Priestley's Chart of History, though constructed with great ingenuity, does not invite the attention of young people: there is an intricacy in the detail which is not obvious at first.* To remedy what appears to us a difficulty, we propose that eight-and-twenty, or perhaps thirty octavo maps of the globe. should be engraved; upon these should be traced, in succession, the different situations of the different countries of the world, as to power and extent, during each respective century different colours inight denote the principal divisions of the world in each of these maps; the same colour always denoting the same country, with the addition of one strong colour; red, for instance, to distinguish that country which had at each period the principal dominion. On the upper and lower margin in these maps, the names of illustrious persons might be engraven in the manner of the biographical chart; and the reigning opinions of each century should

* Since this book was first printed, Le Sage has published a good set of charts, and Mr. Bell has translated from the German of F. Sass, an excellent chart of History, far superior to Priestley's. It is called "The Stream of Time;" printed for Vernor, Hood, and Sharpe.

also be inserted. Thus history, chronology, and geography, would appear at once to the eye in their proper order, and regular succession, divided into centuries and periods, which easily occur to recollection.

We forbear to expatiate upon this subject, as it has not been actually submitted to experiment; carefully avoiding in the whole of this work to recommend any mode of instruction which we have not actually put in practice. For this reason, we have not spoken of the abbé Gaultier's method of teaching geography, as we have been able to obtain accounts of it only from the public papers, and from reviews; we are, however, disposed to think favourably before-hand of any mode which unites amusement with instruction. We cannot forbear recommending, in the strongest manner, a few pages of Rollin in his "Thoughts upon Education ;"* which we think contain an excellent specimen of the manner in which a well-informed preceptor might lead his pupils a geographical, historical, botanical, and physiological tour upon the artificial globe.

* Page 24.

We conclude this chapter of hints, by repeating what we have before asserted, that though technical assistance may be of ready use to those who are really acquainted with that knowledge to which it refers, it never can supply the place of accurate information. The causes of the rise and fall of empires, the progress of human knowledge, and the great discoveries of superior minds, are the real links which connect the chain of political knowledge.

CHAPTER XV.

ON ARITHMETIC.

THE man who is ignorant that two and two make four is stigmatised with the character of hopeless stupidity; except, as Swift has remarked, in the arithmetic of the Customs, where two and two do not always make the same sum.

We must not judge of the understanding of a child by this test; for many children of quick abilities do not immediately assent to this proposition when it is first laid before them. "Two and two make four," says the tutor. "Well child, why do you stare so?"

The child stares because the word make is in this sentence used in a sense which is quite new to him; he knows what it is to make a bow, and to make a noise, but how this active verb is applicable in the present case, where there is no agent to perform

the action, he cannot clearly comprehend. "Two and two are four," is more intelligible; but even this assertion the child, for want of a distinct notion of the sense in which the word are is used, does not understand. "Two and two are called four," is perhaps the most accurate phrase a tutor can use; but even these words will convey no meaning until they have been associated with the pupil's perceptions. When he has once perceived the combination of the numbers with real objects, it will then be easy to teach him that the words, are called, are and make, in the foregoing proposition, are synonymous

terms.

We have chosen the first simple instance we could recollect, to show how difficult the words we generally use in teaching arithmetic mustbe to our young pupils. It would be an unprofitable task to enumerate all the puzzling, technical terms which, in their earliest lessons, children are obliged to hear, without being able to understand.

It is not from want of capacity that so many children are deficient in arithmetical skill, and it is absurd to say "such a child "has no genius for arithmetic such a