Year: 1863

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In this age of enlightenment, and land OF
boasted liberty, where all mon are declared to
be free, and slavery viewed as an objectionable
offence how strange to think that men should
voluntarily and wilfully become the slaves OF
custom; one of the most arrogant, despotic,
and, at the same time, inconsistent OF monarchs,
as he generally rules more by force than per-
suasion or argumentative reasoning. And, not
withstandng our assertions to the contrary, we
are all more or less the subjects Of his capricious
will. No man need say that he is not a follow
er of custom, or that he docs not care for the
good or bad opinion of his fellow man, as such
is not really the case; and were it SO, the state
of society, to n certain extent, would be worse
in place of better. AS it has always been con-
ceded that ca due respect for the opinion of all
mankind" is preferable to either real or studied
indifference, on subject so closely allied with
our happiness, whether we view the matter in
an individual or collective sense. In following
the usages and customs of society, if we could
only learn to discern the useful from the bane-
full, and the desirable from the destructive, we
might then, with firm faith, enlist under the
banner of time-honorcd, praise worthy customs,
feeling perfectly sure of being lead Alright. But
unfortunately how few there are to enter the
lists, and alas that many should fall of, as the
difficulties of life press around them, passing
over to the ranks of tho enemy, without, per-
haps, making one struggle to maintain the hon
orablc positions they have assumed. Since we
all are creatures of habit or custom, is it not
bcftting us as rational beings, to study well the
nature and effects of the different customs by
which we arc surrounded, before adopting and
Incorporating them as part and portion OF our
nature, cultivating them around us with links OF
adamantinc strength Reason certainly suggests
and approves of such reflection, and yet how
few there are who ever give the subject a tho't;
but foolishly adopt and fall into habits OF the
most pelmicious character, without, probably,
having ever asked themselves the true nature,
tendency or consequences of the usages they are
following, or the customs they are adopting =
The question now arises where, and at what pc
riod of life we should begin to exercise our rca-
soning faculties, in regard to good or evil prac-
tces, and the various influences which follow in
their train. According to my own views, l
would certainly be in favor of beginning the ne
ccssary exercise in the school room, and at as
early period as possible, for several reasons,
one half which could not we'll be given i'll a





children resemble the monkey, in his attempts
at initiating that which comes under his eye,
how necessary is it then that the example placed
before them should be of a pure and improving
character And that they should be early taught
the strong necessity of observing and rejecting
we'll before making choice OF any particular
habit or custom. If the benefits arising from
good, orderly habits were well impressed upon
the minds of children in the school room, thro'
the advice of teachers, and the still more etlica-
cious influence of their example, much good
might be done, and rapid Improvement would
doubtless ensue from such a course. Children
naturally look to their preceptors for advice,
and if more time was bestowed in oral instruc-
tion of that nature, firmly believe their minds
would not only be improved, but that they would
possess an energy of character, and a clearness
of Judgment, which few persons now dream OF.
TO show children but one side of the question,
or to instruct them in regard to good habits only,
would be folly indeed, as it is by comparison
alone, that we can judge of the relative value
of anything. In order that they should learn
to decide we'll and wisely, they must have vividly
placed before thcm the great misfortune of con-
tracing evil habits, and the large amount OF





both sides were fairly earnestly and frequently
portrayed, by skillful teachers 10 their pupils,
some of the recklessness which we now see 50
boldly displayed would be avoided, and good
conduct substituted in its place. In order to
fix these principles well, teachers should begin
early, and never relax their efforts, both byword
and example, so long as the pupil remains un-
der their .urisdictin; feeling satisfied in their
own minds that if they have not accomplished
all they would have desired in their behalf, they
at least have assisted them to form many good
and useful habits. 1t is nothing unfrequent to
hear persons, and intelligent persons too, say
that they have contracted injurious habits, which,
from long continuance, seem like second nature /;
therefore they cannot lay them aside, and blush
not to acknowledge themselves the willing slaves
of that all-powerful monarch, CUSTOM. 1t is
truly puzzling problem to solve, that whilst
we boast of Independence in one breath, we
freely consent to be slaves in the next, and new
er think of attempting to gain release from our
selfimposed thralldom. But such is man! such
is life! and such the Po,cer Of Customi


March II, 1868; UNO.


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