The first _offend_ you by habits and modes of
thinking and acting directly attributable to their private education; in
the others you only regret that the freedom and facility of the established
and national mode of bringing up is not _added_ to their good qualities.
* * * * *
I more than doubt the expediency of making even
elementary mathematics a part of the routine in the
system of the great schools. It is enough, I think,
that encouragement and facilities should be given; and
I think more will be thus effected than by compelling
all. Much less would I incorporate the German or
French, or any modern language, into the school labours.
I think that a great mistake.[1]
[Footnote 1:
"One constant blunder"--I find it so pencilled by Mr. C. on a margin--"of
these New-Broomers--these Penny Magazine sages and philanthropists, in
reference to our public schools, is to confine their view to what
schoolmasters teach the boys, with entire oversight of all that the boys
are excited to learn from each other and of themselves--with more geniality
even because it is not a part of their compelled school knowledge. An Eton
boy's knowledge of the St. Lawrence, Mississippi, Missouri, Orellana, &c.
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