The Somerset herald. [volume] (Somerset, Pa.) 1870-1936, 1892-01-20
soMERsET Pa WEDNESDAY, JANUARY 20 1892

ercise than most school grounds yet AZ
ford.
Farmers, like all others, should con-
tribute to this part Of the schools mis-
sion by making the schoolhouse more
healthful and attractive, and to give it
the comforts and conveniences ofa we'll
regulated home to encourage the study
Of practical physiology in the school, and
to carry into effect its helpful suggestions
in the home.
l would not and do not advocate phys
ical culture as an end in Itself, but as 3
necessary condition Of the success which
can come only through mental and NOR
al culture. But if We would have train
ed intellect, We must have q strong, heal
thy body as its ready and faithful ser
want If we would preserve the jewel,
We must take care Of the casket.
IL 4 Caltirqfod Ni19 Another and
even a more essential element Of self
hello is a disciplined mind. Pope SAYS
on earth there's nothing srest but man.
In man there's nothing great bur MIND
1t is mind that nerves the arm and
gives 1t leave TO SOW the seed and gather
the harvest that compels steam to do
the work Of man and beast that has
made electricity; once the terror and the
mystery ofthe world, TO become the op-
tic nerve Of the nations-in these latter
days to be the handmade of applied sci
ence. II is mind that does a worlds work
by commanding a worlds forces This
mind must be cultivated. HOw2 By Civ
ing il proper food and exercise knowl-
edge is the food Of the Iniud, the essence
of It's strength, the means Of its activity.
The child gathers il from nature, from
books, and from teachers. The various
branches are taught in the sehoOirOom,
not simply for the information they i'm
part, but by this process the mental fac
ulties are developed and strengthened.
Every fact, principle, or problem master
ed and applied gives mental strength and
thought power. Ir. Burns says, - To be
able TO find out knowledge, Is worth
more than the knowledge We have ac-
quired."
The question which pract cal world
propounds is not, ,rhaf 10 y0u kIso,C 2 J1f
lrlai c,ra you doy Education in its truest
sense, therefore, means a development,
training and to this end all the lessons
and exercises Of the schoOlroOm should
contribute; thus securing to the iudivid
ual the motive power Of a disciplined
mind as the essential requisite Of a pros
porous and happy life.
But how often this is lost sight Of, by
measuring the worth Of teacher by the
amount of matter he crowds into the
child's mind, or determining the progress
Of pupils by the books used and the pages
gone over. Food is strength only as it IS
assimilated and assumes new form in
muscle, bone, and sinew butundigested
It becomes an element Of weakness. 50
knowledge must be understood, gTasped
/ by the mind, lose its identity, and work
out in new forms; else it is simply SO
much mental rubbish Permit me to say
right, here, that one Of the weaknesses Of
our schools Is in the fact that the pupils
as class have too many text books,
and such as are frequently beyond their
needs or their ability to handle The
remedy for this can be effected fully by
having thoroughly eomPetent teachers
and free textbook Under any circum-
stances let the teacher have the right and
the privilege to determine the work and
the proper books for every pupil When
once the truth has been learned that the
end Of school is not 50 much TO get
words, rules, or de6niatious. as thought,
power and culture, then will we accom-
plish more in them for all classes.
/ III. Usfai LatorHa;ioa and Praefical
StiH. In the process ofmind culture we
bring into the mental storehoase many
facts and principles which viii be OF
practical value in everyday life, and in
the use and application of this knowledge
We develop a skill of hand and eye which
Will be Of equal value in every depart
ment Of labor. While the knowledge Of
/ the .schnolroom is not an end in itself,
( but rather = means in the Development
Of thought, power and skill, yet 50 far as
| possible, such knowledge should be gath
I cred as viii initself be useful informa-
ton in subsequent life. In this direction
the schools Of to-day show marked pro-
/ gress over the sehOols Of the olden time.
Some of you will remember how We
studied and ~recited" the long columns
of words in the old spelling-book, with
I out learning anything about their mean
ing or their use F.; how We went through
the arithmetic with lightning speed
every year, yet not business man would
trust US with a simple problem in inter
est OF discount. nor would a lumberman
let Us measure a pile of boards. Wesim-
ply couldn't do it. You remember well
how We memorizsd the rules and defini-
tions Of grammer By the square inch, dia-
gramined by rule and parsed by the book,
/ -INNA NNAC tA-A|4 ~ Viz . .---~
or compose a sentence in accordance with
the rules or princi pies Taught We learn
ed to read words, but not thought; to
write in a copy-bOok as a fine art not as
an everyday need in business forms The
true teacher Of to-day aims to teach the
use and the meaning of words as well as
their crooked orthography; to practice
and apply the principles of arithmetic
: as well as 10 master It's intrieacies; 70
teach pupils the use Of good English in
writing and speaking, rather than the
; technicalities Of false syntax. Il IS the
, demand Of practical age which calls foI
{ industrial drawing and manual training
T in the schools so that the work in them
: may be more and more linked with the
, everyday needs Of the bread-winners
: So that the graduates from the city schools
may step from The schoolroom into the
: workshops where skilled mechanics ar'
in demand; that the graduates from the
country schools and We shall soon hav'
them in this county can use the knowl
ed and skill OF the sehooI-roou in the in
, dependent life upon the farm
The Normal E7emsnt IA Edacatioa.