The Tipton advertiser. [volume] (Tipton, Cedar Co., Iowa) 1856-1962, 1861-02-28
IOWA, FEBRUARY %, 1861.

winding snow Of winter, placed in your
hands for you'tc make the stamp of your
own spirit and personality upon its pliable
nature. You engratt. as it We're, into your
own being. And from the combined ele
ments of your 'wn character build up the
character "f your child. Oh. how ryces.
>ary that your hearts be right, and Your
hands ever ready for the great task. The
parents responsibility is three fold. FIRST.
physical, or that which relates to the health
of the child. How many little graves
| have been dug, how many funeral dirges
sung on account of the ignorance Of parcuts.
Oh how many mothers, by INSTRUCTED
love and cruel pride, ruin the health and
beart, Of their children. They cause
cwarted growth by too much co,tinr-
ment, an improper diet, daily uncalled for
doses of medicine, and by fitting the body
in dress as the Chinese do lhc: childrcn's
feet in shoes thus substituting the works
of art for those of nature; and making he
constitutions too artificial and too fragile
for the duties aud trials Of life. The tender
plant, when crampcd and cl"gged by i'm
pedimcnts cannot grow up into bea"tcous
maturity; neither can y"nr child when
crammed with swttt-mrAts and danties
and damned and screwed into monstrous
cnntnrtons, by cruel fashion, grow up iu-
to the blaming, blu>hing f rm, that ma
ture designed it should. Parents, Nou
should consider that the mind and body
rrciprocately influence each other Hence.
ty"u injurc the body by an extreme and
fastidi"ns care, or by brutal neglect, that,
i!jnr. is felt in corresponding degree
upon the mind.
A vital bond untes then, and if you
would not iniurc the mind-the soul. you
must nurse the body with tender care and
wisdom Considering the subject thus,
how important that parents should be ac-
quainted with the laws of life. Second,
intellectual, or that which pertains to the
development and training of the intellect.
The mind Of the child is expanding as we'll
as the body. and the education thereof
| must commence as soon As there is amy
| percrptible evidence of consciousness. Up
on that pure mind. untarnish'd hy the cold
and hcartlrs> vul garitir> OF tashiOa, the
parent must make tn. first impressions -
| How careful should he be that those mn
pr,~s"ns iniure not that mind. Parents
may, aud often do abuse the mind ni their
children either by total neglect, or 10y
taxing it beyond its capacity. This is oft
en- the case where the child bttrayS MOI,
than common intelligence; and the pride I"
the parent seeks to CRAFTY Itself through
the surprised gift of The child. Again. pa,
rents often iniure the minds Of their chill
drrn by improper TRIMMING. + en- IN
teaching them to speak, how ilnprudent
they are in calling words in mutlIated
lang nge 1t is Just as easy to teach them
to speak correctly: and such mntiI,aiurl>
are impedimcntS to the growth Of the in
tellrct. The child must attrrward learn
to undo what it was taught to do. 1t is
then necessary that parents should he well
vrrscd in the philosophy of mind; for how
can they expect to lead or direct the mind
Alright when they know nothing Of its IA
ture. Third, Moral and religious. 1t is
natural for us, as human beings, t" have
something to worship, something before
which I" bow the knee; if it De not the
! great God Of the universe. it will be the
god of our own mi>1irected passions. 1t
is the duty Of the parent TO direct the
yong mind to God--to that great prince
Of right. Those first principles Justified
into the mind Of children are said to be as
! lasting AS the mnd itself. and can never he
etf.ced. 1t is vastly important then. that
they he pure and correct principles; and to
be thus. the parent must be truly and con
>cien'iously pious. We~ill now consider
a teachers responsibilities. This is indeed
Il >uhj,ct that should deeply interest every
teacher. Sit down. aud tor one hour calm
y and solrmnly mediate upon your re
spunsibilities; and what ask, has more OF
a tendency to draw out and unfold the
heart t" ones self, ar in other words. to
make the man know the man! We may
also treat this subject rs three fold. II is
the duty of the teacher. first, t. attend to
the ply steal wants of the oh Id. The
health OF the child, when intru>ted to the
teacher may hr. a, have SAID. very much
impaired by either the ignorance or care
lessness of parents. IN such case it is
the teachers duty t" try if possible, to
build up or erect that broken down con-
s,i,uti"n. by doing for the child: and also
bv teaching it to do tnr itself. II the clil
is robust and healthy. the teacher should
be careful that it remains SO while under
his care. 2d. The mind of the child. after
it has attained the age nt perhaps six or
seven years is placed in charge of The
teacher. 1t Is then his duty t., train that
mind-t" teach it how 10 think--to pour
il and draw out the pure and love truths
Of science.
"Delightful task to rear the tender thought
To teach the Young idea how to shoot,
To pour the fresh instruction DER the mind,
To breathe enlivening spirit, and to fix
The generous purpose in the glowing breast
"A proper education is divine aIche-
nv. which turn, all the haser parts of
mans nature into gold" How careful
then should the teacher be that the cduca-
ton is proper; that while it is inteiiectuaI,It
is also moral. for. AS the twig is bent, the
tree is inclinrd' And as We train the
Youthful mind. AZ will be the man. Teach
ers often neglect to instIl int" the minds
of their pupils true moral principles -
principles OF truth and justice. We often
see exhibited in tie school room. among
scholars. that overbearing, selfish princi-
pie, 50 low and deha>ing i'll its natnre.-
Then is it no, the teachers duty to eradi-
cate all such principles from those minds,