lation; thirdly, we deem it absurd to appoint gentlemen as directors, unless those directors can furnish unexceptionable testimonials of acute and extensive scholarship. These are the principal causes of the failure of this establishment, and were we so disposed, we could name three of the former directors who actually removed their sons from the very institution over which they were appointed to preside. Fine encouragement this to the farmers and tradesmen of the island.

66

It may be said to us, Pray, Mr. Critic, can you devise a better system than the one now pursued at Elizabeth College? You can find fault fast enough, but can you remedy the evil of which you complain?" This is a very fair question, and we shall endeavour to answer it by throwing before the public of Guernsey the plan of edu cation practised in the duchy of Saxe Weimar and throughout the whole kingdom of Prussia, remarking that the people of these countries are the most enlightened, as a mass, of any section of the inhabitants of the globe. We extract the following summary of facts from Bulwer's "England and the English," one of the most masterly productions of our times, and one which all should, not only should read, but study. Four common class-books are taught at all the popular schools at Saxe Weimar. "The first is destined for the younger children; it contains, in regular gradations, the alphabet, the composition of syllables, punctuation, formation of language, slight stories, sentences or proverbs of one verse upwards, divers selections, sketches, &c. The sentences, says Victor Cousin, struck me particularly-they contain, in the most agreeable shapes, the most valuable lessons, which the author classes under systematic titles-such as our duties to ourselves,―our duties to men-our duties to God-and the knowledge of his divine attributes-so that, in the germ of literature, the infant receives also the germ of morals, and of religion.

"The second book for the use of children, from eight to ten, is not only composed of amusing sketches-the author touches upon matters of general utility. He proceeds on the just idea that the knowledge of the faculties of the soul ought a little to precede the more profound explanations of religion;-under the head of dialogue between a father and his children; the book treats, first, of man and his physical qualities; secondly, of the nature of the soul and of its faculties, with some notions of our powers of progressive improvement, and our heritage of immortality; and, thirdly, it contains the earliest and simplest elements of natural history, botany, mineralogy, &c.

"The third work contains two parts, each divided into two chapters: the first part is an examination of man as a rational animal-it resolves these questions: What am I? What am I able to do? What ought I to do? It teaches the distinction between men and brutes-instinct and reason-it endeavours to render the great moral foundations of truth clear and simple by familiar images and the most intelligible terms. "As the first chapter of this portion exercises the more reflective faculties, so the second does not neglect the more acute, and comprises songs, enigmas, fables, aphorisms, &c.

"The second part of the third work contains, first, the elements of natural history in all its subdivisions-notions of geography-of the natural rights of man-of his civil rights-with some lessons of general history. An Appendix comprises the geography and especial history of Saxe Weimar. The fourth book, not adapted solely for Saxe Weimar, is in great request throughout all Germany: it addresses itself to the more advanced pupils ;-it resembles a little the work last described, but is more extensive on some points; it is equally various, but it treats in especial more minutely on the rights and duties of subjects-it proceeds to conduct the boy, already made rational as a being, to his duties as a citizen. Such are the four class books in the popular schools of Saxe Weimar,—such are the foundations of that united, intellectual, and lofty spirit which marks the subjects of that principality."

We now proceed to give an outline of the system of education adopted in Prussia, observing that universal education is made a necessary, pervading, and paramount principle of the state. To effect this object schools are established in every district, town, and village, throughout the kingdom.

"The Prussian law," observes Mr. Bulwer, "enacted in 1819, distinguishes two degrees in popular education, les écoles élémentaires, and les écoles bourgeoises. What is the object of these two schools-the law nobly thus explains: To develope the faculties of the soul, the reason, the senses, and the physical frame. It shall embrace religion and morals, the knowledge of size and numbers, of nature, and of man, the exercises of the body, vocal music, drawing, and writing.

"Every elementary school includes necessarily the following objects: Religious instruction for the formation of morality, according to the positive truths of Christianity. The language of the country. The elements of geometry and the general principles of drawing. Practical arithmetic. The elements of physical philosophy, of geography, of general history; but especially of the history of the pupil's own country. These branches of knowledge to be sparingly or drily taught? No! the law adds, to be taught and retaught as often as possible, by the opportunities afforded in learning to read and write, independently of the particular and special lessons given upon these subjects. The art of song, to develope the voice of children, to elevate their minds, to improve and ennoble both popular and sacred melodies. Writing and the gymnastic exercises, which fortify all our senses, especially that of sight. The more simple of the manual arts, and some instructions upon agricultural labour.

