On the mental illumination and moral improvement of mankind; or

Preface

The train of thought which runs through the following Work has been familiar to the Author's mind for upwards of twenty-six years. Nearly twenty years ago, he intended to address the public on this subject ; but he is now convinced that, at that period, the attempt would have been premature, and consequently unsuccessful. He took several opportunities, however, of suggesting a variety of hints on the necessity of new-modelling and improving the system of education — particularly in the London "Monthly Magazine," the "Edinburgh Christian Instructor," the " Christian Recorder," the " Perth Courier," and several other publications, as well as in several parts of his former volumes. — Of late years the attention of the public has been directed to this subject more than at any former period, and even the British Legislature has been constrained to take into consideration the means by which the benefits of education may be more extensively enjoyed. It is therefore to be hoped, t4iat the subject will now undergo a deliberate and unbiassed consideration, corresponding to its interest and importance.

In endeavouring to establish a new system of education — although every requisite improvement could not, in the first instance, be effected, — yet nothing short of a comprehensive and efficient system should be the model afi:er which we ought to copy, and to which all our arrangements should gradually approximate. To attempt merely to extend the present, in many respects inefficient and limited system, without adopting those improvements which experience and the progress of society have rendered necessary, would be only to postpone to an indefinite period what must ultimately be established, if society is expected to go on in its progress towards perfection.

In the following volume the author has exhibited a brief outline of the whole series of instructions requisite for man, considered as an intelligent and moral agent destined to immortality — from the earliest dawn of reason to the period of manhood. But it is merely an outline ; for the subject, considered

1*

VI PREFACE.

in all its bearings, is the most extensive and interesting that can occupy the attention of mankind. Should the present volume, however, meet with general approbation, some more specific details in reference to the subjects here discussed, and to other topics connected with the improvement of society, may afterwards be presented to the public.

Several excellent works have lately been published on the subject of education, some of them recognising the leading principles which are here illustrated. But the author has, in every instance, prosecuted his own train of thought, without interfering with the sentiments or language of others, unless where it is acknowledged. Some of the works alluded to he has not had it in his power to peruse ; and the same current of thought will sometimes occur to different writers on the same subject. — The greater part of this work was composed before the author had an opportunity of perusing the excellent treatise of Mr. Simpson, entitled, " Necessity of Popular Education" — a work which abounds with liberal and enlightened views, and which recognises the same general principles which are here illustrated. But the two works do not materially interfere ; and the one may be regarded as a supplement or sequel to the other, both having a bearing on the same grand object.

It was originally intended to offer a few remarks on classical learning, and on the system of education which prevails in our colleges and universities ; but the size to which the volume has swelled has rendered it expedient to postpone them to a future opportunity. For the same reason, the " Miscellaneous Hints in reference to the Improvement of Society," and the remarks on " Mechanics' Institutions," have been much abridged, and various topics omitted which were intended to be particularly illustrated.

The author intends proceeding with his promised work " On the Scenery of the Heavens," as soon as his present engagements will permit.

Broughty Ferry, near Dundee, ) November, 1835. \

Contents

Introduction. — Importance of the object proposed in the following work, and its practicability, pages 15 — 21. Reasons why it has never yet been accomplished, 18. Prospects oi future improvement, 18.

Part I. On Education

Preliminary Remarks. — Importance of education — subject too much overlooked — deficiency in the arrangements made in reference to this object — desirable that a taste for intellectual pursuits be induced — what should be the grand object of education, 20 — 24.

CHAPTER I. Present state of Education in different Countries, 24

Education during the dark ages — erection of colleges — era of the Reformation and the effects produced by it, 24 — 26. Education in the United States of America, 26 — 30, — in Silesia, Wirtemberg, Bavaria, Prussia, &c. 30 — 34, — in France, 34, — Spain, 36, — Russia, 37, — Switzerland, 37.

Chapter II

Strictures on the mode in which Education has generally been conducted, 38.

