a - " I . ' (x 1 fQURSARE THE PLANS OF FAIR DELIGHTFUL PEACE, UNWARp'b' PARTY RAGE, TO LIVE LIKE BROTHERS" !
Kv(I?mS:X-V IVy-o iilKH:;l.f- V':: I -'- TUESDAY, FE BREJXtiT 25 (834. V r -: -L-- - - ----- """" j'V 'fl
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II
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a
Mr. SIITX'S ADDRESS
i i.
BFOBS THE
IVorth-Caroliiia Institute
Hlfr. Prtsideni ' and Gentlemen of the Institute '' -
1 propose, to submit a few thou wlits
upon the importance of a thorough Eduita
tin, .and upon the modVsr trfdisciplftne
and instruction, which seem to me best
adapted to that object. Jn our zeahfor
universal education, we have, I apprehejnd.
withheld from this subject that, degree of
jttteiition which its importance may jus t
ly claim. We have been less solicitous
to learn how the youth of our country may
be best trained to virtue, and instructed
a:,wisdom4i than to ascertain by what
injans the greatest h-umber may be edu
cated in the shortest time, and itt the lejast
cxense.- In ailjusting a system of gejhe-'
j-ral'Rrttt gratuitous instruction, the ccno
niy of. timeand money is certainly a coi?si
; deration Tnot to be overlooked. But the
parent who would, secure for his son the
benefits .f a complete "education who
-would have bimVarefuHy trained to vir
tue, and thoroughly imbued with leanjing
i't" be tontflit' to foreth claims ujon
tiis time.1 and to a fFonl hitnf the mean s of
access to the. best sources if knowledge.
Jothibg, indeed, is more to be depreca
ted than the anxiety, so often inanifested,'
to abridge the period of instruction, j It
.argues either an Imperfect notion of what
constitutes ah education, or an insni6!ent
estimate of Its value; - Is the timeasted
which is devoted to the acquisition of
IcnowJedge,? yCottld it bemore profitibly
e ra pi oy ed , whether we i consi d er the good
5 of socieCy, or the happihess of the indivi
dual, than in a course of instruction, by
which the- mind is enriched with knowl
edge and trained tdhabits of correct think
ing and :assiduous 'application, or m a
course of moral cultare, by n hich I the
heart, is improved its affections cherish
ed; its, passiiTOS disciplihed its way war
. ness' restrained ? V One would think that
the Child is sent to school, not in search
iof wisdom, but in reluctant conformity to
a uiage of society which the parent does,
not entirely approve, and yet wants firm
ness, wholly to disregard 5 as the devotees
I of pleasure frequent our ruedici nal springs
-4-not to iniDioe tneir Jieaung waters,; out
that they f may iot be excluded frpmi the
circles of fashion. " One would think too,
from the rapidity with-which pupils are
sometimes hurried, 'through, a course of in
struction from the maryjellous sjiort time
in which a. raw and ignorant boy beepjmes
a ripe scholar and accomplished gentle
ir.an,' that some of our modem'pedago jue
had discovered Mr. Shandy's 14 Noftlt
wesLpassage! to the Intellectual World"
that they had found out that " shorter
way o f goi ng t o Work, by w h ich- the isou I
furnishes, itself -with knowledge and inp
struction" in a, word," that they had.nur-
f ned hjs favorite system of education by
' i . ' 1 . 1 ... . 1 t . . - c ' j -
Tjie rigutKMsn.anu application ,or rine
auxiliary verbs,' and that in this waithe
j fabric of an" education is -built op llike
Aladdin's palace in a single niht. The
truth ii. that ordinarily, in our country,
'too little time is devoted to Education:
hence the reproach to American Scholar
shin, not altogether: undeserved. Hence
the few disdinguished scholars, compared
with the numbepol the nominally educated
A complete; or tlibrougli education is th
Jesuit and the re ward only of long and pa
(instruction, .ine devotee ot science must
. u ;t;i.r Vi V ,
ilrtfllf l!ilV It inn ennnm tt lrniniln.l. H
. . . mi . r . -
lie cannot imbibe inspiratmn at a single:
draught- the flame will not kindle at the1
founjain of Dodojia," by merely touching
th waters , It wi If be perceived that! my
estimate of a thorough education compre
hends a high degree of moral as well as
