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to exercise the memory. If they he so taught, we shall look in vain for the anticipated result. I suppose that a student, after having been taught one class of geometrical principles, should as much be required to combine them in the forms of original demonstration, as that he who has been taught a rule of arithmetic should be required to put it into various and diversified practice. It is thus alone that we shall acquire that δυναμις αναλυτικη, the mathematical power which the Greeks considered of more value than the possession of any number of problems. When the mathematics shall be thus taught, I think there will cease to be any question whether they add acuteness, vigour, and originality to mind.

I have thus endeavoured very briefly to exhibit the object of education, and to illustrate the nature of the means by which that object is to be accomplished. I fear that I have already exhausted your patience, I will, therefore, barely detain you with two additional remarks.

I. To the members of this convention allow me to say, gentlemen, you have chosen a noble profession. What though it do not confer upon us wealth !-it confers upon us a higher boon, the privilege of being useful. What though it lead not to the falsely named heights of political eminence !-it leads us to what is far better, the sources of real power; for it renders intellectual ability necessary to our success. I do verily believe that nothing so cultivates the powers of a man's own mind as thorough, generous, liberal, and indefatigable teaching. But our profession has rewards, rich rewards, peculiar to itself. What can be more delightful to a philanthropic mind than to behold intellectual power increased a hundred fold by our exertions, talent de

veloped by our assiduity, passions eradicated by our counsel, and a multitude of men pouring abroad over society the lustre of a virtuous example, and becoming meet to be inheritors with the saints in light-and all in consequence of the direction which we have given to them in youth? I ask again, what profession has any higher rewards?

Again, we at this day are in a manner the pioneers in this work in this country. Education, as a science, has scarcely yet been naturalized among us. Radical improvement in the means of education is an idea that seems but just to have entered into men's minds. It becomes us to act worthily of our station. Let us by all the means in our power second the efforts and the wishes of the public. Let us see that the first steps in this course are taken wisely. This country ought to be the best educated on the face of the earth. By the blessing of heaven, we can do much towards the making of it so. God helping us, then, let us make our mark on the rising generation.




[From the Quarterly Journal of Education, No. XI.]

[The Quarterly Journal of Education was first issued by the Society for the Diffusion of Useful Knowledge in January, 1831. It was intended to afford a means of recording the “ great and interesting events of education, and for communicating the improvements which are made from time to time in the modes of acquiring knowledge.” This has been attempted to be carried into effect by essays by various authors, and facts collected from various sources, foreign and domestic, on subjects connected with education in its widest sense, and by reviews of books treating on topics of instruction. The Society, however, guard themselves against being deemed answerable for every separate opinion. They say—“ It will of course be their duty not to sanction anything inconsistent with the general principles of the Society. If, therefore, the general effect of a paper be favourable to the objects of the Society, the committee will feel themselves at liberty to direct its publication : the details must be the author's alone, and the opinions expressed on each particular question must be considered as his, and not those of the committee.” Nine volumes of this work have now been published, containing a mass of valuable matter; the three following articles have been selected from it, and we shall likewise draw upon its resources in several future instances.]

The condition of the human race may be considered with reference to three great divisions, which comprehend its whole existence: these are its physical, moral, and intellectual state. At no period in the known history of the world have we any records of the mass of a people possessing, in any degree adequate to procure happiness, a supply of their physical, moral, and intellectual wants. At present, the inost numerous class of beings which compose the human race are a prey to many physical sufferings; and all classes of society in all countries, both high and low, are generally void, we will not say of moral notions, but of moral habits.

The mode of instruction followed in schools, which generally has for its sole object the cultivation of the intellectual powers, is essentially defective and incomplete, And yet we see in all countries honourable and generous men uniting to extend knowledge, instruction, and useful information throughout society; and in England we see enormous sums annually expended with the professed and, we may fairly admit, the real object of diminishing human suffering, and improving human character.

The intentions of these true friends of humanity are certainly beyond all praise, and words are wanting to express the thanks they deserve; but the best intentions may err, if not in the design, at least in the means of accomplishing it. Now, we think that the way for the public teacher to fully accomplish his noble endeavours, and one day reap the delightful fruit of his labours and his zeal, and indeed the way to make all instruction, both domestic and public, efficacious, is to let intellectual be preceded by moral education, or at least to combine them. We are, indeed, firmly persuaded that moral education is the basis, the foundation, and the test, not only of every system of instruction, but of the whole social edifice.

It is then to moral education, so much neglected in these times, that we must direct the skill, the attention, and the capacity of every one who devotes himself to instruction.

Instruction by itself is an instrument of which either a good or bad use may be made. That which is learned in elementary schools, and which consists in knowing how to read, write, and cipher, cannot exercise much influence on morals. In fact, we should be puzzled to understand how it would be possible to give a man regular habits and just moral sentiments, by merely teaching him to perform certain operations almost mechanical, such as reading and writing are. We can much easier imagine that even a superior kind of instruction, when purely intellectual, is likely to cause a multitude of social wants to spring up, which, if they are not satisfied, often incite to crime: for instruction multiplies the social relations; it is the soul of commerce and of industry; it also creates among individuals a thousand opportunities of fraud or bad faith, which do not often exist among a rude or ignorant population. We will admit that the cultivation of the intellect alone has some effect, in so far as it tends to make immediate impulse yield to reason, and tends also to form some habits of order and industry. But it is at least insufficient.

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