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In order to remedy these defects, and to ease the teacher, I would ad vise that several young gentlemen read in a class, each sentence in this book, (it being divided into small portions for that purpose) as often as convenient: and let him who reads best, be advanced to the head, or have some pecuniary reward; and every inferior one according to his merit ; this will create emulation among them, and facilitate their improvement much more than threats or corrections, which stupifies and intimidates them, and often ends in contempt of their teacher and learning in gener al. This will draw.forth those latent abilities, which otherwise might lie dormant for ever.
It may not be improper for the teacher, or some good reader, to read a sentence or two first, that the learners may gain the proper emphasis, and read without that monotony so painful to a good car; for they will im prove more by imitating a good reader than any rules that can be laid down to them. When they come to read gracefully, let them stand up in the school, read aloud, in order to take off that bashfulness generally attending those who are called upon either to read or speak in public.
The next thing I would recommend, is the English Grammar (the best I know of is Buchanan's Syntax) the knowledge of which is absolutely necessary as it is the solid foundation upon which all other science rests. After they have run over the rules of syntax, the teacher may dictate to them one or more sentences in false English, which they may correct by their grammar rules, and also find out the various significations of each word in the dictionary: by which means they will soon acquire a copious vocabulary, and become acquainted not with words only, but with things themselves. Let them get those sentences by heart to speak extempore which will, in some measure, be delivering their own compositions, and may be repeated as often as convenient. This will soon give the young gentlemen an idea of the force, elegance, and beauty of the English lan
The next thing I would gladly recommend, is that of letter-writing, a branch of education, which seems to me of the utmost utility, and of which most of our youth are deficient at their leaving school; being suffered to form their own stile by chance, or imitate the first wretched model that falls in their way, before they know what is faulty, or can relish the beau. ties of a just simplicity.
For their improvement in this particular, the teacher may cause every young gentlemen to have a slate or paper before him, on Saturdays and then dictate a letter to them, either of his own composition, or taken out of some book, and turn it into false English, to exercise them in the gram mar rules if he thinks proper, which they should all write down, and then correct and transcribe it fairly in their books.
After the young gentlemen have been accustomed to this some time, a supposed correspondence may be fixed between every two of them, and write to one another under the inspection of the teacher, who may cor rect and shew their faults, when he sees occasion; by such a method he will soon find them improve in epistolary writing. The same may be observed with regard to young ladies, who are very often deficient not only in orthography,, but every other part of grammar.
If something similar to this method be pursued, it will soon reflect honour on the teacher, give the highest satisfaction to judicious parents, and entail upon the scholar a pleasing and lasting advantage. The Editor.
PURSUIT of Knowledge recommended to Youth,
Directions how to spend our time,
On the Advantages of a Cheerful Temper,
Whisperers and Giglers complained of,
The Advantages of representing Human Nature, &c.
The Advantages of a good Education,
The Disadvantage of a bad Education,
Learning, a necessary Accomplishment, &c.
Human Miseries chiefly imaginary
A Life of Virtue preferable to a life of Pleasure,
Fortitude founded upon the Fear of God,
The Folly of youthful Extravagance,
The Misery of depending upon the Great,
What it is to see the World; the story of Melissa,
On the Omniscience & Omnipresence of the Deity, &c.
Motives to Pity and Virtue, &c.
Further Remarks, from Lord Chesterfield's Letters,
Sundry little Accomplishments,
Further Remarks from Lord Chesterfield's Letters,
Of the Scriptures, as the Rule of Life,
Of Leviticus, Numbers and Deuteronomy,
Of the Example set by our Saviour, & his Character,
A Comparative View of the Blessed and Cursed at the
Epistles of St. Peter, and the first of St. John,
True Devotion productive of the truest Pleasure,
A morning Prayer for a young Student at School, &c.
Of Columbus, and the Discovery of America,
Speech of Romulus after founding of Rome,
Speech of Quinctius Capitolinus,
On the Duties of School-Boys, &c.
Soliloquy and Prayer of Edward the Black Prince, &c.
Cato's Soliloquy on the Immortality of the Soul,