Different views of the object of education — absurd practices in relation to it — deficiencies in the mode of religious instruction — summary of the usual scholastic process, 38 — 44 — Errors and deficiencies. 1. No communication of ideas, 44. 2. School-books not adapted to the capacities of youth — specimens of their contents, 46 — immorality and absurdity of some of these selections, 47. 3. Injudicious exercise of the memory — Shorter Catechism, &c. 50 — 53. 4 Absurd attempts at teaching Grammar— Mr. SmelUe's remarks on this subject, 54. — Fastidiousness in regard to the art of Writing, 55. Strictures on the mode of teaching Arithmetic, 56-^ Various circumstances which render education disagreeable to the young, want of

ample accommodation — long confinement in school — undue severity — hurrying children from one book to another — attempts to teach several branches at one time, &c. 58 — 63. Glaring deficiencies in the present practice — attributable to the system more than to the teachers, 63 — 66. — Miscellaneous remarks, 66.

Chapter III

Hints in reference to a comprehensive and improved system, of Education, 68.

General view of what an enlightened education should embrace, 69. Defects in our treatises on this subject, 70 — Man's eternal destiny overlooked, &c. 70.

On the Education of the young during the period o/" infancy. — Gradual opening of the infant mind, 71. Manner in which its ideas are increased, 72— rapidity of its progress and acquisitions, 73. — 1. Physical education of infants, importance of, 74. — Food of infants ; remarks on nursing, 75. Propriety of paying attention to the effects of air and light, 76. — Cleanliness — anecdote of a Russian, 78—79. Clothing oi children., simplicity of dress — covering of the feet — directions in regard to shoes, illustrated by figures, 79 — 83. — Sleep and exercise of children, 83. — Attention requisite to direct their pron»inciation, 85.-2. Moral instruction of infants, 85. Means of acquiring an absolute authority over them, 85. Plan recommended by Dr. Witherspoon, 86. Anecdote of Mr. Cecil — rule for securing authority — obstacles which prevent mothers from acquiring it — general violation of parental viii CONTENTS.

authority illustrated — Abbot's " Mother at Home" recommended — anecdote extracted from that work, 87 — 92. Im{X)rtanr-e of" attending to truth in the education ofcliildren, 92 — trutli and falsehood in pictorial exhibitions, 93. llhislrative anecdote ii-om Mr. Abl)ot, 94. (iencral rules on tliis subject, 95. Habit of incessantly linding fault with children, 95. — (Children s^hould leel the consequences of their conduct, and be guarded against vnrti/tf juid self-conceit, 96 — 98. Danger off right' eniufr children, illustrated by an appalling fact, 99. Necessity of haimoinj in the conduct of parents towards their children, 99. — 3. Inlcllectual instruction ot infants, 100. Objects, natural and artificial, which should be presented to their view — mode of conveying a knowledge of the qualities of objects, 102 — communication of idea.s by ertgravings, 103. Experiments on this subject, with a boy about two years old, 104 — lOl). Importance of imparting correct ideas to the iniaut mind, 107. Maternal associations, 108.

CHAPTER IV. Oil Infant Schools, 108

Objects of infant schools, 109. — Proper situation for such institutions, and the apparatus requisite for conducting them, 109 — 111. — Method of teaching vocal music, the alphabet, arithmetic, and the factsof sacred history — figure of the AriVA- 77Jr'//ro/i, 111 — 114. A(/tw///oi;ps which would flow from the universal establishment of infant schools — increase of usefid information — formation of intellectual habits — foundation laid of moral conduct — certainty of success when judicious moral training is attended to, 114 — 118. Moral etTeets of infant teaching, illustraied by examples, 118 — 119. Infant schools, beneficial to general society and counteractive of juvenile delinquency, 120. Social habits cultivated with safely, 122. Influence of infant schools on Missionary operations — infant schools in Africa, 122 — 124 — such institutions ought to be \miversally established for all ranks, 125. Qualifications of teachers in order to render them eflilcicnt, 126. Origin and progress of infant schools, 127.

Chapter V

On Schools for Youvg persons from the age of Jive or six to the age of fourteen years, 128.

