The spirit of democracy. [volume] (Woodsfield, Ohio) 1844-1994, 1845-12-06
STUDY AcHILD,s CAPACITIES.

STUDY ACHILD'S CAPACITIES.
Ifsome are naturally dull, and yet strive to do
well, notice the effort, and do not censure the
dullness. A teacher might as justly scoId child
for being sighted, as for being naturally dull.
Some children have great verbal memory, others
are quite the reverse Some minds develope ear
ly, others late. Some have great powers ofacquir-
ing, others Of originating. Some may appear stu
pid because their true spring Of character has new
er been touched. The Ounce of the school, may
turn out in the end, theliving progressive, wonder
working genius Of the age In order to erect the
best spiritual Influence we must understand the
spirit upon which we wish 10 exert that Influence.
For with the human mind we must work with ma
ture and not against it. Like the leaf Of the net
tie, If touched one way It stings like the wasp; If
the other it il softer than satin If we would do
justice to the human Mid, we must find out its
peculiar characteristics, and adapt ourselves to its
individual wants. In conversation on this point
with friend who is now the principal in one Of
our best grammar schools, and TO whose instruc-
tions look back with delight--"your remarks"
said he "are quite true; and let me tell you little
incident, which bears upon the point Last sum-
mer, had girl who was exceedingly behind in
all her studies. She was at the foot of the divis
ion and seemed to care hut little for her books
It so happened, that as relaxation, let them at
times, during school hours, unite IN singing, no.
tced that this girl had remarkable clear, sweet
voice; and said to her, "Jane, you have good
voice, and you may lead in the singing" She
frightened up and from that time her mind seem
ed to be more active Her lessons were attended
to and she soon gained high rank. One day as
was going home, overlook her with school
companion. swell Jane" said /. "you are get
ting along very well, how happens il, you do much
better now, than at the beginning Of the quarters
81 do not know why it Is" she replied. 81 know
what she told me the other day." said her com.
panion.
"And what was that, asked'
"Why she said, she Uas encoTdgfd?"
Yes, here we have it-she was encouraged -
She felt she was not dull in every thing. She
had learned self-respect and thus she was encour-
aged 'tN
Some twelve or thirteen years ago, there was IN
the franklin school an exceeding dull boy One
day the teacher wishing to look out a word took
up the lads dictionary, and on opening it found
the blank lea, es covered with drawings He cal
led the boy to him. sl't
"Did you draw these" said the teacher
"Yes, sir" replied the boy.
81 do not think ii is well for boys to draw in their
books" said the teacher, sand would rub these
out if were you; hut they are well done, did you
ever take lessons" es
"No SIR" said the boy, his eyes sparkling.
swell think you have talent for this thing;
should like you draw me something when you
are at leisure, at home, and bring it to me- In the
meantime see how well you can recite your lesson"
| The next morning the boy brought picture,
and when he had committed his lesson, the teacher
permitted him to draw map The true spirit
was touched The boy feltthat he was understood.
He began to love his teacher. He became ami.
mated and fond of his books. He took delight in
gratifying the teacher by his taithfulness to his
studies; while the teacher took every opportunity
| to encourage him in his natural desires. The boy
became one of the first scholars, and gained the
medal before he left the school, After this he be-
came an engraver, laid up money enough to 60 to
Europe, studied the works of old masters, sent
home productions from his own pencil, which
have found place IN some of the best collections
of paintings, and is now one of the most promising
artists of his year in the country. After the boy
gained the medal he sent the teacher beautiful
picture, as token of respect and while he was an
engraver. the teacher received frequent tokens of
continued regard; and doubt not, to this day, he
feels that that teacher, by the udcious encourage
ment he gave to the natural turn of his mind, has
had great moral and spiritual effect on his char
acter.