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.?Sa\ Aildresw
0 , EJuculiotb delivered i Macon, Hih J h;e1632.
''nmtb-.itimi produced by the delivery of
. ,* Address on Education, at the late assemblage
of-h> Society of Teachers, in this place, elicited
*he following Correspondence between a number
ofcilizcns and Mr.Shde; by which it will be
tint he has yielded to their wishes. We
s ' *„.j- ore have the pleasure of submitting, in lo
j‘ p ,er, the correspondence and the Address.
Macon, June 11 , 1833.
'The undersigned, deeply impressed with
the importance of disseminating correct pri*-
. on , subject of such vital interest to society,
‘ - pe Kducition of youth, and believing thatthe
of vour’Address, of this day, may
p\ID!K* ,iUI J . ...
j w a tendency to awaken public sentiment tq
that important object, we respectfully ask a copy
~*,ha t Address for publication.
LEV! EE’KLEY,
N\Tll.\N C; MUX ROE,
peter GLOWER,
j. GOOD\rd,
ROBERT V. HARDEMAN,
J AMES -SMITH.
To THOMAS B. SLAVE, Esq.
(itEFLY.)
Macon, June llth, 1832.
Gentlemen:
Your letter of this day, requesting
a copy of my address for publication, has been
received. It is with much reluctance that I
have consented to yield to your request—but it
the important and interesting business of the
| education of our youth can only be partially ad
vanced by its publication, this reluctance will
ibe greatly diminished. My experience and ob-
I corva'i'ui have satined me that there is a s.iti
I deficiency of public feeling on this subject, but
f we i ne the day is approaching, when every
permanent citizen of Georgia will regard the dif
fusion of knowledge and the perpetuity of our
' republican institutions with e>quai and mutual in
terest. Yours Respectfully,
THOMAS B. SLADE.
To Messrs. frvi Flsldty,
Nathan C. A/unroe,
Peter Clotver,
,/. Goddard,
]>. T. Hardeman,
Jn ms ‘Smith.
ADDRESS.
Permit me, inv friends, to congratulate yOu
on this truly important and interesting occa
sion. According to previous notice and ap.
| pointiuent, a f.w ofythr follow citizens, be
■ longing to tiie scholastic profession, have as-
I semhled together, to deliberate upon the gen-
I era! interests of education. 'The honor of
I our country and a benevolent desire to pro-
I ilioit the genera! diffusion of knowledge, and!
I to elevate the rank of our profession from un-
I merited contumely, are the noble incentives
to action id tin; present time. We would hail
[it, asan eventful, period, in the history of
| Georgia and would fain hope, that whatever 1
I may he the character of our pretensions, or
umnfluential our example, some benefit uiav
result from our deli. eratioHS.
Whatever disastrous consequence may
betide our future labours, or whatever dire
fatality may blast our hopes, we can appeal
to fliat u isq and benificent disposer of human
events, for the purity of our motives and the
jmchtude of our intentions. Our first and pri
liuary object is the prop r education of youth!
rand tin: genem ral diffusion ol knowledge;
■ a.u<l tvliois‘t!i :rc so bold and daring as to!
Icuestsoa their utility and the influence!
■'viiicb tii. v will exert upon the future desti-1
li.ies of this country ? Every bosom which
|i> I.iudh-d v\,! ; the fire of patriotism or touch-j
| ! with a glow of philanthropy, looks upon
luesn interests as objects of prirnarv impor- j
■ale:;. il iscoiivincid thatthe perpetuity!
u s rigiifs, < ivil and religious, depends up- 1
;1 the diffusion of knowledge, the enlighten-j
I’ g the mind, and the correct formation of:
■ho habits of out youth.