intellectual cultivation- In this iview ot
the subject, I shall, he led to notice 'sonie
things n our system of sc)iool discipline
which appear to me to require correction
-Perinit me to say that these observations,
Utfct! result ijfth'er of lorigxpertehcelnoi"
f much rf flection, challenge little defer
er.ee. They "fre intended merely as sug
gestions, which offered with diffidence,
1 should be received with caution. Anjim
portahrdefect, in most otour systems c
chool discipline and instruction is, jthat
; they are with difficulty adjusted to indi-
vjflual peculiaritiesjof ntiinl or character
The pupil isnot unfreijuetilty sacrificed to
iUK uuunia in tin preceptor, wno, aufierinj
rigidly to .m'ti favorite scheme of edaca
ttMn, refuses the slightest relaxation of his
rule of discipline, or the least, departure
Iroui his plan ol instruction 1 liiMloctrine
or il,!veti:i, that ad are born with the
mum and equal capacities,' tempers and
criHpositiqos. would seerrj to.be a favnrite
one with -ur modern teachers ; for upon
this metaphysical absurdity, are1 most of
our systems ot education founded. 1 he
same course of study is prescribed for
each, the same rules of discipline enforced
upon all I the same seed is sown, and the
rfame tillage pursued, upon every variety
of soil.i .T lhv of unequarcapacities,; and
of minds in different degrees matured, are
put together in ai class. "Tse slow is made
to keep pace with the swift, not indeed in
the acquisition of knowledge, for though
thev together describe the same circle and
arrive at the goal at the same instant of
time,vet the one m runninghas devoured
the Way" the other has been urged, blind
fold, round the course. It is the object
of an education which is to qualify the
pupil for future usefulness, to make the
preparatory course of discipline , anil in
strucfion available to the end proposed
The teacher consulting the pu pips capa
city anil !iapoition, should adapt the plan
e . . . , .1 ; . .- 1 1 - j. I " 1
roi instruction to me ut eueciuai aim
moral dimensions of the learner. The
boy would then be daily rehearsing to his
teacher,"tUe part he is destined to play
upon the great stage of life. It is not in
tended that regaivd should be had to the
boys wishes, or the estimate he may have
made of his own abilities: that indeed
would b to take counsel. of. caprice and
vanity. ) il would never do to address to
Jhe schoolboy the advice of Tranio- to his
master: '
The Mathematics and the Metaphysics,
! Fall to them as you fini your stomach serves,
No profit qrows where is no pleasure ta'en,
In brief, sir, study what you most affect.
Youth is just that period when we are
least capable, of estimating the value of an
education, and 'most impatient of the re
straints of discipline. A disinclination
of the, tate, or an inaptitude of tlie ge
nius would be -the frequent excuse lor
idleness, and the ready apology for the
negfect
of some usetul branch ot
education. A knowledge of all the sub
jetii usually taught in: our schools, is
deemed essential to a complete educa
tion it is not proposed that. any should
be omitted or neglected. All that is in
tended to be urged, is that regard1 should
be had to the admonitions of nature to
the indications of the mind. When Ci
cero inquired of the'' oracle what course
of study he should pursue, the answer
was, follow nature. When the inclina
tion of the mind, afld the tendency of
he genius are clearly discovered, they
should be followed as a rich vein of m-
ellectual ore. When any particular
talent is boldly developed, it ought to be
carefullvcherished apt! sedulqusly culti-
vaieu. jne teacner, lonowing xue ieau
of nature, should be careful to incline
the mind of the pupil to those studies, to
encourage in hiuv those habits of thought.
and to pursue towards him that species
of discipline and instruction, which will
be the best preparation lor success in that
lepartmenr. or human . knowledge, in
which his future labors Dromise the lar
gest and most useful results. It is not,
however, so'much to the course -of study.
