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She draws the angles 1 and 2, saying, these are angles of mixed lines, or mixedlined angles. The first is a mixedline acute concave angle: the second, a mixed-lined acute convex angle.
Mother. Draw mixed-lined concave and convex angles.
Figures of four, five, or more sides, may be treated in the same manner.
The application and the drawing exercises of these mixed-line figures, are the same as with the straight and curve-lined figures. Every child who has comprehended the preceding exercises, will, with very little assistance, go through these. A few hints, therefore, as to the application, will suffice. For instance:
Mother. Find out any object near you resembling a mixed-lined, two-angled figure. Compose a pretty form of mixed-lined triangles. The relations of mensuration are also treated in the same manner as straight and curve lines. For instance: Draw a mixed-angled oblong, which is twice as long as broad: another, three times as long as broad.
Produce a figure of separate mixed-lined two-angled figures. Can you find out any object which represents a mixed-lined foursided figure?
Of Planes or Superficies.
Mother. The floor of this room and its ceiling are parallel planes.
The wall of this room is not parallel with its floor. With what is this floor parallel? With what is it not parallel?
Mother. The floor and one wall united by a straight line, form an angle, which, being formed by planes, is called a plane-angle.
The four walls united to the floor form four plane angles. In almost every room are twelve plane angles, &c. &c. &c.
These little exercises are simply intended as hints, which the mother will dwell upon, vary, or extend, according to the age and capacity of her little pupil.
Were Pestalozzi's system fully understood and brought into action, a result would follow, cheering to the affections and conducive to the best interests of parents, and most important to all classes of society.
If each generation of parents would train, with anxious, attentive care, and Christian zeal, the children who are to succeed them, a progressive and much-required improvement of mind, and amelioration of heart, would take place *.
* "II faut enseigner aux enfans, ou pour parler comme Pestalozzi, il faut developper chez eux les notions de logique, et les mouvemens de bienveillance. Que deviendroit le mal moral dans une soeiete d'hommes devenus incapables de deraisonner et de hair?
Parents! attend, above all other concerns, to the educa
Time must be given to the study of the ground-work, ere any part of the spirit of the
tion of your children: riches and honours are nothing in comparison. It is in your power to stamp on their ductile mind, so deep an impression of a benevolent Deity, as to become their ruling principle of action. What praise do you not merit, if successful? what reproach, if negligent? I have a firm conviction, that if a due impression of the Deity be not sufficient to stem the tide of corruption in an opulent and luxurious nation, it is vain to attempt a remedy.—Lord Kaimes.
Let all who have children endeavour to be the beginners and the stock of a new blessing to their family; by blessing their children; by praying much for them; by holy education and a severe piety; by rare example and an excellent religion.—Jeremy Taylor.
It is to our parents, our narrow circle, our situation and circumstances in early life, that we owe the formation of our character; and which character will, through life, exhibit the history of our birth, our early friends, our country, yea, our very town, and all our early pursuits and habits. If all this is the case where no system is adopted, but where circumstances and habits alone control us, what shall the effects be where the power of goodness operates, where purity of feeling and purity of knowledge are instilled by unwearied and prudent instruction, and confirmed by the constant and beautiful display of a bright example. ■
Lectures.—M. Allen. To amend Education, will inevitably induce amendments in society, in laws, and in governments.
Oriental Herald, Vol. i. No. 2.
method can be conceived; and success must depend upon its being carried into execution by those who are warmly attached to the cause, and with the same spirit that planned it.
But many who are most worthy are timid, and look upon every improvement in the light of some fearful innovation: "they are so unwise as to suppose, that in this probationary scene, this school of immortality, precedent and old usage ought to be our guide, and that we are to shut out the light of Heaven from the mind, and look back for knowledge to the past ages of darkness." Neither is it easy to remove prejudice, or to meet with sincerity, candour, and openness to conviction; or a willingness to sacrifice private interest to public good. Another grand obstacle to alteration of any kind is pride: pride, which closes the mind and heart against reason, evidence, and fact; assumes to itself infallibility of judgment; and, by thus refusing admission to light and truth, closes every avenue to improvement. Many are so completely engrossed by selfishness, indolence, and apathy, those mighty foes to advancement in knowledge, virtue, and happiness—so averse to the labour of thought and action in the cause