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wouldn't go into their ugly dirty coach; and you shall have.' Here something of a consolatory nature was whispered, William was comforted, and even prevailed upon to relinquish his drum for his mamma's ivory work-box, the contents of which

were soon scattered on the floor.

These boys are gone without their hats,' cried Mrs Fairbairn, in a tone of distress. Eliza, my dear, pull the bell for Sally to get the boys' hats.'Sally being despatched with the hats, something like a calm ensued, in the absence of the whip and

the trumpet; but, as it will be of short duration, it is necessary to take advantage of it in improving the introduction into an acquaintance with the Fairbairn family.

Mrs Fairbairn was one of those ladies, who, from the time she became a mother, ceased to be any thing else. All the duties, pleasures, charities, and decencies of life, were henceforth concentrated in that one grand characteristic; every object in life was henceforth viewed through that single medinm. Her own mother was no longer her

mother; she was the grandma rma of her dear infants, her brothers and sisters were mere uncles and aunts, and even her husband ceased to be thought of as her husband, from the time he became a father. He was no longer the being who had claims on her time, her thoughts, her talents, her affections; he was simply Mr Fairbairn, the noun masculine of Mrs Fairbairn, and the father of her children. Happily for Mr Fairbairn, he was not a person of very nice feelings, or refined taste; and although, at first, he did feel a little unpleasant when he saw how much his children were preferred to himself, yet, in time, he became accustomed to it, then came to look upon Mrs Fairbim as the most exemplary o mothers, and finally resolved himself into the father of a very fine family, of which

Mrs Fairbairn was the mother. * *

Alas! if there be "not a gem so precious as the hua soul," how often do these gems seem as

pearls cast before swine; for how seldom is it that

thereupon Andrew Waddell, in a night-cap, riding | little toes,' &c. &c. &c., were as usual whispered on a stick, drew near.. Being the Major's name over it. sake, Miss Bell, in the ardour of her attachment, thought proper to coax Andrew Waddell on her knee, and even to open her watch for his enter

tainment.

Ah! I see who spoils Andrew Waddell,' cried the delighted mother.

The Major chuckled--Miss Bell disclaimed, and for the time Andrew Waddell became the hero of the piece; the blains of the measles were carefully

pointed out, and all his sufferings and sayings duly recapitulated. At length Miss Charlotte, indignant at finding herself eclipsed, began to scream and cry with all her strength.

It's her teeth, darling little thing,' said her moth

er, caressing her. 'I'm sure it's her teeth, sweet little dear,' said Miss Bell.

'It undoubtedly must be her teeth, poor little girl,' said the Major.

If you will feel her gum,' said Mrs Fairbairn, putting her own finger into the child's mouth, you will feel how hot it is.'

This was addressed in a sort of general way to the company, none of whom seemed eager to avail themselves of the privilege, till the Major stepped forward, and havng with his fore-finger made the circuit of Miss Charlotte's mouth, gave it as his decided opinion, that there was a tooth actually cutting the skin. Miss Bell followed the same course, and confirmed the interesting fact-adding, that it appeared to her to be an uncommon large tooth.'

At that moment Mr Fairbairn entered, bearing in his arms another of the family, a fat, sour, new. waked-looking creature, sucking its finger. Scarcely was the introduction over-There's a pair of legs!' exclaimed he, holding out a pair of thick purple stumps with red worsted shoes at the end of them. 'I don't suppose Miss St Clair ever saw legs like these in France; these are porridge and milk legs,

are they not, Bobby?

But Bobby continued to chew the cud of his own thumb in solemn silence.

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Will you speak to me, Bobby?" said Miss Bell, bent upon being amiable and agreeable-but still Bobby was mute.

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We think this little fellow rather long of speaking,' said Mr Fairbairn; we allege that his legs have ran away with his tongue.'

'How old is he?' asked the Major.

a parent's greatest care is for the immortal happi-
ness of that being whose precarious, and at best
transient, existence engrosses their every thought
and desire! But, perhaps, Mrs Fairbairn, like
many a foolish ignorant mother, did her best, and
had she been satisfied with spoiling her children
herself, for her own private amusement, and not
drawn in her visiters and acquaintances to share
in it, the evil might have passed uncensured.
But Mrs Fairbairn, instead of shutting herself up
in her nursery, chose to bring her nursery down to
her drawing room, and instead of modestly deny-swered
ing her friends an entrance into her purgatory, she
had a foolish pride in showing herself in the midst
her angels. In short, as the best things, when cor-
rupted, always become the worst, so the purest and
tenderest of human affections, when thus debased
by selfishness and egotism, turn to the most tire-
some and ridiculous of human weaknesses, a truth
but too well exemplified by Mrs Fairbairn.

