Lancaster enterprise. [volume] (Lancaster, S.C.) 1891-1905, February 11, 1899, Image 4
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torn February Nuntar at-Carolina Teachers' Journal. f
VT ONE IDEAL IN EDUCATION. f
t ?.fr <
} I. McCain, Ekskine Coi.lkue, 1)vk r
! fyi- West, S. C.
^Vhat is an ideal education i This is a
(fjjtesiion that thrusts its interrogative
Stupon the attention ol every thoughtioV
and'^.conscientions teacner. and that II
(Jematids not simply a theoretical, hut
alsn and especially a practical, answer
It is too broad a question to he answered
in three or lour pages, and I shall tnaU*no
attempt to answer it. hut will j.
.endeavor to suggest a iev\ thoughts on I
one phase of an ideal education. !
Physical education is important; intel-j*
lcctual education i* -tii! more important: .
but most important of all is that, part ol .
man's education under the iutluence ol ,
nlllLli ill" lifl IIIIH"!! one.
"Whoii|nil^li.riWruvors urn ;in inuurl 1'*-*!?t. ' :
Thut initUos.tUi* pulli Iti'furo Itim ;?lwsiys i.vijjht . ^
Who. with tij- .Tural instinct to tiisivru
What KKo\vi.t:ix;K can | i-rforin, is lUligt-nt b? i- ri . <
Abides by this rr-iolvc an<l stop* not then- I
Hut makes hi- ynu.\i. Bi.iso his prime can
Iii other words, il mail is ;m.\ thing. he j
is ;t moral being; and il anything makes ;
liis e mention or hi- manhood incomplete. i
it i neotn pletem ss on the' tnoi d side. ,
Mattiic.v Arnold * 1 id not ? \ .g.erate w hen |
lie aid. Morality i< l!.a-c ouiih- ol ,
lite;" nor should I e\. i. _mr ite it I were
to s^tv oiha' mor.dil \ - i; r? ?? fourths ol
eilufadion ; and hv inor bi\ 1 mean n<> ;
fin le wllile wash s! nil", out ; ti i .
living iimii a!ity.? i . : !it v whose -, ,
is tie- iit and who- in-; ii- ; .- < >i.
To lie -ur<'. wish out !' ii to f
become men and Women w.tii holies
strong and vignimis. wit'. is di- ,
oiplined and trained '!' 1 !!. \ hn-.w 1
edge like a -inking -lar beyond tie- j
ill most hound ol hum in t bought : ' hut
(| far more do we wish them to heroine t
men and women whose eonseienee itheir
strong retreat." and who would not |
for a moment think ol bartering their t
character lor the erown ol a king or a
world of gold.
We are perhaps too miieli di-po-< d to i
judge of the success oi a school l>\ tin* i
(length ol its roll ; hut this is judging !>y !
M-/gi;iulard as false as that which we uso i
when we say that a man is worlh a mil i
lion dollar-. though in reality lie may not
}) ; worth a penv '-A school". s i\
Mr. Laurie, "is t to lie judged as an ]
eduealional in-tt >u 1 ?y t L?? nnmhcr oi .
its scholars, I>ut its ethical result^." ,
E(, ually emphatic was Dr. Thomas .\r I
11 old when he -aid to \ Rugby t hoy-. --It i
is not necessary tiiat litis he a school ol <
three hundred students, hut it is neeo-ary i
that it be a school ol christian gentle- J
rnen.'^ r
'"This t ruth*;i3~to-the importance of the
moral element in education needs special '
emphasis in our age; for we live at a
time when men are in danger ol forget 1
'.ing the supreme itttpot tance of h<* moral y
Mini spiritual element in man, ami ol eon
eluding that nothing is worthy of our t
study unless it can he weighed in ?lte t
chemist's scales or analyzed in ?he plivs t
?iea^ laboratory*' We neeil constant!;- to t
e remimleil tjist conscience cannot he
alnleil in term* ol physic*. ami that mi" ,
of. tlm* gre.'it ciln it ion il ,i> well a> ,
religious (|ti? -timi> that we have to con ,
siilcr i*, What -shall it profit a man it li?* |
shall gain the whole worhl ami |o<c his ,
iw u soul
The iu.liortama- ol 15??? mora! < 'cmi nt
ilo-i-rves to lie cm|?!ia>i/.i<l. agi.u. not
>n!y hccaitsc wc live in thi- hut
\ ' nm-o \v"|iv/* in t his count ry. > < < utty
\ ere tho -al'ct.y. vo-. the very < \i-tnice '
tin.' :oveminent ilepeml* t! on
o ?*11:ir;: ' ir cit }/ t |t i: *... c,|^
II".'as the poet thought. t!.at v> a.' I < i ii i
r i'(i|i il -a virti. populace to -iainl i ,
il1 o| (ire aroitml their much lo\ci| Me." .
