Phenix gazette. [volume] (Alexandria [D.C.]) 1825-1833, 1829-06-19


tree. putting forth leaves, blossoms, and finally
;,s ripe f,ui,: if The plant receives no appro.
nria,e care, the tree is usually neither graceful
in ;,s anne arance. nor valuable in its produc'
tons. The gradual progress OF mind, and ITS
dependance on the nur'uring care OF others, are
among the regulations Of Divine Providence III
whic h his wisd I'm and goodness are cnlnen''y
displayed. Had The powers of ma" been ma
mred ut creation, they would not only nave
been III adapted to The feeble frame OF infancy,
bu, we should also have been denied all that
exquisite delight which arises from sense OF
nropres. in ourselves, ahG from witnessing ana
promoting i, in others. The idea OF per?e'ua'
advance ment, Of climbing the heights 81 know
ledge forever, and, perhaps, OF assisting o'hefs
in the ascent, is one which, while we con'tm>
plate, exalts he soul This life.-'iewed ss the
childhood of our existence, the term oil pupi'-
ape for another, Acquires an importance oe-
yond human calculation. Viewing things as
thew are graduated on the scale of providence,
he literal childhood brars proportion equally
importan, II is the commencement OIL that
wonderful progress which will know no end
the starting point whence we receive an I'M
pulse, which, both in respect to degree ana
kind, will undoubtedly affrc,, our progress ior-
ever To give this impulse therefore proper
direction, and to a2por'ion it TO all the varie-
ties of exigencc which come under our obser>
walton, is delicate and impoIt ant point. II Is
no, to be expected that imprisoned as the mind
is here and surrounded with obstacles OF 'ari>
ou. kinds il will dart through them all and rise,
unassis,ed, to any considerable degree OF excel
lence. By the skilful aid Of such as are able
clearly 20 point out .he intricaclcs, aud 10 re-
move the obstacles Of the way, must the young
ad,enturer be taught to bring his own po" ers
into exercise. Nor must any Of the facilities TO
instruction be denied. These, indeed, are not
few, bu, if Withheld Iitle progress will be
IN adj, and when amply provided, Inc pains OF
learning may undoubtedly be rendered paths OF
ri, a,antness. Since The orr sinai tendency and
delight Of the soul is progress, whatever serves
to carry it forward, unless prevent' q by some
collateral evil, cannot fail 70 give pleasure.
That many such evils exist, cannot be denied
Their source is some lines found in the unsk'i-
fulness Of teachers, sometimes IN the par>'mony
Of pare nls, bu, more Guently in The perverted
mind Of the Child IF the teacher be rot ski
full, he can never carry forward the pupil. j.
is hopeless effor, TO a,temp, 10 instruct Others
when our own views are not clear Unless 'ht
subject is brought distinctly before me mind,
By minute explanation and ilm.liar il'uiti alton,
no definite IDEAS " i'll be gaine0 OF course, no
T.. rmauent impression lift The pupil will RI
main in the twilight, il not IN the dark, ana
therefore find no pleasure IN his pursuit.
The wan, If proper facilities, is ano her Sc
rious obs acle To tie agreeable pursuit OF know
ledge We are so APP TO suf sensible OBJECTS
81 !aks p9sssssi9a opg " pds is q STs d.
,eIlectual, that. while the demand. Of The for
mer are most chrerfully mri, those Of the latter
r G. 4 - D.
supply. While neither fort nor property is
spared to oblaln personal &C accomplishments The
formation of mind is often left ~ those who
never formed their own, because hey very just
" rate iteir services low, or hose who have
patiently oiled through The ini'icacies OF SCI
enc, are lief 10 toll On sill, against al the inn
pcd,ments which undisciplired aud frivolous
minds can throw in their W y, without the ia
cilities necessary 10 their work. 1t is seen al
once, tina, the artist cannot perform his par,
without all tina, he requires, and they whose
humtle Office is 10 aIorn the person, seldom
make a ieques, which is not evidently necessary;
bu, they whose task it is to bring out the hid
den powers If intellect, 10 divert and promote
their growth, Can stand in no need Of external
aid. by their own powers, by force OF argu>
ment, their work is to b. performed. What
Else is needed 10 form mind? Sensible objecls
Can be ofno avail here Surely il augurs great
wan, OF skill TO need so many helps. And what
would il argue TO dlsclaim their need? Through
wha, medium but that of the senses do ideas
enter the mind? BY giving intellectual objects,
as far as possible, a tangible form, do we not
faciHa' their entrance? o, how often has the
teacher, whose whole soul was engaged in his
employment, while attempting to unfold The
minds Of his pupils from that narrow compass
into which they had long been compre ssed, how
ardently has he desired The possession Of wealth,
thai he might benevolently, supply those neces-
sites which others could not even feel
But there is yet another evil which The faith
full teacher does not fail 20 deplore. 1t is The
unnatural peryersion Of minds formed for high
attanmen,s. If the teacher has earnestly de-
sired to supply necessities which could no, he
felt he has no less earnestly desired to retrench
suprrf1ui'ies TOO lavishly bestowed. he has
wished that he could so Ear regulate the pur-
suits oil his pupils, as 10 prevent vain amuse-
men,s and frivolous occupations from making
the van and rear guard of all their employ.
merits; thus uniting their minds for ,ha, close