The Council Bluffs nonpareil. [volume] (Council Bluffs [Iowa]) 1857-1867, 1860-03-31

Thanks to cur friend for the folio wing,
and We are grasified to see = subject of
such nossriety in this city thus candidly
dealt with, and cheerfuly commend it TO the
carful perusal of oil interested in the causs
of mental culture:
THE YOUNG MIND: HOW SHALL NE
EDUCATE IT ARIoAT:
We shall not educate arigh by beginning
too young, when the brain and oil the or
gans are quite immature, and when nature,
plainly intimates to US that she desi es the
time for their growth and consolidation
not for forced action and exhaustion,
though fatigue. How many over
anxious parents sap the vitality Of the nerv-
Gus system, not yet developed, and in de-
gree .duncity their children for life, by be-
ginning to task the memory and the think
ing powers too soon!
Seven or eight years, 10 an age young
enough to begin with anything like set les
sons sometimes, eight or nine wouln be
better. Even then, at beginning, lessons
should be short, simple easily comprehen-
ded, only one or two in each Of Eve days in
the week. When child under ten rsslly
tries, and 10 compelled after all to say I"
can't understand this study" let that state
ment be signal for laying it aside for q
year or more. Subjects of study are at the
with our very imperfect modes Of present.
ing them, we are almost sure to crowd them
on the child's mind too young.
But the mind needs not be neglected till
the uge when set study begins. Right the
reverse. Children Of but three years have
already begun to manifest their love for
seeing and for mdkiog Discovers of new
facts and ideas. Encourage this priceless.
Call their attention to the sky, the stars,
ho clouds, the changing moon flowers,
leaves, fruits, and so on. Let them learn
thus early to be observers: they will love to
observe all their lives long. Teach them
names for the things they see. Teach them
to speak these names and other words dis
tinctly and with full, fine voice, and call
their at'ention to correct speech also.
Teach hem above all to be observant Of
form, sizes proportions, simple measures
and comparisons of things reights and
loads, the energy of their own frames. or of
other agencies colors, order, numbers,
places and times. Help forward their love
for noticing objects, for erents and Incl
dents; and teach them early to sing, to adj
mire sweet or lively tunes, and to love
beauty whether seen. With all this let tina
child learn its alphabet incidentally, or as
pastime help him to begin easy reading,
but save him by means the enforced and
unnatural drudgery Of learning to spell col.
umns of words having by themselves NO
earthly connection or sense. Help him to
begin to produce the forms of letters, in
simple rrittng aud Of objects, in easy draw-
ing. All this sensible child can do, quite
incidentally, and without fatigue, hardship,
or injury, before that age when it enteres
more earnestly on its one or two set lessons
daily. All this it can do at home ami
until nine or ten years, q good home 10 the
best, and should be the only school. A
child. thus braushs forward, its physical
system having had q plenty of time for
growing and solidifying, while its mind has
been by insensible degrees awaked te thu
pleasure Of knowing, will be an apt and in-
Etelligent and successful scholar through
school years, and stand far higher chance
to be thaughtful, slear headed and useful
man or woman in later life.