"Such is the programme of the education of elementary schools in Prussia. At the more advanced school (l'école bourgeoise) are taught, religion and morals; the national tongue; reading, composition, exercises of style and of the invention; the study of the national classics. Latin is taught to all children, under certain limitations, in order to exercise their understanding, even whether or not they are destined to advance to the higher schools, or to proceed at once to their profession or trades. The elements of mathematics, and an accurate and searching study of practical arithmetic. Physical philosophy, so far as the more important phenomena of nature are concerned. Geography and history combined; so as to give the pupil a knowledge of the divisions of the earth, and the history of the world. Prussia, its history, laws, and constitution, shall be the object of especial study. The principles of drawing, at all occasions. Also writing, singing, and gymnastic exercises. This is the education given by Prussia to all her children. It is computed that thirteen out of fifteen children from the age of seven to that of fourteen are at the public schools; the remaining two are probably at the private schools, or educated at home; so that the whole are educated, and thus educated."

Now let the people of Guernsey compare this system with the plan pursued at Elizabeth College: we wish to impress the contrast strongly on the minds of parents who feel a real and sincere interest in the welfare of their children, and who are able to appreciate the mighty benefits of a solid and useful education. To erect this College, a large sum of money was levied that cannot be recalled; what then admonishes prudence? To make the best of a bad bargain. We firmly believe that four grammar schools, in different parishes, would have done far more good than the magnificent College: but as the mischief is now done, it is the duty of the public to bestir themselves, and endeavour to infuse fresh life and vigour into this palsied and drooping establishment.

We would recommend the formation of a committee to draw up a fixed plan of education based on the Prussian system, as explained in the work of Victor Cousin, and that this plan should be printed and circulated, gratis, among all the farmers in the country. Secondly, we would advise that the terms of instruction be very considerably lowered, so that all the children of the island might receive the full benefit of the College, as is the case in Saxe-Weimar and Prussia. The number of students would thus be so considerably augmented, that the compensation to the masters would not suffer any diminution, and at the same time the whole population would feel a deep interest in the prosperity of the College. Besides, this establishment ought never to be looked at as a mercantile speculation, but as a national seminary, having nobler and purer views than the grabbing of filthy lucre. When a course

of study has been agreed upon, we would leave the practical trial in the hands of the masters, and prohibit any interference on the part of the Directors, unless those Directors were men of recognized scholarship.

There appears, moreover, to us one grand omission in the rules of this institution: we mean the entire absence of public lectures. We are convinced that boys will learn more from a single course of lectures than from a year of routine study, for a judicious lecturer will throw before a student a vast quantity of materials of reflection, which the student himself can only collect by driblets, and after years of laborious research. A lecturer is a sort of sign-post who directs the boy in the road he ought to travel. He disentangles a question of all irrelevant matter; he simplifies the subject; brings it down level to the apprehension of a youthful mind; and thus, by clear narration and perspicuity of method, he charms his pupil to the love of learning, and converts a repugnant toil into an attractive recreation.

There is a room in the lower part of the building now unoccupied. At an expense of about one hundred pounds it could be converted into a lecture room, capable of holding three hundred persons. The students ought of course to be admitted gratis; but, as many persons of adult age might feel disposed to attend, it would only be a fair encouragement and compensation to a lecturer, to make some charge for his time and trouble. This would be entirely optional on the part of the visitors, so that any payment would be free from any similarity to a tax. The pupils would thus not only acquire a general knowledge of the subject of each lecture, on which they would reflect and meditate when alone, but they would insensibly improve their style in literary composition. The room to which we allude is quite separate from that part of the College now devoted to scholastic exercises, and we are persuaded that it could not be appropriated to a better purpose. At any rate, there could be no harm in trying the experiment.

Before closing these remarks, we take leave to make one further observation on this subject. The mean in mind, and the worthless in spirit, may sncer at this recommendation, as proceeding from an individual who has delivered a few lectures at the Mechanics' Institution. They may consider that personal vanity or mercenary motives prompt us to urge this matter on the public. We leave such reptiles to grovel in the mire and slush of their own wretched debasement. Certainly, could our humble efforts render any service to any one of the institutions of this island, in which we have for ten years resided, they would be zealously exerted; but we have no other motive in view than the public welfare, and however the pier-walkers, or les jurisconsultes du Carrefour, may settle this matter between them, we impress on the liberal, the enlightened, and the philanthropic, the expediency of establishing periodical lectures in connection with the usual studies pursued at Elizabeth College.

TO CORRESPONDENTS.

