~~--- --1~

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52

u;/l'J{·'~ (_,,c,~g,e__

Princi'pl~1 and J!ethods of Instruction.

1832.]

[Jan.,

deviate .. No ma tter whether the road be safe, or lik~ly to be pe rmanent, if the course be rapid. S peed seems to · Le the only obj~ct. Tho~ who write. on education .are requ ired to graduate· their
views by this narrow sighted measure, and point out plans of instruction which save the pupil the labor of thinkin"', and the ti;acher
the trouble of explaining or ill ustr ting; which en~ble him lo haJterz
thro'%h a. science ~ with the .g r
st number of pupil.s, in the least
poss1 ~Ie time. .N?w, Mr . 1torj from remarks ":hich ~~u have
occasionally made m your J urnal, .I find that on tl us subje~t-your
views, in many points, accor with r1Y own, and H erc ulean as the
task may be, I b?pe_
. wi.l_ endeavour to convince y our re aders
that the most i:'PI~ progress IS not always tl~e best fo r the p upil, as
pre~fn11ts, . nowever •agreeable to ·the Jaste;- are sometime5.
worthfess, if not absolutely pernicious in the:..fesulc.
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_Tu.: pnnciples· and methods of education, when exhibited in
· ~oon~tion, mutu~lly e~plain _and illustrate each oiher. . Their rela11ve.. importance I~ brought to view. ·D etails of instruction are
present~d,. not as 1solat~ parts, but i? their .relation to those ·general pnnc1p!es of ed~at1on upon which their successful operation
~pon .the mmd _essentially ~epen~s. . Principles are thus exhibited
m their appropriate connection w11h the mind • and education both
as a sc~ence and ~n art, is. gi.ven as a perfe~t whole. As ~very
~ental mfluence, howev7r hm_1ted and transient, is of unspeakable
-~mportance., so every thmg surrounding the mind, becomes, from
its connec~1on, wor1~y of deep attention. The details of instruction,
~hetber c1r:umstaot1~l or formal, ar~ . therefore subjects of the first
1m~rtance m educatJon.
·
··
~4:m we look into. oui: schools, · and observe the influence of
:'
preva~liog methods of mstru:tion, upon the ·young, we cannot but
pe~ce1ve, too often, a very wide departure from sound views of the
philosophy of educa·~on. The details of instruction have Jittle
refere~c~ to the, true nature and wants of the mind. The ' child
engages m the ~mp1oy~ents of_the school-room without any interest. He ·perceives but a famt and remote .. connection between
·these emp!oy~en~ and_ the . purposes of life. Hi~ :heart is not in
~em. H1s·!11md.~s not carried beyond the present, to the remote
rnfluet'lce which bis prospects should . exert upon his character and
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happiness. He d_oes not appreciate the influences which · education is shedding upon him; for s9 false 'have they been to his na ture, that his experience has given him no light in the past, to ·encourage a prospective hope in the future. Education thus becomes
to hirr. an aimless, unmeaning process; the light and truth which it
sheds upon him, is so false and dubious; so .intermingled with
darkness an d error, and confers so little pleasure, that he either plods · '.
carelessly on his way, or gives up the task o f im provem ent in despair. Or stimulated, perhaps, by ambitious rivalry, by the exciting hope of reward, or the fea r cf punishment, to exertion, his mind
still moves onward; not from its own internal light and impulses, but
.
from external excitements. Original power, and nati\·e vigor and
purity, are lost ih the servile :race of competition, and the mind is
degraded by unworthy influence~.
·· ·
·
', Methods and details, n ot Jess than principles of instruction, are,
in a great measure, accountable for the whole issue of education.
The motives cherished by these, bear stro.ngly upon the mental and
moral character, and contribute their influence in its formation.
T hey are a part of the great school of influences, which are ever ·
in operation from without. ?:'hey assist the mind .in its a_scent towards excellence, or they :oppose its prog~ess . . They ·favor original
vigor and activity ; or they lead to servile imitation and tameness of .
· spirit:
·
. . .. .
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· ,
· · · . · · .·
· .
.
T he idea that( e~uc_a tiori, when ~dapted to the . nature of the
min.d, is to creat~. and · che~ish oripinal thought, and simplicity, and
punty and elevatJon of. purpose, seems not to .be adverted to by
those entrusted with the young. Popular m ethods still favor forma1
.. recitations, and modes of study wholly opposed to the nature ·of the ·
mind. Thought is hut little encouraged. . Habits of correct thinking, are not cherished as the best preparatiOn for correct expression.
. The 'intellectual wants of the individual are disregarded. Old
thoughts are wrought up in . yarious new forms, and the m~mory ·
loaded with terms, rather than the .. understanding filled with ideas.
Lessons are still matters of memory and recitation, .rather than occasions for thought and .mental exercise. . ·
.
The influence of such a c_o urse upon the habits of the young, i~
fatal to original force 'of character. The pupil is made the tame
repeater of another's thoughts. · He is not called upon ·~o ;express
his own. His mind . is but the echo of another-recemng and
tra~smitting)~eas, b~t without appr~ciating their .inea'niog or application. Habits of hst1essness and disgust at the idea of study, .are
by this means acquired. The pupil . remains unco!ls_cious of ~ose
. powers within him, which,· had they been duly clrensbed · and ad- . dressed, ~ight ba\.e . rai~ed him io the. appreciation .of himself, 9;_Ild .
sa~ed him from the misery o_f mech.an.ical dru.d gery,' !1Il~ un~eamng
rote. ·. He might have been appreciating g~neral pnn~1ples mstead
of dwelling ot1 mere questions.of petty deta1J.
5
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Principle* and ~fethodJ of lrutruction.

. Whencl'! . come these evils, but from a want of respect for the
mind, as the true guide ·to itself? .A generous confidence in this,
is the only warrant for guiding it successfully. Regarded as the
creative po~er,. which, by i~ own activity, is .desti~ed .chiefly to .
form and gmde itself; to make the· atmosphere 10 which 1t loves to
reside, it is a matter of the first imponance to learn how i~·
s io be
addre5sed, by other minds. It is not to be subjected to t intlu- ·
ence of another, without reference to ~he controlling will, wi which
it is endowed . . It is to be respected, interrogated, cherished, op~rated upon, through this will, and not ·against it. · Education, in.deed, when conducted upon generous and pbil0sophical principles,
has chiefly to do with the motives presented to 1he mind, in order
to move, th~ugh the will, the whole mass~( faculties and powers
w~ich compose the hu~an ~onstit~tion. It is a process of enlight- ·
en mg the whole .nature, that the accumulated and concentrated light
thus imparted, may 'bear upon the conscience, and diffuse itself
throughout the whole being. ·
.
·
·
· Tb~ pleasure in original activity of mind, so obvious in ·children,
._when wisely addressed, may render their education interesting and .
delightful ~o the~~ ~e.speci.iog their rrii.nds, cherishing ·:tbeir wills,
~od supplymg this activity with the mearis upon which to expend
nself, the teach~r ~ill fi nd h i~ employment full of instruction ; the
young , under ~ 1s mfluence, will be happy; because he ·will pursue
the course which .their nature demands, and their original wants will
all be supplied.
·
. · The fr~its of this d~sire fo r activity, 'when cher.i shed by methods
and exercises adapted 10 t he object, are exhibited in the follow in"
specimens of the productions of children , under eight y ears of age~

