edge, will acquire some, under every disadvantage; — but then how much more melancholy is the waste of time, than in cases of comparative dullness. For here is a waste of powers also, in a tedious, wearying acquisition of words; or, if any ideas are obtained, they are seldom owing to the manner in which the lessons are implanted in the memory; while, to learn a set of words which are not understood, or which have no distinct meaning attached to them in the mind, is certainly much more difficult than to acquire another set so illustrated as to reach the understanding, and touch the heart. Hence the years which are wasted in acquiringt hat, which by a different process, might be learned in half the time, and much more thoroughly.

Again, our author observes, that these years are years generally of heaviness and sorrow to both teacher and pupil, when they ought to be years of ease and gratification to both; that "the great length of time spent in the acquisition of Latin and Greek is a source of misery." "I have known children," he continues, "almost maddened with pure weariness of these almost interminable studies. Well do I remember the tiresome days, and weeks, and months, and years, which I dragged out with the dog's-eared lexicon and the tear-stained text-book before me, unaided even by hope itself;" "nor is this weariness less felt by the teacher; his temper is soured by the constant opposition which nature itself, his own nature, as well as that of his pupil, makes to the system he is pursuing. And when his day's work is finished, he looks back upon it with no satisfaction."

Thirdly, the quantity which the boys acquire is not only too small, the deficiency is equally obvious as to the variety, number, and kind, of the studies pursued. And all must be aware, that our collegians are, in general, sadly wanting in the lighter and more graceful acquisitions, proper to their age and character, and which would contribute to render the heavier studies less irksome to them, as well as their general character as men more interesting and valuable.

Lastly, the evil, most injurious, perhaps, of all, because it involves or induces all the others, is the custom prevalent among teachers of receiving more pupils than it is possible for them to watch over and instruct in the best manner. Our author says,

"It should never be forgotten, that the duty of a teacher is

to supply the place of a parent, as far as circumstances will allow. He is to assume as much as possible toward the pupil, the feelings of a parent; he is not to imagine that the connexion between himself and his scholar is of a different nature from that between the parent and child; the connexion differs in degree, not in kind. He must, therefore, endeavour to establish, between himself and the young people confided to his care, the affection, confidence, and intimacy which subsist. between them and their parents. This object cannot be accomplished, when the number of pupils becomes great." "I think it is one of the great faults of the present system, that it creates a necessity for a severer code in the school-room, than at the home fireside, and that it deprives education of its parental character." 8.

- pp. 7,

The work proceeds ably to illustrate this and other grave faults in the present systems of education; and their more concealed, as well as their obvious effects, are displayed and commented upon. These remarks are followed by the full delineation (as to general principles) of a system, in which these various errors are necessarily corrected, and in which acquirements, thoroughly inculcated, and highly beneficial in their nature, take the place of crude and half-formed ones; a system which may likewise be carried on to the mutual satisfaction of master and pupil. Nor does our author, in attempting to simplify what is obscure, and render pleasant and comparatively easy, what is considered tiresome and difficult, imprudently disguise the laborious nature of every path which can lead to real knowledge; he only desires, and certainly with justice, that difficulties and discouragements, which activity and zeal may in time smooth away, may not be increased by false representations and ignorant guides. His system, on the contrary, lays out the years of school discipline in a delightful and alluring manner, taking up in turn every separate branch proper to the youth, from his earliest years, to those in which he should become completely fitted to enter one of our colleges. We propose, as briefly as possible, to give a sketch of the more prominent points in his plan.

To begin with the study of Latin, which he thinks should be commenced at an early period, he advises an entire overturn as to the method of teaching it; and a change indeed that must be, which shall make the acquirement of the Latin language pleasant instead of distasteful to children. He

thinks it should be learned by speaking at first, rather than by translation. In this plan, as he says, there is nothing new; he but follows that of such authors as Milton and Ascham; and he goes on to give their reasons and his own for its adoption. And it is undoubtedly true, that the grammars and text-books usually given to illustrate and explain the lesson to the child, require quite as much explanation as any thing in the lesson itself can possibly do. There are many children too, and these of the brightest, who will not learn. what they cannot understand. Of the rest, some are really unable to do so, and are set down as stupid, when, perhaps, the not having a parrot's memory, is their only deficiency. The author draws a parallel between the mode of acquiring a foreign language, and our own; in which he proves, we think, that the former can be taught to best advantage, as the latter invariably is first taught to a child, by enabling him "to remember words, and to frame sentences according to idiom," —and by degrees he will "be prepared to read any book he chooses"; whereas, by learning the language as it is written only, "the young scholar, at each stage of his progress, knows just what he has been over and no more." Our author is certainly right in thinking, that he best knows a language, "who is thoroughly acquainted with the idiom, and is never at a loss how to construct his sentences; who knows his grammar, not as containing rules, for the application of which a direct act of reasoning is necessary every time, but by habit applying the rules unconsciously and instinctively; and finally, who possesses a Vocabulary sufficient for common use, but so acquired, that the words present themselves instantly and without effort."

