556 



EDUCATION. 



Algtbnu 



Natural 

 history. 



no other method could impart, his judgment is culti- 

 vated ; he learn* to form distinct ideas ; and commen- 

 ces those intellectual habits which are subservient to 

 the highest attainments of knowledge, and to the lu-st 

 conduct of life. This valuable work, which was long 

 unknown, or strangely overlooked in this country, has 

 been lately translated into l-'.ngli*h by Mr 1 .li.i- John- 

 ston, teacher of writing and mathematics in Edinburgh. 

 See CONDORCCT. 



When our pupil has acquired a competent knowledge 

 of the principles of arithmetic, he may proceed to the 

 .study of algebra, which possesses nearly the same ad- 

 vantages, and, along with them, others conducive to a 

 still higher degree of mental culture. The study of 

 algebra confers the power of invention and combina- 

 tion ; it ai-cii-toms the mind to general reasoning, while 

 at the same time it leaves it at liberty to check and cor- 

 rect that reasoning at every step. 



About this time, or even along with the study of 

 arithmetic, geography may with propriety be made an 

 object of attention. Were it only as an exercise of 

 memory, and as .subsidiary to the knowledge of his- 

 tory, tlie study of geography would be highly valua- 

 ble. It is valuable, too, as it fonns the habit of ar- 

 rangement, and of associating names with the objects 

 of which they are die signs. But it is chiefly valuable, 

 because it is the proper vehicle for many important to- 

 pics of information ; and, by leading the mind beyond 

 the narrow sphere of its own observation, it enlarges 

 its comprehension, and weakens its prejudices, and 

 forms an interesting link between mere sensation and 

 abstract speculation. The plan which Rousseau pro- 

 poses for imparting a knowledge of the relative mo- 

 tions of the sun and the planets, is extremely judici- 

 ous. " The earth," says he, " which we inhabit, and 

 the sun, by whose beams we are enlightened, are the 

 first objects which claim our attention. We will there- 

 fore direct the attention of our pupil to the phenomena 

 of nature. We will lead him out, on some beautiful 

 evening, to behold the setting sun. Here we take par- 

 ticular notice of such objects as mark the place of his 

 going down. Next morning, we visit the spot, to con- 

 template the rising of the glorious luminary. After con- 

 templating for some time die successive appearances 

 which the scene before us assumes, and making Emi- 

 lius observe the hills and the other surrounding objects, 

 I stand silent a few moments, affecting to be occupied 

 in deep meditation. At last I address him thus : I am 

 thinking, that when the sun set last night, he went 

 down yonder ; whereas, this morning, you see he is 

 risen on the opposite side of the plain here before us. 

 What can be the meaning of this?" I say nothing 

 more at this time, but rather endeavour to direct his 

 attention to other objects. This is our first lesson on 

 cosmography. Our last observation was made about 

 Midsummer : we will next view the rising sun, on some 

 fine morning in the middle of winter. This second ob- 

 servation shall be made on the very same spot which 

 we chose for die former. When Emilius and I perceive 

 the sun now emerging above the horizon, we are struck 

 at die change of the place of his rising. By such les- 

 sons as these may die pupil be taught a real, not a seem- 

 ing acquaintance with the relative motions of die sun 

 and the planets, and with geography." 



Natural history is another branch of knowledge by 

 no means to be neglected in a liberal education. Of 

 all the studies in which die youthful mind can be en- 

 gaged, this is at once die most entertaining and die 

 most instructive. Conversant about the objects in which 



we feel the earliest concern, it is peculiarly calculated 

 to gratify the eager curiosity of children ; while, by en- s ^ 

 g.igmg this strongest principle in the juvenile breast, "V" 

 it trains them to the habit of observing accurate! \-. 

 of attaching distinct conceptions to words, and of clas- 

 sifying and arranging the subjects of knowledge : it 

 gives a new interest to every thing around them, and, 

 by extending their acquaintance with the works of na- 

 ture, it enlarges their ideas of their Great Author, to- 

 wards whom it of cour-v inspires them with warmer 

 dc\otion, and with deeper reverence. " 1 would re- 

 commend botany," says an eminent naturalist, " for ita 

 own sake. I have often alluded to its benefits as a 

 mental exercise ; nor can any exceed it in raising cu- 

 riosity, gratifying n taste for beauty and ingi-nuitv ol' 

 contrivance, or sharpening the powers of discrimina- 

 tion. What then can be letter adapted for young per- 

 sons? In Sweden, natural history is the study of the 

 schools, by which men rise to preferment ; and there 

 are no people with more acute, or better regulated 

 minds, Ulan the Swedes." 



The next study in which we would engage our pupil, .. j WB 

 is the study of the mathematics, which, from the days ^ 

 of Thales to our own, has ever been regarded as of the 

 most essential importance in the culture of the mind. 

 W r e are told by almost every writer on the mental 

 powers, or the means of improving them, that if we 

 would enjoy the use of those powers in all their perfec- 

 tion, we must devote ourselves to the study of mathe- 

 matical science. This alone, we are assured, or, at least , 

 this more than any other study, will correct the wild 

 flights of imagination, and will give to judgment its 

 due superiority ; will teach us, by perpetual examples, 

 to conceive with clearness, to connect our ideas in a 

 train of dependance, to reason with strength and de- 

 monstration, and to distinguish between truth and false- 

 hood. Something of these sciences, they add, should 

 be studied by every one ; not so much, as Mr Locke 

 expresses it, to make us mathematicians, as to make us 

 rational creatures. Now, while we admit the utility of 

 the study of the mathematics in improving the powers 

 of reasoning, it is not to be disguised, that, in one re- 

 spect, their operation on these powers is often unfavour-* 

 able. On subjects susceptible of strict demonstration, 

 those who have been disciplined to the clear and con- 

 secutive argumentation -which <-li:ir;icterizes mathemati- 

 cal science, will probably reason most successfully. But 

 there are many subjects on which, though not suscep- 

 tibla of demonstration, we may attain a certainty nearly 

 as absolute. In the investigation of such subjects, ma- 

 thematical reasoning will not apply ; and we have not 

 unfrequently seen mathematicians, who, refusing to be- 

 lieve what they could not demonstrate, were incapable 

 of estimating the evidence of testimony and of circum- 

 stances, ami were left in all the darkness of uncertainty 

 on points which, to less confined understandings, were 

 clear as the light of day. 



A less questionable advantage of mathematical know- 

 ledge is, its subserviency to most of the other sci- , , 

 ences. To natural philosophy, in all its branches, r " 

 it is indispensibly necessary. Mathematics may be 

 called the language which that science speaks, with- 

 out which scarce a principle it unfolds, or a fact it 

 communicates, can be properly understood. When our 

 pupil, therefore, has acquired a competent knowledge 

 of mathematics, let his attention be directed to natural 

 philosophy, which will open to him a wide field of en- 

 tertainment and instruction, and tend wonderfully to 

 expand the powers of his mind. What employment 

 5 



