WESTERN DIST. TEACHERS’ ASSOCIATION.

Western Star, Issue 944, 2 May 1885, Page 3

WESTERN DIST. TEACHERS’ ASSOCIATION.

At a meeting of this Association held in the District High School on Saturday, when there was an attendance of about twenty, Mr J. Ireland read the following paper on “ Education ” :

There is a passage I have read somewhere “A human soul without education is like marble in the quarry, which shows none of its inherent beauties till the skill of the polisher brings forth the colours, makes the bui face shine, and discovers every ornamental cloud, spot, or vein, that runs through the body of it.” I am far from denying that some minds of superior capacity and shrewdness may have become educated to a certain extent even without the accomplishment of the three R’s, because they had still the chance of learning by observation, by conversation, and by contact with their fellows. Every thing that informs the memory and the understanding, and stimulates to the exercise of the faculties, has an educational value. In this sense a man’s education should be a life-long process. The chief value of school training is that it gives an impetus and direction 10 this life process j and not only so, but it supplies agencies and means of education of such surpassing value that all others without it sink in comparison into barrenness and poverty. How stunted must the mental life of a man be to whom all the beauties and glories of literature and science must ever be a sealed book. ■ But although I have conceded that persons of a certain cast of mind may undergo or liiay achieve some degree of mental develop- ■ ment, Ido not believe that the same would hold true of the multitude. If they are left '. wholly illiterate they will assuredly form a mass of barbarism and savagery at the base of civilised society very painful to the philanthropist and the patriot to contemplate. If any educated person can view the masses of popular ignorance, wide and deep, with no feelings but those of self or class gratulation, his education may have done something for his head but it has done little for his heart. I think that there can be little question but that popular ignorance in proportion to its width and depth exercises a sinister influence on the cast of thought of the educated classes. In proof of this, I

would adduce the terms in which tho populace used to be spoken of. Divines used to 'call them the “ unexcavated heathen,” and poli-

ticians used to call them the “ swinish multitude,” “the canaille,” Ac. Neither are these terms altogether absolete now, although they are verging that way. But not only does popular ignorance divide society into two classes, the contemners and the bohtemned, but also into another two classes pretty nearly 00-terminous with these, viz., the robbers and the robbed. Laws will be made to impoverish them, and they will neither see nor know how. But if this process be allowed to go too far, the social atmosphere becomes surcharged with positive and negative electricity in separate clouds, and may end in a catastrophe. Bead history for proofs of this. You will easily find them. A high fabric of civilization based on a mass of barbarism is like a lofty pillar floating on the sea. When the tempest assails it from around or the waters surge beneath, it is in danger of disappearing among the billows. For proofs and illustra- ' tlona see universal history. What, then, is the desideratum? Some plan or scheme which shall impregnate the whole body of the people with the seeds of thought and intelligence; leaving no barbaric dregs to fester beneath. To this I reply: Educate. To be sure to elevate the tone as well as to sweeten the harmony of society you must ameliorate the condition as well as to raise the character of the people. Education ol course aims directly at raising the character of the people. But you may safely trust that if you succeed in raising their character they will see to the amelioration of their condition themselves. Indeed, the elevation of their character would of itself improve their condition. For character and condition are ; mutually promotive. The kernel of the whole question may be stated in three words <• tfio minimum of dregs, ’ This is the problem which has been occupying the thoughts of everynationalmostinthecivilizedworld. And they have nearly all solved it in the same way. Universal experience has made it manifest that with any possible voluntary agency or combinatijß of voluntary agencies the number* left to form what Loro Castlereagh used to call “ a swinish multitude " is portentous Most of the civilised Governments have fell themselves impelled by duly and interest to bring their sovereign's powers to the rescue, and have established national system*. Some of the beneiits of this will be felt at once, but iis matured iruit will hardy be reaped by the genemtion wbivh initiates it. Nevertheless its OKssinga will always be a growing quantity. Meantime public opinion in i a favour widens and deepens daily. Yet there are those ' amongst us who view the movement witii no favorable eye. They croak away at objections wtiich drained considerable currency during the preceding generations. But they are not much regarded now. “In the night watches, when uii the air a solemn slibness bolds, when the broad moon is on the lake and all the lauds.ape shimmers in her pale ‘ and gentle light, the screeching of the owl r agrees with the spirit of the see m; and if it adds nothing to the gai.ty, may add something t» the poetry of the hour.” But we rather resent its hooting in the gay and busy hours 1 of sunshine. The blush of the dawning which awakes the world tolile and action only blinds ' these birds of the night, fit emblems of the • croakers. With your permission I wnl just notice one or two of their croaks. It is said: 1 «Don’t try to educate everybody, or you will have too many clerks and nobody to do the rough work of society.* To estimate the value of this argument at 2£d would be reckless extravagance, but I will rather pay the 2id than waste my time and my ink answering it. It is not meant to make everyone a philosopher, a scientist, a divine, or a poet. Nature will take care of that. But it is meant ihut the humblest should have the means according to i, his capacity of appreciating the p emli ng, the teaching, the works of the >1 nitrous individuals. What frightens pe. pie tiom the rough work is not s i much its r lughness as the contempt with widen it is tr.a'ed. Let society learn Ltorc. its notions. Another says: “ A r.a ional system is bad because it cannot include religious doctrines in its curriculum.” Of cou se it cannot do that nor. any other debateahle or debated subject, nor anvthing that divides the communny imo parties. It cannot, fir the same reason, include political doctrines in its cirri.uluin. And yet it is in the field of politics that education is expected to work the most ■wonderful improvement. Public men and those who make politic their sphere wdl take aU sorts tf care that they shall n. t want the teaching of political doctrine. Cannot the parsons work on the same line ? If they do t ieir duty in fee ring the lambs as well as the sheep of the fold, they wM find that an educated people will make better Christians, as well is belter politicians. But although roligioiu doctrines cannot be taught, I sec nothing to hinder the teaching of good morals. There is a general consensus of opinion upon that subicct. There are very few dismulers from the 6 doctrine that “We should do to Olheis ns we would think it right that they should do to us.” I thmk it would be well if there were issued a school treatise on the principles and details of duly in all the public and private relations of life. It would even include piely among the moral dunes, but leave it undefined. Ihen each one could define it for himself. Even the atheistic materialist ought to be satisfied with this, for ho would most likely defa e it to mern admiring wonder at the powers and capabilities of matter,” since all this universal kosmos both mental and phy.-icial in an eternal series, are their outcome. Well, better cultivate even this than g are at Nature with as little emotion as a hen looks at the sky. But the current croak in thi metn imc is the expense of a national system. lo Hus I reply: Unless you are content to reduce the

