jzd Oft educatlok* y^^y S^* 



These seem to be the principal branches of 

 science, which in the present state of knowledge in 

 Europe, appear to be necefsary to be taught in a se- 

 minary of education, where it is intended to give 

 full scope to the human mind in all its various de- 

 flections ; as we advance in knowledge, other subjects 

 of investigation will naturally arise, which may re- 

 quire additional means of elucidation, which will 

 no doubt be adopted when the want is felt. 



Mode of studying, and internal governmeni. 

 As nature has, for wise purposes, given to 

 the individuals among mankind, different powers, 

 faculties, and tastes, in consequence of which one; 

 person attaches himself to one branch of scieu'^.e, ex- 

 clusively in some measure to all others, who by- 

 studying that branch with ardour, pufhes his re- 

 searches in it to the utmost stretch his faculties can 

 carry bim ; while another, neglecting that branch, 

 is equally ardent in prosecuting another: it follows^ 

 that in order to derive the full benefit from these 

 exertions, no artificial restraints ought to be thrown 

 in the way, to check this natural progrefs. Hence 

 then we see the impropriety of prescribing any deter- 

 mined mode of study, to which, as of old, all the pu- 

 pils must invariably adhere. Instead of this, every 

 one ought to be left at perfect freedom to attend 

 such of the profefiors as ftiall be judged most pro- 

 per for forwarding him in those studies that promise 

 to lead most directly to the end in view. And as 

 young men who are so far advanced in life as to be 

 capable of engaging properly in scientific pursuits, 

 must be supposed to be capable of exercising their 



