Year: 1868

for, the spectator


Education.


The subject of Education is one which has Sc
often occupied the attention of rejecting peo-
pie, that to endeavor to enforce upon the pub
lie mind either we'll known or original views
would seem almost work of supererogation.
Whilst 1t is true that very many Of the Educa
tors Of the country have, in the main, correct
views on this important subject with differences
OF opulon originating in idlosyncracies of mind
or imperfect acquaintance with the various
subjects embraced in the educational systems
of the present day, it is no less true that
amongst the generality of our citizens there are
some fundamental errors as to the character
and object of true education. The most prom
lnent error of this kind is, that of those who
imagine that the whole scope and design of an
education should be to fit its possessor for the
accomplishment of simply utilitarian results, at
the same time assuming that the complete idea
Of utility is embodied in the idea of physical
welfare. Now, if we ask such an one whether
he conceives the highest destiny of man to be
the accumulation OF wealth. that he may avoid
the hardships of life, or that he may indulge
his appetite, and follow out the propensions of
his animal nature to physical comfort and in
dulgence, unless he be stolid heather, resul!
of his own philosophy he will answer, "No p
L CT tHiS 10 tuC tdlk vi ldISc GLASS;
of men, and particularly of those who. by giving
an undue Importance to the accumulation of
wealth, feel kind of Selfcomplacency in COM
pairing results, with perhaps some superior and
more gifted acquaintance. An individual S
worldly success does not always result from su-
perlorlty OF mind or heart, as in very many in-
stances other elements of character have their
due weight in producing successful results. A
miser generally becomes rich, and hence we are
not allowed to assume general proposition that
the successful accumulation Of wealth is a sure
indication that its possessor belongs to the
highest type of the genus homo The latin
aphori>m, QuisQue fortune ,uCe 44rtJec est,
like many other such is not always, even if 1t
be generally true. Success is not the true
measure of the man. though it may be prob
able indication OF his general capacity and en-
ergy True, under certain circumstances it
should be given great weight, owing to the
very existence Of the falacy that it always in
dcates superior talents; whereas individual
destiny is very often modified by circumstances,
either propitious or adverse, wholly beyond
one control. A general who has been repeat
edy unsuccessful, borne down by insurmounta-
BILE difficulties, though possessing the greatest
military ability, will destroy the morale of his
army, and should sometimes be willing for the
public good to be sacrificed to popular fallacy.
Nothing imposes upon the majority of men like
success, aud hence 1t was a true saying OF a
certain writer, THAT there is nothing so sue
cessful as success.


We presume few Virginians would aver that
the vagabond Hunnicutt and his ebo shin con-
freres in the Virginia Convention were not the
creations of fortuitous circumstances over which
they had no control, except in so far as the
baseness of their characters adapted them to
IL xrorI- -ofo frop, thapo


However utilitarian results may flow from
certain branches of Education, it is a very shall
low perception of the true philosophy and scope
of complete education, to conclude that this
is its highest design and dignity. But what
constitutes practical and valuable education
so far as it is to be acquired from books is much
misunderstood. Such an education does moi
stop at the mere apprehension of certain rules
that are adapted to the common affairs Of life
but consists in thorough comprehension Of
principles.


The difference between a profound theorisi
in any sphere of knowledge, and one educated
into rules is, that the one is prepared for every
anomalous case in which theory becomes appll
cable to nature, whilst the other is wholly al
sea, as soon as a case is presented in which {
novel element enters. When we see how much
that is practical in the world can be Learned
through the FIVE senses, partly nosed out, as il
were, we do not feel much surprised at the ba
sis of the philosophy Of Locke, and more espe
cially of its development by Condillac, that oul
information is derived principally through the
senses.


One of the most striking differences between
man and the animal consists in the ability o
the former, by the exercise of the pure intelll
gence or reason to rise by an inductive process
from observed facts to general truths, or from
known truths to those still more remote
Whilst we by no means disparage any amour
of common sense, as generally understood, it Is
nevertheless, philosophically true, that much o
what passes under that name IS derived
| through instrumentalities we have In common
with the animal that is to say, the i've senses
Is it not a little remarkable that when the mos
practical of. all the sciences, Mathematics, boil
| in erfent and comprehensireaess, is also the mos
purely theoretic, or abstract in its elements
there are found those who imagine theory t
| be incompatible with practical wisdom


The simple truth is, that few men apprehen'
very clearly the relation between facts ant
truths, or understand general abstract propo
sitions, and hence when 1t Is attempted to ap
plv a general truth to nature, which is inappli
cable, theory falls into disrepute through tn
ignorance of those who profess their ability t
eucidate it in practical manner. Abstrac
truths come within the cognltlon of the lntell
cence. and are reached only by the higher ex
ercise of mind Jut jast because they are at
tract truths. they sometimes, not always, re
ouire some modification in practice, to NEE
the physcal or moral obstacles in nature whlc
are the very things distracted in the logics
processes by which such truths are reached
These general truths, enunclated often In gen
eral propo,itions, are found in other categorle
of thought, besides those appertalnlng to SpoC
and Number; belonging equally to the mora
system.


It is an abstract geometrical TRUTH that tn
square on the hypothenuse OF a conceived right
angled triangle is equivalent to the sum of tn
squares of the two remaining sides, and it is
FACT known to all ordinary mechanics tina
when they set off on the two sils of house
and feet respectively, and bring the two point
to the span of measure 10 feet In length, tn
! sills will be properly adjusted. Perhaps th
same mechanic may never apply, In any othe
case, the abstract truth thus made practica
for the simple reason that to know fact is nc
to opprehend even much less comprehend, il
cognate truth. 1t may be safely affirmed, tha
one cannot be thorough Engineer, nay, nc
even Surveyor, nor Architect, who is not thol
eughly grounded in the pure Mathematics, an
it may be as conf lenty asserted that no on
can become thorough lawyer, who gives hi
whole attention to recorded cases, and does nc
ponder deeply upon the general abstract prlr
ciples of law as founded in our fundaments
ideas of truth and justice.