■ ijf'ic we find, m every nation rcmov and
B 0 ™ 11 st ,lt ' ot hurhiiriam, uid free from file
■fbadiig yoiio of tyranny, Education iiolds
■ prominent station, an.t may with truth and
KoSOii, le> eoits:di riai the ground work of
temporal blessing we enjoy. Let us
mark the morni degradation of
B® Uy l< *tor.savage—ami then cast our
opposite side ot the picture, and
'io a tii-. v i W( j ~o ut r a st which is so strongly
■ *he c haracter ot an enlighten and
I l *‘- n taught hy education to calm the wild
I'tfuultuary passions of the human breast,
Ihi° ■ vc '°l lo 'hose intellectual energies
lis ra!nil° * Ol llalure * lfls s f am P p d upon
I nat ' on nr people neglect the cul-
I ‘■' ' r
Ia ’ r - v ’ s ®°'b they will forge for them
™ * 8 'chains, which will bind them in
lis Im'r .*! | lu 7 a ' K * despotism. Where in
limi , , e oes tyranny rule with
svva y* btlt in those dark regions,
I t mif 10 . SUr 'i° sc ' ence has either ceased
I nee |'i. S ng beams, or where igno-
Ii rt'h * ( a P c 'S*ilential disease, lias spread
■ ‘he people Us chdl.ng, blast,ng tnflu-
Ltb wnO i' S A"'' 11 an opinion prevalent in
■ the n ’ nilU t),, * ieve tnay be said to exist
ltrr<.f. a eSOI, t bme, though in a much less
K. a certain class, whose.hearts
Kus vi\ n h. JS l * U> nic Ted rocks of Cau-
BtiJV "''ose propensities are as savage
■ non 'tffur, who maintain that
■ Cl W ,” ,5b,, -” Tfc"-* who arc wed.
I its nil ,ll,( ' ,rir,c s ° selfish and aristocratic
■mm i" r . f ’ '.‘T 1 ?0 <!l o r r ; idiug to the dignitv
■ 1 : V '°" l * I' onit b) the history oferimi
■ r / pr "' thia an lJ every other
Bilg. i' or,s " | t their annals, and they will
I itholv f WI ! U \ n,ol,rnful and me-
Iti-nM dC ’ tUt f ‘ ,ars;! - "rajoritv of those
W! ’° have la,l °" v ' c, 'ms
I her a ' n rj!,l ° ot the law, were
I • , aal,| e to vvmc thcr names, or read
Khte.l -"! 11C1 w,,,11<l unfold to their be
■ rnaiM^' ,S .. ,h 0 t,rl! -'" ,a, onrru pbons of
■il . !‘ f ' ccnt ox '‘munitions have set
■rj m ,! Ut 1 f,lls f’ osi " f *'i, and added fresh 1
■ jf. .bic energies of the Patriot and Phi
'■r.!",T‘ 8t }r) t!,e universal dissemination of
Eet us direct our attention for a moment
tr the degraded and miserable condition of
uio lower class of tnc Iris!?, and compare it
with the same ranks in Scotland, k most
wonderful difference is to be observed.
'I hat, let me enquire, is the cause of tins dif
ference? We may emphatically reply it is
Education. Public munificence has requir
'd that schools should be established in eve
ry parish in Scotland ; the teachers are re
war led with a small stipend; and accommo
dations for holding schools provided, iree of
expense.
L> t the project which Christian benevo
lence has s.*t afloat at tire: present time, for
the better education of the Irish, be but par
lialiy accomplished, and let tiie withering
touch of superstition ami Popery be expeli
ed from tier borders, and you will see that
country upon which Providence has shower
ed, in rich prolusion, so many natural advan
tages, rise, transcending in beauty and gran
deur, the tairest isle on the bosom of the o
cean. Hr nobleness and generosity will out
vie that truly great und deserved reputation,
which the eloquence and heroism of her sons
have already stamped upon her national cha
racter. IL r bills and her valley •'will snile
and biooin with Arcadian beauty, and her at
mosphere breath tiie fragrance, and exhibit
the serenity of an Italian sky.
But ue need not go abroad to find illustra
tions ol the fallacy of th< principle, that “igno
rance is bliss.” Even in our own happy
country, in those sections, where education
has been neglected, we shall find the inhabi
tan.s wretchedly ignorant, sunk in every vi
cious excess and under the dominion of the
most turbulonr and la.vh ss habits. Influenc
ed alone b/ their wild ..nd unpoyernahlc pas
sions, they regar i ine mild sceptre of toe
laws as an unnatural restriction and exert
their mfl icnce against subordination and
social order.
i Gut why labour so unnecessarily tosubvrt
| ;t pr i.ciple so repugnant to nature, reason
..•id common sense. r l lit mind of man is that
brilliant characteristic, which distinguishes •
li in sc pre-eminently from the brute creation,
t ho’ fallen and degenerated from bis origi
nal state, yet he is capable of being made the!
happy participant of that eternal glory, which j
shines upon those bright intelligences that!
encircle the throne of Heaven. Unlike the!
herds ol the field, which are doomed bv nature j
to grovel on the carili, ho can dwell on the!
memory ol the past, a id with almost prophetic
foresight, extend his views into futurity.—
The passing scenes of the day afford him ’
constant subjects of thoughtful meditation!
