Maclunh Letters. 165 



prosperity of social order, and the foundation of general 

 happiness Lancasterian schools are spreadinjf fast over the 

 whole country, and improving by the grafting of a great many 

 of the practical rules of the Pestalozzian system, intro- 

 ducing by little and little to a more direct and shorter road to 

 useful knowledge than has as yet been taken by the old 

 systems, making utility the scale by which to measure the 

 value of all things. — I remain, yours sincerdv, 



WM. MACLURE, 

 Professor SiLLiMAN, ) Belfast, I8th July, IQ24. 



Yale College, Connecticut. ^ 



JVh', Phiquepal and the Pestalozzian system. 



Paris, November 9, 1824. 

 Mr. Phiquepal sailed from Havre a few days asf;o for New- 

 York in the ship Cadmus, Capl. Aiiyn, and carried wi^h him 

 about fifty package- of prints, instruments, books &c. &:c. 

 necessary to the most easy and rapid development of the fac- 

 ulties, and giving correct ideas to children in the improved 

 Pestalozzia;; system, without fatiguing their attention or bur- 

 thening their memorses — a little sketch of which I gave you in 

 some of my former letters ; and Mr. Phiquepal has a short 

 epitome of the method which I drew up for some of my tiluro- 

 pean friends, which he intends to lake offlithographicaliy, as 

 all the boys understand that excellent medium of com rumica- 

 ting ideas, and work the pcess with ease and aciuracy. 

 Britain, beginning at last to open her eyes to her real inter- 

 ests, and the great advantage of a good rational educsition, 

 has adopted, in many of her schools, a great part of the system 

 of Pestalozzi, and new schools are forming every day 

 entirely on the method — so that our colonial prejudices, 

 which made us look up to her for precedents in morals, reli- 

 gion, and politics, and which as yet have been one of the 

 greatest bars to the progress of our civilization, will now, 

 as far as education is in question, be aided by our imitative 

 prop'^nsity ; — this, joined to the great change in public opinion 

 with us, and the progress already made, with the brilliancy of 

 some of the specimens already exhibited, warrants the expec- 

 tation that education, trusting to the weight and influence of 

 its own merits, will be enabled to walk alone, when in future, 

 all artificial aid in direction will tend more to retard 

 than advance its natural improvement. I have lorjg 

 thought of the superabundant verbiage of books, and the 



