because it is not
unaccompanied with inconveniencies? Shall we return to a state of savage
ignorance, because all the advantages of civilization have their
attendant disadvantages?

The only remedy that can be applied, is to accustom ourselves to clear
and accurate investigation. To prefer, whereever we can have recourse to
it, the book of nature to any human composition. To begin with the
latter as late as may be consistent with the most important purposes of
education. And when we do begin, so to arrange our studies, as that we
may commence with the simplest and easiest sciences, and proportion our
progress to the understanding of the pupil.

With respect to grammar in particular, the declensions of nouns, and the
inflexions of verbs, we may observe, that to learn words to which
absolutely no ideas are affixed, is not to learn to think loosely, and
to believe without being convinced. These certainly can never corrupt
the mind. And I suppose no one will pretend, that to learn grammar, is
to be led to entertain inaccurate notions of the subjects, about which
it is particularly conversant. On the contrary, the ideas of grammar are
exceedingly clear and accurate. It has, in my opinion, all those
advantages, by which the study of geometry is usually recommended,
without any of its disadvantages. It tends much to purge the
understanding, to render it close in its investigations, and sure in its
decisions. It introduces more easily and intelligibly than mathematical
science, that most difficult of all the mental operations, abstraction.
It imperceptibly enlarges our conceptions, and generalises our ideas.

But if to read its authors, be the most valuable purpose of learning a
language, the grammar will not be sufficient. Other books will be
necessary. And how shall these be chosen, so as not to leave behind us
the understanding of our pupil? Shall we introduce him first to the
sublime flights of Virgil, the philosophical investigations of a Cicero,
or the refined elegance and gay satire of Horace? Alas! if thus
introduced unprepared to the noblest heights of science, how can it be
expected that his understanding should escape the shipwreck, and every
atom of common sense not be dashed and scattered ten thousand ways?

The study then I would here introduce, should be that of history. And
that this study is not improper to the age with which I connect it, is
the second point I would endeavour to demonstrate.

But is hist