fects in exciting imitation.
George Barnwell is a hideous representation of the passions, and
therefore beneficial.

There are many sublime objects which do not depend upon terror, or at
least upon false associations of terror, for their effect; and there
are many sublime thoughts, which have no connection with violent
passions or false ideas of morality. These are what we should select,
if possible, to raise, without inflating, the imagination. The view of
the ocean, of the setting or the rising sun, the great and bold scenes
of nature, affects the mind with sublime pleasure. All the objects
which suggest ideas of vast space, or power, of the infinite duration
of time, of the decay of the monuments of ancient grandeur, or of the
master-pieces of human art and industry, have power to raise sublime
sensations: but we should consider, that they raise this pleasure only
by suggesting certain ideas; those who have not the previous ideas,
will not feel the pleasure. We should not, therefore, expect that
children should admire objects which do not excite any ideas in their
minds; we should wait till they have acquired the necessary knowledge,
and we should not injudiciously familiarize them with these objects.

Simplicity is a source of the sublime, peculiarly suited to children;
accuracy of observation and distinctness of perception, are essential
to this species of the sublime. In Percy's collection of ancient
ballads, and in the modern poems of the Ayreshire ploughman, we may
see many instances of the effect of simplicity. To preserve our
pupil's taste from a false love of ornament, he must avoid, either in
books or in conversation, all verbose and turgid descriptions, the use
of words and epithets which only fill up the measure of a line.

When a child sees any new object, or feels any new sensation, we
should assist him with appropriate words to express his thoughts and
feelings: when the impression is fresh in his mind, the association,
with the precise descriptive epithets, can be made with most
certainty. As soon as a child has acquired a sufficient stock of words
and ideas, he should be from time to time exercised in description;
we should encourage him to give an exact account of his own feelings
in his own words. Those parents who have been used to elegant, will
not, perhaps, be satisfied with the plain, descriptions of unpractised
pupils; but they should not be fastidious; they should rather be
content with an