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**Vr Cror^'ta 2\!e£rttph*
SCHOLASTIC DISCIPLINE.
**. I'.IITIIR—"dieting tliTit auy person will
lie* jj.’.itili.-tl ami recompensed in tho perusal < ’
W Utmon's Heport on Scholastic Discipline.
inude :u ihvi Wiutcr Session of Teachers, I hav*
thought proper lo solicit for it a place in your pa-
peV, hoping ilint yo«r renders wiil give it that
degree Itf attention to which the subject is enti-
<K1.
In matters of religion and moral viituc geuer-
lly. it has nftcii been justly remarked "Make the
heart right and oil will he tcell." So I believe
ill tint civil nud political arena, let the head be
light. Jet every freeraau’s miiio be stared with
km>V, ledge of moral and political right, policy,
mid principles, let his judgment and reasoning
jwhvcrs be early cultivated, nml he shall be able
tij himself in judge of men and manners, to see
■^ije right nod pursue it too. Then shall he with
regulated passions and refined taste, and cultiva
ted intellect, bear a Pout repulsive and terrible
to sneaking and insidious clcciioneercrs slicing for
public suffrage without any argument or merit,
-.live that afforded in the flavor of Barlacues or
the fumes of Whiskey.
The conclusion of the matter then is, for the
nttainincni of this desirable end, that the citizens
of overy part of our country, bv ono consent, as
.’mere by acclamation, demand the course of
Scholastic Discipline best calculated to prod it do
the most favorable results. Let the youth of our
(; oiiniry he rondo to kuow there tire no roses
without thorns, nr gnio without pains, no great
good w ithout labor and care, and that ’tis better
to hear the cross (if one there be,) than to Jose
the crowu.
Respectfully,
CEO. P. COOPER.
Mr. BE.MAN from the committee on the oov-
cu.WMEST or schools, reported as follows:
Your committee upon the government of
schools, have had tho subject under considera
tion, and heg leave to make the following report:
Pew sftbjeru of eqnal importance have excit
ed so little interest in tho mind, or elicited for the
benefit of the world so little of the reflection of
intelligent and thinking nice, a« tho government
of schools. On this subject, therefore, your com
mittee can give little else than the result of their
own experience nml observation. In point of
magnitude however, if we graduate i's dignity by
its practical iufiueuco upon individual or general
character, this much neglected subject yields to
none. It is a matter well understood by tlie
Statesman and Philosopher, that families con
stitute small communities, where human liciugs
are traiued to become active, energetic and efli-
(lent members of States and the great communi
ty of mnu. The same principle hut in a wider
and fuller'stease. is true in relation to schools.—
These arc larger circles of a similar description
where flic same elements are thrown together in
a richer abundance fnr'thc purpose of receiving
that intellectual and moral culture, which is to
prepare tho youth for a manlidml of usefulness,
an old ago of peace and an eternity of happiness.
Whoever takes an enlarged and comprehen
sive survey of the process of the training wp of
youth trill at dace perceive that m.xnt things are
necessarily combined. Without the-severnl parts
tvliifch cons'ituto VIits general combination, edit-
tation will lie defective. The time and kind me
thod of instruction and its peculiar adaptation to
tile years and capacity of tho pupil, are all capi
tal points. But in addition to these, a whole
some discipline is uo less requisite. Without
ibis, there is small hope of any efficient moral cul
ture—any improvement of the heart and life.—
But unless a youth in the process of education
acquires regular nud virtuous habits, it is ordina
rily vain to expect any distinguished intellectual
attainment. Knowledge, if any lie acquired,
when the life is irregular and dissipated will usu
ally be of a light amt fugitive, rather than a solid
character. Small snatches of information may
he grasped and perhaps so successfully employed
ns at times to give a bright promise of greatness
nml worth ; but ’he hope thus excited too geflrir-
nlly proves like tho momentary illunilwitiot.*
stricken from the flint, or the faint nviJjglit o c n
morning, which never dawns. We seldom cr
uover see a mind from ihe chaos nhd distraction
of loose and uugoverued passibit, from, r.u un-
ehastened and irregular life, blaze forth upon the
world, with the steady and Healthful radiance of
the sun to benefit and bless mankind. But even
tip i the supposition, that a warn of ihose habits
which arc the effect of a jtidicious discipline, did
not entirely or materially impede the progress of
intellectual culture, knowledge, connected with
a life at variance with every principle of virtue,
us will most frequently be tin* cilse, when children
ore bred up without government, is a sham tven-
poii of death in the hand of a tnndmnu, which ho
is prepared to plunge into the heart of human
society. The more you cultivato the intellect,
while you neglect a crtrrespomlent improvement
of tho moral qualities bf tlio heart nml life* the
greater villain you are preparing to turn loose up
on the pence and good order of society. He
whom ignorance (night have circumscribed and
distinctly understood, that he has a right
maud. Tit ui and not till then, will his requests
have duo weight. This stale of thing?—litis ;.er
_ feet subordination trust be IxoAght ohtu't before
confined within comparatively uarre.w limits in I a school is in a suitable condition <cr the teacher
his mischievous course, is armed with weapons to impart his instructions w ith effect, or his nunils
the restrictive newer of Itfw, now proper and
'■tumble, then hit that thefestraiat of a judicious
ftciplico be brought lo btktr upon aud curb the
jv'drdifess of the young.