Introductory remarks, 128 — plan, situation, and arrangement of school-room, illustrated with cuts, 128 — 131. Idea of a seminary on a large scale, 132. School furniture — Apparatus and Museum — systematic sets of engravings,*132 — 134. Dsscription of a new Optical Diagonal. Machine, with figiires, 135 — 136 — suggestions to engravers on this subject, 136. Beneficial effects of such schools, 137. School-books, and the principles on which they ought to be constnicted, 138. Specimens of subjects for elementary lx)oks, 140 — objections obviated, 141. Outline of a 8chool-b<x)k for the advanced classes, drawn up twenty-six years ago, 143 — capacity of children for understanding judicious selections, 146 — third ser/cs of school-books, comprising popular systems of the sciences, c^c. 147. Historical class-books, with remarks on the manner in which history should be taught, 148 — propriety of embellishing school-books with engravings — Dictionaries and portable Cyclopedias, 149.

Chapter VI

Method of Teaching, and the Departments of Knowledge which should be taught in every Seminary, 151.

Section I. English Heading. — Specimen of lessons for children, and the mode in which they should be taught, 151. Lesson on the Peacock, with engraving, 153. Lesson on the pliilosophical toy termed the Sagacious Sunn, with remarks, 154. Ij«»s.s()n fi>r the advanced classes — description of volcanoes, with engravings, 156. Questions nu the less<»n, 158. Manner in which such questions should be formed and arranged, 1('>0. Sets of miscellaneous (piestions, 160. Lessons on objects, 161 — 163. SKcrioN II Writing and Composition. — Mr. Buchanan's plan for teaching writing on slates, (with a cut,) 163. Professor Jacotot's plan, 164. Specimens

CONTENTS. IX

of sentiments and statements of facts for copy lines, 1 65. Mode of training the young in the art of composition, 166— 168.— Section III. Drawing.— Mode of procedure in learning this art, 168. Fancy landscapes, &c. should be discarded ; drawing from the objects of nature and art, 169. Utility of this accomplishment, 170.— Section IV. Arithmetic.— Mode of conveying ideas of numbers; the relative value of moneif ; the measures of length and capacity, of time, and the divisions of the circle, "(with figures,) 171—175. Sensible illustration of arithmetical operations, (with cuts,) 176—179. Illustration of the vahie of fractions, 179. Miscellaneous hints, 180. Section V. Grammar. — Absurdities in relation to this subject; Lord Kaime's opinion on our mode of teaching grammar, 182. Simple mode of communicating the elements of grammar, 184 — 186. Origin of language, suggests the proper method of teaching it, 187. Fundamental rules o{ syntax; complexity of some of our " English Grajnmars," 188 — 190. General remarks, 190.

Section VI. Geography. — Utility of this science, 191. Deficiencies in the mode of teaching it, 192. Mode of proving the globular form of the earth, illustrated with figures, 192 — 195 Mode of conveying" an impressive idea of its magnitude, 195. Quantity of solid matter it contains ; how many mountains, such as Etna, would be required to form a mass equal to the earth, l96. Diversified scenery on the earth's surface, quantity of water in the rivers and seas, &c. 198. Projections and delineations requisite for illustrating Geography, 199. Maps exhibiting the ranges of mountains ; the proportional length and breadth of rivers; comparative size of countries, lakes, and seas ; Isothermal charts; charts of geographical Zoology; chart of moral and religious geography, &c. ; views of cities, grottos, &c. ; slate globes; delineations of the comparative heights of mountains; vvax models of particular countries, &c. 200 — 203. Mode of describing countries, 203. Geographical class-books, what they should contain, 204. Directions for commencing this study, 205. Characteristics of certain Geographical school-books lately published in America, 205. Section VII. Geology. — Its practical utility, 206. Classification of the rocks and strata of the globe, illustrated with a plate, 207. Specimens for illustrating geological facts ; books on Geology, 208. — Section VIII. Astronomy. — Object and utility of this science, 210. Mode of communicating to the young a knowledge of celestial phenomena, 210. Observations on the motion of the sun, and the pAases of the moon ; the principal stars and constellations; apparent motion of the celestial vault; apparent annual motion of the sun; measures of the celestial sphere, 211 — 215. Apparent motion of the planets ; experiment which solves the apparent irregularities, 215. Proofs of the Earth's diurnal rotation, 217; of its annual revolution, 218. Additional proof exhibited by the Equatorial telescope and orrery, 219. Mode of explaining the variety of seasons, 220. Manner of exhibiting the phenomena of the planets, and the magnifying powers best adapted to this purpose, 221. Circumstances to be attended to in exhibiting the moon through a telescope, 222. Mode of exhibiting the solar spots, 223. Imperfect conceptions conveyed by orreries and planetariums, 223. Manner of representing the proportional magnitudes and distances of the planets, 224. Mode of explaining a parallax, illustrated by figures, 226. Moral lessons deducible from this science, 227. Books on Astronomy; Burrett's "Geography of the Heavens," &c. 228.