- .=Paraphrases.- Thc following are specimens of their efforts in
paraphrasing a re·wsentences·from Telemachus.
~o. l. Clllypso could not be comforted for ihe departure of l.iiysaes, in her
fnef •he found ~erself not happy, beclluae eh" Willi immortal. Her grotto no
onger echoed with the sweet mu1ic of her voice .: the nymphs who attended
her! dared not lo spea.k to her. 8he often walked alone on the flowery turf, with
?'hach an e_ternal •pnng su~rounded her island; but these beautiful scenes, far
trom •oftctUrtg her 1orro~, did but r.ecall t~ her the sad recollection of UJy 58 es,
whom •he had •een there ao many.times w1th her. ·
·
· No. 2; Calyp10 ID<U i:ery vnltappy for the los8 of the gnat . u:arrior. ln her
wnha~ ahe fou11d a.Jae IDQ8 JUi>er to die. Her tau no longer echoed W~th the
•weet ·~fllllt of he~ voice. The !loung gir/1 that 1taid u:Wi her, could not •peak
to her. Bhe IOOtdd. often walk untlunit any O'Tle u:ith l~r, on the turf toltic/a had
cltoay.
on it : tlure
a.lway1 1pring on the i1land ; but these pretty
. ~c!~e..• h Dhotd~/t• her gmf; they did but recall to her the recollection of lter
_,n..-" o a llO often been with her. . .
· · ,
.
· . No. 3. Calypeo could not be ltappiJ bccau.u lur jriend had /lotU! away 1· in lier
•OT'TfnP •be Co~·~~ IOG8 J10t ltappy by being 1Ui>tr to die. Tie pU&ce 1/ae lir1d in
1041
!'C4H, 11
";- KOt sad 6iUIC her voice: the you'R/{ giru who staid
her,
fta::!foi:I a•ytl&ing to her. . She walked a great many timu on the ptcce off
Kr
·
t4e
rTrnDiJ&G on it; &nd tehi~h 'the 1eaa01& alway• made 1t11y

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Principle1 and Meth-Ods of l rut ructio n.

1832.]

[Jan.,

55

tlaere; but theae tl&ing1 did Ml make her forgu her fr imd, but miui t Tar. t hi nk
more of laitn toho !tad walked 11-0 many times with her.
.·

•

The following are paraphrasc:s of the Lord's Praye r.
No. ·4 . . Our Purtnl who ut in heaven. Holy be thy name. 1:hY good ruling
come. May 1hy de1irea take place on earth as in heaven. Give ua. our foo<l
every dlly, lllld forgive us our wrong action e, as we fori'i.ve th~a .wh~ wrong. us .
Lead us not into bad inclinations.; bat k!ep us from evil; for thine. ae the limg·
.
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dom, power and glory forever.
No. 5. Our Puent who li•es in the Holy Plact>. Holy be thy name. Thy
good gove~nment come. Thy wishes s~all be o~tained on eart.h.' as in the Ho!y
Place . . Gave us every day food .. Forgive. our sms, &s .yv e forgn ~ th~s e who srn
·agllin1t us. Lead us not into eV1l, but dehv.er us from 1t; for thme 1s ~he good
government, the power and the gloty. ·
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No. 6. Our F&Lher who arl always every where. Holy m:iy be thy namP .
Thy good management come. Thy wa'llll •?all be gratified. It 1hall .be done
on earth u it is where thou art. Give us this da.y our food, as thou g1ve1t us
every day. For&'ive 1u our wronl{ actio_n11, ·.u we Jorgiv~ those who injure. us.
• Let us overcome oar blld inclinlllion11. K.eep us from doing wrong. All thmg•
are thine, power, •trength, goodness.
·
,

2.~ 0rigintil Descriptiom~r~tJen_ from obseri•ation.
No. I. The wi~d· ii ~uth-east. ·.T here is every appearance of r.ain ..
wlllowi are blown genUy bY, the .w_ind . . T~e cloud~.are black. The ~n u
and gone under the clouda. . :J'he ground 111 damp. The tree•. are 1till.
leaves on the ground are blowti-about. There are a fe"jV ~Jou~• in the 1lr.y.
No. 2. The 1un is pid behind the clouds, and the w ind 1• south-east.
trees are still, ·arid do n ot move . It looks very duk . .
·

T?e
hid
Tht>
T he

Good lhoughta a.re like pearls.
.
Plluion i1 li ke a lion.I
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No. 2 . Sprin.,. is like a beautiful lad y, with a. white robe , tri pping alon g
Love~. like t he moo n .
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~o. 3. A sweet tempered girl is like good neas .
_Passion is like thun der .
4

No. 1.
·i
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.--.Original Biography of Dr Frn1iklin . .
. Dr Franklin was born ifi'~aton. His father ~a~e from England, and "~ :i
very good man. He ·hlld 1everal children. BenJllmID wu the. you11:geat e.xcel?t
two. All his brothen learned tt~des. He went to ~h<>?l a short lime, but has
· father wu so poor that he took llim home, to wor.k m has shoe. · He was "!ery
fond of bookl, but hie father had 'only ": (ew. · His fath~r 1ee1ng how he l~ed .
books wanted to have him bec·ome a printer. One of hu1 brothers was a printer, an'd he concluded he would t&ke Benjllmin and give ~im cl~th~a an~ food for
whu.t he earned•. He went to live witlt' his brother, but he did not lib to go.
He could not undentand all his brother'• book&, so he saved mon~y to buy bo0k5
with. He could not get as many books 111 he wanted, so he borrowed tbem .of
his neighbors, ilnd .he alway a gave th.em back to them, a';ld they alway• .let him
have them for they aaid he would give them back ~ga.111, llDd not ~poil them.
He thou ht of ll plan to get more money~ ~~ told h111 brother that. if he w_ould ·
.give hiingthe ·money with which be bought his mea\, he woul~ 'd~ without mej!·
:; 0 his brother gave bim the -10ney, and he bought hoo~s with 1t. He boug t
· biscuit and a·few raieins, and made his meals of 1t by himself, and read.at tpr
same time.
·
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· · ·
· ' wO( .
He and his brotlier did not agree very wel~ ud ~enJILIDID. 11&1d he . aid n~t
stay with him.· ~e thought he would go to New York without Ju. .fat!ien
knowin it So be 1et out and .got there in a few days, and went to. a pnnter
whose !am e wu ~r. Bradford, to uk for work. Mr. Bradford told ham that he
0

56

· Rtflding.

[Jan.,

1832.) .

hs..d n? work fo r him , b ut that hi_• ion ~t~d t. boy to hel p him, who wu in P hiladelphia. So he set out for Philadelphia, in a boot I.hat wu going part of the
w~y to Philadelphia, and he u:pecte~ to walk the re1t of the way. It began to
ni n, th~re was a 1toz:m, and they 11&1led on till they came near Long lalahd .
'.l'heY RI.led towards 1t, but t.he; i:oon fo=d that tha wave; ware duhillf &i nel
1t ~hey dropped ancho~, and had to •taJ there in the boat all nighL
n the
morning t.hey ael ou t aglLln. They Riled on till they came to land, &-<:. &c . ·

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ART.

