cation. Still, the child, uncorrupted,
unhardened, is the most hopeful subject; and vastly more, I believe, is
hereafter to be done for children, than ever before, by the gradual
spread of a simple truth, almost too simple, one would think, to need
exposition, yet up to this day wilfully neglected: namely, that
education is a sham, a cheat, unless carried on by able, accomplished
teachers. The dignity of the vocation of a teacher is beginning to be
understood; the idea is dawning on us that no office can compare in
solemnity and importance with that of training the child; that skill to
form the young to energy, truth, and virtue, is worth more than the
knowledge of all other arts and sciences; and that, of consequence, the
encouragement of excellent teachers is the first duty which a community
owes to itself. I say the truth is dawning, and it must make its way.
The instruction of the children of all classes, especially of the
laboring class, has as yet been too generally committed to unprepared,
unskilful hands, and of course the school is in general little more
than a name. The whole worth of a school lies in the teacher. You may
accumulate the most expensive apparatus for instruction; but without an
intellectual, gifted teacher, it is little better than rubbish; and
such a teacher, without apparatus, may effect the happiest results.
Our university boasts, and with justice, of its library, cabinets, and
philosophical instruments; but these are lifeless, profitless, except
as made effectual by the men who use them. A few eminent men, skilled
to understand, reach, and quicken the minds of the pupils, are worth
all these helps. And I say this, because it is commonly thought that
the children of the laboring class cannot be advanced, in consequence
of the inability of parents to furnish a variety of books and other
apparatus. But in education, various books and implements are not the
great requisites, but a high order of teachers. In truth, a few books
do better than many. The object of education is not so much to give a
certain amount of knowledge, as to awaken the faculties, and give the
pupil the use of his own mind; and one book, taught by a man who knows
how to accomplish these ends, is worth more than libraries as usually
read. It is not necessary that much should be taught in youth, but
that a little should be taught philosophically, profoundly, livingly.
For example, it is not necessary that the pupil be