f I
<jyiar more 1- it trii" tint America, the iimi ;
ot niiivcr il sullrag ami tin- asylum .
:?l i . I. ^ I ... - I ...
> 'V."" I ' ?"T I
' wUK J?!" -?"vi' -oii! Sail * ! |
:i ".I ; 'Mo mnilll >"*l I .111 " |' I
it mu
t ima*!.' our -nil from without. |
atjai". ' 'In' l.tr more I vlnoii- anil j
i;ri'rni - i 11 f f Jl v. til" cojtm j*t ion t!i it \
r**:?k*o- m? within j
'Vhntpv* r. then, wo 'oai-h*-!- :im! |
ri<*:?11 oilm i\ forjret us to the <|
of o*lii*"itlot*. lot iii iiovpr fori;?it lt^L'f
si*l*? ef'or u 1'ilin'iiiion fails Iht**; f
s / f^?'nifk*'ii llu* roiisnipiD'o; il i
punch our spirit I
jrive us sym :i
<1 with the I
if il dors t
J
lot serve to make and to keep our chillren
true to the kindred points of Heaven*
sountry and home, let its failure be
tvarded complete, let our school-houses
k* closed, and on their walls let the
inger of some mysterious hand trace the
nenc, menc, tekel of their doom.
tlSTORY AS A FACTOR IN SCHOOL DISCIPLINE.
I'UIN. K. .1. ItUoWNK, MANNINU, S. t\
The caption ol this article wiil appear
is a sell e\* ni truth to every teacher
>1 e.\peri< * d to such an extent does
our routrii realize it that it is with
nanv misfriv.uirs that he attempts to oiler
my suggestions upon it not already real
zed in the experience of those who have
nade any attempt to teach history along
I I : - ? * - * -
in- iin?'> ??i practical Hinmjiu. in
ii*<|.1 iriiian education. we get a prur
tot/ knowledge of a Hairs from tin* study
>1 spellinir, reading. writing. and arith
uelic; a culture knowledge Irom art.
cioncc. literalurc and logic. In various
liases history cosnhiues all ol the aliove,
ind the hot t< icliers of history are aide
o teach many lessons ol a practical
latui'i'. Mi l impress upon the minds ot
lis pupils from time to time as the
icca-ion :ui-e>. especially in^tlie l>io
:t ipl il e.Mi.ii . tli" repression ot such
eliniis :is ;ii^er. h illed, pride, malice,
wen go, etc.. a is 1 tli?> cultivation ol pity.
Vlllp-e IV. revi I'l'lice. |oV", sell respect,
ind k indre 1 vii t u<
i.\er\ h-s-on la h i !y that allords the
each* r o|ij. :li:;iity .1 iinpl< ssji,^ ;1
nil e i.poii i'ii' iiiiu ! ;' the pupil with
hi' I* p. Mi "i.i anil d needs cal'e
111 * i?1 u _ i 41 a a . still more carelul lilies
ioiiinus. I: ike done properly you
an d< Iiici- from tie pupil his i. 1. i as i<>
he eil.-ct 111 .iii the character under con
; I . .. . i .i i.
.it -i .ii h ii > i i - 111 < ini-f upon m ? i*
it r Miii.'i the <|i-iivil i lli el without the
earlier- >m ikim: :i iliivrl :i|>|?li?*;it i?>n.
i.onl I ?erk It* \ i- < | in it * *i I a- savin:;.
T'.vn-y ni.in m-t ruri - hi* i -11 i I < 1 r< * i i at
iiu < > lii- :iltil it yI I iiitiiU (iinl I In-i i- :ire
i iii'?' -1 1 h>:>~ imi' print111ir pi< > -? -. .nnl
11 i ?p (* wi1 >! <; i! 1 lint Ii i\i' Hie-e 111111 -1 I'i "!
