: ' '
. a- . . : ''-.-.! '. .'.-" 1 , ;
.' ? .- . ;; -; . ' , j . ' j j . I ... .,'!;.'' .
- . - ' , . " : . . . .. -
- - ... .. '. - " . i; . - i ; . .- .
t-, j j f , . .-.-'.... j ' ! ' . .-. II I ' I , ' ' i: - - ' ' i ' ' !" j ' '
IV O 01.
WILMINGTON, N. WEDNESDAY MARCH, 5, 1834
VOL. 2. NO. 9.
: -1 ' -" i H .
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V:
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1
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If
illjBhcl every "VVeliiclAy Mornluj?, by
Tni?ix UorAR.s i-lh an-.tMj :- in advance
AWVEItTIS13IKNTS ...
Not. jc.;ffd4d a S.
tuare u.-rtcd at OND dollar
ry-nvi; ci;nt fur t-acivub.
Iic first, aud-TWLN
larirtjti: A;liU'cntl i;?couat to Yearly AdvciU-
HjOFnCEtinthc Kjulh ifiJc of Martct Street, be
low ihc Court HtHise. " . ' T
. j DF10RK THE . '
Mr. President an.. I Gentlemen '
of the Institute :
I propose to submit a few thoughts up -
on the importance of a thorough Educa- j A Ue. acher consulting the pupil s eapa
tion, and upon tlie modes o( discipline ' .c,ty 'dnd disposition, should .adapt the
and instruje-tiqu, which seem to ine hest a- i Pan -f instruction to the iiitellectual and
da'cd.to:.tMt ohjet. I In our 2eal,for u-1 ?Mra dimensions pi the learner, j j The
. niversal educatiotli, we have, I apprehend, I Y V0" then - bf-. daijly-fjrelif arsing to
' withheld from this subject that degree of. his aclipri the part he s destined to
attention whi.-h its importance may just- j'Pla .Pn the great stage? of life. "j I It is
Iv chin. 'Wv h.ive been loss solicitous i not ..tended that regard fshAuld be had to
to learn hojw .the youth of onr'couitry
may be bc&t trained to vivtutvand in.nruc
fd .ip. "wisdom, than' to ascertain bv what
, ii , ,
means tho' greatijst number may be.edu
T;r;itt;d in the shortest time, and. at the least
"X rM'ns. 1 I n Si liKtliff i ei'Ct.'.tn ni cum.
-A and gratuitous instruction, the econo
rifllli-li iiiiilriVKhnn li q
my of fimand money is certainly a cou- j
:.dcrs:ion hot to lie overlooked. But the !
parent who wpukr secure tor his son the
benefits of ai coirmlete education whn
would have him car6f;tily traiu'eh,to vir-! education, and most!' impatint !of the re
tuc, and ih'u roughly V imbued with learn-; straints of (liscipliAe. . A .lisinciination
iu'gv' must-be. e6nUrut;'to forego his claims j of the taste, 'or an inaptitude, of the g?
vvbiv his time, and to afHrd lrim the ! nius.- .would hp thprprmrait pvrisp ftVr
means -of access, ito the .V'St
knowledire. Nothing, indeed
le fkmrecated than the unxietv.'stVoften
.-
manifested, to abridge the period 'of-instruction.
It. argues either an imperfect
notion of what constitutes an. education,
or an insutllcieiit estimate. ' of its value.
Is the time wasted which is devoted to
tlie acquisition of-j knowledge 1 Could it
be more ji.rofittvbly.'!; emploj'e.d, whether
we' consider the good of Society, or the
happiness of '.the individual, than in a
'course" of 'instruction bv which the mind
is enriched with knowledge and trained
fo'-habits of correct' thinking and assidu-
ous application, or in a course of moral
c ulture, by w hich the- heart ''is improv
ca -its aflectious'iC-herished its' passions
disc iplined - its waywardness restrained.?
Whence then the anxiety to save time, as
it is called ? One. Would think that the
ehild is sent to school, not in search of
wisdom! but in reIuctantcohformity to a
usage of society, which the parent. does
not entirely, approve, and yet wants firrn
n:es's.Kvhollv to disregard ; as the devotees
of plekstne'freqtVent our medicinal springs, j
not to imbibe th'eir .healing waters, but
that tjhey may not be excluded from the
circles' of fashion. One -would think too,
from the rlipidity with, which the pupil is
sometimes hurried5 through a course of
instruction rfrom the. -marvellous short
time in which a raw and i7tiorajit boy
becomes a ripe scholar and accomplished j
gentleman, that' some of our modern pe
dagoeues had discovered Miv Shandy's
"Northwest passage "to the Intellectual
World" thai they had found out that
"Shorter way of gomg Jo work, by which
the soul furnishes! itself with knowledge
and instruction" in a word, that- they 1
m,l rvnrnnH his fivoritp svstcm of. edu-
cation by the "right, use and application
t -i , . . j," i
of the auxiliary verb.s," and that in this
way the fabrick of an education is built
up like': Aliadm's palace in a si-ngle night.
