experiments in education, as afford a rational prospect of success. If nothing can be altered in the old schools, leave them as they are. Destroy nothing-injure none-but let the public try whether they cannot have something better. If the experiment do not succeed, the public will be convinced, that they ought to acquiesce in the established methods of instruction, and parents will send their children to the ancient seminaries with increased confidence. The Royal Institution in London, and the city Institution which has been lately established, are such unequivocal proofs of the liberality, the love for knowledge of all sorts, and the splendid munificence of Britain, that there is reason to suppose, that any plans of improvement, which promise to be really useful, will be supported by the solid good sense and efficient spirit of the nation. Under the direction of an association of gentlemen, of which no professed schoolmaster should be a member, a number of schools for the instruction of youth might be established in the principal towns in the empire; and preparatory schools, under well-chosen masters, might be set up in places where there is sufficient demand for them: these schools should all be subordinate to the principal institution in London, by which means a unity of design might be carried on.

In the next class of schools, it should be the object, to give to all the pupils a certain portion

of classical literature. How much this should be, must be regulated by the professions, which the pupils are to follow. The methods of teaching the languages, and the preparation in the initiatory schools, might abridge considerably the time commonly devoted to these studies. The time thus saved might be usefully employed in giving all the boys some knowledge of natural history, and of general literature. They might read the biography of celebrated men in ancient and modern times, and from biography, by degrees, extend their knowledge to history. Priestley's biographical chart, or the far superior charts of le Sage, will give a view of the great men, who were contemporaries at different eras; but in treating of modern history, small stress should be laid on that of the middle ages: a general sketch of the state of the world at the time, when certain great men flourished, will, by the interest their characters. excite, be fixed in the minds of youth. The dates of the few great events of the history of empires, the periods of their prosperity and decline, should be fixed early in the mind; but none of inferior consequence should load the memory. No particular histories of Rome, Greece, France, or England, should be read till the pupils are familiarized with this outline of the history of the world. A general account of the principal discoveries and inventions in the arts and sciences should also be given, marking the state of the countries in which

they were made, and pointing out their general influence on human happiness. Thus history will not be confined merely to a knowledge of wars and revolutions, but will comprise an acquaintance with the history of human nature, of governments, trades, manufactures, arts, and science. From time to time the pupils should he called upon, to give an account of what they have heard or read: they should be permitted to ask questions, where they have not fully understood the master's explanations: in short, they should be excited to converse on the subjects of their lessons, and this will fix them in their memory, and render their pursuit more interesting. The cultivation of the memory should at these times be attended to; and, according to the principles which have elsewhere* been suggested, the pupils should be led to recollect by reasoning and analogy, not by mere technical methods. For instance, they should give reasons why an event was likely to have happened at a given time, from the state of manners, from preceding circumstances, or from contemporary causes. Trained in this manner, they would become not merely proficients in history, but acquainted with the progress of mankind from barbarism to civilization; and they would have their knowledge so arranged in their minds, that it would be useful to them for all the purposes of conversation, oratory, and science, or for the conduct of their lives. Particular histories of the prin

cipal ancient and modern states should next be given in short, portions; dwelling only on great events, and omitting every small detail. Of course, the history of our own country, and of those kingdoms immediately connected with ours, will claim the largest share of attention. But in all these lessons on the rudiments of history, there is more danger of saying too much, than too little. The reason why young people remember so little of history is, that they read too much of it, and that they have not a distinct idea of the state of the world at the time of the accounts, which they hear of separate parts of it. Joining biography and science in this new course will render both of them more interesting to pupils of different tastes. If the foundation be well laid, they may at any future time add to their knowledge of particular history, without confusing their general notion of the whole.

After gaining some knowledge of the history of discoveries in the arts and sciences, the pupils may have their own inventions exercised; they may be told the necessary facts, and be led to a certain point, and thus excited to reinvent, what has been previously discovered: thus their minds will be kept in action, their faculties will be strengthened, and they will acquire, by education, what some people fancy is only the gift of nature, the power of invention. The emulation and interest, which would by these methods be excited,

even on the most difficult and abstruse subjects, would astonish those, who have been used only to the dull passive faces, with which children listen to pedagogues and public lecturers.-On this part of his subject, the author speaks from long and certain experience.

The elementary knowledge of arithmetic, given in the first class of schools, should be enlarged and applied to use in the next class; and from common arithmetic, masters should lead gradually to vulgar fractions, the only difficult part of the science: whoever clearly understands these, will easily pass on to decimal arithmetic; to the principles of algebra, and mathematics. These elements of all useful knowledge, and this general education of the memory, judgment, and imagination, should be common to boys of all professions; to this point they should all be educated in the same manner: but from this point let them diverge according to their several destinations in society. Let other schools be now ready to forward the young physician, lawyer, or country gentleman, in the pursuits necessary for their professions; and let these schools prepare them to hear, with advantage, public lectures on law, medicine, or divinity.

The advancement from one class of these schools to another should not be left to accident, or to the choice of parents, or the will of masters, nor yet to the recommendation or favour of the gentlemen who have established, and who patro