. i-.ir-; fur li iniinii lias lirmiulit <li-n
nr.- .iii'l I >Te*y anain-t tin* he-t
riiviTiiiin-iit >. < imi keep us In>tn !???! Ii !**
Th. r,- i- -u'li.-iutii text in tin* ii'iuvc
..irrji ipli for ;i <piriI I liftle talk in run
lrliiiiat imi i>l it Hint wmiiM In1 )><>111ii 1 to
lr.nw your pupil- into closer loiieh in
:iln>rinu with tlium for their ailvaiieo
in'iit. ami w 111?11 tin' 111 i < * I it* r -uMirienl ly
Irinnn-t ratt's In 11is pupils that in* is
iti*iisf|y intere-teil in their Mirers*, he
i:is for^eil u stnum link in the eliain ol
1 tiscipline".
If tin* teacher's aim i> simply to <;et
lie pupil lo eommit to meinorv ilry faets
i< they almost always appear. then flu*
liseipltnary \ 1 u?* as well as tin* eiilture
:alne will he largely 1??<t.
History nin-t he tr? :11?*? 1 a- a living
ss?i ' mwell as a iKa.l past. ami a> hit?
ory i-t-111~s itself. try to impress n-? >n
hem what hearmjr present act ions ami
emleneios in iv luini: ahont in tin* lithtre.
Spencer says that the ohjert ot eiln
nation is to prepare n- lor complete liv
ni.'. ni'l a knowledge ol the past is tier
ss;ir\ to help io mii<le a- lor the future.
1 l-lorv pre-flil- to IJs the pa-t W e ale
Hiking history now, iml the hi-tory of
he Inline will depend largely upon how
im e t the i - -1 ii - ol I Oil IV I In* tearlier
? ill.: here and there can teacli
that will iti immense amount
1 v <! : ! hejr a ml i t ions a Ion i;
'' 11 o) the Virtues of the vteat and
1 ' t I M : !i I lid hv W h' e j 11 ll'leI:Ce
Ve J) " I he heiieliciaries
l"ea t h i 11 . w ithout nv i let: ii it e plan or
dijecj i 11 I in pa fed to i 1 > 11 jid< T
vi'hon! ;!il:~. havilij all kind* ol
nateria u* no well i|e\.-ei| nlan i.v.
v ! I It'll I < t. I I I , ij: i li I|_ nl -\ III I lift rir 11
1111 it i ri hi . i>r i !? 11111 rl oral lusnity.
i in- tfiirii" I - j.i.iii nr; I !ii? >o 11 i n*cl ('(I
i 1" hn in: ' I i. I f.i Hi \ ;i U'l \ :i! in*, a 11 < 1
r 11111 u i ..ilr; !u? r.i in om mi t
inj; li?? iniii-'.i i.'ii i i.'ls ul ii.iiinr imi
)<||'I mill . Il 'i. ) I! I * j?? I" -IllllillllS III'
\;itifiri^ in tin r> -ratalimi < ! iln- -nli
'ft. tli.? t 11 * 11' : in i\ i*\ jmtI 1 irk of ;i | *
?Ji ifi >11. re put: i ii**** (<> hi*torien| study,
lelerlivr fihsorvitl ion and idleness ;i1111
ilher tendencies sliowimr a dislike fur
In* study. hndeavor t?? ?v\:?l:*srj nil
iils-ri'sl in history hy wlurli ill
I'lirdlllM^iil In n'ild j?iI hoi.... ;f,
11111 in'.i^.'i/.iiics and t hus tiif i'IIlk^: <i"ar.in
X'liavior In- absorbed into tiuf' '"; x|'?'HHe
liat^thoy emulate the ^o?*4^
the evil. As history is the record of tl
doings of man. it is largely composed <
the biography ot the men who helped t
make history, and as every charactt
recounted exerted either a good influent
or evil, it is quite easy to make lists <
those characters whose lives were spei
in either direction, in which there wi
appear numerous instances affording t!
teaching of various?virtues having a tli
ciplinarv value and which will bes
fruit, as no other study oilers a betti
liehl than the characters who have mat:
our country great.
*
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