. 
1792+ on teaching the Englifh language. 147, 
this part, therefore,’ he says, ‘ a certain. portion of a book 
of acknowledged purity, simplicity, and elegance, will be 
prescribed, and the scholars called to give, from memory, 
in the best manner they are able, an account of more of, 
lef of.it at the time of meeting. Great care must be ta- 
ken to prevent this tafk from degenerating into a tafk of 
mere rote, which, though improving to the memory, would 
not contribute much to the end proposed. By guarding 
against this practice, farther and better effects will be 
produced. The memory will continue not only to be 
equally improved, but the powers of reilection will be awa- 
kened, and the judgement matured and confirmed. A 
clear, just, and strong phraseology, will gradually mix with 
the scholar’s own, which is most efsentially requisite in this 
part of Great Britain, where the language that every boy 
speaks is so unlike, and often so opposite to a goad Eng- 
lifh style.’ 
The author then proceeds to develope the farther par-. 
_ticulars of his plan, in a clear and perspicuous manner, for 
which we refer the reader to the work itself. It consists,. 
in general, in exercises in speaking, under correction of 
the several pupils, and then-in exercises in writing, upom 
nearly the same plan. In the exercises for writing, a sub- 
ject is given out, and each: pupil is required to write upom 
it as correctly ashe can; ora clafsical sentence is purposely 
corrupted, and they are desired to put it into good lan- 
guage. ‘This they are desired to do at home, so that they: 
may be at liberty to correct it, and write it over again as 
often as they picase. When it is presented to the precep- 
tor, he merely marks above the words that are defective, 
and allows them once more to try to correct them, he 
himself only performing this tafk when they cannet do. i3 
themselves. 
