I might very well be thought wanting in discretion if I were to press any far-fetched proposals into this discussion of general principles, and I shall therefore deal only with methods that are in harmony with the customs of this country, and with the circumstances of the time. Among the subjects of instruction that have universally been recognised and practised, Reading certainly holds the first place, alike for the training of the mind in the process of acquiring it, and for its usefulness after it is acquired. For the printed page is the first and simplest material for impressions in the art of teaching, and nothing comes before it. When by gradual practice in combining letters and in spelling out words under direction, the child has acquired the faculty of reading easily, what a cluster of benefits thus come within reach! Whatever anyone has published to the world by pen or print, for any end of profit or pleasure, whether of free will or under constraint, by reading it is all made to serve us—in religion, to promote the love and fear of God, in law, to aid us in rendering obedience and service to our fellow-men, and in life generally to enable us to expel ignorance and acquire skill to do everything well. Wherefore I make Reading the first foundation on which everything else must rest, and being a thing of such moment, it should be thoroughly learned when it is once begun, as facility will save much trouble both to master and scholar at a later stage. The child should have his reading perfect both in the English and in the Latin tongue long before he dreams of studying grammar.
The Vernacular First.
As for the question whether English or Latin should be first learned, hitherto there may seem to have been some reasonable doubt, although the nature of the two tongues ought to decide the matter clearly enough; for while our religion was expressed only in Latin, the single rule of learning was to learn to read that language, as tending to the knowledge valued by the Church. But now that we have returned to our English tongue as being proper to the soil and to our faith, this restraint is removed, and liberty is restored, so that we can follow the direction of reason and nature, in learning to read first that which we speak first, to take most care over that which we use most, and in beginning our studies where we have the best chance of good progress, owing to our natural familiarity with our ordinary language, as spoken by those around us in the affairs of every-day life. This is the better order also in respect that English presents certain difficulties that are absent in Latin, and that children can master more easily when their memories are still unstored, and considerations of reason do not affect them. While Latin has been purified to a definite form in which it has been fixed and preserved, English, though it is progressing very fairly, is still wanting in refinement, the spelling being harder, and the pronunciation harsher, than in Latin.
Material of Reading.
In this a special and continual regard should be had to these four points in the child—his memory, his delight, his capacity, and his advancement.
As to his memory, I would provide that as he must practise it even from the first, so he may also practise it upon the best, both for pleasure in the course of learning, and for profit afterwards.
As to his delight, which is no mean allurement to his learning well, I would be equally careful that the matter which he shall read, may be so fit for his years, and so plain to his intelligence, that when he is at school, he may desire to go forward in so interesting a study, and when he comes home, he may take great pleasure in telling his parents what pretty little things he finds in his book, and that the parents also may have no less pleasure in hearing their little one speak, so that each of them shall rather seek to anticipate the other, the child to be telling something, and the parent to be asking.
As to his capacity, I would so provide, that the matter which he shall learn may be so easy to understand, and the terms which I will use, so simple to follow, that both one and the other shall bring nothing but encouragement.
As to his advancement, I would be very particular that there may be such consideration and choice in syllables, words, and sentences, and in all the incidental notes, that there shall be nothing wanting which may seem worth the wishing, to help fully either in spelling correctly, or reading easily; so that the child who can read these well, may read anything else well, if the reading master will keep that order in his teaching which I intend to give him in my precept, and not do the infant harm by hurrying him on too fast, and measuring his forwardness not by his own knowledge but by the notions of his friends.