Section IX. Experimental Philosophy and Chemistry. — Departments of Experimental Philosophy, 228. Mechanical powers ; illustrations of the lever, &c. 229. Experiments illustrative of Hydrosfafical principles, (with figures,) 230 — 232. Simple experiments illustrative of Pneumatical subjects; pressure, elasticity, and com,' pressibility of air ; principle of the diving-bell ; syphons; effects of the expansion of air, (fee. (with figures,) 2.32 — 238. Methods of cutting glass tubes and bending them for syphons, 238. Optical experiments, for explaining the principles of telescopes and microscopes, 239. Description of a (^«a^o??aZ eye-piece, 241. Camera obscura, on a large scale, 241. Phantasmagoria ; solar microscope : manner of procuring animalcula, 242. How a compound microscope may be formed from a common telescopic eye-piece, 243. Experiments with concave mirrors, 243 ; illusions produced by them, 245. General remarks on philosophical apparatus, 246. Chemical subjects and apparatus ; Books on Natural Philosophy and Chemistry, 246 — 247. — Section X. Mathematics. — General remarks on the plan and order in which a knowledge of this subject should be communicated to young persons, 247 — 250. — Section XI. Phi/siology.— Inconsistency of omitting tliis department in a general

X CONTENTS.

course of education, 250. Evils which arise from ignorance of this subject, 251. — Distortions of the human frame caused by absurd practices, ilkistrated by cuts, 252. Means by which a general knowledge of the human system might be communicated, 253. — Figure exhibiting the thorax and abdomen, 254. — Evidences of desigjiin the human fabric, 255. — Practical purposes to which a knowledge of Physiology might be applied, 255. — Section XII. Logic, or the Art of Reaamiing: Utility of this subject, 256. — Outline of a comprehensive system of Logic, 257. — Popular Logic — examples of reasoning, with remarks, 258 — 262. — Subjects for exercising the reasoning }X)vvcrs, 262. Anecdotes of Gassendi, when a boy, and his mode of reasoning with his companions, v^itJi an evgravirig, 263. — Analysis of Gassendi's reasoning, 2()3. — Reasoning to prove that "air exists" — that "all should enjoy a moral and intellectual education" — that " men should love one another," 265. — Sources of Error illustrated, 267. — -Sop/rtsm-s illustrated, 269. — Particular species of false reasoning, 270. — Importance of an early exercise of the rational faculty — evils which have arisen from false reasoning, 271. — Diabolical reasoning — reasoning by physical force — by torture — by fines and imprisonments — reasoning of persecutors, of mobs, &c. Powerful infliience of Gold in producing conviction, 273. — Section XIII. Natural Theology — An appropriate study for the young, 273. Summary of subjects and facts connected with this study, 274. Books on Natural Theology, 275. Olfier departments of knowledge hriejly noticed. Natural Ilistorv', Botany, Political economy. Vocal music. Domestic economy, 276 — 277. Bodily exercises — amusements — and excursions, 278. Female education — illustrious females — energy of the female mind, and its influence in society, 279. — Prevailing misconceptions, 28L Remarks on a hackneyed sentiment of Mr. Pope, 281. — Reasons for universal instruction, 283. _

CHAPTER VIL

Moral and Religious Instruction, 284.

