Semi-weekly interior journal. [volume] (Stanford, Ky.) 1881-1905, 1894-01-12
Education

occupy the attention OF mankind and
the development Of the race il brought
about by the development of the individ-
uals composing the race. In order to
achieve the greatest success in any cul
ture, 1t is OF prime importance to M.
derstand the laws governing that gro with.
II we are in earnest in out desire TO adj
vance the development of the mind of
man, we must understand the laws gov
erning that peculiar development
The laws governing the development
OF the mind are as invarable as are the
laws governing the body. For ages the
science OF the healing Of lhe body was
involved in the greatest mysticism
The laws governing the body were lot
understood and man was at sea, with
out rudder or sail, when the body was
out OF order. 4 charm or an incanta-
ton was of as great value to him as were
any OF the VARIOUS decoctions sold by
the alchemist OF the day and recon.
mended as having been brewed from
dead mems bones at the mystic hour of
midnight. There were good remedies
IN common use among the people, but
1t was not until the great threshing ma.
chine OF science Was put TO work on this
mountain OF chat, that the wheat was
garnrred Tor the use OF man.
Science has been at work TO discover
the laws governing the human mind and
to decide on what things are useful for
its heslthiul development.
The object of all education is the de.
velopment of character. Formerly the
duty OF the teacher was 10 impart his
knowledge; but now his duty is to i'm
/ part his taste, his talent, his enthusiasm.
a varied course OF study is recon-
mended, not solely for the amount of
knowledge to be obtained from the pur.
suit OF these especial branches, for the
amount Of knowledge obtained at school
is but small part of the vast amount
OF knowledge necessary TO entite an
individual TO be called cultured
person. But the pursuit Of these espec.
ial branches develops certain faculties OF
the mind: each one adds its mite of in.
iiuence To assist in blotting out the evil
tendencies of heredity or to strengthen
the good tendencies. Mathematics de-
velops truthfulness, the study of the
natural science develops the imagina.
ton, the highest faculty Of the human
mind Each hraAaL a.
office to perform. The entire school
life OF child, with all the attendant
conditions and environment, should have
for its object the development OF the
character OF the child. That they may
be as corner stones, polished after the
simltude OF a palace.
The development OF an individual is
greatly interiered with if disturbing ele-
ments compose it's environment. When
we wish to develop plant we study it's
nature and learn the laws governing its
growth. The most disirable location
and soil are chosen. The plant is care.
fully placed in the ground and the soil
is packed 80 firmly around it that it feels. |
at the same time, both the weight and
the support of the earth from which it is
to draw its means of growth. Here it
stands still and, for while. shows no
symptoms of growth; but we may exer. !
else faith to believe that the roots are
taking hold of the soil
SO 1t should be with children. Alter
choosing their environment, we should |
leave them alone; let chem have quiet |
and peace. Above all things, they |
should not be made the victims of our
own restlessness and self-will. Each |
child has a mode of development that is
in some measure entitled to be allowed
to follow. But we sometimes see a child
that is not allowed one moment to call
its own; not one moment when it can
feel at liberty TO expand its wings with
out fearing to come in contact with
something foreign to its own nature
This interference is meant in kindness
But a child should be allowed sufficient
freedom of action to develop self reli-
ance and strength of purpose. She
should be allowed to use her own dscre.
ton in the discharge of many duties and
II she negects them let her learn by ex.
perience that she is the sufferer. She
may not get over so much ground
in this way, but she will gain strength
by the exercise Bnt We, ourselves, are
in hurry; and in our self-wil we un
dertake to teach them their lessons; not
recognizing the fact that one lesson
learned by the child, without an sssst.
ant, is worth more to it than ten lessons
taught it by another.