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IX.-READING.

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Commooieated for lbo ,.;,aala of Educa~ion.

A LJ..RGE amount of time in common schools is devot~d to the a~ ·
of reading; a?d iri few branches is Jess real progreu made. It
.. .seems to me important to Jook at the causes of this result, and if
possible, fin d appropriate _remedies . ·.
.
.
·.· '
. · ~· · Wh~t are the proper /Wun for readin'g ? The reading exerclSCS of m?~t schoots usually occupy the first hour and _a half of
the forenoon and of the afternoon. Neither of these are the-most
proper hours, for the folloWing reasons.
· .
.·
rest ;
. In ~e ~rnirig, the mind, like the, body, is invigor~ted
and this pepod sh~uld be devotecf to those studies which require .
more mental exertwn than the rest. Writing requires very Jittle,
an~ should therefore be deferred. Arithmetic and g rammar dema,nd_ more, thought, an.d are therefore either of them proper oc- ·
CUJ>atlons for the mornmg. ·Reading requires Jess thinking than
~ny othe.r branc.h, e xcept writing. To devote to it then, those portJOns of time which are required for more difficult studies is extreme ly injudicio~s.
·
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In the aftern oon, the energi es of .th e system are too much absorbed _b y the pr<>?ess of digestion, to allow of intense mental appli . cation, espec1~ll~ soor: after dinner. But ther,e is a . particula r
reason why . this is an improper hour for reading. The voice is
le~ cJear, and the 11;1~gs less acti~e and vigorous, . immediately after
eating, than. at other times, especially afte~ eating dinner. This is
the proper ibou.r for those stu_dies which approach the nea)'est to
the natu!e of .mental amtuement1, as geography, and . natu'r al hisf?ry, wh1c~ lmt~ m~st children, if judiciously conducted, ·require
lntle exertion of mmd or body. For these reasons the last h<>ur
of the foren?on, and, if the _exercise be attended to ~ice a day, th,e
seco~d hou~ of the afternoon, are the most appropriate hours for
read mg.
.
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·
·
2. W~l!_t boolu ilwuld be iueJ.9 I 'am not about to decide
what Pa.:t1cular reading book ought to be used, but only to speak

by

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57

of their general character. . The style should be simple but chaste,
and a.dapt:? to the capacities of those . for whom it is designed.
By simplicity of style, however, I do not mean rhildiJh nen.
· There are many' who object to a simple style of writing fo r chi !~
· dren , only because they confound simplicity with nonsense. I am
as much opposed to v~lgar or baby language, even among children,
as they-.. lnd~e d , their language, as well as that of all persons concerned m their manage ment, sb9uld be conformed to the strictest
rules_ of grammar and of propri ety: It. may be simple, however,
and a t the same time correct . . T ake for example th e style of .Miss
Edgworth in her simple stories, the writings of G allaudet for chi!. dren, with many others which we might notice, and who does not se e,
. that though simple, it lose.s nothing of its dignity or its importance ?
If the l a nguage~ even of adults, in their varie d intercourse with
. ea.ch o·t her, were more of the kind ~llud e d to, I believe there woul<l
be less misunderstanding and . controversy . among them than at
present ; for it has become. almost a common place remark,' that the
foundation for much of tha! i:liffe rence of opinion which often exists,
and not unfrequently leads to the most unhappy results, is laid in the
want of simple and ~istinct language. . .· .
'
It is not, therefore, 'without reason that it is so confid ently asserte d of late, that child ren should read no book, which they cannot,
with · proper attention, understand. R eading aloud, to be intellil?ble to the ·hearer, must be in the tone and manner of familiar
·conve rsation . But how can a child know how to read m he would
speak, that \vhich he does not understand 'J W ould a person utterly ignorant of French, be abl_e to read a passage from a French
author in the manner of familiar conversa tion ? h is eq ual ly impossible for the child to re ad that which he doe s not comprehend, and
accom pany it wi th the ·samc inflections, emphases, and tones, which
1he writer of the pi ece would use, were he to read or speak th e
same sentiments to an audience. Although the language of almost
all elementa ry books is liable to many obj ections, the reading books
for infant and ccmmon schoo ls, especi ally 1he latter, are the most
strikin;ly deficient on this point.
Many of.those books which are supposed to be brought down to
the capacity ·of younger classes are still above it. They may be
used with some advantage by the higher classes of those schools ;
but a series is still wanted_, which shall ·be more effectually ~trippecj
of terms, familiar to adult.s, but ei ther not understood, or misunder. stood, by the infantile reader.
,
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·
There is one more . remark to be mad~ .·in regard to reading
books. · In a Jerge majority_ of schools, when n book ,is once introduced, it is continued, to the ex clusion of any other, sometimes for
. a long course of years. The reasons of this are, in the first place,
nn almost universal nee-leer on th e ria rt of narents. school visitors.

