The Lancaster gazette. [volume] (Lancaster, Ohio) 1863-1886, 1865-02-23
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Dan RrAnra.

ny5with several Other parsoiia, bad the
pleasure Of visiting the school ID the
\ UpioH School Hense, faugAsb by Mr.
Joseph Harper Of our city. was led
TODD this because I thought It to be
my dsty, aud beeauseI I almost Knew
that / would be agrceabIy entertained.
l say duty. bceeuse I think thatAs.
cry person in the city should esteem
it their duty, if they do, not consider
lta privilege. to, visit the schools In
our city and that, too, not only when
the opportunity presents itSclR but
t they should moks the opportunity
What can be moro agreeable to ths
scholar, who, after having labored
day after day and night after night.
in laying up in the garner of hii mind
,the knowledge that is calculated to
instruct and cultivate his mind ,onnobls
his heart and beautify his character,
/. than a visit now and then from pa.
rent or friends II makes him feel as
1if he we're not nero cipher. 1t
shows him that others have an inter-
est in his mental advancement. II
gives him the food that his desire Of
being appreciated demands. The APP
proving smile Of parent, and the
pleasing cheerfulness of friend awake
in his mind a laudable ambition to ex-
Gel Reader, you have been a school
boy or girl in your time, and you even
now look back with pleasure TO your
school days vhsn you were taughtto
believe by the presence Of parent or
friend that YOU were Of some conse-
qnenco even in the morning Of your
life. How the approving smile of a
parent has made you feel pleased
with yourself, and how the whispered
cheer Of o friend has Implanted IN you
"a disposition to do betterl"next time
How anxously, too, have you looked
forward to the coming Of friend that
next time" and how often too, has
your young heart suak within you
when you were doomed never to sec
him that " next tilne!' Besides, read
or, you owe visits 10 the school room,
because they are due 10 the teacher,
that he may feel that lis efforts are
appreciated, and you owe them 70
your children and friends who labor
in the school room to 1T themselves
for life. You tell your child 10 labor
in the road to knowledge, and tell
him that you are pleased to discover
marks Of his progress therein, but
then never visit him in the school
room to encourage him while there
engaged. ~ ...s,J s-.1
This reminds me Of the person who
builds up Si,h one hand while ho
tears down with the other. Counsel
and example are inseparable hand.
maids in advancing the youthful mind.
But have digrcssed somewhat from
my original object, but l deemed it
my duty 10 say as much, because l
have seldom met few, if any persons
present as visitors when | visited the
school. But TO proceed. After we
were received and seated with polite
ness by Mr.. Harper, the exercises Of
the afternoon recommended. The
youug ladies and gentlemen who read
the exercises were reading-did
creditto themselves and honor to their
teacher. Every word was pronoGn-
ecd distinctly and correctly. Tho
tone OF voice was suited to the spirit
of the piece read; the person ard
/ manner Vt the reader were natural.
The pieces were not hurried over as 1t
the reader had peculiar anxiety to
be through and seated but the spirit
Of the piece was consulted. l was
iayorabiy impressed with that want OF
that mock modesty OF the young ladies
of tho sch9o! that woman too often
presents when she refuses 10 give force
aud Emphasis TO her reading, lest it
might DO esteemed not lddy-like. Tho
reading of " Rienzi's Address to the
Romans Chatham $ Speech on the
/ American War,and Thom. Hoods Ode
to his infant SON. were examples Of
this. / hope the readers Of these
pieces may never blush to read thus.
! The Other selections were differents
yet they were read appropriately and
reflected credit on the readers. 1t was
apparent that Mr.. Harper does not
neglect elocution in the school room.
found the school room neat and
clean, and tho scholars pleasant and
cheerful. No air OF restraint seemed
to oppress the scholars, yet good or
der prevailed. They did not look as
If they were cabined, cribbed and
/ confined, They looked as if they
were in the possession OF q something
which. was valuable and which they
appreciated. This 1 soon discovered
to be the earnest working zeal OF the
teacher in the school room. Tho
scholar knowing that this teacher has
his interest ut heart takes delight in
so acting as 10 please him, and feels
, sorrow in giving his teacher mo-
ments pain. The scholar manifestS
nnnrccin,ion of mis- teachers calling.