The Cecil Whig. [volume] (Elkton, Md.) 1841-current, 1877-03-10

nance, their protection, and their educa-
ton OF the third he says, 1.-THE last
duty of parents to their children is that of
giving them an educatjon suitable 10 their
station in life; duty pointed out by reason,
and OF far the greatest Importance of any.
For, as Rufcndorf very well observes, it is
not easy to imagine or allow, that parent
has conferred any considerable benefit upon
his child by bringing him into the world;
if he afterwards entirely neglects his cul-
ture and education, and suffers him to grow
up like a mere beast, to lead life useless
20 others and shameful to himself. Yet
the municipal laws of most countries seem
to be defective on this poiut, by not con-
straining the parent to bestow a proper
education upon his children. Perhaps they
thought it punishment enough to leave the
parent, who neg lects the instruction of his
family, to labor under those griefs aud
inconvenlences which his family, so unin
structed, will be sure to bring upon him.
Education may be said TO comprise both
moral training and mental development.
Moral training is the work of precept and
example, the latter being the more power
full agent. The children of our community
do not want for precept, nor, it is to lie
hoped, do they want fox wholesome example
while in the confines of home. But it is a
lamentable fact that many of them are
exposed to associations, outside of home.
that counterfeit all the good influence of
precept and home example. There is
posse of already corrupted children who
frequent all parts of our town, and who
exercise the most pernicious Influence over
the mind of every child that joins them, or
mingles with them. The minds of children
are plastic ana impresslble inqniring and
initiative. Evil communications corrupt
good manners. AS well might we expect
:. child to wallow in the mire without soil
ing its garments, as to look for it to assoc
ate with these untrammeled and vicious
urchins, without having its mind filled with
coarseness and impurity, and its manners
made brazen and impudent. Parents who
have the well-beng of their children at
heart, should religiously guard them from
association with any one whose character
they do not know to be unexceptionable.
As to the matter of mental development,
many persons underestimate the influence
they may have over their children's progress
in this particular. There are popularity
supposed to be two classes of children
whose educational progress is independent
of adventurous circumstauceS-the genius.
who rises in spite OF all obstacles, and the
hopeless dullard, who will not learn in any
event. Both these classes are extremely
rare. The vast majority of children will
make greater or less progress. their Cir
cumstances are more or less favorable, and
the parent who, upon any pretense, neglects
to do all in his power 10 increase that pro
gress, is recreant in his duty to his offspring.
One of the chief points to be attended to-
is to send them regularly to school. Teach
show them that, to be successful therein,
they must prosecute it with the same tidel
ity and assiduity that is necessary in other
occupations If they are required, or al.
lowed to neglect school work, they are apt
to underestimate its Importance, to cease
to look upon it as serious occupation. and
to come to regard their school days as an
irksome period which it were well to pass
danger, too, that in this way habit may
be founded that will lead them to neg lect
whatever occupation they may engage in,
i'll the future. Another consideration is he
difficulty of pursuing any regular course Of
study. For every hiatus in the school at
tendance there is a corresponding blank in
the pupils mind. Instead of proceeding
by easy and regular stages from one point
TO another, ne is required to step at once
To the subject his class has under consider
alton. In this way his perception of sub
jrcts is made less clear, his interest flags,
and he becomes disheartened and careless.
On the other hand, regular attendance at
school fosters good habits, creates a love
for study, makes bright pupils more sue
cessful, and even in those who are natuI-
ally careless, builds up second nature of
attention aud studiousness.
One point more. Children need sympa-
thy and encouragement. Without them
they become callous, discouraged and care
less. They need them from the teacher
He should give them all the sympathy he
can, and all the appreciation they deserve.
But he cannot fully meet the needs of every
individual case. 1t is seldom that any one
can supply the parent place in this respect.
No one else should naturally feel SO much
interest in child's progress as his parents
Children intuitvely know this, and If they
do not see that interest, they at once feel
the want of it. Encouragement may be
given and sympathy shown in thousand
different ways, and the result is incalculable
benefit. l..