?r * ^
A REFLEX OF 1' (> 1" I.A U E V E N TS .
Dcuotelr to progress, ll jtBights of tf)tSoul!), anb t\)e Diffusion of ttseful tlnorolciigf among all Classes of IDorhing ittm.
VOLUME IV. GREENVILLE. SOUTH CAROLINA.. THURSDAY MORNING. JANUARY 14. 1638. NUMBER 36. I
mm?mm?
<!>!)* loutjjtrn Cittirpriat!
18 PU8U8HED WEEKLY IY
W. P, PRICE & C. M. M'JUNKIN, I
Proprietors. \
WILLIAM P. PRICE.
EDITOR.
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i
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AOEWTB. 1
Pirn SraAOUtv, Esq., Flat Rock, N. C. i
A. M. PiDi*, Fairview P. O., Greenville Dist i
William C. Bailbt, Pleasant Grove. Greenville.
C*rr. R. Q. Andimoh, Enoree, Spartanburg.
???????? '
?- i
,.r- MM?U.. .
VL/Uiuuuuuui*
A Synopsis of Views
Relative to the Prevailing Customs and
Systems of School Government, and
suggesting an Exposition of a System
for the Intellectual, Moral and Physical
Education of Boys, by Wn. Pierck,
Teacher of Mountain Lodge School,
Greenville, S. C.
I am persuaded, in my own mind, that
the customary suspension of the primary
schools of our State, for two or three months
of every year, is in direct hostility to the
educational intoreslsof the^young. Prolong
ed vacations may be harmless to young
men, who have so far advanced in their
course of study, as to (eel their self-reliant
and relevant ability to carry on and master
unaided the various branches of science as
signed to their labor; but for boys, who are
Jet in course of elementary pupilage, these
ong and unwarrantable interruptions are
only suspensory of educational effort, and interests.
Evnerienee attests, iliat the result of
<1>m general custom is loss, not gain. An
informal examination, in the beginning of
every new year, demonstrates the fact, that
its only effect has been retrogression. The
commendable degree of their mental attainments,
as marked at the close of tho school
the preceding year, after a recess of two or
three months, is astonishingly reduced. In
a word, the school customs of the State are
anti-progressive. An investigation of the
cause leads on to discovery; there are dislocations
somewhere in the machinery of
school government, and the long labyrinthic
train of ill consequences emergent therefrom
must be traceable, in tbeir complex and
inextricable windings, to an operating cause,
and there are but three classes of persons
who can be self interestedly concerned in its
development?the Teacher, the Parent, the
Child f The omissions of each, personally
and severally, go to constitute a general corporative
result, and the blame to be attached
must be divisible, and is, therefore, tripartite.
The necessity of the use of a system,
the want of which is lamentably felt, carries
us forward to the discovery of the prime
cause. The want of system is fatal to any
business. Success or partial advantages
may accrue, it is true, from a loose way of doing
things, but tbey are more the results of
the achievements of hazard. Without a
system of operations, the outlines of which
are well defined, no permanent good can be
reasonably expected. Parents and teachers
must be the originators of the system, and
pupils the subjects of its government. Indetw>nrl?ni<fi
nf sctinn in whatever relates to
official and relative doty, is the basis of its
administration. Without the cordial cooperation
of parents, in carrying out its designs,
the best system that was ever devised
wilt fritter away to inefficiency and uselemnesa.
All the parts that enter into it, must
work in their several dependencies and eonnations.
An agent who is appointed to
carry out *'l the definite objects contemplated
under given system, must not only be
Invested with due authority for action, but
& of necessity must possess the abilities and
qualifications requisite for the discbarge of
all the duties suspendent from bis relation
to it. To tea am, not to bear oblivioua recitations
; to enforce a rational discipline, aod
not to bend to paltry fears from without ,
or from within, u> deal oat jcSTT-rr alike to
ail according to capacity and power, with- j
out regard to their " ab ttirpe," are the on
Iv accredited credentials of fitness and quali- J
flcatlou for duty. Co-operation of parents, (
or their silent indifference, gives efficacy to ,
the work. For it appears to me to be the ,
MM?a.liU I ?.l 1
mvmm /ii?vra viiu uuwj ui w
examine well the rule* and regulation* of
vary school to whteh thoy purpose sanding,
and pronounce judgment of their justice, or
injustice, adaptability or inadaptability.?
