Reading should also be taught, and pronouncing, properly,
distinctly, emphatically; not with an even Tone, which _under-does_,
nor a theatrical, which _over-does_ Nature.
To form their Stile, they should be put on Writing (* 12)
Letters to each other, making Abstracts of what they read; or writing
the same Things in their own Words; telling or writing Stories lately
read, in their own Expressions. All to be revis'd and corrected by
the Tutor, who should give his Reasons, explain the Force and Import
of Words, _&c_.
To form their (* 13) Pronunciation, they may be put on making
Declamations, repeating Speeches, delivering Orations, _&c_. The
Tutor assisting at the Rehearsals, teaching, advising, correcting
their Accent, _&c_.
But if (* 14) HISTORY be made a constant Part of their Reading,
such as the Translations of the _Greek_ and _Roman_ Historians, and
the modern Histories of antient _Greece_ and _Rome_, &c. may not
almost all Kinds of useful Knowledge be that Way introduc'd to
Advantage, and with Pleasure to the Student? As
GEOGRAPHY, by reading with Maps, and being required to point
out the Places _where_ the greatest Actions were done, to give their
old and new Names, with the Bounds, Situation, Extent of the
Countries concern'd, _&c_.
CHRONOLOGY, by the Help of _Helvicus_ or some other Writer of
the Kind, who will enable them to tell _when_ those Events happened;
what Princes were Cotemporaries, what States or famous Men flourish'd
about that Time, _&c_.
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