Ltilt's- there ho a systematic discipline in a
'ckool. it will soon be dissolved. Without tins
as a bond of union, a common principle of attrac
tion, its constituent parts like tepulsivc elements
in material nature, will soon fall asunder. The
history of schools iu our country eviuces the truth
of our'positioii. Wherever a teacher frtim a're-
loctance to enforce obedience or an inability to
do it from the circumstances, iu w hich Ho is pla
ced, has attempted ta &usta.iu a school without
government, Jii$ school ItoiiSe has speedily been
emptied of its restless ‘inmates. The truant lads
either tired or mad with unbounded licence, have
turned their teacher out df doors, or have been
removed by disappointed S’.ul disheartened pa-
rents to lcnru at home better habits at less expense
—under such nit economy, schools have seldom
survived beyoud one one or two years. It is
perfectly within the recollection of most of us
when mauy of oar teachers were men of irregu
lar habits. By improprieties of conduct which
even a school hoy would disctrn,*aiul would dis
approve, they forfeited the tespect ofrlhcir pupils
and of consequence their authority was proslJ|}t-‘
ted. In those circumstances they were compel
led to surrender their charge and abandon their
employment or to adopt the most prompt mid
arbitrary measures to reinstate their levelled dig
nity. Their schools either went down or were
rescued by a sudden transition from auarchy to
despotism. The history of schools as well as the
nature of man, evince therefore that uo literary
institution can he sustained without a wholesome
discipline.
Tlic Wt of government was the next thing
'which we pvoposed to notice. This is of no less
Importance than discipline itself. The menus
fiuopted by different persons to attain the same
bud, are as various as the persons themselves.
They agree in the object aloue. They tire fre
quently upon opposite side's of the circle, as it
regards the course of reaching this object. This
diversity in accomplishing the same purpose may
proceed partly from our limited views of hUmnu
nature, and partly from our prejudices of educa
tion. Whatever be the plan of procession (wo
will look at this presently) if it be a settled point,
that we must have government iu our sellouts,
these must be the authority.
Some persous of judicious and extended views
in mauy points, have umiutniued that the sum
and substance of both family and school discip
line should consist in moral suasion. TJiat uo ap
peal should lie made to an/ principle iu the
child, hut to the sense of right and tcrong; aud
no motive of action presented, but those drawu
from the honour which is consequent upon the
one S'tul ihe disgrace which attends the other.
A system bottomed Upon such principles appears
beautiful in theory upon a superficial view. Bui
let it ouce be critically examined, and it will he
discovered unsound in its premises. Test it by
practice and it will be found total!}' deficient.
When we rely upon persuasion ns the only menu*
of controlling children and youth, we take for
granted w hat is by uo mea-:s true, that there is a
maturity of judgment in these persons capable of
deciding justly iu relation to their course of cou-
duet, and that they always feel a disposition to
follow these correct decisions of their judgment.
The first of these pniuts, the civil law has doci-
! hold over them. But so far as the experience
and observation of your committee extend,
youth of this character are thost- who have been
taught at home ready aui! unreserved obedience;
and have carried the principles imbibed and the
habits furined in the domestic circle, into the
school-room. To such the existence of authori
ty will not he detrimental. In lelation to them,
it may slumber. It nevertheless is uscflil. Did
it not exist, it is impossible to tell bow soon a
decay of principle and a lapse of Habit might
demand its exercise, even in relation to. them. A
teacher never opened a school, but the nature
aud strength of his authority was sooner or la
ter tested. In these rimes of trial, if there bo no
power thoru efficient than mere persuasion aud
argument, the bond of government will be torn
away by head-strong arid lawless passion,
Besides, if there be not authority, .for the" ba
sis oT control, the heart will lie corrupted and
bad passions iiottered and inflamed by the mo
tives prescuted as incentives to duly. It is a
tiff with w hich teachers are tyejl acquainted,
that the majority ol f youth are .pot naturally in
clined to prosecute the. duties of school with a
sufficient degree ofassidpity and enterprise. A
stimulus'tribst be employed. Of this, there arc
two kitius. The one a sense ofduty. »he olbcra
spirit of ambition, or in the softer language of
school harangue, a laudable emulation. That
a sense of duly is the best motive for action, u
quite dear: otherwise, the Divine Being would
have employed some other, with his moral agents
the world. Now let us look at these two
perior sdjgacfty to discover that men aloof by
their business aud totally devoid of expnuice,
must ts disqualified lor couiliieuug with success
the t uieruiit alia its ol a school, if judicious aim
luteliigeui, ibex may legislate lit its behalf .o good
nupose, because jaws are founded upon general
'principles; but uiey are unprepared lo judge
m particular cases and to execute their laws, in
consequence ol li/cir want of ail intimate ac
quaintance w ilii ihu subjects ol ihcir government.
iii additiuu to this ; trustees have their partialite
and antipathies at least as strougly as a leather,
without the same motive of sell-mterest for sup
pressing them. These they often permit to rage
to ihe greatest extreme. Those whom relation
ship, minify attachment, or perhaps accident,
have made favorites, can Cu uoinmg ivi oug
whilst oitiurs, who are the objects ol perhaps a
capricious dislike are the antipodes onne former
aud can do nothing right. Dissensions grow out
oi these partialities and other causes. Amt their
school is distracted, disorganized and prostrated
by their uutricudly diversion. Your cJimmttce
have hoard that some where a wag, whqn a
school v.-as much disturber 1 , by division among
trustee!, advertised for au election of two .more
for the purpose of breaking down the institution.
