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Article PLAN OF EDUCATION. ← Page 3 of 4 →
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Plan Of Education.
connexion being formed , how deli ghtful is it to teach , as well as to be taught , and now wonderfull y does the mind improve both in knowledge and in virtue !
Culture of the Mind till the Age of Ten Years . The first , and most obvious lesson of morality is , ' Not to do ill ; not to g ive pain to another . ' This is a lesson which cannot be too frequently inculcated upon children .- This is the safest rule for their conduct , and the surest test of their virtue . To this the precept of doing good is but subordinate . This aversion from doing illAvlien once rooted
, in the mind , will accustom children to exercise the understanding in distinguishing betAveen ri ght and wrong ; it will check the violence of their passions ; it will teach them , if not the most shining , yet the most useful virtues in life—good-nature , justice , and prudence . When they make promises , we should not distrust them , nor demand protestations from them . If any mischief has been done , the
author of Avhich is unknown , Ave should be far from suspecting them of it : if they break any 'thing , we should let them feel the loss of it ; if they tell a lie , we should express our astonishment at their conduct ; we should explain'to-them the nature of a lie , and show them the consequences of that vice , viz . not to be believed when they tell the truth , or to be accused when they are innocent , & c- In like manner , if
they discover a turn for fraud or deceit . But if after repeated admo r nitions , they persevere in such vices , chastisements , accompanied with circumstances of disgrace , must be prudently applied . In order to Cultivate an open , ingenuous , and docile temper in children , and to form them to be circumspect and considerate in their behaviour , parents should treat them Avith the utmost tenderness , and accustoni
them every evening to give a candid account of their conduct through the day , Ay hat they have done and what they have neglected to do , what they have learned , and what they have observed , & c . Affection and discretion on the one side Avould produce unreserved confidence on the other , and would furnish the most favourable opportunities of conveying moral and reliious instructionand of pointing out , in a
g , gentle and artless manner , the best means of avoiding evil and of doing good . This Avould bring children to the habit of calling themselves to account in their riper years , of confessing their faults to their Heavenly Father , and of imploring , on every occasion , his direction and aid .
We may jyidge of their liberality , rather from their parting with the p lay-things for Avhich they have an affection , than Avith money , the value of Avhich they know not . We should Ayean them from an over fondness for sweetmeats , and encourage them to give a share of their apples , Sec . to their companions , and of their money to the poor . But we should not allow them to give Avith ostentation ,-nor reimburse them for their generosity . This is in reality to teach them avarice . We should restrain them from prodigality , by sheAving them the misery that arises from thence , and by encouraging them to save a portion o'f ^ heir money for some useful purpose . And Ave' should take particular
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software.
Plan Of Education.
connexion being formed , how deli ghtful is it to teach , as well as to be taught , and now wonderfull y does the mind improve both in knowledge and in virtue !
Culture of the Mind till the Age of Ten Years . The first , and most obvious lesson of morality is , ' Not to do ill ; not to g ive pain to another . ' This is a lesson which cannot be too frequently inculcated upon children .- This is the safest rule for their conduct , and the surest test of their virtue . To this the precept of doing good is but subordinate . This aversion from doing illAvlien once rooted
, in the mind , will accustom children to exercise the understanding in distinguishing betAveen ri ght and wrong ; it will check the violence of their passions ; it will teach them , if not the most shining , yet the most useful virtues in life—good-nature , justice , and prudence . When they make promises , we should not distrust them , nor demand protestations from them . If any mischief has been done , the
author of Avhich is unknown , Ave should be far from suspecting them of it : if they break any 'thing , we should let them feel the loss of it ; if they tell a lie , we should express our astonishment at their conduct ; we should explain'to-them the nature of a lie , and show them the consequences of that vice , viz . not to be believed when they tell the truth , or to be accused when they are innocent , & c- In like manner , if
they discover a turn for fraud or deceit . But if after repeated admo r nitions , they persevere in such vices , chastisements , accompanied with circumstances of disgrace , must be prudently applied . In order to Cultivate an open , ingenuous , and docile temper in children , and to form them to be circumspect and considerate in their behaviour , parents should treat them Avith the utmost tenderness , and accustoni
them every evening to give a candid account of their conduct through the day , Ay hat they have done and what they have neglected to do , what they have learned , and what they have observed , & c . Affection and discretion on the one side Avould produce unreserved confidence on the other , and would furnish the most favourable opportunities of conveying moral and reliious instructionand of pointing out , in a
g , gentle and artless manner , the best means of avoiding evil and of doing good . This Avould bring children to the habit of calling themselves to account in their riper years , of confessing their faults to their Heavenly Father , and of imploring , on every occasion , his direction and aid .
We may jyidge of their liberality , rather from their parting with the p lay-things for Avhich they have an affection , than Avith money , the value of Avhich they know not . We should Ayean them from an over fondness for sweetmeats , and encourage them to give a share of their apples , Sec . to their companions , and of their money to the poor . But we should not allow them to give Avith ostentation ,-nor reimburse them for their generosity . This is in reality to teach them avarice . We should restrain them from prodigality , by sheAving them the misery that arises from thence , and by encouraging them to save a portion o'f ^ heir money for some useful purpose . And Ave' should take particular