We have received Mr. WALLIS's Work on Dendrology, and shall comply with his request on an early occasion.

The Annual Report of the Proceedings in Sion House Academy, St. Saviour's, Jersey, has duly reached us; but we could not find place to notice it in our present Number in the way that it merits. give the system an extended review in our next.

We shall

To prevent disappointment, we must apprize our Correspondents that all Communications must be sent not later than the 15th of each month, or else they must unavoidably be postponed.

S. BARBET, PRINTER, NEW-STREET, GUERNSEY.

THE

GUERNSEY & JERSEY MAGAZINE.

APRIL, 1836.

DESTRUCTIVES AND CONSERVATIVES.

FALLACIES of language are among the most formidable enemies to the progress of truth. For since language is the medium, by which ideas are communicated from one man to another, it is essential, to avoid uncertainty and dispute in argumentation, that the same definite meaning should be invariably attached to the same expression. Controversialists, who neglect this precaution, are frequently hurried beyond the bounds of sound reasoning, and after arguing with warmth upon what they imagine to be a difference of vast importance, they discover, upon cool reflection, that they have been engaged in a mere verbal dispute. Words are but the representatives of ideas, as bank notes are the representatives of wealth; both are simply signs, and not the things signified: so that forgery may be committed in language, as well as in commerce.

It is the glory and boast of those who pursue mathematical science, that the study of it gives rise to none of those angry and interminable disputes which flow out of the discussion of politics, or the investigation of morals. Demonstration is the very essence of mathematics, and, as the accuracy or falsehood of every proposition is determined by fixed and acknowledged data, no theory or system, however plausible, can hope to receive encouragement, unless supported by solid and substantial argument. The science is in no respect speculative; it addresses itself to the judgment, not to the passions; it admits of no conjectures or surmises; on the contrary, all is certainty and fact. "An oval is never

The isoceles and

mistaken for a circle, nor an hyperbola for an ellipsis. scalenum are distinguished by boundaries, more exact than vice or virtue, right or wrong."* Mr. Locke, however, maintained, that morality was as capable of demonstration as mathematics, and he was of opinion that the obscurity which prevailed in the discussion of it, was to be attributed solely to the abuse and imperfections of language. Towards the conclu

* Hume's Essays.

Vol. I.-No. 4.

14

sion of the ninth chapter of the third book on the Human Understanding, he thus expresses himself :

:

"I must confess, that when I first began this discourse on the understanding, and a good while after, I had not the least thought that any consideration of words was at all necessary to it. But when, having passed over the origin and composition of our ideas, I began to examine the extent and certainty of our knowledge, I found it had so near a connexion with words, that unless their force and manner of signification were first well observed, there could be very little said clearly and pertinently concerning knowledge, which, being conversant about truth, had constantly to do with propositions, and though it terminated in things, yet it was for the most part so much by the intervention of words, that they seemed scarce separable from our general knowledge—at least, they interpose themselves so much between our understandings and the truth, which it would contemplate and apprehend, that, like the medium, through which visible objects pass, their obscurity and disorder does not seldom cast a mist before our eyes, and impose upon our understanding. If we consider in the fallacies men put upon themselves, as well as upon others, and the mistakes in men's disputes and notions, how great a part is owing to words, and their uncertain and mistaken signification, we shall have reason to think this is no small obstacle in the way to knowledge, which, I conclude, we are the more carefully to be warned of, because it has so far from being taken notice of, as an inconveniency, that the arts of improving it have been made the business of men's study, and obtained the reputation of subtlety and learning. But I am apt to imagine, that, were the imperfections of language, as the instrument of knowledge, more thoroughly weighed, a great many of the controversies which make such a noise in the world, would of themselves cease, and the way to knowledge, and perhaps peace too, lie a great deal opener than it now does."

After a few more general remarks on the vagueness of language, Mr. Locke proceeds in the following manner:-" -"Men having been accustomed from their cradles to learn words, which are easily got and retained, before they knew or had framed the complex ideas, to which they were annexed, or which were found to be in the things they were thought to stand for, usually continued to do so all their lives, and without taking the pains necessary to settle in their minds determined ideas, they use their words for such unsteady and confused notions as they have, contenting themselves with the same words which other people use, as if their very sound necessarily carried with it constantly the same meaning. This, though men make a shift with in the ordinary occurrences of life, when they find it necessary to be understood, and therefore they make signs till they are so; yet this insignificancy in their words, when they come to reason, either concerning their tenets or their interests, manifestly fills their discourse with abundance of empty unintelligible noise and jargon,