Not only are trustees disqualified by their situa
tion and partialities and divisions, lor governing
a school xutli effect; hut also they oltcu dissent,
from the decision of n teacher, which ,tpuds to
lessen-, aud will ultimately destroy l.rts/iuflueuef.
aud authority umoug his pupils. NV.heu these
aro gone his usefulness, is.o'f an cud.., So that if
kinds of excitements employed to incline pupils ] authority lie necessary t$f iho welj-beiog oi a
to the faithful discharge of their scholastic cxer- school, it must L»e iusiuq of the scfiyol-ltuusc.
rises. Y»*hm from the very relationship tile in- Discipline must Ot steadily frefeservt d.
structor feels, that he bus tlie right to exercise This 1 crimps is one. of the mpst difficult mat-
authority, and from the same relation, it is the j iers connected with tlie w hole subject, filen be-
busincss of tho student to obey; the former gia with u fixnhe^s, a decision aud promptitude
lays his commands upon the latter to pursue an i u f nieusi'Ve. which promises certain sueces*. But
appointed course councctcd with his future io-1 ~ •
teiiectual add moral worth. Cotpphatice isnct*
mere prtldence but duty. Reward • and pv.tush-
ment are always implied Svlicrc duty is enjoined.
In ibis case the it ward is tin insMuttur’s :q 110-
hatiuu, together with all tha valuable acquisitions
iu mental improvement, resulting to the scholav
fioiu the performance of duty. The punishment
fftr dereliction is that which the teacher tha/ iu
his discretion think efficient for securing future
olieilieuce. In all ibis, there is no motive prp-
scnied aud no passion Fostered w hich is, iuot sanc
tioned by the Bible. Now. turn .to ibe otjmsr
plan of inducement; w hich is usually^ termed em
ulation. The teacher will address his pupils iu
something of this style, to secure ihcir industry
at their task. John, you con this lessen thor
ough and repeat it better tha/i James and you
will be the smarter hoy. At tfic outset thi r , pro
mises something in the way t.-Tsttuiy. Tjj C two
lads apply themselves. Put,at the’ ?- a me time a
most unkindly feeling is vaaklmg iu their hearts.
They mutally wish each qtttcr darkened under
standings au.i treachetojA metr or i es . The time
of recitation arrives. Tlicy r epca , t l, e ir lessen;
James excels, John retires lo |,j s p i acc mortified
and chagrined.; r imt disp', ensci i wit h himself for
l , ie > 9^ application: not upbrai-
cling Imris^JCffrr Iwjjf ct of duty. His niortifica-
tioms .at u vqr Js j, ( . ( j j.j va j. bis displeasure is
directed, to\yavd^ n j s succecssfiil competitor, aud
Up feels ft tat» ,osom the movings of the spirit of
Gaiiy * n^'.-efore, though intellectual progress
n ' n v' st> *v-ured by this menus, it is at the expense
just entered upon the threshold of life, if "he lie.
lieves that youth in the family circle or -sch'j„|
room, are always ready to hear and prepared to
follow tho dictates of reason.. Passion in 1 child
is stronger than the wisdom of a sage, rend incli
nation is more jiawerful fhrr. the reaseri of a Phi
losopher. The master of a family or the princi
pal of o school, v. bo rests his iufli'.cncc upon the
basts of persuasion, \\ ill find of hut cobweb
strength. Every breath of passion will part it.
We arc by no lOcaus however, to be -understood
•is I'.'iicnuragirtg frequeut nud urgent appeals to
the judgment uml heart of youth, but beg leave
totally tb d’sseut from making it tho pivot of
school discipline. A school as well as a family
must be governed in some measure like an army.
