Newspaper Page Text
LITERARY.
A LBCTI'EE
On the imperfections of our Primary School
and Ike best method of correcting them
Delittred before the ftorth Carolina In
stitute of Education at Chapel Hill, June
20, 1832,
BY WILLIAM HOOPER,
Professor of ancient languages ia the University.
Mr. President, and
Gentlemen of the Institute :
WE, upon whom voo have
devolved the task of addressing an audience
which has been feasted by the intellectual
entertainment of this morning,* have, we
can assure you, partaken largely of the gen- ’
eral festivity, and can exchange hearty con
gratulations with a delighted public. Yet
we cannot but be sensible of the disadvan
tage under which wc labor, of succeeding
such a speaker, and of providing entertain
ment for ears yet ringing with such music.
What we must lose, however, in the favorable
hearing of our hutnblc essays, wc shall have
amply made up to us in the countenance and
sanction given to the labors of our lives, by
the sentiments uttered to day : and we, whose
office it is daily to instruct the youth who
hung upon the lips of the orator of the day,
cannot but rejoice to have our opinions rati
fied, and our authority seconded by remarks
issuing from so high a source. We feel
much indebted to one who has added the
force of his suffrage to the utility of that sys
tem of classical, mathematical and philosophi
cal study by which it is the business of our
lives to train up the youth of our country for
the future demands of that country. We feel
that our hands are strengthened by such an
ally ; wc rejoice in the arrival of such an aux
iliary to fight the great battle of truth and!
freedom, and provided the blessed victory is|
won, we care not much whose brow shall
wear the laurels. We can very contentedly
follow on, unnoticed, in the triumphal pro
cession, and envy not the hero who sits in the
chariot before us; but feel happy to have a
contest so dear to us maintained by stronger
arms than ours, and proud to have one of N.
Carolina’s first and favorite names proclaimed,
in the exercises of this day, on the side of
sound learning and immortal patriotism.
The subject which w*s assigned me for a
Ik cture before the Institute at thi3 time is,
“ The imperfections of our Primary Schools,
an.l the best method of correcting them.”
The propos'd and adoption of this, as a sub
ject of discussion, implies a conviction in the
iU'-iUsof the public, that evils do exist in the
system of our Pmnary Schools; that those
evils are felt and deplored, and that a reme
dy is anxiously desired. Indeed it can es
cape the observation of no one, that in the pres
ent slate of tilings there is much waste of time
and expense, that a large number of our youth
make no improvement, and that the attain
ments of all come far short of what is practi
cable. To borrow a comparison from another
art, we inay sav, there is a prodigal waste of
the raw materials for education, by want of
skill in the manufacture.
The evil which wc deprecate, and whose j
causes we propose to explore, results almost j
necessarily from the present’circumstances of
out country. Our country is comparatively j
young. We arc a nation of scattered agri-j
aulturalisls, embosomed and hidden in the,
tnidst of a boundless forest, upon whose!
breast all our labors hitherto, have only,)
here and there, made little spots of,
culture, bearing scarcely any proportion to j
the vast sylvan expanse which surrounds and
■overhangs them, and insulates each family
from its neighbors. Let any person ascend
one of our mountains, or even one of our
loftiest spires or cupola-*, and look down up
on the prospect beneath him. He will be
surprised to see how little territory wc have!
yet reclaimed from the wilderness—how di-j
ininutivc appear the impressions which human |
hands have made, in so many years, upon!
the wide face of nature. lie will see that;
wc desctvc yet to be denominated, in a great
measure, a people of the woods. In such aj
state of society there will be a irreat waste of!
raw materials of every description, cf mind, I
no less than of vvoqtl, land and water. The j
lavish resources of such a country exceed
the wants of its thin population, and thcic
forc lie hidden from their view, or rot ne
glected under their feet. Their innumerable
trees of stately timber, which, in a more ad
vanced state of society would all be in de
mand, and all be faskioned into u thousand
articles for domestic convenience and embel
lishment, arc now hewn down with unsparing
hand, as an incumbrance, thrown into piles
and burned. Its streams, which amid a dense
population would be alive with watermen and
their loaded battcauv, or resounding with the!
