The Council Bluffs nonpareil. [volume] (Council Bluffs [Iowa]) 1857-1867, 1860-02-04
" Black Ba.luet:'


basque" running through our brains like
some dreamy vision Of the past, at night 1t
rises up before us like some phantom ghost
and will not leave at our bidding. At break
fast dinner and supper, when We would anx-
iously drive dull care away; the black
basque forces itself upon US. We open our
very interesting Des Moincs correspondence
and the first thing that meets our gaze, Is
the black basque, to be" sent by mall,
"next by express" and then again by mail,
and lastly by some "private conveyance"
Oh the basque! Oh the black basque,
what will we-what can We do with you
THE STUDY OF HISTORY IN SCHOOLS.
1t has been SAID, "that History, is precept
teaching by example, Taking this view
Of the subject, how important and necessary
it is, then, that every one upon whom 1T may
devolve, to instruct the rising generation, in
the paths of truth and science; should have
thorough knowledge Of this most impor-
tan. branch OF American literature, say
American, because this should by all means,
be the first work on This science introduced
into eur Schools. Besides, it should be the
aim of every good citizen of our glorious
"Confederacy" to instruct American youths,
in the cardinal principles of our own Gov
ernment before encumbering their youthful
minds, with those things, which, tend only
to confuse, rather than enlighten their
minds, upon this vital subject. However
much a knowledge of Ancient, as we'll as
Modern History may be desirable to the ed.
ucated man, or woman; yet it is dearly OBJ
tanned, at the expense of ignorance on the
part of our own. "Was Rome thy parent?
dds. thou cat from her the fire of Lib
erty, that burns within thy bosoms."
Then teach those, who are to become the
future fathers, and mothers Of our Repub-
lie, the early history Of this nation: teach
them, 'sthat oppression planted their fore
fathers in America" that after repeated
attempts to colonies this, then savage land,
with intelligent and christian white people;
nearly century elapsed after its discovery
by Columbus before any permanent settle
mens was effected upon our shores. There
is not child, who is sufficiently advanced
to read inteligibly, but can readily under
stand you, and comprehend your meaning.
What moro interesting theme for read
ing lesson, can be chosen, than those
passages IN the history of our country,
which tend to show, the opposite effects OF
virtue aud vice, upon the human heart
To recount to the youthful ear, the strug-
giles, privations and 6nai successes, of the
patriots Of the Rev olution, cannot fail, Of
having beneficial effect, upon their future
career in life. American youths, should be
eorly taught to admire, ''tae daring deeds
of Americanheroes. Mark that boy who is
reading the "Biography of Washington"
SEQ his bosom swell and his eye dilate, as
he pcruses some stirring description, of
some brave act performed by that illustr-
Gus Hero Again, behold him perusing an
account of the treachery of Arnold The
pleasant smile that dwelt upon his counter
e,ce has vanished; and frown darkens his
brow; while his thin lips, curls with scorn,
at the very name of traitor By all means
then, We say, let American History, be
taught in oil our Common Schools. The
boy. whose mind is daily brought in contact
with such principles as those which actua-
ted the founders Of our Government, cannot
help but be boy Of enlarged views: vice
and depravity, will find no abiding place in
his bosom. In this, We should ace one of
the most powerful auxiliaries, in the per-
pstuation of our civil and religious Institu-
mons. Aka:n VIC say, sslst American History
be fou, di' all Of our Schools"