Instruction in the knowledge of the Deity, 284. Mode of illustrating the Divine perfections, exemplified in reference to the Wisdom and the Immensity of God, 285 — 288. — Instruction in the history of the Divine dispensations — characteristics of sacred history — religion to be taught chiefly from the Scriptures — doctrines and precepts of Christiauitj' — propriety of a specific application of Scriptural precepts to the conduct of the young. 288 — 292. Moral training particularly exemplified, 292 — 296. Manner in which the young should be directed in the study of the Scriptures, 296. Scripture class-book, 497.

CHAPTER Vin.

Sabbath Schools.

Defects which adhere to the present system of Sabbath Schools, 299. — Qualifications of Sabbath School Teachers, and the subjects with which they should be acquainted, 299. — Necessity of their being trained to their oflice, 301. — Departments of knowledge they should study — Sacred Histor>', Ancient Geography, Biblical Criticism, ^(\ 302 — 306. General remarks on Sabbath Schools — practices to be avoided, &c. 306. Books on this subject, 307.

CHAPTER IX.

Schools for Young persons from the age of fourteen to the age of twenty or

upwards, 308.

Necessity of such institutions, 308. Subjects to which this class of young persons should be directed, 309. Pre-rcquisites to their establishment, 311.

CHAPTER X.

On the Qualifications of Teachers, and Seminaries for their instruction, 311.

Deficiency in the Qualifications of Teachers, 311 — honourable nature of the oflice

CONTENTS. XI

— necessity of training, 312. Precepforal Colleges, and the subjects to be studied, 313. Examination of candidates, 31.5. Importance of training candidates for Teachers 316. Infant School Teachers — Prussian Normal schools, 317 — 318

CHAPTER XI.

On the Practicability of establishing seminaries for intellectual education, 319.

Number of schools requisite to be estabHshed in Scotland and England, 319 — 321. — Expense of estabhshing them, 321. Importance of such institutions, and the necessity for philanthropic exertions, 322. Liberality under the Jewish economy, 323. Enormous sums expended in war, 324. Pension list, 325. Contested elections, 326. Savings which might be made in personal expenditure, 327. Sums spent on spirituous liquors, 328. No want of resources — appeal to Christians, 328. Contributions of the Jews, and predictions in relation to the Christian Church, 329. Means requisite for exciting attention to this subject, 330. Limited views of education taken by statesmen, 331. Voluntary and compulsory education, 332.

CHAPTER XII.

On the UTILITY of establishing seminaries for universal education, 333.

I. They would tend to the prevention of Crime. Number of thieves in London — trials at the Old Bailey — erroneous views of legislation — inefficiency of severe punishments — juvenile delinquency — deficiency of Education in England and Scotland, 333 — 338. Beneficial results of education — Schools, publications, &c. in Boston and New- York, 339 — 341. Expense of punishing crime, 342. II. Universal education would elevate the general character of man, 343. Contrast between the majority of mankind, and celestial intelligences, 344. Native dignity of man, 345 — security of property dependent on education, 345. III. Universal education introductory to the Millennium, 346. Manner in which this era will be introduced, 347 — when it will commence, 348. Exertions preceding the Millennium, 349. Appeal to Christians, 350. Christian generosity and heroism, 351. Story of St. Pierre, 352. — Contributions for the tabernacle and temple, 352. The Pilgrims of New England, 353.

CHAPTER XIIL

Principles on which a National system of Education should he established.

Difficulties — Brougham's "Education Bill" of 1821, 354 — Liberal views in the establishment of education, 355 — Parochial system, 357. — Superintendence of education, 358 — Mode of religions instruction, 359. Efficiency of Scriptural instruction, 360 — Harmony of sectaries in America, 361. Proposed plan of establishing education, 362.

CHAPTER XIV.

Maxims, or First Principles in Education, 362.

Ideas should precede words — tasks — exhiliarating associations — principle of emulation — corporal punishments — confinement — fixing the attention, &c. 362 — 367.