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I have been much to blame,' said she, addressing Miss Bell, in a soft, whining, sick-child sort of voice, for not having been at Bellevue long ago; but dear little Charlotte has been so plagued with her teeth, I could not think of leaving her-for she is so fond of me, she will go to nobody else--she screams when her maid offers to take her-and she won't even go to her papa.'

'Is that possible?' said the Major.

He is only nineteen months and ten days,' anhis mother, so he has not lost much time; but I would rather see a child fat and thriving, than have it very forward.'

No comparison!' was here uttered in a breath by the Major and Miss Bell.

·

We cordially recommend this work to our readers, assuring them of our belief, that they must be dull indeed, who will not rise from its perusal wiser, perhaps better, without running the least risk of being made sadder.

The Manuscript of Diedrich Knickerbocker jun. New York. 1824.

to point, in his title-page, at the object of It is the height of impolicy for an author his imitation. It takes from his credit if he excels his prototype, draws upon him the damnation of faint praise if he equals, and holds a candle to his shame if he falls below it. It obliges every reader, whether critical or not, to institute a process proverbially odious, and effectually prevents one from being pleased, “he knows not why and cares not wherefore." Why any one should desire thus to predispose his readers against him, is not easy to imagine, but the writer of the work before us has been pleased so to do, and must therefore abide the consequence. The work, as our readmerous class that always follows the ascent ers are already aware, is one of that nuof fine writers;-who, like rockets, draw after them a long train, partly sparks and partly smoke. We shall be civil enough, and just enough, to class the Manuscript of Diedrich Knickerbocker jun. among the sparks. The pamphlet contains two stories, the first being intended to inform us, after the manner of the Utopians, in what way he became possessed of the latter. The author, sitting upon one of the benches of the Battery, and making sundry reflections upon the beauties of nature thereabout, which he takes this opportunity to communicate to the public, is accosted by a gentleman, who is thus described.

His person was lively, and about the middle size, and as if descended from the good-humoured race of the Hollanders, his shoulders were broad and heavy; and what his frame wanted in height was There's a great difference in children in their compensated by its bordering on the corpulent. time of speaking,' said the mamma. Alexander His dress, consisting of a blue frock coat, which didn't speak till he was two and a quarter; and reached to his knees, with the pantaloons of a travHenry, again, had a great many little words before eller buttoned up their sides, exhibited beneath he was seventeen months; and Eliza and Charlotte them a pair of dusty boots; while a broad-brimmed both said mamma as plain as I do at a year-but beaver shaded the thick raven locks of a highly exgirls always speak sooner than boys-as for Wil-pressive forehead. His small twinkling eyes sparkliam Pitt and Andrew Waddell, the twins, they both led with intelligence and humour; and to a cheek suffered so much from their teething, that they were dimpled by the broad playful furrows of about longer of speaking than they would otherwise have thirty-five years, were added a mouth and chiu that been—indeed, I never saw an infant suffer so much bespoke inward benevolence and contentment, as Andrew Waddell did--he had greatly the heels of William Pitt at one time, till the measles pulled A movement was here made by the visiters to depart.

I assure you it's very true-she's a very naugh-him down.' ty girl sometimes,' bestowing a long and rapturous kiss on the child. Who was it that beat poor papa for taking her from mamma last night?-Well, don't cry-no, no, it wasn't my Charlotte-She knows every word that's said to her, and did from the time she was only a year old.'

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That is wonderful!' said Miss Bell; but how is my little favourite Andrew?'

He is not very stout yet, poor little fellow, and we must be very careful of him.' Then turning to Miss St Clair, Our little Andrew has had the measles, and you know the dregs of the measles are a serious thing-much worse than the measles themselves. Andrew-Andrew Waddell, my love, come here and speak to the ladies.' And

O! you mustn't go without seeing the baby,' cried Mrs Fairbairn- Mr Fairbairn, will you pull the bell twice for baby?'

The bell was twice rung, but no baby answered the summons.

She must be asleep,' said Mrs Fairbairn; but I will take you up to the nursery, and you will see her in her cradle.' And Mrs Fairbairn led the way to the nursery, and opened the shutter, and un covered the cradle, and displayed the baby.

'Just five months--uncommon fine child-the image of Mr Fairbairn-fat little thing--neat little hands-sweet little mouth-pretty little nose-nice

A conversation of course very fit to be printed took place between these worthies, and terminated with the gift of the abovementioned manuscript to the author, by the good-natured stranger, whom our readers need no ghost to tell them was Diedrich Knickerbocker jun. It in all probability contained more stories than the one which is here given to the public. Whether we shall ever hear any more of them, depends upon circumstances, which every one may imagine for himself. Leaving that matter however to its natural course, we shall proceed to make the most of that which is already in our power. It is entitled “ Rat

dian of the Mountain, and Dr Winterbot-
tom, relinquished the field, and was known
no more to the precincts of Rattlesnake
Hill. The triumphant gig effaced the foot-
steps of the mare, and the mortar of Vander
Schiller was hushed forever.

