The true end of education, is to unfold and direct aright our whole nature. Its office is to call forth power of every kind-power of thought, affection, will, and outward action; power to observe, to reason, to judge, to contrive; power to adopt good ends firmly, and to pursue them efficiently; power to govern ourselves, and to influence others; power to gain and to spread happiness. Reading is but an instrument; education is to teach its best use. The intellect was created, not to receive passively a few words, dates, facts, but to be active for the acquisition of truth. Accordingly, education should labor to inspire a profound love of truth, and to teach the processes of investigation. A sound logic, by which we mean the science or art which instructs us in the laws of reasoning and evidence, in the true methods of inquiry, and in the sources of false judgments, is an essential part of a good education. And yet, how little is done to teach the right use of the intellect, in the common modes of training either rich or poor. As a general rule, the young are to be made, as far as possible, their own teachers-the discoverers of truth-the interpreters of nature-the framers of science. They are to be helped to help themselves. They should be taught to observe and study the world in which they live, to trace the connections of events, to rise from particular facts to general principles, and then to apply these in explaining new phenomena. Such is a rapid outline of the intellectual education, which, as far as possib'e, should be given to all human beings; and with this, moral education should go hand in hand. In proportion as the child gains knowledge, he should be taught how to use it wellhow to turn it to the good of mankind. He should study the world as God's world, and as the sphere in which he is to form interesting connections with his fellow-creatures. A spirit of humanity should be breathed into him from all his studies. In teaching geography, the physical and moral condition, the wants, advantages, and striking peculiarities of different nations, and the relations of climate, seas, rivers, mountains, to their characters and pursuits, should be pointed out, so as to awaken an interest in man wherever he dwells. History should be constantly used to exercise the moral judgment of the young, to call forth sympathy with the fortunes of the human race, and to expose to indignation and abhorrence that selfish ambition, that passion for dominion, which has so long deluged the earth with blood and woe. And not only should the excitement of just moral feeling be proposed in every study, the science of morals should form an important part of every child's instruction. One branch of ethics should be particularly insisted on by the government. Every school, established by law, should be specially bound to teach the duties of the citizen to the state, to unfold the principles of free institutions, and to train the young to an enlightened patriotism. W. E. CHANNING. Christian Examiner, Nov., 1833. The object of the science of education is to render the mind the fittest possible instrument for discovering, applying, or obeying the laws under which God has placed the universe. WAYLAND. We regard education as the formation of the character, physical, intellectual, and moral; as the process by which our faculties are developed, cultivated, and directed, and by which we are prepared for our station and employment, for usefulness and happiness, for time and eternity. W. C. WOODBRIDGE. All intelligent thinkers upon the subject now utterly discard and repudiate the idea that reading and writing, with a knowledge of accounts, constitute education. The lowest claim which any intelligent man now prefers in its behalf is, that its domain extends over the threefold nature of man; over his body, training it by the systematic and intelligent observance of those benign laws which secure health, impart strength and prolong life; over his intellect, invigorating the mind, replenishing it with knowledge, and cultivating all these tastes, which are allied to virtue; and over his moral and religious susceptibilities also, dethroning selfishness, enthroning conscience, leading the affections outwardly in good-will towards man, and upward in gratitude, and reverence to God. Far above and beyond all special qualifications for special pursuits, is the importance of forming to usefulness and honor the capacities which are common to all mankind. The endowments that belong to all, are of far greater consequences than the peculiarities of any. The practical farmer, the ingenious mechanic, the talented artist, the upright legislator or judge, the accomplished teacher, are only modifications or varieties of the original man. The man is the trunk; occupations and profes sions are only different qualities of the fruit it yields. The development of the common nature; the cultivation of the germs of intelligence, uprightness, benevolence, truth that belong to all; these are the principal, the aim, the end,-while special preparations for the field or the shop, for the forum or the desk, for the land or the sea, are but incidents. The great necessities of a race like ours, in a world like ours, are: a Body, grown from its elemental beginning, in health; compacted with strength and vital with activity in every part; impassive to heat and cold, and victorious over the vicissitudes of seasons and zones; not crippled by disease nor stricken down by early death; not shrinking from bravest effort, but panting, like fleetest runner, less for the prize than for the joy of the race; and rejuvenant amid the frosts of age. A Mind, as strong for