as
to the government and discipline
adopted in our -schools, that your atten
ion is solicited It is respectfully sug
gested,whether in most ot our primary
schools there be not a too, frequent
appeal to means, of a character too stim
ulating. Boys, like men, it is true, are
acted on most readily through tneir
siuns thev are most easily restrained by
fear, and incited by ambition; but the
most obvious are not always the oest or
safest means. Indeed, the greit danger
of the imprudent use of these means
arises froth the fact that thev are those
which are nearest at hand, and first pre
sent themselves. Id all strong govern
ments, resort is too read My had to strong
measures. He who can safely, threaten,
will seldom give hitnself the trouble to
reason with a de-Una tienf. and he whoJ
hai'the nower to ouni&h will rarely con-
lit.:. I J ; . ' 1 . '
Udescend' to persuade. 1 he. pedagogue,
wii.11111 ujc iiinu uuuiius 111 111a nun, u
1 I. .1- . A
........ I . .1 r 1. . r l.fflu gin
minion, is as aosoiute as tne most poieii
M41irHHl 1.11 UIKlll Ctlllll. lllb "4-
rVc i: u - . u i i-..i.
affinity, which exists between the lerule,
I i I
and the right hind of the pedagogue, am
hpnee the practice of that species of paU
mistry so much in vogue in our-schools.
It may, with huthility be doubted wheth
er the rod be that certain source of inspi
ration which seems to be supposed unt
rivaled in the artot teaching the interjec
tion. Oh! Heu! and Prohll It may be
questioned -whether it can boas equal
effica'cy, in imparting a knowledge ctf the
other parfs-of speech. , Like the witch
hazel, itdbes indeed indicate the hidden
fortnatiojn, and like the rod of the proph
et, the waters are sure to follow when its
blows-descend ; but the true spnng.of in
spiration, the Helicon of the uiind, is be
yond its divination. Let the pedagogue
quiet his alarm, and forbear his indigna
tion, if he can, I shall inculcate no trea
son against bis au thori ty ; . I am no foe to
his '"awful rule and riffht supremacy."
woujd not, if I could, wrench his birch
en sceptre from his griped Admonished
by , my own sad experience, I would
merely intercede in behalf of my young
friendsLfor- its les frequent and more
discrcefse It inav'te,' huwever, that
iwy juilginerit is blinded, in ! this 'matter,
hy my feelings. I admit a jaott of con-
Jsciousness f certaifvearly prejudices.
Ihis placeshas its associatjons, and has
not failed to revive certain rminiscences,
iv ui mc imm ii Bcauic ut;v;i ipvitm. - i
The very subject unavoidably renews the
sad remembrance of those griefs, j
'.UU-icfj'te ipse miserima vidi, et quorum parapvars wnica hve reen proposed, as' cer-
- .magna iiu.t, tain, are impossible: ; . that the objects at
I would appeal too to the self-love of which he has been .taught to iiirn, m$st re
tire instructor ; I would admoi isb -him main forever beyond his reach." 5 H-tpe
that by a too prodigal display of his pow dies within jiim, and his exertion's relax.
er he is creating around him, a host of Upon the failure oL one, motive, a more
Uittle enemieis, who are not without the
means of mischief and annoyance.. It is
the g'ory.of Socrates, that when condemn
ed to die, his disciples crowded around
hm, eager to testify tTeir affection,
prompt to deplore his misfortune, and to
soothe his grief. It may be questioned, j
wpether, shouiln one ol our modern teach
ers be condemned to drink the hemlock,
his disciples would make as forward a
display of their sympathies ; the revenge
ful urchins would, I doubt noti be apt to
applaud the justice of. his sentence, and
consider the infusion of hemlock, a fair
return for the unmerciful doses of birch
or chinquepin, administered tp them
selves. Oiie of the worst effects of cor
poral punishments is, that it has a ten
dency to estrange the pupil from his mas
ter. Too much severity chills affection,
ana reneis confidence : the oov soon
learns to hate: what he has been taught to
fear; the dread of punishment prompts
him io seek iinnunitv in the - moreal ment 1
of his delinquencies : he gradually loses
. " . .: - -r- -j .
