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Article PLAN OF EDUCATION. ← Page 3 of 4 →
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Plan Of Education.
be accustomed in every word he utters . Then beginning to read , he should be carried forward , not by tedious and painful tasks , but by short and easy lessons , that he may not be oppressed , or disgusted . His book should contain nothing that is not suited to his tender years it should consist of words in common use ; it should treat of things which he sees around- himand the more obvious qualities of these
, should be pointed out . He will be particularly deli ghted with descri ptions of the country , die seasons , and the animals which he has an opportunity of seeing , & c . To these should be added , short biographical and historical anecdotes , of a moral tendency , written in a simple stile , and collected with judgment . " His succeeding books should be chosen with the same judgment , and explained with the same care ;
and when animals or other objects are mentioned , which he has not seen , or which he cannot understand by descriptions , drawings of them will be of use . He should be master of one lesson before he be carried forward to another ; as he advances in reading , he should be trained up to accuracy in spelling ; when he can read with ease , he should be instructed in the simplest rules of the English Grammar ; and when he can use his fingers with freedom , he should be taught the
useful art of writing . In this manner ought the first years of his studies to be spent ; and , as an accurate knowledge of the English language is an . object of great and general importance at school ,-he should persevere in stud ying it , from time to time , till he be well acquainted with its syntax , and its idioms * . As the student has been , hitherto , under a steady course of mora !
discip line , and has acquired a classical taste , a taste for what is most beautiful in manners as well as in sentiments , those fine impressions will naturally remain ; they will render the care of parents , through the subsequent very critical period , more pleasant and more successful ; and-they will concur with the more powerful aids of relic-ion , in forming the Man , the Citizen , and the Christian .
It may be expected that I should mention the Roman Classics and the auxiliary authors that deserve to be read at school . The time allotted for a school education does not admit of reading all the Roman authors who wrote during the purest ages of that elegant language ; nor , if it did admit , would it be proper to put them ' all into the hands of youth . The impressions which are made on the hearts of youth by their teachers are of so important a nature , and so ready to remain through life , that no book ought to be taught , or recommended , that
Note: This text has been automatically extracted via Optical Character Recognition (OCR) software.
Plan Of Education.
be accustomed in every word he utters . Then beginning to read , he should be carried forward , not by tedious and painful tasks , but by short and easy lessons , that he may not be oppressed , or disgusted . His book should contain nothing that is not suited to his tender years it should consist of words in common use ; it should treat of things which he sees around- himand the more obvious qualities of these
, should be pointed out . He will be particularly deli ghted with descri ptions of the country , die seasons , and the animals which he has an opportunity of seeing , & c . To these should be added , short biographical and historical anecdotes , of a moral tendency , written in a simple stile , and collected with judgment . " His succeeding books should be chosen with the same judgment , and explained with the same care ;
and when animals or other objects are mentioned , which he has not seen , or which he cannot understand by descriptions , drawings of them will be of use . He should be master of one lesson before he be carried forward to another ; as he advances in reading , he should be trained up to accuracy in spelling ; when he can read with ease , he should be instructed in the simplest rules of the English Grammar ; and when he can use his fingers with freedom , he should be taught the
useful art of writing . In this manner ought the first years of his studies to be spent ; and , as an accurate knowledge of the English language is an . object of great and general importance at school ,-he should persevere in stud ying it , from time to time , till he be well acquainted with its syntax , and its idioms * . As the student has been , hitherto , under a steady course of mora !
discip line , and has acquired a classical taste , a taste for what is most beautiful in manners as well as in sentiments , those fine impressions will naturally remain ; they will render the care of parents , through the subsequent very critical period , more pleasant and more successful ; and-they will concur with the more powerful aids of relic-ion , in forming the Man , the Citizen , and the Christian .
It may be expected that I should mention the Roman Classics and the auxiliary authors that deserve to be read at school . The time allotted for a school education does not admit of reading all the Roman authors who wrote during the purest ages of that elegant language ; nor , if it did admit , would it be proper to put them ' all into the hands of youth . The impressions which are made on the hearts of youth by their teachers are of so important a nature , and so ready to remain through life , that no book ought to be taught , or recommended , that