20 



THE POPULAR EDUCATOR 



take seriously what I may have said in jest. 12. I am free in my 

 judgment, and in no way bound by a necessity of the kind, that, 

 whether I will or not, I must maintain my opinion unchanged. 13. 

 Socrates refused to be conducted out of prison when he might easily 

 have been. 14. I would rather be Phidias than the best carpenter. 15. 

 Woe to you who rather pursue riches than virtue. 



EXERCISE 170. ENGLISH-LATIN. 



1. Sapientes esse volunt. 2. Virtutem quam divitias habere malunt. 

 3. In luxuria excellere nolis. 4. In virtute excellere volo. 5. Visne 

 mecum ambulare P 6. Mallem hunc librum legere. 7. Domum ire 

 voluerunt. 8. Quod dicere voles nolet audire. 9. Optinios legat 

 libros si quis doctus fiere vult. 10. Eundem scientiam, divitias et 

 potcntiam habere nolunt homines. 11. Scientiam quam divitias malim. 



12. Sapiens quam dives esse malo. 13. Pauci sapientiain quam 

 potentiam malunt. 



EXERCISE 171. LATIN-ENGLISH. 



1. Those who come to us at an unseasonable time are often trouble- 

 Some. 2. We pass over many things which lie under our eyes. 3. 

 Swallows depart in the winter months. 4. A mortal body must at 

 some time perish. 5. The innocent sometimes perish ; who can deny 

 it ? however, more often the guilty perish. 6. All men ought to strive 

 with their utmost power not to pass their lives in silence (sloth). 7. 

 Who can doubt that a great man may arise out of a cottage ? 8. 

 Audacity and rashness must be opposed late rather than not at all. 9. 

 In joy all the citizens went to meet the soldiers who were returning 

 home from war. 10. If it had been so arranged by nature that men 

 in their sleep should do the things which they dream, all who went to 

 bed would have to be put in bonds. 11. Themistocles sought a narrow 

 pass to prevent his being surrounded by the enemy. 12. Romulus was 

 thought to have gone to the gods. 13. Augustus died in the seventy- 

 sixth year of his age. 14. A very deep sea washed the walls and 

 towers of the city. 



EXERCISE 172. ENGLISH-LATIN. 



1. Intempestive ad me veneruut. 2. Haud intempestive ad avun- 

 culum ibo. 3. Librum ante oculos positurn transii. 4. Boni mori- 

 untur, nou pereuut. 5. Nunquam peribunt boni. 6. Quis dubitat 

 quin magni e casis viri exire possiut ? 7. Ne vitam in sileutio trauseas 

 tibi sit cures. 8. Turpitudiui obviam eundum est tibi. 9. Urbem 

 adierunt. 10. Quum redieriut, tuain ad domum venient. 11. Romulus 

 ad deos transisse dicitur. 12. Anne credis Komulus ad deos transisse ? 



13. Parentibus obviam ituri sunt liberi. 14. Ne circumeatur curat dux. 



EXERCISE 173. LATIN-ENGLISH. 



1. We are unable to look at the sun. 2. This is the force of what 

 is becoming, that it cannot be sundered from what is honourable. 3. 

 Laughter sometimes breaks forth so suddeuly that we are unable to 

 restrain it, though desiring so to do. 4. Say whether you can go with 

 ine or not. 5. When the enemy were unable to put our army to the 

 rout, they betook themselves into their fortified camp. 6. When the 

 general was unable to hold back the soldiers by prayers, he resolved to 

 make use of force. 7. Often unskilful physicians make ulcerous what 

 they are unable to cure. 8. When Demosthenes was unable to pro- 

 nounce the letter r, he succeeded by practice in becoming able to utter 

 it very distinctly. 9. Reflect that an enemy may become a friend. 

 10. No one becomes good by chance. 



EXERCISE 174. ENGLISH-LATIN. 



1. Solem adversum intueri uequeunt homines. 2. Virtutes ita inter 

 se juuctse sunt ut separari nequeant. 3. Stepe risum, quamvis velimus, 

 nequimus retinere. 4. Die utrum queas an nequeas nobiscum ire. 5. 

 Multi sunt morbi qui sauari uequeant. 6. Rhone dicere Demosthenes 

 potest ? 7. Exernitatione ut rho dicere queam fore spero. 8. Disce 

 diligenter si doctus fieri vis. 9. Ex amico iuimicus ssepe fit. 10. Nee 

 boni ma 1 .! casu fiunt homines. 11. Si fortuna omnia fierent, inutilis 

 esset prudentia. 12. Ignaviane ullum immortalem fieri putes? 13. 

 Senectute sapientiores fiunt homines. 14. Incerti erant aliqui philo- 

 fiophi omniane fato fierent. 15. Nihil fato fieri rnihi est persuasum. 



