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commoded or injured by too much heat. This renders the body tender, and more readily subjects it to disease from the common effects of exposure to the atmosphere. Infants require so much watching and fidelity to secure their wellbeing, that parents may well dispense with any labor or expense which does not contribute to this end. Such works of supererogation, we think, are all dresses for the head; they are certainly useless, and in the opinion of those who are best qualified to decide in this matter, they are worse than useless, for they make the head tender, subject it to catarrh, promote undue heat, eruptions, &c.

[The subject of this article shall be resumed in next number.]

REVIEWS.

Outlines of Philosophical Education, illustrated by the method of teach ing the Logic Class in the University of Glasgow; together with Observations on the expediency of extending the Practical System to other Academical Establishments, and on the propriety of making certain additions to the Course of Philosophical Education in Universities. By George Jardine, A. M., F. R. S. E., Professor of Logic and Rhetoric in that University. Second edition, enlarged. Glasgow, 1825. 12mo. pp. 542.

PERSONS Who take a deep interest in the subject of education, will find this volume the most interesting that for many years has issued from the press. Intellectual culture is in this work raised to that elevation to which it is entitled, from its dignity as a department of science, no less than of art, and from its important relation to the business of life. The author of the Outlines--an eminent practical philosopher and a veteran in the service of educationtakes the young instructer by the hand, and places him at the feet of a sound and enlightened philosophy, there to watch the developement of the mind, and to ascertain that course of discipline, which is best adapted to the constitution and the condition of man. The venerable professor ennobles the art of teaching by raising it above the mere process of mechanical routine and drudgery, and by infusing into its details the spirit of intellectual science. He carries the teacher to a point from which a commanding survey of the whole field of education may be taken, and enables him to enter on the duties of his station, with those comprehensive views

and inspiring principles which give efficiency and dignity to instruction.

The Outlines, though professedly written with a more immediate application to philosophical education, exhibit principles, and suggest improvements, of the utmost importance to every department of instruction; and no teacher-whatever may be his sphere -will rise from the perusal of this work, without higher conceptions of his duties, and more adequate preparation for the discharge of them.

One great advantage resulting from the influence of Professor Jardine's treatise, will be a more speedy removal of false impressions with regard to the profession (if we may so call it) of teaching. A young man of abilities has commonly been induced to believe that he owes it to himself and his family, or his friends, to aspire after something higher, as a business for life, than the humble office of teaching. The able and the enterprising among the young candidates for professional reputation, have accordingly pressed on in pursuit of other occupations; and with comparative disdain have passed by the avenue of employment which education opens to them. But the author of the Outlines has succeeded in giving so interesting and dignified an aspect to instruction, that it is rendered worth the notice of the most ambitious aspirant for a useful and reputable occupation. The tone of Professor Jardine's work, together with the increasing disposition to afford instructers a more adequate compensation for their labors, will, we trust, contribute to elevate still more the rising character of instruction in this country.

The volume which we here introduce to our readers, has peculiar claims on their attention. It is the fruit of fifty years' experience, in the arduous and honorable vocation to which its author devoted himself. We have here no precipitate conclusions, no rash assertions, no superficial theories, proceeding from a sanguine disposition, and an excited imagination. Every plan has been submitted to the test of half an age. The author had the magnanimity to begin the business of his office in the attitude of a learner, and to pursue it with the diffidence and the caution of a true disciple of the great father of modern experimental philosophy. With a self-command, too, which furnishes an instructive lesson in these days of premature and juvenile authorship, he reserved the publication of the invaluable results at which he had arrived, till the lapse of half a century had set its seal to their certainty and their worth.

Another circumstance which gives an uncommon value to the work before us, is, that it not only looks on education through the medium of intellectual philosophy, but presents the first specimen

of a course of purely philosophic discipline being rendered subservient to the actual business of life, and to the existing circumstances of society. The student of philosophy has hitherto been regarded as the most strictly secluded of all the devotees of abstract science, -as a being privileged with an entire exemption from the realities and the activity of ordinary life. Professor Jardine has shown that the study of intellectual science may not only be rendered harmless to those who are to be engaged in the practical pursuits of science, of literature, or of business, but that it may be made to furnish the best possible preparation for active life, with all its demands for enterprise and effort-its unexpected calls on personal character-its unforeseen emergencies, requiring an instant and absolute command of thought, and a complete readiness in word and action. For those departments of business particularly, which demand the 'full,' the exact,' and the 'ready' man, in perfect combination, the philosophic course sketched in the Outlines, forms an admirable preparatory training.

