Of the Education of the Poor

ments of the whole machine, instead of toiling ineffectually at a single part. The principle in manufactories, and in schools is the same. The practical application, in each instance, has required the same acuteness and perseverance of mind, to correct the wanderings of theory * and conjecture, by repeated trial and continued attention.

THE discovery of Dr. BELL is not less

Benefits of the new method.

the production of a philo

sophic mind, or less the

effect of science working by experiment, than that of Mr. DAVY on alkalies, or Dr. JENNER on vaccination.-Consider for a

* I hardly ever knew a visitor to Dr. Bell's school, who did not at first entertain doubts as to parts of his system and yet I have never seen an instance, where the visitor possessed any degree of candour and attention, that he did not afterwards acknowledge things at first apparently and theoretically wrong, to have been, upon investigation, essentially and practically right. This affords additional proof that the system is the result of experiment, and not of accidental discovery.

⚫t. We know how to value the experiments on VACCINATION, which DR. JENNER continued with patient and persevering attention, for above twenty years. We revere that anxiety of mind, which, labouring to confer

moment, what it is to have removed the principal impediments to the acquisition of elementary knowledge,-to have rendered that discipline easy and pleasant, which we remember in youth to have been hard and offensive,--and to have accustomed the rising generation to avoid what is imperfect and superficial,*-the perpetual source of an unqualified blessing on his species, produced it perfect and entire, like Minerva from the head of Jupiter ;and displayed it so clearly and luminously, that the most ignorant practitioners thought themselves at once the complete masters of the subject; and some even persuaded themselves, and endeavoured to persuade the public, that they understood the discovery better than even Jenner himself. With regard to the other respected name which I have mentioned ;-in his experiments on alkalics,-in reducing them to their component parts, and in recomposing and restoring the entire body, hitherto an inscrutable object of science, and in his subsequent experiments on acids and earths, Mr. Davy has, indeed, proceeded with unexampled rapidity. But this has been the result of long and deep anterior study and meditation, the effect of extreme exertion that nearly cost his life, the act of one who has been engaged in philosophical investigation from his youth.-In the course of a life happily employed, it is no small gratification to me to number among my most intimate friends, the three individuals, to whose discoveries I have now referred.

The principles of Dr. Bell's system, are applicable

reiterated spelling; and in the clear and vociferous pronunciation of every syllable; which though not very grateful to a fastidious ear, gives a distinctness of articulation,* peculiar to the new school. These however, are only to be styled practices, and enter as auxiliaries into a system, of which they are independent. The grand principle

syllable. This is at first grating to the ear; but it is the cause of that peculiar pronunciation which distinguishes Dr. Bell's scholars. It eventually produces distinctness of articulation, without effort or unnatural tone. This is one of many proofs, that Dr. Bell's improvements are the result of inquiry and experiment.

* Among other advantages from distinctness and slowness of articulation, and the several syllables being successively given, and each word being read by a different pupil, is to be stated the cure of stammering in speech. Mr. Smith, the Master of the Blue Coat School at Auckland, mentioned to me, that three of his boys, whose articulation was imperfect and accompanied with hesitation, were very nearly cured of this defect in the course of three weeks, by the practice of reading loudly and distinctly, each a separate word in his turn : I heard one of them read, and from my own observation can confirm Mr. Smith's statement. The other two boys were not then in the school.

+ For a more extended detail on Dr. Bell's system, the reader is referred to his "Elements of Tuition," and to his "Instructions for Conducting a School, &c." Both are sold by Hatchard.

of Dr. Bell's system, is THE DIVISION OF LABOUR, applied to intellectual purposes. The objects are "to continue attention with"out weariness;-to quit nothing, until it "is distinctly and permanently fixed in the "mind,—and to make the pupils, the instru"ments of their own instruction."

THE man who first made a practical use of the division of labour,

gave a new power to the

Division of labour.

application of corporal strength, and simplified and facilitated the most irksome and laborious operations. To him we are indebted for "the greatest improvement in "the productive powers of labour, and for "the greater part of the skill, dexterity, "and judgment, with which it is any where "directed or applied."* But that man, whatever was his merit, did not more essential service to mechanical, than Dr. Bell has done to intellectual operations. It is the division of labour in his schools, that leaves the master the easy task of directing the move

* Smith on the Wealth of Nations.