4 Professor Macaire on the 



nent defects. Theodore de Saussure, in particular, would cer- 

 tainly have learned nothing there which could not be taught 

 him better in his father's house ; but he would perhaps have 

 lost there that reserve which rendered him difficult of access, 

 particularly to those who, looking upon him as one of the mas- 

 ters of science, might have been desirous that his experience 

 should guide them in a path where he had made so much pro- 

 gress. But we must not imagine that the small number of 

 Genevese youth brought up at home, in order to avoid the 

 lash of the college preceptors, would run the risk of being 

 treated with an indulgence and tenderness greatly too effemi- 

 nating. This was not the case. The bonds of authority, in 

 society as well as in the family^ were not yet so relaxed as to 

 exercise no influence. The moving principle of education, 

 private as w'ell as public, was fear ; and the father of a family 

 had not yet given up his severe despotism, in order to range 

 himself under the banner of rights and of the constitutional 

 regime. With such a system of education, children of a mild 

 and flexible disposition ran the risk of becoming tame and des- 

 titute of character ; while such as had a too highly tempered 

 spirit to yield to the pressure, often became rude, and of a 

 gloomy and stern disposition. It will readily be understood 

 how, in both such cases, the equality and liberty of the sports 

 in the college court would exert a useful influence. 



With regard to what concerns instruction properly so 

 called, the plan followed by Horace Benedict de Saussure 

 may, to a certain point, be indicated by that which he chalked 

 out for the college. He wished that instruction should be objec- 

 tive as well as intuitive, and that facts and material objects 

 should be principally presented to the pupils. Thus, accord- 

 ing to him, historical events might be accompanied with re- 

 presentations of the places where they occurred, and with de- 

 monstrations on geographical maps ; antiquities and mythology 

 ought to be taught by figures and drawings ; machines and 

 instruments ought to be exhibited and described to the pupils, 

 &c. The study of the ancient languages, although principally 

 reserved for those who were destined for the learned profes- 

 sions, ought to be carefully attended to by others also ; and we 

 accordingly find that Theodore de Saussure was an excellent 



