the same degree, the schools may be made a most efficient instrument for improving and elevating the state of society when under the direction of men, who have themselves been properly taught, they may be the means of disseminating or perpetuating grossness in manners, and vulgarity, when under the direction of different characters.

A second class are those, who are acquiring, or have attained a publick education; and who assume the business of instruction as a temporary employment, either to afford a pecuniary emolument for the relief of immediate necessities, or to give themselves time to deliberate and choose some more agreeable and profitable profession. This is, probably, the most useful class of instructers; although their usefulness is much impaired by a want of experience and engagedness in the business. The thought that the employment is temporary, and that their ultimate success in life is not much affected by their success as teachers, cannot fail to weaken the motives to exertion, and discourage the sacrifices necessary to the successful teacher. The duties of the instructer are so arduous, under the most favourable circumstances, that he needs all the motives to perseverance, which exclusive devotion to the business, or self-interest can suggest. His prospects of happiness, and respectability in life, therefore, should be more identified with his success as a teacher.

3. The third class is composed of those, who from conscious weakness, despair of success in any

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other profession, or who have been more thoroughly convinced by unfortunate experiment, that they cannot attain distinction, perhaps even subsistence, by any other means. There may no doubt be found individuals among this class, who are respectable and useful instructers. But as a class, they are the most exceptionable of the three. To develope the powers of the human mind, in the most successful manner, requires a discrimination and judgment, which, it seldom falls to the lot of men of indifferent talents, to possess. In the science of instruction, there is full scope for the best talents, and the largest acquirements. All the elevated qualities, either of mind or heart, which are necessary to ensure success in any of the professions, are essential to the accomplished instructer. And some qualities are required, which are not so important in any other profession. How can he hope to arrange and adapt the studies of a child, so as to call forth and strengthen the different powers of the mind, in their natural order, and in the most successful manner, who is not capable of enumerating those powers; much less of analyzing them and understanding their mutual relations and dependencies. Such, however, is the present condition of our country, so numerous are the demands for instructers in the primary and higher schools, and so various are the private interests, which will be felt in the selection of them, that it is, probably, too much to expect all to have the discrimination necessary, in order to become accurate

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and original observers of the phenomena of the youthful mind. But we have much to hope from those, who can better appreciate the importance of a correct system from instruction,—from the encouragement of individuals,—and the patronage of those large towns, which carry education to its greatest perfection. It is to these sources, we must look for the first examples in improvement.

There is no science, which is so difficult to be reduced to general principles, as that of education,none where the faithful and patient induction of

farge experience, is so essential. Although there un

doubtedly are some general rules, to which the inexperienced instructer may be referred for direction, yet these are much fewer than is generally imagined. Every mind, especially in its early development, presents exceptions and qualifications to almost every general rule, which can be adopted. So various and multiform are the phenomena of the youthful

Amind, so intimate the connexion, and so strong the

for

mutual influence, of the powers of the mind, and the affections of the heart, and so fleeting and evanescent is the nature of the evidence, by which all these must be detected and classified, that he must be skilful, indeed, who presumes to offer any thing like a complete analysis. This is not now to be attempted. But from this view of the subject, it would seem, the skill of the instructer is evinced, much more in his ability to detect minute differences, and to call forth those tender and feeble powers, the

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.”

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. {we haoncem safe? Did pol who

*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