and from them he collects those, maxims of
experience, which will conduct him in a sue-!
cessfu! care*, r through this dark and tempestu
ous ocean of human existence. Guided by j
reason and revelation,he can lift his thoughts j
beyond this tenamentof clay, and fix them on
that being, by whos? fiat darkness was dis
pelled and tlie resplendent orb of day was
made to vivify and bless creation. By a
wise :rul benevolent provision, man in the
operations ol iiis und refunding is net tram
melled down to the contemplation of a single
objeet. By a blind impulse of nature, he.
does iiot pursue his way through a dull and
uninteresting concatenation of events, but
directed by a higher destiny, bis power of
.mind and pleasures ol sense are infinitely di
versified. Since then we are blessed with
this distinguishing characteristic of reason
and understanding, our gratitude should be
displayed and our activity strive to render it
a blessing and an amelioration of the human
species. Can it be supposed an intention of
providence, that tile human mind should
waste its powers m listless inactivity ? Can
it be designed that a structure so noble, so
sublime, and so iny .sti rious in all its opertions j
should be permitted to moulder and tumble j
into rums without the improvement and do-!
corations of ;rt? Surely not! man is debited
foi nobler purposes. In his history, the
ascendency of intellectual v igour is evinced
in a thousand instances. From what source
is derived that skill by which the husband
man successfully cultivates the earth? What
is it that impels the navigator on his perilrus
voyage of discovery ? YV hat is it. that enables
the architect to give strength and symmetry
to all his labours ? In fine, whence have pro
i * Jed the numberless inventions arid cits
coveries, which have burst upon the world !
within the last and present centuries?—All'
claim their origin from that powerful source, j
tiie human mind : But nor Withstand mg these
evidences of mental superiority we find .many
sunk in ignorance and sensuality, who con
tinue to neglect those faculties, with which
they have been so bountifully enriched by
their creator. Wrapt in the gloom of igno
rance, without cultivation and without re
finement, they spend their days, like stran
gers in a foreign land, neglected and uri- j
known.
Education is that ennobling quality, which
dignifies man, and gives to him the purest
relish for every social enjoyment; ’tis this
that tames the ferocity of tiie savage, and by
its gentle influence calms the angry passions
of the human breast: ’tis this that transforms
us from beasts and makes us the pride and glo
ry of creation: Without it what were maul
A savage roaming through woods and wilds,
“ devoid of every finer art, and elegance of
life.” It gives to domestic happiness its
sweetest charm. It stamps upon the heart of
man his inoral excellence, and bestrews his
path with every social bliss. However hum
ble may have been his parentage, however
slender may have been his fortune, it raises
him from the lowest depths of poverty and
obscurity and places him in the first ranks of
society. The baubles and ornaments pf wealth
may give to man a casual elevation, but ’tis
education alone that confers upon him, his
solid grandeur: This remains when the
vanity of human riches has passed away, like
a fleeting dream, leaving behind it, no re
membrance of its former exiscncc. In fine,
it is Education, that mighty genius, which
places in our power the wisdom and expe
rience rf ages past, expands the intellect, and
confers upon us those blessings, which adorn
life and cheer its dreary way.
With these general remarks, we would beg
leave to invite your attention to the condition
of Education in the Ftyjcc of Georgia, Wc
miiaasr aja^sMKiasasß.
exhibit to the eves ol the world a cou.ir
ru b m physical Resources—the fertility of
wnose soil rewards the planter’s industry w ith
i beautiful harvest; a climate pure anil salu
brious; a people high-minded, generous and
noble. But .t is not the possession of these
alone, which constitutes a nation’s real great
mss. These are a part of the constituents
which unite to form a durable and exalted
reputation. It is her scientific and litera
ry attainments—her zeal and devotion in the
cause ol truth and knowledge* vfhich embla
zon her fame and seal it with durability.
St has been truly observed, that “ know
-1 ledge is power.” It arms tiie patriot with
that strength and nerve winch makes the ty
rant shudder. Before its enlightening influ
ence darkness flees away, and despotism
shrinks back with awe and terror. To its
transforming and energizingpo.ver, is mainly
attributable tho present happy and prosperous
i condition oi ou.- country, and to it we must
j loo.v tor that grandeur and dignity, which, it
I should be the fervent aspirations of every ei
i tizen, to see recorded upon the pages of the
future historian. In a republic like ours,
! "‘‘icrc ail (tower emanates from the people,
! knowledge should he universally diffused.
