e_, for no delusion is more common than for a teacher to
suppose that because a text-book which he has prepared and uses in
manuscript is better for _him_ than any other work which he can obtain,
it will therefore be better for _general circulation_. Every man, if he
has any originality of mind, has of course some peculiar method of his
own, and he can of course prepare a text-book which will be better
adapted to this method than those ordinarily in use. The history of a
vast number of text-books, Arithmetics, Geographies, and Grammars, is
this: A man of somewhat ingenious mind, adopts some peculiar mode of
instruction in one of these branches, and is quite successful, not
because the method has any very peculiar excellence, but simply because
he takes a greater interest in it, both on account of its novelty and
also from the fact that it is his own invention. He conceives the plan
of writing a text-book to develop and illustrate this method. He hurries
through the work. By some means or other he gets it printed. In due time
it is regularly advertised. The journals of education give notice of it;
the author sends a few copies to his friends, and that is the end of it.
Perhaps a few schools may make a trial of it, and if, for any reason,
the teachers who try it are interested in the work, probably in their
hands it succeeds. But it does not succeed so well as to attract general
attention, and consequently does not get into general circulation. The
author loses his time and his patience. The publisher, unless,
unfortunately, it was published on the author's account, loses his
paper, and in a few months scarcely any body knows that such a book ever
saw the light.

It is in this way that the great multitude of school-books which are now
constantly issuing from the press take their origin. Far be it from me
to discourage the preparation of good school-books. This department of
our literature offers a fine field for the efforts of learning and
genius. What I contend against is the endless multiplicity of useless
works, hastily conceived and carelessly executed, and which serve no
purpose but to employ uselessly talents which, if properly applied,
might greatly benefit both the community and the possessor.

8. If, however, after mature deliberation, you conclude that you have
the plan of a school-book which you ought to try to mature and execute,
be slow and cautious about it. Remember that so great is now the
competition in