The "t'rutn. is, that ordinarily, in our coun
trv. too little time is devoted to Education
"-hehce the reproach to American Scho
larship, not altognh?r undeserved. ; hence
..the few distinguished. scholars, compared
with the number ofthe nominally educa
ted. ' A complete lor . thorough education
jis the result and the reward only of long
: and patient study, aid of careful and ju
tdicioas instruetionl " The devotee .of . Sci
ence must drink daily .at. the springs -of
icrowlediie he cannot. -imbibe inspiration
: tat a single djaught-the flame will '-not
kindle as at the lountain of Uodona, by
merely touching .the waters. It will be
nerceived that my estimate of a thorougfi
rlHMtinn rnmnrehends a Msh decree of
moral as well as intellectiiaT cultivation.
In this view of the subject, I shall be led
to notice some things iu our systenas of
school discipline wnicn appear to me to
require correction. Permit me to say
that these observations, .the result neither
of long experience nor of much reflection,
challenge Jittle.defererice. They are in
tended merely as suggestions, which of
lefod with diffiderceV should be received
with caution. An important defect, in
most of our systems of school discipline
and instruction is, I hat they arc with4itii
c'ulti'; adjusted to individual peculiarities
of mind or character. The pupil is not
Tinfrrquently sacrificed to .the doffma of
"his preceptor,' who, adhering rigidly to
som-e favorite 'scheiine of esdweuyoni refu
, .ses .the slightest relaxation of Lis rule of
discipline, or the least departure from his
. pian oi insirucuor). jL he doctrine ot Hel
vetius, that all are torn nvjth the same
and equal capacitiep, tempers, and dispo
aitiohs, wouid seem jto be a favorite one
with pur modern teachers: for upon this
coetaphysical absurdity, ere most of ourj
Systt-ms Gfeuacatiotl fp undid.' M The same
j.uui6i- oi siufjy is pr-scribftl to each, the
same rules of disci rlme!enibrced unon all.
the same seed is sown, anl the same til-
ig-e .-pu'raued upon; every
variety of soil
Boys of unequal capacities
;'m different degress mature-
and nf minds
&, are put.toge-
in a class. The
sl(Av
is made to
keep pace with .the svi
t, 'not v indeed
m, tiie acquisition, of s knowledge, for
though they toelier dc-tpribe the same
circle ind arrive at the gol at the same
instant of time, yet the otie "in running
has devoured the vayl- the other has
been urged, blindfold, round the course.
It is the object of edlucation to qualify the
pupil for future usefulness., To make
the prejaratory course of discipline and
! instruction available, to heend proposed.
the boy's wishes, o the; estimate he may
have made of his ojrn abilities: that in
deed would be to take Cicuilscl bf Canrice
! and vanity- Jt would neve
r do to address
I t0. tlie shoolloy the! advice
(of Trariio to
i 111:1 tHJMtT
I! ;
i -I
! : 1 IirI Alii
uthcuiliticks aaid the M
taphysieks.
v itii to rlii-.m lis Lirtii find your -atoiujicli serves,
.Nq proat rro-.vs whune. is ho'pieasurt taeu.
In pi'i -f, Sir, study what you ifiost affect.!
j Youth is-jusflhai 'period when we are
lct itvv)1i) -f n-ef i o ; .-J -' .rl. Ui ! kf o n
sources of j idleness, and the:ready apol)gy jfor the to
is: .rnore to ; t.ii '.neglect of some luseful rJraodh of edu-
i l . . . . . . a
cation. A knOwledki-e of ail-the! sumeets,
usually taught in car sohools, is deemed
essential to a complete education f- it. is not
proposed that any should be omitted or
neglected. Adl that, is intended to be ur
ged, is that regard ihou Id l e had to the
admonitions of natue to the indications
of the mind. When Cicero inquired of
the oracle what course of study he should i
pursue, the answer vas, follpw nature.
When the inclination of the, mind, and
j the tendency of thej genius are clearly
j discovered, they should be Jo lowed as a
rich vein of intellectual ore! When any
particular talent is boldly peveloped, it
ought to be carefully cherished and se-
d.uously cultiiated. j The te4ehe;r, fbllow
ing'the lead- of nature, should be careful
to incline the mind of-the pupil to those
studies, to encouraglin'him! thdse habits
of thought, and to pursue,, towards him
that species of discipline land iristruction;
which will be the best preparation for suc
cess in that department ot hi man knowl
edgcv in which hisj, future labors promise
the largest and mosUuseful "rcsuhs. 1 It is
not, however, eo rnutb to "the 'course of
study, as to the govenment a id discipline
adopted in our schools, that your atten
tion is solicited. It is respectfully sug
gested, whether in most of lour primary
schools,-there be not Ja. too frequent appeal
to means, of a character too
stimulating.
