THE EDITOR'S PORTFOLIO.

Nelson Examiner and New Zealand Chronicle, Volume I, Issue 14, 11 June 1842, Page 56

THE EDITOR'S PORTFOLIO.

REMARKS ON BDUCATION. [By Charming. Suggested by the perusal of " American Annals of Education and Instruction. Edited by William C. Woodbridge. Boston. Bvo."] The work of which we have placed the title at the head of this article is devoted to what is generally acknowledged to be the mosfiraportant interest of families and 4*f the state. It has, therefore, no ordinary claims to patronage, especially as it is the only work of the kind published in the country. We learn, however, that the support now given it not only falls short of its just claims, but is so insufficient, that, unless its circulation can be extended, it must be abandoned. We are not only grieved, at this, but somewhat disappointed; for, al-" though we knew the ruling passion in the community for light and amusing reading, we did hope that the acknowledged importance of education, and the necessity laid on every parent to watch over and guide the young, would overcome the repugnance to mental labour, and would communicate an interest to details which, separate from their end, would be dry and repulsive. It seems, however, that the community are more disposed to talk of education in general than to enter patiently and minutely into its principles and methods, more disposed to laud it than to labour for it; and on this account we feel ourselves bound to say something, however briefly and rapidly, of the obligation of regarding it as the paramount object of society, and of giving encouragement to those who. make it their task or who devote themselves to its~profi3otion. We know that we are repeating a thrice-told tale, are inviting attention to principles which the multitude most courteously acknowledge, and,«a£_.readily forget. But all great truths are^apt. to grow trite ; and if the moral teacher shfcukHail to enforce them, because they are worn by repetition, religious and moral teaching would well nigh cease. * One excellence of the periodical work before us is, that it is pledged to no particular system of education, but starts with the acknowledgment of the great defects of all systems, and with the disposition to receive new lights, come from what quarter they may. It is no partisan. It is the instrument of no sect. It is designed to improve our modes of training the young ; to give more generous views of the objects of education and of the discipline by which they may be attained ; to increase the efficiency of existing institutions, and to aid in forming new ones more suited to qur age and country ; to unfold and diffuse those great universal principles in which men of all parties may be expected to agree, and to point out the applications of them in our families and schools. Its pages are open to original suggestions, to discoveries, to the zealous reformer, and even to the too sanguine innovator. Its aim is, to be a medium of com-* munication for all who think on the subject of education, to furnish new facts to the philosopher, and to make known the results of successful experiments. Its liberality gives it one strong claim to support. Perhaps, if it were more confined in its views, if it were designed to answer the purposes of a party or- sect, it would be better sustained. Were it to proscribe one class and to pander* to the bad passions of another, it would not, perhaps, be obliged to sue for more generous patronage. But, is it true that a work on education cannot find readers without assuming the badge of party ? Cannot the greatness of its object secure attention to its teachings? In what class of society ought it not to find friends ? What parent has not a deep interest in the improvement of public and private education ? What philanthropist does not see in this the Ichjef preparation of a people for his schemes of usefulness ? What patriot does not see in this the main security of free institutions ? Thiß cause is commended alike to our priyate and public affections ; and must the only periodical devoted to it die through neglect ? We are aware tbat there are some who take an attitude of defence when pressed with earnest applications on the subject of education. ' They think its importance overrated. They say that circumstances chiefly determine the young mind, that the influence of parents and teachers is very narrow, and that they sometimes dwarf and distort, instead of improving the child, by taking the work out of the hand of nature. These remarks are not wholly unfounded. The power ;of parents is often exaggerated. To strengthen Ijheir flense of responsibility, they are often taught that they are competent to effects which,

arc not within their read), and are often discounted by the greatness offthe task to which they are summoned. Nothing is trained by exaggeration. It is true, and the truth need! not be disguised, that parents cannot operate at pleasure on the minds and characters o& the young. 1 heir influence" is limited by theirWn ignorance and imperfection, by .the strength and freedom of the will of the child, and by its connection, from its first breath, with other objects and beings. Parents are not the only educators of their offspring, but must divide the work with other and numerous agents ; and in this we rejoice; for, were the young confined to domestic influences, each generation would be a copy of the preceding, and the progress of society would cease. The child is not put inf ; the hands of parents alone. It is not born, r., hear but a few voices. It is brought dT?h-in into a vast, we may say an infinite school. The universe is charged with the office of its education. Innumerable voices come to it from all that it meets, sees, feels. It is not confined to a few books anxiously selected for it by parental care. Nature, society, experience, are volumes opened everywhere and perpetually before his eyes. It takes lessons from every object within the sphere of its senses and its activity, from the sun and stars, from the flowers of spring and the fruits of autumn, from every associate, from every smiling and frowning countenance, from the pursuits, trades, professions of the community m which it moves, from its plays, friendships, and dislikes, from the varieties of human character, and from the consequences of its actions. All these, and more than these, are appointed to teach, awaken, develop the mind of the child. It is plunged amidst friendly and hostile influences, to grow by co-operating withl tne first and by resisting the last. The circumstances in which we are placed form, indeed a most important school, and by their help some men have risen to distinction in knowledge, and virtue, with little aid from parents, teachers, and ' books. Still the influence of parents and teachers is great. On them it very much depends whether v the circumstances which surround the child shall operate to his good. They must help him to read, interpret, and use wisely the great volumes of nature, society, and experience. They must fix his volatile glance, arrest his precipitate judgment, guide his observation, teach him to link together cause and effect in the outward world, and turn his thoughts inward on his ownmore mysterious nature. The young, left to the education of circumstances, left without teaching, guidance, restraint, will, in all probability, grow up ignorant, torpid in intellect, strangers to their own powers, and slaves to their passions. The fact that some children, without aid from parents or schools, have struggled, into eminence, no more proves such aid to *c useless than the fact that some have grown strong under physical exposures which would destroy the majority of the race would provethe worthlessness of the ordinary precautions which are taken for the security of health. We have spoken of parents as possessing, and as bound to exert, an important influenceon the young. But they cannot do the whole work of education. Their daily occupation, the necessity of labours for the support of their families, household cares, the duty of watching the health of their children, and other social relations, render it almost impossible for parents to qualify themselves for much of the teaching which the young require, and often deny them time and opportunity for giving instruction to which they are competent. Hence the need of a class of persons who shall devote themselves exclusively to the work of education. In all societies, ancient and modern, this want has been felt : the profession of teachers has been known; and to secure the best helps of this kind to children is one of the first duties of parents, for on these the progress of their children very much depends. One of the discouraging views of society at the present moment is that, whilst much is said of education, hardly any seem to feel the necessityof securing to it the best minds in the community, and of securing them at any price A juster estimate of this office begins to be made in ou* great cities; but generally it seems to be thought that anybody may become a teacher. The most moderate ability is thought to be competent to the most important profession in ' society. Strange, too, as it may seem, on this point parents incline to be economical. They who squander thousands on dress, furniture amusements, think it hard to pay comparatively stop" sums to the instructor; and, through this ruinous economy, and this ignorance of the dignity of a teacher's vocation, they rob their children of aid for which the treasures of worldscan afford no compensation. There is no office higher then that of a teacher of youth, for there is nothing on earth so precious as the mind, soul, character of the child No office should be regarded with greater respect. The first minds in the community should be encouraged to assume it. Parents should do all but impoverish themselves to induce such to become the guardians and guides of their children [2b bt continued.'] TxitMs of Subscription.— Forty thfflinn q,- . nnnm payable in advance, or one .hilling foi itogiteaumow." 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