The Sauk Centre herald. (Sauk Centre, Stearns County, Minn.) 1886-current, 1939-03-23


some, will produce but small share of improve
ment. But the great misfortune is, as the proverb
expresses it, every bird thinks her own young the
fairest and the tender mother, tho her son be Of
an ungovernable temper, will not scruple to say,
He is meek child, and will do more with word
than blow, when neither words nor blows are
available On the other hand, some children are of
a very dull and heavy disposition and are long
time in gathering but little learning, and yet their
parents think them capable Of instruction. as
those who have the most bright and promising
Parts: And when it happens that they improve
but slowly tho it be in proportion to their own
abilities, they hurried about from school to
school, till at last they lose the share of learning
which otherwise, by staying at the same school, they
might have been masters of.
Injustice Il mean the tricking each other in
trifes, which frequently happens among children
and is very often countenanced by the parents, and
looked upon the sign Of very promising genius)
ought to be discouraged betmes, lest it should be-
tray them into that vile sin of pilfering and purloin
ing in their ripper years
Children are very apt to say at home what they
see and hear at school and oftentimes more than
is true, and some parents, often weak enough
to believe it. Hence arise those great uneasnesses
between parents and the master which sometimes are
carried so high for the parent, in the presence
of the child, to reproach him with hard names and
perhaps with more abuseful language
ssss
If parents would have their children improve
to the little Imaginary hardships of the school,
and support them under them by suitable encourage
ments. They should not fall out with the master
upon every idle tale, nor even give their children
the liberty of expressing themselves that way; but
they should, by all means, inform them frequently,
THAT they ought to be good boys and learn the book
and always do their master bids them, and that
if they do not they must undergo the Pain of cor
rection" And it is very observable what harmony
there is between the master and the school, when the
latter is taught to love and good opinion of the
former; and then with what ease does the scholar
learn! With what pleasure does the master COM
municate! -.
1.-THE last thing that I shall take notice of is
that while the master endeavours to keep peace.
good harmony, and friendship among his scholars,
they generally taught the reverse at home. 1t
is indeed too common for children to encourage one
another and be encouraged by their friends in that
savage and brutal way Of contention and to count
it hopeful sign of mette in them to give the last
blow if not the first, wherever they are provoked
Add to this, that cruel delight which SO many
seen to take in tormenting and worrying such
poor animals as have the misfortune to fall into
their hands. But children should not only be re-
strained from such barbarous diversions but should
be bred up from the beginning to an adherence to
learn.
From what has been said relating to the man.
agement of children at home, the necessity of the
parents joining hands with the schoolmaster appears
very evidently. For when the master commands his
pupils to employ their leisure time in getting some
necessary parts of learning their friends should not
command them to forbear: And when they ought
to be at school at the stated hours they should not
be sent hour two after, in the time of health
sometimes with a lye in their lips to excuse their
hardness. Their friends think it time enough to
come to school at nine in the morning, because the
weather is little cold or because they must have
their breakfast first. say parents should not
act indscreetly because it clips the wings Of the
masters authority.
while I speaking of the education of chill
dren, hope shall be forgiven, if I drop a word
or two relating to the fair Sex-It is general
mark that they unhappy as seldom to be
found either TO spell, write, CIPHER we'll and the
is very obvious; because they do not stay at
their writing schools long enough years educa-
ton in writing is by many thought enough for Girls
and by others it is thought time enough to put them
to it, when they are eighteen or twenty years of
age; whereas by sad experience, both these are
found to be, the one too short time and the other
is too late The first is time too Short because,
they generally forget what they learnt, for want of
practice: and the other too late, because then they
apt to look too forward imagine all things will
come to themselves without any trouble, and think
they can learn a great deal in little time and
when they find they cannot compass their ends so
they would then every little difficulty dis
courages them: And hence it is that adult persons,
seldom improve in the first principles of learning
so fast as younger ones. For proof OF these, ap-
peal to every woman, whether am just in my
sentiments or not. The woman who has had a
liberal education this way, knows the advantages that
arise from the ready of the pen; and the woman
who has learnt little nothing Of it, cannot but
lament the want of it. Girls therefore ought to be
put to the writing schools early boys, and con-
tinued in it as long, and then 1t may reasonably
be expected that both should be alike at their
pen. But for want of this, how often do see
women when they left to shift for themselves
in the melancholy state Of widowhood obliged to
leave their business to the management Of others;
sometimes to their great loss and sometimes to their
utter ruin; when on the contrary had they been
ready at their pen, could spell WELL and understand
figures they might not only have saved themselves
from ruin, but perhaps have been mistresses of a
good fortune"