The Newberry herald and news. (Newberry, S.C.) 1884-1903, 1890-12-18

An ;'xa,ni nation Of liz Theory ard Practice
Written FOR ,.c Herald and News,
III.

= II Halnt nation oi ti- Theory I7.6 TractIcf
Written Tor i!:c Herald amd News,
Webster co:an7aheD,ls under tie term
education AL that series Of instruction
and discipline which is intended to en-
tighten tie understanding, correct the
temper. and from the manners and habits
Of yoEth. and fit them for usefulness in
their flturc st"tions" This seems, for or
purposes II least, a Tc-y good explanation
Of tie function OF education. Every svs-
ten Of education Of course assumes that
Individually man IS impurajle. and that
TIE species is progressive. There is the
iHcthcr assumption that TIE powers 20 be-
h&bituallr drawn forth are already III CX-
istcIce. \ beautiful illustration OF this
idea may be found n the Spectator where
(. comparison s made between education
;,nl sculpture. the author saying: Il shall
make Use Of the same instance TO illustrate
the force o! education. which Aristotle has
brought to explain bis doctrine Of sub
stantial forms. when he tells Us that a
-tatrc lies kiI in block OF marble; and
tiI:.t The act OF the st;:tnary only clears
AWAY the sjlrcrt,u0us matter, and removes
the rubbish TIE figure is in stone. the
sculptor only finds il. What sculpture IS
10 = block oi marble. cdlication IS TO Il
human soul" The primary object OF ed
lcatiun. therefore, appears g. be to call
forth those higher clements Of human ma
turc by storing the mind with useful
knowledge. by repeated acts Of mental
discipline and by constant appeals to the
moral consciences OF the persons to be
educated At the same time, the future
usefulness Of the child is contemplated.
We may now see the difference between
viewing man solely as an animal with
certain physical wants snd in regarding
him as an intelligent. rational being, ca
pabla OF extraordinary physical and men
jal culture. Attempts. therefore. which
solely strive to impart to youth such
knowledge and skill as viii enable their
posscsso: to procure what be must drink,
what he must est and whcrewithal he
must cIo!hc himself, deprive one of the
very essence OF education. Such knowl-
edge anI skill are useful. They are more
over desirable anlto by far tie greatest
number OF children they are necessary.
knowledge and skill OF the kind named
however, lio outside the domains OF true
education. Although such things may be
wisely included in course Of instruction,
their study should never be exclusively
pursued by children any more than an
artist should couiine his work solely to
the production OF that which is useful.
IN this industrial age, moreover, tue
division OF labor has been so nlinutel%
carried out that it would be impossible TO
prepare every one for his future calling.
Up to a certain age, anyway, 1t would
therefore seem that the education Of all
children should be along the same lines
teaching them truths: developing their
faculties. and impressing upon them
habits Of thought and action that will
make them independent enough to draw
from principle rather than from rule.
This would seem highly useful aud wise
course to pursue, and some of the CONT
mental countries here largely based their
systems OF education on such principles.
.Edncatlon." said Mill, in his inaugural
address at the University Of Aberdeen.
'.Education makes man a more lntelll-
gent shoemaker, il that be his occupation,
bat not BY teaching him how to make
shoes: it does so by the mental exercise 1t
gives and tire habits It inpresscs." :"
It should, on the othe- hand. be remem-
bercd that man has certain physical
wants which must in most cases be salts
fed by his 0wn exertions. While, there
fore. the education which views man solely
as an animal is wrong. that which regards
him as a spiritual being only may prove
disastrous. Carrying ont Aristotles illus
tratiOn. It would seem that the artist
should combine the useful and the beau
tiful, and that hand and head should both
be trained OF course the main question
would then he as 10 the time when such
knowledge should be impaired.
Every scheme o: education is largely
founded on the existence Of the two per-
sons most Immediately concerned III it.
namely. The chill-the material, and the
teacher the artist. The success OF every
scheme os education will therefore in
great measure depend upon the capacity
OF the child. the piiability of the material
and the po,cer 0: the teacher, the skill OF
Tie artist. Education thus being largely
the work Of teachers, the question may
be asked. who are the teachers? And
here again. for the reason that orr sources
oe instruction are almost as varied as the
knowledge impaired to us. we enter a
boundlcss sea. From some people, for
example. We learn the ordinary business
CT life. Others teach us duty. Others.
again, furnish us with the instruction that
more directly appeals to the intellect.
Evcrythinr around lis stands ready to
give us a lesson. elearn much through
the force OF example: nor should the in
huencc Of or associates be overlooked.
Our greatest sch0o!-house seems, how
ever, to be the family. As society is now
constituted, it appears, as a teacher, to be
greater than tha State itself. n more
limited sense such considerations are ex-
Guided from the idea Of teaching which is
looked upon as that portion OF the work
Of instruction That is performed by per-
sons specially prepared therefor. TO re-
suit in cduc;tjon. teaching must therefore
be intentional, conscious and Intelligent
i German writer, indeed, calls education
the ''in:cn:ional influence Of adults upon
the ycUHg.'
\ SENSATION N GEEEETILLE.