Nevada County picayune., 1888-04-11
A SPEECH,
By w. M. Chandler.
Delivered Before the Bell County Teachers
 Association, at Holland.

,, MT. President, Fellow Teachers, ! Ladies and Gentlemen: Genuine education comprehends the highest and best development of all the func- tions and faculties of body, brain and heart. It means preparation for joyful. digniiied, and useful life. It means manifestation of the beauty and nobility of nature. It is that which secures to man all the bles- ings of existence, and reveals to him 1 the possibilities of life. With it, his conduct is marked by force and de- cision. Without it, by weakness and hesitation. Genuine education in life, is like the furnished and gilt tering blade in battle, it is at once the weapon of attack and defense.- With it. we are inyincible; without it, we are helpless. It enlarges the | intellect; it broadens the sympa- thies it contributes strength and ac- tivity to life.
 But what does genuine education comprehend!
 Conceptions of education have been different in different ages. The Roman idea was manifested in mar tial display and the sports of the amphitheatre. And the triumph of Roman culture was realized when the victor, bearing the treasures and captive princes of conquered prov ince, returned to the City of Seven Hills, ;" to receive the applause of his countrymen. Or, when some gladiator listened to the shouts of the populance. and watched his an- tagonist as he writhed in the agonies of death while his blood flowed fast to mingle with the sounds of the are ma. This was the education of bar barian; this the culture of barbaric age.
 Later in the worlds history, the complexion of education was chang ed. Learning was to be acquired at prestly shrines from the lips of monks and bishops. This was in the age of the world, when, to deny the authority of the King was trea- son, and to question the sanctity of the Pope was blasphemy. The slight est performance of genius was deem ed the work of magician. Non- conformity was heresy, and those who entered new fields of thought were heretics. The natural conse qucncc was that the human intellect was dwarfed. And upon the altar of Popish bigotry, freedom of thought and action were cruelty sac riiced.
 Coming to our own time, we learn the sad fact that the moral and phy- sical man is sadly neglected, while intellectual nature is being strained to the utmost. The land swarms with dyspeptics and blind college students; with educated pronigates and elegant debauchees. Men. whose knowledge of the classics and the mathematics is astonishing, who know nothing of the ordinary ciyil- ties of life. Men, remarkable for intellectual vigor and attainment, who have no idea of moral oblga- ton. Then, evidently, our system of education is defective. And l dare say that, in no age of the world, have all the principles of genuine ed ucation been embodied in prac- ticc For to be genuinely educated does not consist in possessing a cul- tivated mind with the body of an in- valid nor does it consist in possess ing the physical organization of gi- ant with the heart of a criminal and an intellect steeped in stupidity and ignorance. But, in my judgment. it does consist in the r, CT and uni form development of mans moral, physical and intellectual nature The subject naturally divides itself into three great parts, And with out going into details l wish to dis cuss it briefly in the three lights:- l CD Physical; CD Moral; @ Intel lectual,
 We know that between the body | and the mind there exists the stron- gest sympathy. An injury to one is an injury to the other, The strength of one contributes to the strength of the other. That which impairs one weakens the other. Therefore, it is reasonable to conclude that the de- gree of mental manifestation depends upon the healthfumess and strength of the physical organization. And,