True Education

All the Faculties to Be Developed

Young people 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 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-around training. TEd 142.2

Teachers should constantly aim at simplicity and effectiveness. They should teach largely by illustration, and even in dealing with older pupils should be careful to make every explanation plain and clear. Many students well advanced in years are but children in understanding. TEd 142.3

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 asked him why actors in a play affect their audiences so powerfully while ministers of the gospel often affect theirs so little. “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.” TEd 142.4

Teachers are dealing with things real, and they should speak of them with all the force and enthusiasm that a knowledge of their reality and importance can inspire. TEd 142.5

Teachers should see to it that their work tends to definite results. Before attempting to teach a subject, they should have a distinct plan in mind, and should know just what they want to accomplish. They should not rest satisfied with the presentation of any subject until their students understand the principle involved, perceive its truth, and are able to state clearly what they have learned. TEd 142.6

So long as the great purpose of education is kept in view, students 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 knowledge of the common branches of education. Many students devote their time to higher mathematics when they are incapable of keeping simple accounts. Many study elocution with a view to acquiring the graces of oratory when they are unable to read in an intelligible and impressive manner. Many who have finished the study of rhetoric fail in the composition and spelling of an ordinary letter. TEd 143.1

A thorough knowledge of the essentials of education should be not only the condition of admission to a higher course, but the constant test for continuance and advancement. TEd 143.2