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Every one knows, that, according to the common mode of teaching both Latin and English Grammar, it is expected of the young learner to commit to memory a considerable portion of every chapter in the book, at least once, and in most cases, sev eral times, before he begins to understand its true meaning and application. If this painful and discouraging drudgery can be avoided, and the whole time of the scholar can be mployed in advancing, instead of merely preparing to advance, it is obvious that a very important object will be attained. The attention of a large proportion of the intellectual part of our community is now directed to the attainment of this advantage in the mode of teaching every art and science. All the improvements in our system of education have a primary reference to this object,-to remove from the learner the necessity of taking any thing upon authority, and to enable him to understand definitely all that he is required to believe. This belongs to the spirit of the age; and history describes no period, to which this remark could apply with equal truth. It is in vain now to urge any other mode of instruction; and those show most wisdom who do most to promote it.

tlesnake Hill," which, as it appears, is a Schiller as an effect of a wind not absolute- It is the grand object of Mr Russell, to "high and shaggy coil of mountain" in ly ill, but war, in the shape of a new doctor. arrange every part of Grammar in analyt New Jersey-in the neighbourhood of A new sign soon blazed in his van, and a ical order, and to make so full an explanawhich lived Dr Vander Schiller, the physi- new mortar beat the alarm of opposition. tion of every new term, and every new cian of the village-which in those days, Our limits will not permit us to detail the principle which he introduces, that the of Peter Stuyvesant to wit, was very beau- events of the contest. Suffice it that though scholar shall be able to understand the tiful, very dull, and very healthy. The the brisk attacks of the invader obtained meaning and use of it, when he first learns it. Doctor was advanced in years, and, as most some advantages over the outworks of his writers are pleased to represent elderly predecessor, the main intrenchments of the country gentlemen of the faculty, a very place were found too strong to be ca ried. ridiculous object; as was also his horse; In this state of affairs, Francis Wintersaid horse, or rather mare-for so it is set bottom,—we love to be particular,―trusted forth, according to the form made and pro- his cause to a stratagem, which we shall vided-being lean and long-bodied. Why give the reader with all brevity. He dequeer and quizzical old fellows should al- coyed his rival,-who, besides being a teller, ways ride animals of this description we was something of a believer in ghost stoknow not; but the evidence of the fact is ries,-on a stormy night, to a place on the overwhelming, at least as far as numbers banks of the Hackensack, haunted by the are concerned. Moreover, the Doctor "Indian of the Mountain," and then and usually killed his patients-although, as we there appeared to him in the guise of that learn in the sequel, he never prescribed visionary being, chased his mare into the rivany thing but vinegar, cold or hot as the er, and demanded as the price of his rescue case might be, brimstone, peppermint, and his immediate retreat from the scene of his certain well known and innocent matters toils and triumphs. The man of simples from the vegetable kingdom, which come had not looked death in the face long under the general designation of simples- enough to bid him defiance-besides, he in other words, the Doctor was, bating the was unarmed, for the waters of the Passaic brimstone, a Galenist. This is another dif- had closed over his saddlebags. What ficulty with us, namely, why foolish old phy-could he do? He yielded to fate, the Insicians will be so absurd as to kill their patients with such simple articles, when they might effect their villanous purposes with equal ease and dignity by means of poisons of a far more efficient and satisfactory character. Though the catalogue of medicines, which are "digged from the bowels of the harmless earth," was unfortunately not quite so extensive in Dr Vander Schiller's days, as it is in our own, he might doubtless have found enough to have depopulated New Jersey in less time than he could slay a single generation in his own village with essences of wormwood, hoarhound, and such like distilments. But therein probably lies the explanation of this operose mode of destruction. Adam's Latin Grammar Abridged; and The profit of the nefarious work is doubtless Arranged in a Course of Practical Lescommensurate with the time of action. sons, Adapted to the Capacity of Young One would suppose it would have been still By William Russell. New more lucrative as well as politic to have Haven. 1824. 12mo. pp. 283. stopped short of murder, and allowed their NOTHING can be more grateful to a reviewpatients to live, a life of disease indeed, buter than to be occasionally relieved from the still a life;-but " quem Deus vult perdere, prius dementat"-the doctors of tale-tellers from time immemorial have killed their patients, and doubtless will continue so to do at the risk of present loss and everlasting ridicule. Dr Vander Schiller at least did so. Other popular qualities he had adapted to his situation. He smoked a good pipe and told a good story; something of the longest to be sure, but then time was not a very marketable article in the village of Second River. In one particular the Doctor differed toto cœlo from most of his country brethren, inasmuch as he had neither wife nor children. But fate had decreed that he should have his crosses, though in another form. On a summer's afternoon a new gig swept into the village like a new besom of destruction-and shook from its seat, not pestilence indeed, which might have been considered by Vander

