more
respect than no views at all. Men who fancy they see what is not are more
energetic, and make their way better, than those who see nothing; and so
the undoubting infidel, the fanatic, the heresiarch, are able to do much,
while the mere hereditary Christian, who has never realized the truths
which he holds, is unable to do any thing. But, if consistency of view can
add so much strength even to error, what may it not be expected to furnish
to the dignity, the energy, and the influence of Truth!

Some one, however, will perhaps object that I am but advocating that
spurious philosophism, which shows itself in what, for want of a word, I
may call "viewiness," when I speak so much of the formation, and
consequent grasp, of the intellect. It may be said that the theory of
University Education, which I have been delineating, if acted upon, would
teach youths nothing soundly or thoroughly, and would dismiss them with
nothing better than brilliant general views about all things whatever.

This indeed, if well founded, would be a most serious objection to what I
have advanced in this Volume, and would demand my immediate attention, had
I any reason to think that I could not remove it at once, by a simple
explanation of what I consider the true _mode_ of educating, were this the
place to do so. But these Discourses are directed simply to the
consideration of the _aims_ and _principles_ of Education. Suffice it,
then, to say here, that I hold very strongly that the first step in
intellectual training is to impress upon a boy's mind the idea of science,
method, order, principle, and system; of rule and exception, of richness
and harmony. This is commonly and excellently done by making him begin
with Grammar; nor can too great accuracy, or minuteness and subtlety of
teaching be used towards him, as his faculties expand, with this simple
purpose. Hence it is that critical scholarship is so important a
discipline for him when he is leaving school for the University. A second
science is the Mathematics: this should follow Grammar, still with the
same object, viz., to give him a conception of development and arrangement
from and around a common centre. Hence it is that Chronology and Geography
are so necessary for him, when he reads History, which is otherwise little
better than a story-book. Hence, too, Metrical Composition, when he reads
Poetry; in order to stimulate his powers into action in every practicable
way, and to prevent a