rumbling of machinery, now wind their
course through the thickets unexplored by the
curiosity, and unvexed by the cupidity of
man. Is it wonderful that in such an early,
incipient state of society, mind should be
wasted or unemployed ;is well as matter ? In
these circumstances, those qualities of body
and inind only will be valued and cultivated
which arc immediately applicable to the
wants of life. Such a people, cither them
selves emigrants from a more improved coun
tiv, or the children ol such emigrants, will
carry in their minds the idea and model of
improvements belonging to that older coun
try. They will be impatient to bring their
own rude land to an equality with such a mo
del, and will go on emulating, ami gradually
approximating the admired standard. This
approximation may be made more rapidly in
agriculture ami the arts than in education.—
A man may, by the application of industry
arid taste, clear out a spot in the desert, and
embellish it at once with a fine liousc and
garden and fields, in imitation of those he has
wen in a more cultivated region. But it is
not so easy to transport to that forest the in
tellectual society of the mother land, and to
rear up there a school or college in all the
perfection of older institutions of the same
kind. The majority of people in such carlv
* This essay was read on the afternoon of the |
day on which Mr. t.'aston delivered his Oration!
hefirc the two Literary Suci-ues.
I settlements will always be rather of the poor
er and more ignorant class of the communi
ty, Their ideas of education, will, of course,
be limited. The bulk of youth growing up
in such circumstances, will be satisfied with
very little mental improvement—will pass a
great part of their life in the hunter and fisher
state; their chief companions will be their
dogs and their horses, and the merits of these
favorites the common topic of their social
hours. If a few families of superior cultiva
tion are dispersed amidst this mass, they can
not raise it to their standard, but must be
drawn down by superior numbers to a lower
standard. And thus it will often happen
that, in a family where the beauties of Sinks
peare, Milton and Addison, or the philosophy
of Locke and Dugald Stewart formed tire sub
ject of tea-table discussion, will be heard
from the lips of the next generation only the
price of cotton and of negroes; and a group
of young gentlemen, instead of discussing
the point, whether Sir Walter Scott or Wash
ington Irving be the more elegant writer, or
investigating the meaning of a passage in
Cicero and Virgil, will be heard disputing
with clamorous eloquence, whether Dr.
Jones’s colt orCapt. Eagle’s filly has the best
heels, and whether Jowier or Musick first
roused Reynard from his morning slumbers.
Until society has been pushed far beyond
thiscondition, you cannot expect good schools
or cultivated men. Every thing like polite
learning will be despised, and ignorance will
be respectable because it will be fashionable.
It would be useless in such a community to
have a good school. The youth will not take
an education if you throw it in their way.—
Now, although the tenor of these remarks is
more applicable to some new settlements at
the West than to the State of North-Caroli
na, vet we feel considerably the disadvanta
ges of this incipient period of national exis
tence.
I. The first cause, therefore, on which I
shall touch, of the imperfections in our pri
mary schools is, the circumstances of our
youth. There is not a sufficient stimulus up
on the youth of our State to cultivate the pow
ers of their minds. Most of those sent to
school are the children of men of considera
ble property. These young persons have ne
ver felt the pressure of want and the necessi
ty of exertion- While at home, they have
been accustomed to pass their time in caae
and amusement, and when they leave
that home tor school or college, the change
must be irksome. The confinement of a
schoolroom, the demand of close application j
to uninteresting studies, the stem obligation |
of performing a regular daily task, and the]
privations of a boarding house, nii’.st go hard
with a boy after being accustomed to ramble
about bis father's plantation, with dogs at his
heels and a gun or fishing rod on his shoulder,
until he is tired, and then to return to the
house, open his mother’s pantry, and there
fish with more success among jars of sweet
meats and jellies. Will it be wonderful if a
youth sent from these domestic indulgences,
should find school ungrateful, accuse liis
teacher of being cruel, or, to use a favorite
school-boy phrase,“of showing partiality”—
that he should recite w itli mournful recollec
tions, arid still sadder forebodings, that awful
Greek \crhtupto, to beat —particularly in the
passive voice, tuptomai. lam umler beating
now. etuptomen, I was under heating a tittle
while ago ; and then the dismal future, tup
thesomai, I shall be beaten —but above all Ilia*
most frightful of all the tenses, the panlo-post
future, (denoting the imminence of his dan
ger) tetupsomai, I shall eery soon be beaten
again. Ask such a hoy the usual grammati
cal question'll hat it a verb V and it will be no
wonder if lie forget the foregoing part of the
definition, ‘ to be and to do,’ and answer ‘ that
a verb is a word which signifies to suffer.’