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[Nov, i ·t:t:S' ·

567

upon them, tha.t at last he became poor hirnselr: and h9.J. to lca-,e h is fo:-m.
He-wrote juvenile books while at Newhof; but they were not well 1,; nd e retood by the people. ' · .,
· ..
.,,
~~e goverumeu_t, seeing whif,~ w anted to do, imi~cc him to't.cach a.
sc~~ · for ·poor children at 8~~.,/fho .Frcnp~ had _bumt rn'1lly of the
buildings at Stantz. In one oi-·W.1il .;tone butl urn·n h e w~' to ham hi3
school, bot in this only one ~m ~nl$hed ; the othc:3 were u3e<l by L'ie
magoa,s 11.q~. ,l;,a.rpenter3 . . '}:'his-~ . P_estalozzi used rn the day timo for
the school .room, and at mgbt 8.3 a sleeping roo m. A great many children
can;e to his ·school, and some of ·them were very wicked and obstinate.
Some of them were beggar.i. '
-~ P~~ozzi _did not punith ~e ch ildren severely; but, when there w8.3 an
obe tmate child, he showed 1t th'iit he could be decided if he chcse . He
taogh~ ,the children chiefly by talking with them. He slept with them ,
eat with them, and sometimes willed with them.
'
- ~ So~e of Uie c¥Jdien's par~;its ;ient them .to jiCt clothes, and when Pes-talozu had furrushed them with these, they wo uld take tbcm away froin
the school. Every Sunday the cnildrcn's rchtions wo •1ld come and talk
with t~cni, ~nd lclt'l'e _them cross and unhappy of.en. But still Pestaloz:ri
~?te.rmine~ to go~OJl-' He ~~de the ~ad c~l dre_n good ;_ 11.Ild. th~ynll Iove·d
mm: pqt µie ~ ~r;?_ame 1 1,1.n ~ ,no 'rM rorcea to gwe up his scnoo! at Stautz.
He went among ilie Alps, and looked about him for 11. place tO live. Here
,he:~Qt f friend who cncou;;.gcd him in his trials ; and he afto rwuds went
tliilcli: to B6.nh1 "but he ~id ®t succeed in his schooL · . .
· -Hi:J friend! next invited him to, Bll?'gdorf, to keep school there . While
.th.eni, many c.ame. to seo his school. Ile bad written some . books, which
.~e ~opie acqlia.inted with his plnll.'l. There was one man by the name
Niederer who 11.fte.rwards taught school with him. At first he ha.d
twonty -five schol af'S; and the next year he had thirty-six. He did not get
eno ug h money to.s upport hi1n.scl f'. So he 'v ent and lived \1r· i?.. h f\;licnb cr~ ;
but witJ'i him ho did not guccccd.
...
He next went lo Yver<lun. awl e "tabfohed a school i.oi e.u old t'astle tLo0n>,
,Thu olaw ho .thouilht w o~!J sui!. him. It wlL':l near tlie lake of Nc:uf;'c.hateI: . ~Her.e he ,hi~ - a. .hundred and eighty childre n. They lived with
t him, a,nG. lUs' .wlf~ h~lped him their,. iniit.-.iction Md ca..""e.
·
'
~
.;.,( ln,the;,morning half an_ fioti!b.Eifore ~ix~ 11. signal w11.9 given' for · thein t,O
~ r1.1e, , : ~hey ..h,.d half an ho.ur ~. ge~ r'ad1 f9r_ 11cho9l. At six they went
_ti> mommg praye~_•. . After these the-1 hac;I the11 fust lesson, and then wtiqt
· t,o.. breAkfut.' ·,At eight they li;tid.'aPotJie'r lesson. · They studied a little, .
- and then played, and then studied agam.
·
. · ·
"
.
Pestaloui wu not orderly himself, but ho ta.ugh\ his scholars to l>e so.
He was not very attentive to his dress.
.
·
)w! lo •ummer, the boyri bath(!d. in .\ he ,lak.~, .and in winter they 11ka~~ orrit.
.-.In ,b~ · weathe~ ,.t!iey played l!l, 11. hall .~h_ich hi: .bad fit~d U{> for ,them.
· Mrs. ··PeBtaloZ%1 died first, and. Pestaloui. had a monument built over h~r
. tomb in the iu:d&{J, .Where h~ ,used often . ~
durj.ng ,the.latte;. '~ Of
u.hi
.. life
• .,., He,di~ •t. Brugg in
'.1827.": , ·· ··-• ~ .... / .:!.. ~ .; .:...,
.'.:~ ··_.'" · · ., ... '",:
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or

Origin-al Biograp.hy of Pe.vtciloz:zi. •
.. Pcstnlo:z:zi's fath~ r !Uld mother were from Italy .. Th~ "l'l'Cnt.to Sw ~_:z:­
-~:rla.nd. __Hi.:·_ Ath~r _died w:~~n h~ "!'"e.f! ~ little boyt ---tr e~talou:i- _.4~ .y~r;~
·~~g feelings1 but little j11dpie,nt;. T,he .boys at ~,ool 114!'Jd to ,c;ir.u
. him..H~J~dg1ty.,, T~ey lo~ed. ~ yer;y_ ~nch, a.nd he loved ibe~,: and
was wilhng .to bear httle burdens for them when they. wanted · him to.
O!lce. there vya.s an e,~quake iii !ilw~rlan_~,_and the boya 'and ~ls were
~ihtene~ .!Lt. ~? eh~ng o( the_!Choo~ house,: ~nd
.do~n ~·· ·i; r.I'he
'teacber-re.n to<>, 1U1d pushed •ome of the •cholart down. "•Wlten the.earthquake lfJi~.over, the t~achera ,,,.-an~iid 1cim~ · o~. the boy11 to
'and get : the
books; all the boys were afnud but 'Pestiiloz:z:1; he went and got-the ·bO<Jkll
by himself. . ..
·
.. , ._ · " '
· ·· ··..• 1 . : 1 ' · ·'•' .. ~l~

ran

:go

After a.··"!Vbfle PeltAlozri ~diect'to be a tiiinilter. '"'·JI.is ftlendB ~anted

him to, be a minist,e r;and he Wish~(! · tq be one too; ·~nt when he.:tri~ to
·preach, he die\ n·o~ preach well;'and-' lle gave'; it up, and ~died ' law. ··· He
was not· much . interested in thii study, and .si)on' gaTe~tbil up· Jik~.
He became'. ,interested in poor children, and brirrit' all bfJ. ~ ·had ,written .On
law, 11.Dd bound himself an apprentice.to. a farmer~~· whOJD he -~~ong
enoul{h to learn fa:ming. He then bought 1ome land, aDd .bui~t, ,._- ~o~e
upon 1t. He marned a woman ~ho wu very rich, and hi.cl &n excellent
character. He·called hia flU'Ul, ~~who~ and he there tau11!t ~ ~hildren.
. When be found poor orphai( c~dren, he· w'oQ}:d take them hom~ wd
te&eh them. He nJ.o clothed and fed the!°' am\.1pe11J 10 mach money

in

walk,

1

t

) ... " "

•

'all•~! ''lthlnJtithat ' Pestalos:r.i wu determined t.o do good, &nd wu nry

·

generou.i, · Hapb.noftcachin~wuagoodone. ·

'. . ,; :: ~ .. ..

. ~ :, f.. ;

1 '-'

•

' ••

.•

·

· ·.
~

..

•

... _,
.. . ,1

;"; . ij~~' ·Xti!J~~ ~e'sirabJ~, that · ~(! imafi~_i?n. should be ~.a.~i~~
.l~ . •:.@fl .,. .tlie~. ~cgory wbjch foll.ow~, will pro_ve that
donesuccessfulJy. ·

.

• · ··

.·-.i~... . ......

·"

··

1t
·

may be
. · ~·

'

~-' v~~~;..~- ·,:~~~w~ . ~: ~
~~-- - -

:....:.~

·.

·~ i· "~

f.

.•w ·:.~··

··-..

·..._

-- - .

[Nov. 1:4";®;\

Ir*dltttuaJ :IAstru'ttion ~·
{'

.'-.

.'

, ·,.. ,

..!!ow"'=~~~ ti;&t.t.'le.t
man i~,

·
·•u.;.

?.-~~~--

' ! • . , , _, e-;'"+'

I

I

~?.w mucnJ~-'-t'?!!!-1!
h!tt !!. rejCJ.~rt~- r::.~~

w

You au.dacio~ fellt>w.

.

wom~n n~~

[Nov. l {~
-~~~~~~· ;~.;; ~• '·~"~ -: .. ;;.

:;t" •

.;r.;:i~- - ~ii'~ "'''i

_. __ : ;

-~

. ::.

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-

r~.:~.r~i::! ; ~:,;~'Afi!~~ mi:J.:~~?.Vl!i?.~,~LPHABr.t~: ; ;-~ ; ~
'~f'!i!rtiJ~li;P~q~~i ~,:~Vi~"~'."r~tt.j~iig. arucl;; u &a11pprim~1\\) tn'e
;;2~~~::_-0rth::·'"fPh~b:~!Yn. c.·~_~!i_~!~f' 0r~1y, ~~ ~t~~~~~!~ ~ :,. .. ·~·h~~h ;~ >
not l)eCe8M?Y to detaii, prnen~~~u.~I Ulal in a form which would

1!'ira &° 1f'ili Yie:W oflhe author' II aeheii:i ~1: ·· ~ . .
:~7:1;~,-~~,i ~._,. .l'Vr ·t/.;.!J.r:;~ofE:i:'~atiC::.~,
0

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a.

