Richmond Indiana palladium. [volume] (Richmond, Ind.) 1837-1839, 1838-12-01
For tie Pclia liam.
McGUFFEY'S SCHOOL BOOKS
Sorting and puzzling with deal of sles,
Those seeds OF science, called his \. Il. {.

CowFer.
IT is seldom that we meet with systematic re
marks on School Books. THIS department of criti
cism has been too much neglected A supervi
sorry care Of all School Books as they issue from
the press, would, | believe, often aid the young
teacher, III making selection from the great va
rcty presented for his adoptien; would retard the
progress of false principles, and extend the :ntlu
ence OF the good.
Ii this inaiten,ion has been owing to the obiec
being considered too humble for the exercise o
literary prowcrs upon ii, would suggest whetheI
the elements vi instruction, which enter INTO tho
composition OF all our subsequent knowledge
should not be seiulously cleansed from all error
For what IS taught in early life is apt to become
habtua before it subjected to the test of rcnsa,
or is corrected by experience. And the mind is
not easily dsbur:hcned OF vicious habits. To
free the literary paths of childhood from error
and from abstracts. TO g i've them true direction,
and TO render them agreeable, is certainly a
frivolous task
The proper end of criticism is to recommend
that which is good, and detect and expose false
hood If this be the legitimate am of the critic,
surely an examination of books designed for tho
perusa and instruction of the Young. comes with
IN his sphere 1t is from consdc ratons Of this
/ kind that have been induced to employ Il little
time, in making some structures upon series of
School ,ois, which, appear to be widely patron
ized, and likely to supplant most others. '.I'ha
must be good book SAID the sagacious mann
moth of criticism, (which the world has opened
its arms to receive.'' This being a jlst criticism
of merit, it may be thought that when the public
has practically given favorable judgment on any
publication criticism is needless Bat must
consider, that that Judgment is, that the work is
worthy OF patronage; and not that it is li.uliess.
And conceive that where excellence predosnin-
ates rendering the object ii inherits acceptable
the community, It is the more necessary that its
errors should be exhibited and avoided. y hen
.
inpcrfecions, it is harmless: when its readers
numerous, though its errors be few and trivial,
they are widely disseminated.
The plan of the Eclectic Series is unohjection-
able. Murray, Cotnlev, and Webster's School
Books have long held almost unusurped dominion
in the somnaries of learning: and they fuly de-
served the reputation they have acquired. Bat
neither Murray, Co!ney. nor Webster has COM
nisted a series McGuffey has attempted, with
becoming interest IN the literary welfare of the
budding generation to supply this deficiency; he
has commenced al the foot Of The ladder, anu has
short and easy steps for the upward pro-
gross Of the learner. !
Bat while consider his publications pre-em- |
nent among School Books, | perceive also they
contain their imperections; and to point out these
for the consideration of such interested IN
this question; is the particular object orths essay
Not only the diction, bat the subject should be
accommodated to the intellect TO which II is address
sed The infantile mind is developed not by books,
but by commerce with the world. And the sur
rounding things with which the child has become
the only proper topics for books
les igned for nosylabica readers. Allusions to
nursery scenes, and other familiar Oh ects give
he child agreeable surprise, and ensis his
Intention. To accustom him tn read understan-
!ingly, is very important preliminary in the ed
lea ton of youth: PrImner Is not intended to
convey information to exercise the mind OF IL
hd, in probing for meaning: the only object
3 TO teach to read Nth attention. And this is to
re accomplished by simple narratives and refer
noes to familiar subjects. As the mind becomes
expanded By charging its acquaintance with SEN
ible objects, the books should keep pace with its
widening capacity. The ideas Of language ad- o
ressed the child, should be gradually elevated.
o as at all times keep them just within the e
each OF its comprehension. Every word u
houid be explained, not by photographic, but u
y practical definition. Thus, it is easier for q
hid 3 or years of age. TO learn accurately and
the Specification ofsuch words o.
:terrupt, sedate, reprimana If, while he ia re-
ting his lesson, succession of persons enter u
lie roorn causing his primmer to be repeatedly u
osed and his exercise to cease. take this oppor u
unity of saying to him: The people interrupt Us;
eQuently direct his attention to suitably marked II
aud often say: How sedGte he P
'oks use the word reprimand, where the child is
n attentive observer of an act of reproof; and .
lie little quadrenarIan will have more correct :"
nowledge OF the meaning of these words. than ~
lat which would follow a hundred repettions of i'
terrupt. TO hinder; Sedate, calm-quiet; Repri- ~
and, TO chide--tn reprove. Words Of this cha Pi
cter words which admit OF practical definition, q
e the only ones that appropriate for the rs Is
roks OF children. For where the diction and the
bject are in advance of the Juvenile intellect 70
e child acquires the deleterious habit of reading ir
lthout regarding the sense; and IL
Words learned by rose, parrot may rehsarse.
Let US now draw examples from the author co
hom we have brought before We will begin as
tn the Primmer. The horse is fond of grass
re is set of words with which the little reader
$ become familiar; the idea is equally in,eIli-
Bile. 1t is perhaps the very language which he tir
often heard while the horse has been grazing off
fore him. But when the author tells him. ssGod pr
.de The the child is led into the regions of sic
struse philosophy. where, if he see at ell. ne ru
IS Imperiectv. How can IT be expected. that a gu
nd unused to profundity of thought unskilled in 1
iocination. and unfamiliar with the principles gi,
on.ologv. should trace the succession of agen- au
s from Omnpotence through train of sccon- ha