Pestalozzian System of Education. 140 
tions. Th st complicated studies are but an amuse- 
ment increases with ihe difficulties they encounter; and 
this concatenation of pleasurable idea th moral study 
proposed, in place of the circuitous metaphysical method 
adopted by the old system, as if teachers were afraid of giving 
knowledge too cheap. By setting types they practice accu- 
rate spelling, and become familiar with the construction of 
al! the languages which they print, and they can earn their 
bread in case of necessity. It is also a great source of econo- 
my to the school, and answers all the purposes of a recreation 
from more difficult studies. 
The immense advantages of the system are more evident 
when applied to the great bulk of mankind ; namely, the pro- 
ductive, labouring, and useful classes. ‘Those who from cop- 
quest, force, fraud, or the industry of their ancestors, are left 
with a sufficient revenue to live without labour, may remain 
in astate ofignorance. Perhaps this may be the fact without 
injuring materially the state of civilization in the mass of so- 
ciety, as the ignorance of the class spoken of facilitates and 
accelerates the division of property, a state of things so ne- 
cessary to general happiness, and to the elevation of mankind 
to the highest conditiom of moral and physical perfection. 
The pupils are capable of obtaining an accuracy of sight, 
which they acquire by a constant practice of measuring dis» 
tance and dimensions, which gives them, when they leave the 
school, an experience equal to the acquirements of many 
years of instruction of an artisan, as they can; at a glance, de- 
cide whether a horse-shoe, a nail, a board, or any other piece 
of iron, wood, &c. will answer the purpose for which it is in- 
tended, without the trouble of trying. 
They learn natural philosophy by the most improved and 
simple instruments; chemistry by the latest and most accu- 
rate experiments, never departing from the. golden role of 