CHAPTER XV

Mechanics^ Institutions, 367.

The author's communications on this subject, in 1814, 368. Condensed view of them, 368. Admission of members, 369. Subjects of discussion, and mode of conducting it, 369—371. Funds of the Society, and thei/ appl cation. 372. Publixii CONTENTS.

lications of the Society, 374. Correspondence with other Societies, 375. Defects in the objects of Mechanics' Institutions, as presently constituted. Suggestions for their improvement, 370 — 379.

Part II

MISCELLANEOU.S HINTS IN REFERENCE TO THE DIFFUSION OF KNOW- LEDGE AND THE IMPROVEMENT OF SOCIETY, 380.

Introd)ictory remarks, 380. I. Improvements in Preaching, 381. Comprehensive range of subjects, 382. Sacred Preachers, Isaiah, Paul, Messiah, &;c. 383. Domestic education, a topic for preaching, 386. Illustration of Divine subjects by sensible objects, 386. Education of candidates for the ministry, 388. Subjects for pubHc worship, and strictures on certain modes of singing, 390. — II. Union of the Christian Church. 392. — III. Scriptures illustrated by engravings — strictures on certain Scripture prints, 393. — IV. Abridgment of the hours of labour necessary to improvement — plan suggested, 395. — V. Knowledge promoted by public exhibitions, 397. Large concave mirror, Chinese lights exhibited at Paisley, &c. 398, — Vf. Erection of Observatories, &c. 399. — VII. Improvement of townis and villages, 400. Wretched slate of some of our cities — narrow streets — evils of great cities — hints suggested in relation to improvements in towns and villages, 402 — 404. Plan of a small town, with description, 405. — VIII. Itinerating Libraries — their origin, plan, and effects, 406. — IX. Delineations and inscriptions on articles of furniture, 408. — X. Changes requisite in certain laws, regulations and customs, 409. — Taxes on knowledge — postages — position of the names of ships — perquisites of waiters, postilions, &ic.— hissing in public meetings — Defects of our civil and criminal code, 409 — 412. — XI. Friendly intercourse between nations — Excise restrictions — Anecdote of Mr. Davidson, 413. — XII. Intellectual and religious improvement of Seamen — Number of, in the British service, 413. — XIII. Formation of societies for promoting improvements, 415. — XIV. Counteraction of Avarice, 415 — Its irrationality and degrading tendency, 416 — Recapitulation and Conclusion, 417. Prospects of improvements in future ages — Preludes of a more auspicious and enlightened era — Means by which its approach may be accelerated, 418 — 422.

Appendix, 423. Insanity from excessive study.

LIST OF ENGRAVINGS.

PAGE

Simple dress of a little girl, 80

Figures of the true shape of the foot, and of shoes, 82

Arithmeticon, 112

Plan and accommodations of a village school, 130

Elevation of do., 131

Two figures representing the new optical machine, 136

The peacock 153

Interior of the crater of Vesuvius, 157

Vesuvius and Naples, ib.

Mode of teaching writing, 164

Figures illustrating notation, 172

Seven figures illustrative of weights and measures, 174

Nine do. illustrating square measure, 176, 177

Figures illustrative of evolution, 178, 179

Six do. illustrating fractions, 180

Figure illustrative of the earth's rotundity, 193

Do. to illustrate the roundness of the earth from north to south, ib.

Plate illustrative of geology, 209

Figure for explaining a parallax, 225

Quadrant of the heavens for illustrating do., 226

Hydrostatical figures: —

Fig. 1. For showing the level of water, 231

— 2. Hydrostatical paradox, ib.

— 3. Jets and fountains, ib.

— 4. Velocities of spouts of water, 232

Figures illustrating Pneumatics : —

Fig. 1. Explaining the diving bell, 235

— 2. The pressure of the atmosphere, 236

— 3. Lateral pressure of do ib.

— 4. Mode of conveying water over a rising ground, ib.

