The important truths which are dispersed throughout their writings being thus collected in one focus, their concentrated rays throw powerful light on the subject. 80, As in history each successive writer must record the same facts, in all didactic composition, the same principles and theories must often be laid down. Hence we occasionally express ideas which occurred to us as they had occurred to others, or which we gleaned in reading, without precisely recollecting to what authors they belong. We give, in an Appendix, a list of the various works we have read on the study of languages, that our readers may ascertain the extent of these accidental coincidences, or gleanings, as the case may be, and the degree of originality which characterises our work. This list will also be of service to those who wish to study the subject and compare different systems. * In combining great established truths with the results of our own experience, we follow the example of all who have advanced science. There is not a standard work in any branch of knowledge which is not, in great part, founded on what is best in previous works on the same subject. Were it otherwise, it would be impossible to bring science or art to perfection; the longest life would not suffice to master even one department of knowledge, if all ideas relating to it could be found only in the works of their respective originators. Though we draw from all sources, we hope our method will not, on that account, be depreciated. Machinery is perfected and codes of laws are framed by successive improvements and by accumulated efforts of many individuals; so, in education, a method, to be complete, must be eclectic. "Of all systems," says Baron Degérando, "the most solid and the truest is that which, without altogether excluding any, recognises what is useful in all and wisely combines them." What Mr. Cousin affirms of the true greatness of a people may be said of a right method: "It does not consist in borrowing nothing from others, but in borrowing from all whatever is good, and in improving whatever it appropriates." In another place this great philosopher says, "No * For those of our readers who cannot have access to these works, we subjoin some extracts which bear on our subject, and are too long to be introduced as quotations in the text. The references to these extracts will be indicated by figures. + Du Perfectionnement Moral. + Leçons de Philosophie à l'Ecole Normale. one system contains itself all the truth; it can be found entire only in all." * While we hope we shall not be found destitute of originality, we must say, utility rather than novelty has been our aim :-next to the merit of discovery is that of its practical application. We endeavour to ameliorate what exists rather than to hazard new theories; we especially arrange, demonstrate, and bring into operation many scattered truths which, until now, have remained in a state of conjecture. Lavoisier did not invent chemistry; but his classifications have thrown light on the investigations of his predecessors and raised their discoveries into a beautiful science. Through these classifications chemistry has rapidly advanced. Classification is also our object. We shall rest satisfied if we throw some light on the important branch of education which is the subject of the following pages, and if, by taking some steps in its progressive amelioration, we prepare the way for its future perfection. The investigations to which our subdivision gives rise enable us to examine every means of improvement which a good method should afford. Special directions are given for the acquisition of the native and a foreign language-ancient or modern; whether the learner be a child or an adult, a beginner or a proficient; whether he learn with or without a teacher, in private or in a public school. And, without encroaching on the time required for scientific pursuits, linguistic studies are made instrumental to the acquisition of knowledge and improvement in the native tongue, as well as to the intellectual culture and international communication, all indispensable requirements in modern society. CORK, Jan. 1, 1853. * De l'Instruction publique en Allemagne, Preface to 3rd edit. V. Of the fittest instruction for youth. Languages and Mathematics compared as means of intellectual culture V.-Importance of the articulate and the alphabetical words. 108 II.—Study of the native tongue as a part of national education 141 III.-Classical instruction limited in its benefits and inadequate |