It throws a piotection around our natural
! rights, and forms the bulwark of ourcivil and
religious liberty. It is the fountain from
which flows eVcry rivulet that waters and
gladdens our land. But, lot us pause a mo
ttle nt, and cast our thoughts and meditations
upon things as they actually exist. Is the
public mind aroused and feelingly alive upon
the all-important business of Education?—
Does it occupy your morning and evening
meditations ? Dot sit claim a share of your
reflections upon your daily avocations'? Or,
on the other t>and, is there no hut in your
neighborhoods, '.hose inmates are as wretch
ed as ignorance cun make tin tn ? Is there
no incoipointed academy whose edifices arc
mouldering in ruins, or totally abandoned ? A
candid answer to these interrogatories, would
i fear, exhibit a shameful dereliction of duty.
The enjoyment and util ty of at; education is,
I believe, almost universally admitted. The
rich and the poor, the wise and the ignorant,
wiil unite their voices in extolling the excel
lencies oi a cultivated mind. Bet still there
is an astonishing and criminal indifference
upon the subject. When 1 see the moun
tains of opposition which (his cold negiect
throws in the way of the diffusion of know
1. rige in the State of Georgia, 1 must candid
ly own and acknowledge, my zeal abates,
and thic k darkness and despondency seem to
brood over the prospect before us. But sliaf!
Wl give back and suffer the torrent too.er
whelm us? Shall we abandon the field and
suffer the enemy to pillage our .omesand ra
vage our beloved country ? No, my fellow
citizens, the genius of educa'ton 1 trust, will
inspire us with mote strength and courage.
Siie invokes out united zeal ant! persever
ance, and promises an abundant harvest for
ail our toils. The apathy which rests upon
the public mind must be removed, and an
anxiety kindled in the breast of every indi
vidual, on this subject. In vain may the
sclioolasticprofession waste their talents and
exhaust their strength without the support
and approbation of the people. An approved
system of common schools is the grand desi
deratum at the present time. If nothing more
can be accomplished, at least let the simple
art of reading and writing be taught to every
child throughout the length and breadth of
the state. If ihe public anxiously desire a
consummation of this worthy object, it will
be done. 'The rich Treasury of our State is
the fulcrum which will sustain this machine
ry, and public opinion t!i • powerful lever to
put it in successful operation. But to insure
its permanency and utility, our public func
tionaries should carry into every department
of state a rigid economy, and a retrenchment
of every unnecessary expense.
Next in interest and importance to Com
mon Schools, is the welfare and advancement
of our Academies. They are the chief nur
series, where the morals and education of our
youth arc to take their first impression. j.li re
their future destiny is fixed and market! out.
According to the culture, will be the health
and vigor of tiie plant. Iri connexion with
.this subject, a serious responsibility rests
upon parents, guardians, and trustees o>
Academies. We would reasonably suppose,
sometimes, from the deadness of feeling, and
slothfulntss of action, every where manifest
ed, that they did not reflect noon the influ
ence, which education would exert upon the
welfare of the country, and how intimately it
is connected with the temporal enjoyment
and eternal interest of their offspring. .There
is a love of enterprise and industry among our
citizens, highly commendable of itself; but
when we view it looking beyond those vital
interests, which should be nigh the heart of
every parent, and reaching after the paltry
trash of this world, it becomes censurable and
highly criminal. Your personal liberty and
private prosperity arc guarded and protected
with sleepless vigilance; but strange to re
late 1 you yield the supremacy of your judg
ments, suffer your thoughts to lie absorbed in
the accumulation of wealth, and give up the
minds of vmir children to be sacrificed by ev
ery pedagogue who may see fit to practice up-,
on you iiis impositions. Would that my voice |
would roach the ear of every such parent in !
the State of Georgia—l would say to them, j
arouse from your lethargy, and shake of! this j
slothful inactivity. Your children and yotis
country, by every tie which is binding and
sacred, demand your prompt and energetic
interference. Their education should be the
chief and primary object of your lives. If
you wish to elevate them to honor and res
pectability—-if you wish to entail upon them
a rich inheritance, store their minds with
useful knowledge. What does it avail you,
that you have toiled all your lives to accumu
late a large estate to be distributed among
your sons and daughters. Throw around the
one, w< a'l'qand she immediately becomes the
prey of some profligate and abandoned fortune
hunter. Give to the other an ctat>, whose
education hag been neglected, mid who has
grown tip to mantfood, a straitg. r to filial love
and ohediqnce,. and you put inmbis hands
; the instruments of his own ruin and disgrace.
