The Mississippi Creole. [volume] (Canton, Miss.) 1841-1851, 1850-03-09
roR THE MISSISSIPPI CREOLE.
ED y oAT1oN.


In promotion Of this cause, steam and cleo
tricity will never be in requisitiOn. There is
but one road to Learning, to which these pow-
erful agents in 'shumah progress'' can never be
applied. Patience and toil-are the only means
ofits attainment The search after substitute
for these, ismore fruitless than the search after
the philosophers stone. Even in long, severe
and we'll directed application Of the best mind,
slow and wearisome is itsadvancements, small
and unsatisfactory is the gain. If this is true
Of the adult with discretion and reason at his
command, and ambition as stimulus in his
eager pursuit, il is not less true of the child
whose chief mental faculty employed is the
memory. 30 few and simple are the subiec ts
that are adapted to his understanding, that the
only danger lies in the too anxious Instructors
assigning him tasks that are too great They
can scarcely be too small. The expansion Of
his mind being gradual and sow, his advances
.ment must necessarily be SO, The greatest
care and judgments on the part Of the tutor
are necessary in properly suting the quality of
his lessons to mis- age and capacity. To task
the young mind with subject that it cannot
comprehend is perverling nature in him, and is
not only Of no benefit. bat results in essential
injury, more or less serious according as Il is
pTacticed to a greater or less extent. How
often do we see dOating parent reproaching
his playful child with losing every moment that
is not employed in the use of book, urging
his teacher to assign lessons that will occupy
all his time. Since he has "high wages" his
pupils should be kept emplose in proportion.
Our anxiety for more rapid progress than, from
the nature fittings, is possible, obviously leads
to the most serious evils connected with the pro-
fesson. Knowing that much is expected, the
teacher must contrive. in some way, to meet
the wishes Of his patrons, OF bis ruin will be the
consequence. Hence what his pupil cannot
learn he must appear to know, what is beyond
the comprehension Of his years, he must
seem to understand. II they have. begun Arith-
metick, Latin, OF Chemistry, they are expected
at the examination TO show themselves to be
extensively and thoroughly acquainted with
these several branches. Should any question
however abstruse, be proposed on these sub.
ljectS, il would be unutteIably dreadful to fail
| in giving ready and correct answer.
Some have also begun the practice Of com
position; no specimen must, BY any means a7i
pear in public thatwouId not do honor to thu
fret writer's Of the age. A selection from work.
inferior in styIetO those Of Macauly or Car
Isle, would be rejected with sccrn. Attain
mehis that require the constant application o
long life time must be acquired by child, il
one session,
The greatest evil Of such course is not il
fraud. Few are deceived; and the knowiH
connive att as an innocent display--but tn
pernicious practice Of learning, like par
rot, WOrds without meaning, Of skimmin
over the surface Of things whose substance re
mains mystery, or the ideas obtained are s
confused and peiplexed as to render the sui
iect dreaded and hated ever afterward.
there is Herculoan labor connected wit