The San Saba news. [volume] (San Saba, Tex.) 1873-1966, 1886-04-24
VOLUME XII.

allied like the various functions
of the mind, that is, to think, to
feel, to will--eoch separate and
distinct function, and yet correln-
ted to the others.
There is no necessity for proof
to establish this fuct, that our
schools do make this mistake, for
we have only to glance into the
school-room, orplay-ground, at our
own homes, and at the condition
Of the human race to-day, to de-
termine that the social, the physi-
cal, md thc,rno. - 4Nturea of man
have been sadly neglected and
abused. There is defect in the
character Where was the charac-
ter moulded? Where has he been
incarcerated from childhood to his
majority? Answer; Within the
compass of the school-room.
In the spring-time of life; in
the morning of life; in his tender
age: the time for training him,
moulding his character, laying his
foundation in life; he was placed
under the charge and keeping and
supervision of the educator for
development, that he might enter
upon the active duties of life, II fit
subject to fill the stations in life
that God intended he should fill,
and that he might bear his portion
of the responsibilities of this gov
eminent; and that he might enjoy
the privileges of nm honorable, up
right, intelligent md free Ameri-
can citizen. The talents that God
gave him are placed in the hands
of the educator Does he cause
the child to bury them? or does he
develop them? These are vital
questions. Mans powers are de-
veloped by exercise. Then the
duty of the school teacher is to ex-
ercise the powers or the natures Of
the students Do we find this
Already we hive placed in the line
of difference referred to in the in,
troductory of this article, three o.
the cardinal natures of man, unde-
veloped and ignored in our school
system, thus leaving only one
fourth Of his composition to be de-
veloped by our school teachers of
to-day. Now let us examine this
remnant of poor, weak and frail
humanity, and see if it is properly
developed and educated. The in
tellectual nature Of man, Of course,
signifies his intellect, his intelli-
gence, or his mind. The educn-
ton of the mind, then, is what we
will now define, and see how the
idea corresponds with our present
system of educating Education
is the cultivation of thought with
the added faculty of language"
Are our schools trained to think
or is it not so that the generality
of our schools train or teach me-
chanically?
1t is too true that the student is
made simply little machine to
receive during study hours and
impart at the recitation bench as a
mechanical process, To commit
the lesson to memory until he is
called upon to recite, and then he
thinks no more of that, he has util-
lied it for the purpose he had il
view when he committed it. Thi,
is the result of the management OF
the teacher. The child never
knew he was required to think
In his recitation no application t.
practical life is made. The func
ton of the mind to think is com
, posed of various faculties, to-wit
The reason, the judgment, the un
), Outstanding, the memory, the i'm
agination, etc, Now, to develop
the intellectual nature the powe
for thinking, for feeling, for will
ing must be exercised. Alread!
Il we have decided that the feeling
= are not considered, nor is the vii
" power consulted, then these mr.
= placed in the Zine difference,
: Now the power for thinking, W
y see, is subdiyided iato various fac
, ulties, and each one of these shout
be exercised that the mind be dc
! veloped and educated But tn
/ mistake extends into this field {
\ development and yet we find
entiralv t.ru,rnl f,.,,. , l,cL ,