We find no fault with the style of this production-the story is of course made to hang descriptions upon, and many of these are well executed; but occasionally, while reading it through—for we are too conscientious reviewers to skip,-we mentally exclaimed with Sly, ""Tis an excellent piece of work; would it were done."

Learners.

necessity of expressing disapprobation and
censure, and allowed fair scope for his
disposition to applaud a competent and
faithful author. We are so much obliged
to Mr Russell for furnishing us a repast of
this kind, that, before reviewing his book,
we are much disposed to greet him as a
friend.

We must tell our readers at once what
has put us into so comfortable a mood. It is
this: Mr Russell has composed a Latin
Grammar in such a manner as to make it
intelligible to those who study it! With
the most profound seriousness we mark this
as a wonder. Before we saw his book we
were quite familiar with the principles, by
which he was guided in composing it; but
we feared it would be long before we should
find an author of sufficient assiduity and
skill, to apply them to the study of the
Latin language.

Mr Russell remarks in his very valuable Preface, p. 4, that "It would perhaps be better to defer the study of the languages, till the scholar's progress could be facilitated by maturer years, and a maturer mind." We regret that he did not express this opinion more absolutely. Even his own Grammar cannot be understood by the infants, who are every day commencing the study of this language. It may be com prehensible to children of from twelve to fourteen years of age; and a few may understand it at the age of ten. We shall be told that many boys learn to read Latin pretty well before that period. This is true; but they waste much time in learning it, which might be very profitably devoted to other important subjects. Our principle is this;-that the studies of a scholar should always be limited to what he can understand. He will then lose no time, but be constantly advancing in true knowl edge. His studies will thus be made inter esting to him, and a true love of learning will be constantly cultivated.

It cannot be necessary to give a minute description of this work, unless it were for those, who, as teachers, might require more practical information respecting its forms and arrangement. But we could not make a notice which would be satisfactory to them, without infringing upon the rights of other readers.

The author will permit us to advise him to prepare for a second edition by a very careful revision of the present. Many things may be rendered plainer. For ex

ample; two syllables coming together, and deal of learning, and an admirable talent | can find in it some new, undiscovered propboth marked with the accent, as "Habé-ré- at imparting it, and yet be very poorly fit-erty, which shall help carry on the great ris," p. 116. In many forms of the verb, ted for a schoolmaster after all. One with- course of human improvement. These conthe accent is omitted where it is important, out any of these noble qualities, who could stitute the only true worth of learning, Those who follow the direction, p. 9, for simply awaken curiosity and ambition, the materials it furnishes for invention, and reading their lessons to their instructer would be infinitely more certain of success. the play it gives to the highest powers of before committing them, may suffer no in- This is indeed the great art of early in- our nature. convenience from these omissions; but those struction. The immediate accumulation of who have not the advantage of an instruct-knowledge ought to form no part of the er, will need more directions than the book first object of him who superintends it. Let furnishes. the child feel an interest in the work himself; let him be led into the field, and inspired with ardour for the pursuit, and it is of little consequence whether he gets learning or not; the chase is always worth more than the game. He is sure of vigour We make these slight criticisms merely and firmness and resolution, and a keen, to put the author upon his guard. It may growing appetite for action; and these are also be proper to suggest, that there is no the powers which are capable of commandvery good reason for calling this an Abridging all the resources within the reach of ment of Adam's Grammar. The work is the human intellect. not complete in its department, and may be called an Introduction; but it is too singular and independent in its character, to be called an abridgment of any thing.

The "Signs, or English characteristic words," for the several tenses, are not always given intelligibly. See Perfect tense, 132. The frequent use of " &c." is hardly consistent with the plan of this work.

Letters to the Hon. William Prescott, LL. D. on the Free Schools of New England, with Remarks upon the Principles of Instruction. By James G. Carter. Boston. 1824. 12mo. pp. 123.