THE THEORY AND PEACTICE OF 

 EDUCATION. I. 



INTRODUCTION. 



ONE of the most important results of a good education is fie 

 fact that it excites in us the desire, whilst at the same time it 

 gives us the power, of instructing others. It is only by diligent 

 and careful learning that a man becomes qualified to teach; 

 he can teach nothing that he has not mastered himself, inso- 

 much that it has been remarked with great truth that a very 

 reliable test of a man's knowledge of a subject is his ability to 

 teach it. Still, with all his knowledge, he will find himself but 

 an unsuccessful teacher if he has not specially studied the 

 theory and principles upon which education must be based ; and 

 it is the object of the course of papers on which we are now 



entering to supply the information of which such a one will stand 

 in need. We feel sure that it will be very generally admitted that 

 there is a necessity for a series of papers such as we propose. 

 Many people who have received no special training in teaching, 

 find themselves in the position of teachers, especially in our 

 Sunday-schools, both in London and the country, while others 

 and we may instance especially in this class pupil teachers 

 are continually feeling that their want of experience in teaching 

 is but partially compensated by the advice and suggestions 

 which their instructor has the time or the ability to give them. 

 And in addition to this, the POPULAR EDUCATOR has origi- 

 nated in a very special way a demand for information of this 

 nature, which it is accordingly doubly bound to supply. 



POPULAR EDUCATOR CLASSES were formed a few years ^ince 

 in different parts of the United Kingdom, having for their 

 object the mutual instruction of a number of young men who 

 met together for that purpose, and adopted the POPULAR 

 EDUCATOR as their text-book ; and other classes and societies 

 of a similar nature have since sprung up in various parts 

 of the country. In institutions of this kind, the members, 

 who must be to a great extent self-taught, have in all proba- 

 bility had but scant opportunity of seeing how education is 

 imparted, and positively require very definite and carefully- 

 prepared instructions to enable them to impart with advantage 

 to each other the knowledge they are acquiring. We trust 

 that this series of papers will help all such. 



In the papers which we intend to publish on this subject, we 

 shall first make a few observations on the results which we may 

 fairly expect to obtain by the right use of education. We shall 

 then enter into a brief examination of the various faculties 

 of the mind, and explain the effect of education on each ; we 

 shall afterwards pass in review the principal subjects which are 

 employed as instruments in the work, and present our readers 

 with sketches of the most remarkable educators, their systems, 

 and the ideas peculiar to each. Various methods of instruction 

 and their advantages will then be stated and explained ; and 

 lastly, we intend to recapitulate the most practical portions of 

 our statements, and show their application to the requirements 

 of young teachers. We thus lay out for ourselves a large amount 

 of work, and, as our space is limited, shall aim chiefly at being 

 practical in all that we advance. 



For the purpose, then, of discovering the results at which 

 we should aim, in our efforts to educate our countrymen, let us 

 imagine to ourselves a state of things where crime, intempe- 

 rance, poverty, disease, selfishness, ignorance, and all the evils 

 which afflict mankind, would be reduced to a minimum where 

 both divine and human laws would be respected and obeyed 

 where the golden maxim, " Do ye unto others as ye would that 

 they should do unto you," would be the general rule of conduct, 

 instead of the rare exception. What knowledge, what qualities, 

 what habits are requisite in man, under the blessing of tho 

 Divine Giver of every good and perfect gift, to the attainment 

 of this state of things ? 



In connection with the bodily frame, we should seek to incul- 

 cate the laws of nature, whereby a sound and healthy body may 

 be secured, so far as human means can do it, to serve as the 

 abode and handmaid of a sound and healthy mind. The food 

 and drink that are most suitable, the need of moderate exercise, 

 the imperative necessity for pure air, pure water, and pure 

 nourishment, and for cleanliness in skin and raiment, the 

 poisonous effects produced by noxious air, by the vicinity of 

 decaying animal or vegetable organisms, the value of tempe- 

 rance in all things, and the folly of overtasking the animal 

 frame, either by late hours or spasmodic dashes of work to fix 

 the knowledge and show the reason why of a few such simple 

 matters as these, and to engrain them in the mind and practice 

 of men, are results worthy of great and continued effort. 



Good mental habits constitute another branch of the results 

 of education, and are too often looked upon as its almost ex- 

 clusive aim. Here we may note, as among the chief results to be 

 aimed at, a general spirit of intelligence, a fair knowledge of 

 God's works in the animal, vegetable, and mineral worlds, in the 

 heaven above and in the sea beneath, and of man's works in the 

 leading departments of science and art ; a ready and accurate 

 memory, a wise and well-balanced judgment, and some amount of 

 taste ; a greateu or less degree of development of the festhetic 

 feelings, so that the beautiful in nature, in music, painting, and 

 elsewhere, may obtain appreciation and impart delight. 



