truction to be found in their
management: the minor faculties are attended to in preference to the
higher ones; it is the memory alone which is called into action; the
understanding is suffered to lie in a state of torpid inactivity.

Their lessons, their plan of using them, and their discipline
altogether, are of that monotonous nature, that the children always
seem to me to be dosing over them. I know it will be pleaded that the
number to be taught at once, renders this defect unavoidable; that it
is impossible to teach a large body of children, in such a way as to
secure the attention and activity of the whole. And it is so far true,
as to its being impossible to detect and reform every idle pupil,
who finds an opportunity of indulging his idleness in the divided
attention of his teacher; but I do think, if it be impossible to cure
the evil, it may be in a great degree prevented. Make your system
interesting, lively, and inspiriting, and your scholars will neither
be able nor willing to slumber over it. Every one knows what an effect
is produced on the physical faculties by a succession of the same
sound; for instance, by the long continued chiming of a single bell;
it induces a drowsiness which we find it impossible to resist, except
by turning our attention to another thing; but let a number of bells
strike out into a merry peal, how quickly we are aroused, how lively
we become, whilst their various _changes_ secure the attention and
interest which their pleasing and spirited tones first excited. And
just so it is with the mind in the matters of education; you must give
a variety of tones, a newness of aspect to your lessons, or you will
never be able to keep up a lively attention in your scholars. For
this purpose I would particularly recommend to the attention of all
concerned, the chapters in this volume on geometry, conversation,
pictures, and likewise that on the elliptical method. By adopting the
plan recommended in these chapters, the children will have something
to do, and to do that something they must be _active_. The first
object of the teacher is to excite a thirst for knowledge; not to pour
unwelcome information into the mind.

It will probably be said, that however well adapted the plan
recommended may be for the infantine scholars for whom it was
designed, yet, it does not follow that it may be equally advantageous
for those of a more advanced age; and if by this it is meant, that the
very same les