Wilmington journal. [volume] (Wilmington, N.C.) 1844-1895, 1867-02-22
Education in Worth Carolina.

Having treated OF Urinary SCHOOLS, pom
as regards their discipline and instruction,
we next come to Advanced Schools, and shall
discuss the proper system of discipline and
best modes of instruction.
In one of our articles, we 1stinctly stated
that we utterly deprecated logging any
pupil who had attained an age to feel dis
graced by such punishment, and we here
repeat what was then advanced. During
an extended experience, we have become
satisfied that III results alone must follow
from this system of corporal punishment.
if the small children have been fairly in
structed in moral requirements, there will
be no necessity for the application of such
harsh measures, and If from any cause char
acteristics should be exhibited at this adj
vanced age which would be sure to demand
some discipline, are convinced that the
application of the rod would only tend to
harden, or else to cause the employment of
artitice. The young mind should not be
taught morality or diligence through fear,
BIT by the hope of reward, the appreciation
of others, and above ALL by the satisfaction
conveyed to the youths own conception of
duty we'll performed. It is at this age that
the most vivid and lasting impressions are
made, and when the best habits Of study
and action may be formed. It is now
that the conscience should be kept
thoroughly awakened and taught to
discover the right and shun the wrong It
is now that the mind is more susceptible Of
development, and when reason and memory
may be made materially beneficial Let us
particularizo rs to the best methods Of in
struction. Nothing eularges the views of
any one more than extensive knowledge of
history For this reason it should be con-
stantly in the hands of pupils It is an eff
cient exercise for the memory, and a great
stimuator to study. It should be taught
from text books, and explained by the teach
err The facts should be impressed and
the pupil made to reason and draw conclu-
siOnS
! If they are to be studied, the languages
whether ancient or modern, should be be-
gun now, and we may question the utility,
much more the efficiency of the system pur-
sued generally on this continent in teach
ing them. In Europe they are taught SO as
to be understood to be spoken and writ
ten. Here q boy or girl may wade through
a catalogue of Latin books for ten years,
and at the end of that time not be able to
translate fairly, much less to speak or write
the language. Some assimilation should
be made to that method by which SO much
more valuable results are to be obtained -
AS most valuable acquisition, no we'll in
formed pe4sson can deny the Importance of
a fair knowledge Of the ancient Greek
and Latin, especially the latter, and the
everyday business Of life at this per-
iod, renders a speaking acquaintance
with one or more Of the European Ian
guages almost Indispensable. A more i'm
portant question presents itself and that
is the proper and easy method of impart-
ing our own language. BY this [ mean
learning to speak and write it correctly
In this connection The first subject of con-
sGeratiOn is sound Familiarize the ,9itr
to any word, however incorrect, and even
! those who know better will imnerceptibly
fall into It's constant use. First, then, is
the necessity for correctness being required
in all oral practices, and next, that u fixed
standard be established and adhered to. It
is true that language may be. improved but
attempts at this should be made with the
| greatest care ; and we should discounte-
nance this flooding the country with new
| mn If Dram mars which int
new constructions altar those established
| by the usage of years, and recommend
| themselves il. about the same way as anew
style of coat or bonnet, simply because it
is novel. The practice of correct speaking
and writing should be more the object of
care at this stage of education than any
philosophical understanding of it. In af
ter time, if opportunity permit, a more
extended aud thorough study may be j>ur-
sued. The study of grammar is essential to
keep constantly before the young mind
what is correct and what is erroneous and
that he may know what to adopt and what
to avoid. In connection with history, ge-
ography should be studied, both for thor
ough understanding of history and for the
imparting of useful information, OF stimu-
lating to further inquiry. and for the i'm
provement of several faculties of the mind
From its great practical Importance and
intimate connection with every species of
business, and for its great usefulness as a
perfector of the reason, the science of num-
bers should be continued through this
stage up to sending the pupil to college, Or
of preparing for his special profession. At
college, of course, it would take wider
range than in preparatory schools, and
when we reach the time for selecting a pro-
fession or occupation, strict care must be
observed to adopt those studies particular
ly adapted to fit the pupil for the life in
which he is to become an active partici-
pant.
Ii there was reason in the primary school
for thorough method, and diligent habit
in study, and for regular and healthful