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.
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-..ft
• · "·~'
r9Jl(>wing' ~~amp,l~:19f Induction ,will !how the - ~bOd
1
:,_
' e
}T;
.
of tlie exercise.
:!•,I • .
~ - ~, ' i~i~
... v~ :.. ,. •:'! lfti.-'
, ·· ~ -- · " · - ' i · :{.
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·.K-i- i'..:;;~~'~J,c · · : .''. :~ " ;,' ·' liidsction.
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·__~ ; p~!cii :~e~t' to

~:-cak~ -sh~n. ~rtd cheated 'the' · C"tle-seiier-be'~t
~~in debt-:-=~hcn he stole.::...the~'h'e denied that be stoie to keep the :~i ­
·mg ·a l!Ccret-the n he fell into bad compirny, and g-...mb!ed; ~ml, !tt. !!\."t,
n1urdercd

hi.3

father~

·

·

P rol!!css of wicke<lnc~i!. ·
' ·
; • •

• · ·. 1

1. "cheating:
2 ..1nebt. :•· ' ; ·. '

l

·

:: i;-i. · · • · · ;

'.!:-' ··-·

,,.l.J.hJ

3 .~ Lealing : 1·
·• •
L
,. 1 •1U
4. ,Lying. , :
i
,;1~·t
I: , :
5. lntemperance.
•
..,
' '•'H
6- Gambling.
•.
.
·' " ·· '
7. Murderini:
.,;:t·1
Co11d~ We begiri to bo ·b~d; by little ' and iittle, we ·~,..'riJ~re
and more so, till, at las t,
very wicked.
'u j!

{_ " •' · ,•.:., ...

.:.1

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"';~

we
be<:ome
,;
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·'t·~;'\;~·: '":.' ;. ( · ~, - ·t!/i

1. : ~

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-~'"""l'~~Alp¥~,t pr~d dn th,e An~~~. for July,._rieem~ :c~mewhat
~ft!f!ed'an~}~ h_aot1e._ . t'r~eform_ below 1s tha! ~h:erb ~ 111~nded :to~
give 1f,-upon its meeting the public eye; cxcep. t~a .... :now rntermm~·1:;F
gie vo-.vels and' &iriscnanls, in o! tier tc• give a bi_rd's:eyc view cf ·r~11~ :· .
plan.
J..l, ';'t~ I .... , ·-i·lH ~ •(• .~, . ! · •. ' :t .
""h '· '· ·' ·· ' ( .,.;•)r . '· 1
I!t. :"' ·a·· ... ._,.. ii-h0 , ..., • _, \ '20th.'
.··.o-we
eg ' og_
:. ;. : ,.-fJi
· · ' - . , · ·'
21St.
0
e>-t
":: · · . ~ · ~~.0
f'Olks
d-we .
2!3d.
p
wh.£1-t
:24th.
r
2;)1h .
5·
' ke or ka_y
I

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1 •.

.

8th.
9th.

e
c
i
I
f

10th.
11th.
12th.
13th . . g
h
14th:
,lQ~b. "• ' i ..
1eth.
J
l
17th.
1-0~\-i

-.-~

::!fjth.

d

· •·

'(Ill ·~ 1:. e') !~ .- ~

JfJ

th-ey or.tete

:27th .

met

28th .
29th.
30th.
31st,

mar-i-ne

p'it

.

" 'gay
he.
:..~-f~!'Tle

3'2d.
33d.
34th .
1

3-5th .
3Gth.
37th.

rn

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di

O (diee-se)
mi (thu)

i:t

ifi

w
·w

ooze
pull
mu-le

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(th~-me)

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ye

:J~;~: '. ;: <$ n , . "
. i \. ii,,~ :38tf' ,.
z
_, _.Zi(~u~?L ·~· ;~.
?."r.h~ ~eader ;~ill' nnd_th~ 'aiph~~ 11hfif~iently eia~~;(ilf(u'filffipfe

·l, the 'variety of orir 110unds il'dniits." ·~ I' fe'lif'the

apPa'rent ~t'CJt'~iin~

~llc}ty4n~~·e former a~i~le.' ma(have ~r~•ented " ~'_ 'ca#~Jd' C#,~Iae!'~-

bon. l)ftlM; general subJ~Ct. ' Tli!3 l _llOl1~1t. -.. ·
· .. :PBJLO.CA1>111us.
o · ~· 'f'l ' ~ · ..
•" "JI~ , \ ,11-; •• t -, ..-· ·
:V'•f-f
,.·, • : 1-tt 1 1~· ·! ~ ~· ·~:-, , · •
., .'• "T_Jie ~~·.or a :rowe~..the Yo~.~~)~o'tf.,, :';i'o,p~~~~ ~~p~e~~µ, :!l1,

l

i'"'

• If

word

ia IJlHD 1 tn

which the 10ttnd Intended occun. ~ comona.n~ name1 are
a new n&me ?r letter i. pro~.
.. -

omitted, , ~cept whece

·'

·'

•

218

&hool of /lgricultun.
.

\

uadertak ing, - too improvembt of their pupils, and llieir coun·
try, - for the mere purpose of saving money.
. After the above report was received, a memorial wa;c; presented
to rhe Legislature, praying for the establishment of a State Agricultural school. .This memoria1, together \vith the foregoin; report
· was submitted to a select committee for consideration . . Tl1e · r~port
of this committee, of which ~Ir ~ud~ m ':as ch~irr~~~rns hig~1ly
1
favorable ; nod was accompa111ea oy me 1orm 01 a 0111 IOr ca rryin~
the plan into effect. ~The following arc extracts from tile report,
whic~1 deserve the attention of every l\rnerican legislator.

