The River Falls journal. (River Falls, Pierce County, Wis.) 1857-1861, 1859-02-23
RIVER FALLS, PIERCE COUNTY, WISCONSIN, WEDNESDAY,

ture of man; which, while it gives vgor,
strength, and elasticity to the body, gives
corresponding power to the intellect and
heart. The mind needs hardy culture, to
lie disciplined to patient thought-taught
to love investigation-and the conscience
or moral Judgment needs development
and should be taught to meet the great
truths, that grow out of our relations to
God and man, both in time and Eternity,
without shrinking from the vast respon-
sibilites ola never-ending life. But these
amusements pursued to exhaustion, ten
ding to engross the whole mind, cannot
favor either of these results, or be neutral
in their influence. AT the very time when
the constitution should be acquiring sur
plus vitality, they break in upon repose,
exhaust the muscles, create nervous pros
tration and induce reckless exposure
No physician who has any claim to pro-
fessional knowledge, will question this
Every Psychologist will tell you, that when
| the system has been taxed with the ordi-
nary cares aud labois of the day, that
these practices cannot be INDUCED in, till
midnight or morning hours with ilnpunity.
If engaged in, in the morning, when the
system is fresh, they would be less objec-
tionable in this respect; but in this pare,
they commence when they should end, if
INDUCED in at all. The day previous, is
usually one of hurry and anxiety, the day
after, one Of brutal stupidity, and yawn-
ing petulance.
Great importance seems to be attached
to these practices by their advocates as
reereations; but We ask you, candidly,
Gentlemen, can they with any show Of
reason. be called recreations, when instead
Of invigorating and refreshing the system,
they draw 50 largely upon its Vitality
Whether such gaming and dancing as
practiced here is detrimental to intellectu-
al growth may be inferred from the opin-
lens of the most distinguished educators
throughout our land. Why are cards and
dancing during term time interdicted by
the laws ola large majority Of our semina-
ries and collegesa All proper and sea-
sonable recreations are there encouraged,
as needful relaxations from exhausting
study; but why is an especial ban placed
upon balls, dancing and eard-playing 3
1t is because experience for generations
has shown that there can be no sound
scholarship, no correct habits of thought,
no substantial attainments, while the mind
is preoccupied with these exciting and
dissipa'ing practices. They are incongen-
iaI.
Now there are certain prerequisites to
successful mental training; it cannot be
the work of the teacher alone. 1t is es-
sentially one of self culture-there must
be disposition f + If this is wanting,
the efforts of the teacher are unavailing;
the student must love study for its own
sake, and not for its incidental advan-
tages. No one who proposes to become
an artizan would succeed, if he regarded
his business with Indifference or aversion,
or pursued it only from necessity or pop
ularity. Now, we maintain, these amuse-
ments naturally beget, and almost uni
formly, a distaste for study and consecu
tive thought. They regard the necessary
details of science with disgust and every
draft upon the intellect as irksome. If
such students, attend school it is because
learning is popular, or ignorance is repri-
hensible, or because parents desire it.
They are not attracted By learning, but
driven to it. Now it is evident that
coerced effortssare Of necessity, futile and
this is the testimony of all our most
thorough educators. They heartily dep
recate these amusements Is in antagon-
ism with all the great ends of education.
We fearIessly affirm that no literary in
stitution conld maintain respectable
standing for year, where midnight card
PLAYING and dancing as practiced here,
are connived at by the faculty,-and
generally advocated by its patrons. Had
YOU been constant and careful observers
of their evil effects upon the young, upon
students especially, | am slow to believe
YOU would as discreet parents, or good
citizens, have become the public cham
pions of these pernicious amusements. 1t
seems to US, Gentlemen, that you will ac-
knowledge, that the experience of the
past. with reference to what is practicable
and iudicious in this respect ought to have
its weight. A historical argument has
always been regarded as admissible and
conclusive on other questions of expedien-
/ cy. Why not on this7 Now we affirm
| that experience and observation have al
most invariably taught teachers that
there practices are adverse to learning and