Year: 1866




1ofhe Editor Of the Press: iie tish


Every teacher. before undertaking the work
OF instruction, should have some definite idea
of what the educational interests of the times
demand; otherwise he may work to very lit
tie purpose. When the painter wishes to exc
cute beautiful picture, he must have a true
and clear conception of beauty in his own
mind. The same may be said of the sculptor.
That rude block of marble, unsightly to the
eyes of Others, contains the godlike form, the
symmetrical proportion, the liielike attitude of
the finished and polished statue; and the
whole is as clear to his mental eye before the
chisel is applied as it is to h 8 bodily vision
when the work is completed With this per-
feet ideal in the mind at the outset, every
stroke of the chisel has its object Not a
blow is struck, but it is guided by consummate
skill; not a chip removed, but to. develop the
ideal of the artist. And whenllth late m-
slightly marble, as If by miraculous power,
stands out before the astounded spectator in
all the perfection of beauty, it almost
breathes and speaks,-it is to the artist but the
realization of his own conception.


O." "What sculpture Is to the block of MARBLE"
says Addison, s'education is to the human
soul;1 and may Inot add that the true edu-
Gator occupies the same relation to his work
as the sculptorp Ii so, how necessary that he
should understand the work in which he is en-
gagged, and have well-devised plan, in order
to carry out that system that is so indispen-
sable in teaching. .shAM


1t should be the highest qualification of the
teacher to have just views of education. 1
consider that be should have well defined
object at which to aim, whenever. he meets the
young mind in the transition statess He should
have an ideal of a well educated human body;
an ideal which he ,at once and Systematically
labors to reach as does the sculptor, when he
commences his work upon the quarried mar
bic. What is it to educate human being
aright?" should be one of the first questions
:he candidate for the teachers Office should
ask himself, with the deepest seriousness. l
say candidate; for this question should be set
tied II possible before he begins his task. 1t
Is great question, and he may not be able
W answer IL IN u uay. Lev MN S~' 'NS
teachings OF experience and wisdom-let him
consult the teachings of his own mind-and
carefully study well regulated systems. Let
him observe human nature around him; con-
slider its tendencies, its wants and its capabili-
ties; and after patient survey Of all the truth
he can discover upon the subject, let him come
to an honest conclusion as to what is a cor
rect answer to the query with which we start
ed-"What is it to educate human being
arightw Education is development; it is not
instruction merely-knowledge facts, rules
committed by the teacher; but it is discipline,
it is waking up of the mind, a growth of
the mind-growth' a healthy assimilation
of, Wholesome aliment. 1t Is the arousing of
the chids mind to think, suithout thinking for
1t; it is the awakening of its power to observe,
to remember, to reflect, to combine. 1t is not
a cultivation Of the memory to the neglect of
everything else; but it is a cultivation of the
memsry only to certain extent, then a call
ing forth of all the faculties into harmonious
action. If to possess facts, simply,is educa-
ton, then an encyclopedia is moreFdesirable
than teacher, sAr stggs ms5i 10 saJ.FM. K