INTRODUCTION.

THE degeneracy of mankind in the present period, compared with the preceding, has been a favourite theme of declamation in every age. But declamation has not the force of argument: the former may embellish sophistry, but it is only the latter that can elicit truth.

To form a just and true estimate of the degeneracy or improvement of any particular period, requires such an accurate and extensive knowledge of circumstances and events, such elevated and comprehensive views of causes and effects; that few, even among the wisest of the sons of men, can be supposed equal to the task.

Difficult, however, as it may be to ascertain this point to its full extent, there are certain principles intimately connected with the important question, which are happily within the reach of every thinking being. That that society which contains the greatest number of wise and virtuous individuals, is the happiest and most perfect, cannot admit of doubt; and that the wisdom

and virtue of individuals, will be in a great measure in proportion to the pains bestowed on their education, is equally evident; wherever, therefore, education becomes an object of universal interest and attention, we may safely pronounce society to be in a state of progressive improve

ment.

From the number of writers upon the subject of Education that have lately appeared, and from the favourable reception which their various treatises and systems have met with from the public, an inference may be drawn, highly pleasing to every philanthropic mind. Insensible

must be the soul, that does not take an interest in what so nearly concerns the happiness and prosperity of the society in which he lives; and narrow the heart, which does not extend that interest to the happiness of the succeeding generation!

Inspired by this sentiment, the writer of the following pages has taken up the pen, not to criticise the systems of others, nor to offer mechanical rules for facilitating the work of instruction, but humbly to throw in her quota of observation and experience, as a small addition to the general stock.

It appears to her, that upon the important subject of education rules are less necessary than principles; and that it is by implicitly following the former, as they have been laid down by em

inent writers, without examining the latter, that disappointment has so frequently ensued.

The same practice would be followed by the like consequence in every branch of science.

The agricultural improver, who, on the northern side of the Grampian Hills, should implicitly adopt the plan of husbandry laid down by the Devonshire farmer, would have but sorry crops. In vain would he boast, that his ploughs were of the same construction, that his furrows were of equal depth, and that he had, in spite of frosts and snow, of storm and tempest, committed the seed to the reluctant bosom of the earth on the appointed day of his labours and his toil, the sole reward would be mortification and disappointment! But, if instead of proceeding by rules adapted to a more genial climate and more benignant soil, the northern agriculturalist directs his attention to the nature of soil in general, with all its particular modifications; if he studies the temperature of the region in which he lives, and carefully proves the principles he thus acquires, by the test of observation and experience; he will literally" sow in hope, and reap in joy, bringing his sheaves with him."

So to the writer of the following letters it appears to be with regard to the work of Education, which, without some knowledge of the principles of the human mind, must frequently be labour lost. To an examination of these princi

ples as far as early education is concerned, and to the practical inferences arising from them, the present volume is devoted. Originally undertaken at the request of a particular friend, it is, in the sanguine hope of being more extensively useful, now submitted to the public. Far, however, from encouraging the chimerical idea of influencing the opinions of the prejudiced, or of teaching the giddy and unthinking votaries of folly and fashion to listen to the voice of reason; the views of the author are solely confined to give assistance to the young but conscientious parent, who, anxiously solicitous for the virtue and happiness of her offspring, is in danger of being bewildered amid the variety of systems that offer themselves as unerring guides in the important path of education. Did the abilities of the writer bear any proportion to her zeal, she would have little reason to doubt of success; but however limited her powers, if advantage to any individual should result from her present employment of them, she will rejoice in the reflection that she has not lived in vain!

LETTERS

ON

THE ELEMENTARY PRINCIPLES

OF

EDUCATION.

LETTER I.

Preliminary observations.-Influence of early association exemplified in the characters of the Hindoos and Americans.-Subject divided into two branches, viz. the culture of the heart, and understanding.Reasons for treating of the former first.-Term association explained by examples.-The end and object of education to be thoroughly ascertained.

MY DEAR FRIEND,

THE task you have so long assigned me is at length commenced; and had inclination only been consulted, should have been undertaken at a much more early period; but whilst friendship impelled to an immediate compliance with your request, reflection convinced me of the necessity of delay.

The more deeply I contemplated the subject of education, the more thoroughly was I impressed with a sense of its importance. What I had at first considered as easy and simple, appeared upon close inspection to be difficult and complex; and as I traced effects to their causes, I frequently found