Show EDUCATION BY MY r F C ROBINSON th definition of the term to educate is generally accepted as being bein thein the instilling stifling of an under understand understands standi ii g of the mechanical rules rutes that govern the arts and sciences togi together thir with some few external embellishments that in the main might night be justly pronounced more ornamental than useful the accomplishment of these elds enda is generally understood to be the receiving of an education I 1 now I 1 do not wish it to be inferred that I 1 object to the definition thus applied provided it la Is allowed to be a very eimu ea con cou 1 Bt ruction put upon a very wide term or subject jech but otherwise lam led to enquire should there not be a broader and deeper sense tak taken with witti the common expression to adur akai atai thair that generally applied to il it if it there is nothing beyond the developement elopement dev of the mechanical ch anical capacities of the human mind to bo be considered aa as necessary in our educational processes then our oar res are not only light but easily understood I 1 have no disposition to inaugurate discussion on oil the doctrine that some som e hoid bold that the human mind will developed dev elope itself for good or evil independent of tuition example or restraint reb res raint but will sm simply ly observe thatis there be no app ciple e in nature as improvement by bv cultivation then we have but small need to exert those faculties ahat that seem so remarkably adapted for lm improvement ro and BO so susceptible able abie to impressions but if the mind can be improved ved by cultivation and it if in edu eJu educating cating the mind it be necessary to go to the very root of the well as the intellectual f faculties to ethay study the very inner inder heart the abe minutest seed of character as it were for future developement elopement dev or reduction it 1 it be possible pos sibe to plant plait then necessary ary 0 to o nourish in the boul parity purity of motive and soundness principle to cult there the th e love of the he no j gence I 1 that not dot only will distinguish right ff trotti on wrong truth from error but lead the soui soul up to the highest pinnacle of moral j and spiritual perfection if tg the lans means employed to lead to this great consummation can properly be incorporated eri tri in the term to educate then we may be safe in aronou pronouncing ong the mechanical rudiments before alluded to ag as being the mere shallow external of education the shadow of the bubb substance finco fince the shell that contains the combustibles that when wisely ignited will abb aeb burst and spread around accomplishing the designs of the maker 1 thank it is not impossible to trace the grek grei greatest teet evita evila that disgrace the pages palea of the history of tb the world from the beginning to the exclusive extravagant and morbid worship of the superficial externals of education together with the tacit neglect of the great center principle of morality how could this be otherwise for it truth intelligence and wisdom had bad always been preeminent in everi every every heart how how bow could falsehood injustices injustice 1 and foolas foolishness linesa ever have hive predominated or to man inn made ude count countless leas thou thoc sand mourn 1 does de s not this thia reflection point to the great necessity ce ces lity sity for instituting a sound arid and rigid moral code of training training inar in our educational institutions tell me not of natural depravity 19 I 1 do not cannot admit of the term in its strictest a bense sense I 1 n be I 1 have hive seen instances of or vicious ne nesb nebb th that at b have ave been improperly considered as illustrating ill lil U at rating the idea of mft irai iral depravity s but without being guilty of egotism i have ev ty ernfelt ery f felt e 1 capable ot tracing said ael del depravity to and palpable neglect of thase year liess iless ninga ot the moral capacities that are more or less common and inherent inbe renuto to every human being the meix wem doubt of this truism brings in question divin i laring during mv exp eap experience as a teacher in public schools I 1 have olten ollen labored under these impress impressions iong long and at times haye have vei ventured aured to incorporate them in my teaching and series of instructions in moral philo philosophy sop te ling that ignorance of our mor amral ik responsibilities wads vaa maa a dangerous element clement to have in any community and though some may not have fallen in with my views but the policy of infra what we were reconsidered considered to be sinnova eions and irrelevant to the common routine e of an intellectual education but with all due deference to every mans opinions I 1 cannot but reflect on the fact that the youthful mind is much more susceptible of ot impressions moral or vicious intellectual or absurd than are the minds matured for youth is the soil in which to sow the seeds of knowledge truth and purity that they may germinate germina tp in ia is virgin bosom may grow and fructify to our honor bonor and to the castim lasting benefit of our posterity let us now turn jkr jun our our attention to the general channel the subject of education and allow me to hazard the expression of my ray conviction vic tion that no community can be justly considered as er g the full advantages and blessings of civilia civilization a tio nj so long as its educational institutions are either neglected or unwisely conducted this observation is applicable not rot only to juvenile training but to the continuous ad van cement to which the most intelligent among us are susceptible i there never existed an evil without an orlin origin nor but few tew diseases without a remedy though undiscovered and so no it is in any com corn where ignorance predominates where folly tips in the seat ot of wisdom setting aside the further consideration of causes I 1 will venture to present my impression of the remedy ed a as 8 being the utmost exertion on the par part t byh 0 of t those e responsible first them themselves selve seive to acquire I 1 a truthful practical method of develop I 1 ing not only their own capacities but the 1 minds of all within their proper circle it is I 1 baid eaid that knowledge is power but it can only and truly be a blessing when virtuously and wisely directed with the great aln aim of promoting the development of all that asgood in in humah human ityl hyl but in cases where selfishness as well aa as ignorance predominate in those who are appointed to superintend public tul tui and where no remedy is applied then I 1 grant that you may expect to sed sei bee see the wb whole ole oie intellectual and arid moral machinery paralyzed and a juit condemnation lne ine merited inherited thia of course is but a case but in uch such a case there is needed a system uniform in its organization and materials employed y wisdom ani and energy in their application concer ta n a I 1 warm cooperation on the part of all concerned thia this must inevitably bring success and gratification r 1 I |