The Madisonian. (Canton, Miss.) 1850-1855, 1850-03-21
FoR THs MISSISSIPPI MAbmos,,


IL may Oe ihIerEe1 from we've ~reViOulv.
pressed, thar the teaeheE's Office, proys,
uksoms and laborious, iS made a ~siDe.na
Ion the contrary, if competent and fai,bfsi1
is conscious that his physical abililiesn,
eqpals 90 The duties he sOOadd perform.
the burden Of bis care consists No, H. !.
forward hispuPlls, go much as restrainino
Not in the amount, SO much as ia the All,
and manner Of instruction.. It is not ~ AM
TO learn them'-the expression containp ! .
cism in logic as we'll as in language. ~
part knowledge with facility is som.6n.,
mentioned as a quality Of rare ms.,
As it the vacant head Of the learner h.
poured full out of the plentilude Of the ip,,..
tors. This is particularly a ~favo.ile eYo,..
sion OF certain iIinerant teachers, ped,e,.
iearning-mani'estly the most absurd
c%bievous and contemplate Of the various Dr,,.
tlces OF modem empiricism. They profess.
have invented something equivalent u
chine with which it is proposed for a ,pscis.,
amount OF money, to manufacture and insa,,
the brain OF each patron, in the courss
='ven number Of l%essons, Of certain min,,..
nod seconds each, a thorough knowledpe. n.
&c. $3.50
II is remarkable that such hollow preieDsio,,
are capable o attracting crowds of The i.
ref citing or the less informed, who capliv.,.l
by thess gilded pretex, Is, scorn The usual dul \.
cess 81 III" dag school. What propriety il IN.
n7dego ing years Of time ana study 10 ,he 4,
lects Of Grammar, Arithmetic, PhilosoDby. /.
when obese several branches IAN be rhor,n,
acquired in q course Of ten lessons EACH h.
i14iiy persons seem 10 forget that the proce.
ot learning consists entirely and exclusive,
IN t c mental operations Of the learner. ana ma
n those OF the teacher-ihat knowledge en
'hly be acquired at the expense Of an amount
Of time and personal application proportional
% me value o. tie attainment. Its true, thai
owing to a diversity Of mental organiz,,iou
those that, ia other respects, have equal advas,
'ogeT, are unequal in their advancement. Som
inat have larger capacities are naturally inde,
lent; Others having less abilities are much mot,
Fudlou'. 1t is no part Of the teachers dap
to tegalate these coGsri %utional disparitiss, al,
more thani ii is his duty TO create new i~acul.ie
Of mind OF to finnish additional brains, shuull
snca be needed. Incidence is uudOnb,edl,
me most formidable antagonist lie has t. cvn.
tend with This habit, however is seldom b
'nveicrale as not TO be otyiated by the usu,
7limnIos Of emulation, ShnuII THIS fal in any
case tAere are 70 means 0 fperm nent cure sI
Perl'r toit, Yju nsy beat slrh n bay, fill
'rvrtIe, If it VIII CRAFTY yon; perhaps he Al.
serves 90 heiler for his l%A4ines2; at least it wild
1--WE TOE master tie benefit Of corporeqI rxrI
.iae = 'hiaRhe commonly nacds--hut do pt
"xpe'' BY This means q quicken lis ~intrliec
'f 70 benefit him n ANY res rect whatever, n
, e ias INTELLECT il will shine IN due ii ne: sans
ni tae must militant g~eu,uses have been, ID
childhood, most VIGOROUSLY Indlient. 1.-The I'D
I not, 'thoHgh you ma, bray 'hin' in mortaI
vet VIII his fotly-nt drplrt fr,n him.n
; II lie sentiment thatt is cess try to rps,tct
.atacr than advance the student is a paraIJiI
vel arer Truth never wag deJncrd from obser
] vadon and experience. The lad, as hs Mind
"Peoe AMI It's powers are developed s c~onstaal
y Increasing his store al knowledge with greal
oi less facility according 10 the s%trensll u
lis endJwneuIs, equally mall usual conditions
whetherIn the ielj, ia the fo,es', at home "
> Al school, he observes, thinks and reasons. H
Is placed at school not to learn faster than ID
might elsewhere, bu, to learn more useld
things. His mind is to bedlrected into Il codIs
) embracing sub ects the pursuits Of which wiz
nc OF more service TO him in lille. II here l
chief object Of The prcceptor is 10 guard lh
'goinst the conception Of errors and HE FRS
/ ing Of ev habits, jfhe does not watch asstI
l 'nsiyaI his exercises, and persist, wi'hcB'
regard 10 the time ncsesslry to be employed
making heide9she undertakes to impress. cid
and dist'ac! in his pupils miad; he would
lnitcIy better remain without studying N
book of nature alone til he reach the time
. life when discretion should be his safe.gOps
against the iucurahle evils incident to him 10
carelessly conducted school. Like other
stituuona Of purposed benevolence schol
cannot be neutral in their Influence; e.cl o
s either asourco Of incalculable good or
; infinite evil gathering ines,imabIe ireaspr
5 on scattering them iueeoyerably abroad-ch'
: 'shing a taste Tor learning TINT will, thoae
hte' he cultivated with increasing delight
! lmpIanllng an Everlasting disgus for the
suit Of any oil its branches.
!. Why ~ il that scores Of talented young ms
Il with all The advantages that can be dtsif'
abandon school at an earl age with an iHF
I rab'e tisia;e IN It's pursuits; with no con6da
-and with hide reason for any-in ft
knowledge Of any branch Of learning whalevq
: MT ior want Ot capacities or taste, hui chez
a tor wont Of better management by their tulg
every mind trained to correct habits UI Ihops
ID lod action and exposed to no uns lutay
a ~inences, loves the trulh, and delights ~