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A PARABLE ON BROTHERLY LOVE.
1. In those days there was no worker of iron in all the land. And the merchants of Midian passed by with their camels, bearing spices, and myrrh, and balm, and wares of iron.
2. And Reuben bought an axe of the Ishmaelite merchants, which he prized highly, for there was none in his father's house.
3. And Simeon said unto Reuben his brother, "Lend me, I pray thee, thine axe." But he refused, and would not.
4. And Levi also said unto him, "My brother, lend me, I pray thee, thine axe;" and he refused him also.
5. Then came Judah unto Reuben, and entreated him, saying, "Lo, thou lovest me, and I have always loved thee; do not refuse me the use of thine axe."
6. But Reuben turned from him, and refused him likewise.
7. Now it came to pass, that Reuben hewed timber on the bank of the river, and his axe fell therein, and he could by no means find it.
8. But Simeon, Levi, and Judah had sent a messenger after the Ishmaelites with money, and had bought for themselves each an axe.
9. Then came Reuben unto Simeon, and said, "Lo, I have lost mine axe, and my work is unfinished; lend me thine, I pray thee."
10. And Simeon answered him, saying, "Thou wouldest not lend me thine axe, therefore will I not lend thee mine."
11. Then went he unto Levi, and said unto him, My brother, thou knowest my loss and my necessity; lend me, I pray thee, thine axe."
12. And Levi reproached him, saying, "Thou wouldest not lend me thine axe when I desired it, but I will be better than thou, and will lend thee mine."
13. And Reuben was grieved at the rebuke of Levi, and being ashamed, turned from him, and took not the axe, but sought his brother Judah.
14. And as he drew near, Judah beheld his countenance as it were covered with grief and shame; and he prevented him, saying, "My brother, I know thy loss; but why should it trouble thee? Lo, have I not an axe that will serve both thee and me? Take it, I pray thee, and use it as thine own."
15. And Reuben fell on his neck, and kissed him, with tears, saying, "Thy kindness is great, but thy goodness in forgiving me is greater. Thou art indeed my brother, and whilst I live, will I surely love thee."
16. And Judah said, "Let us also love our other brethren; behold, are we not all of one blood?"
17. And Joseph saw these things, and reported them to his father Jacob.
18 And Jacob said, "Reuben did wrong, but he repented. Simeon also did wrong; and Levi was not altogether blameless.
19. "But the heart of Judah is princely. Judah hath the soul of a king. His father's children shall bow down before him, and he shall rule over his brethren."
SKETCH OF AN ENGLISH SCHOOL.
FOR THE CONSIDERATION OF THE TRUSTEES OF THE PHILADELPHIA ACADEMY.
IT is expected that every scholar, to be admitted into this school, be at least able to pronounce and divide the syllables in reading, and to write a legible hand. None to be received that are under
FIRST OR LOWEST CLASS.
Let the first class learn the English Grammar Rules, and at the same time let particular care be taken to improve them in orthography. Perhaps the latter is best done by pairing the scholars; two of those nearest equal in their spelling to be put together. Let these strive for victory; each propounding ten words every day to the other to be spelled. He that spells truly most of the other's words is victor for that day; he that is victor most days in a month, to obtain a prize, a pretty, neat book of some kind, useful in their future studies. This method fixes the attention of children extremely to the orthography of words, and makes them good spellers very early. It is a shame for a manto be so ignorant of this little art in his own language, as to be perpetually confounding words of like sound and different significations; the consciousness of which defect makes some men, otherwise of good learning and understanding, averse to writing even a common letter.
Let the pieces read by the scholars in this class be short; such as Croxall's Fables, and little stories. In giving the lesson, let it be read to them; let the mean
ing of the difficult words in it be explained to them; and let them con over by themselves before they are called to read to the master or usher, who is to take particular care that they do not read too fast, and that they duly observe the stops and pauses.. A vocabulary of the most usual difficult words might be formed for their use, with explanations; and they might daily get a few of those words and explanations by heart, which would a little exercise their memories; or at least they might write a number of them in a small book for the purpose, which would help to fix the meaning of those words in their minds, and at the same time furnish every one with a little dictionary for his future use.
THE SECOND CLASS
To be taught reading with attention, and with proper modulations of the voice, according to the sentiment and the subject.
Some short pieces, not exceeding the length of a Spectator, to be given this class for lessons, (and some of the easier Spectators would be very suitable for the purpose.) These lessons might be given every night as tasks, the scholars to study them against the morning. Let it then be required of them to give an account, first, of the parts of speech, and construction of one or two sentences. This will oblige them to recur frequently to their Grammar, and fix its principal rules in their memory. Next, of the intention of the writer, or the scope of the piece, the meaning of each sentence, and of every uncommon word. This would early acquaint them with the meaning and force of words, and give them that most necessary habit of reading with
The master then to read the piece with the proper
modulations of voice, due emphasis, and suitable action, where action is required; and put the youth on imitating his manner.
Where the author has used an expression not the best, let it be pointed out; and let his beauties be particularly remarked to the youth.
Let the lessons for reading be varied, that the youth may be made acquainted with good styles of all kinds, in prose and verse, and the proper manner of reading each kind; sometimes a well-told story, a piece of a sermon, a general's speech to his soldiers, a speech in a tragedy, some part of a comedy, an ode, a satire, a letter, blank verse, Hudibrastic, heroic, &c. But let such lessons be chosen for reading, as contain some useful instruction, whereby the understanding or morals of the youth may at the same time be improved.
It is required that they should first study and understand the lessons, before they are put upon reading them properly; to which end each boy should have an English dictionary, to help him over difficulties. When our boys read English to us, we are apt to imagine they understand what they read, because we do, and because it is their mother tongue. But they often read, as parrots speak, knowing little or nothing of the meaning. And it is impossible a reader should give the due modulation to his voice, and pronounce properly, unless his understanding goes before his tongue, and makes him master of the sentiment. Accustoming boys to read aloud what they do not first understand, is the cause of those even, set tones, so common among readers, which, when they have once got a habit of using, they find so difficult to correct; by which means, among fifty readers, we scarcely find a good one. For want of good reading, pieces published with a view to influence the minds of men, for their own