The Hancock Jeffersonian. [volume] (Findlay, Ohio) 1857-1870, 1859-01-28

tellsct from their surcharged neigh
bors, who are at tho same time ma
turing their own powers by lavish.
ingly strewing precious thoughts for
others.
Sd. The giver of instruction Is
also the receiver, and hence, there
is united improvement in the confer.
ence.
4th. 1t is cheaper than any other
mode of gaining knowledge. 4
oh. Thn rnnil at once learhsJ
the exercises Of tho pulpit, forum,
and senate.
9th. 1t forces the intellectual
powers into instant service, and
draws forth that which it is the OBJ
ject of learning to unfold.
7th. 1t disciplines the vocal fac.
ulties, and renders speech free, easy,
and efficient. BY this means one
has more social force than the COL
lego graduate, who is continually
cramming and braying facts into his
benighted and confused noggin, from
whence they perhaps may never be
drawn, so as to be practically bene-
fetal in the thoroughfare of life.
Sth. 1t makes the pupil familiar
with the moral rules of action, in
volved in really earnest life.
9th. 1t works all facts and prin-
'ciples in practical studies, into the
pupils own thoughts, and 80 as to DO.
come a part OF him.
10th. 1t gives him liberal and
free education, by presenting both
sides Of every question.
These, with many other argu-
ments, might be presented in favor
Of Lyceum schools. Some of the
most witty and solid savans of the
age, are OF opinion that there would
be more noble and useful men, if
they were bred in such wide e-awake
schools, than if they were to go
through the dull monotony of thumb.
ing books, and learning verbatim
bool-answers to book. questions.
We think tt is bette, to come to q
false conclusion by Independent rens-
oning, than to gulp down truth with
out any testimony, save the mere
say. 80 Of u book. In the former case
the mind is strengthened by The ef-
fort to elicit truth, while in the latter,
no progress crowns exertion, and the
pupil might as well bo planning
boards or plowing corn, as far as
mental sustenancc is concerned, and
more SO as regards bodily comfort.
From well.conducted lyceum,
young men and women go forth with
power to combat the ills and tempt
ations Of life. They know how to
solve the problem Of life, and seize
the right horn Of misiortune's dilem-
ma. They areSrcd to compass the
three objects OF etIort-liie, mental
growth, and felicity. They have be-
come familiar with the doings of the
world while their minds were form.
ing, and when they launch on tho
sea OF life, they find but few strange,
aud perplexins enigmas to undo. or
complex agglommcrations to un.
wind. They are, in fact, educated
IN every sense of the term-morally,
intellectual y, and physically.
Wero such schools to come into
vogue, boys and girls would not have,
to leave tho parental roof, and alb
that they hold near and dear to them,
because forsooth they vi ish for drink
from the foun. of science. Our rosy.
checked youth would not be tied
down, in some close room, there to
dig and delve their lives away, for
share OF ancient and modern lore.
Youth should have good minds,
and good bodies to keep them in, but
in most cases where the intellect is
fed, the body is starved. Now, if
the people would take the matter in /
hand such things need not be; but |
here we have to combat that curse
Iof mankind: "popular ignorance"
Men meet us with such phrases as:
I"We are too old to learn" and, "I !
have no learning, and | guess | get
along in the world pretty we'll. -
For goodness sake! old folks, you
will never learn younger; and old
man. you get along, to bo sure, but
you don't get far. I
Lyceums could be hatched up in
every vicinity, we're it not that the
mass know nothing Of their value,
nor desire to learn. If lyceum,
were started in the different neigh
borhoods, all the idle moments nigh,
be made beneficial; and the idle gos.
sip Of grannies, might be turned into
sound wisdom, by the force Of reas,
on. Then why not occupy one o.