ill.,
formed that he has a mind; that he
should learn and practice the laws Of
hygiene when he never has had hint
10 the effect that his body is made up
of a system of organs on whose normal
action depends not only health but life
itself? The student should be informed
aud made to recognize the fact that he
has IL mind and a body; that he him
s>lt i, composed Of these two distinct
parts; and that their union into one
individual produces lis existence, and
their separation is death; that the
mind, which is the spiritual part, is the
superior part, as it survives the separa
ton, and might more properly be call
ed the man, as it is mind that make.
the man, and the correct phraseology
is that the mind, or the man has body
After this lesson has been fully i'm
pressed upon the student, he will b'
ready for the next, which is:
WHAT HE Is FOR,
that's, the object of his existence.
This involves mans relations to God
himself and his neighbor. The studen
should now be told that he has thre,
natures, to-wit: LIST Physical. I'd In
teileclual. Sd Moral. That his grea
business and chief concern in life is tn
proper cultivation of these; that it i
lbs duty to study, cultivate and devel
op his body, his mind and his mora
powers; and that learning to read
wrltc and cypher are only means t
tncee great ends; that every brancl
Of study that contributes to this en-
should be pursued, and every one tina
dues not should not be pursued.
1t is evident from these two division
Of study that the greatest Study 4
man is man, and the most importan
branches as an end are, Physiology
Intellectual and Moral Philosophy
The first treats of mans physical nl
ture, the second of his mental nature
aud the third of his moral nature.
We regard these three branches {
tie studies and all others as means {
, accomplish these ends.
We reserve the other two heaC
named at the beginning for some Fl
lure time,-ED