The Chickasaw messenger. (Okolona, Miss.) 1880-1900, 1881-03-31

~ 4ANN ~ MAAI WEM taNMAN
/ 20 ne persons gone astray Because
they we're only Well-taughi and Dot
vel trained. The precept is not
Teach a child in the way be should
bat Train q child" Wide experience
Is showing mankind that, necessary
as teaching is, training is even more
essential. solomon seems to have
understood the principle, in theory
At least, intuitively; whether be put
It in pracliee-Whether be himself
trained as well as taught-may be
doubtful Many modern parents,
assiduous, faithful, earnest IN teach
ing, omit training; and, because Of
the omission, their sons grow up
wayWard, and their daughters idle,
yet they themselves cannot UNDER
stand why their hopes and efforts
have been disappointed.
The difference, though not obvious,
is great. Teaching communicates
ideas. Trimming forms habits. Train
ing develops power In teaching,
the adult explains words. In train
ing, he shows methods. Under teach
ing, the Guild 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 aversions; it pals, if pro-
longed, and almost necessarily grows
irksome from the repetition which it
involves. Training wins ones liking;
il Whets an appetite for itself
In many branches Of tuition this is
80 well understood that training
forms the chief element in the mas
ter's work. What teacher Of the
voice OF instruments, what writing
master, what artist, would instruct
wholly, or chiefly, by explaining the
theory When an art is to be taught
all understand that example and prac-
tice are the most essential means Of
progress, the teacher is to "shoW the
pupil how" But when the moral
training Of the young is in question,
when family education is observed,
how little is seen, even among the
most thoughtful and cultured classes,
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
explanations about honesty, courage,
gratitude, economy, industry, or the
like; training in these things is
needful.
Trace the difference with respect
TO some practical subject out Of the
range Of school instruction. Take,
for example, the child's use of money.
All will agree that this is important
to be learned ct home. A young man
or woman who reaches maturity with
out judicious views and habits in
regard to the management Of money
has but slender prospect of prosper
ity and comfort Yet, in multitudes
of families, what means are employed
to develop the quality, beyond few
occasional criticisms upon a neigh
boris extravaganza or want of thrift,
and q reading, now and then, Of an
extract from Poor Richard? But,
meantime. the children receive pocket
money without system or method
asking It when they please, and If the
parent has It to spare il is given; if
not, they 60 without. And as there
is no method in supplying, 50 there
is none in spending; they buy what
tempts them TIL their little supply Of
funds is exhausted. All this is an un-
conscious training in bad habits. In
struction may be frequent and good,
yet entirely neutralized by such
ways. Training would talk little
about thrift, but would seek to show
it in practice Where there is skilled
training the parent will, for example,
allot to the child a stated sum; will
name regular days for paying the
allowance, and will be punctual as a
banker; will assist the child to select
= safe placs for his little fund; will
show him to keep q small account
and take q companionable interest in
balancing It; will sympatize in any
juvenile plans Of saving.-Ex.