124 
THE CULTIVATOR. 
to countless ills in alter life. It over simulates the organs of digestion, 
at a period when their nerves are supersensitive—their excitabilities ex¬ 
uberant, and their sympathies most active and multiplied. If such be 
the case in youth, can we wonder at the universality of dyspeptic com¬ 
plaints in middle age ? It is to be remarked, that this practice is less pre¬ 
valent among the higher ranks of life, than among the various subordinate 
grades. It increases as we descend, till we shudder at the sight of liquid 
fire, exhibited to the sickly infant in the sordid hovel! On such a sub¬ 
ject, need I say more? or could I say less? Bad habits are enough learn¬ 
ed —they ought never to be taught 
The passions —It is in this epoch, as in the previous one, that the 
passions of youth should be controlled—even by punishments if neces¬ 
sary. If the boy is taught, in early lire, to respect the feelings, the com¬ 
forts and the happiness of his playmates and school-fellows, the man will 
afterwards obey the laws of God and his country in society at large.— 
The tyranny which the strong often exercise over the weak, in schools, 
and the annoyances which the vicious occasion to the well disposed 
youth, ought to be punished with ten times more severity than neglect of 
duty. 
Contagion of vice _Vice is a contagion of the most terrible virulence. 
It spreads with the rapidity ofljghtning—and every tainted individual be¬ 
comes a new focus, both for the concentration and diffusion of the poison! 
It is a melancholy truth, that, in exact proportion as human beings (whe¬ 
ther men, women or children,) become congregated together, there will 
evil, be engendered, propagated and multiplied. * * * Pupils in all 
ages were in the habit of teaching each other— mischief: Lancaster 
caused them to teach each other— knowledge. This last is “ mutual 
instruction”—the former is “ mutual destruction.” But the new system 
did not supersede the old; it was only superadded to it It is, therefore, 
the bounden duty, as it should be the paramount object, of all parents, 
guardians and tutors, to circumscribe, as much as possible, this “ evil 
communication,” which not only “ corrupts good manners,” but, per¬ 
chance, good morals in the bargain! 
Objects and ends of education —The two grand or cardinal objects of 
education, in my humble opinion, ar e, first, to curb the evil propensities 
of our nature, by increasing our knowledge or wisdom—and, secondly, 
to make us useful to society. That learning or knowledge does elevate 
the mind, humanize the heart, and prevent barbarism of manners, we 
have the best authority of antiquity.. There can be no doubt that these 
effects flow, more or less, from all' kinds of learning or knowledge; they 
are, however, the more especial results of what may be termed, in a 
comprehensive sense, classical learning —or the study of great 
authors, modern as well as ancient. But, to obtain the second grand ob¬ 
ject of education—to become useful members of society, we must acquire 
knowledge of a very different kind—namely, science. It will not be 
sufficient to study philosophy, belles-lettres, rhetoric, poetry, &c —we 
must learn the exact and inexact, sciences—the nature of things. 
A good education, then, is a happy combination, or a just proportion, of 
learning and knowledge—or, in other words, of literature and science.— 
The proportion must vary, no doubt, according to the destination of the 
individual. 
Greek and Latin.— I venture to doubt the policy of employing one- 
tenth, or more, of our short span of existence, in the acquirement of two 
dead languages, which we are forced to abandon almost immediately after 
they are learned, and before we can do much more than view, at a dis¬ 
tance, the Iruits which they display. * * *■ To the multitute, indeed, 
the dead languages are very neatly a dead loss—and for this good reason, 
that their avocations and pursuits through life prevent them from unlock¬ 
ing the magazines of learning, to which those languages are merely the 
keys. * * * What is the difference, as respects the individual, be¬ 
tween the study of an original author, and a good translation? I very 
much doubt whether the results would be dissimilar in kind, or perhaps 
even in degree. 
Female education is more detrimental to health and happiness than 
that of the male. Its grasp, its aim, is at accomplishments, rather than 
at acquirements—at gilding rather than at gold—at such ornaments as 
may dazzle by their lustre, and consume themselves, in a few years, by the 
intensity of their own brightness, rather than those which radiate a steady 
light till the lamp of life is extinguished. They are most properly term¬ 
ed accomplishments; because they are designed to accomplish a certain 
object— matrimony. That end, or rather, beginning, obtained, they 
are about as useful to their owner as a rudder is to a sheer hulk, moored 
head and stern in Portsmouth harbor—the lease of a house after the time 
is expired—or a pair of wooden shoes during a paroxysm of gout. 
Music. —Every thing that merely delights the senses, without the un¬ 
derstanding, must come under the head of sensual gratifications, which 
tend, by their very nature, to excess. Music, like wine, exhilarates in 
small quantities, but intoxicates in large. The indulgence of either be¬ 
yond the limits of moderation is dangerous. * * * If some o( that 
time which is spent on the piano, the harp, and the guitar, were dedicat¬ 
ed to the elements of science, or, at all events, to useful information , as 
modern languages, history, astronomy, geography, and even mathematics, 
there would be better wives and mothers, than when the mind is left, 
comparatively, an uncultivated blank, in order to pamper the single sense 
of hearing! 
SAYINGS OF WISE MEN. 
He is the best friend who has not occasion to put other people’s hands 
to the ends of his own arms.— Rousseau. There is nothing more true 
[than that what we do by ourselves, is always done in a more satisfactory 
manner than when it is done by others. 
He whose expenditures exceeds his revenues must be poor; but he 
must be rich who receives more than he disburses .—La Bruy 
He who has gotten a good son-in-law has found a son; but he who has 
met with a bad one has lost a daughter— French. 
He who swallows up the substance of the poor, will find, in the end, 
that it contains a bone to choke him.-— French. 
He who gives away his entire property before his death, purchases much 
suffering (deep regrets) for himself. 
That which makes us so discontented with our own condition, is the 
false and exaggerated estimate we are apt to form of the happiness of 
j others— Fr. 
What orators fail in, as to depth, they make up to you in length. — Mon¬ 
tesquieu. 
What is earned by the flute is spent on the drum_ Fr. Money earn¬ 
ed with little labor is generally spent with little consideration. 
He who has offended you will never pardon you.— Ital. prov. Many 
persons feel an irreconcilable enmity towards those whom they have in¬ 
jured. 
He who bestows on you more attention than usual, either ha < deceived 
you. or has the intention to do so.— lb. 
Men by doing nothing, learn to commit: evil.— Cato. Idleness may be 
said to be the hot-bed of ignorance and evil. 
It belongs to our nature to eir, but it is the part of a fool to persevere in 
error. The mind of the wise man, therefore, is ever open to conviction, 
and when he discovers himself to be in an error, he displays true wisdom 
by receding; while the fool, ever obstinate and pertinaceous, continues to 
act on false principles, which he is ashamed to retract. 
The COMMON SCHOOL ASSISTANT, a monthly publication of eight 
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