Bovs. like men. it iss true, are acted on
most readily throifgh their' passions
they are most ea.sily restrainjed jjby fear,
and incited by ambition ; but the; most ob
vious are not ."always the bst or safest
; means, indeed, ine srreat aajnger oi tuc
imprudent use of thee means, arises from
the fact that thev are thos which are
: ' u .vi
nearest at had, and! first present them
selves; In alfstrong govern itients, resattj
is too rcaany nan to. strong measures.
"He who can safely threaten.; jwill seldom
give himself the- trouble to reason with a
delinquent, and. he wjho has the power to
punish will rarely condescend to persuade:
Thepedagogue, within the narrow bounds
of his little dominion, jis a amolute as the
most potent monarch i lifponi eajth. j v Hence
the strong affinity which exests rbetweon
the ferule, and the right handof th e peda
gogue, and hence . the pracice of that
species of palmistry S(ji muchn- jrogue in
bur schools. .. It may, with jhuiiiility be
isource of. inspiration wiitch " seems to be
supposea. unrivaled; in ne ari pi ceucu
jog the interjections. OhJ ; HeU ! & iqh!
it may be questioned vhetherit can fcast
equal efficacy, jn imparting, aj knowledge
of the other parts oil speech: JLike the
witch hazel, it does indeed indicate' ithe
hidden fountain, andtilike thd rpil of the
prophet, the waters irefsure t9' follow
when its blows, descend; but the true
spring of iuspirationjjthe HlicoXof ;the
mind, is beyond, its dlvinatiop. Let ithe
pedagogue quiet, his alarrri, anij .forbear
his indignation, if hejlan: Ij skiill iricul
cate no treason against his "amhonty ) I
ani no .foe to his "awful rujeS md right
supremacy.' I woulll n)t,;fij il coiild,
wrench his birchenjsceptrd ffom" ibis
gripe. Admonished Vy myowrr sad ex
perience, X would raertly! intercede s in be
half of my young fierjds. fpr its dess fre-
quent aMvel.ret'"Hsev'.Ili "iay
hoWeve, at'rny; juaeH'ni;
this matte.vty raylelings-i j I jadmit a
sort of conseioasness cif certain arly pre
judice's: : This place Has its associations, !
minisceBcesf not of tHe , most ; agreeable
description. " The? verjr. sirhject unatoida-
bl v renews Jtfte sua remernprance px i&qsg
r. - - . - - -t -- .LI
.1. .-.
j " duxque ips3 mUcrrima vidij et quoruia pars
mug-na fid.'
I would appeal too to the self-love of
me msiructop; i wouJU aamonisn nun
that by. a too prodigal display of his pow
rrut; is creating arouna mm, a nc:t or
little enemieSi who are not without
means of mischief and annoyance. It
thej glory of Socrates, that .when condemn-!
ed to die, -his disciples crowded around
him, eager to testify their affection, prompt
to deplore his misfortune, and to soothe
his grief It may be questioned, whether,
should one, of our modern teachers be
condemned to drink the hemlock, his dis
cipjes would make as forward a display ;
of rjheir sympathies : the revengeful ur-j
chips would, I doubt not, be apt to ap
plaud. the justice of his sentence, and con-!
sider the infusion of hemlock, a fair re-
' r ' . A
turn
chinq
One
ishm
trail
much
CO 111
wrat ne nas Deen taught to tear, liie
dread of punishment prompts him to seek
immunity in the concealment of his delin-,
quejneies ; and thus lie gradually loses the
amiable ingenuousness proper to his years.
His frank spirit catches the1 taint of hypo
crisy. Land his open brow is covered with
a frightful mask of falsehood and deceit
He
who has early learnet
ar;s
of deception, and to draw
his motives and his conduct, can scarce
uct.can scarce-
ifV, to- illustrate
lour. Whether
ly'be expected, in. alter 1
the virtues of truth & cand
the character may not be-permanently deba
sed,! by accustoming the mind to the influ
ence of so base a motive as fear, & whether
it be prudent lo familiariize it with a mode
of p i'nishment vvhich,' in all well regu
lated communities, is appropriated to the
most odious offences, and the infliction of
which, is followed by social! degradation,
are questions which invite the earnest in
quiry and ought to engage! the anxious
reflection of al! those to whose care is
committed the education of y outh, if cor
poral punishment must be retained as a
part: of school discipline, it should at least
be regarded as a dangerous remedy, to
which resort should be had, only in ex-
treme cases ; . it should be reserved as the
penalty fur moral delinquences, as theeor-
rect ve for vices, of a character incorr m-
, i 1 , . , - o,-
ble by other means. !
