if abolishing the parade of proportions will give more precision, it is certainly desirable, that they should be struck out of our books. The object is so important, and the effect so certain, that the improvement must ultimately prevail. The only reason why they have been retained so long is, that no one wishes the trouble of writing over again all the books. Proportions hold their place in the mathematical books, precisely by the same tenure, which retains radical signs as a means of expressing roots in algebra. No one, who has attended to the subject, will doubt, that fractional exponents are a much more convenient and intelligible method of expressing the same thing. Still the change in the books would be so very considerable, that no one has yet undertaken to suppress radical signs. The manner of representing the truth may be totally indifferent to adepts in the science, but to one just entering upon the subject, it is highly important. He has enough to encounter in the difficulties of the science, without being embarrassed by an unintelligible language. And when more just views are entertained of the importance of adapting the science to the capacity of the learner, there can be no doubt, that both these improvements will find their way into the mathematical books. The temporary evil of changing the mode of expression is, surely, no sufficient reason for retaining what is acknowledged an obscure and troublesome notion. And if the change is ever to be introduced, it must be begun in the very first books, which are put into the hands of children. I am now done for the present, with the principles of instruction. If any apology is due for the length, to which the discussion has been protracted, that apology will be found in the importance of the subject. The principles, which have been stated and illustrated, have a most important bearing upon existing books and systems of education. If they are correct and philosophical, there are some great and radical defects, which are intimately interwoven with our best plans for instruction, and which call loudly for attention and reformation. Although the principles have been acknowledged by high authority; it is not upon that, they must mainly depend. Are they consonant with the known phenomena and laws of mind; and will they stand the test of the touchstone of experience? If so, they are worthy to be adopted; if not, they ought to be rejected. If we estimate authority by its antiquity,-if principles are to be received with meek submission, according as they have held a sway longer and wider over the opinions of men, the odds are fearfully against us. But this reverence for antiquity, which it is almost profanity to question or violate, although it proves a salutary check upon rash innovation, is also a troublesome barrier against wholesome improvement. How else is it, that amidst the vast improvements in all other sciences, the science of instruction remains so stationary, upon the ground it occu pied, two thousand years ago. The empire of mind has been widely extended, both over itself, and over the material world. But the progress is still slow. Bacon has thrown forward an anchor, with which the world have not yet come up. And if our schol ars and philosophers will consent to seize hold and pull, they will produce a much more sensible motion, than to be hoisting their sails and flourishing their pennants in a dead calm. The science of instruction is the sphere, and our country is the place for free and unembarrassed exertion. Hope certainly gives us a bright and animating prospect in the distance. The subject of educátion has never excited so deep and lively an interest, in every part of our country, as at present. If this interest can be directed by the wisdom and experience of the more enlightened, it cannot fail of a great, and a happy effect. The importance of the subject has long since been felt; the time has come, when attention should be turned to the nature of it. We may then hope for those improvements, of which the subject is susceptible; and those splendid results in the state of society, which the more ardent and philanthropick anticipate. But science now sits solemn in her temple afar off. The ways of approach are dark and devious. A few votaries, only, by chance or untired perseverance gain access, till at the expense of half their lives, they are warned by experience like an inspiration from above, to become as little children, that they may enter. But when the influence of education is more duly estimated; and when the cultivation of the head and heart, shall be united, and form one distinct and dignified profession, drawing to its practice the greatest and best of men; we may then hope a proper direction will be given to the opening minds, and expanding hearts of the young; and that all the deep and permanent prepossessions of childhood and youth, will be upon the side of truth and virtue. Science, philosophy, and religion will then be blended with their very natures, to grow with their growth, and strengthen with their strength. The whole earth will then constitute but one beautiful temple, in which may dwell in peace, all mankind; and their lives form but one consistent and perpetual worship. |