AH vour siqip toil to enrich him with the
treasures of this world, will be rewarded with
v xalious disappointment and a broken heart.
'Y e might enumerate many causes which
retard tiie growth and destroy the usefulness
of our schools, but the limits of this- address
wiil not admit the recital of the whole. We
might seriously enquire ol the parent, when
he had visited the school wher • he bad ent t
ed ins child, or what knowledge he had of
its operations. We might pointy uto the
entire destitution of our academies of every
facility, which is needed for the better and
more speedy communication of instruction.
Wo might ask what amount bf monev you
had spent in the purchase of books, maps,
globes, and other necessary apparatus. Too
generally is it the case, that there is nothing
but the vacant walls of the school-iootn, to
excite the curiosity, and elicit the intellec
tual exertions of the child. Day after dav,
mouth after month, nay, year after year, the
same dull round of duties, in which the buoy
ant and clastic minds of youth take no delight.
We might also add tlio want of union and
harmony, in the management of schools. It
would lie rational to conclude, that upon
manors connected with Education, ail hands
and hearts would be united ; but unfortu
nately, almost every community has its con
tentionq and party agitations. Another fruit
ful source of injury to our schools, is thr want
of co-operation ; and a fau t-finding disposi
tion, on the part of parents. Toofr quently
every rational consideration is overlooked,
end the {teacher is blamed for all the untow
ardness and idleness of the pupil. Our par
tiality for our children ' ually perverts the
judgment, and we cast tiie censure indiscri
minately, rather than fix it on the proper ob
ject. Nothing is more natural than the ap
titud ot youth to catch and adopt the predi
lections or dislikes of the parent, and where,
from the tenderness of their years, we might
be induced to expect docility, we find the
most inveterate prejudices and implacable
obstinacy implanted. Under circumstances
like these, the teacher has a task to perform
of no uncommon difficulty. He, finds himself
reduced to the necessity of adopting a rigid
course of discipline. Then it is that the most
ungovernable feelings are engendered in tiie
mind of his pupil. His Youthful imagination
conjures up a thousand wrongs, and his guile
less tongue begins to prattle the sad tale of
his teacher’s i'.irtjaii'fy and oppression. Should
it unfortunately happen on an occdk ori like
thi3, that tiie parent’s authority should be car
ried away by the overflow irig tide of iiis af
foctions, and he gives a li-lenirtg ear to liis
complaints, ho rivets in ins breast those pas
sions which will successfully baffle every ef
fort of ins teacher to implant in liis hr< as* one
generous affection, or to enlighten liis mi <!
witli one ray of knowledge. Very trifling
circumstances >ri the morning of youth, lead
to important results in the subsequent history
of their lives. The mm and and. .-'motion of
many a youth can he traeoD to an overween
ing indulgence, or the yielding of parental
authority in some slight circumstiuice. Frown
upon your child and you will often blast trie
growtli of the most inveterate prejudices in
their very germination.
Another prominent source of injury to our
schools, is the number of those who engage
in the business of instruction without tin
necessary qualifications. “'Tiie Ultimate ami
frightful source of these evils” says a sensi
ble writer, “is found in th rejection of cor
rect principles m the science of education.—
The arlizaa adopts with eagerness, any new
principle in mm of the iii<dicst
attainments and skill in over, department of
professional life, are alon cm| loved and lib
erally rewarded and a ioug course of study
is thought neceasary in every science. Not
so in this science, which is (o lav the founda
tion ot every other. Every striding who has
passed four years within the walls of a col
lege, every dissatisfied clerk, who has not
ability enough to manage the trifl ng concerns
ol a retail shop—iij siiort, every person who
is conscious of his imbecility in other busi
ness, esteems himselffully conpctent to train
the ignorance and weakness of infancy, into
all ttie virtue and power and wisdom of
niatureryears, to form a creature, the frailest;
and feeblest that beav. >i has made, into the!
intelligent aud fearless sovereign of the whole
animated creation, tire interpreter and adorer,
and almost the representative of Divinity.”
But, my friends, let rne tell you seriously
and candidly, a contracted and parsimonious
policy has brought upon the science of teach
ing inucii of tiiat.odium and reproach, with
which it has been stigmatized. If you have
a desire to procure instructors, such as you
would be glad to call your associates and such
as you would select as models for ’be forma
tion of your children’s character and habits,
you must reward them liberally. The want
of pecuniary inducements deter many useful
men from entering on the business of teach
ing. Hence the paucity of able tutors—the
field of instruction being abandoned to the
occupancy of every literary empiric.