the immortal as is the body for the mortal life; alike enlightened by the wisdom and beaconed by the errors of the past; through intelligence of the laws of nature, guiding her elemental forces, as it directs the limbs of its own body through the nerves of motion, thus making alliance with the exhaustless forces of nature for its strength and clothing itself with her endless charms for its beauty, and, wherever it goes, carrying a sun in its hand with which to explore the realms of nature, and reveal her yet hidden truths. And then a Moral Nature, presiding like a divinity over the whole, banishing sorrow and pain, gathering in earthly joys and immortal hopes, and transfigured and rapt by the sovereign and sublime aspiration TO KNOW AND DO THE WILL OF GOD. HORACE MANN. INDEX ΤΟ REPORT AND DOCUMENTS OF COMMISSIONER OF EDUCATION, 1867-'68. Academy, meaning of, 414. Relation to colleges, 428. Monuments of private liberality, 429. Adams, J., education clause in Mass. Constitu- State and education, 320. Adams, J. Q., State and education, 320. Jefferson as to professorship in 1795, 46. Congressional land grants in aid of, 78, 133. Connecticut, 141, 217. Delaware, 143. Illinois, 145, 305. Iowa, 154, 382. Kansas, 161, 301. Constitution of 1819; of 1865, 108; of 1867,125. Altenstein, ministry of public instruction, 441. American Academy of Arts and Science, 87. Amherst, Agricultural College, 249. Donation to Agricultural College, 249. Andrew, Gov., on Agricultural College, 235. Annual Report of Commissioner of Educa- Bernhard's Study Plan for Gymnasium, 493. Bibliography, agricultural schools, 231. Biography of Teaching, 38. Blind, schools for, 34. Board of Education, 318. Boarding arrangements, 737. Bolingbroke, genius and learning, 834. Botanic gardens and agriculture, 234. Bowman, J. B., and Kentucky University, 291. Bridgewater, (Mass.) State Normal School, 689. Brougham, Lord, 58, 333, 335. Brown. Thomas, the process of education, 845, Brownson, O. A., education defined, 844. Burgher Schools of first grade, 517. Bushnell, Horace, taxation for schools, 330. Cabinet and Library of Department, xxiii. Constitution of 1849, 119. Agricultural, Mining, and Mechanical Arts State Normal School, 769. Carlyle, T., principle and result of culture, 845. Scientific Depart, of Dartmouth College, 278. Charleston, (S. C.)State Normal School, 787. Chicago, plans of school-houses, 577. Wells school, 578. Cottage Grove, 581. City University, 582. Chinese maxims, influence of education, 331. Pursuit of knowledge, 330. Cincinnati school-houses. 593. City grammar school-house, size of, 542. Monthly, xxiii; contents, (1-12,) xxxiii. Plan of publication, 5. Classes in Prussian gymnasiums, 493. Classification of society and education, 526. Advantages of, 288. Disadvantages considered, 392. Experience of the Friends' Schools, 397. College defined, xvii. Commissioner of Education, appointed, viii. Duties, x. Plan of operations in 1867, xii. General circular, xiii. Plan of publication, xxiii, 5. Reports. annual and special, xxv. Circular respecting land grants, 63. Circular, secondary education, 433. Circular, school-houses, 519. Circular, museums of natural history, 821. Competitive examination, xxi. Compulsory school attendance, 53, 325, Connecticut, early educational history, 88, 28. Statistical data. 77. Code of 1650, 328. Constitution of 1818, 89. Agricultural land grant. 141. Conrector in German gymnasiums, 470. Dane county, (Wis.,) donation of, 213. Services to classical learning, 400. Agricultural land grant, 185. Degrees and diplomas, academic, 246. Bachelor of arts, 246, Bachelor of science, 266, 272. Bachelor of philosophy, 223. Doctor of philosophy, 226. Military and mining engineering, 266, Master of science, 272, 246. Delaware, 77, 94. Constitution of 1831, 94. Agricultural land grant, 141. College, 141. Denominational schools, 34. Department of Education, ix, 5. Dickinson, J. W., philosophy of teaching, 65 Dinter, official duty to education, 61. District of Columbia, xxvii. District school system, original object of, 415. Doane, George, address by, 313. Domestic training of girls, 374. Drawing, teachers of in Prussia, 483, Individual views on, 19. Special systems, 19. Common and universal, 316, 325. Personal and public, 323. State interest in, 313, 323. Compulsory, 325. Ehrenberg and female education, 381. Elementary schools, defined, xv. Legislation respecting, xxix. Emerson, G. B., lesson of the hour, 662. Mechanical mining, 241, 242, 263. Erasmus, not how much, but how well to know, European system of education, xxx. Evansville, Ind., city training school, 816. Duty of education, 59. Examinations of teachers in Prussia, 475. Examen pro facultate docendi, 477, 481. Experimental farm and agricultural colleges. Connecticut, 218. Iowa, 155. Hall, S. R., and Normal Schools, 662. Academies of New England, 403, Hecker, J. Julius, and real schools, 501. Hickson, E. H., kind of education needed, 336. Impossible in country towns, 421. History, teachers of, trained in Prussia, 486. Suggestions as to garden and workshop in Hobbs, R., knowledge and experience, 836. Not possible for all children, 435. Services to classical learning, 407. Horace, the mind a growth, 844. State of education, 315. Hughes high school, Cincinnati, 593. Hulburd, C. T., and Normal Schools, 705. Humboldt, William Von, 440. Hyattsville (Md.) State Agricultural College, 272. Idiots, schools for, 34. Illinois, 77, 107. Constitution, 107. Agricultural land grant. 78, 145. Industrial University, 145, 305. Normal University, 745. Incorporated academies, 417. Indianapolis, Ind., city training school, 815. Constitution of 1816, 105, of 1851, 105. |