And thin ia the more reasonable, when I
refloat that there Is a cause apparently etensable
in itself?a cense growing out of the
warmth of natural affections?which may
militate against, yea, paralyse, the efficiency
of any srstem intended to answer a often
end. I know that the discharge of my duties
tery frequently comes in conflict with the
implanted law of natural affection. But I
I
paiental love or partialities should never be
suffered to contravene the good of their
children, for whoee benefit these amiable
characteristics, when subject to reason, have
been specially conferred. Fortunately for the
good of mankind, there is a sentiment coexistent
in the human mind, which responds
to the demands of justice; and so soon as
parents see that good management is but
the adoption of rational system of treatment,
they will be sure to acquiesce in the means
necessary for its sustenance. The oo-oi>era
lion of parent*, then, is the life of school
systems to a great degree. As every rational
system will be a modified one, every school
in the world is but the collection of so many
minds differing in capacity and power, both
intellectual, and moral, and physical. The
treatment which justice, humanity, common
sense, suggest, must also be a modified treatment.
True justice in its distribution of
studies assigned, and of penalties imposed,
must regard these pre-eonstitutional differences,
otherwise that which would be justice as
applied to one of given mental, intellectual
and physical capacity and power, would be
actuai injustice assigned to another of nr.ore
or less intellectual, or moral, or physical capacity
and power. These truths suggest the
necessity for the teacher being metaphysician
enough to know the structure of the youthful
mind, its capacity and power; and also
the use there is of his knowledge of anatomy
and physiology, to enable him to develops
capacity and power physically, and of bis
knowledge of the proper moral stimuli, to
provoke the capacity and powers of this essential
element of character. Discrimination
here is the highest evidence of the
highest qualifications of a public instructor.
To clearlv perceive these differences of
capacity and' power, moral, intellectual and
physical, and then to construct a system of
adaptations, which, in their appliances, severally
and personally, will shorten what is
too long in character, and lengthen what is
too short in character, giving breadth where
there is narrowness, and narrowness where I
;_ ? t t i.? i ? . *
iueru is 100 mucD uieaam, in suon, 01 reducing
the subject to moral, intellectual and
physical symmetry?are the living oracles
which proclaims superior endowments for
teaching and modifying treatment aright.
The idea of relative capacity and power,
as well physical as intellectual and moral,
should never be lost sight of. It should
form the basis on which every educated
teacher should build his system and predicate
kis rightful authority for action. It
should be the idea uppermost in the mind
of every man in the world when he enters
his son at school. It should be the eclectic
thought in every trade or profession, for it
is the secret key that unlocks the apparently
concealed events which shroud in mystery
much of the whole drama of life. It is,
indeed, the strong truth before which error
crouches in submission. Indeed, the doctriuo
of relative capacity and power, and
the necessity thence arising of varying
treatment to accord thereto, if well understood,
would entirely remove the distrust,
which often shows itself in manifold ways
and virtually alledges personal partiality
against public instructors. All treatment
in the school-room must be personal and
nartSal firvw tf wennnf Ka A^sn/M-nl ?/* a. ? ? * I
pi' IVI IV VMUIIVD ITO VUI j'Uinill'J l/l
eral?it mu?t differ with personal capacities
and personal merits.
From the misconception of this troth have
arisen, many unfounded alledges. I must
also notice, that age and size have nothing
10 do with their capacities and powers just
alluded to. Two boys of the same stock,
the same age and weight, may so differ in
their constitutional capacities and powers,
both intellectual, moral and physical, that
to give each the same task would bo taxing
the one too heavily and the other too lightlv.
