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to receive them. A conviction of the importance of universities has led me to pay them particular attention ; but the general scope of my book is to promote good education, independ-ently of particular places or eitablishments, an cbject far fuperior to the concerns of any single university, however celebrated.

I cannot suppose but that both ther who educate, and they who have been educated in methods which are represented in this Treatise as erroneous or defective, should feel themselves displeased with it. Their disa pleasure may probably rise to resentment. I lament the probability. I most sincerely wish it had been possible to have pleased them, and at the same time not to have concealed what appeared to me useful truth. I mean to give ofe fence to no man. I have no perfonal enmity. I speak plainly, but not malevolently:

I am aware that he who endeavours to promote an universal advantage, by opposing errors widely diffused, must ineet resistance. I am also convinced, that he ought to disregard both the mistaken and the malicious animadversions of the interested and the ill-informed. Every reader has indeed a right to make remarks ; but his alone will deserve attention, whose judgment is not influenced on one side by partiality, nor on the other by malignant passions.

. Little good would have been produced by the works of the best writers, if the voice of Truth, and the genuine feelings of Independence, had been suppressed by the fear of personal or of party relentment.

I will not neglect the opportunity afforded by a new edition, of publicly disclaiming all arro. gant pretensions to a method of managing a school, superior to those of the many worthy and able persons who are at this time engaged in the work of Education. I have indeed in this book suggested hints which may possibly excite the diligence of the idle and inadvertent, or which may be farther improved by the judicious; but I must entreat the reader not to do me so much injustice, as to suppose, that I boldly profess an ability to execute all that I prescribe. I clearly fee, and feelingly lament, that in this department, as well as in others, our practice will seldom be adequate to our ideas of re&titude.

In the Pamphlets of one or two Writers who have done me the honour to animadvert on my Book, I do not recollect that there is any argument which demands a particular refutation ; but I cannot omit acknowledging myself obliged by the very liberal manner in which Mr. Cornish has made his Remarks, in a short Treatise, which he modestly entits An Attempt to display the Importance of Classical Learning. The book and the Remarks are both at the tribunal of the Public, and let the Public finally decide.

Upon the whole, if from mistake and precipitation I have advanced a single opinion injurious to any good man, or any good institution, I beg leave, in ihis place, to retract it, and to fay with Grotius, ID PRO NON SCRIPTO HABEATUR.

206

SECTION XVII. On the Ornamental Accomplishments

Page 156 XVIII. On the Necessity and Method of

learning Geography, &c. 165 XIX. On the Study of History in the

Course of Education at School 174
XX. On learning to speak or read with

Propriety, and on Repetitions of
Authors

190 XXI. On inspiring Taste XXII. On the Study of Poetry in general

215 XXIII. On inspiring a Love of Letters, and

the Ambition of obtaining a Literary Character

222 XXIV. On the necessity of Industry even to Genius

236 XXV. On private Study during the Intervals of School

247 XXVI. On late Learners, and on Persons

who wish to recover the Acquifitions of their Youth

260 XXVII. On the literary Education of Women

275 XXVIII. On the Fear of appearing pedantic

287 XXIX. On private Tuition XXX. On the Utility of Examinations 309

300

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