It is further, suggested, whether some
motive to exertion might not be tubstitu-.
ted, of a character less equivocal, and of a
tendency less dangerous, than the spirit of
t .i
emulation, or rather, whether appeals to
this
and
spirit are not made too frequently,
with too little caution. The teacher
who seeks to awaken this spirit in his pu
pil, runs the risk of rousing passions, in
close alliance with it, and of the very
worst character such as envy; hatr.d,
and jthe.jspirit ot detraction. A spirit" of
rivalry, in a long course of competition,
is apt to be aggravated into' a feeling . of
hostility, and the opponent comes, at
length, to be regarded as an enemy, tie,
whose example we are bid to emulate,
who; is often exhibited in injurious con
trast to ourselves, whose merit is made
the reproach of our unworthiness, whose
success frustrates our hopes, and disap
points our ambition he, in a word, who
impresses us with the painful sense. . off
inferiority, will, unless we are watchful
of bur motives, and keep aj guard upon
our passions, become an object of envy,
and a subject ot detraction., uuu vanuv,
and mortified self love, will prompt the
disingenuous wish to. lessen the merit we
have! in vain essayed to equal.-. These eh
fects of a vicious system, of education, fre-
quenuy oetray tnemseves eeu in yuuiu,
.1 1 . -L 1 ' . .1.
the period of candid sentiment and gene-
rous feeling; and the young bosom which
should be taught to throb only with vir-
tuons emotion, becomes the theatre of con
tending passions. .In after-life when as
the objects of competition aTe of greater
vaiue. cue eugeiueas ui ucsucu mv ieaaeu.
and the pang of disappointment more
keenly felt, they assume, an aspect of dar -
ker malignity, anda form more disgust-
ingly hateful. They sometimes mingle
in the strife for nobler objects, and cha-.
racters of otherwise exalted wortK, are
degraded by the littleness of envy and the -
meanness of 'jealousy. -
There is another .error, vhicbr though
4 n i , tr l - i 1 .i.a 1 r i!i iiu v 1 ii 1 1 1 Jii.',i . Hi i ii x la 1. t 1
joi uie uumercnui noses 01 uircii or-1 r. ' ---r- ,- : t pie.asare.or to overcome the-love or .ease, f Homer. at:-d for h is jt rfdY-i,fth..
uepin, administered to themselves, i firement,obscurity mceea, put not content- thevi ;ria ol H ;olt,et if he caii In-amies oftliose authors1 Hv L'ri:
nftw. u-nrot .,c nrMf, m.. nnern. ur, woraesi-m, wmul .ie uiuum; , .....1..J.1 a., r, - l .u.L .... 1 . . . : . ' T .' 1 .
ents is, thatit has a tendency to - es- j 01 mion. a lanuonmg ine pur-, amb:.;on Jf nn:M ? lf rfM,ninia fhn .lm,rK luM,:r: .... . WrY. . V:
ge the pupil from his niasteV Too i ot those higher o Meets whiph are seL, mKc!) eas;yr ti, defecis; than to nro I beneli, . oi ed.e, Il.C in,, .i!. 'i
severity chills affection, and mcb aom sought because tney can neer oe vide-th.:. .nM:J;,r, n,rlm lir.. 1T v j;,:,. , .. . : T, Z :
idonce. .'The boy soon learns to hate ! fvon hut by honorable means, and:too long U) p - 1 - r fti. , SV , , ' UH" i i "
not so general as to De lairiy eonsmereo '-tney xiave iormeo g, iaisei estimate oi me rano reiaiionjio eacn otner. win acKnowi
inheient in our systems! of jschbol disci-; qualities of true greatness. They listen edge, thai his day's labor has been abun-
..-..' I . i3.i - .l.J -Ji. j ii i . it; :u ii.; Hj.-.'j ti -.. -n , rt i..
plme, IS yei SUulCAeuuy comnwuiouic
notice and reprehension., It consists in a
mvsrepresentation cl the objects and pur-
noses of education, aud may be defined to
he the suggestion to the Teajner of a falsei
motive to exertion, fi ne eminences oi
The eminences of
farce) the lioights of power, the applause
of conteraporaries, and the pliudits of pos-.
terity, whatever can flatter vanky or awa-
ken ambkion. is Dresente'd to ihe notice of
the piipil: arid proposed to him as tHe cer-
tain reward oi wadustry ana assiduity.
