. 
430 EDUCATION AND 
lest ye die.” But the serpent opposed her 
arguments with sophistry and promises.— 
‘ He said unto the woman, Ye shall not 
surely die, but shall be as gods !'—What an 
idea to a mortal!—Such an itage astonish- 
ed her!—It was not the gross impulses of 
greedy appetite that urged her, but a nobler 
motive that induced her to examine the con- 
sequences of the act.—She’ was to be better 
and happier—to exchange.a mortal for an an- 
gelic nature. Her motive was great, virtu- 
ous, irresistible. Might she not have felt 
herself awed and inspired with a belief of 
a divine order?—Upon examination, she 
Art. III. Letters of Advice from a 
AMONG the peculiar characteristics 
of the present age of literature is the 
propensity of our female writers to pub- 
lish sermons upon education, in the 
shape of letters, essays, and treatises ; 
thinking that the only requisite stock in 
trade to set up with is pen, ink, paper, 
and plenty of words. 
SCHOOL BOOKS. ath 
. found it was’to produce a greater good thart 
as mortals they could enjoy: this impres- 
sion excited a desire to possess that good ; 
and that desire determined her will, and the 
future destiny of a world.” ; 
Mr. Todd, no doubt, will notice this 
in the rext edi‘ion of his Paradise Lost, 
as an idea which escaped Milton. We 
recommend it also to the attention of 
all biblical comimentators, if indeed it 
should not be appended as a supplement 
to the first chapters of Genesis. 
Mothev to her Son. 8vo0. pp. 450. 
This Mrs.:Crespigny talks as confi- 
dently of Spinosa as if she could read 
his works, and confutes his opinions!’ 
with as much self-complacency as if she 
could understand them. ‘T’o her and to © 
all such as her we have only to wish 
more sense, or more diffidence. | 
**] pray you, woman, being weak, seem’so.”’ 
Art. IV. Anthropaideta; or, a Tractate on General Education. By Axnnrtw CowAny * 
M.D. 
IN these well-meant volumes there is 
much good sense. The author con- 
cludes with a brief retrospect of. their 
contents, which will answer the purpose 
of a more laboured analysis. 
«© The necessity of accompanying instrac- 
tion in’ all its departments with the emotion 
of pleasure, points out to us the propricty 
and utility of reforming all the different in- 
struments which are employed to cultivate 
the human mind, since in their existing 
state pain is uniformly attendant upon their 
employment. We have formerly divided the 
principal artificial meats to be used in edu- 
cation, into two great divisions, calculated 
te cultivate and improve the two principal 
faculties-of the mind, imagination and judg- 
ment. The first of these divisions eompre- 
hends all the various departments of litera- 
ture; the second includes all those which 
may be denominated scientific. The great 
object, then, of what is usually termed edu- 
cation, is properly to’ select all.the useful 
parts, both of literature and of science, and 
tovrender their study “as pleasing as possible 
tothe mind. We lise; in the first volume 
of this work, laid down what we con- 
ceived to be a comprehensive and just plan 
of a general education, enumerating the dif- 
ferent departments of study, that properly 
belong to each division, with’ the order in 
which they should naturally succeed each 
other. We shall therefore, in this place, 
endeavour to point out the means by which 
the study of all these classes of knowledge 
may be rendered most pleasing, and, in cons 
sequence, most beneficial to the mind. 
8vo. Two vols. pp. about 500. 
“ To all those who are at all acqttainted 
with the principles of human nature, it wilt 
be’ superHuous to adduce proofs to demon= ’ 
strate, that whatever knowledge or informa- 
tion of acknowledged importance and inte~’ 
rest is acquired with ease, its study, is accom-.. 
panies universally with a degree of pleasure. 
n order to render the acquisition. of know- 
ledge pleasant, it must be made both inte-_ 
resting and easy of comprehension. Keep- * 
ing these two truths always in view, we con-' a 
ceive it practicable, and that even without’ 
much diffieulty, to transform both science: : 
and literature, into pleasing and: delightful, 
studies. TO MT 2S 28s 
“© We shall begin with the consideration , 
of literature, which naturally first engages. , 
our attention. With a view of making the 
study of language agreeable and pleasant, 
particularly to boys, it is necessary that the 
subject on which stadents are employed to | 
read, be interesting. ‘The judicious’ teacher 
can easily collect anthors, in almost every 
language, whose writings are calculated to 
arrest and interest the mind at an early period — 
of life. In order, however, to render the 
study and comprehension of such works 
easy, difficult passages should always be sa- ; 
tisfactorily explained in the-student’s verna~ - 
cular tongue by notes, and they should, to 
beginners, be accompanied with literal trans’: 
lations. 
«« In the reformation of science the same 
general principles must always regulate our 
conduct. Mathematics, the great and:ndis-* 
pensable foundation of all scientific know- 
ledge, do not admit of that method of treat- , 
ment which is most fastinating. Each pros 
