State journal. [volume] (Montpelier, Vt.) 1831-1836, 1836-10-04

whether the SOUNDS are represented DY SIN
GLE various or dipthongal vowels, without
FATHER 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 Gotten to be seen in common
spelling bOOks) either useless or unintcigi-
bic, and perplcxlng to small Children third,
that the reading lessons comprise, eXclu.
sively subjects familiar and interesting 10
Young learners, whiIemoSt Of the spelling
books are cIogged with abstract metaphy-
steal pieces, totally incomprehensble to chill
dren, ard Of course, tedious, disagreeabIe
and discouragipg.
In selecting materials Tor the 81 and 4tr
books, the compiler has taken particular care
that the subjects, rs well AS the language.
should correspond to the capact.es and feel
ngs Of children from 10 8 wears old by
which means they will, at the same time,
make rapid progress in the art Of reading
with ease and propriety, become improved
in their moral affections, and acquire taste
for books. OF the importance of these
results, no intelligent mind needs any illus
traii0n.
Believing that n knowledge Of natural
history, or history OF the wisdom, power,
goodness, works and providence OF the Crea-
tor Oi the Universe is essential 10 the welfare
and happiness OF every rational being and
ought to be taught in every school, he has
appropriated TIE principal part Of the fifth
book to those subjects.
The sixth number contains selection OF
ESSAYS and lectures on the advantages OF
reading and mental Improvement, together
with d variety OF such dialogues, moral
tales, fables, poetry, &c. as ale calculated TO
confirm the impression Of those advantages
OF the youthful mind. appendix is added
to his number, containing the principal
documents winch drneate The American
principles and system OF government, and
Jrlrf sketch OF a project devised and COM
menced hv the compiler, for the universal
dissemination OF knowledge, by means OF
free circulating Libraries.
We'll convinced tIat national morality l5
essential TO national freedom and happiness,
he has made il a paramount object, through
the whole course, to establish the snm.
conviction in the minds Of all classes of his
readers, AMI more especially in his seventh
nuCller, by concentrating in it abstracts Of
the best systems oI morals, sacred and pIo-
lane, ancient and modern, from the Bible
and from the most celebrated molal phi
loSol hers, Socrates, Cicero, CnntuciG..
Sen, ca, and others in succession, to Franklin
and PaIey.
FlnaIIr,thc compiler has made an a.tempL
(pclhaps the first that ever was made) 10
prepare a system OF school instruction inun-
ded upon scientific philosophical principles.
He has been governed in the whole progress
III bis 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 "A consequent Tact, thar
compound abstract ideas anA words, cannot
be clearly compre!;onded without previous
kn )WIcGGc OF the Simple aud radical ones
which they represent. He does not, howrv-,
er, pretend to perfect success in lis efforts,
MOI challenge crtiCism---on the contrary, he
will thankfully receive candid suggestions
for the Improvement of his plan, by maIt
from the friends ni rational education.
1t has been frequently suggested by emf
nent American patriots, teachers and public
writers, that American Schools ought TO be
supplied with American Books particularly
Of reading lessons) in preference 10 compi-
atlons imported lTon England, thirty or
forty years ago, and lor many years past, in
almost universal use in the schools OF the
United States. Ii cannot be expected that
compilations designed for the instruction O
British children selected by British SUBJECTS.
would he regularly adapted to the lormaliUW
OF a right national character for the sons
and daughters Of American Frecmen. How
Tar the compiler OF the American School Ii
blarY has succeeded ir promoting this high
" important ohiect, he leaves it to a republic
can public 10 decide, alter thorough exam
nation and experiment OF his books, and he
appeals to American patriotism to test them
II the one way or the otker.
Believing that the immediate ard uni
vcrSal addoptipn Of the American School
Library, in schools, academies and families
throughout the United States, would be
productive Of important public as we'll as
private benefit, the compiler respectfully
submits his books to the candid consideration
ol the respective legislatures OF the United
States, trustees and prcccptors OF academies
commissioners and teachers of schools, guar
dams and parents, booksellers, manufacture
erS and merchants, and soiCitS theil Official
and individual patronage, provided they
concur in his opinion OF It's consequent pub
he utility, after careful investigation OF his
system; and in proportion as this is d0fe
he INDUCES the belief, CORNER eXperie nee,
that ,Ery will be generally introduced, ana
that consequent TO This, the intellectual ans
moIalimprovcment and virtue OF the present.
and future generations, will he proportions
bly, advanced. JESSE TORREY, Jun.
Newburgh, July 4, 1886.
Extract OF Il note from Thomas Jefferson,
late President Of the United States, dated
Monticello, Jan. 5, 1922:
:" thank, you, sir, for the copy OF your
'Molal Instructor ] had read the first etis,
ton with great satisfaction, and encouraged
lis reading in my family"
Extract of letter from James Madison,
laip presihrnt OF Inc IInitrl SlaIuS. haicI