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No. IV.-IN USE AT THE NATIONAL SOCIETY'S CENTRAL BOYS' SCHOOL.
Drawing on Reading History of England
alternately, with New Rules Script. Proofs
Tues, & Th. Etymology and Grammar
Arithmetical Ciphering, Diet., & Geng.
Reading Miscellaneous Book, Dictation and
Ciphering, Writing Reading, Explanation,
Revisal of Arithmetic Ta- New Rules upon Paper Spelling and Grammar
in Geog. &c.
Tables & Spell-
Ciphering, Writing apon
Drawing New Rules Paper
Spelling and Grammar
Writing upon Reading New
Arithmetic Definitions in Writing in Reading and
from Geography & Desks from Religious
T.&Th. Draw. Reading
M. W. & Fr.
Writ. on Slates Spelling
Addit, & Sub. Writing on Addition and
Slates in Multip:ication Reading
Sporting through the forest wide ;
(From “ The Child at Home.")
The Editor's Portfolio.
A HUMAN EDUCATION BETTER THAN A PROFESSIONAL ONE.
That then is the best education which best calls forth, cultivates, corrects, and perfects the various faculties of man. And this is a truth which it is highly important to keep in view ; because, unless we bear it in mind, much of the course of our education must seem most strange and unnatural : and in fact a different idea very extensively prevails, and is supported by very plausible arguments, which, viewing education not so much with reference to man in gene
ral, as to the particular parts which each individual may be called to fill, lays stress rather on the acquisition of knowledge to be turned to account in particular walks of life, than on that improvement of the capacities and faculties which may best enable men to acquire and use all knowledge, whatsoever their sphere of action may be.
As regards the acquisition of knowledge, the purpose of education is rather to excite than to satisfy the appetite for it. And though all knowledge is to be honoured for its own sake, and may be turned to much useful account, its acquisition, though a part, is a very subordinate part of school education ; and this rather as a means to other objects than as an end itself. And therefore the subjects of boyish study have, by the approved wisdom of master minds in forner ages, been selecied rather with a view to the improvement of the moral and intellectual powers, than to storing the mind with knowledge with a view to immediate proficiency in the arts of life. It is not by endeavouring that boys may be taught the elements of law, because they may hereafter be lawyers ; or be prematurely versed in controversial theology, in order to fit them for divines ; or by making them conversant with the business of trade and merchandise, as a qualification for those walks of life ; or by giving them a smattering of the physical sciences, as a means of rearing up young philosophers. It is not, I say, in this way that men will be formed of high and commanding intellect-men such as have been-men fitted to have the guidance of their fellows, and in each sphere of action, whatever it may be, to bring the powers of well-developed, trained, and matured minds to bear upon their duties, and so to advance the glory of God in promoting the welfare of their fellow men.Sermon at the opening of the school at Marlborough, for the sons of clergymen and others, by the Bishop of Salisbury.
THE STUDY OF LANGUAGE THE FIRST ELEMENT IN A LIBERAL EDUCATION.
Is establishing, therefore, a new institution, it is not our object to adopt a new system of education, but to follow that which experience and reflection alike approve. The course of education of our great public schools—the course preparatory to that of the Universities—will be pursued in this place. The study of the language will be made its chief aliment; because this study is found to be eminently fitted for the improvement of young minds—strengthening the memory without fatiguing it, and giving a due and varied employment to the reasoning powers.
And in this department we shall give the first and chief place to the classic and immortal languages of Greece and Rome, which have long formed the groundwork of liberal education in this country. It is indeed often questioned, even by men who admit the purpose of education to be discipline, not acquirement, and who recognise the fitness of the study of language as a means to this, whether it be right that so much attention should be given to the acquisition of what are called dead languages, rather than to those which are in living use at the present day. But a man, who is no mean authority on this subject, has said, “I am not one of those who think that in the system of English education too much time and labour are employed in the study of the languages of Greece and Rome. It is a popular, but, in my humble opinion, a very shallow and vulgar objection. It would be easy, I think, to prove that too much time can be scarcely employed on these languages by any nation which is desirous of preserving either that purity of taste which is its brightest ornament, or that purity of morals which is its strongest bulwark."* In fact, we must go to the source and fountain head if we would have what is
• Sir J. Mackintosh, Life, vol. i. p. 117.