Portland gazette and Maine advertiser., 1812-09-21
Original a9istflIany-
Education Of Children.

WE have asserted, that Toe pnncipal Oh
ject Of education is the maturing ofthe
mind ; that genius, at least tile essential
part of il, Is nothing but appli cation and
that application Is OccasIOned primarily b,
accidental circumstances, and ultimately
by habit II these should appear like bare
assertions, it would bs difficult 10 make III
tAe defect OF argGment for The limits ne
cessariiy prescribed to newspaper ESSAYS.
allow but little oppOrl unity for detailed res
soning. Il will. follow in course 20 an,Iv
these general principles as tests of some
pAucuisr rules Of practice and the more
familiar and simple tire terms IN winch
these rules are expressed, and tie instances
by winch they are eAemplif5d, The bet
ter will they answer their intended pur-
pose.
Ii The first object ofeducation IS "a ma
lure the mind, the first rule should be ID ex-
ercIse the understanding or in othe
words to lead a child into habit Of think
'ns and reasoning for himself Such hab
Il IS not only Unnecessary f0undat ion for all
other requirements, bu. the practical effects
OF Will De telt IA every situation in life. in
every employment either Of business or
musement. What IS sound judgement but
habit Of examining every circumstance and
relation Of 4 case, before we decide What
= prudence N conduct but habit Of check
ing The feelings Of the moment Nv rejecting
On general and remote consequences? Whai
4 skill IN business but The fleet Of Ininu, Y
examination OF its difficulties and its main
OBJECT ! What Is good sense il Conversation
but hsbitual attention 10 the sentiments we
express I'VE might 90 On without end
ihe means of leading children 20 such
nab It are as various as the DIRECTS with
winch they are conversant They are nstu
rally inqusitive, and when they first be
gIn TO reflect on the objects around them
before their curiosity is deadened by FREE
quent dIsapp1inJments, they will hardlt
rest without knowing the causes and consc-
qucnceS OF every singular occurrence they
meet with. Hence opportunities VIII eve
ry day offer, IN their amusements. their bu.
>inesS, and common passing events. % i'll
terests them III Rational enquiries. But
their studies may be more peculiarly impro-
we'd tor thIs purpose. A demons ration Or
discovery, especially Reflected 81 curse Ives,
. always pleasing and I'D youth tie pleas
ure IS 50 tar heightened by novelty. and
seli-ccmpl2cency al success, that ii IS not
readily forgotten, or neglected on account Of
pans ii may cost. Tie. particular kind #
exercise IS Of very little importance, ifit
does but lead the pupil to form his own
plans Of reasoning. Perhaps Tie game of
chess, were that amusement COMMON,
would be he most useful, IS an occasional
employment Tor children 81 SIX or eight le4rs
Old, that could be devised. Mathematical
Calculations have been Tesorted ~ III a cele.
hrated instructor IN Uur c0un r. and his
distinguished success IL full demUnstra-
ton o. the correctnI IS cf cur IDEAS On the
effect Of mental exercise and habit With
regard 70 mathematics, however, il ~ i'm
portant 10 notice distinction between mem
tai calculation, and the use offgures, either
Of which a child may learn with facility,
but will find it a very complicated and diff