Tho word of command must be obeyed without
stopping to reason thopoiut. For if in ordinary
cases yon begin to rea'-on, there will he n 11 eter
nal questioning of the propriety of an instructor’s
views, and it will become his chief business to
t b:ar up the jmlieiousucss of bis commands lo the
obtuse intellects or uiistirate hearts of bis pupils,
01 to remove their childish objections to obedi
ence. Permit your committee to illustrate by an
example which came under their own observa
tion, w hat they deem a genuine specimen of suit
able family aud school discipline. A sou made
a request of a judicious aud kind hearted parent,
which the parent saw fit to deny. Tho son en
quires the reason. To which the parent replied
in the tone of affection, but of firmness, "it is not
for you my son. to demand my reason ; my word
is sufficient, and must he your late:' Tn like mau-
ner an instructor’s coinmauds must not lie ques
tioned. It will not be necessary for him always
or generally to employ 1)10 tone of authority lik<-
a military officer issuing his orders, but it must be
distinctly understood, that be has a right to com-
de«l in giving children and youth to the cave, of- ' lrt - Besides it is worthy of notice, that
parents and guardians. And that man. repaeui- " .ud of stimulant soon loses its effect. One
hers the follies of his ow n youth badly and l;fi3 a ’ e . xr d s ’he other so often that his rival finds uo
very limited observation upon others, wbil knvc -uc^ttragonical in struggling for victory after
‘ haviug been repeatedly vanquished, and he give®
u,> the conflict in despair. - Or the victor himself
relaxes his efforts and feels no mortification its be
ing .occasionally oul-doue, hy oue whom he
knows to be decidedly his inferior* Nothing
like this in moral tendency, results from the ex
ercise of suitable authority. Neither does the
motive of duty hy long usage become weak
er. On the contrary, it rather strengthens, the
longer it is brought to bear upon the slndeut’s
mind. \Vhat was at first perhaps a painful duty
bccorhes habit, and this at length matures .into a
pleasurable employment. Dr. Johnson was the
fir-1 laliu scholdr of his age. Being asked how
ho happened to become so thorough a linguist,
he replied, when I weiit to school my master ap
pointed my lessou aud told me if 1 did not learn
it he would flog me, 1 chose to perform my du
ty aiid learn niv task, rather than reap tbs cou-
sequeut-es of playing truant. Here, the object of
the teacher was secured iii if simple way, with
out auy sacrifice or hazard of moral principle. In
fixiug therefore upon the in'etlioil of stimulating
our pupils in their business, let Its recollect 'hat
it is as important to cultivate the uioral as the
intellectual powers; to rear up good menasthdse
who arc learned. Aud while we would judiciously
employ those stii.'iu!i,.which will prove most effica-
lious, let us carefully avoid those which though
they may serve to improve the miud, nevertheless,
deprave the heart, in settling the government
of schools then, teachers ought to understand,
that their influence over the miuds of their pupils
in order to he permauentaiid valuable* must he
bottomed upon the principle of simple authority.
After this foundation is laid, we may with safely
and success employ the motives of argument anil
persuasion, tridqed fevifv ihil techie fit consistent
witff cbttChl fporal feeling of the Parents
ought to know, that their schools cannot be sus
tained, nor their children iu a high degree either
present!}', thinking perhaps their point ol author
ity auiiiucii, they relax by Uegroes. '1 heir charge
have discernment enough to perceive it, and at
once ei* brace the opportunity of throwing oti
restraint. A point lost is not easily recovered.
Under these circutnsiaudos the instructor perceives
tlie change, but comforts Inmselt with tlie reflec
tion that it is but oue point aud that au immate
rial oue cud lets it pass. This step paves ihe ivay
for a second ot a similar character and that lor
another, till what was once a useful discipline, is
become a mete shadow ; aiul the desponding
teacher is awakened to a sense of prostrated au
thority by the tumult aud coutusiou olhis charge.
'* Ins is the reason that many teachers of much
merit find it necessary frequently to change their
post; ill lotisequeuce of the luss ot authority ol
which they are sensible, it becomes impossible
lo prosecute their business with comfort to them
selves or profit to their scholars. A gcutlcmau o!
high qualifications iu intellectual luruiture once
intoriued your committee, that he never dared
to remaiii as ah instructor, biit oue year at a
place, withiu thafspuce bis pdpds becartiV so uu-
governhble that he judged it prndent to com .
uieiice ntresh; all this pifteeeds liom the ’i,aut
of a vigilant observance ot first traus^i-esstuos,
ihe iueiptt-ht movements ol iu- H joordiuatiou.
The teacher must always have ^, s e y es open, he
inustnold u steady baud, w r ,t at one time straiuiug
weapons
at every point, by which he enu spre->d a fearful
and wide extended devastation. The end of
such a person will tteueriilly evince that while it
is true, train up a child in the wav he should go,
when ho is old I10 will not depart from it, so ihe
converse of this proposition given hy n Jewish
Rabbi, in commentating upon this proverb is e-
qually true. “Train up a child in tho way he
would go. ami before lie is old, I10 will probably
he hanged.”
But we will more particularly ndfiee tlie neces
sity of discipline iu schools and thonicde of gov-
ernmrnt host adapt, d to thefr condition.
The necessity of discipline in literary ii:s:i;ii-
tions of every gradation, -tfill scarcely be ques-
•tioned hy auy p' i-nn acquainted with thonntnro
tif schools or with human nature. No social iu-
siiruiion can flourish or live without ligaments to
Iliad its members together, aud
prescribe tlie social .intercourse
impart Ins instructions with effect, or his pupils
to reap advantage from his labors. We are a-
w are that some misguided parents arc averse to
their children rendering submission, from the
fear as they term it, of breaking their spirit. If
the grand design iu rearing children, he to inspire
them with the ferocity of savages, it may bo well
to lea^e them free of all restraint; hut if tho ob
ject, both in tlseir intellectual aud moral educa
tion, he to traiu them for useful members of civ
ilized society, they should bo taught as the first
element*, a due submission to salutary restraints.