SCHOOLMASTERS are almost the only class of men in the community who are not regularly educated with some view to their profession. Apprenticeship for the meanest of the mechanic arts, the counter for the tradesman, the desk and the files of the counting-room for the young merchant, time and labour and previous preparation for all, are considered indispensable. But with the business of school-keeping, the most important of any single branch, it is otherwise. Those, who are liberally educated, and they alone are qualified for it, always aim higher; they never think of it as their employment, till driven by necessity, unless they fly to it as a temporary refuge from idleness, and then they promise themselves to give it up and make their escape as soon as they possibly can. So universal is this, indeed, that an exception would seem to us very extraordinary. We never heard of a young man, who went to college for the purpose of qualifying himself to be a schoolmaster.

It is no answer to these remarks to say, that the knowledge a student may acquire and the discipline he must undergo in the course of a liberal education, are sufficient for the purpose. The possession of wisdom is a different thing from the faculty of communicating it; and a man may know very well how to learn himself, without being able to teach the art to others. Besides, the communication of knowledge is a very small part of even intellectual education. The pupil is not to be limited to the capital stock of his preceptor. It is the love and the power of acquiring,-it is warmth, and enterprise, and energy in the pursuit, that he principally wants. So that a man may have a fine genius, and a great

tion, they are invaluable. The study of them, if properly pursued, is exactly and perfectly suited to this purpose. It calls forth more of the high faculties of our nature, more powers of deep reflection and thought, more useful efforts of memory, more talent at research, inquiry, and investigation; and what is better still, it calls them forth in more proper order, at the right season, when they are ripe and ready for action, than any other study which comes into the elements of education. If our limits will permit us, we shall offer some further remarks in support of this position in the course of this article.

Early acquisition, we have said, is not the object of education. It is, in fact, we think, rather to be shunned. It is not merely useless and nugatory to the young inquirer, but may prove injurious to him, because it is at first exceedingly imperfect and mingled with errors, and these early associations and impressions are indelible,to say nothing of the fact, that it makes its possessor a pedant, ostentatious of another's wealth, conceited, and secure. Yet this mistake prevails every where, and seems to be gaining ground every day. It is this which has made the study of Latin and Why then should not the profession call- Greek unpopular among us, probably it ed schoolmasters give some little time to a procured a repeal of the law which held direct preparation for the interesting busi-out some little encouragement to the study ness they have undertaken? It is a branch of those, by making a knowledge of them totally separate and distinct from every one of the indispensable qualifications for other. It employs a very numerous class the keeper of a free school. Considered of men; neither of the learned professions as an acquirement, they are wholly unimprobably is so large. The demand for portant; they are no return for the time them is constant and invariable. Their and labour bestowed upon them. But consituation must introduce them into the high-sidered as a discipline for the mind, the est ranks of society and among the most only important thing in intellectual educaenlightened and influential men. Lastly and principally, their business is one of the deepest interest and of the utmost importance to us. The pliant, flexible dispositions of youth, the opening germs of mind, the formation and stamp of the character, moral and intellectual, all indeed that we hold most dear and valuable through life, are originally put into their hands for their direction; and yet they have scarcely thought for a moment,-it had never occurred to them in the form of an inquiry, what they have to do, much less how the great work is to be accomplished. The consequence is, that the true object is overlooked or mistaken altogether, par- But it is high time to turn to the little ticularly in the free schools of our coun-volume, which has given rise to these retry. The pupil goes to his lessons, the flections. It is evidently written by one preceptor tells him, for intelligence, to who thinks for himself, who has examined get learning, to store his memory with thoroughly the common systems of educathoughts and information. But nothing tion; and it exhibits great good sense and can be more fallacious than this. The im- ability, and is filled with sound, judicious, mediate acquisition of knowledge forms no practical remarks throughout. We are part of the original purpose. Education is to obliged to pass over the first three or four prepare him for the duties of life,for ac- Letters, nearly half the volume, though tivity and exertion,-for new situations and they contain a very interesting theme for new demands, where his books can furnish our pages; a sketch of the history of the eshim with no guide nor direction. The tablishment of our free schools; the pringrateful, unforced discipline of mind ought ciples on which they were originally foundto be indeed its single aim. His native ed; and the changes and modifications that powers are to be developed and invigorat- have from time to time been made in them ed, and sharpened for action. Even if the by our legislature. These institutions are scholar's life is to be a life of letters, and justly called the pride and glory of New he must gather together in the course of it England. With all their defects, they mighty masses of erudition, still this is not have elevated our character as a people. the first object to be sought for. The pos- To our form of government indeed they session of learning is an indifferent thing seem indispensable, and if properly conalone. It wants the active, well-trained ducted, they must contribute more to the mind, that can turn it to some new ac-energy and durability of our political insticount; that can put the stamp of originali-tutions, to the wisdom and efficacy of our ty upon it and mark it for its own; that laws, to our whole national advancement

which are to encounter them.

