Mineral Point weekly tribune. (Mineral Point, Wis.) 1859-1868, 1860-06-05
[FoF the Trlbuue}
Early impressions.

Early impressions.
ii Is 4 fact in mental philosophy. tha: i'm.
preston is lost An impression may be receiv-
ed IN early life. and afterwards. partly forgot,ea
bat never wholly lost. AT the still hour of night;
OF in the noisy street. there will come back TO
the gray haired man, impression of his early
youth Gone he thought long since dead1 with
even more than its original strength.
With this fact before US rs teachers. parents.
and friends of education; how can we look with
indifference upon the means employed for the
education of tie young. The Conclusions the
fact necessarily leads US too--good and right
impressions at early age. good ais: true men
IN after life. There may te i few honorable or
dlshonorable exceptions; but generally as tie
"twig Is bent tile tree inclines"
OUR SCHooLs.-Is your teacher this summer.
making impressions that the teacher next win
Ter viii try to unmahe or ,ice ucrsa? Are the
little ones getting false pronunciation, or i'm
bibng an erroneous idea which will be thrown
into the next teachers face with Miss Jones.
or MIR Smith SAID twas So" or some former
teacher. These thing ought to wake up parent.
and friends of education To an examination If
our schools; uniformity Of teaching Is what We
greatly need a, the present time. Dr. Bar
SARD. Chancellor of The State University, is do
ing much to bring about so desirable an object.
Travelling through the STATE, lecIurIng; and
holding Teachers Institutes, Bat neither he nor
his ilfuence will reach all; for very few teach
err can be induced TO attend these Institutes and
some school officers are even more indifferent
than teachers themselves. ! know, not far from
thls place, the school officers would no; consent
to have their school lie over one week. for the
purpose of wing the teacher "a young lady Who
never Lad taught an opportunity to attend the
PlatievIlle Institute. Common sense ought to
have taught them they would have been well
paid in yielding to ler request; thereby secui-
ing better qualified instructor.
As Individuals we are constantly suffering
from erroneous imp essions in early life. Com
mittiug blunders, making mistakes. and greatly
to our annoyance too Particularly IN the use
Of speech The English language is clicked.
strangled, hundred. every day, even by those
who call themselves good scholars Why is
this? Tiey know better; they have been
taught proper use Of ;he english languages
Then why do they not u>e 1t? II is this: De-
,ult of bad impressions Oh. these impressions;
they cling to, aud abide in US always. They
follow man through every path Of life. They
are with him "'till he comes to his grave" They
are even worse than New York creditors'--
more troublesome than an old dun.
intellectually, We may partly remedy this in
our schools; 10y taking greater Interest, aud
securing letter qualified teachers.
Is teacher who never studied tie science of
grammar proper person TO instruct the young
u a District School? Are Town Sureriutcr-
dents jus'ifyable in giving certificates to -ucb2
The same thing. howe,cs. Is done in large num-
ter Of school districts in tile State. Oh, says
one, our Scholars are not old enoug'l to study
grammar, therefore. there is no use fer a gran.-
mar scholar as q teacher. Not old enough 10
study grammar: Then hey no: old enough
to talk. You better keep them at home. Are
you aware every word they near their teacher
say, Is to them, lesson Ia pronunciation, aad
every sentence lesson III GramIner. They
are not to young too study any science. In fact
tie rudiments of all The sciences taught in our
higher Institutions oflearning, should be taught
ia the primary school. At that age, curiosty
(the great educational s;imulou.) Is the most
active, and the impressions calculated to do them
good. be the most easily made. But this
would be innovation l suppose; so | will
leave that, and ask your reaiers If al Impress
ion Of moral character Is not Just n binding
as an intellectual one. believe it is-or au
immoral impression. 4 faIsD step in youth IS
not recovered IA whole lifetime and is As
sting to a man, and his friends after him 4
man may Try 10 reform some time II after lie,
but that reformation r IL not free him. He may
move 70 a distant country, II follows h.ia there.
He dies; His children and his grand children
have il rJ5ei iuto their faces. ia their IA her
or graud-t5 Committed a g5c,t wrong
made mis- sep.
The boy hears an oath IL ite street or listens
To AZ ora,ioa, sermon, or lecture and receives
an idea clothed in languish thas seems to mses
his case on his half formed opinIpn-an lm-
preston made; another link IS added to the
great mental chain: his mind has grows %
I much more.
We are surrounded by thousand ht,Ie thing.
that make impressions upon our mind. as We
travel along the Journey Of i.f,. and 50 are the
| little ones Hovv ,heu eau Ne better instruct
/ the young than by placing around them those
/ familiar objects Of Bafure-tiowers, stones and
/ inseets. animate and inanimste. for them to re-
celve Impressions frsTa.
/ teasher' tb.nk. should or:7g al these in
/ 70 The primary scho Is for has pupils to study
ami witb Fbe vast resp ibilI;y of making good
/ or bad Impressions. stasipf q sentinel at the
/ oooF % Dis spoken hoa-Hls, and guard ell the
impulses % his lsie oues-
I Nhen socie'y y are made to believe, : fact that
t .-r-
ana false -.ep 10 q criminal way. once taken,
/ - never eFad!ca,ed. re Uay hope io- better
lines.
EOSE