in literary matters, produces the same effect upon the mind, that a variety of dishes do upon the stomach, tending to vitiate and destroy that wholesome relish, which it would otherwise have for what is solid and valuable. Indeed, in all our pursuits, some one system must be laid down and pursued. Without this, the mind, like an Obidah, in endeavouring to blend the useful with the agreeable, is apt to wander forth into nooks and windings, and that which was originally proposed as a temporary digression, becomes, in a short time, the sole object of pursuit, excluding all others, so that the student is herself astonished, when she reverts to the object, which she had in view, on her setting out.

If youth, then, be naturally prone to these aberrations, how truly unfortunate is it, when the parent, instead of skilfully directing the enthusiasm to one object, suflers it to be dissipated in a thousand aimless and unprofitable employments. On this occasion, the failure of making any positive advance in knowledge, is not the greatest injury sustained. An evil of greater magnitude, influencing the individual to the latest period of her life, is, that by this means, she acquires a capricious and vacillating character. The energies of the mind become weakened, just as they are directed to many objects. But, so far from being conscious of this, the parent hails the little hot-house exuberances of imagination, proceeding from these causes, as unerring indications of a future harvest!

'A man,' says Cowper, who has a journey before him, twenty miles in length, which he is to perform on foot, will not hesitate and doubt, whether he shall set out or not, because he does not readily conceive how he shall reach the end of it, for he knows by the simple operation of moving one foot forward, and then the other, he shall be sure to accomplish it.' It may furthermore, be observed, that in thus putting one foot forward, and then the other, our progress is not to be estimated, numerically, by the number of steps which we have taken. It is by one step succeeding another, uninterruptedly, that we gain an accelerated speed, the preceding step giving an impetus to that which follows. It is, in fact, with the mind as with the body— nothing is so truly fatiguing as a sauntering gait.

Irregular condition of the profession of teaching.-The incapacity of teachers may be adduced as the greatest obstacle to an efficient course of female education. What are the qualifications of those who are placed at the very vestibule of society, precisely in that situation, wherein the individual takes her line of departure, and, of course, whence the least deviation on either hand, must cause her divergence from the right, to be in a

direct ratio with the time in which she is engaged? Now, as we regard the profession of a teacher to be the most important and responsible one, whether we consider its effects upon the individual, or upon society at large, which can devolve upon any member of the human family, we prefer the following questions ;

Who are the teachers of youth? How have they qualified themselves for the profession of teaching? What have been their previous opportunities and applications? By what criteria are we to judge of their competency? And, lastly, who are the qualified and proper judges? We have our medical board and medical college; and in the professions of law and divinity, the competency of the candidate for public patronage is made manifest, by the occasions on which it is called forth. But the teacher is an autocrat, self-invested in power and dignity, and who is the hardy stripling that would dare call in question the dicta of him, whose authority is absolute in the infant realm in which he governs? In the humblest mechanical profession, some evidence of the qualifications of the individual is required; and yet, how truly extraordinary is it, on a subject of such deep and vital importance to society, as that of instruction, so little positive evidence is given or required, as it regards the ability of those who are to officiate as instructers. In city, town, or hamlet, the instructer is cynosure of neighbouring eyes;' his scheme of teaching includes a perfect encyclopedia of the arts and sciences, and personating in his individual self, les maitres of Moliere's Bourgeois Gentilhomme, he proposes to teach le Latin, le Grec et la Philosophie. Does the profession of teaching, differing from all others, require no previous initiation; or is it demanded of the teacher, that before he attempts to impart, he should have received instruction, and that he should understand those subjects which he professes to teach? But the fact is, throughout our merry land,' most of our teachers proceed as the Gil Perez of Le Sage ;- Il entreprit de m' apprendre lui meme a lire, ce qui ne lui fut pas moins utile q' a moi; car en me fesant connoitre mes lettres, il se remit a la lecture.'

Is not the inefficient course of instruction, or to speak more correctly, the negative result, to be assigned frequently to causes of this kind? This is a question, which comes home to the business and bosoms of every parent; and, we do repeat it, if in any profession assurance ought to be made doubly sure, 'that the probation have no hinge or loop to hang a doubt on,'

