ZIO The Rural Economiſt.[Deec.

You will ſoon perceive, with aſtoniſhment, their wonderful R to make him obïerve accurately, remember, ſpeak cor- rely and elegantly, never open his mouth except to utter with the ſimplicity of a boy, what is more than worthy of the wiſdom of manhood. Ás ſoon as he has learned to write, let him write the accounts of his obſervations and refleétions. Let his firſt written exerciſes be deſcriptions of ſome ſimple, uncomplex inanimate obje, fuch as a ſtone, a ſtream of water, a piece of ice. Require him, nexé, to deſcribe to you, obje&s which have

vegetative animation, ſuch as a tree, a flower, an apple, a field of corn, turnips, or potatoes. Raiſe his attention, next, to animals; let him deſcribe a dog, a horſe, an ox, any E being. After he is ſufficiently SION in theſe exerciſes, draw his notice upon complex ſubjeêts of deſcription, ſuch as a ſcene of inanimate matters, vegetables, men, and other animals. Exerciſe him long in the ¿beten and written deſcription of thele complex aſſemblages of different obje&ts. Let him learn to purſue them through different changes; not confining him- ſelt to a ſingle aſpeét of them. Accuſtom bim fill more and more to introduce into his deſcriptions thoſe ideas of generali- zation which naturally ariſe from the compariſon of many in- dividual objets.“At laſt, bring his exerciſes to ſentiments, principles, E charadters; to he deſcription of complex arts; to the judgment of manners; to reaſonings concerning right and dS NLA and imp1ous, prudent and indiſcreet, in every poſ- ſible complication of circumſtances.

Compare this plan of exerciſes, ſeriouſly, with thoſe which are at preſent in’ univerſal uſe. BEE for ESET upon your deciſion.

It is not to be ſuppoſed, that during this time, our young pupil has received no inſtruftion in the very uſeful principles of ARITHMETIC.*If you have not negleéted your duty, the generalization of numbers will have been one of the earlieſt which your boy has made, in his progreſs of intelligence. Hav- ing. made this generalization, he would often add—fſubtrat— it were unconſciouſly, and without E A he-was OGC E any elaborately artificial a. Let biro be lec d, after he has acquired ſome ſkill and dexterity in the art of writing, to make thoſe exerciſes of addition which he performed but in play, exerciſes for his dire& infiruétion in À praétical art, which he 1s to learn for the ſake of its important utility in the pradice of life. Subtraction, Multiplication, Dis viſion, natural] y follow. In general, it is only neceſſary to beware of plunging 5 your pupil too care leſsly into the abſtrac- tions of mathematics; and to avoid puzzling him, merely for the lake of puzzling, with queſtions too obſcurely and ambi- guoulſly ES From Diviſion, let him proceed through the other rules, till he fhall have made himſelf maſter of the abreyiations of what is called Pra@ice, and ſhall become ſufficie