No. iX.] APPENDIX. 287 



To remedy the defects observed amongst different classes, an example 

 must be afforded by extensive changes in the system of education pursued 

 at the endowed schools ; for though it is impossible to overrate the high 

 tone of feeling and valuable traditional rules for the guidance of conduct 

 which pervade these noble establishments, yet we cannot forget that the 

 scholastic learning there followed belongs to a bygone age, which, though 

 well suited to that period, yet is not adapted to the present state of human 

 knowledge. 



4. Enterprise in this country is always competent to adapt the supply 

 to the demand, and therefore I myself am inclined to question the necessity 

 of issuing cheap books, maps, models, diagrams, or apparatus. At the 

 same time there appears to be a great want of well-arranged devices of this 

 character, so designed that they can be made readily and cheaply. On 

 this account I believe that it would be a great desideratum to employ the 

 highest talent to write books or make patterns from which manufacturers 

 might construct their models. In all probability private printers and 

 private manufacturers would make from a pattern more cheaply than 

 could be effected in Government or other central workshops. The cost of 

 the copyrights of educational works, or of models, is of very little moment, 

 as any expense could be afforded for so great a national object. 



5. It appears to me that great care must be taken in issuing general 

 rules for education, for fear that an undue preponderance be given to 

 particular directions of study. It is manifestly important that all classes 

 should be instructed not only by words, but through the medium of their 

 senses. After a general preliminary education great care should be taken 

 that every department of knowledge be carried to its fullest extent by 

 different persons, and that no superiority or bias be given to one science 

 over another. There is always a fear in a central governing council that 

 one party may get a preponderance, when sore mischief may be caused ; 

 but, with a due regard to abstract and practical knowledge of all kinds, 

 plans of education may be very conveniently set forth for general 

 guidance. 



6. 7, 8. The question of prizes must be regarded as one of extreme 

 difficulty and delicacy. No doubt the substantial prizes awarded exclusively 

 to successful cultivators of classical learning do positive injury to the 

 advance of human knowledge, and, in my opinion, a decided preponderance 

 of substantial prizes should be bestowed upon the successful prosecutors of 

 real learning over that of the dead languages. When we take into con- 

 sideration that our forefathers bestowed their prizes on the students of 

 the dead languages at a time when they were a key to every form of useful 

 knowledge, should we not regard their intention by diverting some part 

 from their comparatively useless purpose to the furtherance of the various 

 branches of human knowledge for which they were doubtless instituted, 

 and which ever must fill a full page in the annals of the world ? 



Whenever prizes are given the student should be taught to estimate 

 knowledge for knowledge itself, to prosecute science for science itself, and 

 on no account to regard the prize as the end to be attained. Upon the 

 whole, I am myself adverse to the liberal use of prizes, for we find that 

 even the philosophers of the Royal Society are apt to display considerable 

 weakness in the disposition of the royal medals. 



An excessive stimulus to competition appears to me calculated to urge 