'tlie amiable ingenuousness proper to his
years. His frank spirit catches the taint nuence.ofrHore derate Jiop -s, he be
of hypocrisy, and his open brow is cover- comes au anpria,cipled - demagogue ; a
ed with a frightful mask of falsehood and restless uifliguer Tor petty power and e-
leceit. He who has early learned to
practice the arts of deception, and draw
a veil over his motives and his conduct,
can scarcely be expected, in after life,
to illustrate the virtues of, truth and can-
dour. Whether the character may not
be permanently debased, by accustoming vv,th the changing hue of the times. Be
the mind to the Tnftuence of so base a H,,.niro aLawgiveV,r illustrating by tlfe
motive as fear, and whether it he nrudent
to familiarize it with a mode of punish-
ment, which, in all well regulated corrtmu-1""
nities, is appropriated to the most odious)
offences, and the infliction of which, is
followed by social dearradation. are oues-1
tions which invite the earnest enquiry
? ' . . 1
and ousrht to ensaffe the anxious reflettion
of all those to "whose care is cammitted-
the education of youth. If corporal pun-1
Hhment must be retained as a part of
schoordiscinline. it slvoohl at IpWIip tp.
garded as a dangerous remedy, to which
resort should be had, only in extreme
MHPSi IT shmilr! hi roirvpt na thi nun -
. . . . . '
alty for moral delinquencies, as the cor-
rectiov for vices, of a character incorrigi
ble by other mteans.
It is further suggested, whether some
motive to exertion might
not be substi
tilted, of a character less equivocal, and
of a tendencv less dangerous, th.m the
spirit of emullationt or rather, whether
appeals to this spirit are not made too
renuentlv. and with too little caution
f he teacher who seeks to awaken this
L V'
snirit in-his nuoil. runs the risk of rous-
ing passions, in close alliance with it,
and of the verv worst character such as
enw, hatred, and the spirit of detraction'.
A spirit of rivalry, in a I on 2 course off!" ,ulun? eminence, ana it me youm leei
competition, is apt to be aggravated
into
a feeling of hostility, and
the opponent
comes, at length, to oe regarded as an
enemy. He, whose example we" are bid
to emulate, who is often exhibited in in
at
I . I - m
jurious contrast to ourselves, whose mer
it is made the reproach ot our un worthi
ness, whose success frustrates our hopes,
and dissappoints our ambition he, in a
word, who impresses us with the nainful
sense of inferiority, will, unless we are
watchful of our motives, and keep a guard
upon our passions become an object of
envy, and a subject of detraction.. Hurt
vanity, & mortified self-love, wiU prompt
the disingenuous wish' to lessen the merit
we have in vaiu, essayed to equal.
These effects of a vicious system of edu-
cation, frequently betray themselves even
in youth, the period of candid sentiment
and generous feeling ; and the young bo-
som which should be taught to throb only
with virtuous emotion, becomes the thea-
Ltre of contending passions.. In after-life,
when as the objects of competition are ot
greater value, the eagerness of desire is
fncreased, and the 'pang of disappointment
more keenly felt, they assume an';aspect
of darker malijrnity. a'nda form more d is-
oWtinrrlv h.ite.ffll.- The v soinetimes min r
gle ill the strife for noble- objects, and
character of otherwise exalted worth, are
degraded by the littleness of envy and
tie meanness of jealousy.
