The Harrison times. (Harrison, Boone Co., Ark) 1876-1938, 1886-04-03


by Mrs. Ida NJ. sulliydn.l
We understand our subject to
mean that a system or practice OF
duties with regard to right OF
wrong, is very essential for those
who have the intellectual training
Of the children and youths of our
land.
That a weighty responsibility
rests upon the teacher is recog-
nized by all reasoning minds.
There is nothing of the Infinite
Ones creation that requires train
ing by man to qualify it for USE
fulness,. which demands the ten
der care and Jealous wathfulness
us does the human mind. This
principle in man is the brightest
display of the power and skill OF
the Infinite mind with which we
are acquainted. Here its faculties
begin to unfold, and those mighty
energies that are to bear it for
ward to amending ages begin TO
discover themselves. The. object
of training this mind is to enable
the possessor to fill his duty well
here and to stand onlhigh vantage
ground when he leaves this cradle
Of existence FOR an eternal exist
ence beyond Che grave. a.
The young vine cannot train it
self with that. care which secures
most beauty, but its tendrils must
be trained by the keeper of the
vineyard. 1t i5thus with the
mind. 1t is a truth sufficiently
established that our reception of
knowledge is almost coeval with
our entering existance. The
young mind expands itself for the
reception of knowledge as natural
ly as the flower opens its rejoic-
ing leaves to the rising sun; hence
the mind must be trained as the
young vine and cultivated as the
tender plant, Recognizing the
truthfulnessof the assertion that
if the bush is bent the tree will
be crooked ineurably atithe last,
we will readily admit the impor-
lance of training the tendrils of
The youthful mind into correct
position. AS children advance to
youth it is a feature of the teach
er's work to assist his pupils in
establishing fixed principles by.
which to think and act, that they
may like the martyr Latimus cling
to their established principles,
for conduct fountied upon such a
basis and character that strikes its
roots thus deep will be such as
will bear scrutiny and which no
storm can shake. Can man who
possesses no staunch principles
himself by which'ihe governs his
life, assist the youths entrusted to
his care in establishing them?
Here we will ask, who was the
first teacher? God himself. The
vocal sounds which give the names
of things, and the forms and in
tlexions which give utterance to
connected thoughts were never in
vented by man nor create4 of ne
cessity, but they come to us from
Adam who was instructed by
Omniscience. With all our at
tempts to improve and perfect our
method of instruction VIC can
make only slight approaches to-
ward the power, beauty and puri-
ty with which the first man was
taught, yet what an honor to man
that of occupying the position once I
filed by the Allwise. Would it
not shock us beyond expression to
hear OF an imm oral man proclaim
ing the gospel from the sacred .
stand? we would view it as pro-
flaming our Savior and His word;
that stand was once occupied by
Him in the same capacity. Yet,
how many immoral men, alas
profanely wicked even, are en-
gagged in the noble work of teach
ing; that work made sacred by
being once performed by the Crea-
tor, and we offer but feeble resist
ance. .....t .... H.
The teacher operates upon some
thing which time cannot corrode.
Pearly drops vanish into evanes-
cent vapor as the stately steppings
of time are made visible DER hill
and dale. The flower in its puri-
ty, the infant in its loyliness and