Will it be wonderful that such a boy should
( sigh for the lost joys of home, and while his
task calls him to accompany -Eneas in his
wanderings, his mind should be off, recollect
ing his own pleasanter wanderings on the
hanks of the Cape Fear, the Yadkin or Roan
oke ? Would lie consider it a very serious mis
; fortune, if for inattention to his books, or
j sonic youthful prank, he should be sent home
' to the scene of his former amusements? Will
he be very loth to incur such a misfortune ?
j For what dtics he expect when he arrives at
liis father’s house ? lie may a little dread the
first interview; but he knows that after a
good scolding, his time will pass as pleasant
ly as before. His indulgent parent allows
hitn to cheer the days of his rustication with
his fowling piece, thus contriving at home
what could not be effected at school, a way
“ to teach the young idea how to shoot." Hun
ting, fishing and neighborhood visits, will
constitute the tenor of his life. These ate
l the circumstances in which our youth are
] placed, and this constitutes one grand obsta-
I clc to their improvement at school and at
] college ; for these remarks apply with as much
force to the collegian as to the school-boy.
There is too strong a contrast between a
youth’s situation at home and at school, and
that contrast all in favor of home. Now
this being the case, parents have the remedy
in their own hands.—This inequality must
be altered. The truant who goes home in
disgrace, must be no gainer by the exchange.
I<ct the sending of him home, be like send
ing him to the Penitentiary. Let him he
made to put off his broad-cloth coat, in which
he would be glad to go and sec the young la
dies, and let Imn array himself in a plants
tion suit from liis mother’s own loom, and let
him tend his father’s crop and earn his daily
bread by the sweat of liis brow. A discipline
of this kind ivouKl soon make school lose its
horrors, and perhaps a few months’ labour at
the plough or tire hoc would bring about an
earnest petition to be permitted to return to
school, with the promise of diligence and
good behaviour. I fear there is little pros
pect nf persuading parents to adopt measures
of this kind. They arc generally so injudi
ciously indulgent,* that their childwn arc not
Patents arc little aware how necessary it is
that they should lay the ground work ot their
children’s subordination within the domestic
wall*. They most prepare them hy previous
training for an orderly subjection lo the rule3 and
requisitions of scholastic life. If they do no',
afraid to offend them. And tins is the reason J
why so few who set out to get an education, i
persevere till they arrive at the goal—Where- !
as in the Northern States, few, comparatively,
break off after once beginning. The reason
of this is the certainty of meeting from their
parents the treatment 1 have been recommend
ing, if they refuse to improve at school. One
remarkable instance may be mentioned. It
is told of the first President Adams, that when
he was first sent to school he would not learn
his Latin Grammar. His father, who seens
to hare been one of those plain sensible men
that go by the old proverb, “a bird that can
sing and wont sing” &c. took him home, and
set him to ditching, an operation so little to
the taste of the future Chief Magis'rate, that
it made all the combined terrors of the eight
parts of speech appear as nothing in compari
son—and such sounds as qidcunque. quercun
que, quodrunque rel quidcunque, which once
seemed as if they would break liis jaws in
the very utterance of them, he could pro
nounce as glibly as his a, b, c. This then, i
l>c it remembered, made John Adams senr.
President of the United States—the alterna
tive Latin or the ditch. We must make
scholars by the same art that the Romans
made soldiers. Their vety name for army *
was taken from the exercises daily required of
the sol hers, which exercises were more se- ■
vere and oppressive in time of peace then in
time of war. This made the Roman soldiar
sigh for a campaign, as procuring him a holi
day from the tedium of drilling.