" There is another error, Avhich, though
nsot so general as to be fairly considered
inherent in our; systems of school disci-
pltne. is yet sufflcieutly, common to.de-
servenotice and reprehension. It con-
sistsin a misrepresentation of the objects
anil purposes of education, and may be
defined to be the suzsestion to the learn-
er of a false motive to exertion. The
esminences of fame, the heights of power,
the applause off contemporaries, and thejeonduct by their imineuiate interests, or
rilauilits of posterity, whatever can flattevlby the wishes, the passions pr tlie preju-
vmitv or a-waKen ambition, is nreseuted I dices o their cotemporanes,
. . , - , , ,
tb the notice of the pupil, and proposed reference to the standard, by
to him as the certain reward of industry kerityjkviil judge it. Ile-who
knd assuluitv- Tiiere cannot be a more
pernicious eiiar. Its enects upon the
-Icharacter of .the individual and upon So;
ciety, are, -indeed. ' deolorable. "The
youth, ,so soon he becomes capable of
iu;cr vimou mm rueccion, ueiPCt ine
fallacy of the hones-vith which his mind
has been filled ; be discovers that the re-
correct, bit le.ss simulating one may fail
10 reanimate his courage. It the delu
sion be susiaiiied until he has completed
his collegiate course, so soon as he enter'
upon the, greatstage of life, it is sure to
be dispeileVl
He
then discovers that
fame must,;trom the nature of tilings, beiwill deserve praise not .only f ir what
tbe lot of a very few, and that his must
be the fate of Ih'e predecessors of Aga
memnon- '
V'icrc fortes ante Aamemnona,
Multi ; scd oiisnflA illacrymabiles
- Urgautur iijnpfcique lohga
Tocte.- v ...".-.' ; '
He yields to the feeling otdespondency
which succeeds " the exciratmn of hop"
and rcjusin;to attesnpt evenihat which
he has the Ability t'o'jiccornplish, -finds, in
retirement Obscurity indeed, but not con
tentment, worse' sVl I, losing the mo ¬
tive of a loEty ambition, abandoning the
pursuit of tjose higher objects which are
seldom sought, because the) can never be
on out byionOrable meahs, and too Ion
r?i -. . .- "
accusioractEio tne nigh excitement or stim-
ulatingmojSve o acknowledge "the in-
phemeral isiiti.cfn ; the parasite of
power, the ttattererot the people, the pan-
l'" - 1 pCJ!?u,vc uie auvocu-e m errui,
acknowledging " rtol principjes but expedi-
e,,cJ "P leeiing Dut sejnsiinessi A poiiti-
cal camelepn, cbaogOig his complexion
Lvaccillatiod of his Unprincipred poiicy, the
description: which the poet gives us, of
u,c .wrat-uaracic-is ui a.miquuy,
Ven;lidit,hic aurpj patriam, dqminura que
liaposuit,.fixit leges pretio, atque refixit.
' vtrg. jt. t ml.
"ig nu pi ner purpose man to inaicate
: 'Jii . t 11 j- l x
tne capneesjot pver qr the eccentricities
oF PPur fhfm. If you would not, that
these sad Ctects disc4ose themselves in
tlle an, idfeaKtairly by the buy. Ssug-
ffest to himno false motive, let there be
no misrepresentation 01 me purposes, no
exaggeration of the advantages of educa-
I . I,;.,, U t-.A. .11 4. 1 . 1 U
I n'fii, ici "fur uv luiu an uic smm inai
knowledge rightly jused-wilf accomplish
for him ; lf&t by enlarging his mind and
extenaini? ras views, ir wi 1 inerene nis
1 1 ' , 1 1 - 1
capacities For happiness, And multiply to
him the sources of innocent enjoyment
that education, though it be auxiliary to
the acquisition of power and fame, is not
proposal as a certain means of becoming
powerturarrd distinguished, but that hab
' s wuwi iji iu mes aou uu
i: 1 'i - T.-.' . -ii . t f 11
! 'S!l cijnuuci, win cenaimy oe - rewaruea
,n nr by usetulness, respectability
an'1 happiness. If, indeed the preceptor
discovers in the mind f his pupil those
rare q'talities which afford'a fair promise
within hnne-lf,tlve jstirring of that divine
afflatus,' without which, Cicero tells us,
no man cari. be great; : let him
' ".Take the instant way
For Honor travels ina strait so narrow
Where on& but goes abreast ; keep then the path ;
For Fiinulatioo hath a thousand sons,
That one bj one pursue : If he give way,
Or hedge aside frofn the direct fqrth-right,
Lik.e to aa ..tefed tide, they all rush by,
And leave him hindmost.'1
Troc& Crssaide.