There cannot he tL more pernicious error.
Its effects upon the character cf the indi -
vidual ind upon Society, are, indeed, de -
plorahle.' The youth; so soon as hee
comes caoable of observation and reflec-
iion. 3etecis the fallacy of the hopes, wkh
which his mind has heen filled he dis -
covers thai the rewards which have-wen
nronosed as -certain, are impossible!-; :that'
ijthf -objects at which Jke Jhas been taught
to aim, mnst remain forever
rearh .TTnt .witKin Kiin
exertions relit. Uyan the fai
!ras;
it i vp si mnr.flrri' Kntl.- timulatin
- ;.;one mav faij to reanim-ire his courage
!;xf th
be the lot of a very few. and tint his must
be the fate of the predecessors of Agamenv
irron. ' '!
Vixero fort's ptr.tf Aeawrmwln
MuUi;,s.-i ormrs illacrymabilttS .
Urentur igtiO,ique longa
Nocuj. 1 I
i. lie, yielis to the feeling oi.uespondency,
which succeeds the excitation of hope, and
refusing, to attempt, even that iwhich
fiai' uvauUauv.UuU
ence of more moderate hopes, he becomes
. -i i u. it,..
an tinnrincioled demauofrue ; !a restless
. , , - . ,
4 :
intriguer for petty power and epiu.'meral
distinction; the parasite of ppwer. the
flatterer of the people, the pander to pre
judice, the advocate oTerror. ackno wledp-
p coiusion ho sustrunen iintH ne na6 a;;u uiuuvua- to xorucar, : uvn acxion ouisitioiv wii! smy(-t' its
lhe 'icomnletrdhis colle-Tinte co-iTse! Iso. soon as" would be 'mischievous, ati'dthus, he wul' no'loturer bi rt mn!M ;R'! (nr;,! V..'.i
1S' l-.ihe enters nnnn tKn vrrprvt nrr InfUife it- deSTfVC P fa ISC II Ot Oil! V for uha!he doeil.'i;. iise. bur n4i unrciif .v..,.. ..4 i.
isure to be disnelled. II? then discovers ; out for'wlmt Ihe.forDears to do: lie need ! who has turned with ust from tlvr tr
I thnt fomi Vno tor Jv t tin" rtrrc 11 Ot trtlf:t to Tim fir 1 i t n V. h '-L k nctOM n'f rf flin M .!..' ....V 4 . - ' '
inui n.jr luiii M!', ummr vi -- - ......... ... ..v . . t u.i mi. uii. uii i'i. iiiuj nrnjnrt n
ill t MM In (M il 111 lilt I'll' II t .V 1 . 1 LllULI I J1 QU1U 1 T . 1 ' - A i -
d to practice the! ln$ n0 Principle- but expediency -no fe.el--Iraw
a veil over M11? buselfishness 1 : A poetical came-
Hlon. changing his complexion wuntm
i changing hue of the times, j Behold hirr
I a lawgiver, illustrating by the yacdjatior
lion, chanp.inrr his comnlexion with the
Behold him
ion1
of his unprincipled policy, the description
which the .poet gives us, of one of the
worst characters of antiquity, j .
Vendidit hie auro, patriam, di.mihum qiQ
Iiiiposuit, fxit leges prctio, aiquolrtfixit. ,
' ! - Virg. i?.G. .621.
serving no other purpose than to indicate
the caprices of power or the eccentricities
of popular whim: If you would not, that
these sad effects disclose themselves in
the. man, deal fairly by the boy. Sug
gest to him no false motives, lt there be
be no misrepresentation of the purposes,
no exaggeration of the advantages of ed
ucation, let him be told alLthe good that
knowledge rightly used .will accomplish
r?r n"n l Y niarffinir nis mina ana
pending views, it will increase his
l r i .1 . t ' 1 ...... l : L. J J
.lflMUllts JUi uY 'V1U "r""."
him the sources of innocent - enjoyment,
that education, though.it be auxiliary to
the acquisition of power &nd. fame, .is not
proposed as a certain, means ofbecoming
powerful and distinguished, !mt ! that ha
bits of industry, correct principles and
upright coriduct, will certainly be.reward
cd in after life, by usefulness, respecta
bility and happiness. If, indeed the pre
ceptordiscovers in the mind of his pupil
those rare qualities which afford a fair
promise of future eminence,! ancr if the
youth feel within himself the! stirring of
that divine 'afflatus,' without jwliich, Cic
ero tells us. no man can be ijreat, let
. "Talce the instant way
For Honor travels in a strait so narrow
Whri e one but go;s Hbrtftst ; kop then the path;
For Emukuion hath a thousand sons', -That
on i by one pursue ; If he givej way,
Or hedga asidf,.fnnii the direct fnhhright,
Likq to an . f iltered tide., th-j- all rush by, '
And leave him hindmost." "
Trot 4- Cressid-e.
tq disc inline the-; mind, and fdrrri the:cha-
t racier of such a youth; is at once a 'mat
j interesting and responsible duty. . The
t'preceptor'should be careful To; ipcline his
; ari te virtue, and to direct his ambition
tcj proper objects j to lay the; foundation
of the future greatness of his pupih in
generous sentiments and sound principles ;
the-voun? aspirant should be: nersuaded.
