The Tipton advertiser. [volume] (Tipton, Cedar Co., Iowa) 1856-1962, 1861-03-14

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CONNOy SENSE.
BIZ xcNICK Z. FRINK.

herself in being wrong by rules" Com
mon sense, however, is contentcd to he
RICH. without them. Pedantry would
have even truth. herself bow to the ausnor
ity Of great names, while common sense
would have great names bow Ia the autt"r-
i,y Of Truth. Pedan,ry di>gusss more by
her learning. than Folly BY her ignorance.
and her ,ht-ry is that knowledge and ex-
perience dimini:h by uninterrupted sccu-
mutation. aud tina, darkness is increased BY
the accession OF light"
The theory If com'rcn sense is two
fold knowledge, i, profits by the folly OF
| the foolish, and the wisdom Ut the wise it
is a shield and sword, b"rro~ing security
from darkness, and confidence irin light.
| 1t is impossible to follow the dictates If
c, mnnn sense always. and Vet bend and
conform ever, thing t" stated rules, for
for one person. attempt to c',nfins another.
differently organized, t" the same SIT, and
| you perceive a, once tina, that which is
food and drink for .'ne nature, is rank poi
| sol. for another As il is with their natu.
, raj needs, so it is with their mental de-
mands. We observe that while the mind
| of one child turns almost instinctivcly I"
the subject Of history, that OF another will
turn naturally TO The study "f mathematics;
each will pursue his favorite study eager
ly aud vigorously. at the same time neg
lecting other studies equally important,
while their only aim, only wish is, how !
shall best myself bec"me master Of the
science? Here VIC see difference Of taste
strikincly developed, and tn" true teacher
will now set himself assiduously tn the
work of aron>ing aud developing those
| powers Of the child's mind which have
hitherto lain dormant. srd # whirh the
child is himself almost unconscious of pos
>.s,ing; he VII quicken these powers into
a pleasing action ny first teaching the child
t. think for himself, where before he has
depended upon others TO think for HIM
indeed. We find in all cases. those works are
most valuable. which set our thinking fac.
uIties in the fullest operation.
The light of,he intellect is like the suns
broad beams, winch call into life all the
powers Of vegetation which the germ c''n
tans until it has expanded aud unioId-d
itself ar to perfection, and there is n" long
er room for sprouts t" sh'"t upwards, nor
roots downward. the stimulus is exhausted;
So it is with intellectual light; it expands
and unf,lds those dormant powers q" wv
mind ouckens the already awakened '"''S
to more powerful action, while, ""' Wv
u,;n,ul,s h.,s, earlier Withdrawn the mind"
hes, plant. had never b'"'so"'eo o! study
and ripensd by reflection
d., uh;,e We earnestly recommend the
.,.u. Of the mind, and awakening
~ =, ,hs powers of which it is susceptible,
.,.ld still be sensible. and turn the al
,.ution to practical studies alone, would
cock only a knowledge of those things
which should prove to us u blessing and
a benefit in our future lives, which should
possess the two fold merit Of currency aud
utility,
1t is in childhood that impressions are
most easily made; the plastic wax receives
aud retains impressions more easily than
harder substances; 5" with childh"'d, the
frs, impressions received by the child can
never be wholly "bIi,era,ed they are most
easily made, aud harder To- erase that those
which are received in later life, aud it is
supposed by some that even manh"'d is
more biased by the principles incuIc"t''d
in early life, than by those which expert
ence herself has taught him, even when the
period of manhood has been reached.
Is it not best then to instil those priuci-
pies which SAVIOR strongest "f common sense
into the mind of the child, while it is fully
susceptible Of receiving and retaining cor
rect impressions.
Let the teacher choose the child's book.
as he would his associates, for their intrn
sic worth and value, rather than for any
accidental advantage, and he will soon learn
to choose them himself for the same rea-
son, and will tell You chat WIS written
rather than Who wrote it.
In every instance let our books be those
which teach us to describe men as they ar
rather than as they ought to be. And lei
our preceptors be those who shall teach us
to think rather than to argue.
How inexhaus,ibe must bo the fund Z"
common sense in that teacher who can re
strain the wayward. stimulate the indolent
and repr,Ss the ardor ofthe too precocIou'
children placed under his control.
Do we, as teachers, feel the great re-
sPonsibllity resting upon us as We preside
over the schooroom, and instruct the i'm
mortal mind, hot for Timc--but fol
Eternity. rA
We are placed at the head If band ="
youthful minds, and our examples are t.