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evidence of which is so faint, as to admit a doubt of their very existence, than in his force to drive on the "system of things," which has been established for ages. It is as preposterous to reduce the infinite variety of young minds to precisely the same discipline, calculating upon the same result, as it would be, to hope to make all men look alike by law; and it is as cruel as it would be to break their bodies, at once, to the bed of Procrustes. "It is one thing to learn, and another to teach. It is very possible to possess vast stores of knowledge, and not be able to impart them, even to the willing and anxious pupil. To fix the volatile, to stimulate the sluggish, and overcome the obstinate, demand an acquaintance with the human mind not quite innate, nor likely to be acquired without some experience."

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II. The success of our schools depends as much on the principles,* by which thy are governed, and the school books, as on the personal and literary qualifications of the instructer. This is the sphere for useful exertion, and the source, to which we may look, for the greatest improvements. The succeeding remarks, however, are exclusively confined to the subject of School Books, and the general principles of communicating knowledge, or the Science of Instruction.

*The classification,-arrangement of studies, and principles of government best adapted to the schools, and upon which so much of their success depends, form interesting and important subjects of discussion, on which I would gladly enter, but am obliged, at present, to relinquish the design.

Defects in the state of school and text books, are less likely to be felt, because we have all been instructed from them, and our minds are formed upon them, as upon certain models. Reformation is on all subjects progressive. Even reformers themselves cannot, at once, shake off the many associations, which obscure their judgment. And reformation, or rather improvements in the principles of instruction, are more slow and difficult to be made, than in those of almost any other subject. This is partly because the subject is one of intrinsick difficulty; but more because so many prejudices are to be encountered. Our prejudices, however, on this subject are all honest, for they are wrought into our very nature, from our earliest infancy; and they are the stronger, precisely, because all acknowledge the subject to be of the utmost importance, and take particular care, that all should be taught according to the most approved and philosophical plan; that is, just as we ourselves have been taught. Every age and generation think, that they have just arrived at perfection. And they take care accordingly, that their children shall never relapse to the ignorance of their ancestors. This would be well, if they did not take almost as effectual care, that they should never be wiser than their fathers. But this is provided against with most pious care. The very best men of all ages, those, who can hardly find good enough to do, in this short life, to satisfy themselves, would, with very few exceptions, be heartily glad to freeze or pet

rify the world, in the perfect and consistent form, in which they are about to leave it, lest a rash and wicked posterity should jostle it out of shape.

As the principles of religion, and the principles of instruction are more important than others; so they are proportionably well guarded against all innovation, even if it should be an improvement. Every change, therefore, in either of these subjects, especially, when fundamental principles are called in question, must force its way against fearful odds. It must encounter all the deep and firm prejudices of early education,-all the authority and personal influence of our teachers,—and the almost overwhelming influence of the oldest institutions in the world.* Still every age does make some improvement upon the one before it. And though we may be insensible of the progressive motion, at short intervals; yet, at the end of a hundred years, we have left our land marks far behind.

But besides these general and honest prejudices, which no one believes he possesses, yet all do possess; there are others, in the particular case in hand, which are not entitled to so much respect. In the case of school books, there are prejudices of ignorance and interest to be encountered. The mass of

*The venerable English Universities, "Oxford and Cambridge, in the fine metaphor of Dugald Stuart, are immovably moored to the same station by the length of their cables, thereby enabling the historian of the human mind, to measure the rapidity of the current, by which the rest of the world are borne along." [Ingersoll's Discourse.]

instructers in the primary schools, who have most influence in the selection of school books, had commonly much rather teach an old book, which they themselves have been taught, than be at the trouble of learning a new one. Indeed, so superficial has the education of most instructers of common schools been, that a new book is to them, a new subject. The particular form and words, in which the principles of any branch of learning have been expressed, and the principles themselves, are with them, identical; and if the words are varied, the principles are not recognised.

Could they be divested of all the prejudices, they imbibe from early education, it is believed the repugnance of the method, upon which school books are written, to the acknowledged principles and laws of the human mind, would be at once felt. Indeed, the whole range of text books for elementary instruction, is liable to the same remark. Since the inductive method of Lord Bacon, the sciences have undergone, and are still undergoing, an essential change. The object of pursuit, by the new system of logick, is more steadily kept in view, and facilities are added to the means of pursuit. Discoveries have, consequently, been made, which have quite transformed the whole circle of the sciences. The identity of some principles, which had been before considered different, has been established; and others have been separated, which had before been identical. Order has taken the place of confusion in all

the sciences. Chymistry has declared independence of Natural Philosophy, and assumed the dignity of a separate science. Political Economy has been added to the sisterhood, and, like all young children, bids fair to be the pet of the family.

Is it not astonishing, that, while all acknowledge the importance of the new method of interpreting nature, and adopt it in all their own pursuits, none yet seem to feel, that the same principles are equally applicable to communicating the sciences to others, or the science of instruction? The grand principles of instruction are much the same, they were before the time of Bacon; but the philosophy of Mind as well as Matter, have assumed another form. The elementary principles of the human mind are the same at six, at sixteen, and sixty. They exist in different degrees of strength and improvement at different periods, and they change their relative weight, as elements of a character; but no new power is created, precisely at the time, the learner throws off the thraldom of a system of discipline, calculated to impede, rather than develop the mind, and pursues truth in the most direct and natural way. Yet this would seem to be the inference from the fact, that a method of communicating knowledge is retained, which is acknowledged to be different, and if examined, will be found to be repugnant, to the method, the mind pursues, when left to make its own acquirements. All, who have attended in the least to an analysis of their own minds, at the different

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