.'!-. ' , . . T ! -
j-that if he would be remembered,; atter the
j laurel has faded from his brow,! and the
; brow itself become"' cold : if he t would
Phave the sound of his fame heard by fu-
;tlre ages and tfee plaudits of his cotem-
-porafits caught and repeated by! succeed
; n-enerations, he must consent to fore-
; fr0 tne mouicence oi passion, acu learn to
; sist the seductions of- vice and-the al-
; f drements of pleasure: He must be taught
j td distinguish between notoriety and fame,
arKj be constantly reminded that I th only
arcess to the temple of Fame !isthrough
that of Honor. Men a're forn-otten. not
jfcecause the inscription is erased from theti
I mGnument but because they ha ve nbttlv
! deserved to beT remembered.because
j iu, iuu ta.ii n jraie, uwrj a-ii-
j fice to vanity and think ther 1 worship
j lame : they think rat nor oj : what wiji
j procure applause,; than of what i will de-
serve it. Thev regulate their iconduci by
. meir immeoiate interests, or ny tne wisa-
! their immediate interests, or by the wish-
! es, the passions or the prejudices! of (their
cotemporaries, and without reference tothe
i standard,;by which posterity willrjudge it.
: Ije who would weave arouud his brow
ah unfading chaplet;who would surround j
j ms name- wuh me nam oi true giory.
must be taught moderation, self command,
! rejVcrence of God,! lore of his frllorv-menr
! He must learn to distinguish hetvyeen that
which is jusf and j that which ! is merely
i expedient,-he mdst' be - accustomed to
scrutinize his motives and his actions, and
1 to jadge them by the invariable standard
of; right. U he te taught this in j'ourn.
in alter life, he will rarely fcefcetraved.br
false motives, intoj wrpa actions; he will
eyond his ! seldom do wrcng from a wiih always to to English vrrsi to malte it thcficrae
in, aild h.S j do r:ght,-j-he: u;ill avail himself cf everV nfa composition or the ulct "hi. nU:rz
ifure of one, opportunity to do good, and avoid every If. phrase, . He" mil thus huve obtanled a
i'teiH utation to do e vil. he will have couf-
a:e to act, where action wilPbe useful.:
wul his records'; each oenciit be ccn -
j nrs ujon his. ki::d, will Le a monument
?o,his glory. Posterity will cherish hii
Ifame. lec.iufe he is a Wnofartor of poMcr -
nty ; it will Ti! :tant his Morv. because it
tea; gbfde;:: lessons cf wisdom and alp
fords a lrkrious examnle to imitate and a
; n.t t0 f-,. ' !
j tn hVmay be asked,
j in,tr.uaor to counteract the "si-duci
j
ii the
du.ctions of
j the extinction of the passions; auainst the
r , -1,1 ...l-u i A
viAvuuuiifiriii v; vi;i(jii 1. lituc V. .11111 cJ
TVt
to protest.
need
not
-hi?- apprehended. t
Their aid will not be withheld from tliei
instructor :j Boys will continue to be in j
fluenced fey the fear of shame, and to be
incited by the! spirit of rivalry, though di-j
rect appeals to these passions be forborne !
u iinom intending to propose a plan oi
discipline, I may venture to' remark, that !
