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MUNRO NOVA SCOTIA COLLECTION ' . -;v 'V" ^ BBIIATA. 4: X:L Puge 6, for Vftbiurdititifs" read '•abturdittfB.' •• 6, " ♦'animatiHi*' " '•animating/' « 14 " "deniyiiig" " "dentinJJ*' ■..-1^ 3^ ja^J5_^ Vv CAJ^<^^]f^ Y^ pa?Cfc<>tl>'-^ t. .^- -; ■ --i >< v:^- ,.-t>^v-<^- ^''v ^■>--^' trtiif" :/'■ •^ .V',V !; ., '.7-" I r?^. ''■■''I {^'"v r EDUCATION: -BEA]> KY- WILLIAM McISAAO -«i:foki*.- 'EACHEHS' ASSOCIATION, -AT- $1 |, J. m\t%h l^ntiaoul^lj, OCT. ISth, 188*^. 1883: STANDARD STEAM PRINT PICTOU. feflSP,'.;, ■i ^ o . 4 M TS'i^ ■■ EDUCATION. I. PRBBIDBNT, LaDIBH AND GhNTLBMBN : 'in a convention of this kind, having for its object the calm Insideration of a variety of subjects that must frequently resent themselves before the teacher for the proper discharge of Is duty, it is but fitting that the vast subject of Education should Iceive earnest attention. When a person justly and suitably ikes upon himself to write a thesis upon any favorite branch of itudies in order to impress a keen sense of its importance upon others, it should be at the same time indispensibly necessary to treat of that expansive and complicated tract, which, in its grasp ^nd amplit''de, holds as immovable fixtures each particular subject bf knowledge, all of which beautifully connected and blended together, form the subject matter of Education. Hence at this karly stage, it would be useless as well as presumptuous for me to jndeavor to give a partial definition of Education. There is no rord more frequently upon people's lips than Education ; and it lay be truly said that there is no word so much used, so vague, JO ill-defined, and so little understood. As then it is so seldom mderstood, and indeed can scarcelv be ever taken in in the same ray as long as manners and human opinions so widely differ, the Rdeas that the word Education form are as different as conflicting I views of things can make them. liV^hat then is the reason that there are so many contradictory views respecting Education ? The reason is that there must necessarily be discordant ideas concern- ing things not apprehended as in fact they are. Education, there- fore, however difficult of adequate comprehension, and however illimitable in its scope, must when properly analyzed, have a real definition. And as such, it must be clear and positive and convey ideas true in themselves and bearing a true relation to the object whose essence or quiddity is sought to be described. But before we can define anything we must have a clear and correct idea of it in our own minds. First we must consider that there is a something objective and independent of us existing really or possibly outside our minds, and subsists according to an eternal {irototype or aboriginal plan in the divine mind, ana is consequent- y immutable in itself, inasmuch as it is an express image or reflex I K 4. EDUCATION, * of an infinitely intolIi;jjcnb mind, anil whose notes ever concordarr are to bo ri.'concilcul witlieacl) otiier. Its very existence bespeal\> a iMctaphysical truth, and with such truths, beinj^ of a hij^h order wo are not now c'jua.'rned. To enable nie to start I may premi^ that sncli trutlis must needs be, arul Irom their undoubte>l e>'istencij otheis more tangible, of u h)wer order, and more intimately interj woven will! us, must now present tliem^elves for our business an<' consideration. Truths of tliis order are defined bv lomcians to be the eonlormity of the understanding knowing to theobje3t known: or in otlier words vcritds est (wdeqaatto inteUedus et rei, and ani of a subjective or logical character. As the suV>ject matter of! Education tlien is somethinrj existinsr outside ot us, alfcliough it5 bears a relation to us as the metaphysical truth« do to the logical] ones, it should be our Imperative duty first to apprehend it ay it is in itself and conform our idoas to it, and then it should be o»ir earnest desire to transform it into moral truth hy elucidating it in| such a manner as to afford others true and definite ideas of it. By doing this we are enabled to lock at truth which is really and substantially one in the threefold aspect in which it stands in re- lation to us. And it is indispensible that we have a correct idea of Ec ucation from this union of standpoints before we proceed to' benefit ourselves by it, and liberally extend to others not merely what that idea is, but also the intellectual and moral blessings that sound Education is so eminently calculated to confer. Owing then to our imperfect knowledge of what the essential constitucEts of Education are, our views and ideas respecting it must vary, run parallel, and run counter, in proportion to the different standpoints from which we survey it. Wo