Analytics, or an abridgement of them in Latin, Locke on the Human Understanding, Reid's Essays, Stewart's Elements, and one or two other works written on the same subjects, and with the same views. Now, it cannot fail to strike every person acquainted with the character of the publications just specified, that, in many respects, they are quite unsuitable for the purpose of elementary instruction; particularly as they contain, even in the first parts of them, much of abstraction, generalisation, and deep reasoning, entirely beyond the comprehension of the youthful mind. I pass over the Analytics, which are now generally considered as altogether unfit to be used as an introduction to the study of Philosophy. But even the Essay of Mr. Locke is little better calculated for the commencement of a philosophical course. He begins with a very argumentative dissertation on the doctrine of innate ideas, and goes on to explain our notions of power, time, space, infinity, &c. which are some of the most abstract conceptions of the human mind. Dr. Reid, again, in his essays on the intellectual powers, after some very judicious observations on the method of studying mind, proceeds almost immediately to certain hypotheses on the nerves and brain, the phenomena of external objects, and the doctrine of ideas illustrated by the theories of Berkley, Leibnitz, and Hume. The work of Mr. Stewart, too, although entitled Elements of Philosophy, can be considered as elements to those only who have already made considerable progress in the study of mind. It requires only to run over the contents of the first part of his first volume, to be satisfied of this fact. The general and enlightened views which he gives on education, on the art of reasoning, and on the theories of perception, cannot be fully comprehended by those to whom the very term philosophy has never been explained, and who are of course completely in the dark as to the precise objects of all their inquiries.

It cannot be necessary to remark, I should hope, that these strictures have no reference whatever to the general merits of the works now mentioned, all of which have so materially extended the bounds of science, and done so much honor to their respective authors. Nothing more is meant, than that from the subjects which are discussed, and the abstract manner in which these works are composed, they are not at all suited, as school-books, to the habits and acquirements of those entering on their first course of philosophy.

But, supposing that the works of an individual philosopher, Mr. Locke, or Dr. Reid, for instance, were completely calculated for a college lesson; that the matter, the arrangement, and the mode of writing, were, in all respects, suitable to the capacity of beginners, it is clear that pupils taught in this way, would only become

acquainted with the opinions of one man, and with the state of phi losophy at the particular period when he wrote. With respect, then, to the acquisition of knowledge as connected with the histo ry of opinion on the subject of mind, of reasoning, of morals, the method of teaching pursued in the English colleges would, in estimation, be greatly improved by introducing the practice of lec turing, in the Scottish acceptation of the word.

The communication of knowledge is not, however, on any ac count, the principal object which ought to be kept in view, in co structing a system of academical education. However important the knowledge received from particular authors may be, and whatever improvements may be made in the modes of communicating it by more strict and minute examinations, by collections or otherwise, i must be observed, that these exercises embrace chiefly the means, but not the ultimate end of education. They, indeed, tend to improve the powers of comprehension and memory; but they are not calculated to bestow that vigor, activity, and penetration, by which students obtain knowledge of their own; by which they generate new trains of thinking, and acquire habits of weighing and estimating the grounds of their judgements; and of combining and expressing the knowledge which has been acquired.

In all these respects, the lecturing system appears superior to that with which we are now comparing it. While listening to a discourse delivered with some degree of animation, the mind of the student is necessarily more awakened, and feels a more powerful demand made upon its energies, than when perusing a printed vo lume; for, in the latter case, he is quite aware that inattention can be made up for by a second reading, and that every fit of absence may be fully compensated by a little voluntary exertion, when he is more disposed to be studious. The pupil, on the contrary, who hears a lecture pronounced from the chair, and who knows he is to be examined on the subject of that lecture, its principal topics, its arrangement and illustrations, and to be required to write an exercise on some part of it, composed, too, upon the materials with which be has been thereby supplied, is naturally actuated by every motive which can stimulate industry and sustain attention. The memory is employed to store up the facts and reasonings brought forward by the lecturer; the judgement is exercised in discovering their connection and dependence; and the powers of reasoning are called into action, while he draws conclusions and generalises his inferences. Compared with these efforts of mind, the mere reading a volume in private is a dull and uninteresting employment. The intellectual powers are never sufficiently roused; they are in a state aproaching to passivity, being never stretched to their full tension nor made to put forth all their strength. The young man,

rin short, is not induced by the mode of his pursuits to bring his energies into play; he is not permitted to know the extent of his talents, nor the amount of his endowments. He merely endeavors to deposit in his recollection a number of statements and a few general arguments, without having had to strain the faculty of reminiscence in gathering them together, or to task his judgement with the discovery of their relations. In a class-room, on the other hand, emulation and energy are found to result from the simple circumstance, that a number of young persons similarly situated as to age and advantages, are engaged in listening to the same things, and in receiving the same impressions. A sympathetic animation pervades the whole; the glow of zeal, and an expression of curiosity, are perceived in almost every countenance: all the faculties of the mind are exerted, and powers unused before, are awakened into life and activity.