if the teacher would be mofe of tho as- j
sistant andjess of ihe taskmaster, 'morel
ready to advise and less prompt to punish; ii ? u;,lcn :n'V
is labors wtmld in the end, be more pro-t tur rustioiiiuu-.' 'etc-.-?, v-
fitabl-e to the pupil and less' irksome to - AVhat we now make the elecant dmuse
himself.' If he -would be mote with thejjimcnt. or the instructive exereis'eofjour va
student, While engaged irf preparing his jkant hours', may hereafter constitate a soV
lesson, the Recitation would be lets fre-! i! lace for our age and a refuge for pur mii
quently an exhibition of ignorance on the ;j fortunes when all other .sotjrces cif ! enjoy-.,
one part and a trial of temper on theo- j ment fail us, when the mind instructed
ther. v A boy of generous mind enters up-- by, disappointment detects the sophistry of
on the pursuit of knowledge, I with an eai hope, and the heart wounded in its auec-
1 gerness of hope, and an avidity of desire;:
wnicn h car?eimiy cnensncoj win consti-;
tute a. sufricient motive to exertion; But
this 4yivida vis animi" is frequently pal-
sied in the Ivery outset. Difficulties, the
nature of which the. boy cannot compre
hend, and ! the means of surmounting
which, he does not perceive, preseht them
seivts at every step of. his career. I of
his affrighted fbncyHills peep o'er Hills, ;j
anu vips uii. .nLij'a uiiav. iu3 Lumugc j
fails and hope dies within him! IlouS
different would be the resiilt if the teach
er would place himself at theside of the
pupil, and become1 his guide and com
panion, - pointing him the way; aiding him
in his difficulties, animating his hopes and
reviving his courage. ''Whatever,". says
Johnson, f enlarges hope exalts courage"
let the teaeher then cherish inr his pupil
the hope t success; let him be careful
to inspire him with the sentiment of the
competitors in the Trojan games.
"rossuptuia, possc yWtntur.'' " ' ;
Let him be reminded that- if the toil
he great, the reward is sure : that though J
the hillf science, iiko the momtain bff
Bia'ck-jtoles in the Arabian ' Talcs, pres-
flits' a rugged aspect and ; is ascended by !
in obscure path, yet upon its summit,. are '
the fruit tree and the fountain, and be-;
ybnd, a scetie of fairy enchantment Ppens f
upon the charmed and delighted 1 eye - I
The rewa.ds of assiduity, it is true, are ;
too distant, to exert a very powerful i-nflu-
ence upon tjie conduct, ot a youth of ea-j
Ter ncpes and : rmbatioijr desires, w ho de
mands immediate' results ; and longs to
taste the fruit of the tree of knowledge i
The. faculties must be .'subjected to those ';
severe exercises, which can alone give
them strentrth and hardihood. But this
preparatory 'coure of mental discip
line,
I though necessarily irksome, may vc
yet be
'relieved of much of its dryness; A teach
er of well info
ihfoniu'd mind, of cultivated
taste aud lively genius, may impart a'de-li
gree oi animanon atiu interest,- to ine cuj-;
lest school exercise. Let the day's les-r
son be made the. subject of an o"r:.l
ture,Let".tbe teacher illustrate the au-;
thors'i- idea,! point out to the pupil the I
justness of I the iliougbi the! beauty of
tne styie, ine aptituoe qj tne',simne; ex
plain the allusion ; comment on the senr
timenf, enfbrce the morar; and" the youth
ho has tolled to ascertain the meaning of
wjrds, andjlio' discover their gdveriuuent ;
uaiiiijr ic-.vaiuru, iitr win oe . st
f that he has; made ah" acqtfisition
sensible
to his
. ijuie stocii oi hnqwleoge. rns mind win
exult in the new light vvhich has been
j shed ipori rt. His exertions will no long-
j er oe ine reiuctam, wcause unrewaraeu
labor orthete stave, iut rcsemsjie rather
ihe eager and animated industry' of him
-i -.... -. . .- . .- f .,
who discovers a,mao me oarwia eartn.
which his spade turns np, the shining par
tides of a precious ore. jjhtoledif-
ference consists in teaching words, witjiiior
with our reference" io ifcju ; UuMiglits'they
en$ody.v"'-"ljet'the course instruction
fce altered-?et it not txe SwgaUexi hat the
pupil is a teing of fancy and feelingrand
it he the Jeare of the teaehe o inflamje
the one and interest ihe othe. If the
day's leeson afib rds a trikreg image, a
sound moralor a nobleentimeut, let- him
be required to gjre to ihe passage, a wrk-ljis
Itenjyrsjitioa, otjnajr he Jo turci: in-j
r i fi r nV-'nrm pni i iw. k,. ,
the notk?n. of lironenv. the dei'e of
; the prescrid sul i,-ia of oditms t-
i will" constilt them with eagerness. 33 a ;
? means of in.strartioti and a sourcerif .nn !
j rioatlou. Our school read in c- oftlioIt.-
sics is too limitel and tit-.. L-intt t...i..
!' acquire of thrmtoiinperfl'ct to i:ispir)T;s
! wirh a love of. nr n't fit j
I erature; Who of ns is not ready t-rom
Mess that he is indebted to' lirvd. ;i nr..:
1 Pope for hi eariiest relrsh tl)rvir;rii ani
or a iniq u ity.
has arce:. t-7
the treason ?. of ,Lng!ili .literature, biivai.
ncquaintar.re .with the ancient i t-ssf nti il.