If 1 here were iu parents, less of such childish fears
in breaking or curbing the luxuriant and fearful
growth of a wicked spirit, which spurns all con-
irol; there would he fewer broken hearted moth
ers and fathers too, “whoso gray hairs arohro’t
down with sorrow to the grave." There is How
ever, no danger of dispiriting a boy by a disci-
egulations to plinc which requires submission ns its first priiici-
Thoso men j pic* It is only the constitutionally modest aud
inustnold u sieauyuauu, um m one time suaiumg
the reius ul goveruineVil with the utmost teiise-
ucss, then sufleviug tnciu to iloat with undue lax
ity, lie must not pass over iu siieuce at oue time
what he reproved with severity or punished with
rigor at another, his eye must olten survey his
littie realm and if any ot his charge approach a
poiut which secu.s more LUguarued he should
throw himself iu the way with the exclamation,
you cauuot pass here. No oue bnt a teacher
kui n s the ditlieuities of remaining firm iu every
case; sometimes public seutiment tutus agaiust
a man although he is dearly iu the right, amt
pours \ipuu him a tide of opposition not easily
Urefisteil; but if he is conscious of rectitude and
this principle should always govern ins actions.
1 let him stiller himself to fie overwhelmed oy the
current, rather thau yield to the capaciousness
even of a multitude, lie may better sulier a
wreck of reputation in a good cause than surren
der. Let every teacher grave it upon his heart,
that if under adverse circumstances he begins to
yield his sense of risrht all is gone. His oppos-
ers will not ho couteuted w i'h a lade, he is like
a man among robbers; one wants his watch, an
other his hat, and auother his coat, ull the pour
fellow is left quite naked. This is not the worst,
ho will lose his self-respect, if how ever he re
main firm, public sentiment will come over to
him, it Will ultimately correct itself; but if he
has been weak and complying enough to yield
to the wrong, that same public miud which veer
ed him about with its capaciousness and stript
him of his authority, and self-respect will finally
drop him. Finally let Teachers as a class o! meu
do their duty fearlessly; i! Sustained, let them
be sustained upon correct principles, aud al
though a morbid excitement may sometimes in
flame the misjudging, a cairn and candid public*
wiil support them.
(Signed.) C. P. BEMAN.
hated, wearing the livery .oTa “NATIONAL"
when there will be not ono of them without
tlie Regency uniform—alLasscmbled to obey
tlie dictum of the Albany l\egency.
The Major seems to look upon such a con
trivance in the light ofa bold and dangerous
farce a sort of tiling got tip to humbug the free
citizens of this Union and to ensure the succes
sion. He says tlie first part of the project of
this pached committee, is to sieze Pennsylva
nia, then coax Ohio into a coalition with New
York, and those three States by their joint
votes, it is intended, shall overawe, by the
niaf-nitudc of their jbint votes, the remaining
twenty-one States. Ihe Major speaks out, T3Tip^rgvs’,»>vp? 7* ""
ik<> a man for Pennsylvania, and says (wcm Confries^LwJ. C(w. E r J???-
atic State wil! ... .. 11 -t'o it-
THURSDAY,. OCTOBER Si,
1833.
Appling
Bulloch
Burke
Butts
Baker
Camden
Campbell
Cobb
Cass ‘
Craw fir r( ]
think truly) “that truly democrat
11c t tamely submit to become a dependent on j jjJ'ij"* 1 *
ti e Regency; will not allow the managers to( pj' bb
c ramp her resources, and turn the current, of : Bryan
her internal prosperity into ncio and unfriend-
Jy channels.”
The Mnjor touches witli becoming skill the
Slave question. lie sees, as We all do, some
trouble brewing on this subject. It can never
be too much deplored, that fanatics should,
with their untempered zeal iu a good cause,
brow a cloud overcharged with fluid and keep
it suspended over the heads of tiie people to
discharge its ltiry on the first occasion of con
tact with congenial substances.
We have only glanced, without pretend^
to follow the Major in his trark, at the co Ur;
which he prescribes for himself. If tbire Eves
a man having power to strip the New
ness to the people, that man is Major No^tb!
We may expect to see this batte’.y' 0 f his at
tacked furiously; and to witn -ss, id tho com
manders of the Regency and, anti-Regency
forces, not only the m anoeuvqrnig of Generals,
but the array of forces, and to hear the rear
of their artillery, the discharge 6f small an- , s '
and now and thee, the shrill, sharp, death un d
of the rifle. . v ,, ; . ; (
The Maj<y announapshimself^i v Juntccr in
this war. 'In will fight the bp{<e\- we say f„ r
being so. If he will .only keep t h e collar from
his neck, and eschew,his favor lte maxim—“»IP*
fair- in politics,go ' as j )0 says (,c will,
for the Lmon. Wl n§a*; n8t pnrty and ; fs con
trivances, anp ctfind *' L)0 ] [ i] v m) t f 0 r our country,
and our wilole cr jn j r y^ niakinii the Presiden-
tial,3Bdallot^er questions, subservient to that,
lie will do ..cell* and we wish him, upon these
ground* - ^ t j ie reward that a free peoplp know
, °'k to confer upon those who faithfully 7 and
nonestly serve them; and that victory which
the patriotic of all names cannot but desire to
see won, over the power that would make
slaves of us all.
