liar situations, or their
peculiar wishes. We are fully conscious, that we have executed but
very imperfectly even our own design; that experimental education is
yet but in its infancy, and that boundless space for improvement
remains; but we flatter ourselves, that attentive parents and
preceptors will consider with candour the practical assistance which
is offered to them, especially as we have endeavoured to express our
opinions without dogmatical presumption, and without the illiberal
exclusion of any existing institutions or prevailing systems. People
who, even with the best intentions, attack with violence any of these,
and who do not consider what is practicable, as well as what ought to
be done, are not likely to persuade, or to convince mankind to
increase the general sum of happiness, or their own portion of
felicity. Those who really desire to be of service to society, should
point out decidedly, but with temperate indulgence for the feelings
and opinions of others, whatever appears to them absurd or
reprehensible in any prevailing customs: having done this, they will
rest in the persuasion that what is most reasonable, will ultimately
prevail.

Mankind, at least the prudent and rational part of mankind, have an
aversion to pull down, till they have a moral certainty that they can
build up a better edifice than that which has been destroyed. Would
you, says an eminent writer, convince me, that the house I live in is
a bad one, and would you persuade me to quit it; build a better in my
neighbourhood; I shall be very ready to go into it, and shall return
you my very sincere thanks. Till another house be ready, a wise man
will stay in his old one, however inconvenient its arrangement,
however seducing the plans of the enthusiastic projector. We do not
set up for projectors, or reformers: we wish to keep steadily in view
the actual state of things, as well as our own hopes of progressive
improvement; and to seize and combine all that can be immediately
serviceable: all that can assist, without precipitating improvements.
Every well informed parent, and every liberal school-master, must be
sensible, that there are many circumstances in the management of
public education which might be condemned with reason; that too much
time is sacrificed to the study of the learned languages; that too
little attention is paid to the general improvement of the
understanding and formation of the moral character; that a
school-ma