Vermont watchman and State journal. [volume] (Montpelier, Vt.) 1836-1883, 1861-05-17

Don't tell me- | cried, that you don't
know. You don't study--thats the reason.
See how James Shuto gets his lessons. You
are older than he is
Luke said he could not get such long les
sons--he could not remember them. lie had
tried hard enough TO do the pu2zling sums,
and to spell the long words, but he could not
do IT,
told him it was all nonsense lie could
do it if he had mind to. He did not try
lie was moro fond Of play than Of study. In
short, talked very severely to him, and
sured him that if he did not have his lessons
perfectly on the following day, should pun
ish him. lie went away with his head bow
ed, and thought, in sulky mood.
The following day came. and with it came
the first class in arithmetic. James Shute
could do every sum. Luke Weston had not
done half Of them. When the class came up
to spell, James spelled all the words, and gave
the definitions promptly; but Luke could not
remember them.
SO ! told Luke Weston that must pun
ish him and stood him out on the floor /,
and | made a great fools-oap, and put it up
on his head and there he stood until the
school was done. lie did not cry nor did he
look particularly ashamed but he compress
ed his lips, and looked very ugly. Al all
events, so ] thought at the time. When
relieved him of the fool's-cap, at the close Of
the school, told him | hoped be would get
his lessons better the next time. He made
me no reply, but left the room with quick,
stern steps and went home without stopping
to play with his mates.
On the following day Luke did not come to
school and on the day after that | under
stood that ne had gone TO learn the shoemak-
ers trade. made some little inquiry, and
found that he had declared that he would go
TO school to me no more, if he had to run
away; and as his parents were poor, they
had allowed him to 90 at work in neighbours
shop.
In time finished my school, and James
Shute bore of the palm of scholarship. Up
on him bestowed the highest encomiums,
and held him up to the admiration of visitors
During the vacation | visited noighboring
State, and found employment there Then
went South, and finally became engaged rs
teacher Of mathematics in school in New.
Orleans. The years slipped by, and still re-
lnala IN my new home. One day ! received
a paper from my native State, and saw men
ton made Of one Luke Weston, as being the
leader of a strong faction in the Legislature.
not be the one upon whom had put the FOOLS
cap Not must be another of the same
name.
Time passed on, and by and 10y ! read in
the papers that Luke Weston had been elect
ed President Of the Senate Of my native State,
and that he was now powerful leader Of a
powerful party. or course this was the same
Luke of whom had before read but it could
M Ia tpp ittlf ,f,h had 80
cap. OF course not.
And still time passed on, and finally read
that Luke Weston had been elected to the
Senate OF the United States and that he was
greatly honored by all who knew him.
In another year | visited the home of my
youth and one Of my first inquiries was of
Luke Weston. He was United States SEN
ator SO it was my Luke, after all.
And where was James Shuto; He was
book-kcepcr in bank, and was accounted a
very correct and faithful clerk He had been
there twelve years, and would probably re-
main there, as he liked the place, and had nc
particular ambition or qualification above il.
And now, with the silver touch Of many
years upon my brow, sit down alone in my
study and reflect upon the past. | sec the
many, many children who have been under
my charge, now grown to be men and women
and see many of those whom had thought
excessively stupid, occupying places Of honor
and trusti while many whom ] had thought
wonderful in learning, are plodding along in
the ordinary pursuits Of life, the lessons of
the old school-books all forgotten, and the
one idea of food and clothing occupying their
whole attention.
And think, if could teach school again,
how different would be my course for from
my review of the years that have gone have
learned some things of which was ignorant
when | FIRST assumed the rod and staff Of the
pedagogue
Different children have different capacities
Many quick-witted, sharp minded boy has
borne away the prize of scholarship who has
not studied half so hard as las the poor fell
low who goes weeping to his home because
he gained no medal All minds do not grow
alike. Some intellects arc precocious, and
gorminato and go TO seed very carly. Such
ones are apt to be the delight Of the peda-
gogue And yet as | call to mind those of
like character which have come under my
care, find that they have not been very pro-
life bearers Of mental fruit
Other intollccts are slower in growth
They generally belong to bodies that are
growing fast and strong. Such ntellects do
not grasp easily at mathematical niccties in
carly youth. They comprehend slowly at
first, but surely and are firm and uncompro-
missing, and are apps to be rather skoptical up
on subjects which oppose their intuitons-
Such are pretty sure to meet with little char
ity at the hands Of the pedagoguo and yet,
as ! call TO mind those Of this latter character
which have como within my care, find them
to have grown stronger as they have grown
older, and to have been prolific bearers of no.
BILE fruit. From this source we derive our o.
riginal minds, and, also, most Of our intelec-
tual giants.
Teachers, seek to understand the oAPAcr-
TIES of yourscholars before you begiu to force
the mental food upon them. If you seek to
I'LL them with learning as you would il bar
rels with water you may make some great
mistakes Ten chances to one that YOU put
the iool's-eap upon the broad brow of n Dan
iel Webster-that You give the position of
Ounce to Christopher Columbus, - while YOU
may set another Bill Shakespeare over among
the girls because he looked that way when he
ought to have been studying.
DO you understand me.
LAnRApoR.-During the brief summer Of
two mouths which the Creator youchsafos to