it is in the qualifications of the teacher. How, then, does it come to pass, while in other professions a mediocrity of talent is by no means uncommon, in that of teaching the attainment of its professors should be of the most humble kind? In answering this question, we think we may assign the two following causes; first, the little inducement, either as it respects honour or emolument, which men of tolerable attainments have to adopt this profession; and, secondly, most of those who are qualified for the duties, propose them only as a temporary expedient for the attainment of a learned profession. Besides, to men of aspir ng disposition, what inducements can be held forth to embrace a profession, which, sentimentally, all delight to honour, but which truly and practically, is placed upon a very humble foundation? This does not imply a fault in public opinion; for this opinion, like the physical law of fluids, indicates by a scale of just gradations, the true level of persons and things. It is with professions, as with sects; their reputation depends, in a great measure, upon the constituent parts which go to make up the compound. Apply this to the professions of medicine, law, and divinity, and it will be found correct. In fact, the dignity and excellency of any one profession, do and will depend upon the dignity and excellency of the majority of those persons of whom the profession is composed. This is exemplified in the department of surgery. It is little better than a century, since the barber and the surgeon were identified in the same individual, and the physicians of Europe peremptorily refused to grant diplomas, or to admit into the class of gentlemen those who devoted themselves to chirurgical science. At the present day baronets and knights may be found in the ranks of surgeons. 'Dionysius is at Corinth,' was the sneering reply of the Lacedemonians to the threats of Philip. Milton, panoplied in all the learning of antiquity, could only be attacked, in what his contemporaries deemed his vulnerable point. Indeed it is only the other day, in a controversy between a learned professor and a noble lord, the latter being discomfited by the arguments of his opponent, in order to turn the scale of victory, was obliged, like another Scipio, to carry the war into the enemy's country, and attack him focis et arcis. From these and other causes, the ranks of teachers are, for the most part, filled up with what may be considered humble votaries in the lists of letters; and it must be taken for granted, that he who can enter the innermost part of the temple of science, will not be content to be a proselyte of the gate.'

Plan of instruction adopted in the South Carolina Female Institute.-1. By the term education, we understand a systematic course of instruction, calculated to form an early habit of attention, and to direct curiosity to things which are essentially useful; taking the latter term in its widest acceptation, as embracing all knowledge, connected with the interest and happiness of the individual, and of that society of which she is to form a part.

2. We lay it down as a principle, that this, as other things intrinsically valuable, is obtained by the simplest means. The mode of instruction should, in all cases, be adapted to the capacity of the individual receiving it. And, to effect this, the most practical plan should be adopted, for awakening the curiosity, improving the memory, and exercising the tender reasoning powers of the child.

3. While we propose to ourselves a system, we must take care that this does not interfere with what we owe to the different capacities of pupils, taken individually; their previous advantages, powers of apprehension, reasoning, &c. We are not, therefore, to adhere to an a priori theory, but take our indications empirically from the nature of the case.

4. We are decidedly opposed to that mode of instruction, which gives a precocious development to the memory at the expense of the judgment; and conceive that to be the only efficient plan, which makes an equal demand upon the memory and understanding. The pupil is to have no sinking fund of knowledge, but should be made to render an usurious interest for every idea which is acquired. We are aware of the trite and commonplace remark, as it regards the imbecility of the mind of a child; but provided the thinking powers be not overtasked, we know no reason why habits of reflection should not be inculcated, even in the child. Every day's experience will convince us, that the why and the wherefore, which proceed from lisping infancy, must originate in a thinking principle; and early habits of reflection invigorate the faculty which they have a tendency to expand.

AND

PARENT'S ASSISTANT,

DEVOTED TO THE INTERESTS OF COMMON EDUCATION.

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NEW SERIES.

OCTOBER 15, 1828.

NUMBER 10.

POPULAR IMPROVEMENT.

Benefits derived from Philosophical Societies.

[From an Address, delivered before the Pittsburgh Philosophical Society, by Robert Bruce, M. D. President of the Society, July 3, 1828.]

BUT it is not science alone to which philosophical societies have turned their successful attention, the arts have been also taken under their care. They have ventured to suggest the means of improving the soils of the earth, and to put into the hand of the husbandman the best constructed implements for success in his work. They have constructed machinery for the threshing of his grain, the carding of his wool and cotton, and the spinning and weaving, the dyeing and dressing of them. They have led the architect to elegance of design, by the rules of taste which they have investigated, and by the specimens of ancient buildings which, as perfect models, they have brought to his view. They have taught the manufacturer the principle of power which he is to use, the best means of its application, the diameter and pitch of each wheel, which, in the whole complication of machinery, he is to employ, and the adjustment throughout the most extensive manufactory, of each part, so as to make the most harmonious whole. They have afforded the best models to the ship-builder; instructed him in the best trim of the sails, and made him acquainted with finding a ship's place on the globe, by the unerring method of celestial observations. In a word, while they have cultivated a science in music, which is truly ennobling, they have perfected, both by chemical process and mechanical structure, every instrument which is useful to the eye, which can measure time, or which can adjust weight; which can estimate the degree of heat or moisture which is in

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