constantly hear it said by legis- lators and others that there is nothing so precious and estimable as Education; and that it is the bounden duty of every person who has any respect for the common weal, and who appreciates mental refinement and civilization, to strive strenuously to see that such a salutary machinery should not be hampered in its progress, or prevented from finding access to all minds. But while there is so much vapid eloquence wasted in this way on the one main subject, it would be curious if not interesting, to ask one of these zealots what it is he is prattling about and what it has to do with us. I have no doubt but that if put to the test for a definition he would hesitate for an answer and find it extremely difficult to give it. I know perfectly well that there are many men who would pull vigorously together in extolling Education, and yet who^wroiild differ most egregiously in defining it if wo would seek from them what it is they are so smoothly agreeing upon. The reason why we would find sfich a divergence ot opinion to tl le trol prod Mild l| i tJi£m«>; >*J/^^14.'*. iVl'^Mi^ ^ EDUCATION. 5. concordari' :'o bespeak^ h'ii!;h order ay premiN «l oyistenci" itely intoii Is in ess am cians to he t known fii, and an matter ot Ithonjih it the logical 1 it a!^ it is Id l)(5 oui to the inward significnncy of Kducation is that very few take e trouble to intpiiie what it i,s ; tor it all would and succeed properly opprebending it, a better and more amicable agreement iild bi.' arrivtMJ at. 'I'bcy agree that there is real worth in the shadow, but they are ewildered as to what is the sidistance. They admire Kdiieation, ut only assotind it' not fury, signifying nothing. It is tlu^refore om bavin" no intelligent npprehension of what Education is Ihat so many dissensions ami dillieulties arise when tlie State with s improper, fiagmentary, and dislocated views concerning it, kes upon itseit tirstly, to detlne what is Education, as it un- erstand.s it, and then endeavors to rudely fasten its ill-concerted stem upon others whose advice and good judgment ought rather h bo sought than dragged into such humiliating submission, ow having endiavored to show to you some reasons why educa- iiting it in'Mionists sc strangely ditier in a point to which their views ought to of it. By.^oncurrently converge, you may think that 1 am contident enough n myself not merely to present such views as I possess on this ubject, but also to give correct ideas of Education as it is in its bjective reality, and as it impresses aiul exercises itself upon urselves. The task of handling the subject in this manner I should religiously shrink from, although I believe it is in this hape that justice could be done to it. Many able but ill-guided nen have time and again striven to give the world what they con- eived to be the real thing that Education is; and it is needless vary, run |ito say that much ability that was destined to be better employed indpoints ■fwas uselessly sipiandeied in this sort of castle-building in the air. by Jegis- |*Herbert Spencer in his work on Education has acquired notoriety estimable ^among a certain class of thinking men whose opinions on Educa- irson who ption like many other things, border on the impure and material, es mental Win his lengthy and elaborate treatise he divides it into three parts, that such f namely, the intellectual, moral, and physical. It is not my pur- •gress, or | pose here to enter into the merits and demerits of the work taken there is | as a whole ; but I may be permitted to take objections to certain •ne main | views he holds to be of paramount importance. Lookii g at the of these I nice method in which the division of his subject consists, a ] person 1^1 not familiar with the tone that pervades the work may be led to I fancy that his grossly utiliterian ideas ought not only to extort the blind homage of the intellect, but also the servile acquiescence of the will. I believe that unless a person has solid ideas of edu- cation and morality before he enters upon Spencer's production, he should be scrupulously careful in selecting the good seed from such abundance of what is seductive and dangerous. It is too bad in such a progressive and boasting age as ours to eally and uls in re- rrect idea proceed to I )t merely sings that . Owin nstituent ^i > do with letinition stremely re many lucation, b if we agi'eeing [ opinion 6. EDUCATION. (Ml Hi find such sclf-constitutod leaders of public opinion, whose ideas Hcorninjjf the accumulated wisdom and experience ofaj^cs, and in boM defiance of the p;neral consent of mankind, after all when sifted and put in the halance, show ncthing but the oft-explod and hideous theories that held j];round iu an r.pecurian a^e ai