Southey.

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Although it has been the special design of the present work to speak of the first efforts of art in assisting the proper development of the mental and moral faculties, I shall take the liberty of indulging in a few remarks on the methods at present adopted in the more advanced stages of education, as seen in our National and Sunday Schools.  I need, I am sure, offer no other apology for so doing, than the fact that it is in these institutions the infant poor must complete their education; it is in these schools, the budding faculties must either ripen or perish; and the moral principles become confirmed or weakened.  Certain I am, that it is the wish of all concerned in these praiseworthy institutions to do their best for the attainment of this object—­the welfare and improvement of the rising generation of the poor classes; and therefore I the less reluctantly offer a few thoughts on the subject, which it is my humble opinion may not be altogether useless.

With regard to National Schools, I must say, there is too much form, and too little of the spirit of instruction 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.