1

"It ' it then unfair tctask, what has been d~ne by the Legilllaturc for a
cl!!.!1:1 of its citizeniS so numerOtl!, virt UOU!, and meritorious t Th e .ilranger, "lien he sojourns in our land, and views all that has been dune for
the cause of science, for education in the higherbranche11 of li~erature, for
. our comBlon schools, for the reformation and punishment of crimes on 11
scale superior to any state in Europe, naturally inquires - Show me your
agricultural school. \' ou are essentially an agricultural ·people ; a class of
1ociety who have aided so libernlly to the inatitutione of your 8tate must
have received the ,coristant and peculiar care oflegislative protecti on nnil
patronage, by forming their minds, their habits, and their tcmpcr4, lo become the patrons of the nob lo monumenui already erected, nnd whic h,
while they shed lustre on your State, have placed her fi~t 11mong her sisters in the Union.
·
"Shall we any longer be compelled w answer: - We have no 11uch in·
1titutlon; we hnve provided an ample re\·enue for all but a complete
course of praclieal instruction in agriculturr . In slmoet every elate in
E urope, the attention of <leBpotic go\-cmment h::s been cnlled - nJ.y, scriou11!(' 11nd ser!ulously directed - t o th e formation anJ cn <lo w1.. e11t of
achoohi of Liiii1 description. There, it i:1 admitted, the motive to 11 certnin
extent may UC' mercenary - to provi<lefuod for tax11tion. Herc it i11 a dtbl
diufr;v111 tlu Slate too. cln.qs which, before they tukrd for thenuelvu , h a ~e
co-nlnbut(d to. all utlitrA.
,
.
"It is not the intention of the committee to cndo1<· an institut ion to t•'•lr
up anJ ctluc atc pe rson~ in the mere theory oi husbandry. it i~ to cum bin e
prnctice with sci1•nce; eml if at should be Rn id thl\t thi' would b<' 11 sc ho ol
only fur tlie chiltlren of the opulent, tho unanswerable Rrg11m<•r1t i~. th nt it
id llie HU111c i11 rcgunl lo our coilcges, and must be so of IH'Cc~s1ty. titili .
. the result,; o~ "uch _an edoco.tion,· prnctised upon in 1111 p11~ of t~1e 8lbte,
must and will lead to tho m·o st bcncficiol resu!UI. A good exornplc i~
worth a Y»orld of m<'re spcculution.
. .
.
.
"In a school oft11is kin<l, under C-Ompetcnt man11.gert1, tlwrc may be concentrated the best models of practice in rur&J lnbor, known at houie or ·
abroad. Education (pr11ctical education) is nowhere calculated to <lifTu~e n
more benign influence in 11ociety, than when bestowed on the farnier. Ile ·
neither.·t .lnims n.or. can exercis e a monopoly. '
. "Tluuchool 1s 1nten<le<l to be purely agricultural. . But in order to· tlii~,
will he neces~ary to open n course of instruction combined with labor
which your committee \'Cnlurc to 'say will be as interesting, and, to th~
1tato, .us valuable,-~ that which may be acqui.r'ed in any other seminary.
The d1tferent quaht1el! of 11oil, as fitted for the various productB of th<'
earth ; the 1;1~e of compost and m1rnures, us applicable to soils ; the sca1001 f<~r plant.mg, the rot.ntion of crops, nnd the vast mHs of practical informnt1on wluch ~nobles mun to transform a wilderness into a pnra<lisc, is
wo'.111y U1c pursuit of the richut 118 well as the humblest of the land . .

I

I
~

1833.]

Early lntel/ectual lrutruction.

219

"The q11cstion is,ahall wc cncl .-.w a ochonl t<J which mnny woul•l d•"-iirn .
send their c hild ren for the purpo~e of preparing them to d1•p••nil in fo. ·
ture life on one of the most certain, and therefore th o most happy of hu- •·
man purauil.3; combining in itself al! the elements of constan t, regular,
and ·~acious employment; and freed from all the cares and corroding recollections, present or past, of the pursuits of a political life.
" Your committee propot1e t o give them (farmers) a school to wh ich re~orl
may be had for the culti vation of the mind, a:id the impro_v ement of the
person; iaying the foundlltion for futu re toiis and pieosure s, (for toii s in
agriculturn are pieasu rei 1 when conducted tu a succe~.;fui re!!ult,; for futur.e
health and h11.ppinegs, and preparing them to rear up 11 race fit to tran~mit
to posterity the liberties we RO ·highly' cherish."
to

ART.

III.-:- PmNc1r1.F.s ·AN L> l\h1'11oos
sTR UCT W!i.?EX!l rn1n:u .
( IiiJr~ oaiN. ~

IN

THI!:

o~· h·rELL.ECTUAt. IN~

~ExE1tc1sE,i - Ol' ·¥'OL' NG

!Conliuucd from \' ol. 11. p. !>70.}

.EoucATION, rightly .regar"dcd·, . is not only a·n influence · by which
ideas_arc imparted, but iln ngenc~ wh.ic~ Cillis th.em forth, in denr
and palpable forms,, from the 11ent1ent mrnd. ~t 1s .a pr~cc::111 ,or .tx·
prc~ston as well of impres~ ion! . ·yt!l oflice consists, not I? sheddrng
light upon an opaque substance ; but on the transparent mirror of the
sou!, l'lhose !Urfoce reflects tho ima~es cast upon it, .in their true pro-

I
I

portions. It should address cquaily the £ntuitiec and Ciprcssicl
' !!re of the child.
.
The young mind is daily im!Jibing fre~h 11111terial

pO\'i' ·

for though! ·

Suscept ibility and in :;tinct arc suppl)ing it with new id eas; 7nd 1t
en d carnrs to express these in ora l and symlolic fo rm s. It i!! tl11 !! tendency cf the 1nin<l that devclop'2~·, :1t ro eady a r~~iod, d:~ power of
language; nu<l renders the soul uot ouly tlu: receptacl ? ol 1Je;1:;, ~ut
impart!! to it a moulJing ener gy, Ly wl1ich these arc 1111p re~ ,;e<l wnh
tho iiviog forms of spirit.
·_
.
_
· To supply the miu<l with fresh forms from without, and to keep .1t
pure . and transparent, that it mnj receive and reflect these furm.s 111
tlieir true symmetry n.nd beauty, would seem, therefore, to c~nstttute
the office of instruction ; - to fit the soul for accurate correspondence wi1h itself and with outward 'o!Jjects, the end of education ..
. The following exercises, selected from ~he manusc.ripls of a little ·
girl of nine years of 11ge, o.re offered as specimens of orig1~al thought
and expression--: as exhibitions of what may be accomplished.' at an
_early age, in aid of cultivating the intuitive powers, by fl~pplying the
mind with materials, draYjn chiefly from its own expcr1e11cc. !he
extent of idea manifested in them, as attained by one llO youug is a
proof 1hat subjec;ts and efforts, usually ~egarde~ at1 ":itho~t .rhe apprehension of the ,Luveni.le mind, arc not necessari1y .unin~cll!g1hlc, wh~n
presented in appropriate forms, and when the m111d 1s rnterested m

----..,:....---------·-·-·-~----

·--~------~

220

[M ay,

'

its own movements. 'fhe ohfious pleasure which they afforded the
writer, is I\ sufficient rea~n, even were there no other to warrant
this belief, that instruction C-O!Wucted in this form , during ~he earlier
st:iges o f the mind ' s expansion, is favorable to the growth and energy
of the whole being - for whe re mental pu rs ui ts are prosecuted with
conscious pleasure, pro~ress is a necessary re~ult.
· .
_
As s pec11n ens of original _exercises of ch ildr.eo have be'en presented
.in preceding numbers of the Annals, the following exerdi~s are rcguded as additional illustrations· of principles applied in d e tail.

·t , , The power of illustration, depends essentially upon an active
nm:Frivid conuption . in the expression of moral truth, ·this power is
particularly important. 1'alts, fabln, and allrgorie! embody the
fruit~ of conc~pti~n. in its m~st vivid forms ; and are w~ll adapted to
call forth the 1ntu1t1ve operations of the young mind. A specime·n of
each follows.
.

.

.

}"lDELITY.