The methods of mental discipline which have been commonly adopted in initiating the young in the arts of writing and speaking, have been very defective. The pupil begins at school the systematic study of English grammar, or the art of speaking and writing correctly;' at college he advances to logic, or 'the art of reasoning;' and he turns his attention last of all to metaphysics, or, in other words, to intellect and its operations. He is thus compelled to invert the order of nature. He learns first the art of expression, and then the art of thinking. Professor Jardine is entitled to the credit of being the first instructer who ventured to begin with the cultivation of thought, and thence proceed to that of expression. He furnishes the student, in the first place, with the materials of thought and the habit of thinking. He then applies to the mind thus furnished and prepared, the actual discipline of a course of practical logic; and finally applies all this previous training, to the department of written and oral expression. During a part of the course of instruction, all the branches mentioned above are cultivated simultaneously; but in no part is the last named placed first in order. The student's mind is thus made to develope itself, and to effect insensibly, but surely, the improvement of his style. The command of thought is first acquired; and this furnishes a command of words, which critical attention, and constant practice ultimately render perfect. Despatch in writing, an invaluable acquisition for professional life, is by the same method early attained, and is naturally accompanied by a facility and accuracy of extemporaneous address; than which there is no accomplishment more indispensable to the successful conducting of a great proportion of public business.

The prevailing arrangement in seminaries of learning, is, to keep mental and rhetorical discipline as distinct as possible-to render, in other words, the study of philosophy dry and useless, and that of rhetoric an unmeaning and mechanical process, as far removed as the other from the results which the student's destination in life will ultimately call for.

The Outlines of Philosophical Education will, we hope, be speedily introduced in every college and in every preparatory seminary in the United States. The book will be equally serviceable to students and to instructers. It will breathe the breath of life' into the whole form of instruction, and convert the class-room into an intellectual arena for vigorous and pleasing effort on the part both of the teachers and the taught. No work, we believe, could be mentioned so well suited to aid the progress of practical improvement in the useful departments of education. Professor Jardine's volume is one which every instructer who is really desirous of advancing his pupils, ought to consult daily, till all its plans and details are rendered perfectly familiar.

But it is time to introduce the work more directly, and in the author's own words.

'The author of the following Outlines has long been of opinion that philosophical education, as it is generally conducted in our universities, is too much confined to the mere communication of knowledge; and that too little attention is bestowed on the formation of those intellectual habits of thinking, judging, reasoning, and communication, upon which the farther prosecution of science, and the business of active life, almost entirely depend. He is fully sensible of the genius, the knowledge, and the eloquence, which have been displayed in the public lectures delivered by many professors in our universities,-some of whom, during the last century, have attained to the highest rank in their respective departments; but still he cannot help thinking that little has been done to generate, in the student, that activity of mind, and that facility of applying his intellectual powers, which ought to be the great object of all education.

The communication of knowledge is indeed necessary to furnish suitable materials for the exercise of the mental faculties; and, perhaps, with a few students, whose minds are easily awakened to scientific pursuits, little else may be required. But this can onl apply to a very small proportion indeed of those who enter upon a course of philosophical education; and, even with regard to them, nearly the same advantage may be derived from the judicious and systematic perusal of the writings of ancient and modern philosophers, as from merely attending a course of lectures.

It has been the object of the author, who has been employed for the long period of fifty years in the department of the first philosophy class in the university of Glasgow, to endeavor, as much as possible, to remedy this defect; and while he has, in the course of his public lectures, explained the first principles of the philosophy of the human mind, he has uniformly accompanied these lectures with a system of active discipline on the part of his students, with a view to invigorate, and improve, the important habits of inquiry and of communication.

These Outlines, accordingly, consist of two parts;—the first exhibits a view of the lectures which are delivered to the students; in which the author does not lay claim to the merit of any new discoveries in the science of mind, but has endeavored to select those subjects which seemed most adapted for the employment of youth, at the commencement of their philosophical studies. Accordingly, he has not confined himself to the art of logic, or to any one department of knowledge, but has endeavored to lay before his students, in a simple and intelligible form, the elements of the science of mind, with an analysis of the different intellectual powers in the order of their connexion and dependence, the theory of language, as illustrative of human thought,--the principles of taste and criticism,-and the means of improving the powers of communication by speech and writing, as exhibited in the best models of ancient and modern composition.

The second part—which, to the author, appears by far the most useful department of his labors-contains an account of the practical system of discipline to which the students of this class are regularly subjected, for the purpose of acquiring habits of inquiry and communication. This consists, first, of an account of the mode in which the daily examination is conducted; and, secondly, of the exercises which are regularly executed by the students, and submitted to the criticism of the professor. Neither in this part does the author claim the merit of any new discovery; because the principles on which he proceeds have been long known: but he is not aware of any public seminary, where a system of practical exertion, on the part of the students, has been enforced to such an extent as that to which he has endeavored to carry it.

In this second edition, the author has made several alterations, which he hopes will be considered as material improvements, when compared with the former impression of this work.

The approbation which the system of practical education has received from the public, has encouraged him to propose an extension of its principles to three additional classes, which in his estimation appear necessary for completing the course of professional study. He has ventured to recommend, that professors should be

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