— 5. Do. from one hill to another, 237

— 6. Effects of the expansion of air, 238

Optical figures : —

Fig. 1. Principle of the phantasmagoria, &c., 239

— 2. Diagonal eye-piece, 241

— 2. Camera ol«cura, on a large scale, 242

Figures connected with Physiology: —

Fig. Land 2. Outline and skeleton of the Venus de Medicis, 252

— 3. and 4. Do. of a modern fashionable lady, ib.

— 5. Contents of the Thorax and Abdomen 254

Figures illustrative of reasoning 259

Gassendi demonstrating the motion of the clouds, 264

Concave speculum used as a telescope, 398

plan of a small town, &c., 405

ON THE

MENTAL ILLUMINATION

AND

MORAL IMPROVEMENT OF MANKIND.

Introduction

Before we attempt to accomplish any great and extensive enterprise, it is requisite to ascertain, in the first place, whether the object we propose be attainable, and, in the next place, whether, if attained, it would be productive of beneficent effects. If these points are not ascertained, previous to our engaging in any undertaking, we may exert our intellectual faculties, and active powers, and spend our time, our wealth, and our labour, to no purpose, and in the end meet with nothing but disappointed expectations. The history of the world, and even the annals of science, would furnish hundreds of facts to corroborate this position. The object of the Alchemists was to transmute earthy substances and the baser metals into gold, and, by the fortunate labour of some happy day, when the stars were propitious, to realize vast treasures of wealth, to enable them to live in splendour and opulence during the remaining period of their lives. In this visionary pursuit, which, for several centuries, occupied the attention of princes, statesmen, ecclesiastics, physicians, and experimenters of various descriptions, thousands of fortunes were irretrievably wasted, and the dupes of this fallacious science kept in perpetual anxiety, and amused with vain and unfounded expectations. Even although such schemes had been practicable — which experience proves they are not — it would not be difficult to show, that, had they been successful, they would have produced more misery than happiness among mankind. The study of the heavens, with the view of foretelling future events, and the destinies of men, from the different aspects of the planets and the signs of the Zodiac, was another scheme which, for many ages, absorbed the attention of kings, legislators, popes, cardinals, and even men of science, as well as that of the illiterate vulgar, — and, in numerous instances, no public affair of any importance was undertaken, without first consulting the stars

16 INTRODUCTION.

This fallacious art has likewise been proved impracticable, and inconsistent with the peace and happiness of mankind. The researches which were long made after the panacea, or universal remedy for all disorders — the search for an universal menstruum and ferment — the search for a medicine which will confer immortality even in this world — the attempts to discover mines by means of divining-rods — and to cure palsies, inflammations, obstructions, and other disorders, by animal magnetism and metallic tractors — and, above all, the attempt to conduct mankind to happiness by discarding the idea of a Divine Being and every species of religion from the plans proposed — with hundreds of similar schemes, — may be regarded nearly in the same light as the foolish arts of astrologers and alchemists, and could easily be shown to be equally unprofitable and vain.

In endeavouring to promote a general diffusion of knowledge among the various ranks of society, it becomes us likewise to inquire, whether the attempt would be accompanied with such beneficial effects as to warrant the labour and expense which must necessarily attend such an enterprise — and, whether any insurmountable difficulties stand in the way of its accomplishment. There are not wanting, even amidst the light of science which is now shining around us, many individuals in the higher classes of society who are bold enough to insinuate, that an increase of knowledge would be injurious to the lower ranks of the community — that its accomplishment is both undesirable and impracticable — that the moral world will proceed onward as it has hitherto done — that there is no possibility of meliorating the condition of the great mass of mankind, — and that it is altogether Utopian to attempt to direct the moral and intellectual energies of the human race into any other channel than that in which they have hitherto been accustomed to flow. Such insinuations evidently flow from a spirit of misanthropy, and are intended, if possible, to fix the moral world in a quiescent state, as the material world was supposed to be in former times, and to damp every exertion that is now making to promote the improvement and the happiness of our species. They are likewise inconsistent with the dictates of Divine Revelation, which plainly declare that " the knowledge of Jehovah shall cover the earth, as the waters cover the channels of the seas," and that " all shall know him, from the least to the greatest."