had curiosity not induced men to make repeated experiments. His historical knowledge is here to be applied in support of his opinion; and he may show that the manufacture of glass, the art of printing, the construction of steam-engines, and, in short, almost every useful art, is in a greater or less degree owing to curiosity. He is lastly to show that this principle, excellent as it is, is sometimes grossly misapplied; that men frequently indulge in speculations about things where certainty is unattainable, or where if it could be attained, it would be useless; that sometimes a prying disposition is encouraged with regard to the affairs of others, which, so far from proving advantageous, is only a waste of time, and exposes to contempt the person who is guilty of it. After such a discussion,' conducted in the way of familiar conversation, the pupil is left to put his thoughts together on the various questions in succession, and thus practically learns to reason, and forms a theme or essay on the subject proposed. A number of subjects having been given in this manner, the pupil is left in a greater measure to himself; he is furnished with questions only. Subjects are given in a different manner, and of a different kind, according to the progress of the pupil. Such, for example, as the following. ON TASTE. The meaning of taste considered as a power of the mindWhether it is a natural endowment-Whether it is a power that can be cultivated-If so, by what means -What are the objects of taste — The advantages of an improved or cultivated taste, as it respects a man's own enjoyment, and as it makes him useful and agreeable to others. To call forth the student's historical knowledge, and at the same time to induce habits of thinking with regard to what he reads, such subjects as the following are sometimes given. ON THE AGE OF PERICLES. Short view of the state of Greece prior to his time. His talents and influence: their effect on the public taste. State of the arts and sciences in Athens during this period. Whether the encouragement afforded to literature and the arts at this time, was upon the whole beneficial to the Athenians. ON THE REFORMATION. Simplicity of the Christian religion in the first ages.-Its cor ruption under the Popes or Bishops of Rome.-Extent of the Papal power, and degraded state of the human mind, during the prevalence of this corruption.- Circumstances which led men to inquire into abuses. Character of Luther. Circumstances which led the English to throw off their allegiance to the Pope. -Progress of the Reformation in England under Henry VIII. and his successors, till its final establishment. Its beneficial effects. To lead the pupil more directly to acquire the habit of inductive reasoning, a subject is sometimes proposed in the following manner. From the known fact, that there are in the British Museum sculptured marbles, which are known to have made part of the temple of Minerva, built at Athens, in the time of Pericles, to shew what must have been the state of society among the Athenians at that period. Here the pupil is to suppose himself entirely ignorant of the history of Greece, but from his general knowledge of the progress of society, is to infer what arts must necessarily have been known before such a fabric could have been raised, and how much the taste of a people must have been improved before they would have thought of erecting such buildings for the worship of their deities. Sometimes merely a sentiment is given, and the pupil is required to amplify the thought. Take, for example, the following verse: "For they can conquer who believe they can." Here the pupil is to be taught to form a train of reasoning, to show the benefits resulting from a belief that what we undertake is possible. When, in consequence of frequently composing on such subjects, and according to such methods, as have been enumerated, pupils have acquired a store of ideas, and a facility of expression, they are required not merely to compose according to a prescribed plan, but taught to form a plan for themselves. To accomplish this seems at first view to be difficult; but having their attention directed to what has been done, in the themes already written, they are led to perceive that a little consideration of what is required to be done, will readily suggest the means of effecting it. One of the best general rules for dividing a subject, is to form such a number of heads as seems to include every thing necessary to be noticed, and to take care that no part of the division be implied in another. I shall not intrude farther on the patience of the reader, by pointing out to him the benefits of such a mode of instruction; if he is not already convinced, my most positive affirmation of the fact is not likely to prove satisfactory. |