Yorkville enquirer. [volume] (Yorkville, S.C.) 1855-2006, 1883-01-25
EDUCATION AND TEMPERANCE.

1t is a surprising fact that the ignorance
concerning the evils of intemperance is as pro-
found among the learned as among the un-
learned. The truth on this subject is no part
of the college curriculum; and does not at all
enter into regular education. How can this
evil be remedied? Who will educate the edu
cated or persuade them that they are sadly ig-
norant in an essential particular?
If temperance has been ignored in early life
it will generally be ignored in later life. The
fact that it is not included in the instructions
impaired is itself an education 1t teaches
with the tremendous emphasis of silence that
temperance is not subject worthy Of consid
Grafton, a fallacy which is seldom removed
from the mind by which it is once entertained.
We may thus see the logical relation of schools
to temperance. Education has three-fOld
task: first, to develop latent mental faculties ;
next, to discipline and train the power devel-
oped and prepare the subject for practical SER
vice in real life ; and, third, to impart to him
some share of the needed knowledge of the
life before him, of his opportunities, difficult
ties and duties
Merely to impart knowledge is not really to
educate so as to meet the just requirements OF
this or any other age. The well educated man
is one who has acquired intellectual strength,
adequate to his life's demand, skill in its exer-
else, and some practical knowledge OF the are
na on which he is contending for the prizes OF
manhood. and of at least the fundamental
principles that are guide to lfe's best results.
So far as educational systems and methods
conform to this triple need they are right, and
by so much as in any respect they fail they arc
wrong. Seen from the point Of view of intel
ligent friendseof the temperance movement,
the educatory system of the day, in the home
and the Sunday-school, up through primary
and preparatory schools, colleges, seminaries
and universities, is greatly at fault. This is
a grave statement, truly, and is gravely and
sadly made. The proof is in the fact that the
great majority of mankind come from the
homes and institutions Of our age without
hint as to the best way of settling the most
profound problem of the world they are enter
ing, without any just conception of the STU
pendous character of that problem.
Is not that education clearly at fault that
says nothing about the worst evil, the greatest
peril, that shall beset him whom it pretends to
fit for the ambushed walk of life ?
But let us be more explicit. Is not jntem-
perance the most terrible evil of these modern
times Is there a nation on the earth not
uuivering in it's folds like LAGOON in the py-
thon's coils ? Is there a family it has not
somewhere hurtfully touched : Is there one
life that it does not directly or indirectly lin
it Is there one human being whom it has
not in some way wrOnged and injured? Is it
not ubiquitous curse2 Is there one good
thing of which it is not the active and power
full enemy? And is it not daily increasing it's
power for mischief? Does it not constantly
destroy souls?
AS practical men study the question, what
relation does alcohol sustain to health 1t
intlames the stomach, indurates the brain, dis
orders the nervous system, makes the muscles
Habby, and throws it's victim Il wreck on the
shores of time. 1t does its bad work impair
TALLY; the clown and the scholar are treated
alike, and both go into premature graves
blighted by the poison which neither had been
taught to fear Ought not the text books on
physiology to warn the young OIL these points
Ought not the schools to teach the true classi-
fication of alcohol as a poison ?-Rer. George
| Il. Morris, 4. N.