Richmond enquirer. [volume] (Richmond, Va.) 1815-1867, 1826-06-27
THE C's IN CARoL1vA.
COMMUNICATED

To those who take pleasure in analyzng the
constituent parts Of any object, that falls under their
observation, II Will never prove Satisfactory 10 he
told, that things They will trace their
origin, and develope the causes, in which they bnv
originated. The same process that leads 10 the
analysis of material object, may direct us in the
investigation of The phenomena of Mind The pre-
dominant dispositions of individuals, and that COM
bnation OF ideas, that forms character, may in
varlabiy be traced TO early Education. The FIRST
impressions received from those whose responsible
task II is to nurture the moral affections, and cul-
tivate the mental powers, will give colour and
direction 10 after life. From first impressions as
from fountain, now the waters of a noxious, or.
sslutary qualify, as the Spring is healthy, or dis
eased. The first efforts OF those whom nature has
constituted the instructors of Children, should be.
to inspire love of domestic scenes, londness for
home
1t is there those gentle virtues that giId the Path
| of life are nurtmed, and taught TO glow. In the
dear domestic circle, the voice Of instruction sinks
deep, and, provided, that reason is made the
foundation Of duty, and esteem and love blended in
the first affections, the effects of that instr ucion
will abide in the heart To accomplish this, care
should be taken, to impress on the duciile minds
of children the simple virtues DO not teach
them 90 early, 10 make allowance for human pas
sions and misconduct, for, in proportion as they
are taught 10 excuse errors, truth loses her innu-
| ence, and the perceptions of right are gradually
weakened Youthful sympaihies form the moral
| temperature, and few have been eminent for phi
lanthrCpy, whose regards were not first exercised
in love TO p1rents, brothers and sisters. The re-
mem6rance Of the early affections, gives vitality
to those that afterwards under the control Of the
| judgment.
| Mere instruction can never produce the wished
| for effect, except there be correspondent degree
Of virtue re ldng in the mind the fruit OF its own
exeriion, which perceves the wisdom of the in
struetion given Children, when confined o the So
ciety of grown persons, acquire premature
growth Of mind, and scarcely ever rise above me-
diocrity. By mixing them with their equals, they
are excited TO think, and acquire that freedom Of
investigation, which calls forth the powers Of the
understanding. Schools, as they are managed, are
not calculated to foster the moral affections, or to
cultivate the mental powers. To large boarding
establishments, there several objections. Were
there no other, the unsettled state OF mind, pro.
duced by the vacations, would form one OF suit
cient magnitude to alarm the rejecting On the
vacations, the hopes are fixed with eager antici.
patton, and when they arrive, they are too often
spen, in Incidence and indulgence. and from their
enervating influence the mind becomes relaxed,
and Their after -eiforts, consequently feeble Day
Schools appear better adapted to produce de-
sirable end Children there enjoy tie society Of