and prosperity, than their warmest admir- has done a great deal; new and better but with little or no reference to the young minds, ers have imagined. They form the engine methods are introduced, and improvements that government makes use of to enlighten and invigorate itself, for this is identified with the people, and the greater part of those who compose it, receive their earliest education, their most efficacious education, the education which does the most to form their characters, and make them weak or energetic, intelligent or dull, in the free schools of their native towns. It is then of the very highest consequence, that they should be well conducted. Our author's principal object is to point out some great defects in this particular.

continually going on, though they are still
too much encumbered with the old system
of discipline, for they cannot shake off at
once all the fetters of early prejudice. But
there is a radical defect in the qualifications
required of the master of a free school,
which must always check improvement,
and keep things as they are.
No young
man of talents, unless very much driven,
will think of them even as a temporary em-
ployment, much less as a permanent one.
Those qualifications ought to be raised and
enlarged by law; some previous prepara-
tion ought to be made indispensable; an
examination in some of the treatises on the
subject instituted; higher powers, and
more attainments should be required of
them, and greater compensation establish-

Very great evils, we think, arise from these defects. The soil in which the seed is to be sown, the infant faculties which are to give it culture and expansion, are not consulted at all. A great weight of knowledge is put into the feeblest hands, and they are forced to bear it; no wonder that it becomes oppressive and hateful to them. It is as if a child were led to scale a mountain, when it had just learned to walk. There should be exercise, and gradual, patient preparation for the work. The racer cannot fit himself for the course in a day. Nerve and vigor and energy, and every great intellectual faculty, and indeed every thing great, must come to muturity and gain strength slowly, and will never be taught to shoot up to their full growth at

Two principal causes have operated from the first establishment of the free schools, to impair aud pervert their influence. 1st. Incompetent instructers; 2d. Bad school books. It is not a little surprising, that a public so deeply impressed with the importance of the system of schools, and so re-ed;-and then we might look for something once. Yet all this is very apt to be oversolved to carry it into full operation, by liberal ap like improvements in their systems of in- looked in our common systems of education. propriations, should stop short of their purpose, and stop precisely at that point, where the greatest struction. How our legislature could dis- The power of abstracting and generalizattention and vigilance were essential, to give effi- pense with any of those requisites, which ing, the last faculty which the infant cacy to the whole. I do not mean that much good even our forefathers thought essential to an mind puts forth, is here considered as the has not been realized; on the contrary, as has been repeatedly remarked, the success of the free instructer, we are, with our author, wholly first, and in the very outset, the pupil is school system is just cause of congratulation; but at a loss to imagine. They are now how-called on by his books to reach forth I mean, that their influence has not been the great-ever at their lowest state of depression. a grasp as comprehensive as the phiest nor the best, which the same means, under better management, might produce.

Perhaps this circumstance may draw the public attention to the subject, and we hope the reform will then be thorough and complete.

The elementary books, which are put into the hands of pupils, our author thinks very poorly adapted to the purpose of early education. The great defect in them is, that they are too abstract, too general, remote from the capacities which are called on to comprehend them, and not at all suited to develope or to give them strength. The following extract contains a full view of the objections against them, and forms the basis of all his remarks on the subject.

I. The employment of incompetent and inexperienced instructers has probably arisen more from the peculiar situation of the country, than from negligence or indifference on the subject. So many opportunities are open for industrious enterprise, that it has always been difficult to induce men to become permanent teachers. This evil, although a serious one, is one, which cannot at present be removed; but its bad effects may be more qualified, by raising the character and acquirements of instructers to a higher standard. The whole business of instruction, with very few exceptions, has hitherto been performed by those, who have felt little interest in the subject, beyond the immediate pecuniary compensation stipulated for their services. And even that has been too inconsiderable, to render a want of success in the employment a subject of much regret. This remark applies to almost all should be as rigorously followed in education, as in The principles of the inductive philosophy instructers, from the primary schools up to the any other department of human knowledge. The higher schools; and it has no very remote bear- school books, and we may add the text books of the ing even upon some of the instructers in our col- colleges, are certainly not written upon the inducleges. tive method. And these are our instructers, or the We have stated the incompetency or in-models, on which our instructers form us. The books to be sure have been written over and over efficiency of the instructers to arise princi- again, in order to keep pace with, and incorporate pally from another cause,--the total want the improvements and discoveries in the different of direct, immediate preparation for the sciences, of which they treat. This is well, and as employment. Most of them blindly and it should be. But the essential principle, on which slavishly adopt the systems of their prede- they are written, is the same through all changes. This is wrong, and what should be corrected. ImThere are very few, who have provements in arrangement, and in the manner of read the treatises on the subject of educa- expressing the principles of the sciences, have, no tion, who know any thing of the sentiments doubt, been frequently made. Indeed, the books of Locke, of Milton, of Watts, of More, have probably been carried to as great perfection, of Hamilton, of Carpenter, nor even of the as they can be carried, without some more essential change in the principles, on which they have fascinating Rousseau, nor the ready, off-been written. They are very well executed, upon hand, practical Edgeworth. They have a very bad plan. The reason to be assigned for not in fact studied nor attended to the sub- such slow progress in the improvements of school ject at all. We have often thought this books, in particular, is a mistaken notion of the most remarkable, and if there be any truth purpose of a school book; and the fact, that there in the maxims of political economists, that have seldom been brought to the task of elementathe supply will come close on the demand, at once, the principles of science, in their relation ry instruction, talents capable of comprehending, and that competition will always produce and dependence upon each other; and still less excellence among the rival candidates, capable of analyzing the powers of the young we have a right to expect it among the mind, to which the science is to be adapted. The instructers of our youth. With our acade- books for elementary instruction, have been written mies, and our private plans of education, of the science, of which it treats, in a manner the or compiled, with a view to set forth the principles indeed, this principle is now prevailing, and most philosophical to those who make the books,

