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much more lenient, as they have been found more efficacious than those usually employed, by means which abridge the labour of the master, expedite the progress of the scholar, and reduce the expense of the parent. And that the order and improvement of the school are produced by the amusement and interest which it creates to the children, while it gives life, spirit, and energy to every scholastic operation, and is calculated to render a grammar-school in reality, as well as in name, 'ludus literarius,' 'the literary play,' the wish of the ablest writers on this subject is accomplished beyond their expectation- lusus hic sit.'"

"Were matters ordered right, learning anything they (children) should be taught, might be made a recreation to their play, as play is to their learning.' ”—LOCKE.

"To sum up the whole; the Madras System consists in conducting a school by a single master, THROUGH THE MEDIUM OF THE SCHOLARS THEMSELVES, by a uniform and almost insensibly progressive course of study, whereby the mind of the child is often exercised in anticipating and dictating for himself his successive lessons, by which the memory is improved, the understanding cultivated, and knowledge uniformly increased—a course in which reading and writing are carried on in the same act, with a law of classification, by which every scholar finds his level, is happily, busily, and profitably employed every moment, is necessarily made perfectly acquainted with every lesson as he goes along, and without the use or the need of corporal infliction, acquires habits of method, order, and good conduct, and is advanced in his learning according to the full measure of his capacity."

"The principle on which, in teaching the Latin grammar, I proceed, is (as has been fully explained) the same as in teaching Euclid's elements, arithmetic, algebra, chemistry, geography, astronomy, or any branch of philosophy, or any art or science, and has been described in Elements of Tuition,' Part II. It is to reduce everything which is to be taught to a methodical arrangement, a regular gradation, beginning with what is plainest and simplest, and making that familiar by practice and repetition till it be fixed in the scholars mind as a habit, and proceeding gradually by short, easy, and almost insensible steps through the branches of science. This process is especially requisite with the elements and fundamentals of grammatical studies.

"If the syntax were composed on a scientific principle, its rules might, while greatly reduced in number, be rendered more comprehensive, more simple, more intelligible, and more easy of attainment. The rule to be observed in its composition is, that it be just and comprehensive in its principle, brief and systematic in its method, perspicuous and easy in its examples, and that usefulness be studied in every particular.

"Ut grammatica præcepta fateor necessaria; ita velim esse, quantum fieri possit, quam brevissima modo sint optima. Nec unquam probavi literatorum vulgus, qui pueros in his inculcandis complures annos remorantur.'

"As I acknowledge grammar rules to be necessary, so I would have them to be as brief as possible. Nor have I ever approved of the common herd of learned men who, in inculcating them, detain boys for several years.'"-ERASMUS, De Ratione Studii.

"The scholar being now master of his grammar books, and initiated in the art of construing, translating, and parsing, proceeds to read the easiest prose classics, with or without a translation.

"In whatever way, let care be taken not to teach him too much at once, nor to set him upon a new part till that which he is upon be perfectly learned, and fixed in his mind.'' LOCKE.

"He is never put into a new lesson, or new book, till he has well learned the former; and never put into a book till a trial has been made of his ability being equal to the book. The simultaneous perusal of a variety of books at the commencement of the scholar's course of study, is in consonance with much that is done in a grammar-school, to perplex and confound the novice, at this early period. The perfect understanding of any one author is full exercise for the slender faculties. Nothing should be introduced that has a tendency to divert the attention from this one object, or to distract the mind."

"Look at a regiment, or a ship, etc., you will see a beautiful example of the system which I have recommended for a single school. Look at the army and navy, etc., and you will see the grand system of superintendence which pervades all the works of men, and which will guide you in the general organisation of your schools. Only yours is a far less complicated machine. A single inspector-general, with his secretary, both nominated by Government, and removable at pleasure, will suffice to new-model the schools, receive reports, visit them, detect deficiencies, point out the cause of failure, and see that they are conducted according to the system chalked out for them, and the principles of the institution. In their various progress, in their subsidiary and subordinate improvements, and the additions to our present practices which will occur, a wide field of practical knowledge will be opened. Of the new creation which it will raise to religion, to society, and to the State, I shall say

nothing. In each school classify, appoint, or rather, where the scholars have made any progress, let them appoint teachers and assistants to each class. Short lessons, short books."

"Let the progress be secure in every step, and you will be astonished at its flight. With new schools, and untaught children, you will have an easy task. Nothing is so facile and pleasant as to teach ab initio—nothing so difficult and ungracious as to unteach those who have been ill taught. Place into a well-regulated institution a boy who has been ill taught two or three years at an ill-conducted school, and a boy of the same age and capacity, who does not know a letter of the alphabet, and in a twelvemonth I shall expect to see the superiority inverted."

THE END.

PRINTED BY WILLIAM BLACKWOOD AND SONS.

PHILOSOPHICAL CLASSICS

FOR

ENGLISH

READERS.

EDITED BY

WILLIAM KNIGHT, LL.D.,

Professor of Moral Philosophy in the University of St Andrews.

THE

success which attended the experiment of introducing the Greek and Roman Classics to English readers, confirmed the Publishers in their original intention of undertaking a similar series, devoted to Foreign European Classics. In now announcing the extension of their scheme to another Series, dealing with the chief Philosophical writers of modern Europe, from Descartes and Bacon onwards, the Publishers feel certain that they are filling up a blank in popular literature.

NOW PUBLISHED,

In crown 8vo, cloth boards, with Portraits, price 3s. 6d. each-
I. DESCARTES. By Professor MAHAFFY, Dublin.
II.—BUTLER. By Rev. W. LUCAS COLLINS, M.A.
III.—BERKELEY. By Professor FRASER, Edinburgh.

FICHTE
HUME

HAMILTON

BACON

HEGEL

HOBBES

KANT

The following Volumes are in preparation:

By Professor ADAMSON, Owen's College, Manchester.

By the EDITOR.

By Professor VEITCH, Glasgow.

By Professor NICHOL, Glasgow.

By Professor EDWARD CAIRD, Glasgow. By Professor CROOM ROBERTSON, London.

By WILLIAM WALLACE, Merton College, Oxford. SPINOZA. By Dr MARTINEAU, Principal of Manchester New College. VICO By Professor FLINT, Edinburgh.

Succeeding Volumes will include LOCKE, LEIBNITZ, COMTE, &c.

WILLIAM BLACKWOOD & SONS, EDINBURGH AND LONDON.

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