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    case to be taught I Upon this treatise let the professor lecture , amplifying and illustrating , and withal careful to examine , in order to ascertain that his pupils gave due attention , comprehended what was laid before them , and made each step certain before they proceeded to the next . How much time would by this means be saved , how much fruitless exertion spared , how

    many disagreeable feelings—feelings adverse to study—be superseded ! The exercise of their mental faculties is to youth sufficiently laborious in itself ; there is no need to create difficulties and discouragements ; young men are not too eager in the pursuit of knowledge ; there is no need to damp and repress the ardour by which they may be inspired . If it be said that after they have listened , the students may have recourse to published treatises on the subject , in order to refresh their memories and corroborate the

    impressions received , we answer , why not at first peruse these treatises , and so supersede , or at least diminish , the amount of what is dictated by the professor ? But the great difficulty is , no treatise is there on any subject fitted to put into the hands of a class ; that is , no treatise taking the same views , pursuing the same mode of argument , and the same method of arrangement , with that of the lecturer . The memory in consequence cannot be refreshed ; new matter may be acquired , but of course that does not answer the

    professor ' s wishes , nor is probably what the pupil requires . While , therefore , the professor lectures independently of the books to which he may refer his class , these books cannot supply the lapses of the student ' s memory ; and while each writer has a mode of treating a subject peculiar to himself , the student will only be embarrassed and wearied by searching in published treatises for that which he is required to give an account of at the lecturer ' s examination . Nothing can be more obvious than that the circumstances

    we have noticed throw great impediments in the way of acquiring knowledge , and we have known instances in which the prevailing mode of lecturing without a text-book has given occasion , in the case of young men who at first promised well , and had a desire to improve , to the most confirmed idleness . We revert , therefore , to our former conclusion , that of all things to be desired for the promotion of knowledge in our schools and in our colleges , is the publication of a series of works on the higher and more important branches of education .

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    Number the sands of the sea , the drops of the rain , or the moments Making eternity ; measure the breadth of the earth , and of heaven : Wisdom preceded all these—o ' er the pathway of infinite ages God traveled forth , forming worlds , breathing life , from a fount everlasting Pouring out glory and joy . In the ocean of goodness unbounded Floated conceptions of power , and the embryos of mind found existence Pregnant with greatness . Who counselled the Lord in bis mighty conceptions ? Who ? Thou inquirest in vain , poor child of distrust and unreason . One awful word hath he uttered—his fear is the fulness of wisdom—Wait on his mercy !

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    Curses there aiedipp'd in bitterness , curses which enter unwonted Into the palace of pride , and into the breast of oppressors : They are the scourges which sorrow and suffering have braided

    For the poor slave , or the needy .

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    48 EcclesiastieUs .

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    ECCLESJASTICUS .

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    A .

• Citation
  • Monthly Repository (1806-1838) and Unitarian Chronicle (1832-1833), Jan. 2, 1829, page 48, in the Nineteenth-Century Serials Edition (2008; 2018) ncse-os.kdl.kcl.ac.uk/periodicals/mruc/issues/vm2-ncseproduct2568/page/48/