But it is not merely the love of home in
dulgence and home amusements which damps
the ardour and relaxes tho exertion of the !
youthful scholar. There is a thought which of
ten crosses his mind, while toiling at his daily
college lessons, “Os what use is all this going
to be to me ? lamto be a farmer, or a mer
chant, or at most a doctor, and every one
knows it takes very little education to make
a physician. Look at Drs. X-Y. Z. unknown
! quantities, to he sure, (as the Algebraists
say) but still in good practice—and although
they thin the population a little, yet are cer
tainly less destructive to the human species
than either intemperance or the Cholera. If
' they get along with but a smattering of La
tin, and no Greek or Mathematics, so can
l l”t This soliloquy is apt to occur with a
student somewhere in the course of his So
; phoinore or J inior year when after moving
on grudgingly through half his term, the grow
ing labours of the way begin to sicken his
heart, and the feeling of incipient manhood
1 to inspire the hope that may be allowed to
| have the disposal of himself. Then farewell
; any further improvement! And next conics
a letter from liis father, authorizing his son
to select his own studies. “Ah, glorious
times now! 1 shall have to recite only two
or three times a week, and the rest of the
time 1 can do with as 1 please—range through
the libraries, read novels and newspapers,and
i have plenty of fun • to lie on the bed and take
] naps, while the regulars poor dogs, are dig
! gingafter Greek roots, or writhingon angles
|as heart-piercing as a bayonet’s point. But
j may be, 1 may conclude when I get home,
I to he a doctor ; so a little touch of chemistry
j before I leave College.” And thus is a raw,
{ undisciplined mind suddenly transferred from
; a lower class tip to a course of scientific study
> for whicli it is not prepared, and where it does
i little more than expose its incompetene.y, and
I furnish another illustration of the maxim,
that there is no royal road to learning. It
maybe thought that these animadversions on
a partial and mutilated course of study at Col
lege, arc foreign to my appointed subject, as
they are laying up future trouble for tlieir children,
and preparing them to rebel against the most ne
cessary restraints. How can it be expected, that
a boy, indulged at homo in every wish, and ac
customed, by obstinate adherence to his purpose,
to get the better of his father and mother, will,
when lie goes to school, submit to the authority of
his preceptor ? If the history of many men who
i disturb the world by their restless and turbulent
( dispositions were traced back to the habits of in
) fancy, it would probably be seen that the founda
| tion of their characters was laid in early misman
t agement. They were allowed to indulge a vio
| lent temper without punishment, to domineer
! over slaves, to struggle with, and even fight their
! mothers, when they attempted to controul their,,
J and been only laughed at for these paroxysms of
{ impotent rage. These young bloods no doubt
I gave, even in the nursery, plain presages of tlieir
j hatred of subjection, and their constitutional scru
) pies to all grievous impositions. One might have
I there seen the embryo of the future patriot, resis
j ting all invasion of his rights. He gave happy
j auguries of his dislike to the principle of protec
; tion by his loud screams whenever the bread and
butter were locked up ; and that he would one
] day be a deadly foe to tariffs, he gave striking
j prognostics whenever lie was promised a lump
i of btigar upon the payment of certain heavy du-
J tics, such as keeping quiet, or getting his lesson ;
for he always would have the sugar free of duty.
I It was Voltaire, 1 believe who said that the fate
] of nations some times depended upon the good or
i had digestion of the prime minister—and per
-1 haps the repose of a republic may depend upon
j the infliction of a few wholesome stripes upon*
j frovvard child.
I ’Exercitus.
j f 1 hope nothing here said can be so misunder
j stood as to he construed into disrespect for the
I medical profession. No one cherishes higicr
I respect or a more affectionale regard than I do for
j the gentlemen of that faculty—those soothers of:
i human wo, those friends on whom we repose
our throbbing bosoms in the most agonizing houis
jof life. No far from concurring in the above ig
norant and shallow notions of the intellectual cul
( tivatiou requisite to the profession, I believi
there is no profession which requires more a- j
| cuteness of mind, more profound philosophies
I views, and more liberal information. No muc) I
j does human happiness depend on physicians,that
they surely, if any men whatever, ought to brirg]
| to their aid, all the light and all the strength ’
! which the best opportunities and the most
peifeet cultivation of the mental powers can, 1
j bestow. It is because 1 entertain such opinions ;
of the proper qualifications for a valuable physi
cian, that it seemed to me not amiss to expose to!