The one too heavily taxed is unfairly
dealt with, whilst the other is unfairly dealt
with by being held back. These same boys
of the same age and size may be overtaken
in a common fault involving the question of
morality. Now as motive and intention give
the grade of the offence, the boy whose
moral capacity is relatively the stronger,
whoee motives and intentions must have
been so too, is manifestly the guilter of the
two, and the penalty involved should
be relatively measured?this is justice, yet
it Is often the ground of the alledgroent of
unfair dealing. The same boys may be
Dbvsicallv so different, that to iuiDose the
tatue amount of muscular labor and fatigue,
without regard to tbeir relative capacities,
physically, irsuM be injustice, yeiv vindictive
cruelty. Admit the truth of the last
position, and of necessity we admit the
truth of the preceding. Discrimination in
this matter is essential to a just sdministra
Lion of the school police. It is plain that
that treatment pursuant in school policy,
which fails to discern these three vital
points, must be modified to suit the whims
t>f favorites and the caprices of others?a
itate of things inconsistent with my feelings,
ind perfectly impracticable to my nature,
[t is but just to remark, that the influence and
kutbority of parents should go band and
hand with the authority and influence of the
teacher. The causes which may interrupt
the interlinkment of these influences and
authorities, and gender mutual disquieting*,
us so many that their specification would
he tedious. In the conflict of our fallen
passions, and the prejudices suspendent from
them, no plan of operations, no system, can
be free from liabilities to offences ; the avoidance
of them (such are the infirmities of our
natures) is a direct impossibility. The man
is yet to be who can take the control of a
multitude of boys of every order of mind, capacity
and power, of every order of mora)
temperament, moulded bv everv order of out
ward agencies, without incurring the displeasure
of some and the uncharitable views
of others. When the interlink of feeling
and purpose is breached, whether from just
or supposititious causes, the existing relationship
should be quietly dissolved. My
experience teaches that the greatest barrier
to the introducing of a right system of
management, one that would meet the exigencies
of capacity and teinperment, and
give life and action, is the misconstructions
of the steps needed to be taken to evolve a
proper system, and their being resolved into
partialities, or aversions; forgetting the
truth that justice is distributive, that all
managemeut must be personal, (as all merit
is so,) and that there can be, strictly speaking,
no bucu thing no corporative responsibility.
As intellect is personal, all its operations
must be so ; as moral responsibility is
personal, all its rewards and personalties
must be so. As wrong views are conceived,
so wrong actions are propagated. The office
of teaching, as it daily deals with the
instincts of natural affections, has great
claims upon the forbearance of parents.?
Every teacher in the universe must be viewed
in two distinct lights. The first is, that
of his personal identity, in which he is un
related to scholars or patrons ; the second is
official, in which he is unrelated to himself,
and becomes ab officio an obligated and res
ponsible public Agent.
llis first or unrelated position stretches
up to the line of duty, whence emerge the
responsibilities of the official relations. The
perception and appreciation of this truth
would dispel all the border differences of
the two positions.
But I have, only a little while ago. intimated
that a just system, founded in the intelligence
of the teacher, and on the co-operation
of the patron, would suggest a plan
of management suitable to the various plastic
degress of capacity. This must likewise
apply to school penalties, and the modes of
inflicting them. An opinion is prevalent,
without the shadow of a reason for its defence.
or the claims of justic? in its vindication
; that the larger and older the offender
the less reason there is for his corporal chastisement,
and that such punishments should
be reserved for little fellows. I think just
the reverse of this?right backward.