Tue cause of education ha 9 su fie red seri
ously by the very limited time, which is of
ten devoted to the acquisition of what is de
nominated a liberal education—parental
anxiety is aroused with the prospect of seeing
its darling reaping th laurels of professional
distinction. Wi h a little Latin and a little
Greek, the young man enters the Lawyer or
Physician’s office and after eight or ten
months superficial study, lie launches upon
the busy scenes of practical life: but iiis
career is short and inglorious—failure and
vexation attend all bis efforts—overwhelmed;
with anguish and despair, he sinks into vi-.-e
and dies a wretched man. Examples like
these have a most unhappy tendency, U nd
serve to excite prejudices against the cause
of education. Let your children be radically
mid substantially instructed ; Let them drink
copiously at the fountains-of ancient iitera
turc : Let thetp scale tlio heights of the
sciences: Let them transfuse fhe spirit of
those ancient writers into their bosoms and a
generous zeal will be excited to imitate their
most glowing beauties and emulate their il
lustrious example. Let tjicir minds be in
vigorated by mathematical study and let the
bcapties and mysterious secrets of the phi
losophic world, be unfolded to their view, and
i v'hj will lay the foundation of that superstruo-
[turn, which wilt nse higher andhighei, V. 1
it has reached the summit of human perfect
bility. But in w hat manner, are tire treasur .
of classic lore or matm matical science to lie
unlocked, and made accessible to the youth
ful mind? By constant and unremitted h
hour, aided by competent and faithful di
straction. An eminent mathematician was
'sked if it were not practicable toexplain his
art, in some compendious manner, which
would admit of more indulgent ease and
luxurious sloth, answered, “that there was no
royal way to Geometry.” This short, but
comprehensive and pertinent reply should
sink deep in the mind el every person.—
“There is no s', ort road to knowledge.”—
Wealth may throw around us its adventitious
aid and spread before us its fading honours,
but knowledge is only to be acquired by dili
gent study, and study to be prosecuted in
the silent grove, remote from the busy hum
and bustle of the. world. To the youth of
Geotgin, 1 would make a most affectionate j
appeal : Your country has a strong claim up-!
on your talents and exertions: An awful re- j
rponsibility rests upon you! Shortly the pre
sent generation will pass away and those who
sustain you by their labours ami now mingle
in the Inlay scenes of life, will soon go down
to the siieut mansions of the grave i Very
Soon the hey-day of sober youth will vanish &
the momentous concerns of solemn manhood
devolve upon your hands. If you would he
wise, listen to the voice of instruction and ox
petrience. The allurements of vice and folly
surround you on every side; hut let not tire
syren song of pleasure fascinate your ears.—
Her voice issues from a dark and hideous pit,
in which are mingled the terrific shrieks an.,
groans of misery and despair. Let the “love
of virtue and knowledge”* be your motto
“ Hang them about tiiy neck and write them
upon the table of thy heart.” With a nohi*
resolution, which smiles at opposition, fix
your thoughts on lionorahle distinction, and
pursue thisobjict with a firuivSt unwavering
step. The hill of science is rugged and its
ascent steep, but its summit tho’ slowly and
gradually attained, rises into an etheria!
sky, and as far as the eye can reach, a splen
did horizon is exhibited, filled with every
beauty, which can charm the eye and enrich
the mind.
