State journal. [volume] (Montpelier, Vt.) 1831-1836, 1836-09-26

WnttHtT lne SOUNDS are represented DY SIM
gle, various or dipthongal vowels, without
farther attention from the teacher second
that words which are seldom or never used
either in books or conversation, are chiefly
excluded, as well IA several other extrane-
ous matters (oIten to be seen in common
spelling books) either useless or unintcIlig-
bic, and perplexing TO small Children; third,
that the reading lessons comprise, cxcu-
sively, subjects familiar and interesting TO
young learners, whiIemost Of the spelling
books are cIogged with abstract mctaphy-
steal pieces, totally inCOmprehensble to chill
| dren, ard OF course, tedious, dsagrceablc
and discouraging.
| In selecting materials Tor the 81 and 4th
books, the compiler has taken particular care
/ that the subjects, rs well as the language,
should correspond to the capacities and feel
I inGs Of children from to 8 years old by
which means they will, at the same time,
make rapid progress in the art OF reading
with case and prnpricty, become improved
IN their moral affections, and acquire taste
for books. OF the Importance Of hese
results, no intelligent mind needs any Illus
trati0n.
Believing that knowledge Of natural
history, or history oi the wisdom, mower.
goodness, works and providence Of the Crea-
tor OF the Universe is essential tn the welfare
and happiness OF every rational being and
ought to be taught in every school, lie has
appropriated tie principal part Of the fifth,
book 10 those subjects.
The sixth number contains n selection of
essays and lectures on the advantages of
reading and mental improvement, together
with variety Of such Dialogues, moral
/ tales, fables, poetry, &c. rs are calculated to
confirm the impression OF those advantages
OF the youthful mind. appendix is added
TO his number, containing the principal
documents which deneatr the American
( principles and system OF government, and
bIlrf sketch Of a project devised and COM
menced by the compiler. for the universal
dissemination OF knowledge, by means OF
free circulating Libraries.
/ We'll convinced that national morality is
essential 10 national freedom and happiness,
/ hr has made it paramount object, through
/ the whole course, To establish the same
conviction in the minds of all classes Of his
/ readers. and more especially IN his seventh
number, by concentrating in it abstracts of
the best systems Of morals, sacred and prO-
! lanc, ancient and modern, from the Bible
and from the most cclebated moral PHI
! osophers, Socrates, Cicero, Conuciu&,
| Seneca, and others in succession, to Franklin
and Paey.
Fin1lly,the compiler has made an ATTEMPT,
| Uerhaps the iirSt that ever was made) To
prepare a system oil school instruction IOun-
lied upon scientific philosophical principles.
He has been governed in the whole progress
ol his undertaking, by the great truth dis
covered by Locke, that children are not born
with stock OF IDEAS and words ready
formed, and also by n consequent lact, that
compound abstract IDEAS and words, cannot
be clearly comprehcndcd withouta previous
KIN ,wledgc Of the simple and radical ones
which they represent. He docs mt, howcv-
cr, pretend 10 perfect success in his efforts,
nor challenge criticisnl---0n the contrary, he
will thankfully receive candid suggestions
for the improvement of his plan, by mail,
from tho friends 81 rational education.
1t has been frequently suggested by emil
nent American patriots, teachers and public
writer's, that American Schools ought to be
supplied with American Books particularly
Of reading lessons) in preference TO compi-
Iati0ns imported from England, thirty or
forty years ago, and for many years past, in
almost universal use in the schools of the
United States. 1t cannot be expected that
compilations designed Tor the distraction @
British children selected by British subjects,
would he pecuIiary adapted to the formation
oi right national character for the sons
and daughters Of American Freemcn How
lar the compiler OF the American School Ii
blary has succeeded in promoting this high
~ important object, he leaves it 10 repuhli-
can public to decide, after thorough exam
nation and experiment of his books, and he
appeals to American patriotism to test them
n the one way or the OTHER.
3 RrllpyInU that tl,tA tu,,rali,,n
versa addnpiOn Of the American School
Library, in schools. academies and families
throughout the United States, would be
productive of important public as well as
private benefit, the compiler respectfully
submits his books to the candid consideration
OF the respective legislatures of the United
States, trustees and pTcceptorS OF academies
commissioners and teachers Of schools, guar
dams and parents, booksellers, manufacture
erS and merchants, and SOicitS thcil official
and individual patronage, provided they
concur IN his opinion OF lis consequent pub.
lic utility, after careful investigation OF his
system and in proportion as this is done
he INDUCES the belief, CORNER experie nee.
thai :hey will be generally Introduced, and
that consequent 10 This, the intellectual and
moral improvement and virtue OF the present
and future generations, will be proporiona-
bly, advanced, JESSE TORREY, Jun.
Ncwburgh, July 1, 1896.
Extract OF a note from Thomas Jefferson,
late President OF the United States, dated
Monticello, Jan. ;, 1922:
:" thank, you, sir, for the copy OF your
moral Instructor had read the first edi-
ton with great satisfaction, and encouraged
It's reading in my family"
Extract OF a letter from James Madison,
late President ol tie United States, dated
Nnntnrlipr Tan on 1900.