soning and inventive faculties upon every object which
surrounds them. We may point out that great discoveries have often
been made by attention to slight circumstances. The blowing of soap
bubbles, as it was first performed as a scientific experiment by the
celebrated Dr. Hook, before the Royal Society, makes a conspicuous
figure in Dr. Priestley's chapter on the reflection of light; this may
be read to children, and they will be pleased when they observe that
what at first appeared only a trifling amusement, has occupied the
understanding, and excited the admiration, of some great philosophers.

Every child observes the colours which are to be seen in panes of
glass windows: in Priestley's History of Vision, there are some
experiments of Hook's and Lord Brereton's upon these colours, which
may be selected. Buffon's observations upon blue and green shadows,
are to be found in the same work, and they are very entertaining. In
Dr. Franklin's letters, there are numerous experiments, which are
particularly suited to young people; especially, as in every instance
he speaks with that candour and openness to conviction, and with that
patient desire to discover truth, which we should wish our pupils to
admire and imitate.

The history of the experiments which have been tried in the progress
of any science, and of the manner in which observations of minute
facts have led to great discoveries, will be useful to the
understanding, and will gradually make the mind expert in that mental
algebra, on which both reasoning and invention (which is, perhaps,
only a more rapid species of reasoning) depend. In drawing out a list
of experiments for children, it will, therefore, be advantageous to
place them in that order which will best exhibit their relative
connection; and, instead of showing young people the steps of a
discovery, we should frequently pause to try if they can invent. In
this, our pupils will succeed often beyond our expectations; and,
whether it be in mechanics, chemistry, geometry, or in the arts, the
same course of education will be found to have the same advantages.
When the powers of reason have been cultivated, and the inventive
faculty exercised; when general habits of voluntary exertion and
patient perseverance, have been acquired, it will be easy, either for
the pupil himself, or for his friends, to direct his abilities to
whatever is necessary for his happiness. We do not use the phrase,
_success in the world_,