under a most spurious philosophy. If the end of education is nothin*^ better, nobler, or more dcsii able than how to live in ease and luxury, how to Iree the body from pain, or how to cultivate (if I can use the expression) the in htinct of self-preservation, then it is hi«»;h time that we at onci take a lesson from the cie^tures of the lields and the forest wIiom appetites are quite satisfied when they have plenty to feed upon and when free from toittire, and whose self-preservinn; instincts needinji^ no cultivation, are sharper and more powerful than Her bcrt Spencer's work is capable of rendering those of Adam's tribe I do not object to dividing education into the intellectual, moral and physical; nor do I hold that Herbert S[tencer is totally astray in his manner of treating his subject. It has to be admittetl thut a work abounding in error and absurditities must also have le- deeming merit in it before it makes itself popular and satisfies the tastes and inclinations of a set of men who do not always think aright. Let me now attempt to present to you what I conceive to In essential to trenuine education. I shall divide it into the intellect ual and moral, and neither busy nor concern myselt about other accidents and non essential properties, which tco many regard as possessing more intrinsic worth than they actually dc. The object of education therefore is to cultivate and invigorate the intellect, to expand the faculties of the mind by bringing their latent en- ergies into full play upon its subject-matter, to give pleasint; ideas of the beautiful and the true as they are harmoniously unitcii and spread out for our mental inspection ; and after causing tin.' intellect to be developed and widened, to force it to love and ad- mire the suVdime field upon which it is privileged to exercise ; and at length and as a matter of consequence to philosophize upon causes from such transcendent effects, and thereby to extend its fliirht to the cau.se of causes and the fjrand origin or fountainhead from which all principles spring. Thus we plainly see that there is a fitting relation or comi:eniating proportion between tlu human intellect and the subject matter of education ; and that as the mind begins to bud forth and expand its powers, to that de- gree it sees and recognizes the grand union and suitability that exist between entities and realities, until at length in its process of development and expansion it seems to absorb the subject mat j^nd it ^hen igropir ■^ccura roble o wai y the overpoweiin;^ attraction tween itself and the irnuuitahlo harmony and order that exist in e real and loy:ical world. Everything that exists or can possibly exist is true and conveys the idea ot truth because it Iwis its befjinning and exemplar in the divine mind. Truth makes known that which is, and is as I have Ulready shown, of a thrtiefold character, inasmuch as it is of things <^r metaphysical, of cogniti^m or logical, and of language or moral. And in whatever way we regard it, it is the object of the intellect As good is the object of the will ; and because it is the object of the intellect as is likewise the subject matter of education, for that feason, truth, and the subject matter ot education are one and the iuame. Therefore this subject matter which I shall endeavor to uei-cribe, is made up of true and consonant parts of one stupendous whole and constitutes the extensive field of human knowledge. »nd it is upon it that the mind is intended to exercise itself; and when it is not exercised upon it, it is either dormant or useless, or roping in error and worse than ' less. How to find out with ccuracy and certainty what t' s field in and its extent, is the roblem which now has to h solved. We have sufficient data o warrant us in maintaining that this field or object is the one term and the intellect, knowing the other term of the relation ^bf the concrete truth now sought to be determined ; and the ^business of the intellect knowing is to take in the objoct fas it iS; and thus conform itself to it, so that its idea or concept is la living imago of the object of its exercise. It is here indeed that fthe equation of the intellect with the object comes in. Now ap- prehending this object is apprehending the intellect knowing. pieasuii; ^But when we do not know the exact range and verge of the object I we must seek to know it by measuring it to our knowledge of the l^ntellftct or knowing mind with its powers active and passive. When we fully discover how far the human mind is capable of going without invading or trenching upon forbidden ground, then §|we can with perfect assurance gratify our curiosity as to the I circumference of the subject-matter of education. But I do not Imaintain that it is