Macon beacon. [volume] (Macon, Miss.) 1859-1995, 1896-01-04
10 Whom is Eddcatioh Entrusteds


child's education begins with its
school life, is erroneous. The CON-
placency, with which parents often
entrust this responsible work to
teachers.is truly alarming. Church.
men and statesmen from the pull
pit. rostrum and the printed page
have been reiterating for centuries,
"The home is the basis Of our gov
ernnent." The labor of the
church and school comes later.
Can we suppose that the first
seven years Of a child's life are de-
void Of educational growth? On
the contrary, it has been conclu-
sively proven that development is
more rapid at this period, than at
any time in later life.
An eminent instructor said: ED
ncation has for its object the prepa-
ton for complete living by devel-
oping the mental, moral and ply
steal powers" How often the
physical powers seem the only
care during this impressionable
agel The mental may just here be
left, in a measure, TO natural
growth, but the moral nature may
become dwarfed or distorted, while
they. who hold the important
trust, fear no danger. Unless the
principles of obedience, truthful
ness, and self-control are implanted
early, their growth is doubtful.
When school-life begins, the teach
er shares this responsibility. These
ends accomplished, self-direction
is the principal art to be mastered,
if nature has been prodigal in her
gifts.
Children, as they grow older, are
keen observers of character; they
know whom to trust. A parent or
teacher, whose example does not
enforce his precepts, may uncon-
sciously give rise to false ideals.
and cause false estimates OF life.
We must be what we would have
our children become. Prof. s. b.
Capen, of Boston, says: "When
you teach morals. of all things,
never forget that your words will
20 no further than your own lite
carries them. Back of the teacher
is the man, and what he is. and
not what he proposes to be, will
always determine the force of his
words" Contact with pure, earn
est, upright character often leads
to noble effort. Biographies of he
roes have been known 10 inspire
worthy imitation.
Imagine the difficulties OF the
teacher, who, while striving to
gain the confidence Of a pupil, is
conscious of the parents influence
against him. Children in this I'M
fortunate position are to be pitied.
To know that one with whom
they have hours of daily associa-
ton and to whom they must render
obedience, is unworthy Of trust, is
sufficient to make them skeptical
Of their fellowmen in later lite.
How important that the principal
hands, into which this great work
falls, should unite in resisting evil
and i'll uplifting character OF the
highest type.
1t is only in mental development
that the teachers responsibility ex'
ceeds the parents. In this broad
limitless field, is ample scope TO
che exercise of the highest talent
and the most self-denying labor
To give to an immortal being pow
er, power to do the work Of life, Il
meet the ends of his creation, j
worthy the efforts of the mighties
intellect. Success in SO great
work is triumph which angel
might envy. M. Y. GARTER.
Perhaps one Of the greatest evil
known to the educational world j
the abuse Of methods. Through
out the history of education. meth
cd systematized plans for the pei
Torrance. of work, have bee
sought; and that it is often profits
BILE TO teachers to study so-ealle
tmodel lessons,'' we would nc
deny, yet any attempt to folio
blindly, or repeat mechanically,
method without first knowing th
psychological principle underlyir
it. must result in failure. Is
not obvious that any particui'
method, to be used in teachir
must depend on the knowledge
he taught, and upon the mental g
. r4ko orn;I Go the teach,