! to a thoroue-h Unou leiibe'cc a nei'eirv. !ih '
-r the beauties oihe niideru cluteh
Tnis knowledge and this taste arq 'ml-aiis
of gratification which we may lm said to
hold independently of the ;'viciW:?uds yf"
fortune. - They open to us a source ?i:r-
nocent-pleasure, to which. .We have afc s
at all times and under a 1 1 e i re u rn t; ; 'ic es
. V . i . i
nss siuma -aaoicscHiUuin uiUnt, s-l.-c-t,.ia.
Ji "bk-aani, s.4.cu-idus-rs.or;tnt, jidv'bSiSx.;uwwm
ijtipps refuses lo yield to the'sblrcltationstof.
,inenasiiip, or the blandishments ot lovt
1 1 the devotion it letters Svilf remain aniL.
j in the indulgence of this passion of the
hmind, in the cultivation of the tate.' and .
in the pursuit of knowledge? in th nVtiorlj
of poetry and the. truths of philosophy, we "
may ind that pleasure'and eonsoiation .
t-Jsewhere fought in vain. Ndr should
jwe, be. unmindful that there is an old-agi
jui liie niiiiu us vi iiie,JiMjyfc against wrne'i
it is the part of prudemxfto provide; thut
there is a peri d of mental imbeciliuu'.
of corporeal decay. When the waverings
attention and the trembling hand alike
refuse their ministry when the darkened
eye gathers no lliglil to guide or.iilun.ine.
and ihe deafened, ear ronve.ye no sound Ti
admonish or instruct. In a word, that
there is a periods when the mind, deserted
by its corporal allies, the serines, is caiJ
upon its own resources, and without tjta'
ppwer of fiii ther acquisition must feed
upon. its collected, stores, or perih. In
ihis season. of intellectual . nieht. when no
,cl il U.V. nuufl::iflia Wi rou:.
treasured .iluHight; the.recoli ctj-d tict.
"goiuen lesson oi wibuom. ir.y u-an:cc
anu careiuny treasured, like thoP gi.mj
which disclosb' their lustre in tht dark.
will diffuse a cheerful light through thfj
mind, and dispel its gloofh. These, it if -true,
are considerations not likely to ii.vt -much
influence upon the young ; vc caa ,
scarccdy persuade ourteivts to think of ilue .
future, witli any provider. fortsight to t&
ivr. n ts. W hi fe we are cor scion s of
paired faculties,, of undiminished capaci
ties for pleasure, we. can with-.diili.-ii.-rralise
that the period unproaehesl. v.'i-;i;.i
we. must cvae to be young. We. io V
forward to o.M age as to a cold and iuevi-
table, but as we flaiter ourselves, a iitif)
season, which is to eonte upon us-iridoi'd,
but nbt until ,we have passed u spring of
pxuiting 'hope and exhaufcied Ui'f lick
bruits of a glorious sumner and a-nielio.v
autumn. . But this dark i period, w! i'k-.h is '
seen by ui? as Ostr.cn, is even ; jpvv j
Land, . ,;- . ' . '.. "
, ' Lo! -hilj th- rearir! hour,
T vin iit! rnIr)v.iii piurt-'s by tr ' v.
Th' jKis.!e- time sttalk j-wifiJy hy
j' Aude'ra wc dr&iin of rnanlinrKl, it pijtxt
. - Gifttrd, Faw. &rr.
I u illingly quit a siifiject, with regard i&
whicliT am very motn-ent liable, jto b
betrayed by ignorance into error, -ad H
discu6&itir which bekre&uichafi audienct'.
1 coramit the folly of him. who venture ,
to discourse of war, in v the presence of
llaontbal. lam a war. of 'having vtj?& -iiassed
already too lar noon your patience,
kbta'AS I may be cipectad to say some- "
an u g on j.fi e suoj eet oi general edueatioo
and as I would not willingly, W 1enc .
on an ocasios jike ihis. expose myself
the suspicion jof being averse toihe eir
forts ; whielf aremiking fa jrctte a oni-
versa! nnu3ion -of the beineBts -of enucar .
ion. I musthsk r our - indulgence a few
rajacDLerits' lonirer. . He "in deed, who docs
j not paroeppate'' ml -the hopes excited: t
SitKe'aInt : rwil.-iprjr .'';ee,.maneed
by Oe xsykgnteniea ioye.rs oi mamxina-ui
meliorate be condition and to elevate xhn
character of man, and Who feels no wish
to Bid in so glorious an enterprise, is far
behind the spirit of 'the age. Whether
xre -consider the jebances f success, ox
the resuks, which are sto cewaid it, there
indeed much to eadourage our hope
and ijnftaiic vsf exertions, Tho-fQZ'
, l I