absolutely necessary for everybody to thorough- ^ly study Mental Philosophy in order to enable him to properly comprehend the subject matter of education ; although I believe that without studying the faculties of the mind in their reciprocal I bearings and relations with each other and with external objects a person can scarcely discern the eternal fitness and adaptibility , diat subsist between truths of the metaphysical and logical order, ^hose ideas jts, and in all when rt-expIod('il n age and more desii the body ion) the in at on ft )rest whos( feed upoii r instincts than Her- lam's tribe ual, mor.il >al I y astray iiitted that have le atisfios the ays think eive to lu le intellect •out other ^ regard as The object B intellect; ' latent en- usinir isly united the nd ad- rcise ; and •hize upon extend its in tain head that there tvveen tiie nd tliat as ) that de- li lity that ts process. bject mat- 1 W^^WW^EM *j#'t' 8. EDUCATION. and consequently between the human mind as it is constitute - and that luminous constellation of verities so systematical Iv'l^f^'^^' dovetailed together in the suhject-matter of edlication. Now tin '1^1'! ^* ordinary mode by which we can discover this oitrepeated subject , . ' matter is to consider the various branches of studies upon whicli * * |^* we can exercise our min^ls, to sum them up in one united body, t?^ !'" observe the precise relation that exists between the different part^Pf^''^ or branches, and finally the admirable arranorement and animatcirv^ 'y* principle running through the whole. But situated as we are y'<. can hardly take in the many and various branches of study ^0 in and out of one another to constitute universal that Wlien tl seeinini: knowledjji -^, own special professor, much light could be shed upon every branci err'" of liberal studies. In enumerating the several departments of av!*^. University, and observing ail the branches collectively and indi * ^ vidually therein tauofht, and the aim and tendency of each, and ,. P t^?be asi iiti own iroi if done. how each acts and exerts itself upon the other, and what place and attitude it occupies in riilation to the whole, we can form r, proximate estimate of the nature and scope of a seat of universal*^ "^ knowledge and wisdom, and by consequence of the different. , sciences tilery soefficiently and authoritatively professed. We could .^ , V^ find the clas-^ics, modern lani^uaues, grammar, rhetoric and history 1^ with the stately and magniHcent literature of old Greece and Rome i^-r and the literature peculiar to every modern language, occupying a"^ sphere of their own. We could see the exact and physical sciences interweaving and stretching side by side, claiming their own un- disputed sway in curriculum. We could see law% medicine, and engineering theoretically and practically taught. We could find logic, metaphysics, and ethics, flanking and over-lapping each other and causing hair-splitting disputations here, and we could there find the divine science that rules and queens it peerless and uncontrolled over all the secular sciences, and regales the mind by ^*TJ!^g^ lifting it to heights and distances unknown to unassisted reason. When we would .strictly explore and examine the wonderful order and union exhibited in the management and internal economy of the dififerent departments of a University ; and how the branch taught in the one bears affinity to that taught in the adjoining other, then we could at a glance take in with one grasping view, in its essentials and integrity, the subject-matter of education tfcanner which is an admirably systematized whole compounded ot suit- |f . i^^ * ably -adapted and well-balanced parts, e:xh occupying its o^**! ^^y „ ss ot tje>-tic lg|d pea ipd agg fjilectui ing the other, sii^iences ipicit ii l^d abs lecsun e exis equa e con EDUCATION. 9. steniaticallv'^*^^^^ "^ activity ami discharging its functions in lelation to the Now tli?^!!'''' P*^^'^'* ^"'' ^^ ^^^ wl>ole itecl subject upon whicl ted body, t fferent part« id animate s we are v study that knowledoe sity, whosf' an and di Id have it hen therefore we sfek to educate properly we must regard «lue and proper development of all the intellectual powers ar.d each under education by subjecting it to the arena of its own ial discipline; aning view, 10. EDUCATION. elevate in^perat than the physical argument V)y which we prove from the ord and design permeating the whole plan of creation that th(n'e nm be a supremely intelligent heing self-existing and operating onj'p'*"'"^^' side the universe, vvhose plastic hand shaped according to rfi-' ' eternal purpose works ad extra, which in their ev«>rlasting pr ?^} ^ manenceand admirable consistency, poetically and plvilosophi " ' ^ / • pr)claim a divine author. As the physical world who^e manif< m ', 1 • 1 i.