just derision the narrow conceptions of some who
destine themselves for that most responsible vo
cation. Ner can it offend any ufourelderly pqy- 1
sicians of eminence, whose early opportunities'
were limited, to insist on the necessity of a fin
ished education to success and distinction in their
profession. They may, by the best use of tlieir,
confined education, and by the aid of sound un
derstanding, have arisen to merited celebrity, but!
they will not deny, that, with a hotter foundation,
they themselves would have rcachod a higher ]
eminence w ith p-’rhaps far greater case."
they relate lo the subsequent and later part
of education rather than to the elementary
one. But it is lobe feared that the frequent
examples of such interruptions to a liberal (
education, have a'malignant influence even i
on the earlier years of academical life, and I
encourage aud increase the school-boy’s dis- :
taste for his present studies which ha antici
pates will be dropped in a few years, and
therefore need not be prosecuted now with
much diligence. The remedy for this evil
appears to be, that a youth should be given to
understand, when he is sent to school that he
is to take a thorough course; that the pleasure
land profit and credit of the latter part of his
course will depend essentially upon his im
provement in the first part, and that his edu
cation is to be liis livelihood. Arid if, in
! stead of cutting short their sons’ collegiate
! Areer, out of economy, parents would more
| frequently give them their patrimony in an
I education, it might have a most salutary ef
] feet on their scholarship and their morals.
j 2. A second cause injurious to solid im
provement, which frustrates the fairest plans
of the enlightened and faithful preceptor, and
1 which is chargeable upon the parents, is the
consulting of cheapness and despatch. A
] teacher is chosen for the cheapness of his
j terms, and the rapidity with which lie can
(push boys forward for entrance into college*
: Haste is every tiling. Whoever can get a
] boy through the greatest nntnber of hooks, in
i a given time, is the best teacher. lam lor
j tunate in being able to confirm my own obser
t ions on this subject, by the testimony of so
I thorough a scholar and so distinguished a man
|as Professor Stuart of Andover. “Our pri
] mary schools,” says he, in a late essay, “are,
iin a multitude of cases, very imperfectly re
j gulated. Students are hurried through eve-
Iry thing. Shortness of time and smallness of
] expense are, at present, generally made es
sential ingredients in the plan of preparatory
education. Young men are urged on over a
] large field with rapid step—the grand deside
ratum being to pass over the utmost possible
] ground in the least possible time. In vvliat
! way one travels, it matters little or nothing.
■Be it in a close carriage with a bandage over
] his eyes, it is all well if he has only travelled.
Thus he is pushed through the academy, and
i pushed into college, when in fact he might
: be taken up upon his elementary books, and
,j found to be halting at nearly every step. But
this must he overlooked—he has made rapid
jadvances in a small time—he bids fair to
I commend the scheme of economy in time and
j money, and at any rate he will add to the
] general summary on the catalogue of college
j members, and help to support the expenses
jof the institution.” Such are the remarks of
i a man whose station as a Theological Profcss-
J or in one of our most eminent institutions,has
I given him large opportunities of judging of
j the mode of • elementary instruction in this
country ; and they serve to show us how cx
| tensivelv the evil obtains in the United
States—that it is not an evil of which the
South has peculiar reason to complain, hut
exists in a degree which we should have
hardly suspected, in the oldest and most im
proved section of the republic. And what is
| the result? Why he assures us, that in a
! class of from 100 to 150, who come annually
into his hands, bv far the larger portion can
; nor, decline their Greek nouns ami verbs
j with any tolerable accuracy, ar.d that he is o
! bliged to set them to the study of their Greek
] grammars as a necessary pre-requisite to the
I study of the Greek testament.
