Belmont chronicle. [volume] (St. Clairsville, Ohio) 1855-1973, 1857-03-26
For the Belmont Chronicle.


tne happiness o. man; thsH lhe acquisition
of knowledge. We all should be interest,"
ed in the state of education in our country,
the general Improvement Of society, and
the means by which more extensive diffu-
sion OF knowledge may be effected. The
OBJ ,ect of al scholastic instruction should
be, to convey to youthful minds substantial
knowledge, TO lead them gradually into .
view of the nature and qualities Of the OBJ
iects with which they are surrounded
There is no country in which schools for
the instruction of the great mass of the
people are more numerous and respectable
| than in ours; but, cannot our schools be
improved! made better, should be the in
quiry of every lover OF his country.
Our youth in school acquire the means of
ledge, but they are seldom taught TO
apply those means to their proper ends; and
they leave schoo. without thinking of fur
tier cul-ivating their minds; forgetting that
their school IS "from the cradle to the
grave" An instructor of youth should be
in possession Of general knowledge, with
high degree of morality; as no Ole can
communicate to others knowledge of which
he i. net in possession; consequently, what
ever knowledge is necessary to be impaired
to the youth, must previously exist in the
minds of their Instructors. A teacher of
youth should be intimately acquainted with
Human Nature, and General History, and
with the scenes Of Domestic Life, for it is
from these that he is TO derive those facts
which are requisite to excite the attention,
to interest and TO crafty the young mind
A mere routine of system Of Education 10
not all that is requisite in the management
and instruction of children Many that are
enfesbled in body, or Gsiuclined to manual
labor, become teachers, while others make
teaching stepping stone 20 the professions.
Some OF these have conducted schools with
energy and success, but many have taile6.
What profession is Of more importance thar
TO instruct and train the young mind! If
ever this world is to be thoroughly enlight-
ened. teachers must be persons Of the nigh
est moral attuinments, possessing large
measure of useful know ledge; and they must
make teaching their business, and follow j.
as profession. Then will our schools be
improved, and our youth will obtain more
use ful knowledge. Children are not so very
bad as many would have them; they are
thinking, reasoning, and rejecting beings,
and should be treated as such. Are not
children confined too long in SCHOOL, Should
they be confined in school longer than their
attention is directed to their lessonsl Is
not one hour as long as they should be kept
in school at one time! Ii longer, viii they
not become restless snd inattentiye! Would
il not be better for scholars to have recess
every hour! Sag school commences at nine,
have recess at ten, and at eleven, Of eight
or ten minutes each. Schools that are con-
ductsd in this manner ere p-ospering, and
it is III 'ught that study does MT become 50
iiresome.
Order is said 10 be "Heaven's dfst law"
Every good teacher Will have order in
school. You will seldom find youth, or q
child, who does not prefer stiffness, system,
Ui-u OlOCl III SIiOSiJ "
and confusion: and It is much easier and
better to prevent imProprieties than to cor
rect them after they have occurred. In
school there should be, 'A time for ererv-
thing and everything in its time" Schollrs
should have particular portion of time for
the preparation Ct each lesson, and a definite
time for each recitation. The teacher or
l,oi.. eh II l., =,
tine, and devote to ;ha, the whole atteu-
ton The study of History is neglected in
many of our schools Every scholar sheuid
become acquainted with history, especially /.
the history OF our country. Often changing
teachers is great fault IN too m1ny places
If a teacher does eny good in three months
he can do twice as much good tie next
three, and so oE- Ii you get . good teacher
keep him for years, and your school will be
Ill the better. If scholars were Taught to
understand their lessons, if they were no.
confined too lIng in schosl, if teachers
you'd bestow meriteI commendations, ii
every branch of education were taught at
separate hours, and the attention of the
scholars engaged while in school. and the
teacher govern by the principles Of Love,
Reason, and Persuasioa, not by :ear Of pun
shment, the gov olernment .: the schools
would be pleasant and easy, the scholars
would appear cheerful AMI happy, they
4 sould know the wishes Of tkeE teachers
md try to please them; and We believe that
he use Of the rod Chat relic of barbarism)
would be thou ght of only as thing that
vas in darker ages, and The schooi-roon
would no; be viewed by the young as
prison, nor teachers as iyranis; but teaching
would De an interesting and delightful en-
,loyment, and our schools would be inter
,sting To both teachers and scholars, and
children would not have TO be driven TO
school, but would be punctual in attendance,
axe an interest in their studies, and make
.apid progress, and teachers thea could say,
md say truly,
Delightful task TO rear ihe ten ,er thought,
And each the young idea how tI shoot,
To pour fresh instruction o',r the Young mi's-
Our schools are improving, may they con-
inue TO ,mpr"ve. y new spin, is begin
ling TO animate the great mass Of the Peo-
lie; Colleges and Schools are Il urishins;
Science is spreading rapidly; but our Com
non Schools are the buiwark oi the nation.
very teacher should strive 10 improve HIM
elf AMI his school Teaehin. is respon-
ible sta,ion. Friends oil education, you
nust take an interest in your schools; visit
hem, encourage your teachers, and do all
n your power TO sus:sin yorr schools, for
n them depend the continuation OF our free
Institutions and the pe'Petuity of our Re-
'ub lican Government. L. WILsos.
Wit AND HApry rESS. .--Thers is no ne
es,ary co nectiOu between witty or evens
numerous ideas and comfortable state Q.
mind. Swift was unhappy and IuhuspS.
u rJse, tho bo:h were g-eat wits. icc4