Buchanan County bulletin and guardian. (Independence, Iowa) 1866-1869, 1868-12-25

Tradition relates" saws distinguishc,
author. "that when Bruce. Kisg of Scotlanl
after 4 succession o.detea's. took refuge. i,
the winter OF lsaS. IN the Isle o. Rschrin
on the coast Of Ireland, and there lay upor
bis bed, debating in his mind the ques,io,
whether 10 continue further the unequal con
test. or 10 leave his country forever. he saw
u spider hanging TO its thrsad, aud eudeav'
oring, as Is its eustAm, to swing from on'
beam TO another, f'.s the purpose OF fastening
is line. SIX times did the iasec, essay viii
all its arparcn, power, 10 carry its point, and
failed each time; hnt gathering all it,
strength for the seventh effort, il was success
fnl. Encouraged. the King rose up aud re
turned his scenes of danger. Previous q
this lesson he hal never gained victory,
afterwarl he never sustained defeat"
| l, is related OF poor gardener who had
learned much by solitary application, that,
on surprise being expressed tina, he should
understand Sew,ou's prineipia, he exclain,,
ed, "ean no, read. and If have books ),
wha, more 10 waut?"
Tia, gardener was Edmund Stow, after
wards celebrated as a mathematical IN.
Coleridge saws, '.tha. readers may be dis
vided into four classes; The hrs, may
be compared 70 an hour glass, their reading
being as the sand i, rams in, and rams out,
and leaves not ,es,ige behind. 4 second
class resembles a sponge. imb!bing every.
thing and returning it in tue same state, on
" little dirtier. The third class is ike
jelly bag, which allows all tina, is pare 10
pass away ard retains only the refuse aad
the dregs. The fourth class may be com.
pared to the .laye in the diamond mines of
Golconda, who casting aside all tina, is worth.
less, preserves only the pure gems?" We
should always endesvor 70 be Of the fourth
class, 10 search for the diamonds of
thought, and though they may no, be our
own BY creation, make them such by adop>
ton.
We should hiaS. Ba, how may think
Be assured that 10 make thinking esfectual
]. mus, be iilligcnt, undivided. concentrated
oae great object of education is to acquire
this mastery over the mind the amour, of
knowledge stored up is matter Of secon>
dairy importance.
He whose mind is disciplined, may add
a, any time to lis stock be can learn facts
and reason upon them Dn. he who canno,
think properly is in danger Of exhaus,ing his
stock.
The collision OF mind with mind, makes
youth prompt and seli,possessei, discrimi.
mating and jadicious. l, is fer this reason
iha, teachers Of youth should be men Of
sterling sense. Employ fool for wha, you
please, except to teach children. No child
should be content without q knowledge of
the common branches. VIA, We mean By
the common branches, are those which are
brough, into daily use in after lfe.
lie should master reading and writing the
two most essential b anches, the base Of. or
the key to knowledge; then too, he may say,
Il have books, what more DO Iwant?' After
which Geography will be pleasing study
English Grammar viii be bis adviser and
most valuable assistant in writing. ard af>
terward in speaking. Mathematics and all
he other sciences win then be his delight.
We nigh, pursue this course further, even
Through Tue Whole circle of literature and !
science. but wish net to present an ap-
paliing array. BE not however dismayed;
take one thing at time; do not look at
them at a distance. and think no: mental
application q task; it brings its reward.
AT each step the mind becomes better disci>
pliaed, the workman better skilled in The
use OF bis tools.
|, is said that the frs, thousand dollars
acquired by Stephen Girard, cost him more
trouble than all the rest; and the analogy
holds true in acquiring knowledge.
We have known old teachers who could |
teach TO certain rule in Arithmetic, or a |
sertain branch Of mathematics, and no more ; !
Ike the cobbler who mended shoes all his |
life without, ever having made one. This /
every sane man should be ashamed of; for |
with common sense and reasonable Industry, |
he may ft himself to teach anything that is
demanded.
Perhaps there is no situation better adap> |
ted 10 study than that OF q teacher. He re.
eeives and imparts, but the process of inn
parting does not exhaust it only deep
ems the impression.
The greatest difficulty seems TO be in per-
suading ourselves that we are competent to 1
the task. We survey the mountain, but for
getting the motto, we throw down the pick. !
axe. We are waiting for the stream 10 flow |
BIZ and exhaust is waters, but it flows on |
and on and We never can pass without wad /
ing through, for the springs which supply |
It's streams are inexhaustible.
We must never look back and though |
mag cross our path. though storms /
Of opposition beset w. and difficulties snr> 7
round let cur course be COWARD