interleaved with writing paper, and as the several subjects contained in it come under the notice of the student, either in his practice or in the lectures that he receives during his training, let him make in it such remarks as occur to him, either in confutation, or as additional illustrations of the topics, as the case may be. In this way the whole subject may be made his own. Teachers both Masters and Mistresses-already installed in office will also probably find an occasional perusal of the Manual, and a note made in it in this way, from time to time, useful means of refreshing their memories, and of keeping their minds fixed upon the duties of their vocation, and the melioration of their scholastic methods. From the brevity of statement that has been aimed at, the Author fears that there is about some of his remarks an appearance of dogmatism, which, however, he begs to assure his readers it was very far from being his wish to indulge in. On the contrary, the whole is presented merely as hints and suggestions to those whom-to their praise be it spoken- he has never found averse to receive and adopt a practical hint, when given in a right spirit. In short, should the present hints, imperfect as they are, in any degree subserve the end for which they are intended, and be received in print with any measure of that kindly and indulgent spirit with which many of them have already been received in viva voce communications, it will be a matter of great gratification to one who esteems it an honour to be a fellow-learner and a fellow-labourer with those engaged in the sacred field of Popular Education. ALDERNEY, August, 1858. CONTENTS. SECTION I.-What is Education ? SECTION II.-Education as a science.-Natural talents, CHAP. I.—The synthetical and analytical methods II. The objective and subjective methods, &c. THE TEACHER'S GRACES. O'ER wayward childhood wouldst thou hold firm rule, Love, Hope, and Patience, these must be thy graces, But Love is subtle, and doth proof derive And the soft murmurs of the mother dove, Woos back the fleeting spirit, and half supplies; Thus Love repays to Hope what Hope first gave to Love. Yet haply there will come a weary day When, overtasked, at length Both Love and Hope beneath the load give way. S. T. COLERIDGE. (1.) I call a complete and generous Education that which fits a man to perform justly, skilfully, and magnanimously, all the offices, both private and public, of peace and war.-Milton. (2.) I call that Education which embraces the culture of the whole man, with all his faculties-subjecting his senses, his understanding, and his passions to reason, to conscience, and to the evangelical laws of the Christian revelation.-De Fellenberg. (3.) Education may, in a certain sense, be said to be threefold the Education of nature, of man, and of circumstances. The internal development of our faculties and organs is the education of nature: the use which we are taught to make of this development is the education of man: and the acquisitions of our own experience respecting the objects which operate upon us is the education of circumstances.-Rousseau. (4.) Education is a process calculated to qualify man to think, feel, and act in a manner most productive of happiness. It possesses three essentials-first, by early exercise to improve the powers and faculties, bodily and mental; secondly, to impart a knowledge of the nature and purposes of these powers and faculties; and, thirdly, to convey as extensive a knowledge as possible of the nature of external beings and things, and the relation of these to the human constitution.-J. Simpson. (5.) Man is the only creature that requires to be educated: one generation educates another. The young, however, ought B to be educated not in accordance with the present standard of the human race, but with a view to a future and much meliorated condition of humanity. In short, the object of Education ought to be, to develop in the individual all the perfection of which he is capable.-Kant. (6.) The art of Education ought to aim at a standard of elevation superior to what may happen to be the spirit of the time -for the child is to be educated not for the present merely. To write on Education, is at once to write on almost everything.-J. P. Richter. (7.) The most essential objects of Education are the two following,-first, to cultivate all the various principles of our nature, both speculative and active, in such a manner as to bring them to the greatest perfection of which they are susceptible; and, secondly, by watching over the impressions and associations which the mind receives in early life, to secure it against the influence of prevailing errors, and, as far as possible, engage its prepossessions on the side of truth. To watch over the associations which they form in infancy; to give them early habits of mental activity; to rouse their curiosity, and direct it to proper objects; to exercise their ingenuity and invention; to cultivate in their minds a turn for speculation, and, at the same time, preserve their attention alive to the objects around them; to awaken their sensibilities to the beauties of nature, and to inspire them with a relish for intellectual enjoyment,-these form but a part of the business of Education.-D. Stewart. (8.) The object of the science of Education is to render the mind the fittest possible instrument for discovering, applying, or obeying the laws under which God has placed the universe.— Wayland. (9.) All should be embraced in Education which can promote the formation of the man, and prepare him for the eternal destiny of his spirit.-Conversations Lexicon. (10.) As this life is a preparation for eternity, so is Education a preparation for this life; and that Education alone is valuable which answers these great primary objects.-Bishop Short. |
