exemplary for their virtue?

As knowledge then ought to form a part of the proposed education, on a
much larger scale than has been hitherto encouraged, I shall say a few
words as to the component parts of it, and as to the general advantages
of these, and I shall afterwards speak to the advantages which the
society in particular would derive from such a change.

In the education I propose, I do not mean, in the slightest manner, to
break in upon the moral system of the Quakers, as described in the first
volume. I do not propose to them the polite arts. I do not recommend
them to make children musicians, or that they should learn, under the
dancing-master, to step gracefully. I advise only such knowledge as will
be strictly innocent and useful.

In the first place, I recommend a better classical education. Classical
knowledge gives the foundation both of particular and universal grammar.
While it gives the acquisition of the dead languages, it is the root,
and thereforce facilitates the acquisition of many of the living. As
most of the technical terms in the professions and sciences are borrowed
from these languages, it renders them easily understood. The study of
the structure and combination of words and sentences calls forth the
reflecting powers of youth, and expands their genius. It leads to
penetration and judgement. It induces habits of diligence and patience.
By means of this knowledge we have access to the sacred writings in the
languages in which they were written, and we are therefore not liable to
be imposed upon, for the sense of them, by others. We become acquainted
also, by means of it, with the sentiments and knowledge of the ancients.
We see their thoughts and expressions. We acquire a literary taste.

A knowledge of ancient history is necessarily conpected with the former.
To this, however, should be added that of the modern. History, while it
entertains us, instructs us morally. We cannot see the rise and fall of
empires, or the causes of their formation and dissolution, or read the
histories of good and bad men, without impressions of moral importance
to ourselves.

A philosophical education is peculiarly important. By this I mean, a
general knowledge of the mathematics, of mechanics, optics,
hydrostatics, astronomy, chemistry, botany, and the like. The teaching
of these should be accompanied by experiments. Experimental philosophy,
as I observed before, is peculiarly interesting to youth. Such k