I
1 Now in the maintenance of this literary
1 quackery, as it may be with propriety be terin
j cd, parents and teachers have a reciprocal ac
-1 tion upon each other. The parent calls for
} cheapness and rapidity. The public calls for
cheapness and rapidity. “Crowd as much
Jas possible into a small compass,” is tho u
niversal demand and the universal cry of this
j economical, labor-saving age,from the parent
J who has a son’s or a daughter’s head to be
filled with knowledge, lo the book-seller who
j offers you Gibbon’s twelve volumes of the
i Roman Empire crammed into one groaning
; octavo. When there is a loud demand for
j any thing, however difficult or impracticable
! its attainment, there will always he persons
i who will profess to furnish the desiderated
, article, whether it he to provide a dinner of
j humming birds and peacocks’tongues for a
, (Chinese mandarin, or to put eight ounces of
. I brains into a skull where nature has left only
! cavity enough for one. lienee if you make
(proclamation for a teacher who can put into
(his boys as much learning in two years, as
! vthers can do in four, you will he sure to
( lave your offer accepted. If the object is
| merely that a boy should gallop through a
certain number of hooks, why the thing inay
j be done, by the usual process by which gal
| loping animals are accelerated—namely, the
I whip and the spur, and the carry ng of a lit
j tie weight. And if reaching the goal first
| be all that is required to win the stake, the ri
der, instead of keeping tiic prescribed track
lor legitimate racing, may narrow his circuit
( or dash, by a short cut, to the termination of
the course. These teachers who profess to
! do so much in so little time, seriously injure
the cause of solid learning, by bunging into
, disrepute those schools which demand more
time and more thorough scolarship. A teach
er wiio is a man of sense and cons hence, who
knows that four years at least are requisite for
taking a boy through the classical course pre
paratory to entering our cotnmo t colleges,
and who wants to do justice to his ■ inployers, j
is mortified perhaps, to find that his pupils]
are taken away, under the compln .it that he
carries them on too slowly wind pi i haps he is !
taxed with the selfish motive r-f retarding,
their progress on purpose to swi U his num- j
bers and liis emoluments. This is the re
ward he gets for being faithful r.n,‘ conscicn- j
tious, and for his manly and enligh cried view
of what constitutes good scholar hip. IK I
may have entered upon his prose; -ional ca-1
rccr with that ardor and enthusi -rn which ;
are so conductive to success, and In may have j
determined to merit the reputation of form-j
ing real scholars. But he presently finds j
that he cannot carry his plans into execution j
—pupils get discouraged by the length of
time lie requires; parents,too,revolt against
the delay and the expense, and lie is obliged |
in self-defence, to enter the lists of scanda
lous race running, and to cry out with his
competitors for public favor,
Occupet extremum scabies; mihi turpe relin
qui est ?”
or in plain English, “ the deuce take the
hindmost.”
Want, then, of a due valuation and patron-,
age of superior teachers, is one main cause
of the low state of our primary schools. Our
population so thin, our towns so small, that
there is notpatronage enodgh for many schools
in the same place. Our jiopulation so thin,our
towns so small, that there is not patronage e
nough for many schools in the same place. To
warrant, then, the provision of commodious
buildings, and the employment of a well
quallified teacher, the patronage must he uni
ted and concentrated. But instead of that,
what is the state of things in our tow ns 6c vil
lages ? Instead of a public union in main
taining a reputable academy, you see a num
ber of little petty schools, kept up in various
parts of the town—and the town academy, if
there be one, is drained of its resources." A
few public spirited individuals struggle for
some years to maintain a good teacher, at a
heavy expense, but are at iength discouraged
by the apathy of the public, drop the school,
and send their sons to a distance- Now it
should be deemed the duty of every good cit
izen to maintain a good school in the place
where lie resides whether he is to receive an
immediate personal benefit from it or not.—
lie may have no children, or none large e
notigli at present to profit by the school, but
still he must have an indirect, an ultimate in
terest in the good education of the communi
tv among whom he and his family are to
dwell. Every man, therefore ought to pay
cheerfully, and as liberally as possible for the
support of one good school in the place where
he lives. Even old bachelors, who often
constitute a numerous and respectable class
in our towns, ought to indemnify the public
for tlieir selfish and indolent celibacy hy con
tributing, for the benefit of the children of
others, as much as they would have had to ex
pend on a family of their own; and thus they
may serve society, by acting the part of
stakes, which, though drv and fruitless them
selves, answer admirably well as supports, on
which the genial vine may lean and hang her
! clusters to the sun.