] 12
SIM
5G7
27 C
311
434
146
172
380
"141
US
347
552
99
30
629
2< v .{
fiV
07
81
.53
140
290
350
501
7
l*"0
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441
111
3 ^4
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117
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389
ai
ai
its
'849
235
ICG
61
745
"who have endenvot'ed to convitico tho world that ■ reiiriu.q ; those who arc timid in cousequence of
the restraints of government and salutary law are I the fragile and delicate strncturo of their nervous
au abridgement dt happiness, have bet’n looked ! sptein, nud liko ihe sensitive plant, shrink from
upon by the sohci'judging part of the com muni- : the slightest touch, that'are in the least liable to
ty as mere visionary projectors. There adhere I despondency from even tho most rigid discipline,
cuts or discijde? have liecn tlie weak minded of i Bui it is a fact well known lo every teacher, at
our species, ortho profligate, who desired to put
off tb-j restraints of law, not from a conviction of
their iiintilily to the vvei! being of man, but that
they might he abb* to give tmdbnimded licence
to those very vicious propensities, which spread
misery in every department of life. F^rperb*
incuts haw repeatedly shown that anarchy and
society areiuconinatible: nml men fibre been so
deeply convinced, ihit only of the expediency.
Inn tin- imperious ucc< s$uy of the restraints of
£iw ; tint afi.-r having lapsed into a state of an-
archy and aQ its eon.-.i-quent confusion, they have
p 1J by a e:l'!d.'.*i transition iuto'tlio most ern-r-
gotic nmf aWiitrarj despotism. Now. if mru.
whose ininds ore iuaiii-.-.:u, a hose judgments are
n!i"lio in:d, aud tvlinat* passions arc materially
least that persons of ibis description, whether
male or female, are most observant of the pre
ceptive injunction and seldom or never incur ihe
penal sanction of school law. A man of tolera
ble discernment, ami no other ought ever to take
upon himself the responsible employment of au
.instructor of youth, tv ill readily discover the dif
ference h<:tween these tender and delicate plauts,
which require a fostering hand, and the forward
and luxuriant growth, which need frequent prim
ing !t> fashion them into a well conditioned aud
fruitful tree.
Another objection has sometimes been urged
by parents against authority on tlie part of the
teacher and swbniisciou iu the pupil. They tell
us that children,- especially their 01m, do not re-
1, compared with the capricious- passion ot j quire it'. Often if is a fact, that pupils do not
< b Id <ir the inflammatory haat of youth, require! ncrd.to be frequently "*ioinded of the authority
From the Vhilu. Com. Herald.
“THE EVENING STAR.”
This is the title of a new paper which will
be published in New York by JM.M. Noah anti
Thomas Gill. Wc have read Major Noah’s
Address. It is plain, pointed, 1 and patriotic.
He repudiates nullification, traces the causes
that placed South Carolina in her recent atti-
iud« towards the Union—says the .Tariff ha!-
been the iSt'dwg but not tne ultimate causfc oi
that attitude—shows that the South commenc
ed the pr tective system—and that Southern
Presidents and Southern Members of Congress
bore it through. He says he goes to the rooi
of the evil—traces this evil to the dissensions
and final explosion of President Jackson’s first
cabinet, which threw him from his previous
Southern supporters and friends. He is dead a-
gainst the Albany ltVjency, of course has p an
ted his cannon to rake tbit whole line, and to
demolish, if ho can, the hopes f»f Mr. \ an liu-
tva. He VieiVs this Regency, in the light, al
most ofa pestilenfce, which if not checked tfUtl
destroyed, will prodhCe consequences of the
most fatal sort to the fiberiy and happiness of
the Rcpublc. He sees in this' cabal, a plan for
making the next President, by pofifidal leger
demain—and in the process, he sees that the
people of this Union aro destined, should the
plan succeed, to he shunt of their freedom,
and so far as. regards the choice of a Presi
dent, will only-lit* acting’ tlie part of slaves—
slaves of the very worst, not even upon a lev
el with the serfs of Russia. The Major thinks
the President is sound to tlie core—thafhe is
honest—patriotic—capable, it ,let alone, or
councilled, only by the good, of managing the
ship ofS'ate. But he squints awfully, at the
influence which is exerted over him by those
who know how to touch at the springs of his
heart and his prejudices. lie thinks a crisis
sinictors of such institutions iu the direction of I has now arrived which requires a union of
their internal economy. Some times boards of j&antsf men, &c. He says the campaign for
trustees have been so distrustful of the governing t j IL , next presidency has already been chalked
powers of their teacHeV, that they have taken the 0 ut hv the Albany Regcnrv. He is against
intellectually or morally improved, unlsss their
instructors pursue this plan. _ Aud they shou!:*
impress upon the minds of their children, the
same truth ; then the labours and the perplexi
ties of teaching wiJ) he materially abridged and
simplified aud our schools become tlie scuts of
science nud the nurseries of virtue.
The right of governing must reside in the tea
cher himself.
A full discussion of this point more properly
belongs to auother committee. But we cannot
forbear to drop a few remarks ns the subject is
fairly before us. Uufortuuately foi* die pros|»eri-
ty tif s’chools. every one knows or thinks he
knows how they should be conducted. To ineii
iu general, a school seems like some diseases in
cident to man, for which every body has a spe
cific. The doctor, the Irneyer. the parson, aud
planter, who have scarcely seed the inside ofa
school-house (except at a prayer meeting) since
they left ahna mater, which perhaps was of no
very high degree, fetl prepared to furnish a tea
cher with a manual or vadp mcciim, 10 guide
him in his employment. And even our good
mothers, amidst the hurry df domestic arrange
ments, can fiud time lo famish a few valuable
hiuts. Though the tcac’fie/ Would lie spurned
for his arrogaury or thought deserving a straight
jacket for his assurance, vi;hb should presume lo
instruct the physician in the nnamiiucnl structure
of the human system, to unfold to the lawyer,
the true secret of tracing analogies, to teach »ho
parson tho just principes of Biblical criticism, or
the planter the most successful mode of'iiilage;
yet all these lake the liberty to instruct Arm ,*
to censure his plan with censorial! freedom aud
severity. Urine has originated the practice ot
trustees, not only to manage the fiscal concerns
of our academies, but also to share w ith the in
JUDGE THOMAS’S CHARGE.