Bringing up the doctrine of relative capacity
and power, this heterodox heresy disappears
at once. The defencibilily or iodefencibility
of conduct can never be separated
from motives and intentions. These, which
J graduate the character of all departures
rom the right way, can never be unlinked
from the grades of intelligence, in which
they originated, by which they have been
concocted, and the physical abilities which
consummate them. The very grounds taken
tojustify big-boy offences are the very grounds
J 'ike toconderr.n'them; and the verv grounds
01 excuse and justification are precisely the
proper grounds of condemnation, and inex
cuipauon; ana upon mis conviction i snail unhesitatingly
and inflexibly administer the
government of my school. The impulsiveness
of small children, their want of reflection,
their actions, frequently without motives
or intentions, aro extenuating circumstances
in favor of a more persuasive and
gentler governance. The abandonment of
the rod is a modem heresy unwarranted by
reason or the word of God. When moral
suasion and gentle means fail it should be
used without stinginess. To make a farce
of government in school is as riidculous as
it is absurd. Punishment is due to wilful
offences?against law and order, it is its due.
No opinion was ever so at fault with reason
as that which attaches degradation to punishment.
It is the offence that necessitates
the punishment, which degrades, and not
the punishment, for it is its only justification.
The next thing which presents itself
in connection with the plastic system, is the
manner of teaching. A moment's reference
to the organism of the mind of children,
will suggest the propriety of the use of
Oral Let urea. This, as far as possible, is
" the ph r.. Judgment takes precedence
before mc lory ; truths conceived are better
understood, and the mind string'hm* by
virtue of ita own action. Memory lays up
facta, but never conceives principles. The
taxing of one faculty at the expense of others,
fetters the genius and retards improvement.
The plan here suggested spring*
thought by stirring the dormant f|pulties
into life, and sending them abroad ttJ be assigned
each to ita legitimate sphere of action.
This plan is approved by the constitution
of the mind itself. To achieve with
certainty the glorious results embosomed in
tbia plastic system here suggested, the primary
requisfte is a knowledge of the mind
and its various powers , and the appropriation
ef each power to ita proper orbit, and
the only remaining requisite, is to keep tbia
system of separate mental planetaries in
daily, not alternate, but systematic exercise,
each revolving with ita own sphere, strength\
ening and developing by imbibing nourishment
congenial to its nature, and proportionate
to its capacity. By symbolizing _
sciences, truths that were seen, like remote
stars, but dimly scintillating, are upon approximation
more fully realized. Oral Lectures
and instructive symbols enter largely *
into rav views of the best plan of instruct- '
ing. To this end, school apparatus ;s of (
importance. My experience has been, that 1
irregularity of attendance at school militates
against the adoption of any system so ma- '
lerially as almost to defeat the end aimed )
at. Systematic training is all important. 1
Daily, not tri-weekly or weekly attendance, '
may profit with systematic exercises; five /
months of regular attendance is better than ,
two years of irregular attendance. I have 1
no faith in any system that works by fit* 1
and starts. 1 cannot do iustice to inv du- '
Fits unless they are regular in attendance. *
t would be doing positive justice to pa- 9
rents, and a great good to Buch pupils, to '
sever their connection with the school. In '
no business, commercial or mechanical, or
otherwise, would irregularity of attendance 1
by apprentices be tolerated. It ought not
to be in this case. When one enters his
son, be becomes as virtually bound to 1
send him regularly as if he had expressly 1
stipulated to do no. All obligations between
teacher and parent are reciprocal.
Contract ceases to be contract so soon as it
becomes a onesided contract; connected
with irregularity, and forming a part of it
are throe other causes, which disarrange the
pupil's studies, and entirely frustrate the
teacher's plans. First, the demands of home
service, solicited by the child and acquiesced
in by the parent. Timo once lost in any
business is forever lost. The second is the
thermometrical state of the weather. At
tendance is regulated too much by this
cause. The language that forms the apologies
for absence is " it was too rainy, or cloudy,
or windy, or cold or hot." These apologies
serve very well as excuses for pupulistic delinquencies,
but are quite negatory and unacceptable,
if urged by the teacher as a just
cause of backwardness in learning. In calculating
progress, the thermometer is all important.