While on the subject of patronage, it may
; not be amiss to mention one species of pat
| ronage which would materially benefit all
| our schools, from the lowest to the highest.—
It is the patronage of notice. It is the flat
tering attention of the public eye. Much
] depends on this—more than is generally
(thought of. Whatever attracts public atten
tion, and is the subject of popular conversa
tion will be estimated by the young as an im
portant matter. How tnen, can the young
! think their progress in school a matter of im
j portance, when the public, and even parents
| themselves, will not attend the semi-annual
! examinations for a few hours a day, every
■ half-year ? The teachers know what a stimu
| Ills it is to their pupils to expect this periodi
cal inspection—they make proclamation, they
invite, they beg parents, relations, profession
al gentlemen to attend, hut with scarcely any
success. Now and then a transient straggler
comes in, but soon gets tired and withdraws,
or if he possesses a more than common share
of zeal and patience, finds a happy refuge
from the severity of his penance by a nap up
upon his elbow. Unhappy pupils, and still
more unhappy teacher, doomed to all the mor
tification and discouragement of public neg
lect ! It is said in apology for this neglect,
“we are too busy,” or “we understand noth
ing of the subjects of examination, and there
fore can do no good by our attendance”—or
“It is too dull and wearisome to endure.” In
reply to these excuses it may be said, is the
business you plead of greater importance
than the improvement of your child? Or if
you have no child at the school, is the pros
perity of the school in your town a matter
not worth the giving of your attendance for
a few hours twice a year ? Admitting such
attendance to he unpleasant and tedious, yet
can you bear no self-denial for the sake of at
taining a great public good? Will you sac
rifice nothing to stimulate to industry and
virtuous habits the dear youth of our country,
who are the happiness of their parents, and
the future rulers of the empire ? Parents
and other citizens are not aware what a val
uable effect their very presence has upon the
minds of both teacher and pupil, or sure they
would sacrifice a little time from more agree
able or more lucrative employments, to sti
mulate the good scholar by their smiles of ap
probation, and to shame the sluggard and the
truant by the stigma of their notice. Surely
the faithful and laborious instructor, who is
wearing out life in the cause of their chil
dren, might expect of the inhabitants of our
towns, this little tribute to lighten his bur
dens and cheer the tedium of his way.—He
would repay it in increased endeavors to de
serve their confidence, and his pupils would
repay it to the public by higher attainments
in scholarship, and by doing less mischief to
their pigs poultry. In every village where
there is an academy* thir attendance on the
public examinations might be taken by rota
tion so as to fall lightly upon each ; and the
ladies, who aro fond of encouraging every
thing good, and who arc apt to take a liveli
er interest in the young than men do, could
not do more good, in all their round of morn
ing calls, than by a morning call at the aca
demy.
(To be concluded in our next.)
ELEPHANT FROLICS.
The New Bedford papers mention a freak of
a couple of Elephants exhibiting in a menagerie
in ihat neighborhood, during the past week.—
Being tired of confinement, they broke loose in
the night, and destroyed all tho carriages in the
yard, which were employed to transport the ca
ges of their more restrained captives, and after
gamboling about at random with delight at their
feasts quietly submitted to the discretion of their
keepers.
The spiritof nullification seems to have gotten
into all the manageries in the land. The above
is the fourth or fifth instance, we have seen lately,
of animals throwing thrmselves upon their re
served rights and “shooting madly from their!
spheres "
"•LtEDOETILLE
STREET LOTTERY
(Authorized by the General Assemu
the State of Geo) >
Dame Fortune .tends in merry m
Pouring her fevorsto the crowds
Be readjr, friend, before they f»||
Who knows but you may catch them^
MONEY MONEY !—LOTx
MONEY !! °1
WHEN we considor that J
tune is daily diffusing We *hJ
happiness m all parts, and every cZI
this extensive country, through th. Tl
of the LOTTERY SYSTEMtha-j
ly a week or a day wheels by
bringing die Intelligence, that sot 1
of our friends or fellow-citizens i, '' I
a prize ; and that it only require. J
ment of the trivial sum often and ||l
give us a good chance for a p r j 7e rj 5 |
Surely it is unnecessary to urge uponjj
beral and enlightened people, the pojjM
stepping in the way to wealth audtwl
ot ttie propitious Dame.
