globe of lath and plaster may be made for the
instruction and entertainment of a numerous family of children. Upon
this they should leisurely delineate from time to time, by their given
latitudes and longitudes, such places as they become acquainted with
in reading or conversation. The capital city, for instance, of the
different countries of Europe, the rivers, and the neighbouring towns,
until at last the outline might be added: for the sake of convenience,
the lines, &c. may be first delineated upon a piece of paper, from
which they may be accurately transferred to their proper places on the
globe, by the intervention of black-leaded paper, or by pricking the
lines through the paper, and pouncing powdered blue through the holes
upon the surface of the globe.

We enter into this detail because we are convinced, that every
addition to the active manual employment of children, is of
consequence, not only to their improvement, but to their happiness.

Another invention has occurred to us for teaching geography and
history together. Priestley's Chart of History, though constructed
with great ingenuity, does not invite the attention of young people:
there is an intricacy in the detail which is not obvious at first. To
remedy what appears to us a difficulty, we propose that eight and
twenty, or perhaps thirty, octavo maps of the globe should be
engraved; upon these should be traced, in succession, the different
situations of the different countries of the world, as to power and
extent, during each respective century: different colours might denote
the principal divisions of the world in each of these maps; the same
colour always denoting the same country, with the addition of one
strong colour; red, for instance, to distinguish that country which
had at each period the principal dominion. On the upper and lower
margin in these maps, the names of illustrious persons might be
engraven in the manner of the biographical chart; and the reigning
opinions of each century should also be inserted. Thus history,
chronology, and geography, would appear at once to the eye in their
proper order, and regular succession, divided into centuries and
periods, which easily occur to recollection.

We forbear to expatiate upon this subject, as it has not been actually
submitted to experiment; carefully avoiding in the whole of this work
to recommend any mode of instruction which we have not actually put in
practice. For this reason, we have