The third is functional disorders
of some sort. Languor and lisllessness, which
supervene after the excesses of a party for a
single night, form a chain of apologies, pm
bracing as many and varied excuses as
there are links in the chain or organs in the
body. The excitement in anlicinalion for a
week before, the excesses indulged or. the
occasion, the consequent languor, feebleness,
headache, catarrh and stomach diseases
which supervene, will disarrange the boys'
studies, and disorder the whole machinery
of my school government. And yet, unfair
as it is. these truths weigh nothing at all in
calculating scholastic progress. Boys, whilst
at school, have no business at parties, for
they cannot serve their t>ooks and partie*.?
These go under the euphonious name of
holiday, alias holy days. There are two
classes of these days, such as have birth by
accident, and such as patriotism would respect.
I do not recognize those by accident.
The 4th of July is national?patriotism
prompts us to respect and note it. Days of
Executive appointment for public purposes of
gratitude are proper and just occasions to be
observed. All other secular days belong to labor.
If we takeout the Sabbaths of the year,
and the days I have just mentioned, and subtract
them from the minuend of 365 days,
the remainder justly and legally belong to
service. Candor compels ine to say it.?
This rule applies to farming, mechanical
and mercantile engagement, and why not
to teaching as well as to them and the professions.
" Six days shall thou labor," is as
much the command of God as " Remember
the Sabbath to keep it holy." Saturday is
one of the six days of labor, yet it 19 now
one of the school Sabbaths. To be engaged
but five days in the week in labor iB as
much a violation of the aix-day rule as direct
labor is a violation of the Sabbath. It
was a Pagan custom that first introduced
the elision of Saturday from the six day labor
rule. If teachers give an inch, they
will have to give an ell; so it has been with
teachers, and especially parents, who, hav.
ing given an inch, (Saturday.) are now compelled
to more than an ell, viz: half of every
day in the week, and the five-day rule
is narrowed down to half days, making ac
! tually but two and a half day's to the old
origioal number of six. 1 do not mean by
this to reflect on the teachers of our Slate,
but I do mean to square this matter by
truth ?r?d justice. Now. if we add up the
number of home service and thermometries!
days, and also the days lost by party
nonsense, and stomach-hurting season*, and
substract them from the Ave days reduced
to half days, it is very clear that schoolmanagement
is rapidly assuming the shape
and outline of a glaring humbug. All such
proceedings is indirect partiality to thet
daily and systematic training on which the
educational interest* of boys depend*. And '
whilst the rights of parents on the one
hand are thus infringed, the rights of teachers,
on tha other band, are disregarded.
[concujdbd ik our next.]
Those mammas must regard their daughters
as mare dirt, who are desirous of getting
them off their bands. *
JfitBrrltottrons trailing.
Randall'* Life of Jefferson.
This biography has met with a large
hare of commendation from the press.?
Phe following extracts convey a good idea
>f his }>ersonal apperance and habits when -(1
i young man:
44 Mr. Jefferson wns generally, however,
ather a favorite with the other sex, and nor c
without reason. Ilia apperance was engag- e
ng. His face, though angular, and fat t
rom beautiful, beamed with intelligence, v
with benevolence, and with the cheerful vi
racity of a happy, hopeful spirit. His com ?
>lexton was ruddy, and delicately fair; his ^
eddish chestnut hair luxuriant and alitor.