•Allow me to state this argument in other words

quantity and deteriorate the quality of your education, but will mainlain it in the same state of efficiency, the national system is by far the cheapest. True, if there were no schools but denominational schools, adventure schools, the government would be relieved, but the people would be far heavier and more unequally burdened, and far worse served. The last straw that breaks the camel’s back would be reached sooner. I believe that for everj pound that is paid by the government now the country under any other system would have to pay 30s, If even the semblance of efficiency were to be maintained. Besides, at present, every shoulder in the country lin« to boa' i's share of the weight. It. is r.li«Tvf<>r ■ lighter to each. But in any other way it falls vi h crushing effect on fathers and mothers uf families. Just think if the school were supported entirely by fees what a working m.ui with four, five or six schoolable children, would have to pay out of Gs, 7s, or 8s a day. Another advantage: the schools are more equally distributed. On the other sjstem in sectarian centres there would be a swarm of hungry starvelings, io sparsely peopled district no school at all. Another advantage . more efficient supervision as well as a better class of teachers. Allow me to mention also an indirect advantage, viz,: a belter class of immigrants. Respectable. families, before emigrating, always enquire about the educational facilities of the colony, and choose accordingly. Formerly a wholly illiterate person had a number of others to keep him in countenance, bat now, and still more in future lime, he wiil be a parish in sncufcy, and the community which falls out of the educational line oi march will be a pariah among peoples. A nation or a colony with an ignorant populace has very little chance of success in c m peting, either in peace or war, with one who?e people are better instructed in the a"ls of industry or in avm>. I might say more, but I shall conclude with another advantage. With the universal spread of instruction there is a better chance of the emergence of genius from the democratic floor. It is astonishing what a proporlion of men who now occupy the most compieuous niches in the temple of fame have risen from the humblest rank. They rose through much tribulation, but how many have perished by the wav, and been found cold and stiff with the Excelsior banner in their dyine grasp. How many, again, have never started, although they had the root of the matter in them, because no ray of light entered their minds to awaken the energies that lay sleeping there ; “Because Knowledge to.tlreir eves her ample page rich, with the spoils of timeidid ne’er unroll.” This' last Jetpression leads me to state my views with regard to the teaching of history. There is nothing to be gained, but. much to be lost by, introducing it prematurely. But do not banish it from the school. You cannot understand the present thoroughly unless you'understand the past. And if you understand the past it will throw a flood of light on the present. If you understand both aright it will confer on you something like the spirit of prophecy as regards the future. And now I will conclude with the words of the poet; I cannot remember his name bnt 1 remember his words in referring to the study of history

I live to learn their story, who have suffered for my sake, To emulate their glory, and follow in their wake—• Bards, martyrs, patriots, sages, The noble of all ages, Whose deeds fill history’s pages, And time’s great volume make.

Then referring to that forecast of the future which the successful student of the past and the present is disposed and enabled to make, he says:— I live to hail that season, by gifted minds foretold, When men shall live by reason, and not alone for gold; When man to man united, All wrong things shall be righted, And the whole world shall be lighted As Eden was of old. Thcp follow those trains of thought: begotten of a mo'e complete culture, at once loftier and more profound : I live to hold communion with all that is Divine, To feel there is a union twist nature’s heart and mine, To grow better by affliction, Reap truth from ‘fields of fiction, Grow wiser by conviction, And fulfil each great design. A good deal of favorable cri.icisn, was evoked at the conclusion of the paper, and a vote of thanks was passed to Mr Ireland.