Before concluding these remarks, there is
a subject to which 1 would seriously invite tho
calm ami dispassionate attention of my fe
mule healers in general, but more parti,
culnrly would 1 address rrtYself to those win
[Occupy the endearing relation of mothers.—
If 1 should indulge in a plainness of speech
and present to your consideration a few im
portant truths, 1 trust I slial! meet with for
g.vcness. A principle of disinterestedms
lor your children's happiness, and a feeling
sense of tfiose tender sympathies, whi- fi
twine about the heart of every parent, urge
me to an hoticsi expression of my feelings
at the present time. 1 fear it is often the
case that mothers do not duly appreciate the
aii important station, which they occupy in
relation to the welfare of their children and
the honor and piospi rity of their Country. I
know there are some selfish, short-sighted,
ignorant persons, who would degrade your
character arid delight in casting a sobering
contempt upon your influence ; who think
the female mind unsusceptible of high and
rational improvement, and unfit for tnoso
refined enjoyments which flow from a culti
vuted intellect. The-y would assign your
lot amidst the cares of domestic drudgery and
ami make you the degraded instruments of
their selfish dispositions. But nature has
designed you for purposes of a more exalted
character: your uties lie in a more expand
ed sphere,•'and a proper discharge of them
will render to society and your country incal
culable benefit. From your hands the in
fant often receives those impressions, which
are to determine its everlasting destiny. When
.lie bud of i.fe begins to unfold us native
beauty and artlersness, then is the Season,
then is the golden opportunity to tram the
mind to virtue. A pious and sensible mother
once remarked—“il l may have but ten years
of tiie Lie of a man of seventy, to form his
character, give me. the first ten.” Let this
period of tlie mi ad's flexibility pass away,
and you may loose the only opportunity,which
you will ever have of curbing their unruly
propensities. At a very tender age their
stubborn wills and refractory tempers arc
strongly exhibited. With a firm hut tranquil
(jet; ruination, persevere Gntilyou have made
tlie turbulent and rebellious spirit yield to
gentleness and affectionate obedience. Tlie
wisdom of prov idence bas implanted in the
infant breast a principle of enquiry ai.-d curi
osity, which should lie cherished and foster
ed by maternal love and solicitude. Their
artless minds are often charmed with the
beauties of nature and not. unfrcqiiently they
extend their enquiries into matters which
astonish the parent, and which they find
themselves at a loss to answer or explain.—
This disposition is too offer treated with cold
neglect and thus the child finds itself disnp
pomted in its first, but feeble efforts after
knowledge. These considerations should
interest the heart of every parent. Either
the force of habit, or the supposed want of a
bility to teach your children, induces you to
neglect the education that little immortal,
which Heaven has entrusted to your kind and
protecting cure. Fatal delusion*. Your re
sponstlfility is momentous indeed. If you
find yourselves imperfectly qualified for this
you can at lenst by study and diligence,
accomplish something ; and until there is an
absolute necessity, never yield the formation
of vo lr child’s habits dispositions, to others
less interested than yourself.
Tjndcr a conviction of these important
truths, we are led imperceptibly, to offer a few
reflections upon the utility and importance
of Female Education. If you wish to ele
ate the standard of female dignity ; if yob
wish to render them an ornament to Society,
mi! a blessing to their country ; if you would
,viable tlieut to discharge their maternal ob
ligations and domestic duties, with fidelity,
iet their minds be furnished with solid aiid
” This is the motto of a Literal' Society at
Chapel Hill, North-Carolina, wfcjea Mr. £hde
■ graduated.— ( Editor Mvertis'r.
practical information. Lot 'them be taught
to nx th ir though’:, on sonv‘tfiii)g r more ho
nor attic, more ennobling, than (be van. and
and idie trippefy of cir sS. “It is neither
the gold, nor tne emerald nor the purplo
dye,” which gives grace and dignity to female
manners. ’Tis the interna! dress, which
will out-shinc these fantastic decorations >
J’is their moral and religious principle!
vwiieh will shield them from the attacks of
every viie and insidious enemy.
Brethren of the Scholar:' ir Profession !• I
greet you with a cordial awl affectionate sa
lutation. Our assembling together ip a novel •
and interesting circumstance, it is a favora
ble omen in the science of education-, and be
tokens a happy era of more generous and li
beral feeling? towards each other. May our
deliberations be characterized with harmony
and fraternal affection; and may every.selfish
and illiberal I‘Cefirtg be sacrificed on the al
tar of our country's pros; uritL Herctoloro
we have been scattered a. a distance, in eve
ry section of tin: state, without any intercourse
or knowledge of each other. Asa Society
engaged in a cause far excelling in interest
and importance ev ry other, save the eccle
siastical. I would exhort you to unite 1 and
vigorous exeriiors. I would beseech you
to cultivate airiendiy ntrrest of each other’s
views ofthos sacred duties, which belong
to the tutorial fiicc' It wit. aspire confi
dence, cheer th .< ■•end;.eg, an arlin.i te the
lukewarm. Ii .*• oof my provine- at toe pre
sent, to point out to you o.* the duties w ces
sanly attending our projV.wion. Time and
strength woulu ! ii. ne before J had scarcely
entered upon t!:> import-nttask. But the ho
nor and res; . J'lht/ • ’ oitr prnftsfien, or >
so near my aait, ’lat Is • tld do-iti tnystlt
highly ct: si h*, s’-ouid I-at to press timiu
upon your cm.sid* ranon. lea ierig ulr* adv
have we been tin subjects of ungenerous as
persions, I will not gay iff. every case, lor
there aro some honorable txcvptians. hot £
fear . i want of respect .or■ourselves and un
faithfulness in the discharge of our du'
ties Irave given rise to much of tins odiqin
and abuse. Trusting i;i that Pov.< r whoso
Providence guides and duvets our steps, let
us resolve to wipe aw Ay every cause of rc
jiroach. Tho business of teaching is atteen
-1 ded with numberless perplexities. The vain
and arrogant often exp -. I fion us (lie pfirlor
uiunce of impossibilities. These characters
..e should not rationally expect to please.
