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Education
The youth should be taught to aim at the development of all their
faculties, the weaker as well as the stronger. With many there is a
disposition to restrict their study to certain lines, for which they have
a natural liking. This error should be guarded against. The natural
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aptitudes indicate the direction of the lifework, and, when legitimate,
should be carefully cultivated. At the same time it must be kept in
mind that a well-balanced character and efficient work in any line
depend, to a great degree, on that symmetrical development which is
the result of thorough, all-round training.
The teacher should constantly aim at simplicity and effectiveness.
He should teach largely by illustration, and even in dealing with older
pupils should be careful to make every explanation plain and clear.
Many pupils well advanced in years are but children in understanding.
An important element in educational work is enthusiasm. On this
point there is a useful suggestion in a remark once made by a celebrated
actor. The archbishop of Canterbury had put to him the question why
actors in a play affect their audiences so powerfully by speaking of
things imaginary, while ministers of the gospel often affect theirs so
little by speaking of things real. “With due submission to your grace,”
replied the actor, “permit me to say that the reason is plain: It lies in
the power of enthusiasm. We on the stage speak of things imaginary
as if they were real, and you in the pulpit speak of things real as if they
were imaginary.”
The teacher in his work is dealing with things real, and he should
speak of them with all the force and enthusiasm which a knowledge of
their reality and importance can inspire.
Every teacher should see to it that his work tends to definite results.
Before attempting to teach a subject, he should have a distinct plan in
mind, and should know just what he desires to accomplish. He should
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not rest satisfied with the presentation of any subject until the student
understands the principle involved, perceives its truth, and is able to
state clearly what he has learned.
So long as the great purpose of education is kept in view, the youth
should be encouraged to advance just as far as their capabilities will
permit. But before taking up the higher branches of study, let them
master the lower. This is too often neglected. Even among students in
the higher schools and the colleges there is great deficiency in knowl-
edge of the common branches of education. Many students devote