Wo have seen a publication in the Georgia
Journal ot the 16th tnst. purporting to be die
cliargo of Judge Thomas to the jury, in the trial
of Milton, if this document container the re
marks addressed by the Judge to the jury, on that
occasion, we should republish ii as a part of the
history of the rase, but it is very dissimilar iu
style, and essentially different in substance, espe
cially in tlie italicised parts, from the charge wc
heard from the bench. No one, from the peru
sal of this document, can approach to a correct
idea of the oxposition-of the law given by the
judgeouthat occasion. On important points, it
contains remarks which were never utteicd by
the judge, and omits remarks whch be did utter
The interpolations form a most material part of
the charge which has .been published : and the
passages omitted formed a most material part of
the charge which was spokeu in court.
The real charge which was spoken bore ail the
marks of being an extemporaneous production:
it may have beeu preceded by long reflection,
but it had not bee'll digested,Rearranged ou paper.
The charge which is published, is not a correct
recital of tlie remarks of the judge, as they vere
made to the jury; it seems to be the fruit of hi
subsequent reflections, and probably contain
such remarks as the judge now believes that lid
ought to have made.
The charge now published, ns applied to the
testimony iit that atrocious case, is a most lame,
anil impotent exposition of the law: but we be
lieve, that if it bad Icen addressed by the judge
to the jury impanncled to try Milton, it might have
led to the conviction of the assassin of Camp.
Appended to tlie publication in the Journal,
are notes purporting to report the decisions
made hy the judge, 011 incidental points in the
progress of the case. A part of them, are ex
pressed in language so vague, as uot to convey a
clear idea of tho principles adjudicated, aud oth
ers aro palpably erroueous. 8ome of the most
important of these decisions are entirely omitted:
•specially that which gave an almost unlimited
scope to the evidence for the defeuce; and that
which permitted parole evidence to be given of
• lie coutents of anonymous letters said to have
been received by Milton, without, shewing that
hose letters were lost or destroyed, and which
permitted the cqutents of these anonymous let
ters which were not |»rodttcetI, to lie proved by
*he statements of Milton alone, made to oue of
4s friends. This decision which is omitted, in-
colvetl a two fold violation of tho law. it au-
•horizeri a conversalion of the > accused which
ormed no part of the rts gcslii fa lie fciven in ec-,
.lence iu his favor, when no part.of that con.r r-
-.ntiou had been given in evidence .against him ;
atiu it directed that the contents of written in-
-trutiiAuls sliodld he proved by parole evidence,
.viihout any excuse being made for not produc
ing the written instrument." themselves Does
lie judge know lh$ reason for which those anon-
motis loiters were withheld from the scrutiny of
ihe prosecuting counsel ?
Wc are anxious to guard the rash, the violent,
'lid the revengeful, agaiust tits dangerous belief,
that assassination is justified by tho laws of our
country: and to this end. if a true stntcmcut of
the charge of Judge Thomas, and a correct re
port of his decisions, were published, we should
deem it our duty to the public, to review them:
the but comment ou his subsequent opinions would
lie au idle and useless labour.— Fed.Union:
CjW.,11
( uathnm
m
75
363
395
AC,5
231
403
Fl’.erokeo
' 83
92
83
Q3
Olark .---
293
555
325
621
CnlitiM'iii
,’133
454
ass
P 6M
Cniieta
G58
475
637
48*
Decatur
286
253
•290
243
i DeKalb
928
546
889
5TJ
j Doolv
275
140
246
it;
j Early
232
40
253
SOI
Effingham
2
182
O
173
Elhp rf
185
892
66
IKS
Eraanncl
tie i
132
17G
A orsvth
182
lie
166
131
SIR
Fat cite
GOG
304
517
Floyd
49
AG
47
18
Franklin
920
304
862
(rilmer
::
£0
3
21
Glynn
91
57
59
.01
Gwinnett
9(>2
957
842
1019
Greene
42
715
13
:e
Habersham
1153
296
1053
3b
Hall
782
676
782
717
Heard
257
199
257
IS!
Henry
97G
502
78(5
644
Hancock
231
491
35
SW
Harris
51G
563
481
593
Houston
G31
481
466
482
Irwin
220
2
231
0
Jackson
6't57
493
643
510
Jasper
6G8
726
650
?&i
Jefferson
107
490
190
.507
Jones
ii/5
491
532
502
Lauren?
