eral principles, we think, when considered singly, must approve
themselves to every thinking mind; and if so, they must be still more
beneficial when they are combined, and acted upon systematically in the
preliminary arrangements of any seminary. The nearer, therefore, the
Educationist can keep to them in making his selection of subjects and
exercises, the better will it be both for the pupil and for the
community at large, while the benefits expected from an exercise where
there is any material deviation from them, will most probably turn out
to be delusive, and the exercise itself detected as the mere bequest of
an antiquated prejudice, or the temporary idol of fashion. These
principles being admitted to be sound in the abstract, will greatly
assist us in deciding upon the relative value and appropriateness of
some of the propositions which we shall immediately have to submit to
the reader; and we would here only remark, for his guidance, that if, in
the following recommendations, he finds an exercise correctly to accord
with the above principles, while he yet hesitates as to the propriety of
its adoption in the school, or feels inclined to accede to its
exclusion,--he ought, in such a case, carefully to review the grounds of
his decision, as these are most likely to be erroneous. He has good
reason to suspect that he is labouring under prejudice, or is unduly
biassed by long cherished opinions, when he refuses the legitimate
application of a general law,--a law which he has previously admitted to
be sound,--and which is as likely to be applicable to the case in hand,
as to any other of a similar kind.

FOOTNOTES:

[29] Note R.

CHAP. II.

_On the particular Branches of Education required for Elementary
Schools._

In making choice of suitable subjects for the education of a community,
there are two considerations which ought to regulate us in our
selection. The one is, the indications of Nature respecting any branch
of education; and the other is, the peculiar usages of the place and
persons with whom the pupil is destined to associate. As an example of
the former class of subjects, we may instance reading and writing; and
of the latter, book-keeping and the classics. The branches belonging to
the former will be found more or less useful to all without exception;
while those which rank under the second class, although requisite for
some, will be found unnecessary, and generally useless, to many. From
t