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About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (Oct. 1, 1876)
fiditoi's Chair. 19 h ;; m r How often wo mul u whole book lor n single thought that might liavo been c.v pros-ed in a single sentence upon tin title page. Thought ami golil arc the groat elements thai move llio world. Wo seek for them in much the same manner ami with much the sam6 success. The miner often sinks a shaft twenty feet deep nntl cleans up an ounce of gold which might lnvc lain, just as well as not within a f ot of the surface. More often still, ax 1-oaiiU of much labor, does he clean ep no gold til all. So with the reader. May it he olhTWio wilh tho-o who read the con triiiutlous to tno Stitjjkst. SCIENCE IN EDUCATING IgnoMineeis a state of psychical slum, her. To he educated implies that exact I j the opp.isitu has been cxpuriunced. By a man's education, we can tell how well and how long he ha heen awake. But w lien we -ay education, we do not mean mere hook learning, hlit eery kind of mental development. A man may he an educated tluif 01 gambler as well as a lawyer or preacher. An educated man doe not nee ssarlly know hov to read or write. E liu-ation i. the drawing out. or ratlier leading out, of tho.se powers within u-. This i only accomplished during a btile of psychical energy. The coiw qionco is that many men are uneducated bocausj they are in a stale of selumber all their days. Communities, also, and even nations, continue in the Mime hcalen track, and consequently never awake Irom that dreamy condition which they have ii.hciitcd from their ancestors. The world a u whole ha never heen aroused; and it is thus wo account for the snort sighted, selfish and prejudiced sentiments that prvail among the musses. We should then inquire, What are the the conditions of slumber? What are the conditions of wakt-fiilnens? If our first statement Is true, our last question uiut be the lirat to be asked by those who pro- pose to educate. Shall science come and he the handmaid of the Teacher? Then she must take upon herself the burden of these questions. She must ascertain when and how the soul is first aroused. If its tendency is to temiiin in a state of comparative inactivity, then she must take the incentive into her own hands. She must give a correct answer to these ques tions before Education can have a footing. The term "to educate," then, becomes a very broad one, .a very deep one, and one that is all important. For upon its com. prehension and application depends the whole outcome of the race. To educate, (rducero), to lead f.u'th But still the term i3 unqualified. The question still arises, when, how, where do we lead. This qua! ideation must he-supplied by science, and upon the conditions, us- we have said, will depend our future advancement or retro gression. Science, as yet, lue placed no limit to the act. Wc lead out the minds of the 3 onng, lint we do not all lead in the same manner, or at the same time. Each one applies his own spur to arouse the soul to action, and each one blindly ap plies his .wn remedy to it when it is dis rased. We aie a race wandering in dark lies, where only the "blind lead the blind.' Keligion cannot guide us; for eveiy creed leads us in a different direc thin, and if we follow the resultant of all their forces we will do uoihing at all. Not even will we look upward, for as many will advise us perhaps to look in the other direction. Perhaps wc magnify the di lemma. But notice the workings of our educational inllueiices, then draw conclusion.-. And when we suj educational in tluemvs. we iisi- the term in its broadest wuse Wc mean all those inlluuices that aroused for the training of the youth from the cradle up to manhood. The home is, or should be, the moral nursery. There is at present no other For morality is something that must be breathed, to to speak. Hence, in order for a pewon to be moral, he must be in a moral atmosphere long enough for his IrTTptP'B 1