The Manawatu Standard (PUBLISHED DAILY.) Suivant La verzte. WEDNESDAY, LULY 18, 1883. WHAT EDUCATION SHOULD DO.

Manawatu Standard, Volume 4, Issue 190, 18 July 1883, Page 2

Manawatu Standard (PUBLISHED DAILY.) Suivant La verzte. WEDNESDAY, LULY 18, 1883. WHAT EDUCATION SHOULD DO.

A. section of the American Press i.<= astatine for a return to the "oldfashioned" syate-n of home training, which, it k maintained, developed these powers of noble endaraace and incomparable enterprise which distinguished many of the pioneera of the uew world. The New York Weekly Tribune asks is the education and training now m vogu» calculated to make our boys colonists m the truest sense of the term ? It procpeds to show that the men who broke ground m commerce, m the professions, m the great reforms of this countryj were all men trained to work, to cope with difficulty from their childhood, ihey w6u the great fortnnes, -fed. the thought and changed (he condition ol the nation. The O' ays, the Webstets, the Lincolns, the Emerson*, had thews and sinews, and never were lapped m idle luxur/— Are we not to educat. oar children, ttien ? By all means, location n*ver weakened any ma n. What does weaken him is the total leaving out from bis training of all selfdenial and all difficulty. Certain it is that the education, either home or school, of the present day does not tend to develop traits of self-relinnce, perseverance, sustained industry, or determination under protracted difficulty •he thorns of life have to be 'gr»j,p>eti wan before the roseu can be plucked, just as much now as ever j ana witboa' sustained energy and decision of charac ter there must still be the fruitless com plainiflg of fortune proving unkind, and luck being. adverse, whereas the fault may lie "mainly with the individual, or rather the manner of his bringing up. If our boys are to rise superior to the toils and temptations that will inevitably be their lot m. life, their training must be such as to fit them to cope with what they will have to endure and accomplish. As the poet Longfellow puts it :— r In the world's broad field of battleIn the bivouac of life; Be not like dumb driven cattle 1 lie a hero m the strife. Every boy now going to school/if he Hves, will have to take his part' in "the strife" of getting through the world— the battle-field of life. He who is undisciplined, untrained, uninured to self, denial and self-reliancp, will find that late m life .he. will have to acquire what should have been imparted m his youth —part of his school training, an indis. •■sable element of his hona« teaching. The possession of this pssential know* :? d A e f and I he eff'ct of this requisite training will give strength and confidence; while the lack of it will bo apparent m weakness, irresolution, defeat, and despair. Mere « book«learn« ing " will not fit the youth for the part be has to play m the drama of life. There must be the home-training to enable him to . Be up and doingj With a heart for any fate ; Still achieving, still pursuing, lif?arn 'o ■lnbnur and to. wait.