's mind a taste for literature? It is not the
time that is spent in pouring over lexicons, it is not the
multiplicity of rules learnt by rote, nor yet is it the quantity of
Latin words crammed into the memory, which can give the habit of
attention or the power of voluntary exertion: without these, you will
never have time enough to teach; with them, there will always be time
enough to learn.--One half hour's vigorous application, is worth a
whole day's constrained and yawning study. If we compare what from
experience we know can be done by a child of ordinary capacity in a
given time, with what he actually does in school-hours, we shall be
convinced of the enormous waste of time incident to the common methods
of instruction. Tutors are sensible of this; but they throw the blame
upon their pupils--"You might have learned your lesson in half the
time, if you had chosen it." The children also are sensible of this;
but they are not able or willing to prevent the repetition of the
reproach. But exertion does not always depend upon the will of the
boy; it depends upon his previous habits, and upon the strength of
the immediate motive which acts upon him. Some children of quick
abilities, who have too much time allotted for their classical
studies, are so fully sensible themselves of the pernicious effect
this has upon their activity of mind, that they frequently defer
_getting their lessons_ to the last moment, that they may be forced by
a sufficient motive to exert themselves. In _classes_ at public
schools, the quick and the slow, the active and indolent, the
stumbling and sure-footed, are all yoked together, and are forced to
keep pace with one another: stupidity may sometimes be dragged along
by the vigour of genius; but genius is more frequently chained down by
the weight of stupidity. We are well aware of the difficulties with
which the public preceptor has to contend; he is often compelled by
his situation to follow ancient usage, and to continue many customs
which he wishes to see reformed. Any reformation in the manner of
instruction in these public seminaries, must be gradual, and will
necessarily follow the conviction that parents may feel of its
utility. Perhaps nothing can be immediately done, more practicably
useful, than to simplify grammar, and to lighten as much as possible
the load that is laid upon the memory. Without a multiplicity of
masters, it would be impossible to suit instruction to the different
cap