The viva voce examination, too, would be attended with the best effects in an English college. The age of the pupils, their previous acquirements as classical scholars, and the convenient number in which they assemble, are, as has been already mentioned, circumstances favorable to a successful application of the method now recommended. Such examinations are obviously a much better test of ability, and afford, at the same time, much more efficient means of improvement, than a conversation, or even a series of questions, on the works of any writer, however eminent. For, in the latter case, the pupil will be apt to give his answer in the words of his author, without, perhaps, clearly understanding the terms of which he makes use; whereas, in an examination on a lecture, to which he had listened in the company of others, he is compelled to exercise at once his judgement, and his memory, and to express his meaning in language of his own composition.

We may take an example from another department of mental exertion, the office of a reporter in the House of Commons, and compare the effects produced on the faculties of memory, arrangement, and expression, by the constant exercise of these powers in the details of such a duty, with those which would arise from the mere reading a speech in the newspapers, even although he who reads were required to give some account of it, when he had finished the perusal. This is exactly a case in point. The student who listens to an academical lecture, under the impression that he is to be examined upon it, and to give the substance of it in an essay, is in the situation of the reporter in the house of commons; the student, again, who reads a book in his apartment, in the view of conversing upon it with his tutor, resembles the mere reader of a speech in a newspaper; and it will be found, upon a candid inquiry, that the effects of the two systems of education, here in

directly compared, will be analogous to those connected with the two exercises now described. Every one knows, how astonishingly successful many reporters are, both in the houses of parliament, and in the courts of justice, in giving the principal topics, as well as the leading points of illustration, of a long speech; and, it is too obvious to require remark, that this command of the several faculties of memory, discrimination, and arrangement, arises from a species of mental exercise, in many respects similar to that which is followed out in the first class of philosophy at Glasgow, and which I am satisfied, might easily be introduced, under certain modifications, into other academical establishments.

ASSOCIATIONS OF ADULTS FOR MUTUAL EDUCATION.

[The following article is from an individual whose attention has been long and peculiarly directed to the subject on which he writes; and who has contributed extensive and efficient service to associations modelled on a plan similar to that which is now presented to our readers. The subject here introduced to public attention, is one of uncommon interest, when regarded in connection with the progress of general improvement by means of education; it is equally important in a political point of view, as intimately connected with the diffusion of intelligence, and with the elevation of character among the agricultural and mechanic classes; and to the friend of moral improvement it offers a source of peculiar gratification, as a sure preventive of those insidious inroads of vice, which are ever ready to be made on hours of leisure and relaxation.]

To the Editor,

Sir, I take the liberty to submit for your consideration, a few articles as regulations for associations for mutual instruction in the sciences, and in useful knowledge generally. You will see they are upon a broad basis; and the reason is that men of views enlightened enough upon education to see its defects and its wants, and spirit enough to act, are scattered more or less through the country; and all that is necessary for action, is some definite plan of operation by which their efforts can be united and brought to bear upon one point. It seems to me that if associations for mutual instruction in the sciences and other branches of useful knowledge, could once be started in our villages, and upon a general plan, they would increase with great rapidity, and do more for the general diffusion of knowledge, and for raising the moral and intellectual taste of our countrymen, than any other expedient which can possibly be de.

vised. And it may be questioned if there is any other way, to check the progress of that monster, intemperance, which is making such havoc with talents, morals, and every thing that raises man above the brute, but by presenting some object of sufficient interest to divert the attention of the young from places and practices which lead to dissipation and to ruin. I do not doubt but alterations in the title and articles will be advisable; but I believe most confidently, that something of the general plan may be carried into effect.

Society for Mutual Education.

The first object of this society is to procure for youths an economical and practical education, and to diffuse rational and useful information through the community generally.

The second object is to apply the sciences and the various branches of education to the domestic and useful arts, and to all the common purposes of life.

Branches of this society may be formed in any place where a number are disposed to associate for the same object, and to adopt the following or similar articles as their constitution:

The society will hold meetings, as often as they think it expedient, for the purpose of mutual instruction in the sciences, by investigating and discussing them or any other branch of useful knowledge. The several branches of Natural Philosophy, viz: Mechanics, Hydrostatics, Pneumatics, Chemistry, Mineralogy, Botany, any branch of the Mathematics, History, Political Economy, or any political intellectual, or moral subject, may be examined and discussed by the society.

Any branch of the society may, as often as they think it expedient, procure regular courses of instruction by lectures or otherwise, in any subject of useful knowledge.

The society, as they find it convenient, shall procure books, apparatus for illustrating the sciences, a cabinet of minerals, and other articles of natural or artificial production.

The society may aid in establishing and patronising an institution or institutions, for giving to youths a thorough education, intellectual, moral and physical, and in the application of the sciences to agriculture and the other useful arts, and for qualifying teachThe aid to be given by furnishing means for the pupils by agricultural or mechanical operations, to defray or lessen the expenses of their education.

ers.

Any person may be a member of the society, by paying to the Treasurer, annually, one dollar. And ten dollars paid at any one time, will constitute a person a member for life.

The money paid to the society for membership or otherwise, shall be appropriated to the purchase of books, apparatus, a cab