JAMES MITCHELL. 149 



iectually to persons of various natural faculties and various dis- 

 positions the benefits of education. Principles analogous to 

 those which have been recentlv introduced into schools will 

 afford great assistance in the education of James Mitchell j 

 and the study of such an interesting and difficult case as his, 

 together with the various incidents which must arise in the 

 execution of a carefully concerted plan, may throw some light 

 on that sort of management which is required both for domes- 

 tic tuition and for the universal interests of education. 



Miss Mitchell's letter to Mr Parker *, giving an account of 

 the failure of her efforts, shews the necessity of method as well 

 as of delicacy in -the undertaking. A plan which imposes less 

 labour on him, and leaves more to his own activity as excited 

 by powerful motives, will be so far in less danger of producing 

 disgust. Although his present local situation were not altered, 

 I should entertain some hopes of success from the plan which 

 I have described, in the hands of Miss Mitchell. But, if 

 these should be disappointed, the object might with certainty 

 be attained by a change of measures not difficult of execution* 

 Miss Mitchell allows that another person, possessing more 

 controul over her brother's mind, might succeed better than 

 she did, and thus shows that she did not suffer the temporary 

 disappointment to produce irrational discouragement. Before 

 reading this letter, we might naturally enough consider her 

 presence as necessary to his comfort and improvement. But 

 it now appears evident that the plan of instructing him in 

 language would be commenced with greater advantage by a 

 temporary separation, provided he were connected with" an 

 establishment otherwise suitable. He should be under the 

 care of a stranger, who has a perfect understanding of the* 

 mode of conducting his lessons, and who would carry it into, 

 effect by an authority from which there would lie no ap- 

 peal. 

 * See p. 130. of this Volume. 