cessors.

losopher who drew them up. The study of particulars or individuals, the only natural method for beginners, is scarcely thought of in any department of early education. This is what our author calls the inductive method.

The above remarks and principles are applied to the study of the learned languages, of geography, and of arithmetic, as these subjects are generally taught in our free schools. The first, be says, ought never to be commenced with the grammar. Some interesting story, with a literal translation to it, and other facilities, of which there are innumerable, to make it intellimuch better way. Let the grammar come gible and easy to the pupil, would be a in afterwards, not as a direct study, but incidentally, and then it will be understood and its importance felt. Our school geog.

raphies he thinks on too large and comprehensive a plan. The child's mind cannot embrace them; they ought to be brought more within his reach, and as far as possible accommodated at first to his own actual observation. There is a still

greater fault, he says, in the old-fashioned method of studying arithmetic, because it makes a mere mechanical business for the pupil, without exercising his ingenuity or his understanding. The general rules are only an incumbrance on his memory., Colburn's system is the right one, and calculated to produce at last an entire revolution in the course of early arithmetical study. We agree fully with this. The new system is getting rapidly into our think it cannot be long before it will be academies and private schools, and we adopted every where.

But we have a much more serious objec tion than either of these, to the common We mean the manner in which English course of study pursued in our free schools, grammar is almost universally taught. This

