as could neither be studied unless the pupil understood it, nor taught unless the instructor understood it. Such books, in every department, are, if I mistake not, very greatly needed.

If this be true, what are we to think of many of those schoolbooks which are beginning to be very much in vogue amongst us? There first appears, perhaps, an abridgment of a scientific textbook. Then, lest neither instructor nor pupil should be able to understand it, without assistance, a copious analysis of each page or chapter or section, is added in a second and improved edition. Then, lest, after all, the instructor should not know what questions should be asked, a copious list of these is added to a third and still more improved edition. The design of this sort of work seems to be to reduce all mental exercise to a mere act of the memory, and then to render the necessity even for the use of this faculty as small as may be possible. Carry the principle but a little farther, and an automaton would answer every purpose exactly as well as an instructor. Let us put away all these miserable helps, as fast as possi ble, I pray you. Let us never forget that the business of an instructor begins where the office of a book ends. It is the action of mind upon mind, exciting, awakening, showing by example the power of reasoning and the scope of generalization, and rendering it impossible that the pupil should not think; this is the noble and the ennobling duty of an instructor.

2. These remarks will enable us to correct an error which of late has done very much evil to the science of education. Some years since, I know not when, it was supposed, or we have said it was supposed, that the whole business of education was to store the mind with facts. Dugald Stewart, I believe, somewhere remarks that the business of education, on the contrary, is to cultivate the original faculties. Hence the conclusion was drawn that it mattered not what you taught, the great business was to strengthen the faculties. Now this conclusion has afforded to the teacher a most convenient refuge against the pressure of almost every manner of attack. If you taught a boy rhetoric, and he could not write English, it was sufficient to say that the grand object was not to teach the structure of sentences, but to strengthen the faculties. If you taught him the mathematics, and he did not understand the Rule of Three, and could not tell you how to measure the height of his village steeple, it was all no matter,-the object was to strengthen his faculties. If, after six or seven years of study of the languages, he had no more taste for the classics than for Sanscrit, and sold his books to the highest bidder, resolved never again to look into them, it was all no matter, he had been studying, to strengthen his facul

ties, while by this very process his faculties have been enfeebled almost to annihilation.

Now, if I mistake not, all this reasoning is false, even to absurdity. Granting that the improvement of the faculties is the most important business of instruction, it does not follow that it is the only business. What! will a man tell me that it is of no consequence whether or not I know the laws of the universe under which I am constituted? Will he insult me, by pretending to teach them to me in such a manner that I shall, in the end, know nothing about them? Are such the results to which the science of education leads? Will a man pretend to illuminate me by thrusting himself, year after year, exactly in my sunshine? No; if a man profess to teach me the laws of my Creator, let him make the thing plain, let him teach me to remember it, and accustom me to apply it. Otherwise, let him stand out of the way, and allow me to do it for myself.

But this doctrine is yet more false; for even if it be true, that it matters not what is taught, it by no means follows that it is no matter how it is taught. The doctrine in question, however, supposes that the faculties are to be somehow strengthened by "going over," as it is called, a book or a science, without any regard to the manner in which it is done. The faculties are strengthened by the use of the faculties; but this doctrine has been quoted to shield a mode of teaching, in which they were not used at all; and hence has arisen a great amount of teaching, which has had very little effect, either in communicating knowledge, or giving efficiency to mind. Let us, then, come to the truth of the question. It is important what I study; for it is important whether or not I know the laws of my being, and it is important that I so study them, that they shall be of use to me. It is also important that my intellectual faculties be improved, and therefore important that an instructor do not so employ my time as to render them less efficient.

3. Closely connected with these remarks is the question, which has of late been so much agitated, respecting the study of the ancient languages and the mathematics. On the one part, it is urged that the study of the languages is intended to cultivate the taste and imagination, and that of the mathematics to cultivate the understanding. On the other part, it is denied that these effects are produced; and it is asserted that the time spent in the study of them is wasted. Examples, as may be supposed, are adduced in abundance on both sides; but I do not know that the question is at all decided. Let us see whether any thing that we have said will throw any light upon it.

I think it can be conclusively proved, that the classics could be so taught as to give additional acuteness to the discrimination, more delicate sensibility to the taste, and more overflowing richness to the imagination. So much as this, must, we think, be admitted. If, then, it be the fact that these effects are not produced-and I think we must admit that they are not, in any such degree as might reasonably be expected-should we not conclude that the fault is not in the classics, but in our teaching? Would not teaching them better be the sure way of silencing the clamor against them?

I will frankly confess that I am sad, when I reflect upon the condition of the study of the languages among us. We spend frequently six or seven years in Latin and Greek, and yet who of us writes,still more, who of us speaks them with facility? I am sure there must be something wrong in the mode of our teaching, or we should accomplish more. That can not be skillfully done, which, at so great an expense of time, produces so very slender a result. Milton affirms, that what in his time was acquired in six or seven years, might have been easily acquired in one. I fear that we have not greatly improved since.

ment.

Again, we very properly defend the study of the languages on the ground that they cultivate the taste, the imagination, and the judgBut is there any magic in the name of a classic? Can this be done by merely teaching a boy to render, with all clumsiness, a sentence from another language into his own? Can the faculties of which we have spoken, be improved, when not one of them is ever called into action? No. When the classics are so taught as to cultivate the taste and give vigor to the imagination,-when all that is splendid and beautiful in the works of the ancient masters, is breathed into the conceptions of our youth,-when the delicate wit of Flaccus tinges their conversation, and the splendid oratory of Tully, or the irresistible eloquence of Demosthenes, is felt in the senate and at the bar-I do not say that even then we may not find something more worthy of being studied,—but we shall then be prepared, with a better knowledge of the facts, to decide upon the merits of the classics. The same remarks may apply, though perhaps with diminished force, to the study of the mathematics. If, on one hand, it be objected that this kind of study does not give that energy to the powers of reasoning which has frequently been expected, it may, on the other hand, be fairly questioned whether it be correctly taught. The mathematics address the understanding. But they may be so taught as mainly to exercise the memory. If they be so taught, we shall look in vain for the anticipated result. I suppose that a student, after having been taught one class of geo

metrical 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 δύναμις αναλυτική, 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, vigor and originality to mind.

I have thus endeavored, 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 addi tional remarks.

1. 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 developed 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?

naturalized among us.

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 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.

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