His full, deep set eyes, the prevailing colour ^
A which was a slight hazel (or flecks of ha
sel on a groundwork of grey,) wore pecu- J
liarly expressive, and mirrored, as the clear
lake mirrors the cloud, every emotion which .
was passing through his mind. He stood .
six feet two and a half inches in height, and .
though very slim at this period, his forin .
was erect and sinew)', and his movements i
displayed ela>ticity and vigor. He was an
expert musician, a fine dancer, a dashing J
rider, and there was no manlv exercise in *
which he could not play well his part. Ilis <
manners were unusually giaceful, hut simple i
and cordial. His conversation already pos- .
sessed no inconsiderabl share of that charm,
which in after years was so tnnch extolled j
by his friends, and to which enemies attri- (
bnted so teduciive an influence in moulding
the young and the wavering to his political i
views. There was a frankness, earnestness .
and cordiality in its tone?a deep sinypathy .
with humanity?a confidence in man, and a i
sanguine hopeful noes in his destiny, which
irresistibly won upon the feelings not only
of the ordinary hearer, but of those grave ,
men whose commerce with the world had
perhaps led them to form lees glowing esti
mates of it?of sueb men as the scholar-like
Small, the sagacious Wythe, the courtly and
gifted Fauquier. Mr. Jefferson's temper was
gentle, kindly and forgiving. If it naturally
had anything of that warmth which is
tiie usual concomitant of afi'ectiona and sym- |
palbics so ardent, and it no doubt bad, it
had been subjugated by habitual control.?
Yet, under its even placidity, there were not
wanting those indications of calm self reliance
and courage which all instinctively re
cognise and respect. Ttiere is not an instance
on record of his having been engaged
in a personal rencontre, or his having suf
fered a personal indignity. Possessing the
accomplishments, he avoided the vices of the
young Virginia gentry of the day, and a
class of habits which, if not vices themselves, i
were too often made the preludes to them, i
He never gambled. |
To avoid importunities to games, which |
were generally accompanied with betting. |
he never learned to distinguish one card j
from another ; he was moderate in the enjoyments
of the table; to strong drinks he
had an aversion which rarely yielded to any
circumstances ; his mouth w as unpolluted
by oaths or tobacco ! Though he speaks of
enjoying 4 the victory of a favorite horse '
and the 'death of the fox,' he never put but
one horse in training to run?never run but
a single race, and he very rarely joined in i
the pleasant excitement?he knew it to be j
too pleasant for the aspiring student?of the ,
chase. With such Qualities of mind And
1 "
character, with the favor of powerful friends
and relatives, and even of vice royalty to '
urge him forward. Mr. Jefterson was not a j
young man to be lightly regarded by the i
young or old of either sex. lie became of
age in 1764."
Lines Written Upon Finding a Mall by
the Wayside.
Some ciueJ hand hath blocked thee from i
thy bed, i
Where you were shielded from the cold I
wintry wind ;
Where the storms could ne'er beat upon thy
head,
Nor eve could pierce thy secret home |
within. 1
Resting in the bosom of some proud oak,
Whose hard, tough surface you would |
ever shield,
Where naught could harm you save the
lightning's stroke, '
If Jove should ever choose to make it yield.
Until cruel man found your secret home, 1
And to himself said, u this will mako a 1
mall
Viewing round, he to that conclusion come, 1
And went to work, ami soon vou, friend, '
did fall.
Pressing you from the heart of your old I
friend, *
With his hard wedge, how cruel and so ?
rough, J
Then with the keon axe he your shape did
end,
Placed you o'er the fire to mako you '
tough.
Now after serving hitn perhaps a year, i
Hanging your head against hisiron wedge, I
I, a traveler, find you laying here, (
Thrown out to rot beneath this Ivy hedge. I
washimotow. 1
fFrom the Christian Observer.]
Half an Hour in Bad Company.
DT PHILIP BARRETT.
"Separated from simiera and unspotted from
tie world."?Bible.
A youth was once unintentionally thrown
ito the company of nome half a doxon
oung men of very immoral character.?
'heir language, their jests, were of the lowst
order. Indecent expressions, vulgar ancdotes,
heart defiling oaths, characterised
boir conversation. It was evident there
rns no thought of God in all their heart*.
lie left them and wont to his room. It
ras time for retiring to rest. He opened
lis Bible and attempted to read its aacred
ages ; but he could not confine his thoughts,
'he tow, vulgar anecdotes of that godless
tarty were continually flitting across bis
uind. Their hollow mockery of God still
ung in bis ear ; the thoughts that perhaps
here was no God, no heaven, no hell, dtsurbed
his hitherto pleasant evening ineditaions;
but that kind, triendly voice within,
ho livofi anrl rluot li Iva/Ia of ?.1???
