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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.