To discipline' the mind, and form the
character , of such a youth, is at once a
most interesting and responsible duty.
The preceptor should be careful to. in-
dine his fieart tq virtue, and to direct
his ambition to proper objects; to. lay
the foundation of the- futare greatness
of his pupij in generous sentiments and
sound principles; the aspirantshould be
persuaded that if he would be remem-
bered, after the laurel has faded from his
brow, and the brow itself become scold ;
rt he-would have the sound ol his tame
Heard oy mture ages ami m piaudits 01
his cotempiiraries caught and repeated by
succeeding generations, he must consent
to forego theindulgence of .passion, and
learn to relist the seductions of vice and
the allurements of pleasure. He must beJ
taught to distingiush. between notoriety
ant' fame,aml be consfan fly reminded that
tlie ttily access to the temple or Fame is
throagh that of Honour.- Men are for-
gotten, niif because , the inscription is
erased from" the monunent but because
they shave -not deserved to be remember-
ed. because they have forced a false
estimate of the qualities of true great-
ness. They Jisteri to. flattery, and call
it praise ; they sacrifice to vanity and
think they worship, farme ; they think. 'ra?
ther of what will procure applause, than of
what will deserve itr They regulate their
ami wunoui
which pos
would weave
1 around
arouua tiu Diuw an nniaumg cnapiex,!
who would surround his nlxne with
halo of true glory, must be taoglit mod
eration, self-command, reverence of God
fove of his fellow-men.. " : lie must learn
to distinguish between that which is justi
and .that which is merely expedient, 'e
must be accustomed to scrutinize his mo
tives and his actions, and- to judge them
by tli e invariable -standard of right. If
he be taught this in youth, in after life,
he will rarely be betrayed by false mo-
tives, into
wronir
actions : he will sel
dom do wrong from a. wish always to do
right, he will avail himself of every op
portunity to do good, ami avoid every
temptation to do evil,- he will have cour
age to act, where action will be useful
and prudence to forbear, when action
would be mischiveou, md thus, he
he does, but for what he forbears to do.
fie need not trust to win an epitaph his
actions will be his records; each benefit
he confers upon his kind, will be a mon
ument tohis glory. Postei ity will cherish
his fame, because, he is a benefactor to
posterity: it will recount his story, be
cause it teaches "golden lessons of, wisdom
anil affords a glorious ex unple, to imitate
and a safe light to follow.
In what way, it may be asked, is the
instructor to counteract the seductions
of pleasure, or to overcome the love of
ease,and the vis inertia of indolence, if he
can neither compel the fears nor incite
the ambition of his pupil ? It is certainly
much easier to detect delects, than to
provide tneir remedies, to repudiate a
1 ,1 I'.-
system than t(i originate a plan.
It might be sufficient to remark, that
the extinction of the passions, against the
encouragementof which I have ventured
to protest, need not be apprehended, j?-
rheir aid will not be withheld from the
1 1
instructor: Boys will continue to be in
fluenced by the fear of shame, and to be
.ii .1 . .1
incited oy tne spirit ot rivalry, mougn
direct appeals to these"' passions be for
borne. W ithout intending t propose
a plan of discipline, I may venture to re
mark, that if the teacher would be more
of the assistant and less of . the taskmaster,
more reauv to advise and less prompt to
punish his labours would in the end, be
more profitable to the pupil & less irksome
to himself. If he would be mure with
the student, while engaged in preparing
his lesson, the recitation would be less
frequently an exhibition of ignorance, on
the one part and a trial of temper on the
other. A. boy of generous mind enters
upon the pursuit of knowledge, with an
eagerness of hope, and an avidity of-de
sire, which if carefully cherished, wil
constitute a sufficient motive to exertion
But this vivida vis animi" is frequent-
I I I .i . T-k ! : til
iy paisien m me very outset. lJipcrjrjifect.otis refuses to Vi''d to -the soUcita-
uc, me nature 01 which- uib uoy wu j
not comprehend, and. the means ot sur-
mounting which, he does not perceive
present themselves at every step of his
career.," To his affrighted fancy, HilLs
peep o'er Hills, and Alps on A!ps arise
His courage fails and hope dies within
him. How different would be the resul
if the teacher would place himself at the
side of the pupil, and become: his guide
and companion, pointing him the way,
aiding him in his difficulties, animating
his hopes and reviving his courage.