Mvnui wviii VI pntCdin w IIUIII
le had lovc-d only to lose, told Lira too
plainly there was a God of tender and forfiving
mercy, there was a heaven of bliss
md jov, there was a lake whose waves of
ire and brimstone were never quiet. Ho
melt down to pray ; still the profane jests of
hat God-rejecting compaiy intruded themselves
upon his thoughts ; he retired to rest;
ihey haunted his slumbers; he awoke in
the morning ; they still lingered in his mind.
Year after year has passed away, but that
half an hour in the company of the profane,
:he wicked, still exerts its influence upon
he heart of that young man. It will never
eave him. Wherever he goes, whatever he
Joes, it will remain in his mind to the last
Jay of his life. It may be forgotten for a
lime, but, like the serpent concealed in a
bed of violets, it will again and again come
up, to pollute his best and purest thoughts,
to poison his sweetest affections.
My dear young fiiends, particularly boys,
write this as your motto upon the fly-Ieavea
of your books?write it on the walls of your
rooms?write it in your copy books?write
it on your hearts?Keep out of dad compaky.
Now to Thee, 0 God I we come,
In our morning's early bloom ;
Breathe on us Thy grace divine;
Touch our hearts, aud make us Thine.
imnsrArKK,?uuugo ivongsireei, wuose
views on all subjects are practical, and worth
treasuring up, thus sets forth the value of a
uewspaper :
" Small is the suin that is required to patronize
the newspaper, and most amply remunerated
is the patron. 1 care not how
bumble aud unpretending the gazette which
be takes, it is next to impossible to fill it
fifty-two times a year without putting into
it something that is worth the subscription
price. Every parent whose son is ofl from
home, at school, should supply him with a
paper. 1 still remember what difference
there was between those of my schoolmates
who had, and those who had not, access to
newspapers. Other things being equal, the
first were decidedly superior to the last in
debate and composition at least. The reason
is plain?they have command of more
facts ! Youth will peruse a newspaper with
delight when they will read nothing else."
Thr I'noork88 of Mkdical Sc?nce.?
The effect of the means adopted for checking
disease in England, France and Germany,
during the past century, aie such thai,
while formerly one out of every thirty of the
population died each year, now the average
is one to forty-five, reducing by one-half the
number of the deaths in those countries. In
the year 1 700, one out of ever twenty-five of
the population died in each year in England.
In *801, the proportion was one in thirtylive;
in 1811, one in thirtv-eieht; and in
1848, one in forty-five; no that the ehances
of life have been nearly doubled in England
within eighty years. In the middle of the
Ia9t century, the rate for Paris was one in
twenty-five; now it is one in thirty-two.
44 Kerp Your Mouth Shut."?Never allow
the action of respiration to be carried on
through the mouth. The nasal passages are
:learly the medium through which respira:ion
was by our Creator designed to be caried
on. 4* God breathed into man's nostrils
lie breath of life," previous to his becoming
i living creature. The difference in the exinustion
of strength by a long walk with
lie mouth firmly closed, and respiration caried
on through (he nostrils instead of through
lie mouth, is inconceivable to those who
iave never tried the experiment. It it Mid
hat the habit of carrying on the work of inpiration
through the raoutli, is the origin
>f almost all diseases of the throat and
""K8
It was Napoleon who savs, "Strange as
t may appear, when I want any good headwork
dono I choose a man?provided his
xlucation has been suitable?with a long
lose. His breathing is bold and free, and
lis brain, as well as his lungs and heart,
tooI and clear. In my observations of men,
[ have almost invariably found a long nose
ind head together."