’Condescend not to flatter their pride, or gra
tify their unreasonable < xpe •.tations. The ap
probation of the 'ntelligent and liberal mind
ed should be our aim. Fidelity in the per
farinanc of our dutie;'.; indt oeudcncc of cha
racter, a kind and affectionate rrgard for our
pupils, will warrant success, and place our
profession beyond the l'eehic assaults of ca
lumny.
Further, my friends, 1 would add*—- M That
tho grit object of.'choiuslic discipline is to
render the mind patient iri enquiry ; to clime
t.nought ; strengthen its powers, and quicken
its decisions.” To accomplish these ends,
should bo the constant amt unfitting effort of
every preccpfoi. Yon should make the laws
and operations of the human mifid your care
ful study. Teachers nrp very apt to forge t
they arc dealing with intelligent beings, and
either from a want of .exertion, or ti.e difficul
ty of exciting the attention, suffer the minds
of their pupils to iie enveloped in their native
darkness. Tho old and debasing system of
lumbering tt. - mvi.d with words Hunt Id be rc
pudiatml uye-very intelligent instructor. Too
long already have the mental energies of youth
been tortured and parulizeri by this slavish
and stultifying practice, it is a sacrifice of
time, induces mental imbecility, and not un
frequently destroy s'all taste for books. Among'
the number of Teachers, time are, various
grades in point of qualificatrons 5 but let not
those who have been Ics.rfavor, and. undervalue'
their station. Every tutor, if ho be instru
mental in enlightening tho mind with ono
beam of knowledge is a public benefactor-
Daily advancements arc making in the sci
ence of education, ‘-'(five to keep pace with
the improvements of tile age. Your zeal an<l
perseverance wi!# imperceptibly gain applause
and attract the admiration of the public. Wo
cannot accomplish every tiling at once.—
More than probable we may not live to wit
ness the harvest of our labours ; but with thu
blessing of Heaven, we may cast the seed,
which will spring up and flourish under the
influence of a warmer sun.
FovpjSP.
New Yckk, June 7.
Majority against the Refer rn Bill , in the!
House of Lords .
By the ship Tally-ho, Captain Fisher,
have this morning received London and Liw.
erpool papers, the former to the evening of
tbc: 7th, and the iattci to the Fth inclusive—
The news of chief importance which {hey
contain is tiiat the. Ministers were left in a
minority on an achtr.d incut of tlie Refortn Bill
in the House of Lonly or. the evening of the
7th ultimo, the clay on which l’arhpru r.t-re
commenced ns session. An cxptvss’ed it ion
of the London Sun, dated at mid ight of Jho
7th, gives this imponant inteliigerme. Tbe
vote was upon the motion of Earl Grey to
postpone the title oftti hill, inordci toconio
to the consideration of the clauses. The
majority against Ministers was S5. Though
the question was upon an anmwinieat, it
seems io have been eonsiderc and decisive of
the fate of the bill, unless recourse should be
immediately had to anew creation of Pecrr.
The Lomlou Sur. is of opinion that such a
course would without doubt be pursued. It.
seems says that paper, ‘Ho be the opinion of
several Peers In the liouso, that ar extraordi
nary Gazette Containing a. list of str“y nenr-
Bcers would appearon Wedt * lay , n (the fftb)
the dav previous to th?t upon vvbich the con.
sldernfion g| the Jleftrm Bill was to bore,
sutoed. v *
NO i ICE...i do lien by fonewaru ail p*; sons
from .trading fur throe niiyory notes, given
'oy myself io Geoige.W. Curiishp some time this
spring, one note for fifty dollars due the Sbtii
‘December. 183".. pneyiotj fir fifty dliars duo
the 25th D* -Hk:A r. is.it, (tt. note for fifty do!,
lars due t*'t Cot? T oen ur IK'.*, as 1 r.tn
di'tfrnmd rot to pay said r.otvsV.iU ?r conip fl'.cf t
as the notes were given ffr •. <?<• id per y.
1 May 28. 18312. WILLIAM