23
392
13
•509
Lincoln
242
362
133
432
Lee
134
.49
no
'40
Lowndes
145
J37
210
2®
Lumpkin
5GG
353
old
3ci>
Liberty
98
147
99
111
Marion
274
253
237
368
Murray
150
20
144
20
Madison
370
247
872
3G3
McIntosh
123
47
f~:
567
4:1
Meriwether
591
.V‘4
317
Montgomery
15
131
20
IS
Museogee
477
404
449
m
Morgan
454
565
892
6H
Monroe
P9G
881
843
911
Ncwtou
599
848
520
881
Oglethorpe
1G5
•j87
JM
(7/P
Pike
54 S
325
5--.1
zr,
Pulaski
293
147
283
129
Putnam
280
721
183
813
Paulding
5S
69
45
81
Randolph
ff .*>r»
14^
213
151
Rabun
272
/
262
13
Richmond
61IG.
42!
425
5C4
Scriven
90
311
12
405
Stewart
353
256
' 331
179
Sumter
226
179
183
119
Telfair
145
137
1°9
162
Talbot
G88
523
643
.)»)**
Talliaferro
24
432
10
450
Troup
428
727
319
80S
Ttviggs
505
413
4l2
470
Tattnall
S4
224
125
183
Thomas
5S
203
25
3S
Union
91
7
Upson
546
567
521
5^-
Ware
164
103
f4
Wayne
71
48
74
ft'
Wilkinson .
705
] 37
646
2(3
Washington
540
410
305
wl
Walton
867
346
767
Xi’i
Warren
217
624
20
Wilkes
527
,537
421
os
Appling, ' Le’ictt; -Overstreet
Bihh—Eckley
; Lamar Groce.
Bald win— McCombs;
Murray,
Jordan.
Bryan, Smith; Bacon. G
Burke. Lettfe; Urulibs, Beimeu, Dye.
Bulloch, Cone: Wil
Baker, Howard; Pc
iams.
arce.
Butts. Cargile: Stark. Ilarkuess.
Camden, Brown; \\
ard. Cone.
Campbell, Cochran:
Sheets,
Moore-
Carroll, Ben
11: Hod
. 1
lker.
Cass, Irwin; Miller,
Coho, Brooks; Walker.
Chatham, Daniel; Shirk. \Vayi?e, Harmon-
a’lif-'.
Irani. .
, Mitchell. A*
entire management out of his bauds. In such
cases the fate of thei/’institution has shortly exhi
bited a literal veridefetion of the old ami vulgar
proverb of “too many conks.” ft needs tfb sit-
tlie call for a.National Convention. IIo sees,
before hand who will compose it. They will
be all Recency men—self created—self ttomi-
The Nullification papers in th/x-State are a lit
tle too exultant in their totfq with regard to the
result, of the Georgia elections. Nullification in
Georgia and South Carolina ato two quite differ
ent things. The Georgia Ntillifisr is for stand
ing ou State Sovereignty whenever he conceives
the Federal Qoverunicui invades the rights ol the
States : hut he repudiates and abhors what is cal
led, in £outfi Carolina. “Constitutional Nullifi
cation.” In other words, Nullificptiou iu Georgia
means Revolution, and .tho Cabalistic phrase.
State Sovereignty, is used as the rallying t; mis
for party, in their coutcst for power. The idea
of resistance to imconstiiutional legislation hy a-
ny thing short of force of arms, has always been
ridiculed by the Troup party In our sist'-r State.
—Southern Patriot.
These two lines .that looks so solemn,
Aro only put hero to fill out the colutui
Cherokee McConnell; Leonard.
Clark, Mitchell; Hull. Stroud. Claytofc
Columbia. Avery; Robinson. While te
Coweta, Echols : Wood, Smith.
Crawford—Potter; King, Bncmt.
tfelyalb, Cleveland; Amlcrson, May**
Pooh,,,. Graham ; Bowen.
DccalilT, Oneal: McEIvy, Hawthorn*
Early, Spann; ; Wilson.
Emanuel. Swain; Mpsre.
Elbert, Houston : Heard,' Beck, r ' 1 ' -'
Effingham, Waldham r: Weitninu-.
Fayette, Burch; Sellers* -Landrum-
Franklin. Fret-mall; S
Flovd. Hemphill : Ellis.
Forsyth, Hammond; Hammond.
Gilmer, Cooper: Burnett.
Glynn, Andrews; Davis, Stewart*
Gwinnett, Ncsbit; Gresham, \V}' D »>
Russell.
Greene, Lewis ; King, Cone, i» ;•
Hancock—Baxter: Sayre, Vinsea- •-•
Harris—Whitaker: Wellborn. Graaare. • ^
Habersham, Wofford: Steelman,
Holcombe. .
Hall, D'unnagan ; Bates, Carn-on,
Wood.
Heard. Awtry; Petty. „ . ,
Henry, A*len; Ray, Varner, sn.i '■
Houston—Morgan'; C.ulpeper, Engrain,
Irwin, Wilcox: Young-
Jones—Gordon; Dav. Philip 5 - I''iV' r '„, rr A-
Jackson, Liddell: Pittman. ‘G. G
Jasper\ Newton; Tlartfininn, j ” '
Jef/irsor. Stapleton ; Barr, Ilutlst’
Lee, Woolhright; Kagan.
Lincoln. Patki; Wright, Lockhait.
Lumpkin. Fields; Walker.
Laurens, Kelium ; "
Liberty. Waldhaur: Baker, -
Lowndes. Sharp : Blair. , air .
Madison. Grove,: fjtrickhnd, * -
Marion - Wall: Bivcn.
McIntosh, Wood: King. Dunham-
I, Blacbhear-