Anti-slavery bugle. [volume] (New-Lisbon, Ohio) 1845-1861, 1849-04-27
Study a ChiId'S Capacities.

IL some are naturally dull, ana YET strive
10 do well, notice the effort. and do not
censure their dullness. A teacher might
as well scold u child for being near-sigh-
ted, as for being naturally dull. Some
children have Il 9rea, verbal memory.
Others are quite the reverse. Some
minds develop early, others late. Some
have great powers of acquiring, others
of originating. Some may appear stupid,
because their true spring of character
has never been touched. The Ounce of
a school, may turn out in the end the
living, progressive, woodworking gen
ius of the age. In order to exert the
best spiritual influence, we must under
stand the spirit upon which we wish to
exert that influence. For with the hu-
nan mind, we must work with nature.
and not against it. Like The leaf of the
n%ettle, if touched one way, it sings like
u wasp; if the other, il is softer than sat
in. If we would do justice 10 the human
mind, we must find its peculiar charac-
teristics, and adapt ourselves to individ-
ual wants. In conversation on this point
with q friend who is now the principal in
one of our best grammar schools, and 10
whose instruction | look back with de-
light-"Your remarks" said he, "are
quite true; let me tell you Il little Incl
dent which bears upon this point. Last
summer, | had a girl who was exceeding
ly behind in all her studies. She was al
The foot of her division, and seemed to
care but lille about her books. 1t so
happened hat as Il relaxation, | let them
at times during school hours unite in
singing. ! noticed hat this girl had a
remarkably clear, sweet voice; and
said 10 her, "Jane, you have Il good
voice, and you may lead in the singing
She frightened up, and from hat time
her mind seemed 10 be more active
Her lessons were attended 10, and she
soon gained a high rank. One day It's |
was going home, | overlook her with a
school companion. Swell jane" said
|, 'you are getting along very we'll !;
how happens it, you do so much better
now Than at the beginning of the quar-
ter ~ 81 do not know why ii is" she
replied. 81 know what she told me the
other day." said her companion.
"And what was that 2" asked.
hhS' sHO suIu sue was elcOufa-
ged."
Yes. here we have it-she was encour-
aged. She felt that she was moi dull i in
everything. She had learned self res.
pect, and thus she was encouraged.
Some twelve or thirteen years ago,
there wa in Franklin school an exceed
ingly dull boy. One day the teacher,
wishing TO look out a word, took up the
lads dictionary, and opening it found
the blank leaves covered with drawings.
He called the boy TO him.
t"Did you draw these :" said the teach
or.
"Yes SIR" said the boy with down
cast look.
81 do not think it well for boys to draw
in their books said the teacher; and
would rub these out il ! we're you; but
they ara well done. Did you even take
lessons Z"
mo sir" said the boy, his eyes spark
ling.
"Well, | think you have a talent 70.
this Thing; ] should like you 10 draw me
something when you are a! leisure, a
home, and bring ii TO me. In the mean
lime see how well you can reoile youl
lessons"
The boy felt no was understood. He
began to love his Ieacher. He became
animated and fond Of his books. lie
tock delight in gratifying his teacher by
bis faiihfulness 10 his studies; while the
teacher took every opportunity TO en-.
courage him in his natural Desires
The boy become one of the first schol,
airs, and gained the medal before he lief
school. After this he became an engra
ver' laid up money enough to 20 to Eu
rope, studied the works of the old mas