Richmond enquirer. [volume] (Richmond, Va.) 1815-1867, 1827-03-13
INTER ESTiNG Paper.

scheme for Classical instruction, which we re-
commend to the consideration OF every classical
teacher and liberal Parent in Vrginia.-It is writ-
ten by the able Professor OF the Classical Chair in
the University Of Virginia, MIR. Long. The hsto-
ry OF the paper is this: Virginian, interested in
the education OF his sons, last fall converting
with Mr.. Long about the best Editions of the
Classics, the order in which they should be read
Sc; and so much new information did he derive
IRON the Professor, that he asked particular
favor, that he would prepare for him Plan Of
Classical Education. MI. Long was SO kind as 10
yield to his request and the following paper is
the result We recommend it TO every reader
who has children, to preserve this paper, for im-
mediate or future u-e-- If our schools would av all
themselves OF its precepts, they would be enabled
better TO prepare their pupils for their reception
into the University:
SCHEJhE OF INSTR UCTTON
IL has been subject of great and just COM
paint, that 80 much time is spent in the study
OF the antient languages, and so little il learned
This IS TACT which cannot be denied, as it is
established by the unfortunate experience of
nearly all who have had, what is called, clsssi-
cal education: the few. who have made any real
proficiency, are conscious that much time and
labor might have been saved; and those wi no hay e
learned nothing, feel that both have been
wre chedly msapped. A taste, for classic al
pursuits, is now common, and an acquaintsnc CO
with the Greek and Latin Languages, is consid-
cred by many to form so important a part of a
liberal education, that may be useful to inquire,
why so little is learned, and how the mode of in
struc'ion may be improved.
Among the worst methods of teaching nav be
enumerated most that are in general use, particu-
iariy such are employed in some of the eteat
schools in England. The Eton and Westminster
drammars, with Schrevelius' Lexicon, Sc aided
by The injudicous system of teaching, have formed
llSuOerahia n;,sia cte 0 he =
ins. Some private schools and few OF the
larger schools hive, at last, emancipated them
serves from the letters imposed by the ignorance
OF former times CD New modes of instruction
have been adopted, and they claim the attention
OF all interested in the Improvement of education
as the system is the result of long experience 1t
has been established as a principle by actual ex-
pertinent, that In the commencement of the study
OF Language, the teacher must supply the Mace
both OF Grammar aad Dictionary. The student
should not bs confused by general rules, which
but lor an example subioined, " ould be comnle,e-
~ unintelllgble: the instructor should lead him
10 observe number of particular instances and
from hem to deduce a general law-an operation.
that the mind ID always very ready to perform
The utility of general rule will then be annarent
10 the pupil: 1t may be pointed out TO him in a
good Grammar, 10 which he can refer in CASES of
difficulty.
That part OF the Grammar, which is technieaIIv
called the Accidence, the declensions of nouns.
the conJugation oi.verb-, Sc is best learned not
40 'he common way OF making the student mere
5 ~ repeat what ne finds in his Grammar h,, in
making him also write out on paser many no,s
and verbs, which are formed in a manner similar
10 the examples IN the Grammar The proper
Ensish oil each word should be furnished by the
teacher: sucn an exercise familiarizes the student
WIN INC worus Oh me new Language, and teaches
n'u,, AZ 'ne 'a'ne time the photography: ii is
wen known iact' That this is never learned in any
Language without the of the pen-In some
schools it is usual for the teacher to tran.,,s or
aiiy,th lesson to The Junior Glasses who are then
required TO study 1t carefully, and to repeat il TO
the Instructor. Transitions, detached from the
DOCK, are also allowed in some schools; and as the
lesson Is TO be construed 10 the teacher, and eve
~ oru Is 10 be accounted for, the usual objections
10 such TRANSACTIONS are partly obyiated
f'xtempoTaneous constituting, as il Is caIIeJ il
sometimes part of the SYSTEM The pupils construs
with the assistance of the master who EXPLAINS
the unknown words as ihey occur This ,v..
the way IN which these Languages were t.,ybt
before Lexlcons and Books of Reference we're
SO common; " was the way in which many great
scholars were formed. This system REQUIRES an
"0se teaeher' and little besides that: good books
are the best substitutes where such teacher c,-
not be had.
tcannot he objected TO this system that !, ,.;Ii
make the boys INDECENT; more may be reouired of
them as their means OF study are facilitated and
IL u the teacber FAULT II The lesson is studied SUI
peThcihily. Too much difficulty is generally pre-
scented to beginners: scarcely any Dictionary can
be found "hich is adapted to The want, and ca.
pachy of a boy. The use Of iranslatons and
predictions may be dropped, when the student has
maze sufficient progress 10 read With some ease.
ana has arrived at that point where the desire for
information from Lexicons and Grammars is ex-
cited, and where his labor is chee,ed with the pro-
liability of success (2) The difficulties presented
IN the ordinary way of teaching, by making BOYS
commit TO memory many rules that they cannot
understand, and frequently in the very language
"hlch they nave 10 learn, and then requiring them
with the imperfect aid of bad Lexicon. 10 con-
s'r9e Greek or Lain authors, produce nearly al
ways listess, inactive despair on the part of the
Learner, and bad humor aud peeyishness ON that OF
the teacher
the practice OF writing that language, which is
20 be learned, ought to form part of the systsm
OF education; 1t offers, when properly regulated
one OF the surest means of acquiring accurate
knowledge. But the pupil ought not 10 write ex-
ercises, arranged under each rule Of syntax, as is
Tue case in common exercise books, gifbou, any
regard 70 the relative importance OF the rules He
ougat hrst TO write exercises involving only those
syntscltcai constructions, which form part oil
every sentence; and these ought not TO be written
before be has, from his own reading, met with
numerous instances of such constructions. and
with the aid Of his teacher, deduced from them !
general rule.
j would be difficult TO select those elementary
books which the best: very few, if any, can
be called good--The progress OF the learner mus,
at FIRST depend more on. the teacher than on any
thing else.
That Grammar, which presents the sccidenct
Z 80 4.