- 1 a: 1 1 1 -1 1 anu ass and surpassing l»auties and tixed and unchanmnir laws snows i „ , the unity of its design and in the grand harmony of its compoiMi '^ ent parts the tremendous power and unspeakable beneficence (W^i '• the Creator, so the sublimer harmony pervading the Metaphysi'' "m^. order — and such order Milton declares is heaven's lirst law— nn -^i , indeeil afford to the mind and the imagination the most luxuri i; - i , . and pleasing Hehl for pure contemplation. It is when we obsetv .^ ^ , ,- the precise relation that exists between the physical and metapln .^ , , , sical orders of the sciences and the liberal arts which are tin •;. " j dOe ap^ must Ik Upon tl outgrowing concomitants, that we fully realize the drift and ov( masterinor charm of the following true and immortal w )IM.s Cicero : — "Etimini oniv.es ai'ies quae ad hitmanltatem p irtkn hahent qiioddam commune vinculum et quasi cojnath' quadem, inter se confinentur." There is evidently then a natural affinity or relationship ru ning over and through all the arts and sciences ; and as trutli i the ulterior object ot any science, its attributes, beauty and powr are the true sources to which liberal and useful knowledge is t be resolved. Truth of whatever order cannot contra liei tlia; >■ another order, because the author of all truth whose es^-^nt- attribute is truth or rather who is Truth Himself, cannot in tl one come in collision with Himself in nnother. Pope beautifnil says that all discord is harmony not understood, and that appari'ir discord that seems to be pelting and clashing one science wiii another and with revelation, is merely caused by each one o^'i^'tJ on stepping its own special and proper sulyect-matter, and declariii.tj,-,^ ^^ authority where and when it ought to be silent. We coiistan' ^||^j-j ^^ see that the great business ot human science to-day is to mak unholy raids upon revelation, as if revealed truths enslaved ai; degraded the intellect, and have no foundation or authority i; fact to command the respect of unaided reason which so maii} take as the sole measure of what is and what is net truth. I u not here purpose to show that there are astounding truths abov and beyond the reach and comprehension of man, and that i seemed good and necessary for an all-powerful, all-intelligent, an all-loving being to reveal such in their time and order to us. Aiv although His beneficent object was not to exclusively please aiu e tha ntly ] less I ?hose vern Ast e uni man on, tl elf \ Mi 'f EDUCATION. 11. It there tim®^?*^'^*^ ^^^' '"^^-'^'^ct by operating it on high gronnrl, yet He most peratinnr o )r(ling to riasting per ilosophi ! ill o^e inanif'ol Lws shows i| its couipor: ineficence < i'letaphysici t law — mn> )st luxuri.i! II we obsei cojnati wn, a then it ought to be respected as the only true science tl|at steir gion ei in its orbit and preserves from error and encroachment each secul. ind th science, and thus holds in its own place and season each and.evci #Hn he grasp 'he one nn nto evidt'i The oth i e.tablislii overwheiu , which co.'i rid to bein; lay be view j sciences ma a subjectiv 1 unniistal^ informatio er, and tha »recise w;ii d axiomaii mly be don urexisteno. tl|iit steer each secuiii ;h and.evt! y relativcl nore perfec but direct les of Guii expands ii J is variou Maker, ; protectior. in regard t QQultiplicit} external objects thtit surround us. It aptly and lucidly des- ts upon doctrinal truths which are but explicit and outward nifestations of Divine Truth itself, Dcus Ncientiarum tn es. ere can be no conflicts and irrelevant interference between the mail and divine sciences, because God, the crowning object of 1 the sciences, is in that very act the Fountain of all sciences. ereforc troin a due conception of this two-fold order of the sci- ces each in its own place and pursuing its end in its own thod of operation wo can safely erguo that the science that derlies the ha[)py union of the christian and secular constituents education is mixed, being made up of the necessary co-habitation suiting from the confluence engendered by the fusion of the Human and divine sciences. If, as 1 have indisputably argued, religion is a subject that con- mtins truths mutually bearing upon one another and flowing nec- essarily into and out of each other, and lorming chiming laws of combinations and premutations in the knitting together of sublime ;|mas, therefore a knowledge as well as an appreciation of these estial truths cannot consistently be overlooked in education, or which cause it is imperfect and incomplete if religion is ignored, d becomes a factor dantjerous to s«>cietv and to venerable insti- tions. The lesson taught by the repeated