On the Importance of a well-spent Youth
On the Necessity of Submission to Teachers

On the Folly of indulging the Passion of Anger

184

On the Advantages of cultivating a Disposition to be pleased 192

A Comparison between History and Biography

194

On the Correspondence between Politeness and Religion

On the Art of Pleasing in Conversation

On Sympathy and Benevolence

On the Effects of Learning on the Countenance

On the Passions

205

On the Evils of Obstinacy

On Independence

On Delicacy of Passion

235

238

240

Delicacy of Taste not so dangerous as Delicacy of Passion 242

HINTS FOR CORRECTING AND IMPROV ING JUVENILE COMPOSITION.

Hints for correcting and improving Juvenile Composition 245 Examples for correcting and improving Themes

247

248

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252

OUTLINES IN NARRATIVE.

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ADVERTISEMENT.

PERHAPS the easiest method of training young people to write, is to begin with Narrative. All who have the use of reason can relate a transaction in the manner they have seen or heard it ; and though to do this to the best advantage is not a very easy task, yet, to do it tolerably, is perhaps, less difficult than any other species of composition: for this reason I have thought it proper to begin with Narrative, that nothing might be left untried to induce youth to the habit of writing down their thoughts on whatever might be the least difficult to them at first. Nothing so easy to comprehend and retain as a story, and therefore nothing so easy to write down from memory.

But as some pupils have an almost invincible repugnance to putting down their thoughts upon paper, every method, and event every stratagem,should be made use of to induce them to try at it: for which purpose, I have often thought, that if a short, simple story were read to them, and then a paper given them with the leading words of the story written at certain distances, and left for them to fill up, it would be an easy means of bringing them on to undertake that terrible task of writing their own thoughts. This may be called drawing the outline of a subject, in the same manner as a drawing-master traces the outlines of a picture, which he leaves for the pupil to fill up ; and there seems to be no reason why one method should not be as conducive to improvement in writing, as the other is in drawing. Both these modes of writing will be exemplified in the following pages.