State journal. [volume] (Montpelier, Vt.) 1831-1836, 1836-10-11

all the words OF the regular spelling tables,
whether the sounds are represented by sim
gle, various or dpthongal vowes, without
Ialther attention from the teacher; second
that words which are seldom or never used
either in books or conversation, are chiefly
excluded, as well as several other cxtrane-
Gus matters (olten to be seen in common
spelling books) either useless or unintclligi-
BILE, and perpexing to small children; third,
that the reading lessons comprise, exclu-
sively, subjects familiar and interesting 10
young learners, whiIemost Of the spelling
books are cogged with abstract mctaphy
steal pieces, totally incompTehensibe TO chill
dren, ard Of course, tedious, disagreeable
and discouraging.
| In selecting materials Tor the Sd and 4h
books, the compiler has taken particular care
that the subjects, as well as the language,
should correspond to the capacities and feel
ngs Of children from to 8 wears old by
which means they will, at the same time,
make rapid progress in the art OF reading
with ease and proprietv, become improved
in their moral affections, and acquire taste
for books OF the importance of these
results, no intelligent mind needs any illus
tration.
Believing that knowledge Of natural
history, or history OF the wisdom, power,
goodness, works and providence OF the Crea-
tor Of the Universe is essential TO the welfare
and happiness OF every rational being and
ought to he taught in every school, lie has
appropriated tie principal part Of the fifth
book to those subjects.
The sixth number contains a selection OF
ESSAYS and lectures on the advantages Of
reading and mental Improvement, tCgeiheF
with a variety OF such Dialogues, moral
tales, fables, poetry, sc. as aie calculated tn
confirm the impression OF those advantages
OF the youthful mind. Anappendix is added
to his number, containing the principal
documents which delineate the American
principles and system OF government, and Il
brief sketch OF a PROJECT devised and COM
menccd by the compiler, for the universal
dissemination OF knowledge, by means Of
t, free circulating libraries.
Well convinced that national morality is
essential to national freedom aud happiness,
; he has made it paramount object, through
the whole course, TO establish the same
conviction in the minds of all classes Of his
. readers, ana more especially IN his seventh
. number, by concentrating in it abstracts OF
the best systems Of morals, sacred and pro-
fame, ancient and modern, from the Bible
and from the most celebrated moral phi
losolhers, Socrates, Cicero, ConiuciuS,
Seneca, and others in succession, TO Franklin
and Paley.
FINALLY the compiler has made an attempts
(pel haps the first that ever was nade) 10
prepare a system of school instruction lout-
ded upon scientific philosophical principles.
He has been governed in the whole progress
OF his undertaking, by the great truth dis
covered by Locke, that children are not born
with a stock OF IDEAS and wulds ready
formed, and also by consequent TACT, that
compound abstract ideas and words, cannot
be clearly comprehended withouta previous
knowledge OF the simple and radIca onrs
which they represent. He does not, how v
er, pretend to perfect success in bis eii9lts
; MOI challenge critcisn---on the contrary, he
will thankfully receive candid Suggestions
for the improvement Of bis plan, hy mail,
from the friends oil rational education.
1t has been frequently suggested 10y emf
, nent American patriots, teachers and public
writers, that American Schools nugh to he
supplied with American Books particularly
, Of reading lessons) in preference 10 compi-
, latons imported from England, thirty OF
+ 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 for the instruction
British children selected by British suhFCts,
, would he peculiarly adapted to the formation
Of right national cha actcr for the sons
a and daughters 81 American Frecmen. How
!, lar the compiler OF the American School Ii
: bary has succeeded in promoting this high
~ important object, he leaves it TO republic
can public to decide, after thorough exam
/ nation and experiment Of his books, and he
appeals to American patriotism to test them
4 Il the one way or the Ot-er.
Believing that the immediate aud UNI
verSal addrp:ion If 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 h. the candid consideration
, OF The respective legislatures of the United
, States, trustees and preceptors OF academies
! commissioners and teachers OF schools, guar
dians and parents, booksellers, manufacture
/ ers and merchants, and soIicils thel official
, and individual patronage, provided they
concur in his opinion Of lis consequent pub
lie utility, alter careful investigation OF his
, system; and in proportion as this is done
he INDUCES the belief, CORNER eXperle nce,r
that .hey will be generally introduced, and
that consequent to This, the intellectual and
moral Improvement and virtue OF the present.
and future generations, will be proportional
! bly, advanced JESSE TORREY, Jun.
, Ncwburgh, July 4, 1886.
; Extract OF note from Thomas Jefferson,
: late President OF the United States, dated
= Monticello Jan. 5, 1922:
81 thank, you, sir, for the copy OF your
, 'Mola Instructors had read the first edi-
-, ton with great satisfaction, and encouraged
- its reading in my family"
=