experience ot over- cular education in many countries but too truly contirms the iCt tliat the moral conduct of the pupils suffers shipwreck in rious ways, and that ideas of a pestilential charactor grow and opygate unchecked, which will eventually energize into organi- tions having for their object and aim the levelling down of all 3red distinctions and inequalities, and the merciless overthrow all order, all laws, and all liufht. Everything, whether positive or negative, has a cause of its wn, and we may inquire v/hy it is that education without reli- ;^ion ends worse than it begins, inasmuch as it makes people act Cnd think talsely, and fails in the formation of character. The mind ytarns and has an appetency for things loftier and purer than an be found in the order of nature ; and it is ir its exer- ise upon thoughts beyond its tkoughts that it properly realizes he blissful repose and moulding plasticity that the education Uphich enforces obedience to higher law and authority, conformity divine precepts, and peifect adhesion to soul-saving truths ever rings in it? train. The man without education has a complicat- f,ion of mental and moral diseases, and as in the body suffering from lieveral distempers, the medicine used, if applied too much or exclu- l|iively to the one disease, only vitiates and brings further ruin upon jAhe other parts, and thereby destroys the more quickly, so in ed- 14. EDUCATION. ucation, if the more important duty of informing the charncter h no<^lecte(l, moral obliquity is sure to creep in and subvert thn struc ture that proper education ever desires to uphold. The failure d education in bringinj; the desired effect arises undoubtcily ii. itself being of an imperfect character, and therefore incapable ()!< exerting any salutary inHuence upon the minds and manners of; men. Secular education left adrift and unanchored becomes rest less and always covets to overrun matters beside its range am! proper direction ; and as it then acts and meanders without chan or compass, it will certainly begin deniyng the existence of truth beyond its own natural grasp, and finally strikes a deadly blow a; the existence of the Deity, at over-ruling Providence, at human responsibility and morals, and in the end at all law and society Such is the inevitable outcome of godless or secular etnication. I have set outtosliow in the beginning that certain obstacle^ that waylay and beset the mind ought to be removed in order t( enable us to possess true Ideas of education ; and established the principle that it is necessary for us to look at it from its object ive and subjective standpoints ; and expressed that it is somethiii;: purer and nobler than the criminal gratiHcation of the vulgar passions and immunity from sensible pain ; an(i divided it inti the intellectual and moral. I have endeavored to trace out ani delineate the process to be pursued by showing the stern and unbent ing necessity of cultivating, enlarging and illuminating each faculty upon a fitting plane or list, and of duly conform ing each and all of them to the truths of their respective subject- matters ; and that the full snbject-matter of education or uni versal knowledge must contain in itself the sum -total and deter minate expression oi all known truths whether within or beyond the order of nature ; I have held that all truths of \.hatever order or kind are objects of knowledge, and ought therefore to be pur sued incomplete education ; and that the admission of some to the exclusion of others breeds disruptions, disunions, and disor ders, seriously damaging to perfect education and morality. 1 have proved that Christianity, which must embrace religion and its holy truths, is inseparable from education, by showing that it and the full range of the subject-matter of education are really and identically cue, in the tact that both are the summing-up and true expression of all truths in heaven and on earth I have shown that secular education is a misnomer dnd self- destructive, and that it in its place and proportion, if not in itself is entirely slighted and denied by all right thinking men, if help- les.sly divoLced from religion ; and that the divine science must keep the human ones in their pivotal positions ; and that it is oq UH EDUCATION. 15. character 1) ft th« striio le failure (i ubte stern and lluminatinL^ y conform ve subject- m or uni and deter 1 or beyond tever order to be pur of some to and disor )rality. 1 ligion and ng that it are really ing-up and on earth sind self- ot in itself en, if help- ence must at it is OQ [r highest of all ].hilosophies and for the gravest of reasons that |< friiujds of christian education with one min ^ -i' S'4 ^'-K:-^. 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