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5<lb/><head>Letter XXI. Schools.</head><p><hi rend="underline">future</hi> welfare of the other, in other respects? — whether the irretrievable<lb/>check given to the free development of the intellectual part of<lb/>his frame by this unintermitted pressure may not be productive of<lb/>an <sic>imbecillity</sic> similar to that which would be produced by constant<lb/>and long continued <hi rend="underline">bondages</hi> on the corporal part? — whether what<lb/>is thus required in <hi rend="underline">regularity</hi> may not be lost in <hi rend="underline">energy</hi>? — whether<lb/>that not less instructive, though less heeded, course of discipline, which<lb/>in the struggles of passion against passion, and of reason against<lb/>reason, is administered by the children to one another and to themselves,<lb/>and ib which the conflicts and competitions that are to form the<lb/>business of maturity are rehearsed in mini<add>a</add>ture, whitier I say, this<lb/>moral and most important branch of instruction, would not by these<lb/>measn be sacrificed to the rudiments and those seldom the most <sic>usefull</sic>,<lb/>of the intellectual? — whether the defects, with which <hi rend="underline">private</hi><lb/>education has been charged in its comparison with <hi rend="underline">public</hi>, would not<lb/>here be carried to the extreme? — and whether, in being made a little<lb/>better acquainted with the world of abstraction than they might<lb/>have been otherwise, The youth thus <add>pent</add> <del>put</del> up may not have been kept<lb/>more than proportionally more ignorant of the world of realities into<lb/>which they are about to launch? — whether the <del>libral</del> liberal spirit<lb/>and energy of a free citizen would not be exchanged for the<lb/>mechanical discipline of a Soldier, or the austerity of a monk? —<lb/>and whither the result of this high <del>an</del> wrought contrivance might not</p> | |||
5
Letter XXI. Schools.
future welfare of the other, in other respects? — whether the irretrievable
check given to the free development of the intellectual part of
his frame by this unintermitted pressure may not be productive of
an imbecillity similar to that which would be produced by constant
and long continued bondages on the corporal part? — whether what
is thus required in regularity may not be lost in energy? — whether
that not less instructive, though less heeded, course of discipline, which
in the struggles of passion against passion, and of reason against
reason, is administered by the children to one another and to themselves,
and ib which the conflicts and competitions that are to form the
business of maturity are rehearsed in miniature, whitier I say, this
moral and most important branch of instruction, would not by these
measn be sacrificed to the rudiments and those seldom the most usefull,
of the intellectual? — whether the defects, with which private
education has been charged in its comparison with public, would not
here be carried to the extreme? — and whether, in being made a little
better acquainted with the world of abstraction than they might
have been otherwise, The youth thus pent put up may not have been kept
more than proportionally more ignorant of the world of realities into
which they are about to launch? — whether the libral liberal spirit
and energy of a free citizen would not be exchanged for the
mechanical discipline of a Soldier, or the austerity of a monk? —
and whither the result of this high an wrought contrivance might not
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Identifier: | JB/550/202/001"JB/" can not be assigned to a declared number type with value 550. |
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