is put into the hands of children as soon as mar is most toilsome. The child thumbs it, they can learn to read, and many valuable and cries over it, more than over any of his hours of the most interesting period of their books, and if he conquers it at last, it is lives for education, are bestowed upon it. merely by dint of a tenacious and a retenYet, how little suited is this to their pur- tive memory. This is, indeed, the only pose! Pass over the first division, orthogra- faculty that is called upon throughout. phy, which teaches abstractly what letters Meantime, an aversion is growing up and syllables are, and their various proper- against school books of all sorts. A hateful ties, and that, combined, they form words, association is formed in his mind between &c., and take that part which it is consider these and toil, and sometimes this is not ed of the utmost importance should be studi- broken till it is too late to prevent the uned thoroughly; and what have we here? All happy consequences that follow from it. the words of the English language are in the But the early study of English grammar first place scientifically classed and arrang- is necessary, they say, to teach us to ed;-generic names are given to them; speak and write correctly. If this be true, the powers that common use has assigned to we submit, and withdraw our objections each of them, are then pointed out,-the dif- without a murmur. Let us examine it. erent forms they are capable of assuming, What then may a child learn from even the thoughts, or views, which produce these the most successful study of this most indisforms, in a word, the origin and qualities pensable subject? Will it teach him to of words considered independently, or with speak intelligibly, when he would otherwise their smallest possible relation to others, be silent or misunderstood? By no means. are all philosophically explained. This is He must learn by practice the art of makcommonly called etymology, The name ing his desires and feelings known, long beitself is an enigma; then comes syn- fore he can peruse a grammar. Will it tax, another enigma, and what does this give him a greater variety of expression? teach? "The agreement or construction will it regulate and improve his style? These of words in a sentence," their mutual qualities can only be acquired by the culconnexion and dependence, the influence ture of the taste and imagination,-the last that one may have over another, or their thing to be expected from the study of concord or government, as it is called. In grammar. Will it have any effect in corfact, it is a view of the abstract principles recting the mind itself? Surely not. The by which words are connected together, in art of thinking justly or properly, can never order to convey intelligence accurately. arise from the most perfect art of gramAnd what is the object of all this study, matically expressing ourselves. Thought and where does it terminate? In the art of may be very noble and true, and yet break parsing forsooth; which is the art of apply- all the grammarian's laws; it may be very ing these hard names, and definitions, and false and mean, and yet cannot but satisfy abstract principles, to language as it is him perfectly. What then has the pupil commonly used in writing and discourse. learned? The use of language, it is said, What profitable intelligence does the the established and approved use of it. But young learner think he is gaining in the he can only get this successfully from polishmean time? Examples to be sure, are ed authors, or polite conversation. Lanthrown in to assist him as he goes along, guage became perfect long before grammar and these, the individuals, the particular was thought of; and it could never be esseninstances, he does understand and remem- tial, therefore, as a preliminary art. Usage ber easily. But nothing can be further is, indeed, its sole basis and support. It can from his mind than the general principle never control this;-it is its servant, and itself. Yet this science of language is put must watch its changes, and accommodate into his hands in his infancy. He goes itself to them entirely. The most we can from his spelling-book to the dull, labori- conceive of its doing, is to point out to the ous, and to him most uninteresting work. student a few errors, or, what is the same He is called on thus early to give names to thing, a few variations from approved practhe relation between thoughts and words, tice; the misuse of the objective for the between the operations of mind, and the nominative, the plural for the singular, and expressions in which they appear. Nay, of some adjectives and participles with irmore. If he would understand parsing com- regular terminations, are all that we can pletely and fully as it may be understood, enumerate or imagine. How much better, he must go much further than this. He how much more easily, how much more efmust learn to give names to the relation fectually might these be acquired in another and connexion between thought and thought way! Even if he is most successful in thus -between the meaning of one word as it correcting himself, and still is continually exists in his mind, and that of another. among those who retain these variations There are, indeed, many young pupils who or errors, he will return to them also, notlearn to do this mechanically, and by rote. withstanding his grammar; and it is best, Some know how to do it ably, and with perhaps, that he should. The whole is, skill, and yet perceive not how subtle a bu- indeed, a matter of use and custom. The siness it really is, nor what powers they are art of parsing, the high consummation of putting forth in its accomplishment. We of all, pupils must learn in practice long believe we can show that their time and before they think of it as an art, and we talents are wholly misspent. It is some doubt whether a whole life devoted to the confirmation of the remarks we have al- study of grammar will make a man an acready made, that the early study of gram-curate speaker or writer, unless he is in the

company of accurate speakers or writers; and it is this, and not his art, which instructs him in it.

The author of the Letters before us, onght to have turned his attention to this, which we think unquestionably the greatest error in the education of all our schools. There are some apologies for the study of Latin and Greek beginning with the grammar; the various forms and oblique cases of the noun, the adjective, and the pronoun,— the innumerable shapes that a single word, the verb, is capable of assuming; besides, it comes comparatively late in life, when the faculties are more mature and better able to comprehend it. The erroneous and large form of geography too, will at length make room for itself in the mind. The same may be said of old-fashioned arithmetic. Dull as the student may be, he is gradually drilled into the knowledge of figures, and their powers and principles, and then he will think and reason for himself. But nothing of this can be said for the early study of English grammar. It is merely teaching us new generic names,-rules for an art which we know how to use perfectly without them. If objections lie against the study of that of the learned languages, whose principles are unknown to us, how much more strong must they be, where these are familiar, and in every moment's use with us, and where the definitions and the laws are all the time practically applied, though we have never put them into the imposing form in which grammar presents them. Our readers must not misunderstand us. We would not exclude this abused study from education entirely. But let it have a proper place. Let it be taken from the hands of children, and raised to the rank it deserves, and it will derive an interest and a power, from which its common employment has degraded it. There is no book on the scholar's shelves more philosophical than the large grammar of Murray. The abridgment, which goes into our smallest schools, is the essence and cream of this, and if possible, still more abstract and philosophical. Because the child has not time to commit the whole to memory, he is taught the hardest part.

Still, it may be asked, does not this study afford a most apt and peculiar discipline to the mind? And this is the proper question to be put on all the books for early education. What faculties, then, does the present mode of studying English grammar call forth? We have answered it already; memory alone. The work of classifying and arranging is already done to the pupil's hand. Invention, taste, fancy, imagination, reasoning,-all the finer and nobler faculties of his nature are permitted to slumber. Memory only is put in active exercise. Yet this faculty is of little value but as it furnishes materials for the others. A great and astonishing one may be very injurious to its possessor; it may supersede the necessity of effort, and the exercise of his better powers, judgment and reason, and make him a vain and assuming pedant. Besides, the early exclusive exercise of memory is ex

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