Whatever," says Johnson, enlarges
hope exalts courage 5" let the teacher
then cherish in his pupil the"hops of suc
cess ; let him be careful to inspire him
with the sentiment of the competitors in
the Trojan games.
" Pount, quia, posse, yidentur."
Let him be reminded that if the toil be
great, the reward is sure ; that though the
hill of science, like the mountain of Black
stones in the Arabian Talcs, presents a
rugged aspect and is ascended by an ob
scure path, yet upon its summit, are the
fruit tree and the fountain and beyond.
a scene of fairy enchantment opens upon
the charmed and delighted eye. The re
wards of assiduity, it is true, are too dis
tant, to exert a very powerful influence
upon the conduct of a youth ofeger bopes
and impatient desires, .who" demands im-
mediate results arid longs to taste the fruit
of the tree of knowledge. The faculties
must be subjected to those severe exerci
ses, which can '"aloj gtye them strength
and hardihood. But this preparatory,
ciiurse of mental discipline, though, neces
sarily irksome, yet may be relieved of
'much of its dryness. XA teacher of well
informed, mind,, or cuitivateu-taste ana
lively genius, may impart a degree of ani
mation and interest, to the dullest school
exercise. Let the day's lesson be made
tire subject of an oral, lecture, Let the
teacher illustrate the author's idea, point
out to the pupil the justness vf the thought
the beau tyvof the sty le, the aptitude of the
simile, explain the allusion comment on
the sentiment, enforce the moral and the
youthwho has toiled to ascertain the mean
ing of wpnis, and to discover ,their gov
ernmerlt and" relation' to each otlver, will
acknowledge, that this day's' labor has
been abundantly rewarded. He will
be' sensible that he has .made'afir"S'Cr
nutsitiou tb ihis little stock of knowledge
("His mind will exult in the new light whicit
has been shed upon; it. His, exertions will
riii I ongerhe tlierel u c tant, because u nf e-
'warded labour of the lave, butresem
. tk.ii. Ihi nn.A-iant nniil,tpll I IllllltrV III
. . -Ai '.a lUW an tk
the1n,Ui
which hi s s pad e; t u rn fii p, the slii 11 i n 5 a r .
tides of a precious ore ' "fche wholef dif--
ferencc consist in teaching words.
or witho-it reference tTi thelthooittHey
embodyv Let the course of instruction be
altereif--let it not be forgotten hatthe1
nupil is a being of fancy and fee'ingarfd ;
let it be the care of the teacher toinflamd
theone'ajid interest the other. - If the day's
lesson aff irds a striking iujiagej a sound ;
Fmoral or a noble sentinent,!lethtm lie re
quired to give to the passage, a written
translation, or if mav be to.turrj it into
English verse, to inke it the theme of a,.
composition or the subject ofa. pamphraHe.
