Part 1 (1/2)
The Boarding School
by Unknown
PREFACE
Those persons whose time is devoted to the instruction of youth, have not only abundant opportunities of ascertaining the capacities of their pupils, but of observing their various dispositions, and of noticing the effects which have been produced on them by previous habit and example
It seldom happens that amiability of temper, respectful behaviour to superiors, or kindness to inferiors, distinguish children who in their infancy have been left to the care of ence of parents, to gratify their forward inclinations; and it as rarely occurs that those who have had the benefit of good example and parental admonition in the ”bud of life,”
display row up, unless theirimproper companions With reference to the effects of early education, it has beenis bent, the tree's inclin'd”
And though a variety of causes ive a bias to the mind, it is a fact not to be controverted, that early iic of some well remembered maxim or parental caution will often come very seasonably to the aid of thethe characters which are introduced in ”THE BOARDING SCHOOL,” the Author has endeavoured to represent, by contrast, the a them in their true colours, to render her fair and youthful readers as emulous to imitate the one, as they will doubtless be to avoid the other; while the narrative, being of the most familiar kind, will, it is hoped, contribute to their amusement
THE BOARDING SCHOOL
CHAPTER I
Elizabeth Adair was stooping to prop a rose-tree in a viranda, when she hastily turned to her sister, and exclai either to plants or flowers now: I ive up all age your attention,” returned Jane
”And will they afford me pleasure? You may as well say that I shall listen with joy to the foolish cohty remarks of others”
”Let this be our comfort,” said Jane, ”sensible people always treat the instructors of youth with respect; they neither command with pride, nor coe! We, who have had every indulgence, and no cares to perplex us!”
”My dear Elizabeth, in the day of prosperity we seldom rejoice with thankfulness; but in the time of adversity, when our path is darkened, then we can bitterly repine Surely we should place our joys and our sorrows against each other, as a defence fro spirit”
”It is not late trials that trouble me, but future vexations that I dread You know that I have never been accusto, spoiled children”
”I hope,” said Jane, ”you will not have a class of this description to instruct”
”O, all things will be easy to you, for you love children and love teaching; but I have never appliedof the kind: I shall not kno to ask the most simple question in nature”
Jane smiled, as she said, ”Since you are so very doubtful of your abilities, I think I will give a short lesson upon teaching Suppose you ask your pupil if she has learned grammar: if she replies in the affirmative, desire her to explain the nature of the different parts of speech Then try her abilities in the arithland; tell her to relate soo on to other subjects in a similar manner In the first instance, however, always hear your pupil read; clear, distinct reading, with proper emphasis--I do not ive her soe from history, or from any suitable book”