,

"Th~re '"a" o_nce a little gi rl, and she was \"Cry affection ate. She ha<l a
<log which she liked very much. His name was Trusty. After a w hile
however, his mis~ress ~re1v tired of him, but he i;till loved her. As
..-a.s one day walking with her, they came to a town where a u-i ld bull was
kept. This bull had got loose, an<l threatened to do a great deal of miM·
ch1e~ .~e ..came. runninG" tow8;rdo th_e little' girl, but tho dog kept him off,
b>: his barking, till tbe httlc gul reached a house. He then followed his
m1slreH, but . 11·as •?mewh_at hurt. The little girl wo.s sorry that he had
thus suffered from his fidelttylo her, and had him well taken ciire of. She
eve~ ancrwards treated him kindly.

h;

!ELF·IG:'IORANC~ .

".A·. wolf, runni_ng one day, was pursued by s~mc dogs. To get out of
their way , ho nn into 11. hedge; so tho dogs did not find him. While he re
a thorn ran in~o his. eye and blinded him. Leaving !iis retreat he begat;
~o find f~ult with t~mgd, say ing th at they were not wcll -shnpcJ, and that
1t. wa;i nig~t w~en 1t ~hbuld be day . . B ~ll a fox, observiiig- lii m and henrin gh1m Mny tins, ~a1d,~o him,'' The fault 1s m yo"!r own cyC>11,1rn<I not.in th i ng~,
for yo n 11.re bhnd. - Moral. \Vhen we arc ignorant of our own imn1 erfectio~s, we cannot judge correctly of the pe rfections of others.
THE JO.t'R!'fEf OF LIJ"£.

" W nlking one evening by th e aen-shore, I discov ered nt n distnncc a
cave; nnd, beina tired, I entered it to sit down nn1l rest myself. The noi~e
of the waters, fo1
. ling around me, and the ocean before me, ~oon Jul!etl mC>
to sleep. And .I thought I saw, in the middle ·o f n great plain, two hills.
On CAch was a temple. J observed that one hill WM eMier to ascend than
t~e other,,11.nd ~hat a great m11ny/eoplc wero Mce~ding it. The other
hill w11s less d1fficultof11sccnt, on had a great many people on it; e\·en
more than the finit. When these people bad reached the top ·o f the hill,
~hey appe~r~d to be happy; but when they died, their minds instead of go·
rng upward, passed downward, till the observel'S could sec them no longer. B_n_t those. ascending the ~rst hil~ looked very happy, even while they
were to1lmg ~~ its steep~, and 1f one 1hed on the way, his mind was carried
bey.ond the vunble temple to one that was invisible. And I observed that
their thoughts were fixed, not on the .v isible temple, buton' one clearly

-~ -·-~ ~·-- -------------:---~------------

Early Intellectual lnJtruc'tion.

1833.]

221

seen by the mind. Wh en they reached the temp!'e on the top of the hill
they we re happy ; and happier when they died, and entered the one seen
in the mind.
. "While ob9erving these thin!?~• I tho•1ght t hat 11 person approached Ill'',
and I 11..'lked him the n11mcs of th~ objects which I beheld. T he pl:1in wh ich
you sec, BJ!.id he, is the Plain of Birth. The difficult hill lead; to the
Temple of Troth and Wi1dom , and the temple beyond thiH iH Pufution.
The other hill lends to Earthly Happ111~.1.1. I further inquired why the
people stopped at the bottom of the hill3 before they ascended? A n<l he
nid it waa to consider and choose which they should ascend. Du t here I
was awakened by the coldness of the night air, 11nd arose and went home ."
=:1:~ The circumstances

nnd events of life, as connected with the
p1nsuits of the child, may, if recorded, shed much light upon his progress, and lead to correct eelf-inspection and self-estimation. The
following i!'I an extract from _a diary d~signed to subserve purposes and
lead to result~ of this nature.
Jot.:R:<AL-

lt.13.

" January 1. Tuesday. R C'nrl ilome of Miss Edgeworth's Comic Dramns,
and was partiC'\Jlarly interested in the T wo Guardians. f think she may
_well call her drnmns comic, for thC>y arc. \"cry laughable , ond arc, doubtless, true to nature. I have t~ou·g lit a good deal liow I should spend the
ti me this season, and have b~en·Jaying my pluns. · I hnv!' macle n select·
ion for my .Mrnlal Genu from Mrs B:irb:rnlJ, and I cal\ it Faith in God. It
is very beautiful.
<
·
"Jan. 2. \Vednesday. Rend some from Miss Edgeworth'>i Ormund.
was much interested in it. I have onen tried to unde111t:intl this story and
have ne ver succeeded before . J ob~rrved lhat l have oneo tri ed to understand etoric.i and have not auccecdctl, b11t upon putting them a way,
and waiting n few week:! hcfo rc I rend th"m ngain, I could undC'r:it:ind
'tbem, and nm interested in th em. I hnve tixctl an hour for thC' st11<ly of
' Geog mphy - I llhnll st 1Hly it in the aftern oon. I hnve l~nrnecl one !Ca:ion
to-day - l'cnn:lylv1rnia .. ~ly thought~ h ~H~ be en more hxed on my rc:tding thnn. anything cl9c . I think I had hf'ttrr study nrithmet1c one <l11y,
n.nd geography the nr.xt.
" Jl\11, :I, Thursday. Fi11i,hrcl the rrading of O rm11nJ . Ilal'e <lone
some HUIIHI i11 Colburn'" arithmetic, nn<l lik e to <lo them very much - they
milkc me think. l rend, for tl1f' tir'!t time 1111dcr'ltnndingly, tlie birth of
Jesu9 Chrio t , nn1l wa~ m11~·1i int f're~ trd in it.
·
·
Jan. 4. l" ri cl ay. I hav1' co ntin11c<l my !;Cograpliy . P11rnphr~>'C'U in my
book. lteceived n letter from i\!r A - - . It i; tl1r:- first le tter I ha ve received from him, since my' re turn from the city . \Ve had discont inued our
corredfondencc for some t ime-. It i~ very_ interestin g an<l instrIJctive to
me.
have thought a good <lea] about his letter; and h!l ve been, al so,
trying t0 think .what books J h11ve ever read , eo as to make' n cat11l•1gue of
them. I have thou g ht of a good many already, and some_ of them ar_e very
good h0oks. I have rend !'ti me in \V c;ilern 1leath, bu t did not like it very
much. I hnve read eome from 1.liss E<lg-eworth's Frank, and wn.s very
much interested in it, as I nm in oil .MiMl:I E<lgeworth':1 works that l undcr1t.an<l. I have felt unusu111l.)I happy to-day.
"Jan. 5. Saturday . R end Rosa nna and Murad the Unluck y , and was
much interested
them. Ariangcd my thoughts for answcrir.g Mr A.'11
· letter.
'

in

VOL. III, -

•NO.

V.

191'

.. .

.

.

·-:",.'}q

Pri11ciplcs and Methods

"]an. 7.