The whole system, in regard to teaching the languages, is laid down with clearness and precision; so that every teacher can investigate it in all its parts, and judge for himself how far it can be applied in his own case. "I have said much upon this subject," observes our author, "because, in the usual system of instruction, which begins with grammar, the child is extremely apt to take the idea that grammar is authority for language, instead of the contrary. A series of works best fitted to be studied under this system, with the best method of using them, are mentioned in their order. For Greek also, he advises much the same course, and adds, "In the plan I have here laid down for learning the

ancient languages, my object is to condense, not to diminish labor; to save time, rather than trouble; - the difficulties cannot be concealed, and the pupil is only made indignant, and is mortified, when you insist upon it, that a study is easy which he finds hard." "If our children could be taught to speak, with fluency and correctness, French, Spanish, or Italian, before the age of eight or nine years, — which they might do well enough with proper instruction, — I should prefer that Latin and Greek should be deferred till this could be accomplished; simply, because these modern languages are easier to learn at first, and when thoroughly acquired, contribute much to aid the study of the ancient tongues."

The chapters immediately following that on the languages, contain a summary of the principal studies proper to be attended to, between the ages of five and sixteen. The author's opinions on these subjects are in keeping with those in the parts of the book to which we have already referred. The same free, clear, and easy system is to be pursued in every branch of education, from the more simple to the most abstruse. To his remarks on the geography of the earth, in connexion with its history, we cordially subscribe, as also to those of Mr. Woodbridge, one of which he quotes. "We have no patience," says the latter gentleman, in his Lecture before the American Institute, "with those who teach their pupils a science which may be termed chartology, but which has no more title to the name of geography, than the giving. of names to an equal number of Chinese characters." We are happy to believe, that this lamentable mode of imposing on children names for things, and words for ideas, is rapidly giving place, with regard to this branch of instruction, to a more sensible and judicious method; and, that few teachers can now be found cruel enough to leave their unfortunate little pupils to the assistance of maps and books alone. Indeed we have always been of opinion with our author, that, in this and every other study, treatises should be used only as text-books, and as an aid to the teacher rather than as a creed to the taught. Oral instruction, when the teacher is himself deeply engaged and interested, always goes farther, and has a more powerful effect, than any thing acquired from books; particularly when the pupil becomes old enough to take notes of the parts of these familiar lec

tures, which he can best understand and appreciate; a practice which our author warmly advocates, particularly in the studies of History, Mythology, &c. But long before this is, or can be the case, a child will receive ideas from the animated looks and gestures of his instructer, while he is explaining, which could never be infused into his mind, by the most attentive perusal of written language. All our author's remarks relative to the study of these sciences, by means of reading aloud books of travels, familiar descriptions, &c., the hearer's taking notes, (asking and answering natural and easy questions among each other, under a teacher's direction, might perhaps be added,) are admirable, and cannot be too highly recommended.

With regard to the attainment of Arithmetical knowledge, our own experience and observation do not lead us to coincide entirely with our author in opinion. He says: — "I have already expressed my approbation of the books of Arithmetic made by Colburn on the plan of Pestalozzi, and which I believe have come into very general use. Nor can I suggest any improvement upon this plan." It seems to us, however, that Colburn has carried his system, as almost all good things are in danger of being carried, too far. We think that Smith's book is a decided improvement on Colburn's. There the child regularly goes from the mental process to the practical illustration. We have known children, to whom mental arithmetic was painful, practical, a delight. Why not give them one as a recreation after the fatigues of the other, or to exemplify it? It is a great deal to expect a child to take a page, as it may be, of Colburn's questions, and, abstracting his mind, not only from all around him, but from every employment for his hands, or particularly connected with the book he holds, to arrive at the result necessary to be obtained for each. Whereas, if he simply hold a slate and pencil, and is told that he may set down these results as they are discovered, the very connexion of his mental process with the action he is to make at its conclusion, will encourage his endeavours and fix his attention; and when mental arithmetic is taught, this method is a highly advantageous one. We have known very young children pursue it with delight and advantage. Smith's Arithmetic contains all that is valuable in Colburn's "First Lessons," and a great deal which his system excludes, but

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