lie will thus, have obtained a nht or profjf
erty in the thought, and to the notion ot
iropertv, the desire of acquisition ';wiil -
succeed His studies will; no longer' be
regarded as a forced ekercfisv but as
pursuit of pleasure, and lie who has turn '
ed with disgust from the pages X)f the an
cient poets ami orators, as tfie pi escribed
subjects "of odiousttask, will rorrs'ilt them ,
h eagerness as a means of instruction- "v
ajid a source of gratification. O ir school - t
reading of the classicsis too Umfted;Tand
the knowledge we acqnire of theui Jpo imv
lerlect to inspire us with a love of, of a
aste. for class.icaUiteraturc. Who ofu
is not rendy to confess that he is indebted
to Dryden.a'nd Pope for his earliest relish
frir Viigil andHmer, ami for. his first .s
perception of the beauties of thoe authors,. 7r
Ry the present mode of instruction in the
classics, th(? pupil is deprived of. one of
the great benefifsof education, the inno- -
cent pleasure to be derivedfrom the ciilti-;
vat ion of I he taste, and a. perusal of the
best authors of antiquity.. It ?j raev he
has access tb.-tliertreasQ'res !or.''En"s;itK' I'it'
erature, butan acquaintance witli thej,ap
cient is essential to a thorough knowledge
and a perfect relish for the beauties of the
modern classics. This khowledge- 'and
this taste are means of gratificatiou vhich 1
we may be said to hold independently -of
the vicissitu.iles of fortune! They open t
us a source of innocent pleasurettowhicSi;
we have access at all times and under all'
circumstanees. : " ".;
HaBC stadia adolescentiam alurnt, se-;
ncctutem oblectanf, secundas re..roantr
adversis -solatium et perfugiuin 'praebent Jr
delectant domi : non linpealiunt Tons, per?
noctant nobiscum, peregruiantrjtr rastt
cantur." , 'j "" Cicero.
)i,What we now make theielegant amuse
ment or the instructive exercise of bur va
cant hours, may hereafter constitute a
soiace ror our age ami a reruge tor our
misfortunes j when all
pthe r t sou rces of'
enjoyment fail lis, when the mind instruct
ed by dis,ippointmentdetects the sopliistry
of hone, and the heart wounded Hn it
' j . ... 1 "
tions ot friendship, or the blandishments
t)- jove . the devotiofi m letterswill re-'
main ; and in the indulgence of this pas
sion of the tnind, in the cuftlvationoC
the taste, and in the pursuit of knowl
edge, in the fictions of poetry" and? the
truths of philosophy, we may find that
pleasure and j consolation,! else wherer
sought in vain.; Nor should we be un
mindful that there is an old age of the
mind as of the body, agaipst whicluit iv
the part of prudence to provide, 'that
there is a period of mentillunhecility as ;
of coirporeal decay, when the, watering
attention and the trembling hand .alike
refuse their ministry, when the darken
ed eye gathers no light toj guide ior illu
mine, and the deafencir tar conyeys. no
sound to admonish jor ihstruc'tf Tln '-"
word, that there is a period, when iht
mind deserted by its corporeal allies, the " V,
senses, is cast upon its own resources, '
and without the power of further acquUi-
nun. must iceii upon its couecied stores,
or perish. In this season of iotellectual
niglit, when no lightls let upon the'mind
from without, the treasured! though tthe1 v
recbllected fact, the golden lesson p&
wisdom early I earnedTand careful ly;treas "; f
ured, like those gems whVch disclose thcir '
lustre in the dark, will'diffuse a cheerful ' '
flight through the mind, and dispel it; t
gloom. . 1 hese, it is true, are considera'..
tions not likely to have'much influence1
upon the youn; we can scarcely per
suade ourselves to think of the future,
with any proovident foresight to its wants.
While we are! conscious ofunIinpaired
faculties, of undiminished capacities for
pleasure, we can with difficulty realise
that the period approaches when we must
cease to be young. We look' forward to
an old age as to a cold) and' inevitable,
Uutas' we flatter ourselves, a distant sea
son, which is td come upon us indeed,' but
not untif we have passed a spring of ex
ulting hope and exhausted, the rich fruits
of a glorious summer Tnd aaiellowau
tum;i. But this: dark period;4? which i
seen by
us as
afar offVjif ttQi';novt at "
hand.
Lot while we give the unregarded hour.i
T6 wine ana revelry, id pleasures bower ; v . - v
i 3Tae noisei3 foot of tynq steals swiltiy by -And
e're we dream of manhood, age -is liign,
I willingly riuit a subject, r with regard" V
to which, J am very moment liable, to be-i
be rayed, by igmirance i inti i et ror,' T anil
en ce, I ctmiroii. the - fol) v Aifhi m, who 'I
vi h f it piiI to t iarrkfire nt uift C in thpriri. -
! . . T : , ; " If
r " J x ?t?-rl " ,
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