Mondav.

nf '

Had a geo1rranhv leMon to learn. and as it was not

very ea.;y, I got out of patien;:'e. ~ B~t I tried very · ha~d, ~nd o.t iMt succeeded . . I ahall nnt get out of patience again. I have read B-Ome in the
New Testament, and understand lVbat I read.·
~
·
"Jan. 8. Tuesday. Read !!ome in tho No w Tcst11.menL · .A ..ewered l\! r
A--'a leller. Studied my lesson in geography;
}.)"'
"Jan. V. \Vedneeday: Read solJ)e i11 the New Testament, and from Wordurorth'1 Poems.
"Jan. IO. T hundav. Read in the New Testament. Jesus Christtau.,.ht
more by parables than in JI.DY other way, and I think it one of the b~st
waya for teaching.· Studied (Zeography. Think it more useful than plca.sanL Learned some ·
·c also.

~-

I-

g- e ....
i urea

-- -· - - -

-- -·

oftener
I

.
.
f('ftd an HH;.~ re:;ting bu uk , tilt:

:n_·yt:r
01 lL
·r tH~
::: u : ~
I like it. I can often find in M iss Edaeworth's writin t> s. •omctliirw D<'r•' <'·
ing with my own experience.
- ·.
~ ·
0

I

rn.

wa~ tntrre.ited

~ The CCllCficial cffc:c~:i rc<>ultiug fr u111 e pi,lvlary c urrc~pv11 d·

. ~ ure too o bv ious to require comment or · elucidation. The follow mg lctt~rs nr~ selected from a corrc.s pondence o.f some length, between the little girl and her teacher.
·
,

"Mr A - · :
"The uses which you think there are in keeping a Diary, arc, I think,
Yc~y clear to any one. I could not hare given so many reasons as you
h.a,. o d ~ n e . Ilut tliere wns one reason l\'hic h I thought of be fore you UJ Ciltmner.I it, th:iugh I could not so well ex press it. j think that (should like
to .~eep a L>1ary, and will if you think be1L
Your last letter was, I think, better than the other.s; but still I like thr

223

blllDk verse in vour second letter better than the rhvme in the la.st. I undel'lli.and it helter.
•
•
" WQen {ou aaid .that " formal instruction ma~ impress, but it is the experience o .circumstaricea that alone .educates, you said true, I think.
Though we can very ~e l! understand an d belie ve what is told us by others, we can be more certain if we have had experience abolJ.l it. Still
moat of ou r knowledg e is derived by faith ia others, and not fro m real ex perience of it ourselves.
"But there is o~e thing which I forgot ~o tell you of-'that is, onP. of my
reasons for ko:epiog ,_Diary, or Journal. You have often said that we get
conscience by observing our experien'ce. Writing a Diary is writing our
experience, and after we have written it, and observed the causes of what
happ1rn·s to u!, that teaches how to act again to make things operate well
u~nu~
. ·
''Do you not think that letter-writing teaches us to expre11t• our thoughts
with ease and correctness? I think so. \Vhen we have don e writing our
iel ters, what shali . we do with them -:- of what use will they Le?
.
''. Po~try I do not like at ~ll, unl ess it have ll()rnelhin!\' to do with trut?,
which 1t genernlly has, I believe. The teason why. I like the poetry m
your last letter call ed 'The 'fhree. Books,' is becauae it i9 so very true.
\Vill you rnako me a book for a Diary?
"Your scholnr;
E. \V . L."
u Octobe r lo.
J, F.T T

f.~

R

X

i;

I \ .

"Mr A - - :

•
·;;

=
=

0

S~turday. Read most of th e day in Practical Educntion, nnd
Ill all parts of it thnt 1 could understand.
Rend also il•
Proctical Hea~ing Lessons, -a most interesting book. It cootuing an cc-'
dote~11lustratmg the virtues.'"
·
"J.an .

I

neslw~r1~~~~~ii~~~~~~~~~~~~~
arithmetic~in

on o s
them. Studied
Co urn.
"Jan. 12. Saturdlly. I have read 1:wme from Swiss Family Robin so n
and l!kc . it much. Read aiBo in Mi><~ E<lg?wonh'~ l1arry ana Lucy:
and hke it, because by trying experiment3, they make thing11 sure.
"Ja'.1. ~4. Mondl!-Y· Selected a piece of poetry from Gray, calling it
Impart.ll\l1ty of Providence. It ia very beautiful and intended for Mentnl
Gems. Rco.d some in Frank.
"J an. 15. T uesday. Answered !\Ir A - -'s letter. I co ntinue to bL•
m uch rnt~rcsted in our.correspond e nce, nnd should be very sorry if Mr A .
should tlnnk of <l!~c ont~nu1ng n_ I tn3 erted rny sclectivn in ?11 ental Gems.
M r A . gave me some important ad.-ice on the advantages and importance
of order.
" Jn, n. JG. \Vedncsday. Stu1lird my l!eograpliy. Selected a piece of
poetry fur :M~ntai yems, and co lied it Tuition of Experi e nce . T he poetry
agreed w1u1 tne name.
. '_'Jan. 17. Thut~dny. \Vrotc some in my Leimin Book, and iike to' wr ite
in n VPr\~ mueh_

Early Intellectual ];'81; ueti'if11.

1833.J

[May,

I

"In your last lcttrr you made it appear very pL1inly that choice iJ tlie noT here is, it Ree ms lo me, n great de al of c twice in con eci•mce. [ e ven think ttint the rrr catest part of conRc1cncc is choice.
\Vhen we do no t use choice w e ll ,' ~t i~ not ~o 1nu ch th e i'i\ ult of choice, as

blut gift of man:

nfnnr p~c:iqi!"H"! q w !1irh inH!!Pnr"P it_
•

•

C!!S'!'..:!:!'.

ch0;ce.

.,..

!

-v..ntu c opnngs
.

C~!! ~'..:e !!~ !~!·..::-!!.

.

Jfwr n('tfrnrn

,.
••
'...!~. !'-' !:" ~!~

· .

nf'r:t'."l'"!!tV.
r

?'.nd n0t fr orn
1

_

c

~:~'..!!'"!~ ,_.,_,~!~·-:~ ~ ~- ' -" ! ' •t !-:'""' " ·"' · - '"
. . o:J'..!!"
-.
. . .
.. . . -- n:tvin~
'
.....
it~ l! i3 t!:L' ucglnn1ng or vrr tu c

.. 1!! .
t r o rn

-

chosen well wo can act upon our choice.
"I think that when we -choos e our masters well, we choose conscience,
faith; an<l reason; and it is when our passions will not submit to th e gov,
emment of these mruitcre, and our passions rise up against them·, .t hat we
do wrung. You may well suy that our safety depends upon our choice of
mt1dters; and I think that our hnppine ss does loo; for w e cannot be happy
· with'bnd masters, and le t our go od ptirts be trnmplctl o n by our had .
"& fore I Mke<l n11ybudy wl1t:lht:r I iiad dune ri~h t o~. wrnng, I nhuuld
try to think for myself; und when they gave me their opin100, 1 should .ask
them their rcLions, and consider u~n them, before I mado up my mrnd.
Would 119t this be right?
.
·
"I value all your comparisons as much as your plain thoughLB, and I liked
those very much in your last letter.
u As 1 have been talking, or rnther writing about conscience, faith, rea· ·
son, and choice; I wish you wow Id make me 11 map of the powers and foc. ultie~ of our nature, that i ma.y Letter uudcrsuui<l them.
"Your scholar,
··
•
E . W. I..."
"November 28.

•