THE JYKXT HJLfli'i J
WILL TAKE PLACE ON THrl
SIXTEENTH OP jp L | \ E j
at which time there will beFI/JATiil
ALL THE CAPITAL PRlZtSal
FORE, exeept one of 8 700, by «), J
will be perceived that the chances!
now much better than before, J
count of the small prizes (299 ln R
her) being drawn from the Wheel. ■
* of 0 10 orisl
I:: •’•2l
* ”1 num I
i ,w *l
1 OI tit |iu I
tSI
•1 Hi * KHI
? ®* *3o4|
21 of *2*4l
5,1 •* $ jot!
besides a greai number of 50’s and 2*l
thus it Will be perceived, that there arS
in the wheel inure than $25,000, cicfl
of the prizes below 8 100. !
1 hose, who wish to acquire fotluij
small sums, will do well to make eaS
vestments, helore the goldeu momnl
ses, and will be gone forever ■
SCHEME.'
1 Prize of 8 20,000 is
3 Prizes of 10,000 is sofl
4 do 5,000 is 2d!
» do J,OOO is DM
5 do 900 is
5 do 800 is 4,1
5 do 700 is »
5 do 000 is 9
5 do 500 is 9
5 do 400 is 9
5 do 300 is 9
5. do 200 is 9
35 do ]OO is
50 do 50 is 9
650 do 20 is ]9
5,000 do 12 is 60l
Lew Ilian TH O hlanki luH
PRIZE.
All the Prizes to be floating front
tnencement, except the following,
ed as follows, viz : Hr
First Day’s Drawing.—2
5,000. 1 of | ,000, 1 of 90(1, I of
700. 1 of 600,1 of 500, lof 100, 1 H
1 of 200.
Second Day’s Drawing.—One
10,000, 1 of 1,000,1 of 900,1 of (■!«■
700, I of 600, lof 500,1 of 100, 1 ot'H
of 200.
Third Day's Drawing.—One
10,000, 1 of 1,000, 1 of 900,1 oI'SMH
700, 1 of 600, 1 of 500, 1 of 400,1 ;;■(
1 of 200.
Fourth Day’s Drawing.—One
10.000, 1 of 1,000 l of 900,1
I 700, 1 of 600, 1 of 500, 1 of 100,1
of 200.
Finn anolast Drawing—
•2o,ooo, 1 ol 1,000, I of 900, 1 ol BOtHp
700, 1 of 600, 1 of 500, 1 of 100, iH
1 of 200. H
And on the commencement of
Second, Third and Fourth Day’s
the first drawn number shall he > ’'
a prize of 81,000, and on the
of the last Day’s Drawing, the first
drawn numbers shall he entitled
Prize of 8 5,000 each, in addition
prizes as inay hr drawn to their
The whole Lottery tr be
Five Day’s Drawing only :
PKIZEKONIA TOBEWBiR,
The whole of the Prizes payable® ,
days after each Day's Drawing—
a deduction of liifteen per cent.
not applied for in twelve months
drawing to be considered as a
the funds of the MilJcdgcville
1 tery.
The drawing to take place
pcrintemlcnce of
WM. W. CARS*
SAM. BUFFING*
SAM. ROCK WE*
WM. H. TORRA*
E. E. PARK, *!
JOSEPH STOV*i
JOHN H. WAR*.
J. W.A.SANFO*'
ROBT. M’COMB*
Also, a Board of A isitors., ;
PRESENT I'RICEOI’ Hcl*,
Wholes 10. Halves 5. R^ 1 -*!,
For sale in a great variety l !l,
the Commissioners Office on
opposite the Post-Office and a ’
b- ORDERS for Tickets, M
of the F. States, (post paid.)
prompt attention. „,_ lf .^H' la
Address to PRYOR
.Secretary to
Milledyeville, Feb. 10, •
speecfce*
of the
STATE OF SOUTH < AR * e
held in coia nB W
MARCH, IS33*
To which is prefixed the Jo*"**® 1 '
iKBOSSS3I®®!!“
pkicf.